The Effectiveness of Fire Service Training Methodologies - Term Paper Example

Fire Fighting Service Name Course Name and Code Date Introduction Fire fighting is a demanding profession; the personnel are obligated to save public lives from extremely dangerous situations. Saving lives from environments where the public is fleeing. With regard to this, not only do they need excellent training in controlling and combating fires together with hazardous conditions, but personal safety and saving lives. This profession has caused massive on-job fire fighter fatalities (Avillo and Kirsch, 2010). Due to this understanding, fire fighter trainees are subjected to life threatening training methodologies, which are aimed at equipping them with the necessary and relevant fire fighting skills and techniques. However, it has been noted that thousands of fire fighters get serious injuries during the training process. The sole cause of death among fire fighters is the lack of understanding of hazard assessment of the live fires used during training. The trainees are committed into situations with inadequate risk assessment, which on the other hand culminates into fatal injuries or even death of the fire service personnel. Different studies into this topic have been undertaken to try to establish the relevance and effectiveness of various fire fighting training methodologies as well as the risks associated with them. Despite these efforts, little literature has been documented. In accordance with these views, this paper proposes to review the effectiveness of fire service training methodologies and whether they aim at improving performance, safety knowledge as well as reducing negative outcomes. Rationale of the study Each year, thousands of fire fighters are injured during training. In some occasions, some fire fighters may become fatally injured. While training methods, such as live training evolution, is a popular fire service training method, it also exposes the trainees to grave dangers. Indeed, a major cause of fire-fighter death is the lack of understanding of hazard assessment of the live fires used in training. Based on these assumptions, this paper proposes a review of the effectiveness of fire service training methodologies and whether they aim at improving performance, safety knowledge and reducing negative outcomes. According to Netherlands Institute for Safety Nibra (2009), domestic fire safety continues to be an area of concern. In Europe, nearly 2 to 2.5 million fire reported each year, resulting to over 25,000 deaths and around 500,000 injuries despite the fire safety programs. There is therefore a need for a study into the fire safety methodologies to determine their effectiveness. Objectives of the Study The main goal for this research is to determine the effectiveness of various methods of fire service training methodologies, and whether they are effective in improving performance, imparting safety knowledge and reducing negative effects. The specific objectives of the research are 1. To determine whether the theories in training translate into practice by the fire-fighters 2. To find out the attitude of learners to the training methods 3. To determine whether the training staff can adequately bridge the gap between the job being performed and the training mandate 4. To determine and show how the efficiency of the technology or methodologies used in training and determine whether they are relevant to the scope of learning. Research Questions In order to meet the above objectives, the researcher has designed the following questions that will be addressed in the research process: 1. What are the main fire fighter training methodologies? 2. Are the acquired skills during training translated into practice by fire fighters? 3. How do fire fighter trainees behave during their training sessions? What is their main attitude? 4. Are the fire fighter trainers doing an excellent job? 5. How often is technology including the use of computers used in fire fighter training? Synopsis This research proposal is arranged according to the following structure. Introduction: this section provided the foundation of the research by stating the problem that will be investigated. Accordingly, it is in this section that the need for the research is established. The rationale of the study together with study objectives and more importantly, this section proposes research questions that will be vital in guiding the researcher through the research exercise. Literature review: this section discusses theories and frameworks with regard fire fighter training methodologies as well as their effectiveness. Similarly, the fire fighter trainee attitude towards training is discussed. Accordingly, the literature review explores the already available information with regard to the research problem "Competent, compliant or Complacent" A review of the effectiveness of fire service training methodologies. Methodology: provides the means and the manner in which the researcher will use different data collection instruments to collect data with regard to the research problem. Accordingly, the section discusses various research paradigms that are essential in ensuring effective data collection is achieved. Personal Work Plan: the program of the research activity is excellently provided by this section. Literature Review Fire fighters are up to task to rescue the public from danger and by doing so; they often are injured or killed in the process. They are expected to do their work with great levels of professionalism; in this regard, they must have excellent and proficient knowledge, training as well as better