+--------------+-------------------------------------------------------+
| **Name:**    | ##### *Personnel Management for the Fire Service*     |
+--------------+-------------------------------------------------------+
| **Course     | This course examines relationships and issues in      |
| De           | personnel administration and human resource           |
| scription:** | development within the context of fire-related        |
|              | organizations, including personnel management,        |
|              | organizational development, productivity, recruitment |
|              | and selection, performance management systems,        |
|              | discipline, and collective bargaining.                |
+--------------+-------------------------------------------------------+
| **O          | **Unit 1: Introduction to Personnel Management**      |
| bjectives:** |                                                       |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   describe why personnel are the most important     |
|              |     resource in fire protection organizations;        |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   compare the functional responsibilities of        |
|              |     administrative personnel management to the        |
|              |     personnel management tasks of all line officers;  |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   distinguish between the concepts of \"personnel   |
|              |     administration\" as a cluster of \"hard,          |
|              |     technical/mathematical skills,\" and \"human      |
|              |     resource development\" as the application of      |
|              |     \"soft, human-oriented skills\";                  |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   list three of the strongest local influences on   |
|              |     department personnel management practices;        |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   list three of the strongest state influences on   |
|              |     local personnel management practices;             |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe the influence of three federal agencies  |
|              |     on department personnel management practices      |
|              |     throughout the country;                           |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   discuss how personnel management applies to       |
|              |     career and volunteer firefighters; and            |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe the typical employee reaction to an      |
|              |     \"open\" style of personnel management as opposed |
|              |     to a \"closed\" style.                            |
+--------------+-------------------------------------------------------+
|              | Unit 2: Personnel Management and Organizational       |
|              | Development                                           |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   list and briefly explain at least six major       |
|              |     functions of management. Illustrate how personnel |
|              |     management can be a separate function and,        |
|              |     through good leadership, a way of enhancing the   |
|              |     benefits of the other functions;                  |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   construct a chart illustrating a systems approach |
|              |     to solving an organizational problem;             |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   outline at least three possible \"organizational  |
|              |     climates\" in fire departments and discuss the    |
|              |     positive and negative aspects of each;            |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   identify two human resource management practices  |
|              |     that foster organizational climates to satisfy    |
|              |     both community and individual needs;              |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   discuss why departments will need more            |
|              |     specialists to meet future community needs;       |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   list the qualifications necessary for new         |
|              |     department personnel to deliver new services      |
|              |     successfully. Contrast these updated              |
|              |     qualifications with those that department members |
|              |     historically needed;                              |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe six roles that departments now play in   |
|              |     safeguarding communities; and                     |
|              |                                                       |
|              | 1.  prepare a list of useful additions to your local  |
|              |     fire department\'s service delivery package.      |
+--------------+-------------------------------------------------------+

+--------------+-------------------------------------------------------+
| **O          | Unit 3: Motivation and Individual Productivity        |
| bjectives:** |                                                       |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   name three typical \"personal orientations\"      |
|              |     displayed by members of fire protection           |
|              |     organizations;                                    |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   identify three common external (off-the-job) and  |
|              |     three common internal (on-the-job) factors that   |
|              |     contribute to employee motivation;                |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   distinguish between the on-the-job \"motivation\" |
|              |     factors that tend to improve morale and           |
|              |     on-the-job \"maintenance\" factors that tend to   |
|              |     foster a status quo morale;                       |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe four levels of worker satisfaction and   |
|              |     the three factors that cause movement between     |
|              |     those levels;                                     |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   outline at least seven key areas related to the   |
|              |     motivation of personnel;                          |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   prepare a graphic display that points out the     |
|              |     possible relationships between pressure to stay   |
|              |     on the job and satisfaction with the job;         |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   outline three models of managerial approaches to  |
|              |     the motivation of members, listing the            |
|              |     assumptions, expectations, and operating policies |
|              |     of each; and                                      |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   list at least six personal orientations with the  |
|              |     identifiers, likes, and dislikes of each.         |
