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Technical Committee on Emergency Vehicle Mechanic Technicians
Professional Qualifications
First Draft Meeting for NFPA 1071
August 28, 2013 NFPA Headquarters Room
4th Floor ‐ PB#2 1 Batterymarch Park Quincy, MA 02169 1‐617‐984‐7480
Conference Call/Adobe Connect will be available
8:00am – 5:00pm ET
Agenda
1.
Call to Order – Chair Stephen Wilde
2.
Introduction of Members and Guests 3.
Chair’s Remarks and Purpose of Meeting 4.
Review of Minutes from Previous Meeting 5.
NFPA Update ‐ Staff Liaison Tom McGowan
a.
New Standards Development Making Process b.
Correlating Committee format (Chapter 1 and Chapter 4 for Pro‐Qual Project) c.
New Process Explanation d.
Document Cycle Information
6.
First Draft NFPA 1071 ‐ Technical Committee
a.
Review of Task Group recommendations b.
Review of Public Inputs and First Revisions c.
Committee First Revisions
7. Other Business 8.
Adjourn at the Close of Business
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Technical Committee on Emergency Vehicle Technician Professional Qualifications
Pre‐First Draft Meeting for NFPA 1071
Tuesday, May 21, 2013 Conference Call/Adobe Connect
Minutes
Stephen Wilde, Chair Benjamin Brown Alan Conkle James Glatts
Steve Hodge Chris Koop Mark Mead Richard Oborny
Michael Thorn Armando Vasquez Tom McGowan, staff
Chair Stephen Wilde called the meeting to order at approximately 11:05am ET
Introduction of Members and Guests The Chair welcomed all to meeting and made remarks as to its purpose particularly to first draft SL McGowan briefed the TC on NFPA Update including the following items:
Conference Call/Adobe Connect
New Standards Development Making Process
Pre‐First and Pre‐Second Draft meetings in‐person as well as conference call/Adobe
Connect
Correlating Committee format (Chapter 1 and Chapter 4 for Pro‐Qual Project and
other chapters and text as they become available)
Travel and Budget
Pre‐First Draft NFPA 1071 (formerly ROP)
Public Input (closing date – July 8, 2013) First Revisions need for meeting on or before September 13, 2013
Other Business – how to go about offering public input as that the TC can review those before the FD meeting. Chair Wilde will make the public inputs but the TC members not not discouraged from sending their own or waiting to day of meeting. Next meeting – Will be in Boston either on August 21 or 28 based on room availability at NFPA HQ. It will be a one day meeting. The meeting adjourned at approximately 12:55pm ET.
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Public Input No. 3-NFPA 1071-2013 [ Section No. 1.1 ]
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1.1 * Scope.
1.1 Scope. This standard
shall identify and define
identifies the minimum job performance requirements (JPRs)
for
a person to be considered qualified as an
Level I emergency vehicle technician (EVT) , Level II emergency
vehicle technician(EVT) and Level III emergency vehicle technician
(EVT) .
1.1.1 Level I technicians meeting the requirements of this
standard shall be able toperform inspections as required by NFPA
1911 and maintenance duties.
1.1.2 Level II technicians meeting the requirements of this
standard shall be able toperform inspections as required by NFPA
1911, maintenance, repair, diagnoses,and performance testing duties
as required by NFPA 1911.
1.1.3 Level III technicians meeting the requirements of this
standard shall be able toperform inspections as required by NFPA
1911, maintenance, repair, diagnoses,performance testing as
required by NFPA 1911 and first level supervisor duties.
Statement of Problem and Substantiation for Public Input
change to scope to meet the new guidelines from the correlating
committee
Submitter Information Verification
Submitter Full Name:STEPHEN WILDE
Organization: EVT CERTIFICATION COMM INC
Submittal Date: Tue Jul 02 15:30:06 EDT 2013
Copyright Assignment
I, STEPHEN WILDE, hereby irrevocably grant and assign to the
National Fire Protection Association (NFPA) all
and full rights in copyright in this Public Input (including
both the Proposed Change and the Statement of
Problem and Substantiation). I understand and intend that I
acquire no rights, including rights as a joint author, in
any publication of the NFPA in w hich this Public Input in this
or another similar or derivative form is used. I
hereby w arrant that I am the author of this Public Input and
that I have full pow er and authority to enter into this
copyright assignment.
By checking this box I aff irm that I am STEPHEN WILDE, and I
agree to be legally bound by the above
Copyright Assignment and the terms and conditions contained
therein. I understand and intend that, by
checking this box, I am creating an electronic signature that w
ill, upon my submission of this form, have the
same legal force and effect as a handw ritten signature
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Public Input No. 4-NFPA 1071-2013 [ New Section after 1.2 ]
1.2 Purpose
1.2.1 This standard shall define a Level I emergency vehicle
technician (EVT), a Level IIemergency vehicle technician (EVT) and
a Level III emergency vehicle technician (EVT).
1.2.2 The intent of this standard shall be to ensure that
personnel serving as Level Iemergency vehicle technicians (EVT),
Level II emergency vehicle technicians (EVT) andLevel III emergency
vehicle technicians (EVT) are qualified.
1.2.3* This standard shall not address organization or
management responsibility.
1.2.4 It is not the intent of this standard to restrict any
jurisdiction from exceeding orcombining these minimum
requirements.
1.2.5 JPRs for each level and position are the tasks personnel
shall be able to perform inorder to carry out the job duties. (See
Annex B.)
1.2.6* An emergency vehicle technician shall remain current with
the general knowledgeand skills and JPRs addressed for each level
or position of qualification.
...
Statement of Problem and Substantiation for Public Input
change to purpose to meet the new guidelines from the
correlating committee
Submitter Information Verification
Submitter Full Name:STEPHEN WILDE
Organization: EVT CERTIFICATION COMM INC
Submittal Date: Tue Jul 02 15:32:48 EDT 2013
Copyright Assignment
I, STEPHEN WILDE, hereby irrevocably grant and assign to the
National Fire Protection Association (NFPA) all
and full rights in copyright in this Public Input (including
both the Proposed Change and the Statement of
Problem and Substantiation). I understand and intend that I
acquire no rights, including rights as a joint author, in
any publication of the NFPA in w hich this Public Input in this
or another similar or derivative form is used. I
hereby w arrant that I am the author of this Public Input and
that I have full pow er and authority to enter into this
copyright assignment.
By checking this box I aff irm that I am STEPHEN WILDE, and I
agree to be legally bound by the above
Copyright Assignment and the terms and conditions contained
therein. I understand and intend that, by
checking this box, I am creating an electronic signature that w
ill, upon my submission of this form, have the
same legal force and effect as a handw ritten signature
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Public Input No. 17-NFPA 1071-2013 [ Section No. 1.3 ]
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1.3 Application.
The application of this standard is to specify which
requirements within thedocument shall apply to a Level I emergency
vehicle technician (EVT), a Level IIemergency vehicle technician
(EVT) and a Level III emergency vehicle technician(EVT)
1.3.1
This standard shall apply to personnel who are engaged in the
inspection,diagnosis, maintenance, repair, and testing of emergency
response vehicles.
1.3.2
It is not the intent of this standard to restrict any
jurisdiction from exceeding theserequirements.
1.3.3
The job performance requirements shall be accomplished in
accordance with therequirements of the authority having
jurisdiction, NFPA 1500, Standard on FireDepartment Occupational
Safety and Health Program , and NFPA 1911, Standardfor the
Inspection, Maintenance, Testing, and Retirement of In-Service
AutomotiveFire Apparatus .
1.3.4
It shall not be required that the job performance requirements
be mastered in theorder in which they appear.
1.3.5
The authority having jurisdiction shall establish instructional
priority and thetraining program content to prepare individuals to
meet the job performancerequirements of this standard.
1.3.6
Performance of each requirement of this standard shall be
evaluated by qualifiedindividuals approved by the authority having
jurisdiction.
1.3.7
Wherever the terms rules, regulations, procedures, supplies,
apparatus , andequipment are referred to in this standard, it shall
be implied that they are those ofthe authority having
jurisdiction.
1.3.8
All inspection, diagnosis, maintenance, repair, and testing
functions describedin the job performance requirements shall be
completed according to all applicablemanufacturer specifications
and department- or agency-recognized standardoperating procedures
(SOPs).
