Everything the fire service does requires constant training and retraining. Using CAFS is no exception. The initial instruction will include both classroom didactic and hands-on exercises. Continuing education can use the same format or on-the-job training.

The initial CAFS delivery instruction is critical. If firefighters are given the tool without proper knowledge, one of three things will happen. Some will refuse to use it and continue fighting fire with water only. Some will try it and have a good experience; this information typically will trickle through the department. Still others will use it inappropriately and have a bad experience; this information tends to spread through the department like wildfire.

CAFS delivery instruction should cover several areas. It begins with classroom instruction that starts with the basics. Many firefighters do not have a basic understanding of how and why foam works. This knowledge is critical to being able to create the proper foam and make proper tactical applications. Safety for both Class A foam and CAFS must be covered. How the CAFS operates and the components of the system need to be addressed. The depth of coverage of this subject depends on the audience and its particular needs. The characteristics of CAFS and the operation of the system complete the didactic portion of the instruction.

The hands-on instruction typically begins by examining CAFS components on the apparatus. It continues with demonstrations of how to create various types of finished foams and what they should look like. Then, students are allowed to operate the hose line and pump panel.

When all personnel understand the basics of CAFS, teach tactical and live fire training. Applying bubbles to fire is important to fully understand both the application methods and the effects of the foam on the fire. While this is important for all types of firefighting, it is critical for interior structural attacks. That's because there are distinct differences in applications and effects of water only, foam solution and CAFS. The proper use of CAFS requires some changes in fireground operation.

A burn building or an acquired structure can be used for interior live-fire training, and there are pros and cons to each. Using a burn building is the easiest and most common method. The facility must be able to burn Class A fuels, preferably pallets. Because the fire and heat have a short duration, hay or straw is less effective in demonstrating CAFS. Gas-fired burn buildings will not demonstrate the same effects as Class A materials, thereby rendering the training ineffective. Using acquired structures is most effective in teaching the effects and application of CAFS. Here, the entire structure may be Class A fuels and the effects of CAFS application are unmistakable. Using acquired structures is much more time consuming and raises more safety issues. There are many approvals to obtain and regulations and guidelines to follow when organizing the training. Sufficient personnel and equipment also will be needed to conduct the training.

Continuing CAFS training is important to keep personnel current on the use of the technology. Some classroom review may be appropriate. The best training will occur with hands-on practice. Running drills that involve both basic and more complex foam operations will help keep skills sharp. Often, this will stimulate new ideas for applications or procedures to simplify or enhance operations. Drills can range from vehicle and structural attack evolutions to pumping CAFS up a ladder pipe or standpipe. The drills should be relevant to your department's equipment, needs and call types.

Department size and culture are significant factors for CAFS training and implementation. Smaller fire departments can have fewer personnel to train, fewer levels of bureaucracy to slow the adoption of new ideas, and fewer resources so they typically are looking for improved efficiency. The culture of the department also has an effect on how well personnel adapt to new equipment and information. A fire department with a progressive culture, regardless of size, will more easily adapt to the change from water only to CAFS.

When designing a CAFS training program, consider all of the groups in the department whose needs must be addressed. Also consider the level of instruction that their particular job will require. In small departments, all personnel likely will fall under one umbrella program. Larger departments have groups with more specific needs that include training officers and core trainers, line personnel, chief officers, emergency vehicle technicians, fire investigators and public information officers. They all need to know how foam works, but each has special information needs.

Training officers and their core trainers on each shift will need to teach the line personnel. They need to be trained to a higher level for better understanding and to answer the “what if” questions that will be asked when they are teaching. Line personnel need to understand how to operate the system, and how, when and where to apply foam. Chief officers need to understand where it best fits into their plan when they are managing an incident. Emergency vehicle technicians must know how to maintain, diagnose and repair the systems. Fire investigators need to understand how it will affect their investigation. Public-information officers need to know its benefits and when it is used so that they can address the public's concerns.

Effectively implementing CAFS is like climbing a small hill. Don't let that hill become a mountain by short-changing or ignoring the necessary training. Make the CAFS investment work to its full potential by teaching personnel how to effectively use the tool.

Keith Klassan is an instructional program manager for Waterous Co.

The 2008 Focus on Foam is sponsored by: