Risk Management and Training Hazard Analysis Instructor Training Certification Course
Risk Management and Training Hazard Analysis Update: February 2004
MS031204V1.0
Center for Domestic Preparedness
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Risk Management and Training Hazard Analysis Instructor Training Certification Course
Lesson Administration Page Module: Risk Management and Training Hazard Analysis Scope: This module introduces the student into the process for conducting a hazard analysis and developing a risk management plan to support safe and effective training requirements. Instruction Objectives: Terminal Learning Objective: At the conclusion of this module, the student will be able to conduct a hazard analysis of a training event and produce a risk management plan to ensure the safest environment in which to conduct training. Enabling Learning Objective 1: Identify and describe the risk management concept, including objectives, the five step risk management process, types of risk assessment, and key terms Enabling Learning Objective 2: Discuss hazard identification to include causal factors of accidents Enabling Learning Objective 3: Discuss hazard identification techniques Enabling Learning Objective 4: Discuss the hazard assessment process Enabling Learning Objective 5: Discuss the development of control operations and risk decisions Enabling Learning Objective 6: Discuss implementation of control options, including dissemination and responsibilities Enabling Learning Objective 7: Discuss supervision and evaluation Enabling Learning Objective 8: Discuss the Risk Assessment Worksheet/Record (RAWR) Enabling Learning Objective 9: Complete a risk/hazard analysis worksheet Practical Exercises: Conduct a hazard analysis and complete a risk management plan using an Instructor Training Certification Task, Hazard, and Learning Objective Analysis Guidebook.
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Risk Management and Training Hazard Analysis Instructor Training Certification Course References: •
Lewis, H.W. 1990. Technological Risk. W.W. Norton & Company. New York.
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National Fire Protection Association. Recommended Practice for Disaster Management, NFPA 1600. Quincy, MA: NFPA, 1995.
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Burby, R.J. “The Technical Feasibility of Risk Analysis”, Chapter 7 of Sharing Environmental Risks: How to Control Governments' Losses in Natural Disasters. Boulder, CO: Westview Press, 1991. pp. 129-153.
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Mitchell, J.K. “Human Dimensions of Environmental Hazards: Complexity, Disparity, and the Search for Guidance”, Chapter 6 of A. Kirby, ed.
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Nothing to Fear: Risks and Hazards in American Society. Tucson: University of Arizona Press, 1990.
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Palm, R.I. Natural Hazards: An Integrative Framework for Research and Planning. Baltimore: Johns Hopkins University Press, 1990.
Duration: 3.0 Hours (1 hour seminar and 2 hours PE) Method of Instruction: Facilitated seminar in classroom environment with practical exercises completed in small groups. Instructor Ratio: 1:40 and 1:8 Required Reading: Risk Management and Training Hazard Analysis module Evaluation Strategy: End of course 30-question written examination and oral presentations Special Instructions: At the beginning of the class, the instructor will provide each student with an Instructor Training Certification Task, Hazard, and Learning Objective Analysis Guidebook; this book will be used for the practical exercise at the end of the module. Have students return books to instructors when the course ends.
