Having worked in the snow sports’ industry for many years, both in Australia and overseas, I love being up in the mountains. It’s a great place for students to have a unique, challenging and rewarding experience doing something very different from their regular schooling.
However, with every trip away there are some significant issues you and your staff need to be aware of. Here’s a few great resources to help get you started on your trip planning!
General Snow Safety www.snowsafe.org.au/
Ski Resort Info
Thredbo - https://www.thredbo.com.au/schools/
Perisher - https://www.perisher.com.au/plan-your-trip/groups/2019-school-groups
Falls Creek - https://www.fallscreek.com.au/schoolgroups/
Mt Hotham - https://www.mthotham.com.au/discover/more-options/groups/hotham-school-tertiary-groups
Mt Buller - https://www.mtbuller.com.au/Winter/plan-your-visit/schools-and-groups
Happy Skiing! I hope you have a great season!
On a visit to the US I took some time out to go skiing in Park City. It's a fantastic resort and an awesome historic township. It now even has an Australian run café, which meant I could have a decent coffee (all the important things being from Australia). I’d prepared myself to go a month without decent coffee, reliant on bitter or burnt espressos as a backup plan. I was however, pleasantly surprised to find myself standing in front of a recognisable Australian business and safely drinking a good cup of coffee.
Despite this extremely important tangent, what follows has nothing to do with coffee. It was early in the morning on a crisp crystal clear day over on the Canyons side of the resort. I was skiing past the ski school when a sign caught my attention, “Please, No Parents In The Learning Area!”
I laughed, as I knew exactly why there was a need for something like this the moment I saw it. Whilst it's very important for parents to be involved in their child’s education, there's a right way to go about it and a wrong way to go about it. More often than not, parents, generally through a lack of understanding go about things the wrong way and many of them constantly insert themselves into situations where they should just stand back and allow others to teach.
From what I’ve seen over my years of involvement with education, Helicopter & Tiger parents, need to relax, find themselves a hobby that doesn’t involve them living vicariously through their children. Whilst the underlying belief these parents have is that they’re ‘helping’ and making sure they get the ‘best’ for the child, the reality is that they’re doing more harm than good and wasting their own life and opportunities at the same time.
It’s probably easier to remove the salt from the ocean than it is to remove the helicopter from the parent, but seriously, they need to back off and let their kids breathe and experience a few things in life for themselves. This doesn’t mean that everything should be done at arms’ length, but I can understand the need for the sign as over-involvement of parents can be just as bad, or even worse than under-parenting.
I realise it is a challenging balance, but if you look at it from a work point of view, how would everyone feel if someone went from department to department telling everyone how their job should be done. From marketing, to finance and the janitorial services how would everyone feel if your clients hung around giving instructions on how their work should be done? It wouldn’t be long before security was called and the person was ejected from the building.
I would have thought the whole point of taking your kids to ski school is so that you could ski somewhere awesome yourself. Hanging around offering suggestions or taking photos would be the last thing on my mind. I would have ditched the kids and headed up the closest double black only lift. Ski school and school in general is a great sort of child minding service, which hopefully employs talented instructors and teachers who will be able to care for your children and teach them something far more effectively than you can. This, of course, eventually pays off later on, as you’ll be able to ski with your kids, until they get way better than you and then leave you for dead, suggesting perhaps you should go and have some lessons.
However, from this the most important thing is that sometimes parents need to be able to step away from a situation and allow their children to be taught by others. If they’re not prepared to do that, then why not teach them everything they need to know themselves? This would seem to be preferable for many parents, until they realise the reality of how much time, energy, experience and effort goes into teaching others.
At some point, parents must let go and if they haven’t by high-school years, then the damage they’re going to do over the proceeding years is significant. Again this doesn’t mean parents should have no involvement, but appropriate experiences should be looked for where that increasing independence can be gained. Some effective programs I’ve worked on have been medium and long-stay residential programs, in which there was little choice for those helicopter parents but to stay away. If medium and long stay programs aren’t an option for your school, then perhaps erecting a barrier near the entrance is the next best option. At the end of the day, it will enable students to have a far better educational experience than the endless hovering could ever provide.
