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Training Officer Boot Camp – HandoutLegal ConcernsDefinitions:Liability: in its simplest form means responsibility. Gross Negligence: an act (or a failure to act) that is so reckless that is shows a conscious, voluntary disregard for the safety of others. This act falls somewhere between a mere inadvertent act that causes harm and acting with an intent to harm. Willful and wanton conduct: an act that, if not intentional, shows an utter indifference or conscious disregard for the safety of others. Ex. Failure to follow a written protocol. Misfeasance / Negligence: Unintentional conduct, which is best equated to the term accident. Malfeasance: unlike negligence and misfeasance, is more than a simple mistake or accident. Generally, a public official partakes in unlawful conduct even though the official was completely aware.Legal ProtectionThe greatest protection against either of these is to follow laws, regulations, and standards. Within following these, there are three items that every training officer should consider before conducting a drill. They are Foreseeability, Have a Plan, and Follow the Plan.Developing MetricsThe programs discussed so far are only a small part of the big picture. As we become more involved in administrative duties, managing budgets and tracking training results; so should our knowledge levels of how to show in a picture what we are trying to put into words. Remember, “A picture is worth a thousand words.” Developing metrics is no more than showing a chart or graph that displays the correlation between several items. One common metric would be to track the number of fires that occur in the winter months, November through March, and compare it to April through October. We could also use metrics to show inadequate station coverage, due to long distances or excessive out of the station times. As a training officer, it is important to learn how to justify your training budget and consider using metrics to explain it. Metrics are simply one practice of measuring the performance of a particular item. Another example could be to show the cost of running a recruit school. A 10 student recruit school cost $20,000 over a four month period, however if we increase the number of recruits the overall cost will rise but the per student cost will decrease in some situations based on instructor staffing. If you are planning to hire 25 recruits this year, does it make more sense to split them or do one large class? Of course, several factors such as timing, resources, and available instructors play a role in this decision. However, with all else even it would make sense. We as training officers have to be able to understand this and prove it. As we will discuss later, this is part of knowing your audience and what proof is your audience looking for. Mainly, the points that you want to consider are the facts that most government officials have obtained a higher education such as public administration, business management and the like. ProcessThe first step in developing performance metrics is to involve the people who are responsible for the work to be measured because they are the most knowledgeable about the work. Once these people are identified and involved, it is necessary to: Identify critical work processes and customer requirements. What jobs or task are you required to perform? What are the community, NFPA, OSHA, and SOPs expectations that you perform against a certain standard or benchmark? Identify critical results desired and align them to customer requirements. Identify the criteria in the standard or the benchmark established that you should be meeting. The next step is to identify who your customers are; they could be citizens, firefighters, staff, or students. Now, align your customers with the criteria or benchmark that has been established. Develop measurements for the critical work processes or critical results.Determine which form of measurement you need to use in order to show the appropriate data for a particular process. Measurements can be in dollars, time, gallons (fuel usage or water used at the training center if its metered and the fire department is charged for the use) or test scores for students. Establish performance goals, standards, or benchmarks. These may be predetermined for you such as in an NFPA document such as response times, or in local policies. However, if you determine that there is a wide gap between the desired standard and where you currently are, it may be wise to use incremental steps to improve. If the standard is felt to be unrealistic the chances for success are limited. However, if over time we increase the standard in steps people have the chance to adjust and they will feel a sense of accomplishment moving forward. Another important point to consider when establishing goals or benchmarks are the use of SMART goals. However, it is appropriate to introduce the concept here.S – SpecificM – MeasurableA – AccurateR – RealisticT - TimedSeveral examples are listed below on how metrics could be used. These are all created through Excel charts and graphs.Ex 1. The overtime percentage chart shows month over month, with the average of the last three years on the left. If we are using adjunct instructors on their off days and our overtime cost are exceeding our budgets, this correlation may help justify the addition of new staff instructor to reduce overtime. If the training officer was attempting to prove this the next step would be to show a cost benefit analysis of reducing the overtime in exchange for one additional staff instructor. 