Attachment J NFA Sample-Boilerplate Instructor Guide

course title fema/usfa/nfa-course acronym-exam June 2012 course title course title

U.S. DEPARTMENT OF HOMELAND SECURITY

UNITED STATES FIRE ADMINISTRATION

NATIONAL FIRE ACADEMY

FOREWORD

The U.S. Fire Administration (USFA), an important component of the Department of Homeland Security (DHS), serves the leadership of this Nation as the DHS's fire protection and emergency response expert. The USFA is located at the National Emergency Training Center (NETC) in Emmitsburg, Maryland, and includes the National Fire Academy (NFA), National Fire Data Center (NFDC), National Fire Programs (NFP), and the National Preparedness Network (PREPnet). The USFA also provides oversight and management of the Noble Training Center in Anniston, Alabama. The mission of the USFA is to save lives and reduce economic losses due to fire and related emergencies through training, research, data collection and analysis, public education, and coordination with other Federal agencies and fire protection and emergency service personnel.

The USFA's National Fire Academy offers a diverse course delivery system, combining resident courses, off-campus deliveries in cooperation with State training organizations, weekend instruction, and online courses. The USFA maintains a blended learning approach to its course selections and course development. Resident courses are delivered at both the Emmitsburg campus and the Noble facility. Off-campus courses are delivered in cooperation with State and local fire training organizations to ensure this Nation's firefighters are prepared for the hazards they face.

table of contents page

Foreword iii

Table of Contents v

Instructional Aids vii

Course Goal ix

Scope of the Course ix Target Audience ix

Instructor Preparation ix

Course Schedule xi

Schedule xiii

Firefighter Code of Ethics xv Examination xvii Examination Answer Sheet xxxiii Examination Answer Key xxv Examination Answer Sheet Key xxxi Instructor's Grading Guide with Scoring Plan xxxiii Class Grade Sheet xxxv Unit 1:

title of unit

IG 1-1

unit 2:

title of unit

IG 2-1

unit 3:

title of unit

IG 3-1

unit 4:

title of unit

IG 4-1

unit 5:

title of unit

IG 5-1

unit 6:

title of unit

IG 6-1

unit 7:

title of unit

IG 7-1

unit 8:

title of unit

IG 8-1

Glossary

Appendix

Handouts instructional aids

Slides Unit 1:

Slides 1-1 to 1-27 unit 2:

Slides 2-1 to 2-32 unit 3:

Slides 3-1 to 3-42 unit 4:

Slides 4-1 to 4-27 unit 5:

Slides 5-1 to 5-27 unit 6:

Slides 6-1 to 6-20 unit 7:

Slides 7-1 to 7-14 Unit 8:

Slides 8-1 to 8-3

Total Slides Videos

Unit 1:

"Add videos listed in course by unit here" Unit 2:

"Add videos listed in course by unit here" Unit 3:

"Add videos listed in course by unit here" Unit 4:

"Add videos listed in course by unit here" Unit 7:

"Add videos listed in course by unit here" Handouts

Handout 1-1:

Add handouts used in course by unit here Handout 5-1:

Add handouts used in course by unit here

Course goal

To apply leadership to training in a volunteer or combination department.

scope of the course

The course is designed to provide the volunteer training officer with the essential tools and skills to lead and manage a training program in a volunteer fire department. It is not designed specifically to enhance development or presentations skills, nor is it related to the public education discipline.

target audience

The target audience is individuals currently responsible for training in a volunteer fire department. This typically includes responsibility for coordinating with people, equipment management, and program planning and delivery. These individuals coordinate the training schedule and may manage training records. They also may be responsible for recruiting, assigning, supervising, and evaluating instructors, and evaluating the program.

instructor preparation

In addition to reviewing this guide, you should

1.

Assemble needed materials for activities.

2.

Ensure that the video equipment is working.

3.

Arrange for breakout rooms for group work.

COURSE SCHEDULE

Unit 1:

Title of Unit 7 hr., 30 min.

Unit 2:

Title of Unit 4 hr., 50 min.

Unit 3:

Title of Unit 6 hr.

Unit 4:

Title of Unit 6 hr., 20 min.