+--------------+-------------------------------------------------------+
|              | Unit 4: Recruitment and Selection of Personnel        |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   identify the purpose of each of the following     |
|              |     personnel issues as they relate to career,        |
|              |     volunteer, and combination departments:           |
|              |     recruitment, selection, pre-employment training,  |
|              |     and probationary service;                         |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe the purpose of affirmative action and    |
|              |     equal employment opportunity plans;               |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   identify the major provisions of legally sound,   |
|              |     comprehensive recruitment programs, including     |
|              |     implications of the handicapped and disabilities  |
|              |     laws;                                             |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   list five typical selection criteria for career   |
|              |     and volunteer personnel;                          |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe the relevance and legality of the        |
|              |     following screening devices: background checks,   |
|              |     motor vehicle record reviews, credit checks, AIDS |
|              |     testing, drug testing, smoking checks,            |
|              |     psychological testing, polygraphs, group          |
|              |     interviews, fingerprint runs, assessment centers, |
|              |     meetings with close family members, and residency |
|              |     requirements;                                     |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   list six good application form questions other    |
|              |     than basic identification information;            |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe the value of a probationary period; and  |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe some provisions of Employee Assistance   |
|              |     Programs (EAP) as they might relate to new        |
|              |     recruits.                                         |
+--------------+-------------------------------------------------------+

+--------------+-------------------------------------------------------+
| **O          | Unit 5: Promotion                                     |
| bjectives:** |                                                       |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   discuss the concept of promotion as it relates to |
|              |     the morale of three different types of department |
|              |     members, including those who do not desire added  |
|              |     responsibility;                                   |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   outline the types of provisions that typical      |
|              |     labor contracts contain relevant to promotion and |
|              |     \"acting\" in higher positions;                   |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   outline three typical civil service regulations   |
|              |     as they relate to the promotion process;          |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   identify possible conflict areas between civil    |
|              |     service procedures and the concepts of            |
|              |     affirmative action, seniority, and performance    |
|              |     merit;                                            |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe a typical promotional procedure used by  |
|              |     each of the following types of departments:       |
|              |     volunteer, combination, industrial, and public    |
|              |     safety; cite a positive and negative aspect of    |
|              |     each;                                             |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   identify two landmark court decisions relevant to |
|              |     promotions;                                       |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   identify one positive and one negative feature of |
|              |     each of the following promotional selection       |
|              |     methods: seniority, performance success,          |
|              |     on-the-job extra merits (rescues), off-the-job    |
|              |     achievements (military veterans), written tests,  |
|              |     interviews, periodic evaluation reviews, and      |
|              |     recommendations; and                              |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe the major components of a typical        |
|              |     assessment center.                                |
+--------------+-------------------------------------------------------+
|              | Unit 6: Training and Education                        |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   describe a major difference, relating to an       |
|              |     aspect of fire protection, between technical      |
|              |     training and management education;                |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe how personnel management, both the       |
|              |     technical administration and the human resource   |
|              |     development concepts, can help fulfill the        |
|              |     training and education needs of department        |
|              |     personnel;                                        |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   explain the terms certified, licensed,            |
|              |     accredited, competent, approved, standardized,    |
|              |     credentialed, graduated, required, and endorsed;  |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   list one recommendation or standard from each     |
|              |     level of government (federal, state, and local)   |
|              |     related to the training of personnel in fire and  |
|              |     related emergency response organizations;         |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   list five major professional organizations and    |
|              |     the role each plays in the promotion of education |
|              |     and training of personnel in fire and related     |
|              |     emergency organizations;                          |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   identify one major category of training necessary |
|              |     for department specialists in each of these       |
|              |     areas: emergency medicine, fire prevention,       |
|              |     public safety education, department leadership,   |
|              |     line officer leadership, group supervision,       |
|              |     personnel management, financial management,       |
|              |     hazardous materials, and training;                |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe the design of a training program and     |
