[u] - NFPA · Louisiana State University, LA [ E] LouisJ. Amabili, Delaware State Fire School, DE...

Report o f the Commit tee on

Profess ional Qualifications

Correlating Committee

Douglas P. Forsman, Chair Oklahoma State University, OK [M]

Fred G. Allinson, Nat'l Volunteer Fire Council, WA iLl Rep. Nat'l Volunteer Fire Council

Stephen P. Austin, State Farm Fire & Casualty Co., DE [I] Rep. TC on Investigator, Pro. Qual., (VL to Pro. Qual. sys. Mgmt.)

Dan W. Bailey, USDA Forest Service, MT [E] Rep. TC onWildfire Suppression Pro. Qual., (VL to Pro. Qual. sys.

Mgmt.) Boyd F. Cole, Underwriters Laboratories, Inc., IL [RT]

Rep. TC on Emergency Vehicle Mechanic Technicians Pro. Qual., (VL-to Pro. (~ual. S-ys Mgrnt) David T. Endtcott, Prince William County Fire & Rescue Service, VA [u] Rep. TC on Fire Fighter Pro. Qual., (VL to Pro. Qual. sys. Mgrnt.)

Jerry W. Laughlin, Alabama Fire College, AL [SEa ~ kE~L McEIFtsh, Richmond Dept. of Fire and Emergency Services,

Rep Int'l Assoc. of Fire Chiefs (Voted on NFPA 1021 only)

Michael J. McGovern, Washington State Council of Fire Fighters, WA [L]

Rep. Int'i Assn. of Fire Fighters Gerald Monigold, IL Fire Service Inst., IL [SE]

Rep. TC on Instructor Pro. Qual., (VL to Pro. QUal" sys. Mgmt.) Mary Nachbar, Minnosota State Fire Marshal Divasion, MN [E]

Rep. TC on Educator Pro. Qual., (VL to Pro. Qual. Sys. Mgrnt.) William E. Peterson, Plant Fire Dept., TX [M]

Rep. TC on Inspector Pro. Qual. (VL to Pro. QuaL Sys. Mgmt.) Hugh A. Pike, IZS. Air Force Fire Protection, FL [E] Rep. TC on Rescue Technicians Pro Qua. (VL to Pro. Qual. Sys.

Mgmt.) Ted Vratny, Ted Vratny- Public Safety Communications Consulting, CO [U]

Rep. TC on Telecommunicator Pro. Qual., (VL to Pro. Qual. sys. Mgmt.) Alan G. Walker, Louisiana State University, LA [E]

Rep. TC on Fire Officer Pro. Qua]. (VL to Pro. Qual. sys. Mgmt.) Johnny G. Wilson, GA Firefighter Standards & Training Council, GA IE]

Rep. Nat'l Board on Fire Service Professional Qualification John P. Wolf, University of Kansas, I~S [SE]

Rep. TC on Accreditation and Certification, (VL to Pro. Qua]. Sys. Mgmt.)

Alternates

John W. Condon, Nat'l Volunteer Fire Council, OR [L] l~Alt, to F. G. Allison)

ichael. W. Robinson, Baltimore County Fire Dept., MD E] (Alt. toJ. G. wilson)

Staff Liaison: Vacant

Committee Scope: Tiffs Committee shall have primary responsibility for-the management of the NFPA Professional Qualifications Project and documents related to professional qhalifications for fire service, public safety and related personnel.

Technical Committee on Fire Fighter Professional Qualifications

David T. Endicott, Chair Prince william County Fire & Rescue Service, VA[U]

Steve Wilfis, S~'retary MFTE/SMTC, ME [S'E]

Rep. The Alliance for Fire and Emergency Mgmt.

William Anderson, Carlsbad Fire Dept., CA [L] Freda A. Bailey-Murray, Rockford Fire Dept., IL [L]

Rep. Women in the Fire Service Thomas Cagle, Salem NH Fire Dept., NH [L] RobertJ. Cantwell, Phoenix Fire Dept., AZ [U] Jack Casner, Connecticut Interlocal Risk Mgmt Agency, CT [I] Richard A. Fritz, University of IL Fire Service Instatute, IL [SEa F. Patrick Marlatt, University of Maryland, MD [SEa Brian IL McNevin, Texas Commission on Fire Protection, TX lea David E. Mohr, NH [SEa Hugh A. Pike, U.S. Air Force Fire Protection, EL, lEa James F. Rackl, U.S. Air Force, CO [U] Thomas P. Ruane, Peoria Fire Dept., AZ [U] Michael A. Wieder, Oklahoma State University, OK [M]

Rep. Oklahoma State University Fire Programs Michael L. Young, VFIS, PA [I]

60

Alternates

Scott L. Davidson, Volunteer Firemen's Insurance Services, Inc., PA [ 1] (Alt .to M. L. Young)

Coilin DeWitt, Phoenix Fire Dept., AZ [U] T(AIt. to R.]. Cantwell) erese M. Fioren, Women in the Fire Service, WI [L] R(Alt. to F. A. Bailey-Murray) obert H. Noll, Yukon Fire Depe, OK [M] (Alt. to M. A. Wieder)

TedJ. Pagels, City of De Pere, WI [El (/kit. to S. Willis)


This list represents the membership at the time the Committee was ballot "cd on the text of this edition. Since that time, changes in the membership may have occurre~ a key to classifications is found at the front of the book.

Commit tee Scope: This Committee shall have primary responsibility for-documents on professional competence required of fire fighters.

Technical Committee on Fire Officer Professional Qualifications

Alan G. Walker, Chair Louisiana State University, LA [ E]

LouisJ. Amabili, Delaware State Fire School, DE [SEa Rep. ' rhe Alliance for Fire and Emergency Mgrnt.

Steven T. Edwards, Maryland Fire andRescue Inst., MD [SEa Daniel B, C. Gardiner, Fairfield Fire Dept., CT [U] David H. Hoover, The University of Akron, OH [SEa Steven D. Mossotti, Mehlville Fire Protection District, MO [L] Chris N e~,,, City of Stillwater Fire Dept. OK [M]

Rep. Int I Fire Service Training Assn. Lelgoy Oettinger, Montgomery County Fire/Rescue, MD [U] Philip Sayer, C, alt Fire EIept./Sayer Farms Inc., MO[L]

Rep. Nat'l Volunteer Fire Gouncil Donald W. Teeple, Colorado Springs Fire Dept., CO {L]

Alternates

George F. Mallk, Chicago Fire Dept., IL [SEa (Alt. to L.J.Amabili)


This list represents the membership at the time the Committee was balloted on the text of this edition. Since that time, changes in the membership ma~ have oecurreK A key to classifications is found at the front of the book. "

Committee Scope: This Committee shall have primary responsibility for documents on professional competence required of the fire service officers.

The Report of the Teclmical Correlating Committee on Fire Ftghter Professional Qualifications, is presented for adoption in 2 parts.

Part I of dais Report was prepared by the Technical Committee on Fire Fighter Professional Qualifications, and proposes for adoption a complete revision to NFPA 1001-1992, Standard on Fwe Fight-er Professional Qualifications. NFPA 1001-1992 is published in Volume 7 of tile 1996 National Fire Codes and in separate pamphlet form.

Part I of dais Report has been submitted to letter ballot of the Technical Committee on Fire Fighter Professional Qualifications, which consists of 16 voting members; of whom 15 voted affirmatively, and 1 ballot was not returned (Mr. McNevin).

Part I of dais Report has also been submitted to letter ballot of the Technical Correlating Committee on Fire Fighter Professional Qualifications, wlaicli consists of 5 voting members; of whom 5 voted affirmatively.

Part II of this Report was prepared by the Technical Committee on Fire Officer Professional Qualifications, andproposes for adoption a complete revision to NFPA 1021-1992, Standardfor Fire Officer Professional Qualifications. NFPA 1021-1992 is published in Volume 7 of the 1996 National Fire Codes and in separate pamphlet form.

Part II of this Report has been submitted to letter ballot of the Technical Committee on Fire Officer Professional Qualifications, which consists of 10 voting members; of whom 10 voted affirmatively~

Part 11 of this Report has also been submitted to letter ballot of the Technical Correlating Committee on Professional Qualifications, which consists of 6 voting members; of whom 6 vote~l affirmatively.

NFPA 1 0 0 1 - A97 ROP

, v ~X.qT i

(Log #~) !0@I- I - ~ . ~ ) i Reject ~ ~ a o , . n c e F.. ~.Jr., Thurmont~ _MD.. -- ~ ~ ~ g - 1 wottld like tO submit the f ~ colmlllt~t~ ~ i r oll l ldl~ll i io~ in d ~ I ~ t revision of Nl~ASt~n~lard 1 ~ ~ F / ~ e 1 F ~ e~one~a4~e(~s~cL Ore" My cornn~n~ are

i . ~ ~.!. ~o~d be ~ m . m ~ y e u~.~ . ~ oo~ U ~ d ~ , p6,mm~on th,t ~n>A.ni00im t ~ / o p ~ h ~ w me anth~tmvtagj-uritdiceon or _place arequirement on - . jurisdi~oO to a¢Iopt that r a n d a l l P e r t u ~ it should be ~ _

Sumd~. ~ for F'we ~ n t ~.aspatinnal Bafety and nemm

i n f o n m ~ ~ e subdl~decl into two sectlon~ The ~n~ sec0on ~ u ~ a ~ m g ~ e r e d ~ - - ~ k~., i n d p ~ ~ d y

section wouldaddress nre condilions, i.e., rOll over, ham over,

3, In the definidom in Chapter 2, it maybe a p p ~ to adda- deff~tion for ~elf-conmlned b r e a f l ~ n ~ t p p m ~ . ~i~l..lnd ude in.the deemiaen eu~ any r ~ r ~ e to ~et~-co~u~ea ~ m u ~ n . g ~ in the ml:~equ~_ t text are referring to ~ premur~ c o n ~ ~ ~ . ~ l . . ~ , d_h__~__~, no , , d e ~ e n t is im'l[ using demand type t ~ n g apparatus, ! woum in~glnc that it is p o ~ l e . " . " " -

4. ] tmay not be-peui'ble for a erefi~hte, r to meet all ~ require- merits of ~ a g r a p h ~-7.I5 because Ofthe type ot Ureaiilmg ~ p ~ ; -w~_ ~ , p ~ ~ e ~ L ~ e aum.~ m c o ~

. ~ ~ . . . o ~ ' ~ md .~ . . . . ~ ~ v a ~ ~ , ~ ' e

the reguh~tor. ~ the paragtWh morea ~e~rewn~n to more flberai in the d c m o ~ o f emergmcy p r o ~ r e s . "

5. in o~er to meet the ~ e n m ~ ~ .. ~.~.17, a . fu~-qishter, may be.req .uired to rmno~:his Or her eu~e piece provi~le i t to a fellow ficefighmr withoug a f~iac!iOning ~ ~houid~ t ~ r be done. It ~ also ~ e that ~ d ~ r t m e n t turn

would geiwmmendthat~his requirementpe r e m ~ : l : ~ t e r e s t o f e r ~ t e r safety. For those de par~nents that have devic~ t h e ~ could be W6vided to mpplement that required in the ~ •

efi~egh-the4o~ eney not thee~ly uewe~.: ._mf~nea oreauy...v.~ ox hydra~C sp~eademsuch as~the ~ tool will also accoml~.Um me task. t d o not feel t l ~ ~ entrywarran~ ~ anen~o~ .

7. ~ ~ 6 should be rewritten tobe more specifl~ Is the

following ori~ueto?~in ~ ~ t h e . c ~ . or t~|aen~ae~ i wom rec°mmendtha¢itbe~|east°net°c~m "ea'~n" "car~°rx:" " a

8. ~ (e) in I ~ g g a p h ~9.SrSh°uldbe d ~ . i i 1 ~ i t .t

item. becauseth~, aye ~ d e ~ d e n . t u p ~ • me ctm~,, ~ , ~ c e to l ~ r f o n n t h e ~ n . . I g m e m t e m m t o p u t c e ~.¢mPt~.~ ,ot~. . . ~ ptemure ~ a t l o n , a reference to both peadve and negat~pt~mure C0utd be added to i ron ~d). .

be ~ " ~ ~ r rmt~ ~ i~.e. ~ . , l i iacic~ r. ^ roo i a d d e r i f i ~ o r e ~ t h a n a t l 0 g t e o_r_ W, dl; .ladder aad the .: toch~:lue ls ~ same provided it is not being ~ n to me ro~.

l i . There~rence m ~ ~ in.iterm (a)~i~d (b) of l~wagr~h ~.1 ~ Shou~be rewritten to renmve the. number o f ~ h ~ finishes, lind roils and ~ i t with sp¢¢ "~fi_ c Iolldls, tinilllai, mid rells l i l~ ... the

basic-level ~ anylocal m o ~ c i t i n m . The h0se ~ for mpply

! l l ~ / h i should be horseshoe { ~ or r.~en~.): stack, andmodlfledata~k er minuteman. T h e f i n i s ~ h o u l d b e m m a - d°nut r°ll ' f ° l~wi th a r°Pe h ~ e to°l ?r b -°~- stra~" "a~d "vAth a t~¢m h y d t ~ t valye or ~ wye. The rolls should ~ ~ t , donut, dbeut anase~46ck~ (donut or twin aoeu~. . . - contr ""

12. ~ t ~ 1 4 L 1 should be modified to mcmae , oum~ ..

deparUnent, tt does not appe~ to be addremed in me suumar l k tt maybe ~uau~t~or'an n ~ d u ~ to c om~ p t~ . the,requi~'

e l ~ O ~ t ~ n~y jm~d icdm~ ate tl~t~ specmcauy

constructed structures for4ive fire training. I t is recormnende d that both paragraphs be rewritten to require the indivlduaito describe the t~hnklUeS rather than actually perform them in a uraining settin . . -

14. ~ e requirements outlined in paralgraptm 3-18.2 an&3-18.2 do not appear to be appropriate for a n ~ w d at theFirefighter I level.- Life safety h ~ n e m ~ are generally reed in contme ~ ' rescue v~ch is beyond the ~o~ee~a ~ L [~uM- recommend thatthese ~ b e removed from the staDda~. i s . ~-a~pt~:s-21 . ~ u ~ l ~ , c a h - L m r a s n ~ 2 1 so a ~

conmu~ ~n 2 o c ~ 1o~o.l~(q~6~.} ~ .su~. au~ ~ respondeta at theoperatiom lev~aure individuals who r, mpon d,m releases or ~ r , lases of haz!udmutmbstances m part of the inilial response..., The awareness level is not appropriate for "all ~ ? ~ t e n r e s p o n d i n g on:inddenm:'mVolving hamrd~, mmen

16.,"~e requ|tements in paraSra~ 4-~.5 appear to be adeq~tely addressed in l~Wagr~hs S-8 apd S.9 ~ th the exception o~ rescue tools which abpe~'to be addK~med iaw~agraph 4-1S.2.- .

17. Paragra~h4~ s h ~ i d be moved-t'o F'tr~ f igh te r /~ consohdate aa the f i r e - b ¢ ~ requiremenuunder ~ . - ,

1 • ~ 4-12.5 appears to duplieate me requiremenu oz pm'agraph-3-12.10. . ' ~-~ : ." l 9 . ~ - a g r a p b 4-13 should be modUiedxo include a requirement that the "m~h~ltml:define the waterand foam concemraoon requiremenes to produce the quandty offinkhed foam required to cover a ~ area.

20. Tile requirement under paragraph 4-14.1 ( c).may not be o practical since many depallmen~, a r ex~ .~ ,spe~diz~," structures tot ~veere ~ n ~ . . ~ r h e ~ o l m m . , .~-Fx~qu~ n~w...ever ! m imporiant and may.be accomplished b~describing me tecmaques rather than actually doing them. ., 2]. The req "u]r/~'e_n~iC~.0tified~i~_p.m~ra~. 4-18:l s n.ouid b e ,

t o ~ lstheindividu~lexpec~tohaveX~evel : ~ e

to take ~ lot o[ addi~ox~l ~dn ing for ~ c n qql~ ox r ~ e - are suppme m haw a ~ un~-rmmdiUg to . p ~ m further d injuryto them or d ~ c ~ m " 'un~ p r o L ~ ~ rescue ,p~sonU arrive, the mandard theeidm ~ t ~ These itenm appear to ~emore

~ A N T I A T I O N : None. COMMITYI~ACTION: ~ i ec~ - C O M M r r r ~ STATI~[DIT: The entireformat has been r m ~ d into a~ob P ~ ~zquirmmm (JPg) ~ The ~nma/u~e fee~ &at v~th elchange;~mny, ~not an of tt~ . ~ e e ~ r s: c o n c e r m h a v e b e e n ~ TheCemndttee invite~the " submitter to-revieW the ~ document and submitspecific comments on any remaining imue~

(Log#4)

:Wn~Jotm eellorr~ Nevada St~e. rtre I g g ~ A T I O N : 4-21 should be included as 3-21. I in thefire fl~hter I smada~ " " . - SUaST,~'T~A~tON" l t ~ this ponio 9 y C ~ ~ v a s ,. devised toward a career fire ~ t trmmng .acm~ny vmere individual;would j~ot resp0 .rid tO an incident und l ~ fire ugoter u standards were m e t ~Tl~ugh in reality m.~. nre ~ . ~ n ~ . .. volunteer and may no! oblitit ~re fighter II fdj~ years atter ootammg their fire f i t4~r I, " • After obu~n~ an in mrp~-um'on-on this ~om O~:H.~ itat,pears

m ~ ~ t m,~ b, ~ ~e : ~ o , , ~ T ~ . a n L ~ detemi~ ,acOOn m~plaCe,~t o¢ n a t a~. scon~ -rtm ~ l M e ~ t not ! ~ m ~ _ . . . ~ , ~ e , ~ o r f o l l o ~ d ~ ~ l slandard o ~ ~pro~ures. . . . . . s ~ ~ ~, an O ~ H ~ i n ~ p ~ ~o~ :~_ ~ ~

may or maynot be afede~d - ~ ? n . , f i t t t turmerrese~cn .

