A Guide to the Creation of
Safe, Effective Simulations
for
Fire Department
Training and Evaluation Exercises
A number of Fire Departments, Organizations and Associations were consulted during the development and revision of the Simulations Guide. The Office of the Fire Marshal gratefully acknowledges the contribution of:
Members of the Endorsement Review Board
Ontario Fire College
Ontario Fire Services Certification Council
Ontario Professional Setting Body
Ryerson Polytechnic University, Continuing Education
Representatives of the Municipal Fire Services Instructors Association
Representatives for Fire Prevention Officers
Representatives for Company Officers
Barrie Fire & Emergency Services
Central York Fire Services
Mnijkaning Fire Rescue Services
Toronto Fire Services
Vaughan Fire & Rescue Service
© Office of the Ontario Fire Marshal, revised 2008
Direct correspondence regarding this document to:
Office of the Fire Marshal for Ontario
Manager, Academic Standards and Evaluation
Place Nouveau Building
5775 Yonge Street
7th floor
North York, Ontario
M2M 4J1
Relevant Legislation and Resources
Criteria for Acceptable Simulations
A Group-work Exercise – Appendix B
Developing Funding Proposals to Support Community Fire Service Projects
Simulating Fireground Operations
Criteria for Completion of the Job Performance Checklist — Company Officer Certification Program
Occupational Health and Safety Act and WHMIS Regulation
The purpose of this document is to provide Ontario Fire Service personnel who are responsible for the training and/or assessment of fire service personnel, with guidelines for the creation of safe, effective, standardized, simulated exercises. In recognition of financial constraints and the diversity of training resources across the province, practical suggestions are included for the creation of cost-effective, acceptable simulations.
This document complements and relates specifically to:
Skills performance requirements of the Ontario Firefighter Education and Training Program (delivered through Firefighter Curriculum and Pre-Service Programs)
Office of the Fire Marshal/Ontario Fire College courses with a practical component, for example, Volunteer Firefighting Modules A and B, Company Officer Diploma Program, Fire Prevention Officer Diploma Program and HazMat courses
The Ontario Firefighter Certification Program Job Performance Checklist
The Ontario Fire Prevention Officer Certification Program Job Performance Checklist
The Ontario Company Officer Certification Program Job Performance Checklist
The Ontario Training Officer Certification Program Job Demonstration of Competence to the Standards document
A simulation is a goal-based, active-learning strategy that provides students with a sufficiently realistic opportunity to practise and apply their learning, and to demonstrate their skills for testing purposes.
Simulation exercises aim at “a representation of a real world event in a reduced and compressed form that is dynamic, safe and efficient.”[1]
“If properly crafted, a role-playing, goal-based scenario provides a prototypical experience, combining and distilling events that might take months to encounter in the field.”[2]
“The seriousness of the consequence(s) of poor performance will tell you how much energy and budget to invest in matching the test-item condition to those of the objective.”[3]
Rarely will memorizing facts and procedures change behaviour and translate into learned skills. Students learn by doing, experiencing and practising. Because of their involvement and because of the emotional impact, students retain more of the information presented in a simulation than that presented by a passive technique, like lecturing. Simulations provide the learner with an opportunity to accommodate new learning knowledge and skills. They also tend to heighten both student enthusiasm and motivation.
“Because simulation testing involves situations and activities that closely resemble actual, on-the-job work behaviors and situations, candidates are also more likely to accept both the examination results and the assessment procedure.”[4]
“For training to take place there needs to be a purpose-built fire training ground that will offer operations and emergency response personnel both onsite and municipal, a suitable and acceptable standard of live fire training using long-established worldwide tried-and-tested fire simulations.
“Such equipment provides the student (trainee or otherwise) with the opportunity to face realistic spill and pressure-fed fire scenarios to gain confidence and competence in their own ability, to enhance leadership and teamwork in a controlled, safe environment.”[5]
“…there is no substitute for real live fire experience, understanding the behaviour of hydrocarbons under fire conditions, experiencing the extremes of heat, noise and smoke. This is a massive learning curve to combine with the benefits of teamwork.”[6]
The goals of simulated exercises are to:
Promote the transfer of skills from a training/testing situation to a ‘real-life,’ practical situation, with a high degree of success; that is, firefighters perform safely and effectively in an emergency situation
Improve learning, increase retention and rekindle a student’s enthusiasm for learning
Improve on-the-job performance
The purposes of simulated exercises are to provide students with opportunities in a safe, controlled environment to:
Practise individual and team skills
Discover outcomes and effects of actions, rather than being told what will happen
Develop and experiment with new techniques
Conduct self and peer assessment
“…never, simulate performance. Always ask your students to do that which the objective asks them to do, even though you must provide simulated conditions.”[7] For example, the skill of CPR must actually be performed – not presented by a student to a trainer through discussion of the steps involved. The manikin and non-emergency environment comprise the simulation.
Acceptable, for the purposes of this document, means approved by and satisfactory to the Office of the Fire Marshal.
Company Officer, for the purposes of this document, is an individual who organizes, coordinates and controls an emergency response team.
Demonstrate, for the purposes of this and associated documents, means to prove by doing, and where appropriate, include a verbal explanation of the procedure being evaluated.
Skills performance requirements, of the Ontario Standardized Curriculum for Firefighter , outline what candidate are expected to do for a final performance task.
Fire apparatus a vehicle designed to be used under emergency conditions to transport personnel and equipment, and to support the suppression of fires and mitigation of other hazardous situations.[8]
Job Performance Checklist refers to the document that is used in the Ontario Firefighter, Fire Prevention Officer and Company Officer Certification Programs; firefighters, fire prevention officers and company officers complete the Job Performance Checklist to meet the job experience requirement of certification.
Job Experience Demonstration of Competence to the Standards refers to the document that is used in the Ontario Training Officer Certification Program; training officers complete the document to meet the experience requirement of certification.
Master Trainer/Facilitator (M T/F) is an OFM qualified individual who may, under the direction of the OFM, conduct workshops to qualify trainer/facilitators; has received authorization from the OFM to supervise the trainer/facilitator; qualified master trainer/facilitators may also sign off firefighters who satisfactorily demonstrate that they meet the criteria of the performance tests.
Relate, for the purposes of this and associated documents, means to describe, state or narrate.
Safety Officer[9] is qualified by the authority having jurisdiction, and is responsible for monitoring and assessing hazardous and unsafe situations, and developing measures for assuring personnel safety.
Scenario is an outline used for training and evaluation purposes that describes the scene, situation, characters and actions, in the order in which they take place.
Senior Firefighter, for the purposes of this and associated documents, is the firefighter recognized in his/her department as having the most experience, knowledge and skills.
Supervisor, as defined in the Occupational Health and Safety Act, means a person who has charge of a workplace or authority over a worker.
Tabletop model is a model of an incident, including the building(s) and surrounding area, or structure. Toys/miniatures may be used to indicate placement of apparatus or vehicles. ‘Its three-dimensional perspective assists in a more realistic appraisal and response.’[10]
Template is a pattern that serves as a guide for written submissions or verbal discussions.
Trainer/Facilitator (T/F) is an individual who, having achieved a certain level of training then facilitates the delivery of the Ontario Standardized Curriculum for Firefighters, which is delivered by the Ontario Fire Service through the Ontario Firefighter Curriculum, and by Community Colleges through the Pre-Service Ontario Firefighter Education and Training Program; the trainer/facilitator is qualified by and functions under the auspices of the Office of the Fire Marshal and may sign off firefighters who satisfactorily demonstrate that they meet the criteria of the performance tests.
Training Officer is an individual who develops and evaluates training plans and programs, which include participant evaluation; coordinates the delivery of training; delivers training; and manages the training environment.[11]
All fire training and evaluation will be conducted according to Ontario’s Occupational Health and Safety Act, the WHMIS Regulation, and Health and Safety Guidelines for Ontario’s Fire Service.
Note particularly, but do not be limited to the following sections of the Act:
Part III – Duties of Employers and Other Persons
25. – (1), (2)
26. – (1)
27. – (1)
28. – (1)
32.
An unofficial version of these sections follows in Appendix A.
Guidelines are prepared by the Provincial Fire Service Advisory Committee under Section 21 of the Occupational Health and Safety Act.
The bipartite committee is comprised of representatives from the Ontario Professional Firefighters Association, the Firefighters Association of Ontario, the Ontario Association of Fire Chiefs (OAFC) and the Association of Municipalities of Ontario.
Their mission is to:
Reduce risk of injury, death and illness in the fire service
Foster the Internal Responsibility System
Promote consistent enforcement of the Occupational Health and Safety Act in fire services in Ontario
Provide advice to the Minister regarding enforcement, regulations, policy, etc. for the fire service
Resolve health and safety issues that arise in the fire service
Guidelines are available from regional offices of the 0
Ministry of Labour or by entering the Ontario Association of Fire Chiefs website at www.oafc.on.ca/home.asp. Click on ‘Health and Safety (Section 21)’.
In 1988, ‘Paradigm for Progress’, a Task Force Report to the Ontario Association of Fire Chiefs recommended that the Professional Standards Setting Body (PSSB) be created with the mandate to develop a training, education and certification system for the Ontario Fire Service.
The PSSB, under the auspices of the OAFC and the Office of the Fire Marshal, has developed and published nine Ontario Fire Services Standards:
Fire Chief and Deputy Chief companion standards
Senior Officer
Company Officer
Firefighter
Fire Prevention Officer
Training Officer
Mechanical Officer
Communicator
You are advised to have copies of these standards. They are available from the OAFC.
