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Fire and emergency management/Leadership I:Strategies for Company Success (H803)/Decision-Making Styles

OBJECTIVES
The participants will:

1. Differentiate among the four decision-making styles identified.

2. Match appropriate decision-making styles to given situations using the Vroom-Yetton model.

3. Cite the advantages and potential disadvantages of group decision-making.

DECISION-MAKING STYLES NATURE AND OVERVIEW OF DECISION-MAKING
Planning, problem-solving, goal-setting and decision-making share much in common: these and the remaining management functions must be predicated upon meeting the stated mission of the fire department. Planning, problem-solving, and goal-setting each involve decision-making. Decision-making is the one managerial function at every level of the organization which directly affects and overlaps all others. Ultimately, the effectiveness of the fire service agency depends upon the decisions that are made, be they rendered by the chief officer, the first-line supervisor, or the group.

Any decision is a choice made between two or more possible alternative actions. Therefore, decision-making is the process of deliberation which leads to a final course of action. Less important decisions may sometimes be made intuitively--relying on hunches or gut feelings. However, more important decisions require a more rational, logical approach. Systematic decision-making requires the following steps:

1. Define the problem.

2. Collect information.

3. Generate alternative options.

4. Evaluate alternative options.

5. Select one option for implementation (make the decision).

As a general rule, the most important decisions are those which will impact many people, those which impact on departmental mission or goals, and/or those which could potentially cause serious negative consequences. Thus, quite often such decisions are referred to as "high risk" decisions. A CO is judged by the results of the decisions he/she makes. Few make mostly wrong decisions. Effective leaders make many high-quality decisions; they seldom make mistakes and on the few occasions that they do, they learn from those errors. Inexperienced decisionmakers and COs who make poor and mediocre decisions, often rely upon their personal experiences and preferences, previous decisions, or upon what others have done (past practice) or are doing (imitation). While past experience and tradition may be an invaluable source of data for reference (assuming quality decisions were made), what happens when a new question or problem arises for which there is no precedent upon which to draw? Trial and error? Hunch? The effective decisionmaker, on the other hand, consistently utilizes a purposeful and rational decision-making approach, matching the decision-making style to the situational characteristics.

THE LEADER'S ROLE IN DECISION-MAKING
Relationship Between Leadership and Decision-making

While leadership and decision-making are separate and unique, leadership obviously necessitates decision-making--be it on the fireground or at the station. While leader-made decisions are obviously necessary on the fireground, are leader-made decisions necessary and/or desirable in noncritical situations? What is the role of the leader in decision-making? The leader's role in decision-making, too, has been variously described. Vroom suggests we might view it as controlling the processes by which decisions are made in that part of the organization for which he or she is responsible (Victor Vroom, "Decision-Making and the Leadership Process," Journal of Contemporary Business, Autumn, 1974).How do leaders control the decision-making processes? Essentially by determining the extent and type of opportunity provided to subordinates to participate in making decisions.

DECISION-MAKING STYLES:
Style A--Autocratic The leader makes the decision alone. Discussion is limited to collecting relevant information.

Style C--Consulting The leader shares the decision issue with one or more subordinates--seeking ideas, opinions, and suggestions--and then makes a decision. All suggestions are carefully and objectively considered by the leader. The final decision may or may not be influenced by subordinate input.

Style G--Group Process The leader and the subordinates work together (as a group) until they arrive at a consensus decision. (All group members have an equal opportunity to air their opinions and argue for their point of view.) All suggestions are carefully and objectively considered by each group member. All group members accept the final decision and are committed to supporting its implementation.

Style D--Delegating The leader sets the parameters, then delegates the final decision to one or more subordinates. The leader is not involved in making the final decision but he/she supports the decision.

VARIATIONS IN INFLUENCE
As the leader moves from Style A to Style D, his/her influence over the final decision drops from 100% to almost zero. Yet, no matter which style is used, the leader retains ultimate responsibility and accountability! Thus, it's important to understand when to use various styles in order to maximize potential success.

Questions in Determining Style

Obviously, some decision-making styles are more appropriate for certain situations. Key questions affecting the leader's choice of a decision-making style would include the following:

1. Do you have a reasonable amount of time?

2. Does the leader have enough expertise to make a quality decision?

3. Do subordinates have enough expertise to make a quality decision?

4. Do the subordinates share the organizational goals to be attained by solving the problem?

5. Is the decision area complex with many possible solutions?

6. Is commitment to the decision by subordinates critical?

7. Is the decision likely to cause serious conflict among subordinate(s)?

8. Will the decision directly impact most subordinates?

9. Will the decision directly impact only a select few?

A useful resource for determining the decision-making style is the.

GUIDELINES
The preceding questions have been converted to a series of guidelines which assist leaders in selecting an appropriate style.

Guideline 1 (Time)

If an immediate decision is required, Styles C, G, and D should not be considered.

Guideline 2 (Leader Expertise)

If the leader does not possess adequate expertise to make a quality decision, Style A should not be considered.

Guideline 3 (Subordinate Expertise)

If the subordinate(s) lack(s) the knowledge or expertise necessary to make a quality decision, then Styles G and D should not be considered.

Guideline 4 (Goal Compatibility)

If subordinates do not appear to share organizational goals, Styles D and G should not be considered.

Guideline 5 (Degree of Complexity)

If the decision issue is complex and little information is available, and if the problem is ill-defined--for a quality decision, Styles A and D should not be considered.

Guideline 6 (Commitment)

If commitment of subordinates is critical to effective implementation and/or autocratic decisions are likely to be rejected by subordinates, Style A should not be considered.

Guideline 7 (Commitment With Conflict)

If commitment is critical to effective implementation, if autocratic decisions are likely to be rejected, and/or if there is likely to be serious conflict among subordinates in methods to attain goals, Styles A and C should not be considered. The selected style must allow for the venting of differences and resolution of the issue with full knowledge of the situation by everyone involved.

Guideline 8 (Group Consequence)

If a decision will have similar and nearly equal impact upon a number of individuals, styles which involve only one or a few of those affected should be eliminated from consideration. Each of those affected should have the opportunity for input and influence in the decision-making process. Avoid Style A.

Guideline 9 (Individual Consequence)

If a decision is to affect only one individual or a select few, styles which introduce uninvolved subordinates should be eliminated from consideration. Opportunity for the affected individual to influence the decision should be provided to maximize his/her acceptance and commitment to the decision. Avoid Styles A and G.

Vroom, V. H. and A. G. Jago. "Decision-making as a Social Process, Decision Sciences" 5 (1974): 749.

Approaches to Group Decision-making
Group decision-making occurs when a group of people discuss the problem or decision issue and render a decision. The decision may be advisory or actual; the decision may be by democratic process (majority) or consensus.

Both of the latter points need to be clearly spelled out at the beginning of any group decision-making activity. If the group decision is to be advisory, group members should be made aware of this at the outset; otherwise, a number of advantages may be lost and impair future group productivity as well as leader-subordinate relations. By the same token, if the group is told the leader will support and abide by the decision it reaches, the leader should in fact follow through and abide by it. Any parameters within which the group must work should be clearly specified at the outset.

With the group's role in the decision-making process clearly delineated, the second issue requires comment. In democratic group process, decisions are made on the basis of majority votes. Although sometimes necessary to reach a decision, the democratic decision-making process may create disharmony, conflict, and even divisiveness among coworkers. The manager should be alert to the symptoms of a win-lose mind set and intervene before it becomes a reality and a problem.

Consensus decision-making is a collaborative approach in which all involved in the decision-making process work together as a team and work through differences of opinion without generating a win-lose atmosphere. Everybody is heard; everyone listens. Everybody concurs with the decision (although it may be no one's real preference) and agrees to support it, and, everyone wins, including the organization. Because of the common goal orientation, the problem-solving (collaborative) focus and common frame reference emerging, understanding and support of and commitment to the decision is enhanced. Whether the decision is to be democratic or consensus, any parameters surrounding an acceptable decision must be defined (limit to spending, limits on other resources, etc.).

Advantages of Group Decision-making
Group decision-making offers a number of potential advantages over individual decision-making. The first advantage is the greater potential, total knowledge, information, and/or opinion it offers. With each group member bringing into the decision-making his/her own background knowledge and experience, frame of reference, and creativity, possibilities are multiplied with each member.

The same factors contribute to the probability of a more thorough examination of the issue and a greater number of ideas, approaches, and alternatives being generated. Analysis and evaluation of alternatives will tend to be more thorough and complete. The result: the probability of a better decision as opposed to a "satisficing" one. Because they have been involved from the beginning in the decision-making process, group members will better understand and appreciate the decision, accept the decision, and commit themselves to the decision.

Apart from resulting in better decisions and greater commitment to the decision, there are other advantages. Group decision-making is a highly motivational tool. You, the leader, have shown your trust in their knowledge, ability and judgment (self-esteem). You have given them some control over their lives in the workplace (stress-reduction benefit).

Reaching a decision, especially on a problem lacking clear definition and structure, provides them with a real sense of accomplishment (achievement). Group decision-making also contributes to the professional growth of the members. They not only learn and practice decision-making skills to help prepare them for leadership roles, but also increase their understanding and tolerance for diversity. They learn to examine ideas from perspectives other than their own--including the management perspective.

Potential Advantages and/or Disadvantages
Several phenomena associated with group decision-making may well be positive attributes--unless they go too far. These factors are disagreement (versus conflict), time, and risk-taking.

