CITY OF CHICAGO FIRE DEPARTMENT BATTALION CHIEF PROMOTIONAL PROCESS STUDY GUIDE FOR THE WRITTEN EXAMINATION AND ORAL INTERVIEW

Transcription

1 CITY OF CHICAGO FIRE DEPARTMENT BATTALION CHIEF PROMOTIONAL PROCESS STUDY GUIDE FOR THE WRITTEN EXAMINATION AND ORAL INTERVIEW 2012

2 TABLE OF CONTENTS INTRODUCTION... 1 OVERVIEW OF THE BATTALION CHIEF WRITTEN EXAMINATION... 3 Written Examination Format... 3 Booklet A: Section 1 and Section Booklet B: Section 3 and Section INSTRUCTIONS FOR THE WRITTEN EXAMINATION... 6 Written Examination Instructions... 6 Booklet A: Section1 and Section Points to Remember... 7 Booklet B: Section 3 and Section Points to Remember... 8 PRACTICE MATERIALS FOR THE WRITTEN EXAMINATION... 9 Multiple-Choice Questions... 9 Look-up Multiple-Choice Questions... 9 Practice ERG Questions... 9 Answers to Look-up Practice Questions Short Answer Questions PREPARATION STRATEGIES FOR THE WRITTEN EXAMINATION Preparing to Study for the Test Learning Styles Study Approaches Collecting Materials Scheduling How to Read Effectively When Studying Reading Styles Preview the Material Read Actively Developing Practice Test Items Preparing for Testing Before the Test At the Start of the Test During the Test i-

3 Strategies for Responding to Multiple-Choice Questions Strategies for Responding to Short Answer Questions OVERVIEW OF THE BATTALION CHIEF ORAL INTERVIEW Oral Interview Format Operations Training Supervision/Administration Summary INSTRUCTIONS AND EXAMPLE MATERIALS FOR THE ORAL INTERVIEW Operations Training Supervision/Administration PREPARATION STRATEGIES FOR THE ORAL INTERVIEW Interviewing Tips Preparing for the Oral Interview Practice Individually Practice with a Study Group SCORING INFORMATION APPENDIX A APPENDIX B APPENDIX C APPENDIX D APPENDIX E RECOMMENDED READING LIST BATTALION CHIEF CRITICAL JOB TASKS BATTALION CHIEF IMPORTANT KNOWLEDGE AREAS, SKILLS, ABILITIES, AND OTHER CHARACTERISTICS 2005 BATTALION CHIEF EXAMINATION AND ANSWER KEYS EXAMPLE MATERIALS FOR THE ORAL INTERVIEW -ii-

4 INTRODUCTION This Study Guide is designed to assist you in preparing for the Written Examination and Oral Interview components of the Chicago Fire Department Battalion Chief Promotional Process. The goal of the Battalion Chief Promotional Process is to select individuals who are highly qualified to perform the duties and responsibilities of Battalion Chief in the Chicago Fire Department. Given the number of candidates participating, there is significant competition. The Written Examination and Oral Interview are opportunities to demonstrate your capabilities, specifically your knowledge of Department orders, directives, and other resources, as well as your ability to apply this information to job-related situations. The Study Guide provides general suggestions and tips for helping you study for the Battalion Chief Promotional Process as well as specific information about the test format, materials, and instructions that you will be asked to follow during the Written Examination and Oral Interview administration. Additionally, the Study Guide contains information about the types of questions that will be included in the various promotional process components. It is to your advantage to review these instructions and information about the types of items, so that you are familiar with them before the day of the Written Examination and the subsequent Oral Interview. A list of reference materials (i.e., Recommended Reading List) used in preparing the Written Examination and the Oral Interview also is included. All test materials, questions, and scoring criteria were developed based on discussion and review of these materials with subject matter experts and senior command personnel in the Chicago Fire Department. In addition to the information about the promotional test components and related study tips, this Guide provides the following appendices containing important information about the Battalion Chief job and components of the Promotional Process. Appendix A contains the Recommended Reading List of important reference materials that may be included in components of the Battalion Chief Promotional Process. Appendix B contains a list of critical job tasks for the Battalion Chief job. Appendix C contains a list of knowledge areas, skills, abilities, and other characteristics that are important for performing the Battalion Chief job. Appendix D contains a copy of the 2005 Battalion Chief Written Examination, the Answer Key to the multiple-choice items, and the Answer Key to the short answer items from that exam. Appendix E contains example materials similar to those that you will be given for the three components of the Oral Interview. 1

5 Appendices A through C were developed based on extensive analysis of the Battalion Chief job in the Chicago Fire Department. Activities included analysis of data collected from current Battalion Chiefs and subsequent review with Department subject matter experts and senior command personnel. For test preparation purposes, you should refer to the Recommended Reading List in Appendix A for the reference materials with which you are expected to be familiar for the Battalion Chief Written Examination and Oral Interview. In addition, you should be familiar with the types of items that will be included in the Written Examination and the Oral Interview. Information about the specific types of items that will be included in each component is provided in the following sections of this Study Guide. It is to your advantage to have studied the materials on the Recommended Reading List, have a working knowledge of these materials, and be able to apply the knowledge that is associated with these materials to realistic situations that Battalion Chiefs encounter on the job. The Recommended Reading List includes identification of specific references for which you will need to recall information from memory to answer multiple-choice questions on the Written Examination. However, the 2008 Emergency Response Guide (ERG) has been identified as Look-up reference information. A copy of the ERG will be provided to each candidate at the test administration site, and answers to items which require using information from this source may be looked-up in the ERG during testing. The City wants each candidate for Battalion Chief to have an equal opportunity to demonstrate his or her maximum capabilities. We encourage you to use the materials in this Study Guide to help you prepare for the Written Exam and Oral Interview; we believe that you will find this information useful in helping you to do your best. Candidates who put more effort into studying are more likely to be successful on these components of the Battalion Chief Promotional Process. 2

