Silver Medallion

Patrol Captain

DELIVERY AND
ASSESSMENT GUIDE
v1 JUNE 2022
 Contents
03
ACKNOWLEDGEMENTS
04
DELIVERY
Course components 4
eLearning sessions 4
On-the-job training 4
Face-to-face sessions 4
Resources and equipment 5
06
SESSION PLANS
Session 1: Operations (1 hour 10 minutes) 6
Session 2: Risk Management (1 hour 30 minutes) 9
Session 3: Leadership (2 hours 5 minutes) 11
Session 4: Incident Management (2 hours 5 minutes) 15
Session 5: Scenario Assessments (5–7 hours) 20
22
ASSESSMENT
Assessment Task 1: Theory questions 23
Assessment Task 2: On-the-job third-party checklist 23
Assessment Task 3: Scenario assessments
Scenarios and actor briefing notes
23
25
SCENARIO 1 25
SCENARIO 2 26
SCENARIO 3 27
SCENARIO 4 27
SCENARIO 5 28
SCENARIO 6 29
SCENARIO 7 29
SCENARIO 8 30
SCENARIO 9 30
SCENARIO 10 31
SCENARIO 11
SCENARIO 12
32
33
Scenario role allocation template 33
Appendix 35
 Acknowledgments
Surf Life Saving Australia (SLSA) would like to acknowledge the many staff and volunteers who contributed their time and
expertise to support the development of this resource, in particular the

• Course Design Working Group

• Course Design Review Group
• Education Management Committee
• Education Advisory Committee

© Surf Life Saving Australia Ltd

This work is copyright, but permission is given to SLS trainers, assessors and facilitators to make copies for use within
their own training environment. This permission does not extend to making copies for use outside the immediate training
environment for which they are made, or the making of copies for hire or resale to third parties.
For permission outside these guidelines, contact SLSA:

Surf Life Saving Australia

1/1 Notts Ave, Bondi Beach NSW 2026
Ph: (02) 9215 8000
education@slsa.asn.au

All resources developed by SLSA are reviewed regularly and updated as required, therefore, once printed or downloaded
resources are considered out of date. The most current versions of SLSA course resources are located in the SLSA Members
Area Document Library. Feedback on resources can be provided by contacting SLSA using the details above.

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 Delivery
The Silver Medallion Patrol Captain (SMPC) course FACE-TO-FACE SESSIONS
is designed to be delivered using a blended learning
approach. This means that participants will learn using a The face-to-face sessions require members to attend
variety of methods, including eLearning, on-the-job (OTJ) training in person. During this time facilitators will build
training and face-to-face sessions. These are referred to on the participants’ eLearning, introduce new topics and
as the course components. guide participants through activities and scenarios.
Scenario assessments will also be completed during the
face-to-face training.
COURSE COMPONENTS
TRAINING AND ASSESSMENT
ELEARNING SESSIONS
The face-to-face theory is divided into 4 sessions, where
The eLearning modules are completed in the participant’s appropriate, content may be delivered by multiple
own time prior to the face-to-face sessions. trainers/facilitators or content experts. It is recommended
that participants have short breaks between each session
The eLearning should be allocated to participants at
and that activities and discussions are used to keep the
least 3 weeks prior to the first face-to-face session, this
participants engaged throughout the day.
outlines what is expected of the participant to complete
the course, including the pre-course work required – The scenario assessments will require at least one additional
eLearning and OTJ component. trainer/assessor/facilitator to assist the assessor to set-up
and run the scenarios, each scenario requires participant
Members can access the eLearning online via the SLS
and actor briefings and de-briefings. For efficient use of
Members Area eLearning platform or SLS Learning app
time, it is recommended that one assessor completes the
using their SLS Members Area login details.
set-up and briefing for a scenario while another assessor
oversees the debriefing from the previous scenario.
ON-THE-JOB TRAINING
The OTJ component requires participant’s to undertake
activities acting as the patrol captain while on patrol
under the supervision of a patrol captain or facilitator
who will need to complete the third-party report provided.
This will form part of the participant’s assessment portfolio.
The OTJ component needs to be completed prior to
the first face-to-face session. The third-party report can
be downloaded by participants from the eLearning.

Delivery 4

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RESOURCES AND EQUIPMENT
The resources and equipment you will need to deliver this course are listed in the table below.

COURSE RESOURCES

 eLearning
 Assessment portfolio
 OTJ third-party report
RESTRICTED RESOURCES (ACCESSIBLE ONLY BY TRAINERS, ASSESSORS AND FACILITATORS)

 SMPC Delivery and assessment guide

 SMPC PowerPoint
RESTRICTED RESOURCES (ACCESSIBLE ONLY BY TRAINERS, ASSESSORS AND FACILITATORS)

 Training first aid kit (including auto-injector, reliever and spacer)

 Training AED
 Training oxygen resuscitation kit
 6 x operational radios
 Flags (generic colour—for simulated set-up)
 Beach closed signage
 Training rescue boards x 2
 Training tube x 3
 Manikin
 Infant manikin
 2 x tents for shade (optional)
 Star pickets
 Bunting or rope
 Training in progress signs
 Patrol uniform per participant
Table 1 – Resources and equipment

Delivery 5

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 Session Plans
Session plans are provided below for running the face-to-face training sessions. The session plans provide a guide to what
content should be delivered with the time that should be spent on each section of content as well as activities that will enable
learning and make the session more engaging. Further guidance can be found in the notes section of the PowerPoint and in
the activity instructions included in this document following each session plan.
It is recommended that breaks are provided between each session and that multiple trainers/facilitators are used to deliver
different areas of the content.

Session 1: Operations
(1 hour 10 minutes)
SESSION AIMS KEY MESSAGES
By the end of this session participants should be able to:
• confirm their general beach management knowledge
• explain operational briefing and debriefing procedures
• define critical incident stress (CIS)
• explain the critical incident briefing and debriefing
protocols, including available support services
• engage with members of the public in accordance with
SLS protocols
• implement strategies to deal with inappropriate
behaviour by the public
• conduct equipment checks and tagging, reporting
damaged or missing equipment.
1. Operational briefings and debriefings are an integral
part of beach management protocols.
2. Effective team leadership requires an understanding
of your patrol team’s skills, attributes and limitations.
3. Critical incident stress is a natural reaction to abnormal
events. SLS has specific protocols and support
mechanisms available to support members following
a critical incident.
4. Effective engagement with the public is a core
function of the role of a patrol captain.
5. Apply established SLS protocols when dealing
with inappropriate behaviour of the public. Patrol
captain interactions and behaviours will be subject
to public scrutiny.