equipments in order to deliver. Training like in any other professional field fire-fighter training is responsible for instilling skills and techniques for aptly and excellently tackling any fire related task (Dunn, 2010). This profession is one of the most physically and mentally damaging professions. Fire fighters from around the world are trained to undertake or handle different dangerous situations including residential fires to wildfires, and cruise ships as well as oilrigs. These firefighters and women are exposed to locations and situations most of which they have never seen or experienced (United States Congress Senate, 2011). For this reason, they not only need excellent hands-on training in controlling fires and hazardous conditions, but also should be equipped with personal safety techniques together with life saving techniques. Rookies in this profession are at risk of getting injured or burnt and sometimes they can be fatally injured however much controlled the training may be. There are a myriad of different fire-fighter training methods; for example, the Live Fire Training is an advanced fire fighter training techniques that is mainly used by the Queensland Fire and Rescue Service. In accordance with this technique, it has been established that the advancement in fire-fighting equipment together with protective clothing in the recent years, fire fighters can now enter burning structures and even stay there longer while fighting fire (Ridenour, 2010). This technique is believed to instil skills and knowledge that not only allow fire fighters to perform their task efficiently but also makes it appropriate and essential for them to have massive understanding of fire behaviour and development patterns especially in regard to modern fire occurrences including backdraughts and flashovers (Stowell, IFSTA and Hieber, 2011). Accordingly, Live Fire Training observes that current built structures have plastic and synthetic materials incorporated during construction. These contents do not burn cleanly; however, they produce massive volumes of dark, thick and toxic smoke, which have high compositions of un-burnt fuel that can readily ignite given the right conditions. The automatic ignition resulting from these un-burnt fuels can culminate into waves of flames that burn downwards thus resulting into room contents bursting into immense flames as well as causing devastating effects. The flashover is a normal characteristic phase in the development of compartment fires, which can reach temperatures above 1100 degrees Celsius. Given the above conditions of the modern fire phenomenon, fire fighters must be subjected to realistic and hands-on training methods in order to recognise the different fire development stages as well as maintain safety and efficiency on the job. Due to this recognition, Queensland Fire and Rescue Service conducted an expansive and intensive international research into the best live fire training methods and hence formed a live fire training program which gives fire fighters that opportunity to witness the fire development stages in a realistic but controlled environment as well as experiment with the different fire fighting methods in order to ensure they are equipped with superb fire fighter safety on the job and community protection. 3D Fire fighting Training, Techniques and Tactics is another fire fighting training methodology developed by the Fire Protection Publications, Oklahoma State University. The 3D fire fighting are the techniques and tactics used by fire fighters in order to have control over the deteriorating fire conditions within a fire-revolved structures and/or compartments. The main goal of the 3D fire fighting training is taking control over the interior conditions specifically at the outset of fire operations based on the ‘safe-person-concept’ where an instant risk-based approach, as well as evaluating the risk versus gain are applied at the earliest opportunity like during the arrival of fire service personnel. According to this technique, it was established that in the past, fire fighters directly tackled visible fuel-phase fire but neglecting the invisible dangers of the gaseous-phase fire. This is a key error that has resulted into deaths of many fire fighters. Given the understanding of the exception explained above, the 3D fire fighting training has designed safety techniques and tactics to gain access to a fire compartment or structure as well forward advancement procedures in order to mount effective and efficient attack on the fire. In the same line of discussion, the 3D fire fighting training also exposes fire fighters to the understanding that the compartment fires in the gaseous phase are extremely lethal as compared to the full phase fires (McMunn, 2011). Some of the training methodologies used here include, zone control, 3D water-fog applications especially into the gaseous phase in order to suppress flaming together with inert un-ignited fire gas accumulations, tactical venting, direct and indirect methods of fire suppression. According to the fire training program for Fire Brigade Members there are three types of fuels including solid fuels, liquid fuels, and gaseous fuels. Solid fuels are those solids that when heated to certain temperatures will emit combustible vapour. Similarly, the position of these solids affects the way they burn. Gaseous fuels are regarded as the most dangerous of all fuel types because they are already in the natural state required for ignition. Combustion according to the Fire Fighter Training Program for Fire Brigade members is a complex reaction that requires fuel, oxidizing agent, and