mine rescue & safety

7/25/2019 Mine Rescue & Safety

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Unit 1 Educating Senior Management on

the Importance of Emergency

Training.By the end of this unit you should be able to:

Methods and strategies that you can use to engage senior management.(SO1 AC1)

The imortance of training and education in the emergency management field. (SO1 AC!)

Building your business case.(SO1 AC")

As the emergency resonse coordinator you understand the imortance of

emergency training for your staff. #o$e%er ho$ can you aroach and educate

senior management to buy&in to your light'

Senior management in any organisations are ey staeholders in any inter%ention.

mergency training in mines is a ey asect of oerations. Mining oerations are

generally *risy+ and can be classified as high ris. ,n the more conser%ati%e

organisations- management is focused on rofits and they are biased on in%esting

in inter%entions that bring income and see emergency training as a cost that has no

direct rofits. This is not the case ho$e%er. mergency training is critical in

mining. As an emergency resonse coordinator in a mining entity- it is a ey result

area to sell the ides of emergency training to senior management. This should be

done strategically so that you secure by in. The M, #A/T# A0 SAT2 ACT-

1334 re5uires organisations to ha%e in lace disaster management lans as la$.

Methods and strategies that you can use to engage senior

management. (SO1 AC1)

A lot of disaster reco%ery rocedures and information security is handled the $rong

$ay by cramming fear- uncertainty- and doubt do$n managements6 throats. That

doesn6t $or long&term. COs or to managers are lie little boys: to attract their

attention- you ha%e to $a%e a fire truc in front of them- and if you as them if

they refer A or B- they7ll say 8both.8


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These t$o e9amles illustrate ho$ difficult it can be to lease your senior

management. #o$e%er- some cometiti%e intelligence analysts seem to get it: the

door of the CO7s office is al$ays oen for them- he or she returns their hone

calls- reads the e&mails they send- acts uon their recommendations- and the

analysts do not seem to ha%e any difficulty in getting their budget aro%ed. hat

is the recie'

The following are 9 steps to gain senior management buy-in

1. 0eli%er

1. O%er&deli%er

!. Be concise". ;o for it. #el in all asects of their role?. Be$are of their ego

!eli"er

The first rule to obtain senior management buy&in and to gain credibility is todeli%er on the three dimensions: #uality$ time and format. @uality means your end

roduct & a reort- a resentation or recommendations & ha%e to match

e9ectations- that the numbers ha%e to be %erified and be correct- and that you

are ans$ering the 5uestions. Time means you do not miss a deadline. ormat

means if you are to ro%ide a one&age summary- you should stic $ith your

commitment instead of roducing a 1=&age document.

%"er-deli"er


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Try to go beyond $hat has been re5uested. This is $hat maes the difference

bet$een a good analyst- and an analyst $ho $ill 5uicly mo%e to more

resonsibilities. hat you $ant to achie%e is to surrise senior management by

bringing in a more comlete ans$er than $hat they $ere e9ecting.

&e concise

0o you no$ the e9ression 8,f , had more time- it $ould be shorter'8 ,t is much

harder to $rite a short recommendation than a long one- and this is $hy you $ant

to aim for it.

se the yramid rincile: Al$ays ut the conclusions- or the insights- first in your

document. This $ill allo$ a reader $ho does not ha%e a lot of time to get the

highlights %ery raidly.

hen you meet $ith senior management- only ha%e one item on the agenda. They

get easily distracted.

'o for it

Be blunt: gi%e it a try. ,f you disagree on a conclusion- and ha%e the bac&u to

ro%e your oint- send the information or sit $ith management to share your

insight. ractice the oen&door olicy: re5uest a short meeting to share a oint.

ro%ide analysis on an ucoming decision e%en if this has not been ased: being

roacti%e $ill ay off. This $ill mean you thin %ery hard about $hat decisions

senior management is about to tae.

&ring facts$ not anecdotes

This is your secret $eaon: bringing in irrefutable facts is the ey to success. 2ou

ha%e to become the guardian of facts- the only erson in the room $ho does not

mae decisions based on anecdotes. ,f you stic to the facts- there is little chance

eole can contradict you.

