Fire Officer Principles And Practice Ch8

Front 1

Accreditation

Back 1

A system whereby a certification organization determines that a school or program meets the requirements of the fire service

Front 2

Coaching

Back 2

A method of directing, instructing, and training a person or group of people with the aim to achieve same goal or develop specific skills

Front 3

Education

Back 3

The process of imparting knowledge or skills through systematic instruction

Front 4

Job instruction training

Back 4

A systematic four step approach to training firefighters in a basic job skill: prepare the firefighters to learn - demonstrate how the job is done - try them out by letting them do the job - and gradually put them on their own

Front 5

Mentoring

Back 5

A developmental relationship between a more experienced person and a less-experienced person Mentor - protege

Front 6

Professional development

Back 6

Skills and knowledge obtained for both personal development and career advancement

Front 7

Training

Back 7

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

Front 8

Unconsciously competent

Back 8

The highest level of the conscious competence learning Matrix developed by dr. Thomas Gordon. The unconsciously competent level - skills become so practiced that it enters the unconscious parts of the brain - it becomes second nature

Front 9

Core Fire officer tasks

Back 9

Training and coaching

Front 10

What must fire service training anticipate

Back 10

High risk situations, urgent time frames, and difficult situations.

Front 11

Why must a fire officer be prepared to conduct company level training exercises

Back 11

To ensure that the company is prepared to perform its basic responsibilities effectively and efficiently

Front 12

What is the four-step method as a part of the fire instructor 1 certification

Back 12

Preparation, presentation, application, and evaluation

Front 13

For best performance , what must firefighters be wearing during many skill practice sessions

Back 13

Full personal protective gear while operating within realistic fire ground situations

Front 14

What is mentoring

Back 14

One-on-one process in which the more experienced person provides a deliberate learning environment through instructing, coaching, providing experiences, modeling, and Advising

Front 15

Before A Fire officer can teach a new skill , what should they do

Back 15

Obtain as much information as possible about the device or procedure

Front 16

What are the four levels of psychomotor skills

Back 16

Initial, Plateau, latency, mastery

Front 17

What should be done at the very first meeting with the new firefighter training

Back 17

Explain the procedures in the fire station when the company received an alarm, assign a senior firefighter to function as a mentor, and describe any restrictions that are placed on the firefighter in training

Front 18

Once the skills that must be learned immediately are covered, what should the Fire officer be training on

Back 18

Concentrate on the skills the firefighter in training needs to know to stay alive

Front 19

For participating in any live fire evolution, what do the firefighters need to know

Back 19

Must Receive the appropriate training

Front 20

NFPA 1403 provide detailed instructions on how to conduct a safe live fire training Evolution under 5 scenarios

Back 20

Acquired structure, gas-fired Training Center buildings, non gas-fired training buildings, exterior props, exterior Class B fires

Front 21

NFPA 1403 identifies activities prohibited during live-fire training

Back 21

No Live victims, no flammable or combustible liquids as fuel, one fire evolution in an acquired structure at a time

Front 22

If a fire officer needs to develop a specific training program that is not covered by an existing certification, what are the five steps to accomplish his goal

Back 22

Assess needs, establish objectives, develop the training program, deliver the training, evaluate the impact

Front 23

What is education

Back 23

The process of imparting knowledge or skill through systematic instruction

Front 24

What is training

Back 24

Directed toward the practical application of Education to produce an action

Front 25

Three types of academic accreditation

Back 25

1: meet a specific profession or vocation, 2: Federal requirements for tuition reimbursement, 3: meet voluntary accrediting requirements to issue degrees and academic transcripts acceptable to other educational institutions

Front 26

Who is chief engineer Ralph J Scott

Back 26

The father of firefighter certification training

Front 27

Accreditation

Back 27

System whereby a certification organization determines that a school or program meets with the requirements of the fire service

