Incident Investigation Studybook Complete

INCIDENT
INVESTIGATION
A course book for the NEBOSH HSE Introduction
to Incident Investigation Award
Edition 1
Version 1
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Who is Compassa?
Compassa Ltd. is a Yorkshire-based health and safety consultancy and training
provider established in 2017 by Will Taylor.
Will is a career health and safety professional and trainer who’s managed health
and safety for several large organisations. A chartered member of IOSH with a BSc
(Hons) in Safety and Environmental Management and several NEBOSH qualifications,
he has 20 years of experience managing health and safety in industry. Furthermore,
he has also undertaken secondments in Lean Six Sigma, Production Management,
and recruitment.
Compassa is a Gold Learning Partner for NEBOSH and an approved course provider
for IOSH.
In 2020, Compassa won two Corporate Vision awards:
• Best Incident Investigation Course UK

• Most Innovative Training Provider

Table of Contents
Element 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Key Terminology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Why Investigate Incidents? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
The Legal Reasons to Investigate Incidents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
The Moral Reasons to Investigate Incidents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
The Financial Reasons to Manage Safely . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Why Should We Investigate Near Misses? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Requirements of ISO 4500 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Element 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Human Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Organisational Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Job Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Individual Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Human Error . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Element 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
What a Good Investigation Looks Like . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
The Levels of Incident Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Pre-Investigation Actions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Step 1: Gathering Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Getting the Information Organised . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Step 2: Analysing the Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Immediate, Underlying and Root Causes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Step 3: Identifying Risk Control Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Step 4: The Action Plan and its Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Element 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Introduction to the PEACE Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Planning and Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Engage and Explain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Account, Clarification and Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Closure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Barriers to Good Investigations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Unwilling Interviewees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Blame Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Bias . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Element 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Advanced Incident Investigation Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Element 1:
Reasons to
Investigate
Incidents

Accidents
vs
Incidents

In this Element, we will cover the following
learning outcome:
Understand why incident investigations are

carried out.
Incidents vs. Accidents

vs. Near Misses
It’s important that we understand the difference
between incidents, accidents, near misses, and
dangerous occurrences and know the definitions.

Definition of an Incident
Tick the correct definition of an Incident.
An occurrence An occurrence An occurrence

arising out of, or in arising out of, or in arising out of, or
the course of, work the course of, work in the course of,
that could result in that could or does work that results in
injury, ill health, or result in injury, ill injury, ill health, or
damage.” health, or damage.” damage.”

Definition of an Incident
An incident is an over-arching
category for multiple words
Incidents might include accidents,

near misses, dangerous occurrences,
and even instances of workplace ill
health.
An incident is an occurrence, arising

out of work, that has caused or could
have caused damage, death, injury,
or ill health.
Definition of an Accident
An accident is a type of
incident
An accident could be described as
an incident which results in injury or
ill health to someone or damage to
property.
Definition of a Near Miss
A near miss is also a type

of incident
A near miss is an incident that
results in no injury, ill health, or
damage, but has the potential to
do so.

Dangerous Occurrences
and RIDDOR
In the UK, the word

dangerous occurrence
has legal significance,
because under the
RIDDOR Regulations,
(which we will
discuss soon), certain
dangerous occurrences
must be reported to the
Health and Safety
Executive.
Which of the following is a Dangerous Occurrence

according to RIDDOR?
A fatality
An accidental fire
The failure of a
pressure vessel
Overturning of a forklift
truck or crane

Why Do The Definitions
Matter?
In one sense, the definitions don’t matter. Because you are supposed to investigate
all incidents, regardless of whether they are accidents or near misses, or cases of ill
health.
However, the definitions do matter. Because you will need to encourage people
to report accidents and near misses. And you will need to explain the difference
between them.
Fill in the gaps with the correct words to complete

the definitions:
incident accident near miss
could have caused work
An is an occurance, arising out of , which

caused or injury, ill health, or damage.
An is an incident which caused injury or damage.
A is an incident which could have caused injury, ill health, or

damage.
Fill in the missing words to complete the full title:

The R of I ,
D , and D
O Regulations 2003

Major and Minor Injuries
Fill in the gaps with the correct words to finish the

definitions of Major and Minor Injuries:
Minor first aid Major
significant long-term Major
injuries are those that can cause and lasting

damage. They are debilitating and require medical treatment
beyond first aid.
injuries often only require treatment, with

perhaps some follow up medical treatment later. The effects are not quite as long-
lasting as a injury.
Choose the correct statement.
A near miss is an incident which

could have caused injury, ill health,
or damage.
A near miss is an incident which

caused injury, ill health, or damage.
A near miss is an accident which

could have caused injury, ill health,
or damage.

WHY DO WE
INVESTIGATE
INCIDENTS?

We Learn From Our Mistakes
Simply put, incidents are the result of mistakes made.
Humans naturally make mistakes frequently. We are limited and fallible. To be

human is to make mistakes.
However, we have naturally evolved to learn from our mistakes. Thanks to this, we
learn to live, walk, and survive.
Why Learn From Mistakes?

By learning from our mistakes, we can fix things BEFORE they result in new mistakes. We
can change the way we do things, making our lives and workplace safer, healthier, more
efficient, more productive, and happier.

The causes of incidents are the
causes of all other problems
Investigating incidents helps you identify
the problems within your organisation and
decide on changes to make things safer.
An incident investigation won’t just make the
workplace safer, what you’ll find is that the
causes of safety incidents are often the
same causes as quality incidents,
production delays, and breakdowns. The
same problems and issues lie at the heart of
all of these.
Identify Causes, Fix Causes,

Prevent Recurrence
The primary reason we investigate incidents is to identify the causes of those
incidents, so we can fix those causes, and then prevent recurrence of the incident.
One Root Cause, Many Possible Incidents

You have investigated an incident What other types of problems could this
and determined there is a lack cause?
of discipline and accountability
Quality defects
within a team. The manager is
not ensuring everyone follows Delays
rules and procedures.
Excess absence from work and poor
time-keeping
Wasted materials
Disciplinary problems

Facing and Fixing Root
Causes is Hard
Root causes are often linked to
management, culture, leadership,
and the values of people within the
organisation. Solving these problems
can be lengthy and involve difficult
conversations. Some level of conflict is
almost inevitable.
Improving the Organisation,

Slaying One Dragon At a Time
When you discover and fix the

root causes of incidents, you
will gradually improve the
organisation. It will become
more efficient, better run, costs
will reduce, and it will be more
successful at what it does.

THE LEGAL
REASONS TO
INVESTIGATE
INCIDENTS

Investigation is Necessary to Comply
With the Law Can you comply with health and
Strictly speaking, no health and safety safety legislation if you choose
legislation requires organisations to not to investigate incidents?
investigate incidents. But the Health and
Safety at Work etc. Act 1974 does require Yes
employers to ensure the health, safety,
No
and welfare of their employees
and others at work.
The Viewpoint of the Health

and Safety Executive
The HSE are known to serve Are you legally required to comply with an
improvement notices on improvement notice?
organisations who do
not have adequate incident Yes
investigation procedures.
No
An Example of an
Improvement Notice
An improvement notice served on Dalau Limited in 2020 said: “You have failed
to make and give effect to appropriate arrangements to effectively review your
preventative and protective measures following any near-miss, accident, dangerous
occurrence or ill-health occurrence because you did not have an effective system
to record and investigate such events. The arrangements you have in place do
not allow you to collect sufficient information to ensure that you can carry out a
thorough investigation ...”

Improved Legal Compliance
Another reason to investigate incidents is that, as you fix the problems which caused
the incidents, you improve your legal compliance. Each cause of an incident is likely
to be a breach of some legislation, however minor.
As you fix these causes, you break the law less and less, and reduce the chances of
getting prosecuted or sued in the future.
Requirement to Keep Arrangements

Reviewed and Up to Date
Organisations are legally required, under the Management of Health and Safety at
Work Regulations 1999, to keep their arrangements to keep people safe under review
and up to date.
RIDDOR
If you don’t investigate incidents then you can’t comply with the Reporting of Injuries,
Diseases, and Dangerous Occurrences Regulations 2013. These require certain
incidents to be identified, recorded, and reported to the Health and Safety Executive.

Getting a Smaller Fine
Fill in the gaps with the correct words:
quickly thoroughly 30%
guilty fine incident seriously
If you are you convicted and found of a health and safety offence,
you may be able to demonstrate that you:
- Took the .
- That you investigated it promptly and .
- And that you acted to reduce the risk of reoccurrence.
This can result in your being reduced by up to .
HSE or Local Authority

Investigations
When a serious incident
occurs, the HSE or
Local Authority may
investigate it. In this
case, they take over the
scene of the incident,
cordon it off, and must
give the all clear before
it can be restored to
normal. For workplace
fatalities, the Police are
responsible for giving
the all clear.