Unit 5:

Title of Unit 3 hr., 30 min.

Unit 6:

Title of Unit 2 hr., 20 min.

Unit 7:

Title of Unit 1 hr., 5 min.

Unit 8:

Title of Unit 6 hr., 20 min.

Total Time 37 hr., 55 min.

SCHEDULE

Name:

Date:

EXAMINATION

Multiple-Choice Directions: Read each question carefully, and choose the best answer from the four choices. DO NOT WRITE ON THIS TEST!

1.

What is the central concept of leadership in the field of training?

a.

The process of influencing others toward the achievement of organizational goals.

b.

All of the management skills that have been ignored for years in fire service training.

c.

A systematic process that is becoming more accepted in training programs.

d.

It means getting the resources and managing them appropriately.

2.

Which division of the fire department is the catalyst for change and often described as the change agent?

a.

Operations.

b.

Fire Prevention.

c.

Administrative.

d.

Training.

3.

Why do Local Training Officers (LTO's) need to look at their departmental or organizational mission statement?

a.

To become familiar with the organization's policies and procedures.

b.

To determine the costs associated with training.

c.

To identify how the training function fits into the organization.

d.

To elevate training to an unprecedented level.

4.

A goal or mission of the training function is important to members because:

a.

they know that they always can count on training.

b.

training justifies every position in the organization.

c.

members use training for the purpose of getting out of doing their jobs.

d.

it gives members a sense of acceptance and an opportunity for development.

5.

What is the most important resource of any organization?

a.

Management team.

b.

Fiscal strength.

c.

People.

d.

Technology.

6.

What is the term used for a group of people who share common beliefs, values, and ways of doing things?

a.

Attitudes.

b.

Customs.

c.

Family.

d.

Culture.

7.

The difference between professional development and career development is a.

professional development is concerned more with long-term training in current positions only, whereas career development is concerned primarily with short-term training.

b.

professional development is more conceptual training, while career development is more hands-on.

c.

professional development only involves training for certification; career development involves everything else.

d.

professional development is a short-term process to improve current and future positions, while career development pertains to setting long-term career objectives.

8.

What are the five basic principles of ethics for organizations?

a.

Purpose, pride, patience, persistence, perspective.

b.

Purpose, presence, preview, persistence, perspective.

c.

Punish, purpose, presence, persistence, perspective.

d.

Produce, purpose, preview, persistence, punish.

9.

According to the Student Manual (SM), some of the sources of conflict within the department and particularly in the training division include a.

pay difference of students, costs of training, level of interest in training.

b.

training registration issues, time off for training, course evaluation reports.

c.

vindictiveness toward training, high training costs, differences over the hours of training.

d.

young versus old, line functions versus staff functions, disagreement over performance standards.

10.

Sacrificing your own interests for the purpose of satisfying the interest of the other person is called a.

compromising.

b.

accommodating.

c.

competing.

d.

collaborating.

11.

Pursuing your interest at the expense of the other party is called a.

avoiding.

b.

competing.

c.

compromising.

d.

accommodating.

12.

What is one of the best methods for resolving conflict in training?

a.

Obtain a second and third opinion.

b.

Separate the people from the issues.

c.

Let issues rest for at least 2 days.

d.

In issues of training, the union should be contacted.

13.

Equal Employment Opportunity (EEO):

a.

is a voluntary program undertaken by progressive organizations.

b.

refers to the right of all people to compete on an equal basis for a job.

c.

laws do not apply to fire departments.

d.

refers to the fact that actions cannot be taken against a person who is incapable of performing job-related tasks.

14.

Occupational Safety and Health Administration (OSHA) regulations:

a.

are the same as the National Fire Protection Association (NFPA) Standards.

b.

have no enforcement mechanism in OSHA States.

c.

do not allow fines to municipal organizations such as fire departments.

d.

are established to protect members in the workplace.

15.

Which of the following items has a direct impact on required training objectives even if the fire department has not officially adopted any training regulations?

a.

IFSTA.

b.

OSHA regulations (in States that are considered OSHA compliant).

c.

NFPA.

d.

None of the above.

16.