For me, as I said, I’d just leave them at the ski school and allow them to try new things, slip, fall and get back up again all by themselves. It’s the learning through these experiences that make the best skiers and the snowboarders, not the manic parenting and suggestions from the side. Perhaps, as in Park City, a giant sign is just what’s needed for all of our programs to remind parents of the fact that it’s time to let go a bit and let their kids do something a bit ‘risky’ for themselves.
This is probably one of the single most unpleasant things to read as an outdoor education and risk management professional, but it’s vitally important that any teacher taking a group of students anywhere reads and learns from the extremely tragic experiences that are outlined in any coronial inquest. The lessons learnt from these, must inform our approach to risk management and safety for every program we run.
There are often two dramatically different types of coronial reports. Firstly, the tragic accident, which could not be reasonably foreseen, and despite all efforts to respond, a life is lost. However, more often than not, it’s the second type of report and coronial finding that clearly demonstrates systemic failure and usually a series of events which with each step/poor decision/delay, leads to a fatality.
Whilst both are undeniably tragic, the second leaves families, schools and all those involved destroyed for life. As you read through one of these, the warning signs, deterioration of conditions and clear evidence that there’s a problem is usually abundantly clear. Whilst many would say it’s easy to see that in the rear-view mirror, which I agree is entirely true, as hindsight is very powerful, but often the obvious warning signs are there. Thus, understanding your environment, your group and the risks involved in what you’re doing, should have already provided you with enough insight to take the action needed to prevent a situation deteriorating into a critical or fatal situation.
What’s vitally important from this is the need for situational awareness. Instructors and teachers need to be aware of a range of factors (which are usually outlined in a risk assessment) and ensure they’re proactively considered and managed. Reading coronial reports is a horrible, but important part of that skills development for being aware of conditions and situations which have led to irreversible and tragic consequences.
I found myself in one such situation a number of years ago. We were out hiking west of Nowra and heading in towards Kangaroo Valley. It was a bright sunny and hot afternoon in February and a massive, angry storm rolled in faster than crazed shoe shoppers on Boxing Day. We were suddenly trapped on a ridge with pelting rain, lightning striking all around us and drilling the ground with no pause between the lightning and the deafening concussion of the thunder. Strike after strike after strike, it pinned us down. Perched on our packs in the ‘lightning position’ we could do nothing else other than stay clear of trees and wait out the storm. However, the storm persisted and hour after hour we had no option but to stay put.
Suddenly there was a break in the storm and the other group leader had the idea that we should keep going despite the conditions around us. We were heading towards a river which needed to be crossed to get to the camp site. We had saturated gortexes and some students were showing early signs of hyperthermia. It was not a good idea to press on, but full of bravado and telling the group that if we didn’t, the other group would think we were weak, a nauseating feeling hit me. This didn’t feel right. We had too many factors at play. The extreme weather, the equipment failure and the condition of the students. When something feels wrong, then you must act immediately. It’s not a matter of waiting to see what happens. Stop, regroup, bring in other resources and respond before things spiral out of control.
This is the critical tipping point of any coronial inquest. You can often determine the point of no return where the decision to continue inevitably led to the fatality and often it’s based upon poor thoughtless decision making, where there is plenty of evidence that it’s time to stop, regroup and rethink everything. Thankfully, the nauseating feeling on the mentioned trip, was telling me things are deteriorating and we need to change tactics. We waited until the main storm passed, went and grabbed the 4WD and then moved the group to an alternate campsite. Soon after setting up we had a fire going and everyone had something warm to drink.
Whilst it’s painful and distressing to read coronial inquests, it’s vitally important that you do as part of your ongoing risk management training and professional development. Understanding the experiences of others and the tragedies of the past can help us to make better decisions and ensure the safety of our groups into the future. It’s those lessons learned, that are powerful and stark reminders that risk management must be a living, breathing approach to running any program and not just a document which is dusted off when it’s subpoenaed by the coroner.
As part of your on going risk management, it’s well worth regularly reviewing and workshopping coronial reports with your team to ensure the situational awareness and those tipping points are at the forefront of everyone’s minds every time they’re out with a group to ensure everyone has a safe, challenging and enjoyable experience.
Free time in the outdoors is challenging. As an experienced outdoor ed teacher other than lightning, high winds and trees falling over, free time is always my biggest concern. “Why’s that?” you ask. “Isn’t this just quiet down time?”
