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NA TIONAL FIRE ACADEMY

INSTRUCTIONAL TECHNIQUES FOR COMPANY OFFICERS -NA TIONAL EMERGENCY TRAINING CENTER

INSTRUCTIONALTECHNIQUESFORCOMPANYOFFICERS


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FEDERAL F)otERGENCYNATIONAL EMERGENCY

NATIONAL FIRE

The Federal Emergency Management A~ency (FEMA) was establishedin 1979 and is now directed by The Honorable Julius W. Becton.FEMA's mission is to focus federal effort on preparedness, miti-gation, response, and recovery of emergencies encompassing thefull range of natural and man-made disasters.National Emergency Training Center in Emmitsburg, Mary-includes the National Fire Academy, the United StatesAdministration, and the Emer~ency ~~nagement Institute.

FEMA'sland,Fire

To achieve the Academy's legislated mandate (under Public Law 93-498, October 29, 1974) "to advance the professional develop-ment of fire service personnel and of other persons engaged infire prevention activities," the Field Programs Division hasdeveloped an effective program linkage wtth established firetraining systems which exist at the state and local level. Itis the responsibility of this division to support and streng-then these delivery systems. Academy field courses have beensponsored by the respective state fire training systems inevery state.The National Fire Academy functions as the national focal poin~for fire prevention and control training, providing volunteerand career fire service professionals access to advance train-ing in fire service technology, fire incident management, fireprotection and risk mana.e;ement, and fire service or~anizationa1..management. The Academy also trains allied professionals, in-cluding code enforcement officials, architects, city managers,administrators, and planners, to name but a few. Through sys-tematic research, analysis of student critiques, and consulta-tion with fire service organizations and leaders, the Academycontinually revises, improves, and expands its curriculum tomeet the training needs of the Nation's fire and rescue commun-ity.Although on-site programs enhance the professionalism of thefire service, the Field Programs Division (FPD) outreach activ-itya1so serves as an essential programmatic element of theAcademy. To achieve the Academy's legislated mandate of ad-vancing the professional development of fire service personnel,

AGENCYCENTER

MANAGEMENTTRAININGACADEMY

FOREWARn


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the Field Programs Division coordinates an effective pro~ramdelivery network, working with and through the established firetrainin~ systems at the state and local level. The Academy'sField Division has primary responsibility for development andmaintenance of this national/state pro~ram linkage, and in sodoing, supports, strengthens, and complements fire trainin~ atthe local level.The purpose of the Academy's outreach system is the developmentof fire training courses which are ultimately handed off tostate and local fire trainin~ a~encies. The Field ProgramsDivision operates an extensive system to deliver these coursesin many locations throughout the United States. The deliveryof these courses provides the opportunity for nationwide eval-uation by students, sponsors, and adjunct faculty for courserevision and refinements prior to hand-off. The end result, aprocess called Train-the-Trainer (TtT), places these nationallydeveloped course packages in state and local fire trainingorganizations.

Academy field courses have been offered in every state in theUnion since 1981. The courses are sixteen hours in duration,and are normally conducted on weekends to accommodate volunteerand career firefighters who find weekday attendance difficultto schedule. The courses are short-term, intensive trainin~experiences, designed to provide a maximum opportunity for stu-dent participation near their departments. Field courses arecooperatively selected and cosponsored by the National Fire Acad-emy and state fire trai~ing a~encies.The Academy is committed to working with and through the iden-tified focal point for fire training in each state. The statesselect the courses they want taught, as well as the dates andlocations for field deliveries. They work with local fire depart-ments, college-level fire programs, and/or state fire associationsand advisory bodies to determine those courses best suited tomeet the needs of fire service communities within their respec-tive jurisdiction. At the local level, the host provides theclassroom, audio/visual equipment, and a variety of course sup-port functions, inc1udin~ aajunct faculty local ground trans-portation. The federal/state/local relationshIp enhances coop-eration and stimulates professional ~rowth for all or~anizationsinvolved in fire training. Working together, they have forgedan effective fire related training and education partnership.Each course undergoes an extensive two-year test period, priorto TtT hand-off. The evaluation of students, sponsors, andadjunct faculty during the thirty to fifty nationwide deliver-ies of a specific course form the basis for course revision andrefinements. The participating students, sponsors, and adjunctfaculty are developmental partners with the National Fire Academy.Each plays an important role in the field testing and refinementof Academy prototype courses being developed as model educationalpackages.


