First Revision No. 2-NFPA 1002-2015 [ Chapter 1 ]...First Revision No. 6-NFPA 1002-2015 [ Section No. 2.2 ] 2.2 NFPA Publications. National Fire Protection Association, 1 Batterymarch

First Revision No. 2-NFPA 1002-2015 [ Chapter 1 ]

Chapter 1 Administration

1.1 Scope.

This standard identifies the minimum job performance requirements (JPRs) for career and volunteer firefighters and Fire Brigade members emergency response personnel who drive and operate fire apparatus.

1.2* Purpose.

The purpose of this standard shall be to ensure that persons meeting the requirements of this standard isto specify the minimum JPRs for service as emergency response personnel who drive and operate fireapparatus are qualified.

1.2.1

This standard shall define emergency response personnel who drive and operate fire apparatus.

1.2.2

The intent of this standard shall be to ensure that individuals serving as emergency response personnelwho drive and operate fire apparatus 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 theseminimum requirements.

1.2.5

JPRs for each level and position are the tasks personnel shall be able to perform to carry out the jobduties.

1.2.6*

Emergency response personnel who drive and operate fire apparatus shall remain current with thegeneral knowledge, skills, and JPRs addressed for each level or position of qualification. Emergencyresponse personnel who drive and operate fire apparatus shall remain current with practices andapplicable standards and shall demonstrate competency on an annual basis.

1.2.7

Fire apparatus shall be driven and operated in accordance with the design criteria and manufacturer’sspecifications.

1.3 Application.

The application of this standard is to specify which requirements within the document shall apply tospecific personnel who drive and operate fire apparatus.

1.3.1

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

1.3.4

The JPRs for each level or position shall be completed in accordance with recognized practices andprocedures or as defined by law or by the AHJ.

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

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1.3.5*

Emergency response personnel who drive and operate fire apparatus shall meet the requirements ofChapter 4 for each type of apparatus. Personnel assigned the duties of Apparatus Equipped with aFire Pump shall meet all the requirements defined in Chapter 5 prior to being qualified. Personnelassigned the duties of Apparatus Equipped with an Aerial Device shall meet all the requirementsdefined in Chapter 6 prior to being qualified. Personnel assigned the duties of Apparatus Equippedwith a Tiller shall meet all the requirements defined in Chapter 7 prior to being qualified. Personnelassigned the duties of Wildland Fire Apparatus shall meet all the requirements defined in Chapter 8prior to being qualified. Personnel assigned the duties of Aircraft Rescue and Fire-Fighting Apparatusshall meet all the requirements defined in Chapter 9 prior to being qualified. Personnel assigned theduties of Mobile Water Supply Apparatus shall meet all the requirements defined in Chapter 10 prior tobeing qualified.

1.3.6

The AHJ shall provide the necessary personal protective equipment (PPE) and clothing to conductassignments.

1.3.7

JPRs involving exposure to products of combustion shall be performed in approved 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) Emergency response personnel who drive and operate fire apparatus shall be subject to periodicmedical evaluation, as required by 10.1.1, 10.1.2, 10.1.3, and 10.1.5 of NFPA 1500

(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, equivalent values in SI units shall not be considered as the requirement, as thesevalues can be approximate. (See Table 1.4 .)

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 (ft 2 ) square meter (m 2 ) 1 ft 2 = 0.0929 m 2

1.5 General.

1.5.1

Emergency response personnel who drive and operate fire apparatus shall be licensed to drive allvehicles they are expected to drive and operate.

1.5.2

The job performance requirements of Chapters 4 through 10 shall be performed utilizing vehicles ofsimilar weight, wheelbase, and function as those expected to be driven and operated in the performanceof their duties.

1.6 Exceeding Minimum Requirements.

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

1.7 General.

1.7.1

The fire department vehicle driver/operators shall be licensed to drive all vehicles they are expected tooperate.


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1.7.2

The fire department driver/operator shall be subject to periodic medical evaluation, as required byNFPA 1500 , Section 10.1, Medical Requirements, to determine that the driver/operator is medically fit toperform the duties of a fire department vehicle driver/operator.

1.7.3

All driver/operators who drive fire apparatus shall meet the objectives of Chapter 4 for each type ofapparatus they will be expected to operate.

1.7.4

The fire apparatus driver who is required to operate an apparatus equipped with an attack or fire pumpshall meet the requirements of Chapter 5 .

1.7.5

The fire apparatus driver who is required to operate an apparatus equipped with an aerial device shallmeet the requirements of Chapter 6 .

1.7.6

The fire apparatus driver who is required to function in the tiller position shall meet the requirements ofChapter 7 .

1.7.7

The fire apparatus driver who is required to operate wildland fire apparatus shall meet the requirementsof Chapter 8 .

1.7.8

The fire apparatus driver who is required to operate aircraft rescue and fire-fighting apparatus shall meetthe requirements of Chapter 9 .

1.7.9

The mobile water supply apparatus driver shall meet the requirements of Chapter 10 .

1.7.10

Job performance requirements defined by this standard shall be evaluated by individuals approved bythe authority having jurisdiction.

1.7.11

The job performance requirements need not be mastered in the order in which they appear. The local,state/provincial, or federal training programs shall establish the instructional priority and the trainingprogram content to prepare individuals to meet the job performance requirements of this standard.

1.7.12

The job performance requirements of Chapters 4 through 10 shall be performed utilizing vehicles ofsimilar weight, wheelbase, and function as those expected to be operated in the performance of thedriver/operator’s normal duties.

1.7.13

Fire apparatus drivers who are expected to operate vehicles off-road shall meet the requirements of8.1.2 , in addition to the applicable requirements of Chapters 4 through 7 .

1.7.14

The driver/operator shall remain current with apparatus technology, driving/operating practices, andapplicable laws and standards by attending workshops and seminars, undergoing certification testing,and accessing professional publications.

Supplemental Information

File Name Description

Annex_A_Explanatory_Material_for_Chapter_1_NFPA_1002.docx

Submitter Information Verification

Submitter Full Name: Tom McGowan

Organization: [ Not Specified ]

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Submittal Date: Wed Feb 18 22:24:43 EST 2015

Committee Statement

CommitteeStatement:

The TC recognizes that the Correlating has identified Chapter 1 as boilerplate for all pro-qualdocuments. As a result, the TC has made revisions to Chapter i and associated annexexplanatory material.

ResponseMessage:


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Annex A Explanatory Material for Chapter 1 NFPA 1002. A.1.2 The purpose of this standard is not to mandate that all fire apparatus driver/operators emergency response personnel who drive and operate fire apparatus meet the requirements of all chapters of this standard. Personnel should meet only those provisions that pertain to the types of apparatus they will be expected to drive and operate. A.1.2.3 Organization and 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 emergency response personnel who drive and operate fire apparatus 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.1.4.33.5 It is the committee’s intent that this standard be applied to all fire department vehicles. Drivers of vehicles not specifically addressed in Chapters 5 through 10 (e.g., staff or command vehicles, rescue or utility vehicles, and buses) are expected to meet the requirements of Chapter 4. Agencies operating unique or special vehicles (e.g., tractors, bulldozers, cranes, and graders) should develop job performance requirements and training programs for those vehicles. A.1.4.3 It is the committee’s intent that this standard be applied to all fire department vehicles. Drivers of vehicles not specifically addressed in Chapters 5 through 10 (e.g., staff or command vehicles, rescue or utility vehicles, and buses) are expected to meet the requirements of Chapter 4. Agencies operating unique or special vehicles (e.g., tractors, bulldozers, cranes, and graders) should develop job performance requirements and training programs for those vehicles. A.1.4.10 It is recommended that evaluators be individuals who were not directly involved as instructors for the requirement being evaluated. A.1.4.13 The maneuvers and features specified for this job performance requirement include driving situations that the committee has determined to be essential. The committee recognizes that each of these situations might not exist in all areas. Where this occurs, those specific requirements can be omitted. It should not be assumed that all these vehicles are wheel drive. A.1.4.14 Continuing education or training is necessary to ensure that driver/operators remain current and update their knowledge and skills of fire apparatus operations. Nationally recognized certification is one means of demonstrating proficiency in current practices.

First Revision No. 6-NFPA 1002-2015 [ Section No. 2.2 ]

2.2 NFPA Publications.

National Fire Protection Association, 1 Batterymarch Park, Quincy, MA 02169-7471.

NFPA 13, Standard for the Installation of Sprinkler Systems, 2013 2016 edition.

NFPA 13D, Standard for the Installation of Sprinkler Systems in One- and Two-Family Dwellings andManufactured Homes, 2013 2016 edition.

NFPA 13E, Recommended Practice for Fire Department Operations in Properties Protected by Sprinklerand Standpipe Systems, 2010 2015 edition.

NFPA 13R, Standard for the Installation of Sprinkler Systems in Low-Rise Residential Occupancies,2013 2016 edition.

NFPA 14, Standard for the Installation of Standpipe and Hose Systems, 2013 2016 edition.

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

NFPA 1003, Standard for Airport Fire Fighter Professional Qualifications, 2010 2015 edition.

NFPA 1081, Standard for Industrial Fire Brigade Member Professional Qualifications, 2012 edition.

NFPA 1500, Standard on Fire Department Occupational Safety and Health Program, 2013 edition.

NFPA 1901, Standard for Automotive Fire Apparatus, 2009 2016 edition.




