A Model for
Implementation
Training for Competence
Training for Competence
A model for Implementation
Training for Competence
A Model for Implementation
Central Scotland Fire Brigade
Dumfries & Galloway Fire Brigade
Fife Fire & Rescue Service
Grampian Fire Brigade
Highland & Islands Fire Brigade
Lothian & Borders Fire Brigade
Northern Ireland Fire Brigade
Strathclyde Fire Brigade
Tayside Fire Brigade
February 2001
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A Model for Implementation
Foreword
In 1998, the principles of Training for Competence were introduced formally into the
UK Fire Service to improve the safety and proficiency of all firefighters. Since that
time, a great deal of work has been undertaken by brigades working both individually
and collectively. Their task was a significant one – the replacement of traditional and
repetitive training programmes with a system based on risk and individual and group
needs. In Scotland, the close co-operation of all eight brigades, along with our
colleagues from Northern Ireland, has resulted in this publication, a major development
which I believe will be of continuing value to the service.
The publication of this ‘Model for Implementation’ represents a collective
understanding and agreement in Scotland about how Training for Competence can be
practically applied to training at local fire station level. Through the distribution of the
document, real-life changes can be made in the ways in which we think about, and
undertake, the training of operational firefighters.
As in real life, changes and advancement in training will continue to be made. I
believe that the Model will develop likewise, and will continue to provide up-to-date,
useful guidance to all operational personnel.
Dennis T. Davis
Her Majesty’s Chief Inspector of Fire Services
Fire Service training in the UK has changed fundamentally in the last three years and
continues to do so, the systems which relied so much on individuals “passing down”
their skills to younger generations are being replaced by training programmes which
rely on the analysis of risk to crews and the identification of individual training needs.
Training for Competence allows such a systematic approach, whilst recognising the
continuing relevance and value of peer–group training and the informal learning which
has always occurred on fire stations.
The guidance offered by this Implementation Model will undoubtedly benefit both
individuals and the service in general, giving a clear direction on the practical use of
Training for Competence in the workplace, both now and in the future.
I commend this publication as a fine example of what can be achieved through
co-operation and joint working amongst fire brigades.
Colin Cranston
CACFOA District No.7
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Introduction
Introduction
Training for Competence
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A Model for Implementation
Introduction
This model has been developed by a working group on the implementation of
Training for Competence, meeting under the auspices of CACFOA Personnel and
Training Committee for Scotland (district no.7) and Northern Ireland Fire Brigade.
The model outlines a methodology for implementing the Training for Competence
framework contained within the national publication “A Competence Framework for
the Fire Service“ for operational personnel. The principal aims of the model are to
express how existing training activity on operational stations can be aligned to the
Training for Competence model, particularly in terms of routine refresher training,
and to identify ‘best practice’ within the contributing brigades. This has been
achieved by addressing a number of issues which arise in the implementation of
Training for Competence and by agreeing a common approach to those issues, which
include:
•
incident review and debrief methodology,
•
recording methodology,
•
operational scenarios,
•
the currency of skills and frequency of assessment,
•
assessor training.
The model is not intended to represent a definitive training system but is offered as
a guidance document to training managers.
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Contents
Page No.
Foreword
iii
Introduction
v
Part 1 - Incident Review and Debrief
1
Part 2 - Recording Methodology
9
Part 3 - Operational Scenarios
17
Part 4 - Currency and Frequency
69
Part 5 - Assessor Training
77
Appendices
81
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Part 1 - Incident
Review and Debrief
Part 1 - Incident Review
and Debrief
Part 1 - Incident Review and Debrief
Part 1 outlines the practical application of an incident review or
debrief process on operational stations. The process is based on
section 3 of part four of the Competence Framework. The outline
acknowledges the various categories of information which can be
derived from a debrief (e.g. procedures, equipment, etc.) but focuses
primarily on how training needs are identified within the process.
Introduction
The emphasis of this section is the use of debriefs at operational
incidents however, debrief is a generic tool applicable to all
functions and roles, incidents, training, station based activities etc.
Incident or activity debriefs provide a mechanism for learning
during and after an event. The concept is that through
‘experiential learning’ individuals and teams can learn immediately
from both success and failure.
The operational incident provides a unique learning environment for
all attending. As professional firefighters, individuals have the
responsibility to provide an effective and safe level of service to the
public. Maintaining a high degree of professionalism requires
continual learning and continual development of our skills and
knowledge. Continually challenging and questioning what we do
and why we do it is the process we go through to maintain our
competence.
The debrief process is applicable across the service and includes
retained and volunteer fire-fighters. Nevertheless, it is recognised
that debriefing of retained and volunteer personnel may be
logistically difficult. The use of a periodic debrief programmed to
take place once a month will mean that retained firefighters will
take care to note issues for the debrief. Supervisory officers will
also be able to plan ahead and act as a facilitator.
Learning Through Work
All crews can and should be involved in incident debriefs. It takes
only a commitment to learn and the desire to refresh skills and
knowledge. The officer-in charge should actively seek to identify
learning opportunities for themselves and for other crew members.
Each crew member should actively seek an opportunity to learn
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from each incident they attend. This is equally true for the
probationer as it is for experienced fire fighters and officers. We
should ensure that we learn from the experience of others in
addition to what we achieved individually. Each participant in the
incident or activity deals with just four questions:
•
What was supposed to happen ?
•
What actually happened ?
•
Why were there differences ?
•
What did we learn ?
Use the incident site as a learning aid, walk through it, observe
what has happened, question what has happened and discuss what
was done and how that could be improved.
The Concept & Purpose of Debriefs
The concept of debriefing performance is common to other
organisations and is well documented as an effective tool for
improving performance. This was illustrated in a Health & Safety
Executive paper which addressed aspects of risk assessment and
operational training within the Fire Service. It stated:
“…… risk assessments and decisions made have to be
debriefed post incident. Firstly this is to assess the effects
of the incident on people (stress, injury, ill health) and
serviceability of equipment, systems and procedures and
then later on the efficiency of the overall firefighting
performance. Essentially the risk assessment incorporates
a debrief to discover what was done, the sequence it was
done in, what resulted and to determine whether it could
be done with better result next time. Also a risk debrief
in this sense should cover the near miss events
recognised, i.e. events that but for chance or otherwise
could have led to a different overall scenario.
It is vital that this post incident risk assessment debrief is done and
seen to be done as a learning process, a positive process that not
just the firefighting participants are in, but also others too.
Strategy as well as tactics may be affected by debrief.”
Opportunities for debriefs will occur at the incident ground and it is
essential that they are used whenever practicable. Constructive
debriefs will be an extremely effective learning tool enabling the
participants to reflect on their individual and collective
performance. The learning process after the incident is maximised
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Part 1 - Incident Review and Debrief
by continually striving to learn from experience. incident and
activity debriefs:
•
afford the opportunity to validate good practices and
procedures;
•
highlight problem areas and flaws within procedures;
•
allow the observation of the limitations of equipment
currently in use within the service;
•
facilitate the flow of communication and continuity of
command;
•
allow firefighters to input their perspective on the
management of incidents;
•
identify improvements in service delivery by feeding forward
into decisions on training, policy and equipment;
•
can be used to provide support and encouragement for
individual and team welfare;
•
evaluate risk control measures and safe systems of work.
Types of Debrief
As previously stated, the debrief process is appropriate to all work
activities, however incident debriefs may be broadly categorised in
three ways, i.e.:
•
Immediate Post Incident Debrief (or ‘hot debrief’);
•
Structured Debrief; and
•
Periodic Debrief.
Immediate Post-Incident Debrief
The immediate post-incident debrief is carried out at the incident or
immediately on returning to the station. The process starts by the
Officer-in-Charge ensuring that all participants are given time at the
conclusion of an incident to survey the entire scene taking care to
note what actions other crew members were involved in. Each will,
therefore, be able to see the incident as a whole rather than from
the perspective of what they did individually. The debrief itself will
take around 5 to 10 minutes with little preparation required. The
debrief will normally be lead by the Officer-in-Charge and will
follow the structure detailed below. For the debrief to be effective
all the people attending should be encouraged to participate.
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A Model for Implementation
The debrief leader starts by summarising the actions at each of the
following stages:
•
En Route
•
On Arrival
•
Resolving the incident
•
Incident Conclusion
This is done to focus the participants on the incident being discussed.
Stage 2
Each individual is asked to highlight an aspect of the incident
which they feel has not went as well as it should. Further
discussion is encouraged, if required, to clarify any points made.
Stage 3
Each individual then highlights an aspect of the incident which they
feel went well and was carried out as it should be.
(LEARN FROM SUCCESS AND FAILURE)
Stage 4
In conclusion each is then asked to offer a suggestion on how things
may be improved. Appendix I, ‘Debrief Report’, gives examples of
completed forms and acts as an ‘aide memoir’ for Officers-in-Charge.
This type of debrief carried out at the incident ground will also be
an effective tool when a specific learning or training need is
identified for one or two members of the crew, or for the
development of a probationary fire-fighter.
Structured Debrief
There are many incidents where a structured debrief will be
beneficial but it is impractical to try and identify all of them within
some pre-determined list. Rather than specifying a particular type
of incident, it is the issues raised or the learning opportunity
afforded by the incident that determines its suitability for a more
involved debrief. The type of incident requiring such debriefs will
be easier to identify as firefighters become familiar with the system.
The criteria generally applicable to deciding whether or not an
incident requires structured debrief may be where:
4
•
operational or procedural improvements are likely to be made;
•
improved operational safety is identified;
Part 1 - Incident Review and Debrief
•
improved incident management in relation to resource
utilisation procedures, planning and communications are
made;
•
problems with equipment have been identified;
•
pre-set operational plans have been instigated;
•
major resources have been utilised;
•
a clear training need has been identified.
The structured debrief requires a facilitator who prepares, controls
and reports on the outcomes of the debrief. The role of the debrief
facilitator within the structured debrief is discussed later on. The
format is an expanded process of the four stages described in the
Immediate Post Incident Debrief.
Periodic Debrief
The periodic debrief takes into account a range of incidents or
incident types over a protracted period. For example, if a watch or
station attended a large number of grass fires, it is not expected
that each would be debriefed. A periodic debrief would take place
where the general procedures and processes of dealing with grass
fires would be addressed. Another consideration may be where a
station attends a large number of AFAs, again it is not expected to
debrief each, but a periodic debrief should take place to address
general AFA procedures, or a specific property, which presents
specific issues. The frequency and types of incidents will influence
the ratio between structured and periodic debriefs.
Periodic debriefs can be programmed into the watch or station
plan where a number of small incidents can be debriefed or a
particular incident type can be debriefed. Again the format is the
same using the four stages identified in the Immediate Post
Incident Debrief.
The Role of the Debrief Facilitator
The facilitator is the individual who leads and controls the debrief.
This will normally be the Watch Commander or Retained Officer-inCharge. The debrief itself needs to be conducted skilfully so that it
does not become negative nor degenerate into individual
arguments. The facilitators’ role is critical to the success of the
debrief and requires good interpersonal skills and a balanced
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objective approach. They will need to apply many skills throughout
the process including negotiation and arbitration.
The facilitator is not there to provide answers, but to assist others in
identifying issues. The only acceptable climate for an
incident/activity debrief is one of openness and learning. The
objective is to fix the problem if there is one, not to fix the blame.
Incident debriefs are learning events and the facilitator has the task
of ensuring this is the case.
The following is a list of functions the facilitator may carry out
dependant upon the numbers attending, the nature of the incident,
etc. The facilitator should:
•
ensure where possible that all the relevant people attend the
debrief;
•
set the scene by confirming that the process should be open,
honest, supportive and
constructive;
•
confirm with the participants that the debrief is about
minimising risk and improving
service delivery;
•
control the debrief so that it does not degenerate or become
negatively focused;
•
summarise the outcomes of the debrief;
•
feed forward and feedback as appropriate.
The Structure of a Debrief
The debrief structure should always follow that already discussed
within the Immediate Post Incident debrief.
Stage 1 -
The incident is summarised:
•
En Route
•
On Arrival
•
Resolving the incident
•
Incident conclusion
Stage 2&3 -
Each participant offers first an issue which did not go as well as it
should have and then an issue which did go well (success & failure).
Stage 4 -
Each participant offers a suggested improvement.
Although the same stages apply to all debriefs, the debrief facilitator
should encourage more ‘in depth’ discussion over a wider breadth of
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Part 1 - Incident Review and Debrief
issues. Each should make their point then move on. Each must
have their say and the facilitator should exert strong control to
ensure that an individual or group does not dominate the process.
The structured debrief should take no longer than one hour. Its
purpose is not to deliver solutions but to identify what went well,
what did not and what improvements may be considered.
The facilitator requires assistance to ensure a successful outcome of
the debrief. While the facilitator is leading the debrief another
individual should be making notes taking care to list issues
discussed. This is a critically important part of the whole process.
Once the debrief is concluded the facilitator must take the time to
immediately gain answers to the questions or issues raised.
Feedback on issues discussed must be given to those involved at the
earliest opportunity. This is a clear indication that everyone’s
contribution is valued.
The facilitator may also need to ensure the accurate passage of
information and learning points perhaps across watches, a number of
stations and through the appropriate channels, up to strategic level.
A structured debrief will be carried out at a suitable venue at an
appropriate time when the incident is still fresh in the memory of
those participating. Some time will be required by the facilitator to
prepare the necessary information required. Pertinent information
may come from many sources, it will be for the facilitator to
determine the relevance and value of the information to the
process. Sources may include:
•
Carrying out a survey of the incident as discussed in the
immediate post incident debrief;
•
Reports from fire investigation officers, health & safety
representatives, accident investigation teams, or other
specialist officers who have attended;
•
Fire reports;
•
Photographs and video of the incident;
•
Turn out instructions;
•
Where available from control, full details of the messages sent
and their time sequence;
•
Plans of the building or area showing the incident;
•
Senior officers who attended the incident;
•
When exercises are being debriefed, observers reports and role
play ‘casualties’ comments.
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Debriefs : General Considerations
Frequency:
The frequency of Immediate post incident, structured and periodic
debriefs are for each brigade to consider. The frequency and types
adopted will be influenced by issues such as the geographical
position of the station, workload etc.
