NFA112 – 14.00 Hours
Currently there are no scheduled classes for this course. However, in some cases a course can be scheduled to meet your organization’s specific needs. For more information about this course or to schedule a class, please contact Emergency Services Training Institute at (866) 878-8900 or email@example.com to get the latest schedule.
This course provide a conceptual foundation and framework for a successful transition by fire and EMS personnel to first line supervisor by exploring concepts of self, others, and teams in developing frameworks for organizational and personal success.
This two-day course presents the student with the basic leadership and supervisory knowledge, skills and tools needed to perform effectively in the fire and EMS environment. The course includes:
Unit 1: Self: At the completion of this unit, students will be able to apply the concepts of professionalism to create a roadmap for professional success.
Unit 2: Creating Environments for Growth in Others: At the completion of this unit, students will be able to explain how the concepts of managing conflict, empowerment, empathy, authorization and delegation can contribute to creating an environment for professional growth in others.
Unit 3: Together: At the completion of this unit, students will be able to apply the concepts of failure, collaboration, synergy and team dysfunction to your creation of a personal plan of active engagement as a supervisor and leader in fire and EMS.
The NFA supports courses for federal, state and local fire and Emergency Medical Services (EMS) personnel to include professional development within the disciplines of leadership and executive development. This curriculum is intended to serve the professional development needs of fire and emergency services personnel who are at or are preparing for first line supervisory positions. The curriculum is also intended to serve as prerequisite course work for participants of the NFA Managing Officer Program.
There are no prerequisites for this course.
To meet NFA attendance requirements, participants must complete each training module and complete all required course assignments, activities, quizzes, and/or end of course exam. Exceptions may be discussed with lead instructor.
The primary target audience for this course are those individuals who are at the first line of supervision. First line level is considered to be those at the Company Officer or Unit (fire prevention, fire education, communications, EMS, etc.) Supervisor level. More specific:
- First line supervisors in fire and EMS organizations.
- Fire and EMS personnel due for promotion/appointment to a first line supervisory position within 18 months.
- Fire and EMS personnel who are regularly assigned acting supervisory positions.
- Fire and EMS personnel currently enrolled in the NFA Managing Officer will be provided priority selection.
The secondary target audience are fire and EMS personnel at the first line management level (chief officer or above).
Continuing Education And Professional Credits
- Texas Commission on Fire Protection (TCFP)
- State Firefighters’ and Fire Marshals’ Association of Texas (SFFMA)
The learning approach used in in this course is rooted in the Socratic methodology. To that end, we are reminded of Socrates’ very famous statement, “The unexamined life is not worth living” (Plato, Apology, section 38a). The methodology used in this course will be facilitated dialogue with an emphasis on balancing advocacy with inquiry. It is the responsibility of all participants, students and facilitators alike, to seek understanding of the perspectives presented and to use the power of the “why” question as the vehicle for exploration. Students and facilitators alike have an obligation to actively listen and be willing and open to seeing perspectives that are not their own. Throughout the entire course, students need to embrace openly the need to become philosophers and to recognize that a philosopher is a person who has a love of learning.
The course uses action-oriented activities and reflection to encourage students to act on, contemplate and connect what they experience in the course with their role and work within their organization. To this end, throughout the course, students will be conducting personal reflections and developing a personal development plan which encompasses all the major topics of the course. Facilitators need to review this process in order to guide students in the plan development.