One of the advantages most frequently cited is greater input. Because of the scope and diversity of viewpoints, it is assumed the best choice will emerge. Honest disagreement, controversy, and exchange are healthy. What happens when conflict becomes counterproductive? Group process may break down. Even if an excellent decision is made, negative feelings may persist. The skilled group leader/facilitator will watch for symptoms of impending conflict and strive to defuse the potential crisis. Separating the people from the problem and focusing on interests, not positions, are two guidelines the leader must practice in his/her own interactions with group members and stress to group members to thwart vocal disagreement from becoming a detriment to group progress.

Time requirements can also be an asset or a liability in group decision-making. Because of the greater number of input sources, and often greater diversity of opinion going into the group decision-making process, groups typically need greater amounts of time to move through the decision-making process. Because of the greater time expended in generating and evaluating alternatives, and the more thorough analysis and discussion, the quality of the decision may well be higher. But if the process is rushed, the advantages of group decision-making are lost. Hence, if minimum time is available to reach a decision, an individually made decision may be the better style.

The potential liability is simply stated: cost. Cost in time away from regular job function and/or in overtime. The leader must consider the utilization of group decision-making from a cost-effective viewpoint in determining whether or not to use it.

Earlier the issue of system versus risk in decision-making was addressed. Groups tend to be more willing to take risks in decision-making. Change necessitates risk; however, change forthe sake of change may neither be productive nor healthy. Careful evaluation of alternatives is essential by the group to ensure calculated risk-taking.

Potential Drawbacks (Disadvantages) of Group Decision-making
Group decision-making is not without several potential drawbacks. Social pressures (apart from group think) may be involved. Social pressure is a major factor in conformity. Within groups, members of social cliques or work crews may feel the necessity of supporting the informal leader or most vocal member of their twosome or threesome and hence fail to be totally open and honest in sharing their ideas and opinions. There is the possibility of less than professional trade-offs on the part of the group members to gain support for their decisions.

Interpersonal obstacles such as personality conflicts, unique psychological needs of some individuals (such as the need to dominate), even the overly talkative can interrupt the group decision-making process. The leader/facilitator must be alert to impending problems in this area, and if necessary, talk with the responsible individual(s) in private.

Another problem that can emerge in group decision-making is that of hidden agendas, an ulterior motive. Often this ulterior motive entails a vested self-interest in the outcome of the group's decision. This person may dominate, intimidate, or refuse to be cooperative with others in arriving at a collaborative decision. The presence of this individual cannot only impede the progress of the group in rational decision-making but also can impact the members' morale and enthusiasm, resulting in a less-than-optimal decision.

The discussion leader should be aware of those with such hidden agendas. In regard to the preceding obstacle potentials, it must be remembered that groups tend to bring out the best and the worst in individuals. The use of group decision-making may unduly raise the expectations of subordinates with reference to outcome of the decision (overnight changes) and future involvement. It is important that the CO help subordinates keep their involvement in perspective.

QUALITIES OF EFFECTIVE DECISIONMAKERS
The success of a CO is not a matter of luck or fortune. It's a composite of knowledges, skills, effort, and personal attributes. Sometimes described as movers, shakers, goers, and doers, effective leaders also make effective decisions. Marvin identifies what he believes to be the 12 most common characteristics of effective decisionmakers. Effective decisionmakers are:

Synoptic. They focus on the big picture, considering all possible opportunities and potentials.

Dissatisfied. They have an inherent preoccupation to make the best better.

Sensitive. They continuously and consistently exercise acute sensitivity to others and their environment.

Catalytic. They make things happen and assume personal responsibility to do so.

Opportunistic. They take advantage of opportunities and even create opportunities where there seemingly are none.

Skill-directed. They do not play trial and error; they rely on things they do well and make the most of available inputs and resources.

Innovative. They are creative and they draw upon the creativity and strengths of others.

Forward thinking. They look to the future and search for (more) opportunities.

Resourceful. They utilize the expertise and ideas of others, involving them in decision-making as appropriate.

Evaluative. They know what they are doing, asking the right questions and pursuing the answers to those questions.

Expedient. They get things done.

Courageous. They take calculated risks and they act, accepting responsibility for the things they do.

For reference, see P. Marvin. Developing Decisions for Action (1971) p. 46. The professional fire service officer will compare his/her decision-making characteristics to that of effective decisionmakers. Doing so enables one to identify areas in which he/she can strive for growth, enhancing decision-making skills. Dare to improve yourself and your decision-making skills. Make a decision to do so and act!

THREE DECISION-MAKING PRINCIPLES
The confident CO knows that there are 3 summary principles involved in effective decision-making regardless which style of decision-making is used.

Make the Decision

First, he/she makes a rational decision. In making non-programmed decisions, he/she follows the purposeful decision-making process and adapts the decision-making style to match the nature of the decision. A decision is made.

Implement and Evaluate

After reaching a high-quality decision, the effective decision-maker implements it. He/She not only implements the decision but also monitors its impact. He/She is alert for unforeseen consequences and acts to avoid unnecessary disruption caused by the decision. He/She implements the decision and evaluates results.

Recognize That You Probably Cannot Satisfy Everyone

The effective decision-maker recognizes that in reality, one cannot expect to satisfy everyone every time one makes a decision. He/She realizes that even with the collaborative consensusapproach some will likely be less than enthusiastic about any given decision.

The effective CO is not striving to win a popularity contest, or to be one of the group. The ultimate decision must reflect and contribute positively to the good of the group and the fire service. He/She doesn't try to satisfy everyone. The CO will be judged by the quality of the decisions he/she makes.

SUMMARY
Decision-making is the one managerial/leadership function which directly affects and overlaps all other functions.

Rational decision-making requires the decisionmaker to use a systematic process along with the appropriate style.

Effective decisionmakers are aware of their own strengths and limitations.

They seek to improve the quality of decisions made and accept responsibility for their decisions.

They understand that the well-known adage applies to them: "Due to circumstances beyond my control, I am master of my fate and captain of my soul."

GLOSSARY
1. Decision--A choice made between two or more alternative options.

2. Decision-making--A process of deliberation which leads to a final decision.

3. Rational Decision-making--A systematic process which relies on defining the problem, collecting information, generating multiple alternatives, and analyzing various alternatives in order to select the most appropriate decision.

4. Consensus Decision-making--A collaborative approach in which everyone is heard and all views are carefully considered. Everyone supports the final decision even if it is not their preferred solution.


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Fire and emergency management/Leadership I:Strategies for Company Success (H803)/Problem-Solving I:Identifying Needs and Problems

OBJECTIVES
The participants will:

1. Identify services provided by a typical fire company (outputs), and resources needed to provide these services (inputs) and understand their interrelationship.

2. Describe advantages and disadvantages of individual and group problem-solving.

3. Demonstrate nominal group technique (NGT).

4. Describe four methods by which problems are solved.

5. Outline the critical steps in a problem-solving model.

6. Apply force field analysis as an aid to diagnosing a problem.

GENERAL RESPONSIBILITIES OF THE CO
The most important company responsibility is to carry out an assigned mission within the department. The CO is the link between the fire department administration and the firefighters and is responsible for transforming departmental goals into specific actions. The CO, therefore, must allocate available resources to meet company needs.

RELATIONSHIP BETWEEN SERVICE DELIVERY AND NEEDED RESOURCES
The community depends on the fire department for effective and efficient delivery of essential services. In order to assure availability of such services or outputs (EMS, fire suppression, fire prevention, etc.), the community provides necessary resources or inputs (personnel, apparatus, equipment, etc.) to the department. The department must manage available resources in a way that assures its ability to deliver required services effectively. This is accomplished by establishing and maintaining effective managerial processes throughout the department. Thus, the CO is responsible for such processes at the company level.

PROBLEM-SOLVING: A CRITICAL SKILL
In order to fulfill the basic responsibility of contributing to the efficient operation of the fire and life safety system, the CO must allocate resources to meet needs. Before allocating resources, the CO must be able to identify the needs of the company. Allocating resources--which are often inadequate, to satisfy needs--which are often overwhelming, is one of the greatest challenges to managers of all levels. The CO must establish priorities.

ProblemsProblem_solving arise when the needs of individuals or groups cannot be met, especially when their priorities are different from those of the allocator. The CO has to make judgments/decisions about whether existing processes are adequately meeting individual and group needs of the company. Problems generally arise when existing processes fail to meet existing needs. Then the CO must establish problem-solving priorities.

Often all problems are blamed on management. Perceived problems often focus on lack of personnel or equipment (resources) and overlook how things are working (processes).

While such an approach offers an easy way out for the CO, it simply avoids the real issues. In actuality, many problems can and should be solved at the company level without management involvement or support.

Admittedly, a few problems cannot be solved without management intervention, particularly ones which are caused by insufficient resources. But even these problems can be influenced in ethical and productive ways from the company level. Participative management implies that employees from all levels within an organization participate in and contribute to the problem-solving process. (Participation in this context can mean giving input, rather than being the actual problem-solver.)

It's the CO's responsibility to identify and solve problems which can be taken care of at the company level and to inform management about other critical problems which require upper-level attention.