It has been identified through various pilot studies that one debrief
every two tours at wholetime stations, one per month at retained
stations and every incident volunteers attend has proved to be
successful and may be considered by Brigades as a possible starting
point when initially introducing debriefs.
Larger Incidents:
The number of people involved in a debrief will depend upon the
extent of the incident/activity. In order that the debrief is effective
and that all participants are given the opportunity to contribute we
recommend that a minimum number of five and a maximum number
of 15 people can be involved. Clearly there will be occasions where a
larger number of people will need to be involved. When this occurs
the debrief facilitator should arrange a series of smaller debriefs (5 to
15 people) to gather all the relevant information. Consistency will be
maintained if the same facilitator leads all of the debriefs. The
debrief facilitator on this occasion will need to collate and summarise
the findings before presenting the outcomes.
Immediacy:
The most effective incident debriefs are carried out immediately so
that memories are fresh and participants are still available. New or
refreshed knowledge can then be applied immediately. A down side
of immediacy can be the lack of complete information. This is
acceptable since fresh memories and wide participation of all
involved can be more important that exhaustive information.
Flexibility/Gathering Management Information:
The debrief process can also be an effective tool for gathering
specific information. Piloting or evaluation of existing procedures,
equipment, policies etc. is a common function in managing the fire
service. Watches and stations can be asked to consider and report
on specific issues during routine debriefs.
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Part 2 - Recording
Methodology
Part 2 - Recording
Methodology
Part 2 - Recording Methodology
Introduction
This section details a recording methodology for Training for
Competence. The methodology is based on the principles of the
Training for Competence Framework document and supports the
identification of training needs from operational incidents and
simulations. This section also discusses the use of information
technology as a management tool at station level.
The records for Training for Competence should be viewed as part
of a wider development tool which takes the form of a Training
and Development Portfolio. This portfolio includes an individual
profile and a record of learning.
Main Principles
The main principles of the Individual Record are:
•
The record is owned by the individual;
•
Significant incidents are recorded;
•
Performance Outcomes from the Competence Framework are
recorded when achieved;
•
Training needs are recorded and referenced to the incidents
where required;
•
Training needs should in the first instance be agreed between
the individual and the assessor;
•
The individual should sign the record, accepting responsibility
for competence;
•
The assessor should sign the record to agree with the record
of achievement or the identification of training needs;
•
Training needs need to be cross referenced with the delivery
of training which is provided specifically for the training need.
The recording methodology should also include the ability to review
the individual record and give the opportunity to agree on
development objectives. This is achieved by a Self Assessment and
Review Record.
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The main principles of the Review Record are:
•
To allow the individual to review the incidents attended and
the training received;
•
To record core skills and frequency;
•
To make comments on their performance;
•
To make known their development needs;
•
To agree a development plan.
Individual Records
The individual records therefore consist of two main sections, (1)
the Individual Activity Record, and (2) the Self Assessment and
Review Record.
Individual Activity Record
The following entries are required for the Individual Record:
•
•
•
•
•
Date
•
Incident type / Operational Scenario •
Performance Outcomes achieved
Individual signature
•
Incident number
Activity
Training Needs
identified
Assessor signature
Brigades should devise their recording form to include these areas.
Examples of how this can be achieved are found in Appendix 1.
Some uniformity is required for these records so there can be a link
with the Review Record which incorporates core skills maintenance
and for the adaptation to an IT record. The following guidance is
given for some of the areas detailed above.
Activity:
The activities are based on Firefighter tasks and skills which are
required at incidents. They are considered core skills thus allowing
competence to be proven in acquisition and in application. There is
a direct link to the review record which aims to sustain the
competence of core skills.
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Part 2 - Recording Methodology
Activity classification:
Pump Operation / Hose work
Ladder work
❐
Pressure fed pump
❐
Ladder 13.5
❐
Open water pump
❐
Ladder 10.5
❐
Light portable pump
❐
Short extension
❐
Ground monitor
❐
Roof ladder
❐
Foam making
Breathing Apparatus
Rescue Equipment
❐
BA wearer
❐
Compressed air equipment
❐
BAECO stage I
❐
Hydraulic rescue equipment
❐
BAECO stage II
❐
Rapid deployment
❐
BA guideline procedure
❐
Entrapped procedure
❐
Chemical protection suits
First Aid
Miscellaneous
❐
Casualty handling
❐
Knots and lines
❐
Resuscitation
❐
Quarts fibre dosimeter
❐
Oxygen therapy unit
❐
Small gear
❐
Line signals
The activity classification is recorded in the individual record and as
necessary in the review record which is a check against core skill
competence.
Performance
outcomes:
Each individual record should be measured against an operational
performance standard. These can be a sub set from the National
Standards. The following standards are considered to be the
minimum list for operational incidents:
1. Actions and use of resources is based on sound judgement of all
available information relevant to the risk and defined objectives
2. Actions and use of resources avoids injury to self and others and
minimises damage to property
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3. Treatment of casualty is prioritised, supportive, preserves dignity,
minimises suffering and aims to sustain life
4. Uncontrolled fire is extinguished and risks are minimised or
eliminated to meet incident priorities
5. Information exchanged is complete, current, accurate, relevant to
the incident, communicated in the quickest and clearest method
with the person responsible and understanding is confirmed
6. Contact with people is supportive, constructive and does not
exceed the limits of personal authority
Incident types
and operational
scenarios:
Firefighters will attend a number of incident types but will also
participate in simulations. The combination of these goes towards
providing a broad range of incidents which can be used to maintain
and assess competence.
The learning objectives and related knowledge and understanding
are detailed in Part 3 - Organisational Needs.
Self Assessment And Review Record
The self assessment and review record allows an individual to review
the incidents and training they have participated in during the
previous year. This will assist in the identification of training needs
which can be integrated into the watch planning cycle.
The review record incorporates a check list of core skills which are
assessed on a continuous basis with a formal assessment at
predetermined intervals. These core skills are detailed in Part 4 –
Currency and Frequency.
The review record checklist consists of twenty four incident types/
operational scenarios and twenty five core skill areas.
The review record should facilitate an individuals development
needs. This record should:
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•
allow an individual to comment on their performance;
•
allow the opportunity to state their development needs;
•
record the agreed actions by the reviewer.
Part 2 - Recording Methodology
Documentation Procedure
Individual Activity Record
The procedure for completion of individual records applies to:
•
the individual holding the record, and
•
the watch officer who is the assessor
The procedure ties in closely with Section 1 - Incident Review and
Debrief. Where an immediate post incident debrief is carried out,
there arises an opportunity to identify training needs. Where this is
the case the following procedure should be used:
Individual:
•
Complete the date and incident number
•
Measure their performance against the performance outcomes.
(It may be necessary to consult with a watch officer who
attended the incident)
•
Complete the incident type or training scenario
•
Complete the task carried out.
•
Identify training needs if required
•
Sign the record
Assessor:
•
Agree the performance outcomes and training needs if
required with the individual. In the main this will be routine
to an operational officer but may require further investigation
to gather evidence.
•
Sign the record
Appendices 2-5 give three examples of an Individual Record.
Self Assessment And Review Record
This particular record consists of two parts:
Part 1. Checklists which record the tasks carried out at incidents and
simulations and the actual incidents and simulations attended.
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Part 2. Agreed development needs.
Part 1 should be designed as a dynamic record which is completed
by the individual as incidents are attended and tasks carried out.
Part 2 should be initiated by the watch commander as follows:
•
agree the review date with the individual (where this has not
been decided at a previous review);
•
meet on that date and participate in a two way discussion
focusing on performance over the past year;
•
discuss if objectives have been met;
•
discuss and agree new objectives for the forthcoming year;
•
discuss support for these objectives;
•
complete the review record;
•
agree the date for the next review.
Appendix 6 is an example of a Self Assessment and Review Record.
Use of Codes
.
The completion of the individual records can be achieved by using
either a text description or a code. The recorded information should
be similar but the activity and incident type or operational scenario
can be recorded by either method.
Ownership of Individual Records
The ownership of all training records ultimately lies with the
Brigade who have a responsibility to audit records and measure the
effectiveness of their training policy and procedures. However,
individuals will hold their own current records and are responsible
for their completion.
Records should be retained for a minimum of ten years.
Management Control / Electronic Records
A first stage in management control at watch level can be achieved
by use of a spreadsheet application which can be used as a
database with search facilities. The benefit of this programme is
that watch officers can collate watch information and identify
current training needs. Set up as a database, individual entries are
entered as they occur but are sorted by selection from any of the
menus. This gives the watch officers a valuable tool for
interrogating watch activities and identifying gaps in the training.
This tool can be used in the following way as a periodic debrief:
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Part 2 - Recording Methodology
•
Supervisors enter information for incidents or training event
and mark the entry in a separate column to denote it has not
been entered in the individual records.
•
At the end of second day or second night these entries are
printed off and used as the basis for a periodic debrief.
•
During the periodic debrief individuals complete their records
and training needs as identified.
•
Individual records are signed.
•
The mark is then removed from the IT record. The electronic
version is now up to date.
Management Control / Electronic Records
Administration Procedure for Individual, IT and Debrief Records
Incident or Training
Event
Post incident / training
event debrief
Incident / training events
carried on to periodic debrief
Individual Records and IT
management record completed.
Debrief record completed
OiC completes IT record for
incident / training event.
marks IT record to indicate
that firefighters have still to
enter in individual record
OiC gathers group together for
periodic debrief. Hard copy of
IT record is printed for
reference at debrief
Periodic Debrief is held
with OiC and firefighters.
A number of incidents /
training events may be
discussed
Identify training needs
Firefighters complete
Individual Record
OiC updates IT record
Debrief records completed
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Part 3 - Operational
Scenarios
Part 3 - Operational
Scenarios
Part 3 - Operational Scenarios
Part 3 outlines what the needs of brigades might be in terms of service delivery
(which in turn defines the overall training requirement for the brigade). This part
draws, in particular, on the set of generic risk assessments published jointly by the
Home Office, Scottish Office and Northern Ireland Office to define a set of
‘operational scenarios’ which are intended to be used as the basis for operational
training.
The following set of operational scenarios has been produced to support training and
assessment of operational crews. The underlining concept is that, having completed
the relevant sections, personnel will have the acquired the relevant skills to become
competent in application. The Training events are designed to build on one another.
For example, the domestic property scenario is the foundation which includes
hazards, control measures, skills, knowledge and understanding which are generic to
any building fire situation. Other scenarios within Section A have additional and
specific hazards, control measures, skills, knowledge and understanding. The
foundation scenario therefore contains the skills, knowledge and understanding
which are pre-requisite for later, associated scenarios. Personnel will be able to
combine the learned skills to meet a broad range of operational needs. In turn,
scenarios can be combined to reflect real-life incident types (for example, a road
traffic accident involving hazardous materials). Each of the operational scenarios has
seven sections:
•
a list of associated hazards,
•
an outline, which gives a broad definition of the scenario,
•
a cross-reference to the generic risk assessments (GRAs)
(Published in volume 3 of the Fire Service Guide to Health
and Safety - “A Guide to Operational Risk Assessment”),
•
an aim,
•
learning objectives,
•
related knowledge and understanding,
•
a bibliography, which is not intended to be comprehensive refer instead to the GRAs,
•
training design guidance for trainers,
•
cross-reference to the Fire Service Standards rolemap for a
firefighter.
17
Training for Competence
◆
A Model for Implementation
The complete list of operational scenarios is as follows:
RISK
1 Buildings
A
Fires in domestic property
B
Chimney fires
C
Commercial/ office
D
Large retail outlet/ warehouse/ industrial
E
Places of Public Entertainment
F
Fires in high-rise buildings
A
Incidents involving road traffic accidents
B
Incidents involving railways
C
Incidents involving aircraft
D
Marine incidents
3 Rural
A
Forestry, Heath & Moorland
4 Confined Spaces
A
Silos
B
Sewers
C
Pits, Wells & Trenches
D
Collapsed Structures
A
Electrical Incidents
B
Chemical & Biological
C
Flammable Liquid & Gas
D
Explosives
A
Water/ Flooding
B
Ice/ Unstable Ground
A
Secure Accommodation
B
Underground Structures/ Tunnels
C
Petrochemical/ Pipelines
2 Transport Systems
5 Special Risks
6 Rescues
7 Specific Risks
18
INCIDENT TYPE
Part 3 - Operational Scenarios
It is recognised that, on occasion, a walkthrough of a particular scenario, where
hazards, risks and operational procedures are identified and discussed, may well be
sufficient in terms of practical application training. In this case, the learning
objectives stated below require modification. For example, “Demonstrate the
procedure …” would become “Describe the procedure …”.
In all cases, it is a matter for brigades to ensure that they have interpreted
national risk assessments in terms of their own areas. It is insufficient to simply
apply the use of the following scenarios without, at least, undertaking a
confirmation process.
19
Operational Scenario 1A -Fires in Domestic Property
Principal Hazards: building, contents and layout, backdraft, flashover.
Generic Risk Assessment(s): 3.1; 5.8
OUTLINE:
The skills used when firefighting in domestic property can range from simple removal
techniques to significant procedures to deal with backdraft and flashover situations.
Training should be designed to reflect the operational scenarios likely to be
encountered. This can be achieved using traditional training methods. However,
consideration should be given to using specialist real-fire training facilities.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with incidents involving fires in domestic property.
LEARNING OBJECTIVES:
1A.1
demonstrate the hazards associated with fires in domestic property.
1A.2
explain the control measures which are specifically associated with incidents
involving domestic property.
1A.3
demonstrate the generic operational procedures for fires in domestic property.
KNOWLEDGE AND UNDERSTANDING:
1A.1
theory and practical recognition of potential flashover and backdraft;
utilities; hazardous contents; building collapse; uncontrolled ventilation;
general building construction; roof voids and roofs; general and hidden fire
spread; heat and humidity.
1A.2
ventilation; salvage measures; firefighting techniques; door entry procedure;
command and control; communication; safe egress.
1A.3
search and rescue techniques; CABA procedures; forced entry; PPV.
BIBLIOGRAPHY:
Manual of Firemanship Books 11 & 12
A Guide to Operational Risk Assessment, section 3.1, 5.8.