No!!!! Who told you that? It’s actually the causation of the majority of injuries on outdoor programs. “What?” I hear parents scream in the distance. Yes, that’s true, it’s not the activities such as abseiling, or high ropes which have a very high level of perceived risk that are the problem and causation of many injuries. It’s the sitting around doing nothing at outdoor centres which leads to many of the injuries we see in outdoor programs.
The Budawang and Etrema Wilderness areas are some of the most rugged and challenging areas in which to hike in NSW. Having led many groups through both these wilderness areas over the years, filled with snakes, hippies, crazed possums and often a shortage of access to fresh water and evacuation routes, the thought of simply hanging around on an outdoor campus with a group of students for free time, is more worrying than anything I ever could have and did encounter in those tough, unforgiving wilderness areas.
In recent years, I’ve noticed a changing phenomenon. Kids are really rubbish at doing free time, especially when there’s no structured activity going on. Most children’s lives, especially with two working parents, have become so over-structured that the idea that they might have to entertain themselves or find happiness in quiet time is something completely foreign. This is a real problem for our over-stimulated children, who on camp generally don’t have the option of pulling out their phone to play pointless addictive and life-wasting games to stave off the threat of a lack of over-stimulation and having to socialise in a meaningful way.
Unfortunately, what happens as a result of children who are not used to free-time being given lots of free time, is that stupid and poorly thought out games start. These can often result in running around dangerously in areas with which they’re unfamiliar and not always well-supervised in. The other potential negative scenario is that to cure their boredom, they look for other unhealthy things to do, such as picking on each other in unpleasant ways. It’s no surprise that the majority of outdoor education injuries occur during this time.
There’s a false sense of security which goes with being in a hard-top cabin style outdoor ed location. The idea is that it’s not really that risky compared with the activities that were being done during the day. How can you compare that high ropes course which scared the life out of everyone, with sitting around talking or more likely running around madly. Sometimes, teachers can think that once the activities are over, then it’s also their own ‘free time,’ so they can relax a little. Sadly I’ve seen far too much of this over the years and ultimately, if you’re on duty and sitting on the lounge inside a building where you can’t see any children and thinking you’re providing suitable supervision and an effective duty of care, then you’re a moron and should not be teaching. If you’re reading this blog, I would suggest that’s not you, but I’ve seen it first hand and it’s unsurprising the majority of injuries on outdoor programs happen during free time at outdoor centres.
How do we reduce the incidence of injuries when we know kids are finding it increasingly difficult to do free-time? Firstly, don’t employ idiots! This is a good basis upon which to start. However, if you’re lucky enough to have a good staff, as part of your pre-program safety briefing, highlight this as a key risk that you need everyone to look out for. Give a couple of examples if you’ve seen things as I have of what can and does happen when supervision becomes laxed, or a false sense of security is created by the differential between an activity such as abseiling and hanging around dorms.
However, one huge opportunity is to run some structured games during this free time. Sure, it means teachers have to run another activity, but that’s far preferable to the trip to hospital and the awkward phone calls back to home and school to explain what happened and why there’s a student in hospital after ‘free-time’ injury. To be honest, I’ve had to make a lot of phone calls over the years in regards to injuries, but the most awkward and difficult ones to deal with are the free-time ones, because they’re really hard to explain the reasons as to why they happened. A fall from a mountain bike which caused a broken wrist is far easier to explain and manage and has less blow back, than trying to explain why a shoulder was dislocated inside a dormitory.
The reality is that children do find free-time increasingly difficult due to the over-stimulation and over scheduling of their lives. Whilst it would be great to think they can have some much needed free-time, this has often proven to be some of the most risky periods of time during outdoor ed programs where the most injuries occur. The best option is to ease students into the idea of free-time by structuring some initiative games, group activities, or light exercise during these times, rather than just ‘free-time.’ As a result, you’ll spend less time patching kids up, going to hospital and having awkward conversations.
Having written about two major human risk factors involved with any outdoor program, the expert blind spot and the idiot blind spot, I thought it worth talking more about risk management training.
Despite the attention to risk management forms, this is one area which is seriously lacking in schools today and is unlikely to ever be covered by any education degree. However, as experiential education and outside of classroom learning expands, the need for risk management training will become critical to any uni course. However, this doesn’t mean that it will find its way into the curriculum at any point.