1.3.9 * Continuing Education.
1.3.9.1
In order to obtain and maintain qualification as an EVT, persons
shall furnishdocumentation showing that they have completed 20
hours of initial or continuingeducation on an annual basis.
1.3.9.2
The subject matter of the continuing education shall be directly
related to jobperformance requirements of this standard.
jdepewHighlight
jdepewSticky NoteHighlighted text indicates proposed
changes.
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Statement of Problem and Substantiation for Public Input
changes to application to meet the new guidelines from the
correlating committee
Submitter Information Verification
Submitter Full Name:STEPHEN WILDE
Organization: EVT CERTIFICATION COMM INC
Submittal Date: Tue Jul 02 16:05:46 EDT 2013
Copyright Assignment
I, STEPHEN WILDE, hereby irrevocably grant and assign to the
National Fire Protection Association (NFPA) all
and full rights in copyright in this Public Input (including
both the Proposed Change and the Statement of
Problem and Substantiation). I understand and intend that I
acquire no rights, including rights as a joint author, in
any publication of the NFPA in w hich this Public Input in this
or another similar or derivative form is used. I
hereby w arrant that I am the author of this Public Input and
that I have full pow er and authority to enter into this
copyright assignment.
By checking this box I aff irm that I am STEPHEN WILDE, and I
agree to be legally bound by the above
Copyright Assignment and the terms and conditions contained
therein. I understand and intend that, by
checking this box, I am creating an electronic signature that w
ill, upon my submission of this form, have the
same legal force and effect as a handw ritten signature
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Public Input No. 6-NFPA 1071-2013 [ Section No. 1.3.1 ]
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1.3.1
This standard shall apply to personnel who are engaged in the
inspection,diagnosis, maintenance, repair, and testing of emergency
response vehicles
The JPRs shall be accomplished in accordance with the
requirements ofthe authority having jurisdiction (AHJ) and all
applicable NFPA standards .
Statement of Problem and Substantiation for Public Input
changes to application to meet the new guidelines from the
correlating committee
Submitter Information Verification
Submitter Full Name:STEPHEN WILDE
Organization: EVT CERTIFICATION COMM INC
Submittal Date: Tue Jul 02 15:43:12 EDT 2013
Copyright Assignment
I, STEPHEN WILDE, hereby irrevocably grant and assign to the
National Fire Protection Association (NFPA) all
and full rights in copyright in this Public Input (including
both the Proposed Change and the Statement of
Problem and Substantiation). I understand and intend that I
acquire no rights, including rights as a joint author, in
any publication of the NFPA in w hich this Public Input in this
or another similar or derivative form is used. I
hereby w arrant that I am the author of this Public Input and
that I have full pow er and authority to enter into this
copyright assignment.
By checking this box I aff irm that I am STEPHEN WILDE, and I
agree to be legally bound by the above
Copyright Assignment and the terms and conditions contained
therein. I understand and intend that, by
checking this box, I am creating an electronic signature that w
ill, upon my submission of this form, have the
same legal force and effect as a handw ritten signature
Public Input No. 7-NFPA 1071-2013 [ Section No. 1.3.2 ]
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1.3.2
It
is
shall not
the intent
be required that the JPRs be mastered in the order in which they
appear.The AHJ shall establish instructional priority and the
training programcontent to prepare personnel to meet the JPRs of
this standard
to restrict any jurisdiction from exceeding these
requirements.
. (See Annex B.)
Statement of Problem and Substantiation for Public Input
changes to application to meet the new guidelines from the
correlating committee
Submitter Information Verification
Submitter Full Name:STEPHEN WILDE
Organization: EVT CERTIFICATION COMM INC
Submittal Date: Tue Jul 02 15:45:01 EDT 2013
Copyright Assignment
I, STEPHEN WILDE, hereby irrevocably grant and assign to the
National Fire Protection Association (NFPA) all
and full rights in copyright in this Public Input (including
both the Proposed Change and the Statement of
Problem and Substantiation). I understand and intend that I
acquire no rights, including rights as a joint author, in
any publication of the NFPA in w hich this Public Input in this
or another similar or derivative form is used. I
hereby w arrant that I am the author of this Public Input and
that I have full pow er and authority to enter into this
copyright assignment.
By checking this box I aff irm that I am STEPHEN WILDE, and I
agree to be legally bound by the above
Copyright Assignment and the terms and conditions contained
therein. I understand and intend that, by
checking this box, I am creating an electronic signature that w
ill, upon my submission of this form, have the
same legal force and effect as a handw ritten signature
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Public Input No. 8-NFPA 1071-2013 [ Section No. 1.3.3 ]
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1.3.3
The job performance requirements shall be accomplished in
accordance with therequirements of the authority having
jurisdiction, NFPA 1500, Standard on FireDepartment Occupational
Safety and Health Program , and NFPA 1911, Standardfor the
Inspection, Maintenance, Testing, and Retirement of In-Service
AutomotiveFire Apparatus .
* Performance of each requirement of this standard shall be
evaluated bypersonnel approved by the AHJ.
.
Statement of Problem and Substantiation for Public Input
changes to application to meet the new guidelines from the
correlating committee
Submitter Information Verification
Submitter Full Name:STEPHEN WILDE
Organization: EVT CERTIFICATION COMM INC
Submittal Date: Tue Jul 02 15:46:15 EDT 2013
Copyright Assignment
I, STEPHEN WILDE, hereby irrevocably grant and assign to the
National Fire Protection Association (NFPA) all
and full rights in copyright in this Public Input (including
both the Proposed Change and the Statement of
Problem and Substantiation). I understand and intend that I
acquire no rights, including rights as a joint author, in
any publication of the NFPA in w hich this Public Input in this
or another similar or derivative form is used. I
hereby w arrant that I am the author of this Public Input and
that I have full pow er and authority to enter into this
copyright assignment.
By checking this box I aff irm that I am STEPHEN WILDE, and I
agree to be legally bound by the above
Copyright Assignment and the terms and conditions contained
therein. I understand and intend that, by
checking this box, I am creating an electronic signature that w
ill, upon my submission of this form, have the
same legal force and effect as a handw ritten signature
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http://submittals.nfpa.org/l%20nfc_1001_2008_ID01001000036%20/hhttp://submittals.nfpa.org/l%20nfc_1001_2008_ID01001000036%20/h
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Public Input No. 9-NFPA 1071-2013 [ Section No. 1.3.3 ]
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1.3.3
The job performance requirements shall be accomplished in
accordance with therequirements of the authority having
jurisdiction, NFPA 1500, Standard on FireDepartment Occupational
Safety and Health Program , and NFPA 1911, Standardfor the
Inspection, Maintenance, Testing, and Retirement of In-Service
AutomotiveFire Apparatus
* Performance of each requirement of this standard shall be
evaluated by personnelapproved by the AHJ .
Statement of Problem and Substantiation for Public Input
changes to application to meet the new guidelines from the
correlating committee
Submitter Information Verification
Submitter Full Name:STEPHEN WILDE
Organization: EVT CERTIFICATION COMM INC
Submittal Date: Tue Jul 02 15:48:57 EDT 2013
Copyright Assignment
I, STEPHEN WILDE, hereby irrevocably grant and assign to the
National Fire Protection Association (NFPA) all
and full rights in copyright in this Public Input (including
both the Proposed Change and the Statement of
Problem and Substantiation). I understand and intend that I
acquire no rights, including rights as a joint author, in
any publication of the NFPA in w hich this Public Input in this
or another similar or derivative form is used. I
hereby w arrant that I am the author of this Public Input and
that I have full pow er and authority to enter into this
copyright assignment.
By checking this box I aff irm that I am STEPHEN WILDE, and I
agree to be legally bound by the above
Copyright Assignment and the terms and conditions contained
therein. I understand and intend that, by
checking this box, I am creating an electronic signature that w
ill, upon my submission of this form, have the
same legal force and effect as a handw ritten signature
/TerraView/Content/1071-2011.ditamap/2/C1372794537111.xml
http://submittals.nfpa.org/l%20nfc_1001_2008_ID01001000036%20/hhttp://submittals.nfpa.org/l%20nfc_1001_2008_ID01001000036%20/h
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Public Input No. 10-NFPA 1071-2013 [ Section No. 1.3.4 ]
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1.3.4
It shall not be required that the job performance requirements
be mastered in theorder in which they appear
The JPRs for each level or position shall be completed in
accordance withrecognized practices and procedures or as defined by
law or by the AHJ .
