BY WALTER J. LEWIS
Many of our well-seasoned veterans are reaching the time of retirement, having had a 25- to 30-year career. A number of them have prior trade experience or have worked part-time in carpentry, plumbing, or other construction fields. This gave them a working knowledge of how buildings are built and, having responded to many fires involving these structures, how they handle the stresses of fire. With this experience, firefighters (many of whom have moved up to become fire officers) could read the building and understand how to “make it behave” and conquer the problem at hand. They also developed skills and tricks that made the job easier-things that aren’t necessarily sanctioned by IFSTA or the fire academy. They learned when to get into a given situation, how long they could stay there, and when not to get into that situation at all.
A common phrase going around these days is, “There aren’t as many fires as there used to be.” Since some of these life experiences aren’t as common as they were, the newest members of the fire service need to be drawn into this intelligence in a way that exposes them and the members of the community they serve to minimal risk.
CADET PROGRAM
The Orlando (FL) Fire Department (OFD) saw this lack of opportunity to experience live fires and the lessons that can be learned from them as a potential problem. The Training Division, at that time led by Assistant Chief Kathy Miller, researched and developed a mentor firefighter program. This program teamed senior members knowledgeable in the workings of all facets of the department and who looked positively toward the future and newly hired firefighters. The objective was to provide an additional avenue for the new members to gain experience and training while keeping the senior members motivated, knowing that they were helping to shape the department.
In 1995, the OFD started a cadet program. It was initially a pilot program to recruit various members of the community who otherwise could not afford to become firefighters because of finances or other reasons. It brought in many members inexperienced in the realm of the fire service.
The cadets were hired and put through 22 weeks of training: 10 weeks of EMT training, eight weeks of fire school, and four weeks of orientation training, during which they were exposed to as much of the OFD activities as possible. In the past, the OFD had hired certified firefighters who were either EMT- or paramedic-trained. These firefighters, who brought with them the experience gained in their former departments, received a four-week orientation. During the four weeks, they were exposed to radio communications, standard operating procedures, fire investigation, computer classes, report writing, EVOC (emergency vehicle operations course), CPR, basic life support equipment, EMT practices, hose handling, ladder exercises, hydrant hookups, and many other topics. The 20 days went by quickly, and some of the topics were not covered thoroughly because of the time factor.
ENHANCING TRAINING
 An FTO oversees new hires reloading hose after a practical drill. Proper loading and stretching of lines are practiced regularly to ensure proficiency in hose handling. |
Realizing that there was a plethora of items to be covered within a limited time during orientation, Training Division members developed a process to enhance the new hires’ training, inspired by the process used to train new paramedics during their provisional intern time. The paramedics are assigned to a senior paramedic and are taught skills, are oriented to the protocols, and are supervised while operating and then are tested on the knowledge they retained and their abilities. If they pass, they are allowed to operate in the field. Training Division members reasoned that if this system works for the EMS portion of the firefighter’s job, why shouldn’t it work for the fire part as well? In addition to this, we noted the example of the Orlando Police Department, which assigns its new officers to field training officers. The new officers work with the field training officers exclusively for the first six months of hire to ensure that they “learn the ropes” and handle calls appropriately.
ESTABLISHING OBJECTIVES
The objectives focused on areas of concern for all new employees of the OFD. We wanted to achieve the following:
- produce a highly trained and positively motivated firefighter capable of meeting or exceeding the department’s standards of performance,
- provide equal and standardized training for all newly hired members,
- build on knowledge gained during initial training and in orientation, and
- create an atmosphere wherein the trainee could develop new skills as well as increase proficiency in those previously acquired.
In addition, we wanted to improve the department’s screening process in the following ways:
- have several members observe each trainee’s performance on the job;
- establish a valid and job-related evaluation system;
- use a standardized and systematic approach to the documented measurement of firefighter performance; and
- ultimately increase the department’s overall efficiency and effectiveness through enhanced professionalism and competency in the environment, as demanded by the department’s values.
 The scenes of shootings, extrications, and other medical or trauma emergencies require a cool head and proper decisions. The wrong decisions could mean more than improper care. |
We also wanted to establish a fair and just policy for removing members who did not meet the program’s objectives. The policy would allow the trainee to remediate and leave a very limited basis for litigation or liability for biases if the member had to be discharged. The OFD wanted to raise the level of the department’s quality of service, starting with new members, and to use these members to help change the bad habits of less productive or less enthusiastic members by igniting their desire to do well in all aspects of the job and letting that energy spread to everyone.
FUNDING
The proposed training program for new department members was presented to the chief with a request for funding and the following goals we believed the program would help our department to achieve:
- a reduction of the department’s liability by providing continual training above the department’s standards.
- fair, accurate, and level training for all new members.