55245000Ex 2. Another example for using metrics could be the justification to show the need for training in specific disciplines based on the growing community need. If you already have the information in some form of spreadsheet or database, transfer it into an Excel spreadsheet, open the type of graph or chart that you wish to use and input the data. Through analyzing this chart a few items can be determined in a quick glance. Station 5 seems to have remained fairly consistent in their chest pain call volume. This could be due to it being a rural area or the demographics of this community simply have not changed over time. Station 4 has since a drastic increase in chest pains. This could be due to the new construction of nursing homes, assisted living or retirement communities. This may also be cause for additional training on large commercial structures inhabited with elderly citizens. The remaining stations have seen slight increases in chest pains calls, which is typically for areas with a growing population or the population is simply getting older. Although it’s not specifically a training item. If the chest pains calls of station 4 have risen, the likelihood of the overall call volume has risen as well. This would be important information to gather when considering the replacement of apparatus based on hours and mileage. The data in the two above diagrams show the spreadsheet. In the second diagram, the data is selected on the left side, copied and pasted into the Y values box for the Series name “2010”. The Series name should be the name of the item that you are tracking. This will automatically plot your numbers. You repeat the process for each year represented. Additional information on how to develop spreadsheets, graphs and charts can be found through searching the internet or at . Microsoft Office offers free self-study courses online for Office products 2003, 2007 and 2010. Ex 3. Operating cost per station by year and with the light blue line representing our current goal for 2012.Total Quality Management (TQM)Training officers should strive to employ some measure of quality control over their training programs to ensure that the content remains consistent with newer standards, technologies, and where deficiencies in operations arise. Several methods of quality control are available such as using a Quality Circle, Taguchi Methods, Business Process Engineering, or Total Quality Management (TQM). While all methods have their strong points, the most inclusive overall for fire department training program use is TQM due to the fact in is an all member involvement process. Common in private industry, TQM is adaptable for use in the public sector due to the use of performance monitoring, member participation, public feedback, and the pursuit of continuous improvement. The principles of TQM are, first striving to meet the customer’s needs (in this case, the members of the agency). Secondly, being able to do things right the first time, free from defects (mastering skills). Striving for continuous improvement in service delivery is the third of the principles (streamlining incident operations). Following these is the constant seeking of improvement. Finally, there should be a measurable result of all training programs.Statistician and author W. Edwards Deming developed 14 points for quality management. The 14 points reflect the bases for total quality management: Create constancy of purpose for improvement. Training programs should be based off of the goals and mission statement, thus remaining consistent. Adopt a new philosophy. As change is needed, be willing to adapt to it and improve due to it.Cease dependence on mass inspection. Individual testing and evaluating allows the program to be tweaked to the benefit of enhancing each member.Do not award business on price alone. Before buying a service, training materials, or awarding a contract, make sure the product meets the needs of training program.Work continually on the system of production and service. A training officer must never become totally satisfied or complacent with the program. It must continually be evaluated and adjusted as needed to continue to meet needs that arise. Institute modern methods of training. Training officers cannot be afraid to try new things and use technology to their advantage.Institute modern methods of supervision of workers. Part of evaluating the training program would also include evaluating those conducting it. By staying abreast of new philosophies, principles, and theories of supervision, empowering behaviors could be created.Drive out fear. A training program should never be used to “weed out” members or exploit weaknesses. Break down barriers between departments. A training program should include plans to train with other agencies and departments,Eliminate slogans, exhortations, and targets for the work force. These well intentioned goals of perfection may be too lofty to ever achieve. Instead, a coaching approach to approve where needed specifically may prove more effective, by introducing progressively challenging goals.Eliminate numerical quotas. Most training programs are based around a predetermined number of hours. While this may still need to be met for various requirements, the program should be results based. The predetermined hours should not be the gold standard.Remove barriers preventing pride of workmanship. By encouraging empowerment and promoting self-management of the training program, pride can become a driving force in the program. Institute a vigorous program of education and retraining. Training officers must be willing to learn new techniques and embrace new technologies. These should be instituted into the