6 OVERVIEW OF THE BATTALION CHIEF WRITTEN EXAMINATION WRITTEN EXAMINATION FORMAT The Written Examination component of the Battalion Chief Promotional Process presents questions relating to knowledge that is required in situations that are encountered by Battalion Chiefs on the job. You will be asked to apply your knowledge using the information provided during the test to respond to multiple-choice questions and to complete short answer questions. The Written Examination presumes that you are knowledgeable about Department orders, directives, training bulletins, contractual requirements, and so forth, but does not require experience in having performed the Battalion Chief job. The multiple-choice questions are presented in several sections, each of which is intended to reflect a day in the life of a Battalion Chief in a fictional Chicago Fire Department Battalion. You, the candidate, are put in the role of the Battalion Chief who must respond to the various events and issues that arise during the work day. Therefore, some of the test questions may be related to the same incident or event, and the information may build from one question to the next. Other questions may address stand-alone issues. You should respond to each question by applying your knowledge to the situation and context presented. Additionally, there will be an exercise that requires you to determine manpower needs for the next work day. You will be asked multiple-choice questions regarding completion of your manpower projections. Finally, some multiple-choice questions will be based on information found in the 2008 Emergency Response Guide (ERG). On the day of the Written Exam, a copy of the ERG will be provided for each candidate to use in looking up the answers to these test questions. You will be given an answer sheet on which to record your responses to all of the multiple-choice questions. There will be a total of 103 multiple-choice questions. Responses to the multiple-choice questions will account for approximately 84% of the overall Written Examination score. The short answer questions will ask candidates to list a specified number of brief responses to each question asked. A separate answer sheet will be used to write your answers to the short answer questions. There will be a total of 8 short answer questions. Responses to the short-answer questions will account for approximately 16% of the overall Written Examination score. The Written Examination will be administered in two separate booklets, with each booklet containing two sections. Booklet A will include Section 1 and Section 2 (all multiple-choice), and Booklet B will include Section 3 (multiple-choice) and Section 4 (short answer). You will have a total of 4 hours to complete all sections of the Written Examination. Details about each booklet and section are provided below. 3

7 BOOKLET A: SECTION 1 AND SECTION 2 In Section 1 and Section 2, you will be placed in the role of a newly promoted Battalion Chief assigned as a Relief Battalion Chief. Each section will cover a different tour of duty, and related test questions emerge from the activities that occur during the course of the work day. The work days presented in Sections 1 and 2 occur in fictional Chicago Fire Department Battalions at different times of the year and days of the week, with different companies, officers, and firefighters. As the Battalion Chief, you will carry out supervisory and administrative duties, respond to incidents, witness or conduct training, answer questions from various members, and so forth. The questions presented in Sections 1 and 2 will be multiple-choice questions that assess your ability to recall knowledge from memory and apply it to the situations presented to answer the related questions. You will record your answers to the multiple-choice questions in Sections 1 and 2 on an answer sheet designed for computerized scanning and scoring. Note: In order to fully assess the knowledge areas required for performing CFD Battalion Chief duties, the fictional tours of duty presented in the Written Examination will simulate more activities/situations than would typically occur during a normal work day. However, all test scenarios and questions reflect realistic situations that, as a Battalion Chief, you may encounter during performance of your duties and responsibilities. BOOKLET B: SECTION 3 AND SECTION 4 In Section 3, you will be placed again in the role of a newly promoted Battalion Chief assigned as a Relief Battalion Chief in a different fictional Battalion at a different time of year. All of the multiple-choice questions in Section 3 will focus on manpower projections and incidents requiring use of information found in the Emergency Response Guide (ERG). A copy of the 2008 ERG will be provided to each candidate for use during the test. You will be able to look up information to answer the multiple-choice questions related to the ERG. For the questions related to the manpower exercise, you will be provided with a separate manpower worksheet for your fictional Battalion and related stipulations. As the Battalion Chief, you will respond to multiple-choice questions about the manpower projections based on the information provided. The responses to the multiple-choice questions for Section 3 will be recorded on the same answer sheet used for Sections 1 and 2. Section 4 will include short answer questions that ask you to list a specified number of brief responses to each question. You will be provided with a separate answers (multiple pages) on which to write out your answers to Section 4. It will be important that you write your answers to each question clearly and neatly, so that they can be read accurately for scoring purposes. 4

8 You should use the 2005 Battalion Chief Written Examination and related answer keys (provided in Appendix D) as practice in answering the types of questions that will be included in: the multiple-choice questions in Booklet A: Section 1 and Section 2; the questions related to the manpower exercise included in Booklet B: Section 3; and the short answer items included in Booklet B: Section 4. Practice items for the ERG look-up items included in Booklet B: Section 3 of the Written Examination are provided in the following Practice Materials section (Pages 9-11) of this Study Guide. 5

