Chapter 13

Question 1

Managing human resources and handling administrative responsibilities are two major functions at the Company Officer II level.

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Question 2

CO’s must mesh goals of formal and informal groups by influencing group behavior to meet the goals of the company and the informal group.

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Question 3

The managing CO may evaluate personnel behavior and help personnel achieve their highest level of success.

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Question 4

The company officer should also be familiar with the formal coaching, mentoring, and counseling programs an organization uses to increase teamwork, improve work habits, and increase employee success.

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Question 5

There are six forms of power in the workplace that can be used to lead and motivate personnel.

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Question 6

Rewards and benefits can influence compliance and obedience.

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Question 7

Coercion relies on fear of punishment to ensure compliance with orders.

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Question 8

In the workplace, legitimate power stems from the position description and powers granted to that position.

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Question 9

If the CO II attempts to exert power outside of this prescribed authority, it will delegitimize their efforts.

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legitimate

Question 10

Referent power is based on charisma, perceived attractiveness, and the leader’s ability to make others want to be like them.

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Question 11

Charismatic, well respected officers may use some referent power.

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Question 12

Expert power can be developed with education, specialization, and increased knowledge.

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Question 13

This power derives from an individual’s ability to control vital information, particularly information that others need to accomplish goals.

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Informational power

Question 14

A group is often defined as a collection of people who: Share certain traits, interact with one another, accept rights and obligations as members of the group, share a common identity.

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Question 15

Society is composed of many formal and informal groups.

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Question 16

Fire and emergency services organizations reflect their society.

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Question 17

An emergency response unit is a subdivision of a fire and emergency services organization.

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Question 18

A group is defined as two or more persons with common goals that may be explicitly stated.

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Question 19

Formal groups usually define common goals in a written document.

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Question 20

An emergency response unit is a formal group whose individual members interact to meet common goals in the organization’s mission, policies, and procedures.

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Question 21

Informal groups define common goals in a less formal manner.

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Question 22

Group composition may be formal or informal.

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Question 23

Informal subgroups commonly form and exist within formal groups.

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Question 24

Informal groups most often form around shared interests, such as hobbies, politics, social interests, religious beliefs, or sports activities.

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Question 25

Informal subgroups may have greater influence on the productivity and success of the formal group than any other factor.

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Question 26

Company officers can employ six types of power to lead and motivate their personnel.

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Question 27

The organization vests the company officer with the authority to be the formal group’s leader.

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Question 28

Group dynamics determine the company officer’s ability to deal effectively with the informal group.

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Question 29

CO’s must learn to balance relationships within the unit.

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Question 30

Creating awareness of group dynamics can help company officers manage their units and the informal groups within them more effectively.

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Question 31

The group structure of an emergency response unit resembles that of any other group.

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Question 32

The unit may exhibit the following five essential characteristics: Common binding interests, group image or identity, sense of continuity, shared values, roles within the group.

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Question 33

A study of group dynamics involves recognizing all pressures that affect these basic elements and learning to deal with those pressures.

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Question 34

Understanding group dynamics allows the Company Officer II to build and increase teamwork in their groups.

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Question 35

Group members must be drawn together by some common interest, such as a hobby, organizational memberships, or religion.

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Question 36

When an individual’s interests change, participation in groups may change.

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Question 37

CO’s should strive to maintain subordinates’ interest in the unit and its mission but should recognize that those interests may change over time.

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Question 38

Binding interests within fire and emergency services groups may include: Desire to serve the community, sense of adventure, sense of professionalism, affiliation with a high risk profession.

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Question 39

From an organizational viewpoint, company officers managing groups must determine, communicate, and support common binding interests.

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Question 40

When a group loses cohesion, members may move away, and the unit may lose support from the organization.

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Question 41

Fire and emergency services personnel share many binding interests.

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Question 42

A group image or identity can be developed and shared within a group through a common purpose.

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Question 43

When the group takes pride in this image or identity, morale and spirit are improved.

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Question 44

Sharing the group’s pride with the entire organization forms an essential element of the overall organizational culture.

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Question 45

Image is one of the greatest influences on the group’s success.

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Question 46

Groups that have a positive self image, sometimes called esprit de corps, tend to be higher achievers.

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Question 47

Those that lack a positive image or identity tend to be poor producers.

