Last month, we discussed the start of the 10-step approach to renew and refresh our commitment and desire to stay a positive influence in the future of the fire service. Most instructors embrace the opportunity to successfully impact our profession, but from time to time, even the most seasoned educator can start to burn out. Previously, we noted that the solution to improvement is related to identifying what we do well, looking within at our own skills and what needs improvement, acceptance of limitations, and practicing transformational leadership. This month, we continue with our step-by-step road to self-improvement and mastery of our skill set with some proactive measures and tips.
Step 6—Continuing Education—The science behind our profession is consistently under a dynamically changing process. While this may seem like an obvious statement, this message seems to get lost when it comes time for the instructor to become the student (see Photo 1). Simply put, what is the true priority that the instructor has for sitting in the class? Is it truly self-improvement or fulfilling a training obligation set by a state/county policy? If you have ever attended a continuing education class and have heard someone ask “What time are we done today?” or “Can we work through lunch and leave early?” one can affirm that the true emphasis is not on learning or embracing any new information. (Sometimes this is practiced at the administrative level: this author is aware of an academy that allows instructors to teach a course they have no formal training in, and if they teach the entire class, the instructor receives a certificate of completion for the course. Shouldn’t there be some formal training and experience before signing up to deliver the topic’s curriculum?)
The focus on continuing education is to improve the skills of the instructor, not increase the training cache the instructor can deliver. The cache should already contain mastery skills of topics the instructor delivers, new methods in the curriculum, updated materials, and skill development. There should be a common goal associated with continuing education outside the classroom as well; perhaps improvement on one’s skills in their respective department, potential promotional aspects, extended work involvement, and some positive image building, just to name a few.
Step 7—Developing New Skills—New skills improve capabilities on the fireground and are also critical to improve the instructor’s expert power and information power. Additionally, it is a measurement of the educational facility’s quality and effectiveness (see Photo 2). Simply put, you may be able to fool the spectators, but you certainly cannot fool the players in this profession. Moreover, the instructor has the responsibility of producing efficient, competent firefighters who can operate on the fireground. So how does this occur? It is imperative that a baseline of training has to be completed. The theory and practical application must be mastered prior to any attempt to deliver the materials. This enhancement of the instructor’s knowledge base is what truly advances the abilities of an educator.
Step 8—Mentoring & Supportive Alliances—This involves actions taken that will seek out and help establish relationships with a professional, or multiple professionals, who can provide reciprocal support, guidance, and possible opportunities for the instructor. Some of the more progressive institutions have utilized senior staff members to help guide newer educators through the methodology of instruction. Mentors can serve as role models for newer, less experienced instructors and provide a level of acceptance and friendship while the new instructor hones their skills. This author has benefited from multiple sources of support and confirmation from various fire service leaders, each with a varying type of skill set and delivery method that allows a more rounded approach to the many facets of this profession.
Another option for instructors includes formal apprenticeships at educational institutions. This allows the instructor to learn while they are performing their duties. Beware; this can have a negative impact when the instructor is put into a position where the lack of skills in some advanced topics such as technical rescue, hazardous materials, etc. (see Photo 3). But no matter the method of support, both have to embrace the “coaching concept” and provide supportive feedback to maintain current skills and provide direction for acceptable performance improvement.
Step 9—Mastering New Skills—In order to have full command of a subject, no matter what the skill set, this characteristic comes from a long period of deliberate practice, measured in years, not only hours, continuing to improve their skill set. Therefore, one cannot learn material one day and expect to stand in front of the class the next, and be viewed as a subject matter expert. This does not happen overnight and this level of mastery involves the instructor not only possessing the knowledge of the curriculum, but also being able to predict potential problems the students may encounter, and possible solutions that can be applied to real-world experiences (see Photo 4). These levels of deliberate practice force the instructor to come up with new ways to encourage and enable their students to reach new peaks of their own respective performance. Achieving this level helps to recognize the instructor as a reliable source of knowledge on the materials, well beyond the average member of the service.
Step 10—Peer Review—The peer review process and evaluation is an excellent opportunity for instructors to showcase their newly acquired skills and delivery methods. The peer review panel should be made up of members of the training staff with significant experience, and with a broad area of theory and capabilities. The objective of this session is to provide feedback on positive attributes that an instructor may have, while it can identify areas that need improvement and set objectives for the next review period. At a minimum, this process should be done yearly, and can be used to document the progress that the instructor has made throughout the process.
It is critical to point out that this process focuses on development, not criticism. Far too often, administrative staffs have relied on written evaluations that have led to inaccurate accusations of quality instructors, mostly from participants with a personal ax to grind, and find this an easy way to do such under a cloak of anonymity. It is understood that there may be times where problems arise, but to accurately identify the issue and address the same, then all parties need to be present and transparent in an effort to define the shortfall and apply corrective measures to relieve the issue.
Conclusion
As instructors, it can be both frustrating and rewarding being a part of the educational staff of tomorrow’s fire service. However, it should be noted that there are limitations to what instructors can deliver. Instructors cannot teach experience, as that is accumulated approximately five seconds after it is needed. Instructors cannot teach maturity, as it is anticipated that the student arrives at the educational institution with a healthy level of it. Instructors can teach material, but cannot provide proficiency solely by themselves; a large portion of this success relies on the student’s commitment to take the skills presented and practice until a level of mastery is reached.
Instructors can teach the students a healthy respect for the profession we have chosen, the correct paths taken for self-improvement and skill building, and ethical behavior in the discharge of our duties. It takes a dedicated and knowledgeable instructor to serve as a catalyst for success, and to stand tall in the face of traditions, especially when change from the status quo is desperately needed. The instructor’s integrity and ethical behavior is what defines them, and will be long remembered after the course is completed.
Until next time, stay focused and stay safe.
