PEO3081 SAFETY MANAGEMENT: PLANNING

FOR THE OUTDOORS

Student name:

Student ID:

Welcome to your journal for PEO3081 SAFETY MANAGEMENT:

PLANNING FOR THE OUTDOORS

1. Make a copy of this document:

File > Make a copy… > Name it ‘PEO3081 journal – Your Name’.

2. Fill in your name and student ID on the new file.

3. Your teacher will be able to feedback after checkpoint 1.

CONTENTS

01 WHY HAVE EOTC?

Activity 1A

02 RISK IN THE OUTDOOR ENVIRONMENT

Activity 2A

03 ANALYSING SAFETY MANAGEMENT ISSUES

Activity 3A

04 SOCIO-CULTURAL FACTORS

Activity 4A
Activity 4B

06 ETHICAL FACTORS

Activity 6A

08 PRACTICE TASK

Activity 8A
Activity 8B
01 WHY HAVE EOTC?

1A. ACTIVITY

1. What does EOTC mean to you?

2. Why or why not do you think we should have EOTC trips? What are the
benefits/negatives?
In the diagram below, write what activities you have done or would like to do through school
activities, in your local area and places further afield.

Activities you have done

Activities you want to do

02 RISK IN THE OUTDOOR ENVIRONMENT

2A. ACTIVITY

Why is a safety management plan important and why is a site visit important?
03 ANALYSING SAFETY MANAGEMENT ISSUES

3A. ACTIVITY

Now you have learnt about managing and minimising risk, consider EOTL activities you have
mentioned in Activity 1A and have been involved in. Identify good practice or any changes
that could have taken place. Explain below ways you could have minimised the risk.
04 SOCIO-CULTURAL FACTORS

4A. ACTIVITY

Discuss the positive or negative impact culture has EOTC of your own choice.

4B. ACTIVITY

Think of a place in your area (or somewhere you have visited) that has cultural significance,
and therefore if you wanted to use it as an outdoor activity venue, you would have to consult
with people involved in the place. Or, think of a place that requires visitors to accept different
cultural views.

Write down the name and location of your chosen place. Answer the questions below, to
explain what issues could occur and why there is a socio-cultural influence, who it affects
and why the socio-cultural impact exists?

1. Name of place

2. Location
3. What issue or issues occurred or could occur and explain the socio-cultural influence on
this issue

4. Who is affected by the socio-cultural influence of this issue?

5. Why does the socio-cultural influence of this place exist?

06 ETHICAL FACTORS

6A. ACTIVITY

Here are 10 issues or dilemmas you might face as a leader of an outdoor education trip.
Think of possible solutions or examples to each issue and write them below each title.

1. Informed consent

It is ethical to tell students the content and risks of activities they are going to participate
in, so they can make informed decisions regarding their participation. But when, if ever, is it
appropriate to go ahead without informed consent?

2. Deception

Sometimes in outdoor education, deception is used for the supposed benefit of students.
There is often an element of intentional surprise, of purposely telling students misleading
information, so that students encounter and work through challenges themselves. However,
deception of others is often fraught with danger – so when and how can it be ethically
justifiable?
3. Secrecy

Sometimes leaders in outdoor education intentionally withhold information for the supposed
benefit of the students. For example, giving students a map without roads marked and not
telling students where water can be found to keep this information secret. When and how
can the practice of secrecy be ethically justifiable in outdoor education? Why do leaders do
this?

4. Captive population

A captive population has no choice in their participation. For example, a person is ‘captive’
when up on a high ropes course. They are often faced with choices, such as down the zip
line or climb down a ladder, when they may not have chosen either if they were in a non-
captive situation. Sometimes participants are sent onto programmes and are required to
complete such programmes (such as with boot camp). Thus they are captive in the
programme and not entirely of free will in their participation. Is this ethical?
5. Sexual issues

One example of a sexual issue is when participants in an outdoor education programme who
didn’t previously know one another begin acting on their sexual attraction to one another.
The two participants are open with others about their feelings. Some of the participants feel
uncomfortable about the situation and ask the leader what they think should be done about
the situation. What are the ethical decisions to be made?