IDENTIFYING AND PRIORITIZING PROBLEMS
The CO has needs and priorities to be satisfied and resources to be allocated, and, when these cannot be properly balanced, problems often result. What is a problem? A problem exists when there is a difference between the actual situation and the desired situation. A problem exists whenever there is a gap between the way things are and the way they ought to be. The greater the gap, the bigger the problem.

The CO has to decide how much input he/she needs from company members in order to identify and prioritize company problems.

There are distinct advantages to getting a maximum amount of input from all company members. Using a group process:

Allows the CO to hear about problems from company members' perspectives.

Generates more ideas--the CO gets a better picture of all problems.

Meets subordinates' need to be involved.

Heightens subordinates' awareness of conflicting needs and the complexity involved in trying to balance such conflicts.

Generates subordinate interest in solving company problems.

But, there are also some potential disadvantages to the group process:

Usually takes more time.

Cliques and conflicts sometimes develop.

Individuals may have little interest in participating.

Interacting groups may waste time on interpersonal relationships.

Ideas are sometimes evaluated prematurely.

Conformity may inhibit idea generation.

Certain people can dominate discussion and some are not heard.

Two techniques have been designed to overcome the disadvantages listed above:

Brainstorming and Both techniques can be used effectively for identifying problems and/or generating solutions. The NGT is particularly helpful in identifying a number of problems and establishing priorities for problem-solving efforts.

CHECKING PRIORITIES
After problems have been prioritized the CO needs to do a final check before committing resources to solving identified problems. The following questions will help determine whether solving a problem is worth the required time and effort.

Who will benefit if the problem gets solved? Highest priority should go to problems which impact on the public (quality of service, etc.).

Will it save money?

What's the impact on company performance? Will solving the problem enhance company effectiveness?

If solving the problem will not have a direct or indirect effect on quality of service, cost of operations, or company performance, then the problem is questionable as a valid priority.

METHODS OF SOLVING PROBLEMS
The first method is intuitive, which is based on hunches, gut feelings, and is not systematic. The second is minimum effort. Judgments are based on a limited number of alternatives. An alternative is selected because it is good enough, rather than the best one. This method is sometimes called "satisficing."

The third method is politically based. The problem is diagnosed in terms of preferences and power of other parties affected by decision. Consequences of alternatives are assessed in terms of acceptance or resistance by other parties. Judgments are based on compromise, and implemented in a way that considers stake and political position of involved parties.

The fourth method is systematic. The problem-solver:

Relies on measurable objectives to achieve a goal.

Has explored all possible alternatives.

Knows relative pros and cons of each.

Always chooses the alternative(s) that maximize(s) the attainment of the goal. There are a fixed number of steps in the process. This method represents the ideal.

A SYSTEMATIC PROBLEM-SOLVING MODEL
The figure below depicts an eight step model of a problem-solving process. The circle serves as a visual reminder that the problem-solving process is evolutionary in nature. Thus, it often becomes necessary to cycle back to earlier steps if difficulties arise or if solutions initially attempted fail to reach the established goal.

If a systematic problem-solving approach is required, the CO again needs to decide how much subordinate input is required to solve the problem. The CO should consider maximum participation throughout the entire process if:

The subordinates know more about the problem than the CO.

The subordinates will be affected in some way by the solution.

The CO needs subordinate cooperation in order to achieve the goal.

SETTING GOALS
After problems have been identified, convert each problem into a goal. A goalGoal_%28management%29 is a broad statement of what you wish to accomplish. For example; Problem: Poor company performance at structure fires. Goal: To improve company performance at structure fires.

Then evaluate your goal. Is it realistic (achievable)? Is it important (worth our time)? Is it challenging (do we care)?

SITUATION ANALYSIS
First, determine causal factors. For example: What are the symptoms? Who is involved? What is the standard? What exactly is happening? Where is the problem occurring? When does it occur?

Some problems will have only one cause; others will have several. Many errors in problem-solving can be traced to confusing symptoms with causes. Symptoms are what happened such as, decreased productivity, lower quality, poor morale, and communication breakdowns. Causes are why it happened.

Next, identify factors which can contribute to reaching your goal (assets).

Finally, explore alternative strategies for reaching your goal and prioritize.

FORCE FIELD ANALYSIS
Force field analysisForce_field_analysis is a tool for organizing and analyzing information during the situation analysis step. It may be used individually or by a group. The procedure is as follows:

Clearly define the problem and goal by stating the difference between the actual and the desired situation.

List the forces that are driving the problem toward solution. These forces can be individual, organizational, or external.

List the restraining forces that are preventing movement toward solution.

These forces can also be individual, organizational, or external.

Make estimates of the relative strength of each of the driving and restraining forces.

Make estimates of your ability to influence each force.

One of three conditions will result:

If the driving forces outweigh the restraining forces, simply proceed.

If the restraining forces heavily outweigh the driving forces and if you do not have any possibility of reducing restraining forces, you should probably reconsider your goal because your probability of success is limited.

If the driving and restraining forces are about equal you should resist the temptation to push harder on the driving forces because the restraining forces will push back even harder. Rather, work to weaken or eliminate some of the restraining forces.

FORCE FIELD ANALYSIS ACTIVITY 1
[[Media:FFAactivity.pdf|Click here to download Activity 1]]

SUMMARY
Let's recap for a moment and review our progress up to this point with the problem-solving model. We recognize that a problem exists. We then decide the appropriate level of participation of others in working toward a solution. Next we determine a problem-solving method (intuitive, minimum effort, political or systematic). The problem is converted to a goal. After determining a goal, we identify factors contributing to the problem (causal factors) and identify factors driving us toward a solution (assets).

The model will be completed in Problem-Solving II.

Glossary and Bibliography are located after Problem-Solving II.

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


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Fire and emergency management/Leadership I:Strategies for Company Success (H803)/Problem-Solving II:Solving Problems

OBJECTIVES
The participants will:

1. Complete the force field analysis begun during Problem-Solving I.

2. Demonstrate brainstorming.

3. Describe the steps that must be carried out in a problem-solving process after the problem has been identified and analyzed.

REVIEW OF PROBLEM-SOLVING I
The CO has a responsibility to recognize the relationship between resources (inputs) and service delivery (outputs). In order to balance inputs and outputs the CO must establish and maintain effective company-level processes.

Finally, the CO has a responsibility to monitor internal processes by identifying and solving company-level problems.

IDENTIFYING, DEFINING, AND PRIORITIZING PROBLEMS
A problem exists if there is a gap (difference) between what is desired and what actually exists. After a problem has been identified, you must decide whether resources should be committed to attempt a solution. This decision is based on the urgency and importance of the problem and whether you have the authority to act.

The CO must also select an appropriate level of participation for others in carrying out problem-solving activities. There are three general levels of involvement: 1) none; 2) some input from group; and 3) group working together. Different levels may be used in different parts of the problem-solving process. The effectiveness of problem-solving depends on both the selection of the right level of participation and on the process used. Who is involved depends upon the importance and complexity of the problem, the required degree of acceptance by group, time available, whose values should be considered and what weight they should be given.

The nominal group technique (NGT) is an effective process for identifying and prioritizing problems.

Priority problem-solving efforts should be given to those problems which have a direct or indirect impact on quality of service, cost of operations, and company performance.

There are four methods of solving problems: 1) Intuitive which is based on hunches; 2) Minimum effort which involves forming a judgment based on a limited number of alternatives and choosing an alternative that is good enough--not necessarily the best; 3) Political, and 4) Systematic which is a rational process with a fixed number of steps. This process is time-consuming, exploring all possible alternatives and choosing the alternatives that maximize the attainment of the goal. The key to selecting the proper method is to select the one which takes the least time and resources to arrive at a satisfactory solution to the problem.

A systematic problem-solving model includes several critical steps:

1. Identify and prioritize problems.

2. Establish goals.

3. Situation analysis.

4. Set objectives.

5. Develop action plans.

6. Implement plans.

7. Monitor.

8. Evaluate outcomes.

The problem-solving process is an evolutionary process. It often becomes necessary to cycle back to earlier steps as difficulties arise or if alternative solutions initially attempted do not bring about a satisfactory solution.

REVIEW OF FORCE FIELD ANALYSIS
Force field analysis is a useful way of identifying pressures for and against change in a problem situation.

The technique:

Pressures for change (their driving forces) are listed and their strength is estimated. The pressures which resist change (the restraining forces) are also listed and their strength is estimated. The relative strength of the particular pressure is indicated by the length of the arrow. The driving and restraining forces are then arranged in a diagram similar to the one shown in Problem-solving I.

The technique does not make decisions.

Rather, it helps you to visualize the forces at work and their individual and cumulative strengths. In order to solve the problem,it is necessary to evaluate the impact of each force and the probability of increasing or decreasing it.

GENERATING ALTERNATIVE STRATEGIES
Alternative strategies are actions that could reduce or eliminate the difference between the actual and the desired situation. For each driving and restraining force, identify actions you must take in order to increase or reduce the force.

CHOOSING FROM ALTERNATIVES
Evaluate each of the alternative strategies. What are the advantages and disadvantages of each? Do you have the resources necessary? Are group members committed? Is it cost-effective? Which one(s) are critical to reaching your stated goal?

SETTING OBJECTIVES
Convert each critical strategy to a written objectiveObjectives.

An objective is a specific description of an expected outcome to be attained over an identified period of time.

An objective must spell out the ABCD's (Audience, Behavior, Conditions, Degree).

Objectives should define what you intend to accomplish as specifically as possible.

