training programmes

7/28/2019 Training Programmes

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WORKPLACE TRAINING

CONTENT

Training Session

TRAINING PROGRAMMES PAGE NUMBER

Introduction 13

Training Responsibility 13

Purpose Of Training Programmes 13

Types Of Training Programmes 14

Development of Training Programmes 14

Compilation of Station Training Programmes 14

Specific Crew Training 15

Individual Training Programme 15

Instructional Techniques 15

Training Aids 16 17

Revision 18 19

Notes 20

Learning Outcome 2:

Construct a continuous training programme for all levels of AFRS personnel.

Assessment Criteria:2.1 Construct a master training outline.

2.2 Construct crew training programme.

2.3 Construct individual training programme.

2.4 Evaluate trainees performance.

2.5 Employ appropriate training techniques.

2.6 Acquire and improvise training aids.

REFERENCES

a. ICAO Doc 7192 AN/857 Pt A 1 & E -2

b. No. 24 (Intl) Senior Fire Officer Course Note


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TRAINING PROGRAMMES

INTRODUCTION

1. No person can be expected to be knowledgeable about a subject without training. Thedegree of a persons knowledge is directly related to the quality, frequency, and thoroughness

of his exposure to a subject, combined with his desire to learn. It is only through a continuous,well-planned training programme that AFRS Personnel at all levels can achieve the academicknowledge and practical proficiency encompassed by the AFRS career field. The trainingprogramme must be organized, supervised and conducted by individual who areknowledgeable in this profession.

2. An attempt to prepare a long-range plan that would fit all AFRSs would be impracticaldue to the variety of conditions and resources which govern training programmes. Thischapter is, therefore, intended as a guide for AFRS Training Officer to formulate an effective,standardized training programme.

Training Responsibility

3. Efficient AFRS requires the planning of procedures, training of personnel andsupervision of activities.

4. Without training firefighters cannot perform efficiently.

5. The gap that exists between planning and execution must be bridged by a well-developed progressive training programme.

6. The key to a successful training program lies with the TRAINING OFFICER and hisINSTRUCTORS for:

a. Standard of training.b. Implementing standards.

Purpose Of Training Programmes

9. Training is the act of increasing a persons knowledge and skill in the performance ofparticular job. The AFRS does not have the choice whether or not to train; the only choice isthat of method. The fact that a training programme has not been establish does not eliminatetraining costs. The training of a AFRS personnel who must train himself by trial and error orby watching others generally costs more than a systematic training of the same individual.

10. Worthwhile training must have a farreaching objective and be well-planned andcontinuous if desire results are to be accomplished.

11. The purpose of training programmes are generally to:

a. Planned development of staff.b. Even distribution of experience of staff.c. Even contribution of crew toward station efficiency.d. Progressive improvement of staff.e. Motivation of staff.f. Stadardisation.


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Types Of Training Programmes

12. An attempt to outline the various types of training programmes to suite all AFRS isimpractical due to the variety of conditions and resources which govern each AFRS. Theytypes of training programmes covered in this chapter are Central and Field Training.

13. The types of training programme generally covered by Central Training are:

a. Fire service training school.b. Developed by management policy.c. Initial training.d. Progressive training.e. Refresher training.f. Recurrent training.g. Conversion training.

14. Those covered Field Training are generally:

a. Developed by fire officerb. Dependant upon requirement of staff.c. Should not conflict with policy of Central Training.

Development of Training Programmes

15. A well constructed training programme conducted at station level requires:

a. Must be balance.b. Cover every type of training.c. Include all equipment.

d. Value for all staff.e. Motivate staff.f. Is not tedious.g. Even distribution of fire fighting extinguishants.h. Even distribution of available finance.i. Even operation of equipment.j. Includes testing of equipment.k. Realistic.l. Considers vehicle maintenance.m. Considers aircraft movement.n. Considers outside services and agencies.

Compilation of Station Training Programmes

16. Each AFRS has its peculiar method of compiling station training programmes. Thecard system is generally practiced.

a. Card system.b. One card every training period.c. May cover simple or complicated exercise.d. Sufficient cards prepared for all training.e. Balance programme, key to success.f. Must be flexible.g. Must permit variation by fire officer.


