FO Ch. 3.docx

Chapter 3 Leading a Team Lecture I. Introduction A. The bugle on the fire officer rank insignia represents the fire officer's requirement to communication. 1. An officer must be able to communicate effectively in many different situations. 2. Influencing people requires: a. Skille...

Chapter 3 Leading a Team Lecture I. Introduction A. The bugle on the fire officer rank insignia represents the fire officer's requirement to communication. 1. An officer must be able to communicate effectively in many different situations. 2. Influencing people requires: a. Skilled communication b. Active listening c. Skilled command B. The fire officer meets supervisory responsibilities by: 1. Making effective decisions 3. Properly assigning tasks 4. Understanding the grievance process C. The fire officer develops members through: 1. Effective skill training 5. Competency evaluation 6. Addressing member-related problems II\. The Communication Cycle A. Communication is a repetitive, circular process. 1. Successful communication occurs whenever two people can exchange information and develop mutual understanding. 7. The process is truly effective only when the person receiving the information understands what the other person intended to transmit. 8. Effective communication does not occur unless the intended message has been received and understood. a. The message must make sense to the recipient. b. The sender cannot be sure this has occurred unless the recipient sends confirmation. D. The Message 1. The information to be conveyed a. Do not have be written or verbal d. Could be facial expression 9. Ensure Accuracy a. Fire officer needs up-to-date information on SOPs, personnel regulations, budget, union contract, etc. e. If a fire fighter is misinterpreting policy, the officer must clarify or correct. i. Ignoring an erroneous statement could mean misinformation spreads. ii. If necessary, obtain accurate information before correcting the misunderstanding. f. A fire officer sometimes has to exercise control over what is discussed in the work environment. i. Subjects can be intensely personal. iii. Disagreements can quickly escalate. iv. Officer must establish ground rules. v. Includes rumor control E. The Sender 1. Person or entity sending the message a. Could also be a sign, sound, or image 10. Needs to be targeted to the right person 11. The sender is responsible for the receiver properly understanding the message. 12. A fire officer must be skilled to effectively transmit information. a. Other things can profoundly influence the receiver's interpretation of the message. i. Body language vi. Mannerisms vii. Nonverbal cues 13. Senders may convey: a. Unintended messages g. Messages to nobody in particular h. Messages not intended to be messages F. The Medium 1. The method used to convey information from sender to receiver a. Direct speech i. Transmitted speech j. Written words k. Pictures l. Symbols m. Gestures 14. Sender should consider the following when choosing a medium: a. Circumstances n. Nature of the message o. Available methods 15. Fire officers can: a. Post a notice on a bulletin board p. Announce at beginning of shift meeting q. Mention it during a firehouse meal 16. The medium influences the importance attached to the message. 17. Praise in public; counsel, approach, or discipline in private. 18. Overcoming Environmental Noise a. A physical or sociological condition that interferes with the message b. "Noise" is anything that can clog or interfere with the medium delivering the message. c. Physical noise i. Background conversations viii. Ambient noise ix. Radio feedback/static x. Darkness/flashing lights r. The human brain struggles to process more than one input source at a time. i. Diverted attention ii. Lack of concentration s. Sociological/environmental noise i. Prejudice and bias t. Improve communication by reducing environmental noise: i. Do not struggle for power. (Focus on the message.) xi. Avoid an offhand manner. (Be clear and firm.) xii. Keep emotions in check. (Avoid intense feelings.) xiii. Remember that words have meaning. (Be mindful.) xiv. Do not assume the receiver understands. (Encourage questions.) xv. Immediately seek feedback. (Catch problems early.) xvi. Provide appropriate detail. (Consider the receiver.) xvii. Watch out for conflicting orders. (Make sure message is consistent.) u. Fire-ground or emergency scenes require different communications practices. G. The Receiver 1. The person who receives and interprets the message a. Many opportunities for error 19. It is up to the sender to formulate and transmit the message in a form that is clearly understandable to the receiver. 20. It is the receiver's responsibility to capture and interpret the information. 21. The same words can convey different meanings. 22. In the fire service, the accuracy of the information is vital. a. Both sender and receiver have responsibility to ensure messages are properly expressed and interpreted. 23. Messages directed to more than one person may have multiple interpretations of the same message. H. Feedback 1. The sender should never assume that information has been successfully transferred unless some confirmation is provided that the message was received and understood. a. Completes communication cycle b. Confirms receipt c. Verifies interpretation 24. The importance of the feedback depends on the message. a. When relaying critical information, sender should have receiver repeat back key points. 25. Active Listening a. Listening becomes increasingly important with career advancement. v. Listening is a skill that must be continually practiced. w. Listening is an active process that requires: i. Good eye contact ii. Alert body posture iii. Frequent use of verbal engagement d. Purpose is to better understand the other person's viewpoint. e. Techniques i. Do not assume anything. ii. Do not interrupt. iii. Try to understand the need. iv. Look for the real reason the person wants your attention. v. Do not react too quickly. 26. Stay Focused a. It is easy to get sidetracked. b. Direct questioning is a good method to keep a conversation on topic. c. If the speaker starts to ramble, ask a question to direct conversation back. I. Emergency Incident Communications 1. Fire officers need to communicate effectively during emergencies. a. Ask precise questions. b. Provide timely and accurate information. c. Give clear and specific orders. 27. Managing the communication process can be as important as communicating effectively. a. The incident commander must manage information so most important messages go through and unnecessary communications do not get in the way. b. The IC should be the gatekeeper for radio communications. c. Additional control can be added by stating, "Unit(s) stand by." d. In severe situations, emergency traffic only maybe needed. i. Mayday situation ii. Substantial change in fire conditions 28. Key Points for Emergency Communications a. Be direct. b. Speak clearly. c. Use a normal tone of voice. d. Hold the radio mic about 2 inches from your mouth. e. If you are using a repeater system, allow for a time delay after keying the microphone. f. Use plain English. g. Use common terminology recognized by NIMS. h. Avoid sources of noise. 