Mistakes Of Risk Assessments

Hazard Assessment Signage - Risk Management

This is something everyone seems to hate doing, which I understand, because it can be quite an involved and time consuming task. As a teacher, you're always under a lot of competing time pressures. Whilst effective risk management needs to be a culture within your organisation, for the moment I'm just going to focus on the paperwork.

There's also often confusion between the development of risk assessments and their practical application. Risk assessments and management systems (RAMS) are living documents, not something that you write just to make the principal happy and then file it away until something goes wrong, at which point everyone scrambles for the dusty document.

RAMS embody what dangerous risks there are for an activity or location and how those risks are managed or mitigated to reduce or remove the dangerous elements of that risk. Consequently, when you put it into practice, they result in well-planned activities in which the participants come back essentially the same way they left, but having experienced something new, unique and awesome.

There are three key areas of risk that you're always looking to effectively address:


As each of these elements can be extremely fluid and dynamic, generic risk assessments that are not tailored and considerate of the specific location, group involved, time of year, potential weather conditions, equipment being used and type of activity is a recipe for disaster. So don't do this. It's really bad practice and potentially exposes you and your organisation to a massive legal minefield.

One time, I was auditing the risk management systems for a school and it quickly became apparent that all their risk assessments had simply been blindly copied and pasted from one activity to another with absolutely no regard for the content.

I'd read only two paragraphs of the first document and it was obvious that the title and activity listed had absolutely nothing to do with what was written below. They were two completely different things.

I had a whole pile of documents to work through. Each one had a different title and date at the top. Each one was signed and dated at the bottom, but the exact same risks were listed for hiking, as they were for canoeing, as they were for rugby, as they were for tennis, as they were for every sport and activity the school did. They not only didn't make any sense, they jumped around here, there and everywhere so much so that if they were subpoenaed by a court, the school would have been found completely negligent and laughed out the door.

Not only had someone written a far too general and poor risk assessment to begin with, everyone else had just blindly copied and pasted it word for word. Nobody had checked it at all and some of them dated back over three years, which I suspect was the point of origin.

Thankfully, most schools I've assessed haven't been like this, but it highlights the danger of the copy and paste approach to risk assessments. The reality is that if you sign off on that document, then you are responsible and potentially liable for what's in that document.

This doesn't mean you need to start from scratch every time. What it does mean though is that you need to develop a specific risk assessment for each individual activity. There may be similar elements from one to another, but be careful that only the similar elements get written in and not just massive slabs of pointless nonsense, so you can make it look as if you've covered every risk possible in the world!

Rather than trying to think of every risk and throwing it for the sake of it, ensure you cover the three key elements that relate to your specific activity:


What are the potential risks and hazards that each of these elements bring to the activity? What strategies are you then going to use to reduce or remove these risks?

Bush fires are for example, a considerable risk in the hotter months, so controls to consider and manage where to hike need to be in place. Controls over campfires need to be in there and active monitoring of information from the rural fire service is a must.

In the colder months, bushfires aren't as much of a concern, whereas exposure of staff and students to cold is. Therefore, a compulsory piece of clothing would be thermals. As each risk is considered, you connect it with a way in which you're going to manage that risk.

The more you write into the document however, doesn't always mean the safer your activity will be, because each risk and control must relate to the specific activity or location. The risk of drowning for example playing tennis would just be stupid and also render the document in the laughable and unreliable category (Yes, that was in one of the documents).

At the end of the day a good risk assessment comes down to your ability to understand the activity you're running and the document you've written and how you and the other staff implement this when running the activity. It's this direct correlation between proactive planning and good practice that will make your risk assessments stand up against rigorous tests and challenges if they were ever called into question. Ultimately though, it's not about the paperwork itself. It's about helping you make every one of your activities safer and easier to manage.

Three Elements Of Risk

Risk Management Photo

In every outdoor activity there are countless risk factors that must be considered and effectively managed to ensure safe operations and enjoyable experiences. Whilst it's easy to get overwhelmed by the idea of risk management and the enormous task of trying to think of every risk possible, from falling tree branches to unprovoked possum attacks, generally in outdoor ed, risks fall into three main categories. These create a nice triangle which could be used on a pretty PowerPoint presentation, for the world dominating purposes of the illuminati, or to make lots of money mysteriously disappear into places such as Bermuda. Whatever the case may be, the three components which make up the triangle are:

People Risks
Environmental Risks
Equipment Risks

Again, broadly speaking, a failure of one of these area is problematic, but manageable. A failure of two of these areas is dangerous, as the ability to effectively mange the situation seriously diminishes and failure in all three could be catastrophic.

Over the years, I've experienced some interesting situations where one of these areas of ‘normal’ operation becomes compromised. For example, when environmental conditions have unexpectedly turned for the worse, I've found myself in the middle of storms, freezing cold nights, ragingly hot days, white outs, blizzards and everything in between. However, each and every time the situation hasn't been a problem. It's not only been manageable, but it's also been character building for those involved. So why's that?

