Month February 2021

You’ve Been Trained, Now What?

Tim Riecker, The Contrarian Emergency Manager Leave a comment

I just sat through a good webinar on incident response and management. The panel consisted of fire and law enforcement personnel. A law enforcement official was rather honest in saying that one of their identified deficiencies from an AAR was poor implementation of ICS. He said that while all police personnel had received ICS training back during the NIMS push of the mid-2000s, most officers had done little with it since. We see so many endless lists of training that people have taken on their CVs, resumes, LinkedIn, etc., but how much of that do they still know? Take an honest look at your own resume of training and I bet you will see some of the same.

In public safety we love to get training. A lot of the training is good. Some less so. Much of the training we take is awareness-level training, providing us with knowledge. It’s fairly easy to flex those muscles after the training by reading about, writing about, teaching, or doing other things with that information. Still, some of that acquired knowledge stagnates. Some of the training we take is more operations-based – it’s hands on or procedural. Most certainly, without using the knowledge and skills acquired in operations-based training, those skills atropy.

So what should we do to protect our loss of these valuable knowledge and skills acquired? Obviously application is the best means of preserving what we have learned. Even if you are using it, though, it’s good to stay on top of best practices, new practices, and updated training; not only as a means of staying current on the latest and greatest, but also to hedge against bad habits as well as certain nuggets of that original training we might not regularly perform. Apply and practice skills, either on the job or in exercises. For things that are more knowledge-based, talk about it, read about it, write about, or present on it. This repetition will keep the subject matter familiar and quicken your recall of facts and increase your ability to analyze it. Writing can be in any form, up to and including developing or updating plans and procedures. A special shout out goes to presentations and training (if you are qualified), though. Training and presentations often require the instructor/presenter to have a depth of knowledge beyond the learning domain of what they are teaching or presenting on. This is often required to answer questions, support implementation, and address the many what-ifs related to the subject matter.

I’d argue that your organization also has a role (and responsibility) in preserving these gained knowledge and skills as well. First, sharing of the experience is important. Since not everyone in your organization can attend every training opportunity, it’s a best practice for those who receive training to tell others about their experience, what they learned, and the relevance they see to their work. Simpler subject matter can be provided in an email or printed handout, while more complex subject matter might be better conveyed through a presentation. Unless your training was received to help you support an existing plan or procedure, your organization should also support implementation of what you have learned, if appropriate. Keeping knowledge and skills fresh should also be endorsed through opportunities for refresher training and other related training which may expand the knowledge and skills or hone specific application. Organizations should also identify what knowledge and skills they need and must maintain, and ensure that they identify staff that need the opportunities for training and development, as well as how to maintain what is learned.

With the personal and organizational costs of training, we reap the greatest benefit by maintaining or advancing the knowledge and proficiency gained. While the quest for knowledge is endless and admirable, and I’d generally never block an opportunity for someone to gain more, we should be assessing what the benefit is to learner and to the organization. Part of that is determining what commitments the organization and the learner must make to preserve what is gained. I believe that employee development plans can be a big part of this, as they should be informed by what the employee needs to improve upon, what we want them to excel at, and what future roles we may have planned for them. These factors drive the goals and objectives of the employee development plan which should also lead to what training opportunities are ideal to support these goals and objectives. Even if your organization doesn’t do any formal employee development plans, you can develop one for yourself.

What’s your take on keeping current with what you’ve learned?

© 2021 Timothy Riecker, CEDP

Emergency Preparedness Solutions, LLC®

Experience Bias

Tim Riecker, The Contrarian Emergency Manager 4 Comments

I recently read an interesting piece in Psychology Today by Dr. Christopher Dwyer titled ‘How Experience Can Hinder Critical Thinking’. Do check it out. There is application to pretty much everything, but of course I tend to think of things in the context of emergency management.

The article starts with the age long argument of education vs experience, but with a particular slant toward critical thinking. My personal take is that the education vs experience argument, in its totality, can’t have a blanket resolution. I think a lot of it is dependent on the topic at hand, and obviously it’s rarely a dichotomy, rather a blending of education and experience is often best. In regard to education, certainly the actual education received holds value, but there are tasks intrinsic to academia which also hold value, perhaps even more than what was learned in the classroom; the rigors of research in an academic environment often being most valuable among them. With that, in many regards, we often see employment announcements with a range of degree majors, or just simply a stated minimum of education, regardless of major. This is in recognition of the intrinsic value of education. And while some professions absolutely require a specific degree, those which don’t, can and should hold less rigidly to those requirements.

While I certainly advocate a minimum extent of education for most positions, I’ve also worked with a considerable number of people with a high school diploma or associate’s degree that can intellectually run circles around those with advanced degrees, at least in certain applications of work and life. Experience is often indicative of exposure to certain situations, often with repetition. The comparing and contrasting of those experiences with what is being experienced in the moment is what supports the argument for the value of experience. It’s also why many advanced degree programs actually require some term of actual work experience before they will accept applicants into their programs. Consider academic programs such as criminal justice. Sure, there are a lot of philosophical topics that are taught, but any courses that speak to practical application should probably be taught by those with actual experience doing those things. Though Dr. Dwyer gives wise advice, stating that we shouldn’t confuse experience with expertise.

All that said, Dr. Dwyer’s article focuses on the application of critical thinking in this argument. He cites some insightful data and studies, but most interesting to me is his mention of experience being personalized. While several people may have ‘been there, done that, got the t-shirt’, they each may have experienced the event differently or left with different impressions, even if exposed to some of the same situations. We all bring a bias with us, and this bias in the lens through which we view the events of our lives. That bias is then influenced by our perception of each event, fundamentally snowballing and compounding with the more experiences we have. This shows how our experiences can bias our own critical thinking skills. Dr. Dwyer states that critical thinking stemming from someone with more education than experience is likely to be more objective and based on knowledge, which certainly makes sense. That said, individuals basing their critical thinking solely on education may miss insight provided experiences, which can provide considerable context to the thought exercise.

I think the conclusion to be drawn in all this is that critical thinking, in most regards, is optimized by those with a blend of education and experience. It’s also extremely important for us to recognize our own limitations and biases when we approach a decision or other relevant situation. Specific to emergency management, we can leverage a lot from our experiences, but we also know that no two incidents are the same. Therefore, while our experiences can support us in a new event, they can also derail us if not applied thoughtfully and in recognition of our own biases.

This all comes around to my advocacy for emergency management broadly, and incident management in particular, being team sports. Even the first step of the CPG 101 planning process is to form a planning team. We each bring different approaches and perspectives. We also need to advocate for diversity in our teams, regardless of what tasks those teams are charged with. This should be diversity in the broadest sense – diversity of experience, diversity of discipline, diversity in education, diversity in gender, diversity in race, creed, culture, etc. The broader the better. We must do better opening ourselves to the perspectives of others. We all have bias – every one of us. Some bias, obviously depending on the focus, is OK, but it is best for us to balance our individual bias with those of a diverse group. A diverse team approach will bring us better results time and again.

How does experience bias impact you?

© 2021 Timothy Riecker, CEDP

Emergency Preparedness Solutions, LLC®