Setting Standards In Health And Safety - IOSH
Setting standardsin health and safetyRaising performance through training and competence developmentwww.iosh.co.uk/standardsInformation guide
IOSH publishes a range offree technical guidance. Ourguidance literature is designedto support and informmembers and motivate andinfluence health and safetystakeholders.Setting standards in health andsafety – raising performancethrough training and competencedevelopmentWe’ve produced this guide oncompetence and training good practicefor employers and health and safetyprofessionals. Our aim is to help raisehealth and safety performance acrossall levels and sectors of employment byoutlining the competences that staffneed, and how these can be developed.The guide looks at the standards oftraining and levels of competenceneeded by:- directors, managers and supervisors- health and safety representatives- non-supervisory staff- health and safety professionals- other professionals.This guide is intended as an introductorytext to health and safety training andcompetence, with references to furtherreading and information sources. It isnot a definitive guide to the subject.If you have any comments or questionsabout this guide please contact Researchand Information Services at IOSH:- t 44 (0)116 257 3100- researchandinformation@iosh.co.ukPDF versions of this and other guidesare available at www.iosh.co.uk/freeguides.Our materials are reviewed at leastonce every three years. This documentwas last reviewed and revised inMay 2015.
Contents1234567What is competence?Setting competence levels in health and safetyTrainingWho needs training and competence?Competence in health and safetyDeveloping and maintaining competenceConclusion02030506080910Information and resources11AppendicesA The Qualifications and Credit Framework for EnglandB How the different qualification levels relate to each otherC Case study: Competence in health and safety at a nuclear company121314
1 What is competence?Competence is about being able to dosomething effectively and efficiently.It has three main building blocks –knowledge, skills and experience – allof which overlap.KnowledgeKnowledge covers familiarity, awareness or understandinggained through experience or study. In health and safety, itincludes knowing such things as:- what hazards are- the range of hazards and how they can affect people- the difference between hazards and risksSkillsSkills are abilities that have been gained or developedthrough training or experience. In health and safety, thiscovers the ability to do practical things such as identifyhazards, draft a risk assessment and implement controlExperienceExperience is the result of a process of observing,encountering or doing something. People gain experiencewhen their knowledge and skills are tested in practice, andlearn as a result of their actions.People can also gain experience when they’re supervised bysomeone who’s already experienced. The experiencedCompetence is also about knowingyour limitations and when to call onadvice from others who have moreknowledge, skills or experience. A wayof testing your own competence (and02- how to evaluate risks and decide on appropriatecontrols- key elements of occupational safety and healthmanagement systems- how to gather and analyse health and safety data- how health and safety law applies to the workplace.measures. Personal skills are important too, such as theability to communicate effectively. Skills support technicalcompetence and help health and safety professionals dotheir jobs effectively.person can give the learner feedback and point outmistakes that they can correct more easily. Experientiallearning is increasingly part of qualification programmes.This helps learners ‘hone’ their knowledge and skills duringtheir course, and gives them a higher level of competenceonce they’ve completed it.that of others) is to ask three questions:- what could go wrong?- how could this be avoided?- what would I do if things went wrong?