NFPA Standards are mandated when adopted by:

a.

the Federal government.

b.

the State government.

c.

the Authority Having Jurisdiction (AHJ).

d.

the court of highest appellate level.

17.

NFPA Standards:

a.

always have the effect of law.

b.

should never be consulted by the LTO's to determine appropriate competencies.

c.

are often considered "Consensus Standards."

d.

are developed by a committee of firefighters.

18.

To prove liability, the injured party first must prove a.

negligence.

b.

malpractice.

c.

an emergency existed.

d.

malice.

19.

Defenses against liability include all of the following except:

a.

governmental immunity.

b.

"We did not do what we are accused of."

c.

"We did it and we don't care."

d.

"The actions were within reasonable guidelines and established standards."

20.

Documentation:

a.

is busy work.

b.

reduces liability exposure.

c.

eliminates liability exposure.

d.

should be completed in the greatest detail for all incidents.

21.

Proper documentation always should be provided for which of the following circumstances?

a.

Any major injury in which fire department is on the scene or when any fire department property is involved.

b.

Any action by the fire department that results in injury to a person, damage to property, or damage to interest in property.

c.

Anytime someone threatens you with litigation.

d.

All of the above.

22.

All training documentation should be a.

complete.

b.

pertinent.

c.

accurate.

d.

all of the above.

23.

Manual recordkeeping:

a.

is more accurate than computer recordkeeping.

b.

has some use in nearly all fire departments.

c.

allows for faster retrieval of information.

d.

is always cost effective.

24.

Vicarious liability means a.

liability for your actions.

b.

liability for actions of subordinates.

c.

liability is infectious.

d.

everyone is liable for his/her actions.

25.

What is the primary purpose of a needs assessment?

a.

To identify instructors.

b.

Contributes to the internal marketing plan.

c.

Establishes training foundations.

d.

Establishes rapport with upper management.

26.

Read the following list of behaviors:

· watch for "symptoms";

· look for root causes;

· observe people at work, if possible; and

· always ask why.

What does this list of behaviors represent?

a.

Fire officer "on the scene" checklist.

b.

Behaviors supporting training needs.

c.

Tasks that identify reduction of risk.

d.

Occupational analysis steps.

27.

A need is a gap between:

a.

a goal and present status.

b.

present and future.

c.

desired and obtainable.

d.

summative and formative.

28.

Which of the following lists correctly identifies the categories into which most work-related problems can be classified?

a.

Training, organizational, and personal.

b.

Training, motivation, and environment.

c.

Training, motivation, and efficiency.

d.

Training, discipline, and feedback.

29.

The standard to which behavioral performance must be evaluated is derived from:

a.

textbooks on the subject.

b.

the instructor's knowledge.

c.

the performance objective guiding instruction.

d.

None of the above.

30.

A limitation of using the group problem analysis to identify a training need is a.

Most members are uncooperative.

b.

Reports on the meeting can be inaccurate.

c.

A group will promote only its own special interest.

d.

It can be time-consuming and difficult to quantify.

Name:

Date:

EXAMINATION

1.

16.

2.

17.

3.

18.

4.

19.

5.

20.

6.

21.

7.

22.

8.

23.

9.

24.

10.

25.

11.

26.

12.

27.

13.

28.

14.

29.

15.

30.

EXAMINATION ANSWER KEY

Multiple-Choice Directions: Read each question carefully, and choose the best answer from the four choices.

1.

What is the central concept of leadership in the field of training?

a.

The process of influencing others toward the achievement of organizational goals.

b.

All of the management skills that have been ignored for years in fire service training.

c.

A systematic process that is becoming more accepted in training programs.

d.

It means getting the resources and managing them appropriately.

2.

Which division of the fire department is the catalyst for change and often described as the change agent?

a.

Operations.

b.

Fire Prevention.

c.

Administrative.

d.

Training.

3.

Why do Local Training Officers (LTO's) need to look at their departmental or organizational mission statement?

a.

To become familiar with the organization's policies and procedures.

b.

To determine the costs associated with training.

c.

To identify how the Training Function fits into the organization.

d.

To elevate training to an unprecedented level.

4.