Session Plans 6

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TIME SESSION 1 – OPERATIONS RESOURCES

15 mins Welcome PowerPoint

• Welcome participants
• Acknowledgement of country
• ‘I’d like to begin by acknowledging the traditional owners
of the land on which we meet today. I would also like to pay
my respects to elders past and present.’
• Introduce training team
• Housekeeping

Introduction to the course

• Course outcomes
• Outline of what to expect in the face-to-face sessions

Participant introductions
• Participants to briefly introduce themselves (who they are,
which club they are from and why they are doing the course)
10 mins Introduction to the first session—Operations PowerPoint
Give participants the opportunity to discuss their understanding Actor to play mother of missing child
of the responsibilities of a patrol captain and get the group thinking Scenario 1.1
like a patrol captain through the surprise scenario.
• Outline session aims
• Facilitate a discussion about the group’s perception of the
responsibilities of a patrol captain
• Surprise scenario: Scenario 1: missing child (details following
session plan—Scenario 1.1)
• Debrief of scenario
5 mins eLearning re-cap—Beach Management PowerPoint
Ensure participants remember the key roles of a patrol captain
to effectively set up, pack down and manage the beach and
patrol team.
• Facilitate a discussion about operations that a patrol captain
needs to carry out prior, during and after a rostered patrol
• Discuss equipment checks and tagging, reporting damaged or
missing equipment
5 mins Know your team PowerPoint
Cement understanding of why it is important to know your patrol
team in order to effectively delegate tasks.
• Explain the role and importance of a vice-captain
• Explain the importance of knowing your teams’ skills, attributes
and limitations as well as the dynamics within the group and how
this contributes to effective allocation of roles and responsibilities
• Cover what you should do if you are a substitute patrol captain
and don’t know your team

Session Plans 7

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 TIME SESSION 1 – OPERATIONS RESOURCES

5 mins Operational briefing & de-briefing PowerPoint

Ensure participants understand the importance of and the process
for effectively performing briefing, task allocation and debriefing.
• Explain ‘span of control’ and how it impacts allocating roles
• Explain that briefings are an integral part of a patrol day and
that participants will be leading briefings and debriefing in
their assessment tomorrow
• Cover what goes into briefing, task allocation and what you go
through in a debrief
10 mins Critical incident briefing and debriefing PowerPoint
Explain critical incident stress and why critical incident
debriefing are integral to ensuring wellbeing of members that
have been exposed to potentially traumatic incidents. Ensure
participants know the state support services available and how
these are accessed.
• Briefly outline what critical incident stress is
• Explain when and how a critical incident debrief takes place
and what it includes
• Explain when and how an emotive debrief takes place and
what this involves
• Briefly cover support services available to members following
a critical incident e.g. EAP, peer-support etc
15 mins Dealing with inappropriate public behaviour PowerPoint
Provide an opportunity for participants to discuss dealing with
difficult behaviours and how to best manage these situations to
ensure appropriate responses to inappropriate behaviours.
Show the video of Reg (in the PowerPoint)
• Discuss Reg’s interactions with public (good and bad aspects)
• Briefly cover conflict and the basic principles for managing
conflict (CALM approach)
• Ask participants to name documents that they can refer to for
guidance and ask them to find these using their phones
• Discuss the scenario presented in the PowerPoint and facilitate
a discussion about what an appropriate level of action is and
when you should stop interactions
5 mins Wrap up session
• Conclusion of session, emphasising key messages
• Any questions?

SCENARIO 1.1 SURPRISE SCENARIO - MISSING CHILD

This surprise scenario is about setting the
scene early in the course. You will need to
brief a participant or external person to act
as the parent of a missing child and play out
the scenario on the right:
A member of the public comes running
into the club advising that their child
is missing. The child was last seen
playing in the playground. The parent
is frantic. The child has been missing for
approximately 10 minutes.
To facilitate the scenario, it is important that you:
• take some very minor details then advise you are going to call the duty
officer and police. While this is occurring, assign four participants to gather
more information and formulate a plan
• make sure that after the initial information is gathered and a quick search of
the area is completed, the scenario is stopped
• conduct a scenario debrief that outlines the appropriate response including:
- collect information
- go to the location and check it out
- formulate search teams
- start requesting equipment
- stop scenario before they call SurfCom or leave on a search party.

Session Plans 8

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 Session 2: Risk Management
(1 hour 15 minutes)
SESSION AIMS KEY MESSAGES
By the end of this session participants should: 1. Risk management is about the journey, not the
destination.
• understand why there needs to be a risk-based
2. You can have the best systems and tools, but if no one
approach to reduce the chance of uncertainty
uses them, you have nothing.
• have an understanding of general risk assessment
3. The SRR is a tool that has been established for multiple
• understand hazard management strategy: how to}| purposes, this includes:
develop (hierarchy of controls in practice)
a. risk assessment
• understand the purpose of the surf risk rating (SSR) i. to identify risk using a consistent process
• use the Surf Risk Rating (SRR) as a tool to assist in the ii. to highlight and confirm risk levels and
assessment of risk and mitigation options at events. mitigation options to be considered
iii. to allow risk and mitigation strategies to be
recorded
b. safety threshold validation
c. collecting data on individual events to better
understand risks.

Session 2: Risk Management 9

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TIME SESSION 2 – RISK MANAGEMENT RESOURCES

5 mins Session overview

25 mins Risk management PowerPoint
Give participants a general overview of the risk management
concepts and processes that they need to be aware of as
patrol captains.
• General overview of risk and risk management and that data
needs to be defensible
• Explain the meaning of intent—about the process (the journey)
• Explain risk management methodology
• Describe risk analysis
• Explain risk tolerance and ask participants to use the risk
management process to discuss what is reasonably practicable
for the following risks: bluebottles, wet floors in club, water
pollution, broken boards
• Explain risk treatment
10 mins Hazard management PowerPoint
• Overview to hierarchy of controls
15 mins Surf Risk Rating (SRR) theory review PowerPoint
Explain and discuss the Surf Risk Rating tool and why this is SRR app
a valuable tool that patrol captains can utilise to assist in the
assessment of risk.
• Ask participants to review the images and discuss the
conditions presented. Ask participants to give a numerical
rating to the level of danger presented
Revisit some key areas of the eLearning:
• What is an SRR?
• What are the measurable components taken into account to
determine the SRR?
• Highlight the need to record the worst conditions in the time
observed, even if it is a once-off event in that time frame
• Talk through the process of the risk levels and the ‘advisory
statements’
• Talk through the areas of confirming reading of the advisory
statements and the benefit of recording actions or areas of note
20 mins SRR walk through PowerPoint
Provide an opportunity for participants to practice using the
SRR tool.
• Have people review the current conditions and record findings
• Review group findings
• Discuss differences and what this may mean
Summary
• Confirm process
• Confirm to trust tool (SSR app)
• Note it is a tool to assist in decision-making
• Any questions?

Session 2: Risk Management 10

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 Session 3: Leadership
(2 hours 5 minutes)
SESSION AIMS KEY MESSAGES
By the end of this session participants will have: 1. Adopting a motivational style of leadership and
meeting the three basic psychological needs of your
• an understanding of self-determination theory (SDT) team will improve role satisfaction, wellbeing and
and motivational leadership intention to stay.
• refined the actions they will practically implement to 2. Leadership development is not a one-off activity—it
improve their leadership in line with SDT is an ongoing practice of application and reflection.
• improved confidence to tackle difficult situations in 3. Small, daily and consistent changes in your leadership
an emotionally intelligent way practice can lead to big results over time.
• acquired a basic understanding of the non-technical 4. Putting off ‘difficult’ conversations tends to make
skills required in emergencies and strategies to achieve the situation worse - difficult conversations are best
planned, with consideration given to the intended
these in their teams.
outcome and the way in which others might react.
5. A motivational style of leadership and operational
planning will create an environment conducive to
effective incident management

Session 3: Leadership 11

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 TIME SESSION 3 – LEADERSHIP RESOURCES

5 mins Recap on the three basic psychological needs PowerPoint

Ensure that the group has a solid understanding of self-
determination theory (SDT)—this is the foundation learning
for this session.

