3. EPI Operates all programs to minimize
the risk of injury or illness while providing
engaging and adventurous educational
experiences in remote locations.
5. Risk is a part of what makes our programs
unforgettable, life-changing experiences. Being
able to lead others to step outside their comfort
zone to learn, grow, and adapt to new situations is
incredibly rewarding.
We acknowledge and accept that risk is an inherent part
of our programs and we recognize the need to manage
that risk.
6. As an EPI instructor what does Risk Management
mean to you?
You will be constantly evaluating risks and conditions in
the field to make conservative safety decisions that
maximize safety while allowing participants to fully
experience our program activities and engage with the
amazing environments we explore.
7. A key component to managing risk is
to look at accidents and explore how
they happen.
The Accident Dynamic:
When Human and Environmental factors collide
8. Human Factors
• Fatigue
• Sticking to a
schedule
• Peer pressure
• Poor
hygiene/sanitation
• Overconfidence
• Unexpected
situations
• Distractions
• Poor communication
• Supervision
• Training
• Poor leadership
• Breaking
rules/protocols
• Lack of skill
10. Each factor alone has its own inherent risks, but
when they overlap the risks are multiplied
Environmental
Factors
Accident
potential
Human
Factors
There is the possibility of risk in many of the things that EPI does, so
we need to consciously minimize the overlap of the human and
environmental factors. EPI employs a variety of strategies and
techniques to help achieve this goal.
11. Fundamental Risk Management Principles
• Continually engage in a “what if” attitude
• Maintain flexibility in planning; don‟t allow logistical pressures to outweigh safety
concerns
• In each new location or activity take time to identify and assess each hazard
• Teach and remember that the more remote the activity, the more care and prudence
are needed to safely succeed
• Stay well within personal capabilities as an instructor; maintaining a reserve of skill,
mental resources, and energy
• Maintain equipment to safety standards and be prepared with safety/communication
equipment at all times (cell phones, medical forms, first aid kits, etc.)
• Be prepared to halt any activity in which the safety and well-being of staff and /or
students is in jeopardy
12. Hazard Assessment:
Probability and Severity
For every situation you need to take a moment to assess the risks involved in a
certain activity. There are two thing you need to look at when assessing risk: the
likelihood of something happening (the Probability), and how bad it will be if it
does happen (the Severity)
Probability + Severity = Risk
What can we do to reduce the probability and/or severity of a risk?
Is the risk worth taking – does it further EPI‟s mission?
13. Identifying hazards and the associated probability and severity is a methodical process. First you
rate the probability of something happening.
What’s the probability that lighting will hit this ridge?
Second you rate the severity of the event happening.
If lightning does hit this ridge how severe will the injuries be?
Third, you come to a logical conclusion relying on the framework of this chart.
Finally you need to look at the risk of the activity and consider if it is core to the mission of EPI
and factor that into your decision as well.
Probability
Low
Medium
High
Go – Normal
Precautions
Think – Extra
focus on
mitigation
Stop: consult
Supervisor
Medium Think – Extra
focus on
mitigation
Stop: consult
Supervisor
No Go: stop
immediately
High
No Go: stop
immediately
No Go: stop
immediately
Low
Severity
Stop: Consult
Supervisor
14. Example:
Riding your bike in a city
One hazard: traffic
Probability of being hit by a car: Low
Severity of being hit by a car: Medium
Mitigation (what you can do
to reduce the probability and
Probability
severity):
Wear a helmet
Ride during „off hours‟
Severity
when the traffic is lighter
Wear bright and
reflective clothing to be
seen better
15. Protocols, Policies, Procedures, and Guidelines:
What‟s the difference?
They all sound like a rule of some sort so we can assume they are the same right?
Wrong
16. Protocols: Specific type of policy, usually pertaining to legal or safety issues, and are
written in conjunction with EPI advisors and experts. If something is designated as a
“protocol”, it must be followed explicitly with no deviation.
Policies: These are organizational rules that you are expected to follow and enforce.
Guidelines:
These are strongly suggested practices you are expected to follow or
enforce, using your best judgment.
Procedures: Instructions for how to carry out Policies
17. Prevention and
Preparedness
EPI strives to prevent accidents, injuries, and illnesses by examining its programs and stressing
continued training in safety, risk management, and first aid. We also have periodic briefings about
hazards to expect and strategies to reduce and minimize risk.
