class a foam cfa001 learning and assessment strategy
TRANSCRIPT
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Program Stream
Class A Foam User
CFA001
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Learning and Assessment Strategy
Table of Contents
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Learning and Assessment Strategy
Learning Materials Control Sheet
Record of Issues
Issue No Issue Date Nature of Amendment
1 4 July 2009 First developed
Contact for Enquiries and Proposed Changes
If you have any questions regarding this learning document please contact the responsible
area identified below:
Name Tony Duckmanton
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Learning and Assessment Strategy
Class A Foam User CFA001Assessment Elements and Performance CriteriaElement Performance Criteria
Skills Recognition Knowledge and Skills Components
CFA001.1
Properties of Class A Foam
1.1 Identify the classes of fire
1.2 Identify wetting properties of Class A foam that
improve the effectiveness of water.
1.3 Describe/demonstrate the process of Class A
foam proportioning/induction.
1.4 Describe/demonstrate differences between non
aspirated and aspirated foam and equipment usedfor each.
CFA001.2
Health safety and
environmental Impact of
Class a Foam
2.1 Identify/demonstrate safe work practices and
precautions to be taken to avoid impacts on
human health and safety when handling and using
Class A foam concentrate and solution.
2 2 Identify/demonstrate appropriate levels of
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Element Performance Criteria
and wetting.
4.4 Identify/demonstrate foam type for application to
a range of wildfire fuels.
4.5 Identify/demonstrate foam type for use on a
range of non structural applications
4.6 Identify foam type and safety precautions whenapplying Class A foam to Class B hydrocarbon
fuels.
Critical aspects of evidence
It is essential for this unit that competence is demonstrated in:
Properties of Class A Foam.
Health safety and environmental Impact of Class a Foam.
Operate and maintain Class A foam equipment.
Application of Class A foam for a range of fire situations.
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Learning and Assessment Strategy
Competency Map
Sessions
CFA required
UnderpinningKnowledge
Knowledge
Assesment
Skills
Assessment Remarks
Session 1
Classes of fire and propertiesof Class A Foam
Session 2
Occupational health andsafety & PPC/PPE
Session 3
Foam type and its application
Session 4
Use of Class A Foam onClass B hydrocarbon fuels
Session 5
Foam concentrate storage
and handling
Session 6
Environmental impactprecautions
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Learning and Assessment Strategy
Session 7
Class A Foam systems, typeand operation
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Learning and Assessment Strategy
Learning Strategy Time: 20 mins Introduction to Class A Foam User CFA001
Method Content Aids
Delivery options A range of delivery options can be used to facilitate Class A foam
training to meet Performance Criteria these may include;
1. Pre course reading of CFAs Use of Class A Foam in Wildfire
Operations and Non Structural Applications learner manual. This may
be a chosen option to reduce theory training time in the classroom.
2. The Powerpoint slide presentation has a hide slide function.
Therefore allowing the Instructor a choice of slides considered most
appropriate for the classroom theory component thus placing more or
less empasis and time to be spent on outdoor practical training to allow
participants to demonstrate the skills required for final assessment.
CFAs Use of Class A Foam in WildfireOperations and Non Structural
Applications learning manual.
Powerpoint slide presentation.
Handouts. User Guide Wildfire and nonstructural.
Class A Foam sytems and ancillaryapplication equipment.
For further information refer to:Appropriate Safety Data Sheet Class A foam Concentrate.
CFA (2003) Class A foam, WettingAgent and Your Property.CFA (2003) Class A foam, WettingAgentand Agricultural land: Adviceto CFA members.CFA (2003) CFA EnvironmentStrategy.CFA (2005) Chief Offi cers StandingOrder Environmental CareCFA (2005) Chief Offi cersStandardOperating Procedure: Foams andWettingAgent FirefightingDSE (1995) Code of Practice for Fire
Management on Public Land.