Fire Service Manual volume 2 - Compartment Fires and Tactical Ventilation
Fire Service Manual volume 2 - Electricity
Brigade specific procedures
20
Part 3 - Operational Scenarios
TRAINING DESIGN:
In recent years, much attention has focused on the science of fire growth and
propagation, containment and suppression methods and tactical ventilation of
buildings. Training design should reflect these developments, however, a vast
range of knowledge and accrued experience is available to the trainer and this
should not be overlooked when considering domestic fire training.
Technical:
•
•
•
present a lecture on domestic property fire hazards
discuss control measures and operational procedures.
(draw on relevant and appropriate experience from group members who
have attended fires in domestic property.)
Practical:
•
•
assess the range of domestic property on station ground
On-site, assess and analyse the operational difficulties associated with fires
in domestic property.
Confirmation:
•
design and conduct a simulation which tests understanding of hazard, risk
assessment and prioritisation and operational procedures. Debrief and
record significant findings.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.1:
FF01.2:
FF01.3:
FF01.4:
FF01.5:
FF02.1:
FF02.2:
FF03.1:
FF03.2:
FF03.3:
FF05.1:
FF05.2:
FF05.3:
locate trapped people and/or livestock involved in an incident.
rescue trapped people and/or livestock involved in an incident.
support and comfort people and/or livestock involved in an incident.
provide immediate care to people.
control action to search and rescue in unconventional circumstances.
extinguish established fire.
prevent ignition or spread of fire.
provide extinguishing media to point of application.
control and support BA crews.
request resources to meet demands of incident.
take personal responsibility for performance in the workplace.
manage self and working environment to achieve ‘safe person’ and protect environment.
maintain constructive working relationships with colleagues, public and external agencies.
21
Operational Scenario 1B - Chimney Fires
Principal Hazards: Difficulties of access, heights, effects of wind.
Generic Risk Assessment(s): 3.3
OUTLINE:
Chimney fires, although often straightforward, can produce serious results through
the spread of fire. Much of the skills relating to tackling chimney fires were passed
on through actual experience. However, as this type of fire has dramatically
decreased, so has the opportunity to provide such experience. Most of the skills
relating to chimney fires are transferable to general ducting fires.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with chimney fires.
LEARNING OBJECTIVES:
1B.1
Describe the hazards associated with chimney fires, eg access, fire spread,
environmental.
1B.2
Explain the control measures required to deal with this type of incident.
1B.3
Describe the different operational procedures available to extinguish chimney
fires.
KNOWLEDGE AND UNDERSTANDING:
1B.1
Construction of chimney and hearth and knowledge of potential fire spread.
1B.2
Competence in utilisation of ladders whilst working on roofs and working at
heights.
1B.3
Range of possible tactics and associated risks
BIBLIOGRAPHY:
Manual of Firemanship Book 11, chapter 5
A Guide to Operational Risk Assessment, section 3.3
22
Part 3 - Operational Scenarios
TRAINING DESIGN:
Personnel likely to attend chimney fires should receive training on the hazards,
operational procedures and use of any specialist equipment. This will include a
practical assessment of skills and knowledge of working on pitched roofs and
manual handling.
Technical:
•
present a lecture on chimney fires and construction
•
discuss safe systems of work
•
identify hazards and control measures
Practical:
•
drills on pitched roofs
•
use of specialist equipment, eg aerial appliances, thermal image cameras
Confirmation:
•
question and answer session
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.3: support and comfort people and/or livestock involved in an incident.
FF01.4: provide immediate care to people.
FF02.1: extinguish established fire.
FF02.2: prevent ignition or spread of fire.
FF03.1: provide extinguishing media to point of application.
FF03.2: control and support BA crews.
FF03.3: request resources to meet demands of incident.
FF04.1: manage hazardous substances, within affected area, to minimise effects to people, property
and the environment.
FF04.2: decontaminate people and property affected by hazardous substances.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
23
Operational Scenario 1C - Commercial/ Office
Principal Hazards: Building construction and size.
Generic Risk Assessment(s): 3.1, 5.8
OUTLINE:
Commercial and office premises exist in a wide range of types. This scenario is
intended to cover a range of building types, from the modern large office (often with
one or more atrium) to more traditional and multiple occupancy buildings.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with incidents involving fires in commercial and office property.
LEARNING OBJECTIVES:
1C.1
Describe the hazards associated with fires in commercial and office property.
1C.2
Explain the control measures, which are specifically associated with incidents
involving commercial and office property.
1C.3
Describe the generic operational procedures for fires in commercial and
office property.
KNOWLEDGE AND UNDERSTANDING:
1C.1
Theory and practical recognition of potential Backdraft, utilities, hazardous
contents, hazardous processes, building collapse, uncontrolled ventilation,
general building construction, eg roof voids and roofs. General and hidden
fire spread, heat and humidity, large open spaces.
1C.2
Dynamic risk assessment, ventilation, salvage measures, firefighting
techniques, door entry, procedure, command and control, communication,
safe egress.
1C.3
Search and rescue techniques, guideline procedures, CABA procedures, forced
entry, PPV.
BIBLIOGRAPHY:
Manual of Firemanship book 11, chapter 4 & 5
A Guide to Operational Risk Assessment, sections 3.1, 5.8
Brigade specific procedures
Technical Bulletin 1/97
24
Part 3 - Operational Scenarios
TRAINING DESIGN:
Fires in commercial and office property can pose significant hazards to firefighters.
Property can range from older converted buildings with hidden voids which will
facilitate fire spread to modern large uncompartmented buildings constructed of
insulated sandwich board. Content hazards and processes also pose significant
problems. Incidents can rapidly escalate posing significant logistical and
command and control problems. A thorough dynamic risk assessment is required
to determine tactics and logistics relating to risk in the station area.
Technical:
•
present a lecture on the hazards of an incident in commercial and office
property.
•
utilise experience of group members who have attended incidents in this type
of property. In particular dwell on tactics required and the fire spread aspects.
•
discuss control measures and safe systems of work.
Practical:
•
visitations to such premises on the station ground can prove invaluable in
identifying different methods of construction, contents, processes, access,
water supplies and position of utilities.
•
use of specialist equipment, eg aerial appliances, thermal image cameras
Confirmation:
•
exercise in BA procedures, eg BAECO, multiple entry, communications,
guidelines, ventilation and the logistical difficulties on the limited
manpower available on the PDA.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.1:
FF01.2:
FF01.3:
FF01.4:
FF01.5:
FF02.1:
FF02.2:
FF03.1:
FF03.2:
FF03.3:
FF05.1:
FF05.2:
FF05.3:
FF08.2:
locate trapped people and/or livestock involved in an incident.
rescue trapped people and/or livestock involved in an incident.
support and comfort people and/or livestock involved in an incident.
provide immediate care to people.
control action to search and rescue in unconventional circumstances.
extinguish established fire.
prevent ignition or spread of fire.
provide extinguishing media to point of application.
control and support BA crews.
request resources to meet demands of incident.
take personal responsibility for performance in the workplace.
manage self and working environment to achieve ‘safe person’ and protect environment.
maintain constructive working relationships with colleagues, public and external agencies.
site and re-deploy vehicles at operational incidents.
25
Operational Scenario 1D - Large Retail Outlet/ Warehouse/ Industrial
Principal Hazards: building, contents and layout, backdraft, flashover.
Generic Risk Assessment(s): 3.1
OUTLINE:
Firefighting in large retail outlets, warehouses and industrial premises may include
exposure to hazards and risks which go beyond those encountered in standard building
fires. The potential additions include the complexity of the layout |(including the
potential for deep penetration of the building), the construction of the building, the
processes which go on in the building and the diverse nature of the contents(particularly
in transit warehouses). This scenario is focussed on the modern large scale, open plan,
retail/ industrial premises construction (e.g. B&Q outlet). Training should focus on the
need to perform a detailed dynamic assessment of the incident which involves gathering
as much information as possible on the potential hazards and risks.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with incidents involving fires in domestic property.
LEARNING OBJECTIVES:
1D.1
describe the hazards associated with fires in large retail outlets industrial
premises and warehouses.
1D.2
demonstrate the control measures which are specifically associated with
fires in large retail outlets industrial premises and warehouses.
1D.3
demonstrate the generic operational procedures for fires in large retail
outlets industrial premises and warehouses properties.
KNOWLEDGE AND UNDERSTANDING:
1C.1
Theory and practical recognition of potential Backdraft, utilities, hazardous
contents (including chemical and biological), hazardous processes, building
collapse, uncontrolled ventilation, general building construction, eg roof voids
and roofs. General and hidden fire spread, heat and humidity, large open spaces.
1C.2
Dynamic risk assessment, ventilation, salvage measures, firefighting
techniques, door entry, procedure, command and control, communication,
safe egress.
1C.3
Search and rescue techniques, guideline procedures, CABA procedures, forced
entry, PPV.
BIBLIOGRAPHY:
Manual of Firemanship book 11, chapter 4 & 5
A Guide to Operational Risk Assessment, sections 3.1, 5.8
Brigade specific procedures
Technical Bulletin 1/97
26
Manual of Firemanship part 6C
Part 3 - Operational Scenarios
TRAINING DESIGN:
Other than classroom work, training for incidents in large retail and warehouse
buildings can be difficult. If possible, the simulation of an incident in this type
of building, which includes the need for a dynamic assessment of risk as well
as the implementation of operational procedures, is desirable. Training on large
retail and warehouse incidents should focus on specific risks within, or close to,
station areas.
Technical:
•
present a lecture on large retail and warehouse fire hazards
•
discuss control measures and operational procedures.
•
draw on relevant and appropriate experience from group members who
have attended fires in this type of property.
Practical:
•
on-site, assess and analyse the operational difficulties associated with fires
in large retail and warehouse property.
Confirmation:
•
design and conduct a simulation which tests understanding of hazard, risk
assessment and prioritisation and operational procedures. Debrief and
record significant findings.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.1: locate trapped people and/or livestock involved in an incident.
FF01.2: rescue trapped people and/or livestock involved in an incident.
FF01.3: support and comfort people and/or livestock involved in an incident.
FF01.4: provide immediate care to people.
FF01.5: control action to search and rescue in unconventional circumstances.
FF02.1: extinguish established fire.
FF02.2: prevent ignition or spread of fire.
FF03.1: provide extinguishing media to point of application.
FF03.2: control and support BA crews.
FF03.3: request resources to meet demands of incident.
FF04.1: manage hazardous substances, within affected area, to minimise effects to people, property
and the environment.
FF04.2: decontaminate people and property affected by hazardous substances.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
FF08.2: site and re-deploy vehicles at operational incidents.
27
Operational Scenario 1E - Places of Public Entertainment
Principal Hazards: access, large numbers of people, venue specific hazards.
Generic Risk Assessment(s): 3.8
OUTLINE:
Places of public entertainment have long been recognised as having specific and
unusual risks. This is due to the presence of large numbers of people, often in high
density, in a building whose layout and exits they are unfamiliar with. Crowd
reaction, associated access difficulties and building complexity are all issues which
need to be raised during training.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with incidents involving fires in public entertainment venues.
LEARNING OBJECTIVES:
1E.1
describe the hazards associated with fires in public entertainment venues.
1E.2
demonstrate the control measures which are specifically associated with fires
in public entertainment venues.
1E.3
demonstrate the generic operational procedures for fires in public
entertainment venues.
KNOWLEDGE AND UNDERSTANDING:
1E.1
building construction and complexity.
1E.2
identifying hazards and control measures.
1E.3
CABA search and rescue techniques.
BIBLIOGRAPHY:
A Guide to Operational Risk Assessment, section 3.8
Manual of Firemanship book 11
28
Part 3 - Operational Scenarios
TRAINING DESIGN:
Simulation of incidents involving places of public entertainment is difficult, if
not impossible to achieve. For this reason, it is likely that training will be
restricted to classroom theory of hazards and risks, including crowd behaviour.
The principal practical training should be based on actual premises within the
station area, where building construction, operational difficulties, access and
egress and other issues can be examined.
Technical:
•
present a lecture on the hazards associated with incidents in places of public
entertainment.
•
discuss control measures and operational procedures.
•
(draw on relevant and appropriate experience from group members who
have attended incidents in this type of premises.)
Practical:
•
visit a suitable premise within the station turnout area, examine layout,
access and egress and discuss operational difficulties and operational plan.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.1: locate trapped people and/or livestock involved in an incident.
FF01.2: rescue trapped people and/or livestock involved in an incident.
FF01.3: support and comfort people and/or livestock involved in an incident.
FF01.4: provide immediate care to people.
FF01.5: control action to search and rescue in unconventional circumstances.
FF02.1: extinguish established fire.
FF02.2: prevent ignition or spread of fire.
FF03.1: provide extinguishing media to point of application.
FF03.2: control and support BA crews.
FF03.3: request resources to meet demands of incident.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
FF08.2: site and re-deploy vehicles at operational incidents.
29
Operational Scenario 1F -Fires in High-Rise Buildings
Principal Hazards: heights, falling objects, and effects of wind.
Generic Risk Assessment(s): 3.2
OUTLINE:
High rise training involves the practising of specific firefighting procedures which can
be accomplished using brigade premises or on-site within suitable premises.
Knowledge of access points, dry and wet riser installations, lifts, heating and air
conditioning systems and local arrangements for pre-planning are also important.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with incidents involving fires in high-rise buildings.
LEARNING OBJECTIVES:
1F.1
describe the hazards associated with high-rise buildings.
1F.2
explain the control measures which are specifically associated with incidents
involving high-rise buildings.
1F.3
describe the brigade’s operational procedure for fires in high-rise buildings.
KNOWLEDGE AND UNDERSTANDING:
1F.1
hazards to firefighters and public from falling debris and glass; wind
patterns and effects on both firefighting and ventilation; likelihood of
internal and external fire spread.
1F.2
structural fire protection, fixed installations and ongoing stability in a fire
situation; command and control; communications; safe systems of egress.
1F.3
definition of ‘bridgehead’, ‘forward control’ and other BA control
procedures; search and rescue techniques; use of PPV.