29. Using the Communications Order Model a. A standard method of transmitting an order to a unit or company at the scene b. Designed to ensure message is: i. Clearly stated ii. Heard by proper receiver iii. Properly understood iv. Confirms receiver is complying 30. Initial Situation Report to Dispatch a. The first-arriving company at an incident needs to describe conditions to the dispatch center concisely. i. Meet departmental procedures ii. Establish tone of incident x. Fire officer must provide a calm and complete description. i. Confusion, indecision, or uncertainty undermine leadership. y. If a specific requirement exists, radio report should meet it. z. Otherwise, report should include: i. Identification of company arriving on scene ii. Brief description of situation iii. Obvious conditions iv. Brief description of action v. Declaration of strategy vi. Any obvious safety concerns vii. Assumption, identification, and location of command viii. Request or release of resources a. Use radio terminology that everyone understands and meets SOPs. b. Visiting the dispatch center may be educational. 31. Other Responding Units a. The fire officer must demonstrate the ability to take control of the situation and provide specific direction to all of the units that are operating and arriving. i. Autocratic leadership 32. Radio Reports a. Radio communications are essential i. Instantaneous connections ii. Links all individuals involved c. Radio messages should be accurate, clear, and brief. d. There may be limited time to transmit important messages. e. Sender may experience anxiety. i. Pressure to get message out quickly ii. Many people may be listening f. Many fire officers prefer telephone or face-to-face communication. i. More private exchange ii. Ability to discuss and clarify g. Think first. i. Position the mic. ii. Depress the key. iii. Take a breath. iv. Send a concise, specific message. v. Use a clear tone. 33. Project Mayday Radio Phrases a. Project Mayday started by Chief Don Abbott in 2015 i. Examined 3,000 recordings to identify communications that include a mayday h. In 87% of maydays, there is a major communications breakdown. i. 54% of mayday calls are missed. j. Project Mayday tracks phrases that likely mean a mayday is imminent (88%). i. We have zero-visibility conditions. xviii. We have fire above our heads. xix. We have fire below us. xx. We need more line to reach the fire. xxi. We have not found the seat of the fire. xxii. We are running out of air. xxiii. This is a hoarder structure. xxiv. We have had a flashover. xxv. We have had a ceiling/roof collapse. xxvi. We have lost multiple windows. xxvii. It's getting hot in here; we are backing out. xxviii. Our exit has been blocked. xxix. We are sending a fire fighter out with a problem. xxx. We have a hole in the floor/floor collapse. xxxi. Command has lost communication with multiple crews. xxxii. We have a lot of sprinkler heads going off. J. Keep Your Supervisor Informed 1. The battalion chief depends on you to share information about what is happening in your work environment. 2. Keep your chief officer informed about: a. Progress toward performance goals and project objectives b. Matters that may cause controversy c. Attitudes and morale 34. How Quickly Do You Get Bad News? a. Few things damage a new fire officer's reputation more quickly than not finding out about a situation that is going poorly until it is too late to fix it. b. Effective fire officers create a work environment that encourages subordinates to report bad news immediately. i. Injuries ii. Broken equipment iii. Regardless of time of day k. Same applies to bad news during an emergency l. Do not create a barrier to receiving bad news. m. The fire officer who does not appreciate hearing bad news in the fire station will probably not want to hear it at the emergency scene. n. Fire fighters should not be afraid to point out a problem that could save lives or prevent injury. 35. The Grapevine a. Every organization has one. b. Informal communication system c. Flourishes when organization does not provide timely and accurate information about work-related issues d. Grapevine information can be based on: i. Incomplete data ii. Partial truths iii. Outright lies o. Never assume this information is accurate. p. Do not use it to leak information or stir controversy. q. Deal with rumors that create stress; counter with accurate information. III\. Supervisory Tasks A. General supervisory responsibilities for first-line supervisors: 1. Set the direction for the fire company work that carries out the department's mission, vision, and strategic goals. 2. Ensure your fire company members deliver high-quality work. 3. Manage the workload so your fire company can deliver work that is on-time and within the department's budget. 4. Maintain a safe and harassment-free workplace. 5. Hold your fire company members accountable for both outcomes and behavior. 6. Develop your fire company members through leading, supporting, coaching, and counseling. 7. AHJ has specific responsibilities. a. Providing annual evaluations b. Described in personnel rules of the organization K. Grievance Procedure 1. Grievance = dispute, claim, or complaint about any employee or group about the interpretation, application, or alleged violation of labor agreement or regulations 2. Grievance Procedure = formal structured process to resolve a grievance a. Usually incorporated into rules or labor agreement b. Series of steps must be followed in particular order. c. If grievance cannot be resolved at one level, it is escalated and finally reaches designated final authority for binding decision. 36. Grievance can be resolved at any point: a. If management accepts the complaint and corrective action b. Both sides reach a negotiated settlement 37. Timeline ensures grievance will not be stalled. 38. An employee can contact a union representative at any time. a. Union representatives usually become formally involved in the first or second step. b. Union representative is an advocate for the individual submitting grievance. c. Union is more involved as process progresses, particularly if there is broad impact. 39. The objective should always be to resolve the problem at the lowest possible level and in the shortest possible time. a. Multiple steps are disruptive, time consuming, and costly. b. Solving problems at a low level is indicative of a healthy organization with good relationships. 40. Details and sequence differ in many departments. a. Fire officer must know and follow procedures for his or her organization. 