**L-180 and L-280 Guiding Principles**

*Background:*

Per direction from NWCG's Training Working Team, the Leadership
Committee is responsible to keep the Leadership Curriculum current and
revise as needed. The L-180 course was developed in 2000 and L-280
course was developed in 2003. The Leadership Committee has identified
specific topics to be revised and is not looking for a full scale
re-write of these courses.

*Process:*

-   Hire a contractor to manage the revision of L-180 and L-280 with
    SMEs selected by the Leadership Committee.

-   Audio-visual support will be provided by the NIFC Instructional
    Media Unit.

-   The Leadership Committee will provide intent and sideboards at an
    initial planning meeting.

**[L-180 Specific Revision Topics]{.underline}**

-   Replace current AAR material with updated information.

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-   Consider using the *AARs for the Fire Service* PowerPoint
    presentation developed by the NWCG Leadership Committee and the
    NAFRI Lessons Learned Center.

-   When L-180 was developed AAR utilization was not wide spread in the
    fire service and other after shift critiques were still used.
    Currently L-180 covers AARs as a debriefing tool, goes over the four
    basic questions, S.O.P.'s and ties back to Communication Since that
    time use has grown and facilitation techniques, historical
    information, training references and material have all improved.

-   The current material does not cover the theory and history behind
    the AAR. This is the first time that a new firefighter will be
    exposed to AARs and the perfect opportunity to indoctrinate them. By
    presenting the theory and history along with the break down of the
    four questions, these students will have a greater understanding of
    the benefits associated with After Action Reviews.

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-   Replace the overhead transparencies with a PowerPoint presentation.

-   Make sure we are using the correct sequence of the Standard Fire
    Orders.

-   Consider a title change to "Human Factors in the Wildland Fire
    Service"

-   Consider placing a facilitated discussion regarding diversity in the
    last unit (Contact Bill Miller for more information).

**[L-280 Specific Revision Topics]{.underline}**

-   Replace current AAR material with updated information (Unit 7A).

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-   Replace Perfect Storm video scenario with new AAR facilitation
    information such as Mark Smith's discussion from the *Conducting
    Effective AARs* video.

-   The current Unit 7A presents a video scenario and the components of
    an AAR. The video is almost 30 minutes long and takes up most of the
    allocated time and leaves minimal opportunity for discussion. Due to
    the video length, the current product covers only a fraction of the
    information regarding how to conduct an AAR. The AAR process is
    explained but no theory, history, intent or facilitation techniques
    are covered.

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-   Incorporate the *Leading in the Wildland Fire Service* (PMS 494-2)
    doctrine publication (all Units):

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-   Use *Leading in the Wildland Fire Service* as some type of reading
    assignment---course reference or post-course reading.

-   Make sure the definition of 'leadership environment' in L-280
    (pg 29) is the same as the *Leading in the Wildland Fire Service*
    doctrine. Double check the other concepts and definitions so we are
    consistent in the courses and the doctrine publication.

-   Link course concepts to PMS 494-2. For example:

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-   Link *Bias for Action* section (page 27 of PMS 494-2) to the Bias
    for Action ladder graphic in Unit 3

-   Link *Knowing Ourselves and Seeking Improvement* (page 59, PMS
    494-2) to the Unit 2 Leadership Toolbox Exercise---*Know Yourself*

-   Link *Born versus Made* (page 60 of PMS 494-2) to Unit 1---*Are
    Leaders Born or Made*

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-   Reference the leadership section of the IRPG (pages V to XI in the
    January 2006 IRPG) at the appropriate point in the course.

-   Update graphics (all Units)

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-   Add the *Bias for Action ladder* graphic (Unit 3, page 22)

-   Validate other graphics as appropriate

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-   Use a more relevant ethical dilemma - replace the Desert Storm video
    scenario (Unit 6).

-   Improve the Self-Development Plan section (Unit 2):

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-   Link to information on fireleadership.gov website.

-   Consider having students read Paul Gleason's *Leaders We Would Like
    to Meet* on the leadership website.

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-   Clarify field exercise instructions for day two (FLAC).

    -   Consider a new leadership assessment evaluation form for the
        Field Leadership Assessment Course (Contact Jim Cook or Larry
        Sutton for new version template from USMC OCS).

-   Review for potential copyright infringement concerning Situational
    Leadership® (Contact Pam McDonald for more information) (Unit 4).

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-   Research the copyright parameters to ensure that we are not
    violating.

-   Consider using "adaptive leadership" if new term is necessary

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-   Review course and unit objectives in relation to new competencies
    and behaviors (contact Tim Blake for more information) (all Units).

-   Consider options for pre-course work to familiarize students with
    fireleadership.gov

-   Consider adding instructor tips to fireleadership.gov

-   Consider opportunities to introduce the TDGS concept instead of all
    video-based exercises. Some exposure to experiential-based learning
    would be beneficial:

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-   Introduce students to TDGS as a learning tool.

-   Introduce students to the TDGS Library in the Leadership Toolbox on
    the leadership website.

-   Provide a TDGS-delivered option for present video scenarios.