Health and Safety Officer
Health and Safety Officer
Health and Safety Officer
COMPETENCIES
INTRODUCTION
WHAT ARE COMPETENCIES AND WHY DO WE NEED THEM?
Competencies are the skills, knowledge, practical behaviours and attitudes which inform the way you operate in working life. MMUs competency framework
comprises thirteen sections designed to cover the major aspects of every support staff role in Grades 1-7 within the University. This way of looking at jobs is not
new to MMU; when applying for a job at the University, you will have been assessed against a list of criteria as detailed in the person specification in order to decide
whether or not you had the ability to undertake the job you applied for. The competencies are a natural progression, building on aspects of the person specification
in greater detail. The result? An up-to-date description of what is needed for your job.
So why are competencies required and what will they be used for? In order to meet the evolving demands of its customers, MMU is undergoing a period of
change. The competency framework will help to ensure that staff across the institution are working to the same standards so that the current high quality service is
consistently maintained. By encouraging excellence within roles, the framework will enable staff and the University to respond to future changes. The framework
also supports processes that lead to reward and recognition for those staff who demonstrate high levels of competency.
THE COMPETENCIES
There are 13 competencies in total. The first four competencies that appear in your individual competency profile will be the key competencies which are
considered most important to your role, the remaining 9 further competencies will be relevant to your role but not to the same degree, and are not listed in any
order.
LEVELS
Each competency has a number of levels within it. The competency document for your role details only those levels which you are required to demonstrate,
however, it is possible to see the other levels and the competencies required for other roles via your line manager and the HR website. This information can be
used to build a career path within MMU, for example, should you wish to apply for a different job, the competency framework will enable you to identify which areas
you are already competent in and which areas you will need to develop. Because the competencies are based on the HERA profiles, no-one will be asked to work
at a higher level than that which is required for their job and grade, however, should you wish to further develop your level of competence or show that you are
already working at a higher level of competency, the framework can be useful in demonstrating how.
Depending upon the role that you undertake, some of your competencies will contain two levels a main focus (the level at which you are required to work most of
the time, i.e. frequently), and an additional focus (a higher level of activity which is an important part of your role but required less often).
Where a competency level is an additional focus, some of the examples and competency indicators may not be relevant to your role, however you would be
expected to undertaking some of the examples at this level and meet as many of the competency indicators as possible.
Where more than one competency level is marked as a main focus, both levels are equally important to the role.
It is recognised that competencies will be developed over time and that someone new to a role might not necessarily possess the same level of competency as
someone who is more experienced. The Competency Indicators describe what competencies are expected at various stages. Stage 1 describes what would be
expected from someone new to the role and during their probation, stage 2 describes what is expected of someone demonstrates the required level of competency
for the role, and stage 3 describes indicators of a higher, well developed level of competency.
KEY COMPETENCIES
COMMUNICATION
Covers communication through written, electronic or visual means and oral communication, in both informal and formal situations. This may include the need to
convey basic factual information clearly and accurately; conveying information in the most appropriate format; and explaining complex or detailed specialist
information.
MAIN FOCUS
In addition, the role holder frequently receives, understands and conveys information which needs careful explanation or interpretation to help others understand,
taking into account what to communicate and how best to convey information to others.
Examples might include:
drafting non-routine documents (e.g. written guides,
materials, handbooks, letters, content for websites, etc)
marketing
procedures,
regulations
or
course
entry
Competency Indicators
1
COMMUNICATION
Covers communication through written, electronic or visual means and oral communication, in both informal and formal situations. This may include the need to
convey basic factual information clearly and accurately; conveying information in the most appropriate format; and explaining complex or detailed specialist
information.
ADDITIONAL FOCUS
The role holder receives, understands and conveys highly complex, conceptual ideas or complex information which may be highly detailed, technical or specialist.
Examples might include:
writing complex proposals, reports, letters, etc, containing detailed recommendations
writing detailed, complex procedures/guidelines regarding significant functions affecting large numbers of staff/students
writing meticulous explanations of complex procedures
providing a comprehensive explanation of how a complex system, procedure or a set of regulations operates (i.e. academic assessment regulations)
conveying complex legal requirements and their implications on significant situations
influencing others' thinking and negotiating with them regarding complex issues to achieve an outcome in significant situations
making presentations to sizable or mixed interest groups or groups with diverse levels of understanding, regarding complex subject matters
negotiating significant, long-term, complex contracts with external suppliers or customers
Competency Indicators
1
SERVICE DELIVERY
Covers the provision of help and assistance to a high standard of service to students, visitors, members of staff and other users of the institution. This may include
reacting to requests for information or advice; actively offering or promoting the services of the institution to others; and setting the overall standards of service
offered.
