BY STEVE SIEREVELD
It is not enough for today’s firefighterS to be well trained at fighting fires. They are also EMTs and paramedics and rescue, bomb, and haz-mat technicians. On top of these ever increasing tasks, they must also deal with issues surrounding customer service, diversity, workplace violence, and sexual harassment. As these issues grow, so does the demand on a department’s training staff. The Cincinnati (OH) Fire Division was faced with an escalating burden on its training staff; there weren’t enough instructors or hours in the day to keep up with the demand. It took nearly four months to run the entire 800-member department through a single eight-hour class. The training staff had to choose between falling behind and finding an alternative solution.
We found a two-pronged solution: in-service training and our department’s television studio and computer network. Properly uniting face-to-face and distance learning was the only answer.
In the past two years, Cincinnati has aggressively used the studio for in-service training and implementing new technologies. Today, Cincinnati’s firefighters have many more opportunities for training. Firefighters can access training 16 hours a day from any station; soon, they will be able to access training from anywhere in the world.
IN-SERVICE TRAINING
In-service training, or hands-on training, is necessary, and the department resolved to retain this program. Training sessions are planned for every week through the next year. These training sessions include fire, haz mat, and EMS training. One or possibly two live burn scenarios are also included. The in-service training combined with a more structured morning drill schedule ensures that all members are highly trained, skilled, and familiar with all instructors.
In 1995, Cincinnati was one of the first departments in the country to develop its own television studio. The 2,000-square-foot studio has the capabilities of broadcasting live, taped, and satellite feeds into all 26 fire stations. Cincinnati has a private cable system that can be accessed in all city facilities but cannot be accessed by the general public. The department primarily used this system to broadcast informational programs-not training.
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(1) The control room. (2) The department’s studio. (Photos by author.)
The department was also fortunate to have a T1 network line that runs into all 26 stations. The department’s one-person studio produces approximately 40 to 50 productions a year, not including live sessions. The studio has begun developing training and testing that are available on the department’s television channel and computer network, on CDs, and soon on DVDs. Currently, we are designing a training-on-demand system that will have training brought into the fire stations over the computer network 24 hours a day. In the future, any training taking place in the center will be broadcast live to the fire stations.
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We left no stone unturned when researching various technologies. All possibilities were considered, regardless of cost. One of the main things considered was value for the dollars spent. Each item was carefully explored to see where else it could be used. If several benefits and cost savings could be derived from the same technology, it was that much easier to justify the cost.
Examples are CD burners and automated duplicators. The original idea was to produce CDs with fire-related training on them. After exploring the many possibilities, the department developed several key uses. The first step involved converting all department manuals, drill books, and regulations to electronic PDF documents and distributing them on CD. One disk can hold all of the department’s manuals, saving a tremendous amount of paper each year. Having the manuals on disk makes the manuals much easier to use and to update. The PDF format also allows for quick and easy word searches.
The next step was to produce and distribute the department’s annual report on CD. This one project saved the department five times the cost of the CD duplicator. This also allowed for unlimited use of color and content. The reproduction cost is the same whether the annual report is 10 or 1,000 pages.
Finally, we developed a multimedia drill book. Once the department’s drill book was converted to PDF, the next logical step was to improve it. The drill book is currently being reworked; videos are being shot for all evolutions. When finished, firefighters will be able to read the step-by-step instructions, look at the pictures, and view a video clip of the actual evolution. Reproducing the new multimedia drill book will cost about one-tenth the cost of printing it.
The training staff has held and continues to hold brainstorming sessions. These sessions allow all staff members to contribute ideas, expand on the new ideas, and explore all facets of the training bureau.
STAFF AND PROGRAM CONSIDERATIONS
When revamping the department’s training strategies, all aspects of the training program and staff were considered, including the following:
- Instructor development. If we expected the firefighters to embrace the new changes, the instructors had to be fully behind the revisions. All instructors were thoroughly trained in developing and using PowerPointT and other technologies and computer and projector operations. It is vital that all instructors be comfortable and familiar with their equipment. The department is discouraging (not outlawing) the use of slides and overheads.
- Video-based training. As noted above, a combination of taped, live, and satellite- fed fire, EMS, and haz-mat training is broadcast over the department’s citywide cable system into each fire station 16 hours a day. The broadcast system is fully computerized and automatically controls the switching of programs. This system allows the studio to air a large variety of programming without overloading the operator. All broadcast courses are validated through the use of a network-based test.
- Live training classes. These broadcast programs provide call-in capabilities. Classes, discussions, and live programs are also conducted in the live studio. The firefighters can remain in the station and participate in the class. When questions arise, they can telephone them in. Their calls are broadcast into the studio and over the air. The studio can go live in the stations with as little as five minutes notice.
- In-house production of all EMS continuing education programming (one hour per month). Currently, the department produces and airs a monthly EMS continuing education segment, which is presented several times each day for an entire month. The training is developed and produced in-house; Cincinnati State College approves and certifies the curriculum. In addition to the video, handouts are distributed over the network in PDF format. All students must take a network-based quiz to receive credit. This system allows the department to keep its training current and relevant.