|              |     identify its goals, objectives, and evaluation    |
|              |     component to determine whether it is reality      |
|              |     based and performance criteria oriented;          |
+--------------+-------------------------------------------------------+
|              |                                                       |
+--------------+-------------------------------------------------------+

+--------------+-------------------------------------------------------+
| **O          | Unit 6: Training and Education (cont\'d)              |
| bjectives:** |                                                       |
+--------------+-------------------------------------------------------+
|              | -   list the role that associate, baccalaureate, and  |
|              |     graduate degree programs can play in improving    |
|              |     capabilities of emergency response and technical  |
|              |     personnel; and                                    |
+--------------+-------------------------------------------------------+
|              | -   describe how personnel management, both the       |
|              |     technical administration and the human resource   |
|              |     development concepts, can help fulfill the        |
|              |     training and education needs of department        |
|              |     personnel.                                        |
+--------------+-------------------------------------------------------+
|              | Unit 7: Performance Measurement Objectives            |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   identify the three levels of job description that |
|              |     are performance based;                            |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   use the appropriate evaluation procedures for     |
|              |     performance-based criteria;                       |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe the value of employee participation in   |
|              |     job and task design;                              |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   discuss the value of employee participation in    |
|              |     the establishment of performance standards;       |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe a simple Management by Objectives        |
|              |     program suitable for an emergency-response or     |
|              |     related organization;                             |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   differentiate between followup and corrective     |
|              |     actions designed to bring performance             |
|              |     improvement, and those actions designed solely to |
|              |     evaluate employee performance;                    |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe one employee evaluation form, technique, |
|              |     or program that fosters the development of        |
|              |     desired knowledge, skills, and attitudes; and     |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe how the concepts of improved             |
|              |     productivity through Total Quality Management,    |
|              |     Quality Control Circles, the collection of error  |
|              |     statistics, and total control programs can        |
|              |     operate successfully in a fire department.        |
+--------------+-------------------------------------------------------+
|              | Unit 8: Discipline                                    |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   explain the concept of discipline as it applies   |
|              |     both to the operations of a fire department and   |
|              |     to the need for human resource development within |
|              |     that same organization;                           |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   identify the likely reaction of a task-oriented   |
|              |     department member and a self-oriented department  |
|              |     member to four common forms of discipline used in |
|              |     emergency response organizations;                 |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   contrast the various forms of discipline as they  |
|              |     can be applied in fire service organizations:     |
|              |     organizational, progressive, constructive, and    |
|              |     punishing;                                        |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   compare any differences in the application of     |
|              |     discipline to volunteer members and career        |
|              |     members;                                          |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   list three provisions typically found in labor    |
|              |     contracts that relate to employee/employer        |
|              |     disagreements, grievances, and discipline;        |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe the importance of due process as it      |
|              |     relates to official charges and discipline;       |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe two important court decisions related to |
|              |     the disciplining of career employees in fire      |
|              |     departments; and                                  |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe how discipline can be a positive         |
|              |     function of human resource development as well as |
|              |     a necessity in personnel administration.          |
+--------------+-------------------------------------------------------+

+--------------+-------------------------------------------------------+
| **O          | Unit 9: Organizational Productivity                   |
| bjectives:** |                                                       |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   describe two possible meanings of productivity in |
|              |     fire protection and related public safety         |
|              |     organizations;                                    |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   set forth a list of productivity indicators for   |
|              |     these areas of responsibility: prevention,        |
|              |     response, emergency medical, public               |
|              |     information/education, and special rescue;        |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   identify three methods for measuring productivity |
|              |     in fire departments and related organizations,    |
|              |     and give examples of how they might be applied;   |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe how the concept of responsibility for    |
|              |     organizational productivity relates to the        |
|              |     necessity for an adequate resource base provided  |
|              |     mainly by public funds or a higher office or      |
|              |     agency;                                           |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe differences in the perception of         |
