An Incident with One of the Fire and Rescue Service in the Community - Report Example

Work Based Learning Student Name Course Name Tutor Date Table of Contents Work Based Learning 7 Introduction 7 Work-Based Learning (WBL) enables the students to learn a variety of skills by going beyond classroom walls to practice the skills in the community. Thus it helps to the learners to have a clear meaning of the theories they acquire in the classroom. The students are taught about them not only to acquire knowledge but to be able to apply it in the day to day activities of the society. For the practice purpose and to ensure that the trainees acquire working knowledge, they should be recommended to work as they learn. The study entails the report of an incident with one of the fire and rescue service in the community (Cunningham, Graham, & Bennett, 26-26) 7 Context of the incident 8 The incident was about fighting fire in the community as a branch of Oxfordshire Fire and Rescue services. Although I participated as a trainee I was assigned duties similar to those of the other workers then expected to observe the operations of an assistance who was an expert in the field. This is because there is no room for mistakes when struggling to safe lives or properties from fire. The risk of fire had started from a residential area and spread to the surrounding including some commercial facilities. We fought it and at last were able to put it off. 8 Actual incident 8 The outbreak is was a domestic one although in a building which is next to commercial facilities. The materials which were contained in these building facilitated rapid spread of fire and others like burning gases burnt in explosions. Although not certain the fire is suspected to have been caused by domestic activities due to rapid changes in the life styles. The residents stock their rooms with materials which highly caught and spread fire, for example, cooking gases and clothes. Others use oxygen in cylinders for commercial activities like welding which also easily get fire and burn in explosions. Although we responded quickly and with all the necessary arms, the fire was so severe to fight as it had spread from the residential area to the commercial facilities (Raelin, 47-49). 8 The fire had negative influence on the affected because due to loss of property as well as affecting the normal way of living. The residents were not able to continue with their normal activities and others were either physically hurt or lost their beloved. We as the fighters also were affected because some of us were burnt as we struggled to rescue the victims of the accidents or their properties. Although it was a difficult encounter, I found it to be of significant in my learning because it made all what we cover as part of class work real in my mind or enabled me to acquire skills which are not taught in class. For example, when the strength of fire seemed to be out of hand, we were forced to try any style to fight it and not adhering keenly on the procedures which were recommended by the instructors ( Burton & Neil, 234-237) 9 It also enhances proper understanding of all the contexts that the teacher taught us in class by imagining it in the practical sense. It was also a good opportunity of practicing the acquired skills of working by practicing that which the teacher taught in class. Thus it was a good opportunity to connect the classroom instructions with the world of work and future career opportunities. Apart from the skills of fighting environmental risk of fire or others like floods, the incident enabled the development of workplace competencies especially how to perform the duties or relate with other workers. 9 The experience helped to improve learning competence and motivation to stay in school because I developed a real picture of what the instructor dictates in class. It also enhanced improvement of my academic grades by discussing with the teacher on issues which I found to be difficult during the incidence. Working with the organization improved my employability because I created a rapport with the executives and I was able to convince them on my abilities. It also improved identification of my career pathways by identifying and specializing on certain areas which are found to be necessary in the job. This is important in the understanding of the importance of the required courses hence know the areas to specialize in for the benefit of the career chosen. Fire and rescue services are communally done although various responsibilities are assigned to certain individuals (Boud & Solomon, 276-279). 9 My concerns at the time 10 My main concern of participating in the incident was to improve the skills I had learnt in class by applying them in a working environment and acquire others which are not taught in class like interpersonal and group communication skills which can only be developed practically. I was keen to apply the theories of the school tutor to do job. The anxiety of testing my capability of working especially to rescue the environment from the risks was a driving force towards participating in the incident. The aims of any service provide is to have his or her services have positive impacts on the targeted area or individuals. 10 10 In reference to the above cycle, I was observing the activities of the experts in the area and keenly ref;ect on their outcome so as to either improve my skills or learn new concepts of doing things. I was then interested in experimenting that which I learnt to ensure fully understanding. Thus i either improved my initial skills or acquired other new concepts of doing things (Wallington, 342-346). 10 Thinking and feeling as it was taking place 11 As the incident was taking place I was thinking of the relevance of whatever we were taught in school in a working environment. I tried hard to apply all my knowledge to see it in practical and also very keen to learn some new ways of doing things from other workers especially those who were trained in different institutions thus gain knowledge to work in any situation and at all levels. I felt priveledged to have worked in an environment saving organization and was happy because our services were successful. We managed to put off fire which was very severe although some property was lost and some people were physically hurt (Trotman, 43-48). 