Example:

One of the causes of poor performance at structure fires is "lack of hands-on experience."

Converting this to an objective might produce something like:

"By November 1, 1988, our crew will successfully complete four structure fire drills at the training tower."

You now have a strategic plan for reaching your stated goal.

Before moving on, take a final look at your problem-solving plan. If you accomplish all of your objectives can you reasonably assume that you'll reach your goal and eliminate the problem? If not, consider additional and/or different strategies (objectives).

DEVELOPING AND IMPLEMENTING ACTION PLANS
An action plan is a step-by-step outline of work that needs to be done in order to meet the stated objective. Each objective requires its own action plan.

A good action plan requires that you:

- Determine and assign tasks.

- Assign responsibility for monitoring.

- Plan for evaluation.

- Determine timeframes.

- Identify needed resources.

- Document completion of each task.

Now you have a complete set of objectives for reaching a specific goal. Each objective has a clear and concise action plan. Individuals can now go to work on their assigned action plan steps. Remember, coordination and communication are essential.

While the present alternative is being implemented, think of the next alternative you will try if this one doesn't work.

MONITORING AND EVALUATING
The CO needs to monitor each activity to make sure tasks are completed correctly and on time. Amend the plan where necessary (unanticipated events, inability to meet specified deadlines, etc.). Keep all work group members informed of progress. Monitoring and evaluating can indicate discrepancies in the plan that necessitate cycling back to earlier parts of the process. The problem-solving model is a continuing process, not one where you follow the steps once and are automatically successful.

Completion of the problem-solving process requires an in-depth evaluation.

Evaluation is taking a "lessons learned" approach. This allows you to capitalize on noted strengths and weaknesses in your next problem-solving venture. Bring the work group back together and evaluate the total project in terms of both outcome and process.

The following are possible questions which can be used to determine "Did it work?"

Did we meet our stated goal?

What did we do right?

What did we do wrong?

What could we have done better?

Almost no project ends without bringing to light additional problems of which you were unaware. Thus, the process begins again.

GLOSSARY
1. Force Field Analysis--A tool for organizing and analyzing information during a problem-solving process.

2. Goal--A broad statement of what you wish to accomplish.

3. Intuitive method of problem-solving--Based on hunches, gut feelings.

4. Minimum effort method of problem-solving--A process where alternatives are investigated only until a satisfactory solution (one that minimally satisfies the objectives) is found.

5. Nominal group technique--A technique for structuring group meetings which assures participation and neutralizes power/status differences.

6. Objective--A specific description of an expected outcome to be attained over an identified period of time.

7. Political method of problem-solving--A process which selects a solution based on the preferences and power of parties affected.

8. Problem--A difference that exists between an actual situation and a desired situation.

9. Problem-solving--A process that results in eliminating the gap between desired performance and actual performance.

10. Systematic method of problem-solving--A rational process whereby the problem-solver knows his/her objectives and has them ranked in order of importance, has explored all possible alternative solutions, knows the relative pros and cons of each, and always chooses the alternative(s) that maximize(s) potential attainment of the goal.


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Fire and emergency management/Leadership I:Strategies for Company Success (H803)/Running a Meeting

OBJECTIVES
The participants will:

1. Discuss the necessity for having planned meetings.

2. Identify three types of meetings.

3. Describe the requirements for running an effective meeting.

4. Analyze a meeting agenda.

5. Take effective meeting minutes.

THE NECESSITY FOR HAVING MEETINGS
A meetingMeeting is an assembly of persons for a specific purpose.The following is paraphrased from William Carnes, an authority on communications and running meetings.

''If you call a meeting, I'll have to be there.Whether you or I like meetings or hate them, we are both destined to spend some of our workday attending them. You attend my meetings (for your own protection) and I will attend yours (to find out what you are up to). You may complain and I may object, but we will go.''

CATEGORIZING MEETINGS ACTIVITY 1
[[Media:meetingactivity1.pdf|Click here to download Activity 1]]

TYPES AND PURPOSES OF MEETINGS
As the leaderLeader, it is important to recognize the type and purpose of the meeting in order to lead others, get the task accomplished, and get the team to work well together. You and all other participants need to know the purpose of the meeting.

All business meetings fall into one of four basic types: informational, decisional, critique, or combination.

The perceptions and expectations of the group membership, if similar, can keep the meeting moving in the right direction. If the fire officer is having an informational meeting and firefighters think it is a decisional meeting, then unnecessary conflict or confusion can be present.

If the fire officer misleads self or others in thinking recommendations are being asked for (decisional meeting) but he/she already "knows" the decision that will be made, then there is more potential for conflict and confusion.

WAYS TO RUN OR RUIN A MEETING ACTIVITY 2
[[Media:meetingactivity2.pdf|Click here to download Activity 2.]]

SEVEN REQUIREMENTS FOR RUNNING MEETINGS
For further discussion on running meetings click |here

First requirement: Every meeting must have a purpose.
If the leader does not know the purpose of the meeting or cannot communicate its purpose to participants, there is no point in having a meeting. To determine the purpose of your meeting, answer these questions:

What are you trying to accomplish?

What is the extent of the group's control over the final outcomes?

Second requirement: Everything has its own time and place.
The time and place for your meeting competes with the time and place for doing something else or being somewhere else. It is simple to take care of the planning and execution of details with regard to the setup of the meeting. By neglecting setup details, you risk "being run by the meeting" rather than "running the meeting."

[[Media:Meetingchecklist.pdf|Click here for a sample Meeting Checklist.]]

Third requirement: Each individual is important.
It is vitally important that everyone who should be invited, is invited and anyone who should not be invited, is not invited. Prior to the meeting, take time to think about the attributes and likely responses of each participant. Plan necessary actions to best accomplish task and have good interpersonal relationship with each participant. Inform them you want them to know key issues. Solicit support or their views.

Fourth requirement: Prepare a meeting agenda.
Preparing a list of topics in advance to be presented during the meeting is a powerful leadership tool.

Fifth requirement: Where you sit or stand is important.
A lot of differing communication messages take place with regard to where a person sits or stands during a meeting. The most appropriate arrangement of table and chairs should be considered in relation to each particular group and its purpose for meeting. Meetings are most successful when members see each other face-to-face. When there is a large number of participants, or when the leader needs to assert more control over the meeting process, alternate arrangements are required. Being alone and center stage prescribes a not-so-subtle position of influence for the leader. In the circle arrangement, no matter where the leader sits, the influence by seating arrangement is equally dispersed among participants. When it is desirable to place some people on the fringe of influence, some seats are far removed from the center of mass or from the leader.

In summary, position is related to influence and where one sits or does not sit changes the environment of the meeting from an open environment to a closed environment. The leader needs to plan and execute the right environment according to the purpose and the participants of any given meeting.

Sixth requirement: Implement ground rules.
Fix time limits; start on time, and end on time. This is essential for meetings that occur frequently. Leaders need to listen more, speak less. Much can be communicated well when the leader uses good listening skills. Enforce listening strategies while someone else is speaking. Encourage those who habitually are silent to express their views. Override interruptions. Except for emergencies, the only interruptions to be permitted are visits (perhaps telephone calls) from someone who outranks the meeting leader. The time of many people and the focus on many items for this meeting deserve top priority. Adopt ground rules, as you deem appropriate.

Controlling problem individuals at a meeting is sometimes necessary for a leader. The following list categorizes some of these problem types and a possible method of effectively handling these disruptive individuals.

The show-offShow-off

Toss him/her a difficult question or say "that's an interesting point, lets see what the group says."

The argumentative hecklerHeckler

Remain calm. Agree with and affirm good points. Toss bad points to group for discussion. Heckler will be quickly rejected.

The rambler

At a pause in his/her monologue, thank him/her, restate relevant points and go on.

The enemy (personality clash)Enemy

Emphasize points of agreement, minimize differences.

The off-base participant

Take the blame yourself. Say: "Something I said must have led you off the subject; this is what we should be discussing."

The silent participant

a. Ask a provocative question.

b. Ask direct, easy-to-answer questions from time to time.

Seventh requirement: Put it in writingRhetoric_and_Composition/Writing_in_Business.
Because memories are faulty and because sometimes you "kind of" have a decision but it is not really clearly defined, having to keep a written record forces clarification of the issues. Some procedures for summarizing a meeting follow. Appoint a competent person to take notes during meetings. Go around the group at the apparent conclusion of a key point and ask a member to summarize the issue points. Place those points on the chalkboard or flipchart, and then get consensus/agreement from the group on that summary. It will help, especially after "heated" discussions, to have as many group members as possible participate in the summary. The goal of the minutes is to be complete, clear, and brief. Record any desired actions that need to be taken. The most practical way is for the leader to assign someone during the meeting to complete the task and file a report within a short period of time. Follow through and check on the progress and quality of the work assigned.

SUMMARY OR MEETING MINUTES
MinutesMinutes should be prepared and distributed within 24 hours of a meeting whenever possible and/or appropriate. This helps reaffirm the importance of the meeting and helps reduce errors due to faulty memories.

These minutes should provide clear concise statements of decisions made, actions taken, actions to be taken. By whom and deadlines. Minutes can be divided into two categories, the first, action items, where decisions are made, agreements reached, and assignments made along with who is responsible and their target dates for completion.

The second, progress items, with information on what has been accomplished since the last meeting, what is being worked on, and what the next accomplishments should be and their target dates.