Statement of Problem and Substantiation for Public Input
changes to application to meet the new guidelines from the
correlating committee
Submitter Information Verification
Submitter Full Name:STEPHEN WILDE
Organization: EVT CERTIFICATION COMM INC
Submittal Date: Tue Jul 02 15:50:03 EDT 2013
Copyright Assignment
I, STEPHEN WILDE, hereby irrevocably grant and assign to the
National Fire Protection Association (NFPA) all
and full rights in copyright in this Public Input (including
both the Proposed Change and the Statement of
Problem and Substantiation). I understand and intend that I
acquire no rights, including rights as a joint author, in
any publication of the NFPA in w hich this Public Input in this
or another similar or derivative form is used. I
hereby w arrant that I am the author of this Public Input and
that I have full pow er and authority to enter into this
copyright assignment.
By checking this box I aff irm that I am STEPHEN WILDE, and I
agree to be legally bound by the above
Copyright Assignment and the terms and conditions contained
therein. I understand and intend that, by
checking this box, I am creating an electronic signature that w
ill, upon my submission of this form, have the
same legal force and effect as a handw ritten signature
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Public Input No. 12-NFPA 1071-2013 [ New Section after 1.3.5
]
1.3.5
1.3.5.1 Level I EVTs shall meet the requirements of Chapter 4
prior to being qualified.
1.3.5.2 Level II EVTs shall meet the requirements of Chapters 4
and 5 prior to beingqualified.
1.3.5.3 Level II EVTs shall meet the requirements of Chapters 4,
5 and 6 prior to beingqualified.
Statement of Problem and Substantiation for Public Input
changes to application to meet the new guidelines from the
correlating committee
Submitter Information Verification
Submitter Full Name:STEPHEN WILDE
Organization: EVT CERTIFICATION COMM INC
Submittal Date: Tue Jul 02 15:52:54 EDT 2013
Copyright Assignment
I, STEPHEN WILDE, hereby irrevocably grant and assign to the
National Fire Protection Association (NFPA) all
and full rights in copyright in this Public Input (including
both the Proposed Change and the Statement of
Problem and Substantiation). I understand and intend that I
acquire no rights, including rights as a joint author, in
any publication of the NFPA in w hich this Public Input in this
or another similar or derivative form is used. I
hereby w arrant that I am the author of this Public Input and
that I have full pow er and authority to enter into this
copyright assignment.
By checking this box I aff irm that I am STEPHEN WILDE, and I
agree to be legally bound by the above
Copyright Assignment and the terms and conditions contained
therein. I understand and intend that, by
checking this box, I am creating an electronic signature that w
ill, upon my submission of this form, have the
same legal force and effect as a handw ritten signature
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Public Input No. 11-NFPA 1071-2013 [ Section No. 1.3.5 ]
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1.3.5
The authority having jurisdiction shall establish instructional
priority and the trainingprogram content to prepare individuals to
meet the job performance requirements ofthis standard
Personnel assigned the duties for each level shall meet all of
the requirementsdefined in the chapters below .
Statement of Problem and Substantiation for Public Input
changes to application to meet the new guidelines from the
correlating committee
Submitter Information Verification
Submitter Full Name:STEPHEN WILDE
Organization: EVT CERTIFICATION COMM INC
Submittal Date: Tue Jul 02 15:51:49 EDT 2013
Copyright Assignment
I, STEPHEN WILDE, hereby irrevocably grant and assign to the
National Fire Protection Association (NFPA) all
and full rights in copyright in this Public Input (including
both the Proposed Change and the Statement of
Problem and Substantiation). I understand and intend that I
acquire no rights, including rights as a joint author, in
any publication of the NFPA in w hich this Public Input in this
or another similar or derivative form is used. I
hereby w arrant that I am the author of this Public Input and
that I have full pow er and authority to enter into this
copyright assignment.
By checking this box I aff irm that I am STEPHEN WILDE, and I
agree to be legally bound by the above
Copyright Assignment and the terms and conditions contained
therein. I understand and intend that, by
checking this box, I am creating an electronic signature that w
ill, upon my submission of this form, have the
same legal force and effect as a handw ritten signature
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Public Input No. 13-NFPA 1071-2013 [ Section No. 1.3.6 ]
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1.3.6
Performance of each requirement of this standard shall be
evaluated by qualifiedindividuals approved by the authority having
jurisdiction
The AHJ shall provide personal protective clothing and the
equipmentnecessary to conduct assignments .
Statement of Problem and Substantiation for Public Input
changes to application to meet the new guidelines from the
correlating committee
Submitter Information Verification
Submitter Full Name:STEPHEN WILDE
Organization: EVT CERTIFICATION COMM INC
Submittal Date: Tue Jul 02 15:54:25 EDT 2013
Copyright Assignment
I, STEPHEN WILDE, hereby irrevocably grant and assign to the
National Fire Protection Association (NFPA) all
and full rights in copyright in this Public Input (including
both the Proposed Change and the Statement of
Problem and Substantiation). I understand and intend that I
acquire no rights, including rights as a joint author, in
any publication of the NFPA in w hich this Public Input in this
or another similar or derivative form is used. I
hereby w arrant that I am the author of this Public Input and
that I have full pow er and authority to enter into this
copyright assignment.
By checking this box I aff irm that I am STEPHEN WILDE, and I
agree to be legally bound by the above
Copyright Assignment and the terms and conditions contained
therein. I understand and intend that, by
checking this box, I am creating an electronic signature that w
ill, upon my submission of this form, have the
same legal force and effect as a handw ritten signature
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Public Input No. 14-NFPA 1071-2013 [ Section No. 1.3.7 ]
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1.3.7
Wherever the terms rules, regulations, procedures, supplies,
apparatus , andequipment are referred to in this standard, it shall
be implied that they are those ofthe authority having
jurisdiction
JPRs involving exposure to products of combustion shall be
performed inapproved PPE .
Statement of Problem and Substantiation for Public Input
changes to application to meet the new guidelines from the
correlating committee
Submitter Information Verification
Submitter Full Name:STEPHEN WILDE
Organization: EVT CERTIFICATION COMM INC
Submittal Date: Tue Jul 02 15:55:33 EDT 2013
Copyright Assignment
I, STEPHEN WILDE, hereby irrevocably grant and assign to the
National Fire Protection Association (NFPA) all
and full rights in copyright in this Public Input (including
both the Proposed Change and the Statement of
Problem and Substantiation). I understand and intend that I
acquire no rights, including rights as a joint author, in
any publication of the NFPA in w hich this Public Input in this
or another similar or derivative form is used. I
hereby w arrant that I am the author of this Public Input and
that I have full pow er and authority to enter into this
copyright assignment.
By checking this box I aff irm that I am STEPHEN WILDE, and I
agree to be legally bound by the above
Copyright Assignment and the terms and conditions contained
therein. I understand and intend that, by
checking this box, I am creating an electronic signature that w
ill, upon my submission of this form, have the
same legal force and effect as a handw ritten signature
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Public Input No. 15-NFPA 1071-2013 [ Section No. 1.3.8 ]
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1.3.8
All inspection, diagnosis, maintenance, repair, and testing
functions described inthe job performance requirements shall be
completed according to all applicablemanufacturer specifications
and department- or agency-recognized standardoperating procedures
(SOPs).
Prior to training to meet the requirements of this standard,
personnel shallmeet the following requirements:
(1) Educational requirements established by the AHJ
(2) Age requirements established by the AHJ
(3) Medical requirements established by the AHJ
(4) Job-related physical performance requirements established by
the AHJ
Statement of Problem and Substantiation for Public Input
changes to application to meet the new guidelines from the
correlating committee
Submitter Information Verification
Submitter Full Name:STEPHEN WILDE
Organization: EVT CERTIFICATION COMM INC
Submittal Date: Tue Jul 02 15:57:31 EDT 2013
Copyright Assignment
I, STEPHEN WILDE, hereby irrevocably grant and assign to the
National Fire Protection Association (NFPA) all
and full rights in copyright in this Public Input (including
both the Proposed Change and the Statement of
Problem and Substantiation). I understand and intend that I
acquire no rights, including rights as a joint author, in
any publication of the NFPA in w hich this Public Input in this
or another similar or derivative form is used. I
hereby w arrant that I am the author of this Public Input and
that I have full pow er and authority to enter into this
copyright assignment.