2 Setting competence levels in health and safetyIn terms of knowledge and skills,the new Qualifications and CreditFramework (QCF) sets out the differentlevels of qualification needed byvarious groups. The QCF is replacingthe existing framework in England,and similar frameworks will operatein Wales and Northern Ireland. TheQCF is a system for recognising skillsand qualifications. It does this byawarding credit for qualifications andunits (small steps of learning). Eachunit has a credit value, which specifiesthe number of credits gained bylearners who can complete that unit.The flexibility of the system allowslearners to gain qualifications at theirown pace along routes that suit thembest. The main categories are:- level 1 – for all employees- level 3 – for supervisors and linemanagers- level 6 – for specialist advisers- levels 7 and 8 – for senior managers.For more information on the QCF levelindicators, see Appendix A.At a non-practitioner or ‘awareness’level, it’s possible for courses to coverthe knowledge and skill contentrequired without necessarily leading toa qualification on the QCF, althoughemployers need to carefully assess thelearning outcomes of such in-houseor external courses. An example ofthese are the awareness trainingprogrammes certified by IOSH, thelargest provider in the field.There are also higher educationqualifications awarded by universitiesand colleges. These are outlined inthe frameworks for higher educationqualifications (FHEQs).To find out how the differentqualification levels across the UK andIreland relate to each other, have alook at Appendix B.All UK countries have frameworksand share agreements with eachother, although there are some minordifferences between the variousframeworks. Ofqual regulates theframework in England, in collaborationwith other regulators in the UK. Whilethe frameworks for England, Walesand Northern Ireland are very similar,the Scottish framework differs fromthe others in the level descriptors forvocational qualifications.National Occupational Standards(NOSs) describe what an experienced,effective worker does in their job.There are NOSs for many differentworkplace sectors. They all have asimilar format, and cover:- key roles – the different areas inwhich people in the occupation work- unit summary – what the unit isabout, who it’s for and explanationsof terminology- unit catalogue – the activities thatworkers have to carry out- performance criteria – what effectiveworkers do and the standards theyneed to achieve- knowledge requirements – whatworkers need to know to meet thestandards.NOSs apply to most jobs and roles,and include sections on health andsafety. They set outcomes that workersmust demonstrate to show that theyhave the necessary knowledge andskills. These outcomes set a frameworkfor achievement and improvementthat supports many formal trainingprogrammes, such as ScottishVocational Qualifications (SVQs),apprenticeships, further and highereducation courses, and professionaldevelopment programmes. NOSs aredeveloped by Sector Skills Councilsand standard-setting bodies, throughconsultation with practitioners,employers, professional bodies andtrade unions.There are also specific NOSs for healthand safety practice. These are set byProskills, which is also responsible forsetting standards in other areas, such as:- prevention and management ofwork-related violence- personnel, advice and guidance- coaching and mentoring- learning and development.The NOSs for health and safety coverthe main areas and key principles ofpractice that are common to the roleof health and safety professionals,regardless of the industry or sectorthey work in. They include:- promote a positive health and safetyculture- develop and implement a health andsafety policy- develop and implement effectivecommunication systems for healthand safety information- identify and evaluate health andsafety hazards- develop and implement health andsafety review systems- influence and keep pace withimprovements in health and safetypractice.For more information on the NOSs forhealth and safety, visithttp://nos.ukces.org.uk/Pages/index.aspx.03
It’s worth bearing in mind that ifyou have an academic qualificationin health and safety – such as onefrom the higher education sector ornationally accredited awarding bodiessuch as the National ExaminationBoard in Occupational Safety andHealth (NEBOSH) – it doesn’t makeyou competent to practise healthand safety. What it demonstrates isthat you’ve carried out a programmeof academic work leading to thedevelopment of knowledge and someskills, and that they’ve been formallyassessed in an examination and/or by04some other method. The knowledgeyou’ve gained can form the basis ofcompetence, as long as you thenacquire suitable experience and skills inthe workplace.Similarly, if you hold an NVQ/SVQ inoccupational health and safety, whilethis demonstrates competence inthe knowledge and skills needed inthe workplace setting you took yourqualification in, you still have to gainmore work experience to becomecompetent.
