2 Plans in 1: Creating a training action plan

By Kevin Milan

A fireground mentor once told me, “It’s OK to vary your plan, as long as you have one.” As a young fire officer, I understood the message: We can change ventilation tactics so long as we plan to vent. A secondary water supply can come from either direction, so long as it arrives. Little did I know that this mentor imparted wisdom about things far beyond commanding the initial fire attack.

Today, as a fire training officer, I’m often asked my opinion of emergency response training. Some people ask if I think an idea “sounds good”; others recap a training episode, asking “What do you think?” Whether simple skill drills or a multi-agency exercise, my response is always, “What are you trying to accomplish?” Some shrug their shoulders and say “just training.” But with “just training,” the best training officers provide plans and details. Goals and objectives are articulated, standards are referenced and measurable outcomes are listed.

Combining Systems
My father, an architect, would often tell me “The devil is in the details.” Later I learned the famous German Architect Mies van der Rohe first penned the phrase “God is in the details.” My dad was not as optimistic as the German master, but certainly more realistic.

 

A training action plan (TAP) allows personnel to better prepare for the “Big One” and other extreme fireground situations by combining information and tools from the two systems we currently use for response (incident action plans, or IAPs) and training (lesson plans built on objective-based learning). Photo Cary Ulrich


His advice was pragmatic: Neglect the details and you’re doomed to mediocrity.

In blueprints, the “details” are those small drawings that show intricate building connections and elevations. A carpenter can easily add a parapet to a roof, but creating a weather-tight connection, complete with flashing and counter-flashing, requires a heightened awareness of detail. This is what separates a watertight building that’s aesthetically pleasing from an abomination.

What does this have to do with fire training? Everything. With comprehensive plans, the devil has no chance of meddling in your training details. Brunacini taught us, “The only thing worse than no plan is two plans.” We’re doing a disservice to our firefighters by using two disparate systems, one for response (incident action plans, or IAPs) and another for training (lesson plans built on objective-based learning). Incident Command System (ICS) forms, action plans and incident command provide the plans and details needed for both response and training.

Combining the two systems would put the ICS forms and action plans in the hands of our personnel, which would allow them to more thoroughly practice for the “big one.” We understand ICS and can read an incident action plan (IAP), so combining the two to make training action plans (TAPs) would cover all the bases.

TAPs in Real Life
During the recent Fourmile Canyon Fire in Colorado, South Metro (Colo.) Lt. Matt Holm was handed a division assignment (ICS 204) outlining his duties as an engine boss. He attended a briefing given by his division supervisor, and he reviewed the IAP. At the end of his shift, he turned in a unit log (ICS 214). The safety message (ICS 208) and communications plan (ICS 205) were embedded in the IAP. He knew the plan, and he had the details.

Two weeks earlier, Lt. Holm had assisted with an academy where 3 days of fire training were presented to area departments. As his division supervisor, I handed him a 204, which he reviewed and took with him. Embedded in the TAP was the safety message (ICS 208) and communications plan (ICS 205). When the training was complete, he turned in his training log (214). There was a minor injury documented on the 214, which Lt. Holm had explained to the safety officer (SOF). He also completed the necessary paperwork. The guidance for these actions came directly from the 204.

Did Holm’s familiarity with IAPs and 204s that he gained from training support his success on the fire? Are his exceptional actions in training tied to his experience in navigating the IAP on previous fires? The answer to both questions is an absolute yes.

After-Action Reviews
After-action reviews (AAR) are additional documents and processes that can bridge the response/training chasm. Through structured training on AAR use, key elements of fireground training can be documented. Feedback to the crews can arrive in a standard format with lessons learned. Recommendations for future training evolve from AARs, both from the fireground and the training ground. Through a standard format, training again reinforces response.

Conclusion
Remember: You can change a plan as long as you have one. ICS forms and processes assist in organizing the plans and details of both the fireground and the training ground. AARs document what was accomplished and the lessons we learned. These elements do not replace instructional design, but they do keep the devil out of training details.

My father and my fireground mentor were telling me the same thing: Make a plan and share it.

Note: A sample training action plan is provided to give relevant examples of the process. These forms work in career, combination and volunteer settings. The ICS is not the end-all solution for all lesson planning; however, it does apply a well-known structure to the process.
Sample TAP.pdf

A TAP template is also provided for your use and modification. Everyone benefits from organized training. Why? Because major elements of plans and details travel up and down the chain of command with TAPs. TAP Template.docx 

Kevin Milan is president of the Colorado Fire Training Officers Association and director at large for the International Society of Fire Service Instructors (ISFSI). Kevin is a graduate of the National Fire Academy Executive Fire Officer Program, holds a master’s degree in Executive Fire Leadership, and is a doctorial student in the Fire and Emergency Management Program at Oklahoma State University. With 19 years of fire experience, he is a training officer for South Metro (Colo.) Fire Rescue with previous experience as an architectural project manager and classroom teacher.


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