Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
4 WORKSHOP SCHEDULING OPTIONS Option One, 4 hours: 3 hours of instruction, 1 hour of introductory material, break, wrap-up Welcome, Safety Message and Introductions: Instructors and Participants 15 mins. Review of the Student Manual 15 mins. Module 1a: ICS for Field Level Transportation Supervisors and Staff 60 mins. Break 15 mins. Module 1b: ICS in the Field: Five Roles of Transportation (ICS Quick Start Cards and Supervisorâs Folder introduction) 45 mins. Module 2: Working the Accident: You Start/You Join Selected Scenario 45 mins. Questions/Discussion 30 mins. Wrap-up and Course Evaluation for Modules 1a, 1b and 2 15 mins. Option Two, 7 hours: Add Afternoon Session Below Briefing Training Topic: Safety 15 mins. Briefing Training Topic: Communications 15 mins. Briefing Training Topic: Collaboration with Other Professions 15 mins. Selected Scenario 30 mins. Break 15 mins. Selected Scenario 30 mins. Selected Scenario 30 mins. Questions/ Discussion 15 mins. Wrap-up and Course Evaluation 15 mins. Alternative Delivery Schedules Note that the Briefing Training and Discussion-Based Training segments were designed as free standing instructional blocks within a morning briefing or other training environment. These can be used in any order, for example, the Briefing Training Topic: Safety module could be taught, followed by a Scenario, where safety can again be emphasized as the students work the wildland fire problem. For a shorter training day just one of the Briefing Training modules and one of the discussion-based Scenario modules could be added to the morning session. In that case more time might be allotted for discussion of the accident in the morning, and the evaluation activity for the morning and afternoon modules could be moved to the afternoon. Another possible configuration is to divide the students into 2 or 4 groups and have each work a different problem at the same time from the Discussion-Based Training segments, with an instructor or senior transportation emergency management staff member as the facilitator for each group. The groups could then report back to each other on the Incident Action Plan they created for the event they were managing using the ICS Quick Start Cards and FOG.
5 Free Standing Training Each of the Briefing Training and Discussion-Based Training segments can also be offered as a separate instructional block at another time. The Briefing Training segments were designed to be incorporated into the morning briefing as a thought-based refresher course for staff members who have completed the basic ICS course. These could be offered at quarterly meetings or as the ICS portion of training update events, as well. The Discussion-Based Training segments were designed to be used as quick discussion-based refresher courses on all aspects of ICS. Using the little vehicles to work through the problem would quickly review all aspects of ICS activities within a locally-meaningful scenario. In any case the purpose of Briefing Training and Discussion-Base Training segments is to reinforce and refresh the training provided in the morning. SANDBOX METHOD OF EXERCISES Note the engineerâs tape creating the âhighwayâ, the simulated accident with the little cars, the emergency vehicles in Staging, the student book with the slides on the different ICS elements, and the Supervisorâs Card sets that are distributed to students to help them work through the scenario. The purpose of the Sandbox Method is to help students visualize the movement of personnel and equipment through a scenario as they practice their Incident Command System knowledge and terminology. This system has long been used by the US military to work an operational problem or to explain an operational plan. Field personnel are accustomed to thinking on their feet, and are likely to appreciate a kinesthetic approach to exercising their critical thinking skills and knowledge of a problem. Adult learning theory suggests that most adults remember best what they hear, see and do. The Sandbox Method incorporates these elements.
