The Essential Factors model is an incident investigation model based on determining the essential and contributory factors that lead to an incident. An incident is viewed in terms of an interaction of essential and contributing factors that results in damage to people, property or production. An essential factor is one which when removed from, or added to, an incident sequence will interrupt that sequence. A contributing factor is one which increases the likelihood that the sequence of factors will continue but is not essential to the damage.
Every incident has essential factors associated with people, equipment and environment giving the 100% paradigm:
100% / 100% / 100% paradigm –
- 100% of incidents include “people” factors
- 100% of incidents include “equipment” factors
- 100% of incidents include “environment” factors
It is the purpose of the Essential Factors model to attempt to use value-neutral language to give maximum “meaning” and minimum “affect”. This will not always be the case but it is suggested that the use of the word “cause” and “human error” by an accident investigator during data collection and interview phases, will have a potentially greater negative response than the use of alternative words.
All essential factors differ in controllability. Each essential factor, once identified is able to be reviewed for potential points of control. That is potential ways in which to reduce the risk of that incident re-occurring.
Famous quotes containing the words essential, factors and/or model:
“That those tribes [the Sac and Fox Indians] cannot exist surrounded by our settlements and in continual contact with our citizens is certain. They have neither the intelligence, the industry, the moral habits, nor the desire of improvement which are essential to any favorable change in their condition.”
—Andrew Jackson (1767–1845)
“I always knew I wanted to be somebody. I think that’s where it begins. People decide, “I want to be somebody. I want to make a contribution. I want to leave my mark here.” Then different factors contribute to how you will do that.”
—Faith Ringgold (b. 1934)
“The best way to teach a child restraint and generosity is to be a model of those qualities yourself. If your child sees that you want a particular item but refrain from buying it, either because it isn’t practical or because you can’t afford it, he will begin to understand restraint. Likewise, if you donate books or clothing to charity, take him with you to distribute the items to teach him about generosity.”
—Lawrence Balter (20th century)