NFPA 1403, Standard on Live Fire Training Evolutions in Structures (2007) lists guidelines that will provide some guidance during live training evolutions. It includes information on structures, fuel materials and limitations, safety, instructors, student to instructor ratio, exterior props, and reports and records.
Appendix B of NFPA 1403, Live Fire Evolution Sample Checklist provides a reference with many useful, applicable points.
NFPA 1500 (2007) Standard on Fire Department Occupational Safety and Health Program and NFPA1521, Standard for Fire Department Safety Officer (2007) may provide some guidance on health and safety issues while carrying out live fire training evolutions.
You are advised to have copies of these documents.
This document details the OFC Operational Guidelines for:
The use and maintenance of personal protective clothing and equipment
The safe operation of all OFC fire apparatus and vehicles involved in fireground training exercises
The conduct of live fire evolutions, ensuring that they are conducted in a safe and acceptable fashion
The fireground commander during OFC training exercises
The inspection and maintenance of all equipment and tools
“Ministry of Labour inspectors refer to guidelines, guidance notes, alerts, etc, when they carry out their enforcement duties under the Occupational Health and Safety Act and Regulations. They are considered in determining if reasonable precautions for the protection of a worker are being taken under clause 25(2)(h) of the Act.
“Fire departments should incorporate into their standard operating procedures/guidelines (SOPs/SOGs) or policy and operational guidelines (POGs) the principles set out in the guidance notes developed by the Ontario Fire Service Section 21 Advisory Committee and distributed by the Ministry of Labour. SOPs/SOGs/POGs should take into account the fire department’s response capabilities. Firefighters should be trained using their department’s operational guidelines.”[12]
All trainers and students will comply with department operational guidelines relevant to the training/testing being conducted.
“The need for safe firefighter training must be balanced with the need to expose trainees to the rigors of the job to ensure their long-term success and survival on the fireground.”[13]
Safety planning and implementation must be incorporated into all aspects of fire training and evaluation. Personal and team safety must be an integral part of the learning/evaluation process. The theoretical aspects of safety alone are not sufficient for effective injury prevention. Practical applications must be demonstrated. Continual adherence to safety practices must prevail throughout a firefighter’s career.
To ensure the safety of the participants, to comply with the Occupational Health and Safety Act, and to create realism in training/testing simulations, firefighters shall wear full protective equipment, appropriate to the situation unless otherwise indicated by their departments’ standard operating guidelines. Protective clothing and equipment must be in good condition.
On November 6, 2003, the Federal Emergency Management Agency (FEMA) released a technical special report on the risks of firefighting training and ways to reduce deaths and injuries. The report reiterates the importance of experience gained in real, rather than closely controlled training fires. A copy of the full report can be found at www.usfa.fema.gov/applications/publications/display.cfm?it=9-2107.
For information about the Firefighter Life Safety Initiative Program consult the Canadian Fallen Firefighters Foundation at www.cfff.ca under Foundation Programs. Ensure that “Everyone Goes Home!”
A safety plan, which conforms to local protocols or operating guidelines, must be in place before simulations commence to address medical emergencies and safety considerations that may arise. The plan must include mandatory pre-evolution familiarization of equipment, tasks and props/building. Also, prior to the evolution:
Ö Environmental concerns shall be addressed
Ö A personnel accountability and entry control system shall be in place
Ö A safety/medical lead and team must be identified
Ö Minimum personnel, personal protective equipment and necessary equipment required must be identified, as well as hazards and special considerations
Ö A predetermined code word like ‘freeze’ must be incorporated into a scenario should safety be comprised
Ö A notification process must be in place
Ö The location of emergency medical equipment must be identified
Ö A list of available equipment must be provided
In the event of an emergency:
Implement the EMS system by dialing 911 and giving explicit directions to the location and nature of the emergency
Radio dispatch and have them contact EMS to respond to the current location; give the nature of the emergency
Have identified personnel perform the necessary emergency care as directed by their level of training or by the base hospital
Have identified medical/safety personnel assist EMS upon their arrival, as stated in protocols or operating guidelines
Ensure the officer in charge is responsible for any and all necessary forms such as MAR, WSIB, occurrence, municipal/corporate or as identified by the employer
The validation of simulations is determined by the following criteria:
Compliance with the standard – Does the simulation meet the intended learning outcome?
Realism – Does the simulation provide a realistic event in which to test the learning outcome?
Performance Criteria – Does the simulation accurately reflect the learning outcome?
Safety – Can the simulation be conducted in a safe manner and meet the learning outcome?
Time – Can the simulation be conducted in a reasonable amount of time and meet the learning outcome?
Economy – Can the simulation be conducted within the limits of a fire department’s economic resources and meet the learning outcome?
When using simulations, skilled trainers:
q First, ensure that students are adequately prepared with theoretical knowledge to meet the practical learning outcomes
q Decide at what stage the simulation will be used:
a) The orientation stage (beginning) to establish a comfort level, to create a safe, conducive learning environment or to help learners focus on the learning task at hand
b) The experience stage (middle or actual acquisition stage) to gain new knowledge, to develop skills, to practise a process or to demonstrate a procedure
c) The application stage (end of practice stage) to reinforce knowledge/skills taught, to trigger memory for the next training session, to provide a positive mind set as learners leave the training event or to energize learners
q Create sufficiently real simulations so students can believe in them
q Set aside adequate time for the actual activity and for debriefing
q Prepare well in advance and include a lesson plan with learning objectives
q Ensure an appropriate instructor to student ratio
q Ensure that students understand the importance of the simulation by thoroughly describing the training situation/context and topic, and reviewing the specific learning outcomes
q State the time available to complete the simulation and the written report; periodically, remind participants of the time remaining
q Ensure that students recognize the merit of playing by the rules, and understand the rules and other limitations, for example, time, roles and movement
q ‘Play the role of moderator or rules advisor when necessary, but do not intrude on the process if things are going smoothly’[15]
q Incorporate the unforeseen so students can learn to deal with the unexpected — a critical skill in an ever-changing world; but the curve that is thrown applies equally and fairly to all students; distracters that are not pertinent to the learning situation are not used; the unforeseen circumstance must never comprise the students’ safety
q Encourage students who may be reluctant to participate in the exercise; let them know that making mistakes is part of the exercise and not a source of embarrassment or failure
q Terminate the exercise if safety is jeopardized; consider incorporating a predetermined code word like ‘freeze’ into a scenario
q Use the post-simulation discussion, which is as important as the activity itself, to consolidate the experience, bring closure to the simulation and debrief how it was performed
q Determine if learners developed the skills, demonstrated the procedures or gained the knowledge they were supposed to; if not, provide opportunities for additional guidance and training
q Create relatively complex simulations that test problem-solving skills and excite students
q Devise simulations that truly reflect things the way they are, not the way you want them to be
q If possible, provide alternate routes for students to take to achieve the goals of the simulation
q If appropriate, give students a written history of events and other background; this provides them with a context in which to act
q Avoid giving instructions to individuals before the start of the simulation; if a learner asks a relevant question, the whole group should hear the answer
q Unless safety is comprised, allow mistakes and the learning that takes place from them to occur
q Where appropriate, end the simulation at a high point to stimulate discussion and maintain a high interest level
q If appropriate, provide participants with a template for completing their group’s presentation
q Guide the discussion, asking questions that involve participants; ask all members of the syndicate to briefly share their opinions/findings
q Do not let the debriefing drag on with repetitive facts and information; if necessary, identify which information from the template should be presented by the group spokesperson(s)
q Ask learners and assisting trainers to evaluate the simulated exercise to determine areas for improvement and alternative ways of using simulations
“Developing and presenting case studies based on significant fire events, both good and bad, are excellent and non-threatening ways to introduce the concept of simulations to your department.”[16]
“Syndicate training and introduction of case studies encourages good class involvement, strategies learnt that maybe enhanced on the fire training ground.”[17]
When using a case study, the trainer narrates and then provides in writing, a focused description of an event involving a problem situation for which there are realistic solutions. Background material, including still pictures, video and/or audio, makes the problem seem real.
To achieve pre-determined learning outcomes, it is helpful to provide students with specific questions.
Following small-group or individual study, a debriefing occurs in which students ask questions, discuss the issues and possible solutions/responses, and participate in an exchange of ideas.
A written summary of the key points, preferably developed out of the classroom discussion, is helpful for students.
The website for United States Fire Administration (USFA), www.usfa.fema.gov , is a source of information for case studies through publications, technical reports.
The National Fire Protection Association, fire investigation series is another source for case studies but is available to members only. Go to www.nfpa.org, click on Research & Reports, Fire investigations.
Use the detailed reports and case studies on major fire and rescue incidents that are found in trade magazines.
A group-work exercise on the creation of safe, effective simulations has been included. This exercise, which can be copied, would be appropriate for a group of fire department Trainer/Facilitators.
The goals of the exercise are to provide personnel who are responsible for the training and/or evaluation of firefighters, with:
Guidelines for the creation of safe, effective, standardized, simulated exercises
An opportunity to review and discuss with peers, the skills performance requirement of the Ontario Firefighter Education and Training Program Curriculum
An opportunity to create acceptable simulations that will be consistently applied throughout the department
In recognition of the diversity of training facilities across the province, the following suggestions are made for the creation of cost-effective, acceptable simulations.
It will often be cost-effective, time-efficient and a good learning/testing situation for the student if a number of skills performance requirements are combined. For example, Overhaul ties nicely with Forcible Entry, Suppression and Portable Extinguishers.
Conduct training and evaluation exercises under varied lighting conditions.
For effect and increased realism, use an audio-tape of an actual incident complete with engine, siren, radio and fire noises.
There are many benefits to partnering, particularly for smaller fire departments.
It may be possible to negotiate the use of a training facility with a large, local industrial group.