training program as soon as feasible. Take action to accomplish the transformation. If change or improvement needs to be made, the training officer can often forge the way to transformation. Guiding RequirementsLocal Ex. Firefighter IFirefighter IIFirefighter IIIDriver/EngineerRecruit SchoolNPQ FF INPQ FF IINPQ Haz Mat Awareness & OPSERTSafety and SurvivalNON-Competitive1 year as FFIMed Unit Cert.Job Orientation (ICS100, 200, 700 & 800) and 4 online tests.Relief Driver after 1 year as FFIINON-Competitive3 years as FFIIRelief Driver SchoolActing Officer SchoolNON-Competitive1 years as FFIIIRelief Driver SchoolActing Officer SchoolCompetitiveNFPANFPA 1001, Standard for Fire Fighter Professional Qualifications. This standard may be better known as the standard for Fire Fighter I and Fire Fighter II. For TOs, this should be the starting point of your training for new recruits. The standard is written in the format of job performance requirements (JPRs). The goal was to make the JPRs clear and concise in an effort to determine if the individual possesses the knowledge and skills required to perform as a fire fighter. Along with defining the task to be performed and the tools, equipment, or materials needed to complete the task, JPRs give the training officer evaluation parameters and/or desired performance outcomes to determine if the task has been completed successfully. NFPA 1001 is also used as an evaluation tool for experienced fire fighters to test their retention of the basic knowledge and skills needed to operate safely on the fire ground. Although the title of this standard and several other standards cited in this chapter use the term “Professional Qualifications” these standards apply to all fire fighters, career and volunteer. NFPA 1002, Standard for Fire Apparatus Driver/Operator Professional Qualifications. Having qualified personnel driving and operating your department’s fire apparatus is equally as important as having well trained personnel advancing hose lines, cutting ventilation holes, and commanding your emergency scenes. NFPA 1002 should be used by TOs for initial training of driver/operators and as an evaluation tool for those who have previously been qualified as a driver/operator. Like NFPA 1001, it is written in the format of job performance requirements (JPRs). The standard features different JPRs for different types of apparatus including: pumpers, aerials, tiller trucks, wildland apparatus, aircraft fire fighting apparatus, and mobile water supply apparatus. Therefore, training officers can tailor their use of the standard to the needs of their organization.NFPA 1021, Standard for Fire Officer Professional Qualifications. A training officer can have a tremendous affect on the long-term success of the organization when career development is included as part of the on-going training program. Too many departments leave career advancement up to the individual to “self-study” for the next promotional exam. A training officer should be ready and willing to assist all levels and rank of personnel reach their maximum potential. NFPA 1021 gives the TO guidance on the requisite knowledge and skills personnel need to meet the minimum JPRs necessary to perform the duties of a fire officer. The TO can utilize the knowledge and skills listed in the standard to develop classes and/or activities to help those participants hone their skills. Remember, a well-rounded fire training program includes initial instruction and on-going evaluation of all ranks within the organization.NFPA 1041, Standard for Fire Service Instructor Professional Qualifications. As one of the four original professional qualification documents created for the fire service in the 1970’s, NFPA 1041 is one of the oldest, yet one of the most relevant professional qualification standards used today. The standard includes three levels of instructor qualification (Instructor I, II, and III) each having increasing levels of responsibility and job performance requirements. Training officers should identify their organizations need for trained personnel at each of the different instructor levels and understand the capabilities and limitations of each level. Among other duties and responsibilities, those personnel qualified at the Instructor I level can teach from a prepared lesson plan and adapt lesson plans to the unique requirements of the students and the authority having jurisdiction. Instructor II qualified personnel possess the knowledge and skills required to create lesson plans, write objectives, develop course materials, and design a course evaluation plan. Instructor III qualified personnel are trained to plan, develop, and implement comprehensive programs and curricula. These personnel can conduct needs analysis, design record keeping and scheduling systems, and develop training goals and implementation strategies. The role of the training officer is to ensure all instructors within their department are trained to the appropriate Instructor level to successfully perform the tasks they are assigned.NFPA 1401, Recommended Practice for Fire Service Training Reports and Records. Training records have many important functions in the management of a fire department. They provide proof of compliance with statutory requirements, assist with budget development, and supply basic information for effective training program management. NFPA 1401 outlines a systematic approach for training officers to develop, record, and manage these vital records. It explains the “who, what, when, where, and why” of appropriate documentation. The different types of training documents are discussed and explained. In addition, the standard