3 TrainingTraining is any activity that leads toskilled behaviour. Training also leads toknowledge and supports competence.The Health and Safety Executive (HSE)defines health and safety training ascovering all training and developmentalactivities that aim to provide workers,safety representatives and managerswith:- a greater awareness of health andsafety issues- skills in risk assessment and riskmanagement- skills relating to the hazards ofparticular tasks and occupations- a range of other skills, includingthose relating to job specificationand design, contract management,ergonomics and occupational health.Refresher training can be useful tomake sure that people maintain theircompetence in a specific area. Manyoccupational safety and health-relatedcourses, such as first aid, passportschemes and fire warden training, havea prescribed frequency for retraining.Retraining may not always be needed,and this is where a basic competenceassessment can be useful, for exampleusing a computer-based package forthe knowledge element, with refreshertraining for those who haven’t reachedthe required standard.It’s important to understand whatspecific competences are needed overand above those that may be providedby basic awareness training. A ‘trainingneeds analysis’ will help identify anycompetency gaps, so that training canbe tailored to fill them. This is a moreprofessional approach than providing‘blanket’ training on a topic, whichcan be unnecessary in some cases. Foradvice on how to carry out a trainingneeds analysis, see tlneeds.htm?IsSrchRes 1.Remember that, on its own, attendingtraining isn’t enough. Delegatesare often set learning objectives bycourse providers, and usually haveto pass end-of-course assessmentsto successfully complete a course.More importantly, learning needsto be transferred and applied to theworkplace. To assess how successfultraining has been, managers canagree objectives with staff beforethey begin a course, for example areduction in poor safety behaviours. Ata suitable point after the course, staffand managers can then evaluate howfar the training has helped to meetthe objectives. For a background totraining evaluation, atrain.htm.It’s also important to be aware ofand accommodate any individualrequirements that staff might havebefore they begin training. These mightinclude issues arising from:- dyslexia- mobility difficulties- visual or hearing impairment- mental health conditions- language problems- numeracy or literacy problems.The regulator’s training strategyThe need for competence – and for training anddevelopment systems that support competence – isrecognised at the highest level in the health and safetysector in the HSE’s ‘Strategy on health and safety training’.The vision of the strategy is: “Everyone at work should becompetent to fulfil their roles in controlling risk.”The specific aims of the strategy are to:- raise awareness of the importance of health and safetytraining- bring about a substantial improvement in the quality andquantity of training- promote an awareness of the importance of competencein controlling risk- influence education providers so that they offer thenecessary framework of basic knowledge and skills.The HSE proposes to increase competence by:- encouraging employers and trade unions to recognisethe need to provide good quality health and safetytraining- getting its own and local authority inspectors to assessthe competence of workers and managers, and toexamine whether the training provided by employers isadequate – this forms an important part of inspection,investigation and enforcement activities- setting up partnerships to provide the right quality andquantity of training- influencing other government departments so that theypromote training in their areas of responsibility- making sure that all parts of the education systemprovide a knowledge base on which training can bebuilt.05
4 Who needs training and competence?Everyone who works needs atleast some level of training andcompetence in health and safety– how much they need dependson their role and responsibilities.The Health and Safety at Work Actand Management of Health andSafety at Work Regulations setout a framework for training andcompetence. There are also otherYoung peopleRisk awareness needs to be an important part of youngpeople’s education and training. The ‘safe learner’concept, developed by the Learning and Skills Council(LSC) and promoted by colleges and training providersin England, helps integrate health and safety into thecurriculum and working life.The ‘safe learner’ is defined as someone who, through thequality of their learning experience:- gains an understanding of the importance of health andsafety- understands how hazards are identified, risks areassessed, and control measures work- develops a set of safe behaviours, so that they play anactive part in the process and gain practical, transferableskills from their experience.EmployeesEvery employee should have a basic understanding ofhealth and safety so that they aren’t injured, killed ormade ill by work, and so that they can comply with theirorganisation’s health and safety policy.Supervisors and line managersSupervisors and line managers need to have a muchdeeper understanding of their health and safety dutiesthan non-supervisory staff. They need to know howhealth and safety law applies to them and what theirorganisation’s health and safety policy expects of them.They should be able to apply their management skills in ahealth and safety context, know about the risks associatedwith the work they oversee, and be able to manage themon a day-to-day basis.06specific laws that cite competencerequirements, for example theControl of Asbestos at WorkRegulations and the Provision andUse of Work Equipment Regulations.One of the key elements of the safe learner blueprint is afive-stage model. The stages are:- pre-work briefing- induction- progression- the safe learner and worker- lifelong learning in health and safety.The fifth stage emphasises that an individual’scompetence in health and safety must be maintainedthroughout their working life and as circumstances,environments, work and risks change.For this group, courses such as IOSH’s one-day trainingsession, Working safely, cover the basics, focusing onhealth and safety hazards and risks, and improvingperformance. For more information, visitwww.iosh.co.uk/workingsafely.There are a number of courses that can help managersand supervisors handle health and safety in their teams.For example, IOSH’s Managing safely course looks at arange of issues, including identifying hazards, assessingand controlling risks, investigating accidents andmeasuring performance. To find out more, visitwww.iosh.co.uk/managingsafely.