41. Sample Step 1 a. Verbal complaint is made to supervisor r. Sometimes called "informal grievance" or "step zero" s. Requires three pieces of information i. Rule or article that has been allegedly violated ii. Full statement of grievance iii. Statement of desired remedy 42. Sample Step 2 a. Employee prepares and submits a written grievance. b. Usually on designated form c. Employee, supervisor, and personnel office all receive a copy. d. Supervisor has 10 days to decide and reply. e. Failure to respond means transition to Step 3. 43. Sample Step 3 a. Written out on another specific form b. Again, includes all relevant details c. Copies of Step 2 are attached to this document. d. Submitted to second-level supervisor, who has 10 days to respond e. If grievance is denied or supervisor does not respond, grievance can be presented to fire chief. 44. Sample Step 4 a. The same written information must be submitted to fire chief, who has 10 days to respond. b. If no response, the grievance moves outside of the fire department to a mediator, personnel board, or civil service board for resolution. c. If not resolved at the municipal level, the matter goes to state or federal arbitration. L. Making Decisions 1. Fire officers must make decisions on a wide variety of subjects. a. Most are uncomplicated, although not necessarily easy to solve. b. Rising the ranks means a commensurate increase in decision difficulty. c. Higher-level problems can often require multiple organizations' participation. 45. Five-step systematic approach to ensure high-quality decision making a. Designed for situations where there is ample time b. Same basic approach can be used for emergency situations. c. Fire officer should be able to move quickly through the steps. d. Training and experience will prepare you. 46. Define the Problem a. Examine problem closely. b. Define problem carefully. c. Well-defined problem is already half solved. d. Poorly defined problems waste time and effort. e. Fire officers should address most issues before they become major problems. f. Question the value of each organizational activity once a year. i. Identify which activities can be changed, improved, or updated. ii. Do not waste time with unproductive activities. t. The best people to solve a problem are those directly involved. u. Company-level problems are most likely to be solved by involving the members of the company. 47. Generate Alternative Solutions a. Brainstorming = all members of a group spontaneously contribute ideas i. Typical fire company is good size for this. v. Use a flip chart to write out the problem statement. i. Everyone should agree with the problem wording. w. Give a time limit for generating ideas. i. 15-25 minutes x. Fire officer functions as scribe. i. Write down ideas. ii. Keep group on task. y. Tell everyone to contribute solutions. i. No comments ii. All suggestions are welcome. z. Once time is up, the group selects 5 best ideas. a. Write out 5 criteria for judging those solutions. b. Have every participant rate the 5 solutions using a 0 to 5 scale. c. Add up the scores for each idea. i. Highest score is best solution. d. This process assumes problem statement is accurate and criteria are valid. i. Sometimes best solutions can be defeated by unknowns. e. Legitimate problem solving must be logical and based on values. f. Process must result in change and feedback to encourage future participation. i. Process should reinforce trust between company and administration. 48. Select a Solution a. Decide which solution is best. 49. Implement the Solution a. Often the most challenging aspect of problem solving b. May involve coordinated effort c. Involving people in the decision making process can ensure buy-in and participation in this step. d. Willing participation works better than involuntary compliance. e. Fire officer must clearly assign tasks. f. Project plan can help list: i. Tasks ii. Responsibilities iii. Due dates g. Most projects do not require a sophisticated planning system. i. Simple project control document can divide a project. h. Complex and long-range tasks may require a formal project management plan. i. Must include a schedule to ensure goals are met i. Deadlines focus effort and prioritization. ii. Valuable only if it is followed 50. Plan B is an alternative solution if the original solution cannot be implemented. a. A problem is not truly resolved until its solution is implemented. b. There are many reasons why a good solution may not be implemented. i. Approvals may not be obtained. ii. Resources may not be available. 51. Evaluate the Results a. Should be a standard part of the process j. Nature of the evaluation depends on complexity of the problem. k. In most cases, evaluation should be performed immediately after implementation. l. Follow-up evaluations should be performed at regular intervals. m. Determining whether the solution actually solved the problem requires some type of measurement. i. Usually requires data collection n. Look for situations where the original problem is solved but another unintended and equally bad situation is created. i. Negative could outweigh the positive. o. Fire officer must be prepared to adjust plan or reevaluate original decision. p. Many problems are solved in stages. q. Plan B may turn out to be a better choice. r. Changing a plan is not failure. s. Evaluation involved obtaining feedback from whomever reported the problem originally. IV\. Assigning Tasks to Unit Members A. Supervising a Single Company 1. The officer's personal and physical involvement in fire suppression activities should never override his or her supervisory duties. a. In addition to leading and participating in company-level operations, the fire officer constantly evaluates their effectiveness. 52. The fire officer should use sound organizational management principles. a. Unity of command i. Each person has one supervisor. xxxiii. Reduces problem solving delays t. Span of control i. Depends on the complexity of the incident and nature of the work u. Division of labor i. Specific assignment of a task to a person xxxiv. Prevents duplication of job assignments v. Discipline i. Behavioral requirements 53. Each company officer is the eyes and ears of the IC. 54. Closeness of Supervision a. Emergency operations require close supervision at all times. b. Fire officer must: i. Review entire area of responsibility xxxv. Monitor progress xxxvi. Coordinate with other companies xxxvii. Look out for hazards w. Level of supervision should be balanced with the experience of the fire fighters. x. Location of task also influences level of supervision. y. Officer needs to see and directly communicate in high-risk situations. 