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31 Cards in this Set

  • Front
  • Back
5 Step Process as they apply to ORM
1. Identifying Hazards
2. Assessing Hazards
3. Making Risk Decisions
4. Implimenting Controls
5. Supervising
Three basic actions to complete the Identifying Hazards Process
1. Analyze the Mission
2. List the hazards
3. Determine the Hazard Root Cause
Identifying Hazards
Step 1 in the ORM process.
Assessing Hazards
Step 2 in the ORMprocess.
Making Risk Decisions
Step 3 in the ORM Process
Implement Controls
Step 4 in the ORM Process.
Supervising
Step 5 in the ORM Process.
Definition of Identifying Hazards
Any condition with the potential to negatively impact mission accomplishment, cause injury, death, or property damage. There are three basic actions to be completed in this step:
(1) Analyze the Mission.
(2) List the Hazards.
(3) Determine the Hazard Root Cause.
Definition of Assessing Hazards
For each hazard identified, determine the associated degree of risk in terms of probability and severity. The result of the risk assessment is a prioritized list of hazards, which ensures that controls are first identified for the most serious threat to mission or task accomplishment.
(1) Severity.
(2) Probability.
(3) Complete Risk Assessment.
(4) Risk Assessment Pitfalls.
Definition of Making Risk Decisions
There are three basic actions, which ultimately lead to making informed risk decisions: identifying control options; determining the effect of these controls on the hazard or risk; and, ultimately deciding how to proceed.
(1) Identify Control Options.
(2) Determine Control Effects.
(3) Make Risk Decisions.
Definition of Implimenting Controls
Once the risk control decisions are made, the next step is implementation. This requires that the plan is clearly communicated to all the involved personnel, accountability is established, and necessary support is provided. Careful documentation of each step in the
RM process facilitates risk communication and the rational
processes behind the RM decisions.
Define Supervising
Supervise and review involves determining the effectiveness of risk controls throughout the mission or task. This involves three actions: monitoring the
effectiveness of risk controls; determining the need for further assessment of all or a portion of the mission or task due to an unanticipated change; and capturing lessons learned, both
positive and negative.
Define "High-Risk" Course
a. A term to describe a known or unknown condition or state where an elevated probability of
loss or an increased level of severity is likely or imminent.
b. A term used to describe situations that require special attention and/or intervention to prevent
a declining situation.
c. May imply a dangerous situation.
Explaination for what type of courses are considered "High-Risk"
High-Risk Training. All basic or advanced, individual or collective training in a traditional
or non-traditional environment which exposes the crew, staff, students and/or assets to the
potential risks of death, permanent disability, or loss during training.
Acronym
I
A
M
I
S
Identifying Hazards
Assessing Hazards
Make Risk Decisions
Impliment Controls
Supervise
Type of Course assessed Risk Assessment Code (RAC) III or higher
High-Risk Course
Examples of High-Risk Courses
"FLEAS"
-Firefighting
-Law Enforcement
-EOD
-Aircrew
-Seals
DOR Stands for
Drop On Request
Two Types of Courses
Voluntary
Involuntary
Explaination of Voluntary Course
Training in which a Sailor has voluntary enrolled and has the ability to Drop On Request and
return to his/her original rating.
Explaination of Involuntary Course
Training in which a Sailor is enrolled thru the accession training or follow-on
specialty skills school.
Explanation and Procedures for Drop on Request (DOR)
When any student in a voluntary, high-risk training course desires to quit or “DOR,” the student need only make such intentions known. The student will be immediately and expeditiously removed from the training area. A written summary of action taken is entered in the student’s service record and a copy is
maintained in the command’s permanent records.
Explaination and Procedures for conducting of Training Time Out (TTO)
In any situation when students or instructors express concern for personal safety or a need to clarify procedures or requirements, they shall call a “TTO.” Training will immediately cease until the situation or condition is returned to a safe state. Then and only then will training
resume.
Purpose of the Emergency Action Plan (EAP)
An internal plan to be implemented immediately upon advent of a mishap to aid involved persons and to control and/or safeguard the scene. This plan will be developed for all high risk training evolutions and must include at a minimum: primary and alternate communications, telephone numbers, radio channels, call signs, locations of emergency response personnel, locations of emergency equipment, equipment shutdown procedures, muster site and to maintain control of the scene, non-affected personnel, and all immediate emergency procedures. The EAP should be a simple checklist or sequential list of responses of expected
and immediate actions by personnel in control of the event to aid and extract mishap victims from the scene.
Identify the periodic requirements for fully exercising the EAP. How often is it to be fully exercised?
Conduct quarterly procedural walk-through(s) and fully exercise and validate emergency action plans (EAPs)
annually.
Discuss periodic requirements for safety stand-downs.
At a minimum, commands shall conduct one safety stand-down per year. Additional safety stand-downs may be warranted at the discretion of the commanding officer.
Discuss Mishap reporting as it pertains to a “high-risk” instructor.
Report and record all training related mishaps and injuries per OPNAVINST 5102.1D. Training Mishap. Any mishap that occurs to instructors, students, or assets while conducting formal, traditional, nontraditional, or unit level training as a result of the curriculum or the environment (including training devices, materiel, or equipment, etc.) as identified in OPNAVINST 5100.8G.
Discuss Site Augment Plans as it pertains to a “high-risk” instructor.
Curriculum Control Authority (CCA) Develop Site Augment Plans with unique training situations, as required, for high-risk courses. CCA Submit Negative Augment Plan as required. Instructional Management. LSO in conjunction with DETs/LSs/Participating Activities are assigned the following responsibilities: Ensure instructors are certified to instruct utilizing safety requirements, precautions, and safeguards relative to the course(s) they teach. This includes the completion of CUIT and Site Augment plan if required. Provide or arrange for the required training.
Discuss Special Course Indicator Code as it pertains to a "high-risk" instructor.
Voluntary Training. Formal high-risk training that is designated as “voluntary” per the resource sponsor and curriculum control authority, and, therefore, identified by a special course indicator code of “A” or “D” in the corporate enterprise training activity resource system, as per reference (g), as voluntary.
Discuss Core Unique Instructor Training as it pertains to a "high-risk" instructor
CUIT is designed to prepare the instructor to teach in a high-risk course. The content of this training will vary from course to course, but it must include all items of high-risk, which require special attention. Familiarization with basic tenants of high-risk training and safety will include mitigation, protocol, and policy. For Core Unique Training, the items must apply universally to all sites where the course is taught. NETCINST 5100.1 (series) provides amplifying guidance on high-risk training and shall be applied.
Discuss Instructor Screening Process as it pertains to a "high-risk" instructor
-Screening and Interview Sequence
-Service record screen
-physical requirements
-Medical Officer interview, record review, and questionnaire.
-CO's interview