BIBLIOGRAPHY:
Manual of Firemanship book 11 chapter 8
Manual of Firemanship book 8 chapters 3,4,7,8
Fire Service Manual Book 4 Part 3
A Guide to Operational Risk Assessment, section 3.2
Fire Service Manual volume 2 - Compartment fires and tactical ventilation
Technical Bulletin 1/97
30
Part 3 - Operational Scenarios
TRAINING DESIGN:
Fires in high-rise buildings will present operational crews with access difficulties
and possible water supply problems. These difficulties, coupled with the
hazards associated with these fires, require specific procedures and skills to be
developed.
Technical:
•
present a lecture on high rise building fire hazards
•
discuss control measures and operational procedures.
•
(draw on relevant and appropriate experience from group members who
have attended fires in high-rise buildings.)
Practical:
•
on-site, assess and analyse the operational difficulties associated with highrise buildings.
Confirmation:
•
design and conduct a simulation which tests understanding of hazard, risk
assessment and prioritisation and operational procedures. Debrief and
record significant findings.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.1: locate trapped people and/or livestock involved in an incident.
FF01.2: rescue trapped people and/or livestock involved in an incident.
FF01.3: support and comfort people and/or livestock involved in an incident.
FF01.4: provide immediate care to people.
FF01.5: control action to search and rescue in unconventional circumstances.
FF02.1: extinguish established fire.
FF02.2: prevent ignition or spread of fire.
FF03.1: provide extinguishing media to point of application.
FF03.2: control and support BA crews.
FF03.3: request resources to meet demands of incident.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
31
Operational Scenario 2A - Incidents involving Road Traffic Accidents
Principal Hazards: moving traffic, fire risk, vehicles involved,
conditions, occupants, specialist equipment.
Generic Risk Assessment(s): 4.1, 5.3
OUTLINE:
Training for Road Traffic Accident incidents (RTAs) is routinely accomplished through the
use of exercises and simulations. Particular skills, such as the use of extrication equipment
and casualty care techniques can be taught and practised as stand-alone sessions.
Knowledge of local road layouts, access and traffic types and patterns is also beneficial.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with incidents involving road traffic accidents..
LEARNING OBJECTIVES:
2A.1
explain the risks associated with moving traffic and the control measures
which might be employed.
2A.2
describe the measures to be employed to manage a road traffic accident
scene.
2A.3
make a risk assessment and prioritise work at a road traffic accident.
2A.4
demonstrate a range of vehicle stabilisation and glass management techniques.
2A.5
demonstrate a range of extrication techniques for casualty removal.
2A.6
demonstrate an appropriate level of casualty care and handling.
2A.7
describe the appropriate inter-agency liaison skills required for RTAs.
KNOWLEDGE AND UNDERSTANDING:
2A.1
type of road; traffic speeds; congestion; presence of stationary vehicles;
weather conditions; approach strategies; PPE.
2A.2
position of appliances and warning signs; liaison.
2A.3
identification of hazards; safety of self; anticipation of incident escalation.
2A.4
vehicle stabilisation and glass management techniques.
2A.5
extrication techniques; use of specialist rescue equipment.
2A.6
primary and secondary survey and safe casualty removal;
2A.7
roles of other agencies at road traffic incidents.
BIBLIOGRAPHY:
A Guide to Operational Risk Assessment, sections 4.1, 5.3
Manual of Firemanship book 12 chapter 3
32
Part 3 - Operational Scenarios
TRAINING DESIGN:
Road traffic accidents present a specific range of hazards and require a specific
set of skills and knowledge from operational personnel. The use of extrication
and life-saving techniques needs to be combined with an awareness of the
range of hazards presented by the vehicles involved, the extrication process and
other road traffic.
Technical:
•
present a lecture on RTA theory and vehicle hazards.
•
discuss the control measures, including vehicle positioning and PPE,
associated with RTAs.
•
discuss the additional hazards presented by extrication processes.
•
approved casualty care/ first aid course.
•
(draw on relevant and appropriate experiential learning from group
members who have attended RTAs.)
Practical:
•
run a practical session utilising specialist extrication equipment and rescue
techniques, following brigade specific operational procedures.
•
include a session on casualty care and handling.
Confirmation:
•
design and conduct a simulation which tests understanding of hazard, risk
assessment and prioritisation, operational procedures and casualty care.
Consider involving other agencies. Debrief and record significant findings.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.2: rescue trapped people and/or livestock involved in an incident.
FF01.3: support and comfort people and/or livestock involved in an incident.
FF01.4: provide immediate care to people.
FF01.5: control action to search and rescue in unconventional circumstances.
FF02.2: prevent ignition or spread of fire.
FF03.3: request resources to meet demands of incident.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
FF08.2: site and re-deploy vehicles at operational incidents.
33
Operational Scenario 2B -Incidents Involving Railways
Principal Hazards: moving traffic, power supplies, access difficulties.
Generic Risk Assessment(s): 4.2
OUTLINE:
Training for incidents involving railways must, of necessity, be largely limited to
theoretical instruction and site visits. A thorough knowledge and understanding of
railway installations and operating practice in the brigade’s area is vital. On occasion
it may be possible to confirm instruction by practical exercise at specific sites. This
may take the form of off station watch training or possibly a major exercise in
conjunction with other agencies
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with incidents involving railways.
LEARNING OBJECTIVES:
2B.1
describe the hazards associated with moving rail traffic.
2B.2
describe the hazards associated with third rail and overhead power supply
systems.
2B.3
explain the control measures which are specifically associated with incidents
involving railways (including stoppage and caution measures).
2B.4
describe the difficulties associated with fire suppression and rescue
techniques for rail vehicles.
2B.5
describe access difficulties associates with incidents involving railways.
KNOWLEDGE AND UNDERSTANDING:
2B.1 Safety precautions safe working distances, crossing a track, places of safety,
identify
railway signalling equipment, rail stock power systems,
identification of dangerous
substances.
2B.2
Overhead line equipment, rail level supply (third rail).
2B.3
Pre planning and liaison, command and control, scene management
2B.4
Firefighting, rescue techniques, construction of railway stock.
2B.5
Remote, rural, bridges, tunnels, embankments, buildings, installations.
BIBLIOGRAPHY:
Fire Service Manual Book 4 Part 3
A Guide to Operational Risk Assessment, section 4.2
34
Part 3 - Operational Scenarios
TRAINING DESIGN:
Incidents involving railway transport systems can range from small track-side
fires to major incident scenarios requiring the application of special and
protracted procedures.
Technical:
•
present a lecture on railway incidents and hazards
•
discuss the hazards presented by railway power supply systems.
•
(draw on relevant and appropriate experiential learning from group
members who have attended railway incidents.)
Practical:
•
on-site, assess and analyse the difficulties associated with railway incidents
and locations.
•
consider tabletop exercise.
Confirmation:
•
design and conduct a simulation which tests understanding of hazard, risk
assessment and prioritisation, operational procedures and casualty care.
Consider involving other agencies. Debrief and record significant findings.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.1: locate trapped people and/or livestock involved in an incident.
FF01.2: rescue trapped people and/or livestock involved in an incident.
FF01.3: support and comfort people and/or livestock involved in an incident.
FF01.4: provide immediate care to people.
FF01.5: control action to search and rescue in unconventional circumstances.
FF02.1: extinguish established fire.
FF02.2: prevent ignition or spread of fire.
FF03.1: provide extinguishing media to point of application.
FF03.2: control and support BA crews.
FF03.3: request resources to meet demands of incident.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
35
Operational Scenario 2C - Incidents Involving Aircraft
Principal Hazards: xxx
Generic Risk Assessment(s): 4.3
OUTLINE:
xxx
AIM:
xxx
LEARNING OBJECTIVES:
2C.1
2C.2
2C.3
xxx
xxx
xxx
KNOWLEDGE AND UNDERSTANDING:
2C.1
xxx.
2C.2
xxx
2C.3
xxx
BIBLIOGRAPHY:
xxx
36
Part 3 - Operational Scenarios
TRAINING DESIGN:
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.1: locate trapped people and/or livestock involved in an incident.
FF01.2: rescue trapped people and/or livestock involved in an incident.
FF01.3: support and comfort people and/or livestock involved in an incident.
FF01.4: provide immediate care to people.
FF01.5: control action to search and rescue in unconventional circumstances.
FF02.1: extinguish established fire.
FF02.2: prevent ignition or spread of fire.
FF03.1: provide extinguishing media to point of application.
FF03.2: control and support BA crews.
FF03.3: request resources to meet demands of incident.
FF04.1: manage hazardous substances, within affected area, to minimise effects to people, property
and the environment.
FF04.2: decontaminate people and property affected by hazardous substances.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
FF08.1: drive vehicles to and from operational incidents.
FF08.2: site and re-deploy vehicles at operational incidents.
FF09.1: inspect premises to minimise risk to people and the environment.
FF09.2: report on issues arising from investigations.
37
Operational Scenario 2D - Marine Incidents
Principal Hazards: Access difficulties; vessel construction;
heat and humidity; vessel stability.
Generic Risk Assessment(s): not completed
OUTLINE:
Marine incidents present the fire service with exceptionally difficult operational
situations involving difficulties of access and egress, communications and command
and control. Any marine incident is likely to be protracted, involving physical
difficulties to firefighters.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with incidents involving shipping.
LEARNING OBJECTIVES:
2D.1
describe the hazards associated with marine incidents.
2D.2
demonstrate an understanding of the operational response to marine
incidents and in particular, command and control arrangements.
2D.3
demonstrate an understanding of brigade specific operational procedures.
2D.4
demonstrate a knowledge of the inter-agency arrangements in relation to
shipping incidents.
KNOWLEDGE AND UNDERSTANDING:
2D.1
construction of vessels; on-board fire protection and firefighting measures.
2D.2
the effects of heat and humidity on CABA wearers; marine firefighting
techniques; the use of multiple entry points.
2D.3
communications difficulties in shipping incidents; vessel stability during
firefighting.
2D.4
brigade specific inter-agency arrangements.
BIBLIOGRAPHY:
Fire Service Manual volume 2 – Fire Service Operations Marine Incidents.
38
Part 3 - Operational Scenarios
TRAINING DESIGN:
The skills associated with marine incidents can be taught by a combination of
theory, site visitations and practical simulations.
Technical:
•
present a lecture on ship construction
•
present a lecture on ship stability
•
utilise on-station experience of ship construction and firefighting
Practical:
•
site visitations to ships in port, focusing on ship layout, access, on-board
fire protection, firefighting provision, ship and cargo plans.
•
simulation involving PPE, hose handling, CABA and command and control.
Confirmation:
•
design and conduct a simulation which tests understanding of hazard, risk
assessment and prioritisation, operational procedures and casualty care.
Consider involving other agencies. Debrief and record significant findings.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.1: locate trapped people and/or livestock involved in an incident.
FF01.2: rescue trapped people and/or livestock involved in an incident.
FF01.3: support and comfort people and/or livestock involved in an incident.
FF01.4: provide immediate care to people.
FF01.5: control action to search and rescue in unconventional circumstances.
FF02.1: extinguish established fire.
FF02.2: prevent ignition or spread of fire.
FF03.1: provide extinguishing media to point of application.
FF03.2: control and support BA crews.
FF03.3: request resources to meet demands of incident.
FF04.1: manage hazardous substances, within affected area, to minimise effects to people, property
and the environment.
FF04.2: decontaminate people and property affected by hazardous substances.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
39
Operational Scenario 3A - Forestry, Heath and Moorland
Principal Hazards: environmental conditions, terrain, topography, egress,
non-service equipment & personnel, movement of vehicles.
Generic Risk Assessment(s): 3.4, 3.5, 5.3, 5.4
OUTLINE:
The skills associated with rural firefighting can essentially only be taught in theory,
until such time as personnel have the opportunity to attend an actual incident.
Advantage should be taken of organised training events with other agencies which
arise through the Emergency Planning forum.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with rural fires.
LEARNING OBJECTIVES:
3A.1
describe the hazards and risks associated with rural fires.
3A.2
explain the control measures which are specifically associated with incidents
involving rural fires.
3A.3
describe the brigade’s operational procedure for rural fires.
3A.4
describe the importance of maintaining safe egress from rural incidents.
3A.5
demonstrate the use of OS maps to identify and navigate to a rural area.
3A.6
understand the mechanism of fire development and propagation and the
factors which influence it in rural areas.
KNOWLEDGE AND UNDERSTANDING:
3A.1
environmental conditions and topography; speed of fire spread; overhead
power lines; natural and man-made fire breaks; heat exhaustion; forestry
equipment; fertilisers, pesticides, insecticide
3A.2
pre-planning and liaison; command and control; forestry fire plans; PPE;
communications.
3A.3
brigade specific procedures and fire plans.
3A.4
terrain; road layout; deployment of vehicles; rendezvous arrangements.
3A.5
map reading and interpretation
3A.6
plantation type and layout; effect of environmental and weather conditions;
seasonal conditions.
BIBLIOGRAPHY:
A Guide to Operational Risk Assessment, section 3.4, 3.5, 5.3, 5.4
Manual of Firemanship part 6b
40
Part 3 - Operational Scenarios
TRAINING DESIGN:
Rural fires can present the Fire Service with many difficulties not normally
encountered in other areas or in other types of fire. Rural fires range in size
from small heath fires to major forest fires, often involving difficult terrain,
adverse weather conditions, difficult access and poor water supplies. Preplanning, arduous working conditions, limited water supplies and remote
locations are all factors which deserve special attention. Although certain basic
skills and procedures used in urban firefighting are applicable to rural incidents,
it must be appreciated , for example, that a deep-seated heath fire on peaty
soil, demands an altogether different understanding and set of skills.
Technical:
•
present a lecture on rural fire hazards
•
discuss control measures and operational procedures.
•
develop and present a practical map reading exercise.
•
(draw on relevant and appropriate experience from group members who
have attended fires in rural areas.)
Practical:
•
on-site, assess and analyse the operational difficulties associated with rural
fires.
Confirmation:
•
debrief and feedback from actual incidents
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.1: locate trapped people and/or livestock involved in an incident.
FF01.2: rescue trapped people and/or livestock involved in an incident.
FF02.1: extinguish established fire.
