Module III: Recruitment, Selection, Promotion and Human Resource Development

Module Overview:

Module Concepts

Discussion

Module Concepts

Course Project

Module Concepts

Interviewing Skills

Documenting Recruitment and Selection Processes

Promotional Process

Training and Human Resources Development

Orientation and Training

FESHE

Discussion Area

Written Assignment

Online Resources

Course Information

Module I: Introduction to Personnel Management and Organization Development

Module II: Motivation and Productivity

Module III: Recruitment, Selection, Promotion and Human Resource Development

Module IV: Performance Management, Performance Appraisal, Corrective Action, and Discipline

Module V: Employee and Labor Relations

Training and Human Resource Development

Emergency personnel demonstrate rescue procedures. If people are an organization's most important resource and it is through its people that an organization moves towards its goals and objectives, then human resource development becomes a pillar of a strong organization.

We might start the discussion with clarification of a few terms. While often used interchangeably, there really are differences.

Human Resource Development
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The "umbrella" phrase human resource development entails training and development, career planning, and other developmental activities, including organizational development (Mondy & Noe, 2005).

Training

Training is typically defined as the imparting of job related behaviors to the trainee. It is the teaching, practice, and refreshing of needed skills and knowledge to do the job (Mondy & Noe, 2005). It is often characterized as "hands on " learning and often refers to technical training.

Technical Training

Technical training is training on specific job skills and abilities and is accomplished through training drills and repetitive exercises. Technical training deals with proven technical data that can be repeated easily.

Mandatory Training

Mandatory training is training which is required by federal, state, or local law; by certifying boards, accrediting organizations, or licensing agencies and/ or by the political entity or agency itself. It is not elective.

Education

Education is the teaching of new concepts, knowledge, principles, and skills. Whereas training is the "hands on" or "how" component, education represents the "why." Education entails understanding, conceptualization, analysis, evaluation, creation, and synthesis.

For example, in developing management and leadership potential, knowledge is gained through understanding and applying theories, skills, and abilities to given specific real-world situations. Students are expected to analyze situations and use their knowledge and understanding to develop responses to them.

Development

"Development" connotes learning that goes beyond one's present job duties and has more of a long term focus (Mondy & Noe, 2005).

Organization Development (OD)

Organizational development represents a deliberate and planned process of improving an organization by developing structures, systems, and processes designed to increase effectiveness and attain organizational goals. (Mondy & Noe, 2005).

Other Training and Education Terminology

There are many terms and phrases used in discussing training and education, particularly with reference to level of knowledge or skill development and competence and to quality of programs and exercises. The following glossary addresses some of the more common ones associated with emergency service training and education.


Glossary of Terms
This glossary represents some of the more common terminology in the emergency services referencing levels of competence and quality of programs. It is not inclusive but merely representative of the various terms used.

Accredited:Recognized, approved, "given credit" by a higher organization that has applied a set of standards to the review of the "accredited program." This rating is as good as the accrediting organization and its standards. If challenged legally, an accredited course will have more meaning than the same amount of general (unaccredited) training hours.

Approved:Usually a less formal and weakened form of accreditation. The value of the training is directly associated with the individual or group that approves the program. The training would tend to have a lesser value than an accredited course.

Certified:Often means "vouched for." The root word is "certain." A recognized official or organization has examined the training and attests to its validity. One who has successfully taken the approved training then is "certified."

Competent:Able to perform a function with reasonable skill. For example, the term is typically used by OSHA to establish an ongoing level of ability on given training requirements, such as showing competence in hazardous materials first responder skills.

Credentialed: A person who is "credentialed" possesses a credential (usually a document) attesting to prior training and education and, usually, to competency. A "credentialed" teacher has a document recognizing a level of educational accomplishment. The value of a credential lies in the quality and integrity of the credentialing agency.

Endorsed:Typically refers to an official approval, such as a request that is supported, or an official addition to an understanding, such as the endorsement to an insurance policy. For example, a fire chiefs' association could review a particular training course that proved effective. The chiefs' association would endorse the course, giving the training more value for those who participate.

Graduated: Signifies completion of a training or education program. To validate this term, the program and its particulars must be identified.

Licensed: Indicates that an official agency or body has agreed that the "licensed" person may perform certain services. The term may or may not imply a degree of competence. "Licensed to do business" may mean simply that a fee was paid. A "licensed" electrician may not be rated as a "master" electrician. A "licensed" testing laboratory may or may not have had standards applied. A "licensed" physician may specialize in one type of medicine only. Therefore, it is important to research the background of the license before judging the competence of those who are licensed.

Required: Indicates that a statute, court order, or other official decree (including a department's stipulation) which mandates compliance with some set of specifications (example: Minimum number of hours of training in a specific subject).

Standardized: The root word is "standard," meaning "that which things are judged by." "Standards" in the emergency services refer to sets of specifications against which reasonable and prudent action is judged. Standards may become law. "Standardized" usually means that the object or action in question is seen the same way in all places and over time. For example, a "standard operating procedure" (SOP) specifies similar action in all similar instances.

A training curriculum should be the end product of a comprehensive training needs assessment. Edwards (2005) discusses training assessments, the characteristics of adult learners, curriculum design, and test item construction.

Reading Assignment:

  • Please read Chapter 7, pages 119-129, from the Fire Service Personnel Management textbook by Steven Edwards.

Instructors

One component of training not specifically discussed in the Edwards book is the instructor. While the lessons and courses must be properly designed and developed, the delivery must be equally as effective. A key player in the training process is the instructor. We need instructors who have been trained to be instructors. In the course of their instructor training they will come to understand adult learning, different delivery methods, and how to motivate trainees and likely be more effective than someone without this background. Even if a subject expert must conduct the session, he/she should be doing so under the supervision and guidance of a certified trainer.

The Knowledge and skill requirements for the Instructor I, II, III, and IV designations or whatever they might be in your state, hopefully at minimum they will meet the requirements of the NFPA standards.

Optional Reading Assignment:

There are three Ps of the successful instructor: preparation (on the part of the instructor before the session), presentation (using appropriate delivery skills), and personality. To be successful, the instructors need to be themselves and let their personality come through.

References

Edwards, S. Fire Service Personnel Management. 2nd ed. Upper Saddle River, N.J: Pearson Education, 2005.

Mondy, W. & Noe, R. Human Resource Management. 9th edition. Upper Saddle River: Pearson, 2005.

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