Communications Competence Model
(as extracted from GE/RC8546 Approved Code of Practice – Safety Communications, Issue1,
Oct 2002)
Ensuring the effective
exchange of information to
support safety critical work
1 Determine the requirement
for communications
2 Conduct safety critical
communications
1.1 Identify outcome
of communications
2.1 Commencing safety
critical communications
1.2 Define method and
content of communications
2.2 Exchanging safety
critical information
2.3 Concluding
communications
and confirmation
Performance Standards
1.0
Determine the Requirements for Communications
1.1
Identify outcome of communications
Performance evidence must be provided in the form of observation in the
workplace of the candidate determining the correct receiver from an
assessment of the circumstances and determining the necessary content of the
communication.
1.1.1 Activities:
a) The correct receiver is identified from an assessment of the
circumstances.
b) The necessary communication for the desired outcome is identified
from an assessment of situation.
1.1.2 Did the person show evidence of knowledge through:
a) using all relevant information to assess the current
situation
b) making the correct choice of person who is the
recipient
c) identifying the person who needs to be contacted
to achieve the requires outcome
d) the implications of contacting someone who does
not have the correct authority to achieve the
required outcome
e) selecting the correct recipient through knowledge
of procedures / assessment of the situation
f) the rule book requirements which apply to safety
critical communication and how to apply these.
1.1.3 Required outcome:
a) Correct setting up of communication link.
b) Correct assessment of the situation.
1.1.4 What to remind staff if the above is not carried out:
a) It is important that the correct decision is made at the outset of
communications to ensure that the right person and right information
will be sent.
b) It is important that consideration is given to who and what is stated in
the rule book as this governs the communications that take place.
1.2 Define method and content of communications
Performance evidence must be provided in the form of observation in the
workplace of the candidate in the workplace determining the correct
equipment for optimum transmission of the message.
1.2.1 Activities:
a) The method and equipment use for the
communication is appropriate for outcome.
b) Consideration is given to external factors
such as environmental noise.
1.2.2 Did the person show evidence of knowledge through:
a) an understanding of the different types of equipment that are
available for safety critical communication and when the different
types should be used.
b) the selection of the best method for the communication of the
information
c) an understanding of the rule book requirements which apply to
equipment used for safety critical communication and how to apply
these
d) an understanding of the implications for using the wrong medium to
get across a clear message
e) an understanding of how to reduce the impact of external factors on
the safety critical communication.
1.2.3 Required outcome:
a)
The best method for clearly communicating was used
b)
The communication will take place in the correct environment to
improve clarity.
1.2.4 What to remind staff if the above is not carried out:
a) Different equipment tends to have different levels of clarity and
reliability. If the wrong equipment is used then the clarity or
effectiveness of the message could be impaired.
b) Always consider the environmental noise around you when making
phone or radio calls, as this can reduce the clarity of the message.
2.0 Conduct Safety Critical Communication
2.1
Commencing safety critical communications
Performance evidence must be provided in the form of observation in the
workplace of the candidate commencing communication, identifying
themselves and their location and ensuring the other person does the same.
2.1.1 Activities:
a) The person clearly states their identity including their name, role and
company.
b) The person clearly states their location.
c) The receivers identity is established as correct for expected
communication and outcome.
2.1.2 Did the person show evidence of knowledge through:
a) the inclusion of the correct details
b) conveying their message by speaking clearly
c) the understanding of what information must
be provided and confirmed at the start of a
safety critical communication.
2.1.3 Required outcome:
a) Certainty is gained that the correct person is receiving the
communication.
2.1.4 What to remind staff if the above is not carried out:
a) Stating location is particularly important when doing work such as
maintenance, especially when calling on a mobile phone, as there is
no verification of location. This should be done regardless of
equipment used.
b) If they contacted the wrong person, did they realise:
i. this and contact the correct person
ii. the implication of not confirming their identification and
location
iii. the implication of communicating safety critical
communication to the wrong person
2.2 Exchanging safety critical information
Performance evidence must be provided in the form of observation in the
workplace of the candidate exchanging safety information over different types
of equipment and ensuring messages are communication clearly
2.2.1 Activities:
The person should ensure that their communication:
a) includes all key information as defined in the rule book
b) ensures that the conversation has a logical structure to the
communication so that the information flows
c) utilises readbacks to confirm understanding.