55. Standardized Actions a. Emergency incident operations must be conducted in a structured and consistent manner. i. Strong emphasis on SOPs z. Standardized approaches are especially helpful in volunteer organizations. a. NFPA 1720 describes demand zones and staffing response times. b. Standard approach facilitates IAP and promotes consistent approach to risk and safety. c. ICS facilitates effective incident management with effective control. 56. Command Staff Assignments a. When working as one of these, fire officer reports directly to IC. d. Safety officer i. Responsible for overseeing safety concerns ii. Keeping IC informed of safety concerns iii. Taking preventive action on hazards e. Liaison officer i. Link between IC and representatives of other agencies f. Public information officer i. Responsible for gathering information to be released to the public xxxviii. Developing news releases xxxix. Giving interviews or press conferences xl. Acts as spokesperson for ic M. Assigning Tasks During Emergency Incidents 1. Emergency scene leadership a. Fire officer always has direct leadership responsibility for the company that he or she is commanding. g. First arriving officer has additional responsibilities: i. Establish command of the incident ii. Provide direction to other responding units iii. Relating to communications center 57. Methods of assigning tasks a. Primary responsibility is team of fire fighters under direct supervision i. Safety ii. Actions iii. Performance h. The fire officer should develop a consistent approach to emergency activities following SOPs. i. SOPs may be specific or general. i. Specific ones require fire officer to confirm fire fighters know and follow directions. ii. General ones mean fire officer has to preassign tasks or assign as needed on scene. j. When assigning on scene, fire officer should be autocratic. i. Fire scene does not allow for participative decision making. k. Making standard decisions in a consistent manner will assist in the decision-making process. i. Written checklist ii. It is crucial that officers be trained in the critical decision-making process. l. Fire officer can discuss with the crew the various "routine" emergencies to which they respond. i. Needs of the incident ii. Steps for mitigation iii. Who is responsible for what 58. Critical Situations a. Fire officer must use autocratic leadership when immediate action is required. m. Evacuating a building i. All members of company immediately leave building xli. May leave fire hose in building xlii. Fire officer must account for those under his/her supervision. xliii. Provide a head count to command n. Fire fighter mayday i. Maintain radio discipline xliv. Maintain company/group integrity xlv. Changes in assignment come from command. o. Other dangerous situation i. Immediate, clear, autocratic command xlvi. Remove fire fighters from danger area. xlvii. Report to command. p. After every incident, the fire officer should briefly review the event as soon as possible. i. Opportunity to clarify issues and answer questions xlviii. Reinforce good practices and identify unacceptable performance N. Assigning Tasks During Nonemergency Incidents 1. Most fire officer supervision is directed toward accomplishing routine organizational goals and objectives in nonemergency conditions. a. Includes being well prepared for emergencies b. Accomplished through efforts of fire fighters c. Officer influences, operates, and improves to ensure efforts achieve results 59. Fire officers used to use autocratic leadership in all situations. a. The officer decided what was to be done and who was to do it, and the fire fighters responded without question. b. Today, things are different. c. Employees demand to be included in decision making. d. Effective fire officers provide a more participative form of leadership in routine activities. 60. Fire officer is commonly given specific assignments company must complete. a. Discretion applies regarding when, how, and by whom activities are carried out. q. Officer may sit down with crew at start of day to determine plan for the day. 61. Everyday tasks may be assigned in advance. a. Usually based on the work position of the individual O. Safety Considerations 1. Fire officer is responsible for ensuring every fire fighter completes every incident or assignment safely. a. Everyone goes home 62. Responsibilities include: a. Identifying hazards r. Mitigating dangerous conditions s. Identify and correct poor behavior t. Good safety habits are incorporated V. Fire Officer Training Responsibilities A. Training is the process of achieving proficiency through instruction and hands-on practice in the operation of equipment and systems that are expected to be used in the performance of assigned duties. 1. Has evolved in complexity and sophistication P. Coaching is a method of directing, instructing, and training a person or group of people with the aim of achieving some goal or developing specific skills. Q. NFPA 1041 defines the standard and describes the requirements for five levels of instructor. 1. Certification as a Fire Instructor I is a prerequisite for Fire Officer I candidates. 2. Every fire officer must provide training for subordinate fire department members. 3. Specific training responsibilities depend on organization and available resources. 4. At a minimum, fire officer must be prepared to conduct company-level training to ensure company is prepared. 5. Before providing life fire training, officer must be certified as a Live Fire Instructor. R. The Four-Step Method of Skill Training 1. Method originated during World War I a. Process was updated and renamed job instruction training during World War II. b. Today, method is foundation of the work performed at Fire Instructor I level. c. Most fire officers use standard curricula packages that are commercially prepared or developed by local fire academy. d. Occasionally, officer must start from scratch. 63. Step 1: Preparation a. Goal is unconscious competency. u. Signs training is needed: i. Near miss ii. Fire-ground problem iii. Observed performance deficiency v. Obtain necessary material and teaching aids. w. Break the topic down into simple units. x. Show what to teach, in what order to teach it, and exactly what procedures to follow. y. Use a guide to help accomplish the teaching objective. z. Practice delivering the lesson beforehand if needed. a. Preview any audiovisual items and check equipment. b. Check the physical environment to ensure it is conducive to adult learning. i. Reduce distractions. ii. Ensure student comfort. 