Appraisal under RDNA Tony Lewis, Principal Education Officer, CIEH

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Appraisal under RDNATony Lewis, Principal
Education Officer, CIEH
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Personal background with RDNA

• Involved with RDNA project since February 2006
• A member of the RDNA development team
• Now a member of the RDNA Board

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RDNA - what is it?

• A (web) tool to identify areas where individual
  inspectors can benefit from undertaking
  development activities
• Underpinned by a framework of competencies
  expected of a fully qualified HSE inspector or
  local authority health and safety inspector,
  fully-authorised to carry out health and safety
  duties

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RDNA - how does it work?

• Essential that inspectors review their training
  and development needs on a regular basis
• There will always be areas in which an Inspector
  can benefit from additional development
  activities
• The identification of development needs does not
  automatically lead to the revision of an
  inspector's authorisation
• The relationship between an inspector's
  development needs and level of authorisation is a
  decision for management
• RDNA is not a performance management tool

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RDNA why?

• Became an issue for EH following the HSEs (2005)
  SITNA report
• A baseline comparator to apply to all and against
  which training resources could be more
  effectively provided
• Now a facet of better regulation
• The principles embodied in RDNA are now rolling
  out to other aspects of regulatory services
  activity - possibly using the same web-based
  architecture

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Building competence
The Professional Development Stairway to
Competence Lewis and Brennan 2006
Excellence ?
Competence
Capability to competence achieved via
experience, peer review reflective practice
Capability
Competencies
Skills
The journey to capable as an EHP is via the
qualification process
Knowledge
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Website

• http//regulatorsdevelopment.hse.gov.uk

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The assessment

• Process occurs each year, around October /
  November (to coincide with mid year reviews and
  the early stages for planning for the next
  operational year)
• Manager carries out RDNA exercises for members of
  staff
• Members of staff self-assess using RDNA
• Can be done together
• Takes about an hour or so - becomes quicker with
  familiarity

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The assessment (2)

• Once the manager becomes very familiar with the
  contents of the RDNA tool, he/she may feel able
  to make an assessment against the benchmarks in
  the RDNA tool without necessarily going through
  the assessment process
• BUT team members must do their self assessments
  using the tool
• A paper version of the assessment can be used
  instead of sitting at a PC. Printable versions of
  the assessments can be downloaded

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The appraisal of development

• Follows the RDNA assessment and whenever there is
  a need
• A two-way discussion that focuses on identified
  development needs
• Using the benchmarks within the RDNA tool enables
  a more structured discussion
• Helps to ensure that development needs are
  addressed and planned for in line with upcoming
  work plans and available resources

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The appraisal of development

• The outcome of the discussion will be an agreed,
  prioritised set of learning and development
  objectives
• The objectives should be about the areas in which
  the manager or team member wishes more experience
  to be gained
• Sensible for a manager not to agree any specific
  development actions with staff until all of the
  reviews have been completed and the priorities
  assessed against team capacity and business need
• Outcome of the development review meeting is an
  agreed set of development objectives for
  individuals (personal development plan or
  learning log) and team for the year ahead

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Setting and agreeing development objectives

• Managers and managed create and agree learning
  and development objectives
• Learning objectives set out where the Inspector
  is and where he/she needs to be in relation to
  each development area
• Objectives are then prioritised in order of
  personal and team need

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Addressing priority development needs

• Experience shows that 85-90 of all development
  needs can be addressed by means other than formal
  courses
• Directed reading and learning, coaching and
  work-shadowing are all appropriate means of
  addressing development need
• The GRIP (Guidance for Regulators - Information
  Point) website acts as a one stop shop for
  addressing most development needs
• http//www.hse.gov.uk/grip/

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Addressing priority development needs

• Managers and managed need to be clear when
  setting and agreeing development activity
• What will be achieved by doing these activities?
• What will be different?
• How will we know that progress has been achieved?
• How do the activities fit together - is there a
  logical order?
• How will any training be applied and consolidated?

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What happens when development needs cannot be met?

• Unaddressed development needs are a risk for the
  Inspector and his/her employer
• Scale of risk is determined by the nature of the
  development need and the needs of the team

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What happens when development needs cannot be met?

• Options
• No need to act because the missing competence
  exists in the team
• No need to act because the missing competence is
  not necessary for the work of the individual or
  team
• Restrict the work of the individual
• Restrict the warrant of the individual

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What next?

• The RDNA website gathers anonymous data about
  development needs
• An annual picture of development need will be
  drawn up
• RDNA Board will consider (and hopefully address!)
  annual national priorities for training

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• Questions?