heat energy to come together in a specific way. Consequently, fire will only continue when enough heat is produced in order to sustain continued development of flammable vapour. The fire fighting training standards established that there are no universal requirements for fire fighting training; however, there are various effective fire fighter training methods. Effective training involves connecting with the trainee’s individual learning style. Petrakis (2003) conducted a study into fire fighter training and established that there are three learning styles that are relevant and essential to fire service training and they include, visual, auditory and kinaesthetic. Petrakis also established that not all fire fighters would respond to the same training style. Given this understanding, in order to effectively achieve the three learning styles identified above, training materials should and must be designed accordingly (Petrakis, 2003). The following are fire fighter training methodologies. On-the-job training On-the-job training goes beyond isolating each learning style and how training is best retained by trainees. It provides an essential platform for applicable skills to be acquired as illustrated in the site-specific concerns (Cable, 2012). This kind of training has been accepted and utilized in various occasions. However, the only issue with on-the-job fire fighting training is that, the workplace constantly changes within a very short period of time. In the same line of discussion, on-job-training removes the challenge of transferring skills acquired through classroom training and apply it to a work situation as there is no lapse from instruction to skill application (Giesler, 2010). This is one of the most effective forms of training as most trainees are given a real opportunity to understand how to tackle the fire menace mainly because they are sufficiently exposed to the real skills and techniques for fire fighting and hence acquiring effective fire fighting skills as well as safety precautions. Classroom training Classroom training although regarded as not exciting type of training; it is another key training environment for introducing new topics regarding the subject matter (Ford, 2011). This training setting is particularly important in illustrating how different situations occur in the workplace, which other training methods cannot effectively and safely address. For instance, classroom training shows examples of pictures that are aimed at making fire fighters aware of potentially hazardous situations without necessarily exposing them to the dangers associated to such conditions. This type of training plays a significant role in ensuring successful fire department operations. Classroom training is in most cases regarded a safe form of training as the trainees are not exposed to the real situation that demand for real solutions. Mentoring Mentoring is a fire fighting training technique, which involves pairing an experienced fire fighter with one who is relatively new in the field. This kind of training arrangement is beneficial to the inexperienced trainee because he/she will look up to the experienced partner as a role model. He/she also will also have a customised form of training as the questions and concerns of training will be answered on the spot (Bryon, 2011). Similarly, it has been established that the trainer always guides the trainee in all occasions. The mentor in this regard is obliged to be a trusted and faithful guide, facilitator, coach, sounding board, critical friend, networker, and above all a role model (Mitter, 2012). These qualities are a must for this arrangement to work out or serve any positive purpose. The returns of this type of training are not only tied to the inexperienced trainee but also to the mentor whose skills in leadership are further developed. Mentoring as seen from the above is extremely vital for equipping the fire fighter trainee with hands-on skills as well improving the mentor’s leadership skills (Terpak, 2008). Contrary, to this, there are situations where the trainee due to public expectations may develop a more aggressive approach during operation and hence he/she will take on a more-risk prone approach. This will automatically result into the trainee being fatally injured or even dying. However, it is one of the safest forms of fire fighter training methodology as the trainee is systematically walked through the entire process by the mentor while taking all safety precautions. Customized training This type of training is conducted by a training consulting firm, which sets up unique training programs with regard to organisational needs. It is an expansive form of fire fighter training program as compared to other training methods and hence it is used initially when the firm’s internal training staffs does not possess the necessary expertise. It is not a new form of fire fighting training methodology but it is increasingly becoming trendy. This training methodology is essential in equipping trainees with first hand fire fighting skills. Computer based training According to the USFA, the most effective way of learning how to fight fire is to fight fire. Similarly, there are no substitutes for real things. The cost for fire fighter training is extraneous as well as time consuming thus making the reality not achievable (Dodson, 2007). This realisation lead to the development of computer based fire fighter training programs. These programs have been designed to simulate structure fire in actual buildings in the area the fire department is located. During training, trainees are able to perform entirely everything they