Risk Management and Training Hazard Analysis

Risk Management and Training Hazard Analysis
Instructor Training Certification Course
Risk Management and

Training Hazard Analysis
Update: February 2004
MS031204V1.0
Center for Domestic Preparedness
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Lesson Administration Page

Module: Risk Management and Training Hazard Analysis
Scope: This module introduces the student into the process for conducting a hazard analysis
and developing a risk management plan to support safe and effective training requirements.
Instruction Objectives:
Terminal Learning Objective: At the conclusion of this module, the student will be able to
conduct a hazard analysis of a training event and produce a risk management plan to ensure the
safest environment in which to conduct training.
Enabling Learning Objective 1: Identify and describe the risk management concept,
including objectives, the five step risk management process, types of risk assessment, and
key terms
Enabling Learning Objective 2: Discuss hazard identification to include causal factors of
accidents
Enabling Learning Objective 3: Discuss hazard identification techniques
Enabling Learning Objective 4: Discuss the hazard assessment process
Enabling Learning Objective 5: Discuss the development of control operations and risk
decisions
Enabling Learning Objective 6: Discuss implementation of control options, including
dissemination and responsibilities
Enabling Learning Objective 7: Discuss supervision and evaluation
Enabling Learning Objective 8: Discuss the Risk Assessment Worksheet/Record (RAWR)
Enabling Learning Objective 9: Complete a risk/hazard analysis worksheet
Practical Exercises: Conduct a hazard analysis and complete a risk management plan using
an Instructor Training Certification Task, Hazard, and Learning Objective Analysis Guidebook.
RMT-1

References:
Lewis, H.W. 1990. Technological Risk. W.W. Norton & Company. New York.
National Fire Protection Association. Recommended Practice for Disaster Management,

NFPA 1600. Quincy, MA: NFPA, 1995.
Burby, R.J. The Technical Feasibility of Risk Analysis, Chapter 7 of Sharing

Environmental Risks: How to Control Governments' Losses in Natural Disasters.
Boulder, CO: Westview Press, 1991. pp. 129-153.
Mitchell, J.K. Human Dimensions of Environmental Hazards: Complexity, Disparity,

and the Search for Guidance, Chapter 6 of A. Kirby, ed.
Nothing to Fear: Risks and Hazards in American Society. Tucson: University of Arizona
Press, 1990.
Palm, R.I. Natural Hazards: An Integrative Framework for Research and Planning.
Baltimore: Johns Hopkins University Press, 1990.
Duration: 3.0 Hours (1 hour seminar and 2 hours PE)

Method of Instruction: Facilitated seminar in classroom environment with practical exercises
completed in small groups.
Instructor Ratio: 1:40 and 1:8
Required Reading: Risk Management and Training Hazard Analysis module
Evaluation Strategy: End of course 30-question written examination and oral presentations
Special Instructions: At the beginning of the class, the instructor will provide each student
with an Instructor Training Certification Task, Hazard, and Learning Objective Analysis
Guidebook; this book will be used for the practical exercise at the end of the module. Have
students return books to instructors when the course ends.
RMT-2

Introduction
While training needs to be conducted realistically and to standard, it must also be carried out
safely. The key to achieving safety in training and administration is risk management. Risk
Management (RM) is a systematic process that identifies the relative risk of training
requirements. It weighs risk against training benefits and eliminates unnecessary risk that can
lead to accidents.
This module explains the risk management process and its application in training and
administration. It is intended to provide trainers with the risk management tools and techniques
to enable them to protect their students and equipment from unnecessary risks without
compromising training standards or requirements.
Risk Management Concept
Risk management is the application of systematic thinking to the problem of making training
safer and more effective. It is a systems-based concept and is especially effective in dealing with
complex, high-risk activities. Risk management is also applicable to training that is often both
complex and high risk. It can improve realism and cut training accidents well beyond more
traditional, impromptu management procedures. Risk management is neither a science in the
sense that it provides trainers with a precise course of action, nor is it just common sense and
something good trainers have always done. Risk management is is an art, but an art based on
systematic procedures and specific techniques.
Risk Management Objectives
Risk management can be applied in all situations and environments. Its application enables
trainers at the various levels to achieve the following:
Conserve lives and resources and avoid unnecessary risk
Make informed decisions to implement a course of action
Identify feasible and effective control measures when specific standards do not exist
Provide reasonable alternatives to accomplishing a task without compromising safety and

standards
Notes
RMT-3

Risk management, however, does not:
Inhibit flexibility and initiative
Remove risk altogether, or support a no defect mentality
Sanction or justify violation of training directives/instructions
Remove the need for standards and procedures in training execution