Never underestimate the ability of participants to forget instructions as soon as they are out of
sight: As the degree of risk increases, so does the need for close visual and verbal contact with
all students. It is always difficult to balance the mandate for safety with the desire to allow
students to experience the natural consequences of their actions.
Always be cognizant of your own safety during both work and recreational activities. An
instructor injured in the field must be evacuated, taking away resources from the rest of the
group and an instructor recovering from an injury is not able to be in the field which places undue
burden on your coworkers.
18. Participant Awareness
The best way to prevent accidents is to share the nature of the risks involved in program activities
with students and chaperones.
You must brief students about the risks of participation in any activity until you are confident that
everyone understands and accepts those risks.
NEVER ASSUME THAT PARTICIPANTS UNDERSTAND AND ACCEPT RISKS WITHOUT A FULL
BRIEFING AND INSTRUCTIONS.
19. Environmental Briefings
EPI uses environmental briefings as a key strategy in reducing the overlap of environmental and
human hazards.
Participants should be involved in the safety of their own course. You should begin each course
with an environmental briefing that:
• Orients participants to a new environment or activity
• Explains the specific policies that will help reduce the overlap of the two variables in the accident
dynamic
• Makes participants aware of the possible human and environmental hazards so that they can
make responsible decisions about their participation in program activities
The briefing should inform participants of EPI‟s safety policies and relevant site-specific safety
information. In addition to the big overview briefing at the beginning of each course, briefings
should take place before each specific activity that highlights possible hazards that may be
encountered. Examples include before riding in vehicles or boats, going on a
hike, rafting, snorkeling, etc.
20. Environmental Briefings
Introductory Environmental Briefings
• Make participants aware of the environmental hazards they may encounter
during the course
• Show them that they and every other person involved with the program are
potential human hazards
• Demonstrate that most accidents occur when human and environmental
hazards combine with each other
• Allow group to brainstorm ways in which they can reduce the chance of
accidents
• Introduce and review the basic policies of our programs
• Convey the importance of preventing accidents and show the consequences
of failing to do so
21. Environmental Briefings
Specific Activities Briefing
Immediately before:
• Vehicle travel
• Cabin/hotel/room check-in
• Hiking
• Free time/Daytime solos
• Swimming/Snorkeling
• Data collection
• Boat travel
• Soccer game
• High school visit
• Rafting/Sea kayaking
• Any time there is a significant transition between activities or locations
22. Environmental Briefings
Optimal Delivery Method
• Just prior to interactions with hazards
• Focused group attention, refer to a checklist or manual (include maps or
drawings if necessary)
• Without distractions
• Interactive with questions
• Visualizing desired behavior - “Look where you want to go, not where you
don‟t.”
• Don‟t do it as the first activity with the group without having set the tone or
getting to know the participants better
23. Environmental Briefings
Content to Include:
• Setting of site or activity
• Explanation of environmental hazards
• Explanation of procedures, directions, and policies in effect
24. First Aid Kits
We use two kinds of first aid kits at EPI: major and minor. Each
instructor is issued a minor first aid kit for the entire season that should
be carried with them at all times. Lead instructors are issued a major
first aid kit at the start of each course.
The lead instructor should carry the major first aid kit and all
medical forms when the group is traveling all together. When the
group is split, the major first aid kit should be left in a location
accessible to all instructors.
When with students, instructors should always have their minor first aid
kit and a copy of the group‟s medical summary form with them.
25. Safety Judgment of Professional Outfitters
EPI contracts with professional outfitters with excellent
safety records for our more high-risk activities. That
said, we are ultimately responsible for the safety of our
participants. If an outfitter is acting in an unsafe manner
it is the instructors responsibility to intervene and correct
the situation.
26. Participant Acknowledgement of Risk
All EPI students and their parents/guardians have signed our application and Acknowledgement of
Risk form. In doing so they have acknowledged the inherent risks associated with activities on our
courses and that EPI‟s policies are established for their safety and must be followed at all times.
27. All risk management starts with good judgment and we have hired you
because we believe you possess it.
Remember to be mindful, be present, and be safe.
