Technical Committee on Emergency Vehicle Mechanic ...Technical Committee on Emergency Vehicle...

Technical Committee on Emergency Vehicle Mechanic Technicians

Professional Qualifications

First Draft Meeting for NFPA 1071

August 28, 2013 NFPA Headquarters Room

4th Floor ‐ PB#2 1 Batterymarch Park Quincy, MA 02169 1‐617‐984‐7480

Conference Call/Adobe Connect will be available

8:00am – 5:00pm ET

Agenda

1. Call to Order – Chair Stephen Wilde

2. Introduction of Members and Guests 3. Chair’s Remarks and Purpose of Meeting 4. Review of Minutes from Previous Meeting 5. NFPA Update ‐ Staff Liaison Tom McGowan

a. New Standards Development Making Process b. Correlating Committee format (Chapter 1 and Chapter 4 for Pro‐Qual Project) c. New Process Explanation d. Document Cycle Information

6. First Draft NFPA 1071 ‐ Technical Committee

a. Review of Task Group recommendations b. Review of Public Inputs and First Revisions c. Committee First Revisions

7. Other Business 8. Adjourn at the Close of Business

Technical Committee on Emergency Vehicle Technician Professional Qualifications

Pre‐First Draft Meeting for NFPA 1071

Tuesday, May 21, 2013 Conference Call/Adobe Connect

Minutes

Stephen Wilde, Chair Benjamin Brown Alan Conkle James Glatts

Steve Hodge Chris Koop Mark Mead Richard Oborny

Michael Thorn Armando Vasquez Tom McGowan, staff

Chair Stephen Wilde called the meeting to order at approximately 11:05am ET

Introduction of Members and Guests The Chair welcomed all to meeting and made remarks as to its purpose particularly to first draft SL McGowan briefed the TC on NFPA Update including the following items:

Conference Call/Adobe Connect New Standards Development Making Process Pre‐First and Pre‐Second Draft meetings in‐person as well as conference call/Adobe

Connect Correlating Committee format (Chapter 1 and Chapter 4 for Pro‐Qual Project and

other chapters and text as they become available) Travel and Budget

Pre‐First Draft NFPA 1071 (formerly ROP)

Public Input (closing date – July 8, 2013) First Revisions need for meeting on or before September 13, 2013

Other Business – how to go about offering public input as that the TC can review those before the FD meeting. Chair Wilde will make the public inputs but the TC members not not discouraged from sending their own or waiting to day of meeting. Next meeting – Will be in Boston either on August 21 or 28 based on room availability at NFPA HQ. It will be a one day meeting. The meeting adjourned at approximately 12:55pm ET.

7/17/13 TerraView™

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Public Input No. 3-NFPA 1071-2013 [ Section No. 1.1 ]

Original Hide Markup

1.1 * Scope.

1.1 Scope. This standard

shall identify and define

identifies the minimum job performance requirements (JPRs) for

a person to be considered qualified as an

Level I emergency vehicle technician (EVT) , Level II emergency vehicle technician(EVT) and Level III emergency vehicle technician (EVT) .

1.1.1 Level I technicians meeting the requirements of this standard shall be able toperform inspections as required by NFPA 1911 and maintenance duties.

1.1.2 Level II technicians meeting the requirements of this standard shall be able toperform inspections as required by NFPA 1911, maintenance, repair, diagnoses,and performance testing duties as required by NFPA 1911.

1.1.3 Level III technicians meeting the requirements of this standard shall be able toperform inspections as required by NFPA 1911, maintenance, repair, diagnoses,performance testing as required by NFPA 1911 and first level supervisor duties.

Statement of Problem and Substantiation for Public Input

change to scope to meet the new guidelines from the correlating committee

Submitter Information Verification

Submitter Full Name:STEPHEN WILDE

Organization: EVT CERTIFICATION COMM INC

Submittal Date: Tue Jul 02 15:30:06 EDT 2013

Copyright Assignment

I, STEPHEN WILDE, hereby irrevocably grant and assign to the National Fire Protection Association (NFPA) all

and full rights in copyright in this Public Input (including both the Proposed Change and the Statement of

Problem and Substantiation). I understand and intend that I acquire no rights, including rights as a joint author, in

any publication of the NFPA in w hich this Public Input in this or another similar or derivative form is used. I

hereby w arrant that I am the author of this Public Input and that I have full pow er and authority to enter into this

copyright assignment.

By checking this box I aff irm that I am STEPHEN WILDE, and I agree to be legally bound by the above

Copyright Assignment and the terms and conditions contained therein. I understand and intend that, by

checking this box, I am creating an electronic signature that w ill, upon my submission of this form, have the

same legal force and effect as a handw ritten signature



Public Input No. 4-NFPA 1071-2013 [ New Section after 1.2 ]

1.2 Purpose

1.2.1 This standard shall define a Level I emergency vehicle technician (EVT), a Level IIemergency vehicle technician (EVT) and a Level III emergency vehicle technician (EVT).

1.2.2 The intent of this standard shall be to ensure that personnel serving as Level Iemergency vehicle technicians (EVT), Level II emergency vehicle technicians (EVT) andLevel III emergency vehicle technicians (EVT) 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 orcombining these minimum requirements.

