FIR Unit IV JNL

FIR 2302, Principles of Fire and Emergency Services Safety and Survival 1

Course Learning Outcomes for Unit IV Upon completion of this unit, students should be able to:

2. Explain the concept of risk management. 2.1 Demonstrate the process of a risk-benefit analysis. 2.2 Consider how risk management can reduce the potential for injuries and fatalities.

Required Unit Resources Chapter 3: Applying Risk Management Techniques Chapter 9: Investigating Fatalities, Injuries, and Near-Misses Unit Lesson

Introduction Please view the Unit IV Video. Closed captioning will be available once you access the video. In Unit IV, we examine various factors and concepts that apply to risk management. Having knowledge of these factors and concepts can improve health and safety and reduce injuries and fatalities. As we stated in previous units, there is a tremendous amount of risk associated with providing fire and emergency services. We do not seek to eliminate risk because this is unrealistic, but we seek to reduce and eliminate risk with certain activities by understanding and applying risk management concepts. Safety is everyone’s responsibility, and it must be ingrained in our daily activities. Although organizational accountability is expected and required, personal accountability for health and safety is key.

Risk-Benefit Analysis According to Zimmerman (2021), a risk-benefit analysis “is simply the weighing of the facts by determining the advantages and disadvantages of a certain activity” (p. 46). We conduct risk-benefit analyses several times a day without ever being in a firehouse or at an emergency incident scene. Simply driving to work presents opportunities to conduct a risk-benefit analysis. The reality is we get better at making decisions from the experience of doing so. Mistakes are inevitable, even in the fire service. We will make mistakes, and it will be important for us to capture and learn the lessons. We can learn from our own mistakes, and we can also learn from the mistakes of others. What is most important is for us to have an open mind and be willing to learn and grow.

Risk Management Steps and Decision-Making In Chapter 3, we will examine the six steps for addressing risk management, as outlined by the Federal Emergency Management Agency (FEMA). The steps include defining the context, identifying potential risk, assessing and analyzing the risk, developing alternative plans, deciding on an action and implementing it, and evaluating and monitoring the results of that action (Zimmerman, 2021). These steps are a framework for decision-making. It is not realistic for firefighters to literally walk through this process with every decision. Risk management concepts apply to both administrative and operational decision-making. The biggest difference between administrative and operational decisions is the element of time. There are certain situations that allow for emergency responders to make decisions without time pressure. Decisions related to capital purchases, policy and procedure implementation, or staffing decisions can

UNIT IV STUDY GUIDE Risk Management

FIR 2302, Principles of Fire and Emergency Services Safety and Survival 2

UNIT x STUDY GUIDE Title

generally be made with the benefit of time. There is no pressure to make these types of decisions. However, that is not how most emergency responders think of decision-making. “Emergency responders learn how to make decisions quickly based on limited and sometimes inaccurate information” (Zimmerman, 2021, p. 50). This type of experience is beneficial when making decisions at an emergency incident, but it is not necessarily beneficial when making other types of decisions. In the book, Sources of Power: How People Make Decisions, Gary Klein (1988) describes the difference between naturalistic and recognition-primed decision-making. Klein (1988) describes naturalistic decision- making as a process of considering various options and then selecting the best option. This is more reflective of administrative decision-making. Recognition-primed decision-making is described as having a slide tray of options available, gained through experience. The decision maker does not necessarily consider various options deliberately but relies on experience to make decisions based upon what has worked in previous situations. The key factor in the success of recognition-primed decision-making is the experience of the decision maker (Klein, 1998).

Risk Management According to Zimmerman (2021), risk management can and should be applied at three different levels: strategic, tactical, and task. Risk management at the strategic level applies to decisions such as whether operations are conducted offensively, defensively, or not at all. This type of decision sets the stage for overall safety based upon the conditions witnessed and information gathered early in an incident. If a decision is made to operate offensively, the tactical-level decisions that are made must support the strategic goals established. Risk management must continue at the tactical and task level. There are several risk management systems that can be put into place to reduce injuries, increase safety, and eliminate unsafe acts. The establishment and utilization of an incident command system at an emergency incident is one way to increase safety. The establishment of a safety officer is also designed to improve incident safety. However, the safety officer and incident commander are not solely responsible for safety. Selecting the proper strategy for the conditions and situation are a big part of incident safety. It must be stressed that all members operating at an emergency incident must be acting as safety officers as well. The incident safety officer cannot be everywhere and cannot see everything. As the size, scope, complexity, and geography of an incident increase, it is of utmost importance that each member be empowered to look for and stop unsafe acts. The most logical way to improve safety and health is to ensure a culture of safety in the organization. “The best time to catch an unsafe act is before it ever happens” (Zimmerman, 2021, p. 83). This can be accomplished through education, engineering, environment, and enforcement. Education can be thought of as professional development and includes training, experience, and self-development. There must be an organizational commitment to educating personnel about all facets of emergency response. An educated firefighter will be much more likely to recognize an unsafe act, either in themself or in those operating around them. Engineering controls have improved fire ground and emergency incident safety with examples such as seatbelt use and the use of a self-contained breathing apparatus (SCBA). Warning devices have been incorporated into the fire apparatus that alert the occupants of the apparatus that someone is not properly using a seatbelt. Gone are the days of a firefighter having to remember to arm their personal alert safety system (PASS). The arming of the PASS has been incorporated into the activation of the SCBA when the cylinder is turned on. Environment can be thought of as the culture of the organization. Consider what a safety culture looks like and then consider how it affects organizational and personal safety. Enforcement can also be a part of an organization’s culture. There may be policies and procedures that address safety and health, but if they are not enforced, they may be contributing to the problem. Although enforcement can take many forms, it is important to address safety violations early and often.

