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Introduction to Fire Protection, 4th Edition Robert Klinoff
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Fire Science Education
and the Firefighter
Selection Process
LEARNING OBJECTIVES
Upon completion of this chapter, you should be able to:
● Explain the differences between a community college certificate, an associate degree, and a four-year degree in fire science.
● List the advantages of obtaining a certificate or degree from a regionally accredited institution. ● Describe the availability of on-line fire science
programs and training.
● Assess your career potential in the fire service. ● Give examples of work ethics.
● Explain the need for sensitivity to diversity inside and outside of the workplace.
● Describe the different levels and availability of training programs.
● Give examples of different types of personnel development programs.
● List the steps in the selection process and important aspects of each.
● List ways you can prepare for the selection process.
● Explain the purpose and importance of the probationary period.
COLLEGE FIRE SCIENCE PROGRAMS
In some colleges, fi re science curricula allow the student to earn a certifi cate without completing all of the requirements of a degree in the program. Th e certifi cate pro-gram requires the completion of a set number of accredited core courses and addi-tional specifi ed courses in the area of general education. Although not a degree in and of itself, the certifi cate attests to the accumulation of a body of knowledge in the fi re science subject area.
Research the college’s catalog and meet with a college counselor to plan a course of action to achieve the desired goal.
Th e completion of an associate degree in fi re science requires more general educa-tion units to accomplish. Some of the courses may be transferable to a four-year college; others are not.
NOTE INTRODUCTION
Th e fi re science curriculum is designed to produce a student with a comprehensive background knowledge in the technical training for fi re suppression and prevention. Manipulative training, the actual hands-on fi refi ghter training, may or may not be in-cluded as part of the curriculum, depending on the school attended.
Th e fi eld of fi re science–related courses includes many more people than just the fi re-fi ghter. Not all people are physically or mentally qualire-fi ed for the rigorous and demanding profession of fi refi ghting. Some may choose to avoid the dangers of a strictly fi refi ghting career. Some fi re service–related jobs do not require the same level of physical ability or the ability to operate under severe stress in dangerous situations. Th ese other jobs are closely related to, and a necessary part of, the delivery of a total fi re protection system to the community.
curriculum A particular course of study.
technical training Training in the specifi cations and limitations of equipment or calculation of information necessary to operate the equipment.
Th e core courses may or may not be transferable. Th ey may serve as prerequisites for acceptance and count as credit in an upper division program. Each school diff ers in its requirements. It defi nitely benefi ts the student to research the college’s catalog and meet with a college counselor to plan a course of action to achieve the desired educational goal from a regionally accredited institution.
In 2000 a conference was held at the National Fire Academy (NFA) in Maryland. At this conference fi re service leaders from throughout the country and state directors of fi re service training came together to establish recommendations for fi re service–related training curriculums and created the National Fire Science Curriculum Committee (now called the National Fire Science Programs Committee, or NFSPC).
Th e plan the NFSPC produced is called the Fire and Emergency Services Higher Education (FESHE) Model Curriculum: Transforming to a National System1 Th e
commit-tee continues to meet on an annual basis to update and refi ne the model curriculum. At the 2002 conference, the 2002 FESHE IV, an experienced-based model that recommends an effi cient path for fi re service professional development, was produced. Th is model addresses how education and training should be integrated. Th e National Professional Development Model (Figure 1-1) illustrates the relationship between education and training in a professional development matrix.
Ability to Do the Work Ability to
Manage
National Professional Development Model
Focused on Horizon Focused on Road FO IV: Executive FO III: Administrator Risk Management Operations FO II: Manager FO I: Supervisor Special Certifications Firefighter II Firefighter I Master’s Bachelor’s Associate’s
Chief Fire Officers Designation
TRAINING EDUCA TION
FIGURE 1-1
National professional development model. C our te sy o f F eder al Emer genc y M ana gement A genc y (F EM A)upper division courses College-level courses that are applicable to a degree program for a bachelor’s degree or higher. Lower division courses are those taken on the college level that are either prerequisites for higher levels of study or are used to receive an associate of arts or sciences degree.
Th e core six-course curriculum for associate degrees is as follows: ■ Building Construction for Fire Protection
■ Fire Behavior and Combustion ■ Fire Prevention
■ Fire Protection Systems
■ Principles of Emergency Services
■ Principles of Fire and Emergency Services Safety and Survival
In addition, curricula were developed for noncore courses that may be off ered. Th ese are: ■ Introduction to Fire and Emergency Services Administration
■ Fire Investigation I ■ Fire Investigation II
■ Fire Protection Hydraulics and Water Supply ■ Hazardous Materials Chemistry
■ Legal Aspects of the Emergency Services ■ Occupational Health and Safety
■ Strategy and Tactics
Th e NFA also released its 15-course upper-level Degrees at a Distance Program (DDP) curriculum to accredited baccalaureate degree programs. Th e DDP remains as NFA’s delivery system for the courses. Th ese courses are also accessible through programs that have signed up with the NFA. Th ey include:
■ Analytical Approaches to Public Fire Protection ■ Applications of Fire Research
■ Community Risk Reduction for the Fire and Emergency Services ■ Disaster Planning and Control
■ Fire and Emergency Services Administration ■ Fire Dynamics
■ Fire Investigation and Analysis
■ Fire Prevention Organization and Management ■ Fire Protection: Structures and Systems
■ Fire-Related Human Behavior
■ Managerial Issues in Hazardous Materials
■ Personnel Management for the Fire and Emergency Services ■ Political and Legal Foundations of Fire Protection
Two additional courses, developed by the NFSPC Bachelor’s Group, are available in the model course outline format:
■ Issues in Fire/EMS Management
Several four-year colleges in the United States off er bachelor degree programs in fi re-related fi elds. One of these schools is the California State University at Los Angeles,2 off ering a degree in fi re protection administration. Oklahoma State
Univer-sity off ers a degree program in fi re protection and safety technology.3 Included in this
program are summer internships for students, giving them actual experience working in fi re departments and industry. Th e University of Maryland off ers a degree program in fi re protection engineering.4 Th e Federal Emergency Management Agency (FEMA),
through the Emergency Management Institute, has a list of schools that off er higher education programs from the Associate to the Doctoral level in Emergency Manage-ment and Homeland Security.5
On-line Programs
A more recent development in fi refi ghter training and education is the availability of on-line programs. Th ese programs allow fi refi ghters and prospective fi refi ghters to earn de-grees in fi re science and related training without having to attend courses at a traditional “brick and mortar” facility. Th ese programs are available from numerous community col-leges and schools of higher learning throughout the country. Associates through Masters Degrees may be earned in these programs. Some of the advantages are that one does not need to live in close proximity to the school being attended to complete the courses. An-other is that fi refi ghters with a set duty schedule may not be off duty on the days that the course is taught in a traditional classroom setting. Previously, personnel would have to arrange duty trades or other time off to attend the courses. Th ey can now participate in the course over the computer and complete the work as time permits within the course requirements, such as completing the work for week two during the second week of the course. Primary examples of these types of courses, from a training standpoint, are the National Incident Management System (NIMS) courses off ered by the Federal Emergency Management Agency through the Emergency Management Institute (EMI) in an on-line format. Th ese courses include:
■ IS-100.a—Introduction to the Incident Command System (ICS) ■ IS-200.a—ICS for Single Resources and Initial Action Incidents
■ IS-700.a—National Incident Management Systems (NIMS), An Introduction For more information on these courses visit www.training.fema.gov
Northwood University in Michigan off ers a distance/online accredited bachelor’s degree program in fi re service management that grants credit for training certifi cations and life-long experience.6 Other schools, such as the International Association of Fire
Fighters Virtual Academy, off er distance learning or extended university programs. Th ese programs work much the same way as the open learning program, allowing students to complete their course work from locations away from the college campus. Th ese schools are just a sample of those off ering these types of degree programs.
