The level of responsibility we assume is rather frightening. Some years ago, Dr. John L. Bryan, professor and head of the Fire Protection Engineering Curriculum at the University of Maryland, addressed the Fire Department Instructors Conference at Memphis. In his presentation, Dr. Bryan stated to his audience of fire service instructors: “Your students must involuntarily recall, in times of great emotional and physical stress, that which they need to know.” That statement is extremely wise, and it is packed full of ideas we should note and note well. “Your students,” not ours or his or hers but yours, the people you train, the people you are responsible for, are the ones about whom Dr. Bryan is talking. Your students “must,” not should, or ought to; your students must. Your students must “involuntarily recall”; they must recall without thinking, they must react automatically, they must perform their jobs completely and perfectly, as if by reflex action. “In times of great emotional and physical stress” is a phrase which should be understandable to any experienced firefighter. It doesn’t happen on every run, by any means, but the times of great emotional and physical stress are frequent enough so that we can instantly relate to the point Dr. Bryan was making. The people we teach must be able to recall involuntarily that which they need to know, regardless of the circumstances they encounter, and no person who has not been in our business could possibly comprehend just how stressful those circumstances can be. The final phrase, “that which they need to know,” stands for an immense quantity of information. In just six words, Dr. Bryan has charged us, the fire service instructors, with responsibility for transmitting to our students the entire body of fire service knowledge they must have to do their jobs. We said earlier that the responsibility is frightening. Perhaps “awesome” would be a better word. Our job is difficult, and it is different. (Source: Fire Instructor’s Training Guide, (2nd edition) by Joseph R. Bachtler)
Long Beach Fire Captains have special critical responsibilities when they supervise probationary firefighters. This point is emphasized in the LBFD Policies and Procedures which states: “Captains shall diligently instruct new members assigned to their command and shall maintain records for required recruit probationary reports.” (P&P 1.3.17.6). One way to recognize the significance of this critical assignment is to remind oneself that the probationary period is the first year of an approximately 30 year career with the Long Beach Fire Department.
Solid fundamental habit and attitude formatting begin in the Fire Academy and is reinforced and further developed during the probationary year under the careful guidance of the Captains.
These duties fall not only to the regularly assigned station Captains, but also to Captains who are detailed-in, serve as “Qualified Reliefs,” assigned as “call-backs,” and accept trades.
ROLE OF THE CAPTAINS
One of your primary roles as a Captain is to create a wholesome learning environment in which probationary firefighters have appropriate opportunities to develop the job-related skills, knowledge, and attitudes to become Journey-Level/Firefighter II members of the Long Beach Fire Department. In addition to performing in an exemplary manner, while probationary firefighters closely watch, Captains must slow their pace to review the purpose and detail of every new experience. Captains must guide probationary firefighters through a comprehensive curriculum that requires the blending of knowledge and skills, and the proper judgement of when, where, and how to apply them.
The essentials of the Captains’ roles are that they apply the techniques of coaching by providing role models to follow, and giving encouragement and direction to the probationary firefighters to apply what has been taught. This is followed by giving feedback on the probationary firefighters’ performance. As the training proceeds, an evaluation of the probationary firefighters’ suitability to be firefighters will take shape in the minds of the Captains because you are closest to the performance, or product, being evaluated. It is important that your assessments have a positive impact on the performance and behavior of probationary firefighters. The Captains’ appraisal of the probationary firefighters’ abilities should be followed, whenever possible and appropriate, with positive reinforcement and encouragement to continue improving performance. However, this does not mean that a probationary firefighter who seems unwilling or unable to perform in accordance with the job related specifications, guidelines, and standards, should not be counseled in a clear, direct manner, especially if such behavior continues. In such a case, the consequences of such unacceptable behavior or performance should be clearly explained.
It follows that Captains must not only set very high standards for themselves, but for probationary firefighters as well. In discussing the role of the Captains, although high standards are desirable, probationary firefighters must measure up to the standards that the Long Beach Fire Department sets through the Probationary Training Program, not higher standards set by their Captain(s).