If the environment itself is the only failing component of the risk triangle, it means you have the right equipment and people are following instructions appropriately, therefore you're just experiencing discomfort, rather than anything else more serious. As a result, the discomfort can provide great learning experiences for the group and not adversely impact on safety.

I will however, qualify something at this point, because someone’s bound to say, ‘What about lightning?’ Let’s take lightning out of the mix for the moment, as getting caught in a thunderstorm is dangerous no matter how you look at it. Supercharged bolts of electricity randomly shooting down from the sky is something you really don't want to be in, especially if you've upset Zeus, Thor or …. at some stage in your life. If you have upset any of these mythical gods for some reason, basically you’re on your own from here on in.

Excluding the wrath of angry gods and severe storms that should be picked up by your weather monitoring practices, getting caught in bad weather is not generally dangerous. However, let's see what happens when we throw a spanner in the works and another component of the triangle becomes compromised. For example, inadequate or poor quality equipment!

On one trip I was leading many years ago, it was late winter and had been raining all morning. We were running a program in the southern highlands of NSW. The hike was around 8km and the forecast was for more light showers. On the surface, not a problem. However, during the lunch stop, we decided to do an equipment check, as most of the students were wearing cheap useless ponchos that their parents had misguidedly bought them to ‘save’ money. This sort of thing will last two minutes in the bush and be torn to shreds in no time at all. You may as well not bother and you’re better off spending that money on an overpriced coffee, as it will have more of an effect on your comfort and well-being than the rubbish poncho. Despite the inadequate rain protection, this wasn’t the major issue, as the most important thing for the students to have was their thermals. This was on their packaging list, but untrusting of the parents and their poor decision made on the rain gear, we thought it best to double check. The result was three pairs of thermals were being carried out of 28 students! This was without a doubt an Epic Fail!!!

Suddenly, we had two components of the risk triangle in play and actively compromised, so our risk profile just shot up dramatically! Hypothermia was at the forefront of my mind and the fact we didn't have any vehicle access to the area only added to this. Given the poor quality of equipment, the lack of essential clothing and the potential for students to be carrying useless summer sleeping bags, we had two options. Accept the high-level of dangerous risk involved with continuing, or modify the plan… Needless to say, we modified the plan, extended the day trip and returned to base.

In stark contrast with this, another trip I led, we were completely smashed by rain, far worse than anything we had experienced the day we had to pull the pin, but the difference was that everyone had thermals and was wearing Gortex jackets. With no epic equipment failure, the situation was uncomfortable for everyone, but completely safe to continue with as planned.

Importantly, the way these three components interact with each other is the determining factor for the real level of risk with which you're working. Many risk assessment schemes fail to take this into account and are focused on writing everything down, but without the understanding of how risk may increase as one or more of these components become compromised or fail. However, it's critical that this is understood and is factored into the risk assessment and management processes and practices for the organisation.

This brings us to the People component of the risk triangle! Unfortunately, there’s no material safety data sheets, engineering limits or forecasts when it comes to people and how they’re going to act, react and behave in any given environment or situation. Even though it’s the most unpredictable and complex factor in the risk triangle, it’s often the least considered and most underestimated. There’s no shortage of stupid people in the world. In fact, many people excel in this area every day of the week and should certainly not be trusted with open flames or power tools, or anything without smooth edges.

The problem is that when you're responsible for people like this who are unpredictable, or taken to doing idiotic thing, it's vital that you watch them and actively manage them. Unlike finding a faulty or damaged piece of equipment and replacing it with a new one, the people risk is far more emotive and complex.

If you can exclude a student from activities who simply will not listen or engage, that could be the best solution as they drag everyone else down with them. However, often schools are reluctant to take definitive action and sadly, sometimes as leaders, we’re stuck with a compounding people risk until their idiocy negatively impacts on the group and someone higher up in the organisation suddenly realises that what you said in assessing the participant risk has now come true. This is not a situation you want to find yourself in and it’s worth having good behaviour management strategies in place, such as higher staff to student ratios or modified programs when the people factor has the increased potential for producing adverse risk to the staff and the group.

As with any other individual component of risk, behaviour alone isn’t necessarily critical and with a good leader more often than not, like every other risk factor in isolation, is not a major concern. However, throw in a bit of bad weather, forget or misuse some vitally important piece of safety equipment and you’re now shaping up for some major issues.

When you’re reviewing your risk management systems it’s well worth considering the interaction of these three components in the context of your organisation and how you can best address them when running any sort of program. Being aware of how the level of risks escalate as one or more are compromised, will help you to build far greater situational awareness. This keeps your risk management practices alive to ensure safe operations and great educational outcomes.