Setting standards in

health and safety

Raising performance through training
and competence development

direction

08.5
IOSH publishes a two-tier Setting standards in health and This guide is intended as an
safety – raising performance introductory text to health and safety
range of free technical through training and competence training and competence, with
guidance. Our guidance development references to further reading and
We’ve produced this guide on information sources. It is not a
literature is designed to
competence and training good practice definitive guide to the subject.
support and inform members for employers and health and safety
professionals. Our aim is to help raise A PDF version of this guide can be
and motivate and influence
health and safety performance across downloaded from www.iosh.co.uk/
health and safety stakeholders. all levels and sectors of employment by standards.
outlining the competences that staff
Direct info need, and how these can be
Brief, focused information on health developed. The guide looks at the
and safety topics, typically operation- standards of training and levels of
or sector-specific. competence needed by:
- directors, managers and supervisors
- health and safety representatives
Direction
- non-supervisory staff
Strategic corporate guidance on health
- health and safety professionals
and safety issues.
- other professionals.
Revised February 2011
Contents

1 What is competence? 02
2 Setting competence levels in health and safety 03
3 Training 05
4 Who needs training and competence? 06
5 Competence in health and safety 08
6 Developing and maintaining competence 09
7 Conclusion 10
Information and resources 11

Appendices
A The Qualifications and Credit Framework 12
B How the different qualification levels relate to each other 13
C Case study: Competence in health and safety at a nuclear company 14
1 What is competence?

Competence is about being able to do knowledge, skills and experience – all

something effectively and efficiently. It of which overlap.
has three main building blocks –

Knowledge
Knowledge covers familiarity, awareness or understanding - how to evaluate risks and decide on appropriate
gained through experience or study. In health and safety, controls
it includes knowing such things as: - key elements of occupational safety and health
- what hazards are management systems
- the range of hazards and how they can affect people - how to gather and analyse health and safety data
- the difference between hazards and risks - how health and safety law applies to the workplace.

Skills
Skills are abilities that have been gained or developed measures. Personal skills are important too, such as the
through training or experience. In health and safety, this ability to communicate effectively. Skills support technical
covers the ability to do practical things such as identify competence and help health and safety professionals do
hazards, draft a risk assessment and implement control their jobs effectively.

Experience
Experience is the result of a process of observing, person can give the learner feedback and point out
encountering or doing something. People gain experience mistakes that they can correct more easily. Experiential
when their knowledge and skills are tested in practice, learning is increasingly part of qualification programmes.
and learn as a result of their actions. This helps learners ‘hone’ their knowledge and skills
during their course, and gives them a higher level of
People can also gain experience when they’re supervised competence once they’ve completed it.
by someone who’s already experienced. The experienced

Competence is also about knowing that of others) is to ask three

your limitations and when to call on questions:
advice from others who have more - what could go wrong?
knowledge, skills or experience. A way - how could this be avoided?
of testing your own competence (and - what would I do if things went
wrong?

