Coal Age

NOV 2014

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The 19 fatalities in two explosions and a mine fire in underground coal mines in 2006 raised a number of issues about mine emergency preparedness and response. Reviews of federal investigation reports for these incidents indicated that investigators had concerns about miners' ability to don and use self-contained self-rescuers (SCSRs); miners' judgment and decision making abilities; miners' familiarity with escape procedures; and emergency communications (Murray et al. 2007; Light et al. 2007; Gates et al. 2007). Following the three major mine incidents in 2006, the National Mining Association's (NMA) Mine Safety Technology and Training Commission (MSTTC) reviewed National Institute of Occupational Safety and Health's (NIOSH) prior research on mine emergency decision-making. In addition, the commission conducted a survey to seek the opinion of industry and Mine Safety and Health Administration (MSHA) safety professionals on issues related to "training for preparedness." Of the 79 partici- pants in the survey, 76% felt there was a need to improve training on how to make decisions during mine emergencies, including those involving self-escape and aided rescue (Mine Safety Technology and Training Commission, 2006). NIOSH has conducted research focusing on judgment and decision-making in mine emergencies. A study by Vaught et al. (2000) looked at judgment and decision-making in the context of escaping a mine fire. In 2010, researchers conducted interviews with personnel from six coal mining operations to understand how they approach judgment and decision-making when devel- oping quarterly mine escape training (Brnich and Hall 2013). Judgment and Decision-making in Emergencies Judgment and decision making has been studied in a variety of areas including clinical settings (Harbison 2001; Lauri et al. 2001), emergency management (Kowalski-Trakofler et al. 2004), and off- shore oil and gas emergencies (Flin et al. 1995). But limited litera- ture exists on the process of miners' judgment and decision-making under stress. The only known study to look at these processes in mining was conducted by Vaught et al. (2000) in which researchers had the opportunity to interview miners who escaped mine fires that occurred in western Pennsylvania. During open-ended interviews, workers discussed their actions from the time they first became aware that there might be a prob- lem in their mine until they reached safety. In analyzing the inter- view data, researchers discovered an array of decision variables, which can be related to various aspects of individual and group behavior during the escape process. In 2012, the Division of Behavioral and Social Sciences and Education of the National Academies undertook a study that assessed self escape from underground coal mines. In their final report, the National Academies acknowledged the importance of decision-making as a critical component of self escape in under- ground mine emergency situations. They also suggest that decision- making not be based solely on in-the-moment choices, but also be driven by the accumulation of knowledge and skills (NAS 2013). Teaching Judgment and Decision-making Skills in Mining The concept of teaching judgment and decision-making skills to miners is not new. In fact, the concept has been around for some 30 years. From 1984 to 1990, under a U.S. Bureau of Mine con- tract, 70 classroom simulation exercises were developed and field tested with mine workers around the United States (Cole et al. 2001). Focusing mainly on underground coal mining, these simu- lations were based on actual injury or disaster events as reported in formal investigation accounts by MSHA. The simulation exer- cises developed were designed to teach critical problem-solving and decision-making skills to help miners deal more effectively with emergency events when they happen. The 70 exercises simulate important aspects of cognitive problem solving and decision-making, which are useful for preventing or limiting the effects of a mine emergency situation. The simulations developed covered two broad domains: 1) how miners respond to mine emergencies (e.g., first aid, self rescue and escape) and 2) how miners integrate safety concepts in the context of preforming rou- tine production work. Content areas covered by the simulations include 1) first-aid care; 2) technical areas including ground control, ventilation, fires and explosions, escape strategies, etc.; and 3) a mix of first aid and technical content. After development of the initial classroom simulations, NIOSH authored additional training exercises designed to teach judg- ment and decision-making skills (USBM 1994; Cole et al. 1998; Brnich et al. 1999). NIOSH has also developed a suite of training products aimed at teaching miners about the deployment and use of refuge alternatives. These include two tabletop simulations covering decision-making during escape, including when to seek refuge (Vaught et al. 2009; Brnich et al. 2011). A third, computer- based simulation exercise allows trainees to choose from multi- ple courses of action when faced with escaping a mine fire (Kosmoski et al. 2011). Judgment and Decision-making Process in a Mine Emergency As discussed earlier, judgment and decision-making has been studied in a variety of settings. However, the NIOSH study by Vaught et al. (2000) was the first one to examine judgment and decision-making in a mine emergency — in this case, escaping a mine fire. Based on the testimony given by escapees, researchers discovered that miners underwent a complex decision-making process as they escaped. From their findings, investigators were e s c a p e t r a i n i n g B Y M I C H A E L J . B R N I C H J R . A N D E R I C A E . H A L L 44 www.coalage.com November 2014 Incorporating Decision-making Into Quarterly Escape Training The more exposure miners receive to judgment and decision-making challenges through training, the better their chances for survival in real-life mine emergencies

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