6. Environmental concerns

Is it ethically sound to spit toothpaste into the woods? Should participants be required to
swallow their toothpaste, even though it may make some people feel a little sick? For
example, students who went on a tramp through the Abel Tasman National Park drank every
single drop of waste water, including toothpaste and washing up water. Where and how
should toilet waste be discarded to look after the environment? What would you do?
7. Individual versus group benefit

This is a very common dilemma that occurs when there is a conflict between what might
benefit the group versus what might be beneficial for individuals. For
example, a difficult summit might be an ideal challenge for the development of some
individuals, but represent too great a challenge for the group. Sometimes these
matters can be easily resolved (for example, make the summit optional), but a lot of the time
leaders find themselves challenged to compromise group or individual benefits in making a
decision. What would you do?

8. Students’ rights

For example, is it ethically justifiable for an instructor to withhold phone calls or text
messages from family and friends to students, because the instructor believes it is beneficial
for students to spend time only with the group and the environment? What is the student’s
rights?
9. Social implications

For example, a forestry company approaches an outdoor education company that is

struggling financially and requests a programme to improve the teamwork of their managers.
The forestry company has been criticised by environmental groups for possibly
contaminating the local environment. When the offer is presented to the outdoor education
staff, they are divided about whether or not to conduct the programme. Some staff said no,
they should not be associated in any way with a forestry company with such a poor
environmental record. Others said yes, we should do the programme, to keep the company
going and to try to change the values of the managers. What would you do and why?

10. Paternalism

Paternalism refers to taking away an individual’s right and capacity to make a decision,
supposedly in the interests of that person’s well-being. For example, a person doesn’t want
to use the safety technique suggested by the instructor of a programme. Instead, they want
to use a different, well-proven, safety technique in which he/she has considerable expertise.
The instructor refuses, saying his/her technique is better. What are ethical approaches in
these kinds of situations?
08 PRACTICE TASK

8A. ACTIVITY

Write in the purpose of the caving trip that Josh and Rawiri participated in.

1. Purpose of the trip: to help participants appreciate and develop a respect for the
environment. Learn new things about themselves and how to cooperate with others in a new
environment.

What do you think the purpose of the trip for Josh and Rawiri was?

The following are all the current safety management procedures and strategies that
all students of Te Kura need to follow when participating in an outdoor activity trip.

In the following areas (2–11) highlight all the issues that have arisen from the two
boys going on their caving trip.

2. Planning and preparing for the activity

Stage 1: Apply for permission from CEO or senior staff member. Once approvals have been
given, proceed with planning.

Stage 2:
 Get all participants to fill out health and safety forms, including emergency contact
details.
 Plan all key areas, cost, ability of the group and transport. Make sure there are
suitably qualified leaders and assistant leaders; visit the site; assess all the risks;
organise the equipment; and make sure the number of participants is appropriate
(staff: student ratio is appropriate).
 Fill in all the relevant forms including SAP and RAMS forms.
 Liaise with landowners and plan the best method to minimise the environmental
impact.
 Finalise the emergency plan.

Stage 3: Before the trip

Review all the planning; get final approval for the trip.

Stage 4: Do the trip.

Stage 5: Review and evaluate the trip.

3. Leadership qualities

Leaders must lead with confidence and ensure the safety of the group:

Before the trip:

 Do a site visit or have knowledge of the site.
 Make sure you have the cave map/directions, first aid kit, a warm drink and spare
food, spare clothing, a spare hand line, track-marking tape for emergencies, an
emergency plan.
 Check the weather forecast and cave water levels.
 Check local issues and check that access permission has been granted from local iwi
if necessary.
 Identify and arrange assistant leaders with suitable skills.
 Tell everyone (participants and parents/caregivers) the risks and the management
strategies for the activity.

During the trip:

 Manage the group effectively, monitor their behaviour and progress carefully.
 Keep the group in sight of a leader or assistant leader when they are around
vulnerable cave features or safety risk points.

After the trip:

 Debrief, review and evaluate with the group.
 Clean, check and store equipment.
 Report any accidents or incidents.
 Plan any changes for future trips.

4. Risk management

Risks, potential for loss:

 Injuries from falls: cuts/grazes/bruising/sprains/strains/broken limbs/ neck
injury/concussion/death.
 Damage to environment.
 Injury to other people.
 Dehydration.
 Physical exhaustion.
 Getting lost or separated from the group, or being overdue.
 Hypothermia.
 Emotional trauma from inadequate lighting or confined space.

5. People

Causal factors:
 Not following the set path, ignoring rules.
 Emotional state (anxiety levels).
 Medical problems.
 Poor communication.
 Lack of supervision.
 Group size.
 Loose clothing, and inadequate footwear.
Risk management strategies – normal operation:
 Set clear rules and boundaries.
 Set up a buddy system to keep each other calm.
 Make sure everyone has medication, e.g. asthma inhaler.
 Always give clear directions and confirm that all understand and have assistant
leaders keeping an eye on the group.
 Keep group size to a minimum, approximately 10 is maximum.
 No loose clothing, good shoes or gumboots are to be worn.