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Question 48

Members of different generational groups have traits that require different management approaches.

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Question 49

A sense of continuity is very important to group integrity.

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Question 50

If the group’s members have doubts about the group’s continued existence, then their commitment to the group may diminish.

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Question 51

If the members’ sense of continuity is disturbed, a group can be fragmented, and the members may begin to think and act more independently.

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Question 52

CO’s should be concerned with how to maintain their subordinates’ sense of continuity, even though they are subject to transfer to another unit or shift.

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Question 53

Common values are sometimes a composite of individual perceptions of reality, responsibility, and integrity.

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Question 54

The values shared by the group can change gradually as a group accepts new members with differing values.

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Question 55

The values of the organization affect group values and usually get reflected in the attitudes and actions of its individuals and group.

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Question 56

Organizational values of the fire and emergency services require that emergency responders must be trustworthy and honest.

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Question 57

CO’s must exemplify and reinforce the organizational values and culture.

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Question 58

In formal groups, the leader is usually either assigned or elected.

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Question 59

In informal groups, a natural leader emerges.

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Question 60

The CO should be the leader of the formal group but is often not the leader of informal groups.

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Question 61

When the informal leader starts to lead the formal group, the company officer needs to reestablish leadership position.

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Question 62

Officers and responders alike are guided when performing their duties by the rules, regulations, policies, and procedures of the organization in addition to what others expect of them. This is called role expectation.

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Question 63

The ability to positively influence a group is not dependent upon being its informal leader.

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Question 64

The CO should maintain a strong relationship and influence with the informal leader in order to maintain the motivation, satisfaction, and performance of the larger group.

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Question 65

Members, upon joining, agree to follow the organizations rules and guidelines.

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Question 66

As group members, they should have an understanding of the groups informal rules and how they fit within the organizational rules.

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Question 67

Control over the group will result from a more democratic approach to leadership than a more authoritarian approach.

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Question 68

The group’s interaction determines the group members’ productivity.

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Question 69

When group interaction is cooperative, a synergistic effect is created.

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Question 70

When making assignments, company officers should consider the individuals within the unit and their relationships to each other.

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Question 71

Behavior management is one of the most important skill for an officer.

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Question 72

While group members may respond to peer pressure, the company officer cannot depend on peer pressure to correct disruptive behavior.

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Question 73

CO’s who fail to control disruptive behavior are likely to lose the respect and trust of the other unit members.

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Question 74

Behavior management begins with prevention of disruptive behavior.

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Question 75

Prevention requires the officer to communicate behavioral expectations based on organization’s policies, culture, and values, provide a positive example, and create a positive atmosphere in the unit.

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Question 76

The CO should know the organizations policies and identify any policy or procedure that was not followed, and the policy that describes steps for corrective actions.

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Question 77

Coaching - When coaching, the CO or designated subordinate guides the individual through any new activities, reinforces correct behaviors, and redirects incorrect behaviors.

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Question 78

Counseling - Guidance starts with a counseling session between the CO and a new member of the unit.

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Question 79

Counseling may also be used for discipline, to determine the cause of inappropriate behavior, and establish a means of correcting it.

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Question 80

Providing peer assistance - Providing peer assistance may begin with assigning a more experienced member to work with the new member.

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Question 81

Mentoring - A supervisor or other superior acts as an advisor or guide to the member.

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Question 82

New crew members may benefit from peer assistance.

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Question 83

A periodic review of an organization’s policies helps address issues that may arise.

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Question 84

CO’s should review the organizations policies, rules, and regulations as well as the officers personal expectations with subordinates.

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Question 85

Because subordinates must understand the organization’s policies and procedures, periodic reviews should be conducted.

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Question 86

Coaching is a process of directing an individuals skills performance.

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Question 87

For the CO, coaching is the process of giving motivational correction, positive reinforcement, and constructive feedback to subordinates to maintain or improve their performance.

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Question 88

Coaching can reinforce positive actions or constructively correct mistakes.

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Question 89

Coaching can take place in groups or individually.

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Question 90

The CO should identify the problem through observation and questioning and then guide the subordinates to a solution.

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Question 91

Counseling describes a variety of procedures to help individuals adjust to certain situations, to reinforce correct behavior, or to eliminate improper behavior.