02
2 Setting competence levels in health and safety

In terms of knowledge and skills, the To find out how the different Vocational Qualifications (SVQs),
new Qualifications and Credit qualification levels across the UK and apprenticeships, further and higher
Framework (QCF) sets out the different Ireland relate to each other, have a education courses, and professional
levels of qualification needed by look at Appendix B. development programmes. NOSs are
various groups. The QCF is replacing developed by Sector Skills Councils and
the existing framework in England, and All UK countries have frameworks and standard-setting bodies, through
similar frameworks will operate in share agreements with each other, consultation with practitioners,
Wales and Northern Ireland. The QCF is although there are some minor employers, professional bodies and
a system for recognising skills and differences between the various trade unions.
qualifications. It does this by awarding frameworks. Ofqual regulates the
credit for qualifications and units (small framework in England, in collaboration There are also specific NOSs for health
steps of learning). Each unit has a with other regulators in the UK. While and safety practice. These are set by
credit value, which specifies the the frameworks for England, Wales and Proskills, which is also responsible for
number of credits gained by learners Northern Ireland are very similar, the setting standards in other areas, such
who can complete that unit. The Scottish framework differs from the as:
flexibility of the system allows learners others in the level descriptors for - prevention and management of
to gain qualifications at their own pace vocational qualifications. work-related violence
along routes that suit them best. The - personnel, advice and guidance
main categories are: National Occupational Standards - coaching and mentoring
- level 1 – for all employees (NOSs) describe what an experienced, - learning and development.
- level 3 – for supervisors and line effective worker does in their job.
managers There are NOSs for many different The NOSs for health and safety cover
- level 6 – for specialist advisers workplace sectors. They all have a the main areas and key principles of
- levels 7 and 8 – for senior similar format, and cover: practice that are common to the role
managers. - key roles – the different areas in of health and safety professionals,
which people in the occupation regardless of the industry or sector
For more information on the QCF level work they work in. They include:
indicators, see Appendix A. - unit summary – what the unit is - promote a positive health and
about, who it’s for and explanations safety culture
At a non-practitioner or ‘awareness’ of terminology - develop and implement a health
level, it’s possible for courses to cover - unit catalogue – the activities that and safety policy
the knowledge and skill content workers have to carry out - develop and implement effective
required without necessarily leading to - performance criteria – what communication systems for health
a qualification on the QCF, although effective workers do and the and safety information
employers need to carefully assess the standards they need to achieve - identify and evaluate health and
learning outcomes of such in-house or - knowledge requirements – what safety hazards
external courses. An example of these workers need to know to meet the - develop and implement health and
are the awareness training programmes standards. safety review systems
certified by IOSH, the largest provider - influence and keep pace with
in the field. NOSs apply to most jobs and roles, and improvements in health and safety
include sections on health and safety. practice.
There are also higher education They set outcomes that workers must
qualifications awarded by universities demonstrate to show that they have For more information on the NOSs for
and colleges. These are outlined in the the necessary knowledge and skills. health and safety, visit
frameworks for higher education These outcomes set a framework for www.ukstandards.co.uk/Find_
qualifications (FHEQs). achievement and improvement that Occupational_Standards.aspx?
supports many formal training NOSFindID=4&SuiteID=1287.
programmes, such as Scottish

03
It’s worth bearing in mind that if you some other method. The knowledge
have an academic qualification in you’ve gained can form the basis of
health and safety – such as one from competence, as long as you then
the higher education sector or acquire suitable experience and skills in
nationally accredited awarding bodies the workplace.
such as the National Examination
Board in Occupational Safety and Similarly, if you hold an NVQ/SVQ in
Health (NEBOSH) – it doesn’t make you occupational health and safety, while
competent to practise health and this demonstrates competence in the
safety. What it demonstrates is that knowledge and skills needed in the
you’ve carried out a programme of workplace setting you took your
academic work leading to the qualification in, you still have to gain
development of knowledge and some more work experience to become
skills, and that they’ve been formally competent.
assessed in an examination and/or by

04
3 Training

Training is any activity that leads to Retraining may not always be needed, importantly, learning needs to be
skilled behaviour. Training also leads to and this is where a basic competence transferred and applied to the
knowledge and supports competence. assessment can be useful, for example workplace. To assess how successful
using a computer-based package for training has been, managers can agree
The Health and Safety Executive (HSE) the knowledge element, with refresher objectives with staff before they begin
defines health and safety training as training for those who haven’t reached a course, for example a reduction in
covering all training and developmental the required standard. poor safety behaviours. At a suitable
activities that aim to provide workers, point after the course, staff and
safety representatives and managers It’s important to understand what managers can then evaluate how far
with: specific competences are needed over the training has helped to meet the
- a greater awareness of health and and above those that may be provided objectives. For a background to
safety issues by basic awareness training. A ‘training training evaluation, see www.cipd.co.
- skills in risk assessment and risk needs analysis’ will help identify any uk/subjects/lrnanddev/evaluation/
management competency gaps, so that training can evatrain.htm.
- skills relating to the hazards of be tailored to fill them. This is a more
particular tasks and occupations professional approach than providing It’s also important to be aware of and
- a range of other skills, including ‘blanket’ training on a topic, which can accommodate any individual
those relating to job specification be unnecessary in some cases. For requirements that staff might have
and design, contract management, advice on how to carry out a training before they begin training. These
ergonomics and occupational needs analysis, see www.cipd.co.uk/ might include issues arising from:
health. subjects/lrnanddev/trainingneeds/ - dyslexia
idtlneeds.htm?IsSrchRes=1. - mobility difficulties
Refresher training can be useful to - visual or hearing impairment
make sure that people maintain their Remember that, on its own, attending - mental health conditions
competence in a specific area. Many training isn’t enough. Delegates are - language problems
occupational safety and health-related often set learning objectives by course - numeracy or literacy problems.
courses, such as first aid, passport providers, and usually have to pass
schemes and fire warden training, have end-of-course assessments to
a prescribed frequency for retraining. successfully complete a course. More

