Let’s be honest! Nobody likes writing incident reports. They’re kind of annoying, time consuming and just another bit of paper work that you have to do on top of everything else! Added to this, so many schools and organisations make it difficult for their teachers and instructors to complete.
Consequently, when you combine added work with difficult to complete, this results in poor reporting, late reporting and quite often non-reporting of incidents. Ironically, WHS research has shown that the more senior a staff member, the less likely they are to complete a report. Added to this is the deterioration of memory that adversely impacts the accuracy and validity of any report. No matter how good someone thinks their memory is, the longer they delay in writing an incident report, the fuzzier and less accurate it becomes. Important details can be overlooked and left out. Such details about actions taken, mitigation or treatment, could become vitally important years down the track and without a rock-solid incident report, the person and the organisation can be massively exposed to a variety of potential liabilities. However, everyday things happen. The writing of an incident report is put off until ‘later’ and when ‘later’ comes, the events of yesterday or last week are nothing but a distant memory in amongst a busy life of work, family, traffic and cups of coffee.
Yet incident reports are critical to our understanding of what happened, causation, consequence and how to avoid it happening again. The ‘bury your head in the sand,’ ‘it’ll be right’ and ‘I’ll do it later’ options are not options at all and all incidents, no matter how seemingly minor or insignificant, need to be reported in a timely and accurate manner. Consistent and timely reporting can highlight patterns or risks which might otherwise have been missed.
With so many potential negatives of trying to get someone to write an incident report, no wonder they’re done so poorly. Add remoteness or overseas to the equation and you’re not getting anything wonderful or insightful anytime soon. The end result is an unintended exposure to liability and the inability to learn vital lessons from what went wrong. It was this exact situation and combination of factors which led me to develop the Xcursion software platform. I didn’t want to be doing incident reports at the end of a multi day expedition when I was tired and about to have a day off. I wanted to have it all done way before then. However, at the same time as a director of outdoor ed, I wanted incident reports sent to me from the field as fast as possible, so I could understand what had happened and help provide an appropriate response. Hence, I built the Xcursion mobile app to solve both my problems at once and in doing so, came up with a solution that made it easier, faster and a far more reliable way of doing incident reports.
What was the result? Suddenly, there was an increase in incidents!!! Well that’s probably not quite true. There were the same number of incidents, but now they were actually being reported. From this we could finally understand the prevalence of the type, severity and causation of incidents, with some reliable level of detail and accuracy, rather than… nothing.
Essentially, as soon as you make something easy for someone to do, then you have a greater chance of it being done. The more difficult and complex the task, the less likely you are to get anything. It baffles me that something so important is often such a low priority until a major incident occurs and everyone is demanding answers. Why not make it easy on everyone? No more inaccurate hand-written reports which are days or weeks old that you have to scan and file somewhere. Just leverage a bit of mobile tech to do it all for you and what can often take ages or not get done at all, could just take a couple of minutes and give you more detail than ever before, helping protect the first responder, students and with greater insight, help you reduce risk for every activity you do.
According to industry experts, concussions are set to be the next wave of significant negligence claims against schools and teachers. Currently somewhere between 20% and 50% of concussions in sports are not recognised nor reported. Basically, most people are flipping a coin and hoping for a good result. This is concerning and consequently a massive risk.
50% to 80% miss rate is something we can and must avoid. The reason being is that students who have an unrecognised concussion and continue to play or engage in further sports activities, are at a much higher risk of a second concussion, which can then lead to a far worse traumatic brain injury and has an extremely high potential for irreversible damage.
Since you as the teacher, coach, or activities director have a non-delegable duty of care for your students, you must ensure that you are properly assessing and reporting on head injuries or suspected concussions. Failure to do so, is just the start of the next tidal wave of claims against schools for negligence.
Having dealt with numerous concussions over the years as a teacher, we’ve always been mindful of this and are about to release an update to the Xcursion app with the CAT5 Berlin Consensus tool for recognising and recording potential concussions.
It’s important to protect both students from further injury and yourself from litigation. Record and report every potential concussion to make sure that every sport and activity is safe and enjoyable for everyone involved.
A really interesting resource on this is:
Malcolm Gladwell’s Podcast Episode ‘Burden of Proof’
I do enjoy a good dystopian fiction, from 1984 to The Hunger Games and Fahrenheit 451. They all describe a future in which society has ‘embraced’ some form of totalitarian government for their own ‘protection.’ As a result, the few in power, control everything and in the case of Fahrenheit 451, technology is one of the key tools which is employed to track and monitor citizens and help restrict the amount of information to which people have access.
Whilst the idea of ‘big brother’ watching is nothing new, I can imagine George Orwell being horrified by the ease with which people have given up so much of their privacy and freedom in the name of ‘safety.’