1.2.5 JPRs for each level and position are the tasks personnel shall be able to perform inorder to carry out the job duties. (See Annex B.)

1.2.6* An emergency vehicle technician shall remain current with the general knowledgeand skills and JPRs addressed for each level or position of qualification.

...


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Public Input No. 17-NFPA 1071-2013 [ Section No. 1.3 ]


1.3 Application.

The application of this standard is to specify which requirements within thedocument shall apply to a Level I emergency vehicle technician (EVT), a Level IIemergency vehicle technician (EVT) and a Level III emergency vehicle technician(EVT)

1.3.1

This standard shall apply to personnel who are engaged in the inspection,diagnosis, maintenance, repair, and testing of emergency response vehicles.

1.3.2

It is not the intent of this standard to restrict any jurisdiction from exceeding theserequirements.

1.3.3

The job performance requirements shall be accomplished in accordance with therequirements of the authority having jurisdiction, NFPA 1500, Standard on FireDepartment Occupational Safety and Health Program , and NFPA 1911, Standardfor the Inspection, Maintenance, Testing, and Retirement of In-Service AutomotiveFire Apparatus .

1.3.4

It shall not be required that the job performance requirements be mastered in theorder in which they appear.

1.3.5

The authority having jurisdiction shall establish instructional priority and thetraining program content to prepare individuals to meet the job performancerequirements of this standard.

1.3.6

Performance of each requirement of this standard shall be evaluated by qualifiedindividuals approved by the authority having jurisdiction.

1.3.7

Wherever the terms rules, regulations, procedures, supplies, apparatus , andequipment are referred to in this standard, it shall be implied that they are those ofthe authority having jurisdiction.

1.3.8

All inspection, diagnosis, maintenance, repair, and testing functions describedin the job performance requirements shall be completed according to all applicablemanufacturer specifications and department- or agency-recognized standardoperating procedures (SOPs).

1.3.9 * Continuing Education.

1.3.9.1

In order to obtain and maintain qualification as an EVT, persons shall furnishdocumentation showing that they have completed 20 hours of initial or continuingeducation on an annual basis.

1.3.9.2

The subject matter of the continuing education shall be directly related to jobperformance requirements of this standard.

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Public Input No. 6-NFPA 1071-2013 [ Section No. 1.3.1 ]


1.3.1

This standard shall apply to personnel who are engaged in the inspection,diagnosis, maintenance, repair, and testing of emergency response vehicles

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























1.3.2

It

is

shall not

the intent

be required that the JPRs be mastered in the order in which they appear.The AHJ shall establish instructional priority and the training programcontent to prepare personnel to meet the JPRs of this standard

to restrict any jurisdiction from exceeding these requirements.

. (See Annex B.)























1.3.3

The job performance requirements shall be accomplished in accordance with therequirements of the authority having jurisdiction, NFPA 1500, Standard on FireDepartment Occupational Safety and Health Program , and NFPA 1911, Standardfor the Inspection, Maintenance, Testing, and Retirement of In-Service AutomotiveFire Apparatus .

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

.



















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1.3.3

The job performance requirements shall be accomplished in accordance with therequirements of the authority having jurisdiction, NFPA 1500, Standard on FireDepartment Occupational Safety and Health Program , and NFPA 1911, Standardfor the Inspection, Maintenance, Testing, and Retirement of In-Service AutomotiveFire Apparatus

* Performance of each requirement of this standard shall be evaluated by personnelapproved by the AHJ .



















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1.3.4

It shall not be required that the job performance requirements be mastered in theorder in which they appear

The JPRs for each level or position shall be completed in accordance withrecognized practices and procedures or as defined by law or by the AHJ .





















Public Input No. 12-NFPA 1071-2013 [ New Section after 1.3.5 ]

1.3.5

1.3.5.1 Level I EVTs shall meet the requirements of Chapter 4 prior to being qualified.

1.3.5.2 Level II EVTs shall meet the requirements of Chapters 4 and 5 prior to beingqualified.

1.3.5.3 Level II EVTs shall meet the requirements of Chapters 4, 5 and 6 prior to beingqualified.























1.3.5

The authority having jurisdiction shall establish instructional priority and the trainingprogram content to prepare individuals to meet the job performance requirements ofthis standard

Personnel assigned the duties for each level shall meet all of the requirementsdefined in the chapters below .























1.3.6

Performance of each requirement of this standard shall be evaluated by qualifiedindividuals approved by the authority having jurisdiction

The AHJ shall provide personal protective clothing and the equipmentnecessary to conduct assignments .























1.3.7

Wherever the terms rules, regulations, procedures, supplies, apparatus , andequipment are referred to in this standard, it shall be implied that they are those ofthe authority having jurisdiction

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























1.3.8

All inspection, diagnosis, maintenance, repair, and testing functions described inthe job performance requirements shall be completed according to all applicablemanufacturer specifications and department- or agency-recognized standardoperating procedures (SOPs).

Prior to training to meet the requirements of this standard, personnel shallmeet the following requirements:

(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





















Public Input No. 20-NFPA 1071-2013 [ New Section after 1.3.9.2 ]

Units

1.4 Units. In this standard, 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

QuantityU.S.Unit/Symbol

SIUnit/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



















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Public Input No. 18-NFPA 1071-2013 [ New Section after A.1.1 ]

Purpose

A.1.2 The committee believes that this document specifies the minimum job performancerequirements for a Level I technician meeting the requirements of this standard shall beable to perform inspections as required by NFPA 1911 and maintenance duties.