Unless you’re an outdoor ed person, for most teachers the first time they encounter risk management is when they’re taking a group of students away for the very first time. With puzzled looks, they ask someone else what to do. The equally uncertain colleague says something like, “Oh! I’ve gotta fill in a bunch of paperwork.”
It’s more often than not the blind leading the blind and one poor practice is followed by another, with the end result being that people think they’re doing the right thing, when they’re not even aware of most risks involved in a program, nor how to eliminate, mitigate or accept the risks.
Without any training, a school or organisation can stumble through, reliant mainly on luck for the success of their programs. This is never a good approach, since unless you’re a Marvel superhero, luck tends not to be a terribly effective way of managing risk. Instead, you need to build systems that are reliable, trackable and continuously reviewed. Risk management is a culture within your organisation and not a stand alone document that gathers dust until the lawyers and coroner want to take a look. Without a culture of risk management, then your organisation is leaving itself open to poor planning and potential operational disasters.
Swift Water Rescue Training
How do you avoid this? As with everything else you want to improve in, do some training! Learn to what risks you’re exposing staff and students. Learn how to effectively plan and implement good risk management systems and build a culture of risk managers. Also learn how to respond when things don’t go to plan. I’ve seen far too many teachers over the years start to fall apart when things don’t go to plan. Instead, train and practice for the worst case scenarios, to ensure you’re ready to deal with any scenario.
The more teachers take students outside the classroom, the more critical it is to be trained in proper risk management. You can’t rely on a third party provider to do everything. Despite what many people may think, you can’t subcontract your risk out to someone else. Therefore, to protect you, your staff and students, get trained in risk management, which incidentally our partner company Xcursion runs. Everything from basic risk management for new staff, to senior management programs to organisation-wide training can and should be covered. Pleading ignorance is no defence in court, so it’s not worth the risk of not understanding risk management.
As soon as you read the title of this article, you either thought ‘hmmm how interesting’, or ‘wow this is going to be boring…’
One of my frustrations as an outdoor ed teacher and director has always been the quality and timelines of incident reports. They’re often too brief, fail to mention important details and arrive days after the event through a great deal of chasing! Sound familiar?
This comes down to a few things, which include the level of training and experience staff have had in responding to incidents and injuries, the culture within the organisation and the type of reporting methodology being used.
Training is an interesting one, as first aid training doesn’t usually cover the how and why you should do an incident report. Some of them do, but often it’s fairly basic training to call emergency services and let them handle things from there. However, if you’re responsible for students, you’d know that’s quite impossible from a practical point of view. More often than not, it’s not even a case of calling emergency services. It’s more about handling the situation at hand yourself. Therefore, some level of training is needed around what you should be putting in a report. Details such as time, location, circumstances, supervision, weather and others involved all become important to the equation. So if you haven’t read up or done anything around reporting, it’s definitely time to do that.
The second area is culture. Is there an expectation that you need to report? If not, I’d be concerned about the organisation. Legally, in Australia and most likely all other counties, you need to report any injuries or incidents as you have a duty of care within your organisation. Having said that, I’ve worked for places in the past that had a very casual approach to this, until something happened. Then it was a major drama, chasing reports and asking all the wrong questions way after the fact. Hence there needs to be a culture of reporting. Even if something were a near-miss. where no injury occurred, but could have been potentially catastrophic, you need to report it! I can’t stress this enough. There’s so much value that can be gained by reviewing near misses and incidents to develop better systems and practices for your organisation.
The last area is methodology. The harder it is for staff to do an incident report, the less likely you are to get one. Interestingly enough, this occurs at all levels of an organisation and just because someone is a manager, doesn’t mean they’re more likely to report. In fact, it’s the opposite. They’re less likely to report incidents which occur, maybe because they think ‘they’re in charge’ and don’t need to, or more likely, they address the issue and end up too busy with other things and forget about it. When nobody is chasing them the same way they chase others, then you can see why there’s an increased likelihood they won’t report something. This then feeds straight back into the cultural issue and has an overall negative impact on the organisation and its risk and reporting profile. This can end up with things just ‘slipping through the cracks’ to the point that the organisation suffers a major incident.
So basically from that, make it easy for yourself and everyone in the organisation to do a report. It was this arduous and cumbersome reporting process at one school I worked for which led me to designing and building the Xcursion platform. Basically, I had to solve my own problem to try and help what was in my opinion a dangerous and dysfunctional organisation get up to speed with its reporting. As a result, teachers could then have fast and secure access to student info and complete an incident report on their mobile which was sent back to school as soon as they hit the complete button.