Risk Management Process
Step 1
Identify Hazards
Step 5
Supervise and
Evaluate
The 5-Step Risk Management

Process
Step 4
Implement
Controls
Notes
RMT-4
Step 3
Develop control
options and make
risk decision
Step 2
Assess
Hazards

Risk Management is the process of identifying, assessing, and controlling hazards to
conserve resources. The five steps are:
1. Hazard identificationThe process begins with the identification of hazards that have
the potential of causing injury to personnel, damage to equipment or structures, loss of
material, or reduction of ability to perform a prescribed function.
2. Hazard assessmentThe second step is hazard assessment. Here, the objective is to
determine the potential impact of a hazard on the training. There are two major
considerations. One is probabilityhow likely the hazard is to cause loss; the other is
severityhow severe that loss will be.
3. Risk control options and decisionsThe third step includes creating as many risk control
options as possible and then selecting those that best control risks without significantly
impeding the training objectives. (As a guide, an instructor responsible for executing
training should be authorized to make decisions at the risk level (low, moderate, and
high). Extremely high authorization should be held at the jurisdictional/agency authority
level.)
4. Risk control implementationThe fourth step involves the integration of risk controls
into standard training procedures, training plans, training directives, lesson plans, or
instructions.
5. Supervision and evaluationThe fifth step, effective supervision, assures sustained
effectiveness of risk controls. Instructors have responsibilities to supervise and enforce
performance according to standards.
Principles of Risk Management
The following principles are applicable in implementing the risk management process:
Integrate risk management into the planning, preparation and execution of training
Risk management must be applied and integrated into the training activities right from
the planning stage.
Notes
RMT-5

Make risk decisions at the appropriate level of authorityRisk decisions must be taken
at the appropriate levels according to the level of risk involved. This is based on current
policies and regulations in force. Instructors must consult the next level of training
management in risk decisions that differ from the stipulated level of acceptable risk.
Do not accept unnecessary risksAn unnecessary risk can be defined as one that, when
taken, will not contribute to the training task accomplishment.
Risk assessment is a continual processRisk assessment is a continual process and

should be constantly observed for changes in the external factors that affect the control
measures taken.
Risk management vs. regulationRisk management does not convey authority to violate
the control measures specified in the current safety regulations, local standard procedures
or guides.
Benefits of Risk Management

By fully integrating risk management into the training system, instructors can expect the
following benefits:
Major improvement in training safetyRisk management has the potential to improve

safety without any adverse impact on training effectiveness.
Significant improvement of training realismRisk management has procedures that

allow instructors to detect these ineffective or overly restrictive risk controls and
eliminates or modifies them. The result is much safer and significantly more realistic
training.
Types of Risk Assessment

Risk assessment, which involves hazard identification and hazard assessment, is the first step
of the risk management process. There are basically three types of risk assessment that can be
applied in risk management. Depending on the time available, complexity of the tasks or
activities and the level of participation, the following types of risk assessment should be adopted.
Notes
RMT-6

Quick risk assessmentThis technique is used when the task or activity to be performed
is simple or straightforward and there is little time available for planning.
Deliberate risk assessmentThis technique is used for tasks or activities that are
moderately complex or with significant risks. Time is available for planning and detailed
coordination is required to ensure smooth execution of the tasks/activities.
In-depth risk assessmentThis method is used when the tasks or activities involved are
complex, large scale or high risk. It requires input from experts and ample time is
available for detailed planning and coordination, which may involve several parties.
Key Terms
The key terms associated with risk management are as follows:
HazardCondition with the potential of causing injury, illness or death to personnel,

damage to equipment or structures, loss of material, or reduction of ability to perform a
prescribed function
RiskChance of hazard or bad consequences; the probability of exposure to chance of

injury or loss from a hazard; risk level expressed in terms of hazard probability and
severity
Risk AssessmentProcess of detecting hazards and systematically assessing overall risk;

the first two steps of risk management process
Risk DecisionDecision to accept or not to accept the risks associated with an action
made by the individual responsible for performing that action
Risk ManagementProcess of identifying, assessing, and controlling risks arising from

operational factors and making decisions that balance risk cost with mission benefit
Risk Management PlanComprehensive safety plan that includes all safety and control
measures developed for the management of a training exercise or task
Notes
RMT-7