11 By the end of the incident I had added some knowledge especially on the skills of working as a group. interracting with many professionals in the area was a good chance of observing all the skills they apply to ensure the success of the activity. When it came to the time of rescuing people and materials from being burnteveryone tried to apply his or her individual skills and not necessarily the ones in the syllabus to ensure that they are successful. I also felt motivated to go back to class and learn all aspects which i felt needed some polishing or clarification of the teacher and the anxiety of completing the school to parmanently enrol in the workforce (House of Common, 67-69). 11 Demands of the situation 12 The situation demanded that all the workers have qualified working skills so since the field is sensitive and no room for making mistakes and there was nobody to guide me when I got stuck. Everyone concentrated on saving lives and rescuing property thus could not have time to teach. Knowledge was also needed to operate the machines which were used to put of fire but most of it all is courage because the frame may be too severe to attack yet the fighters are not expected to loss hope until the last minute. The preparation process is the most necessary especially to check the conditions of the machines to be used and the allocation of duties to enhance cooperation and compllexion of all activities involved in the operation. Such incidences requires good management for the purpose of organizing the human resouce and resources they use. It is necessary for the organization to always be ready for anything and at all times including the nights. 12 The organization does not only involve the activities of fighting environmental risks but also putting efforts to prevent their occurences. it is the responsibility of a Fire and Rescue service to teach members of community on the best ways of doing things especially in the rapid changing lifestyles so as to reduce the occurence of the risks. We were required to teach the residents on the best methods of handling materials which can easily get or spread fire. For example, cooking gases and other materials like clothes and rabbish. These are found to be the causes of outbraek of most of the domestic and commercial fires or the cause of their severity. The constructors should be taught on the best building design to control the spread of fire or make it easier for the extinguishers to put it off. The rooms of the building which was on fire were not spacious enough hence the frames burnt in explosions and it was not easier to put it off. The praticles of the tightly enclosed gases or air burn in explosions due to expansion and as it struggles to escape out for space thus the blocks of the walls of the building are demolished (Cunningham, Graham, & Bennett, 36-39). 12 The outcome of the incident demanded the residents be taught the basic ways of putting off fire before it spreads to be uncontrollable or before it consumes everything. They should be introduced to small fire extinguishers which can be easily operated by anybody to put off small fire. This helps to reduce the destruction which can be caused by fire either on property or the individuals. For example, if the residents of the area in which the incident had taken place had put off fire before it spread to a large area or before the frames grew to be severe, it would heve been easier for us to fight itand save many property. To put it off the fighters had to work so hard with the cooperation of each other (House of Common,124-127). 13 The impact of the incident on your studies/role 13 As part of learning, the incident was essential in my studies as it enhanced an understanding of the context taught by the teacher in class. It was an opportunity for me to apply the theoretical aspects of class work and do it practical. This helped to improve academic performance by identifying areas that I did not understand well hence consult the tutor, for example, I realised that there are some parts of the machines which we used that am not conversant with their operations, when I got back to school I requested the tutor to teach me again. It also motivated me to concentrate in class or be more participating in order to learn more especially on areas that I realised I was not competence in. 13 Involvement in the incidence enabled me to make decision on the relevant area to specialize on depending on the experience I had. It enabled me to choose on the area to specialize in at work and in school. For example, after observing and reflecting on the incident, I decided to specialise on the area of educating the residents on the best practices to prevent the occurrence of environmental risks such as fire. This is because I realised that prevention is better that cure, however much we try to put of fire we should be prepared to undergo some loses or even be physically hurt either by the exploding blocks or be burnt in the process of putting it off (Wallington, 357-363). 14 14 Following the above Work Based Learning triangle, I was able to develop good professional profile with my efforts and those of the school tutor and company tutor. All the parties have a role to play in ensuring that my profession is well developed (Raelin, 59). 15 For any learner to understand his or her identity in the profession of training, all the actors of the above triangles should be involved. The school tutor ensures that the learner has all the theoretical knowledge required and the company tutor helps the learner to implement all the theoretical ideas into practical as well as adding new concepts in the working world which cannot be taught in school. For example, some of the interpersonal and group communication skills cannot be taught in class but are acquired through practice. The theories I learnt in school enabled me to undertake the responsibilities in the workplace while by undertaking these responsibilities I was able to identify the areas that am not good in and seek ways of improving them. In the process my academic performance is improved as well as the professional profile thus I end up being a qualified profession. Undertaking work based learning provided me with opportunity to interact with other learners and workers with different knowledge of doing things thus I was able to add on the skills (Boud & Solomon, 304-306). 