Learning Check
to be conducted throughoutthe training program
Opportunities should be provided throughout the session for
participants to ask questions or clarify content. At the end of each
session, Instructors should consider using a combination of self check
questions from CFAs Use of Class A Foam in Wildfire Operations and
Non Structural Applications learner manual and or direct questioning
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Learning Strategy Time: 20 mins Introduction to Class A Foam User CFA001
Method Content Aids
techniques to check participants understanding of session content.
Material covered in earlier sessions/pre course reading may also be
checked in later sessions.
Help learners tofeel comfortableabout attending thistraining
Welcome participants.
Introduce yourself; name, background, qualifications to deliver thistraining program.
Conduct site induction and participant registration.
Explain that Class A foam;
Cools Insulates Isolates - Penetrates and Smothers
This acronym C I I P S will be reinforced throughout training
Show PPT slide 0 Title
Show PPT Slide 1 CIIPS
Inform learners ofmodule Elements:
1.Properties of Class A Foam2. Health safety and environmental Impact of Class a Foam3. Operate and maintain Class A foam equipment.4. Application of Class A foam for a range of fire situations
Discuss Performance Criteria from list above if felt nessesary for yourgroup
Show PPT slide 2 - Module objectives
Inform learners oftraining sessions andlearning andassessment timetable:
Sessions 1-7
Knowledge component approximately 4 hours
Skills component approximately 2 Hours
Assessment Knowledge and Skills approximately 2. hours
Show PPT slide 3 & 4 Sessions 1-7
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Learning and Assessment Strategy
Learning StrategyTotal Session
Time: 20 minsIntroduction.
Method Content Aids
Stimulate recall ofprior/ prerequisitelearning?:
Explain that priciples of using Class A foam will have been covered inWildfire training within the Wildfire firfighter learning manual as will theapplication of water and use of pumps and equipment.This training will build on your existing skills.
Session intoduction This introduction provides an understanding of ;Use of Class A Foam - benefits and considerations.Use the table to reinforce the benefits over water alone.
Show PPT slide 5 benefits
Explain the CIIPS Priciples and reinforce. Show PPT slide 6 CIIPS
The need to conduct a risk assessment during size-up.Cosider human health and safety and the environment.
Show PPT slides 7 & 8
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Session 1
Total Session 1 Time:
45 mins
Session title: Classes of Fire and Properties of Class A Foam
Content Points Teaching optionsAids/Refs/Practice/Feedback and
Assessment
Properties of Class A Foam
Including;
Classes of fire.
properties of Class Afoam including:
concentrate;
solution;
Wetting properties
surface tensionfoam
proportioning/induction rates
Drain time.
density;
expansion;
From Content Points (Left)
Give an overview of topics to be covered in this session.
Reinforce prior learning regarding Classes of fire A/B/C/D/E/F and that
Class A foam is intended for use on Class A fuels.
Explain that
Properties of Class A foam include - read from left hand list, then,
Explain that;
Class A foam concentrate is a combination of:
surfactants (surface active agents thatreduce the surface tension of water);detergent foaming agents;inhibitors (to minimise the effects of corrosion on metals);
andpreservatives (to prolong shelf life).Class A foam should not be confused withwetting agents whose only role is to reduce the surfacetension of water.
Solution is a mixture of water and concentrate.
The adition of Class A foam to water imporves wetting and
Refer to chapter 1 of CFAs Use ofClass A Foam in Wildfire Operationsand Non Structural Applications learningmanual.
Show PPT slide 9
Show PPT slide 10
Show PPT slide 11
Show PPT slide 12
Show PPT slide13
Show PPT slides 14 & 15
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spreading by lowering surface tension to spread across andpenetrate Class A fuels and that an increase in solutiontemperature further increases wetting. This is and advantagewhen applied to hot fuel beds.
Class A foam also attracts carbon for wetting out.
Proportioning/induction is the process of adding foamconcentrate to water and relates to the amount ofconcentrate added by percentage from 0.1% to 1%.