Hazard Identification
The risk management process of improving safety in training starts with hazard
identification. A hazard is an actual or potential condition that can cause injury, illness or death
of personnel; damage to or loss of equipment and property.
To facilitate hazards identification in training, the interrelated factorsman, machine,
medium, management, and taskcan influence the outcome of the training conducted. When
reviewing the factors, instructors must take into account the task that the learner is required to
perform and the following considerations:
ManReviewing the proficiency, psychology, and physiology of the individual
MachineReviewing the adequacy of design and maintenance aspects of the

equipment/technology used
MediumReviewing the environmental conditions (i.e. weather and terrain) and the
effects of environment to the task
ManagementReviewing the planning/preparation and control aspects of the task
TaskReviewing the clarity and compatibility aspects of the task
Instructors must also be aware of the fact that changing environments can create new hazards
or cause them to change rapidly.
Causal Factors of Accidents
In order to identify potential hazards, one needs to be aware of the main causal factors that
can lead to accidents. This includes the following:
Human ErrorAn individual action or performance that is different than what is

required.
Material Failure/MalfunctionA fault in the equipment, thereby causing or contributing

to an accident
Environmental ConditionsAny natural or manmade surroundings that negatively affect

performance.
Notes
RMT-8

The root sources that are responsible for contributing to human error include:
Individual FailureThe individual knows and is trained to standard but elects not to
follow the standard.
Trainer FailureThe instructor does not enforce known standards.
Training FailureThe individual is not trained to known standard (i.e., insufficient,

incorrect, or no training on the task).
Standard FailureThe standards or procedures are not clear, not practical, or do not
exist.
Support FailureResources such as personnel, equipment, material, supplies, or

facilities are not provided or are insufficient.
Hazard Identification Techniques

Preliminary Hazard Analysis/ Preliminary List Techniques
The Preliminary Hazard Analysis/List (PHA/PHL) is a core hazard identification technique
that is used in virtually all hazard analyses. It is based on the task analysis and is a listing of the
hazards associated with each stage of the task. The PHA/PHL is often developed on a worksheet
for each step of the task; it is usually the simplest form of analysis that is needed to identify
hazards.
Scenario Creation Technique
The scenario creation technique can stand alone or be used as a component part of other
techniques. It involves the mental appreciation of the flow of events or scenario that can be
expected in a task. The user of the scenario creation technique visualizes the task twice: first as it
is intended to gothen again with what can go wrong affecting the task. Normally, the events
are visualized in a time sequence from the beginning of the task to the end.
Notes
RMT-9

What If Technique
This technique involves the use of the what if question applied to specific segments of the
system (What if the engine fails to start?) The likely results are defined followed by a
determination of the possible causes of the misfired round.
Task Accident Analysis
This technique involves the use of past patterns of accidents to determine the likely sources
of future accidents. By focusing on actual patterns of past losses, the instructor is more likely to
prevent recurrences and, in doing so, drastically decreases future losses.
Interview Technique
The interview technique is a versatile technique. The basic form of the interview technique
is the face-to-face interview. These interviews can be highly structured, designed to elicit
specific information from the interviewee or very unstructured, targeted at incidents of opinions.
The individual interviews can be rolled up into overall totals to get an insight into the status of
the entire organization.
Cause and Effect Technique
This technique is similar to the Total Quality Management (TQM) toolbox. It is a tool that
completes hazard identification to either demonstrate the positive or negative outcome.
It normally involves a variety of other investigative and analysis techniques.
Hazard Assessment Process

The objective of the hazard assessment process is to determine the potential impact of the
hazards on the training or operation. The process examines each hazard in terms of probability
(how likely it will occur) and severity (how badly the effect is if a mishap does happen) to
determine the risk level of the incident resulting from exposure to the hazards.
The outcome of hazards assessment is to determine the level of risk (ranges from extremely
high to low) associated with a particular hazard and to provide an estimate of the overall risk to
the training or operation caused by hazards that cannot be eliminated.
Notes
RMT-10