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Committee Statement: The TC recognizes the need to update the edition dates.

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First Revision No. 7-NFPA 1002-2015 [ Section No. 2.4 ]

2.4 References for Extracts in Mandatory Sections.

NFPA 1000, Standard for Fire Service Professional Qualifications Accreditation and Certification Systems,2011 2017 edition.

NFPA 1031, Standard for Professional Qualifications for Fire Inspector and Plan Examiner, 2014 edition.

NFPA 1901, Standard for Automotive Fire Apparatus, 2009 2016 edition.

NFPA 1906, Standard for Wildland Fire Apparatus, 2012 2016 edition.

NFPA 1911, Standard for the Inspection, Maintenance, Testing, and Retirement of In-Service AutomotiveFire Apparatus, 2017 edition.




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Committee Statement

Committee Statement: The TC recognizes the need to update the edition dates. Refer to FRs #7-14.

Response Message:


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First Revision No. 41-NFPA 1002-2015 [ Section No. 3.3.12 ]

3.3.12 Fire Pump.

A water pump with a rated capacity of at least 250 gpm (1000 L/min) through but less than 3000 gpm(12,000 L/min) at 150 psi (1000 kPa) net pump pressure, or a water pump with rated capacity over 3000gpm (12,000 L/min) or greater at 100 psi (700 kPa) net pump pressure, that is mounted on a fireapparatus and used intended for fire fighting. [1901,2009 2016 ]


Submitter Full Name: Sonia Barbosa


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Submittal Date: Mon Mar 30 15:28:08 EDT 2015

Committee Statement

Committee Statement: Updating extract text from NFPA 1901.

Response Message:


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First Revision No. 8-NFPA 1002-2015 [ New Section after 3.3.17 ]

3.3.18 Operational Check.

To determine the operational readiness of a component on a fire apparatus by observing the actualoperation of the component. [ 1911, 2017]




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Committee Statement

CommitteeStatement:

The TC recognizes the need to add definition to document because nfpa 1911 uses it for therequired driver/operator operational checks and changes to this document which will include thisphrase. Refer to FRs #7-14.

ResponseMessage:

Public Input No. 15-NFPA 1002-2014 [New Section after 3.3.17]


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3.3.17 Off-Road Use.

Use of fire department vehicles in areas where there is a need to traverse steep terrain or to cross naturalhazards on or protruding from the ground off of a public way .




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Submittal Date: Thu Feb 19 00:34:31 EST 2015

Committee Statement

Committee Statement: The TC is clarifying this definition.

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3.3.20 Pumping System.

A pump, the piping, and associated devices permanently mounted permanently on a piece of fireapparatus for the purpose of delivering a fire stream.




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Committee Statement: The TC recognized that the wording wasn't consistent with similar definitons

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First Revision No. 9-NFPA 1002-2015 [ New Section after 3.3.24 ]

3.3.26 Visual Check.

Inspection by the eye without recourse to any optical devices, except prescription eyeglasses.




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Committee Statement

CommitteeStatement:

The TC recognizes the need to add this phrase to match with nfpa 1911 and because it isused in the document inputs. Refer to FRs #7-14.

ResponseMessage:

Public Input No. 16-NFPA 1002-2014 [New Section after 3.3.24]


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3.3.27* Wildland Suppression Fire Apparatus.

Fire A fire apparatus designed for fighting wildland fires that is equipped with a pump having a capacitynormally between 30 gpm and 500 gpm (115 L/min and 1900 L/min) , a water tank, limited hose andequipment, and that has pump-and-roll capability. [1906,2012 2016 ]


Submitter Full Name: Sonia Barbosa


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Submittal Date: Mon Mar 30 15:29:56 EDT 2015

Committee Statement

Committee Statement: Updating extract text from NFPA 1906.

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First Revision No. 10-NFPA 1002-2015 [ Section No. 4.2.1 [Excluding any Sub-Sections]

]

Perform routine tests, inspections, and servicing functions on visual and operational checks on thesystems and components specified in the following list, given a fire department vehicle, its manufacturer’sspecifications, and policies and procedures of the jurisdiction, so that the operational status of the vehicleis verified:

(1) Battery(ies)

(2) Braking system

(3) Coolant system

(4) Electrical system

(5) Fuel

(6) Hydraulic fluids

(7) Oil

(8) Tires

(9) Steering system

(10) Belts

(11) Tools, appliances, and equipment

(12) Built-in safety features




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Committee Statement

CommitteeStatement:

The TC recognizes the need to change in words will match this document to what is required innfpa 1911 and also believes that a D/O perform a check on built in safety features. Refer to FRs#7-14 and 26.

ResponseMessage:

Public Input No. 8-NFPA 1002-2014 [Section No. 4.2.1 [Excluding any Sub-Sections]]



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Document the routine tests, inspections, and servicing functions visual and operational checks , givenmaintenance and inspection forms, so that all items are checked for operation and deficiencies arereported.




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Committee Statement

CommitteeStatement:

The TC recognizes the need to change in wording will match what is required in nfpa 1911.Refer to FRs #7-14.

ResponseMessage:



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]

Back a vehicle from a roadway into restricted spaces on both the right and left sides of the vehicle, given afire apparatus, ; a spotter, and where the spotter assists the driver in performing the maneuver; andrestricted spaces 12 ft (3.7 m) in width, requiring 90-degree right-hand and left-hand turns from theroadway, so that the vehicle is parked within the restricted areas without having to stop and pull forwardand without striking obstructions.




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CommitteeStatement:

The TC recognizes that the standard allows for a spotter but it does not specifically state thatthe spotter may assist.

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]

Maneuver a vehicle around obstructions on a roadway while moving forward and in reverse, given a fireapparatus, ; a spotter for backing where the spotter assists the driver in performing the manuever , ; and aroadway with obstructions, so that the vehicle is maneuvered through the obstructions without stopping tochange the direction of travel and without striking the obstructions.




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Committee Statement

CommitteeStatement:

The TC recognizes that the standard allows for a spotter but it does not specifically state thatthe spotter may assist.

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]

Maneuver a fire apparatus in areas with restricted horizontal and vertical clearances, given a fireapparatus and a course that requires the operator to move through areas of restricted horizontal andvertical clearances, so that the operator accurately judges the ability of the vehicle to pass through theopenings and so that no obstructions are struck.




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Committee Statement

Committee Statement: The TC recognizes the need to follow NFPA Manual of Style (MOS).

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Operate all fixed systems and equipment on the vehicle not specifically addressed elsewhere in thisstandard, given systems and equipment, manufacturer’s specifications and instructions, and departmentalpolicies and procedures for the systems and equipment, so that each system or piece of equipment isoperated in accordance with the applicable instructions and policies.




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Perform the routine tests, inspections, and servicing functions visual and operational checks on thesystems and components specified in the following list in addition to those in 4.2.1, given a firedepartment pumper, its manufacturer’s specifications, and policies and procedures of the jurisdiction, sothat the operational status of the pumper is verified:

(1) Water tank and other extinguishing agent levels (if applicable)

(2) Pumping systems

(3) Foam systems




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Committee Statement

CommitteeStatement:

The TC recognizes the need to change in wording will match what is required in nfpa 1911.Refer to FRs #7-14 and 26.

ResponseMessage:



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]

Produce effective hand or master streams, given the sources specified in the following list, so that thepump is engaged, all pressure control and vehicle safety devices are set, the rated flow of the nozzle isachieved and maintained, and the apparatus is continuously monitored for potential problems:

(1) Internal tank

(2)

(3) Static source

(4) Transfer from internal tank to external source




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* Pressurized source


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Produce a foam fire stream, given foam-producing equipment, so that properly proportioned foam isprovided.




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Perform the routine tests, inspections, and servicing functions visual and operation checks on the systemsand components specified in the following list in addition to those specified in 4.2.1, given a firedepartment aerial apparatus, and policies and procedures of the jurisdiction, so that the operationalreadiness of the aerial apparatus is verified:

(1) Cable systems (if applicable)

(2) Aerial device hydraulic systems

(3) Slides and rollers

(4) Stabilizing systems

(5) Aerial device safety systems

(6) Breathing air systems

(7) Communication systems




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6.2.5

Deploy and operate an elevated master stream, given an aerial device, a master stream device, and adesired flow, so that the stream is effective and the aerial and master stream devices are operatedcorrectly .

(A) Requisite Knowledge.

Nozzle reaction, range of operation, and weight limitations.

(B) Requisite Skills.

The ability to connect a water supply to a master stream device and control an elevated nozzle manuallyor remotely .




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Perform the routine tests, inspections, and servicing functions visual and operational checks on thesystems and components specified in the following list, in addition to those in 4.2.1, given a wildland fireapparatus, its manufacturer’s specifications, and policies and procedures of the jurisdiction, so that theoperational status is verified:

(1) Water tank and/or other extinguishing agent levels (if applicable)

(2) Pumping systems

(3) Foam systems




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Committee Statement

CommitteeStatement:

The TC recognizes the need to change in wording will match what is required in nfpa 1911.Refer to FRs# 7-14 and 26.

