Fairfax County (Virginia) Fire & Rescue’s Professional Development Section recently completed a large-scale incident command simulation that is designed for our battalion chiefs and command staff. The simulation, which involved a partially sprinklered residential high-rise structure in the Penn Daw area of Fairfax County, was modeled after the Twin Parks (Bronx, N.Y.) and Arrive Apartments (Montgomery County, Maryland) fires.
The primary goal of our incident simulations is to provide reality-based, immersive training that mirrors what our incident commanders (ICs) would see and hear in actual incidents. These performance-based simulations are designed to challenge the participant’s ability not only to demonstrate knowledge but, more importantly, to work through a well-defined critical decision-making process.
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Considering the human performance scale of crawl, walk, jog and sprint, as well as the number of prior simulation trainings, we felt confident that a sprint scenario was an appropriate benchmark for our ICs. Given the dynamic, rapidly changing conditions of these two high-rise residential fires, we wanted to expose our battalion chiefs to a realistic set of stressors in a relatively time-compressed environment.
Building the simulation
For most Fairfax County Fire & Rescue simulations, planning begins about two to three months before the actual simulation is delivered. The goal is to establish a development team that includes operations, the training academy and our senior leadership team.
Once objectives and benchmarks have been approved, the team moves forward with a full build-out that includes:
- Research of similar incidents
- Identification of similar structures within our jurisdiction
- Creating the computer-based visual simulation
- Audio dispatch recordings
- Script template for role players
- Incident benchmarks, including objectives
- Consulting with subject-matter experts (for this simulation, our fire protection engineers)
- Current and relevant scientific research/studies
Once the building is selected, we begin identifying our incident objectives and ensuring that the building supports the overall intent of our scenario.
For this simulation, we wanted our ICs to identify the conditions under which a wind-driven fire would require companies to deploy large-caliber attack lines (multiple 2½-inch lines). To ensure the building could support the pressure/flow of our objectives, we contacted our Fire Prevention Division for specific standpipe design and hydraulic calculations. We selected a residential high-rise condominium, Montebello Condos (pictured below), constructed in 1986. The building is listed as a Type II noncombustible structure with a Class I standpipe system in all stairwells.
Primary training objectives
Because the building could support a variety of attack line configurations, we identified the following primary incident objectives:
- Identification of a wind-driven fire in an upper-floor residential high-rise structure
- Early identification of additional fire department resources
- Planning for extended operations
- Early buildout of the Incident Command System to address the complex needs of the incident
- Deployment of alternative strategies and tactics to match the fire conditions and dynamic factors associated with an occupied high-rise building
- Testing our command team concept with additional command staff and our responding operational deputy chief
Tactical benchmarks
In addition to the incident objectives, we identified critical tactical benchmarks that are based on our operating manuals and best practices for this type of incident. The completed benchmarks are recorded during the incident and analyzed for trends and operational gaps.
For this scenario, more than 40 incident benchmarks were captured. The variables that often come into play are how each battalion chief perceives the incident, how they plan on utilizing resources, and how the additional resources best fit into their operational incident action plan.
As radio traffic from the role players indicates that this is no longer a fire alarm but an actual fire event, the responding battalion chief is expected to upgrade the event and ensure that a high-rise dispatch is requested (Chart 3). Additionally, based on information shared with the battalion chief, the expectation is that they advise units that high-wind conditions are driving the fire (Chart 4). Based on role-player interactions and a well-defined script, the battalion chief will request additional resources in accordance with established manuals and best practices (Chart 5).
The data is incorporated into an after-action report (AAR) and utilized to reinforce current high-rise firefighting operations and to enhance future training initiatives.
Defining the script
A simulation would be incomplete without a defined and sequenced script that reproduces the anticipated order of events, expected radio traffic and other key indicators for this type of incident. Our completed simulation/script binder is divided into sections:
- Reference material from the actual fire events
- Pictures of the building to include any associated preplans
- Simulation pictures from all sides of the building
- Incident objectives
- Incident benchmarks
- Incident unit resources that include anticipated fire and EMS dispatch algorithms
- Building layout (floor plans to include scenario-specific elements)
- Building system information, fire protection features, evacuation plans, maintenance contact information
- Building conditions related to the simulation (fire, smoke, patients)
- Incident variables (if this, then that flowchart)
- The timed script that the role players will use as a reference
The script below represents radio traffic from this simulation, along with an expected behavior from a responding deputy chief.
Modular approach
One change we incorporated for this simulation was the ability to modify the script by introducing modular components. For us, this means modifying the script based on the IC’s performance and experience level. For this simulation, our modular approach incorporated the following:
- Slowing timed radio responses (frequency and rate of radio transmissions)
- Adjusting the number and location of victims
- Inclusion of a firefighter mayday
As an agency that has seen numerous battalion chief promotions, our biggest challenge is ensuring that we provide an experiential learning environment that develops mental skills — aka the “slide deck” or mental memory. As with other departments, a declining number of fires means our ability to gain experience through actual incidents has gradually diminished. Our personnel bring a variety of skill sets and experiences, but they lack the background knowledge to effectively command and control a rapidly expanding incident they have never encountered. Our modular scripts allow them to perform at their level of experience and take in the many visual and auditory cues within the simulation. The ability to craft and customize a learning experience so that our personnel develop confidence and competence underscores a winning mindset. This is the difference between a promotional examination and a modular simulation that motivates our personnel to learn.