9 INSTRUCTIONS FOR THE WRITTEN EXAMINATION This section of the Study Guide provides general instructions that you will be asked to follow during the Written Examination administration, including information about the test materials, the timing of the sections, and completion of the answer sheets. Additional information related to administration practices may be provided by the proctor on the day of testing. WRITTEN EXAMINATION INSTRUCTIONS The Written Examination of the Battalion Chief Promotional Process focuses on your ability to use information that is required on the job as a Battalion Chief. The Written Examination will be administered in two parts. First you will be given Booklet A and the associated answer sheet for recording your responses to the multiple-choice questions. When you are instructed to begin, you will be given 1½ hours to work on Sections 1 and 2, which are contained in Booklet A. After 1½ hours are up, the proctor will distribute Booklet B and the remainder of the test materials. Booklet B contains Sections 3 and 4. After you complete the instructions for Booklet B, you will be given an additional 2½ hours to complete all sections of the Written Examination. Total test time is 4 hours. Note: The Booklets will be distributed at different times to help candidates manage the total test time. At the time that Booklet B is distributed, you will be allowed to keep Booklet A. You may continue working on that part of the test if you have not yet completed Sections 1 and 2, or you may choose to go on to Sections 3 and 4 and return to Booklet A later, if necessary. You may go back and check your work in any section of the Written Examination at any time until the total time limit is up at a maximum of 4 hours. BOOKLET A: SECTION1 AND SECTION 2 Booklet A contains Sections 1 and 2 of the Written Examination. Section 1 contains 44 questions numbered 1 through 44. Section 2 includes an additional 44 questions numbered 45 through 88. Note that this answer sheet includes space to respond to all of the multiplechoice items included in Sections 1, 2 and 3. Section 3 is contained in Booklet B, which will be distributed later in the test session. Each multiple-choice test question in these sections has four response options, labeled A, B, C, and D. You are to select the correct answer to each question. You will then mark your answers to the test questions on the separate answer sheet. On the answer sheet, there are numbered rows of answer spaces corresponding to the numbers of the items in each multiplechoice section of the test. For each question, you will find the row of answer spaces with the 6

10 same number as the question in the test booklet and fill in the space that is labeled with the same letter as the answer you choose. The multiple-choice answer sheet is a two-ply carbonless form. The top and bottom copies of the form are identical. You will be able to take the bottom copy with you when you leave the testing session, so that you have a record of your test responses. When you mark your answers to the test questions on the top copy of the answer sheet, your marks will be transferred onto the bottom copy. Please note that if you decide to change an answer that you have marked already, you must erase the top copy cleanly and fill in the answer space for your new answer. However, the bottom copy will not erase. You will need to lift up the top copy and cross out your old answer on the bottom copy. POINTS TO REMEMBER For multiple-choice items: Mark only one answer for each question. Check often to be sure that the number next to the row of answer spaces you are marking on your answer sheet matches the number of the question in your test booklet. Make sure that you fill in the answer space completely to indicate your answer. Thoroughly erase any answers you want to change or any marks you make by mistake on the top copy of the answer sheet. You also will need to cross out any answers that you change on the bottom copy of the answer sheet If you have extra time available, review the questions and your answers. Make sure that: (a) you have answered all the questions, and (b) you have marked your answers appropriately on the separate answer sheet. Plan your time. You may find it helpful to answer the easy questions first, then go back and consider the questions you skipped at greater length. Your score will be based on the total number of questions answered correctly. It is to your advantage to answer every question, even if you need to guess. You will have 1½ hours to complete Sections 1 and 2 or to answer as many questions of the 88 questions as you can in that time. After Booklet B materials and instructions are presented, you will have an additional 2 ½ hours to complete all sections of the Written Examination, including any parts of Booklet A that you might need to finish. BOOKLET B: SECTION 3 AND SECTION 4 Booklet B contains Sections 3 and 4 of the Written Examination. Section 3 contains 15 multiple-choice questions numbered 89 through 103. Section 4 includes 8 short answer 7

11 questions numbered 1 through 8. In addition to Booklet B, you also have been provided with a separate Manpower Sheet and a copy of the Emergency Response Guide (ERG). You will use these materials to respond to the questions in Section 3. You should use the Manpower Sheet to make your projections in order to answer the related questions. You should use the ERG to look up information to answer the questions related to various emergency response incidents. Note that you will continue to use the same answer sheet as used for Sections 1 and 2 to respond to the multiple-choice items included in Section 3. The short answer questions in Section 4 ask you to list a specified number of brief responses to each question. The answer sheets for the short answer test questions contained in Section 4 will require using multiple pages. Each page is a two-ply carbonless form. Write your response to each short answer question on the appropriate answer sheet. The space for each question number will be clearly marked, along with the correct number of responses required for each question. Be sure you write your answer to each question on the appropriate answer sheet in the space with the same Question Number as the number in your test booklet. The top and bottom copies of each answer sheet form are identical. As with the multiplechoice answer sheet, you will be able to take the bottom copies with you when you leave the testing session, so that you have a record of your short answer test responses. Please note that if you decide to change an answer that you have written already, you must erase the top copy cleanly (or cross it out completely) and re-write your new answer legibly. However, the bottom copy will not erase. If you erase on the top copy, you will need to lift up the top copy and make your changes there as well. It is important that you write your answers to each question clearly and neatly, so that they can be read accurately for scoring purposes. POINTS TO REMEMBER For short answer items: Read the questions carefully! Be sure you understand what you are being asked. Provide the number of responses indicated by the question. Include items in your response that cover the various elements of a complete answer as contained in the relevant reference material about the subject. List items that are different and not all variations of the same answer. Use the bullet points on the answer sheet to make a list. Do not write a paragraph or essay. Make sure that your answers are clearly and neatly written Make sure that: (a) you have answered all the questions, (b) you have listed your answers in the appropriate spaces provided, and (c) your answers are responsive to the questions that are asked. 8