HSE or Local Authority
Investigations
If the HSE or Local Authority investigate an incident at your organisation, what should
you do?
Cooperate fully
Remove and provide them with evidence
Do NOT disturb the scene
Voluntarily inform them whose fault it was
Do NOT tamper with any evidence
Personal Injury Compensation

Injured persons (or the family of deceased workers) can sue their employer for
compensation for their injuries. If the employer has not thoroughly investigated the
incident, it is very difficult to properly defend the claim.
This often leads to having to offer a settlement and paying more compensation than
may be necessary.

THE MORAL
REASONS TO
INVESTIGATE
INCIDENTS

People Don’t Deserve to Get
Hurt At Work
People go to work to do a job. We have a duty to make sure people working with us
don’t go home injured or made ill by their work. This is our moral duty of care.
The Impact of Incidents

Incidents can affect many people:
• The person who is injured or made ill

• The injured person’s family
• The colleagues directly involved
• Witnesses
• Other colleagues not directly involved
The Impact on the Injured Person

Injured person’s are obviously hurt and can suffer major or minor injuries. These may
be long-lasting. Furthermore, there is an impact on:
• Their social activities

• Their family activities
• Their mental health
• Their earnings

The Impact on the Family of the
Injured Person
The family of the injured person is also affected.
• They may need to care for the injured person.

• The injured person may not be able to help
around the house or with childcare.
• Their children will miss on play and
educational opportunities.
• The family is poorer and has less money.
The Impact on Colleagues

The colleagues may have witnessed the incident or been involved in some way.
Some may suffer Post-Traumatic Stress Disorder or need counselling if the incident
was particularly severe.
At the very least, colleagues will need to clean up and do the work the injured
person was doing. In extreme cases, where the organisation is affected financially,
colleagues may lose their jobs.
The Moral Duty to Investigate

Incidents
We have a moral duty
to prevent injuries
and ill health at work.
Therefore, we have a
duty to investigate any
injuries and ill health
and prevent these from
reoccurring.

THE
FINANCIAL
REASONS TO
MANAGE
SAFELY

Work-related accidents, incidents, and ill health
can be expensive. We can group the costs
into two main categories: insured costs and
uninsured costs.
Which costs of poor health and safety are usually insured?
Legal defence of compensation claims
Building damage
Clean-up and first aid
Lost productive time
Manager time
Compensation

Insured Costs vs Uninsured Costs
The uninsured costs of
incidents are much larger
than the insured costs.
Does insurance ALWAYS

cover the cost of
compensating workers who
are injured?
Yes
No
What insurance do employers have?

When a cost is insured, it means there is an insurance policy which pays the cost.
Examples of insurance include Employers’ Liability Insurance, Public Liability

Insurance, and Buildings Insurance. . These insure employees, the public, and
the building against injuries, illness, or damage caused by a failure to manage
workplace health and safety.
The costs are only insured if the organisation has purchased an insurance policy.
What are the Insured Costs?

Costs that are usually insured include:
• Compensation claims (but not always.) In the UK, only private sector
organisations are required to have Employers’ Liability Insurance. The public
sector often does not have this, and pays the insurance out of its own funds
(ultimately, coming from thetaxpayer).
• Legal defence of compensation claims (if these are insured).
• Damage to buildings and equipment.

What are the Uninsured Costs?
The uninsured costs of workplace accidents, ill health, and incidents can be
enormous. These can include:
• First aid.
• Clean-up of the scene.
• Lost production or work time.
• Sick pay of injured people.
• Overtime.
• Hiring of temporary staff.
• Lost administrative time.
• Damage to equipment, materials, products, etc.
• Lost manager time.
• Investigation time.
• Loss of sales and future contracts.
• Penalty clauses for late delivery.

• Legal defence of prosecution.
• Fines.
• Increased insurance premiums.

WHY
SHOULD WE
INVESTIGATE
NEAR
MISSES?

Near Misses
Fill in the gaps with the correct words to complete the definition of a near miss:
injury incident near miss could have
A is an which caused ,
ill health, or damage
Near Miss or Accident? It’s a

Matter of LUCK
Whether an incident is an
accident or a near miss is
often a matter of luck.
Standing a little further to the

left or right, stepping out of
the door a few seconds earlier
or later. These tiny random
differences can make the
difference between a near
miss and an accident.
Accidents Are Highly Unlikely

For an accident to happen many things have come together at the same time.
For example, for a pedestrian to get run over by a car, both the pedestrian and
the driver must fail to pay attention and both need to be in the same place at the
same time.
It’s actually really unlikely!

Near Misses are far more likely
than accidents
Near misses are far more likely than
accidents. In fact, near misses occur a
lot.
Research has taken place over the years

showing that, on average, for every
serious injury there are 10 minor
injuries. And for every 10 minor injuries
there are 30 property damage accidents.
And for every 30 property damage
accidents, there are 600 near misses.
The exact numbers vary between

organisations. But as a general rule,
there are many more near misses than
accidents.
Near Misses Are a GIFT

Every single near miss is an
opportunity to learn from
mistakes and to correct
the causes before they hurt
someone.
Near misses aren’t a bad

thing. They are a gift!
A near miss shows you the

potential for harm, but without
no consequences. This is an
opportunity to learn from the
mistakes before real harm
occurs. This is why many
organisations encourage
their people to report the near
misses.

REQUIREMENTS
OF ISO
45001

What is ISO 45001?
ISO is the International Standards Organisation.
Their ISO45001 standard is the world’s leading health and safety management
system standard.
Your organisation can work towards getting its health and safety management
system accredited to this standard if its system meet the criteria.
What does ISO 45001 say

about Incidents?
ISO45001 is all about systems and procedures. It requires organisations to have

a system to record, investigate, and prevent reoccurrence of incidents.
ISO45001 says that incidents are a “non-conformity”. It means you are not
conforming with the standard.
ISO45001 requires all non-conformities to be investigated and action taken to

prevent reoccurrence.

What does ISO 45001 require?
further inadequate causes reoccurrence
risk hierarchy of risk controls Investigate effective
The 45001 standard requires that organisations must try to prevent

of the incident. This means you are required to: the incident.
Identify the of the incident.

Review the relevant existing which may be .
Decide what are needed. And these must consider the .
And finally, you must review how the additional controls have
been to make sure they have worked.
Leading and Lagging

Indicators
ISO45001 also requires organisations to measure their performance. This is done
through lagging and leading indicators.
With lagging indicators, there is a time delay between your actions and the result.
The indicator “lags” behind your actions. With leading indicators, you’re trying to
measure the actions you take today which positively influence your results in the
future.

We Use Leading and Lagging
Indicators All the Time
We naturally use leading

and lagging indicators
all of the time in both our
personal and professional
lives.
For example, we measure

our sales and financial
performance, our weight,
the performance of sports
teams, etc.
Fill in the gaps with the correct words to complete the explanation of leading and
lagging indicators
future lagging leading accidents
currently doing already happened previous
Lagging indicators give information on the results of activities or

actions. They tell you about things that have .
Leading indicators give information on what you are to achieve

the goal you want to achieve (like have as few as possible). They
give you a glimpse into the . If your indicators
are good, then your indicators in the future should also be good.

Element 2:
What are
Human
Factors?

HUMAN
FACTORS

learning outcome:

carried out and how human and organisational
factors contribute to incidents.
Human Factors

What are Human Factors?
Fill in the gaps with the correct words to complete the definition of Human
Factors:
health job HSE
behaviour organisational individual
According to the , “human factors refer to

environmental, and factors,
and human and characteristics, which
influence at work in a way which can
affect .”
Simply put...
Human Factors are things which affect our behaviour and our performance at work.
They Influence They Influence

Our Behaviour Our Performance
Human Factors are Human Factors are

things which things which make
determine whether mistakes and errors
we behave safely or more or less likely.
unsafely.

Three Different Types of
Human Factors
Individual Job Organisational
Impact of Human Factors on

Incidents
According to the HSE, “80% of accidents may be attributed, at least in part, to the
actions or omissions of people.” When trying to identify the causes of an incident, we
need to give careful consideration to the Human Factors at play.

ORGANISATIONAL
FACTORS

The Greatest Influence
Of the three types of Human
Factor, which has the
greatest influence on
individual and group
behaviour?
Organisational
Job
Individual
Organisation = Management
Organisational factors are often called management factors.
They are linked to the culture of the organisation, the quality of its leadership, the
level of investment and resources, work patterns, and the quality of communications.
Culture
Perhaps the organisation, its managers, or even its staff don’t value health and
safety. This could result cutting corners.
For example, if managers don’t wear PPE, this can engender a culture where no one
wears PPE.
A poor health and safety culture, especially amongst management, can often lead
to:
• Poor or no training.
• The wrong materials being delivered.
• Unsuitable equipment being provided, or being poorly maintained.
• Insufficient numbers of people allocated to the job.
This often leads to people cutting corners and making do with what they have.