SUMMARIZING A MEETING ACTIVITY 3
[[Media:meetingactivity3.pdf|Click here to download Activity 3]]

SMALL VERSUS LARGE MEETINGS
The seven requirements apply to both small and large meetings. In small meetings it is more difficult to get tasks done and to keep personal relationships in good order.

There are several reasons why small meetings are difficult to manage. Small meetings are more personal; offensive words are more apt to be spoken. The leader seems inclined to postpone the start of the meeting until all participants have arrived. There seems to be more inclination to interrupt the leader. Two or more participants are likely to keep talking at the same time. The informal and freer atmosphere of the small meeting makes it difficult to adhere to rules.

Small meetings can take the longest time for even the simplest business. Don't be frustrated with the small meeting's inefficiencies but rather, plan ahead for the meeting. Use the seven requirements with freedom to deviate and direct the flow of the meeting without stopping the spontaneity of the small group meeting.

The "stand-up meeting" is one successful way to have a small, informal meeting. It can work well in a routine way such as at the start of a shift. The leader has the crew stand in a circle. There is no eating, leaning, or other distractions. Then, for 10 minutes or less, the leader refers to his/her notebook and disseminates information.

Brevity, informality, and simplicity of topics, make it appropriate for using the leader's notebook as the single source of the agenda and the written record of the meeting.

PREPARING A MEETING AGENDA
"Preparing a Meeting Agenda," is such an important tool for successful leadership in a group meeting that its basics and subtleties warrant special consideration. Planning ahead is a leadership responsibility.

AgendaAgenda_%28meeting%29 basics follow:

• Date, time, and location shown

• Written in short phrases

• Items are listed in sequence

• Information is not sufficient to tell you much

Agenda subtleties are found in who controls the agenda, what is discussed and when.

Hidden agendas are usually controversial or personal issues that the leader or other participants have not openly expressed. Often feelings run strong on these issues, and certain members may want to modify the agenda, for example, by introducing proposals for "a solution" before the issue has been fully discussed by all. Competitive feelings between members, some situation that has been a previous point of contention, or the desire to take up a subject because of some personal attachment can all lead to hidden agendas. The best rule of thumb is to know that hidden agendas may exist. Usually, it is best not to permit someone else's hidden agenda item(s) to be part of the discussion. (For example, indicate that you want to stick to the agenda item(s) at this meeting.)

[[Media:meetingagenda.pdf|Click here for a sample meeting agenda.]]

WHAT IS YOUR MEETING IQ? ACTIVITY 4
[[Media:Meetingactivity4.pdf|Click here to download Activity 4]]

GLOSSARY
1. Agenda--A list of topics that will be covered at the meeting and the sequence in which they will occur.

2. Critique meeting--A review of the good points and bad points of prior actions.

3. Decisional meeting--Focuses on items that need input from the group before a decision is made.

4. Hidden agendas--Unexpressed personal or controversial issues.

5. Informational meeting--Focuses on items that people need to know.

6. Minutes--Clear, concise statements of decisions made, actions taken, or progress of on-going tasks.

7. Stand-up meeting--Leader gathers group members around him/her and using notebook covers the agenda. (10 minutes or less.)


text:
Fire and emergency management/Leadership II: Strategies for Personal Success (H804)

Return to Wikiversity:School of Fire and Emergency Management

About Open Source Learning Project

Course Instructions

Managing Multiple Roles as the Company Officer

Creativity

Enhancing Your Personal Power Base

Ethics


text:
Fire and emergency management/Leadership II: Strategies for Personal Success (H804)/Course Instructions

Introduction
The intent of the Leadership II class is to provide an entry level understanding of leadership and management as a company officer. Some of the benefits of NFA training is quality course content and the ability to network with others in the fire service. This course was designed with these two premises in mind. While working through the material, the student is expected to post comments and discussion on the "Discussion" section of the modules. Part of the grading process will be how well the student interacts with others on the discussion boards. Please remember to set up an account on Wikibooks to post your comments and thoughts. To learn how to create a username click here.

How to register for the course
There are two ways to register for the Leadership I class:

 * go to | www.greatoaks.com and register online for the class.

 * check with your training academy to find out if they are accepting this course and how to register.

To recieve a National Fire Academy Certificate for this training, please complete the [[Media:75-5a.pdf|Form 75-5A]] and return to the sponsoring training entity. These must be returned to the sponsoring training entity, as the NFA does not accept these forms directly.

Please note: ''While utlizing the course materials is free for use and download, training entities may charge a fee for issuance of certificates and administration. Such fees and costs are between you and the institution.''

Once you have registered and have recieved confirmation, set up your username on Wikibooks. This will be your access for the discussions and comments.

For questions, or further information, contact [mailto:finneym@greatoaks.com| finneym@greatoaks.com].

How to utilize the course materials
You should find the course is very easy to move through. Items in blue provide further detail on the content or additional information of interest. Consider clicking on these to gain a better understanding of the information.

All activities are clearly marked in the outline and most are marked in blue. This means there is a downloadable component to it. All activities that are downloadable are in .pdf format and you will need a copy of Adobe Acrobat. You can download a free copy at | www.adobe.com.

All videos are in Quicktime format. You can download a free copy of Quicktime at | www.quicktime.com.

As part of the course, you are required to provide comments and input on the discussion questions related to the module. The discussion questions can be found by clicking the tab "discussion" at the top of the page. Do not forget to click the "signature" icon at the end of your comment. This is how the instructor will know you have completed that component of the class. For more information on how to use the discussion go to Talk page

Once you have completed the material, and are ready to take the final examination, contact your sponsoring training agency or your instructor to get the final examination login or to schedule to take a paper-based test.

If you have any questions, comments, or suggestions, please contact your instructor or email [mailto:finneym@greatoaks.com| finneym@greatoaks.com]

Taking the final examination
At the current time, you will need to contact your sponsoring training agencies to schedule a final examination. Some institutions have a web-based or online testing format, others may require you to take a paper-based test. For further information, contact your sponsoring information or your instructor.

Helpful techniques for taking the course
Here are some helpful tips for utilizing the course materials:

 * Be sure to set up your username at the beginning of the course.

 * Download a copy of Adobe Acrobat and Quicktime.

 * Utilize the module approach of the curriculum. Trying to do all 12 hours at one time can be overwhelming and content retention will decrease.

 * Set up a schedule and timeline. This will save you a lot of headaches trying to rush through the materials to meet a deadline.

 * As you go through the modules make notes of how you can utilize the material in your department.

Feel free to add additional hints that may be helpful to students.


text:
Fire and emergency management/Leadership III: Strategies for Supervisory Success (H805)

Return to Wikiversity:School of Fire and Emergency Management

About Open Source Learning Project

Course Instructions

Situational Leadership

Delegating

Coaching

Discipline at the Company Level


text:
Fire and emergency management/Leadership III: Strategies for Supervisory Success (H805)/Course Instructions

Introduction
The intent of the Leadership III class is to provide an entry level understanding of leadership and management as a company officer. Some of the benefits of NFA training is quality course content and the ability to network with others in the fire service. This course was designed with these two premises in mind. While working through the material, the student is expected to post comments and discussion on the "Discussion" section of the modules. Part of the grading process will be how well the student interacts with others on the discussion boards. Please remember to set up an account on Wikibooks to post your comments and thoughts. To learn how to create a username click here.

How to register for the course
There are two ways to register for the Leadership I class:

 * go to | www.greatoaks.com and register online for the class.

 * check with your training academy to find out if they are accepting this course and how to register.

To recieve a National Fire Academy Certificate for this training, please complete the [[Media:75-5a.pdf|Form 75-5A]] and return to the sponsoring training entity. These must be returned to the sponsoring training entity, as the NFA does not accept these forms directly.

Please note: ''While utlizing the course materials is free for use and download, training entities may charge a fee for issuance of certificates and administration. Such fees and costs are between you and the institution.''

Once you have registered and have recieved confirmation, set up your username on Wikibooks. This will be your access for the discussions and comments.

For questions, or further information, contact [mailto:finneym@greatoaks.com| finneym@greatoaks.com].

How to utilize the course materials
You should find the course is very easy to move through. Items in blue provide further detail on the content or additional information of interest. Consider clicking on these to gain a better understanding of the information.

All activities are clearly marked in the outline and most are marked in blue. This means there is a downloadable component to it. All activities that are downloadable are in .pdf format and you will need a copy of Adobe Acrobat. You can download a free copy at | www.adobe.com.

All videos are in Quicktime format. You can download a free copy of Quicktime at | www.quicktime.com.

As part of the course, you are required to provide comments and input on the discussion questions related to the module. The discussion questions can be found by clicking the tab "discussion" at the top of the page. Do not forget to click the "signature" icon at the end of your comment. This is how the instructor will know you have completed that component of the class. For more information on how to use the discussion go to Talk page

Once you have completed the material, and are ready to take the final examination, contact your sponsoring training agency or your instructor to get the final examination login or to schedule to take a paper-based test.

If you have any questions, comments, or suggestions, please contact your instructor or email [mailto:finneym@greatoaks.com| finneym@greatoaks.com]

Taking the final examination
At the current time, you will need to contact your sponsoring training agencies to schedule a final examination. Some institutions have a web-based or online testing format, others may require you to take a paper-based test. For further information, contact your sponsoring information or your instructor.