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Risk Management and Training Hazard Analysis Instructor Training Certification Course
Introduction While training needs to be conducted realistically and to standard, it must also be carried out safely. The key to achieving safety in training and administration is risk management. Risk Management (RM) is a systematic process that identifies the relative risk of training requirements. It weighs risk against training benefits and eliminates unnecessary risk that can lead to accidents. This module explains the risk management process and its application in training and administration. It is intended to provide trainers with the risk management tools and techniques to enable them to protect their students and equipment from unnecessary risks without compromising training standards or requirements. Risk Management Concept Risk management is the application of systematic thinking to the problem of making training safer and more effective. It is a systems-based concept and is especially effective in dealing with complex, high-risk activities. Risk management is also applicable to training that is often both complex and high risk. It can improve realism and cut training accidents well beyond more traditional, impromptu management procedures. Risk management is neither a “science” in the sense that it provides trainers with a precise course of action, nor is it just “common sense” and “something good trainers have always done.” Risk management is is an art, but an art based on systematic procedures and specific techniques. Risk Management Objectives Risk management can be applied in all situations and environments. Its application enables trainers at the various levels to achieve the following: •
Conserve lives and resources and avoid unnecessary risk
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Make informed decisions to implement a course of action
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Identify feasible and effective control measures when specific standards do not exist
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Provide reasonable alternatives to accomplishing a task without compromising safety and standards
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Risk Management and Training Hazard Analysis Instructor Training Certification Course Risk management, however, does not: •
Inhibit flexibility and initiative
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Remove risk altogether, or support a “no defect” mentality
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Sanction or justify violation of training directives/instructions
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Remove the need for standards and procedures in training execution Risk Management Process
Step 1 Identify Hazards
Step 5 Supervise and Evaluate
The 5-Step Risk Management Process
Step 4 Implement Controls
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Step 3 Develop control options and make risk decision
Step 2 Assess Hazards
Risk Management and Training Hazard Analysis Instructor Training Certification Course Risk Management is the process of identifying, assessing, and controlling hazards to conserve resources. The five steps are: 1. Hazard identification—The process begins with the identification of hazards that have the potential of causing injury to personnel, damage to equipment or structures, loss of material, or reduction of ability to perform a prescribed function. 2. Hazard assessment—The second step is hazard assessment. Here, the objective is to determine the potential impact of a hazard on the training. There are two major considerations. One is probability—how likely the hazard is to cause loss; the other is severity—how severe that loss will be. 3. Risk control options and decisions—The third step includes creating as many risk control options as possible and then selecting those that best control risks without significantly impeding the training objectives. (As a guide, an instructor responsible for executing training should be authorized to make decisions at the risk level (low, moderate, and high). Extremely high authorization should be held at the jurisdictional/agency authority level.) 4. Risk control implementation—The fourth step involves the integration of risk controls into standard training procedures, training plans, training directives, lesson plans, or instructions. 5. Supervision and evaluation—The fifth step, effective supervision, assures sustained effectiveness of risk controls. Instructors have responsibilities to supervise and enforce performance according to standards. Principles of Risk Management The following principles are applicable in implementing the risk management process: •
Integrate risk management into the planning, preparation and execution of training— Risk management must be applied and integrated into the training activities right from the planning stage.
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Risk Management and Training Hazard Analysis Instructor Training Certification Course •
Make risk decisions at the appropriate level of authority—Risk decisions must be taken at the appropriate levels according to the level of risk involved. This is based on current policies and regulations in force. Instructors must consult the next level of training management in risk decisions that differ from the stipulated level of acceptable risk.
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Do not accept unnecessary risks—An unnecessary risk can be defined as one that, when taken, will not contribute to the training task accomplishment.
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Risk assessment is a continual process—Risk assessment is a continual process and should be constantly observed for changes in the external factors that affect the control measures taken.
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Risk management vs. regulation—Risk management does not convey authority to violate the control measures specified in the current safety regulations, local standard procedures or guides.
Benefits of Risk Management By fully integrating risk management into the training system, instructors can expect the following benefits: •
Major improvement in training safety—Risk management has the potential to improve safety without any adverse impact on training effectiveness.
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Significant improvement of training realism—Risk management has procedures that allow instructors to detect these ineffective or overly restrictive risk controls and eliminates or modifies them. The result is much safer and significantly more realistic training.
Types of Risk Assessment Risk assessment, which involves hazard identification and hazard assessment, is the first step of the risk management process. There are basically three types of risk assessment that can be applied in risk management. Depending on the time available, complexity of the tasks or activities and the level of participation, the following types of risk assessment should be adopted.
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Risk Management and Training Hazard Analysis Instructor Training Certification Course •
Quick risk assessment—This technique is used when the task or activity to be performed is simple or straightforward and there is little time available for planning.
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Deliberate risk assessment—This technique is used for tasks or activities that are moderately complex or with significant risks. Time is available for planning and detailed coordination is required to ensure smooth execution of the tasks/activities.
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In-depth risk assessment—This method is used when the tasks or activities involved are complex, large scale or high risk. It requires input from experts and ample time is available for detailed planning and coordination, which may involve several parties.