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The Train-the-Trainer pro~ram as the culmination of the Acadmey'soutreach effort, also supports and complements existing state andlocal fire training pro~rams. This phase trains state and localpersonnel to deliver the courses that have been developed andfield tested through the outreach system. The Academy has theresources to develop quality training packages that addressnational priorities, but lacks the resources for massive directdelivery of those courses to the Nation's fire and rescue services.The state and local fire training agencies, on the other hand,have delivery systems that can literally reach every fire stationin the Nation, but generally have -limited resources to developtraining packages and programs.After bein~ handed-off to the state and metropolitan fire trainingagencies via the TtT program, the courses are taught by theAcademy for one more year, providing state/local systems the timeand opportunity to work these new courses into their trainingschedules. Future delivery of these courses becomes the soleresponsibility of the state and metropolitan training systems.Each year two courses are handed-off and two or more new coursescome on line to be taught in the outreach system.The staff of the Training and Fireto join with state and local firetional opportunities to the members

Pro~rams Directorate is proudagencies in providing educa-of the Nation 8 fire services.


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INSTRUCTIONAL TECHNIQUES FOR COMPANY OFFICERSNA TIONAL EMERGENCY TRAINING CENTER

DEDICA TION


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NA TIONAL FIRE ACADEMY

TECHNIQUESNSTRUCTIONALNA TIONAL EMERGENCY

TABLEOF CONTENTS

OFFICERSOR COMPANY


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Foreword.. . . . . . . . . . . . .Dedication.. . . . . . . . . . . .Table f Contents. . . . . . . . .Acknowledgements.. . . . . . . . .Preface.. . . . . . . . . . . . .Standards.. . . . . . . . . . . .Bibliography. . . . . . . . . . . . .Schedule.. . . . . . . . . . . . .CourseoalsndObjectives. . . . . . . . . .Unit OneOverview.. . . . . . . . . . . .

Note-takingGuide. . . .ActivitiesText. .

Unit TwoOverview.. . . . . . . . . . . . . . . . . . . . . . . . . . .Note-takinguide. . . . . . . . . . . . . . . . . . . . . . .Activities. . . . . . . . . . . . . . . . . . . . . . . . . . .Text. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Unit Three

Note-taking Guide. . . . . . . . . . . . . . . . . . . . . . . .Activities. . . . . . . . . . . . . . . . . . . . . . . . . . .Text. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TABLE OF CONTENTS

vix

xiiixvii

xxi. . . . xxvii

xxxixxxv. . . . xxxix1-11-31-9

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2-12-32-9

2-15

3-13-33-7

3-U


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INSTRUCTIONAL TECHNIQUES FOR COMPANY OFFICERS.NA TIONAL EMERGENCY TRAINING CENTER

STANDARDS


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The Instructional Techniques for CompanyOfficers course can be used asa first step by the junior officer in meeting the National ProfessionalQualifications Standards established qy the Joint Council of NationalFire Service Organizations.The !ational ~re !rotection ~sociation 1041, lire Service Instructor!rofessional gpAlifications ~tand&rds were used extensively during thedesign and development of the course. A primary emphasis was placed onthe Instructor Level I, although other levels were looked at and sometimesused. The Level I instructor is defined as "A fire service instructor whohas developed the knowled~ of and abilit to conduct instruction fromprepared material which is predominantly skills-oriented" (t 1-4). Itshould be understood, however, that the course was not intended to -etall the requirements for aqy particular level, nor to certify instructors.With additions of time, added content material, and increased studentapplications the above goals can be reached.The logic for content design was based on the four-step teaching techniqueidentified in 3-9.1 of the 1041 standard.

Specific Standards Addressed By Unit TopicsUnit 1 - Preparation

Adult Learning. . . . . . . . . . .3-4 (Conceptsf Learning)TopicsandGoals. . . . . . . . . .3-8 (TheLesson lan)4-3 (Lesson Plan Development)Objectives. . . . . . . . . . . . .4-2 (Behavioral bjectives rPerformanceObjectives)Places and Things. . . .

Unit 2 - PresentationTeaching Methods. . . . . . . . . . .3-3 {Communications}

11-7 {Metmds ot Instruction}Teaching Aids. . . . . . . . . . . .3-6 {Instruction~ Materials}Classroom Qynam1cs. . . . . . . . . .3-5 {Human Factors in the Teaching/

Learning Env1ro~nt}Unit 3 - Application

Skills Checklist. .

INSTRUCTIONAL TECHNIQUES FOR COMPANY OFFICERSNATIONAL EMERGENCYTRAININGCENTER xvii

STANDARDS

. . . . . 3-7 (Organizing the LearningEnv1ron~nt)

. . . . . . . . .3-9The Teaching Technique)3-l0(Testing and Evaluation)


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