- documentation of probationary members’ training and performance that could be used as a basis for removing members who do not meet the requirements for becoming permanent firefighters.
- less chance for litigation by the members removed by providing extensive training, remedial training (if needed), and a fair and just evaluation panel that would determine whether employment should be continued or terminated.
- help new members to understand that firefighters must function as team members and must relate to everyone in the community while being in “a fish bowl.”
 In-house training ensures familarity with the inventory of apparatus, its uses and maintenance. An FTO discusses equipment with a trainee. |
Almost all of those hired by the OFD worked out well. Unfortunately, those who did not meet the requirements set forth before them were subsequently dismissed after their probationary first year, which may have been extended to allow them the opportunity to remediate. The loss of an employee after a year or more of training is costly to any agency. This was another point made to those holding the purse strings; it helped win approval of the mentor firefighter program.
Other factors that may have to be addressed when considering instituting a mentor training program include the following: How much would the training cost? Would it be better to add training or to use citizens’ homes for structure-fire practice? Would an emergency scene be the best place to learn some tricks of the trade pertaining to EMS and fire, since it may jeopardize lives? How would the citizens and victim’s family view an accidental injury or death that may result from inappropriate tactics if the department chose to save money by offering less than complete training? There may be other considerations peculiar to your region and department makeup.
CHOOSING THE MENTORS
We anticipated that about 100 of our 350 members would be retiring over the next two years. The cadet program would provide about half of their replacements; the remainder would be from the current hiring list. When the cadet program began, there were mixed feelings among the ranks. Many members had on the hiring list family members or friends who were certified firefighters with EMT or paramedic experience and other valuable training including rope rescue, dive rescue, and advanced extrication training. The new cadets would take almost a half year to bring on, and they would be “green.”
Mentors were selected according to the following criteria:
- They supported the cadet program.
- They were in good standing.
- They were dedicated individuals who wanted the OFD to continue providing excellent care and tactics.
- They were available for off-duty employment obligations.
- They were knowledgeable in the workings of the department.
- They had spent a specified minimum amount of time on the job and served at busier fire stations.
- They had to hold the rank of firefighter or engineer and have teaching experience. It was felt that using higher ranks might intimidate the trainees. Having a fellow firefighter or an engineer as a mentor wouldn’t seem as threatening.
The cadet program had 15 graduates in May 2000. A minimum of 10 mentors had to be chosen and trained before graduates and mentors could be paired.
Various members submitted resumes and were interviewed by the training staff. After careful consideration, 11 field training officers (FTOs) were chosen based on the factors listed above and their shift assignments.
TRAINING THE TRAINERS
During the last four weeks of the new hires’ fire academy training, the FTOs were becoming familiar with the responsibilities of their new positions, developing tests, and making minor adjustments to the paperwork and documentation. To prevent overloading the newly hired firefighters, only six topics were selected for study during Phase 1. Additional topics were added with each successive phase. These curricula included the original six topics, but more time was spent on the newer subject areas. The trainers met four times before the program’s initiation to ensure that they understood the importance of delineating the necessary information, ensuring that training was accurate, that testing and evaluations were fair and impartial, and that documentation was proper and preserved.
Each FTO was given a two-inch binder containing all of the necessary evaluation forms, including daily observation forms, EMS run report forms, a biweekly feedback form to document progress, and the training subjects for each phase. Each FTO also received the same paperwork included in each trainee’s handbook so that the instructor and the student were aware of the areas of concern and the training topics. Also included were the remedial training guidelines and areas in which to note the types of calls to which the probationary firefighter responded and the firefighter’s performance during the emergency.
Every FTO was also taught techniques for speaking with their students, was allowed to set up practical training exercises at the academy, and was trained on the capabilities of the Mid-Florida Tech Fire Academy training grounds, including the burn building, search mazes, and hose towers.
THE TRAINING
During the four-week orientation, the FTOs began working with the new hires during practical exercises and in the classroom. This method allowed the new firefighters to meet several members of the department and to feel more comfortable. After the orientation period, the new hires reported to their unit and shift assignment; their FTO met with them within the first two shifts.
At this point, and during each change of assigned new hires, the FTO met with the new hires and their respective company officers at their new assignment. At this meeting, the program and the requirements the new firefighters were expected to complete, such as studying and tasks to be completed on their own, were explained. The FTOs also explained to the company officers that they were there to standardize training for each new member. At this time, the three parties set up a training schedule.
Probation Period
Each member is on one-year’s probation from the date of hire. The first month of probation is the four-week orientation presented in the Training Bureau. This leaves 11 months, divided into three phases of three months each. Phase 4 lasts two months. The new hire is assigned a different FTO for each phase so that the hire is evaluated by four different instructors. Some instructors may not be able to connect with students as well as others, and this process provides for a various-angle approach to distributing the information. If a member is unable to complete all the required training, additional time is added so that all of the topics can be covered and a fair and impartial examination can be given. If the probationary firefighter is unable to successfully pass the examination, a remedial period of up to three months is given, with extensive focus on those areas of concern.