Pursuing a higher education in fi re service–related courses can make you a more eff ective member of the fi re service community. It may also help you achieve promotions after you gain employment. An education may have a direct dollar value in the workplace. Many fi re departments off er, as a part of their compensation package, a pay incentive for a fi re science certifi cate or degree or for other specifi ed types of training certifi cation. Th is usually ranges from 2½% to 10%. Calculated out over a 30-year career and carried over into retirement, this amounts to quite a bit of money.
In some departments the completion of certain courses is a condition for comple-tion of the probacomple-tionary period. Th e probationary period is described later in this chapter.
OTHER COLLEGE PROGRAMS
Another popular course of study for fi re professionals is public administration. Most fi re departments operate as public agencies governed by local or state government—this makes a public administration educational background vital to the fi re executive. Another reason for the popularity of this program is the availability of a master’s degree in public administration.
Th ere are other courses of specialized study benefi cial to the fi re professional in the fi elds of emergency management, risk management, industrial hygiene, law, emergency medicine, and chemistry.
An alternate and complementary course of study to the fi re science technical educa-tion is the fi refi ghter certifi caeduca-tion. Based on Naeduca-tional Fire Proteceduca-tion Associaeduca-tion Standard 1001, Fire Fighter Professional Qualifi cations,7 this course of study is primarily
manipula-tive in nature with technical instruction where necessary. Th e course of study includes instruction in fi re behavior, fi re extinguishers, self-contained breathing apparatus, ropes and knots, forcible entry, rescue, water supply, fi re streams, ventilation, salvage and over-haul, fi re cause determination, fi re suppression techniques, automatic sprinklers, and fi re prevention inspection.
CAREER POTENTIAL ASSESSMENT
Becoming a fi refi ghter requires you to be a person of the highest moral and ethical charac-ter. You represent one of the proudest professions there is. When you pin on a fi refi ghter’s badge, you represent hundreds of years of tradition of selfl ess service and sacrifi ce. You are assuming the reputation of the entire fi re service. You are expected to act at great per-sonal risk to save the lives and property of others without seeking recognition or acclaim. When watching the news on television you may have noticed that no matter what the disaster, the fi re department is usually there. Fire department personnel are usually in the background, quietly performing their jobs, whether rescuing people from fl ood or fi re, giving medical attention to victims of crimes or accidents, delivering babies, or pre-venting the spread of hazardous materials. Th e fi re department does not have numerous
television action shows to advertise its abilities. People do not often think much about the fi re department until they need it. Th e public expects a high level of professionalism and competence. Political candidates do not run on fi re protection platforms, as they do with law and order. Fire departments may not get much press, but they still give the public much more than their money’s worth.
Some people want to become fi refi ghters because they see it as their chance to be-come a hero. Anyone who seeks this career for the singular purpose of becoming a hero is misguided. Th ere are few opportunities to become a hero, and besides, if you do some-thing heroic, what if nobody notices? Firefi ghting is not about being a hero; it is about doing the best you can to save lives and property every time you are given the opportunity.
Firefi ghting entails a certain amount of danger and excitement. Over 100 fi refi ght-ers a year make the ultimate sacrifi ce and give their lives in the line of duty.8 Statistics on
fi refi ghter deaths for the years 1977 through 2008 are contained in Appendix A. Firefi ght-ing is dangerous, but it is not a profession for those who disregard their own safety or the safety of others. With proper training and care, you should be able to make it through your career and enjoy your retirement in relatively good health.
Th is profession requires long hours of drill and study to master the myriad tasks you are expected to perform, often in extremely stressful situations. It has been proven that people do what they were trained to do when things go badly and danger surrounds them. You must be willing to perform the preparation before you can perform the job. Training never ends, due to the constantly changing demands of the workplace. When new chemicals are developed, new industrial processes are invented, building construc-tion techniques change, new subdivisions of homes are built in more remote locaconstruc-tions, or changes in the public’s behavior occur, the fi re department ends up being involved.
You must be willing to perform the preparation before you can perform the job.
Firefi ghters suff er the same ills and problems as the rest of society. Th e divorce rate among fi refi ghters is high; alcoholism and drug abuse do occur. To many fi refi ghters, their co-workers are their extended family, and what aff ects one aff ects all. Firefi ghters spend long periods of time together on duty and see each other under the worst of conditions. Responding to other people’s tragedies has a way of drawing fi refi ghters closer together and forming strong bonds among them.
Firefi ghters are required to show compassion and become skilled in dealing with people at the worst times in their lives—at accident scenes when loved ones have been killed or seriously injured, and at fi res and other incidents of devastating loss. Firefi ghters must be able to deal with the injury and deaths of people of all ages, from infants to elders,
NOTE
under horrible conditions. As fi refi ghters become more involved in the delivery of medical aid, they see more instances of child abuse and other tragedies.