The regulator’s training strategy

The need for competence – and for training and The HSE proposes to increase competence by:
development systems that support competence – is - encouraging employers and trade unions to recognise
recognised at the highest level in the health and safety the need to provide good quality health and safety
sector in the HSE’s ‘Strategy on health and safety training’. training
The vision of the strategy is: “Everyone at work should be - getting its own and local authority inspectors to assess
competent to fulfil their roles in controlling risk.” the competence of workers and managers, and to
examine whether the training provided by employers is
The specific aims of the strategy are to: adequate – this forms an important part of inspection,
- raise awareness of the importance of health and safety investigation and enforcement activities
training - setting up partnerships to provide the right quality and
- bring about a substantial improvement in the quality quantity of training
and quantity of training - influencing other government departments so that they
- promote an awareness of the importance of promote training in their areas of responsibility
competence in controlling risk - making sure that all parts of the education system
- influence education providers so that they offer the provide a knowledge base on which training can be
necessary framework of basic knowledge and skills. built.

05
4 Who needs training and competence?

Everyone who works needs at least Health and Safety at Work Act and specific laws that cite competence
some level of training and Management of Health and Safety at requirements, for example the Control
competence in health and safety – Work Regulations set out a of Asbestos at Work Regulations and
how much they need depends on framework for training and the Provision and Use of Work
their role and responsibilities. The competence. There are also other Equipment Regulations.

Young people
Risk awareness needs to be an important part of young One of the key elements of the safe learner blueprint is a
people’s education and training. The ‘safe learner’ five-stage model. The stages are:
concept, developed by the Learning and Skills Council - pre-work briefing
(LSC) and promoted by colleges and training providers in - induction
England, helps integrate health and safety into the - progression
curriculum and working life. - the safe learner and worker
- lifelong learning in health and safety.
The ‘safe learner’ is defined as someone who, through the
quality of their learning experience: The fifth stage emphasises that an individual’s competence
- gains an understanding of the importance of health in health and safety must be maintained throughout their
and safety working life and as circumstances, environments, work
- understands how hazards are identified, risks are and risks change.
assessed, and control measures work
- develops a set of safe behaviours, so that they play an You can get more information at www.safelearner.info.
active part in the process and gain practical,
transferable skills from their experience.

Employees
Every employee should have a basic understanding of For this group, courses such as IOSH’s one-day training
health and safety so that they aren’t injured, killed or session, Working safely, cover the basics, focusing on
made ill by work, and so that they can comply with their health and safety hazards and risks, and improving
organisation’s health and safety policy. performance. For more information, visit
www.iosh.co.uk/workingsafely.

Supervisors and line managers

Supervisors and line managers need to have a much There are a number of courses that can help managers
deeper understanding of their health and safety duties and supervisors handle health and safety in their teams.
than non-supervisory staff. They need to know how For example, IOSH’s Managing safely course looks at a
health and safety law applies to them and what their range of issues, including identifying hazards, assessing
organisation’s health and safety policy expects of them. and controlling risks, investigating accidents and
They should be able to apply their management skills in a measuring performance. To find out more, visit
health and safety context, know about the risks associated www.iosh.co.uk/managingsafely.
with the work they oversee, and be able to manage them
on a day-to-day basis.

06
Senior managers
Senior managers need to know their responsibilities and Courses for senior managers include IOSH’s Directing
accountability within the law, especially their duties under safely and Safety for senior executives. Both aim to
the Health and Safety at Work Act and any specific provide directors and owners of small and medium-sized
regulations that apply to their sector. They should be able enterprises with an understanding of the moral, legal and
to recognise key health and safety risks related to the business case for proactive health and safety
work their organisation carries out, understand how these management, and give guidance on effective risk
impact on the business, be able to provide leadership, and management.
plan strategically to minimise those risks.

Employees’ representatives
Although employees’ representatives hold voluntary well as personal communication and negotiation. Suitable
positions, they need to be competent to fulfil their roles. In health and safety courses for this group include IOSH’s
recognition of this, they’re allowed by law to take time off Working safely and Managing safely.
for training. This includes training in health and safety, as

Health and safety professionals

Health and safety professionals should have a high level of Safety Council Awards diploma courses, NVQs/SVQs – and
competence. This should be proportionate to the work by gaining skills and experience in different roles.
they do and the type of organisation they work for.
Generally, the higher the level of competence that a
They can acquire competence in different ways – including health and safety professional needs, the longer it will
graduate and postgraduate studies, NEBOSH and British take them to acquire the necessary knowledge, skills and
experience.

