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Fire Officer 3rd 2.0 > 3rd Edition Chapter 8 Training and Coaching > Flashcards

3rd Edition Chapter 8 Training and Coaching Flashcards

1
Q

The process of achieving proficiency through instruction and hands-on practice in the operation of equipment and systems that are expected to be used in the performance of assigned duties?

A

Training

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2
Q

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

A

Coaching

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3
Q

Standard for Fire Service Instructor Professional Qualifications?

A

NFPA 1041

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4
Q

What is the four-step method of skill training (Job Instruction Training?

A
  1. Preparation
  2. Presentation
  3. Application
  4. Evaluation
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5
Q

The fire officer conducts training to maintain proficiency of core competencies?

A

Step 1: Preparation

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6
Q

Three indicators that training is needed?

A
  1. A Near Miss
  2. A Fire-Ground Problem
  3. An Observed Performance Deficiency
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7
Q

What are the components of a lesson plan?

A
  1. Break the topic down into simple units
  2. Show what to teach, in what order to teach it, and exactly what procedures to follow
  3. Use a guide to help accomplish the teaching objective
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8
Q

The lecture or instructional portion of the training. The objective is to introduce the students to the subject matter, explain the importance of the topic and create an interest?

A

Step 2: Presentation

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9
Q

The fire fighter should demonstrate the task or skill under the fire officer’s supervision?

A

Step 3: Application

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10
Q

The end of the lesson or program, there should be an evaluation of the student’s progress?

A

Step 4: Evaluation

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11
Q

What are the four level of the Conscious Competence Learning Matrix developed by Dr. Thomas Gordon?

A
  1. Unconsciously Incompetent
  2. Conscious Incompetence
  3. Conscious Competence
  4. Unconscious Competence
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12
Q

Fire fighter is not aware of the existence or relevance of a skill area. They are not aware that they have a deficiency in this area and might deny the relevance or usefulness of the skill?

A

Unconsciously Incompetent

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13
Q

Fire fighter becomes aware of the existence and relevance of a skill. In attempting to perform the skill they are aware of their deficiency?

A

Conscious Incompetence

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14
Q

Fire fighter can perform the skill reliably at will and without assistance. Fire fighter will still need to concentrate and think in order to perform the skill?

A

Conscious Competence

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15
Q

The skill becomes so practiced that it enters the unconscious part of the brain-it becomes second nature. Fire fighter will be able to perform other tasks while performing this skill?

A

Unconscious Competence

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16
Q

A developmental relationship in which a more experienced person helps a less experienced person, referred to as a protege?

A

Mentoring

17
Q

Qualities that make a effective mentor include?

A
  1. A desire to help
  2. Current Knowledge
  3. Effective Coaching, Counseling, Facilitating, and Networking Skills
18
Q

Avoid spending more than how many minutes on any lecture or video presentation because the adult learner will lose focus in longer sessions?

A

No more than 10 minutes

19
Q

Psychomotor skill levels fall into four categories?

A
  1. Initial
  2. Plateau
  3. Latency
  4. Mastery
20
Q

The driver/operator knows the main streets and has a basic understanding of how the street grid and numbering system work. The officer has to help by reading the map when responding in subdivisions and office parks?

A

Initial

21
Q

The driver/operator can drive more than 85 percent of the streets in the company’s response area without assistance from the officer. At this level, the driver/operator is competent?

A

Plateau

22
Q

The driver/operator can remember the route to an area of the district where the engine company has not had a response for several months?

A

Latency

23
Q

The driver/operator can easily drive to any address in the district and knows at least two or three alternative routes to each area. The driver knows all of the subdivisions, the layout of every office park, and the locations of all hydrants and fire protection connections. At this level, the driver/operator is confident in his or her knowledge of the district?

A

Mastery

24
Q

What are the four federal regulations that affect every fire fighter and is part of any emergency service training program?

A
  1. Bloodborne Pathogens; OSHA 29 CFR 1910.1030
  2. Hazardous Material Awareness and Operations; OSHA 29 CFR 1910.20
  3. SCBA Fit Testing; OSHA 29 CFR 1910.134
  4. National Incident Management System; HSPD-5
25
Q

The fire officer should spell out the expected behavior of the trainee when operating at emergencies. The expected behavior falls into three areas?

A
  1. Responding to alarms (includes the trainee behavior that should occur when an alarm is received at the fire station)
  2. On-scene activity (includes clearly defining the expected location, activities, and behavior of the trainee at an emergency incident)
  3. Operating during an emergency situation (mayday or potentially violent situation
26
Q

Standard on Live Fire Training Evolutions?

A

NFPA 1403

27
Q

NFPA 1403 provides detailed instructions on how to conduct a safe live fire training evolution under five different scenarios?

A
  1. Acquired Structures
  2. Gas-Fired Training Center Buildings
  3. Non-Gas-Fired Training Buildings
  4. Exterior Props
  5. Exterior Class B Fires
28
Q

What is the minimum gpm for each attack and backup hose line during a live fire training evolution?

A

95 gallons per minute

29
Q

How much should the water supply resources be capable of delivering at the training site from two separate sources?

A

150% of the minimum needed water supply

30
Q

What is the maximum size of a functional crew of trainees during a live fire evolution?

A

5 trainees

31
Q

NFPA 1403 identifies activities that are absolutely prohibited during live fire training?

A
  1. No live “victims” may be used in live fire training evolutions
  2. Flammable or combustible liquids can not be used as fuel
  3. Run just one fire evolution in an acquired structure at a time
32
Q

The five steps for developing a training program?

A
  1. Assess Needs
  2. Establish Objectives
  3. Develop the Training Program
  4. Deliver the Training
  5. Evaluate the Impact
33
Q

What are the four key points of a good lesson plan?

A
  1. Organizes the lesson
  2. Identifies key points
  3. Can be reused
  4. Allows others to teach the program

Fire Officer 3rd 2.0 (19 decks)

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