Th e modern fi re service has started to address the problem of stress in the workplace. Many agencies have employee assistance programs that allow fi refi ghters to talk confi den-tially with a counselor when they are having stress problems at work or home. Th ere are also provisions for alcohol and drug abuse treatment programs. No one can be a fi refi ghter and be totally unaff ected by what they see in the line of duty. Critical incident stress debriefi ngs are being introduced to help fi refi ghters cope with particularly bad incidents that they have responded to. Imagine, if you can, responding to the crash of an airliner with the expectation of rescuing people. Th e crash is such that all 300 persons aboard are killed. Firefi ghters still search the wreckage to see if there is anyone left alive, the same as they did after the bombing of the Federal Building in Oklahoma City in 1995 and the attack on the World Trade Center in New York City in 2001. Another possible scenario that fi re-fi ghters face is responding to a vehicle accident where a family member, personal friend, or co-worker has been killed or seriously injured. In such situations it is not uncommon to ask yourself, “What could I have done to save them?” Another common question when a co-worker is killed or injured is, “What if it had been me?” After experiencing enough of these kinds of incidents, they start to build up inside you and manifest themselves in home or work-related problems. You must be willing to ask for help to cope when necessary.
Firefi ghters must be team members. Th ey must be willing to give up personal desires to benefi t the team. When the team succeeds, the whole team succeeds.
When the team performs extraordinarily well and praise is theirs, it should be shared equally. When a baby was saved from a burning house, one fi refi ghter carried the baby out and got his picture in the paper—but without the help and backup of the others at the scene, the rescue would not have happened. No one can perform the job alone. Whether at emergencies or on routine work assignments, the whole team needs to pitch in and help until the work is done.
Washing the equipment and doing dishes are not glamorous or fun, but they are a part of the station routine (Figure 1-2) and working together as a group makes the job go by much more quickly.
A career-long commitment to physical fi tness is part of being a fi refi ghter. In 2008, 45 fi refi ghters, or almost half of the 118 fi refi ghters who died while on duty, fell victim to sudden cardiac death (heart attack).9 Your fellow fi refi ghters expect you to be able to carry
your share of the load in a physically demanding profession. Letting yourself get out of shape not only endangers you, but also your co-workers and the public. Th ey have every right to expect you to stay fi t (Figure 1-3). If one of them goes down, it may be up to you alone to get them out.
critical incident stress debriefi ng A discussion in which personnel are encouraged to express their feelings after responding to and operating on particularly stressful events that result in high loss of life or other signifi cant conditions. Conducted to help personnel better deal with their emotions.
A career-long commitment to physical fitness is part of being a firefighter.
Th e role of the fi re service has changed and will continue to do so. Th e job of fi refi ghter has changed to meet the demands of the new fi re service. It used to be that the fi refi ghters’ main job was to control and extinguish hostile fi res. Nowadays the fi re department has
NOTE
FIGURE 1-2
Firefi ghters performing routine station duties.FIGURE 1-3
Firefi ghter maintaining level of physical fi tness.D elmar/C en ga ge L earnin g D elmar/C en ga ge L earnin g
taken responsibility for providing emergency medical service, fi re prevention, hazardous materials, search and rescue, homeland security, and other emergency services. Th e mod-ern fi refi ghter is expected to be an educator as well as a technician. As public employees, fi refi ghters are expected to serve the public by providing the services it requires. If you think that all you are going to do is prepare for and extinguish fi res, you are wrong. Instead of saying, “We are doing enough already,” the contemporary fi re chief is asking, “What more can we do and in what ways can we better serve the community?”
As a member of the fi re department you may very well be asked to give of your time off to participate in community programs. Th ese programs are benefi cial because they promote the image of the fi re service and fi refi ghters as a whole. If you were to ask fi re service professionals what are the most important things the fi re department must have, the item at the top of the list is the support of the public. For the fi re department to exist and receive the money it needs to function, the political support of the public is essential. As a fi refi ghter, you are not solely a community employee, but a part of the community. You must always keep in mind who in fact pays your wages.
You may very well ask yourself, “Am I ready and willing to proceed into a burning building when everyone else is running out?” If you can meet all of these criteria and suc-cessfully complete the selection process, you could pursue one of the most exciting and personally satisfying careers there is.
HUMAN RELATIONS AND WORK ETHICS
When choosing a career in the fi re service you not only work with other fi refi ghters but are also often expected to live with them, sometimes 24 hours a day (with 48 hour shifts be-coming more popular) in the fi re station during your tour of duty. You must also perform such tasks as station and vehicle maintenance, training, meal preparation, and sleeping. An ability to get along with others is very important in the often cramped confi nes of the fi re station. In some departments the situation is much like a military barracks.
In the area of human relations the fi refi ghter has to be prepared to deal with diversity in the workplace. Women and minorities who were formerly excluded from service are now a large part of the force. Affi rmative action programs and equal opportunity employ-ment laws have guaranteed these groups representation in the fi re departemploy-ment.
One of the quickest ways to lose your job as a firefighter is to become involved in harassment.
Equal Employment Opportunity law prohibits discrimination against any person in the classifi ed service or any person seeking admission thereto because of race, national origin, sex, age, physical disability, color, medical condition, marital status, ancestry, or union activity. Discrimination on the basis of age, sex, or physical disability is prohib-ited except where age, sex, or physical requirements constitute a bona fi de occupational
requirement. Physical disability is one of the few reasons a person cannot be hired by the fi re department as a fi refi ghter. Th e Americans with Disabilities Employment Act speci-fi es that there must be a clear reason why the disability excludes the person from being hired. As we will see in Chapter 2, there are jobs in the fi re department other than fi re-fi ghter that a person with a disability can hold.
One of the quickest ways to lose your job as a fi refi ghter is to become involved in harassment. Th ere is no tolerance for this type of activity in the modern fi re department. Sensitivity must be shown to all groups, at the station and on the scene of an emergency. One careless remark can cost you your job and tarnish the image of all fi refi ghters. As a fi re-fi ghter, you will respond to assignments requiring you to serve people of all backgrounds. It does not matter how much money they have or how they live; all of your customers deserve to be treated with dignity and respect and provided the full benefi t of your best eff orts.
Many attributes make a fi refi ghter a valued member of the fi re department com-munity. Loyalty is hard to defi ne, but it is sticking by your fellow fi refi ghters through good times and bad. It involves not bad-mouthing your superiors, subordinates, or co-workers. Much of the time you will not be out performing on emergencies. During this time it is very easy to fall into the habit of griping and gossiping. Th is only makes others think that you will talk about them when they are not around. If other fi refi ghters do not feel that they can trust you, they will not want to work with you.
