Event Checklist Advancement

Risk Assessment & Safety
Management Model (RASM) ©

Managing Program Safety
through Active Leadership
Rick Curtis
www.OutdoorEd.com
Copyright © Rick Curtis 2009 Princeton University Outdoor Action Program
Creative Commons License
This presentation is made available under the Creative Commons 3.0 License. The information below
must be included in all usage/display of this copyrighted work.
You are free:

– to Share — to copy, distribute, display, and perform the work
– to Remix — to make derivative works
Under the following conditions:

– Attribution. You must attribute the work in the manner specified below
(but not in any way that suggests that they endorse you or your use of the work).
– Noncommercial. You may not use this work or any derivative work for commercial
purposes. Individuals or organizations wishing to use this material for commercial purposes
may purchase a license. Contact [email protected] for details.
– Share Alike. If you alter, transform, or build upon this work, you may distribute the resulting
work only under the same license to this one.
Apart from the remix rights granted under this license, nothing in this license impairs or restricts the
author's rights.
Attribution Statement (must be included in all works):

The Risk Assessment & Safety Management Model is the creation of Rick Curtis, Director of the
Outdoor Action Program at Princeton University and the founder of OutdoorEd.com.
Copyright © Rick Curtis 2009

Presenter Preparation
• Review the presentation and be comfortable with the
concepts. I’ve included detailed presenters notes for
each slide to illustrate how I give this presentation.
• Make this as interactive as you can. Question your
audience. Ask them to brainstorm.
• Have true stories of your own program to illustrate the
major points.
• I’ve found that the two clips from the movie Cast Away
are particularly helpful for illustrating points and for
keeping the audience actively engaged and thinking.
Details on the clips are included in the slides.

Start Presentation

Risk Assessment & Safety
Management Model (RASM) ©
Managing Program Safety
through Active Leadership
Rick Curtis
www.OutdoorEd.com
Copyright © Rick Curtis 2009 Princeton University Outdoor Action Program
Attribution Information
The Risk Assessment & Safety Management

Model is the creation of Rick Curtis, Director
of the Outdoor Action Program at Princeton
University and the founder of
OutdoorEd.com.
It is released for non-commercial, share-alike use under the
Commercial Commons 3.0 license. For more information see
www.outdoored.com/Community/wikis/articles/risk-assessment-and-
safety-management-model-commercial-license.aspx

How do we Manage Risk?
• The Risk Assessment & Safety

Management Model (RASM) takes into
account the negative causation factors
(Hazards) of other models
• It also adds in positive Safety Factors
which interact dynamically with the Hazard
Factors to alter the Risk Level
• Managing risk can be by both reducing
Hazard Factors and/or adding Safety
Factors
Objectives
• Define Risk
• Identify the major causal factors in
accidents/near misses
• Explore a model for managing risk that
incorporates the major causal factors
• Identify best practices for assessing and
managing risk before an event
• Identify procedures for evaluating risk and
mitigating it in the field
Definitions of Risk
• The probability that something will cause injury

or harm
• A venture undertaken without regard to possible
loss or injury
• Exposure to chance of loss or damage
• The potential for losing something of value
• Any uncertainty about a future event that
threatens your organization’s ability to
accomplish its mission (Insurance industry)
• Potential of gaining something of value
(Finance) Copyright © Rick Curtis 2009
Defining Risk
• -R: Negative Risk is the potential for loss,

injury, illness
• +R: Positive Risk is the potential for gain,
growth, development

Risk is…
• Inherent: -R: exists in outdoor adventure

activities
• Expected: -R can occur at any time –
expect the unexpected
• Manufactured: we plan programs with the
understanding that there is -R.
• Integral: -R and +R are essential parts of
our program

Risk Formula
• Risk Level for an Accident
Frequency/Probability * Severity = Risk

Level

Acceptable Risk Level

Accident Iceberg
The Accident Ratio Study
Tip of the Iceberg
Serious or Major Injury:

Includes disabling and serious
1 injuries
Minor Injury:
10 Any reported injury less than
serious
Property Damage:
30
All types
Incidents With No Visible

600 Injury or Damage:
Near accidents or close calls
Accident Ratio Study (Bird & Germaine, 1989)

Why do Accidents Happen?