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Specific Crew Training

17. Successful, AFRS operations are the result of AFRS staff cohesive teamwork.Generally, the specify crew training programme requires

a. Specify training for crew in certain duties.

b. To observe weakness.c. To have corrective training.d. To lay out detail of exercise.e. For training officer to report when improvement achieved before next training.

Individual Training Programme

18. The individual training programme centers on:

a. Correction of weaknesses.b. Project for development.

c. Advance training.d. Detail programme.e. Training officer submits progressive report.

Instructional Techniques

19. The instructional techniques discussed below are an adaptation of on-the-job trainingprogrammes which have proven successful.

a. Instructor Preparation. he instructor determines whether a specific operationcan best be taught by demonstration, explanation or illustration. He then divides theoperation into logical parts, or units, which he can teach at a time. This eventually

develops into his lesson plan. He ensures that all equipment necessary for hispresentation is serviceable and organized in the order in which it will be presented.

b. Preparing the trainee. The first step in training is to place the trainee at ease.Most people are little nervous when approaching a task with which they are unfamiliar.If the instructor is able to briefly outline the subject the trainee will be more at ease.Although the instructor has performed a particular operation many times he should notforget that it may be entirely new to trainee. The instructor should attempt to motivatethe trainee by praise and positive reinforcement of favorable performance, rather thanthrough criticism or ridicule. An understanding of the importance of the job and themanner in which it fits into the overall picture will serve to motivate the trainee towardrapid and effective learning. The instructor should be aware of the fact that preparing

the mind of the trainee to receive instructions is as important as properly presentingthe operation.

c. Presenting the Operation. Professional instructors practice a variety of equallyeffective techniques. The following sequence is the basis for the presentation. it maybe augmented by the use of training or teaching aids for the purpose of explanation,clarification, illustration, or demonstration but the basis format should remainunaltered.

(1) Briefly explain the entire sequence of the job. Proceed from the knownto the unknown and from the simple to the complex.

(2) Go through the operation slowly, explaining each step. Reasons foreach step should be explain so as to develop and fix the step in the traineesmind. Emphasis the key points in each step. Stand beside the trainee while


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performing, instead of in front of him, so that he will not be confused as to whathe will not be confuse as to what movement are accomplished by which hand.Questions should be encouraged throughout the operation.

(3) Go through the operation slowly while the trainee explains each stepthat the instructor is performing.

(4) Have the trainee explain the entire operation and the manner in which itfits into the overall operation.

(5) Have the trainee accomplish the operation, explaining each step beforehe performs it.

d. Evaluating the trainees performance. In the initial phases of the evaluationperiod the supervisor should closely observe the trainee to ensure that he isperforming the operation as he was taught and that he is practicing good safety habits.It may be that the instructor will have to perform the more difficult or complicated partsof the operation for the trainee in the beginning. As the trainee becomes more

proficient in execution he will gradually assume responsibility for the entire operation.There should also be a diminishing need for the supervisor to closely observe thetrainee. One important aspect of learning that both the trainee and the instructorshould be aware of is the existence of learning curves and plateaus. In many types oflearning the trainee may reach a point where he seems to take no further progress.The problem at this point is one of motivation. If he continues to try, and both he andthe supervisor maintain a positive attitude, his progress will continue. Anotherimportant aspect of evaluation is the fact that the trainee be advices of his progressfrom time to time.

e. Follow Up. It is always a mistake to assume that things will remain constantwhen dealing with people. The instructor should check the trainees performance

periodically to ensure that he performing the operation correctly. Another commonmistake is to assume that the standard way is the only correct way. If the trainee hasaltered his performance but can demonstrate that his change is a positive addition,then altered procedure should be incorporated into the standard method. Frequentlythe reasons for deviation can be traced to differences in height, strength, arm length,or other physical limitation which require that the trainee change the procedure.Uniformity is an essential factor in fire protection, but we should not allow our desire foruniformity to blind us to the fact that change may improve techniques and procedures.