12 PRACTICE MATERIALS FOR THE WRITTEN EXAMINATION MULTIPLE-CHOICE QUESTIONS A copy of the 2005 Battalion Chief Written Examination, is provided in Appendix D, including the Answer Key to the multiple-choice questions. Using the 2005 Exam to practice answering the multiple-choice items may be useful in preparing yourself to answer these types of items that require you to select the correct answer based on your knowledge of related information contained in Department orders, directives, training materials, contract, and other job references. Additionally, the 2005 Exam included a manpower exercise which asked candidates to estimate manpower needs based on information provided. A manpower exercise also will be included in the Written Examination for the 2012 Battalion Chief Promotional Process. It will be similar in format, but includes different stipulations, dates, background information, and related issues. You may use the exercise provided in the materials in Appendix D for practice. It also may be beneficial for you to discuss issues related to manpower projections with experienced CFD members. LOOK-UP MULTIPLE-CHOICE QUESTIONS The following pages include look-up practice questions related to use of the Emergency Response Guide (ERG), which will be included in Booklet B: Section 3 of the Written Examination. This type of item was not included in the previous written examination. You should familiarize yourself with the 2008 ERG and how to look-up information necessary to respond to various emergency situations. PRACTICE ERG QUESTIONS Three look-up type multiple-choice practice questions have been included on the following page to familiarize you with the question format and use of the ERG to look up the answers to the questions. Mark your answers on the practice answer sheet by filling in the answer space corresponding to the answer you choose for each question. Then, compare your answers to those provided for each question on Page 11. 9

13 Practice Answer Sheet 1. A B C D 2. A B C D 3. A B C D 1. As the Battalion Chief, you are dispatched to a rail car leaking an unknown substance. Upon arrival, you encounter a low-pressure tank container leaking product. The markings on the tank are 39/2227. What should be your immediate precautionary measure for isolation? A. 50 meters (150 feet) in all directions B. 100 meters (300 feet) downwind C. 300 meters (1000 feet) in all directions D. 800 meters (½ mile) downwind 2. As the Battalion Chief, you have been dispatched to a chemical fire. In which of the following sections of the Emergency Response Guide are the guidelines for special precautions involving this type of incident? A. Section 1 Yellow-bordered pages B. Section 2 Blue-bordered pages C. Section 3 Orange-bordered pages D. Section 4 Green-bordered pages 3. You are the Battalion Chief on the scene of an accident involving an auto and a tanker truck. The incident has been elevated to a Level I Haz-Mat due to the truck leaking product. You begin researching the product using the Emergency Response Guide and notice the letters n.o.s. following the entry. What does the n.o.s. designation indicate? A. The product may be harmful or injurious to health or physical wellbeing if inhaled B. The product does not have any potential health effects in its normal state C. The product will not readily mix with water in its normal state D. The product is a generic chemical whose actual name is not listed in the regulations 10

14 ANSWERS TO LOOK-UP PRACTICE QUESTIONS You should have marked the practice answer sheet for the look-up type multiple-choice practice questions as indicated below. Practice Answer Sheet 1. A B C D 2. A B C D 3. A B C D Practice Question 1 The answer to Practice Question 1 is A. 50 meters (150 feet) in all directions." This answer can be found in the ERG 2008, Page 206. Practice Question 2 The answer to Practice Question 2 is C. Section 3 Orange-bordered pages. This answer can be found in ERG 2008, Page 3. Practice Question 3 The answer to Practice Question 3 is D. The product is a generic chemical whose actual name is not listed in the regulations. This answer can be found in ERG 2008, Page 361. SHORT ANSWER QUESTIONS In addition to the multiple-choice items, the 2005 Battalion Chief Written Examination also included short answer items. A copy of the short answer questions and the Answer Key are included in Appendix D of this Study Guide. The same short answer item format will be included in the 2012 Written Examination. You should review the information in Appendix D to familiarize yourself with the format of this type of question and how the responses were scored. 11

15 PREPARATION STRATEGIES FOR THE WRITTEN EXAMINATION This section of the Study Guide provides general information about studying approaches and reading techniques. Also provided are suggestions for ways to help you prepare for the Battalion Chief Promotional Process. PREPARING TO STUDY FOR THE TEST LEARNING STYLES People have different learning styles. For example, visual learners understand things best when they create physical or mental pictures that enable them to see the material they are trying to learn. Auditory learners understand things best when they read aloud information or talk through solutions, enabling them to hear the material they are trying to learn. Tactile kinesthetic learners understand things best when they write out notes or recopy information, which enables them to touch the material they are trying to learn. Depending on your learning style, some study methods may be more effective for you than others. Most people learn best using a combination of some or all of the following techniques. Highlight important points to remember. Emphasize key phrases or ideas that will easily trigger your recall of the information. Use flashcards to memorize and quiz yourself on factual information or definitions. Draw pictures, diagrams, or flow charts of abstract ideas or problems. Visualize the document containing the information and its placement on the page when trying to remember specific facts. Read aloud information that you are trying to remember. Repeat important points several times. Dictate important concepts into a recorder and play the recording back to yourself. As you listen, stop the recording to expand orally on these concepts with new ideas or information. Take notes and outline reference materials as you read. Recopy your notes and outlines and fill in additional or missing information. Jot down ideas for solutions to problems as they occur to you. Refer to your notes to expand on these ideas, and write out your complete thoughts. Write out potential test questions in the formats that will be used in the exam. Then write out your answers. Go back to the study materials to verify that your answers are correct and complete. Ask yourself practice questions about the material and rehearse your answers out loud. 12