presents valuable information on the legal aspects of fire service record keeping. NFPA 1401 demonstrates that proper training documentation is much more than participants writing their name on a sign-in sheet and it explains the necessary elements needed to make your documentation complete. NFPA 1402, Guide to Building Fire Service Training Centers. While technically not a Standard, NFPA 1402 provides training officers with guidance on the design and construction of facilities for fire service training. It includes useful information on planning the site, infrastructure considerations, and the construction process. Training officers can find information on a wide variety of building types and mobile props, including; drill towers, live fire training structures, smoke buildings, driver training courses and trailers for SCBA maze training. NFPA 1403, Standard on Live Fire Training Evolutions. NFPA 1403 was developed after the tragic deaths of two Boulder, CO firefighters during a live fire training exercise in 1982. Prior to that there were no nationally accepted guidelines on how to conduct live fire exercises. Since its introduction in 1986, NFPA 1403 has provided TOs with a solid blueprint for safe, effective practices during live fire training evolutions. The standard addresses critical safety issues that must be taken into account by the training officer prior to conducting any live fire exercise, including:student training prerequisitesthe presence of a Safety Officerthe role of the Instructor-in-Charge the roles other instructors playpersonal protective equipmentcommunicationsthe need for on-scene EMSwater supply requirementsacceptable fuel types and loadspre-burn safety briefings; and fire fighter rehab NFPA 1403 gives the training officer guidance on how to conduct live fire training in acquired structures, gas-fired facilities, non-gas-fired facilities, and exterior live fire training props. Finally, TOs can utilize the reports and checklists found in NFPA 1403 for proper documentation of the training event. All TOs who conduct live fire training should have a thorough knowledge of NFPA 1403 and follow it’s guidelines to ensure the safety and health their fire fighters.NFPA 1404, Standard for Fire Service Respiratory Protection Training. This standard addresses the minimum training requirements for the Respiratory Protection Program found in NFPA 1500, Standard on Department Occupational Safety and Health. All fire departments should have a written respiratory protection program and it falls upon the training officer to ensure proper training and documentation is completed. NFPA 1404 guides the TO as to what breathing apparatus skills should be taught to new recruits and outlines the requirements for retraining and evaluating incumbent fire fighters. The standard also defines different types of respirators and methods of respiratory protection enabling the training officer to train on the specific items that apply to their organization. A recent addition to the standard calls for students to be taught the concept of individual air management which is intended to increase an individual’s awareness of his or her personal air consumption rate while working in SCBA. NFPA 1404 covers a wide range of information that TOs can easily implement into their training program. NFPA 1407, Training Fire Service Rapid Intervention Crews (RIC). From a training officer’s perspective, few training topics are as important to the success of the organization as those concerning fire fighter safety and survival. Prior to the creation of NFPA 1407, it was left up to the individual jurisdictions how to train fire fighters the skills needed to rescue a downed comrade. With its release, NFPA 1407 has standardized the specific skills and evolutions needed to develop a solid rapid intervention program. In addition to giving the TO guidance on RIC policies and procedures, the standard establishes instructor requirements and student prerequisites. It gives the TO a standard set of survival skills to include in their training program and defines the required performance of successful completion of RIC training evolutions. NFPA 1410, Training for Initial Emergency Scene Operations. Originally adopted in 1966, this standard began as a set of basic hose line evolutions to test the speed and skill of engine and ladder companies. The standard has evolved over the years to include chapters on the operational performance of truck companies and rapid intervention crews. Training officers can utilize NFPA 1410 to design and organize company drills, evaluate the performance of those participating companies, and properly document compliance with the standard. NFPA 1410 offers flexibility as the evolutions found in the standard can be adapted to local conditions by the authority having jurisdiction. The TO can make NFPA 1410 the basis for many different types of drills, including: recruit trainingdriver/operator traininglive fire drillsladdering drillsdefensive operations training; and RIC evolutionsNFPA 1451, Fire Service Vehicle Operations Training Program. This standard establishes the minimum requirements for a fire service vehicle operations training program. For those departments that do not have a formal driver/operator training program, this standard should serve as a starting point and reference for TOs to develop such a program. NFPA 1451 also serves as a method to meet all of the requirements of NFPA 1500, 1002, and 1003 with regards to training and education of fire department driver/operators. The standard addresses training frequency, education requirements, instructor qualifications, driver safety, and