GUIDANCE FOR GOOD PRACTICE IN

CONTINUING PROFESSIONAL DEVELOPMENT

FOR INCIDENT MANAGEMENT

Research Utilisation Resource

Acknowledgements
The Australasian Fire and Emergency Service Authorities Council (AFAC) express its gratitude to the project team leader Dr Christine Owen and co-author Dr Peter Hayes for their
efforts in developing this resource.
The development team would like to thank AFAC’s Director Capability and Member Services, Ms Jillian Edwards and Manager of Research Utilisation, Dr Noreen Krusel, for their
contribution and support to this project.
The basis for this work was funded by the member agencies of the former Bushfire Cooperative Research Centre as a research utilisation initiative.

Copyright © 2016, Australasian Fire and Emergency Service Authorities Council Limited
All rights reserved. Copyright in this publication is subject to the operation of the Copyright Act 1968 and its subsequent amendments. Any material contained in this document can
be reproduced, providing the source is acknowledged and it is not used for any commercialisation purpose whatsoever without the permission of the copyright owner.
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Telephone: 03 9419 2388
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Email: afac@afac.com.au
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Disclaimer:
This document has been developed from consultation and research between the Australasian Fire and Emergency Service Authorities Council Limited (AFAC), its members and
stakeholders. It is intended to address matters relevant to fire, land management and emergency services across Australia, New Zealand and the Pacific region.
The information in this document is for general purposes only and is not intended to be used by the general public or untrained persons. Use of this document by AFAC Member
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AFAC does not accept any responsibility for the accuracy, completeness or relevance of this document or the information contained in it, or any liability caused directly or indirectly
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You should seek advice from the appropriate fire or emergency services agencies and obtain independent legal advice before using this document of the information contained
herein.

Citation:
Australasian Fire and Emergency Service Authorities Council (2016) Guidance for Good Practice in Continuing Professional Development for Incident Management. East Melbourne,
Vic: Australia. AFAC Ltd.
Table of Contents

Background.................................................................................................................................................................................................................................................................................2
Evidence-based practice...........................................................................................................................................................................................................................................................3
Towards good practice in CPD: At a glance..............................................................................................................................................................................................................................4
Investing in CPD..........................................................................................................................................................................................................................................................................6
A review of the literature............................................................................................................................................................................................................................................................7
Elements of an effective CPD program.....................................................................................................................................................................................................................................8
Conclusion................................................................................................................................................................................................................................................................................14
References................................................................................................................................................................................................................................................................................15
Further reading and resources (Attachments 1-4)................................................................................................................................................................................................................16

Photo: DFES

Page 1 Guidance for Good Practice in Continuing Professional Development for Incident Management
Background

Guidance for Good Practice in Continuing Professional Development for Incident
Management provides evidence-based guidance for developing the Continuing
Professional Development (CPD) components of AFAC’s Emergency Management
Professionalisation Scheme (EMPS, or the Scheme).
EMPS has been co-designed with and endorsed by AFAC’s member agencies to support,
develop and recognise the knowledge, skills, capability and professional expertise of their
emergency management practitioners. EMPS provides a process for practitioners to
have their skills, abilities and experience formally recognised though certification
and registration.
This resource informs the Scheme’s professional standard, Continuing Professional
Development. The standard sets out expectations for registered and credentialed
members of the Scheme to maintain the currency of their skills and fulfil specified
requirements for CPD.

GUIDANCE DOCUMENTS PROFESSIONAL STANDARDS

Ethics and Standards of Professional Conduct IMT Core Capabilities

AIIMS/ICS (Incident Control System) Incident Controller Capabilities

Supporting Evidence: Core IMT Capabilities Incident Controller Requirements

Continuing Professional Development Education and Competency

for Incident Management
Continuing Professional Development

Page 2 Guidance for Good Practice in Continuing Professional Development for Incident Management
Evidence-based practice

This resource presents the findings of research commissioned by AFAC to understand
the role and scope of CPD in supporting, building and accentuating incident
management (IM) capabilities identified in EMPS.
The researchers examined practices used by similar professions in Australia and
internationally and conducted a review of international research literature on CPD.
The researchers studied CPD activities of emergency service agencies such as the Federal
Emergency Management Agency (FEMA) in the US as well as professional bodies covering
the public service, psychological services, teaching and the allied health field in Australia
the UK and US. The findings highlighted implications for emergency management in
Australia and suggested a number of strategies for good practice in CPD.

CORE INCIDENT MANAGEMENT CAPABILITIES

Models ethics, inclusiveness and good governance

Model
Integrity, influence, Creates effective background conditions to build confident and capable teams and engaged stakeholders
governance

Applies effective decision-making

INCIDENT MANAGEMENT CAPABILITIES

Pursues sense-making and encourages in others

Think
Sense-making, Practices planning and strategic thinking
scenarios,
consequence
Enables consequence management

Monitors and manages self for symptoms of stress and fatigue

Self-Aware
Reflect, adapt, Displays resilience and agility
persevere

Recognises own strengths and limitations

Hazard Technical
Specialist understanding of the risks, consequence Solid understanding and application of policies,
and behaviours of hazards. systems and doctrine and their strengths and limitations.