64. Step 2: Presentation a. Actual lecture or instructional portion b. Introduce students to the subject matter. c. Explain the importance of the topic. d. Create interest in the presentation. e. Demonstrate the skill or explain the concept. i. Present one step at a time. ii. Deliver a perfect demonstration. iii. Recommend practice. c. Overall goal is to increase company efficiency. d. Use simple but appropriate language. e. Begin with simple concepts and move to complex ones. i. Relate new material to old ideas. f. Do not teach alternative methods. g. Teach in positive terms. i. Do not tell the fire fighters what not to do. h. Lesson plan allows you to stay on topic and address important points. i. Increasing the number of senses engaged enhances retention. i. Audiovisual aids xlix. Training props 65. Step 3: Application a. The fire fighter should demonstrate the task or skill under the fire officer's supervision. j. Goal is a correct, safe demonstration. k. Have the fire fighter explain the task while demonstrating the skill to reinforce learning. l. Provide immediate feedback. i. Identify omissions. ii. Correct errors. m. Success is when the student can perform the task safely without input. 66. Step 4: Evaluation a. At the end of a lesson or program, student should be evaluated. b. May be a written or practical exam c. Completed training can only be confirmed when there is an observable change in performance. S. Four Levels of Fire Fighter Skill Competence 1. Unconscious Incompetence a. The fire fighter does not know what he or she does not know. n. Evaluation failure occurs because of: i. Exceeded time limits ii. Missed critical step in procedure iii. Created safety hazard iv. Unable to perform the task o. This fire fighter requires remedial training and practice and a mandatory reevaluation. 67. Conscious Incompetence a. The fire fighter knows what he or she does not know. p. Learning starts when there is a sudden awareness of knowledge gap. q. There will be improved performance with additional practice. r. Delivery of the evolution or skill may require supervision in the field to assure adequate performance. s. The fire fighter takes all appropriate safety precautions. t. The fire fighter is capable but requires oversight. 68. Conscious Competence a. The fire fighter knows how to perform the evolution or skill performance the correct and complete way. b. The evolution or skill performance is completed well within the time requirements. c. The evolution or skill can be performed on the fire ground without supervision. d. The fire fighter makes no serious or critical errors. e. The fire fighter observes and performs all appropriate safety practices. f. Experienced fire fighter has attained competency. 69. Unconscious Competence a. The fire fighter is experienced with this evolution or skill performance to the point that the activity appears natural and easy. b. Evolutions or skill sets are error-free, and the fire fighter can easily adopt to any problem or barrier to completing the task. c. Evolutions or skill sets are accomplished in the least amount of time. d. The fire fighter could supervise others doing the same evolution or skill performance and identify errors or suggest improvements. e. The fire fighter knows the role and importance of this task in relation to other fire-ground operations. f. The fire fighter is confident and competent. T. Mentoring 1. A developmental relationship in which a more experienced person, or mentor, helps a less experienced person, referred to as a protégé a. Fire departments make mentoring easy. 70. A one-on-one process via instructing, coaching, discussion, modeling, and advice a. Involves failures as well as success 71. Extends beyond any assignment and rank a. Usually lasts for a long period of time 72. Effective mentors have: a. A desire to help b. Current knowledge c. Effective coaching, counseling, facilitating, and networking skills U. Provide New or Revised Skill Sets 1. Fire officer may be required to provide initial training for new or revised skill set. a. New device/equipment b. Change in SOPs c. Response to a safety incident 73. Teaching new skills takes more time than maintaining proficiency of existing skills. 74. The fire officer should obtain as much information as possible about the device or procedure, especially identifying any fire fighter safety issues. a. Emphasis is safe and effective use. 75. The fire officer should plan to spend a couple of training periods developing competency and showing how the new skill relates to existing procedures. a. No more than 10 minutes of passive learning at a time 76. Practicing new skills is facilitated by challenge and competition. V. Ensure Competence and Confidence 1. After team members have learned the basic skills and can appropriately demonstrate them, the coach has to work with them to build competence and confidence. a. Fire officer must provide guidance that advances them from basic skills to effective, efficient, and consistent skills. 77. Psychomotor skill levels can be classified into four categories. a. Initial u. Plateau v. Latency w. Mastery 78. To bring fire fighters up to the mastery level, the fire officer must work every day to reinforce their skills. a. Many skills are used infrequently, but when required, task must be nearly perfect in critical conditions. x. It is dangerous for a fire fighter to demonstrate a rusty skill in an emergency. 79. The fire officer needs to provide enough repetition and simulations to maintain fire fighter confidence. a. The continuing expansion of fire fighters' responsibilities as all-hazard mitigation specialists increases the fire officer challenge. 80. Practice should be performed when fire fighters are wearing full PPE and operating in a realistic situation. a. This may require training props. y. Fire officer should always be on the alert for training materials and abandoned structures. VI\. When New Member Training is On-the-Job A. Fire officers have special responsibilities when operating with inexperienced fire fighters and fire fighters in training. 1. At first meeting, fire officer should: a. Explain the procedure when an alarm is received b. Assign a senior fire fighter to function as a mentor c. Describe any restrictions for fire fighters in training i. Fire Fighter I certification may be needed. W. Skills That Must Be Learned Immediately 1. Bloodborne pathogens a. OSHA regulation 29 CFR 1910.1030 requires all fire fighters to be trained on: i. Exposure plan ii. PPE iii. Reporting requirements 81. Hazardous materials a. Every public safety member is required to have training at the hazardous materials awareness and operations levels. z. OSHA regulation 29 CFR 1910.20 a. Awareness i. Recognize the emergency. ii. Isolate the area. iii. Call for assistance. b. Operations i. Recognize the incident. ii. Isolate and deny entry. iii. Evacuate persons in danger. iv. Take defensive action without contact. 