Draintime may be adjusted by increasing the proportioningrate I.e. to wet more dense tighly packed bark fuels moreslowly or by reducing the proportioning rate to wet porusfuels like grasses more quickly. When in doubt Wetter isBetter.
Density Is related to the amount of water held withinthe foam bubble mass. Non aspirated foam
has the highest density as it is mostly water. High expansionfoam has the lowest density as it is mostly air.
Expansion is the process of adding air to solution expansionmay differ.
The amount of air added is known as the expansion ratio.
Foam Types/expansion ratios there are four different foamtypes these are;Non aspirated,Low expansion,Medium expansion andHigh expansion (this type is not used for wildfire by CFA).
Each expansion ratio is generated using a specificallydesigned branchpipe.
Show PPT slides 16 & 17
Show PPT slides 18 & 19
Show PPT slide 20
Show PPT slides 21
Show PPT slides 22
Show PPT slides 23
Session 2
Total Session 2 Time:
Session title: Occupational health and safety and personal protective clothing and equipment PPC/PPE
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20 mins
Content Points Teaching optionsAids/Refs/Practice/Feedback and
Assessment
This session covers:
health and safetyprecautions;
personal protectiveclothing and equipment;
safe work practices.
From Content Points (Left)
Give an overview of topics to be covered in this session.
Explain that;All personnel involved in handling foam concentrates andapplying solutions should be competently trained andappropriately qualified in proper procedures to protect boththeir own health and safety and that of others and theenvironment.
Where applicable current OH&S work practices, CFAs ChiefOfficers Standing Orders and Standard Operating Proceduresare to be followed.
Using these slides reinforce the correct PPC/PPE to be worn whenhanling/decanting concentrate and using solution for both wildfire andnon structural application.
Reinforce the following safe work practices;firefighters must be trained and qualified to use Class A foam.
Conduct a risk assessment prior to using foam during the size up;wear appropriate ppc/ppe;notify others of its use;If sensitive to skin do not use;avoid splashing wash off with water;use barrier cream;
Slippery on tanker decks and groundDo not drive or walk through foam as it hides;trip hazards
Refer to chapter 2 of CFAs Use ofClass A Foam in Wildfire Operationsand Non Structural Applications learningmanual.
Show PPT slide 24
Show PPT slide 25
Show PPT slide 26
Show PPT slide 27
Show PPT slide 28
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hot ash bedsdeep holes.
Session 3
Total Session 3 Time:
50 Mins
Session title: Foam type and its application
Content Points Teaching optionsAids/Refs/Practice/Feedback and
Assessment
This session covers:
effects of Class A foamon the components ofthe fire triangle;
foam types;
proportioning rateversus foam typeversus drain time;
foam types and theiruse for wildfireapplications;
foam types andtheir use for non
structuralapplications.
Give an overview of topics to be covered in this session.
Explain the relationship to C-I-I-P-S on the fire triangle as aspirated
foam and non aspirated solution.
Explain that there are 4 Foam types these are;
Solution Wet - Fluid and Dry.
Explain from the table on this slide how different combinations ofproportioning/induction rates alter both foam type and drain times.
Explain that;
When proportioned @ 0.1 - 0.2 % this produces solution whichhas many uses in wildfire and non structural firefighting. Use each
individual slide photo 1-9 and reinforce the type of use.
When proportioned @ 0.1 - 0.3 % this produces wet foam
Which has many uses in wildfire and non structural firefighting. Useeach individual slide photo 1-6 to reinforce the type of use.
When proportioned @ 0.1 - 0.5 % this produces fluid foam
Which has many uses in wildfire and non structural firefighting. Useeach individual slide photo 1-7 to reinforce the type of use.
Refer to chapter 3 of CFAs Use ofClass A Foam in Wildfire Operationsand Non Structural Applications learningmanual.
Show PPT slide 29
Show PPT slide 30 & 31
Show PPT slide 32
Show PPT slide 33
Show PPT slide 34 Multiple photo
transition
Show PPT slide 35 Multiple phototransition
Show PPT slide 36 Multiple phototransition
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When proportioned @ 0.6 - 1 % this produces dry foam
Which has limited use in wildfire and non structural firefighting. Usethis slide to reinforce the type of use and limitations of dry foam.