Key Terms The key terms associated with risk management are as follows: •
Hazard—Condition with the potential of causing injury, illness or death to personnel, damage to equipment or structures, loss of material, or reduction of ability to perform a prescribed function
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Risk—Chance of hazard or bad consequences; the probability of exposure to chance of injury or loss from a hazard; risk level expressed in terms of hazard probability and severity
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Risk Assessment—Process of detecting hazards and systematically assessing overall risk; the first two steps of risk management process
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Risk Decision—Decision to accept or not to accept the risks associated with an action made by the individual responsible for performing that action
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Risk Management—Process of identifying, assessing, and controlling risks arising from operational factors and making decisions that balance risk cost with mission benefit
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Risk Management Plan—Comprehensive safety plan that includes all safety and control measures developed for the management of a training exercise or task
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Risk Management and Training Hazard Analysis Instructor Training Certification Course
Hazard Identification The risk management process of improving safety in training starts with hazard identification. A hazard is an actual or potential condition that can cause injury, illness or death of personnel; damage to or loss of equipment and property. To facilitate hazards identification in training, the interrelated factors—man, machine, medium, management, and task—can influence the outcome of the training conducted. When reviewing the factors, instructors must take into account the task that the learner is required to perform and the following considerations: •
Man—Reviewing the proficiency, psychology, and physiology of the individual
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Machine—Reviewing the adequacy of design and maintenance aspects of the equipment/technology used
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Medium—Reviewing the environmental conditions (i.e. weather and terrain) and the effects of environment to the task
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Management—Reviewing the planning/preparation and control aspects of the task
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Task—Reviewing the clarity and compatibility aspects of the task
Instructors must also be aware of the fact that changing environments can create new hazards or cause them to change rapidly. Causal Factors of Accidents In order to identify potential hazards, one needs to be aware of the main causal factors that can lead to accidents. This includes the following: •
Human Error—An individual action or performance that is different than what is required.
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Material Failure/Malfunction—A fault in the equipment, thereby causing or contributing to an accident
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Environmental Conditions—Any natural or manmade surroundings that negatively affect performance.
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Risk Management and Training Hazard Analysis Instructor Training Certification Course The root sources that are responsible for contributing to human error include: •
Individual Failure—The individual knows and is trained to standard but elects not to follow the standard.
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Trainer Failure—The instructor does not enforce known standards.
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Training Failure—The individual is not trained to known standard (i.e., insufficient, incorrect, or no training on the task).
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Standard Failure—The standards or procedures are not clear, not practical, or do not exist.
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Support Failure—Resources such as personnel, equipment, material, supplies, or facilities are not provided or are insufficient.
Hazard Identification Techniques Preliminary Hazard Analysis/ Preliminary List Techniques The Preliminary Hazard Analysis/List (PHA/PHL) is a core hazard identification technique that is used in virtually all hazard analyses. It is based on the task analysis and is a listing of the hazards associated with each stage of the task. The PHA/PHL is often developed on a worksheet for each step of the task; it is usually the simplest form of analysis that is needed to identify hazards. Scenario Creation Technique The scenario creation technique can stand alone or be used as a component part of other techniques. It involves the mental appreciation of the flow of events or scenario that can be expected in a task. The user of the scenario creation technique visualizes the task twice: first as it is intended to go—then again with what can go wrong affecting the task. Normally, the events are visualized in a time sequence from the beginning of the task to the end.
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Risk Management and Training Hazard Analysis Instructor Training Certification Course “What If” Technique This technique involves the use of the “what if” question applied to specific segments of the system (“What if the engine fails to start?”) The likely results are defined followed by a determination of the possible causes of the misfired round. Task Accident Analysis This technique involves the use of past patterns of accidents to determine the likely sources of future accidents. By focusing on actual patterns of past losses, the instructor is more likely to prevent recurrences and, in doing so, drastically decreases future losses. Interview Technique The interview technique is a versatile technique. The basic form of the interview technique is the face-to-face interview. These interviews can be highly structured, designed to elicit specific information from the interviewee or very unstructured, targeted at incidents of opinions. The individual interviews can be rolled up into overall totals to get an insight into the status of the entire organization. Cause and Effect Technique This technique is similar to the Total Quality Management (TQM) toolbox. It is a tool that completes hazard identification to either demonstrate the positive or negative outcome. It normally involves a variety of other investigative and analysis techniques.
