Visual 6.1

1
TRAINING OPERATIONS IN SMALL DEPARTMENTS
NATIONAL FIRE ACADEMY

• UNIT 6COURSE DELIVERY AND EVALUATION

2
GOAL

• To manage the delivery and evaluation of training.

3
TERMINAL OBJECTIVES

• Describe issues important to a training schedule.
• Explain where to find appropriate training
  resources.
• Describe the elements of program and student
  evaluation.

4
CURRICULA SELECTION AND DELIVERY CONSIDERATIONS

• How do you acquire your training programs,
  curricula, and media support materials?

5
COURSE DELIVERY AND EVALUATION

• Consider options available for obtaining
  curricula for training programs.
• Development of materials.

• Advantages.
• Disadvantages.

6
COURSE DELIVERY AND EVALUATION (cont'd)

• Consider options available for obtaining
  curricula for training programs.
• Purchased materials.
• Advantages.
• Disadvantages.

7
COURSE DELIVERY AND EVALUATION (cont'd)

• Consider options available for obtaining
  curricula for training programs.
• Methodology to update material to reflect new
  technology.
• Advantages.
• Disadvantages.

8
COURSE DELIVERY AND EVALUATION (cont'd)

• What problems have you had with delivering
  training?

9
PROBLEMS AND ISSUES WITH TRAINING DELIVERY

• Scheduling
• Size of class
• Facilities
• Obtaining instructors

10
PROBLEMS AND ISSUES WITH TRAINING DELIVERY
(cont'd)

• Build flexibility in training delivery.
• For any planned training activity that may be
  affected by weather, equipment availability, or
  other factors, an alternate lesson should be
  planned and prepared for.
• Weather may have an effect on safety or on the
  learning environment.

11
PROBLEMS AND ISSUES WITH TRAINING DELIVERY
(cont'd)

• Have logistical issues been planned?
• Have safety precautions been considered?
• Is facility ready?
• Is audiovisual equipment ready?
• Are Instructor Guides (IG's) and Student Manuals
  (SM's) ready?

12
SELECTING AND OBTAINING TRAINING RESOURCES

• A significant amount of time must be devoted to
  the development of training curricula.
• Development of curricula and media is
  time-consuming.
• Every training session should be delivered
  from a lesson plan or plan of presentation.

13
SELECTING AND OBTAINING TRAINING RESOURCES
(cont'd)

• Training materials may be obtained from several
  sources--some free or on loan.
• Chemical Manufacturers Association (CMA).

• "Recognizing and Identifying Hazardous
  Materials."
• "Hazardous Materials Incident Analysis."
• "Hazardous Materials Pesticide Challenge."
• "Emergency Response Procedures for Agricultural
  Ammonia Emergencies."
• "Handling LP Gas Leaks and Fires."
• Many others.

14
SELECTING AND OBTAINING TRAINING RESOURCES
(cont'd)

• Producers and distributors of commercially
  available materials
• NFPA
• IFSTA
• Many others

15
SELECTING AND OBTAINING TRAINING RESOURCES
(cont'd)

• State fire training programs and community
  colleges that offer fire-related training
  programs may have training materials or programs
  available.

16
SELECTING AND OBTAINING TRAINING RESOURCES
(cont'd)

• Evaluating commercially available training
• Do the curricula match our needs?
• Does the timeframe for delivery fit?
• Do the curricula follow national professional
  standards?
• Will supplier provide a sample or loan to
  review?
• Can media be used to introduce subject, develop
  subject, or summarize subject?

17
SELECTING AND OBTAINING TRAINING RESOURCES
(cont'd)

• National Fire Academy (NFA)--most 2-day courses
  are developed, pilot tested, and made available
  for purchase.

• National Audio Visual Center (NAVC).
• National Technical Information Service
  (NTIS).
• 5285 Port Royal Road
• Springfield, VA 22161
• [phone]
• r

18
SELECTING AND OBTAINING TRAINING RESOURCES
(cont'd)

• NFA courses
• Currently 34 different subject titles available.
• Prices range from 200 to 430.
• Training package includes Instructor Guide,
  Student Manual, and all audiovisual media needed
  to deliver program.