A Level II technician meeting the requirements of this standard shall be able to performinspections as required by NFPA 1911, maintenance, repair, diagnoses, and performancetesting duties as required by NFPA 1911. A Level III technician meeting the requirements ofthis standard shall be able to perform inspections as required by NFPA 1911,maintenance, repair, diagnoses, performance testing as required by NFPA 1911 and firstlevel supervisor duties. The committee recognizes that emergency services organizationsmight have to invest considerable resources to provide the equipment and training neededto perform safely and efficiently. The committee does not mean to imply that organizationswith limited resources cannot provide response services, only that the individuals chargedwith performing responsibilities are qualified to specific levels according to this standard.


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Public Input No. 19-NFPA 1071-2013 [ New Section after A.1.1 ]

Purpose

A.1.2.3 Organization or management responsibilities should be addressed by the agencythat personnel represent. The authority having jurisdiction should define the agencyrequirements for progression to positions of management responsibility.

A.1.2.6 The committee recognizes the importance of formal and continuing education andtraining programs to ensure that emergency vehicle technicians have maintained andupdated the necessary skills and knowledge for the level of qualification they process.Continuing education and training programs can be developed or administered by local,state, provincial, or federal agencies as well as professional associations and accreditedinstitutions of higher education. The methods of learning would include areas oftechnology, refresher training, skills practices, and knowledge application to standards.The subject matter should directly relate to the requirements of this standard.

Application

A.1.3.3 It is recommended, where practical, that evaluators be individuals who were notdirectly involved as instructors for the requirement being evaluated.


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Public Input No. 21-NFPA 1071-2013 [ Chapter B ]


Annex B Annex C Qualification and Certification

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

B C .1 General.

This document does not require a person to be certified but outlines therequirements for qualification. Means of evaluating those qualifications includeschooling, training, practical experience, and existing certification programs.Programs such as Automotive Service Excellence (ASE), Emergency VehicleTechnicians (EVT) Certification Commission, the Canadian provincial journeymanlicense for heavy equipment, the Canadian registered apprentice program under thesupervision of a licensed journeyman, a technician certification program recognizedby a federal or state agency, or equivalent programs can be utilized to help theauthority having jurisdiction determine the requisite knowledge and skills of acandidate.

B C .1.1

For emergency response vehicles, some of the following ASE certifications couldapply:

(1) A-1 Automobile, Engine Repair

(2) A-2 Automobile, Automatic Transmission and Transaxle

(3) A-3 Automobile, Manual Drive Train and Axles

(4) A-4 Automobile, Suspension and Steering

(5) A-5 Automobile, Brakes

(6) A-6 Automobile, Electrical/Electronic Systems

(7) A-7 Automobile, Heating and Air Conditioning

(8) A-8 Automobile, Engine Performance

(9) T-1 Medium/Heavy Truck, Gasoline Engines

(10) T-2 Medium/Heavy Truck, Diesel Engines

(11) T-3 Medium/Heavy Truck, Drive Train

(12) T-4 Medium/Heavy Truck, Brakes

(13) T-5 Medium/Heavy Truck, Suspension and Steering

(14) T-6 Medium/Heavy Truck, Electrical/Electronic Systems

(15) T-7 Heavy-Duty Truck, Heating, Ventilation, and Air Conditioning

(16) T-8 Heavy-Duty Truck, Preventive Maintenance Inspection

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B C .1.2

For emergency response vehicles, some of the following EVT certifications couldapply:

(1) F-1 Apparatus Maintenance and Inspection

(2) F-2 Design and Performance Standards and Preventive Maintenance of FireApparatus

(3) F-3 Fire Pumps and Accessories

(4) F-4 Fire Apparatus Electrical Systems

(5) F-5 Aerial Fire Apparatus

(6) F-6 Allison Automatic Transmissions

(7) F-7 Foam Systems

(8) FA-4 Advanced Electrical Systems

(9) F-8 Hydraulic Systems

(10) E-1 Design and Performance Standards and Preventive Maintenance ofAmbulances

(11) E-2 Ambulance Electrical Systems

(12) E-3 Ambulance Heating, Air Conditioning, and Ventilation

(13) E-4 Ambulance Cab, Chassis, and Body

(14) E-5 Ambulance Inspection and Maintenance

(15) M-1 Management Level 1 Supervisor


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B C .2 Determining Appropriate Certifications.

Table B C .2(a) can be used as a guide to distinguish the appropriate ASEand EVT certifications available to persons performing maintenance onemergency response vehicles of 15,000 gross vehicle weight rating (GVWR)and above.

Table B Table C .2(a) ASE and EVT by Component for 15,000 GVWR andAbove

Component ASE EVT

Chassis T-3, T-4, T-6, T-8 F-1, F-2, F-3, F-8, E-1, E-4

Cab and body T-all F-1, F-2, E-1, E-3, E-4

Transmission T-1, T-2, T-3, T-6, T-8 F-1, F-6, E-4

Pump and tank T-8, T-6, T-3 F-1, F-3

Electrical T-6, T-7, T-8 F-1, F-4, FA-4, E-2

Aerial Testing T-3, T-5, T-6 F-1, F-5, F-8

Foam T-8, T-6, T-3 F-1, F-2, F-7

Auxiliary systems T-1, T-2, T-3, T-6 F-1, F-2, F-7, F-8

Table B C .2(b) can be used as a guide to distinguish the appropriate ASEand EVT certifications available to persons performing maintenance onemergency response vehicles under 15,000 GVWR.

