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RECENTLY attended an exhibition in London to gain knowledge and insight into current tools and practices within the education sector, and give our course portfolio added value and coverage. There are a huge variety of platforms, software and technologies that help bring a training experience to life, and counter ever shortening attention spans, lack of time and need for ‘bite sized’ input. This all got me thinking about the true value of what we provide in terms of a learning experience for our delegates. Fire safety is an almost invisible subject


for many, myself included for many years. It is not, however, to the team of professionals from a wide variety of backgrounds who make up our delivery team,with whom I’m now fortunate to work. Many come from the front line of the fire and rescue service, and offer a unique perspective, to bring a fairly academic subject to life in all its many shades (and the sometimes gruesome consequences of certain behaviours). Some trainers are passionate about the


minutiae and language that comprises the law, regulations, standards and best practices we should all aspire to, as well as the history and reasons why these should or should not be in place – they could (and do) debate these for hours, forming logical, presentable arguments. They also have a talent for enlivening what is often perceived as a rather ‘dull’ topic – driving change and improving the quality and safety of our buildings, environments and lives. Others have more academic and scientifically enquiring minds, asking the questions and testing theories in the real world to back up their points. All are active in their own fields of expertise, and bring a live dimension into the classroom. While the basis of our curriculum may stay largely the same year to year, delivery and knowledge moves on every day and maintains a


Viewpoint I


Claire Wright, training manager at the FPA, describes how our courses and trainers help impart key lessons for fire safety to our customers


currency and relevance that could not be found in static learning resources, such as a video, manual or guidance document. I have just completed my 11th year at


the FPA, and recently, finally participated as a delegate on one of our fire risk assessment courses. Thinking I was basically familiar with the premise and material, I was surprised by how my eyes were opened to seeing it from a risk assessor’s perspective, and how the group members could contribute their own experiences for different and meaningful dimensions. Questions and discussions brought up colourful and memorable examples, which all helped to embed fundamental knowledge. I am not sure this would have been possible had I been sitting at a PC or monitor. As a reader of this journal, you will


already be aware that we all take a certain responsibility for fire safety. Some will have legal obligations and budgets to ensure measures are in place and maintained, and some will be required to keep people safe by being vigilant to certain risks. The need for ‘training’ therefore varies greatly. We’re lucky to work with a wide range of businesses and individuals, and I hope our passionate, committed team can continue to improve and broaden best practice. Whilst I look forward to technologies that may help us make our message more accessible, I feel that there’s no replacement for a trainer able to share their experience and knowledge as passionately as ours do. As a manager there is nothing better


than receiving feedback like this from a wary or reluctant individual attending ‘yet another’ course: ‘I wasn’t looking forward to today’s training, but this has really opened my eyes and I have really enjoyed it – thank you’. I now know how they feel


Claire Wright is training manager at the Fire Protection Association


www.frmjournal.com MARCH 2018 1


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