19
SELECTING AND OBTAINING TRAINING RESOURCES
(cont'd)

• NFA courses
• Leadership I--Strategies for Company Success
• Leadership II--Strategies for Personal Success
• Leadership III--Strategies for Supervisory Success

20
SELECTING AND OBTAINING TRAINING RESOURCES

• NFA courses (cont'd)
• Managing Company Tactical Operations
• Public Fire Education Planning
• Building Construction for Fire Suppression
  Forces Principles, Wood, and Ordinary
  Construction
• Building Construction for Fire Suppression
  Forces Noncumbustible and Fire-Resistive
  Construction

• Preparation
• Decisionmaking--Developing Strategic Goals
• Tactics--Developing Tactical Objectives

21
SELECTING AND OBTAINING TRAINING RESOURCES
(cont'd)

• NFA Managing Company Tactical Operations
  Tactics (MCTOT)

• Rescue
• Ventilation
• Confinement/Extinguishment
• Salvage
• Overhaul
• Exposure protection

22
SELECTING AND OBTAINING TRAINING RESOURCES
(cont'd)

• NFA MCTOT
• Uses three-dimensional simulation activity.
• Students are divided into companies.
• Incident Commander (IC) position is filled.
• Requires communication between companies and IC.

23
SELECTING AND OBTAINING TRAINING RESOURCES
(cont'd)

• NFA MCTOT
• Provides 20-minute overview of construction and
  occupancy features similar to that being used in
  scenario.
• Emphasizes path of fire spread.
• Highlights anticipated fire separations-firewall
  between dwelling and attached garage.

24
Video "Conducting Simulation Exercises"
25
EVALUATING THE TRAINING FUNCTION

• As the fire department Training Officer, is it
  important to evaluate your training program? Why?

26
EVALUATING THE TRAINING FUNCTION (cont'd)

• What types of functions should you evaluate? Why?

27
EVALUATING THE TRAINING FUNCTION

• Evaluation considerations should include two
  major functions of training program
• Process evaluation
• Impact evaluation

28
PROCESS EVALUATION

• Also known as program monitoring
• Documents that a program provided some service,
  nature of service, and who completed it
• Measures extent of program's activity
• Number of students attending
• Hours spent on training
• Budget details

29
IMPACT EVALUATION

• Answers questions
• Measures performance and change
• Measures behavior change
• Can use pretests and posttests
• Can measure behavior change by observation

30
EVALUATING INDIVIDUAL OR TEAM PERFORMANCE

• Evaluation of individual or team success in
  meeting established objectives or job performance
• Written examination
• Oral questioning
• Practical evaluation

31
PRACTICAL APPLICATION TESTING

• OSHA 1910.120 for hazardous materials response
  states that one way to accomplish annual
  refresher is to demonstrate competency and
  document the measurement methodology instead of
  classroom refresher training.
• Practical evaluation--evaluators.
• Team evaluation--measures team
  success.

32
EXAMPLE OF TEAM EVALUATION

• A company of three firefighters and one officer,
  when given a pumper, shall respond to a specified
  location, establish a supply line from a hydrant,
  advance an 1-3/4-inch handline to the third
  floor, and discharge a fog pattern from the
  window, within 5 minutes.
• Can one member of the team cause the team to fail?

33
CONSIDERATIONS FOR EVALUATING TRAINING PROGRAMS

• How effective is the program?
• What to do with curricula once goals have been
  met and objectives accomplished?
• What should be done if program is not meeting
  goals and objectives?
• What should be done if evaluation identifies
  weaknesses in curricula?
• What should be done if material is failing to
  meet program needs?

34
Activity 6.1Training Program Evaluation
35
SUMMARY

• A fire department Training Officer should
  consider all options available to obtain training
  curricula and training media.
• The training curricula should be evaluated to
  ensure it meets the needs of the organization and
  has appropriate objectives for the local audience.

36
SUMMARY (cont'd)

• Quality training curricula developed by the NFA
  is available at very reasonable prices.
• An evaluation of both the product and impact of
  training programs should be done frequently
  enough to provide the Training Officer with
  guidance and direction for the training program.