ResponseMessage:



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8.2.1

Produce effective fire streams, given the sources specified in the following list, so that the pump isengaged, all pressure-control and vehicle safety devices are set, the rated flow of the nozzle is achieved,and the apparatus is continuously monitored for potential problems:

(1) Water tank

(2)

(3) Static source


Hydraulic calculations for friction loss and flow using both written formulas and estimation methods, safeoperation of the pump, correct apparatus placement, personal safety considerations, problems related tosmall-diameter or dead-end mains and low-pressure and private water supply systems, hydrant coolingsystems, and reliability of static sources.


The ability to position a wildland fire apparatus to operate at a fire hydrant and at a static water source,correctly place apparatus for fire attack, transfer power from vehicle engine to pump, draft, operatepumper pressure control systems, operate the volume/pressure transfer valve (multistage pumps only),operate auxiliary cooling systems, make the transition between internal and external water sources, andassemble hose lines, nozzles, valves, and appliances.




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Perform the routine tests, inspections, and servicing functions visual and operational checks on thesystems and components specified in the following list, in addition to those in 4.2.1, given an ARFFvehicle and the manufacturer’s servicing, testing, and inspection criteria, and policies and procedures ofthe jurisdiction, so that the operational status of the vehicle is verified:

(1)

(2)

(3) Vehicle-mounted breathing air systems




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* Agent dispensing systems

* Secondary extinguishing systems


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Maneuver and position an ARFF vehicle, given an incident location and description that involves thelargest aircraft that routinely uses the airport, so that the vehicle is positioned for correct operation at eachoperational position for the aircraft.




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Produce a fire stream while the vehicle is in both forward and reverse power modulation, given a dischargerate and intended target, so that the pump is engaged, the turrets are deployed, the agent is delivered tothe intended target at the correct rate, and the apparatus is moved and continuously monitored forpotential problems.




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]

Produce a fire stream, given a rate of discharge and water supplied from the sources specified in thefollowing list, so that the pump is engaged, the turrets are deployed, the agent is delivered to the intendedtarget at the correct rate, and the apparatus is continuously monitored for potential problems:

(1) The internal tank

(2)

(3) Static source in fire apparatus equipped with drafting capabilities




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First Revision No. 14-NFPA 1002-2015 [ Section No. 10.1.1 [Excluding any

Sub-Sections] ]

Perform routine tests, inspections, and servicing functions visual and operational checks on the systemsand components specified in the following list, in addition to those specified in 4.2.1, given a firedepartment mobile water supply apparatus, and policies and procedures of the jurisdiction, so that theoperational readiness of the mobile water supply apparatus is verified:

(1) Water tank and other extinguishing agent levels (if applicable)

(2) Pumping system (if applicable)

(3) Rapid dump system (if applicable)

(4) Foam system (if applicable)




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Sub-Sections] ]

Maneuver and position a mobile water supply apparatus at a water shuttle fill site, given a fill site locationand one or more supply hose, so that the apparatus is correctly positioned, supply hose are attached tothe intake connections without having to stretch additional hose, and no objects are struck at the fill site.




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Sub-Sections] ]

Establish a water shuttle dump site, given two or more portable water tanks, low-level strainers, watertransfer equipment, fire hose, and a fire apparatus equipped with a fire pump, so that the tank beingdrafted from is kept full at all times, the tank being dumped into is emptied first, and the water istransferred efficiently from one tank to the next.




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First Revision No. 33-NFPA 1002-2015 [ Section No. A.3.3.25 ]

A.3.3.27 Wildland Fire Apparatus.

These vehicles are expected to operate on a wide variety of surfaces, including off-road. They areequipped with fixed or portable pumps used to supply attack lines; however, these pumps are generally ofa capacity that does not put the vehicle into the classification of attack or fire pump.




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Committee Statement: The TC recognizes the need to maintain MOS.

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A.4.3.2

The alley dock exercise can be used as practice for meeting or in the evaluation of this requirement. Thisexercise measures a driver’s ability to drive past a simulated dock or stall, back the apparatus into thespace provided, and make a controlled stop smoothly . A dock or stall can be simulated by arrangingbarricades 40 ft (12.2 m) from a boundary line. These barricades should be 12 ft (3.7 m) apart, and thelength depth should be approximately 20 ft (6.1 m) the length of the vehicle . The driver should pass thebarricades with the dock on the left and then back the apparatus, using a left turn, into the stall. Theexercise should then be repeated with the dock on the right side, using a right turn. [See FigureA.4.3.2(a).]

Figure A.4.3.2(a) Alley Dock Exercise.

The apparatus station parking maneuver can also be used as practice for meeting or in the evaluation ofthis requirement. This exercise measures the driver’s ability to back the apparatus into a fire station topark or to back the apparatus down a street to reverse the direction of travel. An engine bay can besimulated by allowing for a 20 ft (6.1 m) minimum setback from a street 30 ft (9 m) wide, with a set ofbarricades at the end of the setback, spaced 12 ft (3.7 m) apart to simulate the garage door. The setbackfrom the street should be determined by the testing agency to ensure that the distances reflect thoseencountered by the apparatus driver during the normal course of duties. A marker placed on the groundshould indicate to the operator the proper position of the left front tire of the vehicle once stopped andparked. A straight line can be provided to assist the operator while backing the apparatus, facilitating theuse of vehicle mirrors. The minimum depth distance is determined by the total length of the vehicle. [SeeFigure A.4.3.2(b) .]

Note that for large vehicles, such as ARFF apparatus, this course might need to be modified.

Figure A.4.3.2(b) Station Parking Procedure Drill.





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Committee Statement: The TC is clarifying text and following MOS guidance.

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A.4.3.3

The serpentine exercise can be used as practice for meeting or in the evaluation of this requirement. Thisexercise measures a driver’s ability to steer the apparatus in close limits without stopping. The exerciseshould be conducted with the apparatus moving first backward, then forward. The course or path of travelfor this exercise can be established by placing a minimum of three markers, each spaced between 30 ft (9m) and 38 ft (12 m) apart, in a line. The spacing of the markers should be based on the wheel base of thevehicle used. Adequate space must be provided on each side of the markers for the apparatus to movefreely without impediment . The driver should drive the apparatus along the left side of the markers in astraight line and stop just beyond the last marker. The driver then should begin the exercise by backingthe apparatus between the markers by passing to the left of marker No. 1, to the right of marker No. 2,and to the left of marker No. 3. At this point, the driver should stop the vehicle and then drive it forwardbetween the markers by passing to the right of marker No. 3, to the left of marker No. 2, and to the right ofmarker No. 1. (See Figure A.4.3.3.)

Note that for large vehicles, such as ARFF apparatus, this course might need to be modified.

Figure A.4.3.3 Serpentine Exercise.




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A.4.3.7

The committee’s intent for this job performance requirement is for the driver/operator to be able to operateall major equipment and mechanical systems that are attached to the apparatus, other than thosespecifically covered in Chapters 5 through 10 of this standard. These types of equipment and systemsinclude, but are not limited to, electric generation equipment, floodlighting systems, air compressors, aircascade systems, hydraulic rescue tool systems, power reels for air or hydraulic hose, cranes andstabilizers, and A-frames or other lifting equipment.




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First Revision No. 37-NFPA 1002-2015 [ Section No. A.9.1.1(1) ]

A.9.1.1(1)

An agent dispensing system is the primary fire suppression agent carried on ARFF vehicles and usually isaqueous film-forming foam (AFFF). .




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First Revision No. 38-NFPA 1002-2015 [ Section No. A.9.1.1(2) ]

A.9.1.1(2)

A secondary extinguishing system is a separate system, totally independent of the primary system. Itincludes Halon 1211 (its future replacement), dry chemical, and other such systems used for specific typesof aircraft-associated fires.




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A.10.2.1

The intent of this requirement is for the driver/operator to be able to quickly and efficiently position thevehicle at a water shuttle fill site that has been established prior to the vehicle’s arrival. Most commonlya A fire department pumper will connect to a water supply source and lay hose out that can be quicklyattached to the mobile water supply apparatus once it arrives at the fill site. If the jurisdiction operates itsfill site operations in a different manner, this requirement might need to be adjusted accordingly .




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A.10.2.2

The intent of this requirement is for the driver/operator to be able to quickly and efficiently position thevehicle at a water shuttle dump site that has been established prior to the vehicle’s arrival. The dump sitewill typically consist of one or more portable tanks that have been deployed on the ground. A firedepartment pumper drafts water from the portable tanks for use on the incident. The mobile water supplyapparatus’ function is to quickly dump their load into the portable tank and return to the fill site for anotherload. Depending on the design of the mobile water supply apparatus, one of three methods can be usedto discharge water into the portable water tank. These methods include pumping the water off, using agravity dump, or using a jet-assisted gravity dump. Depending on the design of the apparatus, water canbe discharged from the front, rear, or either side of the vehicle.




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First Revision No. 1-NFPA 1002-2015 [ Chapter B ]

Annex B Job Performance Requirements Explanation of the Professional Qualifications Standards andConcepts of JPRs

This annex is not a part of the requirements of this NFPA document but is included for informationalpurposes only.

B.1 Explanation of the Standard Professional Qualifications Standards and Concepts of Job PerformanceRequirements (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 qualification qualifications standards identify the minimum job performancerequirements ( JPRs) for specific fire service emergency services levels and positions. The standards canbe used for training design and evaluation, ; certification, ; measuring and critiquing on-the-jobperformance, ; defining hiring practices, ; job descriptions; and setting organizational policies,procedures, and goals. (Other applications are encouraged.)

