second revision no. 17-nfpa 1091-2013 [ global comment ]...procedures, vehicles, ttc devices, and...

Second Revision No. 17-NFPA 1091-2013 [ Global Comment ]

Revise from: Standard for Traffic Control Incident Management Professional Qualifications

To: Standard for Traffic Control Incident Management Personnel Professional Qualifications

Submitter Information Verification

Submitter Full Name: Thomas McGowan

Organization: National Fire Protection Assoc

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Submittal Date: Mon Dec 30 14:52:42 EST 2013

Committee Statement

Committee Statement: The technical committee is clarifying the title of the document by adding "Personnel"

Response Message:

National Fire Protection Association Report http://submittals.nfpa.org/TerraViewWeb/ContentFetcher?commentPara...

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Second Revision No. 2-NFPA 1091-2013 [ Chapter 1 ]

Chapter 1 Administration

1.1 Scope.

This standard identifies the minimum job performance requirements (JPRs) for Traffic Control IncidentManagement Personnel.

1.2* Purpose.

Global SR-2 Hide Deleted

The purpose of this standard is to specify the minimum job performance requirements JPRs for serviceas Traffic Control Incident Management Personnel.

1.2.1

This standard shall define Traffic Control Incident Management Personnel.

1.2.2

The intent of this standard shall be to ensure that personnel serving as Traffic Control IncidentManagement Personnel are qualified.

1.2.3*


This standard shall not address organization / or management responsibility.

1.2.4

It is not the intent of this standard to restrict any jurisdiction from exceeding or combining these minimumrequirements.

1.2.5

Job performance requirements JPRs for each level and position are the tasks personnel must shall beable to perform in order to carry out the job duties.

1.2.6*


Traffic Control Incident Management Personnel shall remain current with the general knowledge and skillsand job performance requirements addressed for the level of qualification.

1.3 Application.

The application of this standard is to specify how and to what the which requirements within the documentshall apply to Traffic Control Incident Management Personnel.

1.3.1

The JPRs shall be accomplished in accordance with the requirements of the authority having jurisdiction(AHJ) and all applicable NFPA Standards standards .

1.3.2

It shall not be required that the JPRs be mastered in the order in which they appear. The AHJ shallestablish instructional priority and the training program content to prepare personnel to meet the JPRs ofthis standard.

1.3.3*


Performance of each requirement of this standard shall be evaluated by personnel approved by the AHJ.

1.3.4

The job performance requirements JPRs for each level or position shall be completed in accordance withrecognized practices and procedures or as defined by law or by the authority having jurisdiction AHJ .

1.3.5

Personnel assigned the duties for Traffic Control Incident Management Personnel shall meet all of therequirements defined in Chapter 4 prior to being qualified.

1.3.6

The AHJ shall provide personal protective clothing and the equipment necessary for Traffic ControlIncident Management Personnel to conduct assignments.


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1.3.7

Job performance requirements JPRs involving exposure to products of combustion shall be performed inapproved PPE.

1.3.8*

Prior to training to meet the requirements of this standard, personnel shall meet the followingrequirements:

(1) Educational requirements established by the AHJ

(2) Age requirements established by the AHJ

(3) Medical requirements established by the AHJ

(4) Job-related physical performance requirements established by the AHJ

1.3.9

Wherever in this standard the terms rules, regulations, policies, procedures, supplies, apparatus, orequipment are referred to, it is implied that they are those of the AHJ.

1.4 Units.

In this standard, values for measurement are followed by an equivalent in SI units, but only the first statedvalue shall be regarded as the requirement. Equivalent values in SI units shall not be considered as therequirement, as these values can be approximate. (See Table 1.4.)

Table 1.4 U.S.-to- SI Conversions

U.S. Unit/ Quantity SI U.S. Unit/Symbol SI Unit/ Symbol Conversion Factor

Length inch (in.) millimeter (mm) 1 in. = 25.4 mm

foot (ft) meter (m) 1 ft = 0.305 m

Area square foot (ft 2 ) square meter (m 2 ) 1 ft2 = 0.0929 m2

(ft 2 ) (m 2 )

Supplemental Information

File Name Description

Table_1.4_SR_2_.docx

Annex_A_1091_SR_2_edited.docx




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Committee Statement

CommitteeStatement:

The technical committee is refining text that the Correlating Committee has established asboilerplate for Chapter 1 and Annex A material for all pro-qual project documents.

ResponseMessage:


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Table 1.4 U.S.-to-SI Conversions

Quantity U.S.