Table B Table C .2(b) ASE and EVT by Component for 15,000 GVWR andBelow

Component ASE EVT

Chassis A-2, A-3, A-4, A-5, A-8 F-2, E-1, E-4, E-5

Cab and body A-all, T-2 F-2, E-1, E-3, E-4, E-5

Transmission A-1, A-2, A-3, A-6, T-2 E-4, E-5

Pump and tank A-2, A-3, A-6 F-3, E-5

Electrical A-6, A-7 F-4, E-2, E-5

Foam A-2, A-3, A-6 F-2, E-5

Auxiliary systems A-1, A-2, A-3, A-6, T-2 F-2, E-5


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Submittal Date: Wed Jul 03 07:34:25 EDT 2013







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Public Input No. 23-NFPA 1071-2013 [ Chapter B ]


Annex

B Qualification and Certification

B Explanation of the Professional Qualification Standards and Conceptsof JPRs

This annex is not a part of the requirements of this NFPA document but is includedfor informational purposes only.

B.

1 General.

This document does not require a person to be certified but outlines therequirements for qualification. Means of evaluating those qualifications includeschooling, training, practical experience, and existing certification programs.Programs such as Automotive Service Excellence (ASE), Emergency VehicleTechnicians (EVT) Certification Commission, the Canadian provincial journeymanlicense for heavy equipment, the Canadian registered apprentice program under thesupervision of a licensed journeyman, a technician certification program recognizedby a federal or state agency, or equivalent programs can be utilized to help theauthority having jurisdiction determine the requisite knowledge and skills of acandidate.

B.1.1




For emergency response vehicles, some of the following ASE certifications couldapply:

(1) A-1 Automobile, Engine Repair

(2) A-2 Automobile, Automatic Transmission and Transaxle

(3) A-3 Automobile, Manual Drive Train and Axles

(4) A-4 Automobile, Suspension and Steering

(5) A-5 Automobile, Brakes

(6) A-6 Automobile, Electrical/Electronic Systems

(7) A-7 Automobile, Heating and Air Conditioning

(8) A-8 Automobile, Engine Performance

(9) T-1 Medium/Heavy Truck, Gasoline Engines

(10) T-2 Medium/Heavy Truck, Diesel Engines

(11) T-3 Medium/Heavy Truck, Drive Train

(12) T-4 Medium/Heavy Truck, Brakes

(13) T-5 Medium/Heavy Truck, Suspension and Steering

(14) T-6 Medium/Heavy Truck, Electrical/Electronic Systems

(15) T-7 Heavy-Duty Truck, Heating, Ventilation, and Air Conditioning

(16) T-8 Heavy-Duty Truck, Preventive Maintenance Inspection

B.1.2



For emergency response vehicles, some of the following EVT certifications couldapply:

(1) F-1 Apparatus Maintenance and Inspection

(2) F-2 Design and Performance Standards and Preventive Maintenance of FireApparatus

(3) F-3 Fire Pumps and Accessories

(4) F-4 Fire Apparatus Electrical Systems

(5) F-5 Aerial Fire Apparatus

(6) F-6 Allison Automatic Transmissions

(7) F-7 Foam Systems

(8) FA-4 Advanced Electrical Systems

(9) F-8 Hydraulic Systems

(10) E-1 Design and Performance Standards and Preventive Maintenance ofAmbulances

(11) E-2 Ambulance Electrical Systems

(12) E-3 Ambulance Heating, Air Conditioning, and Ventilation

(13) E-4 Ambulance Cab, Chassis, and Body

(14) E-5 Ambulance Inspection and Maintenance



B.2 Determining Appropriate Certifications.

Table B.2(a) can be used as a guide to distinguish the appropriate ASE and EVTcertifications available to persons performing maintenance on emergency response vehiclesof 15,000 gross vehicle weight rating (GVWR) and above.

Table B.2(a) ASE and EVT by Component for 15,000 GVWR and Above

Component ASE EVT Chassis T-3, T-4, T-6, T-8 F-1, F-2, F-3, F-8, E-1, E-4 Cab andbody T-all F-1, F-2, E-1, E-3, E-4 Transmission T-1, T-2, T-3, T-6, T-8 F-1, F-6, E-4 Pumpand tank T-8, T-6, T-3 F-1, F-3 Electrical T-6, T-7, T-8 F-1, F-4, FA-4, E-2 Aerial Testing T-3,T-5, T-6 F-1, F-5, F-8 Foam T-8, T-6, T-3 F-1, F-2, F-7 Auxiliary systems T-1, T-2, T-3, T-6 F-1, F-2, F-7, F-8

Table B.2(b) can be used as a guide to distinguish the appropriate ASE and EVTcertifications available to persons performing maintenance on emergency response vehiclesunder 15,000 GVWR.