Professional qualification qualifications standards for a specific job jobs are organized by major areas ofresponsibility defined as “ duties.” For example, the fire fighter’s duties might include fire suppression,rescue, and water supply; 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 job and are grouped according to the duties of a the job. The complete list ofJPRs for each duty defines what an individual must be able to do in order to successfully perform thatduty. Together, the duties and their JPRs define the job parameters; that is, the standard as a whole is ajob description perform and achieve that duty. .

B.2 Breaking Down the Components of a JPR 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 that must be provided to successfully complete the task

Evaluation parameters and/or performance outcomes

Table B.2 Example of a JPR

(1) Task (1) Establish a water shuttle dump site

(2) Tools, equipment, ormaterials

(2) Given two or more portable water tanks, low-level strainers, watertransfer equipment, fire hose, and a fire apparatus equipped with a waterpump

(3) Evaluation parametersand performance outcomes

(3) So that the tank being drafted from is kept full at all times, the tankbeing dumped into is emptied first, and water is transferred efficientlyfrom one tank to the next

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 person is required to do. A significant aspect ofthat 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 The Task to Be Performed Requisite Knowledge and Skills .

The first component is a concise, brief statement of what the person is supposed to do. In addition tothese three components, the JPR describes requisite knowledge and skills. As the term requisitesuggests, these are the necessary knowledge and skills the individual should have prior to being able toperform the task. Requisite knowledge and skills are the foundation for task performance.

B.2.3 Tools, Equipment, or Materials that Must Be Provided to Successfully Complete theTask. Examples.

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. With the components and requisites combined, aJPR might read similar to the following two examples.

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.

(A) Requisite Knowledge

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.

(A) Requisite Skills.

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: 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.


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


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.2.4 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 toward 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 to be able to performthe 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.

Establish a water shuttle dump site, given two or more portable water tanks, low-level strainers, watertransfer equipment, fire hose, and a fire apparatus equipped with a fire pump, so that the tank beingdrafted from is kept full at all times, the tank being dumped into is emptied first, and water is transferredefficiently from one tank to the next.

(A) Requisite Knowledge. Local procedures for establishing a water shuttle dump site and principlesof water transfer between multiple portable water tanks.

(B) Requisite Skills. The ability to deploy portable water tanks, connect and operate water transferequipment, and connect a strainer and suction hose to the fire pump.

B.3 Examples of Potential Uses for JPRs .

B.3.1 Certification.

JPRs can be used to establish the evaluation criteria for certification at a specific job level. When used forcertification, evaluation must 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. This might Verification could be through documentation review or testing.

Next, the candidate The 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 and/or performance outcomes. This performance-based evaluation can be either is based onpractical ( exercises for psychomotor skills such as “ventilate a roof”) and or written ( examinations forcognitive 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 rather are evaluated on how one anindividual completes the task (process-oriented) or on the task outcome (product-oriented).

Using the previous example, a practical performance-based Performance evaluation would measure theability to “establish a water shuttle dump site.” The candidate passes this particular evaluation if thestandard was met — that is, the tank being drafted from is kept full at all times, the tank being dumpedinto is emptied first, and water is transferred efficiently from one tank to another. requires that individualsbe given the tools, equipment, or materials listed in the JPR in order to complete the task.

It is important to remember that when a candidate is being evaluated, he or she must be given the tools,equipment, or materials listed in the JPRs (e.g., a portable tank, a low-level strainer, fire hose, and a fireapparatus equipped with a water pump) before he or she can be properly 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. While Although a resemblance to instructional objectives might be present, these statementsshould not be used in a teaching situation until after they have been modified for instructional use.

JPRs state the behaviors required to perform specific skill(s) skills on the job as opposed to a learningsituation. These statements should be converted into instructional objectives with behaviors, conditions,and standards that can be measured within the teaching/learning environment. A JPR that requires adriver/operator to “establish a water shuttle dump site” should be converted into a measurableinstructional objective for use when teaching the skill. [See Figure B.3.2(a) .] degree to be measuredwithin the educational environment.

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

In the previous example, the JPR requiring a driver/operator to establish a water shuttle dump site shouldbe converted into a measurable instructional objective for use when teaching the task. Using theexample, a terminal instructional objective might read as follows.

The candidate will establish a water shuttle dump site, given two or more portable water tanks, low-levelstrainers, water transfer equipment, fire hose, and a fire apparatus equipped with a fire pump, so that 100percent accuracy is attained on a skills checklist. (At a minimum, the skills checklist should include eachof the measurement criteria from the JPR.)

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

Figure B.3.2(b) Skills Checklist.

While the differences between job performance requirements JPRs and instructional objectives are subtlein appearance, the purpose 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 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 using caused by the use of statements designed for purposesother than teaching. Additionally, instructors will Instructors would be able to add local/state/regional jurisdictional elements of performance into the standards learning objectives as intended by thedevelopers.


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Requisite skills and knowledge should could be converted into enabling objectives. The enablingobjectives , which would help to define the course content. The course content should would includeeach item of the requisite knowledge and skills. Using Figure B.3.2(b) as an example, the enablingobjectives are local procedures for establishing a water shuttle dump site, principles of water transferbetween multiple portable water tanks, connection and operation of water transfer equipment, and soforth. These enabling objectives ensure 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 establish minimum JPRs forqualification, they have been recognized as guides for the development of training and certificationprograms, there are as well as a number of other potential uses for the documents. Because thedocuments are written using JPR terms, they lend themselves well to any area of the profession where alevel of performance or expertise must be determined .

These areas might include the following:

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

(2) Establishing Hiring Criteria. The professional qualifications standards can be used helpful in anumber of ways to further the establishment of hiring criteria. The The authority having jurisdiction( AHJ) could simply require certification at a specific job level (e.g., driver/operator — pumps). , forexample, Fire Fighter I. The JPRs could also be used as the basis for pre-employment screening byestablishing to establish essential minimal tasks and the related evaluation criteria. An added benefitis that individuals interested in employment can work toward the minimal hiring criteria at localcolleges.

(3) Employee Development. The professional qualifications standards can be useful to practical for boththe employee and the employer in developing a plan for an individual’s the employee’s growth withinan the 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 the job orprofession.

(4) Succession Planning. Succession planning or career pathing 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 an the organization. The JPRs and requisite knowledge and skills could then be used todevelop an educational path to aid in the individual’s employee’s advancement within theorganization or profession.

(5) Establishing Organizational Policies, Procedures, and Goals.The JPRs The professionalqualifications standards can be incorporated into organizational functional for incorporating policies,procedures, and goals where employee performance is addressed into the organization or agency .


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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.

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.

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 on 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: Berett-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, 1993.



Annex_B--1002_revised.docx




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Committee Statement

CommitteeStatement:

The Technical Committee recognizes that the Correlating Committee is encouraging like materialbe found in all pro-qual documents. As a result the following revisions are being made to Annex Bmaterial. Additionally, Annex C is being incorporated to assist end-users with a matrix for JPRsfound in this document.


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Annex B Job Performance Requirements

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

This annex is not a part of the requirements of this NFPA document but is included for

informational purposes only.

B.1 Explanation of the StandardProfessional Qualifications Standards and Concepts of

Job Performance Requirements (JPRs).

The primary benefit of establishing national professional qualificationqualifications standards is

to provide both public and private sectors with a framework of the job requirements for the fire

service.emergency services personnel. Other benefits include enhancement of the profession,

individual as well as organizational growth and development, and standardization of practices.

NFPA professional qualificationqualifications standards identify the minimum job performance

requirements (JPRs) for specific fire service emergency services levels and positions. The

standards can be used for training 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 qualificationqualifications standards for a specific jobjobs are organized by major

areas of responsibility defined as “duties..” For example, the fire fighter’s duties might include

fire suppression, rescue, and water supply;department communications, fireground operations,

and preparedness and maintenance, whereas the public fire and life safety educator’s duties

might include education and implementation, planning and development, and

administration.evaluation. Duties are major functional areas of responsibility within a specific

job.

The professional qualifications standards are written as JPRs. JPRs describe the performance

required for a specific job. JPRsjoband are grouped according to the duties of athe job. The

complete list of JPRs for each duty defines what an individual must be able to do in order to

successfully perform that duty. Together, the duties and their JPRs define the job parameters;

that is, the standard as a whole is a job description.perform and achieve that duty.

B.2 Breaking Down theThe Parts of a JPR.

B.2.1 Critical Components of a JPR.

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

components , which are as follows:

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

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

(3) Evaluation parameters and/or 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) EstablishPerform overhaul at a water shuttle dump sitefire scene,

(2) Tools,

equipment, or

materials

(2) Given two or more portable water tanks, low-level strainers, water

transfer equipment, fire hose, and a fire apparatus equipped with a water

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

assignment,

(3) Evaluation

parameters and

performance

outcomes

(3) Soso that the tank being drafted fromstructural integrity is kept full

atnot compromised, all times, the tank being dumped intohidden fires are

discovered, fire cause evidence is emptied firstpreserved, and waterthe fire

is transferred efficiently from one tank to the nextextinguished.

B.2.1.1 The Task to Be Performed.

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

significant aspect of 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 thatThat Must Be Provided to Successfully

Completefor Successful Completion of the Task.