By checking this box I aff irm that I am STEPHEN WILDE, and I
agree to be legally bound by the above
Copyright Assignment and the terms and conditions contained
therein. I understand and intend that, by
checking this box, I am creating an electronic signature that w
ill, upon my submission of this form, have the
same legal force and effect as a handw ritten signature
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Public Input No. 20-NFPA 1071-2013 [ New Section after 1.3.9.2
]
Units
1.4 Units. In this standard, equivalent values in SI units shall
not be considered as therequirement, as these values can be
approximate. (See Table 1.4 .)
Table 1.4 U.S.-to-SI Conversions
QuantityU.S.Unit/Symbol
SIUnit/Symbol
Conversion Factor
Length inch (in.) millimeter (mm) 1 in. = 25.4 mm
foot (ft) meter (m) 1 ft = 0.305 m
Area square foot (ft2) square meter (m2) 1 ft2 = 0.0929 m2
Statement of Problem and Substantiation for Public Input
changes to application to meet the new guidelines from the
correlating committee
Submitter Information Verification
Submitter Full Name:STEPHEN WILDE
Organization: EVT CERTIFICATION COMM INC
Submittal Date: Tue Jul 02 16:13:15 EDT 2013
Copyright Assignment
I, STEPHEN WILDE, hereby irrevocably grant and assign to the
National Fire Protection Association (NFPA) all
and full rights in copyright in this Public Input (including
both the Proposed Change and the Statement of
Problem and Substantiation). I understand and intend that I
acquire no rights, including rights as a joint author, in
any publication of the NFPA in w hich this Public Input in this
or another similar or derivative form is used. I
hereby w arrant that I am the author of this Public Input and
that I have full pow er and authority to enter into this
copyright assignment.
By checking this box I aff irm that I am STEPHEN WILDE, and I
agree to be legally bound by the above
Copyright Assignment and the terms and conditions contained
therein. I understand and intend that, by
checking this box, I am creating an electronic signature that w
ill, upon my submission of this form, have the
same legal force and effect as a handw ritten signature
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Public Input No. 18-NFPA 1071-2013 [ New Section after A.1.1
]
Purpose
A.1.2 The committee believes that this document specifies the
minimum job performancerequirements for a Level I technician
meeting the requirements of this standard shall beable to perform
inspections as required by NFPA 1911 and maintenance duties.
A Level II technician meeting the requirements of this standard
shall be able to performinspections as required by NFPA 1911,
maintenance, repair, diagnoses, and performancetesting duties as
required by NFPA 1911. A Level III technician meeting the
requirements ofthis standard shall be able to perform inspections
as required by NFPA 1911,maintenance, repair, diagnoses,
performance testing as required by NFPA 1911 and firstlevel
supervisor duties. The committee recognizes that emergency services
organizationsmight have to invest considerable resources to provide
the equipment and training neededto perform safely and efficiently.
The committee does not mean to imply that organizationswith limited
resources cannot provide response services, only that the
individuals chargedwith performing responsibilities are qualified
to specific levels according to this standard.
Statement of Problem and Substantiation for Public Input
changes to purpose to meet the new guidelines from the
correlating committee
Submitter Information Verification
Submitter Full Name:STEPHEN WILDE
Organization: EVT CERTIFICATION COMM INC
Submittal Date: Tue Jul 02 16:07:36 EDT 2013
Copyright Assignment
I, STEPHEN WILDE, hereby irrevocably grant and assign to the
National Fire Protection Association (NFPA) all
and full rights in copyright in this Public Input (including
both the Proposed Change and the Statement of
Problem and Substantiation). I understand and intend that I
acquire no rights, including rights as a joint author, in
any publication of the NFPA in w hich this Public Input in this
or another similar or derivative form is used. I
hereby w arrant that I am the author of this Public Input and
that I have full pow er and authority to enter into this
copyright assignment.
By checking this box I aff irm that I am STEPHEN WILDE, and I
agree to be legally bound by the above
Copyright Assignment and the terms and conditions contained
therein. I understand and intend that, by
checking this box, I am creating an electronic signature that w
ill, upon my submission of this form, have the
same legal force and effect as a handw ritten signature
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Public Input No. 19-NFPA 1071-2013 [ New Section after A.1.1
]
Purpose
A.1.2.3 Organization or management responsibilities should be
addressed by the agencythat personnel represent. The authority
having jurisdiction should define the agencyrequirements for
progression to positions of management responsibility.
A.1.2.6 The committee recognizes the importance of formal and
continuing education andtraining programs to ensure that emergency
vehicle technicians have maintained andupdated the necessary skills
and knowledge for the level of qualification they
process.Continuing education and training programs can be developed
or administered by local,state, provincial, or federal agencies as
well as professional associations and accreditedinstitutions of
higher education. The methods of learning would include areas
oftechnology, refresher training, skills practices, and knowledge
application to standards.The subject matter should directly relate
to the requirements of this standard.
Application
A.1.3.3 It is recommended, where practical, that evaluators be
individuals who were notdirectly involved as instructors for the
requirement being evaluated.
Statement of Problem and Substantiation for Public Input
changes to purpose and application to meet the new guidelines
from the correlating committee
Submitter Information Verification
Submitter Full Name:STEPHEN WILDE
Organization: EVT CERTIFICATION COMM INC
Submittal Date: Tue Jul 02 16:10:40 EDT 2013
Copyright Assignment
I, STEPHEN WILDE, hereby irrevocably grant and assign to the
National Fire Protection Association (NFPA) all
and full rights in copyright in this Public Input (including
both the Proposed Change and the Statement of
Problem and Substantiation). I understand and intend that I
acquire no rights, including rights as a joint author, in
any publication of the NFPA in w hich this Public Input in this
or another similar or derivative form is used. I
hereby w arrant that I am the author of this Public Input and
that I have full pow er and authority to enter into this
copyright assignment.
By checking this box I aff irm that I am STEPHEN WILDE, and I
agree to be legally bound by the above
Copyright Assignment and the terms and conditions contained
therein. I understand and intend that, by
checking this box, I am creating an electronic signature that w
ill, upon my submission of this form, have the
same legal force and effect as a handw ritten signature
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Public Input No. 21-NFPA 1071-2013 [ Chapter B ]
Original Hide Markup
Annex B Annex C Qualification and Certification
This annex is not a part of the requirements of this NFPA
document but isincluded for informational purposes only.
B C .1 General.
This document does not require a person to be certified but
outlines therequirements for qualification. Means of evaluating
those qualifications includeschooling, training, practical
experience, and existing certification programs.Programs such as
Automotive Service Excellence (ASE), Emergency VehicleTechnicians
(EVT) Certification Commission, the Canadian provincial
journeymanlicense for heavy equipment, the Canadian registered
apprentice program under thesupervision of a licensed journeyman, a
technician certification program recognizedby a federal or state
agency, or equivalent programs can be utilized to help theauthority
having jurisdiction determine the requisite knowledge and skills of
acandidate.
