1. Chapter 8 Training and Coaching

2. Fire Officer I Objectives
Discuss the role of training in the fire service.
Discuss the fire officer’s role in training fire service personnel.
Describe the four-step method of instruction.

3. Fire Officer I Objectives
Describe on-the-job training and the order in which skills must be taught.
Discuss the requirements for conducting live fire training.
Describe how to develop a specific training program.

4. Fire Officer II Objectives
Discuss the role of professional development in the fire service.
List and describe the components of a professional development plan.

5. Introduction Training and coaching are core fire officer tasks.
NFPA 1041, Standard for Fire Service Instructor Professional Qualifications, describes the requirements for three levels of instructor.

6. Overview of Training Training ensures that:
Every fire fighter can perform competently.
Every fire company is prepared to operate as a team.

7. Overview of Training Training must anticipate: High-risk situations
Urgent time frames
Difficult circumstances
Courtesy of Captain David Jackson, Saginaw Township Fire Department
© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

8. Overview of Training
Initial training leads to basic skill certification.
Most fire fighters work toward achieving higher levels of certification.

9. Overview of Training
A fire fighter may be required to achieve additional qualifications.
Several components of training occur under the supervision of fire officers.
Multicompany drills should be conducted periodically.

10. Fire Officer Training Responsibilities
Four-step method of skill training:
Originated during World War I
Foundation of the work performed at the Fire Instructor I level

11. Step 1: Preparation
The fire officer conducts training to maintain proficiency of core competencies.
Indications that more training is needed:
Near miss
Fire-ground problem
Observed performance deficiency

12. Step 1: Preparation
If necessary, the fire officer writes a lesson plan.
Break the topic down into units.
Show what to teach, in which order, and exactly which procedures to cover.
Use a guide to help accomplish the objective.

13. Step 1: Preparation

14. Step 1: Preparation
Make sure the environment is conducive to adult learning.
© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

15. Step 2: Presentation Lecture or instructional portion
The fire officer demonstrates a skill one step at a time.
A lesson plan allows the fire officer to stay on topic.
© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

16. Step 3: Application The fire fighter demonstrates the task or skill.
The fire officer should provide immediate feedback.
© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

17. Step 4: Evaluation May be written or practical examination
The fire officer can be sure training has occurred when there is an observable change in fire fighter performance.

18. Ensure Proficiency of Existing Skill Sets
Some departments have a standard set of evolutions.
The fire officer must invest some training time practicing these skill sets.
Some practice sessions should be performed wearing full PPE.

19. Mentoring A more experienced person helps a less experienced person.
Qualities of an effective mentor:
Desire to help
Current knowledge
Effective coaching, counseling, facilitating, and networking skills

20. Provide New or Revised Skill Sets
Requires more time than maintaining proficiency of existing skills
Lectures or video presentations should not last more than 10 minutes.
Practice new skills by encouraging adventure, challenge, and competition.

21. Ensure Competence and Confidence
The fire officer works as a coach when providing training.
First, team members learn basic skills.
Then, the coach works with them to build competence and confidence.

22. Ensure Competence and Confidence
Many fire fighter tasks involve psychomotor skill sets:
Initial
Plateau
Latency
Mastery

23. Ensure Competence and Confidence
To bring fire fighters to the mastery level, the fire officer must work every day to reinforce skills.
© Jones & Bartlett Learning. Photographed by Glen E. Ellman.

24. When New Member Training Is On-the-Job
Many departments require members obtain Fire Fighter I certification before responding in the field.
Fire officers have special responsibilities when operating with:
Inexperienced fire fighters
Fire fighters in training

25. Skills That Must Be Learned Immediately
Bloodborne pathogens
Hazardous materials awareness and operations
SCBA fit testing
National Incident Management System Emergency scene awareness

26. Skills Necessary for Staying Alive
Fire-ground tasks:
Supply line evolutions
Ropes and knots
Laddering the fire building
Lights, fan, and power deployment

27. Skills Necessary for Staying Alive
Crashes and medical emergencies:
CPR and AED training
Outside circle activities on a crash extrication
Helicopter landing zone procedures
Assisting paramedics

28. Skills Necessary for Staying Alive
Digital video technology is reshaping the way emergency services collect information and will influence how a fire officer provides training.

29. Live Fire Training
Students must first receive appropriate training before participating in any live fire evolutions.
NFPA 1403, Standard on Live Fire Training Evolutions, provides essential information.