6. Equipment

Causal factors:
 Gear failure.
 No helmet.
 Inadequate lighting.
 Faulty/poorly maintained equipment.
 Misuse of equipment.
 Conditions and appropriateness of first aid.

Risk management strategies – normal operation:

 Regular maintenance of all equipment, use as intended.
 Use a hands-free lighting source, have back up lighting.
 Helmets must be worn.
 Check helmets for wear and tear.
 Identify a designated area for first aid.

7. Environment

Causal factors:
 Foreign objects in the cave.
 Animals.
 Wet, muddy track.
 Rubbish left behind.
 Variable weather conditions, floods.
 Hazards of the environment (natural or manmade).
 Damaging plants and fauna.

Risk management strategies – normal operation:

 Remove unwanted objects from track.
 Make sure animals are left alone and keep clear.
 Stay on track to reduce plant and animal damage.
 Leave no rubbish, use the ‘leave no trace’ principles.
 Reschedule the trip if bad weather or environment changes, such as possible floods.

8. Risk management strategies

Emergency:
Have a clear emergency plan before leaving on the trip. The leader leaves clear instructions,
so, the contact person knows to phone 111 for Cave Search and Rescue if the group is
overdue.
The plans cover:
 potential hypothermia
 possible rising water, both inside and outside the cave
 having alternative exit points and return from those exit points
 carrying sufficient lighting/track markers for bush travel, and if the group needs to exit
the cave after dark
 having extra clothing, food and water
 what to do if there is a suspected neck injury – do not move person, call first aider to
the scene, call 111
 having a cell phone for emergency services.

9. Environmental considerations

Firstly, visit the cave to check it out.

Site visit: Caves are vulnerable to human impact. Once damage occurs in a cave it will
generally, stay forever. Leaders must minimise the impact of a group going into a cave.

You must lead a group without:

 walking off established cave pathways in a known cave
 exploring new caves or dislodge rocks or cave formations or the cave floor
 damaging the cave entrance, ferns, spiders, glow worms, fish, mosses or algae
 disturbing sediment banks or cause excessive mud to be smeared through the cave.

If this cannot be achieved, you may need to:

 amend the trip within the same cave
 go to another cave
 abort the trip
 keep group size to a minimum, to protect the environment.

Most New Zealand caves suit a group size of no more than 10 people.
Note: In New Zealand, there are many caves with established approach routes,
entranceways, and in-cave pathways (often marked with tape). Contact local caving groups
and/or Department of Conservation for more information.

10. Ethical considerations

 Do you tell the participants all the risks associated with the trip?
 Do you lead them in the dark?
 Do you explore every corner of the cave? This may add little to the group experience
and might cause a lot of damage.
 Do you let them explore by themselves?
 Do you push people who are scared to squeeze through small gaps? And go further
into the cave?
 If someone needs to go to the toilet, what do you do?
 Do you give individuals a choice or are they captive?
11. Socio-cultural factors

Find out about any cultural significance of the cave. It may be on iwi land or could be in a
tapu area. Some caves were used as burial sites, so this needs to be investigated. If
necessary, consult with the local iwi or Department of Conservation. Once you have done
this, and you have established access rights, you need to inform all participants of the
cultural significance and how they could offend others if they do not respect the land and the
environment that they are going into. Repeat this message just before entering the cave, to
make sure everyone understands and acts accordingly.

8B. ACTIVITY

Evaluate the caving trip scenario

Use the flowchart process from Lesson 1 to critically analyse the issues that occurred.

Task 1: Identify at least three safety management issues and analyse (examine) the issues
that contributed to this tragedy.

Evaluate the safety management issues you have identified in terms of their relative
importance

Task 2: Consider the factors that influenced the issues and discuss the inter-relationship
between the factors influencing the safety management issues.

Examine the wider implications of these factors and the relationship between them.

Task 3: Recommend strategies that would have addressed (eliminated or minimised) the
safety management issues and explain what they could have done differently. Support your
recommended strategies with reasons.

Question and challenge assumptions and practices relating to safety management in

outdoor situations. How and why does this thinking need to change?

Task 1
Write the issues identified below, then critically analyse each issue.

Issue 1:

Issue 2:

Issue 3:
Task 2:
Task 3:
 Well done.
You have now finished the activities!

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