Partner with insurance companies and/or building officials that have access to old buildings due for demolition or removal. These buildings may be appropriate for training and evaluation of forcible entry, ventilation, overhaul, ladders, and search and rescue. A sample release, used by the City of Ottawa, Fire Services, appears in Appendix C.
In an article ‘Outside the Box’ in Fire Chief magazine July 2003, 38-44, authors Dominic Colletti and Larry Davis present the benefits of using acquired structures and how they can be used effectively and safely.
Partner with a local hardware store and/or lumberyard. In exchange for acknowledgement, they may be willing to donate materials for the construction of doorframes and lock assemblies, roofs, windows, etc. Ask construction companies for scrap supplies.
Contact claims adjusting and reconstruction businesses that deal with the aftermath of a fire. Often, these private-sector organizations are willing to financially assist the fire departments with the construction of training facilities.
Investigate organizations that provide funds for worthwhile projects. Refer to Chapter Three for information on developing a funding proposal.
Partner with a school that offers an apprenticeship program. Students may be available to build and rebuild training/evaluation structures.
And most importantly, reduce costs and increase the effectiveness of training by partnering with neighbouring departments. Collaborate on a county or regional basis.
Acquiring funding or donations of materials from foundations, social organizations, not-for-profit agencies or companies is possible. Remember that there is growing competition from a number of worthwhile causes. Often the donation goes to the group that researches and develops the best proposal on paper.
Library reference books list foundations or granting bodies, and often include the funding process, the most appropriate date for submissions, to which donations are made and for what purposes.
Consider the timing of requests in relation to a funding organization’s budget year.
If corporate sponsorship is the goal, research the company through its annual report and library references. Determine what projects have previously been funded. Discover similarities amongst the successful groups.
If this is your first request from an organization, start small. Five to ten thousand dollars is an average gift.
Identify an employee to deliver the proposal to the company decision-makers and to champion the fire department cause.
Establish ways to meet local community business leaders.
Send a personally addressed letter asking if the company would consider a funding proposal.
The ideal length for a proposal is three to five pages.
The proposal will contain:
A title page
A table of contents
An executive summary
A brief description of the fire service
Names of fire department senior officers
Financial statements/budget for the preceding and current years
A detailed description of the proposal
Value added to the community by the proposal
Project launch date
Corporate recognition program
Supporting documentation
An effective, visual presentation will encourage the reviewer to read it. The most effective proposals use lots of white space on each page, keep various aspects of the proposal separate, and are neatly and professionally packaged.
Colour, while a little more expensive, adds significantly to the appeal of a package.
In one or two pages summarize the proposal, state why the organization has been approached, describe the value to the organization of their support of this project, and briefly describe how the project will be developed and implemented.
Emphasize the depth and variety of work done, and the value to the community. Provide detail on the volume of activity in the department. Include charts or graphs in appendices that demonstrate population growth and/or increased department expectations.
These are included to demonstrate that strong leadership is directing the project and managing its budget.
If appropriate, provide the Internet link to the city/town council. Include the names of firefighters who are key people in the community.
Financial statements or a department budget are included to demonstrate effective money management. If you think it is of value, include how expenditures are monitored.
Ensure that this part of the document is complete and reader friendly because many people may read the proposal on behalf of the funding organization.
Start with a basic description of the project. Include a statement of need. If possible, include a picture here or in the appendices.
Describe how the project will be implemented. Provide a critical path with time lines and measurements for staying on time and within budget.
Describe how the results of the project will be evaluated.
Include information about the project manager and others involved in the project. Indicate what qualifies them to undertake this project.
Include the cost of the project. For large projects, state if funds can be spread over several months.
Use no fire service jargon or short forms!
Be enthusiastic about the goals for the project.
Organizations help services that provide increased value to the community.
Use coloured charts and graphs of community demographics and fire department response to show the added value to the community.
State when the project will be initiated. Indicate if media will be participating. State how and when the funding organization will be recognized. Include plans for signage.
If appropriate, consider inviting the funding organization and community representatives to view the project when critical steps are completed.
Identify what the fire department will do, in addition to media coverage and signage, to recognize the funding organization.
Be sure to include the information that is requested.
Add information that supports the request for funds, for example, relevant charts and graphs, newspaper accounts, letters of support from significant community leaders and previous associations with the funding organization. However, do not overwhelm them with support material.
Ensure that the proposal is delivered promptly and in good condition.
If possible, use the company contact to arrange a meeting where the proposal can be delivered personally. Request an opportunity to give a professionally prepared, brief presentation. Highlight the contents of the executive summary and the added value to the community. Emphasize how sponsorship will enhance the organization’s profile in the community.
Contact the company/funding body three to four weeks after your submission. Allow more time for large requests.
If an organization supports you, say, ‘thank you.’ Keep in touch and update the funders on the status of the project.
If your request is denied, contact the organization and thank them for their consideration. Ask why your request was denied. Use this information in future proposals.
This chapter describes how various fireground operations scenarios can be simulated, in order to effectively train and evaluate skills. The Job Performance Checklists for Firefighters, Company Officers, Fire Prevention Officers and Training Officers identify which skills can be simulated for the purpose of certification. This checklists are available from Ontario Association of Fire Chiefs (OAFC)
Simulate the pumper hose bed with a pick-up/farm truck bed or plywood box. With 5/8" plywood and 2" x 4" boards, construct a rectangular box that is approximately four feet long, by two feet wide by 14 inches high.
Live fire training and evaluation are deemed to be preferable, especially for new recruits who should experience the heat, smoke and noise of a fire before responding to a call, and for seasoned firefighters who have had minimal exposure to firefighting.
Live fire training and evaluation are required for successful completion of the Ontario Standardized Curriculum for Firefighters , Fire Suppression, Skills Performance Requirement.
When an area of containment is required, consider:
Traveling to a training tower/fire house
Building a concrete ‘bunker’ structure (in accordance with the chief building official) and making it available to surrounding departments
Using a flashover unit
Because of the cost of travel to a facility, liability and safety issues related to the use of abandoned structures, and the need to be responsive to environmental concerns, fire departments have flexibility in determining the most appropriate training methods for their personnel.
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Use an empty hose tower. Establish a water supply to a pumper that is outside the tower door. Each firefighter, in full protective clothing, with adequate team members, will:
Act as nozzle person
Advance a 38mm line complete with automatic fog nozzle to the tower door
Demonstrate proper entry preparation
Describe a confined fire that is well developed in the incipient stage, in the far-left corner of the room. Search and rescue are a concern. Ventilation has been established.
The firefighter is to make entry and demonstrate a direct attack with straight stream in short bursts.
Q. How much water are you going to use?
A. Until the fire darkens down. I will use a minimum amount to achieve knock down and minimize steam production.
Describe a confined fire that is well developed in the free burning stage. The entire back of the room is involved. Heat is excessive. Ventilation is established. Search and rescue are a concern but fire control is necessary to improve the safety of search and rescue operations.
The firefighter is to make entry and demonstrate indirect attack, using straight to narrow fog pattern with a back and forth motion, directed into the upper portions of the room, in short bursts.
Q. What were you looking for immediately upon entry and prior to attack?
A. Signs of rollover and flashover.
Q. When do you shut down water application?
A. I shut down water application when fire is darkened down and prior to disruption of thermal balances.
Q. The smoke just got heavy and sluggish and began banking down. What happened?
A. Probably too much water application.
Describe a very well developed, confined fire, with excessive heat and smoke that are preventing entry into the fire area. Search and rescue are not an issue.
The firefighter is to open up and demonstrate a combination attack from outside the room using a T, Z or O pattern with a narrow to intermediate fog pattern.
Q. What is your goal with this method of attack?
A. Maximum steam production.
Q. Are rapid entry into the area or thermal balance a concern?
A. No.
Chalk out an area on a tarmac/parking lot that is approximately 30 feet by 30 feet. Describe this as a flammable liquid spill that is on fire. Explain that foam application is a more desirable method of dealing with this incident but water used carefully in coordinated attack can be successful.
Firefighters, as team members, with two 38mm lines, set at intermediate to wide-angle fog and overlapping pattern, demonstrate approach and sweep the fire from the surface of the fuel. A third 38mm line is required for protection.
Q. Can you enter the pool of extinguished fuel as you go?
A. No, because of wicking, possible re-ignition or flashback.
Q. What are the consequences of your overlapping fog patterns leaving the surface of the fuel?
A. Flashback or wrap around of fire.
Q. When do you back off to safety?
A. After extinguishment or you can advance no further without entering the pool of extinguished fuel.
After covering liability issues and conducting a safety inspection, use vacant buildings.
To demonstrate the procedure for breaking glass, partner with local companies that will provide panes of glass.
To demonstrate the procedures for opening a wooden floor and wood frame wall, use shipping palettes, with or without gyprock.
To demonstrate the procedure for forcing doors, build a small-scale door and frame, complete with a lock set.
Partner with lumberyards, who may provide damaged doors.
To demonstrate the method of performing vertical ventilation, build a roof assembly replica, one metre off the ground. Insert inexpensive wooden shipping palettes for cutting.
To demonstrate the procedure for positive pressure ventilation, use an electric smoke ejector and a smoke generator. Ribbons or streamers may be used to demonstrate air movement.
In the March 1994 issue of Fire Engineering, there is an interesting article entitled Trailer as a Training Facility. Construction details of a roof simulator are provided.
To add further realism to the roof assembly, enclose the bottom and use a smoke-generating machine.
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To add realism, have firefighters in full turnout gear and SCBA, and use blacked-out face pieces and/or a smoke generator. After getting permission, conduct search and rescue exercises in public buildings, for example, a school, township offices, a local restaurant or a public underground-parking garage.