Unit/Symbol SI

Unit/Symbol Conversion Factor

Length inch (in.) millimeter (mm) 1 in. = 25.4 mm

foot (ft) meter (m) 1 ft = 0.305 m

Area square foot (ft2) square meter (m2) 1 ft2 = 0.0929 m2

A.1.2 The committee believes that this document specifies the minimum job performance requirements for Traffic Control Incident Management Personnel. The committee recognizes that emergency services organizations might have to invest considerable resources to provide the equipment and training needed to perform safely and efficiently. The committee does not mean to imply that organizations with limited resources cannot provide response services, only that the individuals charged with performing responsibilities are qualified to specific levels according to this standard. A.1.2.3 See Annex B for additional information regarding the use of JPRs for training and evaluation. Organization or management responsibilities should be addressed by the agency that personnel represent. The authority having jurisdiction should define the agency requirements for progression to positions of management responsibility. A.1.2.6 The committee recognizes the importance of formal and continuing education and training programs to ensure Traffic Control Incident Management Personnel have maintained and updated the necessary skills and knowledge for the level of qualification. Continuing education and training programs can be developed or administered by local, state, provincial, or federal agencies as well as professional associations and accredited institutions of higher education. The methods of learning would include areas of technology, refresher training, skills practices, and knowledge application to standards. The subject matter should directly relate to the requirements of this standard. A.1.3.3 It is recommended, where practical, that evaluators be individuals who were not directly involved as instructors for the requirement being evaluated.

Second Revision No. 20-NFPA 1091-2014 [ Section No. 2.3 ]

2.3 Other Publications.

Manual on Uniform Traffic Control Devices for Canada (MUTCDC) , 4th edition, Traffic Operations andManagement Standing Committee, Ottawa ON K1G 4J8.

Manual on Uniform Traffic Control Devices (MUTCD) , U.S. Department of Transportation, U.S.Government Printing Office, Washington, D.C.

Merriam-Webster’s Collegiate Dictionary, 11th edition, Merriam-Webster, Inc., Springfield, MA, 2003.




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Submittal Date: Thu Jan 02 11:30:00 EST 2014

Committee Statement

Committee Statement: The technical committee recognizes that these references should be included.

Response Message:


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Second Revision No. 4-NFPA 1091-2013 [ Section No. 3.3.1 ]

3.3.1* Fire Police Officer.

An individual officially deployed who provides scene security, directs traffic, and handles conducts otherduties as determined by the AHJ.


Submitter Full Name: [ Not Specified ]

Organization: [ Not Specified ]

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Submittal Date: Thu Dec 12 09:29:38 EST 2013

Committee Statement

CommitteeStatement:

The technical committee recognizes that the term "conducts" is a better descriptor than"handles"

Response Message:

Public Comment No. 1-NFPA 1091-2013 [Section No. 3.3.1]


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Second Revision No. 6-NFPA 1091-2013 [ New Section after 3.3.6 ]

3.3.6 Noninvolved Person.

Any person at the scene of a roadway incident who is not directly involved in the incident.




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Committee Statement

Committee Statement: The technical committee recognized that this term needed to be defined for clarity.

Response Message:


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3.3.18* Traffic Incident Management Area (TIMA).

An area of a highway roadway where temporary traffic controls are installed, as authorized by a publicauthority or the official having jurisdiction of the roadway.




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Committee Statement

Committee Statement: The technical committee is revising the text for consistency throughout the document

Response Message:



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Second Revision No. 15-NFPA 1091-2013 [ Section No. 4.2.1(B) ]

(B) Requisite Skills.

The ability to conduct a size-up, communicate orally use verbal communication skills , operatetelecommunication devices, and don approved PPE.




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Submittal Date: Fri Dec 13 05:55:12 EST 2013

Committee Statement

Committee Statement: The technical committee is recognizes the need to clarify the terminology.

Response Message:


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Second Revision No. 7-NFPA 1091-2013 [ Section No. 4.2.2 [Excluding any

Sub-Sections] ]

Position a vehicle to provide a TIMA at a traffic incident, given a vehicle and a traffic incident, so that thevehicle is safe-positioned to approaching traffic .




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Committee Statement

CommitteeStatement:

The technical committee recognizes the broader requirement for a variety of possible trafficincident scenarios, including those requiring blocking from more than one direction.

ResponseMessage:

Public Comment No. 4-NFPA 1091-2013 [Section No. 4.2.2 [Excluding any Sub-Sections]]


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Second Revision No. 8-NFPA 1091-2013 [ Sections 4.2.3, 4.2.4 ]

4.2.3

Establish a TIMA at a traffic incident, given a traffic incident, legislative guidelines, policies andprocedures, vehicles, TTC devices, and approved PPE, so that a TIMA is established and TTC devicesto protect responders and move traffic through and around the incident.

(A) Requisite Knowledge.

Types and Legislative guidelines, roles and responsibilities of available and responding resources, typesand uses of available TTC devices, legislative guidelines, policies and procedures, components of aTIMA, road and TTC concepts and devices, roadway types and lane designations, traffic pattern flow andflow patterns , time required for establishing a zone, approved PPE, ICS/unified command,telecommunication procedures, and procedures for safe work at a traffic incident, and telecommunicationprocedures .