Senior managersSenior managers need to know their responsibilitiesand accountability within the law, especially their dutiesunder the Health and Safety at Work Act and any specificregulations that apply to their sector. They should be ableto recognise key health and safety risks related to thework their organisation carries out, understand how theseimpact on the business, be able to provide leadership, andplan strategically to minimise those risks.Employees’ representativesAlthough employees’ representatives hold voluntarypositions, they need to be competent to fulfil their roles.In recognition of this, they’re allowed by law to take timeoff for training. This includes training in health andHealth and safety professionalsHealth and safety professionals should have a high levelof competence. This should be proportionate to the workthey do and the type of organisation they work for.Courses for senior managers include IOSH’s Directingsafely and Safety for senior executives. Both aim toprovide directors and owners of small and mediumsized enterprises with an understanding of the moral,legal and business case for proactive health and safetymanagement, and give guidance on effective riskmanagement.safety, as well as personal communication and negotiation.Suitable health and safety courses for this group includeIOSH’s Working safely and Managing safely.Generally, the higher the level of competence that ahealth and safety professional needs, the longer it willtake them to acquire the necessary knowledge, skills andexperience.They can acquire competence in different ways – includinggraduate and postgraduate studies, NEBOSH and BritishSafety Council Awards diploma courses, NVQs/SVQs – andby gaining skills and experience in different roles.07
5 Competence in health and safetyGeneral competenceIOSH is the Chartered body foroccupational safety and healthpractitioners and the guardian ofprofessional standards. Since NOSswere first introduced, we’ve takenan active role in their development,and we use them to underpin ourmembership structure. For example,Graduate Members must have aqualification based on the level 4standards – which may be a degree, aOfqual-accredited qualification or anNVQ/SVQ – while Technical Membersneed a qualification based on the level3 standards.In our view, effective health andsafety management can only beachieved when employers, employees,employees’ representatives and healthand safety professionals work togetherin partnership.08Each of these groups needs a differentlevel of competence so that they cantake an active part in managing healthand safety and comply with their dutiesunder the law.Competence for specific dutiesAs well as the general levels ofcompetence that employees andmanagers need to have, there are alsospecific requirements for particulartasks, and work involving specifichazards.These include:- using certain types of workequipment- driving forklift trucks- handling and disposing of asbestos- working with radiation- advising on the transport ofdangerous goods- working with chemicals and otherdangerous substances.You can get more information onthese and other tasks involving specifichazards in the relevant legislation,approved codes of practice andguidance documents, as well as on theHSE website at htm and through industry andtrade associations.