CLASS A FOAM USERS GUIDE (Wildfire Applications)
Discuss the use of this card as a check list
CLASS A FOAM USERS GUIDE (Non Structural Applications)
Discuss the use of this card as a check list
Show PPT slide 37
Show PPT slide 38
Hand out
BlueCLASS A FOAM USERS GUIDE(Wildfire Applications)
Show PPT slide 39
Hand out
CLASS A FOAM USERS GUIDE(Non Structural Applications)
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Session 4
Total session 4 Time:
30 mins
Use of Class A foam on Class B hydrocarbon fuels
Content Points Teaching optionsAids/Refs/Practice/Feedback and
Assessment
This session covers:
understanding the useof Class A foam onClass B fuels;
Important cautionarynote;
fuel pick up;
flame/heat andburnback
ghosting; and
foam applicationmethods.
From Content Points (Left)
Give an overview of topics to be covered in this session.
Explain that;
It is important to understand that Class B foam is thepreferred foam type for use on hydrocarbon Class B fuels and
where available it will be the most appropriate extinguishingagent. As an alternative, in areas of CFA where only Class Afoam and equipment is carried on tankers and these beingfirst on scene, Class A foam may be putto effective use for rapid knockdown ofshallow Class Bhydrocarbon fuel spills.If Class A foam is used as above, Class B foam may beapplied over Class A foam at any time to increase the level ofeffectiveness for both fire knockdown and security againstreignition.
Reinforce this cautionary note:If Class A foam is to be used tosecure against ignition or extinguish ClassB fires involving hydrocarbon fuel spills itshould initially be proportioned at 1% anddelivered via a Class A low expansion foambranchpipe. The foam blanket should not beentered by fi refi ghters.Class A foam is NOT suitable for use on watermiscible/soluble flammable fuels such as
Refer to chapter 4 of CFAs Use ofClass A Foam in Wildfire Operationsand Non Structural Applications learningmanual
Show PPT slide 40Session Introduction
Show PPT slide 41
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alcohols.
From the slides relating to the following topics explain how toidentify risk/cautionary signs and apply the appropriatecorrective action for each.
Fuel pick upCautionary signs;discoloration of part orthroughout the foam blanket
Corrective action;apply more foam and cover over
Flame/heat and burnbackCautionary signs;rapid Increase in area of flame as foam cover is burnt off;increasing radiant heat as flame intensifies breaking downthe remaining foam cover further reducing burn back
resistance
Corrective action;apply more foam and cover over
GhostingCautionary signs;Fuel is picked up in the foam blanket this flashes over(ignites) and burns off eventually destroys the foam blanket.
Corrective action;apply more foam and cover over
Explain that;Direct application of low expansion foambest results are achieved when aspiratedClass A foam is applied as gently as possibleonto the fuel surface, thus avoiding foamdestruction by forceful plunging into or ontothe fuel.
Show PPT slide 42
Show PPT slide 43
Show PPT slide 44
Show PPT slide 45
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It should be understood that this methodis, in direct contrast to applicationto Class A fuel where more forcefulapplication is appropriate.
To achieve best results, low expansion foam should beapplied Up Wind (with the wind at your back) and be allowedto carry gently bythe rain down method onto or across the fuel surface.
Indirect application is when aspirated foam is applied away from thefuel surface and allowed to flow on.
For maximum firefighter safety explain thatfirefightersuse the bounce and roll or flow on method applying foam off a groundsurface to the leading edge of a fire pushing foam progressivelyacross the fuel surface extinguishing fire as it covers the fuel.
It may also include discharging foam onto another surface i.e.vertical wall or car/truck body to flow down onto the a shielded firebeneath,
Note;Fluid medium expansion foam may be usedover the top of the low expansion foam blanket once full fuelsurface cover and fire extinguishment has been achieved.