FF02.2: prevent ignition or spread of fire.
FF03.1: provide extinguishing media to point of application.
FF03.3: request resources to meet demands of incident.
FF04.1: manage hazardous substances, within affected area, to minimise effects to people, property
and the environment.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
41
Operational Scenario 4A - Silos
Principal Hazards: access and egress difficulties; material stability and bridging;
toxic or oxygen deficient atmospheres; integrated machinery.
Generic Risk Assessment(s): 2.4; 5.5.
OUTLINE:
A number of high-profile silo incidents have been reported in the near past. The
unusual and specific risks associated with this type of incident have caused concern
within the fire service in general. There will clearly be a continuing need for
firefighters to enter silos to effect rescues.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with silo incidents.
LEARNING OBJECTIVES:
4A.1
Describe the hazards associated with incidents involving silos
4A.2
Explain the control measures which are specifically associated with incidents
involving silos.
4A.3
Describe the brigade’s operational procedures for silo incidents.
4A.4
Describe access difficulties associated with incidents involving silos
4A.5
Describe the manual handling problems associated with silo incidents.
KNOWLEDGE AND UNDERSTANDING:
42
4A.1
Risks and hazards associated with climbing vertical ladders. Problems that
many be encountered with restricted access and egress for fire fighters.
Surface stability, fluidity and bridging of contents. Materials stored.
Confined space entry, need to take off BA set and replace once inside.
Possibility of an explosive toxic or oxygen deficient atmosphere.
4A.2
Use of specialist equipment (lines/harnesses). Working at height with lines,
knowledge of likely types, location and isolation of machinery. Atmospheric
monitoring equipment. Safe systems of work. Communications. BA control
level, provision of adequate lighting.
4A.3
Pre-planning Brigade’s specific procedures/plans for silo incidents, PDAs and
equipment, command and control.
4A.4
Types of access associated with silos. Safe systems of work for entering a
silo, combine with the use of high reach appliance and the associated
problems
4A.5
Types of manual handling difficulties because of restricted access, poor
lighting, weight and size of casualty, compared to egress point, weight and
size of equipment.
Part 3 - Operational Scenarios
BIBLIOGRAPHY:
Confined Space Regulations, 1997; Management of Physiological Stress – DFML
letter 8/1997; TB 1/1990 – Rope Rescue Procedures and equipment; Incidents
Involving Agricultural and Industrial Silos – DFML 1/1998; Use of Breathing
Apparatus in Confined Spaces – DFML 2/1995; Incidents Involving Silos – DFML
11/1997; MoF Book 8, Part 6b chapter 1.
TRAINING DESIGN:
It is essential that the specific hazards, risks, skills and knowledge involved in
silo incidents are understood. A clear and conscious dynamic assessment of
incidents is also crucial. Training should therefore ensure that both of these
aspects are combined and covered.
Technical:
•
present a lecture on silo incident hazards
•
discuss control measures and operational procedures.
•
(draw on relevant and appropriate experience from group members who
have attended fires in rural areas.)
Practical:
•
on-site, assess and analyse the operational difficulties associated with silo incidents.
Confirmation:
•
design and conduct a simulation which tests understanding of hazard, risk
assessment and prioritisation and operational procedures. Debrief and record
significant findings.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.1: locate trapped people and/or livestock involved in an incident.
FF01.2: rescue trapped people and/or livestock involved in an incident.
FF01.3: support and comfort people and/or livestock involved in an incident.
FF01.4: provide immediate care to people.
FF01.5: control action to search and rescue in unconventional circumstances.
FF02.1: extinguish established fire.
FF02.2: prevent ignition or spread of fire.
FF03.1: provide extinguishing media to point of application.
FF03.2: control and support BA crews.
FF03.3: request resources to meet demands of incident.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
43
Operational Scenario 4B - Sewers
Principal Hazards: access and egress difficulties; cramped conditions; toxic,
flammable or oxygen deficient atmospheres; localised flooding; biological
and chemical contamination; weather conditions.
Generic Risk Assessment(s): 2.3; 5.5
OUTLINE:
Sewer incidents, again, fall into that category of incident characterised by high and
unusual risk and low occurrence. Much of the confined space nature of the incident
can be paralleled with the silo scenario.
AIM:
To familiarise operational crews with the hazards, risk and operational procedures
associated with sewers.
LEARNING OBJECTIVES:
4B.1
Describe the hazards, health risks and access difficulties associated with
incidents involving sewers.
4B.2
Explain the control measures which are specifically associated with incidents
involving sewers.
4B.3
Describe the Brigade’s operational procedures for sewer incidents.
KNOWLEDGE AND UNDERSTANDING:
4B.1
Risks and hazards associated with climbing vertical ladders. Problems with
restricted access and egress. Changing levels and speeds of flow within the
sewer system. Working in confined spaces. Problems with communication.
Working in a potentially toxic, explosive/flammable and oxygen deficient
atmosphere. Health hazards.
4B.2
Specialist equipment (lines/harnesses). Atmospheric monitoring equipment.
Intrinsically safe electrical equipment. Safe systems of work.
Communications. Breathing apparatus, full fire fighting gear and gloves.
Breathing apparatus control levels.
4B.3
Pre-planning Brigade specific procedures/plans for sewer incidents. PDAs
and equipment, command and control.
BIBLIOGRAPHY:
A Guide to Operational Risk Assessment, Sections 2.3 and 5.5
Manual of Firemanship book 12 chapter 5
Technical Bulletin 1/97
44
Part 3 - Operational Scenarios
TRAINING DESIGN:
There are a number of innovative ways in which sewer incidents can be
simulated. For example, the use of a training tower vertical ladder to simulate
the ladder entrance to a sewer. Where possible, an inspection of a sewer under
construction can aid understanding of the conditions, without exposing crews
to contamination and biological hazards.
Technical:
•
present a lecture on sewer incident hazards
•
discuss control measures and operational procedures.
Practical:
•
on-site, assess and analyse the operational difficulties associated with sewer
incidents.
Confirmation:
•
design and conduct a simulation which tests understanding of hazard, risk
assessment and prioritisation and operational procedures. Debrief and
record significant findings.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.1: locate trapped people and/or livestock involved in an incident.
FF01.2: rescue trapped people and/or livestock involved in an incident.
FF01.3: support and comfort people and/or livestock involved in an incident.
FF01.4: provide immediate care to people.
FF01.5: control action to search and rescue in unconventional circumstances.
FF03.2: control and support BA crews.
FF03.3: request resources to meet demands of incident.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
45
Operational Scenario 4C - Pits, Wells and Trenches
Principal Hazards: stability, oxygen deficiency, toxic atmosphere, hazardous
services, machinery, weather conditions, access and egress difficulties.
Generic Risk Assessment(s): 2.5; 5.5
OUTLINE:
Rescues from pits, wells or trenches fall into that category of operational incident
characterised by the low frequency of occurrence combined with high and unusual
risk. particular difficulties include the unstable nature of the incident site and the
presence of exposed services.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with rescues from pit, well and trench collapses.
LEARNING OBJECTIVES:
4C.1
describe the hazards associated with rescues from pit, well and trench
collapses.
4C.2
demonstrate the control measures which are specifically associated with
rescues from pit, well and trench collapses.
4C.3
demonstrate the generic operational procedures for rescues from pit, well
and trench collapses.
4C.4
demonstrate casualty care procedures appropriate for trapped casualties.
KNOWLEDGE AND UNDERSTANDING:
4C.1
trench stability, services, machinery, effects of weather and ground loading,
manual handling.
4C.2
trench shoring techniques, control of personnel and public.
4C.3
casualty stabilisation techniques.
BIBLIOGRAPHY:
A Guide to Operational Risk Assessment, sections 2.5, 5.5
Manual of Firemanship book 12 chapter 5
46
Part 3 - Operational Scenarios
TRAINING DESIGN:
Technical:
•
present a lecture on trench rescue techniques.
•
discuss control measures and operational procedures.
Practical:
•
on-site, assess and analyse the operational difficulties associated with
trench rescue incidents.
Confirmation:
•
design and conduct a simulation which tests understanding of hazard, risk
assessment and prioritisation and operational procedures. Debrief and
record significant findings.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.1: locate trapped people and/or livestock involved in an incident.
FF01.2: rescue trapped people and/or livestock involved in an incident.
FF01.3: support and comfort people and/or livestock involved in an incident.
FF01.4: provide immediate care to people.
FF01.5: control action to search and rescue in unconventional circumstances.
FF03.2: control and support BA crews.
FF03.3: request resources to meet demands of incident.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
47
Operational Scenario 4D - Collapsed Structures
Principal Hazards: structural collapse; unstable structure; falling objects; manual
handling; internal conditions.
Generic Risk Assessment(s): 2.6; 5.5
OUTLINE:
Firefighters face, in this type of incident, the worst possible of situations. Not only
do they face the difficulties of any confined space incident but in addition the
spaces being entered may be inherently unstable with the added hazards of ruptured
utilities and possible fire. A multi agency approach is vital. This scenario includes
buildings, crane, and scaffolding, either above or below the ground.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with incidents involving collapsed structures.
LEARNING OBJECTIVES:
4D.1
Describe the hazards associated with confined space and collapsed structure
incidents.
4D.2
Describe the general operational procedures for rescue from a collapsed
structure.
4D.3
Describe the limitations of fire brigade operations and the potential benefits
of a multi-agency approach.
KNOWLEDGE AND UNDERSTANDING:
4D.1
Theory and practical recognition of the hazards associated with confined
spaces.
4D.2
Theory and practical recognition of the hazards associated with collapsed
structures.
4D.3
Generic operational procedures for rescue of persons from a collapsed
structure.
BIBLIOGRAPHY:
A Guide to Operational Risk Assessment, Sections 2.6 and 5.5
Manual of Firemanship book 12 chapter 5
48
Part 3 - Operational Scenarios
TRAINING DESIGN:
As an incident, a collapsed structure presents to the fire brigade the worst of
all possible scenarios of persons trapped in an inherently dangerous unsafe
structure, threatened by further collapse, fire, flooding or asphyxiation with
perhaps no means of controlling or knowing if broken utilities present further
danger. Firefighters must utilise their expertise and the expertise of other
specialists or agencies. The skills and equipment may not, in many brigades, be
available (eg harnesses, tripods, fall arrest equipment, airline equipment). Many
brigades do not conduct confined space training. Resources available within
each individual brigade may vary as may the availability of other agencies.
Consequently from a logistics point of view lateral thinking may be required.
Technical:
•
present a lecture on confined space hazards.
•
present a lecture on the hazards associated with collapsed structures.
Practical:
•
conduct a blackboard or table top exercise assessing and analysing the
resources available and operational difficulties associated with incidents
involving collapsed structures.
Confirmation:
•
practical use of specialist equipment available, e.g. gas detection, listening
equipment, harnesses tripods, hydraulic equipment, PPV, shoring
equipment etc.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.1: locate trapped people and/or livestock involved in an incident.
FF01.2: rescue trapped people and/or livestock involved in an incident.
FF01.3: support and comfort people and/or livestock involved in an incident.
FF01.4: provide immediate care to people.
FF01.5: control action to search and rescue in unconventional circumstances.
FF02.1: extinguish established fire.
FF02.2: prevent ignition or spread of fire.
FF03.1: provide extinguishing media to point of application.
FF03.2: control and support BA crews.
FF03.3: request resources to meet demands of incident.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
49
Operational Scenario 5A - Electrical Incidents
Principal Hazards: generic electrical
Generic Risk Assessment(s): 5.1
OUTLINE:
This scenario is based on the generic hazards posed by electricity as well as the
specific case of electrical installations. The scenario is intended to be used in
association with others and as a stand-alone item in terms of electrical installations.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with incidents involving electricity.
LEARNING OBJECTIVES:
5A.1
Describe the hazards and risks associated with incidents involving electricity.
5A.2
Understand the installation and distribution network.
5A.3
Describe the general operational procedures for dealing with fires in
electrical installations.
KNOWLEDGE AND UNDERSTANDING:
5A.1
Theory and practical recognition of the hazards associated with electricity.
5A.2
Electrical distribution network.
5A.3
Location and nature of electrical installations on station ground.
BIBLIOGRAPHY:
A Guide to Operational Risk Assessment, section 5.1
Fire Service Manual - Electricity.
Dear Firemaster Letter 13/1997 “Rescues near Electrical Hazards”.
50
Part 3 - Operational Scenarios
TRAINING DESIGN:
Whilst theoretical input can be provided to meet the knowledge and
understanding elements of this scenario, the practical element is best delivered
as a simulated risk built into a broader simulation of another scenario, such as
fire in domestic property. An understanding of procedures for dealing with fires
in electrical installations can be tested during simulation.
Technical:
•
present a lecture on electrical hazards.
Practical:
•
simulate a fire in an electrical installation.
Confirmation:
•
design and conduct a simulation which tests understanding of hazard, risk
assessment and prioritisation and operational procedures. Debrief and
record significant findings.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.1: locate trapped people and/or livestock involved in an incident.
FF01.2: rescue trapped people and/or livestock involved in an incident.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
51
Operational Scenario 5B - Chemical & Biological
Principal Hazards: spectrum of hazards and risks to life and the environment.
Generic Risk Assessment(s): 5.3, 5.5
OUTLINE:
This scenario covers a very wide range of hazard types. Cognisance is given to a
spectrum of hazardous materials in transport, farms, schools and laboratories.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with chemical and biological incidents.
LEARNING OBJECTIVES:
5B.1
Describe the hazards and environmental issues associated with incidents
involving chemicals and biological hazards.
5B.2
Explain the control measures which are specifically associated with incidents
involving chemicals and biological incidents
5B.3
Describe Brigade operational procedures for chemical and biological incidents
5B.4
Outline the legislation which controls chemicals and biological hazards
5B.5
Describe the information facilities concerned with chemical and biological
hazards.
5B.6
Demonstrate the need for decontamination and the different types
KNOWLEDGE AND UNDERSTANDING:
52
5B.1
Risk and hazards associated with dealing with various chemicals and
biological hazards that are involved in fire. Risks and hazards of applying
fire fighting medium to certain chemicals. Risks and hazards associated with
containing chemical substances; environmental damage through spillage,
chemicals, entering sewage systems or absorption through the earth.
