Content from the 2014 conference workshop is below - welcome your additional thoughts, comments!
The difference between quantifiable and qualitative risk assessment was highlighted. Quantitative risk assessment is where a hazard is quantified by a system of numbers. i.e. hazard times likelihood equals risk.
Qualitative risk assessment is where hazards are listed and the likelihood of occurrence is not assessed.
One person suggested that we need to be looking at events happening, not hazards. An event might be falling off a bike, whereas a hazard might be a pothole that causes this. It was felt though that reasons for the event need to be taken into account. People, generally, do not simply fall of their bike there is usually a reason for it, such as a pothole. Instructors need to identify the reason and anticipate it.
It was felt that the term should be Risk Management, not Risk Assessment; instructors manage risk in a manner that improves the learning environment.
Risk can be split into two broad areas:
Risk that causes harm to the trainee
Risk that prevents the achievement of the outcomes.
If Risk is managed appropriately then both the above two areas will be minimised.
We looked at accidents that occur regularly the hazards that can cause them and what we can do about it. The primary accidents that actually do happen are:
Falling off the bike in a Level 1 area
Over enthusiastic use of the brakes during emergency stopping practise
Trainees getting too cold (or too hot) due to the weather
Bike breaking due to poor condition of bike
Clothing
General distractions
These can be minimised by:
Training and ground rules
Assess the trainees progressively
Appropriate clothing, instructors can bring gloves etc.
M check, fixing the bike and then the teaching the trainees to check them
Discussing clothing, tying up loose ends
Keep the trainees moving and interested.
We discussed using a standard risk assessment form, one that would stand up in court if anything happened. The following thoughts were discussed:
Nothing has been tested in court yet
Do not be too descriptive, i.e. put bike failure as a risk rather than explain every small thing
Do not be prescriptive. Use instructor knowledge and experience to make judgements.
Understand the difference between qualitative and quantitative assessments
Think about managing risks. Many of the risks you will encounter are part of the realistic training you provide.
Sample form types:
Qualitative
Hazard Who and how might it harm How likely is it What you are going to do about it.
Potholes Trainee falling off Quite likely Teach rider to swerve
Quantitative
Hazard Who might it harm and how Hazard rating (1 to 5 maybe) How likely is it. Rating (1 to 5 maybe) Total risk rating. (the previous scores are multiplied) What you are going to do about it New likelihood rating
Pothole Trainee falling off Worst case scenario, might break a collar bone. (rating = 3) Reasonably likely to an untrained rider. (rating 3) Rating = 9..
Something should be done to minimise this Teach swerving, observation, bend wrists to absorb bump. Likelihood rating reduced to 2, total rating reduced to 6
Risk Management
Finally we looked at risk management in the learning process. Risk management is an integral part of the learning process. Instructors use hazards to train the riders. However as the rider’s ability increases, then the likelihood of any given hazard causing harm, such as drivers, types of manoeuvres, reduces so the overall risk rating should remain constant.
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Content from the 2014 conference workshop is below - welcome your additional thoughts, comments!
The difference between quantifiable and qualitative risk assessment was highlighted. Quantitative risk assessment is where a hazard is quantified by a system of numbers. i.e. hazard times likelihood equals risk.
Qualitative risk assessment is where hazards are listed and the likelihood of occurrence is not assessed.
One person suggested that we need to be looking at events happening, not hazards. An event might be falling off a bike, whereas a hazard might be a pothole that causes this. It was felt though that reasons for the event need to be taken into account. People, generally, do not simply fall of their bike there is usually a reason for it, such as a pothole. Instructors need to identify the reason and anticipate it.
It was felt that the term should be Risk Management, not Risk Assessment; instructors manage risk in a manner that improves the learning environment.
Risk can be split into two broad areas:
If Risk is managed appropriately then both the above two areas will be minimised.
We looked at accidents that occur regularly the hazards that can cause them and what we can do about it. The primary accidents that actually do happen are:
These can be minimised by:
We discussed using a standard risk assessment form, one that would stand up in court if anything happened. The following thoughts were discussed:
Sample form types:
Qualitative
Hazard Who and how might it harm How likely is it What you are going to do about it.
Potholes Trainee falling off Quite likely Teach rider to swerve
Quantitative
Hazard Who might it harm and how Hazard rating (1 to 5 maybe) How likely is it. Rating (1 to 5 maybe) Total risk rating. (the previous scores are multiplied) What you are going to do about it New likelihood rating
Pothole Trainee falling off Worst case scenario, might break a collar bone. (rating = 3) Reasonably likely to an untrained rider. (rating 3) Rating = 9..
Something should be done to minimise this Teach swerving, observation, bend wrists to absorb bump. Likelihood rating reduced to 2, total rating reduced to 6
Risk Management
Finally we looked at risk management in the learning process. Risk management is an integral part of the learning process. Instructors use hazards to train the riders. However as the rider’s ability increases, then the likelihood of any given hazard causing harm, such as drivers, types of manoeuvres, reduces so the overall risk rating should remain constant.