Situational Awareness The concept of situational awareness is key in risk management and operations and is a component of overall safety and health. If the goal is to improve safety by eliminating unsafe acts, members commanding and

FIR 2302, Principles of Fire and Emergency Services Safety and Survival 3

UNIT x STUDY GUIDE Title

operating at emergency incidents must be aware of all the conditions and situations happening around them. A loss of situational awareness can put yourself and those operating around you at increased risk. If an injury or fatality does not occur, it does not necessarily mean that all operations were conducted safely. Hence, the importance of addressing all near-miss incidents is a way of gaining experience and knowledge. It can be said that there is more to be gained from a near-miss incident than from an injury or a fatality, primarily because they may occur much more frequently. Additionally, creating a culture of safety that recognizes the need to report a near-miss incident as a learning opportunity can go a long way to improving overall organizational safety.

References Klein, G. (1999). Sources of power: How people make decisions. MIT Press. Zimmerman, D. (2021). Fire fighter safety and survival (3rd ed.). Jones & Bartlett Learning.

https://online.vitalsource.com/#/books/9781284206128 Suggested Unit Resources In order to access the following resource, click the link below. To learn more about the importance of maintaining situational awareness when dealing with emergency situations, visit the website below. Situational Awareness Matters website To learn more about various tools being developed to help first responders communicate and share situational awareness with one another, please view the articles below. Chehade, S., Matta, N., Pothin, J., & Cogranne, R. (2020, September). Handling effective communication to

support awareness in rescue operations. Journal of Contingencies and Crisis Management, 28(3), 307–323. https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire ct=true&db=bcr&AN=146138820&site=ehost-live&scope=site

Mohsin, B., Steinhäusler, F., Madl, P., & Kiefel, M. (2016, September). An innovative system to enhance

situational awareness in disaster response. Journal of Homeland Security & Emergency Management, 13(3), 301–327. https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire ct=true&db=bcr&AN=119444329&site=ehost-live&scope=site

FIR 2302, Principles of Fire and Emergency Services Safety and Survival 1

Course Learning Outcomes for Unit IV Upon completion of this unit, students should be able to:

2. Explain the concept of risk management. 2.1 Demonstrate the process of a risk-benefit analysis. 2.2 Consider how risk management can reduce the potential for injuries and fatalities.

Required Unit Resources Chapter 3: Applying Risk Management Techniques Chapter 9: Investigating Fatalities, Injuries, and Near-Misses Unit Lesson

Introduction Please view the Unit IV Video. Closed captioning will be available once you access the video. In Unit IV, we examine various factors and concepts that apply to risk management. Having knowledge of these factors and concepts can improve health and safety and reduce injuries and fatalities. As we stated in previous units, there is a tremendous amount of risk associated with providing fire and emergency services. We do not seek to eliminate risk because this is unrealistic, but we seek to reduce and eliminate risk with certain activities by understanding and applying risk management concepts. Safety is everyone’s responsibility, and it must be ingrained in our daily activities. Although organizational accountability is expected and required, personal accountability for health and safety is key.

Risk-Benefit Analysis According to Zimmerman (2021), a risk-benefit analysis “is simply the weighing of the facts by determining the advantages and disadvantages of a certain activity” (p. 46). We conduct risk-benefit analyses several times a day without ever being in a firehouse or at an emergency incident scene. Simply driving to work presents opportunities to conduct a risk-benefit analysis. The reality is we get better at making decisions from the experience of doing so. Mistakes are inevitable, even in the fire service. We will make mistakes, and it will be important for us to capture and learn the lessons. We can learn from our own mistakes, and we can also learn from the mistakes of others. What is most important is for us to have an open mind and be willing to learn and grow.

Risk Management Steps and Decision-Making In Chapter 3, we will examine the six steps for addressing risk management, as outlined by the Federal Emergency Management Agency (FEMA). The steps include defining the context, identifying potential risk, assessing and analyzing the risk, developing alternative plans, deciding on an action and implementing it, and evaluating and monitoring the results of that action (Zimmerman, 2021). These steps are a framework for decision-making. It is not realistic for firefighters to literally walk through this process with every decision. Risk management concepts apply to both administrative and operational decision-making. The biggest difference between administrative and operational decisions is the element of time. There are certain situations that allow for emergency responders to make decisions without time pressure. Decisions related to capital purchases, policy and procedure implementation, or staffing decisions can

