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Broad Roles
4. Band 4 Broad Roles - Team Leaders and Specialist Employees
BR4/014 Zone A - Senior Technical/Functional Adviser (November 2000)

Role Purpose: Is competent to provide support services of a technical & non-technical nature, with a level of professional input in the execution of these roles and activities. May manage a group of staff.

Deliverables

  • Provision of specified services to internal/external customers to agreed standards.
  • Provide advice and guidance on issues appropriate to his/her working area.
  • Active involvement in improvement initiatives/projects.
  • To carry out designated work packages to standards of safety, cost, quality & time.
  • To set objectives and standards, ensuring resource and information available to complete specified tasks.
  • Within set limits of control, deal with queries or anomalies relating to the groups activities otherwise refer upwards.
  • Where appropriate, motivate, guide and assist in the training of the group to develop the skills and abilities of others for the benefit of the company.
  • Assist in the development of resource planning for the area.
  • Where appropriate, will maintain good contacts with individuals/organisations at all status levels internal and external to the company.
  • Where appropriate, may contribute to the formulation of budgetary information and procedures.
  • Complies with legislative, regulatory and company policy standards and procedures e.g. safety, quality, risk, security etc. applicable to the role.


Indicators of performance

  • Completion of tasks to relevant standards i.e. time & quality.
  • Evidence of support and issues resolved.
  • Evidence of contribution and the assessment of quality and relevance.
  • Demonstrates evidence of involvement in improvement activities.
  • Team/manager feedback and improved overall performance of the team.
  • Adheres to all legislative, regulatory and company procedures and standards e.g. safety, quality, risk and security etc. appropriate to the role.

Technical Competencies

Behavioural Competencies
Team leaders and specialist employees

MANDATORY

Level

 

Managers/team leaders

Level

31.1

Knowledge of BNFL

2

22.1

Drive and energy

3

31.2

Management of safety

1

22.2

Delivering for customers

3

31.3

Using IT at work

2

22.3

Self Confidence

3

COMMON

 

22.6

Thinking things through

3

36.5

Managing financial performance

1

22.7

Understanding people

3

37.6

Driving and facilitating change

1

22.8

Resilience

3

312.3

Knowledge of management systems

2

22.9

Integrity

3

316.2

Managing and retrieving information

2

22.11

Team leadership

3

316.3

Planning and controlling work

2

22.12

Developing people

3

JOB SPECIFIC

 

22.14

Holding people accountable

3

All job holders select up to 6 job specific technical competencies and levels except Office Manager & Officer roles where up to 4 job specific technical competencies and levels should be identified.

 

Individual contributors

 

22.1

Drive and Energy

3

22.2

Delivering for customers

3

22.4

Seeking information

3

Office Manager & Officer roles

 

22.5

Seeing patterns

3

316.1

Applying company policies and procedures

3

22.6

Thinking things through

3

316.4

Producing and presenting information to high standards

3

22.9

Integrity

3

 

 

 

22.12

Developing people

2

 

 

 

22.13

Persuading people

2

 

 

 

22.16

Working in teams

2


Qualifications and Experience

Graduate (minimum 2:2) or equivalent in relevant discipline with typically more than 2 years experience.

OR, where appropriate, part professional qualification with typically 5-10 years relevant experience.

Where appropriate, ideally accredited to an appropriate professional body.

For internal candidates suitable relevant work experience may be considered in lieu of formal qualifications where appropriate.


Broad Roles
4. Band 4 Broad Roles - Team Leaders and Specialist Employees
BR4/015 Zone B - Technical/Functional Adviser (November 2000)

Role Purpose: Is competent to provide a professional support service to the company's activities in areas of engineering/science/technology or administration.