Hazard assessment is carried out in three sub-steps. The first and second sub-steps involve
examining the probability and severity factor of the hazards. The third sub-step entails
determining the level of risk by using a Risk Assessment Matrix (RAM) (see page RMT-16).
Hazard Probability Sub-Step A
Each hazard can be assessed in relation to the probability of a hazardous incident. The
probability estimate for each hazard may be based on the task, courses of action (COA) being
developed, or frequency of a similar event. Assessment should be made on the impact of each
hazard in terms of probability or how likely it will occur.
A summary of the five degrees of probability (frequent, likely, occasional, seldom and
unlikely) is given on page RMT-14. The letters in italics following each degree (A through E)
provide a symbol for depicting probability. For example, the letter A represents frequent
probability.
Notes
RMT-11

PROBABILITY
FREQUENT
(A)
LIKELY
(B)
OCCASIONAL
(C)
OUTCOME
Occurs very often or continuously experienced. As an example:
a. Individual student Occurs very frequently or always
occurs while performing tasks or operations.
b. Group of students Occurs continuously during tasks or
operations.
c. Equipment Occurs very often in service life or expected
to occur several times over duration of tasks or operations.
Occurs several times. As an example:
a. Individual student Expected to occur during period of
work, specific tasks or operations.
b. Group of students Occurs at a high rate, but experienced
intermittently.
c. Equipment Occurs several times in service life. Expected
to occur at specific tasks or operations.
Occurs sporadically. As an example:
a. Individual student Occurs some times in period of work,
tasks, or operations but NOT often.
b. Group of students Occurs sporadically (irregularly,
sparsely, or sometimes).
c. Equipment Occurs some time in service life. May not
occur during specific tasks or operations.
SELDOM
(D)
Remotely possible or could occur some time. As an example:

a. Individual student Isolated incident during period of
work, task, or mission. Remotely possible, but not expected
to occur during a specific mission or task.
b. Group of students Occurs rarely within exposed
population, but more likely as isolated incidents.
c. Equipment Occurs in service life, but only remotely
possible. Not expected to occur during a specific task.
UNLIKELY
(E)
Can assume will not occur, but not impossible. As an example:

a. Individual student Occurrence not impossible, but may
assume will not occur during period of work, task, or
mission.
b. Group of students Occurs very rarely, but not impossible.
c. Equipment Occurrence not impossible, but can assume
will never occur in service life.
Notes
RMT-12

Hazard Severity Sub-Step B
The severity of each hazard is expressed in terms of:
Degree of injury or illness
Loss of or damage to equipment or property
Environmental damage
Other impairing factors
The degree of severity estimated for each hazard may be based on knowledge of the results
of similar past events. The Roman numerals in italics following each degree (I through IV)
provide symbols for depicting severity. For example, (I) represents the catastrophic degree of
severity. A summary of the four degrees of hazard severity is shown below:
Catastrophic (I)
Loss of ability to accomplish the training or training failure; death or

permanent total disability (accident risk); major property (facility) damage;
severe environmental damage
Critical (II)
Significantly (severely) degraded training capability or organization

preparedness; permanent partial disability, or temporary total disability
exceeding three months time (accident risk); extensive (major) damage to
equipment or systems; significant damage to property or systems, or the
environment
Marginal (III)
Degraded mission capability or organization readiness; minor damage to

equipment or system, property, or environment; lost day due to injury or
illness not exceeding three months (accident risk); minor damage to property
or the environment
Negligible (IV)
Little or no adverse impact on mission capability; first aid or minor medical

treatment (accident risk); slight equipment or system damage, but fully
functional and serviceable; little or no property or environmental damage
Notes
RMT-13