("oid surprises


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,f you ha%e to remember one asect about senior management- it is that they hate

surrises. They $ant to be the first to no$ any maor ne$ de%eloment in the

organisation7s en%ironment- but often- eole in the field no$ it first.

Mae sure you sea to industry e9erts regularly. Some analysts schedule some

time each $ee to net$or and grab the latest trends. 2ou could e%en dedicate

half a day or a day each $ee for that urose.

Al$ays share a document you are resenting in ad%ance $ith the eole $ho are

attending the meeting. Share it esecially $ith those from $hom you e9ect

disagreement. ,t $ill allo$ you to highlight the oints for $hich you7ll need to

ro%ide strong bacu and to anticiate 5uestions.

)a"e an answer$ always

,t can be a temorary ans$er- or a artial one- but from day one al$ays ha%e the

ans$er to your analysis ready. ,t is recommended that you use the so called

8hyothesis dri%en8 roblem sol%ing strategy- and then $or to either ro%e or

disro%e their conclusion. This is a %ery o$erful $ay to aroach roblem sol%ing

& if you mae sure you do not fall in lo%e $ith your hyothesis.

&eware of their ego

Senior managers ha%e huge egos. So use it. Mae them loo good: they are the

ones $ho need to get the attention- so hel them be reared for it by ro%iding

them $ith the right facts- by maing sure they can find those facts easily $hen

resenting- or by heling them ans$er 5uestions ased.

/et them mae the decision: instead of finishing your analysis $ith a

recommendation- highlight the t$o or three alternati%es- and suggest $hich one

you $ould tae. But let them mae the decision.

0o not contradict them in ublic: related to the first oint- this means you should

a%oid contradicting them in ublicD ,t is better to issue a memo after$ards - or to


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communicate $here you thought their facts $ere $rong- but highlighting this in

ublic $ould ensure no one $ould $ant you in their team ...

*onclusion

;aining senior management buy&in is really about finding the right balance

bet$een the soft sills (no$ing ho$ to listen to them- ho$ to anticiate their

reactions) and hard sills (roc solid analysis- irrefutable facts- etc.). ,t is the ey

to the sur%i%al of your role in the organiEation as ultimately $ithout that buy&in-

you $ill be limited in your tass and resonsibilities. At the end of the day- you run

little ris in alying rinciles highlighted in the article so ... go for itD

(cti"ity 1

In pairs$ identify if the organisation you represent supports emergency rescue

and safety fully. If they do not$ suggest ways you could solicit for more

management buy-in into the inter"ention.

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The importance of training and education in the emergency

management field +S%1 (*,


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o$- $hen you ha%e a strategy on ho$ you $ill sell the idea to senior

management- it is imortant to educate them on the benefits of ha%ing training

and education in the emergency management field.

Besides the maor benefit of ro%iding guidance during an emergency- training and

education has other ad%antages. These include:

1. ,f ersonnel is $ell trained and educated on emergency management they

$ill be cometent enough toy disco%er unrecogniEed haEardous conditions

that $ould aggra%ate an emergency situation and an organisation can $or

to eliminate them.!. ell trained ersonnel are cometent enough to bring to light deficiencies-

such as the lac of resources (e5uiment- trained ersonnel- sulies)- or

items that can be rectified before an emergency occurs. ,n addition training

and educational inter%entions lay a sychological role of romoting safety

a$areness and sho$s the organiEation6s commitment to the safety of

$orers.". #a%ing oorly or incometent ersonnel in the emergency management field

could lead to se%ere losses such as multile casualties and ossible financial

collase of the organiEation. An attitude of 8it can6t haen here8 may be

resent. eole may not be $illing to tae the time and effort to train and

educate staff. #o$e%er- emergency management training is an imortant

art of comany oeration.A lac of trained ersonnel can lead to chaos

during an emergency.

hat is the o"erall ob/ecti"e of ha"ing well trained personnel0


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The obecti%e is to reduce the ossible conse5uences of the emergency by:

re%enting fatalities and inuriesG

reducing damage to buildings- stoc- and e5uimentG and

accelerating the resumtion of normal oerations.

ell trained ersonnel $ill be cometent enough to no$ :

ho$ liely a situation is to occur

$hat means are a%ailable to sto or re%ent the situation and

$hat is necessary for a gi%en situation.

rom this analysis- aroriate emergency rocedures can be established.