5B.2
Types of approach, e.g. upwind, areas to be cordoned off, standby until
more specialised knowledge or equipment are called for.
5B.3
Pre-planning, Brigade specific procedures/plans for chemical and biological
incidents. PDA and equipment. Command and control.
5B.4
Knowledge of legislation which controls the transportation, packaging,
storage quantities and notification of chemical storage. Notification and
labelling of sites that contain chemicals or biological hazards.
5B.5
Knowledge of information systems about chemicals on vehicles at sites and
communication systems by radio or telephone.
5B.6
Types of decontamination available and equipment that can be used for
decontamination. Reasons for selecting a site for decontamination.
Part 3 - Operational Scenarios
BIBLIOGRAPHY:
Manual of Firemanship Part 6c
A Guide to Operational Risk Assessment, Section 5.3 & 5.4
Manual of Firemanship Book 12 Part 2 Chapter 7, 8 + 9
Carriage of Dangerous Goods by Rail Regulations 1996
Control of Substances Hazardous to Health Regulations 1994
Chemsafe Scheme (CHEMET)
TRAINING DESIGN:
Whilst a large range of risk types and potential incidents exists in this scenario,
many of the procedures associated with managing the incident such as the use
and decontamination of PPE are generic. Training should focus on those
procedures as well as the early identification of hazard and risk.
Technical:
•
present a series of lectures on the nature of chemical and biological
hazards, identification and procedures.
Practical:
•
simulate a series of incidents involving chemical and biological hazards
including gas, liquids and solids.
Confirmation:
•
design and conduct a simulation which tests understanding of hazard, risk
assessment and prioritisation and operational procedures. Debrief and
record significant findings.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF03.2: control and support BA crews.
FF04.1: manage hazardous substances, within affected area, to minimise effects to people, property
and the environment.
FF04.2: decontaminate people and property affected by hazardous substances.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
53
Operational Scenario 5C - Flammable Liquid and Gas
Principal Hazards: explosive gas/ air mixtures, unusual fire spread
Generic Risk Assessment(s): 5.3, 5.7
OUTLINE:
The uncontrolled release into the atmosphere of flammable liquids or gasses is a
particularly hazardous event and one which is encountered by the Fire Service only
rarely. An understanding of the nature of the risk and, in particular, how a ventilation
initiative might lead to an explosion (by bringing a gas within its flammable limits) is
crucial in terms of the management of this type of incident.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with incidents involving flammable liquids and gasses.
LEARNING OBJECTIVES:
5C.1
describe the hazards associated with incidents involving flammable liquids
and gasses.
5C.2
demonstrate the control measures which are specifically associated with
incidents involving flammable liquids and gasses.
5C.3
demonstrate the generic operational procedures for incidents involving
flammable liquids and gasses.
KNOWLEDGE AND UNDERSTANDING:
5C.1
flammability and explosive nature of gasses; flammability and explosion
limits.
5C.2
PPE standards; ventilation rules; effects of ventilation on flammability and
explosion potential; intrinsically safe equipment.
5C.3
approach procedures; evacuation procedures; isolation of ignition sources.
BIBLIOGRAPHY:
A Guide to Operational Risk Assessment, section 5.3, 5.7
Manual of Firemanship part 6c chapter 45
54
Part 3 - Operational Scenarios
TRAINING DESIGN:
There is a limit to what can be achieved through the simulation of this type of
incident. Crews will at least be able to demonstrate care in approach, a careful
survey of the situation and effective use of PPE and ventilation management.
The bulk of training activity for this scenario will be based on developing and
reinforcing knowledge and understanding of the risks and hazards associated
with flammable liquids and gasses.
Technical:
•
present a lecture on the risks and hazards associated with flammable
liquids and gasses.
•
discuss control measures and operational procedures, including ventilation
management.
Practical:
•
simulate an incident in which a flammable liquid or gas has escaped to air.
Confirmation:
•
design and conduct a simulation which tests understanding of hazard, risk
assessment and prioritisation and operational procedures. Debrief and
record significant findings.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF02.1: extinguish established fire.
FF02.2: prevent ignition or spread of fire.
FF03.1: provide extinguishing media to point of application.
FF03.2: control and support BA crews.
FF03.3: request resources to meet demands of incident.
FF04.1: manage hazardous substances, within affected area, to minimise effects to people, property
and the environment.
FF04.2: decontaminate people and property affected by hazardous substances.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
55
Operational Scenario 5D - Explosives
Principal Hazards: explosive material
Generic Risk Assessment(s): 5.7
OUTLINE:
Of all the commonly encountered materials which may become involved in a fire, it is
likely that explosives pose the greatest and most immediate danger to life and
property. The very low likelihood of occurrence combined with this extremely high
hazard poses a particular threat to firefighters. Therefore, appropriate risk assessments
and pre-planning are essential.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with incidents involving explosive materials.
LEARNING OBJECTIVES:
5D.1
describe the hazards associated with incidents involving explosives.
5D.2
explain the control measures which are specifically associated with incidents
involving explosives.
5D.3
describe the brigade’s operational procedures for dealing with incidents
involving explosives.
5D.4
outline the regulations associated with the transport and storage of
explosives.
KNOWLEDGE AND UNDERSTANDING:
5D.1
types of explosives and their uses; classification and labelling; transportation
methods.
5D.2
multi-agency approach; control of radio equipment usage.
5D.3
firefighting plans for premises.
5D.4
Carriage Of Explosives by Road Regulations (SI 1996/2093); other relevant
regulations.
BIBLIOGRAPHY:
A Guide to Operational Risk Assessment, section 5.7
Technical Bulletin 1/92
Classification of Explosives Regulations 1983
Manual of Firemanship book 4 part 3
Manual of Firemanship part 6c chapter45
56
Part 3 - Operational Scenarios
TRAINING DESIGN:
The most important issue in relation to incidents involving explosives is that
the presence of explosive material is know before the event, or, at least, as early
into the incident as possible. To this end, the identification of storage or use of
explosives with the brigade area, through standard process becomes essential.
As does the need to recognise and interpret transport labelling.
Technical:
•
Present a lecture on explosives and the transport of explosives
Practical:
•
Arrange a site visit to relevant premises with walk through and discussion
of hazards and operational procedures.
Confirmation:
•
Questioning and debrief of exercises.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF02.1: extinguish established fire.
FF02.2: prevent ignition or spread of fire.
FF03.1: provide extinguishing media to point of application.
FF03.2: control and support BA crews.
FF03.3: request resources to meet demands of incident.
FF04.1: manage hazardous substances, within affected area, to minimise effects to people, property
and the environment.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
FF08.2: site and re-deploy vehicles at operational incidents.
57
Operational Scenario 6A – Water and Flooding Incidents
Principal Hazards: access and egress; fast flowing water;
unseen sumps and holes; water temperatures.
Generic Risk Assessment(s): 2.8
OUTLINE:
This scenario is designed to cover the types of water and flooding incidents which is
attended occasionally by operational crews and often involve rescues. The scenario
does not include those skills and knowledge associated with marine incidents, which
are treated separately.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with water and flooding incidents.
LEARNING OBJECTIVES:
6A.1
describe the hazards associated with incidents involving water or flooding.
6A.2
demonstrate the control measures which are specifically associated with
incidents involving water or flooding.
6A.3
describe the brigade’s operational procedure for water and flooding
incidents, including reference to inter-agency co-operation.
6A.4
demonstrate rescue techniques for water and flooding incidents.
6A.5
describe potential injury to casualties in water and flooding incidents.
KNOWLEDGE AND UNDERSTANDING:
6A.1
risks and hazards associated with working on river banks, loch sides and
dock areas; working beside fast flowing or deep water; unseen holes or
sumps.
6A.2
use of specialist water equipment such as boats, rafts, lifejackets, specialist
lines; layout of rivers, lochs and dock sides; self-rescue techniques.
6A.3
brigade specific procedures for water and flooding incidents; PDAs;
equipment; command and control arrangements.
6A.4
types of rescue; fast flowing water rescue techniques; deep water rescue
techniques; evacuation techniques.
6A.5
types of casualty trauma: hypothermia, drowning.
BIBLIOGRAPHY:
A Guide to Operational Risk Assessment, section 2.8
Dear Chief Officer Letter 24/1978; Manual of Firemanship, book 12, chapter 4
HSE book 9/95 – Personal Buoyancy Equipment
Dear Firemaster Letter 5/1992 – Life Jackets
Dear Chief Officer Letter 2/1998.
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Part 3 - Operational Scenarios
TRAINING DESIGN:
Simulation of water incidents is possible in either local swimming pools or local
water localities. Practical use of brigade specific equipment is essential.
Technical:
•
present a lecture on brigade procedures for water rescue.
Practical:
•
exercise in the use of specialist equipment and techniques (e.g. boats,
flotation devices).
Confirmation:
•
design and conduct a simulation which tests understanding of hazard, risk
assessment and prioritisation and operational procedures. Debrief and
record significant findings.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.1: locate trapped people and/or livestock involved in an incident.
FF01.2: rescue trapped people and/or livestock involved in an incident.
FF01.3: support and comfort people and/or livestock involved in an incident.
FF01.4: provide immediate care to people.
FF01.5: control action to search and rescue in unconventional circumstances.
FF03.3: request resources to meet demands of incident.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
59
Operational Scenario 6B - Ice/ Unstable Ground
Principal Hazards: access and egress; currents, temperature; biological contamination.
Generic Risk Assessment(s): 2.1
OUTLINE:
Ice and unstable ground rescues happen infrequently and are highly hazardous. This
is the type of rescue where people, and in particular emergency workers, feel that
they need to ‘have a go’, even where they are not appropriately trained.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with rescues from ice or unstable ground.
LEARNING OBJECTIVES:
6B.1
describe the hazards associated with incidents involving ice or unstable
ground.
6B.2
demonstrate the control measures which are specifically associated with
incidents involving ice or unstable ground.
6B.3
describe the brigade’s operational procedure for ice and unstable ground
rescues.
6B.4
demonstrate rescue techniques for ice and unstable ground rescues.
KNOWLEDGE AND UNDERSTANDING:
6B.1
risks and hazards associated with ice and unstable ground; potential
locations; unstable ground behaviour characteristics.
6B.2
use of specialist rescue equipment such as ice paths; specialist PPE such as
dry suits.
6B.3
brigade specific procedures for ice and unstable ground rescues.
BIBLIOGRAPHY:
A Guide to Operational Risk Assessment, section 2.1
Manual of Firemanship, Book 12 part II chapters 8 and 9
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Part 3 - Operational Scenarios
TRAINING DESIGN:
Rescue techniques and the use of specialist equipment can be carries out
through simulation. In the case of ice rescues, the use of ice paths in a local
swimming pool would provide a reasonable simulation, whilst unstable ground
techniques may be rehearsed on a suitable piece of stable ground.
Technical:
•
present a lecture on brigade procedures for ice and unstable ground rescue.
Practical:
•
exercise in the use of specialist equipment and techniques.
Confirmation:
•
design and conduct a simulation which tests understanding of hazard, risk
assessment and prioritisation and operational procedures. Debrief and
record significant findings.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.1: locate trapped people and/or livestock involved in an incident.
FF01.2: rescue trapped people and/or livestock involved in an incident.
FF01.3: support and comfort people and/or livestock involved in an incident.
FF01.4: provide immediate care to people.
FF01.5: control action to search and rescue in unconventional circumstances.
FF03.3: request resources to meet demands of incident.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
61
Operational Scenario 7A - Secure Accommodation
Principal Hazards: access and egress difficulties (including self locking doors);
crew security; biological infection.
Generic Risk Assessment(s): 3.9
OUTLINE:
Incidents in secure accommodation are becoming more common and can range from
a simple fire to a large scale riot situation. Significant difficulties include security
measures and the unpredictability of inmates.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with incidents in secure accommodation.
LEARNING OBJECTIVES:
7A.1
describe the hazards associated with incidents involving secure accommodation.
7A.2
demonstrate the control measures specifically associated with incidents
involving secure accommodation.
7A.3
describe the brigade’s operational procedures for secure accommodation
including the arrangements for security if personnel during incidents.
7A.4
describe the access and egress difficulties encountered within secure
accommodation.
7A.5
describe the various types of incident which might occur at secure
accommodation.
KNOWLEDGE AND UNDERSTANDING:
7A.1
risks and hazards associated with incidents with inmates present; access and
egress difficulties in secure areas; ventilation arrangements in secure
accommodation.
7A.2
appliance and personnel access constraints.
7A.3
brigade procedures, PDAs, equipment; command and control arrangements.
7A.4
types of door security and access to keys.
7A.5
security of personnel, appliances and equipment; premises procedures;
violent and dirty protests.
BIBLIOGRAPHY:
Dear Chief Officer Letter 7/1991
Dear Chief Officer Letter 5/1988
Dear Firemaster Letter 7/1992.
A Guide to Operational Risk Assessment, section 3.9
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Part 3 - Operational Scenarios
TRAINING DESIGN:
Little can be done in the way of practical training for this type of incident. It is
likely therefore that training will be limited to theoretical discussion of
operation procedures.
Practical:
•
Site visitation.
•
Multi-agency table-top exercises.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.1: locate trapped people and/or livestock involved in an incident.
FF01.2: rescue trapped people and/or livestock involved in an incident.
FF01.3: support and comfort people and/or livestock involved in an incident.
FF01.4: provide immediate care to people.
FF01.5: control action to search and rescue in unconventional circumstances.
FF02.1: extinguish established fire.
FF02.2: prevent ignition or spread of fire.
FF03.1: provide extinguishing media to point of application.
FF03.2: control and support BA crews.
FF03.3: request resources to meet demands of incident.
FF04.1: manage hazardous substances, within affected area, to minimise effects to people, property
and the environment.
FF04.2: decontaminate people and property affected by hazardous substances.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
FF08.2: site and re-deploy vehicles at operational incidents.
63
Operational Scenario 7B - Underground Structures/ Tunnels
Principal Hazards: xxx
Generic Risk Assessment(s): xxx
OUTLINE:
xxx
AIM:
xxx
LEARNING OBJECTIVES:
7B.1
xxx
7B.2
xxx
7B.3
xxx
KNOWLEDGE AND UNDERSTANDING:
7B.1
xxx.