Note: ~ t t~e r i~ b available for K~iew at NFPA

C O M M r r r l ~ b ' r A ~ : . - T h e ~ G o ~ f~eb the require- L merit in 4.21 it ~ d the m t n i m u / ~ . ~ t to~ ~ .hrs. The ere . ~ T . b y . ~ ~ o ~ . ~ ~ m ~ r ~ wue~.

C~mpeumce of Respo~_ rs to Hazardous Materials I n ~ " .en~ Any jul-i~llction can exceed the minimum requirements of this standard as they see the need. "

61

N F P A 1001 - - A 9 7 R O P

(Log #GP1 ) 1001- 3 - (Entire Document): Accept SUBMITTER: Technical Committee on Fire Fighter Professional Qualifications,

[ RECOMMENDATION: Adopt a complete revision of NFPA 1001, [ Standard for Fire Fighter Professional Qualifications as shown in the 1 following draft.

SUBSTANTIATION: The Technical Committee has completed a job task analysis for the j o b of fire fighter and has developed the appropriate j ob performance requirements (JPRs) for that job. This revision brings the documen t into d~te Job Performance Require- ment format as directed by the Technical Correlating Committee on Professional Qualifications. In addition, each requirement was reviewed for appropriateness and to ensure it was up-to-date. A table in Appendix C of the draft provides a cross walk between each existing requirement and the paragraph now covering daat requirement. COMMITrEE ACTION: Accept.

NFPA 1001

Standard for Fire Fighter Professional Qualifications

1997 Edition

NOTICE: An asterisk (*) following the number or letter designatin, g. a paragra. ,ph .indicates explanatory material on that paragrapn m e, ppenotx ~.

Chapter 1 Administradon

1-1 Scope. This s tandard identifies rile minimum job performance requirements for career and volunteer fire fighters whose duties are primarily structural in nature.

1-2 Purpose. The purpose of dais s tandard is to specify the minimum job performance requirements for fire fighters. It is not the intent of the standard to restrict any jurisdiction from exceeding these requirements.

1-3 General.

1-8.1 The j o b performance requirements shall be accomplished in accordance with the requirements of the audaority having jurisdiction and NFPA 1500, Standard on Fire Department Occupational Safety and Health Program.

i-3.2" It is not required for the j o b performance requirements to be mastered in rile order they appear. The anthority havingjurisdicfion shall establish instructional priority and the training program content to prepare individuals to meet die j o b performance requirements of this standard.

1-$.3" Performance of each requi rement of this standard shall be evaluated by individuals approved by file anthority having jurisdiction.

1-3.4 The entrance requirements of Chapter 9 of this standard shall be met prior to beginning training at the Fire Fighter I level.

1-3.5 Prior to being certified at the Fire Fighter ! level, the fire figilter shall meet d-tejob performance requirements of Chapter 3.

1-3.6 Prior to being certified at the Fire Fighter II level, the Fire Fighter I shall meet the j o b performance requirements of Chapter 4.

1-3.7 Wherever in dais s tandard the terms "rules, regulations, procedures, supplies, apparatus, and equipment" are referred to, it

implied that riley are those of the authority having jurisdiction.

1-4" Definitions.

Approved.* Acceptable to d-te authority having jurisdiction.

Authority Having Jurisdiction.* The organization, office, or individual responsible for approving equipment, an installation, or a procedure.

Fire Department. An organization providing rescue, fire suppression, a n d related activities. The term "fire depar tment" shall include any public, governmental , private, industrial, or military organization engaging in this type of activity.

Fire Fighter Candidate. The person who has fulfilled the ent lance requirements of Chapter 2 of dais standard, but has not met the job performance requirements for Fire Fighter I.

Fire Fighter I. The person, at the first level of progression as defined in Chapter 3, who has demonstra ted the knowledge and skills necessary to function safely and effectively as an integral member of a fire-fighting team. When engaged in hazardous activities, the Fire Fighter I works under direct supervision°

Fire Fighter II. The person, at the second level of progression as defined in Chapter 4, who has demonstra ted the skills and depth of knowledge necessary to function under general supervision. This person will function safely and effectively as an integral member of a team of equally or less experienced fire fighters to accomplish a series of tasks. When engaged in hazardous activities, the Fire Fighter II maintains direct communication with a supervisor.

Job Performance Requirement (JPR). A statement that describes a specific job task, lists the items necessary to complete the task, and defines measurable or observable outcomes and evaluation areas for the specific task.

Listed.* Equipment, materi~ds, or services included itJ a list [published by an organization acceptable to the autl~ority having jurisdiction and concerned with evaluation of products or services that maintains periodic inspection of production of listed equipment or materials or periodic evaluation of services and whose listing states either that the equipment, material, or service meets identified standards or has been tested and found suitable for a specified purpose.

Personal Protective Clothing. The full complement of garments fire fighters are normally required to wear while on an emergency scene. For the purpose of dais standard, full protective clothing is considered to include a turnout coat, protective trousers, fire-fighting boots, fire-fighting gloves, a protective hood, and a helmet with face shield.

Personal Protective Equipment. Consists of full personal protective clothing, plus a self-cofitained breathing apparatus (SCBA] and a person:/l ~lert safety system (PASS) device.

Prerequisite Knowledge. Fundamental knowledge one must have in order to perform a specific task.

Prerequisite Skills. The essential skills one must have in order to perform a specific task.

Procedure. The series of actions, conducted in an approved manner and sequence, designed to achieve an intended outcome.

Safely. To pe r fo rm a j o b performance requirement witbout risk of injury to s e l f or to others.

Structural Fire Fighting. The activities of rescuing, fire suppression. and property conservatlon involving buildings, enclosed structures. vehicles, vessels, or like properties that are involved irJ a fire or emergency mtuanon.

Task. A specific j ob behavior of activity.

Team. Two or more individuals who have been assigned a common task and are in communicat ion with each other, coordinating their activities as a work group, and support the safety of one another.

1-5 Units. In dais standard, values for measurementa re followed by an equivalent in SI units, but only the first stated value shall be regarded as the requirement. Equivalent values in SI units shall not be considered as d ie requireme/lt as these values can be approxi- raate.

Table 1-5 SI Conversions

02

Quantity

Length

Area

U.S. SI

Unit /S~nbol Unit/Symbol

inch (in.) millimeter

(ram)

foot (ft) meter (m)

square foot (sq square meter

ft) Ira21

Conversion Factor

1 in. = 25.4 mm

1 ft = 0.305 m

1 sq ft = 0.0929 m 2

N F P A 1001 ~ A97 R O P

Chapter 2 Entrance Requirements

2-1 General. Prior to entering training to meet the requirements of Chapters 3 and 4 of this standard, the candidate shall meet:

(a) The minimum educational requirements established by the authority having jurisdiction;

(b) The age requirements established by the authority having jurisdiction;

(c)* The medical requirements of NFPA 1582, Standard on M~lical Requirements for Fire Fighters.

2-2 Physical fitness requirements for entry-level personnel shall be developed and validated by the authority having jurisdiction.

2-3" Emergency medkal care performance capabilities for entry- level personnel shall be developed and validated by the authority having jurisdiction. At a minimum, the performance requirements shall include infection control, CPR, bleeding control, and shock managemenL

Chapter 3 Fire Fighter I 3-1 General.

3-1.1 For certification at Level I, the fire fighter shall meet the job Ptherformance requirements defined in Sections 3-2 through 3-6 of

is standard and the requirements defined in Chapter 2, Compe- tencies for the First Responder at the Awareness Level, of NFPA 472, Standard for Profe.ssionai! Competence of Responders to Hazardous Materials Incidents.

3-1.1.1 General Knowledge Requirements. The organization of the fire department; the Fire Fighter I's role in the organization; the mission of fire service; the fire department 's standard operating

rocedures and rules and regulations as they apply to the Fire ghter I; the role of other agencies as they relate to the fire

department; aspects of the fire department 's member assistance program; the critical aspects of NFPA 1500, Standard onFire Department Occupational Safety and Health Prograra, as they apply to the Fire Fighter I; knot types and usage; the difference between life safety and utility rope; reasons for placing rope out of service; the types of knots to use for given, tools, ropes., or situations; hoisting methods for tools and eqmpment; and using rope to support response activities.

3-1.1.2 General Skill Requirements. Don personal protective clothing within one minute; doff personal protective clothing and prepare for reuse; hoist tools and equipment using ropes and the correct knot; tie a bowline, clove hitch, figure of eight on a bight, half hitch, becket or sheet bend, and safety knots; and locate information in departmental documents and standard or code materials.

3-2 F'me Department Communications.

3-2.1 Description of Duty. Activities related to initiating responses, receiving telephone calls. , . . . . and using fire department communications equipment to efl:ecuvely relay verbal or written mformauon.

3-2.2* Initiate die response to a reported emergency, given the report of an emergen,~, fire department standard operating procedures, and communications equipment, so that all necessary information is obtained, communications equipment is operated properly, and the information is promptly and accurately relayed to the dispatch center.

3-2.2.1 Prerequisite Knowledge. Procedures for a person(s) to report an emergency;, departmental standard operating procedures for taking and receiving alarms; radio codes or procedures; and information needs of dispatch center.

3-2.2.2 Prerequisite Skills. Operate fire department communications equipment; relay" information; and record information.

3-2.$ Receive a business or personal telephone call, given a fire department business phone, so that proper procedures for answering the phone are used and the caller's information is relayed.

3-2.3.1 Prerequisite Knowledge. Fire department procedures for answering nonemergency telephone calls.

3-2.3.2 Prere.quisiteSkills. Operate fire station telephone and intercom eqmpment.

3-2.4 Transmit and receive messages via the fire department radio, given a fire department radio and operating procedures, so that the information is promptly relayed and is accurate, complete, and clear

3-2.4.1 Prerequisite Knowledge. Departmental radio procedures and etiquette for routine traffic, emergency traffic, and emergency evacuation signals.

3-2.4.2 Prerequisite Skills. Operate radio equipment, and discrimi- nate between routine and emergency traffic.

3-$ F'treground Operations.

3-3.1 Description of Duty. Activities necessary to ensure life safety, fire control, and property conservation.

3-3.2* Use SCBA during emergency operations, given SCBA mid other personal protective equipment, so that the SCBA is properly donned and activated within one minute, is correctly worn. controlled breathing techniques are used, emergency procedu res are enacted if the SCBA fails, all lo~air warnings are recogrfized. respiratory protection is not intentiorJally compromised, :rod hazardous areas are exited prior to air depletion

3-3.2.1 Prerequisite Knowledge. Conditions dmt require respiratory protection; uses and limitations of SCBA: components of SCBA: donning procedures; breathing techniques; indications for arid emergency procedures used with SCBA; and physical requirements of the SCBA wearer.

3-3.2.2 Prerequisite Skills. Control breathing; replace SCBA air cylinders; use SCBA to exit through restricted passages; initiate and complete emergency procedures in the event of SCBA failure or air depletion; and complete donning procedures.

$-3.3* Respond on apparatus to an emergency scene, given personal protective clothing and other necessary personal protective equipment, so that the apparatus is safely mounted and dismounted, seat belts are used while the vehicle is in motion, and other personal protective equipment is correctly use&

3-8.$.1 Prerequisite Knowledge. Mounting and dismounting procedures for riding fire apparatus; hazards and ways to avoid hazards associated with riding apparatus; and prohibited practices, types of department personal protective equipment, and how to use each.

3-3.3.2 Prerequisite Skills. Use each piece of provided safety equipment.

3-$.4* Force entry into a structure, given personal protective equipment, tools, and an assignment, so that the tools are used properly, die barrier is removed, and the opening is in a sMe condition and ready for entry.

$-3.4.1 Prerequisite Knowledge. Basic construction of typical doors, windows, and walls within the department 's conununity or service area; operation of doors, windows, and locking; and the dangers associated with forcing envy through doors, windows, arid walls.

3-3.4.2 Prerequisite Skills. Transport and operate hand and power tools; and force entry through doors, windows, and walls using assorted methods and tools.

3-3.5* Exit a hazardous area as a team, given vision-obscured conditions, so that a safe haven is found before exhausting the air supply, others are not endangered, and the team integrity is maintained.

3-3.5.1 Prerequisite Knowledge. Personnel accountability systems; communication procedures; emergency evacuation methods; what constitutes a safe haven; elements that create or indicate a hazard; and emergency procedures for loss of air supply.

3-3.5.2 Prerequisite Skills. Operate in vision-obscured conditions as a team member; locate and follow a guideline; conserve air supply; and evaluate areas for hazards and identify safe haven.

3-3.6* Set up ground ladders, given single and extension ladders, an assignment, and team members as appropriate, so that hazards are assessed, the ladder is stable, the angle is proper for climbing, extension ladders are extended to the proper height with the fly locked, the top is placed against a reliable structural component, and the assignment is accomplished.

63

N F P A 1001 ~ A 9 7 R O P

3-3.6.1 Prerequisite Knowledge. Parts of a ladder; hazards associated with setting up ladders; witat constitutes a stable founda- tion for ladder placement; different angles for various tasks; safety limits to the degree of angulation; and wltat constitutes a reliable structural componen t for top placement.

3-3.6.2 Prerequisite Skills. Carry ladders; raise ladders; extend ladders and lock flies; de termine that a wall and roof will support the ladder; judge extension ladder height requirements; and place the ladder to avoid obvious hazards.

3-3.7* Attack a passenger vehicle fire operating as a member of a team, given personal protective equipment, attack line, and hand tools so that hazards are avoided, leaking flammable liquids are identified and controlled, protection from flash fires is maintained, all vehicle compartments are overhauled, and the fire is extinguished.

3-3.7.1 Prerequisite Knowledge. Principles of fire streams as they relate to fighting automobile fires; precautions to be followed when advancing hoselines toward an automobile; observable results that a fire stream has been properly applied; identifying and hazards associated with ,alternative fuels; dangerous conditions created during an automobile fire; common types of and how to avoid accidents or injuries related to fighting automobile fires; how to access locked passenger, trunk, and engine compartments; and methods for overhauling an automobile.

3-3.7.2 Prerequisite Skills. Identify automobile fuel type; assess for and control fuel leaks; open, close, and adjust the flow and pattern on nozzles; apply water for maximum effectiveness wifile maintaining flash fire protection; advance 1 1/2-in. (38-mm) or larger diameter attack lines; and expose h idden fires by opening all automobile compartments.

3-3.8* Extinguish fires in exterior class A materials, given fires in stacked or piled and small unat tached strncmres or storage containers that can be fought f rom the exterior, attack lines, hand tools a n d master stream devices, and an assignment, so that exposures are protected, the spread of fire is s topped, collapse hazards are avoided, water application is effective, tile fire is extin~uished, and signs of the origin area(s) and arson are pre- servect.

3-3.8.1 Prerequisite Knowledge. Types of attack lines and water streams appropriate for attacking stacked, piled materials and outdoor fires; dangers - - such as collapse - - associated with stacked and piled materials; various extinguishing agents and their effect on different material configurations; tools and methods to use in breaking up various types of materials, and the difficulties related to complete ext inguishment of stacked and piled materials; water application methods for exposure protect ion and fire extinguishment; dangers such as exposure to toxic or hazardous materials associated with storage building and container fires; obvious signs of origin and cause; and techniques for tile preservation of fire cause evidence.

3-3.8.2 Prerequisite Skills. Recognize inheren t hazards related to the material 's configuration; operate hand lines or master streams; break up material using hand tools and water streams; evaluate for complete extinguishment; operate hose lines and other water application devices; evaluate and modify water application for maximum penetration; search for and expose h idden fires; assess patterns for origin determination; and evaluate for complete extinguishment.

3-3.9 Conduct a search and rescue in a structure operating as a member of a team, given an assignment, obscured vision conditions,

~ ersonal protective equipment , a flashlight, forcible entry tools, oselines, and ladders when necessary, so that ladders are correctly

placed when used, all assigned areas are searched, all victims are located and removed, team integrity is maintained, and team members ' safety, including respiratory protection, is not compromised.

