1

Instructional Plan Phase Final

Ben Iverson
CUR/516
12/21/15
Shirley Burnett

Course Name: Wildland Fire Field Trainer

Field Trainers are responsible for implementing the Wildland Fire Field Training Program
where trainees practice competencies, behaviors, and tasks on actual wildland fire incidents under
the guidance and supervision of the Field Trainer. The Field Training Program facilitates skill
development and practical application of concepts the student learned in formal training courses.
This paper presents Phase 1 of the Instructional Plan for a new course that introduces the next
generation of Position Task Book that Field Trainers use during field training opportunities.
Phase I
TheWildlandFireFieldTrainingProgramisanintegralpartoftheeducationofasafe,
productive,andcompetentwildlandfirefighter.TheFieldTrainerimplementsthisprogramand
theirexpertiseinfacilitatingskilldevelopmentiscriticaltothesuccessoftheirtrainees.Inthis
coursethestudentwilllearn:
howtofacilitatethetraineesexperienceutilizingthenewPositionTaskBook.
howtheutilizethenewPositionTaskBookasatoolforstructuringfieldtrainingaswell
asevaluatingtraineeperformance.
essentialskillsandmethodsforfieldinstruction,coachingandmentoring.
Target Audience and Learner Analysis
ThiscourseisforanyonewishingtoserveasaFieldTrainerforapositioninwhichthey
holdqualifications.

Advanced

Competent

Proficient

Expert

3
Beginner
Yearsof
Experience

48Years

812Years

1215Years

1520Years

General
Characteristics

2226yearsof
age.Many
havesettled
intocultural
subgroups
withinthe
community
(engines,
crews,
helicopters).
Thisisa
tactical
position.

2630yearsof
age.Thisisoften
thefirstposition
wherefirefighters
work
independently
insteadofan
organized
crew.Thisisa
tacticaland
logistical
position.

3033yearsof
age.Thispositionis
thefirstdirect
participationinlarge
scaleincident
managementaspart
ofaformalcommand
team.Thisposition
blendstactics,
logistics,andstrategy.

3340yearsof
age.Leadership,
managementand
communicationskills
replacemoredirect
tacticalfirefighting
expertise.Thisisa
strategicandpolitical
position.

Firefighter2,
Firefighter1,
StagingArea
Manager

AnySingle
ResourceBoss
Qualificationand
Incident
CommanderType
4

StrikeTeamLeader,
TaskForceLeader

DivisionSupervisor,
OperationsSection
ChiefType2,
OperationsSection
ChiefType1,
OperationsBranch
Director

Largely
kinesthetic
learners.
Studentsvalue
complex
simulationbased
courses.Students
preferfirstperson
coursedelivery
overonline
learning.

Lecturebased
coursesare
considerednormal
howevercomplex
simulationbased
learningcoupled
withchallenging
problemsolving
exercisesarewell
received.
Redundancyin
learningobjectivesis
notappreciated.
Mostofthis
populationhas
experiencedlittle
otherthanlecture
basedlearning
formats.These
studentsexpecttodo
largeamountsofpre
work.Mosthaveno
experiencewith
formalonline
learning.

Lecturebased
coursesare
considerednormal
howevercomplex
simulationbased
learningcoupled
withchallenging
problemsolving
exercisesarewell
received.
Redundancyin
learningobjectivesis
notappreciated.
Mostofthis
populationhas
experiencedlittle
otherthanlecture
basedlearning
formats.These
studentsexpecttodo
largeamountsofpre
work.Mosthaveno
experiencewith
formalonline
learning.

MayServeas
FieldTraining
Officerforas
Qualified

LearningStyles

Largely
kinesthetic
learners.
Studentvalue
coursesthat
involve
simulations
andactive
participation.
Online
learningis
acceptedbut
notpreferred.

4
Delivery Method and Length of Course
This is an online course with a downloadable Advance Organizer. The National Wildfire
Coordinating Group Learning Content Management System will house the course and students
will access it through this system. This course will include a series of videos approximately 15
minutes in length presenting concepts guiding them through the advance organizer. The online
course will last 2 hours and consist of a series of probing questions designed to develop an
understanding of the Field Training Program and how to implement it. Students will complete a
series of learning scenarios to demonstrate their understanding of the objectives. The student will
use the Advance Organizer as a field guide reference for use during the implantation of a field
training opportunity.
Course Goals
The goals of this course include:
1. Introduce the next generation of Position Task Book and build proficiency in its use.
2. Improve the field training experience for trainees and trainers.
3. Provide the organization with a detailed, consistent, and realistic evaluation of trainee
performance.