In the March 1994 issue of Fire Engineering, there is an interesting article entitled Trailer as a Training Facility. Construction details and pictures of a search trainer are provided. The author also provides information on donated resources.
Also in the March 1994 issue of Fire Engineering, there is information and detailed drawings on the conversion of a 40-foot trailer to a self-contained breathing apparatus training facility in an article entitled Economic Joint Training Facility. It highlights the partnership arrangement of four fire departments.
In the January 1995 issue of Fire Engineering, there is an article entitled SCBA Confidence Course. The author describes the cost-effective construction of obstacles and props in an unused large basement room. He includes information on the collection of materials and donation of labour.
Following is a diagram and information on constructing an adult hose rescue mannequin, courtesy of Alan Brody, Fire Training Officer, Mnjikaning First Nation Fire & Rescue Services.
Courtesy: Alan Brody, Fire Training Officer, Mnjikaning First Nation Fire & Rescue Services
Approximate cost of hardware - $14.00
Three – lengths 65mm (2½) hose
One – 5/8 x 36” threaded rod
Four – 5/8 nuts
Twenty – 5/8 washers
Four – ½ washers
Eight – 5/16 carriage bolts
Eight – 5/16 nuts
Eight – 5/16 washers
One piece – 84 inches
One piece – 87 inches
One piece – 90 inches
One piece – 93 inches
One piece – 96 inches
One piece – 41 inches (filler)
Ten pieces – 60 inches (legs)
Eight pieces – 36 inches (arms)
Two pieces – 20
inches (shoulder)
Use a bale of hay or an old mattress to demonstrate pulling apart materials with deep-seated burning.
The simulated fire situation may be portrayed on an overhead, in a still picture or on a video clip. Students’ observation skills may be honed by having them travel a planned route and answering specific questions about what they saw en route.
Burn cells are a practical option for providing participants with a sufficiently realistic opportunity to practise and apply their learning, and to demonstrate their skills for Job Performance Checklist sign-off purposes. For the purposes of fire scene assessment, actual fire scenes provide the best training/evaluation opportunities. However, actual scenes are not always available or their use for these purposes may be restricted due to legal aspects or various other reasons.
Additionally, fire department personnel may acquire unused buildings and burn rooms within them for this process. However, procedures and legalities may be very complex.
Burn cells are re-usable and portable, which makes their use advantageous.
For training and evaluation purposes, the Ontario Fire College has constructed a number of burn cells.
These burn cells have been constructed of wood frame covered with plywood. The wooden platform is equipped with wheels (dollies) for the purpose of portability. Interior dimensions are eight feet wide, eight feet long and eight feet high. Therefore, application of drywall is easy using 4’ x 8’ sheets. There are no windows and the door at the front is a barn door style for easy access and viewing. After each fire scenario, drywall needs to be replaced. However, properly timed and monitored burns restrict damage to the structure. It is recommended that drywall be placed above the door on the outside wall to prevent or diminish charring to the plywood and frame during burns.
Furniture may be obtained through consultation with various organizations such as the Salvation Army. Upholstered furniture such as a couch and chair provide an excellent fire load and realistic evaluation. Small tables and pictures are ideal to create a more authentic scene. Additionally, used carpet is an excellent material for floor patterns and also affords some protection to the floor.
Municipalities may have access to used furniture through bulk garbage pickups in their community. Ideally, where storage space is available, furniture would be collected over time for training/evaluation purposes.
Scene reconstruction is a worthwhile and realistic challenge for the participant. Represent normal overhaul and fire suppression activities by removing some of the material from the burn cell. Challenge participants to read the patterns and replace materials.
Burns must be conducted in a safe manner in compliance with the Occupational Health and Safety Act and fire department procedures. OFM Policy 310 – Fire Simulation for Investigation Training describes how burns will be conducted and what combustible accelerants may be used. Flammable liquids must not be used due to the risk of explosion, which may result in injuries. Newspapers or combustible fuel can be used to speed up the process to a suitable burn.
Prior to ignition, a fire suppression crew must be on site, suited up and with a charged line ready to extinguish the fire on short notice. The fire should not be allowed to progress into a flashover stage as damage may be too severe to provide a suitable training/assessment opportunity.
Scenarios that produce both incendiary and accidental situations should complement fires.
Create a fire on a couch to simulate careless smoking. Hang curtains on a wall to simulate a window and show the effects of drop burning. Create the typical drinking and smoking situation by placing drinking glasses, beer bottles or liquor bottles around the room. Provide an opportunity to reconstruct the scene using burn patterns.
Create a situation similar to the one above but with accelerant patterns using a combustible fuel or trailer.
Be cautious about using the burn cell to demonstrate how a candidate would conduct and direct “salvage operations” as the activity could destroy the burn cell for investigation.
After fire suppression operations, the candidate shall restrict scene access in compliance with the Fire Protection and Prevention Act (1997) in order to protect evidence and limit access to the scene. Provide an opportunity to direct or arrange for securing of building and secure fire scene by using materials such as barrier tape, placards, boarding and/or guards so that the scene and evidence remains undisturbed until the investigation has been completed.
The candidate should demonstrate awareness of the fact that no one, including the property owner or the occupant, is allowed access to the scene.
Create questions/‘what ifs’ in the scenario so that the candidate can demonstrate his/her knowledge of when to inform the Office of the Fire Marshal in cases of fire death, large loss, gaseous explosion or arson and can simulate a “request (for an) Office of the
Fire Marshal investigator. Candidates and assessors must also be aware of and incorporate the information from the current OFM Communiqué regarding fires investigated by the OFM.
The scenario should be created with ‘actors’ who have scripts so that the candidate can “interview witnesses, occupants, firefighters and owner to gather information so that relevant information is obtained and documented and a complete and accurate survey report can be filed. Information obtained must be documented in a notebook for future reference.
The candidate must inspect fire scene both internally and externally to locate casualties and possible evidence, and to observe burn patterns to determine the area of origin and source of ignition.
The candidate seeks to recognize and report evidence of cause and origin of fire and determine source of ignition by searching for physical evidence and evaluating burn patterns while making notes and sketches and eliminating electrical and other sources of ignition.
The candidate must utilize all information obtained, including his/her notes, personal observations, statements obtained and physical evidence gathered/noted to determine the cause of the fire.
The scenario may be created so that the candidate can demonstrate how s/he would assist the Office of the Fire Marshal investigator by providing personnel, information and equipment.
Trainees or candidates seeking completion of the Job Performance Checklist could participate in a simulated role-playing exercise involving hazardous material at the first responder/awareness level.
To achieve this, candidates could be presented with a screen image or tabletop display of an industrial occupancy or transportation scene involving a hazardous materials incident.
The trainer or the person who is signing off the Job Performance Checklist facilitates the exercise by providing dispatch information such as the time of day and weather conditions. Upon arrival the candidate is expected to isolate the area/site. This could be demonstrated on an aerial photo of the town/city/site to show where barriers would be placed. With wind direction and terrain conditions in mind, candidates would indicate the immediate isolation area.
The candidate would also be required to demonstrate how s/he would size up the scene (identify hazardous products from a safe distance), report to dispatch and form an action plan. The candidate will also assess if the hazard zone may be entered given the training and personal protective equipment (PPE) available.
Radio reports should be sent to a simulated dispatch centre by either portable radios, headsets systems or simply verbalized.
At this time, the candidate would request support from external agencies such as police, Ontario Hydro, Ministry of Labour and ambulance services. ‘Actors’ with scripts may be utilized to role-play other responding apparatus and/or representatives from external agencies such as CANUTEC, the Ministry of Labour and the communications centre.
The candidate, when presented with civilians who may be in jeopardy, would direct evacuation using communication equipment. Prompt cards with appropriate messages can be handed to ‘actors’ to initiate appropriate actions.
If the scenario included inclement weather conditions and/or a colder time of year, candidates would have to arrange for (the) well-being of fire victims and building occupants using external agencies.
The candidate must demonstrate and explain how the product would be identified prior to actions being taken. Either present the candidate with information such as container shape and size, and placard and label data, or provide sample labelled drums. Resource material such as the North American Emergency Response Guide (NAERG) and hazardous materials response worksheets should reflect what is available on department apparatus.
The candidate is expected to notify external agencies such as CANUTEC, Ministry of the Environment, police, emergency medical services, hydro and the Ministry of Labour and discuss how they would be utilized. S/he should utilize department SOGs/SOPs to determine the level of actions required.
To determine (the) source hazardous materials, the scenario should provide the candidate with the option to interview site personnel and determine the location of shut-off valves.
The scenario is completed when the candidate has prepared a hazardous material response report by filling out the initial worksheet on scene and the post-incident report using fire department documentation/forms.
By having a worker injured or killed as a result of the incident, the candidate could demonstrate his/her ability to notify external agencies of industrial agencies. At an appropriate time in the scenario, the candidate is notified, verbally or with a prompt card, that a critical injury or death has occurred.
On February 1, 2003 at 1400 hours, Pumper 1 is dispatched to 3 Main Street to a reported spill at the Acme Chemical Company. Dispatch informs en route of possible injuries involved.
Upon arrival, Pumper 1 observes a large industrial occupancy of approximately 100,000 square feet. (A site diagram, tabletop model or computer image is to be provided.) The site plan shows surrounding occupancies, the location of hydrants. Cue cards provide additional information such as wind direction. On site, a worker greets the candidate and informs him/her that a tow motor operator has punctured a tank in the building that contains a toxic substance. By asking questions and obtaining the MSDS, the candidate eventually identifies the product as toluene. The candidate is also informed that not all plant workers have been accounted for.
The candidate sends an initial report and determines the need for additional resources.