Hazard Assessment Process The objective of the hazard assessment process is to determine the potential impact of the hazards on the training or operation. The process examines each hazard in terms of probability (how likely it will occur) and severity (how badly the effect is if a mishap does happen) to determine the risk level of the incident resulting from exposure to the hazards. The outcome of hazards assessment is to determine the level of risk (ranges from extremely high to low) associated with a particular hazard and to provide an estimate of the overall risk to the training or operation caused by hazards that cannot be eliminated.
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Risk Management and Training Hazard Analysis Instructor Training Certification Course Hazard assessment is carried out in three sub-steps. The first and second sub-steps involve examining the probability and severity factor of the hazards. The third sub-step entails determining the level of risk by using a Risk Assessment Matrix (RAM) (see page RMT-16). Hazard Probability Sub-Step A Each hazard can be assessed in relation to the probability of a hazardous incident. The probability estimate for each hazard may be based on the task, courses of action (COA) being developed, or frequency of a similar event. Assessment should be made on the impact of each hazard in terms of probability or how likely it will occur. A summary of the five degrees of probability (frequent, likely, occasional, seldom and unlikely) is given on page RMT-14. The letters in italics following each degree (A through E) provide a symbol for depicting probability. For example, the letter A represents frequent probability.
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Risk Management and Training Hazard Analysis Instructor Training Certification Course PROBABILITY FREQUENT (A)
LIKELY (B)
OCCASIONAL (C)
OUTCOME Occurs very often or continuously experienced. As an example: a. Individual student – Occurs very frequently or always occurs while performing tasks or operations. b. Group of students – Occurs continuously during tasks or operations. c. Equipment – Occurs very often in service life or expected to occur several times over duration of tasks or operations. Occurs several times. As an example: a. Individual student – Expected to occur during period of work, specific tasks or operations. b. Group of students – Occurs at a high rate, but experienced intermittently. c. Equipment – Occurs several times in service life. Expected to occur at specific tasks or operations. Occurs sporadically. As an example: a. Individual student – Occurs some times in period of work, tasks, or operations but NOT often. b. Group of students – Occurs sporadically (irregularly, sparsely, or sometimes). c. Equipment – Occurs some time in service life. May not occur during specific tasks or operations.
SELDOM (D)
Remotely possible or could occur some time. As an example: a. Individual student – Isolated incident during period of work, task, or mission. Remotely possible, but not expected to occur during a specific mission or task. b. Group of students – Occurs rarely within exposed population, but more likely as isolated incidents. c. Equipment – Occurs in service life, but only remotely possible. Not expected to occur during a specific task.
UNLIKELY (E)
Can assume will not occur, but not impossible. As an example: a. Individual student – Occurrence not impossible, but may assume will not occur during period of work, task, or mission. b. Group of students – Occurs very rarely, but not impossible. c. Equipment – Occurrence not impossible, but can assume will never occur in service life.
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Risk Management and Training Hazard Analysis Instructor Training Certification Course Hazard Severity Sub-Step B The severity of each hazard is expressed in terms of: •
Degree of injury or illness
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Loss of or damage to equipment or property
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Environmental damage
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Other impairing factors
The degree of severity estimated for each hazard may be based on knowledge of the results of similar past events. The Roman numerals in italics following each degree (I through IV) provide symbols for depicting severity. For example, (I) represents the catastrophic degree of severity. A summary of the four degrees of hazard severity is shown below:
Catastrophic (I)
Loss of ability to accomplish the training or training failure; death or permanent total disability (accident risk); major property (facility) damage; severe environmental damage
Critical (II)
Significantly (severely) degraded training capability or organization preparedness; permanent partial disability, or temporary total disability exceeding three months time (accident risk); extensive (major) damage to equipment or systems; significant damage to property or systems, or the environment
Marginal (III)
Degraded mission capability or organization readiness; minor damage to equipment or system, property, or environment; lost day due to injury or illness not exceeding three months (accident risk); minor damage to property or the environment
Negligible (IV)
Little or no adverse impact on mission capability; first aid or minor medical treatment (accident risk); slight equipment or system damage, but fully functional and serviceable; little or no property or environmental damage
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Risk Management and Training Hazard Analysis Instructor Training Certification Course Risk Assessment Matrix Sub-Step C The third sub-step is to determine the level of risk associated with a particular hazard by weighing the hazard’s probability of occurrence against the hazard severity. This is done using the risk assessment matrix as shown below. The point where the severity row and probability column intersect defines the level of risk. For example, if the hazard is estimated to have a likely probability (B) and a critical severity (II), the level of risk is high (H). Risk Assessment Matrix Hazard Frequent Severity A Catastrophic I EH Critical II EH Marginal III H Negligible IV M EH — Extremely High Risk H — High Risk M — Moderate Risk L — Low Risk
Hazard Probability Likely Occasional Seldom B C D EH H H H H M M M L L L L
Unlikely E M L L L
Determining the level of the risk requires good judgment and is dependent on the use of historical data, lessons learned, intuitive analysis and experience. Uncertainty can arise in the assessment of both the probability and severity of a hazardous incident. This could be attributed to inaccurate/incomplete information and contradictory/unforeseen circumstances.