Helpful techniques for taking the course
Here are some helpful tips for utilizing the course materials:

 * Be sure to set up your username at the beginning of the course.

 * Download a copy of Adobe Acrobat and Quicktime.

 * Utilize the module approach of the curriculum. Trying to do all 12 hours at one time can be overwhelming and content retention will decrease.

 * Set up a schedule and timeline. This will save you a lot of headaches trying to rush through the materials to meet a deadline.

 * As you go through the modules make notes of how you can utilize the material in your department.

Feel free to add additional hints that may be helpful to students.


text:
Fire and emergency management/Lieutenant Recruitment Process

About the fire department.
The city of Teelville Fire Department is a combination fire department that employs 3 full-time career Lieutenants, six full-time career firefighters, one Fire Prevention Specialist, two Chief Officers as well as Reserve and Volunteer Firefighters. The department recently completed a Fire Master Plan that defined the department’s goal for the next seven years. In 2006 the department will break ground on its new two-story headquarters fire station consisting of four bays, large training room/EOC and administration area consisting of approximately 15,000 square feet. The construction will also include a new three story training tower and drill ground for training purposes. In 2005 the department took delivery of a new 2004 Pierce Arrow XT, a Scott air trailer and we are proposing to purchase an aerial apparatus for delivery in 2007.

The department is progressive and seeks candidates that understand the complexities of a combination fire department and respects all members of the organization whether career, reserve or volunteer. The incumbents in these positions will work a modified Detroit work schedule and be assigned to one of three 24-hour shifts. The department remains committed to accountability, professionalism, and strong community relations.

Additional information can be obtained by contacting Sue Adams, Secretary of administration at (253) 678-1234.

Essential Duties and Responsibilities
The following information details the different assignments that the Lieutenant may be assigned. This information details the majority of the duties required, however this list is not all-inclusive and other related duties may be assigned.

1.Administrative Duties: May assist in departmental budgetary process, and attend meetings as required; Maintains discipline of a fire company during day to day operations; allots appropriate amount of time with subordinates for goal setting and feedback; properly conducts and manages performance appraisals of subordinate personnel; assists with specialized projects as directed.

2.Demonstrates Ability In Oral And Written Expression: Maintains records and reports in a timely manner for both emergency and no-emergency status; writes memos and other related business documents; inputs report information while applying knowledge of basic computer applications.

3.Promotes Safety Standards And Programs: Provides public education in the area of fire safety and related areas; coordinates work with other mutual aid fire companies, adheres to all City and departmental safety policies and programs.

4.Performs Rescue and Lifesaving Duties: Ensures that proper rescue procedures are implemented; ensures that proper medical care is administered in accordance with department policies and Teelville County Emergency Medical Services protocols; ensures that all proper notifications are made regarding each emergency incident.

5.To Emergency And Public Assistance Incidents: The Lieutenant will respond to fires, emergency medical, hazardous materials, rescue and other related emergency and public assistance incidents; maintains discipline of a fire company during an incident response; applies tactics and strategies consistent department rules, regulations and procedures.

6.Performs Pre-Fire Planning: Participates in “in-service” company pre-fire plan inspections and diagrams.

7.Maintains Appropriate Professional Demeanor: Ensures that all grooming standards are met and adhered too, maintains equipment and clothing, including subordinates, in a constant state of readiness and ensures that all clothing and equipment is clean, neat in appearance and free of defects. Ensures that communication is tactful, diplomatic and inoffensive by communicating respectfully; creates a positive work relationship with co-workers, and maintains confidentiality in personnel matters; and ensures that the uniforms are clean and presentable.

8.Performs Subordinate Training: Coordinates, schedules, and instructs training for the company; develops and presents company training programs; recommends and implements company wide training standards.

9.Supervises Facility, Equipment, Supplies, Maintenance And Use: Inspects station and equipment; schedules and directs maintenance of building and equipment; takes step necessary to correct problems with facilities and equipment.

10.Fire Prevention: Performs company inspections of existing facilities; documenting findings; and assisting with “all-risk” community safety education programs. Performs hydrant maintenance and ensures that all program records are maintained accordingly.

11.Displays Good Project Management Skills: Develops and maintains good project management skills such as identifies, clarifies and participates in resolving complex issues and follows through to a successful outcome.

Minimum Qualifications
Experience and Education:

1.Experience: Must have a minimum of five (5) years experience in a progressive municipal fire department as a Washington State Firefighter I or equivalent state certification with Firefighter II highly desirable; Must posses a Washington State Certification as an Emergency Medical technician or equivalent state certification with a minimum of three years of E.M.T. experience. Must possess a valid Washington State driver’s license or ability to obtain within 30 days and pass successfully a medical survey, physical ability examination and background investigation.

2.Education: High School Diploma and possession of an A.S. or A.A. degree from an accredited college in Fire Science, Fire Administration, Fire Command or related field. Successful completion of the Officer Development Academy highly desirable. Advanced education and/or experience as a first line supervisor.

Knowledge, Skills, and Abilities:

Knowledge of: Fire and E.M.S. equipment and emergency scene operations; fire ground management (including the Incident Command System); fire suppression methods; principles of fire service, administration, general management and organizational skills; local, state and federal laws, codes and ordinances pertaining to fire safety and enforcement; principles of hydraulics and construction; maintenance of buildings and equipment used in fire protection; emergency medical services; storage and handling requirements of hazardous materials; city geography and water systems; record keeping and budgetary methods; advanced experience in principles of supervision and training; computer and office product skills.

Ability to: Plan, organize and supervise fire department personnel; exercise independent judgment and work with a minimum of supervision; communicate effectively with the public; apply laws, ordinances and regulations to situations of potential fire hazards; maintain accurate records and accountability; write clear, concise and comprehensive reports; adapt quickly in an emergency and adopt an effective course of action; operate fire apparatus observing legal and defensive driving practices; understand and carry out oral and written instructions; effectively use a personal computer to input incident reports and utilize software in a variety of assignments; assist in conducting a public fire prevention educational program; perform thorough fire prevention and safety inspections; and establish and maintain effective relationships with those contacted in the course of work and maintain and foster a positive relationships through “teamwork” concepts.

Special Requirements:
1.Must possess sufficient strength and stamina to manipulate, operate, lift and carry objects, tools, materials and equipment for fire suppression operations, emergency medical incidents and fire inspections weighing up to 120 pounds;

2.Must be willing to work outdoors in varying weather conditions when required;

3.Must be willing to work in areas with exposure to traffic, loud noises, physical barriers, or around potentially hazardous substances and materials;

4.Must be able to write various reports and correspondence in the course of daily activities;

5.Must be capable of operating equipment, tools, and vehicles under daylight and evening conditions; must possess ability to quickly and accurately read reports, correspondence, instructions, signs and other objects in stressful emergency conditions;

6.Must be able to communicate effectively with other individuals over the radio and telephone;

7.Must be able to supervise others in an effective manner and to exercise good judgment under stressful emergency and fire incidents; must be able to operate a personal computer and its component parts.

Physical Demands
While performing the duties of this job, the employees are frequently required to sit, talk and hear. The employee is frequently required to walk, sometimes on uneven surfaces; use hands to finger, handle, or feel objects, tools, or other controls; and reach with hands and arms. The employee is occasionally required to climb or balance; stoop, kneel, crouch, or crawl; and smell.

The employee must frequently lift and/or move up to 25 pounds and occasionally lift and/or move up to 100 pounds or more with assistance. Specific vision abilities required by this hob include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

Representation
This position is represented by the Teelville Professional Firefighters Local 3829. You may contact Mr. Stormin Teel, President for further information at (253) 383-5678 or by mail at PO Box 999 Teelville, Washington 98765.

Application Process
Please read carefully the following instructions for applying for this position. Failure to follow these instructions will result in your application being denied.

1.Complete the City application in its entirety. You must sign the application.

2.You must complete all information on the background waiver. It must also be notarized prior to application submission.

3.A fee of $30 must be paid at time of application submission.

4.You must supply a copy of you Firefighter I Certification. If you are an out of State applicant you must submit a copy of your states Firefighter I Certification.

5.If you have a Firefighter II Certification you must supply a copy of it as well. If you are an out of state applicant and have a Firefighter II Certification from your state you must supply a copy of it as well.

6.You must supply a copy of your Emergency Medical technician Certification. If you are an out of state applicant you must supply a copy of your states E.M.T. Certification or National Registry. .

7.If you possess a college degree you must supply a copy of your degree.

8.If you do not possess a college degree you must supply an official transcript of the college course work you have completed.

DO NOT SUPPLY COPIES OF ALL OF YOUR CERTIFICATES ONLY THOSE REQUIRED AS STATED ABOVE.

'''DO NOT CALL CITY HALL FOR THE STATUS OF YOUR APPLICATION. YOU WILL BE NOTIFIED IN WRITING OF FUTURE TEST DATES.'''

APPLY IMMEDIATELY OR BY FEBRUARY 13, 2006 AT 5:00 PM

CITY OF TEELVILLE 400 TEELGREEN AVENUE TEELVILLE, WA 98765

My Assignnment Is Project Two.
Problem: I need to develop criteria for hiring a new fire personnel. As a Fire Chief for the City of Teelville I need to hire an experienced Lieutenant to fulfill my minimum requirements and who meets all the qualifications for that position. I have been asked to develop criteria for hiring new fire personnel from the city manager. The hiring process will need to include:

·Applicant prerequisites (if any). ·Information to be requested on the application. ·All evaluation components (if any).