15 Impacts of the incident upon my future role 15 The incident does not only have impacts on my studies but also on the future roles. The aim of learning is to acquire knowledge to professionally perform duties in my career line. To be a future professional in the field of specialization I have to undergo good training which consist of both theory and practical part. Although the basic knowledge is also necessary, the practical part is the most essential for my future role because it is a rehearsal of the activities that I will be expected to undertake and a good opportunity of gaining skills of doing work and relating with other workers. 15 The Work Based Learning enables me to develop competence working skills through interacting with other professionals in the field. Thus by copying what these professionals are doing I am able to gain some skills of doing things which I will apply in my future roles. Some responsibilities like human resource management require not only the class room knowledge but also the skills to interact and handle people of all types. During the incidence I was able to acquire some human resource management skills from observing the way human resource manager was organizing the workers and assigning them various responsibilities before and during the incidence (Trotman, 52-59). 16 Conclusion 16 Above is reflective writing from the experience of a work based learning in which I participated in an incident of putting off fire which had caught and spread across a residential place and its surrounding. This incident was meant to improve the theoretical knowledge that I had acquired in class as well as developing working skills. The information I acquired from participating in the incident was necessary both in my studies as well as in the future roles. It enabled me to understand that which I learnt in class as well as motivating class concentration and participation. The Work Based Learning enabled me to acquire professional skills which will enable me to do my duties in future, for example, the human resource management which is necessary to organize and assign various responsibilities to relevant workers. 16 17 Work cited 17 Cunningham, S., Graham, D. & Bennett, B. The handbook of work based learning, Nairobi: Gower Publishing, Ltd., 2004 17 Raelin, A., Work-based learning: bridging knowledge and action in the workplace, New York: John Wiley and Sons, 2008 17 Burton, J. & Neil, J., Work-based learning in primary care, Kansas: Radcliffe Publishing, 2003 17 Boud, D. & Solomon, N., Work-based learning: a new higher education? London: Society for Research into Higher Education & Open University Press, 2001 18 Wallington, N., Out of the flames: the story of the Fire Services National Benevolent Fund 1943-2003, Yorkshire: Jeremy Mills Publishing, 2003 18 Trotman, Fire Service, Morocco: Crimson Publishing, 2001 18 House of Common, Fire and Rescue Service: Fourth Report of Session 2005-06, Westminster: The Stationery Office, 2006 18 Work Based Learning Introduction Work-Based Learning (WBL) enables the students to learn a variety of skills by going beyond classroom walls to practice the skills in the community. Thus it helps to the learners to have a clear meaning of the theories they acquire in the classroom. The students are taught about them not only to acquire knowledge but to be able to apply it in the day to day activities of the society. For the practice purpose and to ensure that the trainees acquire working knowledge, they should be recommended to work as they learn. The study entails the report of an incident with one of the fire and rescue service in the community (Cunningham, Graham, & Bennett, 26-26) Context of the incident The incident was about fighting fire in the community as a branch of Oxfordshire Fire and Rescue services. Although I participated as a trainee I was assigned duties similar to those of the other workers then expected to observe the operations of an assistance who was an expert in the field. This is because there is no room for mistakes when struggling to safe lives or properties from fire. The risk of fire had started from a residential area and spread to the surrounding including some commercial facilities. We fought it and at last were able to put it off. Actual incident The outbreak is was a domestic one although in a building which is next to commercial facilities. The materials which were contained in these building facilitated rapid spread of fire and others like burning gases burnt in explosions. Although not certain the fire is suspected to have been caused by domestic activities due to rapid changes in the life styles. The residents stock their rooms with materials which highly caught and spread fire, for example, cooking gases and clothes. Others use oxygen in cylinders for commercial activities like welding which also easily get fire and burn in explosions. Although we responded quickly and with all the necessary arms, the fire was so severe to fight as it had spread from the residential area to the commercial facilities (Raelin, 47-49). The fire had negative influence on the affected because due to loss of property as well as affecting the normal way of living. The residents were not able to continue with their normal activities and others were either physically hurt or lost their beloved. We as the fighters also were affected because some of us were burnt as we struggled to rescue the victims of the accidents or their properties. Although it was a difficult encounter, I found it to be of significant in my learning because it made all what we cover as part of class work real in my mind or enabled me to acquire skills which are not taught in class. For example, when the strength of fire seemed to be out of hand, we were forced to try any style to fight it and not adhering keenly on the procedures which were recommended by the instructors ( Burton & Neil, 234-237) It also enhances proper understanding of all the contexts that the