Managing Risk

A video or still images of a lab could be provided and students could identify the hazards, evaluate the risks using a risk matrix and perform a risk assessment. This could be framed as a retrospective “CSI” approach of the aftermath of an incident. The students could write what they would have done in their RA to have stopped the situation arising. This is an example of providing a digital artefact.

It could be fun to have a live video feed of someone (e.g. staff) entering a ‘fake’ situation while a team of students give remote guidance. The students can tell the camera person where to go and what to look at POV style, then produce a risk report. This is an example of synchronous remote participation.

However, don’t make the hazards and effects too noticeable and ensure that enough time is spent thinking of the risk matrix.

Teach the students the basics of ISO/BS standards, then give digital info of apparatus or suggested designs. The students then need to highlight where there are compliance issues and tie this to the literature. i.e. Machinery directives - can you get your hands into a mechanism? etc. A targeted framework of standards to provide the students with would be better than letting them find relevant material, as the volume of standards can be overwhelming. Consider asking students to annotate bad designs.

Analyse RAs and look for errors or risk matrices that are too strict or too lenient. This is an example of providing a digital artefact.

Have a group of students pick random examples of activities with different risks, one each, complete their own RA then review each others work. To make this more interesting each reviewer is also assigned a need to fulfill. i.e. make everything as cheap as possible, lowest risk, fastest production time, adherence to a ‘vague’ standard. A compromise has to be reached before sign off.

Using keywords and total values for RA matrix can be useful. Be careful with the content or this can become a very dull activity. Gamification helps.

Discuss with the students what avenues they can take if there is a lack of documentation covering the risks. Give them predefined ‘paths’ to take including legal and good management strategies. Don’t make it too contrived and restricted. Incentivise replayability so the students need to complete questions that require knowledge of all strategies. This is an example of remote staff support.