Deliverables

  • Provision of specified services to internal/external customers to agreed standards.
  • Ensure that the service/output of the individual or the group is provided to agreed standards.
  • Where appropriate, allocate routine or semi-routine tasks within the group and monitor its progress.
  • Ensure that all relevant regulations and procedures are understood and applied.
  • Within set limits of control, deal with queries or anomalies relating to the groups activities otherwise refer upwards.
  • Where appropriate, motivate, guide and assist in the training of the group to develop the skills and abilities of others for the benefit of the company.
  • Assist in the development of resource planning for the area.
  • Provide personal assistance to a manager developing and implementing work programme/projects.
  • Where appropriate, will maintain good contacts with individuals/organisations at all status levels internal and external to the company.
  • Where appropriate, may contribute to the formulation of budgetary information and procedures.
  • Complies with legislative, regulatory and company policy standards and procedures e.g. safety, quality, risk, security etc. applicable to the role.


Indicators of performance

  • Demonstrates delivery of service to meet deadlines.
  • Evidence of quality service delivery and customer satisfaction.
  • Evidence of contribution and the assessment of quality and relevance.
  • Demonstrates understanding of the use of equipment and the method of operation.
  • Team/manager feedback and improved overall performance of the team.
  • Adheres to all legislative, regulatory and company procedures and standards e.g. safety, quality, risk and security etc. appropriate to the role.

Technical Competencies

Behavioural Competencies
Team leaders and specialist employees

MANDATORY

Level

 

Managers/team leaders

Level

31.1

Knowledge of BNFL

2

22.1

Drive and energy

3

31.2

Management of safety

1

22.2

Delivering for customers

3

31.3

Using IT at work

2

22.3

Self Confidence

3

COMMON

 

22.6

Thinking things through

3

36.5

Managing financial performance

1

22.7

Understanding people

3

312.3

Knowledge of management systems

2

22.8

Resilience

3

316.2

Managing and retrieving information

2

22.9

Integrity

3

316.3

Planning and controlling work

2

22.11

Team leadership

3

JOB SPECIFIC

 

22.12

Developing people

3

 

All job holders select up to 7 job specific technical competencies and levels except Support Officer roles where up to 5 job specific technical competencies and levels should be identified.

 

22.14

Holding people accountable

3

 

Support Officer

 

 

Individual contributors

 

316.1

Applying company policies and procedures

3

22.1

Drive and Energy

3

316.4

Producing and presenting information to high standards

3

22.1

Delivering for customers

3

 

 

22.4

Seeking information

3

 

 

 

22.5

Seeing patterns

3

 

 

 

22.6

Thinking things through

3

 

 

 

22.9

Integrity

3

 

 

 

22.12

Developing people

2

 

 

 

22.13

Persuading people

2

 

 

 

22.16

Working in teams

2

 


Qualifications and Experience

Graduate (minimum 2:2) in relevant discipline or equivalent with typically at least 2 years experience on an operating site.

OR, part professional with typically 5-8 years relevant experience.

OR lower professional qualifications e.g. HND/BTEC with typically 5-10 years relevant experience.

For internal candidates suitable relevant work experience may be considered in lieu of formal qualifications where appropriate.


Broad Roles
1. Introduction
Guidance Notes (November 2000)

1. WHY HAVE WE GOT BROAD ROLES?

As part of the new company contract it was agreed that current job descriptions and job profiles will be withdrawn and replaced by Broad Role descriptions based on competencies, when these are agreed and introduced. The Broad Roles will be kept to an absolute minimum. Individuals will be allocated to Broad Roles on the basis of previous job profiles