would during a real call from apparatus placement to securing water supplies. A study conducted by Mayur Desar (2000), established that, computer training is efficient and more effective as compared to instructor based training. Due to this establishment, it was recommended that computer-based training should be used as the starting point, which then leads to instructor-based training as the trainee continues to acquire more fire fighting skills. Virtual training is commendably effective, however, when these trainees are exposed to a more practical and hands-on training, it is sometimes hard to translate virtual skills into real situation (Varone, 2011). Similarly, some trainees have capacities of accessing high-level fire fighting techniques through virtual means and they have an ultimate urge to translate what they have learnt into reality; however due to limited literature with regard to the advanced fire fighting procedures some may succumb to the fire menace, get injured or even end up dying in the process. Regardless of this, computer-based training remains to be the best form training. The attitude of the fire fighter trainee determines the degree of fire fighting skills acquired. For instance, it is recommended that fire fighter recruits should have strong and solid physical strength as well as a powerful mental attitude to in order to successfully pursue this career line. Poor attitude like in any other career field is a recipe for disaster and failure; fire fighter trainees with poor training attitude end up not acquiring the necessary skills for fire fighting and thus when they are exposed to the real act of fire fighting, they end up getting fatally injured or even die in the process. Fire fighting training process demands physical and mental resources of the trainee in order for him/her to eventually become successful in the field. Previous researches have tried to establish the effectiveness of different fire service training methodologies. A study by Satyen et al. (2003) and McConnel, Leeming and Dwyer (1996) found that fire safety training methods such as “Fire Ed” in Australia are effective in providing children with early training in fire safety. The effectiveness in fire training methodologies has also been attributed to the decrease in the number of deaths that occur in the UK and US homes because of increased public safety education. In one study, Barrows and Thurman (1988) attempted to establish whether student's self-perception of knowledge about fire and was linked to their actual knowledge (Herweck, 2011). The study found that students perceive higher levels of fire safety knowledge than they actually have. According to the study, this may lead to risk taking. Newton and Fisher (2010) pointed out that fire safety training through peer educators was effective since shared experiences that allow the students to feel at ease through talking with the peers. In another study by Huseyin and Satyen (2006), it was found that despite the numerous fire-training methodologies, it is not clear why several reports have indicated lack of fire safety knowledge, delayed evacuation and delayed fire response. Proposed Methodology The study will employ qualitative case study research design in collection, analysis and interpretation of data. The researcher will focus on collecting extensive data about fire service training methodologies, and whether they are effective in improving performance, safety knowledge and reducing negative outcomes. Typically, case studies employ a range of data collection methods. This study will use document analysis to collect data (Tellis 1997). The research questions will guide the type of data to be collected. Research approach The researcher will use the two main research approaches: inductive and deductive. In the deductive approach, the researcher will forecast the outcomes as well as acquire the knowledge about the forecast which will either disapproves or supports the forecast (Herweck, 2011). This will compel the researcher to develop a hypothesis with regard to how different variables relate, followed by data collection that will help the researcher to create a certain conclusion, which either supports or disapproves the hypothesis. This approach is mostly related to quantitative research. Given this understanding, the researcher will use quantitative data collection. The researcher will also use the Inductive approach, which is very instrumental in primary data collection such as observation and interviews in order to come up with facts about the research problem (Shapiro, 2008). The researcher will focus on specific measures and detection of regularity, formulation of the hypothesis as well as the development of general assumptions and theories. Inductive approach will help the researcher to conduct a qualitative research. The researcher proposes to use both inductive and deductive research approaches in this research activity. In this particular research, the researcher will mainly use the deductive approach theory testing method (Rafilson, 2008). This will help in acquiring broader and relevant data together with providing an expansive and intensive understanding of the topic, the inductive approach will also be used to a certain extent. By using the two approaches, will help the researcher to have a broader basis to understand the problem in order to come up with results that are more reliable. Research strategy The research strategy is regarded as the overall methodology used by the researcher in navigating through the research investigation. In general, there are seven research strategies and these are; archival