SENTIALS OF FIRE FIGHTING® AND RESCUE CTURAL FIRE FIGHTING: INITIAL RESPONSE STRATEGY AND TACTICS
PUMPING AND AERIAL APPARATUS DRIVER/OPERATOR HANDBOOK
CHIEF OFFICER OCCUPATIONAL SAFETY, HEALTH, AND WELLNESS FIRE INSPECTION AND CODE ENFORCEMENT
VE FIRE INSTRUCTOR
Keep in mind that this was in the days before there were any significant digital means of content development, other than basic word processing. All of the materials needed to be finalized by the Graphics department. The curriculum included teaching outlines, tests and quizzes, student work sheets, and skill sheets all in print format. It also included overhead transparencies for projecting from an overhead projector in the classroom. Overhead projectors and 35 mm slide projectors were the only means available to project still images onto a screen at that point in time. Graphics laid out the information for each overhead transparency and then they were shipped to The Brady Company in Maryland that actually produced the final overheads. In all, the curriculum package accounted for about 2,000 pages/overheads. The package came in a box with a lid. The size of the box was similar to a box for copy machine paper. Because of the magnitude of the project and Susan was the sole developer, the package was released about two (2) years following the release of the manual. The acceptance and appreciation of the Essentials curriculum and supplemental products by the IFSTA customers made it clear to the FPP leadership that they needed to increase their availability for more of the higher selling manuals. The second curriculum that was developed by Susan was for a new edition of the IFSTA Company Officer manual. Shortly after that was completed, Susan retired from FPP. The decision was made not only to replace her, but hire two additional instructional developers and a working supervisor to assist in developing a growing number of instructional packages to support other larger selling IFSTA manuals. Susan’s successor, Dr. William (Bill) Robinson, served as the supervisor in the group of three. Other changes to the curriculum development process occurred once the three new (3) staff members set out to work. The formatting of the two (2) existing curriculums was reviewed and revised to reflect how our customers were using the current product and what changes they would like to see in future curriculums. The customers wanted to be able to modify the materials to meet their own local needs, but the current formats made it difficult, at best. The previous ways to project information into the classroom were being replaced by a new digital projection program called PowerPoint (PPT). This allowed FPP to change the curriculum materials from print to a digital format. It also allowed the customers to more easily modify the various components to meet their specific needs. Rather than providing the customer with a large box full of printed materials, they were now getting everything on a CD with editable files they could use to make the necessary modifications. These changes were major factors in the growth and popularity of IFSTA/FPP instructional materials. As time progressed, FPP developed some level of instructional materials for many of the better-selling IFSTA and FPP manuals. The level of instructional materials developed vary depending the on the historical sales levels of the manual. Improvements in technology allow us to more efficiently develop these types of materials and in the future, we will develop them for more of the manuals that we produce and sell. IT Operations and e-Products Obviously, IFSTA/FPP began its mission in the days well before the electronic capabilities that we have today. Most of the work that was done within FPP was all done by typewriters, linotype machines, hand drawn art, and paper records. This included both the product development and business functions for the organization. Early Computerization of FPP — Business Functions The computer age at FPP began in 1981 with the purchase of an IBM System/34 mainframe computer that was installed in a specially-prepared room in the Fire Building that FPP shared with Fire Service Training at the time. The room had a special electric system designed to meet the demands of the computer. The room’s walls were covered with a thick layer of sound absorbing insulation to enable staff working in the room to not have to wear hearing protection. The computer was used to manage the business functions of the
26 IFSTA /FPP: THE FIRST 90 YEARS
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