3-3.9.1 Prerequisite Knowledge. Use of forcible entry tools during rescue operations; ladder operations for rescue; psychological effects of operating in obscured conditions and ways to manage; methods to de termine if an area is tenable; primary and secondary search techniques; team members ' roles and goals; methods to use and indicators of finding victims; victim removal methods (including various carries); and considerations related to respiratory protection.

3-$.9.2 Prerequisite Skills. Use SCBA to exit th rough restricted passages; set up and use different types of ladders for various types of rescue operations; rescue a fire fighter with functioning respiratory

64

protection; rescue a fire fighter whose respiratory protection is not functioning; rescue a person who has no respiratory protection: assess areas to de termine tenability.

3-3.10" Attack an interior structure fire operating as a member of a team, given an attack line, ladders when needed, personal protectiw, equipment, tools, and an assignment, so that team integrity is maintamed, tile attack line is properly deployed for advancemem, ladders are correctly placed when used, access is gained into tile fire area, effective water application practices are used, tile fire is approached safely, attack techniques facilitate suppression given tile level of the fire, hidden fires are located and controlled, tile correct body posture is maintained, hazards are avoided or managed, and the fire is brought under control.

3-3.10.1 Prerequisite Knowledge. Principles of fire streams; types, design, operation, nozzle pressure effects, and flow capabilities of nozzles; 16recantions to be-followed when advancing hbselines to a f r e ; observable results that a fire stream has been properly applied; dangerous building conditions created by fire principles of exposure protection; potenual long-term consequences of exposure to products of combustion; physical states of matter that fuel are found m; common types of accidents or injuries and their causes; and tile application of each size mad type of attack line, the role of the back- up team in fire attack situations, attack and control techniques for grade level, above and below grade levels, and exposing hidden fires.

3-3.10.2 Prerequisite Skills. Prevent water hammers when shutting down nozzles; 6pen, close, and adjust nozzle flow and patterns; aplSly water using direct, indirect, and combination attacks; advance charged and uncharged 1 1/2-in. (38-ram) diameter or larger hoselines up ladders and up and down interior and exterior stairways; extend hoselines; replace burst hose sections; operate charged hoselines of 1 1/2-in. (38-mm) diameter or larger while secured to a g round ladder; couple and uncouple various handline connections; carry hose; attack fires at grade level and above and below grade levels; and locate and suppress interior wall and sub- floor fires.

3-3.11 Perform horizontal ventilation on a structure operating ~.s part of a team, given an assignment, personal protective equipmem. ventilation tools, equipment, and ladders, so that the ventilation openings are free of obstructions, tools are safely used, ladders are properly used, ventilation devices are properly placed, and the structure is cleared of smoke.

3-3.11.1 Prerequisite Knowledge. The principles, advantages, limitations, a n d effects of horizontal, mechanical, and hydraulic ventilation; safety considerations when venting a structure; fire behavior in a structure; the products of combustion found in a structure fire; the signs, causes, effects, and prevention of backdrafts; and the relationship of oxygen concentrat ion to life safety and fire growth.

3-3.11.2 Prerequisite Skills. Transport and operate ventilation tools and equipment arid ladders; and use safe procedures for breaking window and door glass and removing obstructions.

3-3.12 Perform vertical ventilation on a structure operating as part of a team, given an assignment, personal protective equipment~ g round an/i roof ladde(s, and tools, so that ladders ar/.~ properly posit ioned for ventilation, a sufficient opening is created, all ventilation barriers are removed, structfiral integrity is not compromised, products of combustion are released f rom the s t ruc ture ,and the team retreats from the area when ventilation is accomplished.

3-$.12.1 Prerequisite Knowledge. The methods of heat transfer; the principles of thermal layering within a structure on fire; the techniques and safety precautions for venting flat roofs, pi tched roofs, and basements; basic indicators of potential collapse or roof failure; the effects of construction type and elapsed time under fire conditions on structural integrity;, and the advantages and disadvantages of vertical and t rench/s t r ip ventilation.

3-3.12.2 Prerequisite Skills. Transport and operate ventilation tools and equipment; hoist ventilation tools to roofi cut roofing mad flooring materials to vent flat roofs, pitched roofs, and basements; sound a roof for integrity;, clear an opening with hand tools: select, carry, deploy, and secure ground ladders for ventilation activities: deploy roof ladders on pitched roofs while secured to a ground ladder; and carry ventilation-related tools and equipment while ascending and descending ladders.

3-3.15 Overhaul a fire scene, given personal protective equipment, attack line, hand tools, flashlig]lt, and an assignment, so that structural integrity is no t compromised, all h idden fires are discovered, fire cause evidence is preserved, and the fire is extinguished.

N F P A 1001 ~ A 9 7 R O P

5-3.13.1 Prerequisite K~owledge. Types of fire attack lines and water application device..~ most effective for overhaul; water application methods for extinguishment that limit water damage; types of tools and methods used to expose h idden fire; dangers associated with overhaul; obvious signs of area of origin or signs of arson; and reasons for protection of fire scene.

5-3.13.2 Prerequisite Skills. Deployand operate an attack line; remove flooring, ceiling, and wall components to expose void spaces without compromising structural integrity;, applywater for maximum effectiveness; expose and extinguish hidden fires in walls, ceilings, and sub-floor spaces; recognize and preserve obvious signs of area of origin and arson; and e~aluate for complete extinguishment.

5-3.14 Conserve property as a member of a team, given salvage tools and equipment and an assignment, so that the building and its contents are protected from further damage.

3-3.14.1 Prerequisite Knowledge. Purpose of property conservation and its value to the public; methods used to protect property;, types of and uses for salvage covers; operations at properties protected with automatic sprinklers; how to stop the flow of water from an automatic sprinkler heact; identify the main control valve on an automatic sprinkler system; and forcible entry issues related to salvage.

5-3.14.2 PrerequisiteSkilis. Cluster furniture; deploy covering materials; roll and fold salvage covers for reuse; construct water chutes and catch-all; remove water; cover building openings, including doors, windows, floor openings, and roof openings; separate, remove, and relocate charred material to a safe location while protecting the area of origin for cause determination; stop the flow of water from a sprinkler with sprinkler wedges or stoppers; and operate a main control valve on an automatic sprinkler system.

5-$.i5" Connect a fire departrnent pumper to a water supply as a member of a team, give:a supply or intake hose, hose tools, and a fire Iwdrant or static water source, so that connections are tight and water flow is unobstructed.

5-3.15.1 Prerequisite Kaowledge. Loading and off-loading procedures for mobile water supply apparatus; fire hydrant operation; and suitable static water supply sources, procedures, and protocol for connect ing to various water sources.

5-3.15.2 Prerequisite Sldlis. Hand lay a supply hose; connect and place hard suction hose for drafting operations; deploy portable water tanks as well as the equipment necessary to transfer water between and draft from them;make hydrant-to-pumper hose connections for forward and reverse lays; connect supply hose to a hydrant and fully open and close the hydrant.

5-3.16" Extinguish incipient Class A, Class B, and Class C fires, given a selection of portable fire extinguishers, so that the correct extinguisher is chosen, the fire is completely extinguished, and proper extinguisher handling techniques are followed.

3-3.16.1 Prerequisite Knowledge. The classifications of fire; and portable extinguisher types, rating systems, risks associated with each class of fire, Operating methods, and limitations.

5-3.16.2 Prerequisite Skills. Operate portable fire extinguishers; approach fire with portable fire extinguishers; select an appropriate extinguisher based on the size and type of fire; carry portable fire extinguishers safely.

3-3.17 Illuminate the emergency scene, given fire service electrical equipment and a assignment, so that designated areas are illumi- nated and all equipment is operated within the manufacturer 's listed safety precautions.

3-3.17.1 Prerequisite I{nowledge. Safetyprinciples and practices; power supply capacity and limitations; and light deployment methods.

3-3.17.2 PrerequisiteSkilis. Operate depar tment power supply and .gli latin g qe uipment; deploy, cords and .c°nnect°rs" reset ground-fault mterrupter (GFI) dewces; and locate hghts for best effect.

3-3.18 Turn off buildirtg utilities, given tools and an assignment, so that the assignment is safely completed.

3-3.18.1 Prerequisite Knowledge. Properties, principles, and safety concerns for electricity, gas, and water systems; utility disconnect methods and associated dangers; and use of required safety equipment.

5-3.18.2 Prerequisite Skills. Identify utility control devices; operate control valves or switches; and assess for related haz~ards.

3-3.19" Combat a ground cover fire operating as a Inember ol a team, given protective clothing, SCBA if needed, hose lines, extinguishers or hand tools, and an assignment, so that threats to property are reported, threats to personal safety are recognized, retreat is quickly accomplished when warranted, and the assignment is completed.

5-3.19.1 Prerequisite Knowledge. Types o fg romi d cow.~r fires; parts of ground cover fires; methods to contain or suppress; and safety principles and practices.

5-$.19.2 Prerequisite Skills. Determine exposure threats based on fire spread potential; protect exposures; construct a fire line m extinguish with hand tools; maintain integrity of established fire lines; and suppress ground cover fires using water.

3-4 Rescue Operations.

No requirements for Fire Fighter 1.

5-5 Prevention, Preparedness, and Maintenance.

5-5.1 Description of Duty. Activities that reduce the loss of life and property due to fire through hazard identification, inspection, education, and response readiness.

5-5.2 Perform a fire safety survey in a private dwelling, given survey forms and procedures, so that fire/l ife safety hazards are identified, recommendat ions for their correction are made to the occupant, and unresolved issues are referred to the proper authority.

5-5.2.1 Prerequisite Knowledge. Organizational policy and procedures; common causes of fire and their prevention; the importance of a fire safety survey and public fire education programs to the fire depar tment public relations and the community; relerral procedures.

3-5.2.2 Prerequisite Skills. Complete Iorlns: recognize haLTtr(Ls: match findings to pre-approved recommetJdations; and effectively communicate findings to occupants or referrals.

3-5.3* Present fire safety information to station visitors or small groups, given prepared materials, so that all information is presented, the information is accurate, and questions are answered or referred.

3-5.3.1 Prerequisite Knowledge. Parts of and how to use informational materials; basic presentation skills; and departmental standard operating procedures for giving fire station tours.

3-5.3.2 Prerequisite Skills. Document presentations; use prepared materials.

5-5.4 Clean and check ladders, ventilation equipment, seLf- contained breathing apparatus (SCBA), ropes, and hand tools, given cleaning tools, cleaning supplies, and an assignment, so that equipment is clean, maintained according to manufacture or departmental guidelines, maintenance is recorded, and equipment is placed in a ready state or reported otherwise.

5-5.4.1 Prerequisite Knowledge. Types of cleaning methods for various tools and equipment; correct use of cleaning solvents; and manufacture or departmental guidelines for cleaning equipment and tools.

5-5.4.2 Prerequisite Skills. Select correct tools for various parts mad pieces of equipment; follow "guidelines; and complete recording and report ing procedures.

3-5.5 Clean, inspect, and return fire hose to service, given washing equipment, water, detergent, tools, and replacement gaskets, so thal damage is noted and corrected, the hose is clean, and the equipment is placed in a ready state for service.

5-5.5.1 Prerequisite Knowledge. Deparunental procedures for noting defective hose and removing it from service; cleaning methods; and hose rolls and loads.

5-5.5.2 Prerequisite Skills. Clean different types of hose; operate hose washing and drying equipment; mark defective hose; and replace coupling gaskets, roll hose, and reload hose.

65

N F P A 1001 ~ A 9 7 R O P

Chapter 4 Fire Fighter II

4-1 General.

4-1.1 For certification at Level 1I, the Fire Fighter I shall meet the j ob performance requirements def ined in Sections 4-2 through 4-5 of dtis standard and the requirements def ined in Chapter 3, Competencies for the First Responder at the Operational Level, of NFPA 472, Standard for Professional Competence of Responders to Hazardous Materials Incidents.

4-1.1.1 General Knowledge Requirements. Responsibilities of the Fire Figbter II in assuming and transferring command within an incident management system; performing assigned duties in conformance with applicable NFPA and other safety regulations and authority having jurisdiction procedures; and the role of a Fire Figbter II within the organization.

4-1.1.2. General Skill Requirements. Determine the need for command; organize and coordinate an incident management system until command is transferred; and function within an assigned role in the incident management system.

4-2 Fire Depar tment Communications.

4-2.1 Description of Duty. Activities related to initiating and reporting responses.

4-2.2 Complete a basic incident report, given the report forms, guidelines, and information, so that all per t inent information is recorded, the information is accurate, and the report is complete.

4-2.2.1 Prerequisite Knowledge. Content r equ i rements fo r basic incident reports; the purpose and usefulness of accurate reports; consequences of inaccurate reports; how to obtain necessary information; and required coding procedures.

4-2.2.2 Prerequisite Skills. Determine necessary codes; p roof report; and operate fire depar tment computers or other equipment necessary to complete the report.

* v 4-2.3 Communicate the need for team assistance, gi en fire depar tment communicat ions equipment, s tandard operating procedures, and a team, so that the supervisor is consistendy informed of team needs, departmental SOPs are followed, and file assignment is accomplished safely.

4-2.3.1 Prerequisite Knowledge. Standard operating procedures for alarm assignments; fire depar tment radio communicat ion procedures.

4-2.3.2 Prerequisite Skills. Operate fire depar tment communications equipment.

4-3 Fireground Operations.

4-3.1 Description of Duty. Activities necessary to insure life safety, fire control, and property conservation.

4-3.2* Extinguish an ignitable liquid fire, operating as a member of a team, given an assignment, an attack line, personal protective equipment, a foam propor t ioning device, a nozzle, foam concentrates, and a water supply, so that the proper type of foam concentrate is selected for the given fuel and conditions, a properly propor t ioned foam stream is applied to the surface of the fuel to create and maintain a foam blanket, fire is extinguished, reignition is prevented, team protection is maintained with a foam stream, and the hazard is faced until retreat to safe haven is reached.

4-3.2.1 Prerequisite Knowledge. Methods by which foam prevents or controls a hazard; principles by which foam is generated; causes for poor foam generation and corrective measures; difference between hydrocarbon and polar solvent fuels and the concentrates that work on each; the characteristics, uses, and limitations of fire- fighting foams; the advantages and disadvantages of using fog nozzles versus foam nozzles for foam application, foam stream application techniques, hazards associated with foam usage, and methods to reduce or avoid hazards.

4-3.2.2 Prerequisite Skills. Prepare a foam concentrate supply for use, assemble foam stream components , master various foam application techniques, approach and retreat flora spills as part of a coordinated team.

4-3.3* Coordinate an interior attack line team's accomplisbment of an assignment in a structure fire, given attack lines, personnel,

66

personal protective equipment, and tools, so that crew integrity is established, attack techniques are selected for the given level of the fire (e.g., attic, grade level, upper levels, or basement), attack techniques are communicated to the attack teams, constant team coordination is maintained, fire growth and development is continuously evaluated, search, rescue, and ventilation requirements are communicated or managed, hazards are repor ted to the attack teams, and incident command is appraised of changing conditions.

4-3.3.i Prerequisite Knowledge. Selection of the proper nozzle and hose for fire attack given different fire situations; selection of adapters and appliances to be used for specific fire ground situations; dangerous building conditions created by fire and fire- suppression activities; indicators of building collapse: ttle effec~ of fire and fire-suppression activities on wood. masonry (hrick, block. stone), cast iron, steel, reinforced concrete, gypsum wall board. glass, and plaster on lath; search and rescue and ventilation procedures; indicators of structural instabilit~ suppression approaches and practices for various types of structural fires; and the association between specific tools and special forcible entry needs.

4-3.3.2 Prerequisite Skills. Assemble a team; choose attack teclmiques for various levels of a fire (e.g., attic, grade level, upper levels, or basement); evaluate and forecast a fire's growth and development; select proper tools for forcible entry; incorporate search and rescue procedures and ventilation procedures in the completion of the attack team efforts; and deterlnine developing hazardous building or fire conditions,

4-3.4 Control a flammable gas cylinder fire operating as a member of a team, given an assignment, a cylinder outside of a structure, an attack line, personal protective equipment, and tools, so that crew integrity is maintained, contents are identified, safe havens are identified prior to advancing, open valves are closed, flames are not extinguished unless the leaking gas is eliminated, the tank is cooled, tank integrity is evaluated, hazardous conditions are recognized and acted upon, and the cylinder is faced during approach and retreaL

43.4.1 Prerequisite Knowledge. Characteristics of pressurized flammable gases; elements of a gas cylinder; effects of heat and pressure on closed containers; BLEVE signs and effects; methods for identifying contents; how to identify safe havens before approaching flammable gas cylinder fires; water stream usage and demands for pressurized container fires; wbat to do if the fire is prematurely extinguished; valve types and their operation; alternative actions related to various hazards; and when to retreaL

4-3.4.9 Prerequisite Skills. Execute effective advances and retreats: apply various techniques for water application; assess cylinder integrity and changing tank conditions; operate control valves; choose effective procedures when conditions clmnge: retreat quickly and cautiously during crisis conditions.

