Generate a 360 degree questionnaire that will provide safety advisers the opportunity to assess current

levels of competence against the identified criteria, and provide them with a report identifying any areas
for further development.
The identified criteria that they should be measured against must include:
A. Making a positive impact:

a. Engagement and Impact:

i. Policies, Procedures and guidance:
1. Able to comment on and critically review strategic safety related
documents.
2. Able to promote consistency with faculty /directorate level operational
processes and documents.
3. Able to draft and promote proposals for new and revised policies,
procedures and guidance.
ii. Training:
1. Able to advise and support development and delivery of training
courses and content.
2. Able to provide advice and support regarding university wide training
policies and procedures including mandatory provision.
3. Able to recognise management or structural barriers to delivering
effective training and to advise on ways forward.
iii. Culture:
1. Able to evaluate safety culture and how to bring about sustained
change in behaviour.
2. Understands the various safety culture models, and exploits
opportunities to influence existing culture and behaviours.
iv. Impact:
1. Ability to judge if the balance of resource and impact is appropriate.
2. Recognises different strategies which may be used to influence safety
performance.
3. Able to make decisions in reprioritisation in a changing environment.
b. Communication:
i. Written:
1. Able to write clear and concise documents applicable to all parts of the
organization.
2. Able to write persuasive documents to present a balanced argument.
3. Able to critically review documents and recommend constructive
improvements.
4. Able to use different styles of writing targeting different audiences, e.g.
guidance, safety circulars, technical papers, papers for committee
meetings
ii. Verbal:
1. Able to use verbal skills as part of a portfolio of communication methods
to develop productive interactions leading to behavioural changes.
iii. Presentational:
1. Able to present a balanced picture of information or material which may
be controversial and provide rational explanation and counter
arguments.
 c. Working with others:
i. Team and collaborative working:
1. Able to contribute to productive interactions within a team and with
individuals leading to a defined outcome.
2. Able to recognise motivating and demotivating factors in peer group
team work.
3. Able to understand, communicate and prioritise the challenges or
problems in hand.
4. Able to manage competing agendas involved in joint ventures.
5. Able and willing to protect and support less experienced colleagues in
the face of challenge or opposition.
6. Able to offer ideas and stimulate thinking “outside the box”.
7. Able to recognise when compromised /negotiated solutions are
appropriate and promote the acceptance of such solution(s) within the
team.
ii. Influence:
1. Able to achieve the desired outcome whilst maintaining a successful and
positive relationship.
2. Able to see the problem from another person’s perspective.
3. Able to display robust interpersonal and communication skills and to
adapt or modify personal style when it becomes apparent that a
particular style is having unintentional consequences.
iii. Leadership:
1. Able to lead by example.
2. Able to convince others that the direction of travel is right, through
communication, motivation and persuading others to undertake tasks.
3. Demonstrates integrity, sound judgement and consistency.

B. Applying your knowledge and expertise:

a. Cognitive skills:
i. Analyzing:
1. Is able to Critically analyse, evaluate and apply health & safety
information, including organisation documents.
2. Able to use observation, questioning, listening skills to obtain data.
3. Able to identify and pursue reasonable lines of enquiry when
investigating accidents or incidents.
ii. Critical Thinking:
1. Able to understand argument and articulate underlying assumptions
(stated and implied).
2. Able to recognise and evaluate the scope of non-compliance issues.
3. Able to recognise multiple ways of understanding an issue.
iii. Evaluating:
1. Able to assess the quality, integrity and authenticity of health & safety
information, and evaluate pros and cons of options.
 2. Able to summarise information and reflect on its significance for local
area.
3. Able to advise and guide others in organisation using appropriate data.
iv. Problem Solving:
1. Able to identify a range of options to resolve local issues.
2. Able to identify remedial action(s) necessary and construct action plans.
3. Recognises limits of own boundaries and when to seek additional
support.
b. Creativity:
i. Inquiring mind:
1. Demonstrates willingness and ability to learn and acquire knowledge.
2. Demonstrates open-mindedness and asks open questions during
investigations to explore root causes.
ii. Innovation:
1. Able to seek solutions from other disciplines and apply/modify to meet
local needs.
iii. Create Opportunities:
1. Recognises opportunities to promote awareness and positive attitudes
to health & safety.
2. Able to take opportunities to integrate health & safety into local
operational management.
c. Professional Judgement:
i. Professional Conduct:
1. Understands University policies and procedures, and takes responsibility
for own working practices.
2. Recognises, respects and values diversity when dealing with people.
3. Able to manage sensitive information in accordance with University
procedures.
ii. Deciding on Action:
1. Able to identify circumstances requiring immediate action and to
arrange for suitable action to be taken.
2. Able to escalate decisions to appropriate level of local management, in a
timely way.
3. Follows up recommendations.
4. Able to identify matters of evident concern.
iii. Exercises Discretion:
1. Able to use discretion appropriately and effectively in the actions and
advice given.