Figure 1: Core IM Capabilities HAZARD CONTEXT CAPABILITIES

Page 3 Guidance for Good Practice in Continuing Professional Development for Incident Management
Towards good practice in CPD: At a glance
The review of evidence provided guidance on aspects of CPD which could enable
development and maintenance of IM capabilities within EMPS (See Figure 1, page 3).
The guidance recommends to:
• Define CPD as any process or activity that provides added value to the identified
capabilities.
• Use a triennial system of CPD reporting of 45 points for registered members and 90
points for members certified with the Scheme.
• Require at least some annual CPD participation.
• Set an annual baseline of an average of 15 CPD points for registered members and
30 CPD points for members certified with the Scheme (the annual amount may
vary depending on opportunity).
• Encourage CPD across the range of capabilities identified in the EMPS, and
establish requirements to address specific types of capabilities:
·· no less than 50% of CPD points to address capabilities to manage the incident
(i.e., modelling leadership and teamwork; thinking and planning strategically;
demonstrating self-awareness);
·· CPD to update on technical skills / knowledge be capped at not more than 25%; and
Page 4
·· participation industry working groups to advance technical skills / knowledge be
capped at not more than 25%.
• Assist members in targeting CPD that directly addresses the identified
capabilities.
• Develop a process for CPD development and endorsement, to include a range of
different activities and opportunities, especially programs that assist members to
build expertise through the deliberate practice of complex skills.
• Apply a 1:1 formula where 1 hour of formally organised CPD (higher education; VET;
organised workshops) equates to 1 point, and a 2:1 formula where 2-hours-to-1
point be applied to self-directed independent study as well as participating in AFAC
and industry work groups.
• Apply the following caps:
·· self-directed study at no more than 25% CPD activity annually;
·· enrolment in VET or higher education courses eligible as part of CPD at no more
than 50%; and
·· service to the profession (e.g., participation in industry working groups to
advance technical knowledge) at no more than 25%.
Continued next page
Guidance for Good Practice in Continuing Professional Development for Incident Management
Towards good practice in CPD: At a glance
• Encourage members to obtain CPD points through a range of activities, including;
·· formally accredited study (e.g., VET, higher education);
·· participation in endorsed professional development workshops, clinics, and
master classes;
·· informal and self-directed study;
·· participation in AFAC groups and industry working groups to add technical
knowledge to contribute to the industry; and
·· participation in facilitating the capability development of others (e.g., organising
and conducting IMT exercises; facilitating learning from a debrief; conducting a
staff ride; preparing and delivering a paper at a conference).
• Consider the development of a sustainable CPD program that may target
capabilities not otherwise covered in programs on offer.
• Encourage practitioners to develop a CPD plan outlining their own reflections on
skills gaps.
• Encourage members to use a Plan-Do-Review cycle.
• Continuously monitor the uptake of CPD, including canvassing members regularly
on identified gaps so that priority areas may be set.
Page 5
• Monitor and audit participation in CPD on a regular basis. Good practice is to audit
10% of all candidates annually, and to conduct a review of all CPD records every
three years.
• Provide support to members by developing an online portal where candidates may
find examples of CPD plans, logs and other resources.
• Foster a suitable culture of professionalisation by establishing resources and
support.
• Encourage members to apply an outputs approach to their CPD – this means
recording data in their CPD evidence logs (an outline of what has been achieved
through CPD participation and the way in which it contributes to improving capability).
• Consider criteria requirements on which approval will be given for CPD
endorsement, and who will be evaluating these programs.
• Consider accrediting a number of CPD assessors for the purpose of auditing
candidate logs as well as CPD activity evaluation.
• Review the criteria governing the CPD program (including numbers of hours or
points and activities) every three years, and enact Scheme adjustments that reflect
industry and stakeholder expectations.
Guidance for Good Practice in Continuing Professional Development for Incident Management
Investing in CPD
Following international best practice, most Australian professional bodies require their
members to undertake regular CPD. CPD opportunities can be offered as prescribed
learning pathways or left to the discretion of individual members.
What are CPD programs?
CPD is defined as ‘any process or activity that provides added value to the capability
of the professional through the increase in knowledge, skills and personal qualities
necessary for the appropriate execution of professional and technical responsibilities’1.
A professional practitioner acting with a duty of care recognises the need to
methodically keep up to date. This includes systematic maintenance as well as
improvement and broadening of expertise.
CPD is both a professional expectation and an individual responsibility, with the
understanding that the practitioner will follow a structured and self-managed approach
to further learning through:
• actively engaging in CPD;
• maintaining a record of their CPD; and
• applying learning from CPD to their professional practice.
1 Professional Associations Research Network available at http://www.parnglobal.com/
Page 6
What are the benefits of a CPD program?
Rapid changes in knowledge, technology and skill requirements involved in incident
management make CPD a career-long process through which practitioners must
remain current2. CPD is about learning and development that enhances a participant’s
effectiveness in their professional role3. This should maintain and enhance existing
capabilities as well as develop new knowledge and skills4.
Published literature5 suggests there are a number of benefits to CPD:
• it formalises what being a professional in the industry means, and that
professionals recognise a need to remain up-to-date by augmenting and
enhancing their capability;
• it helps maintain professional standards;
• it is a mechanism to legitimise professionalism, providing public confidence and
trust as well as recognition and respect;
• it mitigates skill atrophy; and
• it addresses an expectation that practitioners are able to perform their
responsibilities in a competent and contemporary manner.
2 Arthur, Bennett, Stanush, & McNelly, (1998); Bodilly, Fernandez, Kimbrough, & Purnell, (1986);
Hayes, P. (2014).
3 Cunningham, Dawes, & Bennett, (2004); Arthur, Day, Villado, Boatman, Kowollik, Bennett, &
Bhupatkar, (2010).
4 Ericsson, 2009; Arthur, Day, Bennett, & Portrey 2013
5 Jones & Fear, 1994; FPA. 2015; Megginson & Whitaker, 2015; Schmidt, & Bjork, 1992
Guidance for Good Practice in Continuing Professional Development for Incident Management
A review of the literature

