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Incident Command Trainers

Consultation DraftMarch 2017

Consultation v1

Contents

1. About SFJ Awards

2. Background to the proposed qualification

3. Unit overview

4. Proposed qualification structure

5. Consultation

6. Qualification units

7. Ofqual level descriptor

Incident Command Trainers Consultation 2 March 2017

Proposed Incident Command Trainers

Draft Units and Qualification Structure

March 2017

1 About SFJ Awards

SFJ Awards is part of the Skills for Justice Group. For the last 10 years Skills for Justice has been working with employers, Governments of the UK and agencies within the skills system, to better equip workforces with the right skills now and for the future.

During this time Skills for Justice has earned an enviable reputation for its knowledge of the sector and its proactive approach to the development of skills and qualifications, along with an ability to deliver genuinely workable solutions for the employers it represents.

SFJ Awards is an awarding organisation that builds upon this reputation, and understands the specific challenges facing the Policing, Community Safety, Legal and Armed Forces sectors, enabling us to quality assure learning outcomes that are suited to the needs of the sectors.

Customer satisfaction is the cornerstone of our organisation, and is delivered through an efficient, customer-led service, providing excellent value for money.

2 Background to the proposed qualification

This consultation document relates to the following qualification:

SFJ Awards Level 5 Award in Designing and Delivering Incident Command Training

The main objective of this qualification is to provide learners with the knowledge, understanding and skills to design and deliver incident command training. The qualification is aimed at incident command trainers for emergency services including: fire and rescue, police, military, ambulance and others. It reflects the aims of the Joint Emergency Services Interoperability Program (JESIP) to standardise multi agency command of incidents. However, it is written in such a way to enable individuality and focus on the needs of each specific service.

The qualification aims to recognise, and award by qualification, the excellent work already being completed by all agencies in the Emergency Services sector. It is also intended to help to mitigate corporate risk through assurances that training has been delivered by individuals accredited with a nationally recognised qualification.

SFJ Awards wish to consult with any stakeholders who may have an interest in and wish to comment on the draft qualification.


3 Unit overview

The draft units included in the Level 5 Award in Designing and Delivering Incident Command Training are made up of the following main components:

Unit title – providing a clear indication of the content of the unit Unit level – indicating the level of the unit in relation to recognised level descriptors Learning outcomes - setting out what a learner is expected to know, understand or be

able to do as the result of a process of learning Assessment criteria - specifying the standard a learner is expected to meet to

demonstrate that the learning outcomes have been achieved Guided Learning Hours (GLH) - define the number of hours where the learner is given

specific input, usually by a tutor, in order to achieve the learning outcomes

The draft unit titles are as follows:

Unit 1 – Understand the wider context of incident command trainingUnit 2 – Understand incident command training designUnit 3 – Design and deliver incident command training

The units are available in Section 6 of this document.

4 Proposed qualification structure

To be awarded this qualification the learner must achieve all the units shown in the table below.

Structure: Three mandatory unitsGuided Learning Hours: 80 hoursTotal Qualification Time: 110 hours

Mandatory Units

Unit Reference Number

Unit Title Level GLH

TBC Understand the wider context of incident command training 5 20

TBC Understand incident command training design 5 30

TBC Design and deliver incident command training 5 30

5 Consultation


The development team would welcome feedback on the proposed Level 5 Award in Designing and Delivering Incident Command. We are seeking views from experts, employers and other stakeholders who have knowledge of and/or whose organisation involves incident command training and can comment on aspects of the following:

Unit content Qualification structure Qualification and unit level Total Qualification Time (TQT) and Guided Learning Hours (GLH)

All feedback should be sent to Qualifications Team at SFJ Awards by 2 May 2017.