Risk Assessment Matrix Sub-Step C
The third sub-step is to determine the level of risk associated with a particular hazard by
weighing the hazards probability of occurrence against the hazard severity. This is done using
the risk assessment matrix as shown below. The point where the severity row and probability
column intersect defines the level of risk. For example, if the hazard is estimated to have a likely
probability (B) and a critical severity (II), the level of risk is high (H).
Risk Assessment Matrix
Hazard
Frequent
Severity
A
Catastrophic
I
EH
Critical
II
EH
Marginal
III
H
Negligible
IV
M
EH Extremely High Risk
H
High Risk
M
Moderate Risk
L
Low Risk
Hazard Probability
Likely
Occasional
Seldom
B
C
D
EH
H
H
H
H
M
M
M
L
L
L
L
Unlikely
E
M
L
L
L
Determining the level of the risk requires good judgment and is dependent on the use of
historical data, lessons learned, intuitive analysis and experience. Uncertainty can arise in the
assessment of both the probability and severity of a hazardous incident. This could be attributed
to inaccurate/incomplete information and contradictory/unforeseen circumstances.
Notes
RMT-14

Risk Value
For each hazard that is analyzed by determining the probability and severity of the hazard, a
risk value or Risk Assessment Code (RAC) is assigned. The RAC (i.e., extremely high, high,
medium, and low is explained below.
RAC
EXPLANATION
Loss of ability to accomplish mission if hazards occur during mission; a

Extremely High Risk frequent or likely probability of catastrophic loss or frequent probability
of critical loss exists
High Risk
Moderate Risk
Low Risk
Significantly degrades mission capabilities in terms of required mission

standards; inability to accomplish all parts of the mission or inability to
complete the mission to standards if hazards occur during the mission;
occasional to seldom probability of catastrophic loss exists; likely to
occasional probability exists of a critical loss occurring; frequent
probability of marginal loss exists
Degrades mission capabilities in terms of required mission standards; an
unlikely probability of catastrophic loss exists; probability of a critical loss
is seldom; marginal losses occur with a likely or occasional probability;
frequent probability of negligible loss exists
Little or no impact on mission accomplishment; probability of critical loss is
unlikely; marginal loss is seldom or unlikely; probability of negligible loss is
likely or less; losses have no impact on mission
Notes
RMT-15

Develop Control Operations and Risk Decisions

The third step in the risk management process is to develop control options to eliminate the
hazards or reduce the risk. This is accomplished in two sub-steps: developing control options and
making risk decisions.
Controls options are developed to either eliminate the hazards or reduce the risks. Hazards
that cannot be eliminated must be controlled. When developing control options, one should
consider the reason for the hazard and not just the hazard itself.
Controls can be taken in three main forms:
Educational ControlsThese controls are based on the knowledge and skills of the
learners. Effective control is implemented through individual, collective and continuous
training that ensures currency and performance to standard.
Physical ControlsThese controls may take the form of barriers to warn learners that a
hazard exists. In addition, safety controllers may be appointed.
AvoidanceThese controls are applied to prevent personnel from contacting identified

hazards or getting into hazardous situations.
Criteria for Controls

For the controls to be effective, each control developed must meet the following criteria:
SuitabilityIt must remove the hazard or reduce the residual risk to an acceptable level.
FeasibilityThe individual or organization must have the capability to implement the

control.
AcceptabilityThe benefit gained by implementing the control must justify the cost in
resources and time. The assessment of acceptability is largely subjective. It could be
based on the following criteria for determining acceptability of controls for each
identified hazard.
Notes
RMT-16

Support
Standards
Training
Leadership
Individual
Availability of adequate personnel, equipment,

supplies, and facilities to implement suitable controls
Guidance and procedures for implementing controls
are clear, practical, and specific
Knowledge and skills are adequate to implement a
control
Leaders are competent to implement a control
Individual students are sufficiently self-disciplined to
implement a control
Making Risk Decisions

When making decisions, the control options selected to eliminate the hazard or reduce the
risks must take into consideration the task or mission requirements. The key consideration in
making risk decisions is to determine if the risk is justified.
Risk Decision Level
The instructor directly responsible for the task should make risk decisions. Risk is accepted if
the potential benefits outweigh the costs. However, when the risk is high or extremely high, it
should be taken to the instructors superiors for a decision.
Implementation of Control Options

The fourth step in the risk management process is to implement the control options needed in
order to eliminate the hazards or reduce the risks in training or operation. Implementation must
focus on the users, the goals and the standards to be achieved. Control measures should be
integrated into the training or mission requirement and be timely disseminated.
Notes
RMT-17