The situation develops using the following prompts sent by other participants:
× Missing worker
× Building evacuation
× Arrival of external agencies such as police, EMS and a hazmat unit
× Call to CANUTEC (check out actual use of CANUTEC for an evaluation exercise)
× Arrival of senior officer and transfer of command
The scenario is terminated after command is transferred to a senior officer. The candidate will demonstrate the requirements for post-call documentation.
This section of the Simulations Guide addresses only those skills in the Job Performance Checklist for firefighter certification that can be simulated.
The job experience component of the Ontario Firefighter Certification Program provides firefighters with the opportunity to demonstrate knowledge and skills on-the-job. To successfully meet the requirements, the firefighter must receive no coaching while s/he is completing a task.
If simulated, use hose lines only, with water flow.
If simulated, use video clips or still pictures from magazines of coloured smoke and different involvements. Use the Internet for a varied of still photos.
See Chapter Four for simulation suggestions on forcible entry.
If simulated, a building equal to that of a single-family dwelling must be used, with smoke, victim(s) and heat.
This objective should be addressed in command and control and is part of size-up.
A vehicle must be used in the simulation.
If simulated, the company officer may create the scene with a written description that preferably, is supported by a video clip, 35mm slide(s) or still pictures of a hazardous materials incident.
To determine the firefighter’s ability to interpret the emergency response guide, the company officer may reference the information in the Office of the Fire Marshal, Hazardous Materials Operations Course. The company officer may use questions, similar to those provided. A multiple-choice answer format must not be used.
Consult the Transport Canada Transportation of Dangerous Goods website at www.tc.gc.ca for support materials such as placards, information on CANUTEC and current information on the Emergency Response Guide.
Start with a realistic scene: an automobile collision, an industrial incident or a person who is ill at home. The age of the ‘patients/victims’ should vary, depending on the illness or injury being simulated. Include opportunities for infant and child scenarios.
By using a carefully constructed scenario, the evaluator can incorporate multiple skills-specific performance objectives.
If possible, have volunteers play the part of ‘patients/victims’ to lend realism to the experience. Coach the ‘patients/victims’ on how to act and what to say when the firefighter asks about history, and current signs and symptoms. A coaching sheet for ‘patients/victims’ may help them remember how to act and what to say particularly if the ‘patient/victim’ is a member of the public. The evaluator may add information about the scene, and signs and symptoms, as they develop.
It is late afternoon in January. A car has run into a utility pole. When the firefighters arrive, they are told there is a live wire on top of the car. There is only one victim in the car but there is a child car seat in the back seat. The windows of the car are open when they arrive.
When the team indicates that hydro is to be notified, tell them the wire is now dead.
It is 4:30 p.m. on January 21 and the report says there has been an MVA. The car has run into a utility pole on an isolated road.
The victim is a 28-year old man with a head injury/laceration. When the firefighters arrive, he is confused. The firefighters have to repeat questions/directions to him several times in order for him to understand and follow through. He complains of dizziness and wants to get out of the car. If firefighters palpate his legs, he is to complain of pain in his right knee. If asked where he has been/what he has been doing, he admits that he was at the Downtowner Lounge for lunch and most of the afternoon.
Reference Section 21 Guidance Note #5-1 (34) Firefighter Accountability and Entry Control
“The accountability/incident command system provides a means for the emergency removal of crews from the interior of a hazard zone when conditions present an immediate life hazard.”
"All firefighters should be familiar with their department's method of sounding an evacuation signal. There are several ways this communication may be done. The two most common are to broadcast a radio message ordering them to evacuate and to sound the audible warning devices on the apparatus at the fire scene for an extended period of time.
“The radio broadcast of an evacuation signal should be handled in a manner similar to that described for emergency traffic. The message should be broadcast several times to make sure that everyone hears it.
“The use of audible warning devices on apparatus, such as sirens and air horns, will work outside small structures, but they may not be heard by everyone working in a large building."[18]
"Most fire departments have a standard evacuation signal to warn all personnel to pull back to a safe location. The evacuation signal could be a sequence of three blasts on an apparatus air horn, repeated several times, or sirens sounded on ‘high-low’ for 15 seconds. An evacuation warning should be announced at least three times to ensure that everyone hears it and announced on the radio by the IC. Because there is no universal evacuation signal, firefighters must learn their department's SOP for emergency evacuation.”[19]
Ensure that firefighters know where to get help.
Possible references include:
· The Section 21 Guidance Notes #3-3 Heat and Cold Stress and #6-12 (36) Rehabilitation During Emergency Operations
· Your department’s Employee Assistance Program (EAP)
· Your regional health unit
Reference Section 21 Guidance Notes #6-7 (22) Driving Skills for Emergency Apparatus Response and #1-3 Backing Fire Apparatus.
This is a safety issue. An excellent reference is NFPA 1962 Standard for the Inspection, Care, and Use of Fire Hose, Couplings, and Nozzles and the Service Testing of Fire Hose, current edition.
This section of the Simulations Guide addresses only those skills in the Job Performance Checklist that can be simulated.
The job experience component of the Ontario Fire Prevention Officer Certification Program provides fire prevention officers with the opportunity to demonstrate knowledge and skills on-the-job. To successfully meet the requirements, the candidate must receive no coaching while s/he is completing a task.
The following simulation can be used to demonstrate one, some or all of the above objectives.
The site visit could be simulated by:
Using a detailed site plan
Using an appropriate video of a potential open air burning/special event site
Using the fire hall property
Visiting a possible location and including a comprehensive written scenario for an event such as a circus, retail show or jamboree, or a display such as a mall exhibit or fair, even though a request has not been received/an event has not been planned
Coordinating with a neighbouring community that has an actual event
Using a smaller scale example such as a street vendor with a shelter (for 01.29)
To successfully demonstrate performance of objective 01.27 in a simulated situation, candidates shall use the information provided in the simulation to:
Identify/consider the:
ü Time/duration of the fire
ü Purpose of the fire
ü Amount of combustibles
ü Possible weather conditions
ü Location of the fire
ü Resources for extinguishment/fire protection
ü Location of exposures/combustibles
ü Location of property lines
ü Access
ü Need for a fire watch
Prepare and issue an inspection report
Issue the permit, if applicable, including information about a fee, if required
To successfully demonstrate performance of objective 01.28 in a simulated situation, candidates shall use the information provided in the simulation to:
Identify/consider the:
ü Time/duration of the event
ü Purpose of the event
ü Number of participants
ü Size of the event
ü Location of the event
ü Resources for extinguishment/fire protection
ü Location of exposures/combustibles
ü Location of property lines
Determine that the material used for the floor, wall and roof covering meets the required flame spread rating
Determine if smoking is permitted
Ensure that a fire safety plan has been submitted, approved and implemented in accordance with the Fire Code
Note the need for specialized inspections by other authorities
Prepare and issue an inspection report
Issue the permit, if applicable, including information about a fee, if required
To successfully demonstrate performance of objective 01.29 in a simulated situation, candidates shall use the information provided in the simulation to:
Identify/consider the:
ü Time/duration of the display
ü Purpose or special uses
ü Amount of combustibles/materials
ü Location of the display
ü Proximity to heat sources
ü Use of power/fuel sources
ü Resources for extinguishment/fire protection
ü Location of exposures/combustibles
ü Possible obstruction of exits
Ensure that a fire safety plan has been submitted, approved and implemented in accordance with the Fire Code
Prepare and issue an inspection report
Issue the permit, if applicable, including information about a fee, if required
These can be simulated but the candidate must actually prepare a lesson plan, rehearse the lesson and deliver it. The simulation is only in terms of the audience. If no target group is available, the candidate may simulate an audience using fire personnel, for example.
The following simulation can be used to demonstrate one, some or all of the above objectives (04.01, 04.02 and/or 04.03).
To successfully demonstrate these performance objectives in a simulated situation, candidates shall:
Develop and submit to the evaluator a written plan that uses key words or phrases necessary to convey an ability to set up and use displays/presentations, including:
ü The identified target message and target audience with substantive documentation for the choice made
ü The delivery method and justification for that choice
Set up the display with current and appropriate materials, preferable in a public location but, if necessary, the fire hall
Respond to questions from the evaluator in a way that demonstrates understanding and knowledge of the materials being presented/distributed
Write and submit to the evaluator a press release about the upcoming display, accessing such resources as, camera-ready artwork and PSAs and including a comprehensive list of local target media and contact information
While these objectives can be simulated, it is essential that the candidate is assessing a viable request. If an actual proposal does not exist, a detailed one must be created for use by the candidate and assessor.
The site can be simulated by using the fire hall property, visiting a ‘simulated’ location, or coordinating activities with a neighbouring community that has an actual occurrence.
To successfully demonstrate performance objective 11.05 in a simulated situation, candidates shall:
Define the legislative requirements
Confirm the identify of the receiver
Log the date and time of the court appearance
Simulate circumstances for performance objectives 11.08 and 11.09 by arranging a mock trial. Participant players could range from fire department staff to a municipal solicitor, depending on availability and expertise.
To successfully demonstrate these performance objectives in a simulated situation, candidates shall:
Address and respond appropriately to mock Officers of the Court
Write and submit to the evaluator a recommended penalty, in accordance with the OFM Enforcement Guideline, in response to a prepared, comprehensive scenario that clearly outlines the violation
Give the fire prevention officer candidate for certification the following information in a mock-up file.
