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NFPA 1001 (Standard for Firefighter Professional Qualifications) is a standard published by the National Fire Protection Association which identifies the minimum job performance requirements (JPRs) for career and volunteer firefighters whose duties are primarily structural in nature.
Essentials of Fire Fighting includes an appendix that lists the job performance requirements from the NFPA standards and cross-references those requirements to the chapters within the manual. These chapters include: Section A: Fire Fighter I 1. Introduction to the Fire Service and Firefighter Safety 2. Communications 3. Building Construction 4.
The National Firefighter Selection Inventory - NFSI, is a national entry-level examination that was developed as an alternative to conventional firefighter written entrance examinations. It was developed by IOS, Inc. or Industrial/Organizational Solutions Inc, referred to as IOS in the 2009 United States Supreme Court case, Ricci v.
The original intent of the NCFPC recommendation was to provide course offerings that would appeal to a broad spectrum of firefighters and fire officers across the country. Offerings were designed to be useful for firefighters from small rural volunteer fire departments to firefighters in fully career urban fire departments and included courses in:
Every firefighter can hold a high rank without having an official position. A firefighter can be promoted by years of service, training skills and qualifications. Official positions are partly elected or given by capabilities. These conditions allow that older ordinary firefighters have higher ranks than their leaders.
The primary responsibility of a probationary or rookie firefighter is to learn how to be a firefighter, and they are both mentored and closely inspected by other senior firefighters and the officers. Probationary firefighters can be full operating firefighters, responding to calls and entering buildings, as is the often case in paid departments.
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The duties of an FTO involve being a role model, clearly communicating the expectations of training, teaching the trainee the policies of the department, correctly applying concepts learned in the classroom to field training operations, and evaluating the trainee on his or her progress in the program.
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