The review of the literature (see Attachment 1) identified the following implications for
CPD operation.
Specific fire and emergency services agency programs will generally provide a
reasonable starting point for CPD programs. However, EMPS certified personnel must
plan and actively manage their ongoing professional development. This requires
careful reflection on the part of candidates to identify how to maintain, refine and build
their expertise.
In some instances the capabilities required may not fit neatly within standard or
prescribed training programs, requiring candidates to think more laterally about their
development and ensuring that the Scheme’s requirements provide suitable options.
CPD programs must have sufficient complexity and fidelity so that they provide
opportunities that are suitably challenging. Further, acknowledging the importance
of deliberate practice in complex skills encourages and rewards this valuable
learning activity.
Advantages of distributed learning suggest that EMPS certified personnel should
undertake CPD activities on a regular basis – potentially annual – rather than clocking
up most or all development and learning activities in one period of a CPD cycle.

Page 7 Guidance for Good Practice in Continuing Professional Development for Incident Management
Elements of an effective CPD program
Published literature on continuing professional development6, as well as a review
of professional bodies7, have identified prominent elements that an effective CPD
program must:
• be based on a formal structure that offers continuous opportunities for learning
and development throughout a practitioner’s working life;
• include an explicit expectation that CPD is to be undertaken regularly and posit
CPD to be an integral part of all work activity rather than an additional burden;
• focus on outcomes and not simply counting inputs such as hours or points;
• ensure that individuals are responsible for controlling and managing their own
development – this is to say that individuals should decide on their CPD needs
and how to fulfil them;
• include CPD targets that reflect the needs of employers and clients as well as the
practitioner’s individual goals; and
• include a variety of activities that involve opportunities for formal study
(higher education, vocational education and training, as well as seminars,
master classes and workshops) and self-directed study.
6 see for example, Jones & Fear, 1994; Cunningham et al., 2004; Megginson & Whitaker, 2015)
7 Chartered Institute of Personnel and Development (CIPD)
Page 8
Amount of CPD undertaken regularly
Table 1 (page 9) compares CPD requirements for the four professional bodies profiled in
detail:
• Engineers Australia;
• Financial Planning Association of Australia;
• the UK Institute of Fire Engineers; and
• UK Institute of Chartered Foresters.
Requirements are typically described in terms of hours over a defined period
(e.g., Engineers Australia requires 150 hours over the last three years). While many
professional bodies structure CPD reporting on a triennial period, there is still an
expectation that some CPD will occur annually.
Most professions generally equate one hour of endorsed CPD with one point (see Table
1 and Further resources section at the end of the report).
For the fire and emergency services industry an appropriate triennial number of hours /
points could be set at 90 hours for credentialed and 45 hours for registered practitioners,
equating to an average of 30 points annually for credentialed and 15 points annually for
registered practitioners.
Specific CPD requirements
Some professional bodies – though not all – further specify the types of learning
activities and require a set number of CPD hours from particular forms of learning
(e.g., formal vs. non-formal learning) or from different practice areas (e.g., engineering
vs. business management). As shown in Table 1, some of the formulae for activity
allocations are complicated. Table 2 (page 10) outlines different types of CPD activities
in the professional bodies profiled. Some professional bodies also count a variety
of activities – including self-directed study and work undertaken by members on
committees or as examiners – as part of their CPD requirement.
Guidance for Good Practice in Continuing Professional Development for Incident Management
Table 1 - Comparison of four CPD schemes

Organisation CPD requirements Specific requirements

Engineers • Minimum of 150 hours over the last three years For all practitioners, of the 150 hours:
Australia (EA) • At least 50 hours must relate to your area(s) of practice (e.g., civil engineering)
• At least 10 hours must cover risk management
• At least 15 hours must address business and management skills
• The remainder must cover a range of activities relevant to your career and interests