An apartment dweller (apartment 306), Lorraine Wright, complained to the fire department about poor exit lighting in the basement of her apartment building at 34 Queen Street, Little Town, ON L0S 2J1. The FPO conducted an inspection. The building is a three-storey apartment building with a basement, combustible construction. There are four units in basement as well as laundry and boiler rooms. There are six units on other floors. There is no elevator. Building footprint is 9,000 square feet. It was built in 1964. The FPO found that the exit lighting in the basement was hard to see and not illuminated. S/he gave the owner, Garth Willis Jones, 123 Main Street, Little Town, ON L0S 1J0 (AKA: GW or Rooster DOB: March 16, 1960) one day to complete the work. S/he returned a second and third day. The work was not completed and charges were laid.
Include a Fire Inspection Report, Fire Inspection Chronology, Notice of Violation, Search Request and Court Information as per the policies and procedures of your fire department.
The FPO must:
Review the file to determine the nature of the alleged offences and the documentation provided by the witness
Review the applicable regulations to ensure that proposed charges are actual offences
Identify the defendant to be charged
Accurately prepare an Information and Summons reflecting the appropriate offences
Prepare a Crown Brief summary of the evidence
Determine mitigating and aggravating circumstances, review the case history, than as part of the Crown Brief, make recommendations to the Crown regarding penalty upon conviction.
Simulate the swearing of the Information and Summons. Simulate serving the summons and have the candidate complete an affidavit of service.
|
Accused |
Garth Willis Jones |
AKA: GW or Rooster DOB: March 16, 1960 (46) |
|
Charge |
Violation of the Ontario Fire Code, O.Reg. 213/07 as amended, contrary to the Fire Protection and Prevention Act 1997, S.O. 1997, chapter 4, as amended Section 28 – see attached |
|
|
Location |
34 Queen Street, Little Town, ON L0S 2J1 |
|
|
Date |
January 25, 2008 |
|
|
Complainant |
Mary Smith, Fire Prevention Officer |
|
|
Property Description |
Three-storey apartment building with a basement, combustible construction; four units in basement as well as laundry and boiler room; six units all other floors; no elevator; building footprint is 9,000 square feet; built in 1964 |
|
|
Witness |
|
|
|
Synopsis of the Offence |
Received a complaint from Lorraine Wright, Tenant in apartment 306 about the exit signs in the basement being hard to see and not illuminated. Attended the location, met with the owner Garth Jones, conducted an inspection and found problem exit lights in the basement. Advised him that he was in violation of the Fire Code and that they should be repaired forthwith. He agreed and I advised him that since the repairs required were not extensive, I would return the next day to ensure the work had been done. |
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|
Synopsis of the Offence (cont’d) |
Upon arrival the next day, the work had not been completed and the owner stated he had other things to do. I advised him that this is a life safety issue and is a chargeable offence under the Fire Code of which I had the authority to charge him immediately yesterday. I said that I would return tomorrow and if the work was not done, charges would be laid against him. Upon arrival the next day, the work had still not been completed and the owner did not seem concerned. I advised him that I was starting legal proceedings and he would be charged for violations with the Ontario Fire Code. |
|
|
Evidence |
Attached to my report are my inspection notices as well as dated photographs of the exit signs that are in violation. Also included is a sworn statement from Lorraine Wright, the original complainant from apartment 306, stating she has told the owner about the signs several times and that she finally called the fire department because repairs were not done. |
|
|
Legal |
Part VII, Offences and Enforcement Section 2.7.3.1. The penalty as noted in the Fire Protection and Prevention Act, 1997, Part VII, Section 28, Subsection 3 (b). An individual convicted of an offence for contravention of the fire code, a fine of not more than $50,000 or imprisonment for a term of not more than one year, or both. Prepared on: January 30, 2008 Prepared by: Mary Smith, Fire Prevention Officer Little Town Fire and Emergency
Services Prepared for: Robert King, LAW Prosecutor Signed: Mary Smith |
|
This section of the Simulations Guide addresses only those skills in the Job Performance Checklist that can be simulated.
The job experience component of the Ontario Company Officer Certification Program provides Company Officers with the opportunity to demonstrate knowledge and skills on-the-job. To successfully meet the requirements, the candidate must receive no coaching while s/he is completing a task.
See Chapter Four for simulation suggestions on environmental hazards – hazardous materials checklists.
In order to be signed of in a simulated scenario-based exercise, the candidate must function in the role of a Company Officer.
Very few performance objectives in the Job Demonstration of Competence to the Standards for the Training Officer Certification Program permit simulation. Those that do are straightforward or include a suggested simulation in the document.
If it isn’t possible to schedule a guest speaker for training, the candidate could simulate this performance objective by arranging a speaker for another fire department event, such as a fire hall opening.
If simulated, a mock process would need to be set up as per the department’s policies and procedures using such things as candidate résumés for review and consideration, testing, interviews, scoring and discussions with the interview team.
This would be completed or simulated in accordance with department policies and procedures, and WSIB regulations. If no accident has occurred, a mock scenario would need to be created for the candidate to report.
Bernocco, S., Phillips, C., Jose, P., Yob, C., ‘Train in “The Rule of Air Management”’ Fire Engineering, Tulsa OK, Pennwell Publishing Co., April 2003, 57-66
Brown, Guy, ‘Growing Training for Growing Needs: The North Net Fire Training Center’ Fire Engineering, Tulsa OK, Pennwell Publishing Co., March 1997, 132-136
Browning, Barry, ‘Fire training & simulators for industry’ Industrial Fire Journal, Dorset, England, October 2005
Buerschen, Jeff P., ‘Economic Joint Training Facility Fire Engineering, Tulsa OK, Pennwell Publishing Co., March 1994
Caron, Kenneth M., ‘Trailer as a Training Facility’ Fire Engineering, Tulsa OK, Pennwell Publishing Co., March 1994, Vol. 147 No. 3, 116-118
Clark, Allen, ‘SCBA Confidence Course’ Fire Engineering, Tulsa OK, Pennwell Publishing Co., January 1995
Cline, Douglas K., ‘Building and Using a Disentanglement Simulator’ The Voice, March 2003
Colletti, D. and Davis, Larry, ‘Outside the Box’ Fire Chief, Chicago IL, July 2003, 38-44
Evans, John C., ‘The Bergen County Life Safety Complex Fire Engineering, Tulsa OK, Pennwell Publishing Co., March 1991, 119-125
Halton, Robert and Nee, Ted, ‘Incident Simulations as a Training Tool Fire Engineering, Tulsa OK, Pennwell Publishing Co., March 1999
Hollins, Leigh T., ‘Using Props, Simulators, and Mockups for More Realistic Training’ Fire Engineering, Tulsa OK, Pennwell Publishing Co., March 2003, 129-138
Mager, Robert F., Measuring Instructional Results, Third Edition, USA, Library of Congress, 1997
Maher, Patrick T., Designing Emergency Scene Simulations for Police and Fire Promotional Examinations, La Palma, Personnel and Organization Development Consultants Inc., 1993
Meyers, C. and Jones, T.B., Promoting Active Learning Strategies for the College Classroom, San Francisco, Jossey-Bass Publishers, 1993
Ray, Shane, ‘Commanding the Mayday Part I: Training the Incident Commander’ The Instructor, International Society of Fire Service Instructors (ISFSI), February 2004, 17-18
Schank, R., Virtual Learning A Revolutionary Approach to Building a Highly Skilled Workforce, Toronto, McGraw-Hill, 1997
Sendelback, Timothy E., ‘Search Line Survival Training’ The Voice, July/August 2002, 9
Silberman, M. and Lawson, K., 101 Ways to Make Training Active, Scarborough, Prentice Hall Canada, 1995
Schumacher, Joe, ‘Search and Rescue Maze’ Fire Engineering, Tulsa OK, Pennwell Publishing Co., March 1992
American Heat Video Productions Tape Series, St. Louis, MO: American Heat Video Productions,
Visit the Ontario Fire College to view the fire simulations tabletop display and training aid.
Fire Attack: Strategy and Tactics of Initial Company Response, Fort Collins, CO: Emergency Resources Inc., 1987
A six-part video series, portions of which can be used when a video simulation is acceptable. The videos cover:
Fire behaviour
Successful incident management
Ventilation
Single-family and multi-family homes
Common attic fires and light industrial building fires
Multi-storey buildings
To view photos of the Hazardous Materials Awareness Week Shelter in Place Simulation (January 2005), the Logistics Support Trainer (February 2004), the Caduceus Shield Bio-Terrorism Exercise (August 2003) and the Abbottville tabletop disaster exercise (April 1999) visit www.tallytown.com/redcross/abbot.html.
For a description of The Pittsburgh Drill to teach rapid intervention team members to work as a team, review the drill description and prop specifications in The Instructor, International Society of Fire Service Instructors (ISFSI), February 2004.
25.(1) An employer shall ensure that,
(a) the equipment, materials and protective devices as prescribed are provided;
(b) the equipment, materials and protective devices provided by the employer are maintained in good condition;
(c) the measures and procedures prescribed are carried out in the workplace;
(d) the equipment, materials and protective devices provided by the employer are used as prescribed; and
(e) a floor, roof, wall, pillar, support or other part of a workplace is capable of supporting all loads to which it may be subjected without causing the materials therein to be stressed beyond the allowable unit stresses established under the Building Code Act.