30. Live Fire Training
Student must meet prerequisites from the following sections of NFPA 1001:
Safety
Fire behavior
Portable extinguishers
Personal protective equipment
Ladders

31. Live Fire Training Prerequisites (cont’d):
Fire hose, appliances, and streams
Overhaul
Water supply
Ventilation
Forcible entry
Building construction

32. Live Fire Training
In addition to prerequisite training, trainee must be equipped with:
Full protective clothing
Personal alerting safety system (PASS) alarm device
Self-contained breathing apparatus

33. Fire Officer Preparation Responsibilities
NFPA 1403 instructs on how to conduct an evolution under five scenarios:
Acquired structures
Gas-fired training center buildings
Non–gas-fired training buildings
Exterior props
Exterior Class B fires

34. Fire Officer Preparation Responsibilities
Training action plan includes:
Development of a preburn plan
Calculation of needed water supply
Arrangements to have a dedicated ambulance or EMS unit
Establishment of rest/rehabilitation area
Inspection of the structure

35. Fire Officer Preparation Responsibilities
Training action plan includes (cont’d):
Assignment of dedicated positions of safety officer and ignition officer
Assignment of instructors to each functional crew
Conducting preburn briefing session
Conducting a postburn review

36. Prohibited Live Fire Training Activities
No live “victims”
No flammable or combustible liquids
Run just one fire evolution in an acquired structure at a time.

37. Developing a Specific Training Program
The fire officer may need to develop a specific training program not covered by the existing certification program.
Examples: Work improvement plan, training related to new device or procedure

38. Developing a Specific Training Program
Five steps:
Assess needs.
Establish objectives.
Develop the training program.
Deliver the training.
Evaluate the impact.

39. Professional Development
Professional development: Skills and knowledge attained for both personal development and career advancement
Each fire officer should develop a personal professional development plan.

40. Training Versus Education
Education: Process of imparting knowledge or skill through instruction
Training is directed toward practical application of education.

41. Training Versus Education
The First Wingspread Conference on Fire Service Administration identified the need for a broad knowledge base and educational program.
The FESHE conference started a national effort to update the academic needs of the fire service.

42. Training Versus Education
The National Professional Development Matrix focuses on:
Career enhancement for responders
Professional development discussions
Succession planning
National professional development standards recommendations

43. Cultural Change Issues in Education
According to the IAFC:
The fire service wishes to enhance its professional image with higher education.
There are possible pitfalls.

44. Academic Accreditation
Accreditation: A collegial process based on self- and peer assessment
Programs that meet a specific profession
Organizations that meet federal requirements for tuition reimbursement
Institutions that meet voluntary accrediting requirements to issue degrees

45. Fire Fighter Certification Programs
The LAFD training staff came up with The Trade Analysis of Fire Fighting.
The NFPA helped standardize fire fighter training by publishing NFPA 1001, Standard for Fire Fighter Professional Qualifications.

46. Accreditation of Certification Programs
Determines if a school or program meets fire service requirements
Two organizations provide accreditation to fire service certification systems:
National Board on Fire Service Professional Qualifications
International Fire Service Accreditation Congress

47. Building a Professional Development Plan
Professional development is “the planned, progressive, lifelong process of education, training, self-development, and experience.”
Courtesy of FEMA

48. Supervising Fire Officer Preparation
Requirements for Fire Officer I, Incident Safety Officer, Hazardous Material at Operations Level, Instructor I, and Inspector I
Lower-level college courses
3 to 5 years in agency operations
200 hours as acting unit officer

49. Supervising Fire Officer Preparation
Developing/delivering training classes
Participating in the planning process
Participating in mass-casualty training
Being capable of operating as a single-unit supervisor within an IMS
Performing a personal and professional inventory

50. Managing Fire Officer Preparation
Becoming an NFPA Fire Officer II
National Fire Academy Leadership Development and Initial Company Operations series
Training for Unified Command, Public Information Officer, NFPA Investigator, and Fire and Life Safety Educator I

51. Managing Fire Officer Preparation
Lower-level college courses
2 to 4 years as a supervising fire officer
Functioning as acting officer for multicompany operations
Delivering appraisals and discipline
Participating in development of local emergency plans

52. CPSE Designations Successful candidates have met requirements for:
Education, certification, and training
Professional contributions
Professional affiliation
Community involvement

53. Summary Training and coaching are core fire officer tasks.
Fire service training must anticipate high-risk situations, urgent time frames, and difficult circumstances.
A fire officer must be prepared to conduct company-level training.

54. Summary
The four-step method: preparation, presentation, application, evaluation.
Many skill practice sessions should be performed while wearing full PPE and operating within a realistic situation.
Mentoring: A more experienced person provides a learning environment.

55. Summary
Teaching new skills takes more time than maintaining proficiency of skills.
There are four psychomotor skill levels: initial, plateau, latency, and mastery.
Four federal regulations govern fire fighter training.

56. Summary
Once skills that must be learned are covered, concentrate on skills the fire fighter needs to stay alive.
Training is needed before participating in live fire evolutions.
NFPA 1403 identifies how to conduct a live fire training evolution.

57. Summary
NFPA 1403 identifies activities prohibited during live fire training.
The fire officer may need to develop a training program.
Education is the process of imparting knowledge through instruction, whereas training is application of knowledge.

58. Summary The fire service benefits from education.
Three types of academic accreditation are available.
Accreditation: An organization determines that a school or program meets the requirements of the fire service.

59. Summary
The National Professional Development Model shows how education and training fit together.
Under CPSE, the Commission on Professional Credentialing awards designations to candidates who have completed a validation process.