2. WHAT ARE BROAD ROLES?

  • Broad Roles have been introduced as part of the New Contract and will replace job profiles/job descriptions for all employees.
  • Broad Roles replace job profiles/role descriptions. The current versions of the Broad Roles replace the draft Broad Roles which were effective from 1 April 2000 to 30 November.
  • Broad Roles are not job descriptions. They do not describe any particular individual's specific job. They are a framework of common attributes of various roles linked together and will typically only describe 70-80% of any individual's specific job. There are 3 levels for pay progression purposes.
  • The Broad Role is designed to reflect the level at which a 'Fully Competent' individual should be operating within the role. 'Outstanding Performer/Contributor' status is achieved through pay progression (see separate note).
  • Broad Roles do not describe 'entry level' in a job although someone beginning a new job will be linked to a Broad Role even through they will not be expected to be performing at the level described immediately. Anybody who is not Fully Competent or Outstanding Performer/Contributor is by definition entry level.
  • Previously your role profile/job description linked you to a pay point on the salary scale. Now your Broad Role links you to a zone within a pay band e.g. Band 3 Zone A and this describes what is a Fully Competent pay level for the particular role.
  • Clusters of job profiles have been grouped, where appropriate, and included in one Broad Role e.g. Technical/Functional Leader relates to individuals' who are managing people in HR, Purchasing, Finance etc. The Broad Role should be a more accurate reflection of the generic skills, behaviour and output required of the role.


3. WHAT DO BROAD ROLES CONTAIN?

BROAD ROLE FORMAT

Broad Role Title and Number: This allows the Broad Role information to be stored in the job family field on Peoplesoft.

Role Purpose: A one sentence descriptor, commencing " is competent to...".

Deliverables: This section contains the typical deliverables and accountabilities which would be expected in this Broad Role. Managers are responsible for interpreting these and explaining their application for each job.

Performance Measures: This section contains typical performance measures and accountabilities in this Broad Role. Managers are responsible for interpreting these and explaining their practical application for each specific job.

Behavioural Competencies: This section contains the behavioural competencies and levels required to be confirmed as fully competent for this Broad Role. For some Band 3 and Band 4 Broad Roles there is a choice of two sets of behavioural competencies and levels depending on whether the specific job is either largely manager or individual contributor. In these cases, managers will agree with individual job holders which set of behavioural competencies is most appropriate for their job. This set and their levels will then be used in the assessment of fully competent performance for pay progression purposes.

Technical Competencies: This section contains the technical skills and knowledge required to be confirmed as fully competent in pay progression terms for this Broad Role. They will be divided into:

1. 3 mandatory competencies and levels
- Management of safety
- Knowledge of BNFL
- Using IT at work

2. A number of common competencies and levels for each job within this broad role. These are given.

3. Typically no more than 6 job-specific technical competencies and levels (see below). These will be agreed between the individual job holder and manager at performance review.

(NB: There will be fewer than 6 job specific competencies if there are many common competencies already assigned to the Broad Role or if the job requires fewer than 6 additional job specific competencies)

In total, there will be no more than 14 technical competencies assigned to any job.

Qualifications and Experience: This section lists the qualification typically expected for this Broad Role. For internal candidates, suitable relevant work experience may be accepted in lieu of qualifications where appropriate.

Job Profile: Job profile references have now been removed from all of the Broad Roles.


4. HOW WILL BROAD ROLES BE USED?

Broad Roles will be used in a number of different HR processes as they form a consistent standard throughout the company.

Post Filling

Vacancy Notices will now be linked to Broad Roles not to job profiles.

Pay Progression

Within the new pay structure there are defined criteria for enhancing pay and these levels are described as follows:

Entry level
Fully Competent
Outstanding Performer/Contributor

  • Individuals assessed to be at 'Entry' level will be assessed against the Broad Role and development objectives set through the performance management process to help the individual to meet fully the requirements of the Broad Role on an agreed timescale.
  • Broad Roles define the level at which a 'Fully Competent' person operates.
  • Progression from 'Fully Competent' to 'Outstanding performer/contributor' status will be achieved through an agreed set of criteria over and above that specified in the Broad Role. This information will be communicated through the Pay Progression Team.
  • Pay progression involves additional money but is not an indication of significant and fundamental change in size of role. Skill sets is the method of pay progression for some Band 5 employees. They are an agreed set of defined skills adopted in order to enhance the performance and flexibility of individuals in addition to the requirements of the Broad Role.


