Chapter 14 Flashcards
Lack of consistency undermines a supervisor’s authority and ability to accomplish organizational goals.
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The training agenda is only as relevant as the communication between a supervisor and the instructors.
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Supervisors who communicate goals and objectives clearly and provide periodic progress reports should find that instructors function more efficiently and effectively.
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By emphasizing instructor’s personal professional development, supervisors demonstrate their commitment to developing well-trained, highly qualified instructors.
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To achieve greater effectiveness, supervisors must share authority with instructors.
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In any conflict, the supervisor has to function as an intermediary.
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Supervisors must strive to resolve conflicts professionally, focusing on results instead of personalities.
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The schedule should reflect the short and long-term needs of the organization in order to establish recurring and projected training needs.
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Because training mandates have a tendency to change over time, the supervisor should research the requirements annually.
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Recurring needs include recertification or annually mandated training.
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Projected training needs are based on increases in service levels, expansion of coverage areas, or changes in staffing.
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Supervisors should determine the availability of instructors and facilities before creating a training schedule.
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Joint training exercises can build teamwork across jurisdictions.
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After determining needs, requirements, availability, and alternate sources for training, supervisors can create a training schedule on a 12-month cycle or a more long-term plan.
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If any line item contains an unusual request or proposes a funding increase, the justification should include a summary of the training need along with relevant background research.
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Supervisors should estimate the cost of each resource need in their operational budget request, and do research to make sure estimates are accurate.
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Sometimes a course or curriculum requires that organizations make a large, one time purchase like those found in capital budgets.
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Most of the time, the funding items that instructors identify are meant to be part of the AHJ’s operational budget.
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Completing an operational budget often involves updating the requests from the previous year’s budget to reflect the current needs.
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Supervisors should also include justifications for the line items in their budget requests as policies dictate.
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In some budget cycles, supervisors are asked to determine training needs based on a fixed allocation.
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While many grants are based on specific needs, such as hazardous materials training, some government programs provide funding for defined purposes but with few restrictions. These consolidated funding streams are known as block grants.
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An example of a block grant funded program might be a safety awareness program that provides smoke detectors, fire extinguishers, and fire safety education to older adults.
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To perform its mission, a fire and emergency service organization must gather training resources such as course materials, equipment, and apparatus.
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The first step in the purchasing process is to determine sources of funding.
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NFPA 1401, Recommended practice for fire service training reports and records, provides examples of different training forms as well as other helpful information on their design and procedures for effective management.
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NFPA 1403, Standard on live fire training evolutions provides guidance on the use of acquired structures and fixed facilities for live-fire training.
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Record auditing is the process by which a document in a record-keeping system can be traced to its creator.
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It is important that funds donated for capital purchases are used for that purpose only - not for operating expenses.
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Training that is mandated by federal, state, or provincial agencies.
Priority 1
Training that is required to meet goals determined by the organization or jurisdiction.
Priority 2
Training that is not mandated or required but would benefit the AHJ or service.
Priority 3
FERPA only applies to organizations receiving money from the U.S. Department of Education.
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