A goal or mission of the Training Function is important to members because:

a.

they know that they always can count on training.

b.

training justifies every position in the organization.

c.

members use training for the purpose of getting out of doing their jobs.

d.

it gives members a sense of acceptance and an opportunity for development.

5.

What is the most important resource of any organization?

a.

Management team.

b.

Fiscal strength.

c.

People.

d.

Technology.

6.

What is the term used for a group of people who share common beliefs, values, and ways of doing things?

a.

Attitudes.

b.

Customs.

c.

Family.

d.

Culture.

7.

The difference between professional development and career development is a.

professional development is concerned more with long-term training in current positions only, whereas career development is concerned primarily with short-term training.

b.

professional development is more conceptual training, while career development is more hands-on.

c.

professional development only involves training for certification; career development involves everything else.

d.

professional development is a short-term process to improve current and future positions, while career development pertains to setting long-term career objectives.

8.

What are the five basic principles of ethics for organizations?

a.

Purpose, pride, patience, persistence, perspective.

b.

Purpose, presence, preview, persistence, perspective.

c.

Punish, purpose, presence, persistence, perspective.

d.

Produce, purpose, preview, persistence, punish.

9.

According to the Student Manual (SM), some of the sources of conflict within the department and particularly in the training division include a.

pay difference of students, costs of training, level of interest in training.

b.

training registration issues, time off for training, course evaluation reports.

c.

vindictiveness toward training, high training costs, differences over the hours of training.

d.

young versus old, line functions versus staff functions, disagreement over performance standards.

10.

Sacrificing your own interests for the purpose of satisfying the interest of the other person is called a.

compromising.

b.

accommodating.

c.

competing.

d.

collaborating.

11.

Pursuing your interest at the expense of the other party is called a.

avoiding.

b.

competing.

c.

compromising.

d.

accommodating.

12.

What is one of the best methods for resolving conflict in training?

a.

Obtain a second and third opinion.

b.

Separate the people from the issues.

c.

Let issues rest for at least 2 days.

d.

In issues of training, the union should be contacted.

13.

Equal Employment Opportunity (EEO):

a.

is a voluntary program undertaken by progressive organizations.

b.

refers to the right of all people to compete on an equal basis for a job.

c.

laws do not apply to fire departments.

d.

refers to the fact that actions cannot be taken against a person who is incapable of performing job-related tasks.

14.

Occupational Safety and Health Administration (OSHA) regulations:

a.

are the same as the National Fire Protection Association (NFPA) Standards.

b.

have no enforcement mechanism in OSHA States.

c.

do not allow fines to municipal organizations such as fire departments.

d.

are established to protect members in the workplace.

15.

Which of the following items has a direct impact on required training objectives even if the fire department has not officially adopted any training regulations?

a.

IFSTA.

b.

OSHA regulations (in States that are considered OSHA compliant).

c.

NFPA.

d.

None of the above.

16.

NFPA Standards are mandated when adopted by:

a.

the Federal government.

b.

the State government.

c.

the Authority Having Jurisdiction (AHJ).

d.

the court of highest appellate level.

17.

NFPA Standards:

a.

always have the effect of law.

b.

should never be consulted by the LTO's to determine appropriate competencies.

c.

are often considered "Consensus Standards."

d.

are developed by a committee of firefighters.

18.

To prove liability, the injured party first must prove a.

negligence.

b.

malpractice.

c.

an emergency existed.

d.

malice.

19.

Defenses against liability include all of the following except:

a.

governmental immunity.

b.

"We did not do what we are accused of."

c.

"We did it and we don't care."

d.

"The actions were within reasonable guidelines and established standards."

20.

Documentation:

a.

is busy work.

b.

reduces liability exposure.

c.

eliminates liability exposure.

d.

should be completed in the greatest detail for all incidents.

21.

Proper documentation always should be provided for which of the following circumstances?

a.

Any major injury in which fire department is on the scene or when any fire department property is involved.

b.

Any action by the fire department that results in injury to a person, damage to property, or damage to interest in property.

c.

Anytime someone threatens you with litigation.

d.

All of the above.

22.

All training documentation should be a.

complete.

b.

pertinent.

c.

accurate.

d.

all of the above.

23.