|              |     departmental productivity that might exist among  |
|              |     citizens, municipal officials, department         |
|              |     officers, an employee organization, and           |
|              |     individual members;                               |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   identify eight sources of information and data    |
|              |     that are useful in the assessment and improvement |
|              |     of productivity;                                  |
|              |                                                       |
|              | -   describe the applicability of five group          |
|              |     problem-solving techniques, such as brainstorming |
|              |     and quality circles, to the improvement of        |
|              |     productivity; and                                 |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe how the following concepts could relate  |
|              |     to productivity improvement: staffing studies,    |
|              |     normative data, comparative data, statistical     |
|              |     studies, desk audits, overtime payment            |
|              |     comparisons, and expert opinion.                  |
+--------------+-------------------------------------------------------+
|              | Unit 10: Compensation and Benefits                    |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   explain how both material and psychological       |
|              |     benefits can contribute to the morale of          |
|              |     volunteer and career members as components of     |
|              |     compensation and benefit packages;                |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   outline the types of benefit packages that would  |
|              |     appeal to each of the following types of          |
|              |     personnel: career, volunteer, and call;           |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   explain how job descriptions and responsibility   |
|              |     level indicators are used to grade positions and  |
|              |     to assign compensatory ranges;                    |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   identify the items typically found in labor       |
|              |     contracts that relate to compensation and         |
|              |     benefits;                                         |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe the relationship between work schedules  |
|              |     and compensation; basic salary rates and total    |
|              |     compensation; work schedules and possible total   |
|              |     income; local, state, and national economics and  |
|              |     the local perception of compensation packages;    |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   explain the common fringe benefit items found in  |
|              |     fire department compensation packages;            |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   identify two federal laws and decisions, as well  |
|              |     as applicable state laws and rulings for your own |
|              |     area, that affect department compensation issues; |
|              |     and                                               |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   list five legitimate ways that employee           |
|              |     perception of the value of compensation and       |
|              |     benefits packages may be enhanced through human   |
|              |     resource management techniques.                   |
+--------------+-------------------------------------------------------+

+--------------+-------------------------------------------------------+
| **O          | Unit 11: Employee and Labor Relations                 |
| bjectives:** |                                                       |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   describe what is meant by \"managers often get    |
|              |     the type of labor relations they deserve\";       |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   distinguish between the technical functions of    |
|              |     personnel administration and the purposes of      |
|              |     human resource development as each relates to     |
|              |     employee and labor relations;                     |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   identify four trends in contemporary society that |
|              |     cause modifications to the labor-management       |
|              |     climate and the expectations of each              |
|              |     constituency;                                     |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   list four important federal laws and decisions    |
|              |     that influence labor relations, as well as any    |
|              |     state and local regulations in your area that     |
|              |     significantly affect labor relations;             |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe the roles of the International           |
|              |     Association of Fire Fighters, other relevant      |
|              |     national labor groups, and the professional and   |
|              |     affiliated organizations that are concerned with  |
|              |     labor-management relations and the rights of      |
|              |     emergency workers;                                |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   outline a technique or program to foster          |
|              |     productive and cooperative relationships between  |
|              |     management and worker groups;                     |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   define the differences between \"Right-to-Work\"  |
|              |     states and other states, relative to              |
|              |     labor-management relations; and                   |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   discuss three types of labor relations in         |
|              |     volunteer and combination departments, and tell   |
|              |     how personnel management contributes to these.    |
+--------------+-------------------------------------------------------+
|              | Unit 12: Collective Bargaining and the Labor          |
|              | Agreement                                             |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   explain the meaning and process of collective     |
|              |     bargaining, mediation, and binding arbitration;   |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   list three examples of soft and hard positional   |
|              |     bargaining, and principled bargaining;            |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe how the operating styles of personnel    |
|              |     managers and labor leaders involved in bargaining |
|              |     are determined by their personal definitions of   |