training record documentation. Given that historically between 20 and 25% of all fire fighter deaths annually are related to motor vehicle accidents, the training officer should ensure all department driver/operators are trained to this standard.NFPA 1500, Standard on Fire Department Occupational Safety and Health Program. A major tenet of any fire training program should be to establish and maintain a strong safety culture within the department. Training officers can make or break that safety culture by the attitude they take and the example they set both in the classroom and on the training grounds. That is why a thorough understanding of NFPA 1500 is critical to a training officer’s success. NFPA 1500 is the comprehensive safety and health document for the fire service. Originally published in 1987, the standard was developed as the first consensus standard for occupational safety and health for the fire service and was intended to reduce the staggering number of fire fighter injuries and deaths suffered in the 1970’s and early 80’s. The standard has evolved and expanded over the years to address the ever-changing dangers we face as a fire service, placing new emphasis on traffic incidents, establishing control zones, and fire fighter fitness and health. While the training officer should be familiar with all aspects of NFPA 1500, Chapter 5 Training, Education, and Professional Development, deals with the specific role training plays in the safety and health of fire fighters. Training officers can use Chapter 5 as the basis for establishing member qualifications as ancillary NFPA professional qualification standards are listed for the variety of member duties. In addition, Chapter 5 gives TOs direction on minimum training requirements for their department members by offering guidelines for frequency of training and topics to be covered.The other chapters found in NFPA 1500 can be used by the training officer to further develop the training program by indentifying safe practices outlined in each chapter and then incorporating those practices into the drill tower and classroom exercises.NFPA 1521, Standard for Fire Department Safety Officer. In many fire departments, the training officer also serves as the department Health and Safety Officer and/or Incident Safety Officer. When this is the case, the importance of the TO being familiar with NFPA 1521 is clear. For larger departments, where the roles are filled by different personnel, the value of this standard to the training officer may not be as obvious, but no less important. NFPA 1521 contains separate chapters for Health and Safety Officer (HSO) and Incident Safety Officer (ISO). In Chapter 5, Functions of the Health and Safety Officer, there are numerous references to the HSO ensuring that fire department members are trained in safety procedures. The training officer must be able to work with the HSO to develop an overall fire training program that includes topics important to fire fighter health and safety. The duties of the ISO are discussed in Chapter 6, Functions of the Incident Safety Officer. A thorough understanding of Chapter 6 will assist the training officer in making safety decisions at training exercises.Finally, NFPA 1521 provides training officers with guidance on how to prepare and maintain department members who may be designated as health and safety and/or incident safety officer by covering the assignments, duties, and responsibilities of both positions.NFPA 1584, Standard on the Rehabilitation Process for Members During Emergency Operations and Training Exercises. This standard establishes a rehabilitation (rehab) process for fire department members working within an incident management system, during both emergency scene operations and training exercises. With fire fighter health and safety gaining greater awareness in recent years, it is appropriate that more attention be given to the rehab process. Training officers should utilize NFPA 1584 to plan the rehab process for all scheduled training sessions whenever those exercises pose the risk of participants exceeding a safe level of physical or mental endurance. The standard explains the specific components of a complete rehab system and includes many useful forms, guidelines on vital signs, and temperature/heat index charts. Training officers should be advocates for the rehabilitation process both in training exercises and on emergency scenes.NFPA 1971, Standard on Protective Ensembles for Structural Fire Fighting and Proximity Fire Fighting. For a training officer, safety on the training grounds should be the driving force behind the design and delivery of all hands-on drills. As most drills require participants to don at least a portion (if not all) of their personal protective ensemble (PPE), a thorough understanding of NFPA 1971 is essential for training officers. We know gear should be inspected prior to engaging in any training and/or emergency scene activity. Typically, this is done by the individual user at the start of a shift for career fire fighters or on a meeting/training night for volunteer fire fighters. Even though PPE is presumed to be inspected prior to attending a training session, it is the responsibility of the training officer to ensure fire fighters are wearing gear that is compliant, properly fitted, and in good condition before participating. This is especially true when conducting live fire training evolutions. Changes in NFPA 1971 may also require TOs to provide updated training on the proper care, use and inspection of PPE. Such was the case after the 2007 revision to NFPA 1971 added the drag rescue device (DRD) to fire fighter turnout