C. Being effective in your health and safety role:

a. Personal qualities
i. Perseverance:
1. Maintains enthusiasm and motivation for own work.
2. Demonstrates self-discipline, motivation and thoroughness.
3. Is resilient.
ii. Self-Confidence:
1. Aware of personal abilities and willing to demonstrate them.
 2. Confident when talking to groups and when giving presentations to
large audiences.
3. Able to defend ideas in the face of reasonable challenge both from
colleagues and others
iii. Resourcefulness:
1. Promotes collaborative working towards best fit solution.
2. Demonstrates characteristics of being approachable and willing to help.
3. Understands where additional support can be sourced from and
facilitates relevant introductions
b. Self Management:
i. Plan, Organise and prioritise:
1. Promotes collaborative working towards best fit solution.
2. Demonstrates characteristics of being approachable and willing to help.
3. Understands where additional support can be sourced from and
facilitates relevant introductions.
ii. Responsiveness to change:
1. Adapts to change.
2. Knows when to seek advice and further guidance.
3. Advises and engages locally regarding change, and ensures health &
safety implications are fully considered.
iii. Work-life Balance:
1. Maintains an acceptable work-life balance and manages pressure.
2. Uses support & advisory services when necessary to avoid undue
pressure and balance personal well-being.
3. Promotes university policies on work-life balance & wellbeing.
c. Personal and Professional Development
i. Continuing professional development:
1. Identifies skills and knowledge gaps with respect to role and takes
action to develop those skills.
2. Maintains and tracks progress against development action plans.
ii. Self-Reflection:
1. Makes time to reflect on practice and experiences.
2. Develops strengths and improves on weak areas.
3. Seeks feedback on performance and acts on it.
4. Learns from own and others experiences.
iii. Networking:
1. Understands the importance of embracing opportunities for working in
partnerships with other parts of organization.
2. Makes good use of contacts across the university.
iv. Mentoring:
1. Recognises the benefits of mentoring interventions and their supportive
role.
2. Fosters a positive, two way relationships.

D. Managing your health and safety knowledge:

a. Regulatory (Qualification/Training):
i. Qualifications/Training (Generic):
 1. Holds a post graduate health and safety related diploma or equivalent.
2. Has additional relevant and validated professional qualifications issued
by a recognised awarding body (IOSH, BOHS, CIEH).
3. Membership and up-to-date CPD records of IOSH and other professional
bodies.
ii. Topic specific legal requirements:
1. Able to read and understand requirements of statutory instruments and
HSE ACOPs and guidance relevant to activities carried out in their area,
as described in the local health & safety policy and arrangements.
iii. Legal proceeding:
1. Is aware of the powers of HSE and local authority inspectors.
2. Able to assist inspectors during visits
b. Technical Knowledge and Experience:
i. Accident and Incident Investigation:
1. Able to conduct investigations to identify immediate and root causes
and to make recommendations for longer term solutions.
ii. Workplace activities:
1. Is familiar with typical workplace activities and practices carried out in
their area.
iii. Risk Assessment:
1. Able to assess whether risk assessments are suitable and sufficient.
2. Able to identify shortfalls and inappropriate methods of risk
assessment.
iv. Monitoring equipment:
1. Able to use monitoring equipment to evaluate the performance of
safety devices to assess their performance.
c. Context:
i. Local Health & Safety Arrangements:
1. Aware of the existence of the local safety related documents and their
hierarchical significance.
2. Able to draft and comment on local codes of practice, guidance
documents, etc.
ii. School/Directorate/ Institute:
1. Aware of school/directorate or equivalent level strategies and plans.
2. Able to advise manager on health & safety implications of proposed
plans.
iii. Corporate:
1. Aware of Corporate strategies, plans and objectives.
2. Recognises opportunities to align local arrangements with these.