16 No matter what your learning style, using a multi-sensory approach as much as possible, including seeing (read), hearing (repeat orally), touching (write out), and doing (practice quizzes), will help reinforce your memory of the material. STUDY APPROACHES There are also different approaches that you may take for studying your materials. Some individuals prefer to study by themselves, while others accomplish more by studying in groups. The following table outlines some of the advantages and disadvantages of various approaches that you may want to consider. Study Approach Individual One-on-One with Another Person Study Group Advantages Work at your own pace and schedule May have better focus/concentration without other people around you Lets you focus on strengthening personal weaknesses Other person may be able to answer questions that you cannot You can verbally quiz each other Share the responsibility of gathering study materials and taking notes Fewer problems of coordinating schedules than with a larger study group Scheduled meetings help motivate you to study Hold each other responsible for studying More people for you to learn from Group members can quiz one another More people to share the responsibility of gathering study materials, organizing, and taking notes Scheduled meetings help motivate you to study Ground members hold each other responsible for studying Disadvantages No opportunity to ask others questions Must gather and organize study materials on your own Need to be very self-disciplined and selfmotivated Limited to one other person s knowledge Need to coordinate schedules Partner might learn/study at a different pace and slow you down or speed ahead without you You may be tempted to talk about other things and put off studying Slower learners may slow down the group Faster learners may speed ahead without you The temptation to talk about other things can take away from study time More difficult to coordinate schedules of others Greater chance of conflict in bigger groups You may find that a combination of approaches works best. Even if you join a study group or work with a study partner, you will probably need to spend some time reading, taking notes, or reviewing materials on your own. Once you have identified the approach or combination of approaches that is right for you, you should arrange your study schedule accordingly so that you can make the most effective use of your time. 13

17 COLLECTING MATERIALS It is important that you obtain all materials that are on the Recommended Reading List (included in Appendix A of this Study Guide) for the Battalion Chief Promotional Process. Refer to the Recommended Reading List, which includes important reference materials that were used to develop the Written Examination. If you are working with a study group, you may want to arrange a system for sharing responsibility for copying materials. It is to your advantage to be as familiar as possible with all of the reading materials listed in Appendix A, so that you can recall information easily. It is also to your advantage to be familiar with the 2008 Emergency Response Guide (ERG), so that you can look-up information easily and quickly to answer specific questions that require you to locate information in this reference. The sooner you begin to study, the more time you will have to absorb the necessary information. Feel free to ask knowledgeable members of the Department to answer any questions you may have about the materials. SCHEDULING A key to test preparation is setting a study schedule that is suitable for you. Consider the following guidelines when planning your study schedule. Begin your test preparations early. Doing so will allow you time to resolve any concerns that may come up and allow you to catch up if you fall behind. Ask appropriate people to clarify any questions you have about the materials or the test. Given the amount of material to be learned before the test, schedule your test preparation realistically. It may help to make a list of all the activities you must complete before the test and prioritize them, allotting more time to those topics that are most important or that you find difficult to learn. Allow sufficient time to accomplish each study activity, decide when each activity best fits into your routine, then try to stick to your schedule from day to day. Keep in mind that if you are studying with a group, you will need to coordinate schedules with all group members to allow everyone to participate. Plan your schedule so that you study challenging and important topics when you can devote the most time and energy to them. For example, some people find that they accomplish more by studying in the morning, while others prefer to study at the end of the day. Consider the timing of your study schedule and daily routine to determine what works best for you. 14

18 HOW TO READ EFFECTIVELY WHEN STUDYING READING STYLES Because you read for different reasons, your method of reading should be different depending on the context. For example, you might skim the newspaper quickly to pick out the important or interesting features. You might proofread every word of a memo you wrote to look for typos, without really concentrating on the message. Or you might read a contract you are about to sign slowly and intently to be sure you understand its meaning. In this same way, certain methods of reading promote learning and memorizing information. The following tips can help you to read effectively when studying for a test. PREVIEW THE MATERIAL Before actually reading, look over the entire document (including the Table of Contents if one is available) to see what it is about and how it is organized. Read introductory and summary sections first. Having an overview of the general topics in mind and a sense of how they are related or presented will help you understand the details of the information as you read. This preview also will give you a good idea of how long it will take to read the document. READ ACTIVELY Read when you feel alert. Set realistic goals of how much material you will read in one session. You will not retain as much information if you try to read too much at once. Take a short break if you find you are not concentrating, and come back to your reading with refocused energy. Divide the material into logical and manageable sections. Before reading each section of your study materials, flip through the section and look at the headings to preview what the section is about. Read the first sentence and ask yourself what that section is trying to convey. Then read the entire section with the goal of discovering this information. Mark the material as you read. Marking may include underlining or highlighting the text and making notes in the margins or on a separate piece of paper. Underlining or highlighting should be used to emphasize key points. When reviewing, you can easily use these points to recall information. Notes should be used to (a) indicate where particular details are discussed, (b) summarize information, (c) outline a passage, or (d) write comments to yourself. 15