07
5 Competence in health and safety

General competence Each of these groups needs a different You can get more information on these
IOSH is the Chartered body for level of competence so that they can and other tasks involving specific
occupational safety and health take an active part in managing health hazards in the relevant legislation,
practitioners and the guardian of and safety and comply with their duties approved codes of practice and
professional standards. Since NOSs under the law. guidance documents, as well as on the
were first introduced, we’ve taken an HSE website at www.hse.gov.uk/
active role in their development, and Competence for specific duties aboutus/furtherinfo/policy/
we use them to underpin our As well as the general levels of outline.htm and through industry and
membership structure. For example, competence that employees and trade associations.
Graduate Members must have a managers need to have, there are also
qualification based on the level 4 specific requirements for particular
standards – which may be a degree, a tasks, and work involving specific
Ofqual-accredited qualification or an hazards.
NVQ/SVQ – while Technician Members
need a qualification based on the level These include:
3 standards. - using certain types of work
equipment
In our view, effective health and - driving forklift trucks
safety management can only be - handling and disposing of asbestos
achieved when employers, employees, - working with radiation
employees’ representatives and health - advising on the transport of
and safety professionals work dangerous goods
together in partnership. - working with chemicals and other
dangerous substances.

08
6 Developing and maintaining competence

As we noted earlier, competence is This may involve experience or a number of its members to carry out
about having the right amount of supervised practice, not just standard mentoring roles.
knowledge, skills and experience to training courses. Employers should
carry out a task to a set level. These review development plans on a regular Where someone has to complete a
levels may be prescribed by law, by basis. training course as part of their
national standards or by best practice. development of competence, to make
Regardless of how competence is set Continuing Professional Development sure their knowledge and skills remain
or developed, employees at all levels (CPD) is a part of every professional’s at the optimum level, some courses
need to maintain their competence. working life. For those working in have expiry dates and voluntary or
health and safety, IOSH offers its mandatory renewal programmes. For
Competence has several distinct stages: members a structured development example, first aiders in the workplace
- unconscious incompetence – when plan throughout their career. All IOSH have to renew their qualification every
you’re unaware of what you need to members (other than those in the three years. Similarly, at IOSH, we
do to act in a competent way Affiliate and Retired categories) register recommend that, for some of our
- conscious incompetence – when for online CPD, recognising that it is a courses, learners should take a
you begin training and become mixture of maintaining and developing refresher course three years later.
aware of what you don’t know technical health and safety skills and
- conscious competence – when associated management skills. CPD Development plans and appraisal
you’ve completed enough training activities can take many forms and vary systems can help employers review
to complete a task in a competent between individual practitioners, their staff’s key competences, identify
way and you’re aware of this depending on their current level of any gaps, and plan activities to renew
- unconscious competence – when competence and development needs. It or add to them. It’s also worth noting
you carry out tasks in a fully is the reflection of what has been that gaps can be revealed after
competent way and you’re unaware gained from activities that is important. accidents, incidents or near misses in
of this because your behaviour has For more information, see the workplace. In these cases,
become habitual. www.iosh.co.uk/professional. employers should take immediate
action to fill the gap.
With ‘unconscious competence’, you IOSH also runs an Initial Professional
could continue to perform Development (IPD) scheme for all Employers should encourage all
competently. On the other hand, your members in the Graduate category. employees to take responsibility for
performance could deteriorate if you: Under IPD, members have to their own competence. And if
- unconsciously develop bad habits demonstrate that they have enough employees have any concerns about
- don’t keep up to date with best knowledge, skills and experience their competence, or suggestions for
practice before they can progress to Chartered more development, employers should
- don’t regularly use your skills or membership. For more information, encourage them to raise them with
knowledge. visit www.iosh.co.uk/ipd. their manager.