E-mail: [email protected]

Address: SFJ Awards, 1st Floor, Consult House, 4 Hayland Street, Sheffield, S9 1BY

Tel: 0114 284 1970


mailto:[email protected]

6 Qualification Units

Title Understand the wider context of incident command training

Level 5

Unit Summary This unit covers the underpinning knowledge and understanding required for designing command training, exercise and simulation. The aim of the unit is to provide the learner with an understanding of the cognitive processes involved in dealing with incidents, as well as the political dimensions involved. The learner will also develop understanding of command procedures, and legal and organisational requirements.

GLH 20 hours

Learning OutcomesThe learner will:

Assessment CriteriaThe learner can:

1. Understand the cognitive processes involved in dealing with incidents

1.1 Analyse decision making types and styles used in the command environment

1.2 Analyse the use of decision triggers1.3 Evaluate leadership and decision making

styles1.4 Analyse the stressors and mechanisms of

cognitive failure impacting commanders1.5 Evaluate the effectiveness of command

decision making to judge the reliability of commanders

1.6 Compare and contrast the key decision making theories and their authors

1.7 Evaluate local and national policy and procedure in relation to command decision making theory

1.8 Research the impact of neurodiversity on the execution of command

1.9 Research the impact of diversity on the execution of command


2. Understand service specific and multi-agency incident command procedures

2.1 Evaluate the role of your service within the context of the framework of multi-agency response

2.2 Compare and contrast local, national and international single agency command procedures and policy to identify strengths and weaknesses

2.3 Compare and contrast local policy and procedures with multi-agency policy and procedures to identify strengths and weaknesses

2.4 Explain the mechanisms of procedural failure impacting on commanders

2.5 Explain the interrelationship of command levels, for single and multi-agency operations, up to, and including governmental level

2.6 Analyse the statutory roles of different responders (e.g. Cat 1 and Cat 2 responders)

2.7 Analyse the command conflictions and pressures within a multi-agency context

3. Understand the political dimension of incident command

3.1 Analyse the political imperatives, implications and impact of command

3.2 Compare and contrast the principles and concepts of Corporate Assurance with the way in which your service operates

3.3 Explain reputational issues and the interrelationship with command

3.4 Evaluate the principles and concepts underlying the theoretical framework of inter service relationships

3.5 Evaluate inter-service stressors, and the consequent corporate issues

3.6 Evaluate the principles and concepts underlying the theoretical framework of the ‘media agenda’

3.7 Compare and contrast the principles and concepts underlying the theoretical framework of the ‘media agenda’ with the ‘corporate agenda’ and ‘ethical agenda’

3.8 Evaluate the principles and concepts underlying the theoretical framework of the ‘political agenda’

3.9 Evaluate failures in the management of the political arena by the commander


4. Understand the legal and organisational requirements in relation to incident command

4.1 Evaluate the strengths and weaknesses of the legislative framework within which your service operates

4.2 Compare and contrast the legislative framework within which your service operates with the framework within which other agencies operate

4.3 Explain, from an organisational perspective, the legislative environment of command at- single agency level- multi agency level

4.4 Explain, from an organisational perspective, the limitations of authority within the command environment and command levels

4.5 Evaluate, from an organisational perspective, failures in the management of legal authority by the commander

Additional information about the unit

Assessment guidance Assessment methods may include:

Coursework

E-assessment

Multiple Choice Examination

Written Examination


Title Understand incident command training design

Level 5

Unit Summary This unit covers knowledge and understanding required for designing command training, exercise and simulation. The aim of the unit is to provide the learner with an understanding of exercise design types, processes and tools, as well as the components of exercise execution.