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Question 92

CO’s should learn and practice appropriate counseling and positive reinforcement methods that stimulate and motivate subordinates to perform properly.

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Question 93

CO’s should consult with their superiors and follow the specific policies on counseling individuals and completing the appropriate documents.

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Question 94

Legal and ethical issues may require or dictate that company officers have supervisory authority before counseling to correct behavior.

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Question 95

If informal attempts to correct inappropriate behavior fail, the CO should review and follow the organizations discipline policy.

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Question 96

When disciplinary action becomes necessary, documentation of the situation will be critical for supporting formal action.

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Question 97

Often, CO’s who show sincere interest in a subordinate solve more problems than any action that may intensify feelings of inferiority or inadequacy.

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Question 98

Disciplinary actions consist of corrective measures used to get employees to meet standards and adhere to policies.

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Question 99

In several states, legislation has fundamentally changed the first level supervisor’s responsibilities and authorities.

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Question 100

Weingarten rights were granted in a 1975 supreme court case, NLRB vs. Weingarten, Inc.

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Question 101

Garrity rights ensure that public employees are not compelled to incriminate themselves during investigatory interviews.

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Question 102

Garrity rights stem from a 1957 US supreme court decision, Garrity vs. New Jersey, based on an interpretation of the fifth amendment to the constitution, stating that the government cannot force a person to be a witness against himself/herself.

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Question 103

Garrity rights are typically applied in cases of extreme discipline such as termination or dismissal, and the possibility of criminal prosecution exists.

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Question 104

Loudermill rights also apply to public employees, ensuring that employees cannot be dismissed without due process, and the termination process must include a hearing allowing the employee to defend himself/herself.

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Question 105

There are two basic types of discipline: Positive, negative.

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Question 106

Positive discipline results when reasonable rules of conduct are established and are fairly and consistently applied.

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Question 107

As long as they know what is required, most personnel willingly conform to the rules through self discipline.

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Question 108

Negative discipline involves corrective action when an employee violates the established rules or performance requirements.

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Question 109

Progressive discipline usually starts with training and or education.

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Question 110

Progressive leadership and participatory management can help to ensure punitive discipline is seldom used.

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Question 111

Progressive discipline usually involves the following three levels: Preventive action (oral reprimand), Corrective action (written reprimand), Punitive action.

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Question 112

Preventive action should start with an individual counseling interview, so that the employee understands which rule was violated and the organizational necessity for the rule.

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Question 113

Corrective action is always done in writing.

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Question 114

This step is used when an employee continues to exhibit inappropriate behavior despite corrective efforts or commits a very serious violation of organizational rules as a first offense.

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Punitive action

Question 115

In most organizations, the administration is responsible for correct or punitive actions

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Question 116

Progressive discipline typically involves three levels.

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Question 117

Personnel evaluation programs are formal systematic procedures for appraising employees’ abilities and accomplishments within the organization.

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Question 118

Formative evaluation is an ongoing process throughout an employee’s career.

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Question 119

Summative evaluation is the company officers final assessment of the individuals performance.

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Question 120

Personnel evaluations should be timely when the need becomes apparent.

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Question 121

If the employee is performing at or above the anticipated level, personal recognition will help to instill pride in the employee.

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Question 122

Discipline may be justified if an employee is either unable to or unwilling to meet the minimum standard.

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Question 123

The formal evaluation schedule should not deter company officers from providing ongoing feedback on performance.

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Question 124

Feedback may be provided as needed to allow an individual to alter or improve performance before an annual evaluation.

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Question 125

The personnel evaluation process should be approached as objectively as possible and with as much information as can be gathered and documented.

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Question 126

Base evaluations on objective criteria and documentation as much as possible.

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Question 127

The organization’s expectations for job performance should be established during the initial meeting between the company officer and the subordinate.

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Question 128

Job descriptions can be used to describe the employee’s duties and responsibilities.

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Question 129

CO’s should ensure subordinates understand the relevant performance standards upon which they will be evaluated.

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Question 130

Job descriptions outline duties and responsibilities which provide objective criteria for evaluations.

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Question 131

The job performance evaluation is an opportunity to reinforce positive performance or to generate change in an employee’s behavior in order to meet the organizations expectations.

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Question 132

The CO must continually monitor the job performance of new personnel and provide appropriate feedback.

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Question 133

The formal evaluation reinforces the continuous feedback.