Your performance could also ‘Mentoring’ is an effective way of Employers must make sure that
deteriorate if changes to the business providing support to professionals who development plans evolve so that they
mean you need new competences. are developing their competence. It can remain relevant to the work that an
be beneficial at all stages of someone’s employee does.
Employers need to check both their career – from helping them choose
own competence and that of their which qualification to take, to applying In sectors that have a transitory
employees regularly, to make sure that for Chartered Fellowship of their workforce, some schemes capture
their organisation’s health and safety professional body. information about competence so that
performance is at the level they believe it can easily be transferred from one
it to be. To make sure staff keep their A mentor is an experienced person employer to another. These are often
competences up to date, employers who is prepared to advise and guide a known as ‘passport’ schemes. You can
need to: less experienced person to manage get more information on these
- assess their level of competence their own learning and develop their schemes from industry associations and
- produce a development plan that career. Mentoring can also be an trade unions.
sets out the current position and effective development activity for the
the desired level mentor, often leading to increased
- list the development activities that will confidence and leadership skills. Using
help staff achieve the desired level. an Open University course, IOSH trains
09
7 Conclusion

Effectively defining and managing The key to defining, achieving and Whatever the process, all organisations
competence is an essential part of a maintaining competence is to take a should aim to make sure every
good health and safety management partnership approach, where each employee achieves a level of
system. For most employees, employee understands their role and competence in health and safety that’s
requirements for competence in health responsibilities for health and safety at suitable for them.
and safety are integrated in the NOSs work and the associated competence
relevant to their specific job, trade or requirements, and agrees a A good competence and development
skill base. For employees who take an development plan with their employer programme will help support an
active role in the management of health that will allow them to achieve their effective health and safety management
and safety at work – such as employees’ desired level of competence. This process. And while competence helps
representatives and specialist health and process will differ for each employee as keep employees safe and healthy,
safety advisers – competence should be well as for each job, task and role. It’s organisations benefit too in terms of
achieved through the NOSs specific to important to work to the established keeping the cost of absenteeism down
health and safety. framework and keep the process as – including the associated costs of
clear and simple as possible. replacing staff, loss of productivity and
profits, and possibly harming the
business’s reputation.

10
Information and resources

More information Further reading IOSH. Consultancy – good practice

You can get more information from the Essex County Council. Health and guide: practical guidance on working
following organisations: safety: competence and capability – as a competent health and safety
code of practice. consultant. Wigston: IOSH, 2008.
Alliance of Sector Skills Councils Human resources department PF/06.23, www.iosh.co.uk/consultantguide.
www.sscalliance.org September 2004.
IOSH. Getting help with health and
Chartered Institute of Personnel Harvey H N. Training and competence safety: practical guidance on working
and Development in occupational safety and health. with a consultant. Wigston: IOSH,
www.cipd.co.uk/subjects/lrnanddev Tolley’s health and safety at work 2008. www.iosh.co.uk/
handbook. 18th edition. Croydon: consultanthelp.
Department for Business, LexisNexis UK, 2007: T700/1–T70/22.
Innovation and Skills Kerrin M, Silverman M and Thomson L.
www.bis.gov.uk Health and Safety Commission. ‘The safe learner’ – exploring the
Strategy on health and safety training. concept. Brighton: Institute for
Proskills LAC 84/3. 2005. Employment Studies, 2002.
www.proskills.co.uk www.employment-studies.co.uk/
Health and Safety Executive. pdflibrary/1486lsc.pdf.
Health and Safety Executive ‘Competent health and safety advice’
www.hse.gov.uk/aboutus/ webpages. www.hse.gov.uk/
furtherinfo/policy/outline.htm business/competent-advice.htm.

Institution of Occupational Safety Health and Safety Executive. HSE

and Health statement to the external providers of
www.iosh.co.uk/training health and safety assistance.
www.hse.gov.uk/pubns/external
Ofqual providers.pdf.
www.ofqual.gov.uk
Scottish Qualifications Authority Health and Safety Executive. Human
www.sqa.org.uk/sqa/4596.557.html factors briefing note no. 2:
competence. www.hse.gov.uk/
UK Commission for Employment humanfactors/topics/02competency
and Skills .pdf.
www.ukces.org.uk