Integration of Control Options
The control measures selected for implementation must be integrated into standard operating
procedures, exercise or lesson plans, and administrative instructions. The critical requirement for
this step is ensuring that controls are converted into clear, simple execution orders understood at
all levels. Implementing controls includes coordination and communication with subordinate
organizations and those executing the task or mission.
Dissemination
The control measures selected to eliminate the hazards or reduce the risks must be effectively
communicated to all personnel involved, especially those responsible for implementing the
control measures. Trainers must ensure that their students know the potential hazards and the
control measure selected to deal with the hazards and explain how the control measures are to be
implemented. A safety briefing must be conducted to all personnel participating in the
exercise/training and the following points should be covered.
Safety responsibilities
Hazards identified
Control measures to deal with the hazards
Medical support plan
Responsibilities for Risk Management Implementation

Minimizing risk in training and operation is the responsibility of everyone involved in
training. This responsibility runs from the senior manager, through his subordinate mangers, to
the individual student.
Notes
RMT-18

Instructors at the various levels and their staffs are responsible and accountable for managing
risks by ensuring that hazards and the associated risks are:
Identified during planning, preparation, and execution of the task or mission.
Controlled during preparation and execution of the task or mission.
Students are responsible for executing risk controls to standards. They must continuously
assess variable hazards such as fatigue, equipment serviceability, and the environment, which
can contribute to accidents. They must also learn to take care of one another and comply with the
required mandated safety standard.
Instructor Responsibilities
Trainers are responsible for directing the organization, setting priorities, and commanding
emphasis. Successful preservation of a training program requires embedding risk management
into every training endeavor. This can be achieved through establishing an organization climate
favorable for risk management integration by:
Demonstrating consistent and sustained risk management application through leading by

example
Providing clear guidance, when appropriate, on where or what is acceptable risk
Obtaining and providing to subordinates the necessary assets to control risk
Preventing a zero-defects mindset from creeping into their organization culture
Keeping subordinates informed and, where feasible, consulting the subordinate trainers
before making a decision
Empowering subordinate instructors to make risk decisions as far down the chain of
command as feasible
Notes
RMT-19

Learners Responsibility
Level of expertise and maturity influences the proficiency of individuals in managing risk.
Young students, by nature, are impulsive risk takers. Their limited experience, coupled with a
strong sense of motivation and willingness to achieve the goals or mission at any cost, can
significantly increase the level of risk they are willing to accept. Due to inexperience or
complacency, they are likely to be susceptible to:
Over-exhausting their ability to respond or recover from hazardous incidents
Underestimating the level of risk posed by a hazard
Individuals are required to comply with existing standard and executing controls
implemented by their trainers and staffs. They must maintain situational awareness and selfdiscipline when they perform their tasks or duties. Individuals must:
Learn and apply risk assessment in their work or training in addition to the control
measures developed by their trainers
Execute controls directed by their instructors, and perform to standards
Look out for others that perform unsafe act that will endanger themselves or others
Supervision and Evaluation

The fifth step in the risk management process is to supervise and evaluate the effectiveness
of the controls to be implemented. Instructors must maintain situational awareness and be
mindful that the changing environment can neutralize the effectiveness of current control
measures.
NOTE: There must be discipline to enforce implementation of the control measures and guard
against complacency.
Notes
RMT-20

Supervision
During the execution, the instructor must monitor the controls to ensure that they remain
effective and, when necessary, modify them. The instructor should also anticipate, identify, and
assess new hazards and implement new controls. Variable hazards such as fatigue, equipment,
serviceability, and the effects of environment should also be monitored.
Evaluation
Controls integrated into training or operation need to be evaluated to determine their
effectiveness. After the training, instructors need to evaluate how well the risk management
process was executed. This includes:
Determining how to ensure that successes are continued/carried on into the next task
Capturing and disseminating lessons learned
Considering the effectiveness of the risk assessment in identifying and accurately

assessing the probability and severity of hazards
Evaluating the effectiveness of each control in reducing or removing risk
Determining why some controls were ineffective and what should be done when the
hazard is encountered again
Risk Assessment Worksheet/Record (RAWR)