4-3.5* Protect evidence of fire cause and origin, given a flashlight and overhaul tools, so that the evidence is propedy noted and protected from further disturbance until investigators can arrive on the scene.

4-$.5.1 Prerequisite Knowledge. Metimds to assess origin and cause; types of evidence; means to protect various types of evidence; the role and relationsbip of Fire Fighter lls, criminal investigators, and insurance investigators in fire investigations; and the effects and problems associated with removing property or evidence from the scene.

4-5.5.2 Prerequisite Skills. Locate die fire's origin area; recognize possible causes; and protect the evidence.

4-4 R&scue Operations.

4-4.1 Description of Duty. Activities related to accessing and disentangling victims from motor vehicle accidents and helping special rescue teams.

44.2 Extricate a victim ent rapped in a motor vehicle as part of a team, given stabilization and extrication tools, so that the vehicle is stabilized, the victim can be disentangled without undue fur ther injury, and hazards are managed.

4-4.9.1 Prerequisite Knowledge. The fire depar tment ' s role at a vehicle accident; points of strength and weakness in auto body construction; dangers associatedwith vehicle components and systems; the uses and limitations of hand and power extrication equipment, safety procedures when using various types of extrication equipment.

N F P A 1001 ~ A 9 7 R O P

4-4.2.2 Prerequisite Skills. Operate hand and power tools used for forcible entry and rescue in a safe and efficient manner; and use cribbing and shoring material; choose and apply appropriate techniques for moving or removing vehicle roofs, doors, windshields, windows, steering wheels or columns, and the dashboard.

44.3* Assist rescue operation teams, given standard operating procedures, necessary rescue equipment, and an assignment, so that procedures are followed, rescue items are quickly recognized and retrieved, and the assignment is completed.

4-4.3.1 Prerequisite Knowledge. The fire fighter 's role at a special rescue operation; the hazards associated with special rescue operations; types and uses for rescue tools; and rescue practices and goals.

4-4.3.2 Prerequisite Skills. Identify and retrieve various types of rescue tools; establish public barriers; and assist rescue teams operating as a member of the team when assigned.

4-5 Prevention, Preparedness, and Maintenance.

4-5.1 Descrlpdon of Duty. Activities related to reducing the loss of life and property due to fire through hazard identification, inspection, and response readiness.

4-5.2* Prepare a pre-incident survey, given forms, necessary tools, and an assignment, so that all required occupancy information is recorded, items of concern are noted, and accurate sketches or diagrams are prepared

4-5.2.1 Prerequisite Knowledge. The sources of water supply for fire protection; tbe fundamentals of fire suppression and detection systems; common symbols used in diagramming construction features, utilities, hazards, and fire protection systems; departmental requirements for a pre-incident survey and form completion; and the importance of accurate diagrams.

4-5.2.2 Prerequisite Skills. Identify the components of fire suppression and detection systems; sketch the site, buildings, and special features; detect hazards and special considerations to include in the pre-incident sketch; and complete all related departmental forms.

4-5.3 Maintain power plants, power tools, and lighting equipment, given appropriate tools and manufacturers ' instructions, so that equipment is clean, maintained according to manufacturer and departmental guidelines, maintenance is recorded, and equipment is placed in a ready state or repor ted otherwise.

4-5.3.1 Prerequisite Knowledge` Types of cleaning methods; correct use of cleaning solvents; manufacturer and deparmaental guidelines for maintaining equipment and its documentat ion; and problem report ing practices.

4-5.3.2 Prerequisite Skills. Select correct tools; follow guidelines; complete recording and report ing procedures; and operate power plants, power tools, and lighting equipment.

4-5.4 Perform an annual service test on fire hose, given a pump, a marking device, pressure gauges, a timer, record sheets, and related equipment, so that procedures are followed, the condition of the hose is evaluated, danm~ged hose is removed from service, and the results are recorded.

4-5.4.1 Prerequisite Knowledge. Procedures for safely conducting hose service testing; indicators that dictate hose be removed from service; and recording procedures for hose test results.

4-5.4.2 Prerequisite Skills. Operate hose testing equipment and nozzles; and record results.

4-5.5 Test the operability of and flow from a fi re hydrant, given a pitot tube, pressure gauge, and other necessary tools, so that the readiness of the hydrant is assured and the flow of water from the hydrant can be calculated and recorded.

4-5.5.1 Prerequisite. I~lowle. .dg.e How water flow is reduced, by hydrant obstructaons; d i recuon of hydrant outlets to suitability of use; the effect of mechanical damage, rust, and corrosion, failure to open the hydrant fully, and susceptibility to freezing; and the meaning of the terms static, residual, and flow pressure.

4-5.5.2 Prerequisite Skills. Operate a pressurized hydrant; use a pitot tube and pressut'e gauges; detect damage; and record results of test.

67

Chapter 5 Referenced Publications

5-1 The following documents or portions thereof are referenced within this standard and shall be considered part of the re eqt uire- ments of this document . Tile edition indicated for each reference is the current edition as of the date of the NFPA issuance of this document

5.1.1 NFPA Publications. National Fire Protection Association. 1 Batterymarch Park, P.O. Box 9101, Quincy, MA 02269-9101.

NFPA 472, Standard for Professional Cornpetence of Responde.rs to Hazardous Materials Incidents, 1992 edition.

NFPA 1500, Standard on Fire D~artrT~'nt Oeeupatiomtl SaJe(v and Health Program, 1992 edition.

NFPA 1589, Stamtard on Medical Requirements for Fire Figh, ters, 1992 edition.

Appendix A

This Appendix is not a part of the requireraents of this NFPA document but is included for information purposes only.

A-1-3.2 See Appendix B for additional infornmtion regarding the use of j ob performance requirements for training and evaluation.

A-1-3.3 It is recommended, where practical, tbat e~luators be individuals who were not directly involved as instructors for the requirement being evaluated.

A-I-4 Definitions of action verbs used in the j o b performance requirements in this document are based on the first definition of the word found in Webster's Third New International Dictionar 3 of the English Language.

A-1.4 Approved. The National Fire Protection Association does not approve, inspect, or certify any installations, procedures, equipment, or materials; nor does it approve or evaluate testing laboratories. In determining the acceptability of installations, procedures, equipment, or materials, the authority having jurisdiction may base acceptance on compliarice with NFPA or other appropriate standards. In the absence of such standards said authority may require evidence of proper installation, procedure, or use. The authority having jurisdiction may also refer to the listings or labeling practices of an organization concerned with product ewaluatious tha! is in a position to determine compliance with appropriate standards for the current production of listed items.

A-1.4 Authority HavingJurisdictioa. The phrase "authority having jurisdiction" is used inNFPA documents in a broad manner , since jurisdictions and approval agencies vary, as do their responsibilities. Wherepub l i c safety is'primary, the authority having jurisdiction may be a federal, state, local, or other regional depar tment or individual such as a fire chief; fire marshal; chief of a fire prevention bureau, labor department , or health department; building official; electrical inspector; or others having statutory authority. For insurance purposes., an insurance inspection depar tment , rating bureau., o r . other insurance company representative may be the authority having

jurisdiction. In man)~ eircum-stances, the property owner or his or - laer designated agent assumes the role of-the authority having jurisdictaon; at government installations, the commanding officer or deparmaental official may be the authority having jurisdiction.

A-I.4 Listed. The means for identifying listed equipment may vary for each organization concerned with product evaluation, some of which do not recognize equipment as Iisted unless it is also labeled. The authority havihgjuris-di/tion should utilize the system employed by the listing organization to identify a listed product.

A-2-1(c) The candidate should meet the requirements of NFPA 1582, Standard on Medical Requirements for Fire Fighter~ within a reasonable per iod of time prior to enter ing into training or testing for Fire Fighter I to ensure Iris or her ability to safely perform the required tasks.

A-2-3 Programs such as the DOT First Responder and American Red Cross curricula offer models that can be followed.

A-3-2.2 The Fire Fighter I should be able to receive ,'rod accurately process information received at the station. Fire fighters used as telecommunicators (dispatchers) should meet the requirements of NFPA 1061, Standard for Professional Qualifications for Public .~fet~ Teleco.mmunicator, for qualification standards axid lob peribrmatice requirements.

A-3-3.9 The Fire Fighter I should already be wearing full protective clothing prior to the beginning of this SCBA donning procedure. In addition to fully donning and activating the SCBA, the Fire Fighter I

N F P A 1001 ~ A 9 7 R O P

should also replace any personal protective clothing (i.e., gloves, protective hood, helmet, etc.) displaced during the donning procedure and activate the PASS device within the specified one minute time limit.

A-3-3.3 Other personal protective equipment might include hearing protection in cabs that have a noise level in excess of 90 clBa, eye protection for fire fighters riding in j u m p seats that are not fully enclosed, and SCBAs for those depar tments that require firefighters to don SCBAs while en route to tile emergency.

A-3-3.4 The Fire Fighter I should be able to force entry through wood, glass, and metal doors that open in and out, overhead doors, and windows common to the community or service area.

A-3-3.5 When training exercises are in tended to simulate emergency conditions, smoke-generating devices that do not create a hazard are required. Several accidents have occurred when smoke bombs or other smoke-generating devices dlat produce a toxic a tmosphere have been used for training exercises. All exercises should be conducted in accordance with the requirements of NFPA 1404, Standard for a Fire Department Self-Contained Breathing Apparatus Program.

A-$-3.6 The fire f ighter should be able to accomplish this task with each type and lenl~da of g round ladder carried by the depar tment .

A-3-3.7 Passenger vehicles include automobiles, light trucks, and v a n s .

A-3-3.8 The Fire Fighter I should be able to extinguish fires in stacked or piled materials such as hay bales, pallets, lumber, piles of mulch, saw-dust, o ther bulk Class A materials, or small unat tached structures that are attacked from the exterior. The tactics for extinguishing eaela of these types of fires are similar enough to be included in oneJPIL

A-3-3.10 The Fire Fighter I should be proficient in the various attack approaches for room and contents fires at daree different levels (at gr- a-de, above K~de, and below grade). Maintenance of body posture m the stand.aid refers to the staying low during initial attack, protecting oneself from falling objects, and otherwise using common sense given the state of the fire's growth or suppression.

.4,-3-3.15 Static water source can include portable water tanks, ponds, creeks, etc.

A-3-3.16 Tile Fire Fighter I should be able to extinguish incipient Class A fires such as wastebaskets, small pilee] of pallets, wood, or hay; Class B fires of approximately 9 sq ft (.84 ma); and Class C fires where the electrical equipment is energized.

A-3-3.19 Protective clothing is no t personal protective clothing as used throughout the rest of this document . Somejurisdict ious provide fire fighters with different clothing for g round cover fires than is worn for structural fires. This clothing can be substituted for structural protective clothing in o r d e r to meet the intent of dt is job performance requirements.

A-3-5.3 The Fire Fighter I should be able to present basic information on how to: (a) stop, drop, and roll when one 's clothes are on fire, (b) crawl low in smoke, (c) perform escape planning, (d) alert others of an emergency, (e) call the fire d e p a ~ n e n t , and (O

~ roperly place, test, and maintain residential smoke detectors. The ire Fighter I is not expected to he an accomplished speaker or

instructor.

A-4-2.3 The Firefighter II could be assigned to accomplish or coordinate tasks away from direct supervision. Many or these tasks could result in the need for additional or replacement personnel due to the ever-changing conditions on the scene of an emergency. The Fire Fighter lI is expected to identify these needs and effectively communicate dais information within an incident management system. Use of radio communicat ion ecjuij~ment necessitates that these communications be accurate ande thc ien t .

A-4-3.2 The Fire Fighter II should be able to accomplish this task with each type of foam concentrate used bythejurisdict ion. This could include the use of both Class A and B foam concentrates on appropriate fires. When using Class B foams to attack flammable or cbrnbusfible liquid fires~the Fire Fighter II should extinguish a fire of at least 100 sq ft (9 m~Z). The Fire Fighter II is not expected to calculate application rates and densities. The intent o f th i s JPR can be met in training through file use of training foam concentrates or gas-fired training props.

A-4-3.3 The Fire Fighter II should be able to coordinate the actions of the interior attack line team at common residential fires and small business fires in the fire depar tment ' s district. Complex or large

68

interior fire management should be left to the officers; however, dais j ob performance requirement will facilitate the development of the Fire Fighter II towards effectively handling specific assignments within/arge fires.

Jurisdictions that use Fire Fighter lls as acting company officers should comply with the requirements of NFPA 1021, Standard for Fire Officer Professional Qualifwations.

A-4-3.4 Controlling flammable gas cylinder fires can be a very dangerous operation. The Fire Fighter II should act as a team member , under the direct supervision of an officer, during these operations.

A-4-3.5 The Fire Fighter II should be able to recognize important evidence as to a fire's cause and maintain the evidence so that further testing can be done without contamination or chain-of- custody problems. Evidence should be left inp lace (whenpossible, otherwise chain-of-custody must be established), not a l tered by improper handling, walking, etc., and not destroyed. Possible means to protect evidence is to avoid touching, protect with salvage covers during overhaul, or rope o f f the area where the evidence lays. The Fire Fighter II is not in tended to be highly proficient at origin and cause determination.

Jurisdictions that use Fire Fighter lls to de termine origin and cause should comply with the requirements of NFPA 1091, Standard for Fire Officer Professional Qualifications.

A-4-4.2 In the context of this standard, the term "extricate" refers to those activities required to allow emergency medical personnel access to the victim, stabilization of the vehicle, the displacement or removal of vehicle components obstructing victim removal, and the protection of the victim and response personnel from hazards associated with motor vehicle accidents and the use of hand and power tools on a motor vehicle.

As persons performing extrication can be different from dlose performing medical functions, this s tandard does not address inedtcal care of the victim. An awareness of the needs and respons'- bilides of emergency medical functions is r ecommended to allow for efficient coordination between the "extrication" team and dae "medical" team.

A-4-4.3 The Fire Fighter II is not expected to be proficient in special rescue skills. The Fire Fighter II should be able to help special rescue teams in their efforts to safely manage structural collapses, t rench collapses, cave and tunnel emergencies, water and ice emergencies, elevator and escalator emergencies, energized electrical line emergencies, and industrial accidents.

A-4-5.2 The Fire Fighter II should be able to compile information related to potential emergency incidents within their community for use by officers in the development of pre-incident plans. Jurisdic- tions that use Fire Fighter lls to develop pre-incident plans should comply with the requirements of NFPA 1021, Standard for Fire Officer Professional Qualifications.

A-4-5.4.1 Procedures for conducting hose testing can be found in Chapter 5 of NFPA 1962, Standard for the Car~ Use, and Service Testing of Fire Hose Including Couplings and Nozzle&

A-4-5.5 All fire fighters should be able to flow test a hydrant. While not all fire depar tments have hydrants in their jurisdiction, depar tments without hydrants in their jurisdiction can effectively train and evaluate a Fire Fighter ll 's flow testing skills by using hose streams.

Appendix B

This Appendix is not a part of the requirements of this NFPA docurnmtt but is included for information purposes only.

Explanation of the Standard and Concepts of JPRs

The primary benefit of establislaingnational professional qualific~t- tion standards is to provide both public arid private sectors with a framework of the job requirements for the fire service. Other benefits include: enhancement of the profession, individual as well as organizational growda and development, and standardization of practices.

NFPA professional qualification standards identify, the minimum job performance requirements for specific fire service positions. The standards can be used for training design and evaluation, certifica-

N F P A 1001 - - A 9 7 R O P

tion, measur ing a n d cri t iquing on-the~ob per formance , def in ing hir ing practices, and set t ing organizat lonalpolicies, procedures , and goals (o ther applications are encouraged) .

Professional qualification s tandards for a specific j o b are organized by maj or areas of responsibility def ined as duties. For example, the fire f ighter 's dut ies m igh t include fire suppression, rescue, and water supply, and the public fire educator ' s duties migh t include education, p l ann ing a n d development , and administrat ion. Duties are major funct ional areas of responsibility within a job.

The professional qualification s tandards are written asJPRs. JPRs describe the per fo rmance requi red for a specific job. JPRs are g rouped according to the duties of a job. T h e complete list of JPRs for each duty def ines what an individual m u s t be able to do in order to successfully pe r fo rm that duty. Together , d ie duties and their JPRs define the j ob parameters; that is, the s tandard as a whole is a descript ion of a job.

Breaking Down the Components of aJPR

The JPR is the assemb],y of three critical components . These componen t s are the:

(a) Task tha t is to be performed;

(b) Tools, equ ipment , or materials that mus t be provided to successfully complete the task; and

(c) Evaluation parameters a n d / o r per formance outcomes.

Example

(a) Task

(b) TooLs, equipment , or materials

(c) Evaluation parameters and per formance ou tcomes

(a) Ventilate a pi tched roof;

(b) Given an ax, a pike pole, an extension ladder, and a roof ladder;

(c) So that a 4 ft x 4 ft hole is created; all ventilation barriers are removed; ladders are properly posi t ioned for ventilation; ventilation holes are correcdy placed; and smoke, heat, and combust ion by - products are released f rom the structnl-e.