Trades Union Congress

www.tuc.org.uk

11
Appendix A – Level descriptors for the Qualifications
and Credit Framework for England

Framework Level Level Descriptors

Entry Entry 1 recognises progress along a continuum that ranges from the most elementary of
achievements to beginning to make use of skills, knowledge or understanding that relate to the
immediate environment.
Achievement at Entry 2 reflects the ability to make use of skills, knowledge and understanding to
carry out simple, familiar tasks and activities with guidance.
Achievement at Entry 3 reflects the ability to make use of skills, knowledge and understanding to carry
out structured tasks and activities in familiar contexts, with appropriate guidance where needed
Level 1 Achievement at level 1 reflects the ability to use relevant knowledge, skills and procedures to
complete routine tasks. It includes responsibility for completing tasks and procedures subject to
direction or guidance.
Level 2 Achievement at level 2 reflects the ability to select and use relevant knowledge, ideas, skills and
procedures to complete well-defined tasks and address straightforward problems. It includes taking
responsibility for completing tasks and procedures and exercising autonomy and judgement subject to
overall direction or guidance.
Level 3 Achievement at level 3 reflects the ability to identify and use relevant understanding, methods and
skills 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 exercising
autonomy and judgment within limited parameters. It also reflects awareness of different
perspectives or approaches within an area of study or work.
Level 4 Achievement at level 4 reflects the ability to identify and use relevant understanding, methods and
skills to address problems that are well defined but complex and non-routine. It includes taking
responsibility for overall courses of action as well as exercising autonomy and judgment within
fairly broad parameters. It also reflects understanding of different perspectives or approaches within
an area of study or work.
Level 5 Achievement at level 5 reflects the ability to identify and use relevant understanding, methods and
skills to address broadly defined, complex problems. It includes taking responsibility for planning and
developing courses of action as well as exercising autonomy and judgment within broad parameters.
It also reflects understanding of different perspectives, approaches or schools of thought and the
reasoning behind them.
Level 6 Achievement at level 6 reflects the ability to refine and use relevant understanding, methods and skills
to address complex problems that have limited definition. It includes taking responsibility for planning
and developing courses of action that are able to underpin substantial change or development, as well
as exercising broad autonomy and judgment. It also reflects an understanding of different perspectives,
approaches or schools of thought and the theories that underpin them.
Level 7 Achievement at level 7 reflects the ability to reformulate and use relevant understanding,
methodologies and approaches to address problematic situations that involve many interacting factors.
It includes taking responsibility for planning and developing courses of action that initiate or underpin
substantial change or development, as well as exercising broad autonomy and judgment. It also
reflects an understanding of relevant theoretical and methodological perspectives, and how they
affect their area of study or work.
Level 8 Achievement at level 8 reflects the ability to develop original understanding and extend an area of
knowledge or professional practice. It reflects the ability to address problematic situations that involve
many complex, interacting factors through initiating, designing and undertaking research,
development or strategic activities. It involves the exercise of broad autonomy, judgment and
leadership in sharing responsibility for the development of a field of work or knowledge or for creating
substantial professional or organisational change. It also reflects a critical understanding of relevant
theoretical and methodological perspectives and how they affect the field of knowledge or work.

Table adapted from www.rewardinglearning.org.uk/docs/regulation/eqf/qcf_level_descriptors.pdf. The frameworks for Wales and Northern
Ireland are similar to this. For information on the Scottish framework, visit www.scqf.org.uk/TheFramework/scqf-Level-Descriptors.aspx.

12
 QCF for England, Wales and Scottish Credit and Qualifications National Framework of Qualifications Framework for HE qualifications in
Northern Ireland Framework for Ireland England, Wales and Northern Ireland
Level Level Level Level
8 Vocational Qualification Level 8 12 Professional Development Award 10 Doctoral Degree, Higher Doctorate 8 Doctoral Degree
(PDA), Doctoral Degree

7 Fellowship, NVQ Level 5, Vocational 11 SVQ Level 5, PDA, Postgraduate 9 Master’s Degree, Postgraduate 7 Master’s Degree, Integrated
Qualification Level 7 Diploma, Master’s Degree, Diploma Master’s Degrees Postgraduate
Integrated Master’s Degree, Diploma, PGCE, Postgraduate
Postgraduate Certificate Certificate

6 Vocational Qualification Level 6 10 Bachelor’s Degree with honours, 8 Honours Bachelor’s Degree, Higher 6 Bachelor’s Degree with honours,
PDA, Graduate Diploma and Diploma Bachelor’s Degree, PGCE, Graduate
Certificate Diploma and Certificate

9 Bachelor’s/Ordinary Degree, PDA, 7 Ordinary Bachelor’s Degree

SVQ Level 4, Graduate Diploma
and Certificate
5 NVQ Level 4, HND, HNC, Vocational 5 Foundation Degree, Diploma of
Qualification Level 5 8 HND, SVQ Level 4, PDA, Diploma Higher Education, HND
of Higher Education
levels relate to each other

