La. Admin. Code tit. 28 § CXXXIII-1721

Current through Register Vol. 50, No. 11, November 20, 2024

Section CXXXIII-1721 - Relative Risk Factors

A. Introduction

1. This part of the worksheet enables the instructor to examine each of the potential hazards (the "N" answers) that were identified in Subchapter B of this Chapter 17, Hazard Identification, and to assign it a value corresponding to its relative risk. Relative risk is usually defined in terms of three factors:

a. severity;

b. frequency/probability; and

c. exposure.

2. Each of the factors listed in Subparagraphs a-c is described in Subsections B-D.3 below, and the point values are provided for the corresponding degree of risk.

NOTE: The greater the risk, the higher the point value.

B. Severity. Consider the potential losses or destructive and disruptive consequences that are most likely to occur if any of the hazards that have been identified in Subchapter B of this Chapter 17, Hazard Identification, result in an actual incident. The following point values are suggested.

1. Four Points-Catastrophic:

a. loss of life;

b. permanent disability;

c. loss of entire facility;

d. permanent.

2. Three Points-Critical:

a. severe injury or illness with lost time;

b. major property damage;

c. no permanent disability or fatality;

d. interruption of activities for extended period of time.

3. Two Points-Marginal:

a. minor injury or illness;

b. minor property damage;

c. interruption of activities for more than one day.

4. One Point-Negligible:

a. probably no injury or illness;

b. no loss other than interruption of activities for a short period of time.

C. Frequency/Probability (Likelihood of Occurrence)

1. Consider the probability that a loss would occur. Ask yourself the following key questions.

a. How likely is it that things will go wrong as a result of the hazard that has been identified?

b. How often is the activity which creates the hazard performed?

c. How often is the hazard present?

2. Use the following point values.

a. Three Points-high probability of occurrence.

b. Two Points-moderate probability of occurrence.

c. One Point-low probability of occurrence.

D. Exposure. Consider the number of persons (students and faculty) who could be potentially affected by a worst case scenario caused by each of the potential hazards that have been identified. The following point values are suggested.

1. Three Points-many persons are affected frequently.

2. Two Points-a few persons are affected frequently.

3. One Point-a few persons are affected up to a few times per day.

E. Prioritization. Based on the analysis above, and using the hazard prioritization matrix below, prioritize the hazards identified in Subchapter B of this Chapter and evaluated in §1721 B-D.3.

1. Step One. List each of the hazardous conditions that were identified in Subchapter B of this Chapter 17 in the first column of the worksheet.

2. Step Two. Based on the criteria given above in §1721 B-D.3, assign a point value for each hazard in each of the three columns.

3. Step Three. Add up the point values, horizontally, for each of the hazards.

4. Step Four. Rearrange the hazards that were identified in descending order with the one having the highest total point value first, then the one with the next-highest point value; and so on.

Hazard Prioritization Matrix
Hazard Identified	Severity	Probability	Exposure	Total Points

5. Step Five. A list has just been developed of the potentially hazardous conditions existing at the school facility based on their relative priority.

F. The items on the prioritized list with the highest point value will generally be those that are most serious, and should receive the greatest attention in terms of resources expended to eliminate it. As with all organizations, especially educational institutions, resources are not without limitations. There is a finite amount of money, time, and personnel available to solve these problems. By prioritizing the hazards, and concentrating in order on those with the highest priority, concentration will be on the "worst first." This is the smart way to allocate limited resources. Even though instructors might not get all the way through the list, there will be the satisfaction and peace of mind that comes with dealing with the "really important" problems first.

La. Admin. Code tit. 28, § CXXXIII-1721

Promulgated by the Board of Elementary and Secondary Education, LR 33:56 (January 2007).

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10).