teacher taught us in class by imagining it in the practical sense. It was also a good opportunity of practicing the acquired skills of working by practicing that which the teacher taught in class. Thus it was a good opportunity to connect the classroom instructions with the world of work and future career opportunities. Apart from the skills of fighting environmental risk of fire or others like floods, the incident enabled the development of workplace competencies especially how to perform the duties or relate with other workers. The experience helped to improve learning competence and motivation to stay in school because I developed a real picture of what the instructor dictates in class. It also enhanced improvement of my academic grades by discussing with the teacher on issues which I found to be difficult during the incidence. Working with the organization improved my employability because I created a rapport with the executives and I was able to convince them on my abilities. It also improved identification of my career pathways by identifying and specializing on certain areas which are found to be necessary in the job. This is important in the understanding of the importance of the required courses hence know the areas to specialize in for the benefit of the career chosen. Fire and rescue services are communally done although various responsibilities are assigned to certain individuals (Boud & Solomon, 276-279). My concerns at the time My main concern of participating in the incident was to improve the skills I had learnt in class by applying them in a working environment and acquire others which are not taught in class like interpersonal and group communication skills which can only be developed practically. I was keen to apply the theories of the school tutor to do job. The anxiety of testing my capability of working especially to rescue the environment from the risks was a driving force towards participating in the incident. The aims of any service provide is to have his or her services have positive impacts on the targeted area or individuals. In reference to the above cycle, I was observing the activities of the experts in the area and keenly ref;ect on their outcome so as to either improve my skills or learn new concepts of doing things. I was then interested in experimenting that which I learnt to ensure fully understanding. Thus i either improved my initial skills or acquired other new concepts of doing things (Wallington, 342-346). Thinking and feeling as it was taking place As the incident was taking place I was thinking of the relevance of whatever we were taught in school in a working environment. I tried hard to apply all my knowledge to see it in practical and also very keen to learn some new ways of doing things from other workers especially those who were trained in different institutions thus gain knowledge to work in any situation and at all levels. I felt priveledged to have worked in an environment saving organization and was happy because our services were successful. We managed to put off fire which was very severe although some property was lost and some people were physically hurt (Trotman, 43-48). By the end of the incident I had added some knowledge especially on the skills of working as a group. interracting with many professionals in the area was a good chance of observing all the skills they apply to ensure the success of the activity. When it came to the time of rescuing people and materials from being burnteveryone tried to apply his or her individual skills and not necessarily the ones in the syllabus to ensure that they are successful. I also felt motivated to go back to class and learn all aspects which i felt needed some polishing or clarification of the teacher and the anxiety of completing the school to parmanently enrol in the workforce (House of Common, 67-69). Demands of the situation The situation demanded that all the workers have qualified working skills so since the field is sensitive and no room for making mistakes and there was nobody to guide me when I got stuck. Everyone concentrated on saving lives and rescuing property thus could not have time to teach. Knowledge was also needed to operate the machines which were used to put of fire but most of it all is courage because the frame may be too severe to attack yet the fighters are not expected to loss hope until the last minute. The preparation process is the most necessary especially to check the conditions of the machines to be used and the allocation of duties to enhance cooperation and compllexion of all activities involved in the operation. Such incidences requires good management for the purpose of organizing the human resouce and resources they use. It is necessary for the organization to always be ready for anything and at all times including the nights. The organization does not only involve the activities of fighting environmental risks but also putting efforts to prevent their occurences. it is the responsibility of a Fire and Rescue service to teach members of community on the best ways of doing things especially in the rapid changing lifestyles so as to reduce the occurence of the risks. We were required to teach the residents on the best methods of handling materials which can easily get or spread fire. For example, cooking gases and other materials like clothes and rabbish. These are found to be the causes of outbraek of most of the domestic and commercial fires or the cause of their severity. The constructors should be taught on the best building design to control the spread of fire or make it easier for the extinguishers to put it off. The rooms of the building which was on fire were not spacious enough hence the frames burnt in explosions and it was not easier to put it off. The praticles of the tightly enclosed gases or air burn in explosions due to expansion and as it struggles to escape out for space thus the blocks of the walls of the building are demolished (Cunningham, Graham, & Bennett, 36-39). The outcome of the incident demanded the residents be taught the basic ways of putting off fire before it spreads to be uncontrollable or before it consumes everything. They should be introduced to small fire extinguishers which can be