Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
17 Cards in this Set
- Front
- Back
- 3rd side (hint)
|
What are the five steps to the ORM process? |
1. Identify Hazards 2. Assess Hazards 3. Make Risk Decisions 4. Implement Controls 5. Supervise |
I AM IS |
|
|
What is a Hazard? |
Any condition with the potential to negatively impact mission accomplishment or cause injury, death, or property damage. |
|
|
|
Discuss what type of courses are considered "high-risk". |
Exposes the crew, staff, students and/or assets to the potential risks of death, permanent disability, or loss during training. (ex. Firefighting, Gun Qualification)
RAC code of 1 or 2, or 3 with a severity of 1 or 2. |
|
|
|
Discuss the difference between these types of courses. (a) Voluntary (b) Involuntary |
Voluntary - Voluntary training that allows Sailor to Drop on Request and return to his/her original rating. Sailor has voluntary enrolled.
Involuntary - Training in which a Sailor is enrolled through the accession training or follow-on specialty skills school. Has to complete pass or fail. |
|
|
|
Discuss what Drop on Request "DOR" is and the procedures for conducting one. |
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.
|
|
|
|
Discuss what Training Time Out "TTO" is and the procedures for conducting one. |
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. |
|
|
|
Discuss the purpose of the Emergency Action Plan (EAP). |
An internal plan to be implemented immediately upon in the event of a mishap to aid involved persons and to control and/or safeguard the scene. |
|
|
|
How often must a Emergency Action Plan (EAP) be reviewed for accuracy of information? |
Quarterly |
|
|
|
What is the periodic requirements for fully exercising the Emergency Action Plan (EAP). |
Annually |
|
|
|
Discuss periodic requirements for safety stand-downs. |
At a minimum, once per year. Additional may be warranted at the discretion of the commanding officer.
|
|
|
|
Discuss the following as it pertains to "high-risk" instructor. - Mishap Reporting |
Report and record all training related mishaps and injuries per reference D of OPNAVINST 5102.1D
|
|
|
|
Discuss the following as it pertains to "high-risk" instructor. - Site Augment Plans |
CCA Develop Site Augment Plans with unique training situations, as required, for high-risk courses. CCA Submit Negative Augment Plan as required. |
|
|
|
Discuss the following as it pertains to "high-risk" instructor. - Special Course Indicator Code |
Formal high-risk training that is designated as “voluntary” per the resource sponsor and CCA. Identified by a special course indicator code of “A” or “D” in CeTARS.
|
|
|
|
Discuss the following as it pertains to "high-risk" instructor. - Core Unique Instructor Training |
(High-Risk only). 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. |
|
|
|
Discuss the following as it pertains to "high-risk" instructor. - Instructor Screening Process |
1. Service Record Screen. 2. Physical Requirements. 3. Medical Officer Interview, Record Review, and Questionnaire. 4. CO’s Interview. |
|
|
|
Discuss the following as it pertains to "high-risk" instructor. - Evaluation Process |
Establish an evaluation program that assesses high-risk instructors in classroom and laboratory or field settings on a recurrent basis, in percentages commensurate with the amount of time spent instructing in those environments.
|
|
|
|
Discuss the importance of heat/cold stress, monitoring, and control in a training environment. |
The importance is based upon prior conditioning, activity level of the training to ensure Sailors are prepared to participate in the activity and mitigate potential loss of life. |
|