• Session aims and outcomes

• Ask participants to recall the three basic psychological
needs and define them
• Outline the relevance of meeting these three needs for
satisfaction and retention in Surf Life Saving specifically
• Autonomy and belonging are two of the key drivers of
volunteer satisfaction. Facilitate a discussion asking
participants to explore why this might be
20 mins Your leadership practice - actionable goal setting PowerPoint
Ensure that all participants have a SMART action plan which Participant action plans from eLearning
meets the principles of SDT to take away with them and
implement—setting up for success. Opportunity for participants
to hear practical ideas from others.

• Recap on eLearning
• Introduce and explain SMART action planning and the
benefits of this
• Ask participants to work together to review their action plans
and make them SMART.

• Ask participants to share key points from their discussions

Note: If participants haven’t completed their action plan,
discuss a goal that they would like to achieve and then create a
SMART action plan for this.
10 mins Motivational leadership and difficult situations/ PowerPoint
conversations
Ensure that the group has a solid understanding of motivational
leadership and the four steps of dealing with difficult situations.
Enhance participants’ understanding of how to effectively deal with
difficult situations.
• Ask participants to recall the characteristics of motivational or
controlling leadership
• Ask participants to recall the four steps of dealing with difficult
conversations in a motivational way

Session 3: Leadership 12

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 TIME SESSION 3 – LEADERSHIP RESOURCES

40 mins Difficult situations—desktop exercise Scenarios

Provide participants the opportunity to plan for a difficult situation, Activity 3.1 instructions
reinforcing the content to date.
Small group activity:
• Introduce task (instructions provided following session plan—
activity 3.1)
• Split participants into four groups and provide each group with
one of the scenarios
• Ask participants to discuss how they could respond to the
scenario taking into consideration: 1. Their goal. 2. The situation.
3. Their approach
• Cover high-level content on emotional intelligence
• Explain the steps for planning difficult conversations
• Groups to present their findings—facilitator responds to findings
acting as the ‘difficult person’
45 mins Non-technical skills for leading during an emergency PowerPoint
Explore the non-technical skills (NTS) required during an Activity 3.2 instructions
incident/emergency. Appendix 1: NTS Worksheet
• Explain non-technical skills for leading a team during an
emergency

Discussion
• Talk through the scenarios outlined in the slides and ask
participants to identify some of the NTS used to manage the
incidents

Group activity
• Divide participants into groups and facilitate activity 3.2
(instructions provided following the session plan)
• Following the activity, provide an overall summary emphasising:
- the importance of motivational leadership in establishing
a team environment conducive to supporting these
behaviours prior to an incident occurring
- the importance of operational planning—preparing for
the unexpected
5 mins Wrap up
• Conclusion of session, emphasising key messages
• Explain that they will have the opportunity to practise these
skills on Day 2 as they work through the scenarios
• Any questions?

Session 3: Leadership 13

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ACTIVITY 3.1—
DIFFICULT CONVERSATIONS
This activity requires participants to look at one of the below
scenarios and spend 10 minutes discussing in groups how
they could plan their response taking into consideration:
1. their goal
2. the situation
3. their approach.
Once groups are almost ready, present the Emotional
Intelligence and Planned Conversations slides and ask
participants to take these concepts into consideration and
provide an additional 5 minutes for further discussion.
Following the discussion, the groups should present their
findings and the facilitator should take on the role of the
difficult person so that the groups need to interact using
their planned conversational piece.
Scenarios:
1. A patrol member is continually showing up late or
not at all even though you have confirmed their
attendance. When they do show up, they don’t
have an excuse and just shrug it off.
2. A member always shows up for patrol but doesn’t
participate in the patrol—they are continually going
off and doing other things that are not part of the
patrol e.g., checking the Nipper cages, checking
learner resources. When you have spoken to them,
they answer that ‘these are tasks they are responsible
for and they need to be done’.
3. A group of young patrol members on patrol like to
congregate and do tasks together. They are frequently
having conversations about their social lives that are
often very loud and boisterous and contain swearing or
inappropriate content.
ACTIVITY 3.2—
WORKSHEET ACTIVITY
The aim of this activity is to provide a practical
understanding of the NTS required for providing leadership
to manage an incident/emergency. The NTS outlined in the
worksheet have been arrived at following research into the
NTS demonstrated by effective incident management teams
across several different emergency services.
To facilitate the activity, split the participants into groups
and provide each group with one or more NTS from the
NTS Worksheet (Appendix 1) (if possible, provide each
person in the group with their own copy of the card to
facilitate easier group discussion).
Ask each group to spend 12 minutes:
• familiarising themselves with their skill, the different
elements of that skill and what this skill looks like in
practice (2 minutes)
• discussing the potential barriers to being able to carry
out these skills effectively (i.e., why might we not see the
behavioural marker in play) (5 minutes)
• discussing ways in which those barriers could be
addressed (5 minutes).
Following the discussion, ask each of the groups to present
a summary of their discussion.

Session 3: Leadership 14

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 Session 4: Incident Management
(2 hours 5 minutes)
SESSION AIMS KEY MESSAGES
By the end of this session participants should be able to: 1. Situational awareness plays a critical role in your
response to an incident.
• define situational awareness and the concept
2. It is important to understand the potential
of risk versus gain
consequences of your decisions and actions, and
• illustrate an awareness of the factors that affect when to say no.
decision-making under pressure and strategies that 3. Effective crisis leadership may be impacted by a range
mitigate against these of factors, including availability of accurate information,
• describe the five stages of incident management communication, fatigue and stress.
• develop an initial action plan (IAP) 4. The patrol captain must always prioritise patrolling the
beach when deploying resources in any situation.
• explain post-incident procedures to apply as
a patrol captain 5. In an incident, the patrol captain may fulfil the role of
incident controller initially. Once police arrive, they take
• demonstrate incident management protocols in over incident control and the patrol captain becomes
their scenario assessment the incident commander for their team.
6. The patrol captain is responsible for ensuring that
established post-incident procedures are followed,
and accurate records are maintained.
7. How the nature of critical incidents such as time
pressure, uncertainty and high stakes, impacts on the
way leaders make decisions.