82. SCBA fit testing a. OSHA regulation 29 CFR 1910.134 b. Anyone who uses respiratory protection during job tasks should be: i. Provided with appropriate training ii. Fit-tested for a mask iii. Subject to a health monitoring program 83. NIMS a. HSPD-5 requires incident management training. b. All-hazard template for fire fighters in multiple-jurisdiction incident c. Within federally mandated response plan 84. In addition to the federally required training, the fire department needs to provide emergency scene awareness training to reduce injuries. a. The fire officer should spell out the expected behavior of the trainee when operating at emergencies. b. Responding to alarms i. Do not run in the station. ii. Don PPE correctly. iii. Always wear a seat belt. c. On-scene activity i. Clearly define location, activities, and behavior. ii. Identify off-limits activity. iii. Additional restrictions may apply to teenagers. d. Emergency procedures i. Mayday or potentially violent situation l. Trainee should stay out of the way until situation is controlled. X. Skills Necessary for Staying Alive 1. Once the skills that must be learned immediately are covered, the fire officer should concentrate on the skills the fire fighter in training needs to know to stay alive. a. Fire-ground tasks that emphasize teamwork and require mastering the location of all of the equipment on the apparatus b. Motor vehicle crashes and medical emergencies 85. The trainee should have received enough training and demonstrated adequate stay-alive skills to begin responding to emergencies. a. Some fire departments do not allow trainees to respond to any emergency incidents until they have achieved the initial Fire Fighter I certification level. VII\. Developing a Specific Training Program A. On occasion, the fire officer may need to develop a specific training program that is not covered by an existing program or prepared lesson. 1. Work improvement plan 86. Training related to new device/procedure Y. Assess Needs 1. First, confirm need for training. 2. Consider whether an engineering solution could eliminate the problem. Z. Establish Objectives 1. Identify the specific behavior you want fire fighters to exhibit after training. 2. Describe the conditions under which the behavior will be demonstrated. 3. Include the measure of performance (usually time limit). A. Develop the Training Program 1. Various methods exist. a. Manufacturer or vendor may have tracking package available. b. Department may have a template. c. Other departments may share their resources. d. Organizations may post resources for download. 87. Consider how the training will be delivered. B. Deliver the Training 1. Conduct a pilot class or trial run before finalization. a. Tweak the program. e. Identify problems. f. Correct unforeseen issues. 88. A good lesson plan: a. Organizes the lesson g. Identifies key points h. Can be reused i. Allows others to teach the program C. Evaluate the Impact 1. Have you accomplished your goal? 2. Was the training program worth the participants' time? 3. Was the instructional method appropriate? 4. How can you improve? VIII\. Addressing Member-Related Problems A. A problem is the difference between the current situation and the desired situation. 1. Fires and emergency incidents represent a unique category of problems that call for specialized problem-solving skills. 89. Nonemergency situations require the application of conventional problem-solving skills and techniques. 90. Decision-making skills are used whenever the fire officer faces a problem or situation that requires a response. a. Promotional examinations evaluate the ability of fire officer candidates to exercise good judgment and make sound decisions. j. Decisions should always be guided by organizational values, guidelines, policies, and procedures. 91. Several solutions to a problem may exist. a. Sometimes solution can serve multiple interests and concerns. k. Sometimes one concern must prevail. 92. Problem-solving techniques are designed to identify and evaluate the realistic potential solutions to a problem and determine the best decision. D. Complaints, Conflicts, and Mistakes 1. Special categories of problems 93. A complaint is an expression of grief, regret, pain, censure, or resentment; a lamentation; an accusation; or fault finding. 94. A conflict is a state of opposition between two parties. A complaint is often a manifestation of a conflict. 95. A mistake is an error or fault resulting from bad judgment, deficient knowledge, or carelessness. It can also be a misconception or misunderstanding. 96. Dealing appropriately with problems and conflicts requires maturity, patience, determination, and courage. 97. Four categories of problems: a. In-house issues l. Internal department issues m. External issues n. High-profile incidents 98. A problem should be solved at the lowest possible level. a. A fire officer is expected to manage problems within his or her level of authority. o. Fire officer should recognize when problems need to be escalated. p. If there is any doubt, discuss with your superior in the chain of command. E. Managing Conflict 1. One factor that distinguishes a fire officer from a fire fighter is the responsibility to act as an agent of the formal organization. a. This responsibility places the fire officer in a position to be the initial contact in dealing with conflict, emotion, or serious differences of opinion. b. Conflicts and grievances require additional skills beyond general problem-solving. i. Issues are more complicated. ii. In some cases, problem centers on the relationship between individuals. 99. Personnel Conflicts and Grievances a. Close living arrangements can produce a variety of tensions and conflicts. b. Fire fighters might complain about: i. Co-worker(s) ii. Work environment iii. Policy or procedure iv. Fire officer q. Official response begins when the officer becomes aware of the issue. i. The relationship of the fire officer to the conflict and the complainant makes a significant difference in problem resolution. 100. Conflict Resolution Model a. Listen and Take Detailed Notes i. Obtain detailed information. li. Find out what the complainant thinks. lii. Focus on active listening. liii. Be aware of nonverbal clues. liv. Keep the conversation open. lv. Show interest in thoughts and feelings in addition to facts. r. Paraphrase and Receive Feedback i. Recite the complaint back to the complainant. lvi. Ensure understanding lvii. Complainant feels heard s. Do Not Explain or Excuse i. Process the situation before providing an appropriate response. lviii. Reflexive explanation or excuse gives the individual another reason to complain. lix. Explanation will not solve the problem. 101. Investigate a. Investigation = detailed inquiry or systematic examination t. All complaints should be investigated. u. SOPs determine who will conduct the investigation. i. An officer who is directly or personally involved should never conduct investigation. lx. Sensitive matters require appropriate investigator. v. Purpose is to obtain additional information beyond original complaint. w. Investigator must be impartial. x. Refer to: i. Information from other individuals lxi. Reference documents lxii. Incident-specific data lxiii. Department directives and regulations y. Product is a report: i. Provided in appropriate format lxiv. Given to officer's immediate supervisor lxv. Must identify and clearly explain issues lxvi. Provide complete, impartial, factual presentation of background and facts lxvii. Include recommended action plan 102. Take Action a. Four possible responses i. No further action lxviii. Recommend action requested by complainant. lxix. Suggest alternative solution. lxx. Refer the issue to someone who can provide remedy. 