Poor Planning
If the organisation is poor at planning or is disorganised:
• People may have to rush to get last minute job completed.

• The right equipment won’t be provided at the right time.
• Staff have to make do with what they have.
Poor Communications
Communication may be poor, meaning that priorities or instructions are not clear.
This often means workers have to make their own instructions up or guess what the
priorities are.
Unrealistic Targets and Deadlines

Organisations may set
unrealistic targets or
deadlines, meaning
people have to work too
fast and cut corners on
safety and quality to get
the work done on
time.
Conflicting Goals
Some organisations have conflicting goals. For example, they will say they value
safety, but they will also remove guards from machines to work faster when a
customer wants something delivering the next day.

Health and Safety Management
Systems
There may be a problem within the Health and Safety Management System.
For example, inadequate risk assessments, or procedures that don’t work or are not
followed.
Organisational Factors =
Common Root Cause of Incidents
root managers standards maintenance
Organisational Factors are often at the of Job or Individual Factors. For

example:
- A lack of investment in will cause Work Equipment to deteriorate

and develop faults.
- Problems within the management system, like frontline not being made
responsible for frontline health and
safety , will lead to unsafe conditions and practices in the
workplace.

JOB
FACTORS

What are Job Factors?
Job Factors are often caused by the presence of organisational factors and can
influence an individual’s performance.
Displays or Controls
Some equipment may be poorly designed, and therefore it is not clear how to use
the equipment or read the displays. This can make the task confusing for the
individual which results in errors.
These errors could cause direct harm to the person or to others.
Task
Some tasks that individuals are expected to
undertake may be complicated or physically or
mentally demanding.
For example, a task may require a large amount

of strength to complete and some individuals
are not physically capable of doing it. This can
include younger workers or pregnant women.
PPE
How can PPE affect human behaviour or performance?
Gives partial protection, at most

Can lead to greater risk taking
Can be uncomfortable and removed
Can restrict visibility or movement
Gives a false sense of security

PPE
If PPE is uncomfortable to wear or simply gets in the way, an individual may be
tempted to just not to wear it (or not wear it correctly). It is important to get PPE that
individuals feel comfortable wearing.
For example, if hearing protetion is required in a certain area, try different types with
workers to see which they prefer the most. You may have to provide different types
to different people.
Poor Maintenance
If equipment or tools are

poorly maintained, this could
result in an individual behaving
unsafely.
For example: a drill bit on a

drill press keeps coming loose.
The worker has to remove the
safety guard in order to re-fit
the bit. To save time, they
decide to leave the guard off.
Environment: Poor Lighting
Poor lighting could

affect an individual’s
performance. If
someone cannot see
clearly, they might
not notice a hazard or
misjudge where
things are.

Environment: Noise
Noise may be
distracting and
cause frustration. It is
difficult to clearly hear
instructions in noisy
environments.
Some people cannot
think clearly when it
is noisy.
Environment: Temperature
Cold environments can

reduce mobility and
dexterity. Small objects can
be difficult to handle with
cold hands.
Workers are more quickly
fatigued when working in
extremes of temperature,
leading to poor
concentration and
mistakes.
Repetitive Tasks
Repetitive tasks can lead to

complacency, boredom, and
switching off on to “auto-pilot”.
Workers may lose focus on the
task and make mistakes. They
are then often accused of being
careless.

INDIVIDUAL
FACTORS

What Are Individual Factors?
Individual Factors are what make us, us.
Our gender, age, physical abilities,

physique, health status, personality traits,
motivation, attitude, perception, mental
abilities, religion, and education all affect
how we behave and how we perform at
work.
Attitude
Attitude may be defined as ‘the tendency
to respond in a particular way to a certain
situation’.
A negative attitudes in the workplace could

look like: an unwillingness to comply with
health and safety rules, or treating PPE poorly.
Competence
Competence may be defined as ‘skills, knowledge, ability, level of training or level of
experience’.
Complacency
Complacency is extremely dangerous in the workplace. We get so used to things
being done the same way that we do not always see the hazards in our surroundings.
We may also underestimate the risk of tasks that we perform regularly, or fail to notice
a change in our environment when we become complacent in our daily routines.

Motivation
Employee motivation is key to
an organisation’s success. It’s
the level of commitment, drive
and energy that a company’s
workers bring to the role
everyday. Without it, companies
experience reduced
productivity, lower levels of
output and it’s likely that the
company will fall short of
reaching important goals too.
Risk Perception
Perception may be defined as ‘the way that a person views a situation’.
Factors that can influence an individual’s perception of hazards and risks

could include:
• Doing a boring, repetitive job resulting in the lowering of stimulus in the brain
which reduces the individual’s attention.
• Tiredness which may reduce an individual’s attention level and affect their
perception of hazards like moving machinery or vehicles.
• An individual may not perceive a hazard as a risk if the individual lacks

experience of that hazard.
• Some hazards may not be as obvious. They may be hidden or difficult to see,
such as electricity or certain gasses like carbon monoxide.
• Similarly, hazards may be masked or hidden by enviroinmental factors such

as poor lighting or noise.

Other Individual Factors
Other individual factors can include:
• literacy,
• illness,
• stress,
• health,
• drugs,
• alcohol,
• prescribed medication,
• physical or mental capabilities,
• age,
• gender,
• and language.

HUMAN
ERROR

Human Errors
In terms of human errors, these could be categorised into:
• Slips, which are actions that are not planned.
• Lapses, which is forgetting something.
• Rule-based mistakes, where you follow a familiar procedure, but that

procedure doesn’t apply in that particular situation.
• Knowledge-based mistakes, which occur when we’re in an unfamiliar

situation and are not sure what to do.
• Violations, where the failure is deliberate. Usually, with good intentions. But not
always.
Examples: Slips
‘Your body does something unintended’
• Performing an action in the wrong direction e.g. a MEWP operator pushing the
joystick to the left instead of the right.
• Tripping up over your own feet.
• Picking up a knife by the blade instead of the handle.
• Reaching for something and knocking over a glass of water.
Examples: Lapses
‘Forgetting to do something, or losing your place midway through a task.’
• Forgetting to nail down a joist.

• Taking your mask off to talk to a colleague and then forgetting to put it back on.
• Failing to secure scaffolding because of an interruption.
• Forgetting to remove a radiator before removing the wallpaper.

Slips and Lapses Occur When:
When do Slips and Lapses occur?
People confuse two similar tasks

Tasks are too complicated or lengthy
There are distractions and interruptions
The task is very familiar and requires little thought
Steps in a procedure don’t follow naturally
When the task is mostly done but the finer details are missed
Examples: Mistakes
• These can be rule-based or knowledge-based.
• A rule-based mistake: is when you apply a rule or procedure in the wrong
situation. e.g. You evacuate the building when you hear an alarm, but it is a
burglar alarm.
• A knowledge-based mistake: is where you don’t know what to do. e.g. A machine
is not working correctly. So you open the guard and start touching things you
don’t understand in an attempt to fix it.
Examples: Violations
• Scaffolders not clipping their lanyards to a suitable anchor point.
• Construction vehicle drivers not wearing seat belts.
• FLT operators not doing their vehicle pre-use checks.
• A site manager allowing untrained operatives to operate machinery.
Violations can be routine, situational or exceptional.

Leading and Lagging Indicators
Fill in the gaps with the type of human error against the appropriate example.
These are all car/driving examples you may be able to relate to.
knowledge-based mistake violation lapse
rule-based mistake slip
- You exceed the speed limit because you are late. This is a .
- Accidentally pressing the accelerator instead of the brake is a .
- You borrowed your partner’s car. You try to use the indicator, but turn on the
windscreen wipers. The controls are on the opposite side in your car.
This is a .
- Forgetting to take a left turn because you were distracted is a .
- You get lost driving to a new location. This is a .

Element 3:
Investigating
Accidents
and
Incidents

WHAT A
GOOD
INVESTIGATION
LOOKS LIKE

learning outcome:
Understand how to investigate incidents and

confidently carry out an investigation.
Investigating Accidents
and Incidents

Investigating Accidents and
Incidents
HSG245: Investigating accidents and incidents, describes a step by step process
which forms the basis for this course:
• Step 1: Gathering Information. Gathering the evidence.

• Step 2: Analysing the Information. Figuring out what happened and why.
• Step 3: Identifying Risk Control Measures. Deciding what changes need
to be made to prevent the incident’s reoccurrence.
• Step 4: The Action Plan and its Implementation. Writing and
implementing an action plan to introduce the additional risk controls identified
in step 3.
How Much Effort Should We

Invest into the Investigation?
Well we don’t investigate all incidents equally. There’s very little point in spending
a vast amount of time investigating an incident every time someone gets a paper
cut. We’d be investigating incidents all day every day. So instead, we need to focus
our time and energy on the incidents that truly matter.
What Incidents Should We

Focus On?
In general, the more likely the incident is to reoccur and the higher the potential
severity of the consequences, then the higher the level of investigation will be and
the bigger the investigation team will be.
Once we’ve decided the level of investigation and assembled an investigation

team, we can begin our investigation.