Why am I talking about dystopian futures in an experiential education blog? Mainly because from what I’m seeing with technology, corporations and governments today, it worries me. I don’t want to sound paranoid, but let’s not forget that it’s not even been a century since the world was brought to the brink by the Second World War and Russia is still feeling the hangover from that horrendous experience.
We now have a generation growing up addicted and reliant on devices, through which information can potentially be controlled. With studies showing that social media has been designed to manipulate behaviour, this isn’t a huge leap to the next step of further controls to ‘help’ teens stay ‘safe.’
What happens if our whole experience and existence gets taken online and then filtered back to us with only what marketing, corporations and governments want us to hear? It’s potential for disaster. Whilst I hope this sort of thing will never happen, the risk is however, that it is now far easier to listen to, track calls, monitor online behaviour and develop a profile of someone with predictive behaviour analysis than ever before. If our next generation becomes too reliant on technology for everything, their exposure to potential despotism by stealth, is not so much paranoia, but a scary possible future reality.
Therefore, what can we do? For one, keep pushing real experiences in the real world. Help students think critically so they can understand the difference between the fake nonsense of the internet and the reality of the world and teach them how to leverage technology and not be leveraged by technology. If they have a sense of curiosity and are always willing to ask questions and demand reasons why, we can help them to be protected from the dangers of a future in which AIs monitor everything everyone does.
With rapid digital change, we have a great responsibility to this next generation to help them build a world that is not controlled by soulless corporations, despotic politicians and softly spoken AIs that want to kill you. Let’s help build a world that’s more Star Trek, than 1984, because at this point in time, both are possible in the not too distant future.
Recently, a Victorian primary school placed a ban on students bringing balls to play with in the playground, citing an increase of injuries as the reason. Whilst I’m sure this isn't the first to ban balls, it's an idiotic and irrational decision to say the least. In terms of managing risk, unfortunately, it’s a sad reflection on a complete lack of understanding of the complexity of education, the need for students to understand risk and take reasonable risks to help them to understand how to actually assess and manage risk.
To put a blanket ban on something such as balls, robs students of some great social play activities. So instead of playing handball, cricket, basketball, soccer or dodge ball, instead bored students look for other less sociable pursuits. Having worked in a number of boarding schools, I’ve seen first hand what can happen when bored students start trying to find their own things to do to entertain themselves. It tends to result in far less social behaviour and can result in bullying to develop purely out of boredom.
Consequently, you can stop everyone from doing everything for their ‘own safety’, but you’re likely to create bigger problems than that of balls and a few minor injuries which are just part of life’s knocks and scrapes and are extremely healthy for children to have. Having said that, too many blows to the head with a football might need checking out.
The reality is that life’s not free of risks and trying to ‘eliminate’ any form of risk possible within the school environment is ludicrous and only setting students up for more significant failure in the future. Whatever the mistaken belief is for something such as a ball ban at school, it’s counter to any basic educational principles and is failing the students it’s supposedly designed to be ‘protecting.’
The world can sometimes go crazy when it comes to supposedly ‘managing’ risks. Often it’s a knee jerk reaction to an incident that doesn’t take into consideration other longer-term factors or specific incident circumstances. If you end up with a pattern of injures for whatever the activity is, then review it, but look for other options outside of blanket bans. What level of supervision was being provided? What level of first aid training and experience do staff have? Is it one ball activity in particular or everything? Did a teacher get hit with a ball by accident and has now had an hysterical meltdown? Yes things like this do happen. One place I worked had a ban on playing on the grass, because they wanted the place to ‘look nice’, which was never going to happen cause it was built on a misquote infested swamp, but anyway, the ban led to it becoming impossible to adequately supervise students with the staff we had and led to more problems and injuries because the boys spent the whole time spread out over a campus rumbling with each other. This was pure idiocy in my opinion!
Before someone throws a blanket ban out there on something fun, sociable and educational with the mistaken belief that they’re ‘saving’ everyone from themselves, then they should consider the wider implications and the potentially far greater negative impact that their decision will have on students. Managing risk is not about banning things. It’s about weighing up a series of competing factors which include the educational value of the activity, the risk of allowing the activity to occur and how it is to be supervised, as well as the risk of taking the experience away from students. Often people mistake the management of risk with their idea that they must stop everything from possibly ever happening to anyone. That’s just pure idiocy and something which fails to take into consideration how children learn from their playtime experiences and how keeping children actively engaged in an activity they love doing, will help build confidence, skills and social skills.
Before the fun police get away with banning the next cool activity at school, remember, ‘If you can dodge a spanner, you can dodge a dodge ball!’
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.