Dedication to duty is how you approach your job. As a new fi refi ghter, you are ex-pected to be the fi rst one to volunteer for the dirty jobs, such as crawling under a house to retrieve a lost kitten. It does not stop there, however. Your dedication to duty should last your entire career. It is not enough to apply yourself for the fi rst couple of years until you fi nd yourself a comfortable station and crew that you can call home. You must constantly strive to be the best fi refi ghter you can be.
A fi refi ghter must have the ability to accept hardship without complaint. When the alarm sounds, the fi refi ghter goes to work. It does not matter that you are tired from the last incident or that you haven’t had a chance to eat, even though the food is on your plate. Long hours under stressful and often extremely tough conditions are included in the job.
In some departments or station assignments in larger departments, there are few calls for service and members must constantly train to maintain their skill profi ciency. One of the greatest dangers to fi refi ghters is complacency, or taking the attitude that I do not need to practice because my skills will not be necessary.
Being able to follow orders is a part of the team eff ort (Figure 1-4) required of all fi refi ghters. On the fi re ground is no time to argue with your offi cer or to freelance. Only through the total directed eff ort of all of the people on the scene can the problems be overcome. Around the station many orders are stated as requests: this does not mean that
freelance The act of performing operations without a coordinated effort or the knowledge of one’s superior offi cer.
they can be ignored. It is just a polite way of getting things accomplished and establishing a more relaxed, stress-free atmosphere.
You must have the ability and willingness to learn. Th e fi eld of fi re suppression and prevention is dynamic and ever changing. Th e fi re service itself has changed drastically in the last few years. Th e fi re department has an ever-expanding role in providing ser-vice to the community. Major changes have come about in the types of hazards encoun-tered and how they are handled. Th e equipment available has also changed at a rapid rate. Firefi ghters must be ready and willing to accept and adapt to these changes or become dinosaurs—and we all know what happened to the dinosaurs.
FIGURE 1-4
Firefi ghters attacking a structure fi re. Cou rtes y o f Ed wi na Da visYou must be willing to accept personal responsibility for your actions. When given a job, it is your responsibility to complete it, not someone else’s. You should not have to be closely supervised once you are trained to perform the required job. Emergency activ-ity can and does disrupt the other work that fi refi ghters perform on a regular basis. If this happens, it is your responsibility to return to the previously assigned work once the equipment is placed back into service after an incident. If you are unable to complete the assigned task by yourself, seek help or advise your supervisor.
Last but not least, every fi refi ghter must have a positive safety attitude. Firefi ghting is an inherently dangerous profession. Numerous fi refi ghters are disabled and others lose their lives every year in the line of duty. With a proper safety attitude you can do your best to avoid serious injury and death while still performing your job aggressively.
TRAINING PROGRAMS
Pre-service training programs in manipulative skills are available through Explorers (Figure 1-5), volunteer fi refi ghting programs, reserve/cadet programs, the National Junior Firefi ghter Program from the National Volunteer Fire Council, colleges, and training
FIGURE 1-5
Explorer program fi refi ghters attending ladder training.
Explorers A program of the Boy Scouts of America for persons 15 to 21 years of age. The Explorers work in conjunction with a professional organization such as the fi re or police department to learn the operation and job requirements.
volunteer fi refi ghting Performing fi refi ghting services without pay. In some areas a variation of this is the Paid Call Firefi ghter program. Under this program fi refi ghters are paid a specifi ed sum when they respond to incidents or attend training.
reserve/cadet programs Organized programs sponsored by paid fi re departments that provide training in return for personnel volunteering their time.
D elmar/C en ga ge L earnin g
associations. Th e goal of these programs is to teach the actual skills necessary for a fi re-fi ghter to perform on the re-fi reground. Th ese programs start with an academy that teaches skills in handling ladders, fi re extinguishers, salvage equipment, self-contained breathing apparatus (SCBA), and hose lays.
Sometimes having medical training such as emergency medical technician (EMT) or paramedic training can be of benefi t when seeking employment. Th is varies by depart-ment and the level of medical service it provides.
Some programs are sponsored by individual fi re departments, associations, or professional groups, with college credit issued. Generally you are required to attend on your own time at your expense. Often incentives are off ered in the way of special treat-ment in the hiring process. Th ey may even be used to establish a direct hiring pool for the department(s) involved. Th e completion of the fi re science program on the college level along with a certifi cate from a certifi ed pre-service academy can assist you in competing for the job of fi refi ghter.
In-service training programs have been developed to train active fi refi ghters. Th ese programs start with the academy and move on to the station, battalion, department, area, state, and national levels. Training programs are sponsored by the departments them-selves, state and local training offi cer’s associations, the offi ces of State Fire Marshals, and colleges. Th e courses run the gamut of subject matter from hose lays to specialty courses in hazardous materials and heavy rescue, and often require department-sponsored atten-dance due to worker’s compensation coverage.
Th e fi rst level of training for newly hired fi refi ghters is the academy. Th e new fi re-fi ghter reports to the school instead of to the re-fi re station. Th e purpose of the academy is to train the new fi refi ghter in department equipment and methods, in courses that are required by law (such as emergency medical training and Hazardous Materials First Responder Operational), and to observe the new fi refi ghter’s physical and mental per-formance (Figure 1-6). During the academy the new fi refi ghters are evaluated on their performance on written tests and during drills. If for some reason new fi refi ghters do not measure up to department standards, they are dismissed. Th is time can be very stressful for new fi refi ghters. Th ey are being watched very closely for the slightest infraction. A great amount of homework and studying is required to perform well on the written exams.
If for some reason new firefighters do not measure up to department standards, they are dismissed.
Numerous schools around the country off er technical training programs. One of the best known is the National Fire Academy and the Emergency Management Institute (both
NOTE
worker’s compensation Money paid to persons who have been injured in the course of their employment and are unable to work either temporarily or permanently.
located at the National Emergency Training Center), which off er courses year-round at the facility in Emmitsburg, Maryland. Instructors from all over the country are employed to present the widest viewpoint and to give the courses national appeal. Th e instructors are of the highest caliber and are recognized as experts in their fi eld. Th ere is no tuition charged to attend the National Fire Academy. For students to attend they must be spon-sored by their department and be accepted after fi ling an application.10 When accepted,
the student’s travel is reimbursed and lodging is provided. All the student pays for while attending the course is food.
