Competence Assessment

1. Competence Assessment Coaching Session - PDO Expectations

2. Safety

3. Safety Moment • A few minutes before a senior meeting or monthly meeting with the contractor : • Picture of an event/unsafe act • A personal message based on a personal experience • Best practice suggestion • Consider this as part of your Personal Action 10

4. Safety Moment EXPERIENCE ATTITUDE COMPETENCE The ability to do the job safely QUALIFICATION 10

5. Session Objectives At the end of the session you will be able to explain : • The requirements for being a Certified HSE Assessor in PDO • Accredited Training, In-house coaching, CBD completion, Assessment observations and being observed (on line training) • The purpose of the pre assessment meeting (Break Out) • The Conduct of a pre assessment meeting (Assessor requirements) • Planning the assessment (demo reports) • The conduct of an assessment • Role play • Formal Reporting (note for file) • Break Out Session

6. Since Your Training? • How many assessment methods have you considered for your discipline? • List standards and procedures you have considered for the assessment process? • List the methods for communicating your assessment process to the business? • List 2 ways you will be able to keep a check on the quality of your own assessments? • How will you maintain confidentiality and sustainable reporting?

7. SP1980 (revised) Being an Assessor To attain the Certified HSE Assessor role in PDO you must: • Successfully complete the accredited training course covering fundamentals of an internal assessor. • Complete own competency assessment in SAP with MSE12 as an observer of the assessment? • Successfully complete the SOU online training: • Lead HSE Risk Management Knowledge (00183717) • Prepare HSE Risk Management Knowledge (00183749) • Apply HSE Risk Management Knowledge (00183750) • Attend a PDO HSE Assessor coaching session on Lead/Prepare/Apply (LPA) which will cover the assessment process for PDO. • Enter the targets in Personal performance contracts: • Observe 2 internal assessments for Skill level • Be observed in preparing and leading 2 assessments for Skill level • Conduct minimum two assessments per year to maintain the certification • PDO Certified HSE assessors satisfying the above will be advertised, by MSE1, in the PDO web page. NB: CFDH will ensure that there is a planned internal verification process to maintain the quality of the HSE competence framework. The internal verification performance target will be two reviews per year.

8. The HSE Competence Model Certified HSE Assessor For HSE SKILL Level Take Development Actions Complete Competence Self Assessment Development Cycle Candidate Competence Assessment Process Supervisor Annual Performance Confirm Job Profile Supervisor Discussion Identify Gaps Agree Development Coaching and Competence Requirement Plan ADP /Learning Needs Appraisal ADP / Learning Needs Mentoring And Approval Competence Assessment

9. Assessment: The Six Steps 1. Competence requirement reviewed and agreed 2. Individual completes a self assessment in SAPpHiRe 3. Self assessment reviewed by line supervisor/assessor Competence Scale: An Important Reality 4. Assessment discussion between individual and line supervisor/assessor: decisions and feedback 5. Actions agreed to mitigate any gaps identified 6. Assessment outcome and actions recorded in SAPpHiRe

10. The Competence Scale

11. Competence Scale: Summary Are they familiar with the basics ? Do they know why they are important ? 1. Awareness 2. Knowledge Can they hold a meaningful discussion ? Do they have adequate, practical exposure ? 3. Skill Have they taken a leading, independent role and solved problems ? Have they personally developed innovative best practice, which is widely recognised as such ? Are they recognised (inside and outside the company) as an ‘expert’ ? 4. Mastery

12. Competence Scale: An Important Reality • The assessment process requires a specific proficiency level (A, K or S) to be determined for each competence; However, the reality is that the level is often somewhere in between; • For example, someone may meet all the K level requirements and some of the S level requirements, but not all of them; • The result is that he/she is assessed at Knowledge; An important role of the assessor is to define and explain what the missing aspects of the competence are and to recommend actions to address any gaps(s).

13. Carrying Out Assessments Before the Assessment Break Out-1

14. Before the Assessment? • Do I feel competent? • The measure! • Check that the individual is aware of the process? • CV/Job Description (Break Out 2) • Ideally self assessment completed • Some guidance on evidence? • Venue • Timing • Methodology e.g. by observation? • Reporting model (send to who?) • Confirm time and date • Be prepared for last minute changes (plan B) systems down!