Front 28

Where does the national professional development model start and end

Back 28

Firefighter 1 to Chief Fire officer

Front 29

Training Ensure what

Back 29

That every firefighter can perform competently and every Fire Company can operate as a high-performance team

Front 30

Certifications usually involve what

Back 30

A formal training program conducted by a training academy or equivalent organization

Front 31

Formal training programs include

Back 31

Some classroom and skill practice

Front 32

What are two additional company Level Training

Back 32

Pre-incident planning and area familiarization

Front 33

4 step method of skill training or job instruction training

Back 33

Prepare - prevent - apply - evaluate

Front 34

We prepare in training for what

Back 34

To maintain proficiency

Front 35

Unconsciously competent

Back 35

Do it so well that the task is automatic

Front 36

What are three indicators that training is needed

Back 36

A near-miss, a fire ground problem, and observed performance deficiency

Front 37

What are the three components of a lesson plan

Back 37

Break the topic down into simple units, show what to teach and which order to teach it, and exactly which procedure to follow, and use a guide to help accomplish your teaching objective

Front 38

What three preparations should be done prior to teaching a class

Back 38

Practice delivering the lesson, check all of your equipment, check the physical environment

Front 39

What is the presentation portion of a lecture

Back 39

Instructional portion

Front 40

What is the overall goal of a presentation

Back 40

To increase Fire Company efficiency

Front 41

Rule of thumb about lecture

Back 41

Teaching in positive terms and avoid telling a firefighter what not to do

Front 42

Good tool to help retain more material

Back 42

Increase the number of Senses engaged in the training session

Front 43

What is a good reinforcing technique during demonstration of skills

Back 43

Have the ff expalin the task while he is demonstrating

Front 44

Conscience competence learning Matrix

Back 44

Dr. Thomas Gordon

Front 45

Unconscious incompetence

Back 45

Not aware of the existence or relevance of a skill area. Not aware of having a deficiency in the area.

Front 46

Conscious incompetence

Back 46

Becomes aware of the existence and relevance of a skill. And is aware of his or her deficiency

Front 47

Conscious competence

Back 47

Can perform the skill reliably at will and without assistance, but still needs to concentrate and think to perform the skill

Front 48

Unconscious competence

Back 48

Become so practiced that it enters the unconscious parts of the brain - it becomes second nature. Will be able to perform other tasks while performing the skill

Front 49

What are the qualities to make up a good Mentor

Back 49

A desire to help, current knowledge, effective coaching - counseling - facilitating - and networking skills

Front 50

Describe Active Learning

Back 50

No more than 10 minutes presenting a formal lecture or video presentation: the student loses Focus after 15 to 20 minutes of passive learning

Front 51

A fire officer works as a coach in what aspect

Back 51

Must provide guidance that advances them from being capable of performing a basic required skills to being able to perform those skills effectively efficiently and consistently

Front 52

Four basic psychomotor skills

Back 52

Initial, plateau, latency, mastery

Front 53

Psychomotor skills - initial

Back 53

Has basic knowledge but needs assistance with specifics

Front 54

Psychomotor skills - plateau

Back 54

Knows more than 85% without assistance

Front 55

Psychomotor skills - latency

Back 55

Can remember all the skills especially those that had not been done in a while

Front 56

Psychomotor skills - mastery

Back 56

Firefighter is confident in his knowledge. Knows not only the simple skill but alternative skills to achieve the same objective

Front 57

What are 4 topics for any emergency service training program that are federally regulated

Back 57

Bloodborne pathogens, hazardous materials awareness, SCBA fit testing, National Incident Management System

Front 58

NFPA 1403 detailed instructions on how to conduct a safe live-fire training

Back 58

Develop a pre burn plan, calculate the needed water supply, provide Emergency Medical Services with transport capability, inspect the structure, assign a safety officer and ignition officer, assign instructors each functional crew with no more than five trainees, conducted pre burn briefing session and walk through for the instructors safety crew and trainees, conduct a post burn review