A model fi re training program follows the Fire Service Career Ladder as seen in Figure 1-7.11 Most of the instructors are fi re service professionals and relate the
mate-rial to the fi refi ghter’s needs very well. Several of the courses parallel those off ered by the National Fire Academy.
Th roughout the United States there are colleges that sponsor fi re department– related courses at their facilities. A program that covers a wide variety of fi re-related subjects is off ered at Texas A&M.12 Specialized training in various types of fi refi ghting is
off ered at other locations as well.
PERSONNEL DEVELOPMENT PROGRAMS
A new trend in the fi re service is the personnel development program. In this program a fi refi ghter is trained as high as two ranks above the one currently held. Th e purpose of this program is to develop an understanding of how the department works and to prepare
FIGURE 1-6
Academy fi refi ghters performing physical fi tness training. D elmar/C en ga ge L earnin g
the leaders of tomorrow. In some instances, students are assigned a mentor to aid in goal setting, to help monitor their progress, and to assist them as necessary.
Modern fi refi ghters must be generalists and be able to perform many fi re- fi ghting functions. Th ey may also want to become specialists in one or more areas of fi re
FIGURE 1-7
Example of career ladder showing training certifi cations. FIRE SERVICE CERTIFICATION
CHIEF OFFICER FIRE OFFICER
FIREFIGHTER II
FIREFIGHTER I
ENTRY FIRE PREVENTION OFFICER
HAZARDOUS MATERIALS SPECIALIST HAZARDOUS MATERIALS TECHNICIAN FIRE APPARATUS DRIVER OPERATOR VOLUNTEER FIREFIGHTER VOLUNTEER FIRE OFFICER EMERGENCY MEDICAL TECHNICIAN
FIRE INSTRUCTOR FIRE INVESTIGATOR
mentor A person who guides and directs toward a goal.
generalist A person with general knowledge of no great depth in many subject areas. specialist A person with extensive training in one area of operations or information.
D elmar/C en ga ge L earnin g
department operations. Th e modern fi re service has so many responsibilities that no one can know everything or be an expert in every aspect of the job to be performed. It is the duty of every fi refi ghter to seek training on all levels.
SELECTION PROCESS
Th e selection process for the fi re department contains a number of steps. Diff erent depart-ments use various combinations of the steps presented here. It is important to research the department you are applying for to determine which of the steps are used and prepare accordingly. Th e steps presented here, for the purpose of illustrating the process, are: ap-plication, written examination, skills test, oral interview, physical agility/ability, medical examination, background check, fi nal oral examination, and probationary period. A rep-resentative selection process, from start to fi nish, is presented here.
It is important to research the department you are applying for to determine which of the steps in the hiring process are used and prepare accordingly.
Recruitment
Th e selection process starts during recruitment. Fire departments are looking for the most qualifi ed applicants they can fi nd. When you apply for a fi re department job you will be competing for a limited number of openings against others who have prepared them-selves to varying degrees.
Students who are currently in or have completed fi re science programs have already shown an interest in a fi re department career and a willingness to invest time and money in pursuing an education in this fi eld. Th ey have also shown the drive and ability to study and learn in a classroom environment.
Most fire departments have prerequisites for application. The most basic pre-requisites are a valid driver’s license, a high school diploma or general equivalency diploma (GED), and no felony convictions. Another prerequisite often used by smaller departments that do not have the money or the staffing to place a newly hired fire-fighter in an academy is a Firefire-fighter I certification.13 Smaller departments are usually
funded to have only the minimum staffing required to keep their apparatus respond-ing; they need new personnel on the equipment and ready to go the first day they report for work. When new personnel are hired and placed in an academy, they are getting paid and the department does not receive any direct benefit from their em-ployment. Some departments promise employment at the completion of an academy program of their choosing, but you must attend on your own time. By using instruc-tors from their own department, it also allows them to get a good look at you before
you are hired. Another common prerequisite may be emergency medical techni-cian or paramedic certification.
emergency medical technician A specifi ed level of medical training that usually consists of approximately 100 hours of classroom and practical training.
paramedic An advanced level of medical training. Paramedics can perform invasive procedures on the patient, such as starting intravenous lines.
Application Process
Administering examinations to large numbers of applicants is time consuming and there-fore expensive for public agencies. Th ere are several ways of limiting applications. One way is to limit the number of applications given out. It does not make much sense to give out 600 applications when the department’s anticipated need is for one to ten new fi re-fi ghters. Another method is to give out applications for one day only. Limited advertising is also used by publishing the job announcement only in the local newspaper. In some de-partments that have reserve/cadet fi refi ghter programs, those in the program get a guar-anteed application out of an already limited number.
With the rise in health care costs and as a long-term cost-saving measure, many de-partments have gone to a nonsmoking policy. Applicants agree to not use tobacco in any form for the term of their employment. Other departments are even more restrictive in that they require applicants to sign an affi davit at the time of applying that they have not used tobacco for a year prior to being hired. Violation of the nonsmoking agreement can result in disciplinary action and possible termination.
A limit aff ecting applicants is sometimes imposed as a result of court action. In some cases the fi re department has been found to not represent the demographics of the com-munity. In these cases the court may impose an order requiring an affi rmative action pro-gram to be put into place.
Some jurisdictions also have a residency requirement. A part of the reason for these requirements is political—to hire local residents for public jobs. Another reason is to have at least some of the force available on a call-back basis in case of a major disaster or large fi re. Some of these residency requirements require the applicant to reside in the jurisdic-tion prior to their applicajurisdic-tion being accepted. Others require the new fi refi ghter to reside in the jurisdiction or within a certain radius for a specifi ed period of time after being hired. Fire departments, like any other public agency or business, are trying to attract only the best applicants and at the same time keep costs down in the hiring process.
demographics The statistical characteristics (e.g., age, race, gender, income) of the population of an area. call-back A recall of personnel to on-duty status, usually due to an emergency situation.
Th e application process consists of fi rst, fi nding out when the application will be available, and second, when it must be completed and returned. One way to avoid the problems with fi nding out about application dates is to subscribe to an application notifi -cation service. Th ese services will, for an annual fee, send you a postcard with information on upcoming fi refi ghter examinations and application fi ling periods along with prereq-uisites such as Firefi ghter I, EMT, or Paramedic. Some departments are now posting job openings on the Internet. Another way to receive notifi cation of application fi ling dates is to visit the personnel department of the jurisdiction of your choice and fi ll out a job inter-est card (Figure 1-8). Th is postcard will include your name and address and is left with the personnel department. When the application fi ling date is announced, the department will mail the card to you. Be sure to take your own stamps for the cards. Most personnel departments will not mail out applications—they must be picked up in person.