This component ensures that all individuals completing the task are given the same minimal

tools, equipment, or materials when they are being evaluated. By listing these items,Both the

performerindividual and the evaluator will know what mustwill be provided in order for the

individual to complete the task.

B.2.1.3 Evaluation Parameters and/or Performance Outcomes.

This component defines how well one must perform each task — for both the performer and the

evaluator. — how well the individual should perform each task. The JPR guides performance

toward successful completion by identifying evaluation parameters and/or performance

outcomes. This portion of the JPR promotes consistency in evaluation by reducing the variables

used to gauge performance.

B.2.2 Requisite Knowledge and Skills.

In addition to these three components, the JPR containsdescribes requisite knowledge and skills.

Just asAs the term requisite suggests, these are the necessary knowledge and skills one mustthe

individual should have prior to bebeing able to perform the task. Requisite knowledge and skills

are the foundation for task performance.

Once

B.2.3 Examples.

With the components and requisites are put together, the combined, a JPR might read as

followssimilar to the following two examples.

B.2.3.1 Example: Fire Fighter I.

Establish a water shuttle dump site, given two or more portable water tanks, low-level strainers,

water transfer equipment, fire hose, and a fire apparatus equipped with a fire pump, so that the

tank being drafted from is kept full at all times, the tank being dumped into is emptied first, and

water is transferred efficiently from one tank to the next.

Perform overhaul at a fire scene, given approved PPE, attack line, hand tools, flashlight, and an

assignment, so that structural integrity is not compromised, all hidden fires are discovered, fire

cause evidence is preserved, and the fire is extinguished.

(A)

Requisite Knowledge. Local procedures for establishing a water shuttle dump site and

principlesKnowledge of water transfer between multiple portable water tankstypes of fire attack

lines and water application devices for overhaul, water application methods for extinguishment

that limit water damage, types of tools and methods used to expose hidden fire, dangers

associated with overhaul, signs of area of origin or signs of arson, and reasons for protection of

fire scene.

(B)

Requisite Skills. The ability to deploy portable water tanks, connect and operate water transfer

equipmentan attack line; remove flooring, ceiling, and connect a strainerwall components to

expose void spaces without compromising structural integrity; apply water for maximum

effectiveness; expose and suction hose to extinguish hidden fires in walls, ceilings, and subfloor

spaces; recognize and preserve signs of area of origin and arson; and evaluate for complete

extinguishment.

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

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 fire

pumpbudget identifies all program needs.

(A)

Requisite Knowledge. Knowledge of budgetary process; governmental accounting procedures;

federal, tribal, state, and local laws; organizational bidding process; and organization purchase

requests.

(B)

Requisite Skills. The ability to estimate project costs; complete budget forms;

requisition/purchase orders; collect, organize, and format budgetary information; complete

program budget proposal; and complete purchase requests.

B.3 Examples of Potential Uses for JPRs.

Formatted: Font: Not Bold

B.3.1 Certification.

JPRs can be used to establish the evaluation criteria for certification at a specific job level. When

used for certification, evaluation mustshould be based on the successful completion of the JPRs.

First, the

The evaluator would verify the attainment of requisite knowledge and skills prior to JPRJPRs

evaluation. This mightVerification could be through documentation review or testing.

Next, the candidateThe individual seeking certification would be evaluated on

completingcompletion of the JPRs. The candidateindividual would perform the task and be

evaluated based on the evaluation parameters and/or performance outcomes. This performance-

based evaluation can be either is based on practical (exercises for psychomotor skills such as

“ventilate a roof”) or and written (examinations for cognitive skills such as “interpret burn

patterns”)..

Note that psychomotorPsychomotor skills are those physical skills that can be demonstrated or

observed. Cognitive skills (or mental skills) cannot be observed but rather are evaluated on how

onean individual completes the task (process-oriented) or on the task outcome (product-

oriented).

Using the previous example, a practical performance-based Performance evaluation would

measure the ability to “establish a water shuttle dump site.” The candidate passes this particular

evaluation if the standard was met — that is, the tank being drafted from is kept full at all times,

the tank being dumped into is emptied first, and water is transferred efficiently from one tank to

another.

It is important to remember that when a candidate is being evaluated, he or she mustrequires that

individuals be given the tools, equipment, or materials listed in the JPRs (e.g., a portable tank, a

low-level strainer, fire hose, and a fire apparatus equipped with a water pump) before he or she

can be properly evaluatedJPR in order to complete the task.

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

The statements contained in this document that refer to job performance were designed and

written as JPRs. WhileAlthough a resemblance to instructional objectives might be present, these

statements should not be used in a teaching situation until after they have been modified for

instructional use.

JPRs state the behaviors required to perform specific skill(s)skills on the job, as opposed to a

learning situation. These statements should be converted into instructional objectives with

behaviors, conditions, and standards that can be measured within the teaching/learning

environment. A JPR that requires a driver/operator to “establish a water shuttle dump site”

should be converted into a measurable instructional objective for use when teaching the skill.

[See Figure B.3.2(a).]degree to be measured within the educational environment.

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

In the previous example, the JPR requiring a driver/operator to establish a water shuttle dump

site should be converted into a measurable instructional objective for use when teaching the task.

Using the example, a terminal instructional objective might read as follows.

The candidate will establish a water shuttle dump site, given two or more portable water tanks,

low-level strainers, water transfer equipment, fire hose, and a fire apparatus equipped with a fire

pump, so that 100 percent accuracy is attained on a skills checklist. (At a minimum, the skills

checklist should include each of the measurement criteria from the JPR.)

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

Figure B.3.2(b) Skills Checklist.

While the differences between job performance requirementsJPRs and instructional objectives

are subtle in appearance, the purpose of each statement differs greatly.their purposes differ. JPRs

state what is necessary to perform the job in the “real world.”practical and actual experience.

Instructional objectives, howeveron the other hand, are used to identify what students must do at

the end of a training session and are stated in behavioral terms that are measurable in the training

environment.

By converting JPRs into instructional objectives, instructors willwould be able to clarify

performance expectations and avoid confusion related to usingcaused by the use of statements

designed for purposes other than teaching. Additionally, instructors willInstructors would be able

to add local/state/regionaljurisdictional elements of performance into the standardslearning

objectives as intended by the developers.

Requisite skills and knowledge shouldcould be converted into enabling objectives. The enabling

objectives, which would help to define the course content. The course content shouldwould

include each item of the requisite knowledge and skills. Using Figure B.3.2(b) as an example, the

enabling objectives are local procedures for establishing a water shuttle dump site, principles of

water transfer between multiple portable water tanks, connection and operation of water transfer

equipment, and so forth. These enabling objectives ensure ensuring that the course content

supports the terminal objective.

NoteB.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 it is

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

JPR: Perform overhaul at a fire scene, given approved PPE, attack line, hand tools, flashlight,

and an assignment, so that the readerstructural integrity is not compromised, all hidden fires are

discovered, fire cause evidence is familiarpreserved, and the fire is extinguished.

Instructional Objective (Cognitive): The Fire Fighter I will identify and describe five safety

considerations associated with curriculum developmentstructural integrity compromise during

overhaul as part of a written examination.

Instructional Objective (Psychomotor): The Fire Fighter I will demonstrate the designed use of

tools and equipment during overhaul to locate and extinguish hidden fires without compromising

structural integrity.

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

to support the terminal objective based on the JPR.

JPR: Prepare a written budget proposal for a specific program or training design and

evaluationactivity, given budgetary guidelines, program needs, and delivery expense projections,

so that all guidelines are followed and the budget identifies all program needs.

Instructional Objective (Cognitive): The Fire and Life Safety Educator II will list and describe

the bidding process for the purchase of a published program using budgetary guidelines, program

needs, and the guidelines 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 of a specific fire and life safety educational program by following the bidding process

to completion, using local organizational guidelines, including budgetary procedures, program

needs, and delivery expense projections.

B.4 Other Uses for JPRs.

While the professional qualifications standards are principally used to guideestablish minimum

JPRs for qualification, they have been recognized as guides for the development of training and

certification programs, there areas well as a number of other potential uses for the documents.

Because the documents are written using JPR terms, they lend themselves well to any area of the

profession where a level of performance or expertise must be determined.

These areas might include the following:

(1) Employee Evaluation/Performance Critiquing. The JPRsThe professional qualifications

standards can be used as a guide by both the supervisor and the employee during an evaluation.

The JPRs for a specific job define tasks that are essential to perform on the job, as well as the

evaluation criteria to measure when thosecompletion of the tasks are completed.

(2) Establishing Hiring Criteria. The professional qualifications standards can be usedhelpful in

a number of ways to further the establishment of hiring criteria. The The authority having

jurisdiction (AHJ) could simply require certification at a specific job level (e.g., driver/operator

— pumps)., for example, Fire Fighter I. The JPRs could also be used as the basis for pre-

employment screening by establishingto establish essential minimal tasks and the related

evaluation criteria. An added benefit is that individuals interested in employment can work

toward the minimal hiring criteria at local colleges.

(3) Employee Development. The professional qualifications standards can be useful topractical

for both the employee and the employer in developing a plan for an individual’sthe employee’s

growth within anthe organization. The JPRs and the associated requisite knowledge and skills

can be used as a guide to determine additional training and education required for the employee

to master the job or profession.