Communicate orally, Verbal communications, ability to operate telecommunication devices, deploy usingdeployment techniques for available TTC devices, legislative guidelines, policies and procedures,retrieving TTC devices when terminating an incident, and how to and don approved PPE for trafficincidents .

4.2.4

Create a TIMA at a traffic incident, given a traffic incident, legislative guidelines, policies andprocedures, vehicles, and TTC devices, so that the TIMA is established.


Roles and responsibilities of available and responding resources, TTC devices, legislative guidelines,policies and procedures, the components of a TIMA, TTC concepts and devices roadway types and lanedesignations, and telecommunication procedures.


Communicate orally, operate telecommunication devices, deployment techniques for available TTCdevices, legislative guidelines, policies and procedures, retrieving TTC devices when terminating anincident, and don approved PPE.




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Committee Statement

CommitteeStatement:

The technical committee recognizes that the original 4.2.3 and 4.2.4 are very similar in natureand should be combined into one JPR for the purpose of clarifying the intent of the requirement.

ResponseMessage:

Public Comment No. 13-NFPA 1091-2013 [Sections 4.2.3, 4.2.4]


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Communicate orally, Verbal communication, ability to operate telecommunication devices, usingdeployment techniques for advanced warning TTC devices, and how to don approved PPE.




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Committee Statement

CommitteeStatement:

The technical committee recognizes that need for consistency with approved manual ofstyle.

Response Message:

Public Comment No. 6-NFPA 1091-2013 [Section No. 4.2.5(B)]


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4.2.5

Operate as a member of a team within a TIMA, utilizing an ICS/unified command structure at a trafficincident, given a traffic incident, an assignment, TTC devices and , an assigned team, and approved PPEso that the assignment is accomplished, accountability is maintained, and safety policies are followed.


Legislative guidelines, policies, and procedures, the role within the ICS/unified command structure,pre-incident plans, procedures for safe work at traffic incidents, personnel accountability system,telecommunication procedures, and types of TTC devices and their uses.


Perform assigned duties within the ICS/unified command structure, communicate, orally, operatetelecommunication devices, work as a team member, follow safety policies and accountability procedures,utilize TTC devices and apparatus emergency lighting, and alert responders and involved persons ofdangers.




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Committee Statement

CommitteeStatement:

The technical committee agreed with the text but further clarification of the resources neededto accomplish this JPR and editorial changes were required.

ResponseMessage:



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4.2.6

Manage involved noninvolved persons found near or within a TIMA, given an incident scene,involved noninvolved persons, TTC devices, legislative guidelines and policies and procedures forentering or exiting a TIMA, so that involved noninvolved persons are identified, denied access, anddirected to a safe location.


Legislative guidelines, policies and procedures, scene and perimeter control techniques, limited accessprocedures for involved noninvolved persons and victims, procedures for safe work at traffic incidents,and pre-incident plans.


Utilize and control involved noninvolved persons, use of equipment and techniques to control access toand exit from the traffic incident scene, implement and operate an accountability system, communicateorally , and operate telecommunication devices.




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Committee Statement

CommitteeStatement:

The technical committee's initial meetings the discussions centered on the use of the terms"noninvolved" or "nonauthorized" persons that did were not wanted at the scene. "Noninvolved" is aterm that could apply to involved persons or responders who are not needed and required to leavethe scene.

ResponseMessage:



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Second Revision No. 14-NFPA 1091-2013 [ Section No. 4.2.8 [Excluding any

Sub-Sections] ]

Monitor and adjust the TTC measures at a traffic incident, given a TIMA, a TTC problem or changingcondition, and an ICS/unified command structure, so that TTC problems or changing conditions areidentified, reported, and the TTC measures are adjusted.




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Committee Statement

CommitteeStatement:

The technical committee agreed with the idea of the change but recognized the need tofurther clarify the intent.

ResponseMessage:

Public Comment No. 9-NFPA 1091-2013 [Section No. 4.2.8 [Excluding any Sub-Sections]]


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The ability to communicate orally use verbal communication skills , operate telecommunication devices,deploy TTC devices, adjust for a problem or changing condition, don approved PPE, and issue warningsignals for immediate threats to life safety.




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Committee Statement

Committee Statement: The technical committee recognizes the need to clarify the terminology.

Response Message:


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4.2.8

Adapt the TIMA in response to a hazard, given an existing traffic incident, special hazard, natural hazard,legislative guidelines, policies and procedures, PPE and approved PPE and TTC devices, so thatprotection is maintained, the hazard is recognized and addressed, and safe operations are continued.


Legislative guidelines, policies and procedures, types of special and natural hazard threats to TIMA,accountability, and warning signals.