103. Follow-Up a. Fire officer usually needs to follow up with the complainant to see whether the problem is resolved. 104. Understanding Emotional Confrontations a. Psychological contract refers to mutual unwritten expectations that exist between an employee and his or her employer regarding policies and practices in their organization. i. Influences attitude and job performance of the employee lxxi. When a decision or situation occurs that is in conflict with our unwritten expectations, we often respond emotionally. z. When we get emotional, adrenaline fills up the prefrontal lobes of the neocortex of the brain, creating an "emotional bubble" that interferes with the ability to hear or consider any response. a. Step 1: Drain the Emotional Bubble. i. Adrenaline prepares body to fight or run away, which impedes conflict resolution. lxxii. Listen deeply, actively, and empathetically to drain this bubble. lxxiii. Writing detailed notes can facilitate this. lxxiv. Ask questions and encourage responses. lxxv. Discussion should be held in private. lxxvi. There should be no physical contact. lxxvii. Avoid personal attacks and concentrate on work issues. b. Step 2: Understand the Complainant's Viewpoint. i. Behavior may be a symptom of a larger problem. lxxviii. Identify the root cause of the complaint. lxxix. Grievances suffer from long memories; incident may be related to something that happened previously. c. Step 3: Help the Complainant Feel Understood. i. Paraphrase and repeat back. lxxx. Fire officer needs to understand the issue. d. Step 4: Identify the Complainant's Expectation for Resolution. i. Ask what the complainant expects the department to do to resolve the issue. F. Behavioral and Physical Health Issues 1. A rising leadership challenge is fire fighter behavioral and physical health. a. Since 2017, the rate of fire fighter suicide has exceeded the rate of line-of-duty deaths. e. More than 10 times the rate of the general population 105. Awareness a. Several factors promote resiliency. i. Sense of belonging lxxxi. Support from others lxxxii. Enduring sense of purpose lxxxiii. Sense of gratitude and respect from public f. Watch for: i. Isolation from others lxxxiv. Disturbed sleep lxxxv. Increased irritability lxxxvi. Decreased interest in significant activities lxxxvii. Self-destructive or reckless behavior 106. Substance Abuse a. Fire fighters drink more than the general population. i. Study found 58% of fire fighters report binge drinking. g. Signs of substance abuse i. Mood swings lxxxviii. Desire to spend time alone lxxxix. Loss of interest xc. Lack of socialization xci. Increased anxiety/crankiness xcii. Missing work xciii. Continuous issues at work xciv. Change in diet xcv. Lack of care in physical appearance 107. Family and Marital Problems a. Successful fire fighter relationship requires five conversations about: i. Reentry/transition time xcvi. Harshness and gallows humor xcvii. Handling the tough runs xcviii. Dealing with the fix-it mentality xcix. Keep your family first/boundaries h. Pursuing wealth at the cost of family time can make marriage difficult. 108. Financial Problems a. Greater personal debt i. Stagnant purchasing power j. Slow recovery from downturn G. Resiliency to Stress 1. Resiliency = the process of adapting well in the face of adversity, trauma, tragedy, threats, or significant sources of stress 109. The nature of firefighting and emergency medical responses can create fear or horror in the responder. 110. Fire fighters encounter : a. Acute stress of a sentinel event b. Accumulated stress of everyday 911 responses c. Both create difficult physical and emotional reactions. 111. Moral injury a. Perpetrating, failing to prevent, bearing witness to, or learning about acts that transgress deeply held moral beliefs and expectations b. Gap between what you want to do and conditions you confront c. The number of fire fighters on duty has shrunk while the workload has increased. d. Disasters and local incidents occur in which fire fighters are faced with devastating human conditions they cannot reverse or mitigate. 112. Acute Stress Disorder a. When confronted with a traumatic event, individuals may experience: i. Numbing ii. Reduced awareness iii. Depersonalization iv. Derealization v. Amnesia vi. Disconnect vii. Impairment in functioning k. For diagnosis: i. Disorder must last for minimum of 3 days and maximum of 4 weeks. c. Onset must occur within 4 weeks of event. l. May be precursor to PTSD 113. Posttraumatic Stress Disorder a. Characterized by symptoms of avoidance and nervous system arousal after experiencing or witnessing a traumatic event m. Requires i. Traumatic event ii. Intrusion or reexperiencing iii. Avoidant symptoms iv. Negative alterations in mood or cognition v. Increased arousal symptoms 114. Behavioral Health Resources for Fire Officers a. Fire organizations have been mobilizing to provide resources. i. National Fallen Firefighters Foundation ii. Firefighter Behavioral Health Alliance iii. International Association of Fire Chiefs Safety, Health and Survival Section iv. International Association of Fire Fighters, Behavioral Health Program 115. Employee Assistance Programs a. Designed to deal with issues outlined above n. Help the employees cope with underlying issues o. Comprehensive programs for range of issues p. Resource fire fighters can turn to in crisis q. Can maintain the value to the organization of highly trained emergency service professionals i. Termination of an otherwise good employee is a tremendous waste of resources. r. For an EAP to be successful, however, the fire officer must be able to recognize stress in an employee. i. Absenteeism ci. Unexplained fatigue cii. Memory problems ciii. Irritability civ. Insomnia cv. Increased caffeine/nicotine use cvi. Social withdrawal cvii. Resentment cviii. Stress-related illness cix. Moodiness cx. Weight gain/loss cxi. Multiple signs may indicate that the fire officer should ensure that the employee is aware of the EAP. s. If the stressful situation goes unresolved, it can seriously affect performance on the job. t. The goal of the EAP is to provide counseling and rehabilitation services to get the employee back to full productive duty as soon as possible. u. EAPs can: i. Lower employee turnover cxii. Reduce absenteeism, tardiness, accidents, injuries cxiii. Lead to fewer complaints and disciplinary actions v. Successful EAPs emphasize confidentiality and require voluntary participation. i. Fire officer can recommend or suggest but cannot know any details. cxiv. Fire officer's focus is fire fighter's job performance. IX\. Summary A. **A fire officer must be able to process several types of information to supervise and support the fire company members effectively.