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Risk Management and Training Hazard Analysis Instructor Training Certification Course Risk Value For each hazard that is analyzed by determining the probability and severity of the hazard, a risk value or Risk Assessment Code (RAC) is assigned. The RAC (i.e., extremely high, high, medium, and low is explained below. RAC
EXPLANATION
Loss of ability to accomplish mission if hazards occur during mission; a Extremely High Risk frequent or likely probability of catastrophic loss or frequent probability of critical loss exists
High Risk
Moderate Risk
Low Risk
Significantly degrades mission capabilities in terms of required mission standards; inability to accomplish all parts of the mission or inability to complete the mission to standards if hazards occur during the mission; occasional to seldom probability of catastrophic loss exists; likely to occasional probability exists of a critical loss occurring; frequent probability of marginal loss exists Degrades mission capabilities in terms of required mission standards; an unlikely probability of catastrophic loss exists; probability of a critical loss is seldom; marginal losses occur with a likely or occasional probability; frequent probability of negligible loss exists Little or no impact on mission accomplishment; probability of critical loss is unlikely; marginal loss is seldom or unlikely; probability of negligible loss is likely or less; losses have no impact on mission
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Develop Control Operations and Risk Decisions The third step in the risk management process is to develop control options to eliminate the hazards or reduce the risk. This is accomplished in two sub-steps: developing control options and making risk decisions. Controls options are developed to either eliminate the hazards or reduce the risks. Hazards that cannot be eliminated must be controlled. When developing control options, one should consider the reason for the hazard and not just the hazard itself. Controls can be taken in three main forms: •
Educational Controls—These controls are based on the knowledge and skills of the learners. Effective control is implemented through individual, collective and continuous training that ensures currency and performance to standard.
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Physical Controls—These controls may take the form of barriers to warn learners that a hazard exists. In addition, safety controllers may be appointed.
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Avoidance—These controls are applied to prevent personnel from contacting identified hazards or getting into hazardous situations.
Criteria for Controls For the controls to be effective, each control developed must meet the following criteria: •
Suitability—It must remove the hazard or reduce the residual risk to an acceptable level.
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Feasibility—The individual or organization must have the capability to implement the control.
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Acceptability—The benefit gained by implementing the control must justify the cost in resources and time. The assessment of acceptability is largely subjective. It could be based on the following criteria for determining acceptability of controls for each identified hazard.
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Support Standards Training Leadership Individual
Availability of adequate personnel, equipment, supplies, and facilities to implement suitable controls Guidance and procedures for implementing controls are clear, practical, and specific Knowledge and skills are adequate to implement a control Leaders are competent to implement a control Individual students are sufficiently self-disciplined to implement a control
Making Risk Decisions When making decisions, the control options selected to eliminate the hazard or reduce the risks must take into consideration the task or mission requirements. The key consideration in making risk decisions is to determine if the risk is justified. Risk Decision Level The instructor directly responsible for the task should make risk decisions. Risk is accepted if the potential benefits outweigh the costs. However, when the risk is high or extremely high, it should be taken to the instructor’s superiors for a decision.
Implementation of Control Options The fourth step in the risk management process is to implement the control options needed in order to eliminate the hazards or reduce the risks in training or operation. Implementation must focus on the users, the goals and the standards to be achieved. Control measures should be integrated into the training or mission requirement and be timely disseminated.
