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From Flashcardlet > Fire Officer 7 > Flashcards

Fire Officer 7 Flashcards

1
Q

(**) is defined as the process of achieving profiency through instruction and hands on practice in the operations of equipment and systems that are expected to be used in the performance of assigned duties.

A

training

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2
Q

(***) is a method of directing, instructing, and training a person or a group of people with the aim to achieve some goal or develop specific skills.

A

coaching

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3
Q

(**) is the process of imparting knowledge or skill through systematic instruction.

A

Education

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4
Q

Education programs are conducted through (***) and are primarily directed towards an individuals comprehension of the subject matter.

A

academic institutions

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5
Q

(****) is directed towards the practical application of education to provide an action, which can be an individual or group activity

A

training

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6
Q

THe (****) this conference brought together a group of leaders from the fire service to identify needs and priorities. THis became the blueprint for the development of community college fire science and fire administration programs ….

A

First wingspread conference on fire service administration education and research.

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7
Q

Then US FIre Administration hosted the first (*****) that conference produced THE FRIE SERVICE AND EDUCATION: A BLUEPRINT FOR THE 21ST CENTRY, which started a national effort to update the academic needs of the fire service.

A

Fire and Emergency Services Higher Eduaction (FESHE)

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8
Q

(*******) model undergraduate fire science curriculum was adopted by most academic institutions.

A

FESHE

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9
Q

Working under the (**) there are nine regional organizations that provide academic accreditation

A

Council for Higher Education Accreditation (CHEA)

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10
Q

The (**) provides academic accreditation for colleges and universities that offer degree programs delivered through distance education programs.

A

Distance Education And Training Council (DETC)

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11
Q

THe LAFD training staff researched every task a fire fighter might be required to preform. THe list of almost 2000 entries evolved into a document that became known as (**)

A

the trade analysis of fire fighting

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12
Q

THe NFPA helped standardize fire fighter training buy publishing the inaugural edition of (***)

A

NFPA 1001

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13
Q

(***) establishes the qualifications of the system to award certificates that are based on the standards.

A

accreditation

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14
Q

A certification that is awarded by an (*****) or institution is generally recognized by other accredited agencies and organizations.

A

accredited agency

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15
Q

(****) is a system whereby a CERTIFICATION organization determines that a school or program meets with the requirements of the fire service.

A

accreditation

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16
Q

Two organization provide accreditation to to fire service professional certification systems : (**) and (**)

A

National Board on Fire Service Professional Qualifications

International Fire Service Accreditation Congress

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17
Q

(*****) ensures that every fire fighter can preform competently as an individual and every fire company is prepared to work as a high performance team.

A

training

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18
Q

(***) usually involves a formal training program, conducted by a training academy or equivalent organization, that includes both classroom and skills practice.

A

Certification

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19
Q

On of the enduring products of the 20th century is the (**) method of skill training. THis prepare present apply evaluate method originated during WWII….. this process was updated and renamed as (*)

A

four step method

job instruction training

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20
Q

Four step method (*****)

A

prepare present apply evaluate

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21
Q

THe (*****) remains the method of choice if a candidate must describe how to develop a work improvement plan or explain a new proceeder or device.

A

four step method

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22
Q

Crews should be able to catch a hydrant, raise a ground ladder, and deploy attack lines so well that the task is automatic. They are (***) with these tasks

A

unconsciously competent

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23
Q

Component of a lesson plan include the following:

A
  1. Break the topic down into simple units
  2. Show what to teach, in what order to teach it, and exactly what procedure to follow.
  3. use a guide to help accomplish the teaching objective.
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24
Q

The final preparation activity is to check the (***)

A

physical environment

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25
Q

(***)
this is 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 interest in the presentation.

A

presentation

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26
Q

WHen the fire officer is teaching a skill, he or she should present it (***), delivering a perfect demonstration of how it should be performed.

A

one step at a time

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27
Q

THe objective of a (*****) is to provide knowledge and develop understanding so that the fire fighter will be able to preform the skills properly. the overall goal is to increase fire company efficiency.

A

lecture

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28
Q

Dr Thomas gordon developed the CONSCIOUS COMPETENCE LEARNING MATRIX in the 1970s. there are four levels:

A
  1. unconsciously incompetent
  2. conscious incompetence
  3. conscious competence
  4. unconsciously competence.
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29
Q

(****) firefighter is not aware of the existence or relevance of a skill area. THey are not aware they have a deficiency in this area and might deny the relevance or usefulness of the skill

A

Unconsciously incompetent

30
Q

(****) Fire fighter becomes ware of the existence and relevance of a skill. In attempting to preform the skill they are aware of their deficiency. Training and practicing on the skill will improve their performance and get them to conscious competence.

A

Conscious incompetence

31
Q

(*******) Fire fighter can preform the skill reliably at will and without assistance. Fire fight twill still need to concentrate and think . Repeated Preatice in the skill will get the fire fighter to Unconscious competence

A

Conscious competence

32
Q

(**) The skill becomes so practiced that it enters the unconscious parts of the brain it becomes second nature. Fire fighters will be able to preform other tasks hill preforming this skill, like conducting a search and rescue while operating a fire attack line inside a burning structure. The task involved in wearing a SCBA and operating a fire attack line are second nature. the fire fighter can focus attention on the search and locating victims.

A

Unconscious competence

33
Q

Teach in (*****) and avoid telling the fire fighter what NOT to do

A

positive

34
Q

A (****) allows the fire fighter to stay on topic and emphasizes the important points.

A

lesson plan

35
Q

Incresing the number of (****) in the training session helps the fire fighter to retain more of the material.