Phase 1
Phase 1 begins with the first day assigned and ends at the 90-day mark. The six areas covered are Station Cleanup, Apparatus Inventory and Maintenance, Rules and Regulations, Report Writing, EMS Standing Orders, and Standard Operating Procedures. This approach provides a good base from which to work and prevents an excessive influx of information. For the first 90 days of employment, the new hires are assigned to an engine company and remain at their station each shift. After that, they become part of the rotational list and float from their assigned unit to cover staffing vacancies in their district or elsewhere in the city as needed.
- Station Cleanup was chosen as an area of education for the new members to ensure that each knows what is expected to be done during station detail day and for each day’s maintenance. For some newly hired members, this was their first experience in a career environment and in cleaning up after themselves. This includes the sweeping and mopping of floors with clean mops; handling station trash, such as biohazard, standard waste, and chemical contaminated waste; detailing of restrooms and showers; handling common cleaning chemicals and learning of the incompatibilities of some with others; refrigerator and oven care and maintenance; and all the other tasks necessary to keep a clean home or fire station.
- All FTOs wanted new members to focus on Apparatus Inventory and Maintenance. Nearly every engine, rescue, and tower in the city is set up the same; most of the equipment is located in the same place on each respective unit. This ensures that tools and equipment will be located quickly in emergency situations.
Some units carry additional equipment, beyond the standard inventory, while some units require change out to reserve apparatus for maintenance reasons. Because of these problems, all members need to know all the equipment carried on their units and where it can be found. They also need to know how to use it-not just the standard use but also all the possible uses of each tool carried and how to take care of the tools. In addition, there is extensive practice with SCBA to ensure proficient normal and emergency use.
- Rules and Regulations describes the conduct and behavior expected of OFD firefighters. So that the members understand the standards against which they will be held and the consequences of failing to comply, this topic is also taught from day one. It may seem like oversimplification, but it is done to prevent any member from failing to follow the governing stipulations of our agency.
- Some type of report is necessary to document the actions taken on each OFD apparatus response. Since everyone in the department is at least an EMT and medical calls make up 75 percent of our call load, reports are a daily occurrence. The company officer is ultimately responsible for completing a report when a response is made, but all crew members should be able to handle the paperwork. Also, teaching new members how to do this allows the senior members not already familiar with the fire incident or EMS reporting procedures to become involved. This is especially helpful when the engineer of a unit “rides up” out of grade to fill in for the absent officer and temporarily fulfill the officer’s duties. As we are all aware, documenting procedures, either fire or EMS, is necessary to justify our means and archive our practices, should they ever be questioned or researched.
- Since the early ’70s, the OFD has been providing some form of medical response. Currently, every engine, tower, and rescue is advanced life support (ALS)-capable, which facilitates the necessary response for the near 75 percent of our call load. And since every member is an EMT or paramedic, it is important that all members have a good working knowledge of the EMS Standing Orders guideline. The newly hired EMTs are required to know the basic life support (BLS) measures in the Orange County EMS Standing Orders Manual; paramedics are taught and tested on complete knowledge. The FTO program focuses on the BLS level, relying on the paramedic preceptor to whom the provisional paramedic is assigned as well as the Orange County Department of EMS to handle the ALS training and testing.
- Not every situation can be preplanned, but we, as firefighters, like to be prepared-hence, SOPs. In the fire academy, each recruit is taught how to stretch lines, hook up to the hydrant, raise ladders, and so on. But knowing when to do these things is practical knowledge that needs to be gained when assigned to a unit and practiced frequently so that each member’s interdependent task is completed and each operation ends successfully. Every riding position has a specific function for each type of emergency, which requires each member to know his or her job. Since the new hires spend their first 90 days on an engine company, the focus is on engine duties, some coverage of equipment, and procedures for the tower and rescue positions. All positions are covered in the later phases.
The Transition Between Phases
At the six-week mark of Phase 1, a transitional meeting is held with all the FTOs and the Training Division; the Phase 1 written tests, which will be administered to each assigned new hire, are distributed. During the last two weeks of Phase 1, new hires’ evaluations are completed, the tests are administered, and evaluations of the new hires’ and of the FTOs by the new hires are completed. The new hires’ evaluations are given to the Training Division to be filed. A copy remains with each student’s handbook for reference by the new FTO after the student has been advised of areas needing attention. The new hires’ evaluation of their FTO is sent directly to the Training Division, where they are read and discussed with the respective FTO. At this time, teaching methods, the curriculum, the knowledge base, and the accuracy of the information presented by the FTO are critiqued.