Show PPT slide 46
Session 5
Total Session 5 Time:
20 mins
Foam Concentrate Storage and Handling
Content Points Teaching optionsAids/Refs/Practice/Feedback and
Assessment
This session covers:
storage;
Refer to chapter 5 of CFAs Use ofClass A Foam in Wildfire Operationsand Non Structural Applications learningmanual.
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spills;
compatibility; and
topping up andrefilling.
From Content Points (Left)
Give an overview of topics to be covered in this session.
Explain that;
As with any chemicals, strict adherence to storage andhandling guidelines and procedures are necessary to ensure
personal safety and prevent damage to equipment and theenvironment.
Storage on appliancesconcentrate will be stored only in the designated storage drum rack ortank provided
Storage of drum stocksClass A foam concentrate is to be kept in the original supplierscontainer appropriately labeled.Ideal storage conditions are as in a normal warehouse scenario.
Topping up refilling of tanks and replacement of 20 litre drums.appropriate PPC/PPE to be worn;carried out in accordance with FGPs/SOs/SOPs;use approved equipment provided;avoid spills into drains; contain and clean up if spilt;use manufacturers Safety Data Sheets for information.
1. Compatibility when using different brandsof Class A foam as solution or aspirated foam from different vehicleson the same fire and they come together.
This form of compatibility is acceptable practice and will beunavoidable from time to time.
2. Compatibility when mixing different brandsone manufacturers brand of Class A foam concentrate with anotherbrand.
Exhaustive testing has been carried out to determine that when mixed
Show PPT slide 47
Show PPT slide 48
Show PPT slide 49
Show PPT slide 50
Show PPT slide 51
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the following concentrates all are compatible;Chemguard First Class,Forexpan S andPhoschek WD 881 (the Class A foam brand used by DSE)
3. Mixing of Class A with Class B foam concentratethis must not be allowed to occur.
All CFAs A and B class foam containers are clearly labeled so checkbefore use.Only DMOs will be able to carry out the long process of cleaning outstorage tank and all associated pipe work and proportioningequipment if Class A & B foams are mixed.
Show PPT slide 52
Session 6
Total Session 6 Time:
20 mins
Environmental Impact and Precautions
Content Points Teaching options Aids/Refs/Practice/Feedback andAssessment
This session covers:
the use of Class Afoam;
potential impacts ofClass A foam use;
precautions;foam storage, mixingand
filling sites; and
equipment cleaning.
From Content Points (Left)
Give an overview of topics to be covered in this session.
Explain that;
There are a number of issues relating to environmentalimpact that need to be considered when storing, handlingand applying foam. CFA permits the use of Class A foam orwetting agent in accordance with Chief Officers StandingOrders, Standard Operating Procedures, CFA policies andrelevant legislation, which includes safe handling andenvironmental precautions. You need to be aware of, andcomply with, these guidelines.
Refer to chapter 6 of CFAs Use ofClass A Foam in Wildfire Operationsand Non Structural Applications learningmanual.
Show PPT slide 53
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Section 30 of the CFA Act1958, empowers CFA to use Class A foamfor the protection of life and property.
Observe CFAs current;
Chief Officers Standing Orders;
SOPs and other relevant materials.
(refer to Class A foam learning manual chapter 6 )
Impacts/Precautions
A risk assessment will be carried out prior to use of Class A foam,
ensure that Class A foam does not enter waterways e.g. dams, lakes,swamps, rivers and creeks (minimum 50 metre buffer zone);
minimise the risk of pollution at training sites or facilities, fire stations,domestic water supplies and other foam storage and mixing sites andavoid the use of Class A foam on organic and certified properties
Flush equipment at the incident or training site after using foam. DoNOT flush equipment near water bodies, storm water drains oragricultural areas.
Show PPT slide 54
Show PPT slide 55
Show PPT slide 56
Grassfire Tanker TacticsVideo/CD.