(2) Without limiting the strict duty imposed by subsection (1), an employer shall,
(a) provide information, instruction and supervision to a worker to protect the health or safety of the worker;
(b) in a medical emergency for the purpose of diagnosis or treatment, provide, upon request, information in the possession of the employer, including confidential business information, to a legally qualified medical practitioner and to such other persons as may be prescribed;
(c) when appointing a supervisor, appoint a competent person;
(d) acquaint a worker or a person in authority over a worker with any hazard in the work and in the handling, storage, use, disposal and transport of any article, device, equipment or a biological, chemical or physical agent;
(e) afford assistance and co-operation to a committee and a health and safety representative in the carrying out by the committee and the health and safety representative of any of their functions;
(f) only employ in or about a workplace a person over such age as may be prescribed;
(g) not knowingly permit a person who is under such age as may be prescribed to be in or about a workplace;
(h) take every precaution reasonable in the circumstances for the protection of a worker;
(i) post, in the workplace, a copy of this Act and any explanatory material prepared by the Ministry, both in English and the majority language of the workplace, outlining the rights, responsibilities and duties of workers;
(j) prepare and review at least annually a written occupational health and safety policy and develop and maintain a program to implement that policy;
(k) post at a conspicuous location in the workplace a copy of the occupational health and safety policy;
(l) provide to the committee or to a health and safety representative the results of a report respecting occupational health and safety that is in the employer's possession and, if that report is in writing, a copy of the portions of the report that concern occupational health and safety; and
(m) advise workers of the results of a report referred to in clause (l) and, if the report is in writing, make available to them on request copies of the portions of the report that concern occupational health and safety.
Idem
(3) For the purposes of clause (2) (c), an employer may appoint himself or herself as a supervisor where the employer is a competent person.
Idem
(4) Clause (2) (j) does not apply with respect to a workplace at which five or fewer employees are regularly employed. R.S.O. 1990, c. O.1, s. 25.
26. (1) In addition to the duties imposed by section 25, an employer shall,
(a) establish an occupational health service for workers as prescribed;
(b) where an occupational health service is established as prescribed, maintain the same according to the standards prescribed;
(c) keep and maintain accurate records of the handling, storage, use and disposal of biological, chemical or physical agents as prescribed;
(d) accurately keep and maintain and make available to the worker affected such records of the exposure of a worker to biological, chemical or physical agents as may be prescribed;
(e) notify a Director of the use or introduction into a workplace of such biological, chemical or physical agents as may be prescribed;
(f) monitor at such time or times or at such interval or intervals the levels of biological, chemical or physical agents in a workplace and keep and post accurate records thereof as prescribed;
(g) comply with a standard limiting the exposure of a worker to biological, chemical or physical agents as prescribed;
(h) establish a medical surveillance program for the benefit of workers as prescribed;
(i) provide for safety-related medical examinations and tests for workers as prescribed;
(j) where so prescribed, only permit a worker to work or be in a workplace who has undergone such medical examinations, tests or X-rays as prescribed and who is found to be physically fit to do the work in the workplace;
(k) where so prescribed, provide a worker with written instructions as to the measures and procedures to be taken for the protection of a worker; and
(l) carry out such training programs for workers, supervisors and committee members as may be prescribed.
Idem
(2) For the purposes of clause (1) (a), a group of employers, with the approval of a Director, may act as an employer. R.S.O. 1990, c. O.1, s. 26 (1, 2).
Idem
(3) If a worker participates in a prescribed medical surveillance program or undergoes prescribed medical examinations or tests, his or her employer shall pay,
(a) the worker’s costs for medical examinations or tests required by the medical surveillance program or required by regulation;
(b) the worker’s reasonable travel costs respecting the examinations or tests; and
(c) the time the worker spends to undergo the examinations or tests, including travel time, which shall be deemed to be work time for which the worker shall be paid at his or her regular or premium rate as may be proper. R.S.O. 1990, c. O.1, s. 26 (3); 1994, c. 27, s. 120 (3).
27. (1) A supervisor shall ensure that a worker,
(a) works in the manner and with the protective devices, measures and procedures required by this Act and the regulations; and
(b) uses or wears the equipment, protective devices or clothing that the worker's employer requires to be used or worn.
Additional duties of supervisor
(2) Without limiting the duty imposed by subsection (1), a supervisor shall,
(a) advise a worker of the existence of any potential or actual danger to the health or safety of the worker of which the supervisor is aware;
(b) where so prescribed, provide a worker with written instructions as to the measures and procedures to be taken for protection of the worker; and
(c) take every precaution reasonable in the circumstances for the protection of a worker. R.S.O. 1990, c. O.1, s. 27.
28.(1) A worker shall,
(a) work in compliance with the provisions of this Act and the regulations;
(b) use or wear the equipment, protective devices or clothing that the worker's employer requires to be used or worn;
(c) report to his or her employer or supervisor the absence of or defect in any equipment or protective device of which the worker is aware and which may endanger himself, herself or another worker; and
(d) report to his or her employer or supervisor any contravention of this Act or the regulations or the existence of any hazard of which he or she knows.
Idem
(2) No worker shall,
(a) remove or make ineffective any protective device required by the regulations or by his or her employer, without providing an adequate temporary protective device and when the need for removing or making ineffective the protective device has ceased, the protective device shall be replaced immediately;
(b) use or operate any equipment, machine, device or thing or work in a manner that may endanger himself, herself or any other worker; or
(c) engage in any prank, contest, feat of strength, unnecessary running or rough and boisterous conduct.
Consent to medical surveillance
(3) A worker is not required to participate in a prescribed medical surveillance program unless the worker consents to do so. R.S.O. 1990, c. O.1, s. 28.
32 Every director and every officer of a corporation shall take all reasonable care to ensure that the corporation complies with,
(a) this Act and the regulations;
(b) orders and requirements of inspectors and Directors; and
(c) orders of the Minister. R.S.O. 1990, c. 0.1, s. 32.
This group-work exercise is appropriate for delivery by Ontario Fire Service personnel, for example, a chief training officer/director of training, to a group of fire department training officers or shift trainers.
The goals of the exercise are to provide Ontario Fire Service personnel who are responsible for the training and/or evaluation of firefighters, with:
Guidelines for the creation of safe, effective, standardized, simulated exercises
An opportunity to review and discuss with peers, the Ontario Firefighter Education and Training Program, Fire Suppression, Skills Performance Requirement.
An opportunity to create acceptable simulations that will be consistently applied throughout the department
Upon successful completion of this exercise, participants will be able to:
Define simulation
State three goals of simulated exercises
State four purposes of simulated exercises
Develop simulations that meet criteria for acceptable simulations
Identify potential organizations with which the fire department can partner to create cost-effective simulations
In small groups, participants will review the hand-out material and assigned Fire Suppression, Skills Performance Requirement from the Ontario Firefighter Education and Training Program and then:
Identify possible challenges to completion of the Skills Performance Requirement; consider time constraints, seasonal issues, financial resources, physical resources required, possible inconsistency in approach between fire halls, different resources available to different fire halls
Suggest acceptable simulation(s)
If appropriate, suggest possible partners
Take 30 minutes to work in your small group. Identify a spokesperson to report back in 15-20 minutes to the large group.
The following pages are for trainers to distribute to group-work participants. They need this information to complete the group-work tasks.
A simulation is a goal-based, active-learning strategy that provides students with a sufficiently realistic opportunity to practice and apply their learning, and to demonstrate their skills for testing purposes.
Simulation exercises aim at “a representation of a real world event in a reduced and compressed form that is dynamic, safe and efficient.”1
The goals of simulated exercises are to:
Promote the transfer of skills from a training/testing situation to a ‘real-life,’ practical situation, with a high degree of success; that is, firefighters perform safely, effectively and without injury, in an emergency situation
Improve learning, increase retention and rekindle a student’s enthusiasm for learning
Improve on-the-job performance
The purposes of simulated exercises are to provide students with opportunities in a safe, controlled environment to:
Practise individual and team skills
Discover outcomes and effects of actions, rather than being told what will happen
Develop and experiment with new techniques
Conduct self and peer assessment
“…never, simulate performance. Always ask your students to do that which the objective asks them to do, even though you must provide simulated conditions.”2 For example, the skill of CPR must actually be performed – not presented by a student to a trainer through discussion of the steps involved. The manikin and non-emergency environment comprise the simulation.
The validation of simulations is determined by the following criteria:
Compliance with the standard – Does the simulation meet the intended learning outcome?
Realism – Does the simulation provide a realistic event in which to test the learning outcome?
Performance Criteria – Does the simulation accurately reflect the learning outcome?
Safety – Can the simulation be conducted in a safe manner and meet the learning outcome?
Time – Can the simulation be conducted in a reasonable amount of time and meet the learning outcome?
Economy – Can the simulation be conducted within the limits of a fire department’s economic resources and meet the learning outcome?
There are many benefits to partnering, particularly for smaller fire departments.
It may be possible to negotiate the use of a training facility with a large, local industrial group.
Partner with insurance companies and/or building officials that have access to old buildings due for demolition. These buildings may be appropriate for training and evaluation of forcible entry, ventilation, overhaul, ladders, and search and rescue.
Partner with a local hardware store and/or lumberyard. In exchange for acknowledgement, they may be willing to donate materials for the construction of doorframes and lock assemblies, roofs, windows, etc. Ask construction companies for scrap supplies.
Contact claims adjusting and reconstruction businesses that deal with the aftermath of a fire. Often, these private-sector organizations are willing to financially assist the fire departments with the construction of training facilities.
Investigate organizations that provide funds for worthwhile projects.
Partner with a school that offers an apprenticeship program. Students may be available to build and rebuild training/evaluation structures.
And most importantly, reduce costs and increase the effectiveness of training by partnering with neighbouring departments. Collaborate on a county or regional basis.
During the development of scenarios for training purposes, the following checklist can be used to ensure that information contained in a scenario exercise is complete and comprehensive. It may be used as a self-check and for feedback and review purposes.
The written documentation for the scenario must be sufficiently detailed to provide consistent use by various instructors, evaluators and institutions.