An Accident in the making…
 Cast Away Scene 1
DVD Chapter 14
Hazard Factors
Equipment Environment People
No
Food Fear /
Water Anxiety
Huge
Paddle Indecisive
Waves
Raft Coral No
Reef Plan

Hazard Factors

Risk Assessment & Safety Management
Model (RASM) ©

Hazard Factors
Equipment Hazards Environmental Hazards People Hazards
•Improper gear •Huge breaking waves •Indecisive

•Small paddle •Coral reef •No plan
•Under-inflated raft •Fear/Anxiety
•No food or water

Hazard Factors
• Environment
– High Water
– Cold Temperatures
– Lightning
• Equipment
– Improper gear
– Broken stove
– People
• People
– Asthma
– Poor Communication
– Fear/Anxiety
Factors which influence the types of Hazards
• Location
– Close to resources
– Remote
• Activity
– Static
• Hiking
– Dynamic
• Whitewater Kayaking
• Season
– Climate
– Weather
Hazard Impact
Analyzing the actual Hazard is essential in determining
the extent to which it is a large or small factor.
Potential Consequences of High Altitude

• Mild Altitude Sickness
High • High Altitude Pulmonary

Altitude Edema (HAPE)
• High Altitude Cerebral

Edema (HACE)
Hazard Impact = ‘Ball Size’
10,000 feet/3,048 meters
Frequency High * Severity
Moderate = Moderate Risk (10)
High • High Altitude Pulmonary

Frequency Very Low * Severity
High = Low Risk (1)
Risk Level = 12 • High Altitude Cerebral

(arbitrary) Edema (HACE)
Frequency Very High * Severity
High = Low Risk (1)
Hazard Impact = ‘Ball Size’
18,000 feet/5,486 meters
Frequency Very High * Severity
High
High
• High Altitude Pulmonary

Altitude
Frequency High * Severity High =
(12) High Risk (50)
• High Altitude Cerebral

Edema (HACE)
Risk Level = 120 Frequency High * Severity High =
High Risk (50)
(arbitrary)
Safety Factors

Safety Factors
• Equipment
– Proper Equipment in good repair
– First Aid Kit
– Cell or Satellite Phones
• Environment
– Avoid areas with high avalanche danger
– Good emergency access
• People
– Correct Leadership Style
– Good Judgment
– Skills Training
– Protocols
Model (RASM) ©

Safety Impact
Just as with Hazards the same Safety Factor can have
a greater or lesser impact depending on the situation.
River Rescue Training is designed to respond to:

• Boat Pinning against Rock
River • Foot Entrapment

Rescue

Safety Impact = ‘Ball Size’
Class 1 Flatwater River
• Boat Pinning
Frequency Very Low * Severity
Low = Low Risk (0.5)
River • Foot Entrapment

Rescue Frequency Very Low * Severity
High = Low Risk (0.5)
Safety Impact = 1

Safety Impact = ‘Ball Size’
Class III Whitewater River
• Boat Pinning
Frequency Moderate * Severity
High
River
• Foot Entrapment
Altitude
Rescue Frequency Low * Severity Very
High = High Risk (20)
(12)
Safety Impact = 25
“Real Life” Examples
 Cast Away Scene 2
DVD Chapter 23
Hazard Factors
No Fear /
Food Anxiety
Water
Huge
Paddle Waves Indecisive
Coral No
Raft Reef Plan

Safety Factors
Sail
Determined
Food
Water
Decisive
Paddles
Wind Plan
Raft
Model (RASM) ©

Some Hazards can’t be Removed
Hazard Factors Safety Factors
First Aid
Training People
Allergic
People Person
Benadryl Equipment
Environment Bees
Epi-
nephrine Equipment
Risk Level
Implementing RASM in your program
• Know when to ‘bail out’

– If the Risk Level is too high, what is your
expectation of your leaders and their
expectation

More Safety Balls?
• Many people ask why not add every

Safety ball you possibly can to the right
side?