Manual recordkeeping:

a.

is more accurate than computer recordkeeping.

b.

has some use in nearly all fire departments.

c.

allows for faster retrieval of information.

d.

is always cost effective.

24.

Vicarious liability means a.

liability for your actions.

b.

liability for actions of subordinates.

c.

liability is infectious.

d.

everyone is liable for his/her actions.

25.

What is the primary purpose of a needs assessment?

a.

To identify instructors.

b.

Contributes to the internal marketing plan.

c.

Establishes training foundations.

d.

Establishes rapport with upper management.

26.

Read the following list of behaviors:

· watch for "symptoms";

· look for root causes;

· observe people at work, if possible; and

· always ask why.

What does this list of behaviors represent?

a.

Fire officer "on the scene" checklist.

b.

Behaviors supporting training needs.

c.

Tasks that identify reduction of risk.

d.

Occupational analysis steps.

27.

A need is a gap between:

a.

a goal and present status.

b.

present and future.

c.

desired and obtainable.

d.

summative and formative.

28.

Which of the following lists correctly identifies the categories into which most work-related problems can be classified?

a.

Training, organizational, and personal.

b.

Training, motivation, and environment.

c.

Training, motivation, and efficiency.

d.

Training, discipline, and feedback.

29.

The standard to which behavioral performance must be evaluated is derived from:

a.

textbooks on the subject.

b.

the instructor's knowledge.

c.

the performance objective guiding instruction.

d.

none of the above.

30.

A limitation of using the group problem analysis to identify a training need is a.

most members are uncooperative.

b.

reports on the meeting can be inaccurate.

c.

a group will promote only its own special interest.

d.

it can be time-consuming and difficult to quantify.

EXAMINATION ANSWER SHEET KEY

1.

a

16.

c

2.

d

17.

3.

18.

a

4.

19.

5.

20.

b

6.

21.

7.

22.

8.

23.

9.

24.

10.

25.

11.

26.

12.

27.

13.

28.

14.

29.

15.

30.

instructor's grading guide with scoring plan

Grading Structure Including Rubrics for Individual Student Project Distribution of Course Points (100 points, cumulative)

Examination 50 points Individual Project (Five Parts) 50 points

Part 1 10 points

Part 2 10 points Part 3 10 points

Part 4 10 points Part 5

TOTAL

100 points

The course evaluation will consist of two examinations and evaluation of an individual project. Rubrics re used to evaluate each part of the individual project. Most of the project involves analysis and critical thinking regarding many of the leadership functions for a local training officer whose responsibility is to coordinate and lead the training function in a local fire department. All exercises will be completed individually.

Instructions for Application of Student Activity Scoring Plan

1. All students must receive a fair score reflecting their efforts to complete each identified part of the individual project; the completion of all five parts for the individual project equals 50 percent of the student's overall grade for this course.

2. Prior to each part of the individual project, duplicate the rubric scores sheet and refer them to the questions for that part found in the back of the appropriate unit in their Student Manual (Instructors will use the grading structure on each sheet to determine the student's score for that specific activity.)

3. When introducing each part of the individual project, provide one copy of each score sheet to each student. Explain that this sheet contains the range of scoring requirements for successful completion of the identified part of the project. Instructors should reinforce the activity scoring requirements and obtain visible acknowledgement of understanding from the students.

4. Upon completion of this part of the project, each student will print his or her name and current date in the upper right-hand box; then submit the scoring sheet to the instructor for scoring the student's performance in the specified activity.

5. Once a point selection is determined for the student score, the instructor will record that point on the student's sheet, on the Class Grade Sheet, and return the student's individual activity sheet to the student.

6. At the completion of the course, the instructor will tally each student's activity scores, record, sign, and date, then deliver the completed Class Grade Sheet to the Curriculum Manager/Training Specialist responsible for that course delivery.

(This grading guide is maintained in the instructor notes of the Instructor Guide.)

class grade sheet

Class Grade Sheet

Course Title (Course Code) Final Score

Exam #2

20 points

30 points

Individual Project

Part 5

Individual Project

Part 4

Individual Project

Part 3

Individual Project

Part 2

Individual Project

Part 1

Student:

xvii viii ix