Furthermore, there are always numerous schools of thought and strong opinions that, regardless of experience, assignment and performance levels, all participants must get the same scenario. We disagree with this legacy thinking and believe that our simulations are centered around a learning environment that meets our individual and professional needs. At the core of this philosophy is the principle that we are a training academy, not necessarily a testing academy. If the goal is to test your ICs and rate their performance under the same complexities, using the same consistent script is a good approach. Our philosophy is simple: We want our ICs to train at an appropriate, scalable, and challenging level so they develop skill sets and a winning mindset.
Teaching sessions
To improve our incident simulation teaching model and address human performance factors such as retention, stress and experiential learning, we provided a separate teaching session for 10 participants. This group included battalion chiefs with varying experiences and tenure to captains who were either fill-in qualified or soon to be promoted.
During the teaching session, the participants were provided with our standard simulation information packet, which includes basic instructions and any associated operating manuals pertaining to the incident. We have been providing this pre-course packet for several years, which makes the learning deliberate and intentionally focused on the upcoming scenario.
As this was our first attempt at a pre-incident teaching session, we wanted to create a conversational environment in which mistakes were expected and accepted. Each of the 10 participants received a two-hour teaching session covering operating principles and best practices for the high-rise scenario. This was essentially a tactics talk focused on how best to manage a high-rise fire and on the expectations of our operations chief.
Once complete, each participant went through the incident as the IC. During the incident, benchmarks were captured, and a subsequent critique took place to address any gaps. The concept was to provide each participant with time to learn the complexities of the incident, develop a working strategy/tactics model, share their experiences with a trusted mentor, and ensure that any questions were addressed before the actual simulation on their scheduled training date.
Performance improvement
To improve our participants’ performance, we incorporated numerous elements from a prior Leadership Under Fire (LUF) human performance program. All of LUF’s central educational tenets focus on a consistent platform: Demonstrate the conditioning of optimal behaviors and practices, have the student model that behavior in a sterile, productive learning environment, and provide an environment with “realistic, responsible and relevant” stressors to evaluate retention of the desired skills.
LUF’s data on ICs is telling and demonstrates validation that the first-arriving battalion chief is one of the two highest-stressed positions on the fireground. With that in mind, this programming of preferred behaviors is key to achieving the performance we desire once members are subjected to the rigorous dynamics of the incident scene.
Final thoughts
Reality-based incident command simulations are integral to training current and ICs. Developing structured simulations ensures an immersive environment where personnel can hone their skills and decision-making abilities in realistic scenarios. However, the efficacy of such simulations is greatly enhanced when coupled with pre-session, individually tailored instruction. By incorporating modular scripts that adapt to varying skill levels and experiences, these simulations not only address the needs of newly promoted incident commanders but also scale to challenge seasoned incident commanders and further refine their skills.
This approach ensures that participants are adequately prepared to confront real-world emergencies with dynamic complexities and uncertainties, fostering competence, confidence and resilience within our ICs. Through continuous refinement and adaptation, reality-based simulations with preparatory instruction are invaluable tools for cultivating a highly skilled, proficient workforce capable of effectively addressing today’s dynamic challenges.
To further explain the why behind our simulation training, we have adopted the following vision statement, which paints a clear picture of the ongoing evolution of our simulation center: Fairfax County Fire & Rescue Department Command Officers are committed to training, educating, and developing leaders who will become critical thinkers and innovative problem solvers and who will serve as effective Battalion Chiefs and organizational leaders.
Author’s note: Incident Simulation Build team members Captain Aaron Miller and Captain Mark Killion from the Fairfax County Fire & Rescue Department, contributed to this content.
Additional training: Critical thinking
Critical thinking is an essential skill for leaders and decision-makers. It involves analyzing and evaluating information, questioning assumptions, and considering multiple perspectives. This helps to make informed and well-reasoned decisions. While some people may be naturally inclined to think critically, others are not. The good news is that it is a skill that can be developed and improved through practice and intentional effort.
Three simple habits can help you to improve your critical-thinking skills:
- Question assumptions: One key aspect of critical thinking is the ability to question assumptions and examine the evidence behind them, especially confirmation bias. This involves examining a problem or issue from multiple angles and considering all available information before making a decision. As a leader, it is important to be open to new ideas and to challenge your own assumptions to make informed, well-reasoned decisions.
- Reason through logic: Another key aspect of critical thinking is the ability to reason through logic and draw logical conclusions based on the evidence at hand. This involves using sound reasoning and problem-solving skills to evaluate options and make decisions. As a leader, it is important to think critically and use logic to make decisions that serve the best interests of your team or organization. This will enhance the long-term formulation of strategies, improve positive recall when this event occurs, and provide a true learning environment for the subject matter.
- Evaluate the evidence and adapt: Making a decision is not the end of the process. As new information becomes available, reassess the facts or the knowns, determine whether the original plan remains the best option, and make changes as necessary. Being willing to adapt and remain agile based on evidence is a sign of strong leadership, not weakness. This helps improve outcomes, builds trust, and creates a culture where learning and continuous improvement are valued.