19 Think like the job you are testing for. As you read, try to apply the information you are studying to the types of situations encountered by individuals in the Battalion Chief job. Think about how the information applies to the types of decisions and actions that are common for Battalion Chiefs. Ask yourself questions about the material. Instead of just trying to memorize information, question yourself about it as you read, asking Why, How, What if, etc. For example, when reading about a procedure that is followed in a particular situation, try asking yourself, Why is that procedure used in that situation? What would happen if the procedure were not used? What other situations require the same procedure? This technique will help you to understand the information from a variety of perspectives and to recognize when it applies to different circumstances. Work within your attention span. If you find yourself daydreaming, worrying, or thinking about other things, take a short break and come back ready to study again. Read difficult materials or do difficult study tasks first. Reward yourself with the easier reading or tasks later in the study session. Vary tasks within lengthy study sessions. For example, read new material, then work on outlines or notes, then develop practice items, then review previously studied materials, and so forth. DEVELOPING PRACTICE TEST ITEMS Whether you are studying on your own or working with a study group, developing and using practice test items about the orders, directives, training bulletins, or other references you are studying can be an effective way of learning the material. You (and your study partner or other group members) can develop the practice test items while you are reading the sources on the Recommended Reading List (refer to Appendix A). Then, use the practice items later to test yourself (and each other) on your understanding of the materials you studied. For this technique to be most useful, the following are some tips for developing good practice test items: As you are reading the study materials, mark the sections that seem most relevant for practice test items. Think about the typical situations and duties that Battalion Chiefs are involved in (refer to Appendix B) and the knowledge areas covered by the Written Examination (refer to Appendix C). When developing multiple-choice practice items, use the format shown for the practice items included in this Study Guide. Each practice item should have a stem, which provides information about the situation and presents the question. Each item also should have four answer choices, including the correct response and three incorrect alternatives. 16

20 Try to write items in a variety of ways. Some items may ask questions about the information (e.g., procedures, actions, notifications, etc.) as directly stated in Department references. Others may ask you to apply that knowledge in a particular context or situation. An effective way to write items for learning purposes is to ask about the information you are testing in the form of an on-the-job scenario. By setting up a realistic situation that Battalion Chiefs encounter on the job and applying your knowledge to the situation, you are testing how well you actually understand the information presented in the study materials. Reading and understanding the materials at a deeper level will generally help you to perform better on the test (and on the job) than simply memorizing the words. PREPARING FOR TESTING BEFORE THE TEST Eat well and get a good night s sleep before the test. If you are tired or hungry, your concentration will be affected and so will your test performance. Have all of the materials you need to bring with you to the testing session ready to go (i.e., Notice to Report, photo identification, two pencils, optional highlighters). Make sure you know the exact location and time of the test. Allow yourself plenty of time to arrive, park, use the restroom, find your seat, and compose yourself. Go into the test with a positive attitude, determined to do your best. Focus on your abilities, rather than worry about what you might not know. Try not to discuss the test with other people once you arrive. Generally, such discussions only serve to increase everyone s anxiety. AT THE START OF THE TEST Listen carefully to all of the test administrator s instructions and follow them step-bystep. If you are working ahead of the instructions, you may miss important information. Follow ALL instructions given by the test administrator or proctor, including instructions about handing out and collecting materials, breaks, restroom procedures, etc. Failure to do so may disqualify you from the promotional process. You will be asked to preview each section of the test as part of the instructions. This preview is intended to allow you an opportunity to notice missing or duplicate pages is such problems occur. Notify the proctor if you find anything wrong with your test materials at this time. Ask questions at the appropriate times if you are unsure about any directions or procedures. 17

21 DURING THE TEST It is to your advantage to answer every question in each section of the test, even if you have to guess. The two Booklets of the Written Examination will be distributed at separate times. After Booklet B is distributed 1½ hours into the testing session, you will be allowed to keep Booklet A and work on questions in any section of the Written Examination until time is called after 2½ more hours (total test time is 4 hours). This procedure will assist you in managing and monitoring your time. Do not spend excessive amounts of time thinking about any one question. If you must, skip a question and come back to it at the end. Work as quickly and accurately as you can, but do not become discouraged if you do not complete Sections 1 and 2 before Booklet B is distributed. You may go back to check your work in all sections if you have time left at the end. Make sure that you mark your answers to the questions in the correct spaces when using the separate answer sheet. Be especially careful if you skip any questions to mark your next answer on the proper line. Make sure that you write your answers to the short answer questions on the correct answer sheet pages. Write clearly, so that the scorers will be able to read your responses accurately. Pay attention to your own work, not to what is going on around you. If you are wondering how other people are doing or how far they have gotten, you are wasting valuable time. STRATEGIES FOR RESPONDING TO MULTIPLE-CHOICE QUESTIONS Sections 1, 2, and 3 of the Written Examination include multiple-choice questions. Each item presents a question with several response alternatives. Keep the following tips in mind when you are taking the multiple-choice portions of the Written Examination: Never choose an alternative based on the frequency or pattern of your previous responses. Just because a particular letter has not been used in a while, does not mean that it is due to come up. Do not assume that the correct answers follow any sequence or pattern, or that they are used in equal numbers. Be sure to read every alternative. Even if one of the first responses is the alternative you expected to be correct, one of the others may be better or more specifically correct. Eliminate alternatives you know are wrong. This will help you to focus on the remaining alternatives. If two or more alternatives seem correct, compare them to determine what makes them different. Evaluate these differences in relation to the question. 18