B C .1.1
For emergency response vehicles, some of the following ASE
certifications couldapply:
(1) A-1 Automobile, Engine Repair
(2) A-2 Automobile, Automatic Transmission and Transaxle
(3) A-3 Automobile, Manual Drive Train and Axles
(4) A-4 Automobile, Suspension and Steering
(5) A-5 Automobile, Brakes
(6) A-6 Automobile, Electrical/Electronic Systems
(7) A-7 Automobile, Heating and Air Conditioning
(8) A-8 Automobile, Engine Performance
(9) T-1 Medium/Heavy Truck, Gasoline Engines
(10) T-2 Medium/Heavy Truck, Diesel Engines
(11) T-3 Medium/Heavy Truck, Drive Train
(12) T-4 Medium/Heavy Truck, Brakes
(13) T-5 Medium/Heavy Truck, Suspension and Steering
(14) T-6 Medium/Heavy Truck, Electrical/Electronic Systems
(15) T-7 Heavy-Duty Truck, Heating, Ventilation, and Air
Conditioning
(16) T-8 Heavy-Duty Truck, Preventive Maintenance Inspection
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B C .1.2
For emergency response vehicles, some of the following EVT
certifications couldapply:
(1) F-1 Apparatus Maintenance and Inspection
(2) F-2 Design and Performance Standards and Preventive
Maintenance of FireApparatus
(3) F-3 Fire Pumps and Accessories
(4) F-4 Fire Apparatus Electrical Systems
(5) F-5 Aerial Fire Apparatus
(6) F-6 Allison Automatic Transmissions
(7) F-7 Foam Systems
(8) FA-4 Advanced Electrical Systems
(9) F-8 Hydraulic Systems
(10) E-1 Design and Performance Standards and Preventive
Maintenance ofAmbulances
(11) E-2 Ambulance Electrical Systems
(12) E-3 Ambulance Heating, Air Conditioning, and
Ventilation
(13) E-4 Ambulance Cab, Chassis, and Body
(14) E-5 Ambulance Inspection and Maintenance
(15) M-1 Management Level 1 Supervisor
(16) M-2 Management Level 2 Supervisor
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B C .2 Determining Appropriate Certifications.
Table B C .2(a) can be used as a guide to distinguish the
appropriate ASEand EVT certifications available to persons
performing maintenance onemergency response vehicles of 15,000
gross vehicle weight rating (GVWR)and above.
Table B Table C .2(a) ASE and EVT by Component for 15,000 GVWR
andAbove
Component ASE EVT
Chassis T-3, T-4, T-6, T-8 F-1, F-2, F-3, F-8, E-1, E-4
Cab and body T-all F-1, F-2, E-1, E-3, E-4
Transmission T-1, T-2, T-3, T-6, T-8 F-1, F-6, E-4
Pump and tank T-8, T-6, T-3 F-1, F-3
Electrical T-6, T-7, T-8 F-1, F-4, FA-4, E-2
Aerial Testing T-3, T-5, T-6 F-1, F-5, F-8
Foam T-8, T-6, T-3 F-1, F-2, F-7
Auxiliary systems T-1, T-2, T-3, T-6 F-1, F-2, F-7, F-8
Table B C .2(b) can be used as a guide to distinguish the
appropriate ASEand EVT certifications available to persons
performing maintenance onemergency response vehicles under 15,000
GVWR.
Table B Table C .2(b) ASE and EVT by Component for 15,000 GVWR
andBelow
Component ASE EVT
Chassis A-2, A-3, A-4, A-5, A-8 F-2, E-1, E-4, E-5
Cab and body A-all, T-2 F-2, E-1, E-3, E-4, E-5
Transmission A-1, A-2, A-3, A-6, T-2 E-4, E-5
Pump and tank A-2, A-3, A-6 F-3, E-5
Electrical A-6, A-7 F-4, E-2, E-5
Foam A-2, A-3, A-6 F-2, E-5
Auxiliary systems A-1, A-2, A-3, A-6, T-2 F-2, E-5
Statement of Problem and Substantiation for Public Input
change annex b to annex C so annex B can be changed to new
correlating committee annex B explanation of JPR,s
Submitter Information Verification
Submitter Full Name:STEPHEN WILDE
Organization: EVT CERTIFICATION COMM INC
Submittal Date: Wed Jul 03 07:34:25 EDT 2013
Copyright Assignment
I, STEPHEN WILDE, hereby irrevocably grant and assign to the
National Fire Protection Association (NFPA) all
and full rights in copyright in this Public Input (including
both the Proposed Change and the Statement of
Problem and Substantiation). I understand and intend that I
acquire no rights, including rights as a joint author, in
any publication of the NFPA in w hich this Public Input in this
or another similar or derivative form is used. I
hereby w arrant that I am the author of this Public Input and
that I have full pow er and authority to enter into this
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copyright assignment.
By checking this box I aff irm that I am STEPHEN WILDE, and I
agree to be legally bound by the above
Copyright Assignment and the terms and conditions contained
therein. I understand and intend that, by
checking this box, I am creating an electronic signature that w
ill, upon my submission of this form, have the
same legal force and effect as a handw ritten signature
Public Input No. 23-NFPA 1071-2013 [ Chapter B ]
Original Hide Markup
Annex
B Qualification and Certification
B Explanation of the Professional Qualification Standards and
Conceptsof JPRs
This annex is not a part of the requirements of this NFPA
document but is includedfor informational purposes only.
B.
1 General.
This document does not require a person to be certified but
outlines therequirements for qualification. Means of evaluating
those qualifications includeschooling, training, practical
experience, and existing certification programs.Programs such as
Automotive Service Excellence (ASE), Emergency VehicleTechnicians
(EVT) Certification Commission, the Canadian provincial
journeymanlicense for heavy equipment, the Canadian registered
apprentice program under thesupervision of a licensed journeyman, a
technician certification program recognizedby a federal or state
agency, or equivalent programs can be utilized to help theauthority
having jurisdiction determine the requisite knowledge and skills of
acandidate.
B.1.1
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For emergency response vehicles, some of the following ASE
certifications couldapply:
(1) A-1 Automobile, Engine Repair
(2) A-2 Automobile, Automatic Transmission and Transaxle
(3) A-3 Automobile, Manual Drive Train and Axles
(4) A-4 Automobile, Suspension and Steering
(5) A-5 Automobile, Brakes
(6) A-6 Automobile, Electrical/Electronic Systems
(7) A-7 Automobile, Heating and Air Conditioning
(8) A-8 Automobile, Engine Performance
(9) T-1 Medium/Heavy Truck, Gasoline Engines
(10) T-2 Medium/Heavy Truck, Diesel Engines
(11) T-3 Medium/Heavy Truck, Drive Train
(12) T-4 Medium/Heavy Truck, Brakes
(13) T-5 Medium/Heavy Truck, Suspension and Steering
(14) T-6 Medium/Heavy Truck, Electrical/Electronic Systems
(15) T-7 Heavy-Duty Truck, Heating, Ventilation, and Air
Conditioning
(16) T-8 Heavy-Duty Truck, Preventive Maintenance Inspection
B.1.2
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For emergency response vehicles, some of the following EVT
certifications couldapply:
(1) F-1 Apparatus Maintenance and Inspection
(2) F-2 Design and Performance Standards and Preventive
Maintenance of FireApparatus
(3) F-3 Fire Pumps and Accessories
(4) F-4 Fire Apparatus Electrical Systems
(5) F-5 Aerial Fire Apparatus
(6) F-6 Allison Automatic Transmissions
(7) F-7 Foam Systems
(8) FA-4 Advanced Electrical Systems
(9) F-8 Hydraulic Systems
(10) E-1 Design and Performance Standards and Preventive
Maintenance ofAmbulances
(11) E-2 Ambulance Electrical Systems
(12) E-3 Ambulance Heating, Air Conditioning, and
Ventilation
(13) E-4 Ambulance Cab, Chassis, and Body
(14) E-5 Ambulance Inspection and Maintenance
(15) M-1 Management Level 1 Supervisor
(16) M-2 Management Level 2 Supervisor
B.2 Determining Appropriate Certifications.
Table B.2(a) can be used as a guide to distinguish the
appropriate ASE and EVTcertifications available to persons
performing maintenance on emergency response vehiclesof 15,000
gross vehicle weight rating (GVWR) and above.
Table B.2(a) ASE and EVT by Component for 15,000 GVWR and
Above
Component ASE EVT Chassis T-3, T-4, T-6, T-8 F-1, F-2, F-3, F-8,
E-1, E-4 Cab andbody T-all F-1, F-2, E-1, E-3, E-4 Transmission
T-1, T-2, T-3, T-6, T-8 F-1, F-6, E-4 Pumpand tank T-8, T-6, T-3
F-1, F-3 Electrical T-6, T-7, T-8 F-1, F-4, FA-4, E-2 Aerial
Testing T-3,T-5, T-6 F-1, F-5, F-8 Foam T-8, T-6, T-3 F-1, F-2, F-7
Auxiliary systems T-1, T-2, T-3, T-6 F-1, F-2, F-7, F-8
Table B.2(b) can be used as a guide to distinguish the
appropriate ASE and EVTcertifications available to persons
performing maintenance on emergency response vehiclesunder 15,000
GVWR.