15. Understanding the Job • Theoretically, you should be able to assess an individual against the defined competence criteria, irrespective of the job. • In practice you will have to make judgments on whether the level(s) of competence are sufficient for the person to carry out their job effectively; • You should therefore spend a little time exploring the nature of the job and its key challenges: • Leadership/supervisory challenge: how many direct reportees, discipline staff, contractor staff; • Risk management role: what hazards, risks & controls management does the job involve (how directly); • Any contract management responsibilities; • Key current HSE issues • Explore proportion of time spent in the office/in the field/on-site; • The information gained may provide useful evidence or questions to explore further, later in the interview; • Don’t spend too long; focus questions on areas that are relevant for gaining evidence and understanding the job scope; don’t get diverted.

16. Exploring the CV It is recommended that you spend 5-10 mins exploring the assessee’s CV with him/her; The objective is to: • Clarify any specific areas you have identified from your review; give emphasis to understanding previous relevant HSE management experience; • Gain a picture of previous experience (hazards, risks, roles), staff/contractor supervisory challenge; • The information gained may provide useful evidence or questions to explore further, later in the interview; • Don’t spend too long; focus questions on areas that are relevant for gaining evidence; don’t get diverted; you can always refer back to the CV, when discussing a specific competence element; • Focus on previous jobs, rather than the current one.

17. Conducting an Assessment Break Out-2

18. Assessment Discussion (Interview): Recommended Structure • Introduction (5 mins) • Review the Job (5-10 mins) • Review the CV (5-10 mins) • Review Each Competence Element – provide conclusion & feedback (each 30-35 mins) • Summary & Next Steps (5-10 mins) • Allow about 2 hours.

19. Opening The Assessment Discussion: • Introduce yourself if you don’t know the person; • Thank the individual for taking the time to do the self-assessment; • Remind the individual of the purpose of the review discussion; • Emphasise that it has 2 important purposes: • Risk management (help the company to identify any areas of possible competence exposure); • To help individuals to better understand and build/reinforce their competence; • Emphasise that it’s not any kind of pass or fail exam; • Remind them of the criteria you will use to assess A, K and S; • Advise them of how you plan to structure the discussion; • Advise on the next steps after the discussion.

20. Closed Questions & Leading Questions Used Closed Questions Carefully (for checking specific facts) • Did you lead the team ? • Did you actually write the procedure ? • Did you prepare the final report ? • Was the procedure approved ? Avoid Leading Questions (without follow-up) • But you did take a leading role, didn’t you ? • So that means you wrote the procedure yourself ? • You did prepare the final report your self, didn’t you ? • So you have experience of managing emergency response ?

21. The Competence Assessment Discussion • Work through the competence elements in turn; • It can be helpful to give a quick summary of what the competence element entails and what you will be looking for at A, K or S level; • You have only limited time, so stay in control of the schedule and the discussion; • Make good notes of facts learned and conclusions reached; • Give feedback on your preliminary conclusion, after the discussion of each competence element: • competence level assessed; any gap you believe exists; recommended actions to fill the gap; • if you are uncertain, say so and what you plan to do to reach a conclusion (e.g. speak to line manager) • Don’t be afraid to come to a conclusion and be confident in your judgment; be ready to reconsider if the individual offers further valid evidence.

22. Giving Feedback: Addressing Gaps Potential for filling the gaps: (70/20/10) • Awareness/Knowledge • Formal training (seek a summative assessment) • Self learning (SOU) • Self reading • Participation Skill /Mastery Gaps • What has been proven • How can this be achieved and demonstrated • Who can provide the activity • Don’t rely on the “first time around’ response seek sampling more than once.

23. Evidence should meet the four CARS criteria Current - the evidence is sufficiently recent to support a conclusion that the Proficiency Level of Competence is still valid; Authentic - the evidence reflects the position holder’s own work; Relevant - the evidence is appropriate for the position and the Competence Element being assessed; Sufficient - the evidence adequately covers all the relevant Proof Points of the Competence Element at the Proficiency Level being assessed.

24. The Competence Assessment Discussion: Some Do’s and Don’ts If an individual has self-assessed himself at Skill: • Don’t: start asking questions relevant for Awareness • Do: explore the evidence provided and ask questions relevant for Skill; if you are satisfied that they meet the Skill criteria, you don’t need to ask questions relevant for K or A; • Focus initially on establishing when/where a leading role was played in relation to the main proof points If you conclude that there are gaps at the Skill level: • Do: define what the gaps are and actions that are required; • Do: test whether there are any significant gaps at K level (the evidence and S level questions should already have given you relevant information).