UK Institute of • 25 hours per year of formal study time • ‘Formal study activities’ are credited on an hour for hour basis
Fire Engineers • Informal study time equates to half of actual time spent • ‘Informal study activities’ are credited on a two for one basis, e.g., two hours of
(IFE) informal study represents one hour of formal study
• May be spread in excess of one year, but in that case 75 hours over
three years (provided that any 1 year has no less than 10 hours
formal study time)
• Formal study no less than 50% of total study time

UK Institute • Minimum of 100 hours over the last three years • No specific requirements other than the member undertakes diverse activities and
of Chartered • Hours should be as equally spread as possible over the three years, there is evidence that the learning outcomes are applied to their professional work
Foresters (ICF) undertaking circa 33 hours each year

Financial CFP professional Categories of CPD activities:

Planning • Minimum of 135 over three years (triennium) with a minimum of 35 • FPA accredited (unlimited hours)
Association of hours per year. Maximum of 60 non-accredited hours in each three • Non accredited training (50% or 60 hours including non-accredited reading)
Australia (FPA) year period
• Non-accredited professional reading (20 hours)
• Minimum of three hours per triennium in the Professional Conduct
Dimension specifically covering ethics

Page 9 Guidance for Good Practice in Continuing Professional Development for Incident Management
Table 2 - Types of CPD

Organisation Types of CPD

Engineers • Formal post-graduate study and individual tertiary course units not
Australia (EA) undertaken for award purposes
• Short courses, workshops, seminars and discussion groups, conferences,
technical inspections and technical meetings, including Engineers
Australia meetings, where these are delivered or facilitated by recognised
practitioners in the field
• Learning activities in the workplace that extend your area of practice
competence base
• Private study which extends your knowledge and skills in your area of
practice and / or in the core areas of risk management, business and
management skills outlined above
• Service to the engineering profession
• The preparation and presentation of material for courses, conferences,
seminars and symposia
• Chartered members employed in tertiary teaching and / or academic research
• Any other structured activities not covered by I to VII above that meet the
objectives of the policy

UK Institution of • Training provided by the local IFE branch (formal) • Research (formal)
Fire Engineers • Reading relevant articles in suitable professional journals or from other • Preparation and delivery of training courses (formal)
(IFE) reputable sources (non-formal) • Work shadowing (non-formal)
• Course / seminar attendance (formal) • Coaching or mentoring (formal)
• In-house training by the employer (formal) • Participation in specialist interest groups and committees (formal)
• Academic or professional study (formal) • Writing on fire engineering (formal)
• Production of a dissertation (formal)
The IFE recommends that its members undertake regular analysis of their development needs, plan activities to address these, and that members regularly
review their CPD plan to ensure that it remains current and of value. IFE provides templates to assist members undertake these analysis and planning activities.

UK Institute • Professional work-based activities • Courses, seminars and conferences

of Chartered • Personal and informal learning • Voluntary or charity work
Foresters (ICF)
A wide range of activities qualify as CPD. While attendance at formal training courses may be most effective for many members, ICF recognises that
professional development may also be achieved through other activities like unstructured learning. ICF assessors look for evidence of diversity in a member’s
CPD activities and how the learning outcomes have been employed in the member’s work.

Page 10 Guidance for Good Practice in Continuing Professional Development for Incident Management
CPD to support EMPS capabilities
In terms of the capabilities identified as part of the Scheme, these include capabilities to
manage the incident and capabilities relevant to the specific hazard context (see Figure 1).
Three incident management capabilities have been identified.
Model leadership and teamwork: Ability to act with integrity, influence others,
facilitate team efforts towards the achievement of common goals.
Think and plan strategically: Ability to consider multiple perspectives and scenarios
to engage in.
Individual responsibility
A number of professional bodies emphasise that their members undertake careful
analysis, planning and periodic review of their professional development activities.
The UK Institution of Fire Engineers, for example, recommends that members consider
their own CPD activities with the following questions.
• What development is needed and can be planned?
• What was done?
• What was learned?

Demonstrate self-awareness: Ability to reflect and adjust to feedback, to monitor • How can this new knowledge be used in the future?
stress and fatigue and display resilience and agility. For example, Financial Planning Association provides a simple framework (see Figure 2)
Two incident hazard context capabilities have been identified. and template that guides member CPD planning. The FPA requires its members to prepare
and maintain a professional development plan to guide their CPD.
Apply technical skills and knowledge: Comprehension of existing policies, structures
and doctrine to be applied when managing the incident.
Employ expertise in hazard-specific knowledge: Specialist understanding of the Step 1
Personal reflection
risks and behaviours of hazards (such as severe weather (flood, storm and cyclone),
search and rescue, hazardous materials, aviation and other hazards).
Similar to other professions, good practice in IM CPD ensures opportunities for
members to update their skills across the full range of identified capabilities. The
Step 5
However, key areas may be prioritised. Professional Step 2
Update reflective
Development Seek feedback
Examples of three CPD profiles have been included in Attachment 2. journal
Plan Process
Types of CPD activities
CPD activities – and the points earned – stem from a variety of sources, including
formal accredited courses that are higher education and vocational education and Step 4
training as well as non-accredited options that may have been endorsed by the Step 3
Develop
Set objectives
professional body. action plan

These points also have implications for how different activities may be weighted. Figure 2: Planning professional development (Source: FPA, 2015)
As discussed earlier, the review of existing literature highlighted the importance
of acknowledging deliberate practice as well as challenges to target the identified In many cases professional bodies require members to submit records of their CPD
capabilities and to provide deliberate practice of complex skills. activities online.