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Question 134

CO’s must be familiar with all statutory requirements relevant to personnel evaluations.

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Question 135

Evaluations must include definite, identifiable criteria based on the quality or quantity of work or on specific performances that are supported by a documented record.

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Question 136

Professional development is key to growth, not only for the employee but to help the organization develop leaders in the organizations succession plan.

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Question 137

CO’s should provide career planning and guidance to their personnel.

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Question 138

Job shadowing programs may be used to help unit personnel experience different positions within an organization.

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Question 139

Career planning usually occurs within the framework of personnel counseling.

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Question 140

Mentoring places a subordinate under the guidance of a more experienced professional, who acts as tutor, guide, and motivator, either formally or informally.

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Question 141

Mentors must be chosen for their experience, interest, patience, and communication abilities.

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Question 142

There may be circumstances where a CO uses peer assistance to clarify expectations.

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Question 143

The peer assistance approach can be used as a basis for a buddy system that pairs an experienced member with a new employee during the probationary period.

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Question 144

More experienced or mature unit personnel can often provide peer assistance to new personnel.

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Question 145

Peer mediation can be used to resolve internal conflict and resolve disputes.

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Question 146

The CO may assist the individual with a self assessment.

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Question 147

The answers to a self assessment’s questions will guide the individual and the company officer in making a list of intermediate objectives to reach a goal.

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Question 148

A professional development plan is like a roadmap with goals and objectives.

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Question 149

The intermediate objectives are necessary steps to attain the final goal.

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Question 150

Broad or ambiguous objectives can cause distraction or frustration.

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Question 151

Changes in organizationally provided services, new technologies, and additional responsibilities for the position may require constant changes in knowledge, skills, and abilities.

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Question 152

CO’s should be familiar with the terms to denote the levels of capability used to describe personnel’s ability to perform the tasks associated with their duties.

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Question 153

Competency - Basic skills able to meet minimum requirements.

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Question 154

Proficiency - Higher level of skill performance that is the result of additional practice and experience.

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Question 155

Mastery - Highest level of skill performance when the skill has been internalized due to repetition and experience in performing the skill under a variety of conditions.

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Question 156

CO’s should be prepared to assist their subordinates in preparing for promotional opportunities.

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Question 157

Some administrative tasks assigned to the CO II include policy and procedures development, budget development, and purchasing activities.

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Question 158

Written policies and procedures outline the organization’s expectations based on the organizational model and the strategic and operational plans.

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Question 159

NFPA 1021 states that the Fire Officer II must have the ability to identify a problem, determine the appropriate solution, and develop a policy or procedure to rectify the problem.

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Question 160

An organization’s policies and procedures must be dynamic documents that are continually evaluated for effectiveness.

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Question 161

In some budget cycles, CO’s are asked to determine their operational needs based on a fixed amount of money the agency has already established.

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Question 162

Organization’s financial history - Primary data source to support the budget request, based on the actual cost of providing the services in previous budgetary cycles.

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Question 163

Budget line items may include personnel costs, new equipment, apparatus maintenance, facility repairs, and supplies.

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Question 164

If any line item contains an unusual request or proposes a funding increase, the justification should include a budgetary-need summary and relevant background research.

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Question 165

Usually, the funding items that company officers identify are meant to be included in the department’s operating budget.

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Question 166

To successfully perform its assigned mission, a fire and emergency services organization must acquire resources and services.

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Question 167

Determining purchasing needs should have been completed during the budget process.

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Question 168

Needs determined during the budgeting process may be stated in general terms.

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Question 169

Capital budget - intended to fund large, one time expenditures.

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Question 170

Discipline - To maintain order through training and or the threat or imposition of sanctions.

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Question 171

Formative evaluation - ongoing, repeated assessment during a course to evaluate student progress.

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Question 172

Group dynamics - Behaviors, processes, and interactions that occur between members of a social group.

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Question 173

Job shadowing - a program in which an individual can learn a particular skill set by following an active practitioner in the field.

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Question 174

Operating budget - Budget intended to fund the day to day operations of the department or agency.

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Question 175

Peer assistance - A process that involves having unit personnel assist each other in learning teamwork or perfecting new.

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Question 176

Summative evaluation - Evaluation of a program after all of its various components have been implemented and established.

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