6 Developing and maintaining competenceAs we noted earlier, competence isabout having the right amount ofknowledge, skills and experience tocarry out a task to a set level. Theselevels may be prescribed by law, bynational standards or by best practice.Regardless of how competence is setor developed, employees at all levelsneed to maintain their competence.Competence has several distinct stages:- unconscious incompetence – whenyou’re unaware of what you need todo to act in a competent way- conscious incompetence – whenyou begin training and becomeaware of what you don’t know- conscious competence – whenyou’ve completed enough trainingto complete a task in a competentway and you’re aware of this- unconscious competence –when you carry out tasks in a fullycompetent way and you’re unawareof this because your behaviour hasbecome habitual.With ‘unconscious competence’,you could continue to performcompetently. On the other hand, yourperformance could deteriorate if you:- unconsciously develop bad habits- don’t keep up to date with bestpractice- don’t regularly use your skills orknowledge.Your performance could alsodeteriorate if changes to the businessmean you need new competences.Employers need to check both theirown competence and that of theiremployees regularly, to make sure thattheir organisation’s health and safetyperformance is at the level they believeit to be. To make sure staff keep theircompetences up to date, employersneed to:- assess their level of competence- produce a development plan thatsets out the current position andthe desired level- list the development activities that willhelp staff achieve the desired level.This may involve experience orsupervised practice, not just standardtraining courses. Employers shouldreview development plans on aregular basis.Continuing Professional Development(CPD) is a part of every professional’sworking life. For those working inhealth and safety, IOSH offers itsmembers a structured developmentplan throughout their career. AllIOSH members (other than those inthe Affiliate, Associate and Retiredcategories) register for online CPD,recognising that it is a mixture ofmaintaining and developing technicalhealth and safety skills and associatedmanagement skills. CPD activities cantake many forms and vary betweenindividual practitioners, depending ontheir current level of competence anddevelopment needs. It is the reflectionof what has been gained fromactivities that is important. For moreinformation, see www.iosh.co.uk/professional.IOSH also runs an Initial ProfessionalDevelopment (IPD) scheme for allmembers in the Graduate category.Under IPD, members have todemonstrate that they have enoughknowledge, skills and experiencebefore they can progress to Charteredmembership. For more information,visit www.iosh.co.uk/ipd.‘Mentoring’ is an effective way ofproviding support to professionalswho are developing their competence.It can be beneficial at all stages ofsomeone’s career – from helping themchoose which qualification to take, toapplying for Chartered Fellowship oftheir professional body.A mentor is an experienced personwho is prepared to advise and guidea less experienced person to managetheir own learning and develop theircareer. Mentoring can also be aneffective development activity for thementor, often leading to increasedconfidence and leadership skills. Usingan Open University course, IOSH trainsa number of its members to carry outmentoring roles.Where someone has to completea training course as part of theirdevelopment of competence, to makesure their knowledge and skills remainat the optimum level, some courseshave expiry dates and voluntary ormandatory renewal programmes. Forexample, first aiders in the workplacehave to renew their qualificationevery three years. Similarly, at IOSH,we recommend that, for some ofour courses, learners should take arefresher course three years later.Development plans and appraisalsystems can help employers reviewtheir staff’s key competences, identifyany gaps, and plan activities to renewor add to them. It’s also worth notingthat gaps can be revealed afteraccidents, incidents or near missesin the workplace. In these cases,employers should take immediateaction to fill the gap.Employers should encourage allemployees to take responsibilityfor their own competence. And ifemployees have any concerns abouttheir competence, or suggestions formore development, employers shouldencourage them to raise them withtheir manager.Employers must make sure thatdevelopment plans evolve so that theyremain relevant to the work that anemployee does.In sectors that have a transitoryworkforce, some schemes captureinformation about competence so thatit can easily be transferred from oneemployer to another. These are oftenknown as ‘passport’ schemes. Youcan get more information on theseschemes from industry associations andtrade unions.09
7 ConclusionEffectively defining and managingcompetence is an essential part of agood health and safety managementsystem. For most employees,requirements for competence in healthand safety are integrated in the NOSsrelevant to their specific job, trade orskill base. For employees who take anactive role in the management of healthand safety at work – such as employees’representatives and specialist health andsafety advisers – competence should beachieved through the NOSs specific tohealth and safety.10The key to defining, achieving andmaintaining competence is to takea partnership approach, where eachemployee understands their roleand responsibilities for health andsafety at work and the associatedcompetence requirements, and agreesa development plan with their employerthat will allow them to achieve theirdesired level of competence. Thisprocess will differ for each employee aswell as for each job, task and role. It’simportant to work to the establishedframework and keep the process asclear and simple as possible.Whatever the process, all organisationsshould aim to make sure everyemployee achieves a level ofcompetence in health and safety that’ssuitable for them.A good competence and developmentprogramme will help support aneffective health and safety managementprocess. And while competence helpskeep employees safe and healthy,organisations benefit too in termsof keeping the cost of absenteeismdown – including the associated costsof replacing staff, loss of productivityand profits, and possibly harming thebusiness’s reputation.