GLH 30 hours



1. Understand exercise types for incident command training

1.1 Explain and define:- a linear exercise- a spatial exercise- a training exercise- an assessment exercise- a single agency exercise- a multi-agency exercise- live play- simulation

1.2 Analyse the strengths and weaknesses of:- a linear exercise- a spatial exercise- a training exercise- an assessment exercise- a single agency exercise- a multi-agency exercise- live play- simulationin relation to your organisation

1.3 Evaluate training to identify strengths and weaknesses

2. Understand simulation types and their application in the context of the training environment

2.1 Explain the following types of simulation:- virtual worlds- real time - slow time - tactical decisions exercise- table top


- human in the loop- live play- immersive learning

2.2 Research, analyse and determine the principles and concepts for the appropriate training system type to use

2.3 Evaluate methodology errors in the delivery of exercises

2.4 Analyse shortcomings in simulation types to improve future practice

3. Understand exercise design and facilitation tools

3.1 Compare and contrast timeline types and styles

3.2 Conceptualise new timeline types to support your exercise design

3.3 Evaluate principles and concepts of timeline types

3.4 Evaluate the principles and concepts of ‘scripts’ within exercises

3.5 Explain the use of ‘scripts’ within exercises3.6 Establish the appropriate content and

parameters for use within exercises3.7 Evaluate design errors within exercises

4. Understand the components of exercise execution

4.1 Research the types of ‘role play’ and evaluate their effectiveness

4.2 Evaluate the use of ‘notional activities’ within exercises to determine strengths and weaknesses

4.3 Compare and contrast exercise Tempo's and Battle Rhythms

4.4 Compare and contrast ‘scripted and non- scripted exercises’ to determine strengths and weaknesses

4.5 Evaluate the effective ‘use of scripts’ within an exercise to determine strengths and weaknesses

4.6 Evaluate ‘application errors’ in the delivery of exercises to determine strengths and weaknesses

4.7 Evaluate ‘facilitation methodologies’ to determine strengths and weaknesses

4.8 Evaluate ‘debriefing methodologies’ to determine strengths and weaknesses

4.9 Explain key roles in the delivery of command training




Coursework

E-assessment

Multiple Choice Examination

Oral Examination

Written Examination


Title Design and deliver incident command training

Level 5

Unit summary This unit gives learners the skills required for designing command training, exercise and simulation. The aim is to provide the learner with the ability to set up working arrangements for incident command training, compile a marking strategy and prepare an exercise.

GLH 30 hours



1. Be able to set up working arrangements to design and deliver incident command training

1.1 Advise the client on training and assessment protocols and methodology

1.2 Evaluate client expectations for the delivery of command training and assessment

1.3 Negotiate objectives with the client1.4 Evaluate conflictions in defined

requirements and agree appropriate solutions

1.5 Evaluate and specify appropriate systems and props to meet agreed needs

1.6 Deliver working arrangements to agreed specification within agreed timescales and budgets

2. Be able to compile a marking strategy for command assessments

2.1 Design marking criteria2.2 Analyse differing methodologies for

assessing command2.3 Compare and contrast differing marking

methodologies2.4 Evaluate existing marking methodologies2.5 Explain the use of industry standards and

local policy and procedure in determining marking criteria

3. Prepare an exercise 3.1 Prepare an exercise specification3.2 Prepare exercise documentation3.3 Prepare exercise scripting3.4 Cross map the exercise to customer

requirements3.5 Cross map the exercise to qualifications


3.6 Prepare design briefs for supporting materials

3.7 Prepare facilitator notes

4. Deliver an exercise 4.1 Brief learners4.2 Direct an exercise4.3 Debrief the learners4.4 Provide an assessment decision



Oral Examination

Portfolio of Evidence

Practical Demonstration/Assignment

Simulation

Written Examination


7 Level Descriptor1

Level Knowledge Descriptor (the learner...)

Skills Descriptor (the learner can...)

5 Has practical, theoretical or technological knowledge and understanding of a subject or field of work to find ways forward in broadly defined, complex contexts.

Can analyse, interpret and evaluate relevant information, concepts and ideas.

Is aware of the nature and scope of the area of study or work.

Understands different perspectives, approaches or schools of thought and the reasoning behind them.

Determine, adapt and use appropriate methods, cognitive and practical skills to address broadly defined, complex problems.

Use relevant research or development to inform actions.

Evaluate actions, methods and results.

1 Qualification and Component Levels: Requirements and Guidance for All Awarding Organisations and All Qualifications, Ofqual 2015


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