Table B.2(b) ASE and EVT by Component for 15,000 GVWR and
Below
Component ASE EVT Chassis A-2, A-3, A-4, A-5, A-8 F-2, E-1, E-4,
E-5 Cab and body A-all, T-2 F-2, E-1, E-3, E-4, E-5 Transmission
A-1, A-2, A-3, A-6, T-2 E-4, E-5 Pump andtank A-2, A-3, A-6 F-3,
E-5 Electrical A-6, A-7 F-4, E-2, E-5 Foam A-2, A-3, A-6 F-2, E-5
Auxiliary systems A-1, A-2, A-3, A-6, T-2 F-2, E-5
1 Explanation of the Professional Qualifications Standards and
Concepts ofJob Performance Requirements (JPRs).
The primary benefit of establishing national professional
qualification standards is to
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provide both public and private sectors with a framework of the
job requirements forfire and emergency services. Other benefits
include enhancement of the profession,individual as well as
organizational growth and development, and standardization
ofpractices.
NFPA professional qualifications standards identify the minimum
JPRs for specificfire and emergency services positions. The
standards can be used for trainingdesign and evaluation,
certification, measuring and critiquing on-the-jobperformance,
defining hiring practices, job descriptions, and setting
organizationalpolicies, procedures, and goals.
Professional qualifications standards for a specific job are
organized by major areasof responsibility defined as duties. For
example, the fire fighter’s duties mightinclude fire department
communications, fireground operations, and preparednessand
maintenance, while the public fire and life safety educator’s
duties mightinclude education and implementation, planning and
development, and evaluation.Duties are major functional areas of
responsibility within a job.
The professional qualifications standards are written as JPRs.
JPRs describe theperformance required for a specific job. JPRs are
grouped according to the duties ofa job. The complete list of JPRs
for each duty defines what an individual must beable to do in order
to successfully perform that duty.
B.2 Breaking Down the Components of a JPR.
The JPR is the assembly of three critical components. (See Table
B.2 .) Thesecomponents are as follows:
(1) Task to be performed; partially described using an action
verb
(2) Tools, equipment, or materials that shall be provided to
complete thetask
(3) Evaluation factors and performance outcomes
Table B.2 Example of a JPR
(1) Task to be performed (1) Overhaul a fire scene,
(2) Tools, equipment, or materials(2) given approved PPE, attack
line, handtools, flashlight, and an assignment,
(3) Evaluation factors andperformance outcomes
(3) so that structural integrity is notcompromised, all hidden
fires arediscovered, fire cause evidence ispreserved, and the fire
if extinguished.
B.2.1 The Task to Be Performed. The first component is a
concise, briefstatement of what the individual is supposed to do. A
significant component withinthat phrase is the use of an action
verb. The action verb sets the expectation forwhat shall be
accomplished.
B.2.2 Tools, Equipment, or Materials That Must be Provided to
SuccessfullyComplete the Task. This component ensures that all
individuals completing the
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task are given the same tools, equipment, or materials when
being evaluated. Bylisting these items, the individual and
evaluator know what shall be provided in orderto complete the
task.
B.2.3 Evaluation Parameters and Performance Outcomes. This
componentdefines how well the individual shall perform each task —
for both the individual andthe evaluator. The JPR guides
performance toward successful completion byidentifying evaluation
factors and performance outcomes. This portion of the JPRpromotes
consistency in evaluation by reducing the variables used to
gaugeperformance.
In addition to these three components, the JPR contains
requisite knowledge andskills. Just as the term requisite suggests,
these are the necessary knowledgeand skills the individual shall
have prior to being able to perform the task. Requisiteknowledge
and skills are the foundation for task performance.
With the components and requisites combined a JPR might read
similar to theexamples that follow:
B.2.3.1 An Example Using Fire Fighter I.
Overhaul a fire scene, given approved PPE, attack line, hand
tools, flashlight, andan assignment, so that structural integrity
is not compromised, all hidden fires arediscovered, fire cause
evidence is preserved, and the fire if extinguished.
(A) Requisite Knowledge. Knowledge of types of fire attack
lines and waterapplication devices for overhaul, water application
methods for extinguishment thatlimit water damage, types of tools
and methods used to expose hidden fire, dangersassociated with
overhaul, signs of area of origin or signs of arson, and reasons
forprotection of fire scene.
(B) Requisite Skills. The ability to deploy and operate an
attack line; removeflooring, ceiling, and wall components to expose
void spaces without compromisingstructural integrity; apply water
for maximum effectiveness; expose and extinguishhidden fires in
walls, ceilings, and subfloor spaces; recognize and preserve signs
ofarea of origin and arson; and evaluate for complete
extinguishment.
B.2.3.2 An Example Using Public Fire and Life Safety Educator
II.
Prepare a written budget proposal for a specific program or
activity, given budgetaryguidelines, program needs, and delivery
expense projections, so that all guidelinesare followed and the
budget identifies all program needs.
(A) Requisite Knowledge. Knowledge of budgetary process;
governmentalaccounting procedures; federal, state, and local laws;
organizational biddingprocess; and organization purchase
requests.
(B) Requisite Skills. The ability to estimate project costs;
complete budgetforms; requisition/purchase orders; collect,
organize, and format budgetaryinformation; complete program budget
proposal; complete purchase requests.
B.3 Examples of Potential Uses for JPRs.
B.3.1 Certification. JPRs can be used to establish the
evaluation criteria forcertification at a specific job level. When
used for certification, evaluation must bebased on the successful
completion of JPRs.
The evaluator would verify the attainment of requisite knowledge
and skills prior toJPR evaluation. Verification might be
accomplished through documentation review
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or testing.
The individual would be evaluated on completing the JPRs. The
individual wouldperform the task and be evaluated based on the
evaluation factors and performanceoutcomes. This performance-based
evaluation is based on practical exercises forpsychomotor skills
and written examinations for cognitive skills.
Psychomotor skills are those physical skills that can be
demonstrated or observed.Cognitive skills cannot be observed, but
are rather evaluated on how an individualcompletes the task
(process oriented) or the task outcome (product oriented).
When evaluating performance, individuals shall be given the
tools, equipment, ormaterials listed in the JPR before they can be
evaluated.
B.3.2 Curriculum Development and Training Design and
Evaluation. Thestatements contained in this document that refer to
job performance were designedand written as JPRs. Although a
resemblance to instructional objectives might bepresent, these
statements should not be used in a teaching situation until after
theyhave been modified for instructional use.
JPRs state the behaviors required to perform specific skill on
the job, as opposed toa learning situation. These statements could
be converted into instructionalobjectives with behaviors,
conditions, and degree to be measured within theeducational
environment.
While the differences between JPRs and instructional objectives
are subtle inappearance, the purpose of each statement differs
greatly. JPRs state what isnecessary to perform the job in
practical and actual experience. Instructionalobjectives, however,
are used to identify what students must do at the end of atraining
session and are stated in behavioral terms that are measurable in
thetraining environment.
By converting JPRs into instructional objectives, instructors
will be able to clarifyperformance expectations and avoid confusion
related to using statements designedfor purposes other than
teaching. Additionally, instructors will be able to add
local,state, provincial and regional elements of performance into
the learning objectivesas intended by the developers.
Requisite skills and knowledge could be converted into enabling
objectives. Thesehelp to define the course content. The course
content would include each of therequisite knowledge and skills .
This ensures that the course content supports theterminal
objective.
B.3.2.1 Example Using Fire Fighter I and converting JPR into
InstructionalObjective.
JPR: Overhaul a fire scene, given approved PPE, attack line,
hand tools, flashlight,and an assignment, so that structural
integrity is not compromised, all hidden firesare discovered, fire
cause evidence is preserved, and the fire if extinguished.
Instructional Objective (Cognitive): The Fire Fighter I will
identify and describe fivesafety considerations associated with
structural integrity compromise duringoverhaul as part of a written
examination.
Instructional Objective (Psychomotor): The Fire Fighter I will
demonstrate thedesigned use of tools and equipment during overhaul
to locate and extinguishhidden fires without compromising
structural integrity.
The instructional objectives are just two of several
instructional objectives that would
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be written to support the terminal objective based on the
JPR.
B.3.2.2 Example Using Fire and Life Safety Educator II and
converting JPRinto Instructional Objective.