Step 1: Gathering Information
A good investigation will aim to find as
much objective and factual evidence
as possible.
Physical evidence like CCTV, photos,

and physical samples of equipment
are generally more reliable than
documentation or witness statements.
So we will focus on these as much as
we can.
Step 2: Analysing Information

We try to be as objective as possible
and not focus on blaming the
individuals who were involved, even
though sometimes they may be
partially to blame.
We will also focus on what the

organisation could have done better.
Step 3: Identifying Risk Control

Measures
When considering risk control

measures, it is important that we
consider all of the existing control
measures. It may be that existing
risk controls are sufficient but
they were unused or broken
at the time when the incident
occured.

Step 4: The Action Plan and its
Implementation
The action plan should include:
• Risk control measures to deal with the immediate, underlying and root causes.
• Controls to minimise human error.
• The identification of SMART objectives.
• Realistic timescales for each objective.
• Which risk assessment/procedures need to be reviewed.

THE LEVELS
OF INCIDENT
INVESTIGATION

Not All Investigations Are Equal
We don’t investigate all incidents equally. Depending on the size of the organisation
and the seriousness of the incident, the investigation can be larger or smaller.
Who Might Be On the

Investigation Team of a Serious
Incident?
For a high level investigation,
you wouldn’t just want a H&S
professional involved. You might
also want a senior manager or
director and possibly someone
with technical expertise like an
engineer if the incident involved
machines or chemicals.
What About Smaller

Investigations?
However, for medium level
investigations, it might be
sufficient to have a smaller and
more junior team of investigators.
For example, a supervisor and a

H&S advisor.

How Do We Decide on the Level of
Incident Investigation?
This sets out a simple decision making process. Depending on the likelihood of
reoccurrence and the potential worst consequence of the event, we will work out the
level of investigation which can be either minimal, low, medium, or high.
Risk Assessment
Before the investigation starts, you should

do some kind of mini-risk assessment
to determine how likely you think the
reoccurrence could be.
This could be based on your experience or

on your knowledge of what previous
incidents have occurred.

What Should the Potential Worse
Consequence Be?
The potential worst consequence for every incident is theoretically death, if taken to
the extreme.
But you can’t put down death as a consequence for everything, even if it is
technically possible.
You have to be reasonable, and put down the CREDIBLE worst consequence.
In real-life, how bad could it have been?
What Do the Different Levels on

Likelihood Mean?
Certain: the incident will happen again soon
Likely: the incident will reoccur, but not as an every-day event
Possible: the incident could reoccur, from time to time
Unlikely: the incident could reoccur, but not in the foreseeable future, and
Rare: the incident is so unlikely, it is not expected to happen any time soon, if ever
What Do the Different Levels on

Consequence Mean?
Fatality is a work-related death.
A major injury or ill health is one of the RIDDOR reportable injuries. Like broken bones,
amputation, loss of sight, being admitted to hospital for 24 hours of more. It is also
any incident which could have hospitalised a member of the public.
A serious injury is any incident where someone could have been made unfit to work
for more than three consecutive days, and A minor injury is all other potential injuries,
where the injured person would have been unfit for work for 3 days or less.

Levels of Investigation: Minimal
When we have a minor injury that is unlikely to
reoccur, we carry out a minimal investigation.
This could mean one person, (a supervisor)
who investigates briefly to see if anything can
be learnt from the incident.
Levels of Investigation: Low

A low-level investigation is for minor incidents
that are possible or certain to reoccur OR
serious incidents that are unlikely or rare. Again,
maybe just one person investigates like a
supervisor, but this time they dig a little deeper
and attempt to identify the root causes with a
view to making some improvements if they can.
Levels of Investigation: Medium

A medium-level investigation is for serious
incidents which are possible or certain, OR for
major incidents which are unlikely to reoccur.
A medium investigation requires a small team,
involving line managers, health and safety
professionals, and H&S representatives. It will be
a detailed investigation, looking for underlying
and root causes.
Levels of Investigation: High

High-level investigations, are for major
incidents which are possible to certain, and
for any potential fatalities regardless of
the likelihood. Again, this is a team-based
investigation but under the supervision of a
senior manager or director who can
take the lead.

PRE-
INVESTIGATION
ACTIONS

What Steps Should We Take
Before We Investigate?
1. Look After the Injured Person.

2. Make the Area Safe.
3. Preserve the Scene.
4. Take Notes.
5. Report the Incident (under the RIDDOR Regulations if necessary).
Look After the Injured Person

The first thing you need to do is look after
anyone who is hurt and make the area
safe. So, if someone requires first aid or an
ambulance, that should be your first priority.
The injured person may be a contractor or a

visitor. It is important that suitable first aid is
provided to those people as well, if they
require it.
Make the Area Safe
If something in the area

is unsafe, like some live
electrics, make sure that is
made safe before anyone
enters the area.

Preserve the Scene
Once the area is safe and people have

been looked after, you should cordon
off the area to preserve the scene and
ensure it remains undisturbed until all
the evidence has been collected.
We may need to cordon the area off, like

a crime scene. We can put up barriers,
signs, and even lock doors and gates if
necessary.
You may have to disturb the scene to

make it safe to enter and this could
mean you lose some evidence. But
the safety of the area always takes
precedence over preserving the
evidence.
Take Notes
In the immediate aftermath, you might want to
make a note of a few things before they change
or disappear.
Firstly, make a note of the environmental

conditions. For example, is it cold, icy, dark, wet,
or windy and so on? This information should be
passed on to the investigators.
Secondly, make a note of any potential witnesses

and take their contact details so you can speak
to them later.
Thirdly, make a note of any equipment that was

involved in the incident. If possible, quarantine it
or prevent anyone from using it.

Witnesses
Some witnesses may be quite upset or even
traumatised if it’s a serious accident. So you’ll
need to handle them delicately.
Ideally, you’ll want to speak to all the

witnesses as soon as possible before they
forget anything important.
Report the Incident
If the incident is one which must be reported

immediately under RIDDOR, then you should
do so.
Most RIDDOR reportable incidents must be

reported by the “quickest practicable means”
and in most cases filling in an online report
form is sufficient. If it’s a fatality though, you’ll
want to contact the HSE via telephone.
Put the pre-investigation actions into the correct order:
Report the Incident Make the Area Safe
Take Notes (key evidence, names of witnesses etc.)
Look After the Injured Preserve the Scene
1. 2.
3. 4.
5.

GATHERING
INFORMATION

Collecting the Evidence
It is now very important to gather all the information and evidence as soon as you
can.
For example, we want to start investigating before anything gets moved, before
equipment is repaired, before machine guards are replaced, and so on.
We also want to make sure that we get witness statements from people before they
forget the details of what happened.
The Different Types of Evidence

There are 3 different types of evidence that we can collect:
Physical Evidence
Physical evidence includes anything
at the scene of the incident. This
might be the equipment, machines,
tools, or substances involved.
If someone falls from a stepladder,

you could, for example, take the
stepladder as evidence to examine
later.
You might find a fault with it.

Physical Evidence: Photos
Some things cannot be taken away, but you
can take photos.
And you should aim to take good quality

photos of the scene and anything involved
before it gets moved.
These photos could show close up detail, or it

could be a wider angled photo which shows
the position of objects in relation to each other.
Physical Evidence: Drawings
In some cases, you might need to draw a

sketch of the area, one that is roughly to scale.
For example, if someone gets a hand trapped

in a machine, you could measure the size of the
gap.
Environmental Conditions
You should also make a written note of the
environmental conditions at the time.
For example, is it dark, bright, cold, warm, is the

floor dry, or slippery, or the air dusty
or the air clear?
These conditions may have played a role.

Verbal Evidence
Verbal evidence includes

witness statements and
witness interviews.
We should speak to everyone

who was nearby when the
incident happened and
especially to those who saw
what happened.
Verbal Evidence: Witnesses

You might also need to
interview people who weren’t
there or didn’t see anything,
but who have knowledge
about the conditions that led
to the incident.
For example, the person in

charge of training to discuss
exact contents of training
courses or a maintenance
manager to find out
how the fault reporting
system works and how it
could go wrong.

Witnesses: Important Tip
Fill in the gaps with the correct words to find out why you should interview
witnesses promptly:
fact colleague gaps forget
speak intentional quickly influence meet up
Try to interview people as as possible. Not just before they

what happened. But before the different witnesses to each other.
Because when the witnesses , they will inevitably talk about what
happened and they will each others’ stories.
This is not . But people will fill in each other’s in their

knowledge. You will find they will tell you things as if they are when,
actually, it was their who told them it.
Written Evidence
This would include the risk assessments,
policies, procedures, maintenance
records, training records, previous
inspections, previous investigations,
disciplinary records, job descriptions,
specifications, instruction manuals,
safety data sheets, and so on.
The list is almost endless. You don’t need

to collect every single document in the
company. What written evidence you
collect depends on the incident. You only
ask for documents which are relevant to
the incident.