Table B.2(b) ASE and EVT by Component for 15,000 GVWR and Below

Component ASE EVT Chassis A-2, A-3, A-4, A-5, A-8 F-2, E-1, E-4, E-5 Cab and body A-all, T-2 F-2, E-1, E-3, E-4, E-5 Transmission A-1, A-2, A-3, A-6, T-2 E-4, E-5 Pump andtank A-2, A-3, A-6 F-3, E-5 Electrical A-6, A-7 F-4, E-2, E-5 Foam A-2, A-3, A-6 F-2, E-5 Auxiliary systems A-1, A-2, A-3, A-6, T-2 F-2, E-5

1 Explanation of the Professional Qualifications Standards and Concepts ofJob Performance Requirements (JPRs).

The primary benefit of establishing national professional qualification standards is to



provide both public and private sectors with a framework of the job requirements forfire and emergency services. Other benefits include enhancement of the profession,individual as well as organizational growth and development, and standardization ofpractices.

NFPA professional qualifications standards identify the minimum JPRs for specificfire and emergency services positions. The standards can be used for trainingdesign and evaluation, certification, measuring and critiquing on-the-jobperformance, defining hiring practices, job descriptions, and setting organizationalpolicies, procedures, and goals.

Professional qualifications standards for a specific job are organized by major areasof responsibility defined as duties. For example, the fire fighter’s duties mightinclude fire department communications, fireground operations, and preparednessand maintenance, while the public fire and life safety educator’s duties mightinclude education and implementation, planning and development, and evaluation.Duties are major functional areas of responsibility within a job.

The professional qualifications standards are written as JPRs. JPRs describe theperformance required for a specific job. JPRs are grouped according to the duties ofa job. The complete list of JPRs for each duty defines what an individual must beable to do in order to successfully perform that duty.

B.2 Breaking Down the Components of a JPR.

The JPR is the assembly of three critical components. (See Table B.2 .) Thesecomponents are as follows:

(1) Task to be performed; partially described using an action verb

(2) Tools, equipment, or materials that shall be provided to complete thetask

(3) Evaluation factors and performance outcomes

Table B.2 Example of a JPR

(1) Task to be performed (1) Overhaul a fire scene,

(2) Tools, equipment, or materials(2) given approved PPE, attack line, handtools, flashlight, and an assignment,

(3) Evaluation factors andperformance outcomes

(3) so that structural integrity is notcompromised, all hidden fires arediscovered, fire cause evidence ispreserved, and the fire if extinguished.

B.2.1 The Task to Be Performed. The first component is a concise, briefstatement of what the individual is supposed to do. A significant component withinthat phrase is the use of an action verb. The action verb sets the expectation forwhat shall be accomplished.

B.2.2 Tools, Equipment, or Materials That Must be Provided to SuccessfullyComplete the Task. This component ensures that all individuals completing the



task are given the same tools, equipment, or materials when being evaluated. Bylisting these items, the individual and evaluator know what shall be provided in orderto complete the task.

B.2.3 Evaluation Parameters and Performance Outcomes. This componentdefines how well the individual shall perform each task — for both the individual andthe evaluator. The JPR guides performance toward successful completion byidentifying evaluation factors and performance outcomes. This portion of the JPRpromotes consistency in evaluation by reducing the variables used to gaugeperformance.

In addition to these three components, the JPR contains requisite knowledge andskills. Just as the term requisite suggests, these are the necessary knowledgeand skills the individual shall have prior to being able to perform the task. Requisiteknowledge and skills are the foundation for task performance.

With the components and requisites combined a JPR might read similar to theexamples that follow:

B.2.3.1 An Example Using Fire Fighter I.

Overhaul a fire scene, given approved PPE, attack line, hand tools, flashlight, andan assignment, so that structural integrity is not compromised, all hidden fires arediscovered, fire cause evidence is preserved, and the fire if extinguished.

(A) Requisite Knowledge. Knowledge of types of fire attack lines and waterapplication devices for overhaul, water application methods for extinguishment thatlimit water damage, types of tools and methods used to expose hidden fire, dangersassociated with overhaul, signs of area of origin or signs of arson, and reasons forprotection of fire scene.

(B) Requisite Skills. The ability to deploy and operate an attack line; removeflooring, ceiling, and wall components to expose void spaces without compromisingstructural integrity; apply water for maximum effectiveness; expose and extinguishhidden fires in walls, ceilings, and subfloor spaces; recognize and preserve signs ofarea of origin and arson; and evaluate for complete extinguishment.

B.2.3.2 An Example Using Public Fire and Life Safety Educator II.

Prepare a written budget proposal for a specific program or activity, given budgetaryguidelines, program needs, and delivery expense projections, so that all guidelinesare followed and the budget identifies all program needs.

(A) Requisite Knowledge. Knowledge of budgetary process; governmentalaccounting procedures; federal, state, and local laws; organizational biddingprocess; and organization purchase requests.

(B) Requisite Skills. The ability to estimate project costs; complete budgetforms; requisition/purchase orders; collect, organize, and format budgetaryinformation; complete program budget proposal; complete purchase requests.

B.3 Examples of Potential Uses for JPRs.

B.3.1 Certification. JPRs can be used to establish the evaluation criteria forcertification at a specific job level. When used for certification, evaluation must bebased on the successful completion of JPRs.

The evaluator would verify the attainment of requisite knowledge and skills prior toJPR evaluation. Verification might be accomplished through documentation review



or testing.