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Risk Management and Training Hazard Analysis Instructor Training Certification Course Integration of Control Options The control measures selected for implementation must be integrated into standard operating procedures, exercise or lesson plans, and administrative instructions. The critical requirement for this step is ensuring that controls are converted into clear, simple execution orders understood at all levels. Implementing controls includes coordination and communication with subordinate organizations and those executing the task or mission. Dissemination The control measures selected to eliminate the hazards or reduce the risks must be effectively communicated to all personnel involved, especially those responsible for implementing the control measures. Trainers must ensure that their students know the potential hazards and the control measure selected to deal with the hazards and explain how the control measures are to be implemented. A safety briefing must be conducted to all personnel participating in the exercise/training and the following points should be covered. •
Safety responsibilities
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Hazards identified
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Control measures to deal with the hazards
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Medical support plan
Responsibilities for Risk Management Implementation Minimizing risk in training and operation is the responsibility of everyone involved in training. This responsibility runs from the senior manager, through his subordinate mangers, to the individual student.
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Risk Management and Training Hazard Analysis Instructor Training Certification Course Instructors at the various levels and their staffs are responsible and accountable for managing risks by ensuring that hazards and the associated risks are: •
Identified during planning, preparation, and execution of the task or mission.
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Controlled during preparation and execution of the task or mission.
Students are responsible for executing risk controls to standards. They must continuously assess variable hazards such as fatigue, equipment serviceability, and the environment, which can contribute to accidents. They must also learn to take care of one another and comply with the required mandated safety standard. Instructor Responsibilities Trainers are responsible for directing the organization, setting priorities, and commanding emphasis. Successful preservation of a training program requires embedding risk management into every training endeavor. This can be achieved through establishing an organization climate favorable for risk management integration by: •
Demonstrating consistent and sustained risk management application through leading by example
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Providing clear guidance, when appropriate, on where or what is acceptable risk
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Obtaining and providing to subordinates the necessary assets to control risk
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Preventing a zero-defects mindset from creeping into their organization culture
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Keeping subordinates informed and, where feasible, consulting the subordinate trainers before making a decision
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Empowering subordinate instructors to make risk decisions as far down the chain of command as feasible
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Risk Management and Training Hazard Analysis Instructor Training Certification Course Learner’s Responsibility Level of expertise and maturity influences the proficiency of individuals in managing risk. Young students, by nature, are impulsive risk takers. Their limited experience, coupled with a strong sense of motivation and willingness to achieve the goals or mission at any cost, can significantly increase the level of risk they are willing to accept. Due to inexperience or complacency, they are likely to be susceptible to: •
Over-exhausting their ability to respond or recover from hazardous incidents
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Underestimating the level of risk posed by a hazard
Individuals are required to comply with existing standard and executing controls implemented by their trainers and staffs. They must maintain situational awareness and selfdiscipline when they perform their tasks or duties. Individuals must: •
Learn and apply risk assessment in their work or training in addition to the control measures developed by their trainers
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Execute controls directed by their instructors, and perform to standards
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Look out for others that perform unsafe act that will endanger themselves or others
Supervision and Evaluation The fifth step in the risk management process is to supervise and evaluate the effectiveness of the controls to be implemented. Instructors must maintain situational awareness and be mindful that the changing environment can neutralize the effectiveness of current control measures. NOTE: There must be discipline to enforce implementation of the control measures and guard against complacency.
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Risk Management and Training Hazard Analysis Instructor Training Certification Course Supervision During the execution, the instructor must monitor the controls to ensure that they remain effective and, when necessary, modify them. The instructor should also anticipate, identify, and assess new hazards and implement new controls. Variable hazards such as fatigue, equipment, serviceability, and the effects of environment should also be monitored. Evaluation Controls integrated into training or operation need to be evaluated to determine their effectiveness. After the training, instructors need to evaluate how well the risk management process was executed. This includes: •
Determining how to ensure that successes are continued/carried on into the next task
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Capturing and disseminating lessons learned
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Considering the effectiveness of the risk assessment in identifying and accurately assessing the probability and severity of hazards
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Evaluating the effectiveness of each control in reducing or removing risk
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Determining why some controls were ineffective and what should be done when the hazard is encountered again
Risk Assessment Worksheet/Record (RAWR) When conducting risk assessment, one can use the Risk Assessment Worksheet/Record (RAWR). In summary, the hazards associated with the task or operation should be identified and each hazard should be analyzed by determining the probability of the hazard causing an accident and the severity if an accident occurs. Next, the risk level of each hazard should be determined using the Risk Assessment Matrix (RAM). Control measures are then developed to eliminate the hazard or reduce the risk of each hazard.