Measure risk, alter response, control and coordinate responder responders' and involved persons' safety,maintain and adjust TIMA, and augmenting augment and adjusting adjust TTC devices, equipment, andresponders as needed .




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Committee Statement

Committee Statement: The technical committee recognizes the need to clarify the intent of the requirement.

Response Message:



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4.2.9

Perform TIMA demobilization functions, given a traffic incident, orders to demobilize, and TTC devices, sothat safety and communication between among all responders is maintained, all TTC devices areremoved, and all resources and personnel are cleared from the scene.


Legislative guidelines, TIMA demobilization concepts, working as a team, TTC devices, legislativeguidelines, policies and procedures, and telecommunication procedures.


Communicate orally: ; operate telecommunication devices, ; demobilize TIMA in a manner that protectsresponse workers, involved persons, and motorists, ; operate within a team; and remove all TTC devicesand resources from the incident scene.




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Committee Statement

CommitteeStatement:

The technical committee recognizes the need to make the JPR consistent with other requisiteknowledge within the entire document.

ResponseMessage:



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Second Revision No. 1-NFPA 1091-2013 [ Chapter B ]

Annex B Explanation of the Standard Professional Qualifications Standards and Concepts of JPRs

This Annex annex is not a part of the recommendations requirements of this NFPA document but isincluded for informational purposes only.

B.1 Explanation of the Professional Qualifications Standard Standards and Concepts of JobPerformance Requirements (JPRs).

The primary benefit of establishing national professional qualification qualifications standards is to provideboth public and private sectors with a framework of the job requirements for the fire service emergencyservices personnel . Other benefits include enhancement of the profession, individual as well asorganizational growth and development, and standardization of practices.

NFPA professional qualifications standards identify the minimum job performance requirements job( JPRs) for specific fire emergency service services levels and positions. The standards can be used fortraining design and evaluation, ; certification, ; measuring and critiquing on-the-job performance, ;defining hiring practices, ; job descriptions; and setting organizational policies, procedures, and goals.(Other applications are encouraged.)

Professional qualifications standards for a specific job jobs are organized by major areas of responsibilitydefined as “ duties” . For example, the fire fighter’s duties might include fire suppression, rescue, andwater supply, and department communications, fireground operations, and preparedness andmaintenance, whereas the public fire and life safety educator’s duties might include education andimplementation , planning and development, and administration evaluation . Duties are major functionalareas of responsibility within a specific job.

The professional qualifications standards are written as JPRs. JPRs describe the performance requiredfor a specific job. JPRs and are grouped according to the duties of a the job. The complete list of JPRsfor each duty defines what an individual must be able to do in order to successfully perform and achievethat duty. Together, the duties and their JPRs define the job parameters — that is, the standard as awhole is a description of a job.

B.2 Breaking Down the Components The Parts of a JPR.

The JPR is the assembly of three critical components. (See Table B.2 .) These components are asfollows:

Task that is to be performed

Tools, equipment, or materials are to be provided to successfully complete the task

Evaluation parameters and performance outcomes

Table B.2 Example of a JPR

(1) Task (1) Ventilate a pitched roof

(2) Tools, equipment, ormaterials

(2) Given an ax, a pike pole, an extension ladder, and a roof ladder

(3) Evaluationparameters andperformance outcomes

(3) So that a 4 ft × 4 ft (1.22 m × 1.22 m) hole is created; all ventilation barriersare removed; ladders are properly positioned for ventilation; ventilation holesare correctly placed; and smoke, heat, and combustion by-products arereleased from the structure

B.2.1 Critical Components.


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The JPR comprises three critical components, which are as follows:

(1) Task to be performed, partial description using an action verb

(2) Tools, equipment, or materials that are to be provided to complete the task

(3) Evaluation parameters and performance outcomes

Table B.2.1 gives an example of the critical components of a JPR.

Table B.2.1 Example of a JPR

(1) Task to be performed (1) Perform overhaul at a fire scene

(2) Tools, equipment, ormaterials

(2) given approved PPE, attack line, hand tools, flashlight, and anassignment,

(3) Evaluation parameters andperformance outcomes

(3) so that structural integrity is not compromised, all hidden fires arediscovered, fire cause evidence is preserved, and the fire isextinguished.

B.2.1.1 The Task to Be Performed.

The first component is a concise statement of what the individual is required to do. A significant aspectof that phrase is the use of an action verb, which sets the expectation for what is to be accomplished.

B.2.1.2 Tools, Equipment, or Materials That Must Be Provided for Successful Completion of the Task.

This component ensures that all individuals completing the task are given the same tools, equipment, ormaterials when they are being evaluated. Both the individual and the evaluator will know what will beprovided in order for the individual to complete the task.

B.2.1.3 Evaluation Parameters and Performance Outcomes.