The task to be performed. The first c o m p o n e n t is a concise, brief s ta tement of what the person is supposed to do.

Tools, equipment, or materials that mus t be provided to successfully comlSleie the task. This c o m p o n e n t ensui 'es dlat all individuals comple t ing the task are given the same minimal tools, equipment , or materials f fhen being evaluated. By listing these items, the perfo rmer and evaluator know what mus t be provided in order to complete the task.

Evaluation parameters and/or performance outcomes. This c o m p o n e n t aef ines how well o n t m u s t per form each task - - for both the p-erformer and evaluator. The j ob p-erformance requi rements guides pe r fo rmance towards successful-completion by identifying evaluation parameters a n d / o r per formance outcomes. This port ion of the j ob per fo rmance require-ments p romotes consistency in evaluation-by reduc ing the variables used to gauge performance.

In addit ion to these three components , the j o b per formance requi rements contain prerequisite knowledge and skills. Just as the te rm prerequisite suggests, these are the necessary knowledge and skills one mus t havep r io r to being able to per form tile task. Prerequisite knowledge a n d skills are the founda t ion for task performance.

Once the c o m p o n e n u and prerequisi tes are put together, the j o b per fo rmance requ i rements migh t read as follows: -

ExampLe 1:

The Fire Fighter I shall ventilate a p i t c h e d roof, given an ax, a pike pole, an extens ion ladder, a n d a roof ladder, so that a 4 f t x 4 ft hole is created, all venti lat ion barriers are removed, ladders are properly posi t ioned for ventilation, and ventilation holes are correctly placed.

Prerequisite Knowlet~e: Pitched roof construction; safety considerations with roof ventilation; the dangers associated with improper ventilation;

69

knowledge of ventilation tools; the effects of ventilation on fire growth; smoke movement in structures; signs of backdrafl; and the knowledge of vertical and forced ventilation.

Prer~ulsite Skills: Remove roof covering; property initiate roof cuts; use the pikepole to clear ventilation barriers; use ax p(operO for: sounding~ cuttin "and stri in " osition ladders, and cliirda and osition sel dn ~ . ep ~ p , p

Example 2:

The l'lre Investigator shall interpret burn patterns, given s tandard equ ipmen t and tools and some s t rncmral / -content remains, so that each individual pa t tern is evaluated with respect to the bu rn ing characteristics of ~.he material involved.

l:~requisite Know .lfdge: Knowledge of fire development and the interrelationship of he~t release rate', form, and ignitabili 0 of materials.

Pr~equisite Skill: Interpra the effects of burning characteristics on differeht types of materials.

Examples of Potential Uses

Certification. JPRs can be used to establish the evaluation criteria for certification at a specific j ob level. When used for certification, evaluation mus t be based on the successful complet ion of JPRs.

First, the evaluator would verify the a t ta inment of prerequisite knowledge and skills prior to j ob per formance requi rements evaluation. This might be th rough documenta t ion review or ~esting.

Next, the candidate would then be evaluated on complet ing the .|PRs. The candidate would perform the task and be ,maluated based on me ev, uua t on parameters a n d / o r performm~ce outcomes. This perforrnance-lo.sed evaluation can be either practical (for psychomotor skills* such as "ventilate a roof") or writtetl (for cognitive skills* such as "ioterFTet burn patterns").

Using Examlcle 1, a practical performance-based evaluation would measure one ' s ability to "ventilate" apitched roof" The candidate passes this particular evaluation if the s tandard was met - - i.e., a 4 ft x 4 ft hole was created; all ventilation barriers were removed; ladders were properly posit ioned for ventilation; ventilation holes were correctlyplaced; and smoke, heat, and combust ion by-products were released f rom the structure.

For Example 2, when evaluating the task "interpret burn patterns, "the candidate c o n d be given a written assessment in the form of a scenario, phot3graphs , and drawings and then be asked to respond to specific written quest ions related-to t heJPR ' s evaluation param-

* Note: Psychomotor skills are those physical skills that can be demons t ra ted or observed. Cognitive-skills (or mental skills) cannot be o~erved , but are rather evaluated on how one completes the task (process oriented) or the task ou tcome (product oriented).

Remember , when evaluating per formance , the person mus t be given the tools, equipment , or materials listed in the job performance requ i rements before they can be properly evaluated - - i.e., an ax, a pine pole, an extension ladder, and a roof ladder.

Curriculum Development /Tra in ing Design and Evaluation

The s ta tements conta ined in this d o c u m e n t that refer to j o b

~ er formance were des igned and written asJPRs. While a resem- lance to instructional objectives migh t be present, these s ta tements

should not be used in a teaching situation until after they have b e e , modif ied for instructional use.

JPRs state the behaviors required to perform specific skill(s) on the job as opposed to a learning situation. These s ta tements should be conver ted into instruct ional objectives with behaviors, conditions, and s tandards that can be measured within the t each ing / l ea rn ing environment . AJPR that requires a fire fighter to "ventilate a pi tched roof" should be converted into a measurable instructional bbjective for use when teaching the skill. (See Figure B-1.)

Using Example 1, a terminal instructional objective migh t read as follows:

The learner will ventilate a p i tched roof, given a s imulated roof, an ax, a pike pole, an extens ion ladder, and a roof ladder, so that 100 percent accuracy is a t ta ined on a skills checklist. (At a m in imum, the skills checklist should include each of the m e a s u r e m e n t criteria f rom the j ob per formance requirements) .

Figure 13-2, is a sample checklist for use in evaluating this objective.

N F P A 1001 m A97 R O P

/ The JPR, prerequisite l knowledge, and prerequisite skills are all used as information from which instructional objectives can be written.

JPR

The tire fighter I shall ventilate a pitched roof given an ax, a pike pole, an extension ladder, and a roof ladder so that a 4-ft x 4-ft hole is created, all ventilation barriers are removed, ladders are properly positioned for ventilations, and ventilation holes are correctly placed.

Prerequisite knowledge:

Pitched roof construction; safety considerations with roof ventilation; the dangers associated with improper ventilation; knowledge of ventilation tools; the effects of ventilation on fire growth; smoke movement in structures; signs of backdraft; and the knowledge of vertical and forced ventilation.

Prerequisite skills:

Remove roof covering; properly initiate roof cuts; use the pike pole to clear ventilation barriers; use ax properly for sounding, cutting, and stripping; position ladders; and climb and position self on ladder.

EXAMPLE TERMINAL OBJECTIVES

JPRs can be converted into any instructional objective format. For demonstration purposes, these examples have been written as terminal and example objectives.

/

(Cognitive/kno wledg e domain)

The fire fighter shall describe the methods, processes, and safety precautions to be taken in order to perform ventilation on a pitched roof in a safe manner.

EXAMPLE: ENABLING OBJECTIVES (Cognitive)

The fire fighter shall list the safety precautions to be taken when performing roof ventilation as stated in the "XYZ" ventilation manual, wilh "X" percent accuracy on a written evaluation.

The tire fighter shall explain the effects of ventilation on fire growth as it relates to tire spread, intensity, and movement through structures, with "X" percent accuracy on a written evaluation.

Given the condilJons surrounding an incident, the fire fighter will identify backdraft, flashover, and other dangerous conditions created by fire and the effects of ventilation on these conditions with "X" percent accuracy on a written evaluation.

(Psychomotor/skills domain) (see example skills checkl ist)

The fire fighter shall demonstrate ventilating a pitched roof, given the proper tools, within 5 minutes and with 100 percent accuracy on the skills checklist.

EXAMPLE: ENABLING OBJECTIVES (Psychomotor)

The fire fighter shall demonstrate removing roof covering in order tO prepare a roof for ventilation with 100 pement accuracy on the skills checklist.

The fire fighter shall demonstrate the removal of ventilation obstructions (ceiling materials, insulation, etc.) in order to clear the ventilation opening,with 100 percent accuracy on the skills checklist.

The fire fighter shall demonstrate the proper use' of tire-fighting tools used for ventilation with 100 percent accuracy on the skills checklist.

Figure B-I ConvertingJPRs into instructional objectives.

7O

N F P A 1001 ~ A97 R O P

OBJECTIVE: The fire fighter shall demonstrate ventilating a pitched root, given the proper tools, within 5 minutes and with 100 percent accuracy on the skills checklist.

YES NO

D r - - ] 1.4.ft x 4.ft hole was created.

D D 2. All ventilation barriers were removed.

F-- I [ ~ ] 3. Ladders were properly positioned.

J--'--] [--'-] 4. Ventilation holes were correctly placed (directly over fire, highest point, etc.).

F - - ] D 5.Task completed within 5 minutes. (Time to complete t a s k : ) .

Figure B-2 Skills checklist.

While the differences between job performance requirements and instructional objectiv~ are subtle in appearance, the purpose of each statement differs gready. JPRs state what is necessary to perform the job in the~real world: Instructional objectives, however, are used to identify what students must do at the end of a training session and are stated in behavioral terms that are measurable in ihe training environment.

By convertingJPRs into instructional objectives, instructors will be able to clarify performance expectations and avoid confusion related to ~ i n g statements d~dgned.for purposeso.ther, than teaching. ACtctitionauy, instructors Will be able to actor Iocai/state/regionhl elements of performa~ce into the standards as intended by the developers.

Prerequisite skills and knowledge should be converted into enabling objectives. These help to define the course content. The course content would include each of tile prer.equisite knowledge and skills. Using the above example, the enabling objectives would be pitched roof'construction, safety considerations ~ t h roof ventilation, remove roof covering, properly initiate roof cuts, etc_ This ensures that the course eon~eht s~pports the terminal objective.

Note: It is assumed that the reader is familiar with curriculum development or training design and evaluation.

Other Uses Willie the professional qualifications standards are principally used

to guide the development of training and certification programs, there are a number of other potenti~ uses for the documents. Because the documents are ~Sritten iniob performance requirements terms, they lend themselves well to any area of the profession where a level of performance or expertise must be detern'iined.

These areas might include:

Employee Evaluation/Performance Critiquing. TheJPRs can be used as a guide by bed1 the supervisor an(] the empl6yee during an evaluation. TheJPRs for aspecific job define t,Tasks that are - essential to perform on theiob as welFas the evaluation criteria to measure ivhen tJ~lose task~ are completed.

Establishing Hiring Criteria. The professional qualifications standards can be used in a number of ways to fdrther the establishment of hfiring criteria. The authority havingjurisdiction could simply require certification at a specific iob lev~'l - - e.g., Fire Fighter I. TheJPRs could also be u'sed as Ole basis for pr~e- employment screening by establishing essential minimal tasks andthe related evaluation criteria. Ah added benefit is dial individuals interes~:ed in employment can work towards the minimal hiring criLeria at loizal colleges.

Employee Development. The professional qualifications standards can be useful to both the emj31oyee and tile employer in developing a plan for the individual s growth within the organization. TheJPRs and the associated prerequisite skills and knowledge can be used as a guide to determine additional training and edu~Ltion required for the employee to master his job or profession.

Succession Planning. Succession planning or career pathing addresses the efficient placement of people intojobs]n restSonse to current needs and anticipated future needs. A career development path can be established for targeted individuals to prepare them for growth within the organization. TheJPRs and prerequisite knowledge and skills could then be used to develop an educational path to aid in the individual's advancement within the orgaihization or profession.

Establishing Organizational Policies, Procedures, and Goals. TheJPRs can bd incorporated into organizational policies, procedures, and goals where employee performance is addressed.

Bibfingraphy

Boyatzis, IL E. (1982). The Competent Manager: A ModelForEffective Performance. New York: John Wiley &Sons.

Castle, D. K. (1989). "Management Design: A Competency _Approach to Create Exemplar Perfdrmers." Pdrformance and Ids~mction, 28, 42-48.

Cetron, M., & O'Toole, T. (1983). Encounters with theFuture: A Forecast into the 21st Century. New York: McGraw Hill.

Elkin, G. (1990). "Competency-Based Humeri Resource Develop- ment: Making Sense of the Ideas." Industrial & Commercial Training, 22, 20-25.

Furnham, A. (1990). "Tile Question of Competency." Personnel Management, 22, 37.

Gilley, J. W., & Eggland, S.A. (1989). Principles of Human Resource Development.'Reading, M.A: Addison-Wesley.

Hooton,J. (1990). Job Perfo?'mance = Tasks + Compe_~. x Future Forces. Unpublished manusizript, Vanderbilt University, Peabody College, Nashville, TN.

McLagan, P. A. (1989). "Models for HRD Practice." Training & DevdopmentJournag Reprinted.

McLagan, P, A., & Suhadolnik, D. (1989). The Research Report Alexahdria, VA: American Society for Training and Develop- menu

Nadler, L. (October, 1983). "HRD on the Spaceship Earth." Training and Developrnent Journal, 19-22.

Nadler, L. (1984). The Handbook of Human Resource D~.'oelopment. New York: Wiley-Interscience.

Naisbitt,]., (Speaker). (1984). M egatrends (Cassette Recording No. 210"). Chicago: Nightingale-Cdnant.

Spellman, B. P. (1987). "Future Competencies of the Educatiorlai Public Relations Specialist" (Doctoral dissertation. I Jniversltv of Houston, 1987) fJissertation Abstracts International. 49, 02A. '

Springer, J. (1980). Job Performance Standards arm Mea.~ures. A Sell es of Research Presentation and Discussions for the ASTD Second Annual Invitational Research Seminar, Savannah, GA (Novem- ber 5--8, 1979). Madison, WI: American Society for Training and Development.

Tracey, W. IL (1984). Designing Training and Developnumt S~sterns. New York: AMACOM.

Appendix C

Comparison of NFPA 1001 1992 Edition Versus 1997 Edition

This Appendix is not apart of the requirements of this NFPA document but is included for informational purposes only.

The 1997 edition of NFPA 1001 is the first edition of this standard to be released in theJPR format. The revision of this standard into the JPR format resulted in a significant reorganization of the Fire Fighter I and II objectives contained in the 1992 edition of the standard. In order to assist the user of flais standard in matching the location of objectives contained in the 1992 edition with their new location in tile 1997 edition, the following matrix is provided.

71

N F P A 1001 - - A 9 7 R O P

**Indicates this objective is not directly covered in die 1997 edition.

Objectives in bold indicate a change in level from the previous standard.

O B J E C T I V E N U M B E R I N . . . IS N O W F O U N D I N T H E 1992 E D I T I O N . . . T H I S O B J E C T I V E

N U M B E R I N T H E 1997 E D I T I O N

3-2.1 3-1.1.1 3-2.2 3-1.1.1 3-2.3 3-1.1.t 3-2.4 3-1.1.1;3-2.2.1; 3-3.11.1 3-2.5 3-1.1.1

3-6.3

3-2.6 ** 3-2.7 3-1.1.1 3-2.8 3-1.1.1 3-3.1 3-1.1.1 3-3.2 3-3.5.1 3-3.3 3-3.11.1 3-3.4 3-3.2.2; 3-3.5.1 3-3.5 3-3.18.1 3-3.6 3-3.18 3-.3.7 3-3.3.2 3-3.8 3-3.3.1 3-3.9 3-3.19 3-3.10 3-3.11.1 3-3.11 ** 3-.3.12 3-3.11.1 3-4.1 3-2.2.1 3-4.2 3-2.2.1 3-4.3 3-2.2.2 3--4.4 3-2.3 3-4.5 $-2.4 3-5.1 3-3.12.1 3-5.2 3-3.12.1 3-5.3 3-3.12.1 3-5.4 3-3.12.1 3-5.5 3-3.13.1 3-5.6 3-3.10.1 3-5.7 3-3.11.1 3-5.8 3-3.12.1 3-6.1 3-3.16.1 3-6.2 3-3.16.1

3-3.16.2 3-6.4 3-7.1 3-7.2 3-7.3 3-7.4 3-7.5 3-7.6 3-7.7 3-7.8 3-7.9 3-7.10 3-7.11 3-7.12 3-7.13 3-7.14

3-3.16 3-1.1.2 3-1.1.2 3-1.1.2 3-3.2.1 3-3.2.1 3-3.2.1 3-3.2.1 3-3.2.1 3-3.2.2 3-5.4 3-3.5.2 3-3.2.2 3-3.2.2 3-3.2.2

3-7.15 3-3.2.2 3-7.16 3-5.4 3-7.17 3-3.9.2 3-8.1 3-3.4.1 3-8.2 3-3.4.2 3-8.3 3-8.4

3--3.4.1 3-3.4.2

3-8,.5 3-5.4 3---8.6 3-3.4.2 3-9.1 3-3.11.1 3-9.2 3--3.11.1 3-9.3 U

3-9.6 3-9.7

3-3.11.1~ 3-3.12.1 3-3.11.1 3-3.11.1 3-3.1 1.2 i 3-3.11.2 3-3.12.1

3-9.8 3-3,12.2 3-9.9 3-3.12.1 3-9.10 3.-3.12.2 3-9.11 3.-3.11 3-9.12 3-3.11.2 3-9.13 3-3.12

