OPERATIONAL AND EMERGENCY PLANNING

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3N226422
Module Leader Marty Wright
School School for Work Based Education
Subject SCWBE
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

This module will cover the nature of the railway network, how it determines the shape of the train service, and is shaped by train service requirements. It will consider the principals and practices involved in planning for emergencies and explore methods of mishap management with a view to preventing a recurrence.

Syllabus

The-12 following-13 key-12 -1 areas-12 -1 will-12 -1 be-12 considered: The nature of railways and the need for planning; Operations contribution to development and enhancement projects; The application of simulation to planning of rail operations and infrastructure; Safety and safety structures; Emergency Planning and Interfaces with rail and other agencies; Communications; Site management; Object of investigations; Forming the team and project-managing the investigation; Types of evidence and evaluation techniques; Theories of causation; Human factors.

Learning Outcomes

On successful completion of the module the student should be able to:1. Evaluate the impact of the operational plan on the economic and service performance of a railway organization.2. Critically analyse the factors that determine the capacity of a railway system and evaluate how Operational Planning can contribute to development projects 3. Analyse an Emergency Plan and critically evaluate the interfaces, structures and objectives of the various organisations, which may be involved in the event of a railway accident.4. Demonstrate the application of relevant skills and knowledge to the working environment

Teaching / Learning Strategy

Students will be expected to draw on academic theories and techniques in order to frame, analyse and solve actual work-based problems. To this end learning will involve not only formal but informal learning strategies and assessment. This module particularly emphasises the integration of learning and work e.g. the student's assessment may involve them in conducting actual work based analysis and decision making within a work context. The module utilises an interactive lecture programme where students are encouraged to participate and contribute. Students are required to undertake a programme of specified reading for independent learning, and reflect upon managerial practices within the workplace. The teaching and skills development programme will be supported via GCU Learn, which will also enhance the students' ability to utilise e-communication.

Indicative Reading

Essential Railway safety Regulator (www.rsr.org.za <http://www.rsr.org.za>) South African National Standards (www.sans.co.za <http://www.sans.co.za>) OHSAS 81001: 2007 and OHSAS 81002 (occupational health and safety) (www.ohsas-18001-occupational-health-and-safety.com/) RSR act 16: 2002 and AMMENDMENTS (national railway safety regulator act) (www.rsr.org.za/) SANS 30001:2009 (Railway safety management) (www.rsr.org.za/RSR/railway_safety_regulator_standards.php) SANS 10229-1:2010 (transport of dangerous goods) (www..sabs.co.za/webstore/SetaPDF/.......) TRIAG (various internet sites: the medical method of classifying injured people according to seriousness) (www.emssa.org.za/sats/) SANS 14001:2005 (environmental management systems) (www.sabs.co.za/web store/standards/.....) Various TRANSET, PRASA Rule books & policy standards. Obtainable from Transnet & Prasa & other railway operators. Recommended Hall, S., (2002), The History and Development of Railway Signalling in the British Isles (Vol 1), Friends of the National Railway Museum, York Stirling, D., (2002), The History and Development of Railway Signalling in the British Isles (Vol 2), Friends of the National Railway Museum, York Soloman, B. (2010) Railroad Signalling, Minneapolis: Voyageur Press Hall. S., (2003), Beyond Hidden Dangers, Ian Allan Gubbins, E., (2003), Managing Transport Operations, Kogan Page Harris, N. G. & Schmid, F., (2003), Planning Freight Railways, TPC Glover, J., abc Railway Operations, Ian Allan Pachl, J. (2014) Railway Operation and Control [3rd edition] VTD Rail Publishing

Transferrable Skills

Self-management: self-motivation, time management and critical self-reflection and evaluation of personal performance. Interpersonal Skills: an ability to work collaboratively and constructively with others on a complex group assignment. Communication skills, negotiation skills and presentation skills when participating in the group work and group presentation. Peer assessment: skills in giving and receiving constructive feedback. Research skills: data gathering using secondary methods, and data analysis. C & IT skills: engaging in a virtual learning environment; using MS Powerpoint and MS Word packages for presentations and report writing; accessing and using industry databases such as FAME, MINTEL, KEYNOTE. Using Refworks software to develop referencing skills, and Turnitin software to improve writing style.

Module Structure

Activity Total Hours
Independent Learning (PT) 145.00
Lectures (PT) 3.00
Assessment (PT) 40.00
Seminars (PT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 02 n/a 60.00 35% Summative 2: Written assessment.Summative assessments are compulsory. A mark of 35% must be achieved for each summative assessment and an overall mark of 40% must be achieved in the module.
Course Work 01 n/a 40.00 35% Summative 1: Written assessment.Summative assessments are compulsory. A mark of 35% must be achieved for each summative assessment and an overall mark of 40% must be achieved in the module.