Research: Will include looking at other cities hiring practices, qualifications for the position by the state and NFPA. Will get with the human resources division to legally and correctly establish the proper announcement with all the city, county, state, and federal requirements to post and announcement. Need to place and advertisement in the local paper for as long as the law allows. Will get with finance to see what the starting pay and steps of pay requirements will be. Have the city attorneys review our announcement and make sure we properly covered all legal requirements.

Conclusion: To hire the best qualified candidate that will fit into our department and continue the up standing quality of service that we provide.


text:
Fire and emergency management/Personal Protective Equipment-Labeling and Information

Return to School of Fire and Emergency Management

About the Open Source Learning Project

Personal Protective Equipment-Labeling and Information

Cognitive Applications

Psychomotor Applications


text:
Fire and emergency management/Personal Protective Equipment-Labeling and Information/Personal Protective Equipment-Labeling and Information

Terminal objectives
Garments shall have at least one conspicuously placed permanent label attached when properly assembled.

Product labels on protective ensemble shall be located inside each garment.

It will be easy to locate and read when necessary.

Enabling objectives
Wearer must be aware of :

 * Use multiple labels to display all information if necessary.
 * Certification organization's information shall be part of the product label and shall be printed in English.
 * Symbols and pictures are permitted in lieu of words and must be understood.
 * NFPA Standard 1971 shall be legibly stated on the product label and at least 2.5mm high.
 * The following information shall be printed legibly and at least 1.6mm high:
 * Manufacturer's name and address
 * Country where manufactured
 * Manufacturer's garment identification
 * Month and year garment was manufactured
 * Model number
 * Size
 * Materials used
 * Cleaning instructions
 * All 3 layers of garment shall have labels on each piece, and shall meet previously listed requirements.
 * Manufacturer shall attach obviously placed user identification, so user has no choice but to remove information prior to using.
 * Manufacturer shall provide a minimum of the following information:
 * Pre-use information
 * Safety information
 * Limits of use
 * Garment markings
 * All tests must be done prior to field use
 * Warranty information
 * Preparations for use
 * Sizing
 * Storage concerns
 * Inspection frequency
 * Donning and Doffing procedures
 * Sizing procedures
 * Interfaces
 * Use consistent with NFPA 1500 - Part 1910.132
 * Washing and drying precautions
 * Inspection details
 * Maintenance amd repair
 * Decontamination procedures
 * Retirement and disposal procedures


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Fire and emergency management/Portable Fire Extinguishers

Return to School of Fire and Emergency Management

About the Open Source Learning Project

Portable Fire Extinguishers

Cognitive Applications

Psychomotor Applications


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Fire and emergency management/Promotional process

Fire Officer III

Project Three

January 9-13, 2006

Task: Develop a process to be used by the Anytown Fire Department for promoting its members from the rank of Firefighter to the rank of Lieutenant.

First, post the position, listing qualifications and criteria.

Minimum Qualifications:

Certifications: EMT if already employed by the City of Anytown or gain an EMT certification within one year of hire, EVOC or EVAP (Emergency Vehicle Accident Prevention Program) and a WA. State drivers’ license.

 * Has all required firefighter and other certifications as needed for his/her current position.

 * (Firefighter 1and 2, Airport Firefighter, Fire Instructor 1 and Fire Inspector 1.

 * Driver Operator (pumper), Aerial Operator, Haz-Mat: Awareness and Operations.)

The applicant will have one year after the promotion/hiring to obtain a certification for Fire Officer 1. The applicant will also obtain within one year a Haz-Mat certification for Technician and ICS.

Must be able to pass or have medical transcripts which demonstrate successful completion of a LEOFF II medical examination or any other standard physical examination as may be required by the City of Anytown or the State of Washington. Must be able to meet the requirements of the Rules and Regulations of the Anytown Civil Service Commission, which may encompass requirements regarding minimum age, education, physical strength and agility or other job-related qualifications. Two years experience as a firefighter, or any other equivalent combination of experience and training.

General Statement of Duties:

Performs professional and supervisory work in directing the operations and activities of the fire suppression, prevention and first aid functions of the Fire Department. Responds to fire suppression, specialized rescue and emergency first aid calls on an assigned shift. Supervises the maintenance of firefighting equipment, apparatus, quarters and grounds. Plans, schedules and teaches basic firefighter level classes including any special certifications or skills that they possess. Conducts safety and fire prevention inspections of all buildings and structures within the city.

Supervision:

Supervision is provided by a superior officer through general review and evaluation of achievement of departmental objectives and efficiency of operations. Supervision of subordinate full-time and volunteer personnel is required.

Preferred Qualifications:

One year of experience as a municipal fire department fire suppression supervisor or four years experience in a municipal fire department, two years of which must have been as a firefighter, or an Associate of Arts Degree in Fire Science or a related field and two years experience as a firefighter.

Essential Job Duties:

Supervisory duties:

 * Assumes command at emergency alarm scene until relieved by a superior officer; places duty companies and supervises rescue, exposure, confinement, extinguishment, ventilation, salvage and overhaul activities.

 * Plans, organizes, and supervises the day-to-day activities of full-time firefighters; prepares daily and weekly schedules for training, equipment maintenance and other related duties.

 * Inspects fire suppression equipment and vehicles to assure departmental standards and operating procedures regarding general appearance, working condition and safety are met.

 * Develops and implements modern fire suppression training programs; leads drills.

 * Briefs and debriefs subordinates on shift activities and incidents.

 * Acts as liaison with public, local and State agencies and the City of Anytown regarding fire suppression and prevention matters.

 * Makes recommendations to supervisors for the development of departmental fire suppression and prevention goals, objectives, and priorities; coordinates and supervises assigned programs and procedures to meet established goals.

 * Supervises shift activity, record reporting, and maintenance and retention programs; prepares required State and local reports.

 * Supervises subordinates in cleaning and maintenance of fire station, equipment, apparatus and grounds.

 * Makes recommendations for the fire suppression and prevention annual operating budget.

 * Evaluates fire suppression personnel; makes recommendations to supervisors regarding personnel actions.

Firefighter duties:

 * Responds to alarms as a member of an engine company; lays and connects hose, nozzles and directs water streams; uses a variety of equipment in extinguishing fires; maintains radio contact with communications center at fire station.

 * Responds to alarms as an engine driver/operator; places equipment and assures adequate water supply.

 * Ventilates burning structures; performs salvage operations such as placing salvage covers, removing water and debris.

 * Performs rescue operations, both fire and non-fire, providing emergency medical technician services and attending to the public under extreme stress conditions involving trauma, suffering and personal tragedy.

 * Completes accurate reports of all emergency incidents during assigned shift.

 * Participates in inspection of buildings and other structures as a part of the fire prevention program.

 * Instructs or assists in the instruction of classes for the general public and local schools on topics such as fire prevention and first aid.

 * Performs general maintenance work to fire department buildings, grounds and equipment; cleans and washes walls, floors and windows; cleans, polishes and tests equipment and other related tasks to assure that the facilities are presentable to the public and that fire suppression equipment and apparatus is in a constant state of readiness.

 * Performs other duties as required.

Selection criteria:

Knowledge: Extensive knowledge of modern methods, principles, techniques and practices of fire suppression, fire prevention, and natural or man-made disasters as well as fire organization and management; extensive knowledge of safety regulations in Chapters 296-305 WAC (Wash. Administrative code) and departmental rules/regulations and policies and procedures; extensive knowledge of 2-way radio use in conformance with FCC rules and regulations; extensive knowledge of salvage and overhaul operations and methods; extensive knowledge of the principles and practices of advanced first aid; extensive knowledge of traffic laws, ordinances and regulations involving emergency vehicle operations; extensive knowledge of fire hazards relating to different types of building construction, including electrical systems and chemical properties as of building materials; basic knowledge of modern methods, principles, techniques and practices of personnel supervision.

Abilities: Ability to effectively plan, direct, coordinate and evaluate the activities of paid and volunteer firefighting personnel; to effectively lead and motivate subordinates to achieve a high level of readiness and morale; to develop modern fire suppression and prevention services to meet the needs of the City; ability to use, operate and maintain firefighting equipment and tools, including trucks, ladders, hose, heavy-duty and portable fire apparatus; to think clearly, to reason and react quickly and calmly in hazardous and potentially life-threatening situations; to perform hazardous tasks requiring strenuous physical exertion for extended periods of times in cramped surroundings, and hot and smoky environments with limited visibility and at times considerable heights; to memorize the geography, street, hydrants and building locations in the City of Anytown as well as individual characteristics of buildings, including construction, hazards and built in protection devices; to read and interpret maps, plans and diagrams of floor plans; to recall facts and conditions observed while under severe physical and/or emotional stress; to complete an Emergency Medical Technician course and to apply knowledge and skills gained; to use tact, understanding and judgment in dealing with the public in fire suppression, prevention and medical aid situations; to understand and follow oral and written instructions; to maintain harmonious working relationships with supervisors and co-workers.

Special requirements:

Must be able to maintain the level of knowledge, skill and ability necessary to qualify for the Basic Life Support recertification examination and all other certifications required.

The first part of the testing process will be a review of all applications. These will be reviewed by a panel consisting of The City of Anytowns Lawyer, the Human Resources Officer and The City of Anytowns Fire Chief. They will review the application for qualifications, grade requirements and certifications. They will select the top five applicants based on the minimum and preferred qualifications.