Performance Management

When agreeing an individual's accountabilities, objectives and performance through the new performance management process, Broad Roles will be used as the basis for beginning the performance discussion. The performance management process will be the mechanism through which an individual's current level of performance is assessed.


5. WHAT DOES THIS MEAN FOR ME?

All employees have been automatically transferred from their existing job profile/role description to their allocated Broad Role. You can find the number of your former job profile and your new Broad Role on the HR B-Net site. On accessing the HR B-Net site individuals will be prompted to enter their pay number, this will then search a database and give them the job profile/role description number they were working to (as at 1 April 2000) and also provide them with the new Broad Role number applicable to that job. Anyone who has changed roles or who has only joined the company since March 31st will not be on the system, they should consult their Line Manager who will provide them with the information they require.

Some individuals historically were allocated to 'dummy' profiles as there was not a specific job profile for his/her role, again individuals should speak to his/her Line Manager to discuss which Broad Role they should be allocated to. Apprentices/Trainees should be on the Broad Role for the job they are training to do.

If any individual feels that the majority (i.e. 70-80%) of their work is not reflected in the Broad Role to which they have been allocated, then he/she should initially discuss this with his/her Line Manager. The Line Manager and employee should try and identify another Broad Role which is more comparable to their work and if this is not possible then this should be raised with the appropriate Broad Role contact in HR (see below). Again, if individuals feel they should be in a higher band or zone, this should be discussed with their Line Manager and logged with HR.

6. COMMENTS

Any feedback that you may have on the Broad Roles is welcomed by the Broad Roles team. However your feedback will not be acted upon until the next Broad Roles review which will take place at the back end of 2001.

Please remember that the Broad Roles are meant to describe a typical role and not all the elements of the role that an individual does. The Broad Role defines the Fully Competent individual working in the role.

7. HR BROAD ROLES CONTACTS

Capenhurst
Carolyn Noble x 196 - 3389
Reg Green x 196 - 2189

Chapelcross
Tim Dunham x 199-8716

Risley
Lynda Martin x 191-2077
Caroline Mayoh x 191-2061
John Jackson x 191-3490

Sellafield
Peter Foley x 180-73652
Willie Reid x 180-71742
Andy Hurley x 180-71424
Graham Jonsson x 180-82477
John Fleming x 180-75890

Springfields
Sarah Smith x 197-2100
Gordon Berry x 197-4258
Audrey Uppington x 197-3001
Chris Cummings x 197-2733
Fran Butler x 197-2014


Competency Directory
01 Introduction
Introduction to the Competency Directory (March 2001)

Welcome
Welcome to Version 3* of the BNFL Competency Directory (* Version 1 = hard copy binder of the Competency Directory, launched November 1999, Version 2 = electronic copy of the Competency directory, launched June 2000). This electronic version of the Competency Directory will be a 'living' document and it will evolve through time. If this is the first time you have used the Competency Directory please work your way through the introduction to find out more.


What is the Competency Directory
The Competency Directory sets out a framework of skills, knowledge and behaviours which have been developed to reflect current and future company requirements.

The Competency Directory will act as a 'living' document. This means that it will be reviewed and updated regularly in line with feedback, business needs, and changing circumstances. This will ensure that it is always up to date and relevant.


Why are we using the Competency Directory
In the face of ever increasing competition, and increased regulatory standards, we must be clear about the skills, knowledge and behaviours that will enable us to reach our shared vision of changing the BNFL Group into a world class organisation. We will attain this standard of performance by focusing our efforts across the company on five priority areas:

    • Achieving world class performance in safety and plant operations
    • Achieving the lowest cost position for all businesses
    • Continually improving customer satisfaction
    • Managing the international political and regulatory environment
    • Transforming our behaviour and performance

Use of the competency directory will promote and develop the skills and behaviours that will help us all to achieve our goal of becoming the world's best nuclear services provider.


How was the Competency Directory developed
The competency directory was developed in partnership with Staff and Trade Unions and with major input from employees across the Company. External benchmarks have also been used.


