Albert Bassett is fire chief of the combination fire department in New Canaan, Conn. He is also its co-chair. Chief Bassett has more than 30 years of experience in hazmat and served as a team leader for the regional hazmat team. We talked to Chief Bassett earlier this summer about how his hazmat team trains.
Describe the type of students you train, how you train and the facilities you have at your disposal.
Our hazmat team comprises students trained at the entry level, along with seasoned veterans possessing decades of experience. Annual training sessions are conducted for both new recruits and refresher purposes.
How do you mix up the training scenarios so they don’t become predictable or stale?
Scenarios will align with current events and pre-planned information, shaped by our specific objectives. Our training combines various elements, including instruction on advanced metering and the proper use of personal protective equipment.
HazSim Training: Chlorine Release from a Cylinder
What’s the key to best preparing responders to handle real scenarios outside of the controlled training environment?
Realistic tabletop scenarios and mocked-up simulations require the right equipment.
What is your biggest obstacle when conducting hazmat training?
A significant hurdle is ensuring all participants achieve the objectives. This challenge arises from issues such as equipment availability and reusability on the same day. Managing logistics for large groups and attendance also presents difficulties.
What wicked training problems keep you up at night?
To ensure correct equipment usage, we must balance mandatory routine tasks with essential best practices. A frequent challenge is the inability to access equipment regularly for these routine tasks. Our goal is to ensure students comply with training for safety and efficiency, and that all procedures are legally sound.
What do you think it would take to solve it?
An effective plan, meticulously mapped out, combined with the resources to implement it, is crucial. This includes teachers collaboratively reviewing and revising the plan, ensuring the necessary logistics, equipment, and facilities for training, and guiding students through the appropriate developmental stages.
What devices do you rely on most for realistic training?
We exclusively use our live equipment for training simulations, such as Hazsim, which is an invaluable tool. It eliminates the need for instructors to verbally guide participants or manually interfere with meters using chemicals — a logistical nightmare. We utilize MSBS meters to prevent overloading. Our training methodology has historically involved using live meters.
How do you alter training for new responders versus seasoned veterans?
The design of your objectives is paramount. We emphasize the knowledge and understanding of equipment operation, rather than complex decision-making. Focusing on foundational skills like operating controls, ensuring personnel can confidently ‘push the button.’ Increased hands-on repetitions with meter training could facilitate team growth.
How do you keep the classroom portion of hazmat training fresh?
We rely on various sources to understand current risks and learn from past events. It’s essential to keep up with emerging technologies and hazards, updates on regulations and standards, real-time information about hazmat shipments, and public safety information and alerts.
To enhance student engagement and understanding, we should prioritize interactive experiences over passive learning methods like PowerPoint presentations. Activities utilizing new technologies, such as the Hazsim device, are particularly effective. For instance, students could be placed in a scenario or group for research and then report their findings, fostering a more interactive experience and deeper understanding through discussion.
What is the optimum class size and why?
Our training sessions can accommodate up to 45 people. We need to design scenarios that work for either one large group, or for smaller, staggered sessions. This could involve dividing the class into morning and afternoon sessions, or creating four different breakout sessions throughout the day. Planning and executing these trainings presents a challenge for instructors.
As a hazmat instructor, what’s been your biggest “ah-ha” teaching moment- the one that perhaps changed how you teach?
I prioritize applying knowledge through practical scenarios rather than a purely chronological, chapter-based approach. Technology is central to my hazmat teaching, enhancing training delivery and effectiveness through realistic simulations, interactive modules, and digital tools that boost knowledge retention.
What role does technology play in how you teach hazmat and what do you think the future holds for it?
Every meter and piece of equipment integrates cutting-edge technology, a trend we will continue to incorporate into all our training scenarios. Simulations offer an invaluable opportunity for trainees to navigate high-risk situations within a safe, controlled environment, fostering crucial situational awareness and decision-making skills under pressure.
For instructors, Hazsim provides the added benefit of tracking progress, administering assessments, and ensuring compliance with regulatory standards. These technological advancements not only enhance the engagement of our instruction but also significantly better prepare responders for real-world incidents by replicating complex environments and integrating evolving threat data.
Students prefer observing and processing data directly from the Hazsim meters, it significantly enhances their hazard awareness skills. For example, rather than simply being informed of a “100 parts per million” PID reading, students physically witnessed the fluctuating levels, leading to a deeper understanding.
In a recent training scenario, firefighters tackled a chemical leak from drums on a delivery truck. We initiated the 8-step process, focusing on pre-arrival critical thinking. Firefighters were given two meters and shipping papers, then deployed downrange. As they advanced, I manipulated meter readings, prompting them to make real-time decisions, especially when alarms were triggered. Ultimately, they used these readings to identify the leaking product.