Page 11 Guidance for Good Practice in Continuing Professional Development for Incident Management
Emphasis on outcomes Professional assistance to practitioners
It is important to recognise that the emphasis in a CPD program should not be purely The review of professional bodies9 demonstrated that exemplars provide meaningful
about inputs (e.g., undertaking CPD activities) as program effectiveness also requires a resources to help members identify and plan their CPD activities (See Table 3). These
reflective, outcomes-based approach. Emphasising the learning gained from CPD and professional bodies also balance the need for individuals to plan their own CPD activities
its application to current or future practice is critical. In short, CPD ‘schemes need to along with ensuring that there were adequate opportunities for members to undertake
measure what is learned, not what has been taught’8. This observation also highlights them. In some cases, professional bodies may require their members to maintain a
the ongoing requirement of professional bodies to stay attuned to changing environment current development plan to help identify, manage and evaluate CPD activities.
so that prescribed CPD activities meet the needs of our dynamic profession.
Fostering a suitable culture of professionalism is essential, and establishing an online
community of practice is encouraged as a means to that goal. There, members may
Assessing CPD post relevant materials, submit reviews of documentation, discuss implications and
Professional bodies have a responsibility to ensure that endorsed CPD programs deliver share critical thinking. This space may also facilitate discussion groups.
intended benefits to the individual and their profession. Endorsed CPD programs must
be regularly monitored. In so doing, evaluation to ensure CPD activities are meeting
member needs and priority areas, as well as supporting the desired outcomes, is met.
A number of professional bodies require members to log their CPD activities online
(e.g. Australian Psychological Society (APS) and Institute of Chartered Foresters (ICF)
– See Table 3). Online portals enable organisations to standardise the recording of
member activities and to use databases to monitor member CPD compliance. In the
case of the ICF, a sample (10%) of member CPD records is audited each year. The ICF
periodically reviews all professional members’ CPD records. Professional bodies reserve
the right to request evidence demonstrating a member’s CPD activities and advise
members at the time of application.

8 Cunningham et al.2004 (p. 69)

9 Engineers Australia, UK Institution of Fire Engineers; UK Institute of Chartered Foresters (ICF)

Page 12 Guidance for Good Practice in Continuing Professional Development for Incident Management
From this review, key points are that professional Table 3 - Review of CPD recording and resources available to members
bodies offer:
Organisation Recording CPD Resources
• online support, enabling people to identify
suitable learning activities (e.g., event calendars) Engineers • EA encourage their members to log their • Events calendar
and to log these activities (e.g., ‘myCPD’); Australia (EA) activities via ‘myCPD’ on the EA website • Online library
• Alternatively, EA members can record their • Video and audio streaming
• a local level support person who
activities on an EA CPD record sheet
encourages CPD; • Engineering Education Australia short courses,
seminars and tertiary courses
• mentoring to support new personnel with
their CPD; and • Engineers Media – magazines, periodicals,
E-News and books
• learning groups that provide peer support
• Discussion and special interest groups
for CPD.
• Volunteer opportunities within EA
Resources supporting CPD programs UK Institution • The IFE provides electronic versions of • Events calendar
Professional bodies provide an online events calendar of Fire forms to record CPD activities • Online library, journals, conference papers and
so that members can identify and plan suitable Engineers reports
CPD activities. Larger professional bodies offer a (IFE)
• The IFE website provides a listing of training
range of online multimedia resources (e.g., video or
providers and courses relevant to fire engineering
audio of workshop events and webinars), and use an
educational partner to provide a range of online and UK Institute • Mandatory online portal for logging CPD • Events calendar
face-to-face learning (e.g., Australian Psychological of Chartered activities • Discussion and special interest groups
Society; Australian Public Service Commission and Foresters (ICF)
FEMA – see the resources section for guidance). • Online multimedia
In professions such as social work and psychology, • Volunteer opportunities within ICF
discussion with peers (or peer groups) is a required
component of a member’s CPD. Organisations Financial FPA requires professional members to: • Events calendar
can create opportunities for professionals to Planning • Online learning (CPD Live)
• Keep a log and evidence of CPD activities
learn from one another. Some fire and emergency Association of
• Have a current professional development plan • Multimedia resources
services agencies encourage regular discussion Australia (FPA)
• Provide evidence for non-accredited activities • Local and national events
and reflection on recent incidents managed. In this
Note: FPA provides a spread sheet for • Annual congress
respect, provided there is appropriate intent and
documentation, post-action debriefs can form the members to record their CPD activities and to • FPA road shows
basis for skills maintenance and knowledge building map these to the Professional Development
(see suggested resources). Model

Page 13 Guidance for Good Practice in Continuing Professional Development for Incident Management
Conclusion

This report provides advice on good practice in CPD programs. Based on a review of
existing literature, as well as a review of a number of other CPD programs conducted
by professional bodies, a number of suggestions have been made. These address
decisions relating to the amount of CPD to be undertaken, its frequency, the distribution
of activities recommended across a suite of capabilities identified and types of activities
that should be undertaken. In addition, guidance has been established on approaches to
support individual responsibility as well as on developing an outcome-centric focus. The
breadth of assistance that a professional body may need to offer practitioners involved
in the Scheme has also been outlined.