5
Phase II
Course Goals and Objectives
Goal: Introduce the next generation of Position Task Book and build proficiency in its
use.
Objective: By the end of this course, the Field Trainer will list the 4 components of the
new Position Task Book and describe how each is used to facilitate a Field Training
Experience.
This goal and objective encourages critical thinking by examining in detail what the new
Position Task book contains and a discussion of why each component was added or changed from
the previous Position Task Book system that the students are familiar with. As the first objective
it recognizes that this is the students first exposure to the new Position Task Book and in order to
move to further objectives an in depth understanding of what the new task book contains, how it
has changed, and why the changes were made is required. This critical thinking objective sets up
the project based learning objectives that follow. This objective is based on the Remember and
Understand elements of Blooms Taxonomy.
To begin this learning activity it is important to create a climate of respect where the
experience as field trainers who have utilized the previous task book system for several years is
acknowledged. Based on this prior knowledge the student will be asked to review a sample next
generation Position Task Book and highlight the changes they find. Based on what they learned in
the accompanying video they will then be asked to consider how each change will affect the field
training experience leading to the next objective.
Goal: Improve the Field Training Experience for trainees and Field Trainers.
Objective: Given 5 trainee learning scenarios, the Field Trainer will determine the
trainees competency level and explain the rational of their selection.
Objective: Given 5 trainee learning scenarios, the Field Trainer will determine if
instruction or coaching is appropriate and explain the rationale for their selection.

6
These goals and objectives utilize a project based learning strategy where the student
analyses and applies the concepts learned within the framework of the new Position Task Book.
The first video component of this chapter will introduce the Dreyfus and Dreyfus (2004) model of
Skill Acquisition and explain how it is utilized to facilitate the field training experience. The next
video will compare and contrast instructional strategies appropriate for novices and advanced
beginners with coaching methods appropriate for more advanced trainees. Students will then put
what theyve learned into practice utilizing five learning scenarios.
Goal: Provide the organization with a detailed, consistent, and realistic evaluation of
trainee performance.
Objective: By the end of this course, the Field Trainer will be able to complete a trainee
evaluation utilizing the new Position Task Book evaluation process.
This goal and objective utilizes a project based learning strategy where the student
completes the new trainee performance evaluation that is a critical element of the new position
task book. The student will view a video explaining the process then using the scenarios
presented earlier in the course they will evaluate the performance of their assigned trainee.
Instructional Strategies and Activities
The course is designed to first encourage critical thinking about a complete restructuring
of a known process. To accomplish this, the course utilizes the following strategies from
Wlodkowski and Ginsberg (2010). To begin the course it is important to acknowledge what the
student already knows and to help the student understand their role in implementing the new
process. Scaffold learning is utilized to help the student understand what has changed, why it was
changed, and how to implement the changes. This builds a positive attitude toward learning about
the new process. Problem based learning scenarios are designed to create real world situations
that will be both familiar yet challenging to the student. This helps the student to engage and to

7
build a deep understanding of the new material by practicing what theyve learned in a realistic
simulation. Authentic performance scenarios will mimic real life situations and when the student
later performs the role of Field Trainer they will be able to recall the simulations to help them
make decisions.
Instructional activities will be structured around a downloadable advance organizer that
will evolve to become the student workbook, and finally a field reference guide to be used as they
apply what theyve learned later. This advance organizer will look like an example of the new
position task book and will include text boxes containing instruction and explanation at critical
points. The student will also be presented with a series of realistic scenarios that detail a field
training situation as well as details about the trainee assigned to them. Each scenario builds upon
the last to illustrate each piece of the updated field training system. There will be four formative
simulations and one summative scenario that will also serve as the course final. These scenarios,
coupled with the advance organizer, provide the student with the means to practice each objective
in a simulated real world situation.
Instructional Technologies
This course will be delivered online and will utilize a format similar to how this course is
designed. An interactive syllabus will guide the student from objective to objective by mapping
the students learning progression. Utilizing the course goals to define chapters the student will
watch a video that introduces concepts and asks questions for the student to consider. The
student advance organizer will also be delivered in an interactive electronic format where by
clicking on the different sections they will learn more about the reasons behind the change as well
as how to complete the new sections.
Phase III
Course Length