How will the Competency Directory be used
The competency directory will be applied group wide to:

    • develop a Group-wide common language
    • provide a tool to improve BNFL's future people management processes, particularly
    • focusing learning and development
    • recruitment and selection
    • succession planning
    • workforce planning
    • performance management

The following principles for the introduction and operation of the competency directory have been agreed with the Staff and Trade Unions:

The BNFL competency directory will:

    • be used in a positive, constructive and non-threatening way. It will not be used as a quasi-disciplinary or redundancy selection process
    • embrace equal opportunities principles
    • be used consistently across the Group with appropriate training & guidance provided
    • focus training & development activities to enhance skills for current roles and develop transferable skills for future needs
    • be linked to international and national standards wherever possible and appropriate
    • be reviewed regularly with respect to internal effectiveness and external comparability.

The Company, Staff and Trade Unions view the introduction of the competency directory as a positive way forward in developing both the Company and its employees.


What are Competencies
To achieve our work responsibilities, each of us needs to be effective in three areas:
Knowledge (What we know) the useable information we possess.
Skills (What we do) our ability to perform a particular physical or mental task.
Behaviour (How we go about it) how we behave while performing our work tasks.





How BNFL structures Competencies
Within the BNFL framework competencies are categorised into 2 areas:

  • Technical competencies - These are skills and knowledge we need to perform our role effectively; for example, Managing projects or Reactor physics.
  • Behavioural competencies - These are personal attributes that lead to outstanding performance in a role; for example Drive and Energy or Delivering for Customers.

For any role both technical and behavioural competencies are important. Each competency has a description, is sub-divided into five levels and identifies a core question together with the reason why it is important.


What are Behavioural Competencies
In BNFL five behavioural competency models Executive, Business Leaders, Managers & Professional Employees, Team Leaders and Specialist Employees, and Team Members have been developed. These models cover all employees and mirror the new five band structure in BNFL. For areas of the business where the five band structure is not in place contact your local HR department for your grade equivalents.

Each model contains a number of behavioural competencies, which are applicable to a specific band. For example Change leadership is only applicable in the Business Leaders model and Attention to detail is only applicable in the Team Members model. Some behavioural competencies either appear in some, or all five models because they have been identified as key to the business at all levels, for example Integrity. However some of the words used to describe the same competency will be different, this is so each competency is meaningful for different levels in the organisation.

In each model the competencies have been grouped together into clusters. These clusters will help you to understand how each behavioural competency relates to your performance in the business. In this example you can see how Holding people accountable helps to 'Deliver results' and Delivering for customers helps in the 'Drive to improve performance'.

Each behavioural competency is sub-divided into five levels. The five levels describe different indicators of behaviour that you would expect to be demonstrated with each behavioural competency.

Attached to all behavioural competencies (with the exception of Working in Teams) is an 'external performance benchmark', highlighted by an *. These external performance benchmarks indicate the level at which outstanding individuals in benchmarked 'World Class' companies are performing. This is the level to which all employees in this band should aspire in the medium term.


What are Technical Competencies
Unlike behavioural competencies technical competencies are not band specific, they are specific to the role. This means that a Band 5 Engineering Craftsperson could have the same technical competency, Improving Plant Performance as a Band 3 Operations Manager. It depends on what you need to know and be able to do to be effective in your individual role.

Each technical competency is sub-divided into 5 levels. Each of the five levels describes an increasing level of knowledge and skill from a basic awareness (level 1) through to an industry or internationally recognised expert (level 5). Any of these levels may be required for your role. However for most roles levels 1, 2 and 3 will be sufficient. Levels are not related to grades nor do they necessarily assume progression, they are role specific. For example your role may require you to operate at a level 1 in Managing Projects, this means that you will not have to develop to level 2 because the role does not require you to operate beyond this level. However a change in role may require you to operate at a different technical competency level. There are no set external performance benchmarks for technical competencies.