The individual would be evaluated on completing the JPRs. The individual wouldperform the task and be evaluated based on the evaluation factors and performanceoutcomes. This performance-based evaluation is based on practical exercises forpsychomotor skills and written examinations for cognitive skills.

Psychomotor skills are those physical skills that can be demonstrated or observed.Cognitive skills cannot be observed, but are rather evaluated on how an individualcompletes the task (process oriented) or the task outcome (product oriented).

When evaluating performance, individuals shall be given the tools, equipment, ormaterials listed in the JPR before they can be evaluated.

B.3.2 Curriculum Development and Training Design and Evaluation. Thestatements contained in this document that refer to job performance were designedand written as JPRs. Although a resemblance to instructional objectives might bepresent, these statements should not be used in a teaching situation until after theyhave been modified for instructional use.

JPRs state the behaviors required to perform specific skill on the job, as opposed toa learning situation. These statements could be converted into instructionalobjectives with behaviors, conditions, and degree to be measured within theeducational environment.

While the differences between JPRs and instructional objectives are subtle inappearance, the purpose of each statement differs greatly. JPRs state what isnecessary to perform the job in practical and actual experience. Instructionalobjectives, however, are used to identify what students must do at the end of atraining session and are stated in behavioral terms that are measurable in thetraining environment.

By converting JPRs into instructional objectives, instructors will be able to clarifyperformance expectations and avoid confusion related to using statements designedfor purposes other than teaching. Additionally, instructors will be able to add local,state, provincial and regional elements of performance into the learning objectivesas intended by the developers.

Requisite skills and knowledge could be converted into enabling objectives. Thesehelp to define the course content. The course content would include each of therequisite knowledge and skills . This ensures that the course content supports theterminal objective.

B.3.2.1 Example Using Fire Fighter I and converting JPR into InstructionalObjective.

JPR: Overhaul a fire scene, given approved PPE, attack line, hand tools, flashlight,and an assignment, so that structural integrity is not compromised, all hidden firesare discovered, fire cause evidence is preserved, and the fire if extinguished.

Instructional Objective (Cognitive): The Fire Fighter I will identify and describe fivesafety considerations associated with structural integrity compromise duringoverhaul as part of a written examination.

Instructional Objective (Psychomotor): The Fire Fighter I will demonstrate thedesigned use of tools and equipment during overhaul to locate and extinguishhidden fires without compromising structural integrity.

The instructional objectives are just two of several instructional objectives that would



be written to support the terminal objective based on the JPR.

B.3.2.2 Example Using Fire and Life Safety Educator II and converting JPRinto Instructional Objective.

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

Instructional Objective (Cognitive): The Fire and Life Safety Educator II will list anddescribe the bidding process for the purchase of a published program usingbudgetary guidelines, program needs, and the guidelines established by localorganizational procedures as part of a written examination.

Instructional Objective (Psychomotor): The Fire and Life Safety Educator II will leadin the purchase of a specific fire and life safety educational program by following thebidding process using local organizational guidelines including budgetary procedure,program needs and delivery expense projections to completion.

The instructional objectives are just two of several instructional objectives that wouldbe written to support the terminal objective based on the JPR.

B.4 Other Uses for JPRs.

While the professional qualifications standards are principally used to establishminimum job performance requirements for qualification, they have been recognizedto guide the development of training and certification programs , as well as anumber of other potential uses. These areas might include the following:

(1) Employee Evaluation/Performance Critiquing. The professionalqualifications standards can be used as a guide for the supervisor and theemployee during an evaluation. The JPRs for a specific job define tasks thatare essential to perform on the job as well as the evaluation criteria tomeasure when tasks are completed.

(2) Establishing Hiring Criteria. The professional qualifications standardscan be helpful in a number of ways to further the establishment of hiringcriteria. The authority having jurisdiction (AHJ) could simply requirecertification to a specific level — for example, Fire Fighter I. The JPRs couldalso be used as the basis for pre-employment screening by establishingessential minimal tasks and the related evaluation criteria. An added benefit isthat individuals interested in employment can work toward the minimal hiringcriteria at local colleges.

(3) Employee Development. The professional qualifications standards canbe practical to the employee and the employer in developing a plan for theindividual’s growth within the organization. The JPRs and the associatedrequisite knowledge and skills can be used as a guide to determine additionaltraining and education required for the employee to master his or her job orprofession.

(4) Succession Planning. Succession planning addresses the efficientplacement of people into jobs in response to current needs and anticipatedfuture needs. A career development path can be established for targetedindividuals to prepare them for growth within the organization. The JPRs andrequisite knowledge and skills could then be used to develop an educationalpath to aid in the individual’s advancement within the organization orprofession.



(5) Establishing Organizational Policies, Procedures, and Goals. Theprofessional qualifications standards can be functional when incorporatingpolicies, procedures, and goals into the organization or agency.


insert new annex b Explanation of the Professional Qualification Standards and Concepts of JPRs required by correlating committee. move current annex b to annex C and delete current annex C
















Public Input No. 22-NFPA 1071-2013 [ Chapter C ]


Annex C Job Performance Requirements

This annex is not a part of the requirements of this NFPA document but is includedfor informational purposes only.