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Risk Management and Training Hazard Analysis Instructor Training Certification Course As each control is considered, a mental evaluation is made to determine if the hazard can be reduced further. How to implement and supervise the controls is recorded in the second to last column of the RAWR. The completed RAWR should be maintained to facilitate implementation of control measures, conduction of safety briefings, and preparation of the training. The effectiveness of the control measures taken should be recorded in the last column of the RAWR for future use and follow-up actions.
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Practical Exercise For Risk Management and Training Hazard Analysis
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Risk Management and Training Hazard Analysis Instructor Training Certification Course Under the guidance of an instructor, each student will develop a risk assessment worksheet using an Instructor Training Course Task, Hazard, and Learning Objective Analysis Guidebook issued to him or her at the beginning of the class. The following pages provide examples and ideas for conducting risk assessments. Practical Exercise: 1. Using the process of risk assessment and risk management outlined in this module, conduct a training risk assessment for the equipment/procedure in the ITC guidebook. 2. Complete the risk assessment worksheet and the required matrices to support outcomes. 3. Instruct the group on the processes used and outcomes, and present risk management plan orally.
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Risk Management and Training Hazard Analysis Instructor Training Certification Course
RISK ASSESSMENT WORKSHEET/RECORD (RAWR) Purpose: To determine human health hazards associated to a task identified to be trained. Depending upon the task, and risk factors associated with training the task, control measures should be developed to reduce or eliminate risk. A. TASK:
B. DATE:
C. DATE PREPARED:
TIME:
LOCATION: D. PREPARED BY: F. TASKS
G. IDENTIFY HAZARDS
E. ENDORSED BY: H. ASSESS HAZARDS
I. DEVELOP CONTROL MEASURES
J. DETERMINE RESIDUAL RISK
K. IMPLEMENT CONTROLS & SUPERVISE
M.* EFFECTIVENESS OF CONTROL MEASURES
L. Determine overall mission/task risk level after controls are implemented (circle one) LOW (L) MODERATE (M) HIGH (H)
EXTREMELY HIGH (EH)
*To be completed after exercise/mission/task and gauge effectiveness of control measures for future reference. It will help in providing more effective control measures.
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Instructions for the Risk Assessment Worksheet/Record (RAWR) Block A. Task—Describe the task to be executed. Example: Don level A protective clothing and equipment. B. Task execution date, time and location C. Date prepared—Enter day/month/year the worksheet was prepared. D. Prepared by—Enter the name and title of the person preparing the RAWR. E. Endorsed by—Enter the name and title of the person endorsing the RAWR. F. Sub-tasks—List the sub-tasks or activities to be accomplished in relation to the primary task in a chronological sequence. G. Identify Hazards—Identify the hazards associated with each task or activity. The objective is to identify hazards that are most likely to result in accidental injury, damage to equipment or task/mission degradation. H. Assess Hazards—Assess the identified hazard in terms of probability of occurrence and its severity. Determine the risk level of each hazard by using the risk assessment matrix [RAM] and enter the level of risk [extremely high (EH), high (H), medium (M) or low (L) for each hazard in this column.] I. Develop Control Measures—For each hazard identified, develop one or more control measures to eliminate or reduce risk. Control measures recommended should be suitable and feasible. J. Determine Residual Risk—Use the RAM to determine the level of risk remaining after the controls are implemented for each hazard identified. K. Implement Controls & Supervise—For each control, list how it will be put into effect and communicated to all personnel involved in the implementation. How and who to supervise the implementation of the control measures should be recorded. L. Determine Overall Mission/Task Risk Level—The overall risk level of the mission/task is determined based on the hazard that has the greatest residual risk and not by averaging the risk level of all hazards. M. Effectiveness of Control Measures—Determine the effectiveness of each control in eliminating/reducing the risk after the task or mission. For each control that was not effective, recommend further appropriate control measures. RMT-29
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