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First level incident commanders’ decision-making assessment for learning

First level incident commanders’ decision-making assessment for learning. Stella Polikarpus. What am I talking about?. Teaching means designing the learning environment in a way that it supports students learning.

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First level incident commanders’ decision-making assessment for learning

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  1. First level incident commanders’ decision-making assessment for learning Stella Polikarpus

  2. What am I talking about? Teaching means designing the learning environment in a way that it supports students learning. Learning means to seek new knowledge and understanding, exploring alternative solutions and welcome different perspectives, think evaluatively and check impact of ones transformative actions.

  3. Work with me! Perhapsyou learn something?

  4. Workwith me! EAS EASS EASS E EA

  5. Learning outcome Student knows the main components of the process of new assessment methodology implementation in Estonia rescue service.

  6. 1 323 820 residents 1st January 2019 45 227 km²

  7. In Estoniathere are : • 72 national rescue brigades • 350 shiftworkers • in Estonian Rescue Board24/7

  8. Level I brigades (72 stations) • operational/Bronzelevel • Level II Stand-by groups (total 12) • operational or tactical/Silver level • Level III Regional duty officer in charge • tactical/Silver • Level IV Operational duty officer • of the Estonian Rescue Board • strategic/Gold

  9. The ESTONIAN ACADEMY OF SECURITY SCIENCES (EASS) The ESTONIAN RESCUE BOARD (ERB)

  10. Workwith me! Room nr: EASS

  11. AIM to give an overview of the process of new assessment methodology implementation in Estonia rescue service.

  12. Thepresentation structure 3 years´ project oftraining and assessment of first level incident commanders 2016-2018

  13. Occupational qualifications Rescue unit leader, level 5 Rescuer, level 4 Rescuecommander, level 6

  14. Preparations in ERB Changing the rescue unit leaders´ attestation regulations • Incident command competences being assessed in EASS every 3 years • If failed, then re-attestation in a year • Meanings of the assessment colours Finances training (3 years) Selecting staff to be attestated

  15. Preparations in EASS Mapping competences with standard Training the assessors (12 persons) • Incident command XVR usercompetences • Effective Command and SPAR decision making module The additional training curriculum Developing the assessment scenarios

  16. Assessmentmethod Adoptedfrom dr Katherine Lamb presentation in ForeFront meeting April 2019

  17. SPAR decision module Adapted from Launder & Perry 2014

  18. Development and assessmentday 6 training classes for IC • Lecture (2 academic hours 1:4) • Exercise (2 academic hours 1:1) • Assessment(2 academic hours 2:1)

  19. Development and assessmentday

  20. Duringtheproject

  21. HITSA Moodle e-learning platform

  22. Participant feedback Web-based anonymous survey at the end of year 13 questions in thesurvey 137 reponses(351 whereasked)

  23. Participant feedback to the purposefulness

  24. Feedback to scenariodifficultylevel

  25. Master´sthesesabouttheproject Author: Andre Tammik Title: “Mapping of the learning motivation and the factors related to the student engagement during the training and assessment of incident commanders”

  26. Main findings in Tammik´sthesis The survey (224 responses): positiveengagement learning motivation of incident commanders helped to develop leadership competencies their actions where perceived as autonomous

  27. Changestobe made • Meaning of assessment results colours: • Red next year • Yellow in two years • Green in three years • Development of assessors, assessment scenarios, e-learning platform and training tools

  28. Howdidyoudoworkingwith me? Lets see in Socrative…. Anyquestions?

  29. TÄNAN! Stella Polikarpus lektor Päästekolledži kriisireguleerimise õppetool Polikarpus, S., Bøhm, M., and Ley, T., “Training Incident Commanders ’ Situational Awareness – A Discussion of How Simulation Software Facilitates Learning” in Digital Turn in Schools—Research, Policy, Practice: Proceedings of ICEM 2018 Conference, 2019, pp. 1–15. https://www.springer.com/gp/book/9789811373602

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