When conducting risk assessment, one can use the Risk Assessment Worksheet/Record
(RAWR). In summary, the hazards associated with the task or operation should be identified and
each hazard should be analyzed by determining the probability of the hazard causing an accident
and the severity if an accident occurs.
Next, the risk level of each hazard should be determined using the Risk Assessment Matrix
(RAM). Control measures are then developed to eliminate the hazard or reduce the risk of each
hazard.
Notes
RMT-21

As each control is considered, a mental evaluation is made to determine if the hazard can be
reduced further. How to implement and supervise the controls is recorded in the second to last
column of the RAWR.
The completed RAWR should be maintained to facilitate implementation of control
measures, conduction of safety briefings, and preparation of the training. The effectiveness of the
control measures taken should be recorded in the last column of the RAWR for future use and
follow-up actions.
Notes
RMT-22

Practical Exercise
For
RMT-23

Under the guidance of an instructor, each student will develop a risk assessment worksheet
using an Instructor Training Course Task, Hazard, and Learning Objective Analysis Guidebook
issued to him or her at the beginning of the class. The following pages provide examples and
ideas for conducting risk assessments.
Practical Exercise:
1. Using the process of risk assessment and risk management outlined in this module,
conduct a training risk assessment for the equipment/procedure in the ITC guidebook.
2. Complete the risk assessment worksheet and the required matrices to support outcomes.
3. Instruct the group on the processes used and outcomes, and present risk management plan
orally.
RMT-25

RISK ASSESSMENT WORKSHEET/RECORD (RAWR)

Purpose: To determine human health hazards associated to a task identified to be trained. Depending upon the task, and risk factors
associated with training the task, control measures should be developed to reduce or eliminate risk.
A. TASK:
B. DATE:
C. DATE PREPARED:
TIME:
LOCATION:
D. PREPARED BY:
F.
TASKS
G.
IDENTIFY
HAZARDS
E. ENDORSED BY:
H.
ASSESS
HAZARDS
I.
DEVELOP
CONTROL
MEASURES
J.
DETERMINE
RESIDUAL
RISK
K.
IMPLEMENT
CONTROLS &
SUPERVISE
M.*
EFFECTIVENESS
OF CONTROL
MEASURES
L. Determine overall mission/task risk level after controls are implemented (circle one)
LOW (L) MODERATE (M) HIGH (H)
EXTREMELY HIGH (EH)
*To be completed after exercise/mission/task and

gauge effectiveness of control measures for future
reference. It will help in providing more effective
control measures.
RMT-27

Instructions for the Risk Assessment Worksheet/Record (RAWR)

Block
A. TaskDescribe the task to be executed. Example: Don level A protective clothing and
equipment.
B. Task execution date, time and location
C. Date preparedEnter day/month/year the worksheet was prepared.
D. Prepared byEnter the name and title of the person preparing the RAWR.
E. Endorsed byEnter the name and title of the person endorsing the RAWR.
F. Sub-tasksList the sub-tasks or activities to be accomplished in relation to the primary
task in a chronological sequence.
G. Identify HazardsIdentify the hazards associated with each task or activity. The
objective is to identify hazards that are most likely to result in accidental injury, damage
to equipment or task/mission degradation.
H. Assess HazardsAssess the identified hazard in terms of probability of occurrence and
its severity. Determine the risk level of each hazard by using the risk assessment matrix
[RAM] and enter the level of risk [extremely high (EH), high (H), medium (M) or low
(L) for each hazard in this column.]
I. Develop Control MeasuresFor each hazard identified, develop one or more control
measures to eliminate or reduce risk. Control measures recommended should be suitable
and feasible.
J. Determine Residual RiskUse the RAM to determine the level of risk remaining after
the controls are implemented for each hazard identified.
K. Implement Controls & SuperviseFor each control, list how it will be put into effect and
communicated to all personnel involved in the implementation. How and who to
supervise the implementation of the control measures should be recorded.
L. Determine Overall Mission/Task Risk LevelThe overall risk level of the mission/task is
determined based on the hazard that has the greatest residual risk and not by averaging
the risk level of all hazards.
M. Effectiveness of Control MeasuresDetermine the effectiveness of each control in
eliminating/reducing the risk after the task or mission. For each control that was not
effective, recommend further appropriate control measures.
RMT-29

Risk Management and Training Hazard Analysis

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Instructor Training Certification Course