Officer-Candidate School Eases Shift from Fireman to Lieutenant
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One of the greatest steps in any fire service career occurs when a fire fighter is promoted to the rank of first line supervisor. However, it is still common practice in many otherwise progressive departments to promote men without giving them any leadership or supervisory training.
This is unfair to newly promoted officers and also has a less than desirable effect on the men he is assigned to supervise.
Staff and training officers of the Montgomery Ala., Fire Department were well aware of this problem area for many years but were reluctant to make changes. Finally, in the fall of 1975, after many alternatives were considered, an officer candidate training program began to take shape. The main objective was to assist officer candidates in making the transition from fire fighter to lieutenant.
Before instituting the officer candidate school (OCS) in Montgomery, an eligibility list was established by the city-county personnel board, using the same testing criteria that had been used in the past. There was a written exam for 70 percent of the final grade and for the other 30 percent, a performance evaluation by the supervisors of each man. To make the performance evaluation as fair as possible, each man was rated by his lieutenant, company captain and district chief. The resulting eligibility list was for two years.
OCS group selected
The top 15 men on the list were scheduled, at this time, to attend OCS. There were two reasons for training the top 15 men. First, this number would provide an ideal size class and second, a check of records showed that an average of 15 promotions had been made from previous two-year lists. Meanwhile, no promotions were to be made until the school ended.
The men selected for OCS were temporarily transferred from their regular duties to the training center for five weeks. During that time, they were assigned to work from 8 a.m. to 5 p.m. five days a week.
Upon completion of OCS, promotions were to be made according to the eligibility list as vacancies occurred. Candidates were told during an orientation session that their performance during OCS would not affect their standing on the eligibility list as long as their work was satisfactory. Successful completion of all phases of the program was mandatory.
Preliminary test given
The program began with an orientation session followed by a pre-course test that covered the department’s standard operating procedures as well as advanced fire service knowledge. In writing the test items, great effort was made to hold correct guessing to a minimum. The test was purposefully designed to be difficult but fair.
Fortunately, it turned out as had been anticipated. No one in the class scored as highly as they expected they would. This was a tremendous help in creating the type of atmosphere needed for the intense training that was coming.
An easy test would not have accomplished the same results because we were dealing with the top fire fighters in the entire department. The difficult, job-related test proved to them that even though they were sharp enough to be considered an elite group, there was still room for improvement.
Final test shows gains
At the end of the five-week course, a similar but more comprehensive test was administered that covered the same material but in greater detail. Individual scores indicated a substantial improvement, which helped to boost self-confidence and reinforce the training that had taken place during the school.
The first two weeks of the OCS program consisted mainly of a review of the basic fire Fighting skills and knowledge that mostly are taught in a recruit school. However, the material which requires eight to ten weeks with a group of recruits was covered, but of course in the form of a review since the idea was to present a type of refresher course.
It had been as much as 12 years since some of the candidates had attended recruit school and it was felt that a review of basics was needed to lay the foundation for the advanced training later in the course. Also, a great part of a lieutenant’s duties include keeping his fire company well trained and a good knowledge of basics is essential.
Candidates give talks
Immediately after the two-week review of basics, candidates had to select a fire-related subject and give a 10minute talk to the group. While they were selecting subjects and preparing their talks, instructors from the training bureau conducted classes and furnished guidelines for making the talks. For some of the candidates, it was their first attempt at delivering a formal talk of any type. For others who were more experienced, the talk presented fewer problems in preparation and delivery, but the general consensus was that talking to a peer group caused more anxiety than facing a group of strangers.
The short talk broke the ice and established a rapport among the candidates. Each talk was followed by a critique in which the candidates, as well as the instructors, participated. This afforded each speaker immediate feedback on his effectiveness. Peer pressure brought out the very best in each participant and the extra effort was immediately evident as each candidate tried to exceed, or at least equal, the speaker before him.
Candidates also received instruction in preparing lesson plans and researching and organizing material for classes. They also were furnished guidelines for establishing lesson objectives, selecting instructional methods and using of visual aids. Since most company training sessions use either demonstration-performance or lecture methods of instruction, these were the methods stressed during this part of the program.
Lessons prepared
Each candidate was required to select a fire-service-related subject, prepare a lesson plan and instruct a practice class using both methods of instruction. After each practice lesson, the group held closely monitored, discussion-type critiques. Suggestions were offered by the instructors who monitored the critiques as to the most effective use of visual aids and support materials.
While students were preparing their practice teaching assignments, classes were being held in various subjects related to the duties of a lieutenant, such as report writing and evaluating personnel. Normal duties as a fire fighter did not expose them to this type of paperwork and classes were needed to acquaint them with the various forms and the procedures for completing, filing and submitting data.
None of the candidates had any formal training in supervision and management. Classes were conducted in this area using the NFPA “Fire Service Management Exercises, Unit 1, Handling Personnel Problems At Company Level”. These management exercises were not only informative, but they were entertaining as well. They gave the prospective officers a chance to participate in solving simulated problems at the company level and afforded them a chance to see how others reacted to the problems. The exercises also encouraged the exchange of ideas and co operation in formulating the necessary approaches to solving the problems.
Other subjects taught
Special civil defense radiological monitoring classes were presented to enable the future officers to act as radiological monitors in case of a transportation disaster involving radiological material. The course covered the proper use of radiological instruments to include: CDV 700, CDV 715, CDV 742, and CDV 750. Candidates were required to actually search out and locate a small, live source of radiation and they were tested on the correct procedure for performing operational checks and reading the instruments.
Other subjects covered during the five week course included the company officer’s role in arson investigation and preserving the crime scene, company inspection practices, extrication of auto accident victims, moving the sick and injured, fire apparatus maintenance and record keeping, fireground tactics and public relations.
Weekly tests were administered that covered only those subjects taught during the preceding week. A final comprehensive written exam was given at the end of the five weeks. In addition to the written test, the last two days of the training period consisted of practical evaluations of the candidates as they were checked out individually on standard fire service evolutions, such as ladder practices, hose practices, protective breathing apparatus, ropes and knots, and salvage operations. There was also one 30-minute practice teaching class.
Toward the end of their training period, candidates began to exhibit a tremendous increase in self-confidence, and their prior apprehensions about the OCS and their future as supervisors became minimal. They all agreed they felt much better prepared for their new duties and as a direct result of the training program, they acquired a good idea of what to expect as supervisors and how to conduct themselves in various situations.
The gain in self-confidence and relief of personal anxieties helped make the OCS program worthwhile—not to mention the increased knowledge of baic and advanced techniques never before offered to prospective officers.
All 15 candidates have been promoted to lieutenant and fire department administrators state that fewer problems have occurred with this group than with any newly promoted group of supervisors in many years.
The department is convinced that officer candidate training is one of our most important functions and in the future, no one will be promoted from fire fighter to lieutenant without first completing OCS.