This is the Class A foam chapter from Grassfire Tanker TacticsVideo/CD. This should be played to reinforce uses and precautionswhen using Class A foam.
This resource may be played to participants at any time deemedappropriate by the instructor during the theory presentation.
Show PPT slide 57
with embedded Video2 mins 9 sec
Session 7
Total session 7 Time:
20 mins
Class A Foam SystemTypes and Their Operating Components
Content Points Teaching optionsAids/Refs/Practice/Feedback and
Assessment
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This session covers:
low and high energyClass A foam systems;
proportioning orInduction methods;and
manually andautomaticallyregulated systems. From Content Points (Left)
Give an overview of topics to be covered in this session.
Explain that;
There are many different types and confi gurations of Class Afoam proportioning and induction systems.This session gives a generic overview of Class A foamsystems only. You should consult the appropriate Operationand Maintenance Manual and FGPs to obtain specificinformation relating to the system(s) you may be expected tounderstand and operate.
Explain that this slide gives an overview ofsome of the Low Energyfoam sytems currently being used in CFA on tankers and pumpers.
Including;
Foam pro 1601 direct injection
Level 2 Inline induction
Quenchmaster around the pump
Dosatron direct injectionRobwen direct injection (limited number)
Hale balanced pressure
Foam pro 2001 Direct injection
Refer to chapter 7 of CFAs Use ofClass A Foam in Wildfire Operationsand Non Structural Applications learningmanual.Further reference materialsCurrent - Manufactures Operations andmaintenance manuasl.CFAs appropriate vehicle information
data sheet/DVD. FGPs. CFA Level 2Information manual. Appropriate CFAPowerpoint presentations.
Show PPT slide 58
Show PPT slide 59
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Low energy systems and foam delivery components include;
appliance pump;
foam concentrate proportioning or induction device;
delivery nozzle either non aspirating type to deliver solution or alow energy air inducing foam branchpipe to deliver aspirated foam.
Low energy systems are the most common in use by CFA.
High energy systems are known asCompressed Air Foam Systems(CAFS).
Components include;
appliance pump;
foam concentrate proportioning or induction device;
air compressor for injection of compressed air into a delivery hoseto mix with solution;
delivery outlet open ended on/off valve or straight jet nozzle todeliver aspirated foam.
CAF Systems are common in use by DSE
Photo of a DSE CAF System.
Give an overview of the skills components to be comleted
Identify further training reference materials components forparticipants.
Further Training reference materials
Refer to appropriate CFA PowerPoint presentation for;
Pumpers;
Foam Pro 2000-2001.
Hale V series Class A foam systems.
Show PPT slide 60
Show PPT slide 61
Show PPT slide 62
Show PPT slide 63
Show PPT slide 64
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Tankers;
Foam Pro 1600-16001.
Quenchmaster CF700CFA.
Other reference materials
Level 2 Induction systems( CFA Level 2 Information Manual)
Robwen (Manufacturers Manual)Slip Ons - Dosatron (Manufacturers Manual).
Ask for any questions thank participants and close.
Show PPT slide 65
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Session/Module
Summary/Review: Use a combination of self check questions from the learner manual and or directed questioning techniques
Learning Check: Opportunities should be provided throughout the session for students to ask questions or clarify content. At the end
of each session, trainers should consider using a combination of self check questions from the learner manual and
or directed questioning techniques to check student understanding of session content. Material covered in earlier
sessions may also be checked in later sessions. Practical activities should be incorporated into the training to allow
participants to demonstrate the skills required.
On the Job Practice: Determined at Brigade level.
Support/EncouragementTechniques:
For example, a phone call from the trainer, a follow-up questionnaire that's completed by both participants and their
managers, or the manager having a development discussion with their team member.
Further Training: Determined at Brigade level. Any further learning that would enhance skills and knowledge (for example, further
courses to complete or books to read).
Program/ Unit Evaluation: Feedback is sought from trainers and participants. A post course review should be carried out to gather feedback
and seek ideas for improving course content and presentation.
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