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Unit , Maintaining the Sills of 2our

Emergency Ser"ices3ersonnel

By the end of this unit you should be able to:

0e%eloing credible moc scenarios for training.(SO! AC1)

Training through in&house and e9ternal channels. (SO! AC!)

Building a training ground for your miners. (SO! AC")

Maintaining the Sills of 2our Emergency Ser"ices3ersonnel

,t is crucial to ensure that your staff is successfully trained in order to resond to

and manage an emergency on your mine site. ,n articular this session $ill

e9amine:

!e"eloping credible moc scenarios for training

Moc scenarios or drill refers to a rehearsal for a erformance or an emergency

situation.The mergency Moc Scenario concet ro%ides additional criteria

$ith $hich to e%aluate the lan and associated documentation by use of role

laying against a hyothetical emergency situation.

This role laying concet $ill also be used for subse5uent li%e testing. All

ortions of the reco%ery lan $hich cannot be 8li%e8 tested (e9. damage

assessment) rely hea%ily uon the role lay concet

4ormat


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The emergency moc scenario is resented in three stages or udates. The

udates are defined to corresond to the hases of reco%ery and to more closely

emulate actual emergency circumstances:

1. %ent

!. 0amage Assessment Team indings

". Subse5uent /ong Term Status changes

The subse5uent 0ry Hun Test lan re%ie$ $ill be done by reco%ery hases that

corresond to the scenario stages described

belo$.

M%*5 !6I77 %&8E*TIES (What do we hope to accomplish with each specific

scenario)

Moc scenarios are meant to achie%e the follo$ing :

1. ro%ide reco%ery caability re%ie$ and training

!. He%ie$ and refine reco%ery caability documentation". Ialidate untested or 8non&testable8 reco%ery lan comonents. %aluate the clarity of the lan in defining ho$ teams are to interact $ith

one another?. %aluate the accuracy of the team resonsibilities and resumtion

rocedures3. Mae suggestions to imro%e the team lan

1J.0ocument aroriate changes to the lan

(cti"ity ,

In groups of :$ e;plain what your organisation does it terms of moc scenarios.



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Training through in-house and e;ternal channels


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,n&house training is a training rogram for learning oortunities de%eloed by the

organiEation in $hich they are used. Training may be re5uired to be ro%ided to

emloyees as art of legislati%e re5uirements for industry erformance and safety

standards or continuing education re5uirements.

(d"antages of training in-house

1. E"eryone 'ets The Same Story

,t is imossible for one or t$o eole to attend an off&site seminar- come bac and

let the information 8tricle do$n8. Tricle do$n doesn6t haen because

i. eole come bac to their regular ob and don6t ha%e time.

ii. Most eole are not e9erienced trainers and cannot communicate the

information clearly.

iii. A good retention rate from a training class is >JK. ,f , tae training from

someone $ho $ent to the class- , $ill only retain L .>). The third

generation of trainee only gets "


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". Training *ustomi


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mloyees not taing it as seriously- e.g. they may not attend because they

thin it can be done another day

The need to ro%ide training facilities such as Cs- rooms- etc.

mloyees not being entirely honest about roblems and difficulties

(cti"ity =

In pairs$ discuss whether your organisation has a dedicated training

department that conducts in-house training or they rely on third part

outsourced consultants. hat are the benefits and challenges of these0

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FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF&uilding a training ground for your miners


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,n the business $orld- training is often an on&going rocess for comany emloyees

throughout the course of their career. Building a training ground for emloyees

begin is an essential art of successful training. nmoti%ated emloyees may not

rocess training materials $ell- and $ill lea%e training sessions $ith little

no$ledge or enthusiasm. As an emloyer- you in%est financial resources into

training and ho that training $ill boost rofitability and emloyee erformance.

#eling emloyees mae the most of training oortunities is the first ste to$ard

recei%ing a return on your in%estment.

1. Incenti"es

Offer incenti%es to emloyees $ho successfully comlete training rograms.