UNIT IV STUDY GUIDE Risk Management

FIR 2302, Principles of Fire and Emergency Services Safety and Survival 2

UNIT x STUDY GUIDE Title

generally be made with the benefit of time. There is no pressure to make these types of decisions. However, that is not how most emergency responders think of decision-making. “Emergency responders learn how to make decisions quickly based on limited and sometimes inaccurate information” (Zimmerman, 2021, p. 50). This type of experience is beneficial when making decisions at an emergency incident, but it is not necessarily beneficial when making other types of decisions. In the book, Sources of Power: How People Make Decisions, Gary Klein (1988) describes the difference between naturalistic and recognition-primed decision-making. Klein (1988) describes naturalistic decision- making as a process of considering various options and then selecting the best option. This is more reflective of administrative decision-making. Recognition-primed decision-making is described as having a slide tray of options available, gained through experience. The decision maker does not necessarily consider various options deliberately but relies on experience to make decisions based upon what has worked in previous situations. The key factor in the success of recognition-primed decision-making is the experience of the decision maker (Klein, 1998).

Risk Management According to Zimmerman (2021), risk management can and should be applied at three different levels: strategic, tactical, and task. Risk management at the strategic level applies to decisions such as whether operations are conducted offensively, defensively, or not at all. This type of decision sets the stage for overall safety based upon the conditions witnessed and information gathered early in an incident. If a decision is made to operate offensively, the tactical-level decisions that are made must support the strategic goals established. Risk management must continue at the tactical and task level. There are several risk management systems that can be put into place to reduce injuries, increase safety, and eliminate unsafe acts. The establishment and utilization of an incident command system at an emergency incident is one way to increase safety. The establishment of a safety officer is also designed to improve incident safety. However, the safety officer and incident commander are not solely responsible for safety. Selecting the proper strategy for the conditions and situation are a big part of incident safety. It must be stressed that all members operating at an emergency incident must be acting as safety officers as well. The incident safety officer cannot be everywhere and cannot see everything. As the size, scope, complexity, and geography of an incident increase, it is of utmost importance that each member be empowered to look for and stop unsafe acts. The most logical way to improve safety and health is to ensure a culture of safety in the organization. “The best time to catch an unsafe act is before it ever happens” (Zimmerman, 2021, p. 83). This can be accomplished through education, engineering, environment, and enforcement. Education can be thought of as professional development and includes training, experience, and self-development. There must be an organizational commitment to educating personnel about all facets of emergency response. An educated firefighter will be much more likely to recognize an unsafe act, either in themself or in those operating around them. Engineering controls have improved fire ground and emergency incident safety with examples such as seatbelt use and the use of a self-contained breathing apparatus (SCBA). Warning devices have been incorporated into the fire apparatus that alert the occupants of the apparatus that someone is not properly using a seatbelt. Gone are the days of a firefighter having to remember to arm their personal alert safety system (PASS). The arming of the PASS has been incorporated into the activation of the SCBA when the cylinder is turned on. Environment can be thought of as the culture of the organization. Consider what a safety culture looks like and then consider how it affects organizational and personal safety. Enforcement can also be a part of an organization’s culture. There may be policies and procedures that address safety and health, but if they are not enforced, they may be contributing to the problem. Although enforcement can take many forms, it is important to address safety violations early and often.

Situational Awareness The concept of situational awareness is key in risk management and operations and is a component of overall safety and health. If the goal is to improve safety by eliminating unsafe acts, members commanding and

FIR 2302, Principles of Fire and Emergency Services Safety and Survival 3

UNIT x STUDY GUIDE Title

operating at emergency incidents must be aware of all the conditions and situations happening around them. A loss of situational awareness can put yourself and those operating around you at increased risk. If an injury or fatality does not occur, it does not necessarily mean that all operations were conducted safely. Hence, the importance of addressing all near-miss incidents is a way of gaining experience and knowledge. It can be said that there is more to be gained from a near-miss incident than from an injury or a fatality, primarily because they may occur much more frequently. Additionally, creating a culture of safety that recognizes the need to report a near-miss incident as a learning opportunity can go a long way to improving overall organizational safety.

References Klein, G. (1999). Sources of power: How people make decisions. MIT Press. Zimmerman, D. (2021). Fire fighter safety and survival (3rd ed.). Jones & Bartlett Learning.

https://online.vitalsource.com/#/books/9781284206128 Suggested Unit Resources In order to access the following resource, click the link below. To learn more about the importance of maintaining situational awareness when dealing with emergency situations, visit the website below. Situational Awareness Matters website To learn more about various tools being developed to help first responders communicate and share situational awareness with one another, please view the articles below. Chehade, S., Matta, N., Pothin, J., & Cogranne, R. (2020, September). Handling effective communication to

support awareness in rescue operations. Journal of Contingencies and Crisis Management, 28(3), 307–323. https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire ct=true&db=bcr&AN=146138820&site=ehost-live&scope=site

Mohsin, B., Steinhäusler, F., Madl, P., & Kiefel, M. (2016, September). An innovative system to enhance

situational awareness in disaster response. Journal of Homeland Security & Emergency Management, 13(3), 301–327. https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire ct=true&db=bcr&AN=119444329&site=ehost-live&scope=site