GETTING THE
INFORMATION
ORGANISED

Organising the Information
When going through all of the evidence, it’s useful to try to answer the following
questions:
1. What do we know and how do we know?

2. What don’t we know?
Organise Fact From Fiction

The investigation has to be based on facts, not opinions, and certainly not
assumptions.
Make sure you remain open-minded as to all of the possible causes of the incident,
and the role played by the individuals and the organisation.
Not All Evidence is Reliable

Fill in the gaps with the correct words to explain why evidence is not always
reliable:
witnesses faked high quality lie
filled samples photos stronger evidence
Physical evidence, like physical , measurements, ,

and CCTV are obviously evidence which can generally be
trusted (as long as no one tampered with it).
If you can see something happen on CCTV, that is than anything

your might say which contradicts it.
But written evidence could be unreliable. Paperwork can . It can

be or not in properly.

More People = More Reliable
The more people confirm something, TRUE OR FALSE?
the more reliable that information
might be. If multiple witnesses all give you
EXACTLY the same story in the
For example, if only one person says same way then it must be true.
the workplace was untidy, then you
might be forgiven for disbelieving them. True
False
But if lots of people all say the workplace
was untidy, then it’s more believable.
Subjectivity
Be careful!
People have subjective opinions and beliefs. They might describe something as,
“busy” or “tidy”, but their standard of busyness or tidiness might be different to yours.
What Should Have Been in Place to

Prevent the Incident?
When checking the written evidence, you will
probably read the risk assessment.
If the risk assessment is well written, if should

contain details on what the controls should
have been.
If there is no risk assessment, or it’s not very

good, it’s worth asking witnesses what controls
were in place to prevent the incident.

To summarise, fill in the gaps with the correct words:
controls common themes timeline
objective known from the unknown
Ensure you’re getting the information organised by:
Being and evidence-based.

Sorting out the .
Identifying from witness interviews.
Finding out what should have prevented the incident.
Creating a of events

ANALYSING
THE
INFORMATION

The 5 Whys Technique
5 Whys Analysis is a common technique used
to investigate a wide variety of problems and
incidents.
It is a type of root cause analysis.
You begin by asking “why” the incident

happened.
You then list the simplest and most immediate

causes you know of. These are often the
hazards, the unsafe actions, and unsafe
conditions.
For each of these answers, you ask a series of “Why?” questions.
Asking “Why” repeatedly helps us dig deeper into the causes until we get to the root
causes of the incident.
An Example of How this Works

Multiple Brances
You’ll see that the chain of causation has multiple branches in it rather than just one
long line.
It’s a simple incident, but you will soon see just how complicated a 5 Whys Analysis
can get.
Let’s say someone has injured themselves by falling off a ladder. We start by defining
the problem we are investigating.
5 Whys Analysis: Example

Practice Makes Perfect
You can see how
even a simple
incident can
result in many
different branches
and identify a
variety of causes.
It’s a simple
process, but it is
not easy. It takes
some practice.
Some Final Tips

1. Ask questions which take you in a useful direction, looking at causes within your
control (for example, things like the weather are NOT things within your control).
2. Be factual. Don’t make assumptions. Base your answers on the information you
gathered.
3. Keep your answers as simple and as obvious as possible.
4. Avoid jumping to conclusions.

IMMEDIATE,
UNDERLYING
AND
ROOT
CAUSES

Immediate, Underlying and
Root Causes
There are THREE types of causes.
For the purposes of your assessmen, it’s important that you are able to correctly
identify whether a cause of an incident is either an Immediate, an Underlying, or a
Root Cause.
Immediate Causes
Immediate causes of incidents are the hazards, the unsafe conditions, and unsafe
actions which directly caused the incident.
Immediate causes nearly alwasy involve frontline workers.
Examples of Immediate Causes

A factory worker gets his hand crushed in a machine:
• The hazard is the machine.

• The unsafe action is the worker putting their hand into the machine.
• The unsafe condition is that the machine had not been turned off or isolated
before the worker put their hand in.

Underlying Causes
Underlying causes are the less

obvious “system” or “organisational”
reasons for an incident happening.
They did not directly cause the
incident, but they caused or allowed
the immediate causes to exist. They
are not quite as deeply rooted in
management systems or culture as
the root causes.
Examples of Underlying Causes
In HSG245, the HSE lists examples of

underlying causes as:
• Pre-start-up machinery checks

not being carried out by
supervisors, or
• The hazard has not been
adequately considered in a risk
assessment, or
• Production pressures are too
great.
Root Causes
Root Causes are the initiating event or failing from which all other causes or failings
spring.
Root Causes are generally management, planning, or organisational failings.

Root Causes
Complete the Description of Root Causes:
control deepest far away decision makers
time and space months or even years
Root Causes are removed in from the incident.
They may involve decisions that were taken before,

from the incident.
They involve , designers, and managers.
They are the causes within the organisation’s .
Examples of Root Causes

These can include:
• Design flaws.
• The health and safety culture.
• Organisational values and priorities.
• A lack of Senior Management commitment to H&S.
• Inadequate investment in health and safety.
• Failures in management systems.

IDENTIFYING
RISK CONTROL
MEASURES

Fixing Causes and Preventing
Reoccurrence
There are 4 things we need to consider here:
1. What existing risk control measures should have prevented the incident?
2. What risk control measures are required by legislation, Approved Codes of

Practice, or other standards we work to?
3. Can we implement any risk control measures that are higher up the hierarchy of
controls?
4. What realistic recommendations can we make based on the outcome of the

investigation?
What Should Have Prevented

the Incident?
Risk control measures are not perfect. They usually

only reduce the likelihood of an
incident. A pre-use inspection sheet for a forklift
does not guarantee the forklift will be
in good condition when used.
1. The sheet may be filled in, but no check is done.

2. The check may be done badly.
3. The sheet may be filled in in advance or
afterwards.
It is possible that the control measure may have

fallen into disrepair. For example, the brakes on a
vehicle may become faulty.
Or perhaps the control measure was a procedure,

which was not followed on this occasion.

Legal Requirements
Certain control measures are required by legislation. Sometimes in absolute terms.
So you’d better make sure you comply with legislation or you risk being sued or fined.
Example of Legal Requirements

An employee suffers a serious case of tendinitis after prolonged use of Display
Screen Equipment in an awkward position. What risk controls are legally required?
Provision of suitable DSE equipment, including adjustable chair
A DSE assessment
Training of DSE users
Eye tests
Regular breaks or changes in activity
What Should I Check?

Depending on the nature of the hazard and incident, you should check both the
text of the relevant laws, Regulations, the Approved Codes of Practice and other HSG
Guidance documents.
You should consider introducing any control measures required by these HSE Codes
of Practice and Guidance as doing so will usually be considered to be proof that you
are legally compliant.
Other Requirements
There may be other standards that you have to comply with:
• Various industry standards.
• Your customer’s requirements.
• Your own internal standards.
It makes sense for you to implement whatever risk control measures these standards
require.

The Hierarchy of Controls
The Hierarchy of Controls has been a

standard tool worldwide for good health and
safety management for decades. At the top
we have the most effective measures for
reducing risk, and the further down we go, the
less effective the measures are.
Elimination
Redesign the job or substitute a substance so that the hazard is removed or

eliminated. For example, dutyholders must avoid working at height where they can.
Which one of these is an example of eliminating the hazard?
Replacing electric power Writing a procedure to clean

tools with compressed air everything up at the end of the day
tools
Tidying up trailing cables
Putting flammable
Company policy to use video
chemicals inside an external
conferencing instead of driving to
storage box
meetings
Firing the least competent
Putting a barrier between people
employee
and vehicles
Turning the machine off
Replacing safety goggles with safety
Put up a sign to warn of glasses which don’t mist up
danger

Substitution
Replace the material or process with

a less hazardous one. For example:
• Use a less corrosive chemical.

• Handle a lighter object.
• Replace mains power tools with
reduced voltage power tools.
Engineering Controls
Fill in the gaps with the correct words to make a list of Engineering Controls.
enclosing prevent falls fumes guardrails
local exhaust ventilation dangerous parts
Use work equipment with or other measures to

where you cannot avoid working at height.
Use to control risks from dust or .
Separate the hazard from operators by methods such as or

guarding of machinery/equipment.
Which of the following is an example of an Engineering Control?
Asking office workers to take regular breaks while using Display Screen Equipment
Use a drone to access an area at height instead of using scaffolding
Putting a solid, vehicle-proof, post next to a fuel tank
Giving people a heat-resistant apron

Signage and Administrative
Controls
These are all about identifying and implementing the procedures you need to work
safely. For example:
• Reducing the time workers are exposed to hazards (e.g. job rotation).
• Prohibiting the use of mobile phones in hazardous areas.
• Warning signs.
PPE
PPE is the control measure of last resort. This is only to be used after all the previous
measures have been found to be insufficient or unreasonable.
For example, where you cannot eliminate or prevent a fall, use PPE (a fall arrest
system) to minimise the distance and consequences of a fall.
Summarise the 4 Considerations when Selecting New Risk Control Measures:
hierarchy of controls improved realistic in time and cost
legislation, ACOPs, Guidance existing Standards
1. Address your risk control measures and see if they can be

.
2. Check the , and other to see what risk
control measures are required.
3. Consider how to introduce measures that are higher up the .
4. Ensure all risk control measures are .