Session 4: Incident Management 15

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 TIME SESSION 4 – INCIDENT MANAGEMENT RESOURCES

5 mins Introduction to session PowerPoint

Ensure participants understand the role a patrol captain plays in
managing incidents and that this will form a significant part of their
scenario assessments.
• Aim and outcomes of session
• Connect session to leadership content delivered
• Everything covered in this session will need to demonstrate in
the scenario assessments
• Explain what an incident/emergency is
• Cover the areas of operation/priorities:
- water
- beach
- public areas
15 mins Responding to an incident PowerPoint
Provide details of incident management concepts and
processes ensuring participants understand all considerations
before responding to an incident.
Explain the core concepts and processes of responding to
incidents:
• Communication and information flow
• Centralised command
• Explain pause and plan—you will need to do this tomorrow
• Knowing capability and capacity of your team being able to
respond to incidents
• Risk versus gain and the need to understand the consequences
of potential actions
• Knowing when it’s important to say no
• Explain situational awareness
25 mins Barriers to effective decision-making PowerPoint
Ensure participants understand how stress/pressure can impact
their response to incidents and what actions they can take to help
mitigate these impacts.
• Explain the difference between traditional decision-making and
making decisions in an emergency
• Ask participants to reflect on a time when they had to make
decisions under pressure and share any factors that they felt
impacted their decision-making.
• Explain the key factors affecting decision-making and consider
the impacts of fatigue and stress on your patrol team
• In pairs, ask participants to explore strategies that they could
take to minimise these impacts
• Ask participants to share their strategies with the group
• Summarise the strategies presented and emphasise:
- the importance of practising these skills on patrol
(e.g., scenarios on patrol)
- the importance of debriefing

Session 4: Incident Management 16

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 TIME SESSION 4 – INCIDENT MANAGEMENT RESOURCES

15 mins Deployment of team and assets PowerPoint

Provide participants the opportunity to discuss how the effective
deployment of their team and assets is integral to successfully
manage an incident.

• Cover the principals of triage

• Facilitate a discussion about how they would respond to the
scenario presented in the PowerPoint covering:
- the resources and capabilities at your own club and
externally
- prioritising in an emergency and how to deploy
resources
- always having someone left patrolling the beach

10 mins SITREP PowerPoint

Participants should understand what a SITREP is, when these are
used and why a patrol captain needs to understand them.

• Discuss SITREPs and how they are a form of status reporting

that provides patrol captains and other stakeholders a quick
understanding of the current situation
• Explain the importance of receiving regular SITREPs from your
team and providing them to key stakeholders e.g. SurfCom, duty
officer etc

5 mins Search and rescue (SAR) PowerPoint

SAR incidents have specific processes, ensure participants know
and understand these processes should they be involved in a SAR
incident.
• Explain what a SAR incident is
• Explain what the Australasian Inter-agency Incident
Management System (AIIMS) is and how consistent terminology
and process facilitates easier collaboration
• Cover working with external agencies and support services. Link
this to the next block—followership

Session 4: Incident Management 17

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 TIME SESSION 4 – INCIDENT MANAGEMENT RESOURCES

10 mins Followership
PowerPoint
Followership is an important concept in SLS. It is important that a
patrol captain knows how to effectively follow in an incident when
the duty officer or police arrive.

• Ask if anyone has come across the term ‘followership’ before, and
if so, ask if they would like to define it for the group. If not, define
‘followership’
• Ask participants to take 2 minutes to individually reflect on what
makes effective followership and then share their thoughts—
collate responses
• Outline the four qualities of effective followers
• Reinforce that supportive and motivational leadership will help
to create an environment conducive to effective followership
• Draw attention to the similarities between effective leadership
and effective followership

15 mins Effective incident management PowerPoint

Ensure participants have a solid understanding of how to
effectively manage incidents using well established incident
management processes.
• Describe the five stages of—awareness, initial response, planning,
operations and recovery
• Explain how to recognise an incident—in the first instance, the
patrol captain becomes the incident controller
• Explain how to develop an IAP. Detail the three steps—gather
information (who, what, where, when, why; identify the last
known location; initial search of the scene; notify authorities

Activity: Based on the scenario presented in the PowerPoint, write

an IAP as a group. Any requests for additional information should
be directed to the trainer.

15 mins SMEAC PowerPoint

Participants should understand what a SMEAC is, when they are
used and why a patrol captain needs to understand them.
• Explain SMEAC
• Discuss how this can be used for a specific incident or for an
event e.g., general patrol
Activity:
• Participants should create their own SMEAC based on their
patrol for the next day.
• Once police arrive, they become incident control. Patrol captain
now becomes incident commander—responsible for own team
in the operation.

Session 4: Incident Management 18

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TIME SESSION 4 – INCIDENT MANAGEMENT RESOURCES

10 mins Procedures following an incident PowerPoint

Incident management continues even after an incident has
occurred, this includes accurately recording details and ensuring
the wellbeing of your patrol team.
• Discuss post operational procedures—logs, forms, debriefs,
peer support, cleaning and restoring equipment
• Emphasise that all incident information is confidential and
that media enquiries should be handled only by authorised
media representatives or referred to the incident controller
• Critical incident follow-up procedures (building on what was
covered in the Incident Management module)
Wrap up:Questions and discussion

Session 4: Incident Management 19

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 Session 5: Scenario Assessments
(5-7 hours)
DURATION ACTIVITY RESOURCES

5 mins Introduction to Day 2

• Quick debrief of Day 1
• Explain the purpose and structure of the scenario assessments
and that everyone will be rotating between playing the roles
including acting as the patrol captain (for their assessment),
patrol team member and various actors
• Break times
30 mins Surf Risk Rating activity Participant phones for accessing SRR app
• Ask participants to complete a Surf Risk Rating (SRR) using the
SRR app. Instructions following session plan - Activity 5.1
• Ask participants to compare results and discuss any deviances
and what this means
• Review core elements, outcomes and key points
5-6 hours Scenarios Equipment as per Table 1 – Resources and
• Read the participant instructions to the group equipment (also listed in the assessment
instructions below)
• Give instructions on when and where to go to be briefed for
allocated roles
• Explain how the scenarios will be assessed

For each assessment brief participants for their role, including:

• the role of the patrol captain
• the role of the patrol teams
• the role of the actors

Note: a role allocation

15 mins Wrap up and finish Day 2
• Debrief scenarios and two days of training
• Discuss next steps and evaluations
• Thank them for their participation

Session 5: Scenario Assessments 20

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ACTIVITY 5.1 -
USE OF THE SURF RISK RATING APP

ACTIVITY:
Candidates will be required to operate at a coastal location. Key points are:

• this should be somewhere where they can observe conditions without interruption to visual sight of the areas being
assessed
• the location should be within close proximity, ideally with some capacity to view from an elevated position
• to remind people that some things may vary, for example:
• wind - taken from closest BOM site - this may differ to actual location. Do they have a wind anemometer?
• water movement - sometimes hard to assess without seeing someone/something in it.

At coastal locations, have participants use the SRR to conduct an initial assessment:

• observe (for exercise minimum 10–15 mins)

• record maximum observations for period
• note advisory statements and record actions

As a group review the results with the facilitator:

• discuss findings
• discuss differences and see if anyone had different results, in what section and why
• confirm moderation and findings

Session 5: Scenario Assessments 21

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 Assessment
ASSESSMENT SUMMARY
The below table contains a summary of the assessment tasks that need to be completed for the course. Refer to the
individual assessment tasks in this document for further instructions.

