Effectiveness of the Risk Management Plans of Fire and Rescue Services - Case Study Example

WORK-BASED LEARNING WORK-BASED LEARNING Insert name: Insert course code: Instructor’s name: 29 September, 2010. Introduction Excellent running of fire protection is necessary to guarantee that infernos are not expected to take place; that if they do happen they are liable to be restricted or controlled rapidly, efficiently and securely; or that, if an inferno does take place and develop, everybody in the college house would be able to run away to a position of full security with no trouble and rapidly. Carrying out a risk assessment assist in ensuring that your fires safety procedures, fire prevention measures as well as fir precautions (plans, systems along with equipment) are all in place and working properly, and that the risk assessment is able to identify any issue that need attention. A fire risk evaluation is an organized as well as methodological look at your property, the actions transacted there and the probability that an inferno possibly will start and cause impairment to those within the building. The fire risk evaluation aims at: Identifying the fire hazards. Reducing the risks of those hazards causing harm to as low as reasonably practicable. To make a decision on what substantial fire safety measures in addition to management plans are suitable to guarantee the security of students in college houses and hostels if a fire start. A fire hazard evaluation helps in determining the probability of an inferno starting as well as the menaces from the inferno that your property can cause to the people who use them along with a few people surrounding the property. A quantitative analysis of the fire hazard evaluation is significant and ought to be done in a realistic and methodical way and should be allocated sufficient time to do a good work. In some premises, it is significant to divide them into a series of assessment areas with the help of natural boundaries, for instance, areas like refectories, classrooms, lecture theatres, assembly spaces, laboratories, offices, stores and so on. The incident The objectives of the project were to analyze the effectiveness of the risk management plans of Royal Berkshire Fire and Rescue Services, to conduct an investigation on the various Risk management plans at Royal Berkshire Fire and Rescue Service, to minimize the injuries, loss, road traffic collisions, damages from fire and other hazards, to carry on with a continuous effectiveness, partnerships, consultations and ongoing improvements, and to use risk management and planning to provide flexible emergency response and to improve the individual, business and public safety by reducing risks by enforcing fire safety legislation and conducting education awareness as well as to offer employment opportunities to every one and also conduct activities in a suitable environment. After carrying out the project, majority of the above objectives were met apart from the last two objectives which require more time to be implemented. However there arose some issues with these two objectives due to the organizational behavior and culture. There were differences in the management and thus the two objectives are taking time to be implemented. However, this project assisted us in identifying risks and estimating the probability and magnitude of potential fire losses. Through the assessment, we were able to learn the skills of fire risk management which are the systematic application of management policies, procedures, and practices to the task of analyzing, assessing as well as controlling fire risks so as to protect workers, the public, and the environment, along with company assets while avoiding business interruption. We were able to use the predictive methods where we integrated statistical data, deterministic models and expert opinion to attain results and draw recommendations (Cote 2003, p. 283). Through our assessment, we were able to identify some hazards which we defined as the characteristics of systems, plants, or processes that represent a potential for an unplanned event leading to undesirable losses. One of the recommendations that we drew was that hazard identification should be a continuous activity in the evaluation of new materials, plant additions, and production modifications, as well as the continuing inspection and evaluation of existing activities (Cote 2003, p. 283). Known facts concerning the subject It is clear that risk is an integral part of social work and through the provision of appropriate risk frameworks for students and staff, challenging tasks might become ultimately satisfying. I as well understood that adequate training is important for fire fighter safety. There is an importance of safe work-based learning environments and risk management plans. It is the requirement of the “Fire and Rescue Service National Framework that Fire and Rescue Authorities” put and sustain an IRMP (Integrated Risk Management Plans) which reveals local needs and set out tactics to effectively deal with both accessible and probable hazards to society (Cote 2003, p. 284). An IRMP should lay down an authority’s evaluation of confined hazard as well as, in connection with that psychoanalysis, how it is going to organize its funds to deal with those hazards in addition to improving the security of all segments of the public. Methods used In our research, we used four basic research methods namely; sampling, use of questionnaires, direct interview and telephone and online interview. Of the four methods, the use of questionnaires and direct interview worked out very well while sampling and telephone and online interview did not work well as anticipated. After carrying out a pretest, and gathering the information, more questionnaires we re dished out and after going through them we got the information as it had been predetermined by the pretest. This is because we include all the questions that would be essential to us in getting full information. Furthermore, since the questionnaires were given to different people in the society, we were able to get first-hand information concerning the issues that we were investigating on. Questionnaires were very reliable since they gave precise and accurate information. This is because the answers were similar even after giving questionnaires to different people in different locations. Also through questionnaires, we were able to overcome the challenges of cultural differences since we used similar questions to all people across the society. Through questionnaires, the questions written were subjective and it was possible for us to avoid any grammatical errors. They also gave us a room to avoid any omissions which were so prevalent in the other research methods that were used. In questionnaires, we used both open and pre-coded questions (Reis and Judd 2000, p. 320). In open questions, the interviewees were able to provide us with additional information than we expected and this information was very helpful. In pre-coded questions we were able to direct the interviewees what kind of information we needed, and thus the questionnaire method was very effective. Direct interview was another method that was very effective. The main difference between questionnaires and direct interview was that in questionnaires, the respondents were the ones who coded the information on the questionnaires, while in direct interview, we as the interviewers would ask the respondent the question and decide on what to write down and what not to (Reis and Judd 2000, p. 321). Like in questionnaires, we used both open and pre-coded questions (Seale, 2004 p. 85). The open question gave our interviewees the freedom to decide the aspect, form, and detail as well as the length of their answers while we recorded as much information as we needed. When it came to coded questions, we would ask as if it is an open question and then we would allocate the answer to the suitable code category. Where we needed to find out what aspects of an issue are uppermost in the respondent’s mind or required very detailed answers, we used open questions. After collecting information in the field, we would uniformly code and summarize the information in the office without the influence of the circumstances of interview, or the reaction of the respondent to our interviewers (Seale, 2004 p. 85). The only demerit of the direct interview and questionnaires was that the detail obtained was partly a reflection of the respondent’s loquacity, such that diverse amounts and different items of information were available for different people. We also faced a challenge of compressing the written, qualitative answers into the code categories. In both direct interview and questionnaires, the use of pre-coded questions offered two alternatives namely the dichotomous and multiple-choice questions which had their merits (Seale, 2004 p. 86). We were able to combine both recording and coding of the answers in one operation and this simplified the whole procedure. Both questionnaires and direct interview helped us to have a direct contact with the respondents and we were able to assess the validity of the information given. The use of pre-tests and pilot studies assisted us in avoiding leading questions which would have otherwise limited the amount and quality of information obtained (Seale, 2004 p. 86). Sampling was the third best method that we used to collect data. We used two distinct categories of sampling procedures: probability and non-probability samples. The main disadvantage of probability sampling was that it was representative of the population, making it to be quantitative rather than qualitative research method (Cottrell and McKenzie 2010, p. 223). After using the non-probability sampling, we were able to take the advantage of those who were available and accessible to us in research field. However, this was a disadvantage to us since we obtained the views of a few people and only those affected by the issues that we were investigating on. Convenience sampling helped us to take advantage of certain groups of people. We were able to interview the managers of fire and rescue services as well as employees. We were also able to interview some people who had been affected by fire risks. Purposive sampling also helped us to research on some predefined traits. Nevertheless, there were a number of shortcomings linked with the use of sampling method. First, the method was so cumbersome and involved a lot of activities like collecting data, recording, analyzing and interpreting the information. At some point, we were forced to search for recorded statistical data which could tally with what we obtained in archives so as to analyze the information correctly (Cottrell and McKenzie 2010, p. 223). This made our work to be cumbersome and time consuming. We also found that sampling required a lot of resources which were limited at the time of data collection. The other main disadvantage was when selecting the samples. This resulted to a lot biases since we would go only to areas that we would manage in terms of time and resources. Telephone and online interview were the last research methods that we applied in our research. Though these methods were similar to the direct interview, they had some limitations. Telephone interview could not be lengthy and thus limited information was obtained. Furthermore some questions could not be asked over the phone since they required explanation while some multiple-choice questions posed a number of complications (Cottrell and McKenzie 2010, p. 223). Online interview was only limited to those who were in offices like managers. This resulted in biases as we could not interview the employees who were in the field. Learning outcomes After our research with my fire and rescue service partner, I was able to obtain good skills in qualitative research where I was able to answer complex questions with the purpose of describing, explaining and understanding the phenomena being researched. I was also able to use inductive reasoning to understand the ‘how’ and ‘what’ of a particular research question better. Through the project, I was able to learn how to carefully plan a well-written description of sound research principles that tie methodological strategies to research goals (Raelin, 2008 p. 140). It was clear to me that qualitative research makes use of words to describe meaning, to discover things as well as to understand phenomena. It is a subjective approach to research that considers the whole as greater than the sum of its parts. With my partner we were able to distinguish between qualitative research and quantitative research: Qualitative research methods Quantitative research methods This method provides a depth of understanding The method measures the level of occurrence Asks ‘why?’ Asks ‘how often?’ and ‘how many?’ One studies motivation One studies actions Qualitative research is subjective Quantitative research is objective This method enables discoveries The method provides proof The method is exploratory The method is definitive This method allows insights into behavior and trends This method measures the level of actions and trends. The method offer interpretation The method offers description. Through this project, I was able to develop reflective practice in the way I sole problems. I also came to learn that in our turbulent environment, organizations require to encourage the broad use of reflection to the extent of generating new ideas of coping with change. Reflective culture is the baseline for work base learning and makes it possible for people to constantly challenge things without fear of retaliation. This culture would be of great help to the Royal Berkshire fire and Rescue Services (Raelin, 2008 p. 140). To completely shape organizational learning, reflective practices ought to occur simultaneously with knowledge sharing so that new meaning and methods can be accessed by organizational members and partners. In my job, the work based learning have helped me to develop reflective culture which allows me to search for truths even if they are unpleasant to me, to take personal causal responsibility for problems, and to allow myself to accept some pain so as to learn how to become a better societal participant (Raelin, 2008 p. 140). Now I can work with other to make productive use of my emotional energy in a way that is sensitive to others. Reflection is mainly concerned with our thoughts, feelings and actions apart from our statements. The direct interview helped me develop the discipline of acknowledging my feelings and inquiring about the feelings of others to the extent that I can understand the frames or meaning afforded by my statements and actions (Raelin, 2008 p. 140). Moreover I gained self-knowledge which has led to team and organizational learning. For instance, I am now able to include in my personal learning goals the elucidation of barriers that earlier on prevented me from funding my voice or reaching my potential in the world, independent of prescriptive forces, whether they are corporate or radical. Factors affecting work-based learning The main factor affecting learning in the workplace is the company culture. Learning at place of work is shaped and characterized by the culture and environment of the organization. The nature of the learning that takes place in an organization also depends on how employees relate to one another as well as how they are supported in the process of developing themselves (Gray D. et al. 2004 p. 166). For effective risk management, various methods of learning in the place of work require good communication systems, confidence in peers as well as a desire to see others develop to heir full potential. Conclusion Through partnership with the fire and rescue service member, I have managed to work on my project through use of relevant theories. We were able to discus the application and misapplication of concepts and theories to these actions in addition to the practical dilemmas that arise from actions in our work settings (Raelin, 2008 p. 141). The rationale for the learning team structure was that we were engaged in similar work and thus we tend to face similar difficulties and hence the probabilities of offering practical suggestions to one another and through these processes learn how to manage our own problems. References: Cote A. E. 2003 Organizing for Fire and Rescue Services. Sudbury, Jones & Bartlett Learning. From http://books.google.com/books?id=M8NZeVI6eZUC&pg=PA284&dq=Work+based+learning%3B+fire+risk+management&hl=en&ei=hPehTICZEcfBswa6mcGKBQ&sa=X&oi=book_result&ct=result&resnum=5&ved=0CEoQ6AEwBA#v=onepage&q=Work%20based%20learning%3B%20fire%20risk%20management&f=false (accessed September 29, 2010) Cottrell R. C. and McKenzie J.F. 2010. Health Promotion and Education Research Methods: Using the Five Chapter Thesis/Dissertation Model. Edition2, Sudbury, Jones & Bartlett Learning. From http://books.google.com/books?id=6LrJNCrTf9EC&pg=PA223&dq=different+research+methods+and+their+advantages&client=firefoxa&cd=7#v=onepage&q=different%20research%20methods%20and%20their%20advantages&f=false (accessed September 29, 2010) Gray D. et al. 2004. “Learning through the workplace: a guide to work-based learning.” Cheltenham, Nelson Thornes. From http://books.google.com/books?id=CWpLZK3YlAcC&printsec=frontcover&dq=Work+based+learning&hl=en&ei=qihTLXjE8vCswadwbiKBQ&sa=X&oi=book_result&ct=result&resnum=3&ved=0CDwQ6AEwAg#v=onepage&q&f=false (accessed September 29, 2010) Raelin J.A. 2008. Work-based learning: bridging knowledge and action in the workplace. Danvers, John Wiley and Sons. From http://books.google.com/books?id=WXpn_GRvBV4C&printsec=frontcover&dq=Work+based+learning&hl=en&ei=qihTLXjE8vCswadwbiKBQ&sa=X&oi=book_result&ct=result&resnum=2&ved=0CDcQ6AEwAQ#v=onepage&q&f=false (accessed September 29, 2010) Reis H. T. and Judd C. M. 2000. Handbook of research methods in social and personality psychology. Edinburgh, Cambridge University Press. From http://books.google.com/books?id=j7aawGLbtEoC&pg=PA319&dq=different+research+methods+and+their+advantages&client=firefoxa&cd=9#v=onepage&q=different%20research%20methods%20and%20their%20advantages&f=false (accessed September 29, 2010) Seale C. 2004. Social research methods: a reader. London, Routledge. From http://books.google.co.ke/books?id=wBciWKsAMAC&pg=PA83&dq=different+research+methods+and+their+advantages&client=firefoxa&cd=10#v=onepage&q=different%20research%20methods%20and%20their%20advantages&f=true (accessed September 29, 2010) Read More