MAIN FOCUS
The role holder is required to deal with internal or external contacts who ask for service or require information; create a positive image of the institution by being
responsive and prompt in responding to requests and referring the user to the right person if necessary. Contact is usually initiated by the customer and typically
involves routine tasks with set standards or procedures.
Examples might include:
responding to requests for information/assistance from employees, students, parents, or members of the public
providing answers to regularly posed questions
providing a standard service working to set procedures and guidelines
Competency Indicators
1
SERVICE DELIVERY
Covers the provision of help and assistance to a high standard of service to students, visitors, members of staff and other users of the institution. This may include
reacting to requests for information or advice; actively offering or promoting the services of the institution to others; and setting the overall standards of service
offered.
ADDITIONAL FOCUS
The role holder is required to deal with internal or external contacts where the service is usually initiated by the role holder, working within the institution's overall
procedures or policies;
AND/OR
understand and explore customer's needs; adapt the service accordingly to ensure the usefulness or appropriateness and quality of service (i.e. content, time,
accuracy, level of information, cost).
Examples might include:
approaching customers to establish what is required (e.g. agreeing meeting agendas, designing promotional materials, establishing the objectives of a
project)
actively involved in surveying customer needs and obtaining feedback about the service (e.g. designing student feedback questionnaires and analysing the
results)
providing feedback on the levels of service usage (e.g. levels of room occupancy or stock use) and suggesting ways in which the service can be made more
effective in order to meet customer needs
establishing a thorough understanding of more unusual problems and taking an active role in their resolution
Competency Indicators
1
WORK ENVIRONMENT
Covers the impact the working environment has on the individual and their ability to respond to and control that environment safely. This may include such things
as the temperature, noise or fumes, the work position and working in an outdoor environment.
MAIN FOCUS
The role holder is required to understand how the work environment could impact on their own work and that of colleagues; take standard actions, within health
and safety guidelines where applicable, to adapt the environment.
Examples might include:
following safe procedures for using and maintaining complex technical machinery or electrical equipment
request and ensure use of PPE as appropriate
recognise and highlight the need for risk assessment
assist with creation and follow-up of risk assessments
carrying out routine risk assessments and health and safety inspections in non-hazardous environments
Competency Indicators
1
WORK ENVIRONMENT
Covers the impact the working environment has on the individual and their ability to respond to and control that environment safely. This may include such things
as the temperature, noise or fumes, the work position and working in an outdoor environment.
ADDITIONAL FOCUS
The role holder is required to understand variability in their working environment and its potential negative impact on the work process or health and safety if the
individual or colleagues; determine the level of risk and appropriate response.
Examples might include:
those with ultimate responsibility for the safety of staff within complex, hazardous working environments, areas or work sites under their jurisdiction
carrying out a risk assessment of complex, hazardous situations and maintaining up to date listing of all risk assessments for public viewing
recommendations in line with University procedure to avoid the possibility of accidents in the workplace
defines emergency actions to be taken in the event of an emergency such as a spillage of highly dangerous chemicals
Competency Indicators
1
Competency Indicators
1
3
Demands excellence in all service provision
Competency Indicators
1
FURTHER COMPETENCIES
Competency Indicators
1
Competency Indicators
1
Builds
and
maintains
productive
working
relationships to achieve demonstrable positive
outcomes
Competency Indicators
1
3
Exchanges information and ideas with others
outside own team as a means of keeping up to date
Competency Indicators
1
Ensures previous learning is included
Enables others to contribute to decisions
ensure
Competency Indicators
1
Anticipates problems
contingencies in place
or
delays
and
has
Competency Indicators
1
Competency Indicators
1
Competency Indicators
1
Competency Indicators
1
and
Competency Indicators
1
specialist
Suggests ways
learning events
of
developing
of
and
improving
Competency Indicators
1