8
Thiscoursebuildsupontheexpertisealreadyestablishedinthecommunityoffield
trainers.Newcontentislimitedtopresentingthenewpositiontaskbookformat,evaluation
process,theDreyfusModelofSkillAcquisition(DreyfusandDreyfus,2004),andthe
developmentaltechniquesassociatedwithit.Thelengthofthiscoursewillbeselfpaced
howeveritisdesignedtobecompletedinapproximatelytwohoursbyanaveragestudent.The
newpositiontaskbookwillundergofieldtestingduringthe2016fireseason.Theformative
assessmentsofthatprocesswillinformthefinalcontentofthiscourse.Testcourseswillstartin
Octoberof2016withanticipatedcertificationandreleasetothecommunityinthespringof
2017.
Implementation Team
Several distinct groups will be involved in the implementation of this plan. I will serve as
the project leader and coordinate the design and implementation. Subject matter experts have
been solicited from an interagency community and include a range from novice to expert field
trainers. National Wildfire Coordinating Group (NWCG) writer/editors, web designers, and
audio/visual specialists will be engaged to develop specific course content. All content, including
instructional videos, the electronic advance organizer, and the course delivery platform will be
developed in house. The NWCG distance learning group will be engaged to place the course
within the existing Learning Content Management System (LCMS).
Test courses will be conducted using practitioners from the field. An interagency group
comprised of novice and experienced field trainers will be engaged to test the content and
delivery.

9
Overall project oversite will be undertaken by the NWCG Training and Development
leadership team. Regular project updates to the Operations and Training Committee will be
conducted. Final project approval rests with the NWCG Executive Board.
Resources and Materials
This course requires the development of several learning tools and products including a
syllabus, video for the online course, the advance organizer/student workbook, and the structure
of the course itself within the exiting NWCG LCMS.
As the new position task book undergoes field testing and formative assessment the
information gathered will inform the content of the course and be the basis for the student
syllabus. The syllabus will be interactive, student driven, and be organized based on learning
objectives. Several student exercises will be developed for each based on the different learning
styles identified in the learner analysis.
Storyboards will then be developed to organize the video content of this course. Subject
matter experts will be utilized to present the content. Video will be shot and edited using NWCG
staff. I anticipate 1-2 videos per instructional objective.
The interactive electronic advance organizer will be developed based on the new position
task book. The organizer will include links to videos discussing the changes to the system as well
as instruction how to complete the new elements of the task book. While the advance organizer
will initially be an electronic format it must become a printable document at the conclusion of the
course to be utilized as a quick reference guide to be used during actual field training exercises at
a later time.
The last element to be developed is the actual delivery structure of the course. This will
be created within the existing LCMS utilizing the Drupel platform already in use at NWCG.
Implementation Plan

10
This project represents a significant change in how field training is conducted. Effective
communication is required at multiple levels including to the field firefighters, Training Officers
and to management.
At full implantation an introductory video will be developed and distributed as part of
annual refresher training. This video will discuss how the intent of the new position task book,
relate the reasons behind the changes, and inform the viewer how to take this course to learn
more. Since nearly every level of firefighter beyond entry level serves as a field trainer at some
point nearly every viewer of this introductory video will need to take the full Field Training
Officer course.
Unit Training Officers lead the training and development programs at the local level. They
serve on the Qualifications and Certification committees. Incident Training Specialists manage the
overall implantation of the field training experiences on large wildland fires. Geographic Training
Representatives (GATR) form a training advocacy group that bridges the field and NWCG. These
three groups will be critical change agents in the implementation of the new task book system. A
series of informational and educational workshops will be delivered at regional training officer
meetings, GATR meetings, and Incident Management Team meetings to gain the buy in from this
critical group of people. It is through this group that the what, how, and why of the new system
will be communicated and truly understood by the field.
Finally a dedicated communication plan to agency management is critical. This begins
with the NWCG Executive Board but also extends to agency leadership in Washington, regional
leadership, and individual unit leadership teams. The focus of this communication will not be on
process but on deliverables. Specifically useful and defensible assessment of individual
competence, reduced unnecessary redundancy, and increased speed to competency.
Formative Assessments

11
Formative assessments will be conducted throughout the design process. The first of
which will take place on February 5th, 2016. These assessments will begin with a focus group
format and be attended by early adopters within the interagency community. These subject matter
experts will be solicited based on their commitment to field training and their vision for the future.
This group includes experienced field trainers, progressive training officers, and field leadership at
the chief officer level. The heads of the Pacific Southwest Region Engine Captains Group and the
Interagency Hotshot Group will also attend.
As we move forward the formative assessments will be conducted using random samples
of the community of practice. Students will be solicited from the various specialty areas within
the wildland fire community at the federal, state, and local level. A final series of formative
assessments will take place as this course is tested via the NWCG distance learning platform.
Phase IV
Evaluation Criteria
My organization is in the process of implementing a formal evaluation process that utilizes
Kirkpatrick's Levels of Evaluation (Brown & Green, 2011, chapter 10). It makes sense that I
utilize this structure for my instructional plan.
Online courses are relatively new to the wildland fire community, and the majority of
students indicate that they do not prefer this form of learning. The majority of student experience
in online learning is with the agencies mandatory online training programs. This method model
delivers information and tests retention with a multiple choice test to document the student's
receipt of information. Students do not perceive this as a learning exercise but rather a
documentation exercise. This course is intended to challenge this paradigm and change the
students attitudes toward online learning.