JPR: Prepare a written budget proposal for a specific program or
activity, givenbudgetary guidelines, program needs, and delivery
expense projections, so that allguidelines are followed and the
budget identifies all program needs.
Instructional Objective (Cognitive): The Fire and Life Safety
Educator II will list anddescribe the bidding process for the
purchase of a published program usingbudgetary guidelines, program
needs, and the guidelines established by localorganizational
procedures as part of a written examination.
Instructional Objective (Psychomotor): The Fire and Life Safety
Educator II will leadin the purchase of a specific fire and life
safety educational program by following thebidding process using
local organizational guidelines including budgetary
procedure,program needs and delivery expense projections to
completion.
The instructional objectives are just two of several
instructional objectives that wouldbe written to support the
terminal objective based on the JPR.
B.4 Other Uses for JPRs.
While the professional qualifications standards are principally
used to establishminimum job performance requirements for
qualification, they have been recognizedto guide the development of
training and certification programs , as well as anumber of other
potential uses. These areas might include the following:
(1) Employee Evaluation/Performance Critiquing. The
professionalqualifications standards can be used as a guide for the
supervisor and theemployee during an evaluation. The JPRs for a
specific job define tasks thatare essential to perform on the job
as well as the evaluation criteria tomeasure when tasks are
completed.
(2) Establishing Hiring Criteria. The professional
qualifications standardscan be helpful in a number of ways to
further the establishment of hiringcriteria. The authority having
jurisdiction (AHJ) could simply requirecertification to a specific
level — for example, Fire Fighter I. The JPRs couldalso be used as
the basis for pre-employment screening by establishingessential
minimal tasks and the related evaluation criteria. An added benefit
isthat individuals interested in employment can work toward the
minimal hiringcriteria at local colleges.
(3) Employee Development. The professional qualifications
standards canbe practical to the employee and the employer in
developing a plan for theindividual’s growth within the
organization. The JPRs and the associatedrequisite knowledge and
skills can be used as a guide to determine additionaltraining and
education required for the employee to master his or her job
orprofession.
(4) Succession Planning. Succession planning addresses the
efficientplacement of people into jobs in response to current needs
and anticipatedfuture needs. A career development path can be
established for targetedindividuals to prepare them for growth
within the organization. The JPRs andrequisite knowledge and skills
could then be used to develop an educationalpath to aid in the
individual’s advancement within the organization orprofession.
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(5) Establishing Organizational Policies, Procedures, and
Goals. Theprofessional qualifications standards can be functional
when incorporatingpolicies, procedures, and goals into the
organization or agency.
Statement of Problem and Substantiation for Public Input
insert new annex b Explanation of the Professional Qualification
Standards and Concepts of JPRs required by correlating committee.
move current annex b to annex C and delete current annex C
Submitter Information Verification
Submitter Full Name:STEPHEN WILDE
Organization: EVT CERTIFICATION COMM INC
Submittal Date: Wed Jul 03 07:39:51 EDT 2013
Copyright Assignment
I, STEPHEN WILDE, hereby irrevocably grant and assign to the
National Fire Protection Association (NFPA) all
and full rights in copyright in this Public Input (including
both the Proposed Change and the Statement of
Problem and Substantiation). I understand and intend that I
acquire no rights, including rights as a joint author, in
any publication of the NFPA in w hich this Public Input in this
or another similar or derivative form is used. I
hereby w arrant that I am the author of this Public Input and
that I have full pow er and authority to enter into this
copyright assignment.
By checking this box I aff irm that I am STEPHEN WILDE, and I
agree to be legally bound by the above
Copyright Assignment and the terms and conditions contained
therein. I understand and intend that, by
checking this box, I am creating an electronic signature that w
ill, upon my submission of this form, have the
same legal force and effect as a handw ritten signature
Public Input No. 22-NFPA 1071-2013 [ Chapter C ]
Original Hide Markup
Annex C Job Performance Requirements
This annex is not a part of the requirements of this NFPA
document but is includedfor informational purposes only.
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C.1 Explanation of the Standards and Concepts of Job
PerformanceRequirements (JPRs).
The primary benefit of establishing national professional
qualification standards is toprovide both public and private
sectors with a framework of the job requirements forthe fire
service. Other benefits include enhancement of the profession,
individual aswell as organizational growth and development, and
standardization of practices.
NFPA professional qualification standards identify the minimum
JPRs for specific fireservice positions. The standards can be used
for training design and evaluation;certification; measuring and
critiquing on-the-job performance; defining hiringpractices; and
setting organizational policies, procedures, and goals.
(Otherapplications are encouraged.)
Professional qualification standards for a specific job are
organized by major areasof responsibility defined as duties. For
example, the fire fighter's duties might includefire suppression,
rescue, and water supply; and the public fire educator's
dutiesmight include education, planning and development, and
administration. Duties aremajor functional areas of responsibility
within a job.
The professional qualification standards are written as JPRs.
JPRs describe theperformance required for a specific job. JPRs are
grouped according to the duties ofa job. The complete list of JPRs
for each duty defines what an individual must beable to do in order
to successfully perform that duty. Together, the duties and
theirJPRs define the job parameters; that is, the standard as a
whole is a description ofa job.
C.2 Breaking Down the Components of a JPR.
The JPR is the assembly of three critical components. (See Table
C.2 .) Thesecomponents are as follows:
(1) Task that is to be performed
(2) Tools, equipment, or materials that must be provided to
successfully complete thetask
(3) Evaluation parameters and/or performance outcomes
Table C.2 Example of a JPR
(1) Task (1) Ventilate a pitched roof (2) Tools, equipment, or
materials (2) Given an ax, apike pole, an extension ladder, and a
roof ladder (3) Evaluation parameters and performanceoutcomes (3)
So that a 4 ft × 4 ft hole is created; all ventilation barriers are
removed;ladders are properly positioned for ventilation;
ventilation holes are correctly placed; andsmoke, heat, and
combustion by-products are released from the structure
C.2.1 The Task to be Performed.
The first component is a concise statement of what the person is
supposed to do.
C.2.2 Tools, Equipment, or Materials That Must be Provided to
SuccessfullyComplete the Task.
This component ensures that all individuals completing the task
are given the sameminimal tools, equipment, or materials when being
evaluated. By listing these items,the performer and evaluator know
what must be provided in order to complete thetask.
C.2.3 Evaluation Parameters and/or Performance Outcomes.
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This component defines how well one must perform each task — for
both theperformer and the evaluator. The JPRs guide performance
toward successfulcompletion by identifying evaluation parameters
and/or performance outcomes. Thisportion of the job performance
requirements promotes consistency in evaluation byreducing the
variables used to gauge performance.
In addition to these three components, the JPRs contain
requisite knowledge andskills. Just as the term requisite suggests,
these are the necessary knowledge andskills one must have prior to
being able to perform the task. Requisite knowledgeand skills are
the foundation for task performance.
Once the components and requisites are put together, the JPRs
might read asfollows.
C.2.3.1 Example 1.
The Fire Fighter I shall ventilate a pitched roof, given an ax,
a pike pole, anextension ladder, and a roof ladder, so that a 4 ft
× 4 ft hole is created, allventilation barriers are removed,
ladders are properly positioned for ventilation, andventilation
holes are correctly placed.
(A)
Requisite Knowledge. Pitched roof construction, safety
considerations with roofventilation, the dangers associated with
improper ventilation, knowledge of ventilationtools, the effects of
ventilation on fire growth, smoke movement in structures, signsof
backdraft, and knowledge of vertical and forced ventilation.
(B)
Requisite Skills. The ability to remove roof covering; properly
initiate roof cuts; usethe pike pole to clear ventilation barriers;
use an ax properly for sounding, cutting,and stripping; position
ladders; and climb and position self on ladder.
C.2.3.2 Example 2.
The Fire Investigator shall interpret burn patterns, given
standard equipment andtools and some structural/content remains, so
that each individual pattern isevaluated with respect to the
burning characteristics of the material involved.
(A)
Requisite Knowledge. Knowledge of fire development and the
interrelationship ofheat release rate, form, and ignitibility of
materials.
(B)
Requisite Skill. The ability to interpret the effects of burning
characteristics ondifferent types of materials.
C.3 Examples of Potential Uses.
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C.3.1 Certification.
JPRs can be used to establish the evaluation criteria for
certification at a specific joblevel. When used for certification,
evaluation must be based on the successfulcompletion of JPRs.