coats. This change necessitated training on how to use the DRD in an emergency, how the DRD should be cleaned and cared for, and how to reload the DRD for its next use. Record KeepingWho –Was the instructor or officer responsible for the class?Signed the roster?Was in attendance?Verified students attendance with their signature (required for ISO documentation)?What – Was the subject covered?What were the stated objectives and were the objectives met?Operation was evaluated?Equipment was utilized?When –Did it happen (date and hours)?Where – Did the class take place?Why –Is the training officer’s signature present stating the training actually took place and the objectives were met?Strategic PlanningStrategic planning is a cyclic process: the steps include Establish a Vision, Create Goals, Examine Internal Issues, Examine External Issues, Formulate a Strategy, and Re-Evaluate. After completing this cycle for the first time, you repeat the cycle continuously. The plan is very dynamic and needs to be continuously updated in order to receive the greatest benefit from implementing. The difficult part is starting this process, however, once it is established it becomes a routine maintenance item.Specific- Be specific in your goal. Define exactly what you wish to accomplish. This will help you stay focused on what it is that you are exactly trying to accomplish and it will help determine how to measure your success. Ex. “Finish my Bachelor’s degree.”Measurable- Identify some avenue for measuring the success of the goal. Establish definitive benchmarks that show your progress whether they are time based, grade based or carry some other form of measurement. The key is to ensure that your measurement reflects the specific task that you are trying to complete. Attainable- Ensure that it is reachable. It’s like going to the gym Jan. 1 and quitting Jan. 5 because you haven’t lost 20 pounds in 4 days. Pace yourself and be reasonable with your goals. Explore areas that will assist you in gaining the knowledge and abilities necessary in order to obtain this goal.Realistic- Set realistic goals. Establish a plan or series of steps that will allow you to accomplish a satisfying goal. Don’t set goals that are easy, but ones that require some work and dedication. This is the point of setting goals, something to work towards; we all must step out of our comfort zone from time to time. This allows us to grow as humans and to learn. The key is to not believe that you graduate recruit school today and will become chief tomorrow, it takes time and work. However, if it was easy, everyone would do it.Timely- Establish an endpoint or timeframe for accomplishing your goal. This part may be closely tied to your measurement benchmark as well. However, it’s important to remember that just because you set a date does not mean that it cannot be modified according to where life takes you, especially if it’s a long term goal. If dates have to be altered, it’s ok, simply remember to establish a second date and remain focused on accomplishing it. Don’t allow yourself to procrastinate. SWOT952506858000Budgets2012 Training BudgetItemsNumberCost?TotalsRecruit School3$40,000 ?$120,000 Officer School2$1,500 ?$3,000 Drivers Program3$3,000 ?$9,000 Technical Rescue Disciplines5$4,000 ?$20,000 Special Projects 1$6,000 ?$6,000 Conference5$1,500 ?$7,500 Operating Cost?$20,000 ?$20,000 Misc. Expenses? $1,500 ?$1,500 Office Supplies? $1,500 ?$1,500 Building Maintenance? $15,000 ?$15,000 Bay Renovation? $25,000 ?$25,000 Burn Building Inspection1 $2,200 ?$2,200 Forcible Entry Door1 $3,900 ?$3,900 Projector1 $1,200 ?$1,200 ??????????????????Total$235,800 CBT ProgramsAdobe sells a product called the E-Learning Suite that can be used to produce CBT and it is one of the most thorough and comprehensive suite of programs available, although it also requires a bit of learning to be productive with the different programs. Another software suite is called Articulate Studio, it offers a suite of programs that will produce CBT content but offers a more user friendly interface for less experienced users.PodcastingThe technology used was a mixing program called Garage Band for Apple products and using a MAC Book, the show was recorded and then posted on the web. The Voice with podcasting had reached a new success and the ISFSI was looking for other ways to use this new medium. This type of podcasting was focused and fast moving but it was soon to become taken over by a newer and much better looking medium; webcasting. With webcasting pictures and slides are incorporated into the presentation, an instructor you can sometimes see, and opportunities to interact with the instructor. However, podcasting had a built in audience due to its portability and ease of use. The Apple revolution was sweeping the country and it appeared everyone had an iPod or MP3 player of some kind. The podcast could be burned to a disc, put on an MP3 player, and eventually downloaded from iTunes.Windows Movie MakerWindows Movie Maker (WMM) allows you to record a video on any digital recording device and upload the video(s), according to how many takes you record to your PC (personal computer). As mentioned earlier this is free software that comes standard on most Windows PCs. After the videos are downloaded you simply open the WMM and a time line will appear. The editor can drag the videos into the time line and review the video. If there is a segment that the editor would like to remove from the video it’s a simple touch of the mouse. After the editor places all of the necessary parts in the time line and removes the unwanted segments, WMM will walk the editor through the