Making this process easy for staff, not only massively improved the speed of reporting, but it steeled teachers through exactly what they needed to report. Consequently, this made a huge difference to the organisation’s attention to incident and injury reporting and helped to start building the culture of risk management which was so desperately needed.
Ask yourself, ‘How does your organisation look in terms of incident reporting? Is it easy and timely to do, or is it a time consuming pain? Is there an expectation that everyone reports incidents and near misses alike? Does everyone feel confident in the training they have to identify, manage and report on incidents as they happen?’
If you’re not confident of your response, then maybe it’s time for some staff training and new systems to be put in place to ensure that you are.
Last year I bought a keep cup! Being a coffee addict, who must have a decent coffee each day, after watching the ABC’s ‘War On Waste’ documentary, I realised there’s so many ways we can reduce our impact and ultimately save time money and energy. The first step was for me to stop using disposable cups for coffee and instead keep using the one cup each day. Plus I got the right size that maximises the coffee flavour and reduces the wasted milk, a win for good coffee all around. The places that give a 20¢ or 30¢ discount when you bring your own cup are fantastic, as that’s an even better incentive to use your own cup. From a business point of view, it’s costing around 10¢ to 20¢ per take-away cup anyway and add to this the storage space needed and cost of ordering and carrying disposables, then you’ve more than balanced out the cost on this.
However, stepping away from the business case for a moment, what impact can this have in a year. If I’m having at least one coffee a day or more likely, two, this is anywhere from 365 to 500ish cups a year that won’t go into landfill. If you then extend this over a large population, it suddenly turns into millions of cups and tons of waste that can’t be recycled. Now the ABC’s documentary covered all of this in great detail, so I won’t repeat it all here. What’s been interesting with people’s rhetoric about environmental impact is that when people say the problem is too big and we can’t do anything about it, then we must challenge this assumption because it’s a load of rubbish, quite literally.
Students today are faced with cleaning up a massive dilemma that’s been caused by cheap products and the disposable nature of everything. Like many problems I’ve encountered through work over the years, they were never of my making, but I ended up being tasked with the clean up job, which is often quite unpleasant to say the least, but ultimately needed to be done by someone to ensure sustainability and growth of something over the long-term.
I was recently in Kyoto and this reminded me of the fact that back in 1997, the Kyoto Protocol was signed, which set targets for lowering emissions and tackling climate change. However, twenty one years on, we’re still facing the growing impact on the waste we produce. The US and Australia have recently claimed it’s all too hard and we shouldn’t really do anything about it until somebody else does. This is a massive cop out and it’s like a situation where someone has a heart attack in a crowded place. They’re less likely to be helped by anyone, because everyone else is waiting for someone else to do something about it. However, if we’re trying to teach and show leadership in this space, then we can buck this trend and help out despite everyone else’s hesitation.
Don’t get me wrong. This is not about becoming a tree hugging greeny and abandoning the modern world to go and live in a commune. If you’re thinking of doing that, well that’s nice for you, but not what I’m getting at. Instead, it’s about seeing the problem for what it is and its negative impact on the world. Most climate change ‘deniers’ are purely looking at it from what they think is an ‘industry’ point of view, which means if we do something about it, it will hurt jobs growth and our industries. Given the fact that businesses are more likely to look for opportunities to reduce waste, reduce costs and develop new ways of doing things, the political point of view is often in stark contrast with the opportunity for new ventures. It’s these new ventures which our students of today will not only want to do, but if we don’t approach the issue now, they’ll be forced to do, but at a greater cost.
So how can we examine and reduce our impact over the next year? Either from a personal perspective or at school, why not create some measurable metrics that you, your family and/or the students create?
Firstly, identify areas in which you create a significant amount of waste and organise it into what can be reduced, reused or recycled. Put a big visual chart on the wall where you can record what was done, used, or not used each day, or week, making sure that the time periods and what you’re recording is measurable. The coffee cup is a great place to start, as Australians are overwhelmingly addicted to their daily coffee. What about getting your newspaper online? What about annoying checkout chicks by combining fruit and veg in a single bag? What about walking instead of driving? Look at all of the daily routines and consumption and see what could be reduced? How much money could this save you in a year?
