Negligence & Risk Management Simplified (4 Modules)

A1. Why is Negligence such a Big Deal? (animated video: 7 mins)

The Challenge Staff really don’t understand what negligence means in the recreation setting.
The Solution A simple non-legalistic explanation of negligence, liability and risk management.
Video Content: This video simplifies Negligence by explaining the key concepts of ‘Duty of Care’, ‘Standard of Care’ and the ‘Reasonable Person Test’. The session also focuses on the 5 Key Risk Areas for negligence (Supervision & Instruction; Training; Facilities & Equipment; Documentation; Emergency Response Plan).

A2. What is Risk Management? (animated video: 6 mins)

The Challenge Risk Management is everyone’s concern.  What needs to be done in the Recreation setting?
The Solution
A simple explanation on how to simplify risk management planning for Campus Recreation.

A3. Negligence Awareness Training for Student Supervisors (18 mins: with tracking tool)

The Challenge Part-time student staff often don’t fully understand what negligence means for them.
The Solution
A simple explanation of negligence & liability and the need for awareness and observation at all times.
Video Content: Theme: ‘You Need to Pay Attention’
This video focuses on Negligence Awareness training and improving observation skills. A Tracking Option allows professional staff supervisors to track successful completion of this module by students

A4. Determining Risk Profile (3 animated mini-movies)

The Challenge Recreation staff don’t spend enough time determining just how risky their activities are, and whether they can manage these risks.
The Solution Two simple planning tools (Risk Matrix; Risk Rating) are used to help staff determine just how risky activities are.

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The Risk Management Best Practice program provides institutionally-specific feedback allowing our University Recreation department to prioritize areas for improvement to enhance the safety and well-being of our participants.  The thorough analysis by areas of operations provides our staff tangible information to determine our next steps and most effective course of action.  This feedback would take much longer and be less objective if we attempted to undertake the reviews on our own. The comparative data is good for learning trends in best practices of other institutions.

George M. Brown

Assistant Vice Provost,
Director of University Recreation and Wellness
The University of Minnesota

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