Changing Protocols to Manage Risk
Whitewater Class Protocols/Actions
Class 1 Base Level: Everyone is wearing a life jacket. Leaders
have basic equipment, river knowledge, check river
conditions
Class 2 + Lead & sweep boats or buddy system, Basic river

rescue equipment
Class 3 + Scouting from boats, River rescue training
Class 4 + Scouting from shore, Safety boats
Class 5 + Screening of paddlers, Safety Lines set up
Class 6 + Decision-making plan for running rapid

Utilizing the RASM Model
• Identify the negative Hazard Factors that serve

to increase the Risk Level.
• Identify the positive Safety Factors embodied
in your programs which are designed to
counteract hazards and decrease the Risk
Level.
• Assess the current Risk Level and apply the
appropriate policies/procedures for that level.
• Reassess the Risk Level and have a plan if the
Risk Level does not go down enough.

RASM Analysis
Activity ____________
Location ___________
Season ____________
Hazard Factors Risk Level Safety Factors

Equipment Environment People Equipment Environment People

Discussion
• What is the “typical” Risk Level our program

operates at? How much variation is there?
• Do our Safety Factors outweigh our Hazard
Factors?
• How often do we shift into a higher Risk Level on
a program?
• Are we set up to allow protocols to change as
we shift into different Risk Levels?
• What do we need to do to implement this system
in our organization?
Implementing RASM: Program Level
• Look at each activity you do and assess…

– Hazard Factors in each of these categories…
• Environment
• Equipment
• People
– Safety Factors in each of these categories…
• Environment
• Equipment
• People
– What Risk Level(s) you are comfortable operating
with and are appropriate for your program goals?

Implementing RASM: Field Staff Level
 Pre-trip
• Assess the Hazard Factors
– Environmental Hazard Factors
– Equipment Hazard Factors
– People Hazard Factors
• Prepare an Hazard Briefing for participants
• Assess your Safety Factors to deal with the
potential hazards
– Environmental Safety Factors
– Equipment Safety Factors
– People Safety Factors
• Decide if the Risk Level is acceptable
Implementing RASM: Field Staff
 During the Trip

• Teach the RASM Model to Participants
• Assess
– Environmental Hazards
– People Hazards
– Equipment
– Increasing Risk Level/Accident Potential
• “Treat” all the Hazards you can
• Add additional Safety Factors if necessary/possible
• Reassess Risk Level
– If it’s still too high, change things

Implementing RASM: Post Trip
 After the Trip

• Turn in detailed Incident/Accident Reports
• Turn in Close Call/Near Miss Reports

Analyzing an Accident
• Reviewing existing accidents or near

misses in your program using the model is
a useful technique to assess your program
• Analyze an Accident in small groups

Implementing RASM in your program

Model (RASM) ©

Take Home Action Steps
1. For each program activity brainstorm a

list of Hazard Factors in each of the three
major categories (Environment,
Equipment, People)
2. For each program activity brainstorm a
list of Safety Factors in each of the three
major categories (Environment,
Equipment, People) designed to mitigate
against Hazard Factors
Take Home Action Steps
3. Balance the Hazard Factors against the

Safety Factors and determine the range
of Risk Levels you will be operating in.
Based on your program, decide whether
the Risk Level is acceptable or not.
4. If the Risk Level is not acceptable,
assess how to modify Hazard Factors
and Safety Factors to reduce the Risk
Level.
Resources
• www.OutdoorEd.com
Search for RASM or risk management
• www.IncidentDatabase.org
International Incident Database Project
Copyright © 2007 Rick Curtis, Outdoor Ed LLC. All rights reserved.

Sample Case Studies
• Another technique is to present

participants with a Case Study and ask
them either individually or in small groups
to brainstorm the Hazard Factors and
potential Safety Factors for an incident.
Then go over the answers with them
afterwards. A few samples are included
and you can create your own.