process of publishing the video. Several options exist including adding music, transitions, animations, titles and credits. Once you finish with all of the add-ons you can preview the movie before clicking on the final publishing. I-Movie and SpliceI-Movie and Splice are both for Apple products and work from your IPhone. All video recording and editing can be completed from the IPhone without downloading to a computer. This system offers all of the same benefits as the WMM, but everything can be completed straight from your IPhone or I Pad (no I Pad App for Splice, currently). As well, both of these products are extremely inexpensive, I-Movie is a $4.99 App and Splice is a free App (there is an add-on option for $3.99). Both products offer tutorial videos in order to help the editor understand the uploading and editing process. Without providing a step by step format, the process is basically the same as WMM. The editor opens the program, creates a title, click and drags photo or videos into a timeline, creates transitions and provides animations. Once the video is complete it can be saved or “exported” to your camera roll or library and uploaded to social sites, YouTube, emailed or saved and downloaded to a department website.Questionnaire for Developing TDGsIdentify a critical, difficult and frequent decision or judgment.What makes this a difficult decision?What are common errors?How would an expert make this decision differently than a novice? Identify cues and strategies.How can you practice and get feedback to help you make this decision next time?Tactical Decision Games-5715001625600027432004826000You have eight minutes to read the statement and answer the questions below.You are a Lt. assigned to E7. This area is a heavily congested area with both vehicular and foot traffic. It is 1230 hours when your Engine is dispatched to a rubbish fire. The location of the rubbish fire is on a narrow one-way street. This street is a lunch time favorite for the many civilian workers in the area. There are many places to eat and shop. The sidewalks are very wide. As you respond down this street you observe the rubbish fire in a wire mesh trash can. It is a small fire and your crew goes to work on it. A civilian approaches you and states that the fire is the result of a small explosion in the trash can. Your nozzle firefighter gets your attention and points out a cell phone strapped to the bottom of the wire mesh trash can. It is similar to the one in Diagram #1. While you are inspecting the cell phone from a distance, you hear two separate minor explosions down the street. Two more trash cans have now burst into flames. There are no injuries to nearby civilians. A few seconds later a large explosion rips apart what appears to be a parked car. This explosion takes place approximately 200 yards away from you and your crew. You estimate that there are 50 people injured to some degree. There is no additional fire problem. ?? List Priorities. Note Concerns for responders. ?? Describe Civilian Safety Procedures?? Order Additional Resources. (Use back of sheet if needed)?? Place Additional Resources. (Use back of sheet if needed)Tactical Decision GamesYou have three minutes to read the statement and answer the questions below in order of highest priority.You are the Lt. assigned to E10. E10 is dispatched to a reported structure fire in CO. 14’s first-in district. The fire is located in a Restaurant. The fire building consists of a large one story, Type II, commercial building. The fire is located on Side D of the building. E14, E26 and E21 are conducting fire attack operations inside the building. Battalion 3 is the IC and assigns E10 rapid intervention group responsibilities. Your crew consists of a 4 year firefighter, a 5 year relief driver and yourself. ??What equipment will you need???What verbal communications will you give to your crew???What radio channels will your crew monitor???What are your responsibilities as a RIT Group Leader?-189865-43624500Creating Training VideosSoftware - - Converts movie and sound formats (including YouTube)Windows Movie Maker - Packages the slides, sounds, narration, etc…Apple Products - Splice and I-MovieAny Video Converter – 1) Click Add Video, 2) Select conversion from menu on top right, 3) Click Convert Now-30480016700500Windows Movie Make – Windows 7Free Download, if not packaged with computer when purchase.Scroll down the list on the left adding/modifying as you see fit. Insert video, pictures, and audio.Altering the order of slides by clicking and dragging. Edit the video with different animations and transitions. Remember to not lose focus on it being a training video with a purposeful intent. Use the transitions and effects to capture attention however use some of the same rules as powerpoint presentations.Limit the amount of words the student has to read.Narrate when possible.Limit the amount of slides flipping, spinning, etc…… -533400-21907500iMovie-52387513398500430720513335Select iMovie AppSelect New Movie or trailerSelect pre-designed theme4000020000Select iMovie AppSelect New Movie or trailerSelect pre-designed theme-571500-40957400437388064770Enter text for Name, Studio, and CreditsInsert video and pictures4000020000Enter text for Name, Studio, and CreditsInsert video and pictures-54292524193600441007583820Enter text (blue shaded area)Continue to add video and pictures until ready to preview video. Save video to iPhone, Facebook, etc…400000Enter text (blue shaded area)Continue to add video and pictures until ready to preview video. Save video to iPhone, Facebook, etc…-53340013589000 ................
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