It would be impossible to list every conceivable aspect of the Captains’ role in this document. They can change hourly or sometimes by the minute. Captains must be flexible and able to change as the challenges change; otherwise, probationary firefighters, station crews, the program, and the Department will suffer. Weak officers (i.e., Captains and Battalion Chiefs) can disrupt the entire training process. A great deal of trust and responsibility go with this assignment and each member of the Training Program is required to accept it.
Teaching/Training
Captains must commit to the philosophy of teaching. The most obvious function of the Captains is that of a teacher. In most cases this teaching will occur in the field, under actual fire and rescue conditions. Other times teaching may occur over cups of coffee or during casual conversations. Teaching may also occur in formal classroom environments using lesson plans and instructional technology aids. The fact is, the Captains will spend much of their time teaching, even when it does not appear to be an obvious activity. As teachers, Captains are required to accept responsibility for the progress of probationary firefighters. Or, they must identify all the factors that are the cause of insufficient improvement in the probationary firefighter’s performance or behavior.
Captains should recall how they felt when they began training and consequently, they may appreciate the probationary firefighter’s state of mind. The probationary firefighters’ anxieties can be allayed with understanding from the Captains. Probationary firefighters should not be pampered but, instead, treated in a professional, realistic, objective and empathetic manner.
Captains should immediately establish good training relationships with probationary firefighters. There should be a clear understanding of the Captains’ probationary firefighters’ respective roles, and it should be explained to the probationary firefighters upon their arrival in your station/battalion. The sooner probationary firefighters know what the training program expectations are, the less apprehensive and more responsive they will be.
It is incumbent upon station crews and Captains to work, within acceptable limits, to individualize a training approach for each probationary firefighter. Sufficient flexibility has been built into the Training Program so that the needs of each probationary firefighter and the organization can both be met. It is expected that new employees have the necessary qualities to succeed, and with effective training, the majority of probationary firefighters will successfully complete the Probationary Training Program.
Training methods should be conducive to producing a successful probationary firefighter. This point cannot be over-emphasized. Frequently, ineffective, counter-productive or stressful training methods adversely affect a probationary firefighters’ performance or behavior. The use of loud or profane speech, or humiliation tactics, is not acceptable conduct. These methods do not contribute to the learning environment, nor do they place the probationary firefighters in the proper state of mind.
Captains should reinforce positive attributes and accomplishments and identify and correct all weaknesses in a positive, productive manner. Probationary firefighters respond more quickly to positive statements than to negative ones. Above all, within the limits of good judgement, Captains should use realistic and established methods conducive to each probationary firefighter’s temperament, needs, and development as a firefighter.
Captains must conduct themselves in a professional manner at all times. You must teach and reinforce Department policy and procedures. Captains should set examples by virtue of your knowledge, demeanor, appearance and general professional bearing. You should remember that probationary firefighters will be a product of what they are taught, and of the behavior that is demonstrated to them. Captains should set the highest standards in all areas of your performance.
Captains must be positive role models. This is done by maintaining a professional demeanor and appearance, adhering to rules and regulations, and having a positive attitude toward the Department, Training Program, job and probationary firefighters.
During the orientation process, and each time probationary firefighters are introduced to new Captains, the Captains should establish a friendly, open and professional rapport with the probationary firefighter(s). Development and learning are enhanced through effective communication. Rapport is extremely important to communication because people are not likely to share their ideas, questions, or feelings unless they feel their listeners are open or receptive to them.
Captains should also convey confidence that probationary firefighters can succeed in the Probationary Training Program. Probationary firefighters are not likely to develop when they feel, or are told that, success is not possible. Probationary firefighters need to believe that their Captains want them to succeed and that the Captains will help them achieve success. There is nothing more disconcerting than facing a “stacked deck.” Everyone needs to know that they have a fair opportunity to succeed. Captains should expect probationary firefighters to succeed.
It is particularly important that Captains maintain positive and objective attitudes when assigned probationary firefighters who have not performed well with other Captains. Subsequent Captains must give the probationary firefighter every opportunity to succeed in that: the probationary firefighter should not be stereotyped, or discriminated against and judgements should be based on independent observations, not on the comments of others. It is entirely possible that the change of Captains and the application of positive attitudes by subsequent Captains may be sufficient to elicit acceptable performance from the probationary firefighter. The emphasis should be placed on developing competent, proactive firefighters rather than on finding ways to discharge probationary firefighters.