Most personnel departments will not mail out applications—they must be picked up in person.
The job announcement is very important as it contains much of the information you need to fill out the application.
When you have picked up your application, make a copy. Use the copy for practice and return the original. Th e application should come with a job announcement ( fl yer) (Figure 1-9). Th e job announcement is very important as it contains the information you need to fi ll out the application. Most applications are a standard form for any job in that ju-risdiction. Always ask if there are any supplemental materials with the application. Th ere may be additional materials in the form of a pretest guide and/or study booklet. Th ere may also be a preparation class off ered to assist you in performing well on the exam.
Before leaving the personnel department and starting to fi ll out the application, read the job announcement carefully. Make sure you have the right job announcement for the position you are applying for. Th ey are usually all the same color. Th ere is nothing like driving home and then having to return because you have the job announcement for Painter. Be sure to pay particular attention to the date the application must be returned. Applications turned in late are not accepted.
A lot of information on the job announcement will assist you in fi lling out the application. Th e fi rst item is the test number and title. Th is is entered on the applica-tion for personnel department sorting purposes. Th e job announcement also contains information about pay, working hours, and locations and also specifi es the minimum requirements of the position you are applying for.
Th e best, and only way, a job application should be turned in is typed. Th e applica-tion must, at the minimum, be printed neatly in ink. Th is has changed somewhat as many departments now require applications be fi led on-line. Your fi rst impression on the oral panel may be your application. Th e members of the panel usually have your application
NOTE
FIGURE 1-8
Job interest card showing front and back.
NOTIFICATION OF RECRUITMENT Item No. __________
(Print) Last Name First Name Middle Initial Title of Job
ARE YOU WILLING TO WORK SHIFTS ____Yes ___ No
DO YOU SPEAK SPANISH FLUENTLY ___Yes ___No BAKERSFIELD ONLY Telephone No. __________________________________ Date ________________________ The KERN COUNTY Civil Service Commission is presently recruiting for the above named job. Applications are obtainable at the office of the PERSONNEL DEPARTMENT, 1115 Truxtun Avenue, BAKERSFIELD, and must be filed on or before ______________________________. If you fail to file an application for this job, it will be necessary to complete another of these forms in the event you wish to be notified in the future for this type of work.
Advise us of changes of address. Notification is a courtesy. The Personnel Dept. is not responsible for cards that aren’t mailed or mailed and not delivered.
IF NO RECRUITMENT OCCURS FOR THIS JOB WITHIN TWO YEARS THIS CARD WILL BE DISCARDED.
THIS IS NOT AN APPLICATION
Personnel 580 1310 054 (Rev.7/92) Place Postage Here PRINT NAME _______________________________________________________________________ ADDRESS ___________________________________________________________________ CITY and STATE_______________________________________________________________ ZIP CODE____________________________________________________________________ D elmar/C en ga ge L earnin g
FIGURE 1-9
D elmar/C en ga ge L earnin gbefore them as they conduct the interview. Th ey may also review it after you are inter-viewed. Spelling and grammar are important in your answers. Be extremely careful to an-swer all questions required completely and honestly. Incomplete applications and those that are not signed are unacceptable.
When fi lling out the portion of the application that asks for job history and duties, use the job fl yer as a guide. Specify how your current and past jobs meet the duties of the new job you are applying for.
The best, and only way, a job application should be turned in is typed. If you have an expanded job history or description that will not fi t on the application, attached sheets are allowed. For these to be accepted they must be turned in at the same time as the application. If you plan to bring a resume to your oral exam, attach a copy to your application as well. Attach a copy of your high school diploma or GED and if you have a college certifi cate or degree or any other special job-related training certifi cates, attach them as well. If the jurisdiction awards veteran’s points, you must submit acceptable proof of discharge along with the application.
NOTE
resume A listing of a person’s areas of experience and education.
veteran’s points Points added to a person’s fi nal score on a competitive examination process. Given to persons who have satisfactorily performed military service.
Written Examination
Th e written examination is designed to test the candidates’ ability to learn fi refi ghting pro-cedures and techniques. Th e test evaluates mechanical aptitude, general intelligence, mathematical ability, behavioral reactions to given situations or events, mental alertness, adaptability to the work of fi refi ghting, and the ability to understand orders and written material (reading comprehension). Since fi refi ghting experience is not a prerequisite for employment, questions on the written examination are geared to the inexperienced can-didate. Th is does not mean that there cannot be a reading comprehension question with a fi refi ghting situation and related questions. It just means that the answer will be found in the reading material. Questions are multiple choice and computer scored. Written exami-nations are weighted diff erently by diff erent departments. In some, the written exam will be worth 40% to 50% of your overall score. In others, the written is pass/fail.
Several resources are available in preparing for the written exam. One of these is to go to the local library and check out fi refi ghter exam preparation texts and videos.
Another source for these materials is the Firefi ghters Bookstore.14 Th ese manuals have
ex-ercises in mechanical aptitude, reading comprehension, mathematics, and so forth. If you have not done any long division or have not been taking multiple choice tests for a while, the experience you will gain by practicing with these texts is very worthwhile.
Skills Test
Th e skills test portion of the exam is not used by all departments. When it is, the top per-formers from the written exam are invited to participate. Th e skills test simulates real-life occurrences likely to be encountered on the job. Th e applicants’ mental ability to deal with these situations is graded. A few examples of this sort of test are as follows:
■ Applicants are given a written procedure to study for a specifi ed period of time, then are asked questions about the material.
■ Applicants are shown a video tape of operations at a fi re scene and then are asked questions about the video, such as “How many fi refi ghters were on the roof ?” or “Where was the engine parked?”
■ Applicants listen to an audio tape of a dispatcher giving directions and then are asked questions, such as “What street were you on after the third turn?”
Oral Examination/Interview
Th e next step is an interview with the oral interview panel (Figure 1-10). Th ere is usu-ally a representative from the personnel department in attendance and the interview is recorded on tape. Th e purpose of this is twofold: to ensure consistency in the way the interviews are conducted should they be challenged, and to avoid disagreement on what the answers were. Th is also establishes a record if you claim education or experience that is untrue. Oral panels commonly consist of three interviewers, usually of fi re offi cer’s rank. Th ey sit on one side of a table and the applicant sits on the other.
