inspector s competency model hse s approach n.
Skip this Video
Loading SlideShow in 5 Seconds..
Inspector’s Competency Model - HSE’s approach PowerPoint Presentation
Download Presentation
Inspector’s Competency Model - HSE’s approach

Loading in 2 Seconds...

play fullscreen
1 / 15

Inspector’s Competency Model - HSE’s approach - PowerPoint PPT Presentation

  • Uploaded on

Inspector’s Competency Model - HSE’s approach. Mike Cross 3 June 2014. Key Requirements for Competence. Staff selection. Graduate recruitment Three part selection process: Application sift On-line testing Assessment centre Key elements assessed: Critical reasoning Reading and writing

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Inspector’s Competency Model - HSE’s approach' - terah

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
staff selection
Staff selection
  • Graduate recruitment
  • Three part selection process:
    • Application sift
    • On-line testing
    • Assessment centre
  • Key elements assessed:
    • Critical reasoning
    • Reading and writing
    • Behavioural assessment
staff selection behavioural assessment
Staff Selection - Behavioural Assessment

Identifies staff who are:

  • Emotionally resilient – will stay calm under pressure or when challenged
  • Make sound decisions – can make multi-factorial balanced decisions
  • Good at working in a team – collaborative, supportive of other colleagues
  • Change orientated - willing to accept and propose change
  • Effective communicators – can influence and persuade others (and have good listening skills)
foundation training rtp
Foundation Training - RTP
  • Inspectors joining HSE undergo 3 year’s training called the Regulators Training Programme (RTP) :
  • 2 year core programme which includes:
    • Off the job training – assessed tutorials
    • On the job training
  • Satisfactory completion of the programme – assessed against a Professional Practice Framework - leads to a post-graduate diploma in occupational health and safety
  • Final year of programme depends on specific role
rtp on the job training
RTP – on-the-job training
  • Joint Visits as an observer with inspectors from own team
  • Joint Visits as lead inspector for activities in own team
  • Solo Inspection visits (from around month 3) to simple premises.
  • Office based preparation, follow up and discussion work for solo inspections
  • Visits to see criminal prosecutions, tribunals, inquests
  • Preparatory and consolidation work for off the job tutorials and courses
  • Self Study
rtp professional practice framework
RTP - Professional Practice Framework

5 key competencies must be achieved:

  • Planning, priority setting and time management.
  • Preparing, conducting and reporting on inspections.
  • Investigating and gathering evidence following incidents and complaints.
  • Drafting and serving notices.
  • Preparing for Legal proceeding
cpd rdna

Regulators’ Development Needs Analysis Tool (RDNA):

  • Specifies the knowledge and skills required of a good regulator
  • Self assessment tool with manager validation
  • Process involves identifying on-going and new development needs in line with regulators’ role, experience and ambition, and in line with business needs
  • Also includes related tool to help meet development needs – GRIP
  • Find these tools here:
performance management
Performance Management
  • Compulsory annual performance cycle based on:
    • Clear performance objectives
    • Half year and full year appraisals
    • Equal importance given to “What” (outputs) and “How” (behaviours)
    • Improvement plans where performance inadequate