THE ACTION
PLAN AND ITS
IMPLEMENTATION

Causes to Recommendations
to Actions
In Step 2, we identified the immediate,
underlying, and root causes of the incident.
In Step 3, we created a list of

recommendations to put to management.
Step 4 is about creating a more detailed

action plan and then putting that action plan
into action.
After the Investigation

After the investigation, we need to:
1. Communicate and share our findings.
2. Give feedback to all parties involved.
3. Review any relevant risk assessments.
4. Track the actions through to completion.
5. Release the scene of the incident back to the operational unit of the organisation.
SMART Actions - SPECIFIC

Actions, targets, and objectives should be SMART.
It’s important that actions are specific.
The person reading the action must be able to understand exactly what is required.
You should be able to hand the action plan to someone who can read it and know
exactly what you want them to do.

Specific: an action to “make things safer” or “reduce vehicle / pedestrian contact”
is quite vague. By being specific, you are making it very clear what is expected.
Measurable: Instead of “train more first aiders on the night shift”, you might
decide to “train 4 extra first aiders on the night shift”.
Achieveable: means it can be done.

Realistic: it can be done, with the resources and timeframes available.
Timebound: without a deadline, there is no incentive to do it.
The Action Plan

Here’s the template action plan from the NEBOSH Incident Investigation course.
This is the same template that you will use in your investigation in order to complete
this course. In the next few slides we will explain how to complete this form successfully.

What Caused or Contributed to
the Incident?
On the left we have a column for the causes of the incident. For a knife injury, one of
the causes might be: “Risk assessment failed to apply the hierarchy of controls or
investigate possibility of using a safety knife.”.
Action
Next we need to identify
whether it’s an immediate,
underlying or root cause. In
this case it’s an underlying
cause. So we write a “U” in
the 2nd column.
For each cause, we have to

write one or more actions
e.g. “Trial a selection of
safety knives with the H&S
reps to identify a suitable
knife and eliminate all
blades in the warehouse.”

By Whom
In the next column we must write the owner of the action. Just a job title will do, like
Warehouse Manager, or Health and Safety Manager.
And finally, we have to specify the priority. Which is essentially a timescale. Sourcing
a suitable safety knife is usually a quick, easy, and cheap job, so we should be able
to get that done within a month. So we’ll put a priority of “1” here.
2nd Action
Then we
continue
through all of
our actions,
adding whose
who are
responible
and priorities
until all of our
actions have
been added to
the action plan.

Update Your Documents
You might also need to update other risk assessments and standard operating
procedures with any new hazards, risks, or controls you are introducing.
Closing Out the Actions

visible reminders and updates whiteboard
spreadsheet completed action tracking software
accountable write down Action Tracking system
It’s easy to actions. Getting them all is a lot harder.

An helps. This can be simple, like a of jobs, or a
shared . More expensive options include online .
The action plan should be highly , with regular . Everyone

is held for completing their actions on time.
Tracking Your Results

Don’t think that just because an action has been completed that is has been
completed well or is effective.
Your system should check the result of the system to make sure it is delivering the
result you intended and has truly fixed the cause of the incident.

Share Your Findings
Who should you share your findings and actions with?
The HSE or Local Authority
Frontline workers
Health and Safety Representatives
Other Departments or Sites
Release the Scene

At some point, you will need to release the
incident scene back to the operational unit.
At the start of the investigation, you

cordoned off the scene of the incident.
Once the evidence gathering has been

completed, and once the enforcement
agency has given you the go ahead, then it
is time to hand the scene back to
the operational unit of the organisation so
business can get back to normal.

Element 4:
Introduction
to the
PEACE
Model
THE
PEACE
MODEL

learning outcome:

carried out and how human and organisational
factors contribute to incidents.
Introduction to The
PEACE Model

Why Interview People?
There’s no doubt, the longer you leave the
interviews, the more chance there is that
witnesses and other people associated with the
incident may forget the details of what happened.
As the details get forgotten, the brain takes over

and fills in the blanks. It imagines what “probably”
happened and remembers this imagination as
fact.
It alters memories and makes new memories. And

this is especially true after traumatic events.
And then there’s people talking to each other.

If you give witnesses too much time, they will
naturally speak about what happened between
themselves.
Their memories will be altered by what their

colleagues say.
Complete the Description of the PEACE Model:
actively weigh it purpose success Introduce next steps
summing up Planning and Preparation rapport what happened
P: There’s an old saying. 90% of is your preparation. So

this step is very important.
E: Engage and Explain - yourself, build some , and
explain the of the interview. Ask the person to tell you .
A: Account, Clarification and Challenge - Listen , clarify what they
mean, and challenge any inconsistencies.
C: Closure - Close the interview professionally by what they said and
explaining the .
E: Evaluation - Evaluate what they said and against the other
evidence.

The PEACE Model
The PEACE model is not a health and safety interview model. It was developed by the
Police and it has been adopted by Police forces and government agencies all
around the world. It is a fantastically effective tool to help you get the best out of
your witness interviews.
What might go wrong if you don’t follow the PEACE model?
Witnesses might be more cooperative
You will struggle to uncover key information
You will come across as unprepared, confused, and rambling
You will avoid arguments
Your interview might be poorly structured
You might need to reinterview someone unnecessarily
Soft Skills
Interviewing people requires good people and communication skills, humility,
openness, and being willing to challenge your own bias and prejudice about what
happened.

PLANNING
AND
PREPARATION

90% of Success is Planning and
Preparation
This stage is all about getting ready for the interview and making sure everything is in
place to give you the best possible result.
The first thing we need to do is decide what we want to achieve from the interview.
Goals and Objectives

Ask yourself, what do you want to achieve
from this interview?
Is there some particular information that

you want to discover or clarify? Or are you
completely in the dark and need a full
account of the incident?
Without clear objectives, how will you

know what questions you need to ask?
A List of Questions
The interview
plan will include
a list of questions
that you need
to ask. You need
to confirm that
what you think
you know is
actually true,
and you want to
uncover any
information you
don’t know.

The Interview
Plan
Have a timeline of events prepared. You can refer to this in your interview. This would
help both of you remember key details like timings, sequence of events, locations,
what actions people took and so on.

Interview Location and
Privacy
important switch our phones off email interested
private disturbed
We want to do interviews in where we won’t be interrupted or

.
This also means we need to because taking a call or getting

an mid-interview sends the message the interview isn’t .
It will make them feel like you’re not or not listening.
Meeting Rooms
Having interviews in a meeting
room is often a good idea because
it can help control interruptions.
But, sometimes, the formality of a
meeting room can make frontline
operatives feel uneasy.
Interviews At the Scene

What are the benefits of conducting interviews close to the incident scene?
You can visit the scene if that is helpful

A familiar location might put them more at ease
It will be more private and have fewer interruptions
You can point at and show each other what you mean

Who should be in the interview?
• Work colleague
• Trade union representative
• Solicitor (in exceptional circumstances)
• Scribe (to take notes)
• Translator (if the interviewee’s English isn’t very good)
• Human Resources (to guide/assist the Interviewer)
But only interview ONE person at a time!
Recording the Interview

You could record the interview to ensure an accurate record is taken. But get their
permission first.
This can be reassuring to the interviewee, because it makes it harder for you to twist
their words or try to bully them in any way.
How long should an interview

take?
An interview takes as long as it needs to take.
But don’t take too long. Take breaks if either you or the interviewee are getting tired.
If the incident was particularly serious, recounting what happened may lead to
the interviewee needing some time out to compose themselves. You might need
to take a break.
You must always have a timeline of events before carrying out an interview.
Always carry out interviews near the scene of the incident.
An interview plan will include questions to ask, things to say, things to find, and
maybe even a timeline of event.

ENGAGE AND
EXPLAIN

Welcoming the Interviewee
Start by being polite, friendly, and professional. Offer them a seat, refreshments like
a tea or a coffee, and check that they’re comfortable and whether
they need anything during the interview.
If we can build rapport, that increases the chances of getting useful and accurate
information.
Explain the Purpose of the

Interview
Emphasise that the goal of the investigation is to learn from it. Be clear: you are NOT
seeking to blame anyone.
Ask the interviewee if you can count on them to help you discover the facts of what
happened.
Getting the Interview Started

‘Open questions’ are questions which
invite a long answer. They are not
“Yes” or “No” answers.
Open questions nearly always start

with: Who, What, Where, When, Why,
and How.
Use these to gather initial information.