6 Advanced Certificate, Higher

Certificate

4 Vocational Qualification Level 4 7 PDA, HNC, Certificate of Higher 4 HNC, Certificate of Higher
Education Education
3 NVQ Level 3, Vocational
Qualification Level 3, GCE AS and 6 Highers, SVQ Level 3, PDA, National 5 Level 5 Certificate, Leaving
A Level, Advanced Diploma Progression Award, National Certificate
Certificate
2 NVQ Level 2, Vocational 5 Intermediate 2, Credit Standard 4 Level 4 Certificate, Leaving
Qualification Level 2, GCSE at grade Grade, SVQ Level 2, National Certificate
A*–C, ESOL skills for life, Higher Progression Award, National
Diploma, functional skills Level 2 Certificate 3 Level 3 Certificate, Junior Certificate
(English, mathematics, ICT)
1 NVQ Level 1, Vocational 4 Intermediate 1, General Standard
Appendix B – How the different qualification

Qualification Level 1, GCSE at grade Grade, SVQ Level 1, National

D–G, ESOL skills for life, Higher Progression Award, National
Diploma, functional skills Level 1 Certificate
(English, mathematics, ICT)
Entry Entry Level Certificate (sub-levels 3 Access 3, Foundation Standard 2 Level 2 Certificate
Level 1–3), ESOL skills for life, Higher Grades, National Progression
Diploma, functional skills Entry Level Award, National Certificate
(English, mathematics, ICT)
2 Access 2, National Progression
Award, National Certificate

1 Level 1 Certificate
1 Access 1

13
Table adapted from www.qaa.ac.uk/standardsandquality/otherrefpoints/Qualsboundaries09.pdf
Appendix C – Case study: Competence in
health and safety at a nuclear company

These extracts are adapted from a competence levels that people in each
booklet that outlines the role category need to do their jobs. We’ve
definitions and profiles of safety included only three areas of
managers and practitioners at a UK competence that are listed in the
nuclear company, as well as the booklet.

Role definitions
Safety manager
Role description
To provide advice on the implementation of and improvement in safety performance to facilities or operational units.
Role responsibilities
Provide authoritative advice on an ad hoc basis and as part of formal systems and structures, such as change control,
safety committees, work planning and risk assessments.

Manage the provision of safety support and advisory services to the organisation unit, including the appointment of
specialists.

Advise on implementation of systems, such as incident investigations, auditing, emergency planning, safety training and
promoting culture change (eg using behavioural safety methods).

Directly contribute to complex assurance (audit) tasks, such as safety cases and analysis.

Safety practitioner
Role description
To provide advice on the implementation of and improvement in safety performance.
Role responsibilities
Provide advice at the point of work and personally carry out workplace inspections, audits and investigations.

Deliver instruction and training in health, safety and related subjects, and facilitate safety improvement and problem
resolution with groups and individuals.

Generate safety reports, incident and investigation reports, and present information in writing and in formal safety
committees.

Provide advice across a wide range of safety specialisms within own competence and provide additional subject matter
depth in one or more specialism (eg COSHH, electrical safety, asbestos).

Role profiles
Core competences Safety manager Safety practitioner
Assurance function Level B –
Interpreting legislation and standards Level D Level B
Hazard identification and risk control Level C Level C

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Assurance function

Definition Level C: Extensive experience

Knowledge of and ability to manage the major - Contributes to the development and communication of
responsibilities, accountabilities, processes and assurance strategies and plans
organisation of the assurance (audit) function. - Participates in defining assurance mission, vision and
objectives at a corporate or directorate level
Level A: Basic understanding - Facilitates assurance-related business process
- Explains the role and contribution of the assurance implementation or improvement initiatives
function - Contributes to the establishment of best practices for
- Describes the major tasks and responsibilities of the assurance, including the use of benchmarking
assurance function - Improves key relationships and dependencies between
- Identifies the core assurance processes, such as event assurance specialists and operators
reporting, measurement and review - Interacts with external regulators regularly,
- Discusses the role of line and operational management representing the organisation
in assurance
Level D: Subject matter depth and breadth
Level B: Working experience - Leads and architects major assurance projects or
- Outlines the assurance regulatory context of working process change across the organisation
with contractors - Integrates assurance processes and activities with other
- Describes the major assurance programmes, initiatives processes such as human resources
and issues currently being addressed - Defines financial, staffing and competency
- Works with corporate- and directorate-based resources requirements for assurance
to contribute to assurance objectives - Promotes and justifies organisational assurance
- Participates in meetings regarding relevant regulatory strategies in the broader business context
considerations and agencies - Initiates communications campaigns to promote
- Implements locally the basic assurance procedures used awareness of key assurance issues
within the organisation - Analyses, influences and interprets the changing
regulatory context for its impact on the organisation

Note
This competence is about assurance as a professional
function and is likely to be applied to all assurance roles as
a basic foundation. Level B should relate to junior
professionals, level C to senior technical specialists or
people who directly manage assurance professionals, and
level D to the senior standard setters, typically ‘heads of’
or ‘heads of profession’.