This component defines — for both the performer and the evaluator — how well the individual shouldperform each task. The JPR guides performance toward successful completion by identifying evaluationparameters and performance outcomes. This portion of the JPR promotes consistency in evaluation byreducing the variables used to gauge performance.

B.2.2 Requisite Knowledge and Skills.

In addition to these three components, the JPR describes requisite knowledge and skills. As the termrequisite suggests, these are the necessary knowledge and skills the individual should have prior tobeing able to perform the task. Requisite knowledge and skills are the foundation for task performance.

B.2.3 Examples.

With the components and requisites combined, the JPR might read similar to the following twoexamples.

B.2.3.1 Example: Fire Fighter I.

Perform overhaul at a fire scene, given approved PPE, attack line, hand tools, flashlight, and anassignment, so that structural integrity is not compromised, all hidden fires are discovered, fire causeevidence is preserved, and the fire is extinguished.


Knowledge of types of fire attack lines and water application devices for overhaul, water applicationmethods for extinguishment that limit water damage, types of tools and methods used to expose hiddenfire, dangers associated with overhaul, signs of area of origin or signs of arson, and reasons forprotection of fire scene


The ability to deploy and operate an attack line; remove flooring, ceiling, and wall components to exposevoid spaces without compromising structural integrity; apply water for maximum effectiveness; exposeand extinguish hidden fires in walls, ceilings, and subfloor spaces; recognize and preserve signs of areaof origin and arson; and evaluate for complete extinguishment.

B.2.3.2 Example: Public Fire and Life Safety Educator II.

Prepare a written budget proposal for a specific program or activity, given budgetary guidelines, programneeds, and delivery expense projections, so that all guidelines are followed and the budget identifies allprogram needs.


Knowledge of budgetary process; governmental accounting procedures; federal, tribal, state, provincial,and local laws; organizational bidding process; and organization purchase requests.


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The ability to estimate project costs; complete budget forms; requisition/purchase orders; collect,organize, and format budgetary information; complete program budget proposal; and completepurchase requests.

B.2.2 The Task to Be Performed.

The first component is a concise, brief statement of what the person is supposed to do.

B.2.3 Tools, Equipment, or Materials That Must be Provided to Successfully Complete the Task.

This component ensures that all individuals completing the task are given the same minimal tools,equipment, or materials when being evaluated. By listing these items, the performer and evaluator knowwhat must be provided in order to complete the task.

B.2.4 Evaluation Parameters and/or Performance Outcomes.

This component defines how well one must perform each task — for both the performer and theevaluator. The JPR guides performance towards successful completion by identifying evaluationparameters and/or performance outcomes. This portion of the JPR promotes consistency in evaluationby reducing the variables used to gauge performance.

In addition to these three components, the JPR contains requisite knowledge and skills. Just as the termrequisite suggests, these are the necessary knowledge and skills one must have prior to being able toperform the task. Requisite knowledge and skills are the foundation for task performance.

Once the components and requisites are put together, the JPR might read as follows:

B.2.4.1 Example 1.

The Fire Fighter I shall ventilate a pitched roof, given an ax, a pike pole, an extension ladder, and a roofladder, so that a 4 ft × 4 ft (1.22 m × 1.22 m) hole is created, all ventilation barriers are removed, laddersare properly positioned for ventilation, and ventilation holes are correctly placed.

(A)

Requisite Knowledge. Pitched roof construction, safety considerations with roof ventilation, thedangers associated with improper ventilation, knowledge of ventilation tools, the effects of ventilation onfire growth, smoke movement in structures, signs of backdraft, and the knowledge of vertical and forcedventilation.

(B)

Requisite Skills. The ability to remove roof covering; properly initiate roof cuts; use the pike pole toclear ventilation barriers; use ax properly for sounding, cutting, and stripping; position ladders; and climband position self on ladder.

B.2.4.2 Example 2.

The Fire Investigator shall interpret burn patterns, given standard equipment and tools and somestructural/content remains, so that each individual pattern is evaluated with respect to the burningcharacteristics of the material involved.

(A)

Requisite Knowledge. Knowledge of fire development and the interrelationship of heat release rate,form, and ignitibility of materials.

(B)

Requisite Skills. The ability to interpret the effects of burning characteristics on different types ofmaterials.

B.3 Examples of Potential Uses for JPRs .


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B.3.1 Certification.

JPRs can be used to establish the evaluation criteria for certification at a specific job level. When used forcertification, evaluations are should be based on the successful completion of the JPRs.

First, the The evaluator would verify the attainment of requisite knowledge and skills prior to JPR JPRsevaluation. Verification might could be accomplished through documentation review or testing.

Next, the The candidate individual seeking certification would be evaluated on completing completion ofthe JPRs. The candidate individual would perform the task and be evaluated based on the evaluationparameters, the and performance outcomes, or both . This performance-based evaluation can beeither is based on practical exercises ( for psychomotor skills such as “ventilate a roof”) or and writtenexaminations ( for cognitive skills such as “interpret burn patterns”) .