C.1 Explanation of the Standards and Concepts of Job PerformanceRequirements (JPRs).

The primary benefit of establishing national professional qualification standards is toprovide both public and private sectors with a framework of the job requirements forthe fire service. Other benefits include enhancement of the profession, individual aswell as organizational growth and development, and standardization of practices.

NFPA professional qualification standards identify the minimum JPRs for specific fireservice positions. The standards can be used for training design and evaluation;certification; measuring and critiquing on-the-job performance; defining hiringpractices; and setting organizational policies, procedures, and goals. (Otherapplications are encouraged.)

Professional qualification standards for a specific job are organized by major areasof responsibility defined as duties. For example, the fire fighter's duties might includefire suppression, rescue, and water supply; and the public fire educator's dutiesmight include education, planning and development, and administration. Duties aremajor functional areas of responsibility within a job.

The professional qualification standards are written as JPRs. JPRs describe theperformance required for a specific job. JPRs are grouped according to the duties ofa job. The complete list of JPRs for each duty defines what an individual must beable to do in order to successfully perform that duty. Together, the duties and theirJPRs define the job parameters; that is, the standard as a whole is a description ofa job.

C.2 Breaking Down the Components of a JPR.

The JPR is the assembly of three critical components. (See Table C.2 .) Thesecomponents are as follows:

(1) Task that is to be performed

(2) Tools, equipment, or materials that must be provided to successfully complete thetask

(3) Evaluation parameters and/or performance outcomes

Table C.2 Example of a JPR

(1) Task (1) Ventilate a pitched roof (2) Tools, equipment, or materials (2) Given an ax, apike pole, an extension ladder, and a roof ladder (3) Evaluation parameters and performanceoutcomes (3) So that a 4 ft × 4 ft hole is created; all ventilation barriers are removed;ladders are properly positioned for ventilation; ventilation holes are correctly placed; andsmoke, heat, and combustion by-products are released from the structure

C.2.1 The Task to be Performed.

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

C.2.2 Tools, Equipment, or Materials That Must be Provided to SuccessfullyComplete the Task.

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

C.2.3 Evaluation Parameters and/or Performance Outcomes.

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This component defines how well one must perform each task — for both theperformer and the evaluator. The JPRs guide performance toward successfulcompletion by identifying evaluation parameters and/or performance outcomes. Thisportion of the job performance requirements promotes consistency in evaluation byreducing the variables used to gauge performance.

In addition to these three components, the JPRs contain requisite knowledge andskills. Just as the term requisite suggests, these are the necessary knowledge andskills one must have prior to being able to perform the task. Requisite knowledgeand skills are the foundation for task performance.

Once the components and requisites are put together, the JPRs might read asfollows.

C.2.3.1 Example 1.

The Fire Fighter I shall ventilate a pitched roof, given an ax, a pike pole, anextension ladder, and a roof ladder, so that a 4 ft × 4 ft hole is created, allventilation barriers are removed, ladders are properly positioned for ventilation, andventilation holes are correctly placed.

(A)

Requisite Knowledge. Pitched roof construction, safety considerations with roofventilation, the dangers associated with improper ventilation, knowledge of ventilationtools, the effects of ventilation on fire growth, smoke movement in structures, signsof backdraft, and knowledge of vertical and forced ventilation.

(B)

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

C.2.3.2 Example 2.

The Fire Investigator shall interpret burn patterns, given standard equipment andtools and some structural/content remains, so that each individual pattern isevaluated with respect to the burning characteristics of the material involved.

(A)

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

(B)

Requisite Skill. The ability to interpret the effects of burning characteristics ondifferent types of materials.

C.3 Examples of Potential Uses.



C.3.1 Certification.

JPRs can be used to establish the evaluation criteria for certification at a specific joblevel. When used for certification, evaluation must be based on the successfulcompletion of JPRs.

First, the evaluator would verify the attainment of requisite knowledge and skills priorto JPRs evaluation. Verification might be through documentation review or testing.

Next, the candidate would be evaluated on completing the JPRs. The candidatewould perform the task and be evaluated based on the evaluation parameters and/orperformance outcomes. This performance-based evaluation can be either practical(for psychomotor skills such as “ventilate a roof”) or written (for cognitive skills suchas “interpret burn patterns”).

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

Using Example 1, a practical performance-based evaluation would measure one'sability to “ventilate a pitched roof.” The candidate passes this particular evaluation ifthe standard was met; that is, a 4 ft × 4 ft hole was created; all ventilation barrierswere removed; ladders were properly positioned for ventilation; ventilation holes wereplaced correctly; and smoke, heat, and combustion by-products were released fromthe structure.

For Example 2, when evaluating the task “interpret burn patterns,” the candidatecould be given a written assessment in the form of a scenario, photographs, anddrawings and then be asked to respond to specific written questions related to theJPR's evaluation parameters.

Remember that when a candidate is being evaluated, he or she must be given thetools, equipment, or materials (e.g., an ax, a pike pole, an extension ladder, and aroof ladder) listed in the JPRs before he or she can be evaluated properly.

C.3.2 Curriculum Development/Training Design and Evaluation.

The statements contained in this document that refer to job performance weredesigned and written as JPRs. While a resemblance to instructional objectivesmight be present, these statements should not be used in a teaching situation untilafter they have been modified for instructional use.