Photo: Fire & Rescue NSW

Page 14 Guidance for Good Practice in Continuing Professional Development for Incident Management
References

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Arthur, W. Jr.,. Day, E. A, Bennett, W. Jr., & Portrey, A. M. (Eds.), (2013). Individual and team skill decay: The science and implications for practice (pp. 153-175). New York: Routledge.
Arthur, W., Jr., Day, E. A., Villado, A. J., Boatman, P. R., Kowollik, V., Bennett, W., Jr., & Bhupatkar, A. (2010). The effect of distributed practice on immediate posttraining, and long-term
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Secretary of Defense.
Cunningham, I., Dawes, G., & Bennett, B. (2004). The handbook of work based learning. Aldershot: Gower.
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professional expertise: Toward measurement of expert performance and design of optimal learning environments (pp. 405-431). Cambridge: Cambridge University Press.
FPA. (2015). FPA’s Continuing professional development policy. Sydney: Financial Planning Association Australia.
Friedman, A. L. (2012). Continuing professional development: Lifelong learning of millions. Abingdon: Routledge.
Hayes, P. (2014). Use it or lose it? Skill atrophy over time in incident management teams. Paper presented at the AFAC 2014 Conference, Wellington.
IFE. (2015). Guide to CPD and professional development portfolio. Stratford-upon-Avon: Institution of Fire Engineers (UK).
Jastrzembski, T. S., Portrey, A. M., Schreiber, B. T., & Gluck, K. A. (2013). Evaluation and prediction of performance to optimize training effectiveness. In W. Arthur, Jr., E. A. Day,
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Jones, N., & Fear, N. (1994). Continuing professional development: Perspectives from human resource professionals. Personnel Review, 23(8), 49-60. doi: doi:10.1108/00483489410072280
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Page 15 Guidance for Good Practice in Continuing Professional Development for Incident Management
Attachment 1:
Skill decay, retention and implications for AFAC – a review of the literature (Dr Peter Hayes)
Incident managers rely on a sophisticated set of knowledge, skills, attitudes and other
behaviours (KSAOs) to be effective in their roles. KSAOs are developed through years of
working on various incidents, training and exercises and from other non-work activities.
However, without use or practice, knowledge and skills diminish over time (Arthur,
Bennett, Stanush, & McNelly, 1998). Moreover, ongoing changes to the operational
environment can quickly render an incident manager’s knowledge of systems,
protocols and agency arrangements obsolete. These complexities have implications
for establishing professional support standards in maintaining currency and CPD
under the Scheme.
Arthur et al. (1998) defined skill atrophy as ‘the loss of trained or acquired skills
(or knowledge) after a period of non-use’ (p. 58). A variety of factors affect the atrophy
(c.f. retention) of skills including:
• time elapsed since the KSAOs were last used or rehearsed;
• complexity and type of KSAOs;
• level of expertise the person or team has developed; and
• type and extent of training personnel have undertaken (Hayes, 2014).
An important question for IM personnel is how long can a person go without using or
rehearsing KSAOs while remaining proficient (i.e., retention interval)? Unfortunately,
there is no simple answer to this question because different skills decay at different
rates, and different personnel have varying skill levels (Bodilly, Fernandez, Kimbrough,
& Purnell, 1986). For example, higher skill levels reduce the initial effect of atrophy, and
accuracy-based tasks are much more susceptible to decay than speed-based tasks
(Arthur et al., 1998).
Australian emergency agencies typically view the ‘shelf-life’ of their level 3 IM personnel
as somewhere between 36 and 60 months. This variation in how long an incident
manager may still be considered proficient without use or rehearsal of the relevant
KSAOs suggests that viewpoints on this issue differ greatly. Variations in shelf-life
standards may have implications for certifying IM personnel under the Scheme.
Unfortunately, there is limited literature on skill decay for IM. In a recent AFAC /
BNHCRC Conference paper, Hayes (2014) needed to rely largely on aviation and
military research to characterise how IMT members’ KSAOs may decline over time.
Hayes outlined evidence that supports the Scheme’s certification requirements for
Page 16
regular opportunities to perform in a role, exercising and professional development.
In other words, his research reinforced the need that CPD must address knowledge
and skills maintenance and capability building activities on a regular basis.
Hayes (2014) highlighted two approaches that emergency agencies could use to
reduce skill decay and improve retention; namely distributed (vs. block-based)
training and supporting individuals (and teams) to maintain skills. Distributed training
occurs when learning activities are spaced over a period of time. In contrast, block-
based (or massed) training occurs in one block or period. Regarding skill retention,
distributed training creates a ‘spacing effect’, with the result that knowledge is better
retained (e.g., less decay) when sessions are spaced further apart (Arthur et al., 2010;
Schmidt & Bjork, 1992). The US Air Force found that the use of distributed training for
aircrew has reduced subsequent refresher training by 43% (Jastrzembski, Portrey,
Schreiber, & Gluck, 2013).
Most emergency agencies conduct various activities to help maintain KSAOs and
currency of IMT personnel. Skill maintenance activities are a form of CPD, helping
ensure IM personnel have opportunities to exercise and retain currency. However, it
should be noted that the extent of these programs vary considerably across agencies.
A starting point for CPD programs was a means to ensure personnel kept current
with the latest practices. Over recent years CPD programs have broadened from
knowledge learning to professionals developing a wider breadth of skills and
capabilities to cope with the changing and challenging world of level 3 incident
response (Cunningham, Dawes, & Bennett, 2004). A certified EMPS Incident Controller
is expected to be the field expert, able to manage high impact, high consequence and
complex emergencies – thus reinforcing the need for skill and capability based CPD.
The Scheme recognises that a certified incident manager is responsible for
developing and maintaining their expertise. Maintaining professional standing will
require more than just undertaking agency supported activities. Professionals
must regularly reflect on their learning needs, and actively participate in suitable
activities to enhance expertise. Deliberate practice is important in expertise
development. Ericsson (2009) described deliberate practice as the specific types
of practice that help improve performance. For example, continuing to challenge
ourselves by practising skills at progressively higher levels, setting specific goals
pinpointing areas for improvement and obtaining accurate and objective feedback on
our performance.
Guidance for Good Practice in Continuing Professional Development for Incident Management
Attachment 1