2.2.2 Did the person show evidence of knowledge by:
a) ensuring all key information is included, as defined by the rule book
and knowledge of the situation
b) speaking clearly and using concise sentences
c) taking on board the comments of the other party if they are having
difficulty understanding
d) not using jargon, slang or local terminology.
e) clarifying any jargon, slang or local terminology which was used so the
other party understood the meaning exactly
f) using the correct form of the phonetic alphabet to spell out identifiers,
unfamiliar or ambiguous words
g) speaking numbers singly
h) conveying all times in the 24 hour clock format
i) clarifying any potentially confusing times (ie fifteen / fifty)
j) reading back the information either immediately after the exchange
of information or at the conclusion to the communication.
k) reading back the information word for word where possible
l) understanding the danger of implicit readbacks and the danger of
making assumptions if these were used
m) using standard phrases where necessary
n) challenging the other persons poor communications style, if necessary
o) understanding the requirements of the rule book on the information
which should be transferred and the format in which this should be
done.
p) taking their lead responsibility, where relevant
It is also important that safety critical staff have an ability to extract safety critical
information from people who may be in a state of panic or worry. As this is a time
at which structured communication is highly important, it is necessary that staff
are provided with scenarios in which they can practise this skill. It is also
important that within this scenario they practise and are trained in techniques for
calming the person down.
2.2.3 Required outcome:
a)
b)
c)
d)
A clear and concise communication took place.
Any ambiguities were noted and corrected.
All information was conveyed in a clear format.
Readbacks and hearbacks were used to verify
information in a timely fashion.
e) Ability to calm people and extract good
communication.
2.2.4 What to remind staff if the above is not carried out:
a) It is very important that the correct form of the phonetic alphabet is
used as the words were chosen so as they could not be confused with
others.
b) Reading back information is one of the best ways of clarifying
information and the importance of verbatim (word-for-word recall of
critical details) readbacks.
c) Implicit readbacks, those which readback only part of the message or
make inferences, such as ‘yes the signal by the bridge’ mean that
assumptions are generally made. Implicit readback should be avoided.
d) Implicit readbacks or no readbacks often lead to assumptions being
made on the meaning of the message. This is one of the primary
causes of communication failures and should be avoided.
e) Listening the readback that is given is very important. Without this, the
concept of the readback loop is redundant.
f) It is important to feel that the person can challenge the other party if
they do not feel that they are communicating to the correct standard.
This will reduce the amount of communication errors.
2.3
Concluding communications and confirmation
Performance evidence must be provided in the form of observation in the
workplace of the candidate ensuring that the critical details have been
exchanged and verified and that the other party agrees with the details.
2.3.1 Activities:
a) All crucial information was readback in a timely
manner during the communication or was
summarised at the end of the communication.
b) Ensure that readbacks were word for word
(verbatim) to ensure clarity.
c) Ensure they, as the receiver of the readback, listen
carefully for any errors in the readback.
2.3.2 Did the person show evidence of knowledge by:
a) checking that the other party has
understood the information
b) speaking readbacks are word for word and
not using any implicit readbacks
c) ensuring none of the readbacks were based
upon assumptions
d) understanding that the summarisation of
information can aid understanding.
2.3.3 Required outcome:
a) A conclusion to the communication where all
details have been verified by readbacks and by
the receiver listening carefully to the details.
b) A clear understanding has been reached on the
action which should follow or the current
circumstances.
2.3.4 What to remind staff if the above is not carried out:
Taking time to conclude the communication properly is a very important
part of the communication. The repercussions of tasks carried out
incorrectly from wrong communications should be considered.
Abilities, attitudinal qualities and knowledge
Abilities
Analytical Recognising what needs to be communicated, when and what actions are
associated with this.
Interpreting and evaluating information and circumstances for
communication.
Recognising errors or inaccuracies when they occur in the communication.
Decision
making
Selecting the correct person to relay the message to.
Ability to structure communication to provide maximum effectiveness.
Selection of the most appropriate terminology to use.
Ability to select the core information to send and verify.
Communication
Production
Speaking the correct way and manner most appropriate to
the receiver.
Being concise and to the point.
Ability to actively listen.
Ability to actively provide timely and appropriate feedback.
Ability to summarise and confirm information at the close of
the communication.
Information Processing
Retaining and recalling core components of the information
received.
Handling detail and complex information effectively.
Attitudinal
Thoroughness
Attention to detail
Ensuring that all details are communicated.
Compliance and appreciation of the rules and procedures.
Ability to
question
Ability to challenge inaccuracies when they occur.
Ability to take the lead responsibility in a professional manner.