TASK ASSESSMENT NAME

1 Theory questions (online)

2 On-the-job third-party report
3 Scenario assessment

REASONABLE ADJUSTMENT FOR ASSESSMENT

SLS offers members reasonable adjustment for completing Examples of appropriate reasonable adjustment:
assessment where appropriate. The principle of reasonable
• You may allow extra time for participants to complete
adjustment means ‘to alter or change the conditions under
the tasks. Use your discretion, you must feel confident
which someone performs a task to enable them to
that the participants are able to demonstrate the
demonstrate a similar level of competence as any other
required skills.
person performing the same task’. Basically, the assessment
process and conditions may be altered so long as the • A learner who struggles with language, literacy
requirements remain the same so as not to disadvantage an or numeracy may be asked the questions verbally
individual. and provide verbal responses. The responses will
need to be recorded by the assessor to submit as
To make a reasonable adjustment, read the assessment
assessment evidence.
carefully and give consideration to the following:

• the requirements of the task - what is this particular task

actually assessing?
• the ability to replicate the skill being demonstrated -
would the participant be able to do the assessment again
at another time without the adjustment?

Assessment 22

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ASSESSMENT TASK 1:
THEORY QUESTIONS
• This assessment requires participants to answer
multiple-choice questions within their eLearning.
All questions must be answered correctly
before the participant is marked as satisfactory
for this assessment task.
• Each participant may have two attempts to answer
the questions correctly. If a participant is unable to
answer a question correctly after two attempts, it is
recommended that they review their eLearning content
or approach their trainer for support.
ASSESSMENT TASK 2:
ON-THE-JOB THIRD-PARTY REPORT
• This assessment requires participants to complete tasks
acting as the patrol captain under the supervision of a
patrol captain or facilitator.
• All participants must complete this task prior to the first
face-to-face session. Participants need to download the
report from their eLearning and provide this to their patrol
captain or facilitator for completion.
• An OTJ third-party report that has been completed and
signed off by a patrol captain or facilitator who supervised
the activities undertaken needs to be provided for this
assessment to be marked as satisfactory. Contact details of
the supervisor need to be provided.
ASSESSMENT TASK 3:
SCENARIO ASSESSMENT
This assessment requires each participant to complete one
practical scenario acting as the patrol captain, they will need
to manage their patrol team to respond to the situations
that arise as per correct procedures and processes. While
participants will need to play supporting roles in multiple
scenarios, they will only be assessed on one scenario, unless
re-assessment of the participant is required.
All participants are to be informed of the participant
instructions below and need to be informed that when
role playing a member of the patrol team, they will need
to respond to the instructions given to them by the patrol
captain as per expected protocol. Assessors will need to
prepare, set up and brief supporting characters (actors) for
each of the scenarios.
Assessment
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ASSESSMENT CHECKLISTS
Each scenario has a corresponding assessment checklist
(provided in the SMPC Practical Scenario Assessment
Checklists document). The assessor is to complete the
relevant assessment checklist for each participant when they
play the role of the patrol captain in the scenario assessment.
Completed checklists are to be retained as a record of each
participant’s performance.
Where the participant does not successfully complete all
aspects of the checklist, they are to be provided detailed
feedback on their performance relative to expected
outcomes and advised they will be required to undertake
another scenario assessment later (either at the end of the
day if time permits, or at another time to be arranged).
Where participants are required to be re-assessed, they are
to be given a different scenario from the pool.
Where participants fail to successfully complete two
scenario assessments, they will be deemed not to have met
the requirements of the SMPC course.
FACILITIES AND EQUIPMENT
The scenario assessment day is to be conducted in a beach
location with access to a clubhouse. For each scenario there
will need to be a section of beach with a simulated patrol set
up as per normal operating protocols. Table 1 – Resources
and equipment lists the required equipment. ‘Training in
progress’ signs will need to be erected to indicate training is
taking place.
When conducting the scenarios, ensure that the participants
and patrol members are not spread across a large distance to
assist with communication and assessment.
23
SCENARIO TEAM SET-UP
A patrol team is to be made up of six participants including
the participant acting as the patrol captain. Actors are also
required and can be participants of the course or external
individuals, where available. The scenario Injects (actors) are
to be implemented by the assessor at the scheduled time
indicated in each scenario.
A template has been provided below to assist in the
allocation of roles for scenarios, this will help manage
participants with allocated roles move to appropriate
locations for scenario briefing between scenarios.
SCENARIO TIMINGS
Each scenario is expected to require a maximum of
20 minutes:
• 2 minutes for briefing by the patrol captain
• 10 minutes for the scenario and Injects
• 3 minutes for the debriefing and pack up
• 2 minutes for feedback from the assessor
• 3 minutes leeway
Assessment
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PARTICIPANT INSTRUCTIONS
At the commencement of the assessment day, the
assessor is to provide the following information to all
participants in a group:
For this assessment you will be acting as the patrol captain
with a patrol team of five. The beach will be set up ready for
patrol and you will need to manage the situations that arise
on your patrol as per correct procedures and processes.
Your scenario will run for about 10–20 minutes, and you will
be required to:
• conduct a patrol briefing allocating roles appropriately (as
per the scenario provided)
• manage your patrol team to appropriately respond to all
incidents that arise throughout the scenario
• conduct an appropriate debrief with your patrol members.
This assessment will take place on the beach and the
conditions on the day should be used for briefing and role
allocation. You will have the following members on your
patrol team:
• 2 x BM
• 1 x IRB crew member
• 1 x first aid officer
• 1 x SRC
You will be marked on your response to the incidents as well
as your overall management of the patrol team including
briefing and debriefing.
24
 Scenarios and actor briefing notes
In this section you will find details for each scenario as
well as additional actor briefing notes. Do not provide
participants or actors with copies of the scenarios.
The scenario describes how you will facilitate the assessment
task and indicates where the Inject actors enter the scenario,
the time indicates when they should enter the scenario,
following the briefing. Actors are to act as detailed in the
Scenario 1
SCENARIO DETAILS
Inject 1 (30 seconds)
A beachgoer walks out of the water shouting in pain as a
result of a bluebottle sting. They show signs of anaphylaxis
and fall unconscious, requiring CPR.
Inject 2 (1 minute)
A parent runs to the patrol seeking assistance for their child
who has fallen off the skateboard near the club and has been
knocked unconscious, but is breathing.
Inject 3 (4 minutes)
A member of the public reports their belongings stolen from
the public changing room. It is believed the perpetrator is
lurking close to the changing rooms.
Scenarios and actor briefing notes
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briefing notes for each scenario and members acting as
the patrol team are to behave as expected in a real patrol
situation, following the patrol captain’s instructions, and
applying relevant SLS protocols.
When briefing actors/patrol team members, ensure that
the participant acting as the patrol captain for their
assessment is unable to see or hear the briefing.
ADDITIONAL ACTOR BRIEFING NOTES
Inject 1: Brief beachgoer as per Inject 2 scenario. They
are to be in some pain and be able to communicate and
unaware of any allergies. Inject goes unconscious and
requires CPR until an auto-injector is administered and
they recover. Ambulance on scene with successful CPR.
Inject 2: Brief the parent as per the Inject 2 scenario.
They are to act flustered/distressed. The parent is to
follow any team member deployed to the scene.
Inject 3: Assessor to report incident details as per Inject 3.
NOTE: Successful CPR if auto-injector administered.
If not, victim declared deceased when ambulance on scene.
25
 Scenario 2
SCENARIO DETAILS
Inject 1 (1 minute) ADDITIONAL ACTOR BRIEFING NOTES
A member of the public has witnessed a trip and fall
of a beachgoer down a set of stairs. The beachgoer has Inject 1: Brief the member of the public as per the Inject
landed on their back and can’t feel their feet. They are 1 scenario. They are to follow any team member that is
located a short distance away from the patrol. deployed to the scene.
Inject 2: Brief the parent as per the Inject 2 scenario.
Inject 2 (2 minutes) They are to be calm with a slight angry edge. They are to
A parent approaches the patrol complaining about a follow any team member that is deployed to the scene.
stranger taking photos of their child and other children
Inject 3: Brief the parent as per the Inject 3 scenario.
on the beach. The stranger is currently hiding near the
They are to act distressed and anxious. They want to walk
changing rooms.
away from the patrol captain and be involved in the search.
Inject 3 (4 minutes)
A parent approaches the patrol in distress about their
autistic child who was last seen building sandcastles
up the beach. The child is unable to respond to their name.
Child is reported to be missing for 5 minutes. The parent is
insisting on being involved in the search.