Implications for CPD Guidelines for good practice in CPD

Skill decay and retention of critical KSAOs for IMT personnel is an important issue for The literature review suggested that the following four points be considered as guidance
the Scheme. Figure 3 conceptualises this issue, highlighting the challenge of maintaining for good CPD practice.
capability given skill decay and ongoing system changes.
• Specific fire and emergency services agency programs will provide a reasonable
starting point for CPD programs. However, EMPS certified personnel will need to
System
performance plan and actively manage their ongoing professional development. This requires
requirements careful reflection on the part of candidates to identify how they can maintain, refine
and build their IM expertise.

Individual or • In some instances the capabilities requiring further development may not neatly
team receiving fit within standard or prescribed training programs. This may require candidates
Performance refresher training to think more laterally about their own development and ensure that the EMPS
CPD requirements provide suitable flexibility. This also points to the need for
Refresher CPD opportunities to have sufficient complexity and fidelity so that they provide
Individual and
training team capability opportunities that are suitably challenging.
on the system
• An important element in building expertise is the deliberate practice of complex
skills. Acknowledging the importance of deliberate practice within a CPD program
Time
provides the opportunity to encourage and reward this valuable learning activity.
Figure 3: Maintaining capability
• The advantages of distributed learning suggests that CPD learning experiences
Although agencies support the development of a capable and current IM workforce, should be spaced over a period of time rather than undertaken in for example,
fluctuations in the opportunities to use or practice core KSAOs is a challenge for IMT one‑off concentrated blocks. It is desirable that EMPS certified personnel
personnel. The frequency and types of incidents varies annually, and may also vary undertake their CPD activities on a more regular basis rather than clocking up most
within an agency or jurisdiction. or all of their development and learning activities in one period of the CPD cycle.

Page 17 Guidance for Good Practice in Continuing Professional Development for Incident Management
Attachment 1

References
Arthur, W., Jr., Bennett, W., Jr., Stanush, P. L., & McNelly, T. L. (1998). Factors that influence skill decay and retention: A quantitative review and analysis. Human Performance, 11,
57‑101. doi: 10.1207/s15327043hup1101_3
Arthur, W., Jr., Day, E. A., Villado, A. J., Boatman, P. R., Kowollik, V., Bennett, W., Jr., & Bhupatkar, A. (2010). The effect of distributed practice on immediate posttraining, and long-term
Performance on a complex command-and-control simulation task. Human Performance, 23, 428-445. doi: 10.1080/08959285.2010.515277
Bodilly, S., Fernandez, J., Kimbrough, J., & Purnell, S. (1986). Individual ready reserve skill retention and refresher training options N-2535-RA. Santa Monica, CA: Rand/Office of the
Secretary of Defense.
Cunningham, I., Dawes, G., & Bennett, B. (2004). The handbook of work based learning. Aldershot: Gower.
Ericsson, K. A. (2009). Enhancing the development of professional performance: Implications from the study of deliberate practice. In K. A. Ericsson (Ed.), Development of
professional expertise: Toward measurement of expert performance and design of optimal learning environments (pp. 405-431). Cambridge: Cambridge University Press.
Hayes, P. (2014). Use it or lose it? Skill atrophy over time in incident management teams. Paper presented at the AFAC 2014 Conference, Wellington.
Jastrzembski, T. S., Portrey, A. M., Schreiber, B. T., & Gluck, K. A. (2013). Evaluation and prediction of performance to optimize training effectiveness. In W. Arthur, Jr., E. A. Day,
W. Bennett, Jr., & A. M. Portrey (Eds.), Individual and team skill decay: The science and implications for practice (pp. 153-175). New York: Routledge.
Schmidt, R. A., & Bjork, R. A. (1992). New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychological Science, 3, 207-217.