Phase 2
Each phase builds on Phase 1, progressing toward practical work and application of the SOPs. Several FTOs jointly train their assigned probationary firefighters in live burn and other practical exercises at the fire academy. This ensures that all members receive extensive monitored hands-on training. The Training Division is always attempting to gain live-fire training and other opportunities using abandoned structures. As these structures become available, they are used to teach and enhance the tricks of the trade passed on from the senior members.
If live fire exercises can’t be done, the buildings are used for forcible entry, search and rescue, overhaul, pulling ceilings and walls, breaching walls, survival training, and other functions within the scheduled subject areas. Most of these techniques are learned gradually. Instead of learning them in the dangerous environment as some of us did, students learn in a controlled atmosphere, where no life is at stake. Along with tricks of the trade, reading the building and learning the general hazards associated with it can be passed on from member to member.
Phase 3
Phase 3 encompasses the midterm evaluation, which makes the firefighter aware of what has been accomplished as well as the skills that need to be developed. Continued evaluation of conduct, appearance, and skills should keep the probationary member sharp and curb the tendency toward complacency. This tactic motivates other company members to perform to this level, since no one wants to be “shown up by the new guy.”
Phase 4
Phase 4, the last leg of the probationary period, includes a review of the study topics; the areas in which the firefighter was deficient in the quarterly written tests are presented during this phase. It is up to the individual firefighter to study all the topics. Not every piece of information can be spoon-fed to the newly hired members; therefore, they are required to read and study the SOP manual, the training manual, EMS Standing Orders, as well as other suggested texts such as Building Construction for the Fire Service.1
The final phase ends with the written and practical testing of all members, in their respective hiring groups. The written test requires a minimum passing score of 80 percent, which represents 50 percent of the overall score for the permanent examination. For the practical skills testing, each member must complete the skills independently and is evaluated by two assessors; an immediate consensus follows. Members are scored on the bases of ability, safety, and procedure using standard measuring tools. The practical exam represents the remaining 50 percent of the final exam. Passing these tests leads to permanent status.
NONCOMPLIANCE
Throughout the probationary period, each meeting is documented to include evaluations of attitude, performance, appearance, skill knowledge, interaction with other fire department members and civilians, and report writing skills. If a call comes in while the FTO is working with the new hire at the station, that FTO rides along to evaluate scene performance. Every other week, there is a feedback report, which is read by the new hire and sent to the Training Division for the member’s file. The individual’s company officer also completes an evaluation, which is forwarded to the Training Division. As problems arise, attempts are made to correct them in the forms of rotating FTOs, remediation, and spending extra time with that person.
If the majority of the evaluations returned to the Training Division are unfavorable and the members make no improvements, the members may be reviewed by the Field Training Review Committee. The committee, including the chief, decides on the action to take.
If 75 percent or more of the evaluation is unfavorable, the member will be allowed to resign; otherwise, he will be relieved of duty. If the evaluations are less than 75 percent unsatisfactory, the member may be granted an extended probationary period, with the stipulation that all requirements be completed satisfactorily within a specified time period. Members who fail to complete this portion with the appropriate degree of improvement may resign, or they will be discharged.
During the working probationary period, new hires will have been evaluated on their overall performance by at least six personnel including, but not limited to, the following: the FTO for each phase, the company officer, and the training officers working with them during the orientation phase.
With this many people assessing a member’s abilities, it is apparent that the evaluations would be fair and appropriate; there is little chance of bias caused by favoritism or a personality conflict with one evaluator. Also, having this number of people working specifically with the individual helps to ensure that the information is presented in various ways so that it should be more easily retained and applied appropriately during the testing grounds at training and, more importantly, the emergency scene.
Not everyone is meant to be a firefighter. People choose this vocation for different reasons. We didn’t design the program to eliminate those people who want and can do the job. We do want a means of removing members who display through their own actions their need to reconsider their motivation for entering this noble profession. None of us finds it acceptable to have someone fail to perform on the fireground or other emergency scene. These individuals may mean well, but when it comes to the real work, most of us would rather have the jerk no one likes but who does his job well than the nicest person who hesitates and can’t perform when it really counts. Our goal is to have personnel who do the job well.
Special thanks to Catherine Gibbins and Lieutenants Phil Kontoulas and Larry Johnson and the Orlando (FL) Fire Department Training Bureau for their assistance with this article.
Endnote
1Building Construction for the Fire Service, Third Edition, Francis L. Brannigan, SFPE (Fellow), National Fire Protection Association, 1992.
WALTER J. LEWIS, a firefighter/paramedic and field training officer, has been a member of the fire service for 11 years, the last five with the Orlando (FL) Fire Department. He has taught for the National Safety Council for the past eight years and teaches various fire- and EMS-related subjects in the Central Florida area. He is also an adjunct instructor with the Central Florida Emergency Services Institute.
