• 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:

    1. Risk that causes harm to the trainee
    2. 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:
    3. Falling off the bike in a Level 1 area
    4. Over enthusiastic use of the brakes during emergency stopping practise
    5. Trainees getting too cold (or too hot) due to the weather
    6. Bike breaking due to poor condition of bike
    7. Clothing
    8. General distractions
      These can be minimised by:
    9. Training and ground rules
    10. Assess the trainees progressively
    11. Appropriate clothing, instructors can bring gloves etc.
    12. M check, fixing the bike and then the teaching the trainees to check them
    13. Discussing clothing, tying up loose ends
    14. 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:
    15. Nothing has been tested in court yet
    16. Do not be too descriptive, i.e. put bike failure as a risk rather than explain every small thing
    17. Do not be prescriptive. Use instructor knowledge and experience to make judgements.
    18. Understand the difference between qualitative and quantitative assessments
    19. Think about managing risks. Many of the risks you will encounter are part of the realistic training you provide.
      Sample form types:
    20. 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

    21. 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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Risk Assessments - reviewing what is required:

Posted by Avatar for IsobelS @IsobelS