|              |     power;                                            |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe the guidelines for initiating,           |
|              |     negotiating, and maintaining cooperative          |
|              |     labor-management relationships that are part of   |
|              |     principled bargaining;                            |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   list five ways personnel managers may strengthen  |
|              |     productive and harmonious relationships between   |
|              |     organized labor and management;                   |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   discuss the positive role of organized labor in   |
|              |     the areas of firefighter health and safety,       |
|              |     public relations, community safety, extended      |
|              |     public service, increased productivity, and       |
|              |     cost-effective service delivery;                  |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   discuss the ramifications of six possible labor   |
|              |     acts, such as work-to-rule and sickouts, plus the |
|              |     ramifications of six possible management acts     |
|              |     such as transfers and strict rule interpretation; |
|              |     and                                               |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe the typical sections of a                |
|              |     labor-management contract and explain the         |
|              |     importance and relevance of each.                 |
+--------------+-------------------------------------------------------+

+--------------+-------------------------------------------------------+
| **O          | Unit 13: Contemporary Issues and Trends in Managing   |
| bjectives:** | People and Programs                                   |
+--------------+-------------------------------------------------------+
|              | After completing this unit, you should be able to:    |
|              |                                                       |
|              | -   describe four human resource management programs  |
|              |     or techniques that contribute to the expanding    |
|              |     role of personnel management in organizational    |
|              |     life;                                             |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   name five topics relevant to the rights of        |
|              |     individual workers that are of growing importance |
|              |     to managers in the fire service;                  |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   list five examples of the newer and more complex  |
|              |     issues facing emergency workers, such as          |
|              |     infectious disease control, that directly affect  |
|              |     personnel issues;                                 |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe two provisions of employee right-to-know |
|              |     laws that affect the work of emergency            |
|              |     responders;                                       |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   list three contemporary movements to attain equal |
|              |     rights for handicapped workers, minorities, and   |
|              |     those with a need for special work arrangements;  |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   identify five trends related to the recruitment,  |
|              |     retention, or management of volunteers and other  |
|              |     part-time workers;                                |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe how the current trends related to        |
|              |     economics, social mores, ethics, stakeholding,    |
|              |     litigation, tort liability, and personal rights   |
|              |     affect fire protection; and                       |
|              |                                                       |
|              | ```{=html}                                            |
|              | <!-- -->                                              |
|              | ```                                                   |
|              | -   describe how expert predictions in each of the    |
|              |     following areas relate to personnel issues in     |
|              |     fire and rescue departments: work force changes,  |
|              |     technological advancements, education levels, and |
|              |     the expectations of society.                      |
+--------------+-------------------------------------------------------+
| **Required   | *Personnel Management for the Fire Service Course     |
| Texts:**     | Guide*, National Fire Academy                         |
|              |                                                       |
|              | *Fire Service Personnel Management*, Stephen Edwards, |
|              | Brady/Prentice Hall, Inc.                             |
+--------------+-------------------------------------------------------+
| **Supporting | **U. S. Fire Administration**                         |
| References/\ |                                                       |
| Research for | [Publications]{.underline}:                           |
| Faculty and  |                                                       |
| Students**   | <http://www.u                                         |
|              | sfa.fema.gov/applications/publications/pubs_main.cfm> |
|              |                                                       |
|              | See Fire Protection, Fire Administration, Fire        |
|              | Service Operations, Wildfire                          |
|              |                                                       |
|              | [Applied Research]{.underline}:                       |
|              |                                                       |
|              | <htt                                                  |
|              | p://www.usfa.fema.gov/dhtml/inside-usfa/research.cfm> |
|              |                                                       |
|              | [Research Reports]{.underline}:                       |
|              |                                                       |
|              | <http                                                 |
|              | ://www.usfa.fema.gov/dhtml/inside-usfa/r_reports.cfm> |
|              |                                                       |
|              | [Technical Reports]{.underline}:                      |
|              | <http://www.                                          |
|              | usfa.fema.gov/applications/publications/techreps.cfm> |
|              |                                                       |
|              | [Topical Fire Research Series]{.underline}:           |
|              |                                                       |
|              | <http://www.usfa.fema.gov/dhtml/inside-usfa/tfrs.cfm> |
|              |                                                       |
|              | Learning Resource Center:                             |