Th e oral exam is designed to evaluate education and work experience and to measure the personal attributes required of fi refi ghting personnel. It may evaluate the following characteristics: ability to act under stress, ability to accept authority, ability to get along with fellow fi refi ghters, ability to deal with the public, and motivation to be a fi refi ghter.
Th e panel of interviewers will attempt to put you at ease in discussing your qualifi ca-tions as a potential fi refi ghter. Th is portion of the examination is competitive and may be rated as much as 100% of your fi nal score when a pass/fail written exam is used.
oral interview panel An interview technique in which the interviewers ask questions and evaluate the answers given by job candidates. They assign a score to the candidate’s responses for ranking purposes during the selection process.
Punctuality and appearance are important. Neat grooming and attire will give a good fi rst impression of you to the panel. Th e old saying, “Look in the mirror, would you hire this person?” applies here.
Project an image of self-confi dence by thinking you are the best person for the job. Be courteous to the interviewers; speak clearly and loudly enough to be heard by all members of the panel. When responding to a question, look directly at the questioner. Avoid a harsh or hasty answer. If necessary, take time to think out your answer before responding. In a positive way, stress the value of your abilities and how you can contribute to the fi re service.
Avoid distracting mannerisms that might draw the interviewer’s attention away from your statements. Maintain good habits, posture, and poise during the entire inter-view process. If you are seated in a chair that rocks, sit still. Place your hands in your lap and try to relax.
You can prepare for the oral examination by fi rst assessing your delivery. Write down likely questions and then answer them while looking into a mirror. You may want to re-cord your answers to see how you sound. A very common request is, “Tell us about your-self,” or a close variation. Th is response is an excellent one to practice. Another method is to contact the local fi re department and see if you can set up a “mock oral.” In a mock oral, the room is set up much as it would be in a real oral and fi refi ghters ask you questions just as an oral panel would. Sources for video tapes and written material on preparing for oral examinations can be found by looking through fi re service magazines.
Th e oral interview exam is the fi nal step in competing for placement on the fi re de-partment list of certifi ed eligibles. Your score on the oral is determined by averaging the
FIGURE 1-10
Candidate being interviewed by oral examination panel. D elmar/C en ga ge L earnin gscores given to you by the individual panel members. A minimum average score of 70% is required to pass the oral exam. Applicants receiving less than 70% will be disqualifi ed.
In situations where the written and oral examinations are both weighted, the aver-age of your two scores will determine your ranking on the list of eligibles. In an examina-tion process where the two scores are weighted 50/50, a written score of 80 and an oral of 90 will give you an overall score of 85. Th is score will be compared to all the others and you will be ranked 1, 2, 3, . . . accordingly. Being eligible for veteran’s points can raise your score, so read your job announcement carefully or ask the personnel depart-ment for information on how to receive credit. Another method of ranking candidates is called banding. In this process, candidates with scores between specifi ed percentages are placed in groups. When positions become available, the candidates in the fi rst band are off ered the job. If the number in the group exceeds the number of available positions, a lottery is conducted to off er a position to a certain number of candidates in the band being used.
Physical Ability/Agility
Physical ability/agility tests (Figure 1-11) are administered to judge the candidates’ overall physical conditioning and ability to perform fi refi ghting-related tasks. Th is test is expensive and time consuming to administer and usually only a select number of the top-performing candidates are asked to participate. Th e test consists primarily of climb-ing, hoistclimb-ing, carryclimb-ing, liftclimb-ing, and dragging. Th e emphasis is on overall body strength and endurance. Th ere is no set standard for this type of test, but the basic events are much the same in most tests because they are required to be fi re fi ghting related. Appendix B describes a sample physical ability test.
As with the written and oral tests, preparation is important. Th e people administer-ing the test will be your future employers and they may very well remember your perfor-mance. It is a good idea to contact someone already on the fi re department and have them help you practice the basic types of activities.
As with the written and oral tests, preparation is important.
Just like any other physical endeavor, technique is involved in many of the test activi-ties. Dragging a hose around several obstacles may appear very simple, but until you have done it several times you are not likely to be very good at it.
Many departments with ladder trucks will require you to ascend and descend a raised ladder. Th is event can be very frightening the fi rst time you perform it but you can become more comfortable with practice (Figure 1-12). When you are taking the physical agility test and being timed is not the occasion to fi nd out you have not prepared properly.
Th e physical ability/agility test may or may not be competitive and part of your fi nal score. Most are usually pass/fail. It is good to know this and prepare accordingly.
FIGURE 1-11
Physical ability/agility testing.
FIGURE 1-12
Candidate climbing aerial ladder. D elmar/C en ga ge L earnin g Cou rtes y o f Ed wi na Da visFirefi ghter Combat Challenge
Another physical agility test that is sometimes used is the Firefi ghter Combat Challenge developed by ARA/Human Factors, Inc. Th e participants are required to perform the test wearing full turnout gear while breathing from a self-contained breathing apparatus. Th e test starts with carrying a pack made up of two 50-foot lengths of 1½-inch hose to the fi fth fl oor of a drill tower or other structure. Th en, using the hand-over-hand method and a rope, the candidate hoists a 50-foot roll of 2½-inch hose from the ground into the fi fth fl oor window.
Th e next step is to drive a 165-foot steel I beam a distance of 5 feet using a 9-pound shot-fi lled sledge hammer. Th is step is performed on a specially designed device called a “Keiser Force Machine.” Th e fourth step is to advance a 1½-inch charged hose line a dis-tance of 75 feet, then crack the nozzle and squirt a small amount of water. Th e last step is to drag a 175-pound dummy a distance of 100 feet. Th is is a condensed description of the Firefi ghter Combat Challenge. For a more detailed description contact Health Metrics at http://arahumanfactors.com.
Work Capacity Test for Wildland Firefi ghters
Federal wildland fi refi ghters are required to pass the work capacity test (Pack Test) at the “arduous” fi tness level.15 Some fi re departments in areas with wildland fi refi ghting
responsibilities require this test as well. Th e test used in the Wildland Fire Qualifi cation Subsystem for positions requiring an arduous fi tness level is as follows: the person being tested is to carry a 45-pound pack a distance of 3 miles in 45 minutes or less (equivalent to a pace of 4 miles per hour). Elevation corrections are applied for elevations over 4,000 feet.
Altitude Correction added to time allowed 4,000 to 4,999 feet 30 seconds 5,000 to 5,999 feet 45 seconds 6,000 to 6,999 feet 60 seconds 7,000 to 7,999 feet 75 seconds 8,000 to 8,999 feet 90 seconds
Background Investigation
One of the components of the hiring process that is becoming more prevalent is the back-ground investigation. Before off ering candidates a job, many departments conduct a com-prehensive check of the prospective employee’s background.