Backpacking Trip Scenario
Sally is leading a group of 7th graders on the school’s annual 4-
day wilderness trip. This is Sally’s fourth such trip. Dan the
other teacher from the school is new this year and doesn’t
have any backpacking experience. But it’s hard to find
teachers at the school who are willing to go. Dan is young
and a good athlete and seems to be learning quickly. It’s
early September in the Shenandoahs and the group of 8
students and two teachers has started their second day of
hiking. The temperature has soared up to the nineties with
humidity around 80%. The group slept in and cooked
pancakes so they got a late start on the trail. After a 2 mile
hike, the group stops for lunch. Sally notices large cumulus
clouds starting to build over the ridge. It’s already after one
o’clock and eager to get on to camp, they finish lunch and
head off for a long descent down Little Devil’s Staircase, a
ledgy section of rock trail along a dry stream gorge.
Backpacking Trip Scenario
The upper section of the gorge is dry and the rock is slick and
polished. As the afternoon progresses, the group is moving more
slowly down the gorge. The smaller students are having trouble
handling the steep sections and slick rocks with their packs. More
than once Dan has had to take a student’s pack as well as his
own over the difficult sections. The clouds have now become thick
thunderheads and the sky is darkening. They can hear thunder in
the distance. They still haven’t reached the bottom trail. The wind
is picking up and large raindrops are spattering here and there on
the rocks. Suddenly the sky opens up and the rain is falling in
torrents. Dan, while carrying a student’s pack, slips on the wet
polished rock and falls backwards striking his head sharply
against a boulder. The student next to Dan screams. Sally is at
the front, picking her way down the trail when she hears the
scream. She drops her pack and scrambles up to Dan who is
unresponsive when she first arrives. She quickly checks for
breathing and pulse and then Dan starts to open his eyes.

Backpacking Trip Analysis
 Environmental Hazards
 Rocky trail
 Wet trail
 Rain
 Lightning
 Heat
 Humidity
 Dehydration
 People Hazards
 Group of kids
 Age of kids - their physical abilities and experience
 Dan’s inexperience
 Limited group resources in an emergency
 Equipment Hazards
 Too much weight in packs

Whitewater Kayaking Scenario
It’s been raining steadily for several days. The rivers are
rising, and local boaters are getting itchy. After all, it’s
been a long winter and the promise of rising water and
rising temperature is too good to miss. Sarah feels it.
She’s a good Class IV kayaker, 29 years old, physically
strong. She’s a little out of shape after the winter off, but
she’s itching to get back on the river. One of her
paddling partners calls Friday night and says, "tomorrow
morning: season opener."
Excited, Sarah starts digging her gear out of the closet. The
next morning, Sarah meets her four friends at the put-in.
It’s a Class III run they know well--a good place to warm
up for the spring season. The river is higher than usual
with the rain--by about a foot and a half. The water has
that muddy brown color and touches the treeline,
inundating most of the familiar eddies. After a careful
look, they decide to make their run.
Whitewater Kayaking Scenario
The group starts to work its way down the entrance rapids generally aware
of where everyone is. After a mile, the group settles in to a paddling
pace. Sarah stops to surf her favorite hole, the rest of the group
continues around the bend because there are so few eddies where they
can stop and watch. The hole is grabby in the high water. Sarah does a
few spins and then moves to exit the hole, but gets pulled back in to the
deep trough. She tries to get her bow out into the current to pull herself
out, but drops back in and flips. She rolls back up but then flips over
again. After three more rolls Sarah is exhausted and comes out of her
boat.
Before she can recover from the initial shock of the cold water, Sarah and
her kayak flush out of the hole. The current pushes Sarah and her boat
toward a fallen tree at the outside bend of a turn. The water is too swift
for her to swim away. She turns and swims toward the strainer and
manages to pull herself up onto it. She watches her paddle and
swamped kayak disappear around the bend. When the others see the
boat, they quickly take out and work their way back upstream through
the flooded shoreline to retrieve Sarah, shaken but unharmed, from the
tree.