First, the evaluator would verify the attainment of requisite
knowledge and skills priorto JPRs evaluation. Verification might be
through documentation review or testing.
Next, the candidate would be evaluated on completing the JPRs.
The candidatewould perform the task and be evaluated based on the
evaluation parameters and/orperformance outcomes. This
performance-based evaluation can be either practical(for
psychomotor skills such as “ventilate a roof”) or written (for
cognitive skills suchas “interpret burn patterns”).
Note that psychomotor skills are those physical skills that can
be demonstrated orobserved. Cognitive skills (or mental skills)
cannot be observed but are evaluated onhow one completes the task
(process-oriented) or the task outcome (product-oriented).
Using Example 1, a practical performance-based evaluation would
measure one'sability to “ventilate a pitched roof.” The candidate
passes this particular evaluation ifthe standard was met; that is,
a 4 ft × 4 ft hole was created; all ventilation barrierswere
removed; ladders were properly positioned for ventilation;
ventilation holes wereplaced correctly; and smoke, heat, and
combustion by-products were released fromthe structure.
For Example 2, when evaluating the task “interpret burn
patterns,” the candidatecould be given a written assessment in the
form of a scenario, photographs, anddrawings and then be asked to
respond to specific written questions related to theJPR's
evaluation parameters.
Remember that when a candidate is being evaluated, he or she
must be given thetools, equipment, or materials (e.g., an ax, a
pike pole, an extension ladder, and aroof ladder) listed in the
JPRs before he or she can be evaluated properly.
C.3.2 Curriculum Development/Training Design and Evaluation.
The statements contained in this document that refer to job
performance weredesigned and written as JPRs. While a resemblance
to instructional objectivesmight be present, these statements
should not be used in a teaching situation untilafter they have
been modified for instructional use.
JPRs state the behaviors required to perform specific skill(s)
on the job as opposedto a learning situation. These statements
should be converted into instructionalobjectives with behaviors,
conditions, and standards that can be measured withinthe
teaching/learning environment. A JPR that requires a fire fighter
to “ventilate apitched roof” should be converted into a measurable
instructional objective for usewhen teaching the skill. [See Figure
C.3.2(a) .]
Figure C.3.2(a) Converting JPRs into Instructional
Objectives.
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Using Example 1, a terminal instructional objective might read
as follows:
The candidate will ventilate a pitched roof, given a simulated
roof, an ax, a pike pole,an extension ladder, and a roof ladder, so
that 100 percent accuracy is attained on askills checklist. (At a
minimum, the skills checklist should include each of themeasurement
criteria from the JPR.)
Figure C.3.2(b) is a sample checklist for use in evaluating this
objective.
Figure C.3.2(b) Skills Checklist.
While the differences between job performance requirements and
instructionalobjectives are subtle in appearance, the purpose of
each statement differs greatly.JPRs state what is necessary to
perform the job in the “real world.” Instructionalobjectives,
however, are used to identify what students must do at the end of
atraining session and are stated in behavioral terms that are
measurable in thetraining environment.
By converting JPRs into instructional objectives, instructors
will be able to clarifyperformance expectations and avoid confusion
related to using statements designedfor purposes other than
teaching. Additionally, instructors will be able to
addlocal/state/regional elements of performance into the standards
as intended by thedevelopers.
Requisite skills and knowledge should be converted into enabling
objectives. These
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help to define the course content. The course content should
include each of therequisite knowledge and skills. Using Figure
C.3.2(b) , the enabling objectives arepitched roof construction,
safety considerations with roof ventilation, removal of
roofcovering, proper initiation of roof cuts, and so forth. These
enabling objectives ensurethat the course content supports the
terminal objective.
Note that it is assumed that the reader is familiar with
curriculum development ortraining design and evaluation.
C.4 Other Uses.
While the professional qualifications standards are used
principally to guide thedevelopment of training and certification
programs, there are a number of otherpotential uses for the
documents. Because the documents are written in JPR terms,they lend
themselves well to any area of the profession where a level of
performanceor expertise must be determined.
These areas might include the following:
(1) Employee Evaluation/Performance Critiquing. The JPRs can be
used as aguide by both the supervisor and the employee during an
evaluation. The JPRsfor a specific job define tasks that are
essential to perform on the job as wellas the evaluation criteria
to measure when those tasks are completed.
(2) Establishing Hiring Criteria. The professional
qualifications standards can beused in a number of ways to further
the establishment of hiring criteria. Theauthority having
jurisdiction could simply require certification at a specific
joblevel (e.g., Fire Fighter I). The JPRs could also be used as the
basis for pre-employment screening by establishing essential
minimal tasks and the relatedevaluation criteria. An added benefit
is that individuals interested inemployment can work toward the
minimal hiring criteria at local colleges.
(3) Employee Development. The professional qualifications
standards can beuseful to both the employee and the employer in
developing a plan for theindividual's growth within the
organization. The JPRs and the associatedrequisite knowledge and
skills can be used as a guide to determine additionaltraining and
education required for the employee to master the job
orprofession.
(4) Succession Planning. Succession planning or career path
planningaddresses the efficient placement of people into jobs in
response to currentneeds and anticipated future needs. A career
development path can beestablished for targeted individuals to
prepare them for growth within theorganization. The JPRs and
requisite knowledge and skills can then be usedto develop an
educational path to aid in the individual's advancement within
theorganization or profession.
(5) Establishing Organizational Policies, Procedures, and Goals.
The JPRs canbe incorporated into organizational policies,
procedures, and goals whereemployee performance is addressed.
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C.5 Bibliography.
Boyatzis, R. E. 1982. The Competent Manager: A Model for
EffectivePerformance. New York: John Wiley & Sons.
Castle, D. K. 1989. “Management Design: A Competency Approach to
CreateExemplar Performers.” Performance and Instruction
28:42–48.
Cetron, M. and T. O'Toole. 1983. Encounters with the Future: A
Forecast into the21st Century . New York: McGraw Hill.
Elkin, G. 1990. “Competency-Based Human Resource Development:
Making Senseof the Ideas.” Industrial & Commercial Training
22:20–25.
Furnham, A. 1990. “The Question of Competency.” Personnel
Management 22:37.
Gilley, J. W. and S. A. Eggland. 1989. Principles of Human
ResourceDevelopment . Reading, MA: Addison-Wesley.
Hooton, J. 1990. Job Performance = Tasks + Competency × Future
Forces .Unpublished manuscript, Vanderbilt University, Peabody
College, Nashville, TN.
McLagan, P. A. 1989. “Models for HRD Practice.” Training &
Development Journal ,Reprinted.
McLagan, P. A. and D. Suhadolnik. 1989. The Research Report .
Alexandria, VA:American Society for Training and Development.
Nadler, L. 1983. “HRD on the Spaceship Earth.” Training and
Development Journal ,October, 19–22.
Nadler, L. 1984. The Handbook of Human Resource Development .
New York:Wiley-Interscience.
Naisbitt, J. 1984. Megatrends . Chicago: Nightingale-Conant.
Spellman, B. P. 1987. “Future Competencies of the Educational
Public RelationsSpecialist” (Doctoral dissertation, University of
Houston). Dissertation AbstractsInternational 49:02A.
Springer, J. 1980. “Job Performance Standards and Measures.” A
series of researchpresentations and discussions for the ASTD Second
Annual Invitational ResearchSeminar, Savannah, GA (November 5–8,
1979). Madison, WI: American Society forTraining and
Development.
Tracey, W. R. 1984. Designing Training and Development Systems .
New York:AMACOM.
Statement of Problem and Substantiation for Public Input
remove annex C and replace with new annex B template required by
the correlating committee
Submitter Information Verification
Submitter Full Name:STEPHEN WILDE
Organization: EVT CERTIFICATION COMM INC
Submittal Date: Wed Jul 03 07:37:44 EDT 2013
Copyright Assignment
I, STEPHEN WILDE, hereby irrevocably grant and assign to the
National Fire Protection Association (NFPA) all
and full rights in copyright in this Public Input (including
both the Proposed Change and the Statement of
Problem and Substantiation). I understand and intend that I
acquire no rights, including rights as a joint author, in
Current AgendaROC Minutes-October 2009PreFirst Draft Minutes -
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