Components of the background investigation may include a review of the applica-tion for errors and omissions, a personal informaapplica-tion check, a fi ngerprint check, and a
polygraph examination. Department investigators may also visit social networking sites to see if the candidate has posted any information or photos which may compromise their application for employment.
Th e personal information component consists of a questionnaire to be fi lled out by the applicant. One of these questionnaires can easily extend to 20 or 30 pages. It may in-clude: all residences for the past 10 years; names and addresses of all relatives and several references; all educational experience, including high school; any experience or employ-ment, including voluntary and temporary, for the past 10 years; military information, in-cluding all locations and supervisors; legal information regarding perjury, convictions for felonies or misdemeanors, lawsuits, and traffi c violations; ownership, carriage, and use of fi rearms, including concealed weapons permit; prejudice against any groups and any discriminatory actions; drug use or any involvement with drugs directly or indirectly; mo-tor vehicle operation, including driver’s license and insurance information; and fi nancial information, including accounts, mortgages, credit cards and loans, late payments, judg-ments, child support, and bankruptcy. Th ere may also be questions regarding any physical altercations or domestic abuse incidents that you may have been involved in. Th e fi nal question may be worded as: “Did you in any way cheat, lie, or commit fraud during the ap-plication or evaluation process or during any of the background processes?”
All relatives, employers, roommates, current and former spouses, and references may be sent a personal confi dential inquiry about you. Typical questions are:
■ Does the applicant have good communications skills?
■ Do you feel the applicant can make logical decisions and use common sense? ■ Do you feel the applicant retains information?
■ Do you feel the applicant has the willingness to confront problems? ■ Is the applicant dependable and well motivated?
■ Is the applicant generous and willing to help others even at his/her inconvenience? ■ Do you think the applicant has the desire for self-improvement?
■ Please describe the applicant’s demeanor, grooming, and personal care. ■ Do you feel the applicant is of strong moral character and is honest?
■ Do you feel the applicant is physically able to perform the duties of a fi refi ghter? ■ How do you feel about the applicant working with the public?
Th ese are subjective questions and not all responses are going to be weighted the same. You may be asked to explain why someone said a particular thing about you in his or her response.
Once the packet is reviewed by the employer and all of the references that reply have been reviewed, a polygraph examination may be administered. Its purpose is to verify that all of the information presented on the personal information questionnaire is correct. It is considered the best practice to not misrepresent any of the information. Every question allows explanation and one of the worst things that can be done is to leave something out
or lie about it. Doing so is grounds for failure of the background portion of the examina-tion. In addition, you should keep records of the information that the employer is likely to ask for so you can truthfully and completely fi ll out the background investigation packet.
Final Interview
Th e last interview is with the fi re chief or designated representative(s). Conducted in a manner similar to the oral examination interview, the primary purpose is to discuss vari-ous phases of the fi re service career. Th is interview takes place when your name appears within the top positions on the eligible list.
Th e interviewer(s) on this panel can change your ranking among the people they are interviewing. More than one person may be interviewed for a vacancy.
Stay alert and pay attention. Th is interview may make the diff erence in whether you get hired or not. You could walk into the interview as the top-rated candidate on the list and walk out as the bottom-rated person of the group interviewed.
eligible list A certifi ed list of persons who have successfully completed the testing process.
probationary fi refi ghter A person hired by the fi re department who has not been granted permanent status.
Medical Examination
A step in your evaluation process prior to appointment as a probationary fi refi ghter is a complete medical examination, which may include drug screening.16 It is given by
a physician appointed by the department at department expense. Each applicant must be in good general physical condition, free from disease or defects that would inter-fere with the satisfactory performance of the duties of the position. Th e results of the pre-employment medical examination are used to determine whether applicants pos-sess the prescribed standards of physical health and physique required for the position of fi refi ghter. Applicants who fail to pass this examination have their names removed from the eligible list.
Probationary Period
Th e probationary period is the last step in the selection process. Th e academy program can be considered a part of the probationary period. At the end of the academy program there may be a fi nal examination that covers all of the skills and technical material presented. Th e fi refi ghter then goes to an assignment at a fi re station. Probationary fi re-fi ghters are expected to perform independent study to learn the required departmental
policies and procedures. Th e probationary period may last up to 12 months because a fi refi ghter working a 24-hour shift schedule works only an average of 10 days a month. Twelve months is often considered to be enough time to observe how the new fi re-fi ghter adjusts to re-fi re department life and performs at emergencies and regular work assignments.
During the probationary period, new fi refi ghters may not enjoy full civil service pro-tection of their employment. Th is allows the department to remove fi refi ghters who can-not adjust or are found to be unable to perform their duties. Removals from service are not done without cause. By this time the department has invested a lot of money in the selection process and training.
Many departments have a comprehensive combination written/manipulative test at the end of the probationary period. Th e purpose of this test is to assess the knowledge and skill of the fi refi ghter. Th e candidate is expected to correctly perform the skills taught in the academy as well as those learned during the probationary period. Th e written test consists of knowledge of policies and procedures and technical information about the de-partment and equipment. If at this point the fi refi ghter cannot pass these tests, dismissal may occur.
Goal Setting
To achieve your goal of becoming a skilled professional fi refi ghter, you must fi rst clearly defi ne what your goals are. You must create a road map to success with a well-defi ned destination. If you wander aimlessly, no matter how fast you go you will not arrive at the desired destination. Planning and working hard are required to achieve your goal. With-out both you will not succeed.
Th e time to start preparing and planning is now. No one is going to wait for you. Th e job you desire is going to come open, and unless you are truly prepared you are not going to be ready to get it. Firefi ghter entrance examinations are competitive. Not all who apply are going to be accepted. With few exceptions those who are the best prepared are going to perform the best. In civil service hiring, lists are established and those at the top of the list get fi rst consideration for vacancies.
Goal Setting Process
When you develop your goals, keep the acronym SMART in mind. Goals should be Simple, Measurable, Accountable, Realistic, and Timely.
Th e fi rst step is to visualize what your goals are and write them down. Keeping a list in your head is ineff ective. Th e interference from everyday events will soon have you losing sight of your goals unless they are clearly written and easily referred to on a regular basis. Writing your goals down assists you in determining whether they are truly realistic.