22 Watch for words like not, but, and except. These words indicate that you should look for the alternative that (a) makes the completed statement false, (b) is the exception to the rule, or (c) incorrectly answers the question. Also watch for words like always, never, and only. These words indicate that you should look for the alternative that is accurate 100 percent of the time, without exception. If you are not sure about any of the alternatives, use logical reasoning to rule out as many alternatives as you can. Then, choose between the remaining alternatives. Guess if you must. If you cannot rule out any alternatives, first reactions often tend to be correct. Change your answer only if information remembered later or a strong hunch indicates that your first guess is wrong. If you do change your answer, be sure to erase your initial answer completely. Try to answer as many questions as you can during the time limit. Do not spend too much time on any one question. If you do not know the answer, then guess. There is no penalty for guessing in any of the sections of the test. STRATEGIES FOR RESPONDING TO SHORT ANSWER QUESTIONS Section 4 of the Written Examination includes short answer questions. This type of item will ask you to list a specified number of brief responses to each question asked. Keep the following tips in mind when you are responding to the short answer questions: In responding to short answer questions, be precise in how you are responding. If the question asks you to list things out, do not write a paragraph or an essay. Pay attention to the number of responses requested in each question and use the bullet points provided on the answer sheet to list your responses. The responses to the short answer questions also are based on the materials in the Recommended Reading List (refer to Appendix A). In some cases, the reference material where the information to answer the question is found contains more response options than are requested in the short answer question. Try to list responses that reflect different elements of the correct information, as opposed to listing multiple responses that are basically different ways of saying the same thing. Write your response as clearly, neatly, and accurately as possible. Although spelling and grammatical errors will not directly count against you, they may make your answer harder to understand. Answers that cannot be read or understood cannot be given credit. 19

23 OVERVIEW OF THE BATTALION CHIEF ORAL INTERVIEW ORAL INTERVIEW FORMAT The Oral Interview will focus on three broad areas related to the responsibilities of the Battalion Chief: (a) Operations, (b) Training, and (c) Supervision/Administration. You will participate in three exercises during the Oral Interview that address each of these three components, as described below. OPERATIONS During the Operations portion of the Oral Interview, you will assume the role of a Battalion Chief who is dispatched to a reported fire incident. You will be the first unit to arrive on the scene. The assessors will provide you three documents that provide information about the incident, which will include: 1. Background Information 2. Neighborhood Map 3. Picture of Scene You will have 2 minutes to review the materials before you begin your response to the situation. After 2 minutes, the lead assessor will prompt you to begin your verbal response as you report on the scene by asking you, as the Battalion Chief, to explain your priorities, your strategy, and your safety considerations in responding to the situation. You will have 15 minutes to present and explain your actions and overall response to the situation. If you finish before 15 minutes are up and wish to move forward in the Oral Interview, indicate to the assessors that you are finished. OPERATIONS SCENARIO SCHEDULE Assessors provide you documents to review You review documents and prepare your response to the situation Assessors ask you to explain your priorities, your strategy, and your safety considerations in responding to the situation You present your response to the situation 2 minutes 15 minutes 20

24 TRAINING For the Training component of the Oral Interview, you will present a Battalion School on firefighting strategy and tactics in one of the five types of building construction commonly found in the City of Chicago. The five types of building construction are: 1. Frame 2. Ordinary 3. Heavy Timber (Mill) 4. Non-Combustible 5. Fire Resistive During the Oral Interview, you will be assigned only one of these five types. The selection of the topic will be determined by the Operations scenario you were administered. For example, if your Operations scenario was an incident involving a building of frame construction, you will present your Training on issues (that you choose) related to firefighting strategies and tactics in buildings of frame construction. After you receive your topic, the assessors will step out of the interview room and allow you 5 minutes to prepare your Training presentation. When the assessors return to the room, you will begin your presentation and will have up to 15 minutes to make your presentation. If you finish before 15 minutes are up and wish to move forward in the Oral Interview, indicate to the assessors that you are finished. TRAINING PRESENTATION SCHEDULE Assessors provide you topic for training You prepare for your training presentation You present your training to the assessors 5 minutes 15 minutes SUPERVISION/ADMINISTRATION The Supervision/Administration component of the Oral Interview will focus on handling a personnel issue as the Battalion Chief. The lead assessor will provide you a copy of a written scenario, which will be read aloud to you as you read along. You will be allowed 1 minute to think about your response. Then the assessors ask how you, responding as the Battalion Chief, would handle the situation. At that point, you will have 2 minutes to tell the assessors how you would respond. Once you have completed your response, the assessors will build on the initial situation by providing you with additional information. There will be two development scenarios related to the situation, and after each piece of new information is presented, you again will be given 1 minute to think about how you will respond and 2 minutes to talk about 21

25 how you would handle to the situation based on the new information provided. You will have a total of 9 minutes to think about and discuss your handling of the personnel issue, which includes the initial situation and two development scenarios. If you finish your response to any portion of the Supervision/Administration exercise before the 2 minutes are up and wish to move forward to the next development scenario, indicate to the assessors that you are ready. SUPERVISION/ADMINISTRATION SCENARIO SCHEDULE Initial Situation read by assessors You prepare for your response You present your response Development Scenario 1 read by assessors You prepare for your response You present your response Development Scenario 2 read by assessors You prepare for your response You present your response 1 minute 2 minutes 1 minute 2 minutes 1 minute 2 minutes SUMMARY The assessors will not allow any candidate to exceed the time limits for any Oral Interview component. However, if you determine that you have completed your response and wish to proceed in the process before the allotted time is complete, you may indicate to the assessors that you are finished and ready to move forward to the next component or activity in the Oral Interview. Alternatively, if you finish your response and wish to wait out the remaining time for the exercise, that is fine too. The following is a summary of the order of the exercises and the response times allowed for each component of the Oral Interview: Operations: You will have a total of 17 minutes for the Operations component 2 minutes to assess the situation, and up to 15 minutes to verbally respond about your priorities in the situation, your strategy, and safety considerations. Training: You will have a total of 20 minutes for the Training component 5 minutes to prepare your presentation, and up to 15 minutes to present a Battalion School on firefighting strategies and tactics in one of the five types of building construction commonly found in the City of Chicago. The topic will be determined by your assigned Operations scenario. Supervision/Administration: You will have a total of 9 minutes for the Supervision/Administration component 1 minute to think about your response, and 2 minutes to verbally respond to the initial situation regarding a personnel issue; followed by an additional 1 minute of thinking time and 2 minutes of verbal response time for each of two development scenarios that include additional information about the personnel issue. 22