Training Aids

20. Training aids include all those items which are used by instructors and trainees to

support instruction and identify or clarify the subject. A list of training aids utilized by a trainingcentre may include, but certainly would not be limited to, the following.

a. Apparatus. It is the general consensus that firefighters should be trained onthe apparatus which they operate in the normal course of their duty. It is alsogenerally agreed, however, that maintenance personnel and technical factoryrepresentatives should familiarize fire fighter with new apparatus tools and equipmenton the training ground, prior to the apparatus being placed in service.

b. Projectors. Movie, slide and transparency projectors and screens should beavailable in sufficient quantity to meet the need of the instructors. A saving can berealized if the librarian of the supply custodian will maintain a strict control schedule of

these items. In consolidated training areas, where the training centre services a rigidcontrol assures all participants that a projector will be available when needed.


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The librarian was mentioned in the control function since it is he who will have thefilms, slides and transparencies on hand.

c. Automobiles and Aircraft Mock-Up. Salvage or wrecked automobiles may beobtained at little or no expense from salvage yards. Wrecked automobiles provideexcellent rescue practice aids. Normally one is placed in a shallow pit in theflammable liquid area an two or more are utilized in the rescue pad. Personnel should

never be used to stimulate victims trapped in automobiles or aircraft where flammableliquids are present or when prying, jacking, or cutting operations are being performed.Automobile should be replaced as frequently as necessary to ensure that simulatedwrecked conditions are met. If an aircraft fuselage is desired the least expensiveprocedure is to construct s simulated aircraft mock-up from steel, adding barrels forwing and fuselage fuel cells.

d. Equipment Cutaways and Models. Pumps, fire extinguishers, breathingequipment, apparatus engines, hydraulic cylinders, etc, which have outlived theirusefulness make excellent inexpensive training aids. This equipment can be slicedinto sections, painted distinctively, and used very effectively to demonstrate the inner

workings of parts. Alarm sprinklers, and standpipe system can be easily understood ifintroduces through the cutaway or model media. Equipment intended for this purposecan be obtain from building which are being torn down.

e. Chart, Maps and Photographs. A ready reference file of chart, maps,photographs, pre-Fire plans and drawings maintained in the library are valuableinstructional visual aids. These should include all utility maps of cities and area whichutilize the centre. Maps of water, electric distribution, sewage flow, and gasdistributions in addition to street maps are valuable in training and pre-fire planning.

f. Communication Equipment. Models of communication centre facilities centrefacilities are beneficial in that they may be used to teach and demonstrate radio

telephone procedure, recording machinery operation, dispatching techniques, andalarm receiving equipment. The communication centre at the training facility is ideallylocated in the control tower. The student may be required to perform all of theseoperations under the close supervision of the tower staff.


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REVISION

For questions number 1 until 4, select A for true and B for false statements.

1. No person can be expected to be knowledgeable about a subject without training.

2. The degree of a persons knowledge is directly related to the quality, frequency, and

thoroughness of his exposure to a subject, combined with his desire to learn.

3. It is only through a continuous, well-planned training programme that AFRS Personnelat all levels can achieve the academic knowledge and practical proficiency encompassed bythe AFRS career field.

4. The training programme must be organized, supervised and conducted by individualwho are knowledgeable in this profession.

Choose the correct answer(s).

5. The key to a successful training program lies with the ...

a. Fire Officer and his subordinates.b. Training Officer and his instructors.c. Fire Officer and his instructors.d. Training Officer and his subordinates.

6. The individual training programme centers on:

I. Correction of weaknessesII. Project for developmentIII. Advance training

IV. Detail programme

a. I and IIb. I, II and IIIc. I, II and IVd. I, II, III and IV

7. Which of the following is the purpose of training programmes?

I. Planned development of staffII. Even distribution of experience of staffIII. Progressive improvement of staff

IV. Standardization


8. Which of the following is generally covered in Field Training?

I. Developed by Fire OfficerII. Dependant upon requirement of staffIII. Should not conflict with policy of Central Training

IV. Conversion training


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Subjective Questions.

9. List down (at least 5) the requirements of a well constructed training programmeconducted at station level. (10 marks)

a. ..

b. ..

c. ..

d. ..

e. ..

10. List down (at least 5) the purpose of training programmes. (10 marks)

a. ..

b. ..

c. ..

d. ..

e. ..


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NOTE

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