research, case study, survey, experiment, action research grounded theory, and ethnography. Research strategy is different from data collection because the strategy used in research activity can combine various data collection methods that are predetermined by the strategy. The "Competent, compliant or Complacent" A review of the effectiveness of fire service training methodologies research, the researcher will solely use case study strategy. Through this strategy, the researcher will streamline the research problem into a researchable perspective and thus have control over the whole study. Similarly, this strategy will help the researcher to get real responses together with institutional analysis that will be derived from the exhaustive specific research position. In this regard, the researcher will focus on collecting extensive data about fire service training methodologies, and whether they are effective in improving performance, safety knowledge and reducing negative outcomes. Typically, case studies employ a range of data collection methods. Data collection Techniques Given the above strategy, the researcher will use a combination of different data collection methodologies including both qualitative and quantitative. In relation to this, the researcher will collect both numeric and verbal data (Grimwood, 2008). Accordingly, numeric and verbal data collection instruments that will be divided into primary and secondary data will extensively help the researcher to collect relevant data with regard to the study. Primary data: the researcher will collect data directly from the source through observations, questionnaires and interviews. Primary data is the data collected directly from the source and the data collected has never been documented or manipulated. Primary data is extremely reliable as it helps the researcher to discover new information that helps in expanding the understanding with regard to the research topic. Primary data is collected using instruments such as questionnaires, experiments, observations and interviews. Secondary data: using documentary reviews, the researcher will be able to review previous research works that were conducted by other researchers into the same research topic. This data is already documented and readily available from sources including internet websites, books, journals, diaries and from any other publicly available records. The "Competent, compliant or Complacent" A review of the effectiveness of fire service training methodologies research study, using various readily available information the researcher will obtain expansive secondary data from different sources that are directly or indirectly related to the research topic including books, internet websites, journals and other publicly available records. Similarly, the researcher will adopt the primary data collection instruments in order to obtain primary data. The main instruments that the researcher will employ in the research are questionnaires, interviews, and observations. In order to meet the objectives of the research, the researcher will design a mixed approach questionnaire that will comprise of both closed-ended and open-ended questions. For the researcher to collect quantitative data with exact numeric data, the researcher will use closed ended questions. On the other hand, the open-ended questions will give the researcher an opportunity to capture qualitative data together with giving respondents a chance to elaborate on their responses. Due to time constrains together with limited resources, the researcher will distribute the questionnaires online through a private portal that will be developed via Facebook; Effectiveness of Fire Service Training Methodologies Facebook. The questionnaire will be made available to five different fire fighter training institutions and five fire fighter companies in UK. The created private portal will allow participants to subscribe to the link in order for them to take part in the study. The researcher targets trainers, trainees and experienced employees. After subscription to the site, the members of the site will be sent private messages. The participants in this researcher will be selected through stratified sampling. The researcher will then forward 200 questionnaires to potential respondents. The researcher will design the online portal in a manner that will allow it to close automatically after the sample size is met. Interviews: the researcher will also use interviews in to collect expansive and vast information about research participants, which will be very essential in establishing the information about the research topic. Interviews like questionnaires they can be either close-ended or open-ended. For this reason and in this particular research, the researcher will use open-ended interview in order vastly elaborate and fill in the gaps in the responses for the same questions in the close-ended questionnaire. Data Analysis and Interpretation Data analysis will involve a general analytic strategy, which will involve relying on theoretical propositions related to learning and fire service training methodologies, where theoretical orientation will guide the analysis. The strategy will be complemented by a case description. This will involve developing a descriptive framework to organise the case study. Validity and Reliability of the Research Reliability is referred to as the degree to which a measurement produces consistent outcomes particularly if the process of that measurement is repeated. For this reason, the main question sought to be answered here is, will the same outcomes be achieved for the same research? Given