7B.2
xxx
7B.3
xxx
BIBLIOGRAPHY:
xxx
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Part 3 - Operational Scenarios
TRAINING DESIGN:
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF01.1: locate trapped people and/or livestock involved in an incident.
FF01.2: rescue trapped people and/or livestock involved in an incident.
FF01.3: support and comfort people and/or livestock involved in an incident.
FF01.4: provide immediate care to people.
FF01.5: control action to search and rescue in unconventional circumstances.
FF02.1: extinguish established fire.
FF02.2: prevent ignition or spread of fire.
FF03.1: provide extinguishing media to point of application.
FF03.2: control and support BA crews.
FF03.3: request resources to meet demands of incident.
FF04.1: manage hazardous substances, within affected area, to minimise effects to people, property
and the environment.
FF04.2: decontaminate people and property affected by hazardous substances.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
FF08.1: drive vehicles to and from operational incidents.
FF08.2: site and re-deploy vehicles at operational incidents.
FF09.1: inspect premises to minimise risk to people and the environment.
FF09.2: report on issues arising from investigations.
65
Operational Scenario 7C - Petrochemicals and Pipelines
Principal Hazards: toxic and flammable chemicals;
hydrocarbon product under pressure
Generic Risk Assessment(s): not published
OUTLINE:
Operational crews may face this type of incident in an unfamiliar environment. The
incident may involve release of toxic or flammable product and possible fire. Expert
advice and pre-planning are essential elements to complement training.
AIM:
To familiarise operational crews with the hazards, risks and operational procedures
associated with incidents involving petrochemicals and pipelines.
LEARNING OBJECTIVES:
7C.1
describe the hazards associated with petrochemical and pipeline incidents.
7C.2
describe the control measures associated with petrochemical and pipeline
incidents.
7C.3
describe the general operational procedures for dealing with incidents
involving petrochemicals and pipelines, including inter-agency co-operation.
KNOWLEDGE AND UNDERSTANDING:
7C.1
behaviour of released product (related to pressure and density);
environmental conditions; product hazards (toxicity, flammability).
7C.2
hazards and control measures which are specifically associated with incidents
involving petrochemicals and pipelines.
7C.3
general operational procedures for incidents involving petrochemicals and
pipelines; PDAs, equipment and command and control arrangements.
BIBLIOGRAPHY:
Manual of Firemanship part 6b chapter 5
Manual of Firemanship part 6c chapter 45 section 5
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Part 3 - Operational Scenarios
TRAINING DESIGN:
Technical:
•
Lecture on product, design of plant or pipeline, brigade specific emergency
plan
Practical:
•
Site visitation
•
Table top exercise
Confirmation:
•
design and conduct a simulation which tests understanding of hazard, risk
assessment and prioritisation and operational procedures. Debrief and
record significant findings.
This training scenario is relevant to and supports the performance criteria, knowledge and
understanding within the following units and elements of the National Firefighter role map:
FF02.1: extinguish established fire.
FF02.2: prevent ignition or spread of fire.
FF03.1: provide extinguishing media to point of application.
FF03.2: control and support BA crews.
FF03.3: request resources to meet demands of incident.
FF04.1: manage hazardous substances, within affected area, to minimise effects to people, property
and the environment.
FF04.2: decontaminate people and property affected by hazardous substances.
FF05.1: take personal responsibility for performance in the workplace.
FF05.2: manage self and working environment to achieve ‘safe person’ and protect environment.
FF05.3: maintain constructive working relationships with colleagues, public and external agencies.
FF08.2: site and re-deploy vehicles at operational incidents.
67
Training for Competence
68
◆
A Model for Implementation
Part 4 - Currency and
Frequency
Part 4 - Currency
and Frequency
Part 4 - Currency and Frequency
Part 4 addresses the dual issues of currency and frequency of training. Competence is
recognised as measuring an individual’s ability at a given point in time. Brigades need
to form a view as to how often training and assessment is undertaken and whether
this can be achieved through a process of continuous assessment, or, alternatively, if a
periodic assessment programme should be applied. To the latter end, part 4 sets out a
series of recommendations for periodic assessment of particular skills, knowledge and
understanding. The part is based on the principles contained in parts three and four
of the competence framework (although no specific guidance on frequency is given).
Introduction
A core element in the Training for Competence system is that
training needs are identified by individuals and assessors through
the practical application of skills and knowledge at incidents and
simulations. In addition to this, Fire Authorities have an obligation
to ensure that the skill levels of staff are maintained. This can partly
be achieved through ensuring that the operational scenarios
published in Part 3 are covered within a given period. In addition,
systems which involve verification through a sampling process and a
systems audit will allow training managers to monitor the
effectiveness of the training system. However, it is felt that brigades
may wish to consider setting standards for assessing core skills and
knowledge within some predetermined frequency. To this end, this
section discusses some concepts of currency and frequency and sets
out suggested timescales for the assessment of certain skills.
69
Section One - A Description of Currency and
Frequency
Currency –
Skill decay is a natural process. A firefighter’s skills can only be
deemed to be current when the person being assessed can provide
evidence that their competence has been maintained and is valid for
the activities undertaken.
Skills may be assessed by means of:
• formalised assessment
• on Station exercises/drills
• operational incidents (debriefing process)
This combination will enable skills to be refreshed and training
needs to be identified.
Fig. 1 - factors which affect skills maintenance.
sickness
actual role
duty system
SKILLS
MAINTENANCE
changes in role
equipment change
incident frequency
Additional skills training, beyond the minimum level, will be
required for those operational personnel on stations with appliances
other than a pumping appliance and/or any special risks. This
additional training will be dictated by the number and type of
appliance/risk on their particular station area and will be over and
above the minimum level requirement.
In the context of this section, “minimum level” can be defined
as: “the core skills and knowledge required by a firefighter,
based on the firefighter’s rolemap, which reflect the activities
performed by a wholetime or retained firefighter”.
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Part 4 - Currency and Frequency
Frequency –
deals with how often a firefighter undergoes some process of
assessment, whether formal or informal. It is suggested that this
might be achieved through a combination of continuous assessment
combined with a set of ‘audit points’.
Suggested audit points exist within national guidance for various
activities, for example:
• Breathing Apparatus - 2 years
• First Aid
- 3 years
• Driving
- 3 years
• Aerial Appliances
- 3 years
Performance – competence can be assessed against a benchmark or description of
an activity as detailed in reference documents, such as:
• Role Maps (Competence Training Document)
• Fire Service Training Manual
• Manuals of Firemanship/ Fire Service Manual
• Dear Firemaster Letters
• Operational and Technical Notes
• Brigade Policy
• Technical Bulletins
The above reference documents, and others like them, detail the
level of competence or skill a firefighter must demonstrate and the
knowledge which they have acquired. Those standards underpin the
knowledge and understanding detailed in national rolemaps.
71
Section Two - Specific Description of a Firefighter’s
Generic Skill
Introduction
This section tries to define a set of core skills derived from the
firefighter role map. These core skills might be viewed as being
generic to all firefighters. The definition allows trainers to focus on
generic training for firefighters.
The following areas are seen as being ‘generic’ to the firefighter
role.
• PUMP OPERATIONAL/HOSE WORK
• LADDER WORK
• BREATHING APPARATUS
• RESCUE EQUIPMENT
• FIRST AID
Under the above headings an effort was made to identify those
skills that are common to all brigades – this is not therefore a
prescriptive list.
The following sections address each of the above ‘generic’ areas in
relation to:
• FREQUENCY
• PERFORMANCE
A summary of recommended frequencies is contained in appendix
9.
Pump Operation/Hose Work
• Pressure Fed Pump Skills
• Open Water Pump Skills
• Light Portable Pump Skills
• Ground Monitor Skills
• Foam Making Skills
FREQUENCY
Review – Quarterly; Formal Assessment – Annually
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Part 4 - Currency and Frequency
PERFORMANCE
Will normally be benchmarked by the standard stated in:
• Fire Service Training Manual/ Manual of Firemanship
• Specific brigade procedural guidance
In the above, to demonstrate competence, a firefighter does not
have to perform at each position in a crew. Pump operators should
refresh their skills on a quarterly basis by demonstration.
Ladder Work
• Ladder – 13.5m
• Ladder – 10.5/9m
• Short extension
• Roof ladder
In the above, to prove competence, a firefighter does not have to
perform at each position in a crew. However in the formal
assessment the firefighter must be assessed in the No 1 position.
Breathing Apparatus
• BA wearer
• BA guideline procedure
• BAECO stage I
• Entrapped procedure
• BAECO stage II
• Chemical protection suits
• Rapid deployment
FREQUENCY
The following frequencies are suggested:
Review or
Sampling
BA WEARER
BAECO STAGE I
BAECO STAGE II
RAPID DEPLOYMENT
BA GUIDELINE PROCEDURE
ENTRAPPED PROCEDURE
CHEMICAL PROTECTION SUITS
Quarterly
Quarterly
Quarterly
Quarterly
Six Monthly
Six Monthly
Six Monthly
Formal
assessment
Annually
Annually
Annually
Annually
Annually
Annually
Annually
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Training for Competence
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A Model for Implementation
PERFORMANCE
Will be benchmarked by the standard stated in:
• TB 1/97
• Manual of Firemanship/ Fire Service Manual
• Dear Firemaster letters
• Operational and technical notes
• Brigade policy
Rescue Equipment
• Compressed Air Rescue Equipment
• Hydraulic Rescue Equipment
FREQUENCY
Review - Quarterly; Formal Assessment - Annually
PERFORMANCE
Will be benchmarked by the standard stated in:
• Manual of Firemanship
• Operational and guidance notes
• Brigade policy
First Aid
• Casualty handling
• Resuscitation
• Oxygen therapy unit
FREQUENCY
Review - Quarterly; Formal Assessment - 3 Yearly
PERFORMANCE
Will be benchmarked by the standard stated in:
• Dear Chief Fire Officer letters
• Brigade policy
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Part 4 - Currency and Frequency
Miscellaneous Equipment
• Knots and lines
• Quartz fibre dosimeter
• Small gear
• Line signals
FREQUENCY
Review - 6 Monthly; Formal Assessment - Annually
PERFORMANCE
Will be benchmarked by standard stated in:
• Fire Service Training Manual
• Manual of Firemanship/ Fire Service Manual
• Dear Firemaster letters
• Operational and technical notes
Points to Note
The ‘generic skills’ may be assessed both on a continuous basis and
formally. Continuous assessment should consist of a demonstration
of skills and can be assessed by drills, exercises or at operational
incidents. Formal assessment demands a pre-planned
demonstration of skills and knowledge on the chosen subject.
However to be of value such assessments must be linked to the
various standards within the ‘Competence Framework’ document.
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Training for Competence
76
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A Model for Implementation
Part 5 - Assessor Traininging
Part 5 - Assessor
Training
Part 5 - Assessor Training
This part is intended to outline the practical implementation of assessor training in
brigades. The part will draw on part four of the competence framework and in
particular on the ‘Policy for the Training of Assessors’ (Competence Framework, part
four, p2-3)
Introduction
Part 4 of the competence framework acknowledges the integral part
assessment of personnel performance is to the success of any
training system. It recognises that the D32 award is regarded
universally as setting best practice in the assessment of competence
within the workplace and that the qualification is recognised
outwith the fire service. Brigades should recognise that most
operational personnel have a great deal of existing assessor skill.
The process in this part is intended to be used as a ‘value added’
element. The aim of this part (taking cognisance of Part 4 of the
competence framework) has been to specifically develop a Fire
Service D32 Course and a generic portfolio of evidence. Following
a great deal of work, this aim has been achieved. The course
content and the generic portfolio has been accepted by the Scottish
Qualifications Authority.
The course has been developed in such a way to make it flexible
enough to meet the needs of not only wholetime but also retained
and volunteer personnel.
Achieving Approved Centre Status
In order to award the D32 qualification Brigades will either have to
become an Approved Centre or enter into a partnership with
another brigade, college or training provider who have approved
centre status. The fundamental principle involved is that brigades
cannot award any vocational qualification unless they have firstly
gained approval from an awarding body ie. The Fire Service
Awarding Body (FSAB) or the Scottish Qualifications Authority
(SQA).
To achieve this brigades will require to satisfy the awarding body
they have met the following predetermined criteria in respect of:
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Training for Competence
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A Model for Implementation
Management Systems,
Physical Resources,
Staff Resources,
Assessment Procedures,
Quality Assurance (Verification Procedures),
Equal Opportunities Policy and Procedures,
Health and Safety Policy and Procedures.
Due to the structure within most brigades and their training
departments the achievement of approved centre status should not
be a difficult process.
As previously indicated some brigades may decide not to become an
Approved Centre, however, if the wish to put in place qualified D32
assessors, they will require to enter into a partnership with an
Approved Centre.
Brigades should refer to SQA’s guidance note titled ‘A Guide to
Approval’ which fully explains how the above approval criteria can
be achieved.
Fire Service Assessors Course
Having gained approved centre status the next stage is to put in
place a course which on completion the students will have acquired
sufficient knowledge to enable them to commence the
identification and assessment of their candidates within the
workplace.
To accomplish this acquisition phase our Fire Service Assessors
Course has been structured on an initial course contact time of 16
hours. To meet the needs of all our personnel this can be achieved
through:
A formal two day course; or
Modules based on individual course outcomes (drill nights); or
Distance learning utilising a workbook.
The objective is that at the end of the contact time, through input,
role-play and possibly the use of video, the candidates will have
achieved ‘competence in acquisition’.
The course content and outcomes centre around the four key
principles of the D32 award, namely:
78
Part 5 - Assessor Training
• Agreeing the assessment plan,
• Observing the students performance,
• Testing the students underpinning knowledge,
• Making an assessment decision and providing feedback.
Following competence in acquisition candidates will then
commence workplace assessments over a period of 3 months in
which they will demonstrate ‘competence in application within the
workplace’.
To achieve this, candidates must assess their students against
nationally recognised standards ie. Emergency Fire Service Lead
Body standards, Control Room standards, or indeed the Rolemaps
once they are accredited.