25. The Competence Assessment Discussion: Some Do’s and Don’ts If an individual has self-assessed himself at Knowledge: • Don’t: start asking questions relevant for Awareness • Do: explore the evidence provided and ask questions relevant for Knowledge; if you are satisfied that they meet the K level criteria, you don’t need to ask questions relevant for A; If you conclude that there are gaps at the Knowledge level: • Do: define what the gaps are and actions that are required; • Do: test whether there are any significant gaps at A level (the evidence and K level questions should already have given you relevant information) If you conclude that there are no gaps at the Knowledge level: • Don’t: start asking questions relevant for A; • Do: ask questions to test S level competence (particularly if the requirement is at S level) and define what gaps exist;.

26. Exercise 1-Preparing for the Assessment Individual’s Brief You have been told by your supervisor that you need to go through a ‘HSE competence assessment’ and that you have to complete a self-assessment and send it to your line supervisor. He has asked you to include the name of an assessor in SAPpHiRe, in case he wants to use one instead of doing the assessment himself. You have been phoned up by the HSE Advisor in your business area, who tells you that he is going to be your ‘assessor’ and wants to meet with you to discuss your self assessment, which has been forwarded to him by your line supervisor. You are still not really sure why you are having to do this assessment. You decide to meet

27. HSE Competence Elements Lead HSE Risk Management (‘HSE Lead’) The key components at Skill level are: - Demanding and achieving high standards of HSE commitment in other people • Influencing others via own personal behaviour; showing ‘courage’ • Taking actions to positively change HSE related behaviour (Culture) • Continuously challenging standards, identifying weaknesses and driving improvement • Communicating a vision and long-term HSE goals, which others subscribe to • Defining/communicating a clear path (set of priorities) to achieve those goals • Promoting compliance and applying just, fair and consistent recognition and consequence management Its all about establishing a strong, positive, consistent HSE culture and providing clear direction and motivation

28. HSE Competence Elements Prepare HSE Risk Management (‘HSE Prepare’) The key components at Skill level are: • Ensuring that a sound framework and processes are in place in the business for assessing HSE risks and establishing controls • Challenging controls to ensure that they represent ALARP • Defining the procedures needed to ensure controls are effective • Ensuring that staff have the required competences to ensure controls are understood and effectively applied • Ensuring that HSE issues are properly incorporated into business plans • Ensuring that plans are in place to deal with possible emergencies • Ensuring that assurance plans are in place to monitor the effectiveness of controls It’s all about ensuring that robust HEMP processes and HSE related plans are put in place

29. HSE Competence Elements Prepare HSE Risk Management (‘HSE Apply’) The key components at Skill level are: • Ensuring controls and Safe Systems of Work are consistently implemented • Maintaining controls that represent ALARP • Managing the HSE risks of change • Analysing performance and taking corrective actions as needed • Incident management (investigation and responses) • Ensuring audit and inspection plans are carried out and findings implemented • Managing ER situations It’s all about the front line management of HSE

30. Some Example Questions - ‘HSE Lead’ What are PDO’s current HSE priorities (‘Must Wins’) ? (K/S) How do you promote them amongst your team/contractors ? What kind of changes to the HSE culture (behaviour) are you trying to promote with your team/contractors ? (K/S) What problems do you face ? How do you overcome them ? How do you demonstrate your personal commitment to HSE ? (K/S) Can you give an example of taking a leading role in changing HSE Culture ? (S) How did you go about it ? What innovations did you introduce ? (S) What are the Golden Rules ? Why do you think they are important ? What do you do to promote them ? (K/S) What role do STOP and the LSR play in building a positive HSE culture ? (K) How do you promote constructive intervention ? Tell me how you handle non-compliance; give me some concrete examples; (K/S) What reward/recognition tools have you introduced for good HSE behaviour ? (S) Tell me about the last time you opposed a proposed decision for HSE reasons (S)

