FIRE COMMAND CURRICULUM SHARPENS ICS FOCUS

FIRE COMMAND CURRICULUM SHARPENS ICS FOCUS

TRAINING NOTEBOOK

APPROXIMATELY SIX years ago the 18-department MABAS (Mutual—Aid Box Alarm System) Division I adopted the Incident Command System. Division I, located in the northwest Chicago suburban area, is comprised of volunteer, combination, and fully paid fire departments and fire protection districts. These organizations render fire suppression, emergency medical services, rescue activities in underwater and high-rise settings, and hazardousmaterials control. Although the division adopted the ICS a while ago, it still had problems understanding and using the system during major alarms.

In order to correct these problems, Chief Richard Cordova, president of Division 1, asked the Hoffman Estates Fire Department to establish a division-wide program to improve use of the ICS. He selected Hoffman Estates because of its fireground simulation facilities, used for promotional exams and fire officer education. In response, Assistant Chief Gerald Glaser and I established a program called the Fire Command Curriculum.

The goals of the curriculum are:

• to teach all Division I officers the Incident Command System, focusing on fire suppression activities;
• to reinforce this knowledge on a departmental level through mobile simulations, using fire suppression problems in their communities;
• to teach the use of the Incident Command System for mass casualty, hazardous materials, high-rise firefighting, and other, more complex fireground operations; and
• to reinforce this knowledge on a regional level through simulations at the Hoffman Estates facility, using division-wide problems.

To accomplish these goals, we broke the program down into four modules. We administrated the modules and each department’s training officer taught them. We felt the training officer’s role was critical to each department’s acceptance of the program, and involving training officers decreased the time it took to complete the program.

MODULE I

To ensure an understanding of the basics, we selected the Fire Command textbook and workbook written by Alan Brunacini and published by the NFPA. Each department purchased its own textbooks and workbooks based on the number of personnel involved. (The program mandated that all officers participate and recommended that all firefighters do as well.)

Each month we sent reading and workbook assignments to training officers for distribution to personnel. Participants completed the self-analysis section of the workbook after each reading assignment and then turned it in to the training officer. The workbook section reinforced key reading points and proved completion of the reading. Training officers scored the workbook pages and sent us the results.

Most departments gave their firefighters the reading assignments one month after the officers. This allowed the officers to assist with firefighter instruction at a company level, and officers were less intimidated by the material. We also provided additional NFPA slide/tape programs for ICS instruction when requested.

MODULE II

Hands-on training proved to be one of the best mechanisms for increasing comprehension of the ICS. The division purchased an Ideanetics 101 simulator for approximately S2,200. The 101 utilizes a special overhead projector with a slide projector to simulate smoke and fire conditions on a slide photo of the exterior view of a building. The 101 unit also is equipped with five communication stations for communications between companies and the incident commander. The cost to each department was SI50. The division later upgraded the unit to the Ideanetics 102 model —the top of the line.

TRAINING NOTEBOOK

FIRE COMMAND CURRICULUM

Prior to simulations, we showed the NFPA videotape “Fire Command in Action” to demonstrate correct ICS approach, explained the simulation grading sheets and dilemma cards, and demonstrated the simulation equipment. Then we briefed the training officers on their simulation responsibilities. We showed them the simulator, took slides of each occupancy involved in the simulations, and created fireground problem scenarios. We also supervised the first day of simulations.

In our opinion, the simulations were an incredible success. The officers and firefighters enjoyed the participative style of learning, and we proved that the ICS could be focused on any level. Dilemma cards increased participation and interest in the simulations and opened communication at the company officer level. Participants objectively evaluated all incident commanders using a specially designed critique form (see box opposite).

MODULE III

When participants complete mobile simulations (targeted for December of this year), they will again return to the textbook. Training officers will teach mass casualty handouts, new SOPs for high-rise ICS, and information gathering for hazardous-materials situations. This module will serve as the foundation for more complex simulations and will directly address the educational requirements for OSHA Hazardous-Materials Incident Commander certification. Again, Gerald Glaser and I will administrate and the training officers will teach.

MODULE IV

We have divided the participating departments into four regions. In this module we will conduct simulations on a regional rather than a departmental level. Each department within a region will send two representatives to the Hoffman Estates simulation facility. These representatives will complete a box alarm or greater alarm simulation focusing on the sector levels and above. These simulations will aim to increase cooperation with and awareness of neighboring departments and increase ICS skills during larger alarms.

FIRE COMMAND CURRICULUM MOBILE SIMULATION CRITIQUE FORM

DEPARTMENT:

DATE:

FIREGROUND COMMANDER:

SIZE-UP ASSUMPTION OF COMMAND

1. Did the initial-arriving company officer or command officer:
1. briefly, yet thoroughly, describe the fire/rescue situation upon arrival?
2. assume and confirm command?
3. establish a command position consistent with the mode of attack and his apparatus assignment?
4. correctly turn over command or continue command throughout the incident as required by your department’s SOPs?
2. Upon arrival, did the command officer establish an exterior command post, and was the location appropriate?

FIREGROUND ACTIVITIES FIRE CONTROL OPERATIONS

1. Did the FGC initiate fire control activities according to department SOPs and from the unburned side?
2. Did the FGC establish an adequate water supply, and were the fire streams large enough to control the fire?
3. Did the FGC avoid combining offensive and defensive operations in the same area at the same time?
4. Did the FGC utilize the building’s fire suppression features according to department SOPs?

RESCUE OPERATIONS

1. Did the FGC extend a primary search in every offensive attack situation?
2. Did the FGC report completion of the primary search with an “all clear” radio report?
3. Did the FGC make specific primary search assignments?
4. Did the FGC follow fire control with an extensive secondary search?
5. Did the FGC establish a treatment/triage area if multiple victims were found?
6. Did the FGC utilize stairwells or elevators according to department SOPs for victim removal or firefighter use?

SUPPORT ACTIVITIES

1. Did the FGC provide effective ventilation according to department SOPs?
2. Did the FGC make specific ventilation assignments and keep track of these operations?
3. Did the FGC assign personnel to shut off utilities in a timely fashion?
4. Did the FGC provide personnel for salvage operations in a timely fashion?

COMMAND ACTIVITIES

1. Did the FGC place apparatus according to department SOPs and fireground conditions?
2. Did the FGC provide for additional uncommitted personnel to be held in staging, and was a staging area designated according to department SOPs?
3. Did the FGC use the available preplan information and keep an accurate tactical worksheet?
4. Did the FGC establish a command system (sector) appropriate to the size and magnitude of the fire?
5. Did the FGC communicate following department SOPs and in a clear, calm, and effective manner?
6. Did the companies communicate to the FGC any problems with assignments and communicate when they completed assignments?

A WINNING CURRICULUM

Currently participants are completing the Module II level. More than half of the departments in the division have already completed the mobile simulations in Module III. All departments have given positive feedback regarding the simulations, and some departments have purchased their own simulators to continue training and drilling on the ICS.

The entire program has taken the mystique out of the Incident Command System and has increased the use and understanding of the entire communication process. The fire command curriculum is a demonstration of the cooperation and positive attitude of the department members of MABAS, Division I.