3-10.1 3-1.1.2 3-10.2 3-1.1.2 3-10.3 3-5.4 3-10.4 3-1.1.2 3-10.5 3-1.1.1 3--10.6 3-1.1.1 3-11.1 3-3.6.1 3-11o2 3-11.3 3-11.4

3-3:6.2; 3-3.12.2 3-3.12.2 3-3.9.2 i 3-3.10.2 3-3.12.2 3-11.5

3-12.1 3-3.8.1; 3-3.10.1 3-12.2 3-3.10.2 ~12.3 3-12.4

3-.3.10.2

3-12.5 3-12.6 3-3.10.2 3-12.7 3-3.15.2 3-12.8 3-3.10.1 3-12.9 3-12.10

3-3.10.2 i 3-6.3.2 3-3.10.2

3-3.10.2 3-3.10.2

3-12.11 3-3.10.1 $-12.12 3-3.10.2 3-12.13 3-3.10.1 3-12.14 3-3.10.1 3-13.1 4-3.2,2 3-13.2 3-14.1 3-14.2 3-15.1 3-15.2 3-15.3 3-15.4 3-15.5 3-15.6 3-15.7 3-15.8 3-16.1 3-16.2

4-3 .2 ,2 3.-3.7; 3-3.8; 3-3.10 3.-3.19 ,lg]i 'r. l

3-3.14.2 3-3.14.2 3-3.14.2 3-3.14.2 3-3.14.2 3-3.11.2; 3.-3.14.2 3-3.5.4 3-3.13.1

3-16.3 3-16.4 3-3.13.2

3-3.13.1 2-3

3-16.5 3-17.1 3-17.2 3-17.3 3-17.4 3-17.5 3-17.6 3-17.7 3-17.8 3-17.9 3-17.10 3-17.11 3-17.12

3-3.13.1 3-3.13.2

2-3 2-3 2-3 2-3 2-.3 2-3 2-3 2-3 2-3 2-3 2-3

3-18.1 3-3.9 3-18.2 3-3.10.2 3-18.3 ** 3-18.4 3-19.1 3-19.2 3-19.3 3-19.4 3-19.5 3-19.6 3-20.1 3-20.2 3-20.3

3-3,9,1; 3-3.9,2 3-3.15.2 3-3.15.2 3-3.15.2 3-3.15.2 3,-3.15.2 3-3.15.1 5.-3.14.1 5.-3.14.1

3-20.4 5-3.14.1 3-20.5 3-3.14.2 3-20.6 3-3.14.1 3-20.7 3-3.14.2 3-21 3-1.1 3-22.1 3-22.2 3-22.3

3-5.2.1 3-5.2.1 $-5.2

3-22.4 3-5.3 3-22.5 3-5.3.2

72

N F P A 1001 ~ A97 R O P

4-2.1 4-1.1.1 I

4-2.2 4-1.1.1 4-:5.1 ' 4-1.1.1

I 4-3.2 4-5.3

$

4-4.2.2 4-3.3 4-4.1 4-4.2 4-4.3

4-2.3.1

4-5.2.1 4-5.1 " **

i 4-5.2 **

!

4-5.3 ** " ~ o ~ . a |

!

4-9.1 4-9.2 4-9.3 4-3.3.1; 4-3.3.2 4-9.4 4-3.3.2

I 4-9.5 4-3.3.2 4-10.1 4-10.2 4-11.1 4-11.2 4-11.3 4-11.4 4-11.5 4-12.1 4-12.2 4-12.3 4-12.4 4-12.5 4-12.6 4-12.7 4-13.1 4-13.2 4-13.3 4-13.4 4-13.5 4-13.6 4-14.1 (a) 4-14.1<b) 4-14.1 (c) 4-14. a ~d) 4-14.1(e t 4-14.1(0 4-16.1 4-16.2 4-16.3 4-16.4 4-18.1 4-18.2

3-5.4 3-5.4 **

4-3.3.1 r

4-3.3,1 3-5.5 4-5.4

4-3.2.1 4-3.2.1 4-3.2.1 4-3.2.1 4-3.2.1 4-3.2.1 4-3.2 4-3.3 3-3.13.2

4-3.4 4-3.3 3-3.13.1 4-3,3.1 4-3.5.2 3-3.14 4-43 4-4.2.2

4-18.3 - 4-4.2 1

4-18.4 ** 4-19.1 4-19.2 4-19.5 4-19.4 4-19.5 4-19.6 4-19.7

4-5.2.1

4-5.5 4-5.5.1

4-5.5.1 3-3.15.1

|

4-19.8 ** 4-19.9 4-19.10 4-19.11 4-20.1 4-20.2 4-20.3 4-20.4 4-20.5

4-5.5.2

4-5.5.1 4-5.2.1 4-5.2.1 4-5.2.2 4-5.2.2 3-3.14.2

|

4-20.6 ** 4-20.7 ' ** 4-20.8 - 4-5.2.1 4-20.9 I ** 4-20.10 4-20.11 4-21 4-22.1 4-22.2 4-22.3

4-5.2.1 4-1.1 4--5.2 4-2.2 4-5.2

4-22.4 4-22.5 4-22.6 4-22.7

3-5.2.1 3-5.2.1 4-3.5.1

4-22.8 4-5.2.1 :V22.9 4-5.2.1 4-22.10 4-5.2.2

.... ,,4-22.11 ** 4-23.1 4-S.3.1 4-23.2 4-S.3.1 4-2S.S 4-33.1 4-23.4 4-3.3.1 4-23.5 4-3.3.1 4-23.6 4-3.S.1 4-23.7 4-3.S.1

Appendix D Referenced Publications

This Appendix is not apart of the requirements of this NFPA document, but is ineluded for information purposes only.

D-1 Tile following documents or port ions thereof are referenced within this documen t for informational purposes only and thus are not considered par t of the requi rements of this document , The edi t ion indicated for each reference is tile current edi t ion as of the date of the NFPA issuance of this documenL

D-I.I NFPA Publications" National Fire Protectio~ Association, 1 Batteryrnarch Park, P.O. Box 9101, Quincy, MA 02269-9101.

NFPA 1021, Standard for Fire Officer Professional Qualifications, 1992 edition.

NFPA 1061, Standard for Professional Qualifications for Public Safety Telecommunicator, 1996 edition.

NFPA 1404, Standard for a Fire Department Self-Contained Breathing Apparatus Program, 1996 edition.

NFPA 1582, Standard on Medical Requirements for Fire Fighters~ 1992 edition,

NFPA 1962, Standard for the Car6 Use, and Service Testing of Fire Hose Including Couplings and Nozzles, 1993 edition.

D-I.2 Other Publication.

Webster's Third New International Dictionary of the English Languag~ Unabridged, G. & (3. Merriam Company.

73

N F P A 1021 1 A 9 7 R O P

PART H

( Log #1 ) 1021- 1 - (2-3.1): Reject SUBMITTER: Steve Meyer, Iowa Fire Service Institute RECOMMENDATION: Paragraph 2-3.1 should be left in the Standard, bu t moved to a h igher level o f certification such as Fire Officer III or IV. SUBSTANTIATION: I am chair ing the Commit tee Which is developing the Fire Officer I Certification Program for Iowa. At the level o f educat ion as c o m m e n s u r a t e with those pursu ing Officer 1 Certification the re is no easily accessible informat ion for a candidate to use for section 2-3.1. It is our unde r s t and ing that this is i n t ended to be informat ion such as would be ga ined f rom a college level course. Such educat ion is no t commensu ra t e except at the h igher levels of certification. We believe it shou ld be left in the s tandard, bu t at a h ighe r level of certification. COMMITTEE ACTION: Reject. COMMITTEE STATEMENT: The Commit tee feels the fire officer I is the first line of communica t ion with the communi ty , as this officer will be deal ing with individual e m e r g e n d e s as well as explaining fire safety issues to the public. It is impor tan t tha t the officer unde r s t and the sodo-economic condi t ions of the commun i t y h e / s h e is serving so the correct message can be conveyed.

(Log #2) 1021- 2 - (2-3.3 (New)): Accept in Principle SUBMYIWER: Ed Kirtley, Colorado Springs Fire Dept., CO RECOMMENDATION: Add new text:

Given an emergency inc ident and depar tmenta l policy on release of informat ion, the Fire Officer 1 shall conduc t an interview with med ia which provides all per t inen t informat ion on the incident operat ion inc luding fire and life safety informat ion. SUBSTANTIATION: Most company officers are requi red to conduc t interviews at emergency scenes. There is no t a r equ i r emen t for tha t skill in the cu r ren t s tandard. This p roposed addi t ion will enable cor'npany officers to conduc t effective med ia interviews at emergency operations. C O M M I T r E E A C T I O N : Accept in Principle.

I Add a new section 2-3.3 to read: "Respond to a public inquiry, given the policies and procedures , so

that the inquiry is answered accurately, courteously, and in accordance with applicable policies and procedures." C O M M I T r E E STATEMENT: The Commi t tee feels that it's wording for a new 2-3.3provides a broader requi rement , bu t still addresses the concerns of the submitter .

(Log #4) 1021- 3 - (5-11): Reject SUBMITTER: Eric R. Schmidt, Laure l , MD RECOMMENDATION: Describe how per formance based s tandards and codes differ f rom specification based standards. SUBSTANTIATION: T he model bui lding and fire codes are moving f rom specification based to pe r fo rmance based stahdards. Fire service leaders will have to participate with the bui lding and deve lopment communi ty to ensure that adequate levels of safety are main ta ined for the ant icipated risk. T he Society o f Fire Protection Engineers could be used as resource for fu r ther deve lopment of this concept. COMMITTEE ACTION: Reject. COMMITI 'EE STATEMENT: The Commit tee has reorganized the d o c u m e n t into a d o c u m e n t based u p o n t h e J P R (Job Per formance Requi rement ) format. T he Commi t tee feels the prerequisi te knowledge levels in Section 4-5 for Fire Officer III addresses the need for unde r s t and ing the differences between per formance-based and specif icat ion-basedstandards. Therefore , it is no t necessary to reiterate these differences in Section 5-11, which has been r enum- bered as 5-5.

(Log #3) 1021- 4 - (5-13): Accept in Principle SUBMITTE_R: Eric IL Schmidt, Laure l , MD RECOMMENDATION: Describe how hazard analysis techniques such as fault tree and root cause could be used in fire service safety

~ rograms. UBSTANTIATION: The application of cur ren t hazard analysis

t echniques to fire service p rograms will assist in the reduct ion of fire g r o u n d as well as o ther on the j ob injuries. The Society of Fire Protection Engineers could be used as resource for fur ther deve lopment of this concept.

COMMI' ITEE ACTION: Accept in Principle. R e n u m b e r Section 5-13 as 5-7 and add text to read as follows: 5-7 Develop, evaluate, and adminis ter a depa r tmen t risk manage-

m e n t program. 5-7.1 Prerequisite knowledge: Risk m a n a g e m e n t concepts. 5-7.2 Prerequisite skills: Analytical, evaluative skills.

C O M M I T r E E STATEMENT: The Commit tee has revised the d o c u m e n t into a Job Performance Requ i remen t format. Current section 5-13 is now covered in 5-7. The Commi t tee feels that in descr ibing the prerequisi te knowledge in 5-7.1, it has addressed the concerns of the suhmitter .

(Log #CPI ) 1021-5 - (Entire document ) : Accept S U B M I T T E R : , RECOMMENDATION: Completely revise NFPA 1021, Standard tot Fire Officer Professional Qualifications. SUBSTANTIATION: The Commit tee has revised NFPA 1021 into a Job Per formance-Requi rement (JPR) format. All docu m en t s in the Professional Qualifications Project are being rewritten into this format . Con ten t changes have also been made to keep the d o c u m e n t consistent with its use in the field and the responsibilities associated with the posit ion of fire officer. COMMITI 'EE ACTION: Accept.

NFPA 1021

Standard for

F'we Officer Professional Qualifications

1997 Edition

NOTICE: An asterisk (*) following the n u m b e r or letter des ignat ing a paragraph indicates explanatory material on that paragraph in Appendix A.

Informat ion on referenced publications can be foun d in Chapter 0 and Appendix B.

Chapter 1 Administrat ion

1-1 Scope.* This s tandard identifies the per formance requi rements necessary to per form the dudes of a fire officer and specifically identifies four levels of progression.

1-2 Purpose . The purpose of dais s tandard is to specify d~e mini- m u m j o b per fo rmance requ i rements for service as a fire officer.

1-2.1 The in tent of the s tandard is to define progressive levels of

~ r formance requi red at the various levels of officer responsibility. ae authori ty having jur isdict ion has d~e opt ion to combine or

g roup the levels to meet their local needs and to use them in the deve lopment of j ob descript ions and specifying promot ional standards.

1-2.2 It is no t the in tent o f this s tandard to restrict any jurisdict ion f rom exceeding these m i n i m u m requirements .

1-2.3 This s tandard shall cover the requ i rements for the four levels of progression, i.e., Fire Officer I, Fire Officer II, Fire Officer llI, Fire Officer W.

1-3" General.

1-3.1 All of the s tandards for any level of fire officer shall be pe r fo rmed in accordance with recognized practices and procedures or as def ined by an accepted authority.

1-3.2 It is no t requi red for the objectives to be mastered in the order in which they appear. The local or s ta te/provincial t raining program shall establish both the instructional priority and the program conten t to prepare individuals to mee t the pe r fo rmance objectives of this standard.

1-3.3 The Fire Fighter II shall mee t all the objectives for Fire Officer I before be ing certified at the Fire Officer I level, a ad the objectives for each succeeding level in the progression shall be met before being certified at the next h igber level.

74

N F P A 1021 ~ A 9 7 R O P

1-4" Definitions.

Approved.* Acceptable to the anthority having jurisdiction.

Authority Having Jurisdiction.* The organization, office, or individual responsible !['or approving equipment, an installation or a procedure.

Comprehensive Emeqgency Management Plan. Planning document that includes pre-plan iinformation and resources for the manage- men t of catastrophic emergencies within the jurisdiction.

Fire Department. An organization providing rescue, fire suppression, a n d other related activities. For tile purposes of this standard, the term "fire depar tment" shall include any public, private, or military organization engaging in this type of activity.

Fire Off icer I. Tile fire officer, at the supervisory level, who has met the j ob performance requirements specified in dais standard for Level I.

Fire Officer II. The fire officer, at file supervisory/managerial level, who has met the j o b performance requirements specified in this standard for Level II.

Fire Officer III. The fire officer, at the managerial/administrative level, who has met the j ob performance requirements specified in dais standard for Level IlL

Fire Off icer IV. The fire officer, at the administrative level, who has met the j ob performance requirements specified in dais standard for Level W.

Incident Management System. An organized system of roles, responsibilities, and st:mdard operating procedures used to manage and direct emergency operations.

Job Performance Requirement. A statement that describes a specific j ob task, lists the items necessary to complete the task, and defines measurable or observable outcomes and evaluation areas for the specific task.

Labeled. Equipment or materials to which has been attached a label, symbol or other identifying mark of an organization acceptable to the anthority having jurisdiction and concerned witll product evaluation that maintains periodic inspection of product ion of labeled equipment or materials and bywhose labeling the manufacturer indicates compliance with appropriate standards or performance in a speci f iedmanner .

Listed.* Equipment, materials, or services included in a list published by an organization acceptable to file authority having jurisdiction and concerned with evaluation of products or services that maintains periodic inspection of production of listed equipment or materials or periodic evaluation of services and whose listing states either that the equipment, material, or service meets identified standards or has been tested and found suitable for a specified purpose.

Member. A person involved in performing the duties and responsibilities o f a fire depar tment under tile auspices of the organization. A fire depar tment member can be a full-time or part-time employee or a paid or unpaid volunteer, can occupy any position or rank within the fire department , and can engage in emergency opera- dons.

Promotion. The adva~cement of a member from one rank to a higher rank by me thod such as election, appointment , merit, or examination.

Qualification.Having satisfactorily completed the requirements of the objectives.

Shall. Indicates a maxtdatory requirement.

Should. Indicates a recommendat ion or that which is advised but not required.

Supervisor. An individual responsible for overseeing the performance or activity of other members.

Unit. An engine company, truck company, or other functional or administrative group.

75

Chapter 2 Fire Officer I

2-1 General. For certification at Fire Officer Level I the candidate shall meet file requirements of Fire Fighter II as def ined in NFPA 1001, Standard for Fire Fighter Professional Qualifications, and the j o b performance requirements defined in Sections 2-2 through 2-7 of this standard.

2-1.1 Prerequisite Knowledge. The organizational structure of the deparunent , departmental operating procedures for administration, emergency operations and safety, departmental budget process, information management and record keeping, the fire prevention and building safety codes and ordinances applicable to the jurisdiction, incident management system, socio-economic and political factors that impact the fire service, cultural diversity, and methods used by supervisors to obtain cooperation within a group of subordinates; the rights of management and members; agreements in force between the organization and members; policies and procedures regarding the operation of tile depar tment as they involve supervisors and members.