Unafraid to challenge a poor standard of communications.
Ability to be helpful when correcting others.
Openmindedness
Having an inquiring mind and not making assumptions.
Ability to respond openly when being questioned.
Knowledge
Appropriate technical competence associated with the role.
The role/level of understanding of the receiver.
communications protocol and appropriate terminology.
Ability to empathise with other peoples roles / pressures.
Monitoring Form
This form is designed for monitoring the standard of communications at locations. A series of
communications should be listened to and rated accordingly.
1.
BASIC INFORMATION
Reviewer’s
name
Location
Date of
recording
2.
SCORING
Exchange/
Rating
1
2
3
4
5
6
7
8
9
10
12
13
14
15
16
17
18
19
20
Total
11
A
B
C
Parties
involved *
Exchange/
Rating
A
B
C
Parties
involved *
* signaller – driver = SD
signaller – PICOP = SPCP
signaller – handsignaller – SH
signaller – shunter = SSH
signaller – control = SC
signaller – other = SO
ADDITIONAL NOTES (ie details of any good practice, details of any specific problems,
any environmental conditions or technical difficulties that were prevalent during the
communication)
………………………………………………………………………………………………
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CATEGORIES
Rating
A
Category
Good
Criteria
Communications that are scored as category A should be structured,
disciplined, concise and include instances of prompting or
challenging, if appropriate, where a clear understanding has not yet
been reached. The communications exchange should follow the
requirements of Section A of the Rule Book.
Beginning communication - the parties involved must identify
themselves (including location and job title). If one of the parties does
not, the other must seek to confirm the identification of the other. The
relevant party must take lead responsibility where appropriate,
prompting the other party if they don’t follow the appropriate
protocol and ensuring the message is read back.
Exchanging information - the parties must use the phonetic alphabet
where appropriate (ie signal numbers, train head codes), use the
standard terms as stated in Section A of the rule book (ie correction,
over, out, negative), clarify and/or explain any ambiguous wording,
terminology or jargon used and say numbers singly. Consider whether
the key points of the activity were covered (ie, type of activity, time,
area, contact details, authority numbers)
Confirming understanding and closing communication – both parties
must reach a clear understanding, ensuring that no assumptions have
been made and that important messages are repeated back. You
are looking to ensure that any safety critical information such as
signal, identifiers, head codes or isolation details is repeated back. A
timely and accurate response means that the person being assessed
responded as quickly as possible and answered any questions or
hesitations that the other person may have. Repeating back
messages is one of the best ways to ensure a clear understanding has
been reached by both parties. Inaccuracies are challenged in a
clear and polite manner.
B
Needs
Improvin
g
Parties follow some, but not all, of the protocols. This might include
identification of who and where you are but not use of the phonetic
alphabet, for example. You are looking for evidence that the
communication is more structured, that attempts are made to check
understanding and repeat back messages and the use of local
jargon is less prevalent.
As a guide, if protocols described above are used 50% of the time by
both parties or if one party uses the appropriate protocols all of the
time, then the exchange can be rated as B.
C
Poor
This type of communications is characterised by informal, over
familiar, undisciplined communications. Informal terms of address are
used when opening the communications, few or no messages are
read back, little or no clarification is sought, messages are ambiguous
and can include superfluous information.
As a guide, if protocols described above are used less than 50% of the
time by both parties or if one party uses the appropriate protocols all
of the time, then the exchange can be rated as B.
Assessment Form
This form is to be completed as part of the assessment of an individual’s
communications competence.
1.
BASIC INFORMATION
Assessor’s Name
Name of person
assessed
Location
Date of
communication
Date of Assessment
Activity discussed
Method of
communication used
(ie telephone, CSR)
Lead communicator
Parties communicated
with
Urgency of call (circle as appropriate)
2.
Routine
Emergency
COMMENCING COMMUNICATION
Did the person…
2.1 Identify themselves? …..
…Their location?
…Their job title?
2.2 Ensure identification of the other
person, their location and their job
title?
2.3 Identify the purpose of the
communication e.g. Taking a
possession etc?
2.4 Take lead responsibility where
Yes
No
Som
e
N/A
necessary?
Comments:
3.
EXCHANGING INFORMATION
Did the person…
Yes
No
Som
e
N/A
3.1 Communicate clearly and concisely?
3.2 Use the phonetic alphabet?
3.3 Speak numbers singularly
3.4 Use standard terms where necessary?
3.5 Ensure any ambiguous wording was
not used?