Criteria |
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No |
Comments, Suggestions for Improvement |
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Identifying Information |
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1. The requirements for controlled live/non-fire controlled environments are stated and appropriate. |
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2. Specific Learning Outcomes are identified. |
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3. The scenario exercise is developed and reviewed by content experts. |
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Scenario Information |
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4. The description of the scenario is sufficient to allow use by others. |
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5. Equipment, facilities and resources are identified and adequate. |
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6. When applicable, safety concerns and solutions such as the identity of a Safety Officer and standby suppression crew have been acknowledged. |
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7. An estimated duration of the scenario is given. |
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8. Required set-up, preparation and cleanup are included in time frame. |
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9. Information on the type and number of “actors” portraying casualties, building residents or other third parties is included if needed. |
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10. Supplementary information such as casualties, scripts, vital signs, hose pressure, etc. are included if required. |
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Student Information |
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11. The number of students or teams to be tested is identified. |
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12. The skills in which each student or team to be tested have been identified. |
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Evaluation Information |
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13. The key bullet points from the Performance Tests have been included and clearly identified. For example, specify which types of ladder carries will be tested and include the relevant bullet points in the package. |
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14. Adequate information regarding the number and expertise of the evaluators is included. |
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15. Other relevant resources such as grading guidelines are available for evaluation. |
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Additional comments:
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An evaluator must consider the following criteria when observing student performance in scenarios.
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Criteria |
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No |
Comments and Suggestions for Improvement |
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Criteria |
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§ Competent in skills being assessed § More than one evaluator § Impartial – a candidate’s instructor may not be his/her sole evaluator |
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Criterion-based evaluation - Ontario Firefighter Education and Training Program checklists and relevant written criteria are used. |
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Criteria |
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Comments and Suggestions for Improvement |
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Additional comments:
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Date File number(s)
Dear :
This letter is in reference to our use of the above-noted property/properties for training purposes, and will serve to absolve you of any liability for injuries suffered by our members while training on this/these property/properties.
Please accept my sincere thanks for your permission to allow our personnel to utilize this/these property/properties, as the type of simulated fire problem cannot be duplicated at our training centre.
If you would please sign the enclosed photocopy, we will consider this as your written permission for our use of the property/properties concerned.
If you have any special concerns, instructions or complaints regarding our use of the above-listed property/properties, please call ………. at ……….
Sincerely,
__________________________
Property Owner
copy:
A
acceptable, 7
acceptable simulation(s)16, 72
active-learning, 5
application of Guide, 4
area of containment, 29
audio-tape use, 21
B
behaviour change, 6
bibliography, 59
burn cells, 37
C
Canadian Fallen Firefighters Foundation, 14
CANUTEC, 45
case studies, 19
checklist, 75, 77
claims adjusting, 22, 73
company officer, 8
Company Officer Certification Program, 4, 8, 57
Company Officer Certification Program Job Experience Requirement Performance Checklist, 4, 57
Company
Officer Diploma Program, 4
corporate recognition program, 24
corporate sponsorship, 23
cost-effective, 4, 21
D
debriefing, 17, 19
definition of simulation, 5, 71
definitions, 7
demonstrate, 5, 7
door and frame, 33
E
emergency care, 15
emergency patient care – sample scenario, 46
Emergency Response Guide, 45
entry control system, 15
environmental concerns, 15, 30
environmental hazards, 40
evaluate, 19
experience stage, 17
F
financial constraints, 4
fire apparatus, 7
fire control, 30
fire department operational guidelines, 13
Fire Prevention Officer Certification Program, 4, 8, 49
Fire Prevention Officer Certification Program Job Performance Checklist, 4, 49
Fire Protection and Prevention Act, 39, 56
Firefighter Certification Program, 4, 7
Firefighter Certification Program Job Performance Checklist, 4, 44
Firefighter Life Safety Initiative Program, 14
flashover unit, 29
forcible entry, 32
foundations/granting bodies, 23
funding process, 23
funding proposal, 22, 23
funding proposal - contents, 24
funding proposal – corporate recognition program, 26
funding proposal – critical path, 25
funding proposal – description, 25
funding proposal – executive summary, 24
funding proposal – financial statements, 25
funding proposal – launch date, 26
funding proposal – length, 24
funding proposal – value added, 25
furnishings – burn cells, 37
G
goals of simulated exercises, 5, 69
group-work exercise, 20
guidelines, 68
Guidelines for Improving Health and Safety, 10
H
hazardous materials, 40
hazards, 15
helpful hints, 21
I
incorporating the unforeseen, 17
inspection report, 51
J
job experience requirement - training officer, 58
Job Experience Requirement Demonstration of Competence to the Standards, 8
Job Performance Checklist (FF), 8, 44
Job Performance Checklist (CO), 57
Job Performance Checklist (FPO), 49
job performance standards, 11
L
learning outcomes, 17, 70
legislation, 10
lighting conditions, 21
M
master trainer/facilitator (MT/F), 8
motivation, 5
N
National Fire Protection Association, 20
NFPA 1403, 12
NFPA 1500, 12
NFPA 1521, 12
O
Occupational Health and Safety Act, 8, 10, 13, 14, 38, 64
OFC Operational Guidelines, 12
Office of the Fire Marshal, 7, 8, 38
OFM, 8
OFM Policy 310 – Fire Simulation for Investigation Training, 13
Ontario Association of Fire Chiefs, 10, 11
Ontario Fire Code, O.Reg 213/07, 55
Ontario Fire College – Occupational Health & Safety Policy, 12
Ontario Firefighter Curriculum, 4, 7, 9, 29
on-the-job performance, 6
on-the-job work behaviors, 5
orientation stage, 16
P
partnerships, 21
personal protective equipment, 15, 41, 58
personnel accountability system, 15
playing by the rules, 17
practical situation, 6, 70
Professional Standards Setting Body, 11
props – fire suppression, 29
props - fireground operations, 28
props - hoses and appliances, 28
prototypical experience, 5
Provincial Fire Service Advisory Committee, 10
purpose, 4
R
reconstruction, 37
relate, 8
resources, 63
retention, 6
role-playing, 5
roof assembly replica, 33
roof simulator, 33
S
safety – burn cells, 37
safety considerations, 14
safety officer, 8
safety plan, 15
sample-Crown Brief, 55
sample release, 73
scenario, 8
scenarios – burn cells, 38
search and rescue, 34
Section 21, 10, 13
senior firefighter, 8
simulation, 5
size-up, 37
skills performance requirement, 4, 7, 21
standard operating procedures, 14
supervisor, 8
T
tabletop model, 8
template,8
trainer skills, 16
trainer/facilitator (T/F), 9, 20
training officer, 9
Training Officer Certification Program, 4, 8, 60
Training Officer Certification Program Job Experience Requirement Demonstration of Competence to the Standards, 60
transfer of skills, 6, 72
Transport Canada, 45
U
United States Fire Administration, 20
V
ventilation – positive pressure, 33
ventilation – props, 33
ventilation – vertical, 33
Volunteer Fire Fighting Modules, 4
W
WHMIS Regulation, 10, 62
[1] Rockler, M.J. Applying Simulation/Gaming In O. Milton and Associates, On College Teaching: A Guide to Contemporary Practices, San Francisco, Jossey-Bass Publishers, 1978
[2] Schank, R. Virtual Learning A Revolutionary Approach to Building a Highly Skilled Workforce, Toronto, McGraw-Hill, 1997
[3] Mager, Robert F. Measuring Instructional Results, Third Edition, USA, Library of Congress, 1997
[4] Maher, Patrick T., Designing Emergency Scene Simulations for Police and Fire Promotional Examinations, La Palma, Personnel and Organization Development Consultants, Inc., 1993
[5] Browning, Barry, ‘Fire training & simulators for industry’ Industrial Fire Journal, Dorset, England, October 2005
[6] ibid.
[7] Mager, Robert F., Measuring Instructional Results, Third Edition, USA, Library of Congress, 1997
[8] National Fire Protection Association, 1911 Standard for Service Tests of Fire Pump Systems on Fire Apparatus, Quincy MA, 2007
[9] Incident Command System/International Fire Service Training Associations, Stillwater, OK: 1983
[10] Maher, Patrick T. Designing Emergency Scene Simulations for Police and Fire Promotional Examinations, La Palma, Personnel and Organization Development Consultants, Inc., 1993
[11] ibid.
[12] Ministry of Labour, Ontario Fire Service Section 21 Advisory Committee, Enforcement of Fire Fighters Guidance Notes, revised January 2007
[13] Thiel, Adam, Stern, Jeff, The Training Paradox Safety & Realism, Presentation at the Fire Department Instructor Conference, 2005
[14] International Fire Service Accreditation Congress, Alternative Means Committee, 1998
[15] Meyers, C. and Jones, T.B. Promoting Active Learning Strategies for the College Classroom, San Francisco, Jossey-Bass Publishers, 1993
[16] Halton, Robert and Nee, Ted, Incident Simulations as a Training Tool Fire Engineering, Tulsa OK, Pennwell Publishing Co., March 1999
[17] Browning, Barry, ‘Fire training & simulators for industry’ Industrial Fire Journal, Dorset, England, October 2005
[18] Essentials of Firefighting 5th Edition, Fire Protection Publications, Stillwater, OK 2008, p. 948
[19] National Fire Protection Association, Fundamentals of Fire Fighter Skills, 2nd Edition, Sudbury, MA: Jones and Bartlett Publishers, 2009, p. 96
[20] ©copyright Queen’s Printer for Ontario
1 Rockler, M.J. Applying Simulation/Gaming In O. Milton and Associate, On College Teaching: A Guide to Contemporary Practices, San Francisco, Jossey-Bass Publishers, 1978
2 Mager, Robert F., Measuring Instructional Results, Third Edition, USA, Library of Congress, 1997
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