Whitewater Kayaking Analysis
– Cold water
– Higher than usual water level
– Water in the trees increases the number of strainers
– Few eddies, party gets split up
– Bend in the river impairs sight lines
– Sticky hole
 People Hazards
– Sarah hasn’t paddled for a while
– She is pushing harder than she should with more
difficult conditions
– Sarah gets tired
– She gets separated from group
– No rescue backup from group
Whitewater Kayaking Analysis
 Reducing Risk Level

 Environmental Safety
• Pick a different ‘season opener’
• See if anyone has run it at this level
• Ensure everyone has proper cold weather gear
• Ensure that proper river rescue gear is carried
 People Safety
• Establish better communication if someone wants to stay at a
certain spot.
• Have a protocol so that no one is paddling alone ("buddy
system“).
• Be more conservative in paddling when conditions are more
difficult and you are tired.
• Modify the approach to river running so that the group stays
together when the Risk Level increases.
• Scout drops more frequently and discuss as a group what to
play
Sea Kayaking Scenario
John was introduced to sea kayaking about a year ago at a
symposium sponsored by a local outfitter. Looking for a new
sport John bought a kayak, paddle, spray skirt and life
jacket. He taught himself to paddle on a nearby lake. Except
for what he gleaned from a few books, he doesn't have any
formal training. His most adventurous trips have been two
six-mile paddles out on the bay on calm days. John met
someone at work who kayaks with a local club. She tells him
the club is having a coastal trip next weekend. It’s a 3 1/2
mile crossing to a small island where they’d have lunch,
explore some tidal pools, and come back. John agrees,
excited about his first "real" paddling trip. John spends the
next few evenings on the lake practicing his strokes and
braces on power boat wakes. He buys a flashing signal light
for his life jacket, and a whistle, but the paddling shop was
out of float bags, so he’ll have to do without.
Sea Kayaking Scenario
When John arrives at the put-in the wind has started to kick up.
The 3-foot waves are crashing on the gravel beach. John sees
his friend among huddle of people and joins her. After
introductions, people wander back to their cars to get their
gear. Most people pull on dry tops or wetsuits. John pulls a
paddle jacket over his wool sweater and carries his boat to the
water.
After several attempts at getting off the beach, John manages to
pick his way through the surf and into deeper water. He is
paddling hard to catch up with the rest of the group when a
wave crests over his stern. Before he can really think, John
leans away from the wave on a brace. His paddle sinks and
he’s over. The sudden cold water on his face makes John
panicky. He struggles out of his boat and pops up beside it,
holding on to the grab loop and his paddle. He blows his whistle
and the group quickly responds. But the cold water and the
wind have taken their toll, and by the time John is back in his
boat, he’s shivering violently. The group guides him back into
shore to get warm. Copyright © Rick Curtis 2009
Sea Kayaking Analysis
– Difficult sea conditions - high wind and chop
– Cold water
 Equipment Hazards
– Improper clothing for the conditions
– New boat
– No flotation
 People Hazards
– John’s paddling ability and experience weren’t sufficient for this trip.
– He succumbed to his own pressure to go-not once, but twice. John
agreed to go without asking about the conditions he’d encounter.
When he arrived at the put-in, he decided to go on the trip because
the other paddlers seemed ok about it.
– Someone in the club should have asked John about his skills
before taking him along.
– Once on the water, John’s nervousness got in the way of clear
thinking leading to his flip.
Sea Kayaking Analysis
 Reducing John's Accident Potential
 Environmental Safety
• Select a different trip location
 Equipment Safety
• Install float bags.
• Use proper clothing.
 People Safety
• Develop better skills.
• Seek feedback from other paddlers about his ability to handle
the trip.
• Group should assess paddler’s experience level
• Know when to say no if conditions are beyond your ability
(especially at the put-in).

Appendix Slides
• These are some additional detail slides

that you can incorporate into your
presentation.