- In-house production of most fire-related video-based training. The studio develops fire-based training in much the same way as it does EMS programs. This approach has proven most useful when introducing new pieces of equipment.
We produced a tape discussing thermal imaging cameras before the cameras were released to the companies. The companies were trained in their operation before they received the cameras. The department then initiated a live burn in-service training to instruct on the proper search procedures. This two-tiered training system reduces classroom time. When the firefighters arrive for class, they have already been trained in the basics. The instructor can then focus on the hands-on aspect of the training.
- Network-based testing system for all broadcast or streamed courses. One of the most impressive and widely accepted changes has been network-based testing. A testing module is written and placed on the network for every course the department broadcasts (taped or live) or streams. Once the firefighters have viewed the program, they must go to the fire station computer and take the test. The test modules pull questions at random from a custom bank of questions and also randomize the answers to reduce the chance of cheating. Firefighters get credit for taking a course only if they pass the quiz. The quiz score is automatically sent to a protected database; the computer prints a certificate for the firefighters’ records. Since the testing program has been implemented, more than 10,000 tests have been taken without a single glitch.
- Training on demand. We are developing a system of dedicated streaming servers that can hold up to 60 hours of educational programming and will be available around the clock. The server has mass hard-drive capacity. When the firefighters open a menu system on the fire station computer, they will be able to see which courses are available and to select the training they desire. The courses will cover all subjects ranging from computers to firefighting.
- Reevaluation. Delivery methods for all courses were evaluated and will continue to be reevaluated. Incorporating face-to-face and distance learning techniques in the classes gives the instructor more flexibility in the classroom and the student more time to absorb the material.
MINIMIZING DISADVANTAGES
All methods of distance learning have advantages and disadvantages. The disadvantages can be minimized by combining several methods. Using several methods to deliver, reiterate, and evaluate the training helps the instructor deliver the best training possible. Departments must evaluate the training that’s needed, including ascertaining which courses should be face-to-face and which can be delivered by alternative methods. A system of checks and balances must be implemented to ensure that the training is effective and department members are taking the courses. All training sessions should have an accompanying test or quiz. The test can be a practical evolution, a face-to-face skill review, a written test, or a computer-based test.
The instructor should evaluate all training and determine if it can be broken into segments that can be delivered by one of several methods. An example of this would be a typical eight-hour class that consists of a lecture, practical skill, and a test. Such a class might be broken down as follows:
- Four-hour lecture that can be delivered by video in one-hour segments;
- Two hours for delivering the practical skill portion, which is done face-to-face; and
- One-hour computer-based test.
The one-hour break is no longer necessary.
Using the above guidelines, an instructor can reduce his class time by up to 75 percent. This reduction in class time will make training faster and more effective. Students are not overloaded with the full course in one shot. They have more time to view the lecture portion, which will improve their comprehension. When the students come to class for the practical skills portion, they are fresher and will have had time to practice the skills. Another advantage is a reduction in out-of-service time required for training. This method is easier on the instructor, since he is not giving the same lecture every day for weeks.
WORK IN PROGRESS
In the past two years, firefighters have gone from receiving all training in a traditional classroom setting to receiving classes over the television and computer. The firefighters have been quick to accept and adapt to the changes. The training staff still has many new programs on the horizon.
Our classrooms are being permanently outfitted with complete multimedia systems that include computers, VCRs, and projection and sound systems. Our firefighters will be encountering new technology at every turn. The classrooms are also being equipped with classroom performance systems that allow the instructor to effectively gauge the learning process. Each student is assigned a remote keypad for the class. The instructor can ask questions before, during, and after the class. The students answer the questions using the remote keypad. The students’ answers remain anonymous to class members, but the instructor receives instant feedback as to how the class is performing so he can gauge his instruction content and methods accordingly.
The department is currently developing the foundation for CD- and DVD-based training. The DVD makes it possible to include a complete two-hour class and handouts on one disk. The DVD format also allows for a high level of interaction and testing. By using chapter controls, the course can be broken up, making it easier for students to take the training at their convenience and to pick up where they left off. The department will be developing training in haz mat and other specialized areas.
The training staff is working on a plan to rewire the entire training facility so firefighters in the station can view and possibly participate in any class. Each classroom will be wired for cameras and microphones that will patch into the studio’s broadcast system. The studio currently broadcasts on one channel. The goal is to increase its capacity to four channels so that several live classes can be broadcast at a time over different channels.
Our approach has been to use every avenue possible in the development and implementation of our distance-learning program. Any department can use the same approach. The key lies in defining existing capabilities and expanding on them. This process does not have to be overwhelming or expensive. Cincinnati developed its current system one step at a time; each new step expanding the previous one. Today, Cincinnati’s firefighters have almost no excuses for “missing” a training session. As a result of the training makeover, the firefighters are more professional, better trained, and safer.
STEVE SIEREVELD, a 13-year veteran of the Cincinnati (OH) Fire Division, is studio director and responsible for distance learning. He is also a distance learning consultant.