If there are less than five applicants the panel will decide whether to re-open the announcement or to choose from the current applicants. The Fire Chief will take the list and submit it to a second panel.

The second part of the selection will be an oral interview. A panel consisting of The City of Anytowns Assistant Fire Chief, The Human Resources Officer, the City of Anytowns Lawyer, a Fire Captain and a Fire Lieutenant will be assembled.

The top five will go (in no particular order) before the panel. The panel will be able to ask the applicants three questions pertaining to the panel members’ expertise as related to the fire service.

The applicants will be given the opportunity at the end of the interview to add personal comments.

The panel members will individually rate each applicant (1 through 5, 5 being highest) based on the answers to their questions and any personal comments offered by the applicants. The individual ratings will be given to the Fire Chief. He will add up the total points and award the position to the applicant with the highest score.


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Fire and emergency management/Public Safety Telecommunicator

Public Safety Telecommunicator

 * Public Safety Telecommunicator I

 * Public Safety Telecommunicator II


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Fire and emergency management/Public safety telecommunicator I

About the Open Source Learning Project

Recieve

Process

Disseminate

Cognitive Applications

Psychomotor Applications


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Fire and emergency management/Public safety telecommunicator I/Cognitive Applications

 * Verbal communication process.
 * Incident categories, priority levels, identify potential risk, hazards and threats.
 * Available resources, jurisdictions and boundaries.
 * Policies and procedures for pre-arrival instructions.
 * Incident Command System


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Fire and emergency management/Public safety telecommunicator I/Disseminate

Terminal Objective: Proper release of information and data, to complete the public service request.

Enabling Objectives: •	Policies and procedures for conveying information, instructions and directions

•	Policies and procedures for release of information to the public and media.

•	Communicate accurate information with other telecommunicators, given processed data


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Fire and emergency management/Public safety telecommunicator I/Process

Terminal Objective: Process incident or service related information for Dispatch, referral by evaluating, categorizing and formatting.

Enabling Objectives:

•	Policies and procedures for generating records

•	Policies and procedures for analyzing information

•	Policies and procedures for assessing information And data

•	Evaluate a categorized and prioritized request, allocating available resources

•	Policies and procedures for addition, correction and deletion of documents, files, databases, maps and resource list.


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Fire and emergency management/Public safety telecommunicator I/Psychomotor Applications

 * Operation and basic troubleshooting of telephone and communication equipment.
 * Controlling conversations utilizing established questioning and listening techniques.
 * Manage excited, foreign language and suicidal calls.
 * Manage special handling calls such as mass casualty and weapons of mass destruction.
 * Basic language and writing skills, interpreting and condensing information, typing and handwriting skills.
 * Map and chart reading and use of resource list. Voice control, providing directions, route callers and operate telecommunications equipment.
 * Situational Awareness of all operations within the served area and surrounding areas.
 * Monitoring other call takers and dispatchers to gather additional information on active incidents.


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Fire and emergency management/Public safety telecommunicator I/Recieve

Terminal Objective: Verbally communicate with public by Phone, radio or other  communication device to effectively receive accurate information.

Enabling Objectives:

•	Acquire information from those who request public safety services

•	Establish effective and accurate verbal communications with public

•	Effective established questioning techniques

•	Effective established listening techniques

•	Manage situations

•	Establish nonverbal communications


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Fire and emergency management/Public Safety Telecommunicator II

About the Open Source Learning Project

Recieve

Process

Disseminate

Cognitive Applications

Psychomotor Applications


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Fire and emergency management/Pumping Apparatus Driver Operator

Return to School of Fire and Emergency Management

About the Open Source Learning Project

General

Operations

Cognitive Applications

Psychomotor Applications

Additional Training Materials


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Fire and emergency management/Pumping Apparatus Driver Operator/Additional Training Materials

Additional Training Materials

 * [[Media:pumper.pdf|DoD Pumper Driver Operator Lesson Plans]]


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Fire and emergency management/Pumping Apparatus Driver Operator/General

Terminal Objectives: Prior to operating fire department vehicles, the fire apparatus driver/operator meet job performance requirements.

Terminal Objectives: Preventive Maintenance.

Enabling Objectives: Students must know how to :

Perform routine testing.

Inspections. Service functions on the system.

Manufacturer specifications.

Have the ability to use hand tools.

Recognize system problems.

Correct any deficiency.

Terminal Objectives: Document all test,inspections and servicing.

Enabling Objectives:

Students must know:

Requirements for documenting maintenance preformed.

Accurate record keeping.

Ability to use equipment.


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Fire and emergency management/Pumping Apparatus Driver Operator/Operations

Terminal Objectives
Operate a fire department vehicle upon the public roads using due care and in accordance with department policy, local and state laws governing movement of authorized emergency vehicles.

Enabling Objectives
Student Must Know:
 * Effects of vehicle control of liquid surge.
 * Breaking reaction time.
 * Load factors.
 * General steering reaction.
 * Speed and centrifugal force.
 * Laws and regulations.
 * Skid avoidance.
 * Night driving.
 * Shifting and gear patterns.
 * Negotiating intersections, bridges and railroad crossings.
 * Height and weight limitations for roads and bridges.
 * Identification of gauges.
 * Operation of passenger restraint system.
 * Know safe following distances.
 * Acceleration and deceleration while turning for weather and road conditions.
 * Operate vehicle during non- emergency conditions.
 * Proper vehicle position at emergency scenes for personnel safety

Terminal objectives
Back a vehicle from roadway into a restricted space of 12 ft in width requiring a 90-degree right or left handed turn from the roadway with out stopping and pulling forward or striking any obstructions while using a spotter.

Enabling Objectives
Student must know:
 * Vehicle dimensions.
 * Turning characteristics.
 * Spotter signals.
 * Safe vehicle operation.
 * Able to use mirrors.
 * Judge clearance.

Terminal Objectives
Maneuver a vehicle around obstructions on a roadway while moving forward and reverse with a fire department vehicle and spotter and be to back through obstructions with out stopping to change direction or striking obstructions.

Enabling Objectives
Student must know:
 * Vehicle dimensions.
 * Turning characteristics.
 * Spotter signals.
 * Safe vehicle operation.
 * Able to use mirrors.
 * Judge clearance.
 * Effects of liquid surge.

Terminal objectives
Turn fire department vehicle 180- degree within a confined space with a spotter for backing in a area which the vehicle can not perform a u-turn with out stopping and backing up.

Enabling Objectives
Student must know:

 * Vehicle dimensions.
 * Turning characteristics.
 * Spotter signals.
 * Safe vehicle operation.
 * Able to use mirrors.
 * Judge clearance.
 * Effects of liquid surge.

Terminal Objective
With a fire department vehicle operator must be able to maneuver through areas of limited horizontal and vertical clearances, so the operator can judge ability of the vehicle to pass through the openings.

Enabling Objectives
Student must know:

 * Vehicle dimensions.
 * Turning characteristics.
 * Spotter signals.
 * Safe vehicle operation.
 * Able to use mirrors.
 * Judge clearance.
 * Effects of liquid surge.

Terminal Objectives
Operate a fire department using defensive driving techniques under emergency condition.

Enabling Objectives
Student Must Know:
 * Effects of vehicle control of liquid surge.
 * Breaking reaction time.
 * Load factors.
 * General steering reaction.
 * Speed and centrifugal force.
 * Laws and regulations.
 * Skid avoidance.
 * Night driving.
 * Shifting and gear patterns.
 * Negotiating intersections, bridges and railroad crossings.
 * Height and weight limitations for roads and bridges.
 * Identification of gauges.
 * Operation of passenger restraint system.
 * Know safe following distances.
 * Acceleration and deceleration while turning for weather and road conditions.
 * Operate vehicle during non- emergency conditions.

Terminal Objectives
Operate all fixed system and equipment on vehicles that is not specifically addressed.

Enabling Objectives
Student must know:
 * Manufactures specifications.
 * Operating procedures
 * Deploy the system
 * Energize the system.
 * Monitor the system.
 * Recognize problems.
 * Correct problems.


text: Fire and emergency management/Pumping Apparatus Driver Operator/Psychomotor Applications


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Fire and emergency management/Rescuing victims of a building collapse

Welcome
Welcome to the Wiki rescue manual. We will draw from resources from the New Zealand Urban Search and Rescue environment, which complies with INSARAG (Internation Search and Rescue Advisory Group, part of the UN Office for the Coordination of Humanitarian Affairs) guidelines. The pdf document of this manual is available at this link: http://www.usar.govt.nz/usarwebsite.nsf/Files/NZCDEM-General-Rescue-Manual/$file/NZCDEM-General-Rescue-Manual.pdf. In text form, it is over 200 pages, and the .pdf is about 4mb. The wiki manual will largely follow from it, but where information contained in it is New Zealand specific, this will be made explicit. Hopefully the book will internationalise as more people contribute to it.

'''None of the contributors to this manual, The Wiki Foundation, The New Zealand Ministry of Civil Defence and Emergency Management nor New Zealand Urban Search and Rescue accepts responsibility for any accident caused by misuse or misinterpretation of information contained in the manual. This manual does not consitute adequate training in an emergency situation.'''

Now that the disclaimer is out of the way, click on any of the chapers below to read through the text.