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jul-aug2012

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Flight Safety Australia<br />

Issue 87 July–August 2012<br />

29<br />

CANBERRA ² BRISBANE<br />

CBR ² BNE<br />

FLIGHT<br />

FSA87<br />

BOARDING TIME<br />

2030<br />

GATE<br />

8<br />

SEAT NO.<br />

12B<br />

PASSENGER<br />

CITIZEN / JOHN MR<br />

FLIGHT<br />

FSA87<br />

When designing training, consider the target audience:<br />

What do staff need to know?<br />

What do staff need to look for? (e.g. baggage size and weight, able-bodied<br />

passengers, oxygen bottle types, medical requirements.)<br />

Why are these identified as hazards, or potential hazards?<br />

Why do staff need to report hazards?<br />

Will operational staff know what a hazard is if they do not understand the concept?<br />

Why are identification and reporting important, even if the hazard does not cause<br />

an incident or accident?<br />

Anything noticed (smelt, seen, heard) and identified as a hazard has to be reported<br />

to someone who can address the issue and prevent a possible incident or accident.<br />

Operational staff need to know that their contributions to the safety reporting system<br />

will be used to strengthen systems, in the spirit of a ‘just’ safety culture.<br />

CASA safety systems inspector, Leanne Findlay, and ground operations inspector,<br />

David Heilbron, recognise the importance of operational safety personnel<br />

understanding what to report. Training of new staff, combining the use of theory,<br />

role-plays and formal on-the-job experience of hazard identification, can consolidate<br />

awareness of hazards and risks. Training records should document all forms of initial<br />

and recurrent training. Asking experienced staff to mentor newer staff helps them to<br />

recognise potential hazards in the workplace. Each event can have different variables,<br />

and situations will not necessarily follow a scenario that the staff have seen before, or<br />

read about in a textbook.<br />

continued on page 64

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