JPRs state the behaviors required to perform specific skill(s) on the job as opposedto a learning situation. These statements should be converted into instructionalobjectives with behaviors, conditions, and standards that can be measured withinthe teaching/learning environment. A JPR that requires a fire fighter to “ventilate apitched roof” should be converted into a measurable instructional objective for usewhen teaching the skill. [See Figure C.3.2(a) .]

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



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

The candidate 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 askills checklist. (At a minimum, the skills checklist should include each of themeasurement criteria from the JPR.)

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

Figure C.3.2(b) Skills Checklist.

While the differences between job performance requirements and instructionalobjectives are subtle in appearance, the purpose of each statement differs greatly.JPRs state what is necessary to perform the job in the “real world.” Instructionalobjectives, however, are used to identify what students must do at the end of atraining session and are stated in behavioral terms that are measurable in thetraining environment.

By converting JPRs into instructional objectives, instructors will be able to clarifyperformance expectations and avoid confusion related to using statements designedfor purposes other than teaching. Additionally, instructors will be able to addlocal/state/regional elements of performance into the standards as intended by thedevelopers.

Requisite skills and knowledge should be converted into enabling objectives. These



help to define the course content. The course content should include each of therequisite knowledge and skills. Using Figure C.3.2(b) , the enabling objectives arepitched roof construction, safety considerations with roof ventilation, removal of roofcovering, proper initiation of roof cuts, and so forth. These enabling objectives ensurethat the course content supports the terminal objective.

Note that it is assumed that the reader is familiar with curriculum development ortraining design and evaluation.

C.4 Other Uses.

While the professional qualifications standards are used principally to guide thedevelopment of training and certification programs, there are a number of otherpotential uses for the documents. Because the documents are written in JPR terms,they lend themselves well to any area of the profession where a level of performanceor expertise must be determined.

These areas might include the following:

(1) Employee Evaluation/Performance Critiquing. The JPRs can be used as aguide by both the supervisor and the employee during an evaluation. The JPRsfor a specific job define tasks that are essential to perform on the job as wellas the evaluation criteria to measure when those tasks are completed.

(2) Establishing Hiring Criteria. The professional qualifications standards can beused in a number of ways to further the establishment of hiring criteria. Theauthority having jurisdiction could simply require certification at a specific joblevel (e.g., Fire Fighter I). The JPRs could also be used as the basis for pre-employment screening by establishing essential minimal tasks and the relatedevaluation criteria. An added benefit is that individuals interested inemployment can work toward the minimal hiring criteria at local colleges.

(3) Employee Development. The professional qualifications standards can beuseful to both the employee and the employer in developing a plan for theindividual's growth within the organization. The JPRs and the associatedrequisite knowledge and skills can be used as a guide to determine additionaltraining and education required for the employee to master the job orprofession.

(4) Succession Planning. Succession planning or career path planningaddresses the efficient placement of people into jobs in response to currentneeds and anticipated future needs. A career development path can beestablished for targeted individuals to prepare them for growth within theorganization. The JPRs and requisite knowledge and skills can then be usedto develop an educational path to aid in the individual's advancement within theorganization or profession.

(5) Establishing Organizational Policies, Procedures, and Goals. The JPRs canbe incorporated into organizational policies, procedures, and goals whereemployee performance is addressed.



C.5 Bibliography.

Boyatzis, R. E. 1982. The Competent Manager: A Model for EffectivePerformance. New York: John Wiley & Sons.

Castle, D. K. 1989. “Management Design: A Competency Approach to CreateExemplar Performers.” Performance and Instruction 28:42–48.

Cetron, M. and T. O'Toole. 1983. Encounters with the Future: A Forecast into the21st Century . New York: McGraw Hill.

Elkin, G. 1990. “Competency-Based Human Resource Development: Making Senseof the Ideas.” Industrial & Commercial Training 22:20–25.

Furnham, A. 1990. “The Question of Competency.” Personnel Management 22:37.

Gilley, J. W. and S. A. Eggland. 1989. Principles of Human ResourceDevelopment . Reading, MA: Addison-Wesley.

Hooton, J. 1990. Job Performance = Tasks + Competency × Future Forces .Unpublished manuscript, Vanderbilt University, Peabody College, Nashville, TN.

McLagan, P. A. 1989. “Models for HRD Practice.” Training & Development Journal ,Reprinted.

McLagan, P. A. and D. Suhadolnik. 1989. The Research Report . Alexandria, VA:American Society for Training and Development.

Nadler, L. 1983. “HRD on the Spaceship Earth.” Training and Development Journal ,October, 19–22.

Nadler, L. 1984. The Handbook of Human Resource Development . New York:Wiley-Interscience.

Naisbitt, J. 1984. Megatrends . Chicago: Nightingale-Conant.

Spellman, B. P. 1987. “Future Competencies of the Educational Public RelationsSpecialist” (Doctoral dissertation, University of Houston). Dissertation AbstractsInternational 49:02A.

Springer, J. 1980. “Job Performance Standards and Measures.” A series of researchpresentations and discussions for the ASTD Second Annual Invitational ResearchSeminar, Savannah, GA (November 5–8, 1979). Madison, WI: American Society forTraining and Development.

Tracey, W. R. 1984. Designing Training and Development Systems . New York:AMACOM.


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