easily operated by anybody to put off small fire. This helps to reduce the destruction which can be caused by fire either on property or the individuals. For example, if the residents of the area in which the incident had taken place had put off fire before it spread to a large area or before the frames grew to be severe, it would heve been easier for us to fight itand save many property. To put it off the fighters had to work so hard with the cooperation of each other (House of Common,124-127). The impact of the incident on your studies/role As part of learning, the incident was essential in my studies as it enhanced an understanding of the context taught by the teacher in class. It was an opportunity for me to apply the theoretical aspects of class work and do it practical. This helped to improve academic performance by identifying areas that I did not understand well hence consult the tutor, for example, I realised that there are some parts of the machines which we used that am not conversant with their operations, when I got back to school I requested the tutor to teach me again. It also motivated me to concentrate in class or be more participating in order to learn more especially on areas that I realised I was not competence in. Involvement in the incidence enabled me to make decision on the relevant area to specialize on depending on the experience I had. It enabled me to choose on the area to specialize in at work and in school. For example, after observing and reflecting on the incident, I decided to specialise on the area of educating the residents on the best practices to prevent the occurrence of environmental risks such as fire. This is because I realised that prevention is better that cure, however much we try to put of fire we should be prepared to undergo some loses or even be physically hurt either by the exploding blocks or be burnt in the process of putting it off (Wallington, 357-363). Following the above Work Based Learning triangle, I was able to develop good professional profile with my efforts and those of the school tutor and company tutor. All the parties have a role to play in ensuring that my profession is well developed (Raelin, 59). For any learner to understand his or her identity in the profession of training, all the actors of the above triangles should be involved. The school tutor ensures that the learner has all the theoretical knowledge required and the company tutor helps the learner to implement all the theoretical ideas into practical as well as adding new concepts in the working world which cannot be taught in school. For example, some of the interpersonal and group communication skills cannot be taught in class but are acquired through practice. The theories I learnt in school enabled me to undertake the responsibilities in the workplace while by undertaking these responsibilities I was able to identify the areas that am not good in and seek ways of improving them. In the process my academic performance is improved as well as the professional profile thus I end up being a qualified profession. Undertaking work based learning provided me with opportunity to interact with other learners and workers with different knowledge of doing things thus I was able to add on the skills (Boud & Solomon, 304-306). Impacts of the incident upon my future role The incident does not only have impacts on my studies but also on the future roles. The aim of learning is to acquire knowledge to professionally perform duties in my career line. To be a future professional in the field of specialization I have to undergo good training which consist of both theory and practical part. Although the basic knowledge is also necessary, the practical part is the most essential for my future role because it is a rehearsal of the activities that I will be expected to undertake and a good opportunity of gaining skills of doing work and relating with other workers. The Work Based Learning enables me to develop competence working skills through interacting with other professionals in the field. Thus by copying what these professionals are doing I am able to gain some skills of doing things which I will apply in my future roles. Some responsibilities like human resource management require not only the class room knowledge but also the skills to interact and handle people of all types. During the incidence I was able to acquire some human resource management skills from observing the way human resource manager was organizing the workers and assigning them various responsibilities before and during the incidence (Trotman, 52-59). Conclusion Above is reflective writing from the experience of a work based learning in which I participated in an incident of putting off fire which had caught and spread across a residential place and its surrounding. This incident was meant to improve the theoretical knowledge that I had acquired in class as well as developing working skills. The information I acquired from participating in the incident was necessary both in my studies as well as in the future roles. It enabled me to understand that which I learnt in class as well as motivating class concentration and participation. The Work Based Learning enabled me to acquire professional skills which will enable me to do my duties in future, for example, the human resource management which is necessary to organize and assign various responsibilities to relevant workers. Work cited Cunningham, S., Graham, D. & Bennett, B. The handbook of work based learning, Nairobi: Gower Publishing, Ltd., 2004 Raelin, A., Work-based learning: bridging knowledge and action in the workplace, New York: John Wiley and Sons, 2008 Burton, J. & Neil, J., Work-based learning in primary care, Kansas: Radcliffe Publishing, 2003 Boud, D. & Solomon, N., Work-based learning: a new higher education? London: Society for Research into Higher Education & Open University Press, 2001 Wallington, N., Out of the flames: the story of the Fire Services National Benevolent Fund 1943-2003, Yorkshire: Jeremy Mills Publishing, 2003 Trotman, Fire Service, Morocco: Crimson Publishing, 2001 House of Common, Fire and Rescue Service: Fourth Report of Session 2005-06, Westminster: The Stationery Office, 2006 Read More