Page 18 Guidance for Good Practice in Continuing Professional Development for Incident Management
Attachment 2:
Examples of three CPD profiles

Example 1: Example 2: Example 3:

Within the annual reporting period, Jillian, a credentialed Chris is a registered IC attached to a small agency that does Noreen is a credentialed IC, and is finishing off her
IC, undertakes two one-day workshops; one sponsored not offer much by way of training. Instead, he chooses to Advanced Diploma in Public Safety. She submitted
through her agency and the other advertised to the complete the online training offered by FEMA (listed on the completion of one course unit as CPD. She attended the
industry. In addition, she participates in an AFAC AFAC site as an endorsed RTO specialising in IM capabilities). AFAC / BNHCRC Conference Research Forum, identified
working group and selected three journals available for With this new knowledge he runs a simulation exercise with two sessions as important for her IC role and wrote
professional reading on leadership under pressure. his brigade, discusses how it went and what could be done up her reflections on the material as part of her CPD
differently with a colleague. This he writes up in his CPD log. portfolio. She currently participates as a BNHCRC end
Log Type of CPD CPD Evidence user and in the RAF.
points In addition, he attends a pre-fire season briefing as well
1 workshop Formally 7 Statement as another that provides an update on changes in AIIMS. Log Type of CPD CPD Evidence
[7 hours] organised 1-1 of He completes the reflection log on the insights he has gained points
participation and how this informs his CPD planning for both briefings. Completion Formally 15 Completion
1 workshop Formally 6 Statement of ‘Using organised 1-1 of
Log Type of CPD CPD Evidence political nous’ (but capped at enrolment
[6 hours] organised 1-1 of points
participation unit 50%)
Online Formally 6 Submitted AFAC / Seminars 7 Conference
Service to the Contribution 8.5 Declaration training in organised 1-1 completion
industry 2-1 points and of BNHCRC Registration
Managing of online Conference,
capped at 25% attendance Exercises exercises Attendance 2 Reflective
research
at 2 sessions log
Self-directed Contribution 8.5 Completion forum
Conduct of Simulation 3 Keeps the important to her
study 2-1 points and of simulation exercise with plans of the practice (1:1)
capped at 25% professional and debrief brigade exercise
reading Write up of 2 Reflective
as well as key issues and log on
template Debrief with Self-directed? 2
reflections implications log session
colleague 2-1
Total CPD 30 (2:1) attendance
points for Pre-season Formally 3 Statement
the reporting briefing organised 1-1 but of End user Service to 7.5 Declaration
period capped at 25% participation leader / RAF the industry of
(capped at 25% attendance,
Update on Formally 3 Declaration cross
AIIMS organised but of verifiable
capped at 25% attendance
Noreen takes 33.5
Chris takes a 17 a credit of 3.5
credit of 2 CPD CPD points
points into the into the next
next reporting reporting
period period

Page 19 Guidance for Good Practice in Continuing Professional Development for Incident Management
Attachment 3:
Additional resources
Here are two examples of other peak bodies and their approach to structuring CPD.
Financial Planning Association of Australia
This includes a Continuing Professional Development Page and resources including
access to online learning through course participation as well as webinars.
http://fpa.com.au/education/continuing-professional-development/
The portal provides access to professional development plan templates and CPD
reporting templates.
http://fpa.com.au/education/continuing-professional-development/cpd-policy/
British Psychological Society
Their CPD Planning and Recording System can be found here: www.bps.org.uk/cpd.
It includes how practitioners might log their CPD through an online portal titled ‘myCPD’.
Page 20
Attachment 4:
Examples of recording
Record keeping and reporting
Practitioner members must retain the following:
• evidence of CPD activities undertaken, e.g. FPA Professional Development Record
or internal CPD tracking report, including records of attendance;
• a Professional Development Plan;
• evidence for non-accredited activities; and
• documentation for five years after the relevant triennium.
Professional reading
To claim CPD hours for professional reading, the following information must be recorded
in a professional reading journal.
1. In chronological order, record the author’s name, title of book, journal or
newspaper, name of publication, place of publication, year of publication and page
numbers.
2. Document how your professional reading has enhanced your knowledge and skills.
3. Document the date you completed professional reading relating to one or more of
the professional dimensions.
4. Record the approximate number of hours spent on professional reading.
5. Document the number of CPD hours claimed per year for engaging in Professional
Reading on financial planning issues.
Inclusion of professional reading has been capped at 20 CPD hours for CFP®
Professionals and 15 hours for Financial Planners and is subject to approval by the
licensee.
Guidance for Good Practice in Continuing Professional Development for Incident Management
Australasian Fire and Emergency Service Authorities Council Limited
Level 1, 340 Albert Street,
East Melbourne Victoria 3002
Telephone: 03 9419 2388

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