The research aimes to develop an AI literacy assessment approach for university faculty members in Russia. Theoretical background formed the TPACK framework and theory of planned behavior. The research design included two stages. During the first stage we conducted an exploratory literature review to analyze existing frameworks for AI-literacy of non-experts in AI, which could be relevant for educational context. During the second stage, content analysis of universities' faculty personal plans and vacancies' announcements on hh.ru helped to derive a list of jobs to be done with a help of generative AI tools. The introduced scale consists of 6 groups of tasks, 4 in each: Teaching Activities, Research Activities, Organizational and Methodological Work, Educational and Methodological Work, Professional Development, Consulting Services. We developed a scoring scale to evaluate the level of AI literacy. The authors acknowledges contribution offered by AI Lab of the Center for Teaching Excellence in business education at GSOM SPBU.