|              |                                                       |
|              | <http://www.usfa.fema.gov/dhtml/inside-usfa/lrc.cfm>  |
+--------------+-------------------------------------------------------+

+--------------+-------+----------------------------------------------+
| **Supporting | **Nat |                                              |
| References/\ | ional |                                              |
| Research for | Inst  |                                              |
| Faculty and  | itute |                                              |
| Students**   | for   |                                              |
|              | Stan  |                                              |
|              | dards |                                              |
|              | and   |                                              |
|              | Te    |                                              |
|              | chnol |                                              |
|              | ogy** |                                              |
|              |       |                                              |
|              | [htt  |                                              |
|              | p://w |                                              |
|              | ww.fi |                                              |
|              | re.ni |                                              |
|              | st.go |                                              |
|              | v](ht |                                              |
|              | tp:// |                                              |
|              | www.f |                                              |
|              | ire.n |                                              |
|              | ist.g |                                              |
|              | ov/): |                                              |
|              | Fire  |                                              |
|              | T     |                                              |
|              | ests/ |                                              |
|              | Data, |                                              |
|              | S     |                                              |
|              | oftwa |                                              |
|              | re/Mo |                                              |
|              | dels, |                                              |
|              | Pub   |                                              |
|              | licat |                                              |
|              | ions, |                                              |
|              | FI    |                                              |
|              | REDOC |                                              |
|              | (     |                                              |
|              | under |                                              |
|              | Pub   |                                              |
|              | licat |                                              |
|              | ions) |                                              |
|              |       |                                              |
|              | **Cu  |                                              |
|              | rrent |                                              |
|              | Eve   |                                              |
|              | nts/N |                                              |
|              | ews** |                                              |
|              |       |                                              |
|              | <h    |                                              |
|              | ttp:/ |                                              |
|              | /www. |                                              |
|              | fireh |                                              |
|              | ouse. |                                              |
|              | com/> |                                              |
|              |       |                                              |
|              | <ht   |                                              |
|              | tp:// |                                              |
|              | www.f |                                              |
|              | ireen |                                              |
|              | ginee |                                              |
|              | ring. |                                              |
|              | com/> |                                              |
|              |       |                                              |
|              | <h    |                                              |
|              | ttp:/ |                                              |
|              | /www. |                                              |
|              | witht |                                              |
|              | hecom |                                              |
|              | mand. |                                              |
|              | com/> |                                              |
+--------------+-------+----------------------------------------------+
| **A          | Stu   |                                              |
| ssessment:** | dents |                                              |
|              | will  |                                              |
|              | be    |                                              |
|              | eval  |                                              |
|              | uated |                                              |
|              | for   |                                              |
|              | ma    |                                              |
|              | stery |                                              |
|              | of    |                                              |
|              | lea   |                                              |
|              | rning |                                              |
|              | objec |                                              |
|              | tives |                                              |
|              | by    |                                              |
|              | me    |                                              |
|              | thods |                                              |
|              | of    |                                              |
|              | evalu |                                              |
|              | ation |                                              |
|              | to be |                                              |
|              | deter |                                              |
|              | mined |                                              |
|              | by    |                                              |
|              | the   |                                              |
|              | i     |                                              |
|              | nstru |                                              |
|              | ctor. |                                              |