31. Some Example Questions - ‘HSE Prepare’ What are the main hazards in your area of activity/responsibility ? (K) What sort of HEMP or other forms of risk assessment exercises have you been involved with ? ; (K/S) When did you last taking a leading role in one ? (S) How did you satisfy yourself that ALARP had been reached ? (S) What involvement have you had in putting together an activity plan (e.g. project plan, maintenance plan, shutdown plan) ? (K/S) What involvement have you had in the development/updating of procedures for HSE risk control ? (K/S) How do you ensure that staff/contractors know their HSE responsibilities and the key procedures they have to apply ? (K/S) What involvement have you had in ‘change management’ planning/preparation ? (K/S) What involvement have you had in ER planning ? (K/S) What involvement have you had in inspection/audit planning ? (K/S)

32. Some Example Questions - ‘HSE Apply’ • What role/responsibility have you had in the PTW system ? (K/S) • What is the highest risk work that you have responsibility for ? • When did you last: do a PTW inspection; review/approve a JHA; do a TBT (K/S) ? • What do you do to monitor that your staff/contractors have the required competences ? (K/S) • How do you monitor/measure the HSE performance of your staff contractors ? (K/S) • What reports do you use; when have you had to take corrective action ? (K/S) • What actions have you instigated to improve on-site risk control ? (S) • What involvement have you had in actually managing ‘plant change’ or other forms of significant change ? (K/S) • What involvement have you had in incident reporting/investigation and sharing/implementation/close-out of findings/recommendations ? (K/S) • What involvement have you had in carrying out inspections/audits and ensuring follow-up/close out of findings ? (K/S) • What experience have you had in managing ER situations (exercises) ? (K/S)

33. Coming to a Conclusion Do You Have Enough Evidence to Decide ? Are they familiar with the basics ? Do they know why they are important ? 1. Awareness Can they hold a meaningful discussion ? Do they have practical exposure ? 2. Knowledge Have they taken a leading, independent role and solved problems ? 3. Skill Is the evidence CARS ? Does it cover the key criteria ? Are there significant things they do not know or have not demonstrated they can do (have done) in relation to their job requirements ? What are the gaps ?

34. Actions agreed to mitigate any gaps! • IMPORTANT – the discussion should be sued to define and discuss any gaps versus the position requirements that the assessment has identified and what actions should be taken to address these gaps, • Agree the gaps with the candidate and record them • The appropriate actions should include ones designed to both: • fill the gaps • Mitigate any significant risk associated with the gaps Remember a record of the gaps will be recorded in any subsequent ‘Note for File’ for candidates working towards progression!

35. Notes and Records • Make detailed notes as you go along • Note down key additional evidence or clarification acquired during the assessment interview; • Note down the conclusion in terms of level assessed (A, K, S); • Note down what gap(s) you identified against the required criteria; • Also note down any improvement opportunities identified; • Note down what feedback you provided in terms of relevant action to address the gap(s) or achieve improvement; • After the assessment: record a summary of your conclusions and recommendations into SAPpHiRe; • Send back to the supervisor (only the supervisor can change the competence level in SAPpHiRe);

36. Final Actions By Assessor • Call the Supervisor promptly after the assessment and make sure all your conclusions and recommendations are clear and agreed; • If there are any gaps, which you believe represent a significant risk, make sure suitable actions to mitigate the risk are agreed; • Seek the supervisor’s commitment to make sure actions are included in the individuals IPD; • Offer to provide coaching/support to the individual if relevant and possible within your work-load; • Agree target time-frames and steps to be taken for re-assessment of any gaps identified.

37. What Next • Be prepared: • Note for file (promotion) challenges from the supervisor or the HR promotion board?

38. Assessor - Check-Back Against Objectives After the session, how confident are you that you : Understand and can describe the new PDO HSE Competence Framework ? Understand and can describe the requirements and process for HSE Competence Assurance of a HSE Leadership or Managerial/Supervisory HSE Critical Positions ? Describe the role and responsibilities of an authorised assessor, including how to use SAPpHiRe and to record required information in SAPpHiRe ? Understand the criteria that need to be met at A, K & S level for each of the three HSE MS competences ? Analyse a self-assessment and CV and plan for an assessment interview ? Understand how to conduct an assessment interview, using sound questioning techniques, and to reach conclusions on an individual’s levels of competence ? Understand the key issues, which may arise during the assessment process and how to deal with them ? Understand how to define ‘gaps’ and make recommendations for addressing them ?