Scenario 2 26

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 Scenario 3
SCENARIO DETAILS
Inject 1 (1 minute) ADDITIONAL ACTOR BRIEFING NOTES
A member of public approaches the patrol and says their
friend has been bitten by a snake behind the surf club and Inject 1: Brief the member of the public as per the Inject
requires assistance. The species of snake is unknown and 1 scenario. They are calm. They are to follow any team
victim is unsure if the snake has left the area. member that is deployed to the scene.
Inject 2: Brief the person to act distressed and provide
Inject 2 (2 minutes)
limited information by pointing towards general location
A special needs person wanders the beach near the patrol near the club. They want to walk up towards the surf club
clearly distressed as they have lost their carer. They can’t away from patrol.
communicate verbally and can only point. They have lost
Inject 3: Assessor to act as UAV operator on radio.
their carer near the surf club and are getting very anxious
and possibly having a panic attack if not consoled.

Inject 3 (3 minutes)
UAV operator radios the patrol captain advising that a
5-m great white shark has been sighted approaching the
patrolled area from approximately 300 m away.

Scenario 4
SCENARIO DETAILS
Inject 1 (1 minute) ADDITIONAL ACTOR BRIEFING NOTES
Beachgoer is stung by a stingray at the water’s edge
and is screaming in pain and unable to walk. Inject 1: Brief beachgoer that they are unable to walk.
To scream in pain throughout scenario.
Inject 2 (2 minutes) Inject 2: Beachgoer 1: inform patrol of person collapsing
A beachgoer collapses 50 m away from the patrol on the after long run. Beachgoer 2: the person who collapsed—
beach after an intense training session running in the heat. to act incoherent and unable to comprehend instructions.
The beachgoer’s partner runs to the patrol requesting Remain on the ground throughout scenario.
assistance for the partner who is no longer sweating.
Inject 3: Brief actor as per Inject 3.
Inject 3 (4 minutes)
A member of the public reports to the patrol that a
few beachgoers are drinking alcohol on the beach and
playing music.