Environmental Hazards
 Environment
– Rocky trail
– Exposed ledges
– Cold temperatures
– Rain
– Darkness
– Overexposure to sun
– Poison ivy
– Bees
Environmental Hazards
 Crossing & Hiking Along Roads

– Fast Traffic
– Poor Visibility
– No Shoulder
 Driving
– Bad road conditions
– Darkness
– Unfamiliar road
– Difficult road (CLASS 1 - 6)
Equipment Hazards
• Broken stove
• Boots not broken in
• Improper clothing
• Inoperative equipment
• Improper food

People Hazards
 Everyone
– Medical Conditions
– Physical Condition
– Fatigue

People Hazards
 Participants
– No awareness of hazards
– No skills to avoid hazards
– Won’t follow instructions
– Irresponsible/careless attitude towards self,
others, equipment
– Poor physical strength, stamina
– Need to "prove" self, macho attitude
– Fear/anxiety

People Hazards
 Leaders
– Lack of knowledge of environmental hazards
– Inadequate skills to extricate group and self
from hazards
– Poor safety judgment
– Poor teaching skills
– Instructions unclear
– Poor supervisor, does not correct problems
– Ineffectual under stress

People Hazards
 Group
– group not yet formed, lacks cooperative structure
– interpersonal frictions unresolved
– poor communication
– excessive competition
– lack of concern for slow or different individuals
– excessive pressure or stress to “perform”macho
– no practice in working harmoniously under stress
– splintering into sub-groups

Event Checklist Advancement

Uploaded by

Copyright:

Available Formats

Event Checklist Advancement

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Event Checklist Advancement

Uploaded by

Copyright:

Available Formats

Risk Assessment & Safety

Management Model (RASM) ©

You are free:

Under the following conditions:

Attribution Statement (must be included in all works):

Copyright © Rick Curtis 2009

Copyright © Rick Curtis 2009

Copyright © Rick Curtis 2009

The Risk Assessment & Safety Management

Copyright © Rick Curtis 2009

• The Risk Assessment & Safety

• The probability that something will cause injury

• -R: Negative Risk is the potential for loss,

Copyright © Rick Curtis 2009

• Inherent: -R: exists in outdoor adventure

Copyright © Rick Curtis 2009

• Risk Level for an Accident

Frequency/Probability * Severity = Risk

Copyright © Rick Curtis 2009

Copyright © Rick Curtis 2009

Serious or Major Injury:

Incidents With No Visible

Accident Ratio Study (Bird & Germaine, 1989)

Copyright © Rick Curtis 2009

 Cast Away Scene 1

Equipment Environment People

Copyright © Rick Curtis 2009

Copyright © Rick Curtis 2009

Copyright © Rick Curtis 2009

Equipment Hazards Environmental Hazards People Hazards

•Improper gear •Huge breaking waves •Indecisive

Copyright © Rick Curtis 2009

Potential Consequences of High Altitude

High • High Altitude Pulmonary

• High Altitude Cerebral

High • High Altitude Pulmonary

Risk Level = 12 • High Altitude Cerebral

• High Altitude Pulmonary

(12) High Risk (50)

• High Altitude Cerebral

Copyright © Rick Curtis 2009

Copyright © Rick Curtis 2009

River Rescue Training is designed to respond to:

River • Foot Entrapment

Copyright © Rick Curtis 2009

River • Foot Entrapment

Copyright © Rick Curtis 2009

 Cast Away Scene 2

Copyright © Rick Curtis 2009

Copyright © Rick Curtis 2009

Hazard Factors Safety Factors

• Know when to ‘bail out’

Copyright © Rick Curtis 2009

• Many people ask why not add every

Copyright © Rick Curtis 2009

Class 2 + Lead & sweep boats or buddy system, Basic river

Class 3 + Scouting from boats, River rescue training

Class 4 + Scouting from shore, Safety boats

Class 5 + Screening of paddlers, Safety Lines set up

Class 6 + Decision-making plan for running rapid