You could also just ask them to
tell you, in their own words, “what
happened?”.

Leading Questions
Leading questions are those which try to manipulate the interviewee into giving you
a specific answer. NEVER ask these. They can make the interviewee feel pressured
and uncomfortable.
Closed Questions
After getting the initial information, we can use closed questions to determine
specific facts. Such as: “where exactly were you standing?” or “were
you standing next to the door or next to the control panel?”.
These invite short answers which are much more detailed and establish specific
facts.
What Type of Question?
What type of question is this? “How did she do that?”
Open Question
Leading Question
Closed Question

Ask ONE Question At a Time
Be careful not to overload the interviewee by asking too many questions at once. Ask
just one question at a time, listen to the answer and try to understand exactly what
they’re saying.
This involves something called Active Listening.
Active Listening
Active listening is one of the most important skills someone can learn, and not just
for incident investigation.
Active listening means really listening and trying to understand what the person
means.
You listen without thinking about what you’re going to say next. And you avoid
jumping to conclusions about what they’re saying.
Active Listening - Checking

Understanding
Active listening also means checking you have
understood.
You repeat back to them what they said, in their own

words, and ask if you have understood.
Watch Your Language and Jargon

Avoid using industry jargon or acronyms which the interviewee may not
understand. Make an effort to speak in plain English and check if the person
understands your questions.

You should try to build rapport from the start.

Comfort is irrelevant.
Resistance is Futile.

ACCOUNT,
CLARIFICATION
AND
CHALLENGE

Pursue Any Additional Lines
of Enquiry
You start the interview with a plan and
some questions. And then you might
get some answers you don’t expect.
You didn’t plan for this.
You might have to improvise and pay

attention to any new lines of
enquiry which appear and ask some
extra questions.
Clarify Anything Unclear

Some details may be unclear. Ask
directly for these details. e.g. “Where
were you stood?” - “What time was
it?” - “Did you call Dave before or after
you spoke to Ray?”
Clarify Anything Inconsistent

Clarify things first, challenge later!
The interviewee may have very good
reason to believe what they are saying
is true.
Ask questions like:

“How do you know that for sure?”
“What makes you think that?”
“Is that a fact, or an opinion?”
Clarify information using the witness’s
own language. Don’t twist their words
in any way.

Challenge Any Contradictions in
Their Statement
Never directly call an interviewee a liar. They may simply be mistaken or confused.
Or maybe you’ve misunderstood. “Assume Ignorance Before Malice”. Simply point out
the contradiction and ask them to explain it.
What type of question is this? “What Happened Last Night?”
Clarification
Engaging with Interviewee and asking for their Account
Challenge

CLOSURE

Closing the Interview
Fill in the gaps with the correct words to set out how to close the interview:
verbal agreement Thank them Inform them
accurate and factual Warn them Check all areas
contact details in their own words Summarise
1. have been covered.

2. their statement back to them .
3. Get a that the statement is .
4. of the next steps.
5. you may need to interview them again.
6. Confirm their .
7. .
Check All Areas Have Been

Covered
Before closing the interview, it’s good to double check that you have covered
everything you wanted to cover. Go back to your checklist of questions and check
you answered everthing.
Summarise Their Statement

Back to Them
Read the notes you took during the interview. Repeat their own choice of words
back to them. Check that you have understood correctly and recorded what they
meant to say.

Get a Verbal Agreement
Always get a verbal agreement from the interviewee that your notes are a factual
and accurate account of what they said.
TRUE or FALSE?
You don’t need to get every interviewee to sign their statement.
True
False
Inform Them of the Next Steps

Explain the next steps of the investigation, without giving them any confidential
information of course.
Tell them you will carry out some interviews, review the evidence, draw some
conclusions and formulate some recommendations for management.
Warn Them You May Need to

Interview Them Again
We must warn them that we may need to interview them again.
It’s possible that new information will come to light and we might need to ask them
about it.
Confirm Their Contact Details

Always remember to confirm the person’s contact details so you can easily get back
in touch.

Say “Thank You”
Thank them for their time and participation.
Re-emphasise the importance of the

investigation and the organisation’s desire to
prevent the incident from reoccurring.
Thanking them and helping them leave in a

positive state of mind is important. You might
be interviewing several witnesses.
Considerations
One witness might speak to the next witness, and may comment negatively about
your interview style or approach. This might lead to future witnesses being less
cooperative.
You don’t need to check their contact details if you already have them.
You thank them simply because it’s polite.
When summarising, always use their own words.

EVALUATION

Did We Achieve What We Set Out
to Achieve?
We must compare our interview to the initial aims and objectives and ask
ourselves whether these were met.
Remember, there was key information we wanted to find out or clarify.
Did we accomplish what we set out to accomplish?
Evaluate Against Other Evidence

Review the new information received in the context of theinvestigation.
Ask yourself: does it raise new questions or lines of enquiry.
Compare it against the other available evidence: does it confirm or support the other
evidence? Or does it contradict the other evidence?
Self-Reflection After Each

Interview
To help you become more skilled more quickly it’s important to self-reflect after each
interview and ask yourself two simple questions:
1. What did I do well?

2. What could I do better next time?
The Interview Went Well...

If you believe your interview went smoothly, ask yourself why you think that is.
What made this interview go so smoothly?

The Interview Didn’t Go Well...
If the interview didn’t go too well, ask
yourself why.
Maybe it was going great until, all of a sudden,

the interviewee closed up and went quiet.
Ask yourself whether you did or said something

to cause that. Were they reacting to you?
Conclusion
Always Remember:
Approach each interview with

this philosophy: acknowledge
your own strengths and
weaknesses and try to get a
little bit better every time you do
this.

BARRIERS
TO GOOD
INVESTIGATIONS

Barriers to Good Investigations
Achieve?
• Language barriers
• Leading questions
• Poor communication skills
• Giving credibility to hearsay and rumours
• The mindset of the interviewee
Language Barriers
If the interviewee does not speak your language very well, you are going to
struggle. They may not fully understand what your questions mean.
You may need a translator.
Leading Questions
Avoid asking questions which encourage, manipulate, or pressure the interviewee to
give you a certain answer. Avoid putting words into their mouth.
Asking leading questions may lead to the interviewee becoming reluctant to answer
and not talking.
Poor Communication Skills

If you are interviewing a poor
communicator, you will have to work
harder to tease information out of them.
Take it slowly and repeat or rephrase
questions if you need to. Resist any urge
to get frustrated. Stay positive and work
through the questions until you have the
information you need.

Giving Credibility to Hearsay
or Rumours
Hearsay is not acceptable evidence. We cannot trust one person’s interpretation of
what another person said.
Furthermore, be careful of rumours. Interviewees may repeat what they have heard
as facts.
Remember to ask: “how do you know this?” or “what makes you think that?”
to determine whether it is a rumour or not.
The Mindset of the Interviewee

Remember, the incident may have been a serious one. The interviewee may be still
in shock or very upset at what they saw. The interviewee may even have witnessed a
death.
There is no smoke without fire. Therefore rumours must be taken seriously.

A translator may be needed if the interviewee does not speak your language.
If someone is unavailable, the next best evidence is to get someone to tell their
story on their behalf.

UNWILLING
INTERVIEWEES

What Being Unwilling Looks
Like
Fill in the gaps with the correct words to describe what being unwilling to be
interviewed looks like:
aggressive evasive lie remember
turning up refusing
Some people don’t want to be interviewed or fail to cooperate with the interview
process. This might look like:
Not for the interview.
Being passive .
Being .
Claiming not to key details.
Insisting on a despite clear evidence to the contrary.
Openly to answer questions.
Force Breeds Resistance

If you pressure someone, or insist on something, or overtly disagree with someone,
they will tend to resist you. They push back.
And there is clear scientific evidence that shows that people will dig in their heels on
their beliefs or opinions when they feel attacked. Even if you have
definitive proof they are wrong.
Show Understanding
Show complete support and acceptance for the person’s feelings and opinions.
You can do this by actively listening to any objections they have and repeating back
in their own words.

Disarm the Resistance By
Mentioning it First
You can disarm resistance by mentioning it at the start of the interview
during the Engage and Explain section.
Put yourself into their shoes and explain why it is understandable they may be
resistant.
Give People the Freedom to

Choose and Support Their Choice
By giving them the freedom to Do you become stubborn when someone tries
choose, by reminding them it’s to force or coerce you into doing something
you don’t want to do?
their choice whether they
cooperate or not, people actually
become much more likely to Yes
cooperate and consider what you No
are saying.
Ask Them How They Feel About

Being Interviewed
If the person seems reluctant, it’s good to ask them directly how they feel about
being interviewed.
You can then follow up and repeat back to them how they feel, to show you have
listened.
This often goes a long way to building rapport.