Note that psychomotor Psychomotor skills are those physical skills that can be demonstrated orobserved. Cognitive skills (or mental skills) cannot be observed, but are rather evaluated on how one anindividual completes the task (process-oriented) or on the task outcome (product- oriented).

Using Example 1, a practical performance-based evaluation would measure one’s ability to “ventilate apitched roof.” The candidate passes this particular evaluation if the standard was met — that is, a 4 ft × 4ft (1.22 m × 1.22 m) hole was created; all ventilation barriers were removed; ladders were properlypositioned for ventilation; ventilation holes were correctly placed; and smoke, heat, and combustionby-products were released from the structure.

For Example 2, when evaluating the task “interpret burn patterns,” the candidate could be given a writtenassessment in the form of a scenario, photographs, and drawings and then be asked to respond tospecific written questions related to the JPR’s evaluation parameters.

Remember, when evaluating performance Performance evaluation requires that individuals be , you are togive given the person the tools, equipment, or materials listed in the JPRs in order to complete thetask — for example, an ax, a pike pole, an extension ladder, and a roof ladder — before he or she can beproperly evaluated .

B.3.2 Curriculum Development/ and Training Design and Evaluation.


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The statements contained in this document that refer to job performance were designed and written asJPRs. Although a resemblance to instructional objectives might be present, these statements should notbe used in a teaching situation until after they have been modified for instructional use.

JPRs state the behaviors required to perform specific skill( s) on the job, as opposed to a learningsituation. These statements should be converted into instructional objectives with behaviors, conditions,and standards that can degree to be measured within the teaching/learning educational environment. AJPR that requires a fire fighter to “ventilate a pitched roof” should be converted into a measurableinstructional objective for use when teaching the skill. [See Figure B.3.2(a) .]

Figure B.3.2(a) Converting JPRs into Instructional Objectives.

Using Example 1, a terminal instructional objective might read as follows:

The learner will ventilate a pitched roof, given a simulated roof, an ax, a pike pole, an extension ladder,and a roof ladder, so that 100 percent accuracy is attained on a skills checklist. (At a minimum, the skillschecklist should include each of the measurement criterion from the JPRs.)

Figure B.3.2(b) is a sample checklist for use in evaluating this objective.

Figure B.3.2(b) Sample Skills Checklist.

While the differences between JPRs and instructional objectives are subtle in appearance,the their purpose purposes of each statement differs greatly . JPRs state what is necessary to perform thejob in the “real world practical and actual experience .” Instructional objectives, however on the otherhand , are used to identify what students are to must do at the end of a training session and are stated inbehavioral terms that are measurable in the training environment.

By converting JPRs into instructional objectives, instructors will would be able to clarify performanceexpectations and avoid confusion related to caused by the using use of statements designed for purposesother than teaching. Additionally, instructors Instructors will would be able to add local/state/regional jurisdictional elements of performance into the standards learning objectives as intended by the


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developers.

Requisite skills and knowledge should could be converted into enabling objectives, which would . Thesehelp to define the course content. The course content would include each item of the requisite knowledgeand skills. Using the above example, the enabling objectives would be pitched roof construction, safetyconsiderations with roof ventilation, removal of roof covering, properly initiated roof cuts, and so on.This ensures ensuring that the course content supports the terminal objective.

Note that it is assumed that the reader is familiar with curriculum development or training design andevaluation.

B.3.2.1 Example: Converting a Fire Fighter I JPR into an Instructional Objective.

The instructional objectives are just two of several instructional objectives that would be written tosupport the terminal objective based on the JPR.

JPR: Perform overhaul at a fire scene, given approved PPE, attack line, hand tools, flashlight, and anassignment, so that structural integrity is not compromised, all hidden fires are discovered, fire causeevidence is preserved, and the fire is extinguished.

Instructional Objective (Cognitive): The Fire Fighter I will identify and describe five safetyconsiderations associated with structural integrity compromise during overhaul as part of a writtenexamination.

Instructional Objective (Psychomotor): The Fire Fighter I will demonstrate the designed use of toolsand equipment during overhaul to locate and extinguish hidden fires without compromising structuralintegrity.

B.3.2.2 Example: Converting a Fire and Life Safety Educator II JPR into an Instructional Objective.

The instructional objectives are just two of several instructional objectives that would be written tosupport the terminal objective based on the JPR.

JPR: Prepare a written budget proposal for a specific program or activity, given budgetary guidelines,program needs, and delivery expense projections, so that all guidelines are followed and the budgetidentifies all program needs.

Instructional Objective (Cognitive): The Fire and Life Safety Educator II will list and describe the biddingprocess for the purchase of a published program using budgetary guidelines, program needs, and theguidelines established by local organizational procedures as part of a written examination.