When you’ve worked all of this out, why not also get a piggybank and for every time you make a saving, why not put that 5, 10, 20¢ or $1 or 2 in the piggybank and see how much you have reduced your costs by the end of the year. This is a great project to do at home with the family or at school with the students and a valuable environmental and business exercise.
The reality is that we do have an impact on our environment and we also have a responsibility to look after the environment, because the more damage we do now, the greater the mess will be for the next generation to clean up. Whilst I enjoy walking away from a cleaned up mess, the time, energy and effort that goes into the clean up, it is always far greater than preventing the mess in the first place. Next year, look at what you can do to help address a global issue that affects us all. Even if your neighbours aren’t doing their bit, forget them. Show some leadership and take the responsibility into your own hands, because the difference you make, can help shape a better future for everyone.
For some time, I’d been wanting to go to the Bay of Islands. It’s a subtropical region at the northern end of the North Island of New Zealand. There are over 100 islands within the Bay of Islands and it’s a wonderful, tranquil environment that’s been well-protected by New Zealand’s Department of Conservation.
In addition to being a place of great beauty, it was also the first port of call for Lieutenant Cook who was apparently on his way to discover the ‘Great Southern Land,’ after a massively unsuccessful attempt at observing the transect of Venus in Tahiti. Cook was in need of some good luck, although he really needed it later in life when visiting Hawaii for his comeback tour! Like most come-back tours, it did not end well, as Cook was part of a tasty farewell feast on his final night.
As with a number of Cook’s voyagers, he managed run his ship, The Endeavour, around on a rock, which is called Whale Rock, as Cook first thought he’d run into a whale. He only worked out that it was actually a rock, when he hit it again on the way out!
Most of the islands are protected areas and a significant effort has been put into the eradication of introduced predators and pests. Many islands have had their natural beauty restored having eradicated feral cats, rats, foxes, dogs and possums. Yes… possums. Despite them being cute and protected in Australia, they’re horrible, rabid and evil in New Zealand and make nice warm blankets.
The boat headed out to the Hole In The Rock, which is an amazing hole in a rock that’s been eroded by the sea over time. The vaulting cliffs above the wall are dressed with a beautiful light canopy of greenery and passing through the hole in the rock on the boat is a wonderful experience. On the other side, you can see the old lighthouse, once kerosene, then diesel, now replaced by an automated solar powered beacon. The lighthouse keeper’s house also remains and I was informed it’s listed as $15 per night to stay, although it’s a six hour walk to get there and possibly haunted! Still… $15 for one of the most spectacular views imaginable!
It’s quite ironic that this area of first contact with Europeans in New Zealand and the start of introduced species, is at the forefront of removing introduced species. The exception is the “introduced” tourist who help fund the conservation work being done.
Once off the boat, I managed to go for a hike to the top of some amazing cliffs. Looking down with slight trepidation, I could see the clear azure water and slight swell splashing into one of the tiny bays. Heading to the highest point on the island, I could see 360 degrees of amazing rugged coast line, open ocean and islands dotted all over the place. A truly spectacular area of natural beauty and one in which ground dwelling birds such as the native Kiwi are being protected and their numbers rebuilt having previously been decimated by the possum. Not quite, but it sounds more dramatic than foxes and dogs which get blamed for many things.
Going somewhere like this helps you to appreciate the importance of protecting our natural environment. Humans and natural wonders can live hand in hand, but it requires us to think about how we’re impacting on an ecosystem and what we need to do to effectively care for and manage our surroundings. As the world decreases the number of mindless jobs with automation, perhaps this will allow that with more time, energy and resources, these can be spent on protecting the environment we have.
Due to the efforts of NZ Department of Conservation, numerous endangered species of birds, plants and animals have been given a second chance to live in a balanced and natural environment, once shattered by the inevitable colonisation and modernisation of the world and now restored. Let’s just hope that the New Zealanders don’t release the Kiwi on our shores as revenge for the possum. Apparently, they’re very territorial and have a long pointy beak which could wreak havoc on our nation!
One of the biggest problems in any outdoor program is the blindness of experts. They’re generally people who are experts in their specific field or activity and become over-confident and blind to situations in which risk can be quite dangerous to themselves and others. However, I’m not going to be covering that right now. Instead I’d like to coin the term, ‘The Idiot Blindspot!’ What happens when inexperienced and incompetent people think they know what they’re doing when they truly don’t?