(4) Succession Planning. Succession planning or career pathing addresses the efficient

placement of peopleindividuals into jobs in response to current needs and anticipated future

needs. A career development path can be established for targeted individualsemployees to

prepare them for growth within anthe organization. The JPRs and requisite knowledge and skills

could then be used to develop an educational path to aid in the individual’semployee’s

advancement within the organization or profession.

(5) Establishing Organizational Policies, Procedures, and Goals. The JPRsThe professional

qualifications standards can be incorporated into organizationalfunctional for incorporating

policies, procedures, and goals where employee performance is addressedinto the organization or

agency.

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

Human Resource 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, 1999.

Fine, S. A., and S. F. Cronshaw, Functional Job Analysis: A Foundation for Human Resources

Management (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:

American Society for Training & Development, 1999.

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

NFPA 1035, Standard on Fire and Life Safety Educator, Public Information Officer, Youth

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 for Training & Development, 2000.

Phillips, J. J., and E. F. Holton III, In Action: Conducting Needs Assessment. Alexandria, VA:

American Society for Training & Development, 1995.

Robinson, D. G., and J. C. Robinson (Eds.), Moving from Training to Performance: A Practical

Guidebook. Alexandria, VA: American Society for Training & Development; San Francisco:

Berett-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, 1993.

First Revision No. 3-NFPA 1002-2015 [ New Section after B.4 ]

Annex D National Fallen Firefighters Foundation 16 Firefighter Life Safety Initiatives (NFFF)


D.1 16 Firefighter Life Safety Initiatives.

In 2004, the NFFF held an unprecedented gathering of the fire service leadership when more than 200individuals assembled in Tampa, Florida to focus on the troubling question of how to prevent line-of-dutydeaths and injuries. Every year approximately 100 fire fighters lose their lives in the line of duty in theUnited States; about one every 80 hours. Every identifiable segment of the fire service was representedand participated in the Summit.

The first Firefighter Life Safety Summit marked a significant milestone, because it not only gathered allsegments of the fire service behind a common goal but it also developed the “16 Firefighter Life SafetyInitiatives.” The summit attendees agreed that the “16 Firefighter Life Safety Initiatives” serve as ablueprint to reduce line-of-duty deaths and injuries. In 2014, a second Life Safety Summit was held andmore than 300 fire service leaders gathered. At the second Firefighter Life Safety Summit, the 16“Firefighter Life Safety Initiatives” were reaffirmed as being relevant to reduce line-of-duty deaths andinjuries.

D.2 NFFF “16 Firefighter Life Safety Initiatives.”

(1) Define and advocate the need for a cultural change within the fire service relating to safety;incorporating leadership, management, supervision, accountability, and personal responsibility.

(2) Enhance the personal and organizational accountability for health and safety throughout the fireservice.

(3) Focus greater attention on the integration of risk management with incident management at alllevels, including strategic, tactical, and planning responsibilities.

(4) All fire fighters must be empowered to stop unsafe practices.

(5) Develop and implement national standards for training, qualifications, and certification (includingregular recertification) that are equally applicable to all fire fighters based on the duties they areexpected to perform.

(6) Develop and implement national medical and physical fitness standards that are equallyapplicable to all fire fighters, based on the duties they are expected to perform.

(7) Create a national research agenda and data collection system that relates to the initiatives.

(8) Utilize available technology wherever it can produce higher levels of health and safety.

(9) Thoroughly investigate all fire fighter fatalities, injuries, and near misses.

(10) Grant programs should support the implementation of safe practices and/or mandate safepractices as an eligibility requirement.

(11) National standards for emergency response policies and procedures should be developed andchampioned.

(12) National protocols for response to violent incidents should be developed and championed.

(13) Fire fighters and their families must have access to counseling and psychological support.

(14) Public education must receive more resources and be championed as a critical fire and life safetyprogram.

(15) Advocacy must be strengthened for the enforcement of codes and the installation of home firesprinklers.

(16) Safety must be a primary consideration in the design of apparatus and equipment.


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Street Address:

City:

State:

Zip:


Committee Statement

CommitteeStatement:

The TC recognizes the concepts and principles associated with the 16 Firefighter Life SafetyInitiatives and has included them as part of this document for the fire service to consider. Refer toFR #5 for reference.

ResponseMessage:

Public Input No. 28-NFPA 1002-2015 [Section No. 2.3]

Public Input No. 29-NFPA 1002-2015 [Chapter A [Excluding any Sub-Sections]]

Public Input No. 31-NFPA 1002-2015 [Chapter 4]


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First Revision No. 4-NFPA 1002-2015 [ New Section after B.4 ]

Annex C An Overview of JPRs for Emergency Response Personnel Who Drive and Operate FireApparatus



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C.1 Emergency Response Personnel Who Drive and Operate Fire Apparatus.


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The matrices shown in Table C.1 are included to provide the user of the standard with an overview ofthe JPRs and the progression of the various levels found in the document. They are intended to assist theuser of the document with the implementation of the requirements and the development of trainingprograms using the JPRs.

Table C.1 Overview of JPRs for Emergency Response Personnel Who Drive and Operate FireApparatus

General Requirements

Preventive Maintenance Driving/Operating

4.2.1 Perform the visual and operationalchecks on the systems and componentsspecified in the following list, given a firedepartment vehicle, its manufacturer’sspecifications, and policies and proceduresof the jurisdiction, so that the operationalstatus of the vehicle is verified:

4.3.1 Operate a fire apparatus, given a vehicle and apredetermined route on a public way that incorporates themaneuvers and features that the driver/operator is expectedto encounter during normal operations, so that the vehicle isoperated in compliance with all applicable state and locallaws and departmental rules and regulations.

(1) Battery(ies)

(2) Braking system

(3) Coolant system

(4) Electrical system

(5) Fuel

(6) Hydraulic fluids

(7) Oil

(8) Tires

(9) Steering system

(10) Belts

(11) Tools, appliances, and equipment

(12) Built-in safety features

4.2.2 Document visual and operationalchecks on the systems, given maintenanceand inspection forms, so that all items arechecked for operation and deficiencies arereported.

4.3.2 Back a vehicle from a roadway into restricted spaceson both the right and left sides of the vehicle, given a fireapparatus; a spotter where the spotter assists the driver inperforming the maneuver; and restricted spaces 12 ft (3.7 m)in width, requiring 90-degree right-hand and left-hand turnsfrom the roadway; so that the vehicle is parked within therestricted areas without having to stop and pull forward andwithout striking obstructions.

4.3.3 Maneuver a vehicle around obstructions on a roadwaywhile moving forward and in reverse, given a fire apparatus;a spotter where the spotter assists the driver in performingthe maneuver; and a roadway with obstructions, so that thevehicle is maneuvered through the obstructions withoutstopping to change the direction of travel and without strikingthe obstructions.

4.3.4 Turn a fire apparatus 180 degrees within a confinedspace, given a fire apparatus; a spotter where the spotterassists the driver in performing the maneuver; and an areain which the vehicle cannot perform a U-turn withoutstopping and backing up, so that the vehicle is turned 180degrees without striking obstructions within the given space.

4.3.5 Maneuver a fire apparatus in areas with restrictedhorizontal and vertical clearances, given a fire apparatusand a course that requires the operator to move throughareas of restricted horizontal and vertical clearances, so thatthe operator judges the ability of the vehicle to pass throughthe openings and so that no obstructions are struck.


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4.3.6 Operate a vehicle using defensive driving techniques,given an assignment and a fire apparatus, so that control ofthe vehicle is maintained.

4.3.7 Operate all fixed systems and equipment on thevehicle not addressed elsewhere in this standard, givensystems and equipment, manufacturer’s specifications andinstructions, and departmental policies and procedures forthe systems and equipment, so that each system or piece ofequipment is operated in accordance with the applicableinstructions and policies.

Apparatus Equipped with a Fire Pump

General Operations

5.1.1 Perform the visual and operationalcheck on the systems and componentsspecified in the following list in addition tothose in 4.2.1, given a fire departmentpumper, its manufacturer’s specifications,and policies and procedures of thejurisdiction, so that the operational status ofthe pumper is verified:

5.2.1 Produce effective hand or master streams, given thesources specified in the following list, so that the pump isengaged, all pressure control and vehicle safety devices areset, the rated flow of the nozzle is achieved and maintained,and the apparatus is monitored for potential problems

(1) Water tank and other extinguishingagent levels (if applicable)

(2) Pumping systems

(3) Foam systems

5.2.2 Pump a supply line of 2 1⁄2 in. (65 mm) or larger, givena relay pumping evolution the length and size of the line andthe desired flow and intake pressure, so that the correctpressure and flow are provided to the next pumper in therelay.

5.2.3 Produce a foam fire stream, given foam-producingequipment, so that proportioned foam is provided.

5.2.4 Supply water to fire sprinkler and standpipe systems,given specific system information and a fire departmentpumper, so that water is supplied to the system at thecorrect volume and pressure.

Apparatus Equipped with an Aerial Device

General Operations

6.1.1 Perform the visual and operationalchecks on the systems and componentsspecified in the following list in addition tothose specified in 4.2.1, given a firedepartment aerial apparatus, and policiesand procedures of the jurisdiction, so thatthe operational readiness of the aerialapparatus is verified:

6.2.1 Maneuver and position an aerial apparatus, given anaerial apparatus, an incident location, a situation description,and an assignment, so that the apparatus is positioned forcorrect aerial device deployment.