Because training is designed to assist emloyees and the comany- a small

incenti%e such as a raise- an e9tra %acation day or a secial day at the office

moti%ates emloyees to erform $ell during training.

,. (ssessment

@uiE them after training to determine $hether they aid attention- but let them

no$ there $ill be a 5uiE. ,f emloyees no$ they $ill be tested on the

information ro%ided during training sessions- they $ill be more moti%ated to ay

attention.

=. *ross train

Cross&train emloyees to erform tass $ithin the comany they are not already

trained to do. Allo$ing emloyees the oortunity to ad%ance their sill le%el

$ithin the comany moti%ates them to attend training and maes them more

%aluable to the comany.

:. *onsultation

As emloyees about the tye of training they $ould lie to undergo. ;i%ing your

emloyees a %oice $ill moti%ate them $hen you offer oortunities to train in

areas they are interested in.


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>. ?*arrot and stic@ approach

Con%ey the imortance of successful training as a career booster. 2ou are training

your emloyees to $or $ell $ithin your comany- but chances are they may need

to mo%e on in the future because of do$nsiEing or better oortunities. /etting

them no$ that the sills you are resenting them $ith are useful beyond

emloyment in your o$n comany moti%ates them to tae their career and training

oortunities more seriously.

(cti"ity :

(s a rescue and safety coordinator$ suggest ways you could use to build training

ground for employees. )ow would you promote a culture of understanding0























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Unit = *risis Management when

*hallenged with an Isolated Mine

Site.By the end of this unit you should be able to:

0e%eloing an understanding of your local community and its caabilities.(SO! AC1)

Connecting $ith local emergency management committees. (SO! AC!)

Contingency lanning for logistical roblems. (SO! AC")

!e"eloping an understanding of your local community and its capabilities

,n a emergency rearedness lan of an organisation- ey staeholders must be

identified. These staeholders include ey emergency ser%ices such as olice-

ambulance- hositals- and fire ser%ices. Se%eral magnitudes of the ossible

emergency must identified and rated as /O&M0,M,;# deending on

se%erity. The lo$er the rate then the less magnitude and thus the less resources

re5uired to attend to it. The higher the magnitude means also the more

resources re5uired.

hen these ha%e been identified- it is imortant no$ to assess if the local

community has enough caacity to ro%ide assistance in times of crisis. ,n South

America- mining comanies located in remote areas set u their o$n

indeendent stand&alone emergency rescue ser%ices comrising of fire stations-

hositals if they are located in remote areas $ith no caacity to cater for high

magnitude crisis.

*onnecting with local emergency management committees

,t is imortant to connect $ith local emergency management committees so that

a synergy can be established and they ha%e an understanding of the

organisations emergency rearedness lan and see $here they fit in and $hat

resources they re5uire to ha%e %aluable inut.*ontingency planning for logistical problems


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hen disaster stries logistics are critical. There is great need to carry sulies

into and also transort %ictims out of danger there has to be an effecti%e

logistical lan to cater for this esecially in remote areas. A good e9amle is

ha%ing a contingency lan to ut in effect if for e9amle the site is not

Accessible by road. Organisations ha%e to ha%e lans to cater for this.

(cti"ity >

In pairs$ identify if your organisations ha"e any operations in isolated

locations. hat challenges would liely be faced in emergencies at such

locations0 )ow does your organisation mitigates the challenges0






















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Unit : *risis ManagementA !ealing with

4amily and Media.

By the end of this unit you should be able to: Crisis management.(SO! AC1)

0eli%ering u to date information to the families. (SO! AC!)

Sensiti%ity and the receti%e resonse to family and friends affected. (SO! AC")

*risis management

mergencies- 0isasters- and Catastrohes are not gradientsG they are searate-

distinct roblems that re5uire distinct strategies of resonse and crisis

management. 0isasters are e%ents distinguished from e%eryday emergencies by

four factors:

1. OrganiEations are forced into more and different inds of interactions than

normalG!. OrganiEations lose some of their normal autonomyG". erformance standards change- andG


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ffecti%e mergency Management relies on a thorough integration of emergency

lans at all le%els of the organiEation- and an understanding that the lo$est le%els

of the organiEation are resonsible for managing the emergency and getting

additional resources and assistance from the uer le%els.

