Last year, we discussed our training programs to determine whether or not they are "good enough;" that is, do we develop programs and use techniques that educate to a level of mediocrity, or do we utilize training programs that keep our members reaching for more? Past articles have defined characteristics of sound, efficient training programs and outlines, but there is still one factor in any course program and delivery that can make or break the topic: the instructor. That’s right...us. Are we good enough, or are we just "good enough?" Many instructors spend most of their time in front of the class, and not enough in the class, polishing their skills. Unfortunately, this can lead to a separation of the instructor and the learning concept.
The Long Road We Have Taken
Over the last 15 years, I can identify quite a few training incidents that led to a line-of-duty death, and some did not even involve live fire training. Further investigation revealed thousands of preventable training ground injuries. Additionally, NIOSH reports routinely cite training shortcomings as factors in many LODDs that happen on the fireground. If we, as instructors, are going to become successful in erasing this statistic, then we have to become agents of change, and the first change has to come from within.
This change I am referring to is a journey of self-realization, so to speak; it requires a clear look at what we do, how we do it, and why we do what we do when we are delivering training to all of our members, not just the candidates. Whether you work for an academy, private contractor, department or squad, you have the controls to make the learning process efficient and successful, or fall catastrophically short of your objectives (see Photo 1). This is directly related to our performance, or lack of.
Why Are We Teaching?
The first step is to ask "why are we teaching?” It’s a pretty basic question: what caused your personal transformation from student to instructor? Many say it was due to the experience one had with a specific instructor, or wanting to impart their experiences and education onto new candidates. For some, it comes from a personal meaning that makes sense for them to do and even though it can be demanding, the demands are worth the commitment. Mine was such; the first instructor I had as a candidate was my father. He taught at the local fire academy I had attended, and I wanted to follow that lead. Whatever the reason, our actions and examples are what serve as motivations for those we train; they make up the attitude and expectations of the candidates and help to predict their behavior and performance (see Photo 2).
Self-realization
This is difficult for many people to accept; we all have shortcomings that need to be addressed. If you don’t think so, try this experiment: video yourself giving a 10-minute presentation about any topic you wish. Play it back and, at first, jot down everything you notice about your delivery technique. Then play it again, only this time, mute the sound; this will allow you to focus on your physical mannerisms that happen while you lecture. Lastly, play the video one last time, and put the sound back on, only this time, watch it facing away from the screen. This will allow you to focus on what you say and take out any body language included within the delivery. Odds are good that your notes will be longer than you anticipated.
Additionally, the material you deliver is dependent on how you deliver it. Are you well-versed with your students to deliver the material to a class with a broad range of understanding? More experienced personnel might grasp the material quickly, while less experienced members may require a bit more time and a bit more detailed information (see Photo 3). Either way, the instructor has to be able to deliver it to all types. Dr. Harry Carter refers to the “Ladder of Abstractions” in his co-authored book, Management in the Fire Service, as the ability to convey a message to the recipient that would be appropriate for the receiver’s level of understanding. Knowing the level of understanding of the audience members will help tailor the material to a more acceptable style of delivery, one that suits each type of learner participating in the training. Keep in mind that there can be many influences on the learning process, including:
- Pace - the speed at which the material is delivered may not leave enough time for the student to absorb the new material.
- Absorption - when we teach skills that are critical to the emergency, it is paramount that time is built into the program for skills practice.
- Understanding - skills aren’t only practiced until they get it correct, they should be practiced until they don’t get them wrong. Granted, mistakes in training are common; that is why we train. But we want to train our members so they can perform efficiently and safely, with minimal mistakes.
- Order - a solid grasp of the basics are critical to the candidate prior to moving on to more complex skills.
Personal Shortcomings
This always serves as a difficult topic, as most people do not take well to negative feedback. Mind you, it can be delivered in a positive way, but most Type A personalities that fill today’s fire service don’t embrace criticism (you can call it feedback, but if it’s unwelcome, it’s criticism). Most instructors do possess some positive characteristics for training, such as being outgoing, having high energy and self-confidence in front of people. But while important, these skills do not provide the complete package for successful delivery. My personal preferences include:
- Locus of Control - these people control their own destiny, and do not blame others for any shortcoming in training. They take responsibility for the performance of the training session and move in a direction to improve it.
- Stability – these people are emotionally in control, and keep a positive outlook towards the training objectives. They realize their own weaknesses and shortcomings and find ways to fix them.
- Integrity – this one is HUGE. An ethical instructor has a huge advantage when it comes to influencing the learning process. By displaying ethical behavior in front of your students, it sets the best example of what the desired outcome is to be. Here is an additional point to consider; no one decides to lose integrity. Loss of integrity increases as time passes. The loss starts out with seemingly small infractions; maybe not wearing all of your gear or taking a shortcut that you wouldn’t allow the students to do. Soon it has snowballed into serious safety infractions (see Photos 4 and 5). By this time, it requires significant re-training for the instructor.
Conclusion
Becoming an instructor is a fantastic opportunity to improve the fire service for the future generations of responders. The power we have to drive the service in one direction is not something to take lightly. Look inward regarding some of the topics we discussed and see where some improvements can be made. In a future article, we will discuss accepting some of our limitations, our responsibilities as trainers, and continuing our professional development as advocates for change.
Until next time, stay focused and stay safe.
MICHAEL DALEY, a Firehouse.com Contributing Editor, serves with Monroe Township, NJ, Fire District No. 3 as a lieutenant and serves on New Jersey Task Force 1. He earned the Master Fire Instructor certification from the ISFSI and is an instructor at the Middlesex County Fire Academy where he developed rescue training curriculum. He is a managing member of Fire Service Performance Concepts.