(1) Cable systems (if applicable)

(2) Aerial device hydraulic systems

(3) Slides and rollers

(4) Stabilizing systems

(5) Aerial device safety systems

(6) Breathing air systems


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(7) Communication systems

6.2.2 Stabilize an aerial apparatus, given a positionedvehicle and the manufacturer’s recommendations, so thatpower can be transferred to the aerial device hydraulicsystem and the device can be deployed.

6.2.3 Maneuver and position the aerial device from eachcontrol station, given an incident location, a situationdescription, and an assignment, so that the aerial device ispositioned to accomplish the assignment.

6.2.4 Lower an aerial device using the emergency operatingsystem, given an aerial device, so that the aerial device islowered to its bedded position.

6.2.5 Deploy and operate an elevated master stream, givenan aerial device, a master stream device, and a desired flowso that the stream is effective.

Apparatus Equipped with a Tiller

General Operations

7.2.1 Perform the practical driving exercises specified in4.3.2 through 4.3.5 from the tiller position, given a qualifieddriver, a fire department aerial apparatus equipped with atiller, and a spotter where the spotter assists the driver inperforming the maneuver, so that each exercise isperformed without striking the vehicle or obstructions.

7.2.2 Operate a fire department aerial apparatus equippedwith a tiller from the tiller position over a predetermined routeon a public way, using the maneuvers specified in 4.3.1,given a qualified driver, a fire department aerial apparatusequipped with a tiller, and a spotter where the spotter assiststhe driver in performing the maneuver, so that the vehicle isoperated in compliance with all applicable state and locallaws, departmental rules and regulations, and therequirements of NFPA 1500, Section 4.2.

7.2.3 Position a fire department aerial apparatus equippedwith a tiller from the tiller position, given the apparatusoperating instructions, an incident location, a situationdescription, and an assignment, so that the aerial device ispositioned and stabilized to accomplish the assignment.

Wildland Fire Apparatus

General Operations

8.1.1 Perform the visual and operationalchecks on the systems and componentsspecified in the following list, in addition tothose in 4.2.1, given a wildland fireapparatus, its manufacturer’sspecifications, and policies and proceduresof the jurisdiction, so that the operationalstatus is verified:

8.2.1 Produce effective fire streams, given the sourcesspecified in the following list, so that the pump is engaged,all pressure-control and vehicle safety devices are set, therated flow of the nozzle is achieved, and the apparatus ismonitored for potential problems:

(1) Water tank and/or other extinguishingagent levels (if applicable)

(2) Pumping systems

(3) Foam systems

(1) Water tank


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(2) Pressurized source

(3) Static source

8.1.2 Operate a wildland fire apparatus,given a predetermined route off of a publicway that incorporates the maneuvers andfeatures that the driver/operator isexpected to encounter during normaloperations, so that the vehicle is operatedin compliance with all applicabledepartmental rules and regulations and thedesign limitations of the vehicle.

8.2.2 Pump a supply line, given a relay pumping evolutionthe length and size of the line and pumping flow and desiredintake pressure, so that correct intake pressures and floware provided to the next pumper in the relay.

8.2.3 Produce a foam fire stream, given foam-producingequipment, so that the correct proportion of foam isprovided.

Aircraft Rescue and Fire Fighting Apparatus

General Operations

9.1.1 Perform the visual and operationalchecks on the systems and componentsspecified in the following list in addition tothose in 4.2.1, given an ARFF vehicle andthe manufacturer’s servicing, testing, andinspection criteria, and policies andprocedures of the jurisdiction, so that theoperational status of the vehicle is verified:

9.2.1 Maneuver and position an ARFF vehicle, given anincident location and description that involves the largestaircraft that uses the airport, so that the vehicle is positionedfor correct operation at each operational position for theaircraft.

(1) Agent dispensing systems

(2) Secondary extinguishing systems

(3) Vehicle-mounted breathing air systems

9.1.2 Operate an ARFF vehicle, given apredetermined route on an airport thatincludes the maneuvers listed in 4.3.1, andoperation in all aircraft movement areas, sothat the vehicle is operated in compliancewith all applicable federal, state/provincial,tribal, and local laws and departmentalrules and regulations.

9.2.2 Produce a fire stream while the vehicle is in bothforward and reverse power modulation, given a dischargerate and intended target, so that the pump is engaged, theturrets are deployed, the agent is delivered to the intendedtarget at the correct rate, and the apparatus is moved andmonitored for potential problems.

9.1.3 Operate an ARFF apparatus, given apredetermined route, off of an improvedsurface that incorporates the maneuversand features that the driver/operator isexpected to encounter during normaloperations, so that the vehicle is operatedin compliance with all applicabledepartmental rules and regulations and thedesign limitations of the vehicle.

9.2.3 Produce a fire stream, given a rate of discharge andwater supplied from the sources specified in the followinglist, so that the pump is engaged, the turrets are deployed,the agent is delivered to the intended target at the correctrate, and the apparatus is monitored for potential problems:

(1) The internal tank

(2) Pressurized source

(3) Static source in fire apparatus equippedwith drafting capabilities

Mobile Water Supply Apparatus

General Operations


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10.1.1 Perform the visual and operationalchecks on the systems and componentsspecified in the following list, in addition tothose specified in 4.2.1, given a firedepartment mobile water supply apparatus,and policies and procedures of thejurisdiction, so that the operationalreadiness of the mobile water supplyapparatus is verified:

10.2.1 Maneuver and position a mobile water supplyapparatus at a water shuttle fill site, given a fill site locationand one or more supply hose, so that the apparatus ispositioned, supply hose are attached to the intakeconnections without having to stretch additional hose, andno objects are struck at the fill site.

(1) Water tank and other extinguishingagent levels (if applicable)

(2) Pumping system (if applicable)

(3) Rapid dump system (if applicable)

(4) Foam system (if applicable)

10.2.2 Maneuver and position a mobile water supplyapparatus at a water shuttle dump site, given a dump siteand a portable water tank, so that all of the water beingdischarged from the apparatus enters the portable tank andno objects are struck at the dump site.

10.2.3 Establish a water shuttle dump site, given two ormore portable water tanks, low-level strainers, water transferequipment, fire hose, and a fire apparatus equipped with afire pump, so that the tank being drafted from is kept full atall times, the tank being dumped into is emptied first, andthe water is transferred from one tank to the next.



Annex_C_An_Overview_of_JPRs_for_Driver_Operator.docx




Street Address:

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Committee Statement

CommitteeStatement:

The TC recognizes the Correlating Committee commitment to standardizing the document andhas add this annex to assist the end user by developing a matrix.

ResponseMessage:


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Annex C An Overview of JPRs for Emergency Response Personnel who Drive and Operate Fire Apparatus

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

Table C.1 Overview of JPRs for Emergency Response Personnel who Drive and Operate Fire Apparatus



4.2.1 Perform the visual checks and operational checks on the systems and components specified in the following list, given a fire department vehicle, its manufacturer’s specifications, and policies and procedures of the jurisdiction, so that the operational status of the vehicle is verified: (1) Battery(ies) (2) Braking system (3) Coolant system (4) Electrical system (5) Fuel (6) Hydraulic fluids (7) Oil (8) Tires (9) Steering system (10) Belts (11) Tools, appliances, and equipment (12) Built in safety features

4.3.1 Operate a fire apparatus, given a vehicle and a predetermined route on a public way that incorporates the maneuvers and features that the driver/operator is expected to encounter during normal operations, so that the vehicle is operated in compliance with all applicable state and local laws and departmental rules and regulations.

4.2.2 Document visual checks and operational checks on the systems, given maintenance and inspection forms, so that all items are checked for operation and deficiencies are reported.

4.3.2 Back a vehicle from a roadway into restricted spaces on both the right and left sides of the vehicle, given a fire apparatus, a spotter where the spotter assists the driver in performing the maneuver, and restricted spaces 12 ft (3.7 m) in width, requiring 90-degree right-hand and left-hand turns from the roadway, so that the vehicle is parked within the restricted areas without having to stop and pull forward and without striking obstructions.

4.3.3 Maneuver a vehicle around obstructions on a roadway while moving forward and in reverse, given a fire apparatus, a spotter where the spotter assists the driver in performing the maneuver, and a roadway with obstructions, so that the vehicle is maneuvered through the obstructions without stopping to change the direction of travel and without striking the obstructions.

4.3.4 Turn a fire apparatus 180 degrees within a confined space, given a fire apparatus, a spotter for backing up, and an area in which the vehicle cannot perform a U-turn without stopping and backing up, so that the vehicle is turned 180 degrees without striking obstructions within the given space.

4.3.5 Maneuver a fire apparatus in areas with restricted horizontal and vertical clearances, given a fire apparatus and a course that requires the operator to move through areas of restricted horizontal and vertical clearances, so that the operator judges the ability of the vehicle to pass through the openings and so that no obstructions are struck.

4.3.6 Operate a vehicle using defensive driving techniques, given an assignment and a fire apparatus, so that control of the vehicle is maintained.

4.3.7 Operate all fixed systems and equipment on the vehicle not addressed elsewhere in this standard, given systems and equipment, manufacturer’s specifications and instructions, and departmental policies and procedures for the systems and equipment, so that each system or piece of equipment is operated in accordance with the applicable instructions and policies.