Scenario 3 27

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 Scenario 5
SCENARIO DETAILS
Inject 1 (1 minute)
A member of the public runs up seeking help for a friend
who is unconscious and not breathing. They are located
towards the back of the patrol area.
Inject 2 (2 minutes)
A patrolling member refuses to get off their phone
when requested by the patrol captain. They become
argumentative and confrontational when spoken to about
their behaviour. When the CPR incident commences, they
leave the beach shortly after.
Inject 3 (4 minutes)
One of the patrolling members breaks down after witnessing
the CPR incident occurring. They are suffering post-
traumatic stress from a previous failed CPR incident.
Scenario 5
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ADDITIONAL ACTOR BRIEFING NOTES
Inject 1: Brief member of the public as per Inject 1 scenario.
To be calm and concerned. They are to follow any team
member that is deployed to the scene. CPR is declared
unsuccessful by ambulance when on scene.
Inject 2: Prior to the scenario, brief one member (ensure
they are separated, and the patrol captain is unable to hear
the briefing). Brief as per Inject scenario—they are not
to cooperate, and they are to act argumentative. Not to
physically threaten etc. Once the CPR commences—brief
them to loudly state “I’m out of here” and leave the beach.
Inject 3: Prior to the scenario, brief one member (ensure
they are separated and the patrol captain is unable to hear
the briefing). Brief as per Inject scenario—they are to act
upset and unable to undertake any tasks. When approached
by the patrol captain they calm down a bit are able to
communicate. They:
• are stressed and upset by the CPR incident
• feel unable to continue patrolling
• have previously been in a CPR event where the person
didn’t recover
• are able to answer questions and provide information as
per above to the patrol captain..
28
 Scenario 6
SCENARIO DETAILS
Inject 1 (1 minute)
A member of the public reports to the patrol that a
beachgoer is intoxicated and staggering on the beach.
Inject 2 (2 minutes)
Surf club member receives an electric shock while putting
the radio charger extension lead plug into the power
point. There is water on the ground and the member is
unconscious and not breathing. The alarm is raised by a
member of the public reporting it to the patrol.
Inject 3 (4 minutes)
A journalist approaches the patrol captain wanting a
statement about the recent hot weather and large crowds
at the beach, hears the call from patrol member about a
deceased club member and wants to film the scene and
interview patrol captain.
Scenario 7
SCENARIO DETAILS
Inject 1 (1 minute)
A beachgoer approaches patrol with a bleeding broken
nose wanting treatment as well as the assailant arrested
and charged. The beachgoer is unaware of where the
assailant is.
Inject 2 (2 minutes)
A fellow distance swimmer approaches the patrol
concerned about their swimming partner who is shivering
uncontrollably and disorientated after completing an
ocean swim training session. They are located
approximately 100 m along the beach at the water’s edge.
Inject 3 (3 minutes)
Assailant from Inject 1 wanders up aggressively to
continue the fight with the beachgoer along with
becoming aggressive with patrolling members.
Scenario 6
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ADDITIONAL ACTOR BRIEFING NOTES
Inject 1: Brief as per Inject 1.
Inject 2: Brief member of the public as per Inject 2
scenario. They are calm and are to report the club
member is not moving as a result of the incident. They are
to follow any team member that is deployed to the scene.
Ambulance on scene declares member deceased. .
Inject 3: Brief journalist as per Inject 3 scenario. They are
to ensure that they get the attention of the patrol captain
to ask their question, however, not act aggressive in any
way. Be persistent once they hear about deceased.
ADDITIONAL ACTOR BRIEFING NOTES
Inject 1: Brief beachgoer as per Inject 1 scenario. They
are not aggressive while communicating the situation
and explaining they want the other person charged.
When the Inject 3 character appears, they are to remain
calm while trying to keep distance between themselves
and the Inject 3 character.
Inject 2: Brief the swimmer as per Inject 2 scenario.
They are calm while communicating but shivering and hard
to understand the details as per Inject 2. They are to follow
any team member that is deployed to the scene.
Inject 3: Brief the assailant to be loud and verbally
aggressive. They are to act as though they are looking
to fight the Inject 1 character, however, they are not to
physically engage. They are to yell at any patrol members
getting in their way but not to physically engage with
anyone.
In the event the patrol captain starts engaging directly
with them, they are to continue being verbally aggressive
for a short time, then calm down and start to listen to the
patrol captain.
29
 Scenario 8
SCENARIO DETAILS
Inject 1 (1 minute)
A mother runs up screaming that her infant has
stopped breathing and hasn’t been well lately. Patrol
member doesn’t use full PPE and gets some bodily
fluids in their eyes during CPR.
Inject 2 (2 minutes)
A beachgoer has finished jogging and is having
difficulty breathing and is a known asthmatic. The
beachgoer is carrying a reliever but no spacer and they
require assistance administering.
Inject 3 (4 minutes)
A sewerage leak is detected, and the council member
advises the patrol that the water is unsafe for swimming.
A council member is unsure of the process to follow as they
are new to the area and their job, so they seek advice from
the patrol captain.
Scenario 9
SCENARIO DETAILS
Inject 1 (1 minute)
A member of the public runs up seeking help for a friend
who is unconscious and not breathing. They are located
near the surf club. A couple of members of the public
approach wanting to know what is happening and start
filming the incident.
Inject 2 (2 minutes)
A member of the public reports that their friend is in
trouble 100 m south of the patrol flags in the water.
On arrival they find the person at the water’s edge, they
have ingested water and are vomiting.
Inject 3 (4 minutes)
A member of the public comes up complaining that
a female beachgoer is sunbaking topless in the immediate
vicinity of the patrol
Scenario 8
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ADDITIONAL ACTOR BRIEFING NOTES
Inject 1: The infant is to be located away from the patrol
location, far enough that any member has to be deployed
away from the beach. Brief the mother as per the Inject
1 scenario. They are to act distressed and in a panic. The
parent is to follow any team member deployed to the
scene. CPR is successful, however, some fluids went into
the eyes of a patrol member during CPR.
Inject 2: Brief member as per Inject 2. They are able to
communicate in short, breathless words. They are to
cooperate with any instructions given.
Inject 3: Assessor to act as the council worker for this Inject.
ADDITIONAL ACTOR BRIEFING NOTES
Inject 1: Need three characters to brief:
Actor 1: A member of the public reporting incident: brief as
per Inject 1. They are calm while communicating the details
as per Inject 1. They are to follow any team member that is
deployed to the scene.
Actors 2 and 3: Members of the public attempting to film
incident. They are to act like busybodies, asking lots of
questions and using the cameras on their phones to film.
They are not to act aggressively or rude, however, if asked
to stop filming they are to move a short distance away and
continue to film.
Inject 2: Brief the member of the public as per Inject 2
scenario. They are to act with a sense of urgency while
communicating the details as per Inject 2.
Inject 3: Brief the member of the public as per Inject 3
scenario. They are unhappy but not aggressive/angry and
follow any instruction provided by the patrol captain.
30
 Scenario 10
SCENARIO DETAILS
Inject 1 (1 minute)
A beachgoer runs to the patrol seeking assistance
for their friend who is choking and needs assistance.
The patient is not breathing and requires CPR.
Inject 2 (2 minutes)
The IRB driver advises the patrol captain they feel unwell
and need to go home. The patrol is left without an IRB driver.
(Notify SurfCom that IRB is not operational due to driver
illness. Source IRBD from club captain)
Inject 3 (4 minutes)
Two obvious non-English speaking tourists approach
patrol for a photo. They try asking about rips and say they
can’t swim very well. They sit down for a while, but soon
head to the water outside the flags
Scenario 10
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ADDITIONAL ACTOR BRIEFING NOTES
Inject 1: Brief the beachgoer as per Inject 1 scenario.
They are to act with a sense of urgency while communicating
the details as per Inject 1. They are to follow any team
member that is deployed to the scene. Ambulance on scene
and victim pronounced deceased.
Inject 2: Prior to the scenario brief the nominated IRB
member (ensure they are separated, and the patrol captain
is unable to hear the briefing). Brief as per Inject 2 scenario.
Assessor is to act as SurfCom/club captain in the event the
patrol captain instigates contact.
Inject 3: Need two or three characters acting as foreign
tourists. Brief all as per Inject 3. At the commencement of
the scenario, they have a photo taken with patrol and ask
about rips. They sit down for a while and then head into
the water outside of the flags. A patrol member asks them
to move between the flags but they don’t understand
and think the patrol member is being rude. They become
confrontational because they don’t understand.
31
 Scenario 11
SCENARIO DETAILS
Inject 1 (0 minutes) ADDITIONAL ACTOR BRIEFING NOTES
A severe weather front is approaching and there are large-
surf warnings issued from the BOM. Inject 1: Assessor to make radio announcement advising
severe weather warning.
Inject 2 (2 minutes) Inject 2: Brief the member of the public as per the
A member of the public runs up to the patrol seeking Inject 2 scenario. They are to act with a sense of urgency.
assistance for another member of the public who has They are to follow any team member deployed to the scene.
been hit by a car on the main road. They are unresponsive
Inject 3: Need two characters to brief:
and not breathing. The driver has fled the scene.
• journalist: to ask patrol captain about the hit and
Inject 3 (4 minutes) run incident. Not to act aggressively or rude, however,
The media approach the patrol wanting to film the be persistent.
incident and seek comment from the patrol captain • cameraman: starts filming as soon as Inject 3 commences.
about what occurred. Continues to film throughout.
When asked by the patrol captain to move away, both to
move back a bit and continue to film.

Scenario 12
SCENARIO DETAILS
Inject 1 (1 minute) ADDITIONAL ACTOR BRIEFING NOTES
A member of the public walks up to the patrol complaining
of chest pain. They are conscious and alert but have pains Inject 1: Brief as per Inject 1 instructions. They are to
through their arms and chest. engage with a member of the team, not the patrol
captain directly.
Inject 2 (2 minutes) Inject 2: Assessor to report incident details as per Inject 2.
There is a report to the patrol captain about a beachgoer
Inject 3: Brief surf club member as per Inject 1 scenario.
who is holding a knife near the surf club. The beachgoer is
They are to be calm and concerned. The club member is to
appearing depressed, crying and threatening self-harm.
follow any team member that is deployed to the scene.
Inject 3 (4 minutes)
A surf club member approaches the patrol seeking
assistance for another member who slipped and fell in
the shower hitting their head and is vomiting

Scenario 11 32

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 Scenario role allocation template
Use this template to allocate the roles that participants will play for each scenario. Following the completion of each scenario
instruct participants that need to be briefed to check the roles they have been allocated and move to a specified location for