Information and resourcesMore informationYou can get more information from thefollowing organisations:Chartered Institute of Personnel artment for Business, Innovationand Skillswww.bis.gov.ukHealth and Safety /outline.htmInstitution of Occupational Safetyand ukProskillswww.proskills.co.ukScottish Qualifications Authoritywww.sqa.org.uk/sqa/4596.557.htmlTrades Union Congresswww.tuc.org.ukUK Commission for Employmentand Skillswww.ukces.org.ukFurther readingEssex County Council. Health and safety:competence and capability – code ofpractice.Human resources department PF/06.23,September 2004.Harvey H N. Training and competence inoccupational safety and health. Tolley’shealth and safety at work handbook.18th edition. Croydon: LexisNexis UK,2007: T700/1–T70/22.Health and Safety Commission. Strategyon health and safety training. LAC 84/3.2005.Health and Safety Executive. ‘Competenthealth and safety advice’webpages. www.hse.gov.uk/business/competent-advice.htm.IOSH. Consultancy – good practiceguide: practical guidance on workingas a competent health and safetyconsultant. Wigston: IOSH, 2008.www.iosh.co.uk/consultantguide.IOSH. Getting help with health andsafety: practical guidance on workingwith a consultant. Wigston: IOSH,2008. www.iosh.co.uk/consultanthelp.Kerrin M, Silverman M and ThomsonL. ‘The safe learner’ – exploringthe concept. Brighton: Institutefor Employment Studies, e 1.Health and Safety Executive. HSEstatement to the external providers ofhealth and safety pdf.Health and Safety Executive.Human factors briefing note no. 2:competence. f.11
Appendix A – The Qualifications and CreditFramework for EnglandFramework levelLevel descriptorsEntryEntry 1 recognises progress along a continuum that ranges from the most elementary ofachievements to beginning to make use of skills, knowledge or understanding that relate to theimmediate environment.Achievement at Entry 2 reflects the ability to make use of skills, knowledge and understanding tocarry out simple, familiar tasks and activities with guidance.Achievement at Entry 3 reflects the ability to make use of skills, knowledge and understanding to carryout structured tasks and activities in familiar contexts, with appropriate guidance where needed.Level 1Achievement at level 1 reflects the ability to use relevant knowledge, skills and procedures to completeroutine tasks. It includes responsibility for completing tasks and procedures subject to direction or guidance.Level 2Achievement at level 2 reflects the ability to select and use relevant knowledge, ideas, skills andprocedures to complete well-defined tasks and address straightforward problems. It includes takingresponsibility for completing tasks and procedures and exercising autonomy and judgement subject tooverall direction or guidance.Level 3Achievement at level 3 reflects the ability to identify and use relevant understanding, methods andskills to complete tasks and address problems that, while well defined, have a measure of complexity.It includes taking responsibility for initiating and completing tasks and procedures as well as exercisingautonomy and judgment within limited parameters. It also reflects awareness of differentperspectives or approaches within an area of study or work.Level 4Achievement at level 4 reflects the ability to identify and use relevant understanding, methods andskills to address problems that are well defined but complex and non-routine. It includes takingresponsibility for overall courses of action as well as exercising autonomy and judgment withinfairly broad parameters. It also reflects understanding of different perspectives or approaches withinan area of study or work.Level 5Achievement at level 5 reflects the ability to identify and use relevant understanding, methods andskills to address broadly defined, complex problems. It includes taking responsibility for planning anddeveloping courses of action as well as exercising autonomy and judgment within broad parameters.It also
of health and safety professionals, regardless of the industry or sector they work in. They include:-promote a positive health and safety culture-develop and implement a health and safety policy-develop and implement effective communication systems for health and safety information-identify and evaluate health and safety hazards
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