Apparatus Equipped with a Fire Pump

General Operations

5.1.1 Perform the visual and operational check specified in the following list in addition to those in 4.2.1, given a fire department pumper, its manufacturer’s specifications, and policies and procedures of the jurisdiction, so that the operational status of the pumper is verified: (1) Water tank and other extinguishing agent levels (if applicable) (2) Pumping systems (3) Foam systems

5.2.1 Produce effective hand or master streams, given the sources specified in the following list, so that the pump is engaged, all pressure control and vehicle safety devices are set, the rated flow of the nozzle is achieved and maintained, and the apparatus is monitored for potential problems

5.2.2 Pump a supply line of 21⁄2 in. (65 mm) or larger, given a relay pumping evolution the length and size of the line and the desired flow and intake pressure, so that the correct pressure and flow are provided to the next pumper in the relay.

5.2.3 Produce a foam fire stream, given foam-producing equipment, so that proportioned foam is provided.

5.2.4 Supply water to fire sprinkler and standpipe systems, given specific system information and a fire department pumper, so that water is supplied to the system at the correct volume and pressure.

Apparatus Equipped with an Aerial Device

General Operations

6.1.1 Perform the visual and operational checks specified in the following list in addition to those specified in 4.2.1, given a fire department aerial apparatus, and policies and procedures of the jurisdiction, so that the operational readiness of the aerial apparatus is verified: (1) Cable systems (if applicable) (2) Aerial device hydraulic systems (3) Slides and rollers (4) Stabilizing systems (5) Aerial device safety systems (6) Breathing air systems (7) Communication systems

6.2.1 Maneuver and position an aerial apparatus, given an aerial apparatus, an incident location, a situation description, and an assignment, so that the apparatus is positioned for correct aerial device deployment.

6.2.2 Stabilize an aerial apparatus, given a positioned vehicle and the manufacturer’s recommendations, so that power can be transferred to the aerial device hydraulic system and the device can be deployed.

6.2.3 Maneuver and position the aerial device from each control station, given an incident location, a situation description, and an assignment, so that the aerial device is positioned to accomplish the assignment.

6.2.4 Lower an aerial device using the emergency operating system, given an aerial device, so that the aerial device is lowered to its bedded position.

6.2.5 Deploy and operate an elevated master stream, given an aerial device, a master stream device, and a desired flow so that the stream is effective.

Apparatus Equipped with a Tiller

General Operations

7.2.1 Perform the practical driving exercises specified in 4.3.2 through 4.3.5 from the tiller position, given a qualified driver, a fire department aerial apparatus equipped with a tiller, and a spotter for backing up, so that each exercise is performed without striking the vehicle or obstructions.

7.2.2 Operate a fire department aerial apparatus equipped with a tiller from the tiller position over a predetermined route on a public way, using the maneuvers specified in 4.3.1, given a qualified driver, a fire department aerial apparatus equipped with a tiller, and a spotter for backing up, so that the vehicle is operated in compliance with all applicable state and local laws, departmental rules and regulations, and the requirements of NFPA 1500, Section 4.2.

7.2.3 Position a fire department aerial apparatus equipped with a tiller from the tiller position, given the apparatus operating instructions, an incident location, a situation description, and an assignment, so that the aerial device is positioned and stabilized to accomplish the assignment.

Wildland Fire Apparatus

General Operations

8.1.1 Perform the visual and operational checks specified in the following list, in addition to those in 4.2.1, given a wildland fire apparatus, its manufacturer’s specifications, and policies and procedures of the jurisdiction, so that the operational status is verified: (1) Water tank and/or other extinguishing agent levels (if applicable) (2) Pumping systems (3) Foam systems

8.2.1 Produce effective fire streams, given the sources specified in the following list, so that the pump is engaged, all pressure-control and vehicle safety devices are set, the rated flow of the nozzle is achieved, and the apparatus is monitored for potential problems: (1) Water tank (2) Pressurized source (3) Static source

8.1.2 Operate a wildland fire apparatus, given a predetermined route off of a public way that incorporates the maneuvers and features that the driver/operator is expected to encounter during normal operations, so that the vehicle is operated in compliance with all applicable departmental rules and regulations and the design limitations of the vehicle.

8.2.2 Pump a supply line, given a relay pumping evolution the length and size of the line and pumping flow and desired intake pressure, so that correct intake pressures and flow are provided to the next pumper in the relay.

8.2.3 Produce a foam fire stream, given foam-producing equipment, so that the correct proportion of foam is provided.

Aircraft Rescue and Fire Fighting Apparatus

General Operations

9.1.1 Perform the visual and operational checks specified in the following list in addition to those in 4.2.1, given an ARFF vehicle and the manufacturer’s servicing, testing, and inspection criteria, and policies and procedures of the jurisdiction, so that the operational status of the vehicle is verified: (1) Agent dispensing systems (2) Secondary extinguishing systems (3) Vehicle-mounted breathing air systems

9.2.1 Maneuver and position an ARFF vehicle, given an incident location and description that involves the largest aircraft that uses the airport, so that the vehicle is positioned for correct operation at each operational position for the aircraft.

9.1.2 Operate an ARFF vehicle, given a predetermined route on an airport that includes the maneuvers listed in 4.3.1, and operation in all aircraft movement areas, so that the vehicle is operated in compliance with all applicable federal, state/provincial, and local laws and departmental rules and regulations.

9.2.2 Produce a fire stream while the vehicle is in both forward and reverse power modulation, given a discharge rate and intended target, so that the pump is engaged, the turrets are deployed, the agent is delivered to the intended target at the correct rate, and the apparatus is moved and monitored for potential problems.

9.1.3 Operate an ARFF apparatus, given a predetermined route, off of an improved surface that incorporates the maneuvers and features that the driver/operator is expected to encounter during normal operations, so that the vehicle is operated in compliance with all applicable departmental rules and regulations and the design limitations of the vehicle.

9.2.3 Produce a fire stream, given a rate of discharge and water supplied from the sources specified in the following list, so that the pump is engaged, the turrets are deployed, the agent is delivered to the intended target at the correct rate, and the apparatus is monitored for potential problems: (1) The internal tank (2) Pressurized source (3) Static source in fire apparatus equipped with drafting capabilities

Mobile Water Supply Apparatus

General Operations

10.1.1 Perform the visual and operational checks specified in the following list, in addition to those specified in 4.2.1, given a fire department mobile water supply apparatus, and policies and procedures of the jurisdiction, so that the operational readiness of the mobile water supply apparatus is verified: (1) Water tank and other extinguishing agent levels (if applicable) (2) Pumping system (if applicable) (3) Rapid dump system (if applicable) (4) Foam system (if applicable)

10.2.1 Maneuver and position a mobile water supply apparatus at a water shuttle fill site, given a fill site location and one or more supply hose, so that the apparatus is positioned, supply hose are attached to the intake connections without having to stretch additional hose, and no objects are struck at the fill site.

10.2.2 Maneuver and position a mobile water supply apparatus at a water shuttle dump site, given a dump site and a portable water tank, so that all of the water being discharged from the apparatus enters the portable tank and no objects are struck at the dump site.

10.2.3 Establish a water shuttle dump site, given two or more portable water tanks, low-level strainers, water transfer equipment, fire hose, and a fire apparatus equipped with a fire pump, so that the tank being drafted from is kept full at all times, the tank being dumped into is emptied first, and the water is transferred from one tank to the next.

First Revision No. 5-NFPA 1002-2015 [ Section No. C.1.2 ]

E.1.2 Other Publications. (Reserved)

E.1.2.1 Other Publications.

“16 Firefighter Life Safety Initiatives, ” National Fallen Firefighters Foundation, P.O. Drawer 498,Emittsburg, MD, 2004, reaffirmed 2014. www.everyonegoeshome.org/16-initiatives/




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Committee Statement

CommitteeStatement:

The TC has recognized the 16 Fire fighter Life Safety Initiatives and is establishing thereference in this section. (Refer to FR 3).

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Public Input No. 30-NFPA 1002-2015 [Section No. C.1.2]


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First Revision No. 25-NFPA 1002-2015 [ Section No. C.2 ]

E.2 Informational References.

The following documents or portions thereof are listed here as informational resources only. They are nota part of the requirements of this document. The following is a bibliography for Annex B.

Boyatzis, R. E., The Competent Manager: A Model For Effective Performance. New York: John Wiley &Sons, 1982.

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

Cetron, M., and O’Toole, T., Encounters with the Future: A Forecast into the 21st Century. New York:McGraw Hill, 1983.

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

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

Gilley, J. W., and Eggland, S. A., Principles of Human Resource Development.Reading Cambridge , MA:Addison-Wesley, 1989 Perseus Publishing Co, 2002 .

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

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

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

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

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

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

Spellman, B. P., “Future Competencies of the Educational Public Relations Specialist” (Doctoraldissertation, University of Houston, 1987). Dissertation Abstracts International 49: 1987; 02A.

Springer, J., Job Performance Standards and Measures. A series of research presentations anddiscussions for the ASTD Second Annual Invitational Research Seminar, Savannah, GA (November 5–8,1979). Madison, WI: American Society for Training and Development, 1980.

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




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Documents

First Revision No. 2-NFPA 1002-2015 [ Chapter 1 ]...First Revision No. 6-NFPA 1002-2015 [ Section No. 2.2 ] 2.2 NFPA Publications. National Fire Protection Association, 1 Batterymarch