2-1.2 Prerequisite Skills. Verbal and written commmtication, report writing, and operating in the incident management system.

2-2 Human Resource Management.

2-2.1 Definition of Duty. Utilize bumalJ resources to accomplish assignments in a safe and efficient manner and supervise personnel during emergency and nonemergency work periods.

2-2.2 Assign tasks or responsibilities to unit members, given an assignment at an emergency operation, so that the instructions are complete, clear, and concise, safety considerations are addressed, and the desired outcomes are conveyed.

2-2.2.1 Prerequisite Knowledge. Verbal communications during emergency situations; techniques used to make assignments unoer stressful situations; methods of confirming understanding.

2-2.2.2 Prerequisite Skills. Condense instructions for frequently assigned unit tasks based upon training and standard operating procedures.

2-2.3 Assign tasks or responsibilities to uni t members, given an assignment under nonemergency conditions at a station or other work location, so that the instructions are complete, clear, and concise, safety considerations are addressed, and the desired outcomes are conveyed.

2-2.3.1 Prerequisite Knowledge. Verbal communications under nonemergency situations; techniques used to make assignments under routine situations; methods of confirming understanding.

2-2.3.2 Prerequisite Skills. Issue instructions for frequently assigned unit tasks based upon depar tment policy.

2-2.4 Direct unit members during a training evolutio. , given a company training evolution, arid training policies and procedures, so that the evolution is performed safely, efficiently, and as directed.

2-2.4.1 Prerequisite Knowledge. Verbal commmtication techniques to facilitate learning.

2-2.4.2 Prerequisite Skills. Issue-guided directions to unit members during training evolutions.

2-2.5 Recommend action for member-related problems, given a member with a situation requiring assistance and the member assistance policies and procedures, so that the situation is identified and the actions taken are within the established policies and procedures,

2-2.5.1" Prerequisite Knowledge. The signs and symptoms of member-related problems; causes of stress in emergency services personnel; adverse effects of stress on the performance of emergency service personnel.

2-2.5.2 Prerequisite Skills. Methods used to r ecommend a course of action for member in need of assistm~ce.

2-2.6* Apply human resource I?olicies and procedures, given a situation requiring action, so that policies and procedures are followed.

2-2.6.1 Prerequisite Knowledge. Human resource policies and procedures.

N F P A 1021 1 A 9 7 R O P

2-2.6.2 Prerequisite Skills. Written and verbal communication, and interpersonal skills.

2-2.7 Coordinate the complet ion of assigned tasks and projects by members, given a list of projects and tasks and the job requirements of subordinates, so that the assignments are prioritized, a plan for the completion of each assignment is developed, and members are assigned to specific tasks and supervised dur ing the completion of the assignments.

2-2.7.1 Prerequisite Knowledge. Principles of supervision and basic human resource management .

2-2.7.2 Prerequisite Skills. Planning and priority setting.

2-3 Community and Government Relations.

2-3.1 Defiuidon of Duty. Dealing with inquiries and concerns from members of the community and projecting the role of the department to the public.

2-3.2 Initiate action to a citizen's concern, given policies and procedures, so that the concern is answered or referred to the appropriate individual for action and all policies and procedures are complied with.

2-3.2.1 Prerequisite Knowledge. Interpersonal relationships and verbal and nonverbal communication.

2-3.2.2 Prerequisite Skills. Public relations skills and verbal communications.

2-3.3 Respond to a public inquiry, given the policies and procedures, so that the inquiry is answered accurately, courteously, and in accordance with applicable policies and procedures.

2-3.3.1 Prerequisite Knowledge. Written and verbal communicat ion

2-3.3.2 Prerequisite Skills. Interpersonal relationships and responding to public inquiries.

2-4 Administration.

2-4.1 Definition of Duty. General administrative functions and implementat ion of departmental policies and procedures at the unit level.

2-4.2 Implement a new departtnental policy at the unit level, given a new departmental policy, so that the policy is communicated to and unders tood by uni t members.

2-4.2.1 Prerequisite Knowledge. Written and verbal communicat ion

2-4.2.2 Prerequisite Skills. Interpersonal relationships.

2-4.3 Execute routine unit-level administrative functions, given forms and record management systems, so that the reports and logs are complete and files are maintained in accordance with policies and procedures.

2-4.3.1 Prerequisite Knowledge. Administrative policies and procedures and records management .

2-4.3.2 Prerequisite Skills. Verbal and written communication.

2-5" Inspection and Investigation.

2-5.1 Definition of Duty. Perform a fire investigation to determine preliminary cause, secure the incident scene, preserve evidence.

2-5.2 Evaluate available information, given a fire incident, observa- tions, and interviews of first arriving members and other individuals involved in the incident, so that a preliminary cause of the fire is determined, reports are completed, and, if required, the scene is secured and all per t inent information is turned over to an investigator.

2-5.2.1 Prerequisite Knowledge. Common causes of fire, fire growth and development, and policies and procedures for calling for investigators.

2-5.2.2 Prerequisite Skills. Basic fire cause determination, basic interview techniques, and repor t writing.

2-5.3 Secure an incident scene, given rope or barrier tape, so that unauthorized persons can recognize the perimeters of the scene, are kept from restricted areas, and all evidence or potential evidence is protected from damage or destruction.

2-5.3.1 Prerequisite Knowledge. Knowledge of types of evidence, the importance of fire scene security, and evidence preservation.

2-5.3.2 Prerequisite Skill. Establisb perimeters at an incident scene.

2-6* Emergency Service Delivery.

2-6.1 Definition of Duty. Supervising emergency operations. conducting pre-incident planning, and the deployment of assigned resources.

2-6.2 Develop a pre-incident plan, given an assigned facility, pre- planning policies, procedures, and forms, so that all required elements are identified, and the appropriate forms are completed and processed in accordance with policies and procedures.

2-6.2.1 Prerequisite Knowledge. Elements of a pre-incident plan, basic building construction, basic fire protection systems and features, basic water supply, basic fuel loading, and fire growth and development.

2-6.2.$ Prerequisite Skills. Report writing and verbal communications and evaluative skills.

2-6.3 Develop an initial action plan, given size-up information for an incident and assigned emergency response resources, so that resources are deployed to control the emergency.

2-6.3.1" Prerequisite Knowledge. Elements of a size-up, standard operating procedures for emergency operations, and fire behavior.

2-6.3.2 Prerequisite Skills. Analysis of emergency scene conditions, resource allocation, and verbal communications.

2-6.4* Implement an action plan at an emergency operation, given assigned resources, type of incident, and a preliminary plan, so that resources are deployed to mitigate the situation.

2-6.4.1 Prerequisite Knowledge. Standard operating procedures, resources available, basic fire control and emergency operation procedures, an incident management system, and a personnel accountability system.

2-6.4.2 Prerequisite Skills. hnplemeutat ion of an incidet~t management system, verlyal communications, and file supervisioH and accountability of assigrled personnel under emergetJcv conditions.

2-7" Safety.

2-7.1 Definition of Duty. Integrate safety plans, policies, and procedures into the daily activities to ensure a safe work environment for all assigned members.

2-7.2 Apply safety regulations at the unit level, given safety policies and procedures, so that required reports are completed, in-service training is conducted, and member responsibilities are conveyed.

2-7.2.1 Prerequisite Knowledge. The most common causes of personal injury and accident to the member , safety policies and procedures, basic workplace safety, and the components of an infectious disease control program.

2-7.2.2 Prerequisite Skills. Identification of safety hazards and verbal and written communication.

2-7.3 Conduct an initial accident investigation, given an incident and investigation forms, so that the incident is documented and reports are processed in accordance with policies and procedures.

2-7.3.1 Prerequisite Knowledge. Procedures for conducting an accident investigation, and safety policies and procedures.

2-7.3.2 Prerequisite Skills. Verbal and written communication and interview techniques.

Chapter 3 Fire Officer II

3-1 General. For certification at Level II, Fire Officer I shall meet the requirements of Fire Instructor l as defined in NFPA 1041,

76

N F P A 1021 ~ A 9 7 R O P

Standard for Fire Service fnstructor Professional Qualifications, and flue job performance requirements defined in Sections $-2 through 3-7 of this standard.

3-1.1 Prerequisite Knowledge. The organization of local government, the law-making process at the local, state/provincial, and federal level, functions of other bureaus, divisions, agencies and organizations, and their roles and responsibilities that interact with the fire service.

3-1.2 Prerequisite SkilL. Intergovernmental and interagency cooperation.


$-2.1 Definition of Duty. Evaluation of member performance.

$-2.2 Initiate actions to maximize member performance and /o r to correct unacceptable performance, given human resource policies and procedures, so that member a n d / o r unit performance improves or file issue is referred to the next level of supervision.

3-2.2.1 Prerequisite Knowledge. Human resource policies and Pdrocedures, problem identification, organizational behavior, group

ynamics, leadership styles, types of power, and interpersonal dynamics.

$-2.2.2 Prerequisite Skills. Verbal and written communication, problem solving, team building, and member counseling.

$-2.3 Evaluate die job performance of assigned members, given personnel records and evaluation forms, so each member 's

~ efformance is evalua~md accurately and reported according to uman resource policies and procedures.

$-2.3.1 Prerequisite Knowledge. Human resource policies and procedures, job descriptions, objectives of a member evaluation program, and common errors in evaluating.

$-2.3.2 Prerequisite Skills. Verbal and written communication, and planning and conducting evaluations.

$-3 Community and C, overnment Relations.

3-3.1 Definition of Ditty. Deliver life safety, injury, and fire prevention education programs.

3-3.2 Deliver a public education program that clearly conveys the message given me target audience and topic.

$-3.2.1 Prerequisite Knowledge. Contents of the fire department 's public education program as it relates to the target audience.

$-3.2.2 Prerequisite Skills. Communications skills appropriate to tile target audience.

3-4 Administration.

5-4.1 Definition of Duty. Preparation of budget request, news releases, and policy changes.

3-4.2 Prepare recommendations for changes to an existing policy or Pthrocedure, given a policy or procedure in need of change, so that

e recommendations identify the problem and propose a solution.

3-4.2.1 Prerequisite Knowledge. Policies and procedures and problem identification.

3-4.2.2 Prerequisite Skills. Written communication and problem solving.

3-4.3 Prepare a budget request, given a need and budget forms, so that the request is in the proper format and supported witil data.

3-4.3.1 Prerequisite Knowledge. Policies and procedures and the revenue sources and budget process.

3-4.3.2 Prerequisite Skills. Written communication.

3-4.4 Prepare a n e ~ release, given an event or top!c, so that the information is accurz,te and formatted correctly.

3-4.4.1 Prerequisite Knowledge. Policies and procedures, and the format used for news releases.

3-4.4.2 Prerequisite Skills. Written and verbal communication.

5-4.5 Prepare a concise report for transmittal to a supervisor given fire department record(s) and a specific request for details such as trends, variances, or other related topics.

3-4.5.1 Prerequisite Knowledge. The capability of the data processing system.

3-4.5.2 Prerequisite Skills. Written communications and the ability to interpret data.

$-5 Inspection and Investigation.

$-5.1 Definition of Duty. Conduct inspections to identify hazards and address violations. Conduct fire investigations to detertnine origin and preliminary cause.

$-.ti.2 Describe the procedures for conducting fire inspections so that all hazards, including hazardous materials, are identified, appropriate forms are completed, and appropriate action initiated gaven any of the following occupancies:

(a) Assembly;

(b) Educational;

(c) Health care;

(d) Detention and correctional;

(e) Residential;

(f) Mercantile;

(g) Business;

(h) Industrial;

(i) Storage;

O) Unusual structures; and

(k) Mixed occupancies.

$-5.2.1 Prerequisite Knowledge. Inspection procedures, ktmwledge of fire detection, alarm, and protection systems, identification of fire and life safety hazards, and marking and identificatiori systems for hazardous materials.

3-5.2.2 Prerequisite Skills. Written communications and tile ability to apply the appropriate codes.

$-5.3 Determine the point of origin and preliminary cause given a fire scene, photographs, diagrams, pertinent data and /o r sketches to determine if arson is suspected.

$-5.3.1 Prerequisite Knowledge. Methods used by arsonists, common causes of fire, basic cause and origin determination, fire growth and development, and documentation of preliminary fire investigative procedures.

$-5.3.2 Prerequisite SkilLs. Written and verbal communications and the ability to apply knowledge using deductive skills.

3-6 Emergency Service Delivery.

$-6.1 Definition of Duty. Supervising multi-unit emergency operations, conducting pre-incident planning, and the deployment of assigned resources.

$-6.2 Produce operational plans that identify the required resources, their assignment, and safety considerations for the successful control of a hazardous materials incident as well as another emergency requiring multi-unit operations.

$-6.2.1 Prerequisite Knowledge. Standard operating procedures, national, state/provincial, and local information resources available for the handling of hazardous materials under emergency situations, basic fire conu'ol and emergency operation procedures, an incident management system, arid a personnel accountability system.

3-6.2.2 Prerequisite Skills. Implementation of an incident management system, verbal communications, and the supervision and accountability of assigned personnel under emergency conditions.

77

N F P A 1021 ~ A 9 7 R O P

3-7 Safety.

3-7.1 Definition of Duty. Review injury, accident, and health exposure reports, identify unsafe work environments or behaviors, and take appropriate action to prevent reoccurrence.

3-7.2 Analyze a member's accident, injury, or health exposure, given the case study, and prepare a report for a supelwisor including action taken and recommendations.

3-7.2.1 Prerequisite Knowledge. The causes of unsafe acts, health exposures, or conditions that result in accidents, injuries, occupational illnesses, or deaths.

3-7.2.2 Prerequisite Skills. Written communications and the ability to interpret accidents, injuries, occupational illnesses, or death reports.

Chapter 4 Fire Officer III

4-1 General. For certification at Level III, the Fire Officer II shall meet the requirements of Fire Instructor II as defined in NFPA 1041, Standard for Fire Service Instructor Professional Qualifications, and the job performance requirements defined in Sections 4-2 darough 4-7.2.2 of this standard.

4-1.1 Prerequisite Knowledge. Current national and international trends and developments related to fire service organization, management, and administrative principles; public and private organizations that support the fire and emergency services and the functions of each.

4-1.2 Prerequisite Skills. Evaluative methods, data analysis, written and verbal communication, and motivational skills.


4-2.1" Def'mitiou of Duty. Establish procedures f or hiring, assigning, promoting, and encouraging professional development of members.

4-2.2 Establish personnel assignments to maximize efficiency, given knowledge, training, and experience of the members available in accordance with policies andprocedures.

4-2.2.1 Prerequisite Knowledge. Minimum staffing requirements, available human resources, and policies and procedures.

4-2.2.2 Prerequisite Skills. Interpersonal and written and verbal communications.

4-2.3 Develop procedures for hiring members given applicable policies and legal requirements so that the process is valid and reliable.

4-2.3.1 Prerequisite Knowledge. Applicable federal, state/ provincial, and local laws, regulations and standards, and policies and procedures.

4-2.3.2 Prerequisite Skills. Written and verbal communications.

4-2.4 Develop procedures for promoting members given applicable policies and legal requirements so that the process is valid and reliable.

4-2.4.1 Prerequisite Knowledge. Applicable federal, state/ provincial, and local laws, regulations and standards, and policies and procedures.

4-2.4.2 Prerequisite Skills. Written and verbal communications, encourage professional development, and mentoring.

4-2.5 Describe methods to facilitate and encourage members to participate in professional development to achieve their full potenUal.

4-2.5.1 Prerequisite Knowledge. Interpersonal and motivational techniques.

4-2.5.2 Prerequisite Skills. Evaluating potential, verbal communications, and counseling.


4-3.1 Definition of Duty. Develop programs that improve and expand service and build partnership with the public.

78

4-3.2 Prepare community awareness programs to enhance tile quality of life by developing nontraditional services that provide for increased safety, injury prevention, and convenient public services.

4-5.2.1 Prerequisite Knowledge. Cotnmunitydemographics, resource availability, community needs, and customer set'vice principles.

4-3.2.2 Prerequisite Skills. Interpersonal, written, and vevbak

4-4 Administration.

4--4.1 Definition of Duty. Prepare budget, develop budget marJage- ment system, solicit bids, plan for resource allocation, and work with information management systems.

4-4.2 Develop a budget given schedules and guidelines concerning its preparation, and determine and justify capital, operating, and personnel costs.

4-4.2.1 Prerequisite Knowledge. The supplies and equipment necessary for existing and new programs, repairs to existing facilities, new equipment, apparatus maintenance andpersonnel costs, and appropriate budgeting system.

4-4.2.2 Prerequisite Skills. Financial interpersonal, written, and verbal.

4-4.$ Develop a budget management system, given fiscal and financial policies, in order to stay within the budgetary authority

4-4.3.1 Prerequisite Knowledge. Revenue to date, anticipated revenue, expenditures to date, encumbered amounts, and anticipated expenditures.

4-4.3.2 Prerequisite Skills. Interpret financial data, and written and verbal communications.

4-4.4 Describe the process of soliciting and awarding bids, given established specifications, in order to assure competitive bidding.