Instructional Objective (Psychomotor): The Fire and Life Safety Educator II will lead in the purchase ofa specific fire and life safety educational program by following the bidding process to completion, usinglocal organizational guidelines, including budgetary procedures, program needs, and delivery expenseprojections.


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B.4 Other Uses for JPRs .

While the professional qualifications standards are principally used to guide the establish minimum jobperformance requirements for qualification, they have been recognized as guides for the development oftraining and certification programs, there are as well as a number of other potential uses for thedocuments. Because the documents are written in JPR terms, they lend themselves well to any area ofthe profession where a level of performance or expertise must be determined . These areas might includethe following:

(1) Employee Evaluation/Performance Critiquing. The JPRs professional qualifications standards can beused as a guide by both the supervisor and the employee during an evaluation. The JPRs for aspecific job define tasks that are essential to perform on the job as well as the evaluation criteria tomeasure when those tasks are completed completion of the tasks .

(2) Establishing Hiring Criteria. The professional qualifications standards can be used helpful in anumber of ways to further the establishment of hiring criteria. The authority having jurisdiction ( AHJ)could simply require certification at a specific job level, — for example, Fire Fighter I. The JPRscould also be used as the basis for pre-employment screening by to establishing essential minimaltasks and the related evaluation criteria. An added benefit is that individuals interested inemployment can work towards toward the minimal hiring criteria at local colleges.

(3) Employee Development. The professional qualifications standards can be useful to practical for boththe employee and the employer in developing a plan for the individual’s employee’s growth withinthe organization. The JPRs and the associated requisite knowledge and skills can be used as aguide to determine additional training and education required for the employee to master his orher the job or profession.

(4) Succession Planning. Succession planning or career path addresses the efficient placement ofpeople individuals into jobs in response to current needs and anticipated future needs. A careerdevelopment path can be established for targeted individuals employees to prepare them for growthwithin the organization. The JPRs and requisite knowledge and skills could then be used to developan educational path to aid in the individual’s employee’s advancement within the organization orprofession.

(5) Establishing Organizational Policies, Procedures, and Goals. The JPRs professional qualificationsstandards can be functional for incorporated incorporating policies, procedures, and goals into theorganizational policies, procedures, and goals where employee performance is addressed oragency .


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B.5 Bibliography.

Annett, J., and N. E. Stanton, Task Analysis . London and New York: Taylor and Francis, 2000.

Brannick, M. T., and E. L. Levine, Job Analysis: Methods, Research, and Applications for HumanResource Management in the New Millennium . Thousand Oaks, CA: Sage Publications, 2002.

Dubois, D. D., Competency-Based Performance Improvement: A Strategy for Organizational Change .Amherst, MA: HRD Press, 1993.

Fine, S. A., and S. F. Cronshaw, Functional Job Analysis: A Foundation for Human ResourcesManagement (Applied Psychology Series) . Mahwah, NJ: Lawrence Erlbaum Associates, 1999.

Gupta, K., C. M. Sleezer (editor), and D. F. Russ-Eft (editor), A Practical Guide to Needs Assessment .San Francisco: Jossey-Bass/Pfeiffer, 2007.

Hartley, D. E., Job Analysis at the Speed of Reality . Amherst, MA: HRD Press, 1999.

Hodell, C., ISD from the Ground Up: A No-Nonsense Approach to Instructional Design , 3rd edition.Alexandria, VA: American Society for Training & Development, 2011.

Jonassen, D. H., M. Tessmer, and W. H. Hannum, Task Analysis Methods for Instructional Design .Mahwah, NJ: Lawrence Erlbaum Associates, 1999.

McArdle, G., Conducting a Needs Analysis (Fifty-Minute Book) . Boston: Crisp Learning, 1998.

McCain, D. V., Creating Training Courses (When You’re Not a Trainer) . Alexandria, VA: AmericanSociety for Training & Development, 1999.

NFPA 1001, Standard for Fire Fighter Professional Qualifications , 2013 edition.

NFPA 1035, Standard for Fire and Life Safety Educator, Public Information Officer, Youth FiresetterIntervention Specialist, and Youth Firesetter Program Manager Professional Qualifications , 2015edition.

Phillips, J. J., In Action: Performance Analysis and Consulting . Alexandria, VA: American Society forTraining & Development, 2000.

Phillips, J. J., and E. F. Holton III, In Action: Conducting Needs Assessment . Alexandria, VA: AmericanSociety for Training & Development, 1995.

Robinson, D. G., and J. C. Robinson (Eds.), Moving from Training to Performance: A PracticalGuidebook . Alexandria, VA: American Society for Training & Development; San Francisco: Berrett-Koehler, 1998.

Schippmann, J. S., Strategic Job Modeling: Working at the Core of Integrated Human Resources .Mahwah, NJ: Lawrence Erlbaum Associates, 1999.