!eli"ering up to date information to the families

amilies of %ictims ha%e to mae many adustments and changes in resonse to

the disaster- articularly if it is %ery serious and lasting. or e9amle- they may

ha%e to send time doing the tass the %ictim did before in the family. They also

send time going to %isit and trying to tae care of the %ictim. They may losemoney because of this tragedy.

The family members may be under a lot of stress. This may mae them

emotional and difficult at times. hen this haens it is imortant to thin

about ho$ they are feeling. Try to realiEe ho$ hard the situation is for them.

Mae time to tal to the %ictim6s family as soon as the crisis has occurredGthe sooner the better.

Ans$er their 5uestions simly but clearly. ,f they $ant more information

then you can gi%e them.

hene%er the family comes to %isit- tell them $hat has been haening to

their family member. Offer suort and encouragement.

0o not lie to the family. ,f they $ant to no$ more then you feel free to

tell them.

,f the ne$s is bad- you may $ish to tell the family first and not let them find out

from the media first.

,f a family member $ants to stay $ith the %ictims- mae this as easy as ossible.


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Unit > 7eadership in Emergency

Management and the Beed to

!e"elop 4undamental (reas.

By the end of this unit you should be able to:

Crisis management.(SO! AC1)

0eli%ering u to date information to the families. (SO! AC!)

Sensiti%ity and the receti%e resonse to family and friends affected. (SO! AC")

Emergency managerCs leadership theory

/eadershi sills ha%e a rominent and o$erful role in society and influences all

asects of life in normal as $ell as crisis situations. /eaders can emerge from

$ithin a grou and can also be formally aointed or elected. There are many

5ualities that a leader should ha%e such as intelligence- 5uic comrehension-

decisi%eness- courage- strength- confidence- education- no$ledge- ersonality-

charisma and abo%e all integrity.

There may be a long list of leadershi traits but the follo$ing fi%e attributes

ha%e strong correlation $ith leadershi in emergency management. There are:

1. 0ominance (ersonality)

!. ,ntelligence

". Self&confidence


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7E(!E6S)I3 IB !IS(STE6 SITU(TI%BS

/eadershi is defined as ability to influence or moti%ate a grou or community

to$ards achie%ement of certain goals. ,n normal circumstances- leadershi is

entirely different as all decisions are taenafter enough thining- after a rocess

of consideration and reconsideration as $ell as $ith the thoughtful ad%ice of

e9erts in the area.

On the other hand in crisis situations or under unstable and disruti%e conditions or

in disasters- tass of leaders usually becomes difficult.

/eaders themsel%es $ill also be affected by the disaster. They could get isolated

due to sudden breado$n of communications or become ineffecti%e under

traumatic condition due to the suddenness and se%erity of the situation.

/ac of information and disrution of communication become serious factors

hamering decision maing.

/oss or delayed a%ailability of human resources- e5uiment- transort and

other relief commodities delays action and creates a sense of hellessness.

,n crisis management- leaders often use ! aroaches namely :

i. D&oss-(pproachDin $hich one asses orders and e9ects that the

subordinates $ill act according to the orders.ii. DTeam-(pproachDin $hich full cooeration of all concerned emloyees

and eole is taen. ,n this case the leader $ill tae all concerned

officers into confidence- in%ol%e them in the decision maing- monitor

their $or and guide them from time to time for effecti%e relief

oerations. ,n disaster situation- the latter aroach $ill be more

effecti%e and gi%e better results.