12
The course objectives are used to formulate evaluation criteria. Each objective is written
to be attainable and measurable. Any student response that is outside of acceptable ranges as
indicated by the objectives will redirect the student to the applicable course content for review.
After reviewing the material, the student will have another opportunity to demonstrate their
knowledge.
Objective 1 Criteria List and describe the four components of the position task book.
100% accuracy required.
Objective 2 Criteria Determine trainees competency level and explain the rationale for
their selection. Trainee competency level determined with +/- 1 level acceptable variation.
The rationale must support their answer.
Objective 3 Criteria Determine strategy, instruction or coaching, based on competency
level. The strategy must be appropriate to the competency level of the student.
Objective 4 Criteria Complete a trainee evaluation form. Completion of all elements of
the evaluation form is required.
Completion of each objective to the acceptable standard indicates successful completion of the
course.
Evaluation Method

13

Kirkpatricks Levels of Evaluation

Kirkpatricks Level 1 will be evaluated using a post-course survey to assess student
satisfaction. This data is currently collected and I will use the established system to evaluate this
course as well.
I intend to assess level 2 through the use of 5 scenarios that the student will work though.
The first four will focus on the individual parts of the new position task book by presenting a
training situation, and the student will work through them. The final scenario will serve as the
final exam where all four elements are incorporated, and the student works through the process
from start to finish. Their ability to do so coupled with answers they provide to targeted
questions at critical points in the exercise will assess their overall learning of the new material.
My profession has a unique opportunity to assess level 3. Implementation of this course
will take place in the spring with all field trainers required to take the course before serving as a
field trainer. During the field season, they will begin using the new task book. Each large incident
has an Incident Training Specialist assigned to it. These individuals work with field trainers and
trainees as they engage in the field training experience. When the trainers or trainees have

14
questions or challenges, their primary source to resolve them is the Incident Training Specialist.
These specialists will collect data and reporting back to NWCG. Problems encountered and
questions asked will be documented.
Level 4 is assessed by an examining an employee's "speed to competency." In-depth data
exists about the current system and measures how long it takes for an employee to complete a
position task book. We will continue to collect this data and by comparing the two, we will be
able to show if we have increased "speed to competency".
Evaluation Feedback Loop
Different feedback loops will be established based on the type and timing of evaluations.
Formative evaluations will inform design adjustments before moving forward to the next
formative evaluation exercise. These evaluations focus on how successful the content and
instructional method is in facilitating learning. Summative assessments will be conducted post
course and incorporated based on the course revision timeline. For the first year, the course will
remain responsive to these assessments however after that time the course will be well vetted and
transition to a 4-5 year course revision schedule. Learner assessments conducted post course will
also be incorporated into aggressive revisions in the first year of delivery.

15

Conclusion
The next generation of Position Task Book represents a significant evolution in how wildland
firefighters experience field training. To facilitate the implementation of this evolution, it is
incumbent upon the organization to provide the education and development necessary for those
expected to carry it out to be successful. This course is an integral part of this development.

16
References
Brown, A., & Green, T. (2011). The essentials of instructional design: connecting fundamental
principles with process and practice (2nd ed.). Retrieved from the University of Phoenix
eBook Collection database.
Dreyfus, H. L., & Dreyfus, S. E. (2004, June). The Ethical Implications of the Five-Stage SkillAcquisition Model. Bulletin of Science, Technology & Society, 24(3), 251-264.
Kirkpatric, J. D., & Kirkpatric, W. K. (2015, September). Updating the four levels for the new
world. ATD Learning and Development Blog.
Retrieved from https://www.td.org/Publications/Blogs/L-and-D-Blog/2015/09/Updatingthe-Four-Levels-for-the-New-World?mktcops=c.learning-anddevelopment&mktcois=c.eval-learning-impact%7ec.measuring-and-evaluating
%7ec.managing-learning-

programs&mkttag=c.

Wlodkowski, R. J., & Ginsberg, M. B. (2010). Teaching intensive and accelerated courses.
Instruction that motivates learning. Retrieved from University of Phoenix eBook
Collection Database.