A

senses engaged

36
Q

A good (**) technique is to have the fire fighter explain the task while demonstrating the skill.

A

reinforcing

37
Q

Training that is related to a certification program always includes an (***)

A

end of class evaluation

38
Q

The fire officer can be certain training has occurred only when there is an (****) when responding to a real situation where the task or skill is applied.

A

observable change in the fire fighters performance

39
Q

(*****) is a developmental relationship in which a more experienced person, or mentor, helps a less experienced person, referred to as a protege.

A

mentoring

40
Q

(****) is a one on one process in which the more experienced person provides a deliberate learning environment through instructing, coaching, providing experiences, modeling and advising.

A

mentoring

41
Q

Avoid spending more than (***) on any lecture or video presentation; the adult learner will lose attention in longer sessions.

A

15 - 20 minutes

42
Q

Practicing new skills is facilitated by encouraging (**)

A

adventure challenge and competition

43
Q

Many fire fighter task involve psychomotor skill sets. Psychomotor skill sets fall into four categories:

A

initial
plateau
latency
mastery

44
Q

(***) the driver operator knows the main street and has a basic understanding of hoe the street grid and numbering system work. The fire officer has to help by reading the map when responding in subdivisions and office parks.

A

initial

45
Q

(****) THe driver operator to more than 85% of the streets in the companies response area without assistance from the officer. at this level the driver operator lis competent.

A

Plateau

46
Q

(****) The driver can remember the route to an area of the district where the engine company has not had a response in several months.

A

Lartency

47
Q

(**) THe driver operator can easily drive to an address in the district and and knows attest two or three alternative routes. 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 is confident of his/her knowledge of the district.

A

Mastery

48
Q

THe fire officer need to provide enough repetition and simulation to maintain fire fighter confidence in (***)

A

seldom used skill sets

49
Q

OSHA has issued regulation (***) this requires all fire fighters to be trained about the departments exposure control plan, the PPE used by the fire fighter, and the reporting requirements if there is an exposure.

A

29 CFR 1910.1030 OCCUPATIONAL EXPOSURE TO BLOOD BORNE PATHOGENS

50
Q

every public safety member is reguired to have training at the hazardous materials AWARENESS and OPERATIONS levels OSHA regulation (****) describes these requirements.

A

29 CFR 1910.20 Hazardous Waste Operations and Emergency Response. (HAZWOPER)

51
Q

Qualities that make an effective mentor include:

A

A desire to help
Current knowledge
effective coaching, counseling, facilitating and network skills

52
Q

Teaching new skill takes more time than (***)))))) of existing skills

A

maintaining profiecency

53
Q

the (*****) level enables forest responders to recognize a potential hazardous materials emergency, isolate the area, and call for assistance.

A

awareness

54
Q

THe (*******) level enables first responders to recognize a potential hazardous material incident, isolate and deny entry to other responders and the public, evacuate persons in danger, and take defensive actions such as shutting off valves and protecting drains without having contact with the product.

A

operations

55
Q

OSHA regulation (**) requires that anyone who uses respiratory protection during job tasks must be provided with appropriate training, be fit tested for a mask, and be subject to a health monitoring program.

A

29 cfr 1910.134

56
Q

NIMS (**) requires incident management training.

A

HSPD5 “Mangaing the INcident

57
Q

THe (*****) provides a consistent framework that operates at all jurisdictional levels regardless of the cause, size, or complexity of the incident.

A

NIMS

58
Q

THe (****) creates an all hazard template for fire fighters to operate within multi jurisdictional domestic incident within the federal National Response Plan

A

NIMS

59
Q

Fire fighters mist receive appropriate training before participating in any live fire evolutions. (****) provide essential information for any type of live fire training session.

A

NFPA 1403 Standard on Live Fire Training Evolutiions.

60
Q

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

A

No “live” victims may be used in live fire training.

Flammable or combustible liquid can not be used as fuel.
Run just ONE fire evolution in an acquired structure at a time.

61
Q

Five steps for developing a training program:

A

Asses needs
establish objectives
Develop the training
Deliver the training Evaluate the impact.

62
Q

Training has occurred when there is an (***)

A

observable change in behavior.

63
Q

New programs should have a (**) or () before finalization. THis provide the opportunity to tweak the program, identify any problems, and correct any unforeseen issues.

A 
pilot class 
trial run
64
Q

A good lesson plan:

A

Organises the lesson
Identifies key points
Can be reused
Allows others to teach the program

65
Q

THe IAFC defines (**) as “the planned, progressive, life long process of education, training, self development and experience”

A

profesional development

66
Q

THe IAFCs (**) provides a guide for progressing from supervising fire officer to executive fire officer, building on the work done by FESHE network.

A

Officer development hand book

67
Q

A supervising fire officer candidate needs () of experience in agency operations and (*) of experience as an acting unit officer handling emergency response and non emergency activities.

A

3 to 5 years

200 hours

68
Q

The managing fire officer candidate needs (**) of experience as a qualified supervising fire officer. He or she must function as an acting officer in multi company operations that include emergency and non emergency activities.

A

2 to 4 years

69
Q

Making fire fighters (*****)))) in their emergency scene duties has a powerful impact on fire fighter safety and operational effectiveness.

A

competent and confident

70
Q

(*****) or training in context is an effective tool for helping experienced fire fighters improve their group performance at standard evolutions.

A

Whole fire training

71
Q

The company officer should plan (****) training activities for every fire station workday: A 5 minute drill on a high risk low frequency item and a longer proficiency session

A

two

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