Trainer’s Corner: March 2015
All training officers face the same basic challenge: they have to find a way to actively engage students in the learning process. And since firefighter training is ongoing, training officers constantly have to deal with this particular issue.
Take a hard, brutally honest look back at your last year’s training program. Did it go as you expected? Was it successful? Did you get any feedback (good or bad)? Don’t ask yourself if you could you have done better, because we can always do better. But was there something you tried that worked particularly well, or something that you should never do again? The main question is: were your instructing methods and topics effective?
Training officers have a great influence (good or bad) on their departments. Being an effective trainer takes real dedication. Even after 20-plus years of instructing, I still average two to three hours of prep time for each training hour I put in on any given practice night.
Along with providing a safe and positive training environment, training officers have many training objectives to cover. It is easy to get burned out – even for superhero trainers. My advice is to get some help; find your Robin or Tonto.
Get students involved
Over the years I have noticed that people learn more and retain more if they are more actively involved in the learning process. However, getting firefighters – especially veterans – to engage in the training process can be difficult to say the least. We all know of veteran firefighters who step to the back of the classroom (especially during demos) and disengage from the lesson. Worse yet is when two or three firefighters group together to chat it up or critique you as you train.
The following are proven engagement techniques.
- Ask a veteran firefighter to help you prepare and present a training lesson. Be sure to give the veteran a copy of the training objectives or any other relevant material several weeks in advance. (Not everyone is comfortable flying by the seat of his or her pants.)
- Institute a big-brother system by pairing up a veteran with a younger firefighter, and then divide them into teams to deal with training scenarios.
- 10 per cent of what we read (taking turns reading training material)
- 20 per cent of what we hear (lecture)
- 30 per cent of what we see (video)
- 50 per cent of what we both see and hear (PowerPoint with a lecture)
- 70 per cent of what we have discussed with others (brainstorming)
- 80 per cent of what we have experienced personally (hands on)
- 95 per cent of what we teach someone else (helping instruct)
Gender can play a part in the learning style. If you listen to parents interact with their children, you are more likely to hear a mom say, “Listen to me, and I will tell you how to do this.” Whereas a dad is more likely to say, “Watch me, and I will show you how to do this.” Find a balance between spoken instructions and demonstration. The three-Ds system (describe, demonstrate, do) seems to work well.
PowerPoint can be an effective teaching tool to engage students in learning, if it is used properly. PowerPoint appeals to visual learners and can be a good way to organize a presentation. However, it is easy to misuse PowerPoint. Reading from the slides (especially if you turn your back to the students) is the easiest way to kill students’ attention. With PowerPoint, less is more. Resist the temptation to cram as much information as you can onto one slide. Instead, the words on a slide should be visible from the most distant point in the classroom.
Most learning happens during a discussion of the topic, not from reading the words on a slide. Rely on the discussion to flesh out key points. (You can read more tips for classroom instructors in Chris Davison-Vanderburg’s article “Instructions for instructors” in Fire Fighting in Canada’s February issue.)
One area of instructing that is far too often over looked is the teacher’s attitude. As the training officer, you have a great influence over your trainees. They will, in a very short time, reflect your attitude regarding safety, respect, zeal for knowledge and professionalism in the fire service. When you meet the training officer, you meet the department; simple as that.
Encourage discussion during training sessions by providing a positive environment for all students who participate. This can be difficult, but remember, nothing shuts down a group discussion like the words, “No that is wrong.” Give firefighters opportunities to correct or add to the information presented. Above all, do not make them look bad in front of their peers.
Here are some positive examples:
- Thanks . . . does anyone want to add to that?
- Interesting point . . . what do the rest of you think?
- Good start. Let’s hear some more ideas.
It is paramount that training officers continually strive for excellence. Set the bar high and your students will reach for it and respect you for thinking highly of them.
Look for ways to show you acknowledge students’ positive progress. One way we at Greenwood Fire Rescue do that is by giving in-house certifications. Each Greenwood firefighter receives a department training-program certificate. These are mounted in picture frames and hung on the training-room wall. As candidates successfully complete our training sessions they are awarded a coloured seal, which is affixed over that particular topic.
Because this is an ongoing program, each firefighter sees his or her progress within a short time. For example, our first-quarter training session (January to March) covers safety and communications, PPE, SCBA and fire behaviour. Each topic has an exam and evaluation component. In this quarter, there are five basic topics, so in three months firefighters could earn five seals.
The potential for a seal every three weeks is a great learning motivator; this simple acknowledgement has a very positive influence. The certification program is also a great asset for when you are making up future training schedules, and aids in your required record keeping.
Encouragement goes a long way
Every once in a while you will meet firefighters who are hungry for knowledge. They are unusually keen about one area of the fire service (fire behaviour, arson investigation, or suppression, for example). What a privilege to be able to nurture interests and mentor those firefighters to reach their full potential.
I encourage you to help firefighters discover insight into their key topics. Give your students access to your books, videos and internet resources; sign them up for extra training sessions. Do whatever you can with your budget and resources to satisfy their hunger.
Howard Hendricks, a professor at Dallas Theological Seminary, wrote, “Knowledge that is self-discovered is stored in the deepest part of the mind and remains the longest in the memory.” Who knows, you may be training future leaders in the Canadian fire service; or at least your department’s future training officer. Every firefighter has the potential to become an instructor, and the best thing an old firefighter can teach a young firefighter is to become an old firefighter.
As always, stay safe and keep training as if lives depend on it, because they do.
Ed Brouwer is the chief instructor for Canwest Fire in Osoyoos, B.C., and training officer for Greenwood Fire and Rescue. He is also a fire warden with the B.C. Ministry of Forests, a wildland urban interface fire-suppression instructor/evaluator and an ordained disaster-response chaplain. Ed has written the Trainers Corner for 13 of his 26 years in the fire service. Contact Ed at firstname.lastname@example.org
March 2, 2015 By Ed Brouwer
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