** B. **Successful communication occurs when two people can exchange information and develop mutual understanding.** C. **The communication cycle includes five components: message, sender, medium, receiver, and feedback.** D. **To improve your listening skills, do not assume, do not interrupt, try to understand the need, and do not react too quickly.** E. **Fire officers should keep their superior officers informed about progress toward goals and projects, potential controversial issues, fire fighter attitude, and morale.** F. **A flow of informal and unofficial communications is inevitable in any organization that involves people. The grapevine flourishes in the vacuum created when the official organization does not provide the workforce with timely and accurate information about work-related issues.** G. **The direct approach to emergency communications entails asking precise questions, providing timely and accurate information, and giving clear and specific orders.** H. **Radio communications are essential for emergency operations because they provide an instantaneous connection and can link all of the individuals involved in the incident to share important information.** I. **An officer should be as consistent as possible when sending verbal messages over the radio. The performance goal should be to sound the same and communicate just as effectively when reporting a minor incident as when communicating under intense stress.** J. **A systematic approach to high-quality decision making is recommended:** 1. **Define the problem.** 2. **Generate alternative solutions.** 3. **Select a solution.** 4. **Implement the solution.** 5. **Evaluate the result.** K. **The first step in solving any problem is to examine the problem closely and to define the problem carefully. A well-defined problem is one that is half-solved.** L. **The implementation phase is often the most challenging aspect of problem solving, particularly if it requires the coordinated involvement of many different people.** M. **Determining whether the solution actually solved the problem requires some type of measurement that compares the original condition with the condition after implementation.** N. **The inherent risks associated with emergency operations demand close supervision at all times.** O. **Command staff assignments include the safety officer, liaison officer, and public information officer positions.** P. **The fire officer's primary responsibility is to the team of fire fighters under his or her direct supervision.** Q. **The first-arriving fire officer must demonstrate the ability to take control of the situation and provide specific direction to all of the units that are operating and arriving.** R. **Most fire officer leadership activity is directed toward accomplishing routine organizational goals and objectives in nonemergency conditions.** S. **Training and coaching have been core fire officer tasks since the establishment of the first organized fire departments.** T. **A fire officer must be prepared to conduct company-level training exercises and evolutions to ensure that the company is prepared to perform its basic responsibilities effectively and efficiently.** U. **The four-step method is a core part of most Fire Instructor I certification programs. It includes the following components:** 6. **Preparation** 7. **Presentation** 8. **Application** 9. **Evaluation** V. **The four levels of fire fighter skill competence are unconscious incompetence, conscious incompetence, conscious competence, and unconscious incompetence.** W. **Mentoring is a one-on-one process in which the more experienced person provides a deliberate learning environment through instructing, coaching, providing experiences, modeling, and advising.** X. **Teaching new skills takes more time than maintaining proficiency of existing skills. The fire officer should obtain as much information as possible about the device or procedure, especially identifying any fire fighter safety issues.** Y. **Psychomotor skill levels are divided into four categories:** 10. **Initial** 11. **Plateau** 12. **Latency** 13. **Mastery** Z. **At the very first meeting with a new fire fighter trainee, the fire officer should explain the procedures in the fire station when the company receives an alarm, assign a senior fire fighter to function as a mentor, and describe any restrictions that are placed on fire fighters in training.** A. **Four federal regulations govern fire fighter training:** 14. **OSHA regulation 29 CFR 1910.1030, Occupational Exposure to Bloodborne Pathogens** 15. **OSHA regulation 29 CFR 1910.20, Hazardous Waste Operations and Emergency Response (HAZWOPER) training** 16. **OSHA regulation 29 CFR 1910.134, Respiratory Protection training** 17. **Homeland Security Presidential Directive 5 (HSPD-5), Managing Domestic Incidents** B. **The fire officer may need to develop a specific training program that is not covered by an existing certification training program or prepared lesson plan. Five steps can help accomplish this goal:** 18. **Assess needs.** 19. **Establish objectives.** 20. **Develop the training program.** 21. **Deliver the training.** 22. **Evaluate the impact.** C. **Complaints, conflicts, and mistakes are special categories of problems. One of the key factors in decision making is knowledge about how to deal with situations that involve conflicts or complaints.** D. **One of the most difficult situations for a fire officer is an interpersonal conflict or grievance within the company or directly involving a company member.** E. **The conflict resolution model is a basic approach that can be used in situations where interpersonal conflict is the primary problem or a complicating factor.** F. **All complaints should be investigated, even if the foundation for the complaint appears to be weak or nonexistent.** G. **The fire officer may take or recommend four actions after completing an investigation:** 23. **Take no further action.** 24. **Recommend the action requested by the complainant.** 25. **Suggest an alternative solution.** 26. **Refer the issue to the office or person who can provide a remedy.** H. **With many conflicts, the fire officer needs to follow up with the complainant to see whether the problem is resolved.** I. **A rising leadership challenge is fire fighter behavioral and physical health issues such as substance abuse, financial problems, acute stress disorder, and posttraumatic stress disorder.** J. **Fire service organizations have been mobilizing to provide resources and tools to reduce impact of physical and behavioral health issues for fire fighters.**