The idiot blindspot is a dangerous place in which to be operating, as there’s actually no consideration of risk at all. It’s merely given lip service and no real implementation of any considerations about risk are thought about nor are there any systems in place to manage risks. These are the people you want to avoid like they plague. They are your classic copy and paste crew who think that a risk management document is what risk management is about and once you have that document (copied and pasted from someone else), that whatever you do after that is ok.
The ‘whatever you do after that is ok’ approach can be a strange and nerve wracking experience for someone who is able to read situations. Sadly, if unaddressed, the idiots involved tend to end up in front of coroners having caused life-shattering damage to those they should have been protecting. They will then make excuses for their behaviour and lack of judgment.
I’ve experienced a few idiots over the years and despite going to great lengths to explain the reasons why we should or should not do something, they would invariably not see reason. In fact, they would get quite defensive and hostile at the suggestion that what they were considering was perhaps not that well thought out.
Unfortunately, I can think of a number of occasions that this has happened. One was a rafting exercise where the activity was being conducted in a tidal creek, which had a sucky mud base and was murky to the point that you couldn’t see 10cm below the surface. What better way to run a raft building exercise than to have students testing their make-shift crafts in this environment with no life jackets on. But wait, there’s more! Not only were there no personal flotation devices being used, the activity spontaneously changed into students wrestling with each other on the makeshift rafts attempting to throw each other off into the murky water. For someone with at least half a brain, you could reasonably foresee problems with this activity. Sadly, the idiots running it could not.
“Why didn’t you stop the activity?” I hear you shouting in disbelief!!! Well, I wasn’t actually there. The idiots had filmed all of this and could be heard encouraging the wrestling on the dodgy rafts. I already had my doubts about these members of staff, and now here we were seeing their stupidity in full-flight. Operating your risk management based upon pure luck is not something that should ever be done. Nor is letting an idiot run an activity such as this, with no regard for even the most basic notions of student safety. The difficulty in this situation was that the person running the activity was my boss, which only added to the dangerous nature of the organisation’s idiot blindspot.
On a number of different occasions, I’ve found myself in a bizarre arguments over weather warnings, equipment usage and group dynamics, all of which materially impact on safety. However, there’s a difference between a robust discussion with experienced and knowledgable colleagues versus complete idiots, especially when the complete idiots think they’re amazing and know what they’re doing. No advice is better than any advice from someone who knows nothing about risk management. A very dangerous mix, which if left unaddressed has the potential to put you in front of the coroner. Sadly, it’s usually the death of an innocent child that the coroner is investigating and not the idiot whose lack of judgment and understanding led to the accident.
If your organisation has people like this in it, get rid of them as fast as possible. They’re not going to benefit from any sort of professional development or training, as they completely lack the understanding and ability to understand risk and how to be situationally aware. It’s often not until an activity or expedition is in motion that risks (which were copied and pasted on that dusty document) become apparent. Being able to read situations is critical to good risk management and ensuring that all your activities and programs run well and are beneficial to everyone involved.
Before you let any staff loose on programs with any level of risk, then they’re well trained and are mentored along the way. It does take time and experience to develop situational awareness. However, once you’ve detected the idiots, you know they have to go. You don’t need the idiots. They contribute nothing other than red flags and an immense danger to you and everyone around you and the faster you can understand their blindness to risk and take them out of the mix, the better off your organisation will be.
Canberra is an awesome place for mountain biking. With a range of well-maintained tracks close to town, they're convenient, accessible and a great way to spend a day or just wind down after work.
Mount Stromlo is a premiere location for Mountain Biking, with hundreds of different interconnected tracks and trails, all maintained by the local council. There's something for everyone here. For the beginner, there's an awesome playground area which is sign-posted with handy hints on how to ride each section. Full of logs, obstacles, berms, rollovers, seesaws and a pump track, this is great for basic training and skills development.
On the mountain itself, there are six major courses to ride, which can be combined or chopped and changed to create countless unique riding experiences. There's everything from the green beginner tracks to some wild double black diamonds for the expert rider. Stromlo has many days worth of tracks to ride and it's well worth planning a trip there with this in mind. From skills development to adrenaline pumping down hills, this is one fantastic place to ride.