PATROL CAPTAIN PATROL TEAM ACTORS

SCENARIO 1: ANAPHYLAXIS, SKATEBOARD FALL, THEFT

1. 1. 1.
2. 2. Patrol member 1
3. 3. Assessor acting as patrol member
4.
5.
SCENARIO 2: FALL FROM STAIRS, SUSPICIOUS PHOTOGRAPHER, AUTISTIC CHILD MISSING

1. 1. 1. Patrol member 1
2. 2.
3. 3. Patrol member 2
4.
5.
SCENARIO 3: SNAKE BITE, LOST CARER, UAV SPOTTED 5-M SHARK

1. 1. 1.
2. 2.
3. 3.
4.
5.
SCENARIO 4: STINGRAY BARB, HEATSTROKE, BEACHGOERS DRINKING

1. 1. 1.
2. 2.
3. 3.
4.
5.
SCENARIO 5: CPR, PATROL MEMBER ON PHONE, PATROL MEMBER AFFECTED BY CRITICAL INCIDENT STRESS

1. 1. 1.
2. 2.
3. 3.
4.
5.
SCENARIO 6: INTOXICATED PERSON, MEMBER WITH ELECTRIC SHOCK, ANNOYING JOURNALIST

1. 1. 1. Patrol member 1
2. 2.
3. 3.
4.
5.

Scenario role allocation template 33

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 SCENARIO 7: BROKEN BLEEDING NOSE, HYPOTHERMIC SWIMMER, AGGRESSIVE PERSON

1. 1. 1.
2. 2.
3. 3.
4.
5.
SCENARIO 8: INFANT CPR, ASTHMA ATTACK, SEWERAGE LEAK

1. 1. 1.
2. 2.
3. 3.
4.
5.
SCENARIO 9: CPR BEING FILMED, STRUGGLING SWIMMER, TOPLESS BEACHGOER

1. 1. 1.
2. 2.
3. 3.
4.
5.
SCENARIO 10: CHOKING CPR, IRBD UNWELL, TWO NON-ENGLISH SPEAKING TOURISTS

1. 1. 1.
2. 2.
3. 3.
4.
5.
SCENARIO 11: SEVERE WEATHER WARNING, CAR ACCIDENT, MEDIA ATTENTION

1. 1. 1.
2. 2. Assessor acting as a patrol member
3. 3.
4.
5.
SCENARIO 12: CHEST PAINS, KNIFE HOLDER POSSIBLE SELF-HARM, MEMBER INJURY

1. 1. 1.
2. 2. Assessor acting as a patrol member
3. 3.
4.
5.

Scenario role allocation template 34

Silver Medallion Patrol Captain | Delivery and Assessment Guide v1 June 2022 – This document is considered out of date once printed or downloaded.
Refer to SLS Members Area for current version.
 Appendix
APPENDIX 1: NTS WORKSHEET
BEHAVIOURAL MARKERS
NTS CATEGORY NTS ELEMENT
(I.E., THE DEGREE TO WHICH …)

Communication Effective communication • Information is passed on in a timely manner

Proactive communication
• Information is passed on accurately
• Team members ensure that information has
been received and understood by others
• Inappropriate communication procedures
are used
• Situation updates are provided
• Team members are not providing constructive
comments to one another

BEHAVIOURAL MARKERS
NTS CATEGORY NTS ELEMENT
(I.E., THE DEGREE TO WHICH …)

Coordination Clear roles, responsibilities • The roles and responsibilities of team

and expectations members are unclear
• Actions are always carried out as expected
• There is a clear and common purpose
• Everyone has a common understanding
relating to the operation
Adjusting to demands • Everyone is adjusting to meet the demands of
the situation
• Team members are not correcting any
mistakes made by others

BEHAVIOURAL MARKERS
NTS CATEGORY NTS ELEMENT
(I.E., THE DEGREE TO WHICH …)

Cooperation Contributes to a positive • Everyone shows willingness to work as a team

team environment • Team members do not exhibit confidence and
trust in each other
• Team members are open and approachable
Alignment of efforts and • Everyone is following team objectives without
management of conflict opting for independence
• Differences of opinion are resolved effectively
• Individuals are creating unnecessary conflict

Appendix 35

Silver Medallion Patrol Captain | Delivery and Assessment Guide v1 June 2022 – This document is considered out of date once printed or downloaded.
Refer to SLS Members Area for current version.
 BEHAVIOURAL MARKERS
NTS CATEGORY NTS ELEMENT
(I.E., THE DEGREE TO WHICH …)

Leadership Creates a suitable • Good behaviour is consistently modelled

team environment • Others are not treated with respect
• Inclusive behaviours are modelled that
enable other to speak up and offer
suggestions and constructive comments
Provides focus, direction, • There is a focus on the important tasks
and coordination at hand
• Appropriate direction and guidance
is provided
• Activities are not well-coordinated within
the team

BEHAVIOURAL MARKERS
NTS CATEGORY NTS ELEMENT
(I.E., THE DEGREE TO WHICH …)

Situation awareness Gathering and
analysing information
Identifies contingencies,
problems and expectations
Sharing information and insights
• Team members ask others about the situation
to improve their situational awareness
• Patterns and trends are identified in a timely
manner
• The consequences of the options available are
not identified
• Contingencies are discussed and potential
future problems identified
• Expectations are not articulated (e.g., goals
and potential event evolution)
• Views are shared of the current situation with
others
• Team members do not effectively participate
in team briefings to build and share situational
awareness

BEHAVIOURAL MARKERS
NTS CATEGORY NTS ELEMENT
(I.E., THE DEGREE TO WHICH …)

Decision-making Sound, timely decisions • Decisions are not being made on a

timely basis
• Decisions are being appropriately prioritised
Appropriate • Plans are not readily adjusted as the
decision-making approach situation changes
• Appropriate decision-making
approaches are applied to the situation at
hand (e.g., speed versus thoroughness)
Engaging others in • Decision (and intent) are not clearly
decision-making communicated
• Others’ ideas and inputs are incorporated
into decisions when practicable
• There is a flexible matching of
communication style to the audience

Appendix 36

Silver Medallion Patrol Captain | Delivery and Assessment Guide v1 June 2022 – This document is considered out of date once printed or downloaded.
Refer to SLS Members Area for current version.
 BEHAVIOURAL MARKERS
NTS CATEGORY NTS ELEMENT
(I.E., THE DEGREE TO WHICH …)

Coping, stress & fatigue management
Manages pressure • A suitable level of focus is maintained when
under pressure
• Team members do not remain composed
when under pressure
• Team members remain flexible when faced
with sub-optimal or novel conditions
Employs effective • The effects of fatigue in oneself and others are
coping strategies recognised, and appropriate actions taken to
manage this
• Coping strategies are used to manage
sub-optimal conditions (e.g., takes notes,
prioritises tasks, delegates)
• Team members do not request (or offer)
assistance from (to) others, when necessary

Appendix 37

Silver Medallion Patrol Captain | Delivery and Assessment Guide v1 June 2022 – This document is considered out of date once printed or downloaded.
Refer to SLS Members Area for current version.