As there are a number of very different roles in BNFL the competency directory has to describe a whole range of technical competencies to be useful and meaningful for all employees. In total there are currently 106 technical competencies. These have been grouped together by area, e.g. Finance, Operations and Maintenance, to help the user locate particular competencies more easily.

Three technical competencies have been identified as generic to all roles in BNFL. These are:

    • Knowledge of BNFL
    • Management of Safety
    • Using information technology at work

As a minimum all employees will be expected to operate at Level 1 for each of these three competencies.

In addition to these three competencies further technical competencies are then selected to describe the key skills and knowledge a particular role requires. In selecting further technical competencies it is important to look at the whole range of competencies not just those that are grouped under one area. For example the competency Managing projects is grouped under Engineering but this competency will be applicable to a number of non-engineering roles.


Questions and Answers

Q What are competencies?
Competencies are used by a wide range of companies and industries in the
UK and elsewhere to describe the combination of skills, knowledge and behaviour required for effective job performance. Competencies can be measured, reviewed, developed and benchmarked with other organisations. Required competencies and levels can change over time as circumstances change.

Q. Why did BNFL choose to use competencies?
Competencies will help BNFL and all its employees by providing the basis for an effective integrated people management framework. We will be able to recruit, measure and manage people more objectively and effectively and compare how we are performing against other organisations. Competencies will also help you individually to understand more clearly what is expected of you in your role. This will help you in improving your personal contribution and effectiveness. Competencies will enable us to achieve our 5 priority areas by providing a framework of skills and behaviours that will enable each of us, as individuals, to deliver these commitments to best effect.

Q. How were the competencies written?
Behavioural competencies were identified by interviewing individuals and groups across the company to discover those behaviours which led to successful performance. The output form these interviews was analysed, compared to best practice and benchmarked against a global database of employees in world class organisations. Finally the language was tested with employees for relevance and usefulness.

Technical competencies were identified and defined by employees working in the areas concerned throughout BNFL over an 18 month period. Best practice, future strategy and objectives, and customer and stakeholder requirements have been incorporated where ever possible.

Q What is the difference between technical and behavioural competencies?
Technical competencies are the skills and knowledge required to effectively perform a task. (What we know and what we do). They are role-specific. Technical competencies tend to be easier to measure and can be developed more quickly.

Behavioural competencies are personal attributes that identify how we behave while performing our work. (How we go about it). They are categorised into broad bands across the company. Behavioural competencies tend to be the competencies which differentiate between good and outstanding performance in a role. They tend to be harder to measure and take longer to develop.

Q Are competencies related to grade?
Behavioural competencies are related to grade. The five behavioural models reflect the five band structure in BNFL as follows:

Executive

Band 1

Business Leaders

Band 2

Managers & Professional Employees

Band 3

Team Leaders & Specialist Employees

Band 4

Team Members

Band 5


The band you are in will determine which model you will use.

Technical competencies are not related to grade. They are related to your role. Your role will determine the appropriate level for each competency.

Q What processes will use competencies?
A number of BNFL's future people management processes will use competencies, particularly learning and development, recruitment and selection, succession planning, workforce planning, performance management. Currently these processes are at different stages of development. When they are launched there will be further communication.

Q How will the competencies be used consistently across the organisation?
To ensure consistent use, this B-net version of the competency directory will be the 'official' current version of the Directory. It will be dated to assist version control and ensure we are all working to the same version of the Directory. In addition communication and training will promote a common understanding of competencies.

Q How will the competency directory be kept relevant and up-to-date?
The competencies will be reviewed on a regular basis. Your feedback, together with business needs and changing circumstances will be used to make timely and relevant changes to the B-net version of the competency directory. A competency owner has been identified for each competency. The role of each "competency owner" is to:

    • Ensure that the competency is still required.
    • Confirm that the competency reflects best practice and changing BNFL processes.
    • Ensure that the competency levels are stretched and will continuously improve employee and organisational performance.
    • Ensure that the competency content is widely owned throughout BNFL.