To meet the D32 standards the assessments must be achieved
through workplace assessment and not role-plays.
Throughout the application phase the candidate will develop their
portfolio in which they will collate the following evidence, namely,
how the;
• Assessment plans were agreed and reviewed,
• Practical assessment of the student was achieved,
• Testing of the students technical knowledge was achieved,
• Feedback to the student on the assessors decision was
accomplished.
On completion of the 3 month application phase the candidate will
return to the training centre for one day, for the assessment of their
portfolio and the testing of their underpinning knowledge in
relation to the D32 process.
Following this, each candidates portfolio will be subject to internal
auditing/ verification to ensure they meet the required national
standard.
Internal Verification Procedure
A fundamental principle of approved centre status is quality control
or verification. This is achieved principally by each centre verifying
their candidates portfolios and their assessors assessment
procedures.
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◆
A Model for Implementation
Brigades will require to prove their awarding body that they have
robust system of verification which can be easily audited. This is to
ensure that all candidates portfolios of evidence meet the required
standard. The continual monitoring and evaluation of the centres
assessors provides evidence that candidates are being assessed fairly
against recognised nationally agreed standards within the workplace.
Internal verification also ensures that there is continuity of
assessment and that the system is fair to students and open to
external audit.
To achieve the system of quality control each brigade will either
require to put in place either a qualified D34 Internal Verifier or
enter into an agreement with an approved centre who will facilitate
the internal verification function.
Irrespective of how Internal Verification is achieved all centres must
outline to the awarding bodies satisfaction how they intend to
verify and audit their centres assessment procedures.
SQA have developed a guidance note titled ‘Guide to Assessment
and Quality Assurance’, which outlines how internal verification can
be achieved. To ensure that centres continue to monitor and audit
their assessment procedures SQA carry out external verification of
approved centres.
External Verification
External verification is the auditing of approved centres by the
awarding body. This audit process is to ensure that the centre is
still maintaining its management system in relation to approved
centre criteria and that the assessment of vocational qualifications
continues to meet the required national standards.
This verification is achieved through periodic visits by external verifiers
from the awarding body. Centres will be notified prior to the visit
and following the inspection a report will be issued by the external
verifier. The report will indicate whether the centre continues to meet
the standards or where improvements require to be made.
In extreme cases the external verifier can place a hold on centres
which will prohibit them from awarding any vocational qualifications
until the identified improvements have been satisfied. It is therefore
of paramount importance that the centres internal verification
procedures are initially well structured and then audited and
enforced. This will ensure that when centres are subject to external
verification inspections their assessment and qualification of
assessors will not be disrupted. To assist centres SQA have developed
a guidance note entitled ‘Working with your External Verifier’.
80
Appendices
Appendices
Appendices – Appendix 1
Guide for Debrief Facilitators
The following may be used as a guide to focus in greater depth what people may consider
within the debrief.
EN ROUTE
• Was the information from control and its exchange with others accurate
and complete.
• Was the initial plan or Brigade procedure apparent and understood by all
crew members.
• Was the route taken the most effective.
• Was the degree of urgency appropriate to the incident type and the risk
exposure.
ON ARRIVAL
• Was the appliance positioning appropriate to the needs and risks of the
incident.
• Was the collated information at the incident relevant and sufficient.
• Was the incident plan clear to all participants.
RESOLVING THE INCIDENT
• Were the actions of all participants appropriate to the needs of the incident.
• Did we at all times minimise risk to self and others.
• Were all the objectives of the incident achieved.
• Was all communication constructive and supportive.
• Were Brigade procedures effectively implemented
• Was the use of equipment effective.
CONCLUSION OF THE INCIDENT
• Was the incident scene left in a safe and secure condition.
• Was the resource availability confirmed and updated.
At all stages during the debrief the facilitator and those participating should
consider:
1.
2.
3.
4.
Were the Brigades Procedures effective for this incident?
Was the Available equipment effective?
Are their individual or group training need
Is there any service delivery improvement which could be implemented?
81
Training for Competence
◆
A Model for Implementation
Incident/Activity Debrief
Use the incident as a learning aid, walk through it, observe what has happened,
question what has happened. Discuss what we did and how we could improve what
we did. If debriefing an activity, discuss it and improve it. The structure shown
below should be used in all occasions.
Inc No & Date:
Inc Type:
Address
Attending:
OFFICER-IN-CHARGE: Ask
Participants Consider:
• What can I learn?
• What can others learn?
• What can the organisation learn?
•
•
•
•
Structure
Facilitator Consider:
What was supposed to happen?
What actually happened?
Why were there differences?
What did we learn?
Stage 1 : Summarise?
•
•
•
•
EN ROUTE
ON ARRIVAL
RESOLVING THE INCIDENT
INCIDENT CONCLUSION
•
•
•
•
Brigade Procedures effective?
Equipment effective?
Individual/group training needs?
Service delivery improvements?
Stage 2: What didn’t go well?
Stage 3: What went well?
Stage 4: What Improvements?
Location of Debrief
Facilitator
Date of Debrief
82
Attended
Attended
Date
12/01/00
13/01/00
20/01/00
Ref.
no.
005
006
007
in Beadle Gas-tight suit team. Leaking drum of
4
CABA lecture on BA procedures. Practical session on
start-up and entry checks.
1.2.,
5
Decontamination procedure undertaken.
corrosive material removed to safety.
Chemical incident exercise at Leith Docks. Team leader
No guidelines used.
No further needs identified.
Acted on own initiative to solve incident
and entry control procedures.
rescue, Two casualties located and brought to
safety.
Revision of CABA start-up checks
Inc. no. 9/236 CABA team leader. Firefighting &
Description of Event
1.2.
4.5
1.2.
P. O
-
-
007
link to
ref. no.
H Smith
H Smith
H Smith
Individual
Signature
T Gore
G Bell
G Bell
Assessor
Signature
See guidance in main policy document.
Reference number
Training needs
Should outline the individual training requirement which has been identified. If none identified,
indicate.
Training needs
Sample completed form
Should give a brief description of the event (e.g. “exercise at Leith Docks involving hazardous
materials), and the actions undertaken by the individual.
Description of Event
Actions are based on sound judgement
Actions are safe and avoid injury and damage to property
Treatment of casualty is prioritised, minimises suffering and aims to sustain life
Fire or hazardous materials are controlled
Information exchanged is clear / understanding confirmed
Contact with people is supportive
1.
2.
3.
4.
5.
6.
Performance Outcome
Appendix 2 – Example of Individual Activity Record
with Incidents and Training Needs on the same form
83
84
16.2.00
14.2.00
456333
12.2.00
1 WRL
456399
2 WRLs &
RRU
456389
3 WRLs
Incident No
& Attendance
Date
car on fire: country
road
RTA A class road
2 vehicles one
person trapped
Multi storey 8th floor
domestic, chip pan
Incident Type
extinguished fire with HRJ
Hydraulic cutters and spreaders
Use of ram to perform dash board roll
First Aid and trauma, applied c-spine collar.
BA wearer, search and rescue, extinguish fire,
ventilate, light smoke
Activity & Conditions
MS
MS
MS
Initial
JOHN SMITH
STNO SMITH
JSmith
JOHN SMITH
STNO SMITH
JSmith
JOHN SMITH
STNO
JSmith
Watch Officer
Print & Sign
NAME / RANK
Consider the incident you have just attended, would you benefit from additional learning or refresher training. Record on
TD….
Training and development: Operational Experience
Appendix 3 – Example of Individual record which records
incidents and training needs on separate record sheets
Self study
14.2.00 First Aid - neck injuries
Agreed Method of Training
Incorporate in next BA exercise
Identified Training Need
MS
MS
Initial
Identified Development / Refresher Training
12.2.00 Room clearance search
method
Date
Name / Rank
Training and Development
JOHN SMITH
JOHN SMITH
Watch Officer
Print & Sign
17.2.00
Date
Completed
Appendix 4 – Example of individual record detailing
training needs following on from Appendix 3
85
Date Incident Col.1
Col.2
Col.3
no.
(incident (BA/PPE) (Skill)
type)
Col.4
(Perf.
Out.)
Further training required
(delete as appropriate)
Date
com.
86
Column 4 refer to
performance outcomes
Column 3
Skills demonstrated
H = hosereel
C = casualty handling
L = ladder work
P = pump operation
S = salvage
T = turning over
M = making safe
B = beaters
X = extinguisher
CM = comms.
RE = hydraulic rescue
equipment
LR = line rescue
O = OiC
HS = safety officer
Column2 BA + PPE
W = wearer
T = Team Leader
M = Main Control
G = Gas tight suits
P = CP suits
D = Decontamination
SR = Search and rescue
E = Entry control
Ind. OiC Column 1 refer to
Ini. ini. incidents attended
Appendix 5 – Example of Individual Record which
utilises codes as an alternative to text entry
Pressure fed pump
Open water pump
Light portable pump
Ground monitor
Foam making
• Casualty handling
• Resuscitation
• Oxygen therapy unit
First Aid
•
•
•
•
•
•
•
•
•
Ladder 13.5
Ladder 10.5
Short extension
Roof ladder
Ladder work
tick Skills
tick
ACTIVITY CLASSIFICATION (ANNUAL CHECKLIST)
Pump Operation/Hose work
Skills
TABLE ‘A’
•
•
•
•
•
BA wearer
BAECO stage 1
BAECO stage 2
Rapid deployment
BA guideline
procedure
• Entrapped
procedure
• Chemical protection
suits
Breathing Apparatus
tick
• Knots and lines
• Quarts fibre
dosimeter
• Small gear
• Line signals
Miscellaneous
• Rescue Equipment
• Compressed air
equipment
• Hydraulic rescue
equipment
tick
Indicate in the two tables (1) the activities you have performed and (2) the range of incidents or operational scenarios in
which you have participated in.
It may be that you have not participated in all the activities or attended all the operational scenarios. If not, then this will
help the Brigade to identify areas where you should receive training and assist in planning for training needs.
At incidents and during the training year you will have carried out a number of different activities. The type of activities you
may have performed are shown in Table ‘A’ Activities and the range of incidents or exercises / simulations you may have
attended are shown in Table ‘B’ Incident Types / Operational scenarios.
Appendix 6 – Individual Training Record - Self
assessment and Review
87
88
1F Fires in high rise buildings
1E Places of public entertainment
3. Rural
1A Forestry, health & moorland
2D marine incidents
2C Incidents involving aircraft
2B Incidents involving railways
7. Specific risks
6. Rescues
5. Special Risks
Electrical incidents
Flammable liquid
& gas
Water / Flooding
Secure Accommodation
7C
Petrochemical /
pipelines
7B Underground
Structures / tunnels
7A
6B Ice / Unstable ground
6A
5D Explosives
5C
5B Chemical & biological
5A
4D Collapsed structures
1D Large retail outlet /
warehouse / industrial
Pits, wells & trenches
4C
Silos
1C Commercial / office
4A
Incident type
4B Sewers
4. Confined spaces
Tick Risk
1B Chimney fires
1A Fires in domestic property
Incident Type
2. Transport systems 2A Incidents involving road
traffic accidents
1. Buildings
Risk
Tick
Appendix 7 – Table ‘B’ Incident / Operational
Scenario (Annual Checklist)
The correct method of laying out and
tying off a main guideline
As part of a 2 person team the correct
methods to search off the guideline
using the personal line
The correct method of securing a branch
line to a main guideline
Method of identifying both the way in
and out of the incident area by using
the tabs on the guideline
D1
D2
D3
D4
Ref.
K8
K7
K6
K5
K5
K3
K2
K1
Code
Breathing Apparatus Guideline Procedure
Code Demonstrate
Module 3
Explain
Who will attach all tallies
• The BAECO attaches all main and branch tallies prior to the
entry of the team.
What are the 2 methods that the members of a BA team can
use to attach themselves to a guideline
• The team leader only attaches to the guideline
• Each member of the team attaches themselves individually to
the guideline
What is the maximum distance a team member can search of a
guideline
• The maximum distance is 8m the length of a personal line
How main guidelines from any one entry point and how many
branch line
• (a) Two guidelines (b) Four branch lines
What is the maximum distance that can be search off a main
guideline (without branch line)
• 6m distance
What factors must be borne in mind when laying our and tying
off a guideline
• Keep line tight maximise its length
• Tie off points at waist or chest height
• Use minimal tying points as it is a time consuming process,
as is negotiating tying off points when traversing a line
What actions undertaken if you have to retire before the
guideline has been fully deployed
• Remove bag and tie it up in a prominent position
Which teams have precedence on a guideline
• The out going team
What are the most important safety features to be remembered
when operating with guidelines
• It does not ensure a safe route as condition may change
within the risk area
• Therefore always shuffle and sweep as you walk
Knowledge
Ref.
Appendix 8 – Core Equipment Skills: BA &
Chemical Procedures
89
APPENDIX 9 – Frequency of Training
CONTINUOUS TRAINING
LEGEND:
QUARTERLY**
SIX MONTHLY***
PUMP OPERATION/HOSE WORK
RESCUE EQUIPMENT
PRESSURE FED PUMP SKILLS**
COMPRESSED AIR RESCUE EQUIPMENT**
OPEN WATER PUMP SKILLS**
HYDRAULIC RESCUE EQUIPMENT**
LIGHT PORTABLE PUMP SKILLS**
FOAM MAKING SKILLS**
LADDERS
FIRST AID
LADDER – 13.5M**
CASUALTY HANDLING**
LADDER – 10.5/9M**
RESUSCITATION**
SHORT EXTENSION**
OXYGEN THERAPY UNIT**
ROOF LADDER**
BREATHING APPARATUS
MISCELLANEOUS
BA WEARER**
BAECO STAGE I**
BAECO STAGE II**
RAPID EMPLOYMENT**
KNOTS AND LINE***
BA GUIDELINE PROCEDURE***
QUARTZ FIBRE DOSIMETER***
ENTRAPPED PROCEDURE***
SMALL GEAR***
CHEMICAL PROTECTION SUITS***
LINE SIGNALS***
NOTE: All of the above with the exception of ‘First Aid’ (3 yearly) is recommended
to be formally assessed on an annual basis.
90
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