+--------------+-------+----------------------------------------------+
| **NFPA       | *     | **Description**                              |
| Standards    | *Unit |                                              |
| Addressed:** | (s)** |                                              |
+--------------+-------+----------------------------------------------+
| 1021-2-2.4   | 8     | Recommend action for member-related problems |
+--------------+-------+----------------------------------------------+
| 1021-2-2.5   | 8     | Apply human resource policies and procedures |
+--------------+-------+----------------------------------------------+
| 1021-3-2.1   | 8     | Initiate actions to maximize member          |
|              |       | performance                                  |
+--------------+-------+----------------------------------------------+
| 1021-3-2.2   | 7, 8  | Evaluate job performance                     |
+--------------+-------+----------------------------------------------+
| 1021-4-2.1   | 4     | Establishing personnel assignments           |
+--------------+-------+----------------------------------------------+
| 1021-4-2.2   | 4     | Procedures for hiring members                |
+--------------+-------+----------------------------------------------+
| 1021-4-2.3   | 5     | Procedures for promoting                     |
+--------------+-------+----------------------------------------------+
| 1021-4-2.4   | 6     | Facilitate professional development          |
+--------------+-------+----------------------------------------------+
| 1021-5-2.1   | 8     | Appraise a grievance problem                 |
+--------------+-------+----------------------------------------------+
| 1021-5-2.3   | 4     | Appraise member-assistance programs          |
+--------------+-------+----------------------------------------------+
| 1021-5-4.2   | 6     | Evaluate and project training requirements   |
+--------------+-------+----------------------------------------------+
| 1041-6-3.5   | 6     | Write program goals and objectives           |
+--------------+-------+----------------------------------------------+
| **Chief Fire | [w    |                                              |
| Officer      | ww.cf |                                              |
| Designation  | ainet |                                              |
| Competencies | .org] |                                              |
| Addressed:** | (http |                                              |
|              | ://ww |                                              |
|              | w.cfa |                                              |
|              | inet. |                                              |
|              | org/) |                                              |
|              |       |                                              |
|              | This  |                                              |
|              | c     |                                              |
|              | ourse |                                              |
|              | pro   |                                              |
|              | vides |                                              |
|              | pa    |                                              |
|              | rtial |                                              |
|              | f     |                                              |
|              | ulfil |                                              |
|              | lment |                                              |
|              | of    |                                              |
|              | CFOD: |                                              |
|              |       |                                              |
|              | Compe |                                              |
|              | tency |                                              |
|              | #7    |                                              |
|              | Admi  |                                              |
|              | nistr |                                              |
|              | ative |                                              |
|              | Pol   |                                              |
|              | icies |                                              |
|              |       |                                              |
|              | Compe |                                              |
|              | tency |                                              |
|              | #8    |                                              |
|              | H     |                                              |
|              | iring |                                              |
|              | and   |                                              |
|              | P     |                                              |
|              | romot |                                              |
|              | ional |                                              |
|              | Prac  |                                              |
|              | tices |                                              |
|              |       |                                              |
|              | Compe |                                              |
|              | tency |                                              |
|              | #9    |                                              |
|              | Emp   |                                              |
|              | loyee |                                              |
|              | Rela  |                                              |
|              | tions |                                              |
+--------------+-------+----------------------------------------------+
| **Point of   | E     |                                              |
| Contact:**   | dward |                                              |
|              | Ka    |                                              |
|              | plan, |                                              |
|              | U     |                                              |
|              | nited |                                              |
|              | S     |                                              |
|              | tates |                                              |
|              | Fire  |                                              |
|              | Admin |                                              |
|              | istra |                                              |
|              | tion\ |                                              |
|              | (301) |                                              |
|              | 447-  |                                              |
|              | 1127, |                                              |
|              | <ed.k |                                              |
|              | aplan |                                              |
|              | @fema |                                              |
|              | .gov> |                                              |
+--------------+-------+----------------------------------------------+