The goals of the program, the Long Beach Fire Department, the probationary firefighters and the Captains can be simultaneously achieved through open, honest, professional communication and positive attitudes.
Evaluation of knowledge and skills are of primary importance to the Captains. They must determine on a continuous basis to what degree learning has occurred and then prescribe, if necessary, the appropriate remedial or developmental training.
Evaluation is the highest level of learning in the cognitive domain. In terms of the trainer-evaluators, it is a systematic process of collecting data or information about the probationary firefighter, so that judgements can be made about their worthiness as a Long Beach Firefighter. The primary purpose of evaluation is to improve performance and behavior and, secondarily, to determine the degree to which probationary firefighters meet job-related competencies. The data are systematically collected from such sources as daily activity logs, journal entries, monthly drill logs, training logs, monthly probationary evaluations, and Captain’s notes.
Captains shall not discuss their probationary firefighters’ progress with other agency personnel, except those who have a need and right to know. District Battalion Chiefs involved in evaluations will ensure those positive, as well as negative, aspects of each probationary firefighter’s performance are discussed and documented. They will also ensure that the comments are based on direct observations and not on speculation.
Captains must be able to identify remedial training needs and document them. Captains will identify reoccurring problems requiring remediation, develop the proper teaching-learning strategies, and identify the necessary resources to bring about the desired competency achievement.
Captains will often be placed into situations where they become the problem solving resource for probationary firefighter. This may include the recognition of the impact of probationary firefighters’ personal problems as well. Normally, the best way to accomplish this is through coaching or counseling, or both. Captains must develop the skill to help probationary firefighters solve their own problems. By allowing them to discuss issues and by guiding them through these issues, many of the probationary firefighters’ problems can be solved. Empathy is an imperative quality for the Captains and one that will continue to build rapport and provide the ability to solve problems.
Coaching involves two dimensions. First, good coaches will insure that probationary firefighters maintain focus on the tasks at hand. Second, good coaches will establish and maintain positive respectful relationships with their probationary firefighters. To insure these environments, Captains break tasks into their smallest steps and then relate them one step at a time in a coherent, orderly manner. This process is conducted with continuous feedback to ensure progress in a quality-oriented developmental atmosphere.
Likewise, counseling is task-oriented, and it should also be conducted in a positive straightforward, honest maneuver. Effective speaking, effective listening and well-thought out explanations and responses are essential aspects involved in the counseling process. A counseling session should usually involve a clear statement of the purpose for the meeting, a plan of action (if necessary) and a clear understanding of consequences (both positive and negative). A model counseling method for supervisors is discussed in Chapter 7, Volume 2 (“Coaching and Counseling Skills”) in the book, Education and Training for Work.
Grooming and Uniform Standards
Captains are responsible for insuring that their probationary firefighters’ grooming, uniforms and equipment, as well as approval of all paperwork, meets Department standards including cleanliness and neatness of uniforms and individuals. Discrepancies may also be brought to the Captains’ attention by Battalion Chiefs for correction by Captains or probationary firefighters.
Drills
Captains, as managers of the learning environment, are expected to use drills frequently to help probationary firefighters develop proficiency levels and demonstrate competency levels. Drills are also an integral part of the evaluation process.
Joseph R. Bachtler (1989), in his book, Fire Instructor’s Training Guide, emphasized the value of drill-type instruction when he stated:
…”Fire service training is frequently quite repetitive. We do the same things over and over and over again. We must require repetition to bring our beginners to an acceptable level of proficiency, and during in-service training we must require repetition to hone and maintain emergency skills, particularly those which are infrequently used” [emphasis added] (p.4).
Recommending
Occasionally, even with thorough coaching and counseling, certain probationary firefighters do not make sufficient progress toward the achievement of each and every job related competency and job related evaluation factor. As soon as a Captain recognizes that a learning problem exists, he/she must use the following procedure as described in the Introduction to Recruit Fire Training.
Upon notification that a probationary firefighter is experiencing performance problems in the field, the Director of Training will meet with the probationary firefighter, assigned Captain(s), and Battalion Chief. A plan of improvement will be formulated that addresses the deficiencies noted to date. Failure of the probationary firefighter to show significant improvement in the noted areas within the stated time frame will result in a recommendation for termination. (p.21)