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Interpreting legislation and standards

Definition Level C: Extensive experience

Knowledge of and ability to influence and interpret - Is a subject expert for translating legislation, contract
statutory legislation and accepted best practice into or best practice into a company standard
standards for the organisation and to advise and guide - Advises others on the interpretation and application of
others on compliance with such standards. company standards
- Recalls pivotal case law examples
Level A: Basic understanding - Interacts with enforcement agencies on routine
- Describes company standards and links with legislation, matters
contract or best practice - Develops pragmatic solutions and advice for
- Explains the statutory powers of regulators, such as compliance in line with business requirements
the HSE - Evaluates levels of compliance with legislation, contract
- States the statutory instruments and authorities or best practice at an organisational level
relating to an area of law
- Describes the relationship and structure of the Level D: Subject matter depth and breadth
organisation’s management systems with respect to - Influences the development of legislative or other
legislation standards through lobbying and consultation processes
- Acts as the principal point of contact for the
Level B: Working experience organisation on a specific legislative or contractual
- Participates in developing company standards that requirement
satisfy legislation, contract or best practice - Elaborates in depth on best practice, contract
requirements requirements or case law in a specific area of
- Advises others in the routine interpretation of company legislation
standards - Evaluates changes to legislation in terms of
- Explains how statutory and enforcement notices work organisation impact and risk
and the obligations on the organisation - Advises the executive on interpretation and compliance
- Summarises the key features and requirements of a issues
specific statutory instrument - Assesses the impact of company standards on business
- Assesses compliance issues associated with legislation performance
or contractual requirements in routine circumstances
Note
This competence does not imply someone knows
everything about every law. Rather, it is to be applied to
experts within a field of legislation – such as employment
law, health and safety or environment, finance, property
and so on.

16
Hazard identification and risk control

Definition Level C: Extensive experience

Knowledge of tools, techniques and company - Works with both routine workplace risk assessment
requirements for identifying, understanding, quantifying and major hazard assessment approaches
and controlling hazards and risks. - Selects risk assessment techniques appropriate to the
need, based on hazard categorisation
Level A: Basic understanding - Compares risk analyses with standards relating to
- Lists basic concepts of hazard identification, analysis tolerability of risk
and risk control - Advises facility users of facility safety case envelope
- Identifies key factors to consider in risk control and risk constraints
- Recognises types of risk relevant to the task and work - Monitors standards and implements improvements to
area risk assessment and control
- Locates company standards and guidance relating to - Evaluates, records and reports on risk control
hazard identification and risk control performance

Level B: Working experience Level D: Subject matter depth and breadth

- Participates effectively in routine hazard identification - Demonstrates experience with designing and
inspections and audits implementing various types of risk management
- Contributes to workplace risk assessments using processes
established methodologies - Defines policy, strategy and best practices for analysis,
- Describes risk categorisation system and its implications measurement and management of risk
for risk control and facility operations - Compares and contrasts alternative risk and
- Explains the concept of ALARP (‘as low as reasonably effectiveness measurement approaches
practicable’) and cites examples of its application - Stays abreast of industry experiences with new risk
- Identifies key risk control and mitigation mechanisms analysis, management approaches and tools
underpinning risk assessments - Analyses industry-specific and state-of-the-art risk
management methods and models
- Elaborates on the historical and future perspectives of
risk assessment and management
- Knowledge of and ability to influence and interpret
statutory legislation and accepted best practice into
standards for the organisation, and to advise and
guide others on compliance with such standards

Acknowledgments
The IOSH Technical and Professional We welcome all comments aimed at
Committees would like to thank Gary improving the quality of our guidance,
Booton and Del Basi for their valuable including details of non-UK references
voluntary work on this guide, and and good practices. Please send your
everyone else who contributed to it, feedback to Luise Vassie, Executive
particularly AWE for its kind permission Director – Policy, at
to reproduce its health and safety [email protected].
competence model.
17
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