7E(!E6S)I3 ST27ES


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i. 3ersonal #ualities and self-confidence

As mentioned abo%e- e%ery erson has some leadershi 5ualities. One should

identify them and try to de%elo and ugrade them to the best caability. Self&

confidence is an imortant characteristic of a leader $hich can be de%eloed by

increasing his o$n rofessional cometence and inter&ersonal abilities.in crisis

management most eole $ill lose hoe and confidence and a good leader is

e9ected to be strong and on their feet assisting subordinates.

ii. 3rofessional competence

This cometence means no$ing $hat to do and ho$ to do it. This can be

de%eloed by ac5uiring a high standard of no$ledge- sill and ability aroriate

to the tas and circumstances. #igher the rofessional cometence more is the

resect and trust that the leader $ould recei%e. As an emergencyNcrisis manager-

you $ould be e9ected to dislay sill in dealing $ith emergency situation.

iii. Sound /udgement and appropriate decision maing

There are %ery much related to the rofessional cometence and e9erience of a

erson. A leader $ith these t$o 5ualities $ill emerge successful $ith his team of

co&$orers in any disaster situation.

i". (bility to communicate

Clear and concise communication $ith eole $oring $ith the leader is %ery

much essential for roer functioning. ,n fact- this is an essential ingredient in

de%eloing good interersonal relations that generate good$ill and loyalty to the

leader leading to a high le%el of disciline in the team. 0uring emergency crisis

both internal and e9ternal communication is imortant and a good leader must be

cometent and no$s $hat to say and $hen to say it and to $ho.

(ppropriate style of emergency leadership


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Al$ays different tass re5uire different styles of leadershi. ,t is imortant for a

successful emergency leader to understand the dimensions and re5uirements of

the gi%en tas and adust the leadershi style to achie%e the desired results.

1. Tells The leader orders the team and $aits for results and action $hile

eeing an eye on the rogress. #e does not e9ect his subordinates to as

5uestions or gi%e suggestions. This style is adoted $hen the matter is urgent

and there is no time to lose. This is best suitable for mine emergency $here a

slit second matters.,. SellsCon%inces the team about the decision taen by analysing the ositi%e

and negati%e oints. ,t is lie selling ideas to the team members. Ob%iously-

this e9ercise taes some time.=. *onsults /eader consults the team and allo$s them to articiate in the

decision maing $ith the %ie$ to maing small adustments but the main

thrust of the decisions of the leader are more or less final. This style is

some$hat less time consuming than the *Sells+ style. This $ill not be best

suitable for emergency crisis.:. 8oins The leader discusses thoroughly the roblem and the liely course of

action. %ery member of the team is in%ol%ed in the discussion and finally the

consensus decision re%ails. This style consumes most time but later $or is

smooth.

Sometimes a multi&style or mi9ed&style aroach is more useful in disaster

situation. There are %arious different tass and each of such tass is assigned to a

different erson instead of all tass to one- there can be better results. ,n other

$ords- delegation of authority and $or is also an imortant asect of leadershi

style. Of course- the leader has to continue to monitor and coordinate $ith his

colleagues.

Another useful factor in the de%eloment of disaster management is the strong and

ositi%e lin bet$een leadershi and training. A high standard of training can

ugrade the rofessionalism in the leadershi so that they ha%e more no$ledge-

sill and confidence to tacle the liely disaster situations.

*oordination


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Coordination can be defined as combined efforts of %arious related organiEations

and agencies to achie%e the goalNtarget of a tas and is therefore %ery essential. ,n

fact- there is al$ays scoe for imro%ement in coordination bet$een %arious

agenciesNorganisations $oring in emergency management.

36IB*I37ES (B! TE*)BIUES %4 *%%6!IB(TI%B

,n Crisis Management- all the concerned arties ha%e common goals as discussed

belo$.

re&0isaster Situation& for disaster re%ention- mitigation and rearedness tominimiEe loss of life and roerty from the disaster. There are no set rinciles or

rigid techni5ues for coordination in emergency situations because each situation is

uni5ue in its o$n $ay. But- coordination is more effecti%e if $e follo$ the basic

rinciles of coordination gi%en belo$:

1. *lear 6ole (llocation

There should be clarity in roles of different articiant arties. They should no$their authority and limitations. There should not be dulication of roles.

,. Betworing

All concerned arties should ha%e roer net$oring. This $ill ro%ide them better

understanding of strengths and $eanesses of each other and $ill also ensure

roer coordination of efforts besides a%oiding dulication. All arties in%ol%ed

must ha%e an idea about the caacity and caabilities of each other. This

no$ledge is %ery essential for coordination and delegation of duties

mine rescue & safety

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