Ask Them What You Can Do
to Help
Ask them what you need to do to help
them be as open and as honest as
possible.
But don’t promise to keep the information

secret and don’t guarantee that no one
will get into trouble.
No blame is not the same as no

accountability
Give Them Refreshments

Provide refreshments, like tea, coffee,
a cold drink, and even food like biscuits.
The person will be indebted towards

you. They will warm to you. They will feel
obligated to repay the gesture. Which
means they’re more likely to cooperate.
Providing tea and coffee to build rapport is unethical.
There is nothing you can do to help them be open with you.
Stating things they might identify with will help build rapport.

BLAME
CULTURE

What is a Blame Culture?
A blame culture is the tendency to look for one person who can be
held entirely responsible.
Almost all of us have failed to take responsibility for our mistakes (at some time).
We have a tendency to blame others for problems instead of looking at ourselves.
This is an ancient problem, which even gets mentioned in the Bible: “let he who is
without sin cast the first stone”.
Blame Culture in Organisations
In a blame culture, managers will

blame the people directly involved
in incidents instead of questioning
whether management failed
in some way. Blaming people,
(especially junior people), is easy.
But questioning the culture, the
leadership, and the systems is
hard.

Overt and Implied Blame
punishing lack of competence overt retraining
disciplinary action implied implied firing
Blame cultures lead to someone (or a group of people) for incidents.

This can include taking or them. This is
blame.
It could be blame. Like someone whilst failing to
implement any other changes. And that would imply it was the individual’s
alone which caused the incident.
WHO is at fault? = Witch Hunt
In organisations with a blame culture, incident investigations focus on ‘WHO is at

fault?’ instead of ‘WHY did it happen?’.
If you focus on the why, you will develop a Learning Culture where organisations can
learn and improve over time.
What Impact Do Blame

Cultures Have on Interviews?
In Blame Cultures, witnesses often keep quiet or try to deflect blame onto others.
Minor accidents and near misses probably won’t even get reported.

Holding People Accountable
And, sometimes, someone is to blame. At least partly.
And we must hold people to account when they have failed to adhere to health and
safety standards. Any punishment must be proportionate to the part they played in
the incident.
Proportionate Punishment
If they played a minor role,

then the punishment should be
minor. It might not even be a
punishment. They could simply
be retrained. If they played a
major role, then a more severe
punishment is in order.
Ignorant or Malicious
Consider the motivation behind their behaviour. They may have acted maliciously, in
which case severe punishment may be warranted. But in most cases, people were
not malicious. They had good intentions. They may even have been trying to help. So
temper the punishment in such cases.

Who’s Really At Fault?
In many cases, most of the responsibility for the incident lies at the feet of the
organisation.
mistake or broke a rule behaved unsafely difficult position
possibility organisation’s underlying and root causes
train poor example
If an individual made a , then consider the it was

the fault for failing to that person or supervise them.
Perhaps managers set a . Perhaps the organisation put that
person in a where most people would have .
.
Make sure you take the act to correct, not just the immediate causes, but also the
.

BIAS

What is BIAS?
Bias is our unconscious tendency to be prejudiced.
It’s an inclination or prejudice for or against a person, a group of people, or a cause

of an incident.
Especially in a way that is considered to be unfair.
How can BIAS affect an investigation?
Bias is bad for investigations because it can mean that important evidence and
causes of incidents either receive too much attention, are dismissed too quickly, or
get completely ignored.
Different Types of BIAS
There are literally dozens of types of bias. And we’re going to focus on 3 types:
1. Self-serving bias
2. Fundamental attribution error
3. Cherry picking bias

Self-Serving Bias
Self-serving bias leads you to believe that:
• Everything good that is happening is all

thanks to you.
• Failures are not your fault.
Managers might assume incidents are the

fault of others. They might not examine
their own failures, and how they could have
managed operations better.
Fundamental Attribution Error

Fundamental Attribution Error is when you
assume that someone’s mistake or behaviour
is due to some personal trait of that person,
like their intelligence or personality.
You might blame someone’s mistake on

something that is wrong with them. In
incident investigations, you might assume the
people involved are flawed
in some way.
Cherry Picking Bias

As humans, we tend to:
• Focus on evidence and data which

confirms our beliefs.
• Ignore or dismiss the rest of the evidence
which doesn’t agree with us.
Investigators who suffer from cherry-picking

bias might have made up their own mind
before the investigation even begins.

What Type of Bias is This?
“I can’t believe he could have done something so stupid. What a muppet!”
Cherry-Picking Bias
Fundamental Attribution Error
Self-Serving Bias

Element 5:
Advanced
Incident
Investigation
Techniques

ADVANCED
INCIDENT
INVESTIGATION
TECHNIQUES

learning outcome:
Understand how to investigate incidents and

confidently carry out an investigation.
Advanced Incident
Investigation Techniques

Other Investigation Techniques
There are many investigation techniques we’re going to
introduce:
• Fishbone Diagrams (also known as Ishikawa or Cause

and Effect Analysis).
• Event Tree Analysis, and
• Fault Tree Analysis.
The Fishbone Diagram
We call this the Fishbone Diagram

because... well, because it looks
like a fish!
On the right hand side,

we have the “Incident”.
This is the problem

statement you put at the
top of a 5 Whys Analysis.
e.g. “Gary fell off the
desk.”

The Fishbone Diagram
Each rib of the fish is a type of cause. You can choose your own types and these
do vary between industries. In manufacturing, the causes are usually Machines,
Methods, Materials, Measurements, the Environment, and People.
Event Tree Analysis
This is a
technique
usually
reserved for
complex
industrial
activities or
processes
such as
nuclear power
plants,
petrochemical
reactions, etc.

Event Tree Analysis
It starts with
an initiating
event
Which leads
to a result.
Which sets
in motion
a chain of
events
Event Tree Analysis calculates the probability of

each event occurring.
e.g. The probability of success or failure of fire

detection, alarms, and sprinklers.
This allows us to calculate the chances of all of

the possible outcomes from the initiating event.

Fault Tree Analysis
Like event tree

analysis, this
technique is
reserved for
complex processes
or systems. It is
used to identify the
possible causes of a
systems failure, and
also to calculate
the chances of this
happening.
With this method you begin at the top with the ‘undesired
event’, which is the incident.
This it could be a failure of a fire protection system.
The structure of the Fault Tree is similar to a 5 Whys

Analysis. It branches into causes, such as process
or component failures through a series of “gates”.

Fault Tree Analysis
An “AND” gate requires all
components to fail for the fault
to occur.
In this example:
Smoke Detection Failure
AND
Heat Detection Failure
Fire Detection System Failure
An “OR” gate only needs ONE

component to fail for the fault to
occur.
In this example:
No Water Supply
OR
Sprinkler Nozzles Blocked
Fire Suppression Failure

Incident Investigation
follows the syllabus for the NEBOSH HSE
Introduction to Incident Investigation
Award. It provides the knowledge you
need to help you gain the qualification.
The information is also valuable as

a reference source for those putting
incident investigation techniques into
practice at work.
Compassa Ltd
136 Hawthorn Avenue
Hull
HU3 5PY
United Kingdom
TEL: +44 (0)1482 739 090

Email: will@compassa.co.uk
Website: www.compassa.co.uk
Published by Compassa Ltd 2021 ©

Registered in England and Wales
Company Number: 10544151
VAT Registration: 344459681

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In 2020, Compassa won two Corporate Vision awards:

• Best Incident Investigation Course UK

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Understand why incident investigations are

Incidents vs. Accidents

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Tick the correct definition of an Incident.

An occurrence An occurrence An occurrence

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Incidents might include accidents,

An incident is an occurrence, arising

Definition of a Near Miss

A near miss is also a type

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In the UK, the word

Which of the following is a Dangerous Occurrence

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Fill in the gaps with the correct words to complete

incident accident near miss

could have caused work

An is an occurance, arising out of , which

An is an incident which caused injury or damage.

A is an incident which could have caused injury, ill health, or

Fill in the missing words to complete the full title:

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Fill in the gaps with the correct words to finish the

Minor first aid Major

significant long-term Major

injuries are those that can cause and lasting

injuries often only require treatment, with

Choose the correct statement.

A near miss is an incident which

A near miss is an incident which

A near miss is an accident which

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Simply put, incidents are the result of mistakes made.

Humans naturally make mistakes frequently. We are limited and fallible. To be

Why Learn From Mistakes?

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Identify Causes, Fix Causes,

One Root Cause, Many Possible Incidents

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Improving the Organisation,

When you discover and fix the

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The Viewpoint of the Health

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Requirement to Keep Arrangements

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Fill in the gaps with the correct words:

quickly thoroughly 30%

guilty fine incident seriously

HSE or Local Authority

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Remove and provide them with evidence

Do NOT disturb the scene