Broad Roles
1. Introduction
Your guide to the revised Broad Roles (November 2000)

Following a review period, where your feedback was considered, the Broad Roles have now been finalised. The final versions are available on this site and can be found indexed by Band and Broad Role number. These final versions replace the draft versions which have been in use during the period April to November 2000.


If you want to find out more about the Broad Roles review please read on.


The Broad Roles review - September 2000
During the development of the draft Broad Roles Management and Unions agreed that it would be beneficial to allow role holders the opportunity to comment on them as appropriate Therefore it was agreed a review of the Broad Roles would take place in September 2000, after which all Broad Roles would be amended and finalised.

Sources of information for the review
Feedback for the review was gathered from the following sources:

  • Electronically, from the Broad Role feedback form.
  • Hard copy, from the Broad Role feedback form.
  • Union workshops.
  • Direct feedback to Broad Role team representatives.


The review process
Feedback was collated and reviewed/discussed by the Broad Roles Tripartite Working Group in September. All feedback received prior to the end of August (the deadline specified for feedback) was considered. The Working Group reviewed and discussed both general comments about the Broad Roles and specific comments about particular Broad Roles. In most instances feedback resulted in a change to the Broad Roles, however is some instances feedback did not result in any change. This occurred where feedback was either; not representative of the majority of comments; or where it was felt it was not appropriate for a particular Broad Role.

The outcome of the review
After taking into account feedback from employees, managers, Staff and Trade Unions the following has been agreed:

  • The Broad Role to which an individual employee is allocated continues to define fully competent in pay progression terms. NB to be fully competent, an employee must meet all the requirements of the Broad Role i.e. deliverables, technical and behavioural competencies and levels.
  • At least until the further review of implementation in late 2001, failure to meet the technical competency levels assigned to each Broad Role will in itself not be used as a reason for denying pay progression to fully competent if employees are otherwise satisfactorily performing the requirements of their job. Pay progression beyond fully competent level will continue to be on the basis of criteria agreed by the pay progression group.
  • To make explicit that "Fully Competent" means that an individual is performing satisfactorily in his/her job, the 'Job Purpose' statement in each Broad Role has been amended to include "is competent to".
  • Managers will ensure that the deliverables specified in the Broad Roles are interpreted and defined so as to be appropriate for an individual employee's specific job, band and zone.
  • Each Broad Role will contain 3 categories of technical competencies:

1. Three mandatory competencies - these mandatory technical competencies (management of safety, Knowledge of BNFL, Using IT at work) apply to all employees. The levels set in the Broad Role must be met for an employee to be confirmed as fully competent.
2. A number of common competencies - these common technical competencies and levels must be met by all employees in that Broad Role to be defined as "fully competent".
3. A number of job specific competencies - these competencies and levels will be determined by managers and discussed and agreed with employees. Job specific technical competencies and levels will be appropriate to the individual employee's job, band and zone. If an employee does not agree that the job specific competencies and levels assigned are appropriate to his/her job. he/she can refer the matter to the Appeals process developed as part of the pay progression process. Typically there will be no more than 6 job specific technical competencies. In most cases, the competency levels required will not be above level 3 unless an employee is a company expert in his/her field. In all cases there will be no more than 14 technical competencies in total used in the assessment of an individual as fully competent for any progression purposes.

  • The behavioural competencies and levels in the relevant Broad Role describe the levels of performance required for confirmation as fully competent. Where the Broad Role allows a choice between "Manager" or "Individual Contributor" sets of behavioural competencies, Managers will agree with employees the most appropriate set for an individual's job. In addition, managers and employees may agree to include additional or higher levels of behavioural competencies in the performance management process for development purposes. These will however, not be used for pay progression purposes to fully competent.
  • All behavioural and technical competencies identified in the Broad Role, plus any job specific technical competencies, will automatically flow through to the performance management process.
  • A further review of Broad Roles will take place nine months after the commencement of the performance management process at Sellafield. The terms of reference for this review have been agreed.