罗恩·希拉基（Ron Hiraki）
好的消防员和消防员知道您不能为每种情况进行训练或准备。您会尽可能多地学习和训练，并获得“将工具放入工具箱中”的经验。很多时候，您会使用标准技术和过程，但是您会遇到问题，并且必须调整“工具箱中的工具”。学习如何适应的一种方法是创建和进行解决问题的演习。目的训练is to learn to adapt when a problem arises in what should have been a standard procedure or operation. Adapting will mean (1) recognizing that there is a problem, (2) remaining calm, (3) recognizing when to repeat the standard procedure or operation and when to do something different, and (4) figuring out how to do something different with the可用资源。
您几乎可以使用任何标准程序，钻头, or situation to create a problem scenario for a student (person receiving the training). The students should know that this is problem-solving training in which they are expected to take some action to solve the problem. You can introduce a surprise element by not making the problem immediately known to the student. Although you should not actually “break” equipment, you can label it as “broken” by putting a piece of duct tape, medical tape, or fire line tape over a valve,进气，放电或任何其他设备。
他re are some examples of problem- 解决方案。
- 您通常会使用通常使用的梯子，耦合，设备，设备或工具。
- 发动机公司驾驶员一个人躺着反向并用尽供应线或大型软管（LDH）距离消防栓80英尺。
- 发动机公司在八楼的第六楼发生大火-story building. The standpipe siamese or fire department connection is damaged, and you cannot connect to it.
- Hoisting or carrying different pieces of equipment up to the first level of a roof and then moving it to another, higher roof.
有时, it may be desirable for the student not to solve the problem. There is a great deal of learning and acquisition of experience that occurs when making a mistake in training. After all, that is one benefit of training or practice–make your mistakes here and not at a real emergency incident. Never make the atmosphere of the training such that a student feels tricked or fooled. This type of training is best in a smaller group where everyone has had a previous opportunity to work or train together, has a common relationship, and is informed of the type of training being offered.
Once you set up or create a problem with the surprise element, start the training scenario and allow the student to work through the situation. Many times,他们可能会让你大吃一惊,不仅解决公关oblem but also coming up with a solution that was not known to you. If the student is not immediately able to solve the problem, allow him to continue to try. When the student is out of options, stop the training scenario. Take a few minutes to talk about the problem and possible solutions. Make sure that the student does not feel bad if he did not solve the problem; not solving the problem can be self-motivating for the student. By not solving the problem, the student has helped you demonstrate the need for this training. Additionally, the student has helped provide valuable training for other members of the group as they see the problem and begin to think about how they would react.
Do the training scenario a second time, with the exact same problem. You may want to do this at “half speed” so that you can coach the student through the steps necessary to resolve the problem. This may be especially important with more complex problems. Don’t skip or hurry through this second time. You want to make sure the student has it right and，最重要的是，很自在地识别问题并解决这种情况。以“一半速度”的指导是讲师教学学生的传统培训形式。花一点时间询问学生是否有任何疑问，审查提议的程序，甚至对他们的工作进行问。目前不要介绍任何新元素。
最后，第三次进行培训场景。无需任何教练而尝试做这件事。这允许学生s to apply what they have learned. The third training scenario also allows you to evaluate what the student has learned from this training. When the students have successfully completed the third training scenario without any coaching, they can envision a practical application and feel successful. The students will walk away feeling productive and good.
你们中的许多人都记得并继续使用经典的四步教学方法。
- 准备
- Presentation
- 应用
- Evaluation
您将认识到第一个培训方案是一种准备形式。第二个培训场景是您向学生展示。第三个培训方案是学生的申请和您的评估。在本文中，我们继续使用四步教学方法，但是我们为能力且对标准程序和操作舒适的消防员增加了多样性和一定程度的挑战。最好的部分是“加紧”，训练自己和我们的同事在出现问题时思考“盒子外”。
Ron Hiraki从他的职业生涯开始firefighter in the Seattle（WA）消防部门，担任各种运营和行政职务，导致他担任雇员发展助理主任的最终任务。完成他的职业assistantc希拉基（Hiraki）在一个小型组合消防部门的hie夫拥有近30年的城市和郊区环境中的消防经验。他持有科学硕士degree在h乌曼rEsiRcesdevelopment and is a consultant toanumber of public safety agencies for their selection and performance evaluation programs.