the above described data collection procedure, the researcher will be able substantial amount of primary and secondary data and with regard to this; the research process will be reliable (Zimmerman, 2011). Research validity of the research is mainly based on the understanding of whether what is meant to be accomplished is accomplished properly. It instrumental in interpreting the degree to which a measure represents the traits that are available under investigation. This research is a valid research given the fact that all the measurements will be conducted in a rationally established manner and the researcher will ensure that the accuracy of the outcomes are consistent with the theoretical framework that are well established in the literature review. Limitation of the proposed Methodology Like any other research activity, the researcher is likely to encounter the following limitations: The researcher will have hard time controlling the participants to remain within the context of the research topic especially when using open-ended interviews. The research topic is wide and hence demands for vast monetary resources to cover every aspect of the research problem. Above all, the researcher will experience time constrains in selection of participants, information gathering, together with the preparation of the final report. The researcher is limited to the United Kingdom thus the researcher will not be able to acquire a holistic view of the effectiveness of fire fighter training methodologies. Ethical Consideration The researcher will conduct the research activity morally by ensuring that all research ethical codes are wholly adhered to. In this perspective, the researcher will ensure that the participants are informed of the main objective the research and that their participation is voluntary prior to the research process. Accordingly, the researcher will adhere to confidentiality requirements; this will be achieved by assuring respondents of their confidentiality will not be compromised. Their responses will not be compromised at any instance. The interview will also be treated with highest discretion; the participants will also be told in advance, what is expected of them during interviews. Most importantly, the researcher has full knowledge of intellectual property of other people’s work; and hence all the informational materials that will be borrowed from foreign sources will be fully cited in the list of references. The researcher will also ensure that honesty prevails throughout the research process. Personal Work Plan The research will take three weeks; in the first week, the researcher will conduct an intensive document analysis with regard to the research topic. For instance, the researcher will review different readily available documents to have an inherent understanding of the previous works on the research topic. The researcher will review reports, journals, books as well as online libraries on fire service training methodologies. In the second week, after the researcher completes the literature review he will conduct the main study together with main data collection. After the data collection, the researcher will conduct data analysis and write a dissertation plan. The third and last week, the researcher will compile the findings of the final report (see the table below) SN: Description of events WK0 WK1 WK2 WK3 1 Proposal of the research plan 2 Document Analysis 3 Data Analysis 4 Report Compilation References Avillo, A., and Kirsch, J. 2010. Fire Engineering's Study Guide for Firefighter I and II. London: Fire Engineering Books. Bryon, M. 2011. How to Pass the UK's National Firefighter Selection Process: Everything You Need to Succeed in the National Assessments. New York: Kogan Page Publishers. Cable, T. 2012. On Fire: A Career in Wildland Firefighting and Incident Management Team Response. London: Xlibris Corporation. Dodson, D. 2007. Fire Department Incident Safety Officer. London: Cengage Learning. Dunn, V. 2010. Collapse of Burning Buildings: A Guide to Fireground Safety. London: PennWell Books. Ford, T. 2011. Fire and Emergency Services Safety and Survival. New York: Prentice Hall Giesler, M. 2010. Fire and Life Safety Educator. London: Cengage Learning. Grimwood, P. 2008. Euro Firefighter. Manchester: Jeremy Mills Publishing. Herweck, D. 2011. A Day in the Life of a Firefighter. London: Teacher Created Materials. McMunn, R. 2011. Firefighter Interview Questions and Answers. London: How2Become Ltd. Mitter, M. 2012. Fisher Price Little People Firefighter Cheryl. London: Reader's Digest. Rafilson, F. 2008. Master The Firefighter Exam: Targeting Test Prep to Jump-Start Your Career. London: Peterson's. Ridenour, M. 2010. Leading Recommendations for Preventing Fire Fighter Fatalities, 1998-2005. London: DIANE Publishing. Shapiro, L. 2008. Fighting Fire: Trucks, Tools and Tactics. Manchester: MotorBooks International. Stowell, F., IFSTA, and Hieber, L. 2011. Structural Fire Fighting: Initial Response Strategy and Tactics. California: Pearson Education, Limited Terpak, M. 2008. Assessment Centre Strategy and Tactics. New York: Fire Engineering Books. United States Congress Senate. 2011. Promote Wildland Firefighter Safety; Watershed Restoration and Enhancement Agreements; Gateway Communities and Federal Land Management Planning; And Land Exchanges in the Tahoe National Forest: Hearing Before the Subcommittee on Public Lands and Forests. Chicago: General Books. Varone, C. 2011. Legal Considerations for Fire and Emergency Services, 2nd ed. London: Cengage Learning. Zimmerman, D. 2011. Firefighter Safety and Survival, 1st ed. London: Cengage Learning. Read More