Shepherd, A., Hierarchical Task Analysis . London and New York: Taylor and Francis, 2000.

Zemke, R., and T. Kramlinger, Figuring Things Out: A Trainer’s Guide to Needs and Task Analysis .New York: Perseus Books, 1982.

Supplemental Information

File Name Description

Annex_B_SR_1_.docx




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25 of 29 2/4/2014 9:36 AM

Committee Statement

CommitteeStatement:

The technical committee is refining text that the Correlating Committee has established asboilerplate for Annex B for all pro-qual project documents.

ResponseMessage:


26 of 29 2/4/2014 9:36 AM

Second Revision No. 19-NFPA 1091-2014 [ Section No. C.1 ]

C.1 Referenced Publications. (Reserved)

NFPA 1001, Standard for Fire Fighter Professional Qualifications , 2013 edition.

NFPA 1035, Standard for Fire and Life Safety Educator, Public Information Officer, Youth FiresetterIntervention Specialist, and Youth Firesetter Program Manager Professional Qualifications , 2015 edition.




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State:

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Committee Statement

Committee Statement: The technical committee recognizes the references for Annex B and should be included.

Response Message:


27 of 29 2/4/2014 9:36 AM

Second Revision No. 18-NFPA 1091-2014 [ Section No. C.2 ]

C.2 Informational References.

The following documents or portions thereof are listed here as informational resources only. They are notpart of the requirements of this document.

Manual on Uniform Traffic Control Devices for Canada (MUTCDC) 4th edition, Traffic Operations andManagement Standing Committee, Ottawa ON K1G 4J8.

Manual on Uniform Traffic Control Devices (MUTCD) U.S. Department of Transportation, U.S.Government Printing Office, Washington, D.C.

Annett, J., and N. E. Stanton, Task Analysis . London and New York: Taylor and Francis, 2000.

Brannick, M. T., and E. L. Levine, Job Analysis: Methods, Research, and Applications for HumanResource Management in the New Millennium . Thousand Oaks, CA: Sage Publications, 2002.

Dubois, D. D., Competency-Based Performance Improvement: A Strategy for Organizational Change .Amherst, MA: HRD Press, 1993.

Fine, S. A., and S. F. Cronshaw, Functional Job Analysis: A Foundation for Human ResourcesManagement (Applied Psychology Series) . Mahwah, NJ: Lawrence Erlbaum Associates, 1999.

Gupta, K., C. M. Sleezer (editor), and D. F. Russ-Eft (editor), A Practical Guide to Needs Assessment .San Francisco: Jossey-Bass/Pfeiffer, 2007.

Hartley, D. E., Job Analysis at the Speed of Reality . Amherst, MA: HRD Press, 1999.

Hodell, C., ISD from the Ground Up: A No-Nonsense Approach to Instructional Design , 3rd edition.Alexandria, VA: American Society for Training & Development, 2011.

Jonassen, D. H., M. Tessmer, and W. H. Hannum, Task Analysis Methods for Instructional Design .Mahwah, NJ: Lawrence Erlbaum Associates, 1999.

McArdle, G., Conducting a Needs Analysis (Fifty-Minute Book) . Boston: Crisp Learning, 1998.

McCain, D. V., Creating Training Courses (When You’re Not a Trainer) . Alexandria, VA: AmericanSociety for Training & Development, 1999.

Firesetter Intervention Specialist and Youth Firesetter Program Manager Professional Qualifications ,2015 edition.

Phillips, J. J., In Action: Performance Analysis and Consulting. Alexandria , VA: American Society forTraining & Development, 2000.

Phillips, J. J., and E. F. Holton III, In Action: Conducting Needs Assessment . Alexandria, VA: AmericanSociety for Training & Development, 1995.

Robinson, D. G., and J. C. Robinson (Eds.), Moving from Training to Performance: A PracticalGuidebook . Alexandria, VA: American Society for Training & Development; San Francisco: Berrett-Koehler, 1998.

Schippmann, J. S., Strategic Job Modeling: Working at the Core of Integrated Human Resources .Mahwah, NJ: Lawrence Erlbaum Associates, 1999.

Shepherd, A., Hierarchical Task Analysis . London and New York: Taylor and Francis, 2000.

Zemke, R., and T. Kramlinger, Figuring Things Out: A Trainer’s Guide to Needs and Task Analysis . NewYork: Perseus Books, 1982.




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28 of 29 2/4/2014 9:36 AM

City:

State:

Zip:


Committee Statement

CommitteeStatement:

The technical committee recognizes that the references for the annex should be included inAnnex C.

Response Message:


29 of 29 2/4/2014 9:36 AM

second revision no. 17-nfpa 1091-2013 [ global comment ]...procedures, vehicles, ttc devices, and...

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