4-4.4.1 Prerequisite Knowledge. Purchasing laws, policies, and procedures,

4-4.4.2 Prerequisite Skills. Evaluative methods, and written and verbal communications.

4-4.5 Direct the development, maintenance, and evaluation of a department record-keeping system, given policies and procedures, so as to attain completeness and accuracy.

4-4.5.1 Prerequisite Knowledge. The principles involved in the acquisition, implementation, and retrieval o f information by data processing as it applies to the record and budgetary processes, capabilities, and limitations of information management systems.

4-4.5.2 Prerequisite Skills. Evaluative methods, written and verbal communications, and organizational skills.

4-4.6 Analyze and interpret records and data, given fire department records system, to determine validity and recommend improve- ments.

4-4.6.1 Prerequisite Knowledge. The principles involved in the acquisition, implementation, and retrieval o f information arid dam.

4-4.6.2 Prerequisite Skills. Evaluative methods, written and verbal communications, and organizational and analy*dcal skills.

4-4.7 Develop a model plan, given a prescribed quantity of personnel and equipment for a given area to be protected, for die maximum utilization of resources.

4-4.7.1 Prerequisite Knowledge. Demographics of the area, hazards, geographic area, and established maximum response times.


4-5 Inspection and Investigation.

4-5.1 Definition of Duty. Evaluate inspection programs to determine effectiveness and develop public safety plans.

4-5.2 Evaluate and identify construction, alarm, detection, and suppression features that contribute to or prevent the spread of fire,

N F P A 1 0 2 1 - A97 R O P

heat, and smoke, throughout the building or from one building to another, gaven an occupancy, to evaluate the development ofa pre- incident plan for any of the following occupancies:

(a) Public assembly;,

(b) Educational;

(c) Institutional;

(d) Residential;

(e) Business;

(f) Industrial;

(g) Manufacturing;,

(h) Storage;

(i) Mercantile; and

0) Special properties.

4-5.2.1 Prerequisite I~hmwledge. Fire behavior, program evaluation, building construction, inspecuon and incident reports, detection, alarm and suppression systems, and applicable codes, ordinances, and standards.


4-5.3 Develop a plan, given an identified fire safety problem, to facilitate the approval for a new program, legislation, public education, or fire safety code,

4-5.3.1 Prerequisite Knowledge. Policies and procedures, and applicable codes, ordinances, and standards and their development process.

4-5.3.2 Prerequisite Skills. Evaluative methods, consensus-building techniques, written and verbal communication, and organizational skills.

4-6 Emergency Service Delivery.

4-6.1 Definition of Duty. Managing multi-agency planning, deployment, and operations.

4-6.2. Prepare an action, plan, given an. emergency incident requiring. muluple agency oper~uons, to determine the resources reqtured and designate the assignment and placement of the resources in order to mitigate the incident.

4-6.2.1 Prerequisite Knowledge. Policies and procedures, resources, capabilities, roles, responsibUities, and authority of support agencies.

4-6.2.2 Prerequisite Skills. Evaluative methods, delegation of authority, written and verbal communication, and organi.zational skills.

4-7 Safety.

4-7.1 Definition of Duty. Develop, manage, and evaluate a departmental safety program.

4-7.2 Develop a measurable accident and injury prevention program given specific data; evaluate the results to determine effectiveness.

4-7.2.1 Prerequisite Knowledge. Policies and procedures, accepted safety practices, and ~pplicable codes, standards, and laws.

4-7.2.2 Prerequisite Skills. Evaluative methods, data analysis, and written and verbal communication.

Chapter 5 Fire Officer IV

5-1 General. For certification at Level IV the Fire Officer III shall meet the job perfomtance requirements defined in Sections 5-2 through 5-7 of this standard.

5-1.1 Prerequisite Fmowledge. Advanced administrative, financial, communications, political, legal, managerial, analytical, and information management.

5-1.2 Prerequisite Skills. Ability to effectively apply prerequisite knowledge.

79


5-2.1 Definition of Duty. Administration of job performance requirements, departmental evaluation, and improvement.

5-3 Appraise a grievance program, given appropriate dam, to determine if the program is effective, consistent, and produces resolution at the appropriate level.

5-3.1 Prerequisite Knowledge. Policies. and procedures, contractual agreements, and local, state/provincial, and federal regulations.

5-3.2 Prerequisite Skills. Written and verbal communications, negotiating skills, interviewing techniques, human relation skills, and methods that can detect and analyze the cause of grievances.

5-4 Establish and evaluate a list of education and in-service training goals, given a summary of the job requirements for all positions within the department, so that all members can achieve and maintain required proficiencies.

5-4.1 Prerequisite Knowledge. Training resources, community needs, internal and external customers, policies and procedures, contractual agreements, m)d local, smte/provi[Jcial, arid federal regulations.

5-4.2 Prerequisite Skills. Written and verbal commurfications alld organizational skills.

5-5 Appraise a member-assistance program, givet~ appropriate data, to determine if the program, wben used, produces fl~e desired results and benefits.

5-5.1 Prerequisite Knowledge. Policies and procedures, available assistance programs, contractual agreements, and local, state/ provincial, and federal regulations.

5-5.2 Prerequisite Skills. Written and verbal communications, human relation skills, and analytical skills.

5-6 Evaluate an incentive program, given appropriate data, to determine if it produces the desired results.

5-6.1 Prerequisite Knowledge. Policies and procedures, available incentive programs, contractual agreements, and local, state/ provincial, and federal regulations.

5-6.2 Prerequisite Skills. Written and verbal communications, human relation skills, and analytical skills.


5-7.1 Definition of Duty. Projecta positive image ofthefire deparanent to the community.

5-7.2 Attend, participate, and play a leadership role in given community events, designed to enhance the image of the fire department.

5-7.2.1 Prerequisite Knowledge. Community demographics, community issues, and formal and informal counuunitg leaders.

5-7.2.2. Prerequisite Skills. Verbal communications and public relations.

5-8 Administration.

5-8.1 Definition of Duty. Long-range planning and fiscal projec- tions.

5-8.2 Develop a comprehensive long-range plan, given community requirements, current department status, and resources, so that the projected needs of the community are met.

5-8.2.1 Prereciuisite Knowledge. Policies and procedures, physical and geographical characteristics, demographics, community plan, smiling requirements, response time benchmarks, contractual agreements, and local, state/provincial, and federal regulations.

5-8.2.2 Prerequisite Skills. Written and verbal communications, fiscal analysis, public policy process, visionary, forecasting, and analytical skills.

5-8.3 Evaluate and project trainingrequirements, facilities, and buildings, given appropriate data that reflect community needs and

N F P A 1021 ~ A 9 7 R O P

resources, to meet departmental training goals.

5-8.3.1 Prerequisite Knowledge. Policies and procedures, physical and geographical characteristics, building and fire codes, departmental plan, staffing requirements, training standards, needs assessment, contractual agreements, and local, state/provincial, and federal regulations.

5-8,3.2 Prerequisite Skills. Written and verbal communications, fiscal analysis, forecasting, and analytical skills.

5-9 Inspection and Investigation.

5-9,1 Definition of Duty. No additional job performance requirements at this level.

5-10 Emergency Services Delivery.

5-10.1 Definition of Duty. Develop plans for major disasters.

5-10.2 Develop a comprehensive disaster plan that integrates other agencies' resources, given appropriate data, in order to rapidly and effectively mitigate the impact on a community.

5-10.2.1 Prerequisite Knowledge. Major incident policies and procedures, physical and geographical characteristics, demogTaph- ics, target hazards, incident management system, communications systems, contractual and mutual-aid agreements, and local, state/ provincial, and federal regulations and resources.

5-10.2.2 Prerequisite Skills. Written and verbal communications, organizational skills, and inter-agency planning and coordination.

5-10.3 Develop a comprehensive plan, given appropriate data including agency data, designed to operate at a civi/dismrbance, integrating other agencies' actions, and to provide for the safety and protection of members.

5-10.3.1 Prerequisite Knowledge. Major incident policies and procedures, physical and geographical characteristics, demographics, incident management system, communications systems, contractual and mutual-aid agreements, mad local, state/provincial, and federal regulations and resources.

5-10.3.2 Prerequisite Skills. Written and verbal communications, organizational skills, and inter-agency planning and coordination.

5-11 Safety. No additional job performance requirements in Fire Officer W.

5-11,1 Definition of Duties. Administer a comprehensive risk management program.

5-11.2 Maintain, develop, and provide leadership for a risk management program, given specific data, dlat results in reduced injuries and property damage accidents.

5-11.2.1 Prerequisite Knowledge. Risk management concepts, retirement, occupational hazards analysis, and disability procedures, regulations, and laws.

5-11.2.2 Prerequisite Skills. Analytical, evaluative, written, and verbal.

Chapter 6 Referenced Publications

6-1 Tile following documents or portions thereof are referenced within this standard and shall be considered part of die requirements of this document. The edition indicated for each reference is the current edition as of file date of the NFPA issuance of this document.

6-1.1 NFPA Publications. National Fire Protection Association, 1 Batterymarch Park, P.O. Box 9101, Quincy, MA 09269-9101.

NFPA 1001, Standard for Fire Fighter Professional Qualifications, 1992 edition.

NFPA 1041, Standard for Fire Service Instructor Professional Quah'fica- tions, 1996 edition.

Appendix A

This Appendix is not a part of the requirements of this NFPA document, but is included for information purposes onty.

A-l-1 It is envisioned that in addition and supplemental to the requirements of NFPA 1021 that appropriate educational credentials are necessary. This can include fire degree programs and general education in business, management, science, and associated degree curriculums.

A-I-3 Fire officers are expected to be ethical in their conduct. Eti~ics implies honesty, doing what's right, and performing to the best ol one's ability. For public safety personnel, ethical responsibility extends beyond one's individual performance. In serving the citizens, public safety personnel are charged with the responsibilit~ of ensuring the provision of the best possible safety and service.

Ethical conduct requires honesty on tile part of all public sMety personnel. Choices must be made on the basis of maximum benefit to Oae citizens and the community. The process of making these decisions must also be open to the public. The means of providing service as well as tile quality of the service provided must be above question and maximize the principles of fairness and equity as well as those of efficiency and effectiveness.

A-I-4 Definitions of action verbs used within this document are based upon the first definition of the word found in Webster's Dictionary. ( Webster's Third New International Dictionary of the English Language, Unabridged, G. & C. Merriam Company.)

A-14 Apl?roved. The National Fire Protection Association does not approve, respect, or certify any installations, procedures, equipment, or materials; nor does it approve or evaluate testing laboratories. In determining the acceptability of installations, procedures, equipment, or materials, the authority having jurisdiction may base acceptance on compliance with NFPA or other appropriate standards. In the absence of such standards, said authority may require evidence of proper installation, procedure, or use. The authority having jurisdiction may also refer to the listings or labeling practices of an organization concerned with product evaluations that is in a position to determine compliance with appropriate standards for the current production of listed items.

A-I-4 Authority HavingJurisdictlon. The phrase "authority having jurisdiction" is used in NFPA documents in a broad manner, since jurisdictions and approval agencies vary, as do their responsibilities. Wherepublic safety is primary, the authority having jurisdiction may be a federal, state, local, or other regional department or individual such as a fire chief; fire marshal; chief of a fire prevention bureau. labor deparnnent, or health department; building official: electrical inspector; or others having statutory authority. For insurance purposes, an insurance inspection department, rating bureau, or other insurance coinpany representative may he the authority having jurisdiction. In many circumstances, the property owner or his or her designated agent assumes the role of the authority having jurisdiction; at government installations, the commanding officer or departmental official may be tile authority having jurisdiction.

A-l-4 Listed. The means for identifying listed equipment may vary for each organization concerned with product evaluation, some of which do not recognize equipment as listed unless it is also labeled. The anthori~, having jurisdiction should utilize the system employed by the listing organization to idendfy a listed product.

A-2-2.5.1 Member-related problems could include substance abuse; acute, chronic, and delayed stress; and health, financial, personal, family, and other situations that adversely affect the member's job performance.

A-2-2.6 The Fire Officer I should be able to deal with administrative procedures that might include: transfers, promotions, compensa- t ion/member benefits, sick leave, vacation, requests for pay or benefits while acting in temporary position, change in member benefits, commendations, disciplinary actions, and grievances.

A-2-~; Inspection and Investigation. The committee's intent is to instill an awareness of those areas that officers might address in the performance of their duties. Organizations that desire higber levels of competency in these areas should refer to the applicable NFPA professional qualifications standards: NFPA 1031, Standard for Professional Qualifications for Fire lnspectorand NFPA 1033, Standard for Professional Qualifications for Fire Investigator.

A-2-6 Emergency service delivery is the component of fire department organization providing responses to emergency incidents.

A-2-6.3.1 Size-up includes tile many variables that tile officer collects from tile time of the alarm, during response, and upon arrival in order to develop an initial action plan to control an emergency

80

NFPA 1021 - - A97 ROP

inciden~ Theme ob~rva~om can_ include building type and occupancy, fireinvoivement, number of occupants, mechanism of injury, materials ~!!l/~d or involved in fire,wind direction, topbgra- phy, d e m o ~ i and o~er bla~rvatiomTelevant to the hacldent.

A-2-6.4 Thisreqeirement takes into consideration the officer's abUky to g~ve orders, direct persdnnel, evaluate infqrmafio, n, and allocate resources to respond to Ihe wide variety of emelgency situations ~ e fire service encounters.

A-2-7 One of.the fire officer'S primary respomlbillties is safety both ori the fire ground and during normal operafiom. This s~mdard defines the minimumrequirements for the fire oflicen Inadditi6n, NFP^ Z 5m, $ ~ a ~ / ~ D ~ Sa.[~ 0 ~ , ~PA ISO0, s~,,~,.~ o,,,,m. _ ~ , . . ~ o ~ s~r~ ~ H~..#, ~ , . , ~ and applicable OSHA i -eg~ons , define a~'ti6mml requirements for the officer who migfit be amJgoe~l those duties. ": . ,

A.4J. 1 The following are some of the budgeting systen~ commonly used:

(a) Planning programming budgeting system (PPBS);

(b) Line item budgets;

(c) Zero4~ased budgeting (ZBB);

(t3 Matrix budgets.

B-I Tr/e ti~lt0~g docum~a~ or portions thereof are referenced" within ~ ~andaid for infom~bnai I ~ a ~ only and ~ m ar~ not comider~d p_art Of the requirements Of this document. The edition ~e~l~,~ t~reno~ j~d~e curr~at~editiowa~ afdae date of the HFPA immnceo~ thisdocame~t.~ ~ . . . . .

edition. - - -7 . :. : ".

B-I.I O~hcr l ~ b t t ~ o m .

U n a t , r ~ c~ 8, c~ M.eren~_ Comping,.

C-1 NFPA Pub!katioa~ National Fire Protection Aemciation, 1 Batterynm~ Park, P.O. Box 9mL ~eincy, MA 0~9-9~0L

Au~omati~ Sp6nlder and S~am~ip ~ .

A~Spi,,*~X,>a,,,~H~db,,W,.

Bu//d/ng C e - ~ f ~ t/w F/,. 8~n,/c4 second edition, Francis m-a,m~m.

~f-F~re I ~ A ~ for g ~ U.~

E~4m~ Compa~.~mmm/~ Harold Richnmn.

Fire Comr~nd, Alan V. Br~c inL

Fire Dspanm~ Safe~ o~oicers Guide.

Fire Li~'gation Handbook.

Fire Protection Guide on Hazardous Materials.

gr~ Proration Handbook.

Fire Protectlon ~ Insp~tior~ Test, and Maintenance Manual, Fire Service Adminlm~tion.

Flammable and Comb~tible Liquids Code Handboo&

Indust, ial Fire H ~ r d s Handbook

Liq~f~d peb~leu'm ~ Handbook

Managen~ in tl~ Fire , ~ a ~

Managing People.: Fire ~ P~sonnd S t r ~ . •

National ~ ~ Ha.Jbool~

P6nciples of Fi~ Protection C.~mistrj, second edition.

Tru~ C_~mpan~j F/reE~nd~Operat/on~ Harold-gichman.

G2 Other Publications.

C-2.1 Fire Service Pulflkafiom~ Stiilwater, OK.

Buaai,~ Co~vwalon Rdatea to the F, re S m ~ c~ W o.0~.

~ q o A ~ .

Fire Cause De~naination.

P r i m t ~ l ~ ~ a n d D ~ t ~ & m .

~ . ~ ISFSI (Aliamm) h ~ e a t i o m : A ~ d a n d , MA.

~ Peq~, ross.

C-2.~ Other Publkatiom.

Effect/he ~ Pract/~, second edition, 1984, ICM&

F. E. so. Pub.,

ManagingFir~Seroi¢~, second edition, 1988, ICaV~

~ f i / e ' - - T/~ Persona/Ptutern Ass~nmU~ 1980, personal

/

81

Date post:	21-May-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

[u] - NFPA · Louisiana State University, LA [ E] LouisJ. Amabili, Delaware State Fire School, DE...

Documents