3.6 Ensure any jargon used was
understood?
3.7 Ensure the key points of the activity
were covered? E.g. Type of activity,
time or area etc.
3.8 Ensure the method of communication
was technically sufficient? e.g. No
black spots, technical problems.
Comments:
4.
CONFIRMING UNDERSTANDING AND CLOSING COMMUNICATION
Did the person…
4.1 Answer questions with an appropriate
and timely response?
4.2 Ensure any errors or inconsistencies
were corrected?
4.3 Repeat messages back themselves,
clearly and concisely?
4.4 Ensure messages were repeated back
by the other party?
4.5 Ensure a clear understanding was
reached between all parties?
4.6 Obtain contact details?
Yes
No
Som
e
N/A
Comments:
A.
SUMMARY OF COMMUNICATION
Please summarise how you felt about the communication e.g. do you feel the
person communicated effectively and had a flexible communication style?
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B.
ACTIONS RECOMMENDED TO CORRECT PERFORMANCE
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
C.
RECOGNITION OF GOOD PERFORMANCE
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
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Guidance on Using the Assessment Form
General
The monitoring form is designed to provide a structured approach to assessing
the content of communications. It provides a framework by which the
communications can be assessed either proactively, (e.g. as part of the
assessment process) or reactively as part of the incident and accident
investigation process. The method for each of these processes is slightly different.
The form has been developed in four stages.
 Preliminary information on the assessment and other background information.
 Examination of the commencement of the communication,
 The exchange that took place
 The confirmation of understanding and the closing of the communication.
The form is intentionally structured to follow the logical flow of a communication
exchange. These guidance notes consider the two different ways in which the
form can be used, proactively and re-actively, and then looks at each section of
the form in more detail.
Proactive monitoring
Monitoring can either take place in real-time, for example in the signal box while
operations are carrying on, or by analysing voice tapes. If monitoring is carried
out in real-time then it is preferable that the assessor sits in a place that is not
conspicuous, as having somebody watching and listening intently can have a
performance effect on the person communicating. This audience effect will be
reduced if the assessor is not so visible. This is a problem which does not exist if
voice tapes are analysed retrospectively. This means that the communication
will be more representative of the reality of communications. This other
advantage of using voice tapes is that the tapes can be re-wound and reexamined to verify information or content.
Reactive monitoring
Reactive monitoring will take place after an incident or accident has occurred
using voice media. When analysing post-incident data, it is important that the
assessor notes the point at which the communications failure occurred that may
have resulted in the incident or accident. Also look for the other factors that
surrounded the communications, for example, poor supporting information such
as the WON. This helps to put the communication in context.
Section 1- Basic Information
‘Location’ refers to the place where the communication being examined took
place. Be specific, for example, write Signal centre X, Panel Y. You may also
want to add the shift that the person was working if you feel this is relevant.
The ‘Date of communication’ and the ‘Date of assessment’ may differ,
depending on the type of assessment procedure used.
‘Activity discussed’ refers to the reason for the communication for example,
taking a possession or passing a signal at danger.
‘Lead communicator’ is the person who should lead the communications, as
stated in Section A of the rule book.
‘Parties communicated with’ refers to the other person involved in the
communication, other than the person being assessed.
Scoring
You have four choices of categories from which to score the performance. Yes
and No are self explanatory but if the ‘Sometimes’ box is ticked it is useful to also
add a percentage. This means that the occurrence of these factors can be
noted. N/A (Not applicable) may be used when, for example, no numbers were
included in the communications. If the answer to any of the questions is ‘No’ or
‘Sometimes’, please give a further explanation in the comments section to why
this was.
Section 2 – Commencing communication
The beginning of the communication sets the tone for the rest of the
communication, therefore, if good communication is used from the onset then
this will often be carried through. The aim of this section is to examine the
standard of communication used during this period.
Section 3 – Exchanging information
This part of the communication is where the main details or instructions are
passed on and it is important that all information is transferred and understood.
 Use your own experience and expectations to decide if the person
communicates clearly and concisely. There is no hard and fast measure
that can be used for this.
 This refers to whether the person used the phonetic alphabet when
opportunities were presented during the communication, for example on
signal or train identifiers.
 The standard terms refer to those terms that are stated in the Rule Book
and Train Signalling Regulations and Signalling General Instructions.
 Ambiguous wording refers to terminology or words that have two different
meanings that 1 may not be understood by all. You are looking to make
sure that both parties understood all of these words.

Ensure any jargon was fully explained and understood.