26 INSTRUCTIONS AND EXAMPLE MATERIALS FOR THE ORAL INTERVIEW OPERATIONS Your response to an Operations scenario will be the first component of the Oral Interview. You will be presented with three pieces of information about an incident which will include: 1. Background Information 2. Neighborhood Map 3. Picture of Scene You will have 2 minutes to assess the information and 15 minutes to respond verbally to the scenario based on the information provided. After you review this information for 2 minutes, the lead assessor will read the following information aloud as you read along. As the Battalion Chief, you are on your way back to the fire house when you are dispatched to a reported fire incident and receive the above information. You go directly to the incident and are the first arriving unit. Using the information provided above, the neighborhood map, and the picture of the scene, describe your priorities in this situation, your strategy, and safety considerations from the point you arrive to when you leave the scene of the incident. At that point, you will have up to 15 minutes to respond verbally. When presenting your response to the Operations scenario, make sure to state any assumptions you have made about the situation based on the information you are provided. Your response should include your actions and the overall response to the incident from the point you report on the scene up to and including the point when you leave the scene of the incident. Your response should provide details as to your priorities, your strategy, and your safety considerations, so that the assessors have a clear understanding of how you would respond to similar incidents as a Battalion Chief. Examples of the three pieces of information that you will receive for an Operations scenario are provided in Appendix E. The information you receive the day of your Oral Interview will be similar in format to the examples. However, the content of the background information, the neighborhood map, and picture of the incident will be different. Note: All of the Pictures of the Scenes that will be used in the Operations component were taken during daylight hours to show the features of the buildings more clearly. You should use the Background Information provided to identify the accurate date, time of day, and weather conditions relevant to the scenario provided in your Oral Interview. 23

27 TRAINING Your Training presentation will be the second component of the Oral Interview. After the Operations component, you will be provided your assigned topic (i.e., building construction type). The topic you are assigned to present in the Training component will be related to the building type in the Operations scenario you completed, which will be one of the following five types: 1. Frame 2. Ordinary 3. Heavy Timber (Mill) 4. Non-Combustible 5. Fire Resistive To begin the Training component of the Oral Interview, the assessors will hand you a document that identifies the topic on which you will make your presentation. An example of this document is provided in Appendix E. You should carefully review the five topics listed above and be prepared to make a training presentation related to firefighting strategy and tactics in buildings of each construction type, although you will present only one during the actual Training component. Do not prepare a single presentation that includes all five topics together. After you are given your assigned topic, the assessors will leave the room and allow you 5 minutes to organize your thoughts and prepare for making your presentation. You will not be allowed to bring notes or prepared materials with you to the Oral Interview itself. However, the room will have flip charts and markers available, should you wish to use them to create materials to assist in delivering your training. After your 5 minute preparation period, the assessors will re-enter the examination room, at which time you will be expected to begin your 15 minute Training presentation. You should treat the assessors as a group of firefighters attending a Battalion School in which you are presenting training about firefighting strategy and tactics related to the specific type of building construction you are assigned. Because you will not know which Training topic you will be assigned until the day of the Oral Interview, it is to your advantage to prepare and practice separate 15 minute training sessions until you feel comfortable making your presentation from memory. Within the allotted presentation time, it likely will not be possible to cover every aspect of fighting a fire in a building with the assigned construction type. Therefore, you should develop your presentation to address those issues that you feel are the most relevant and important to relay to firefighters during a Battalion School about firefighting strategy and tactics related to that specific type of 24

28 building construction. Your presentation should be as accurate, thorough, and interesting as possible within the allotted 15 minute presentation time. Keep in mind that good training captures the learners attention and keeps it focused on the key points that you wish to make. SUPERVISION/ADMINISTRATION In the third and final component of the Oral Interview, the assessors will provide you with a situation about a personnel issue and ask you how you would handle the situation as a Battalion Chief. The initial situation will be followed by two development scenarios that provide additional information related to the personnel issue, and after each development you will again be asked how you would handle the situation based on the new information. The initial situation and the two development scenarios will be presented to you in writing and read aloud by the lead assessor. Examples of the materials for the Supervision/Administration component are provided in Appendix E. The format of the materials you are given on the day of the Oral Interview will be similar; however, the content of the personnel issue will be different. After you receive the initial situation, you will have 1 minute to evaluate the situation before providing your response. The assessors will keep track of the time and after the 1 minute has elapsed, they will ask you how you would respond to the situation as the Battalion Chief. You then will have 2 minutes to tell the assessors how you would handle the personnel issue based on the information presented in the initial situation. There will be two developments related to the situation. After receiving each development scenario, you again will be allowed 1 minute to think about your response, followed by 2 minutes to talk about how you would respond to the situation using the new information provided. The Supervision/Administration component of the Oral Interview provides you with an opportunity to demonstrate your ability to address personnel issues that may be encountered by Battalion Chiefs on the job. Problems that occur within a battalion often are related to human relations, not operational issues. Some problems may require further investigation, and some may require disciplinary action, while others are more appropriately addressed through discussion and guidance on the part of the Battalion Chief. Your responses should describe the actions that you would take as the Battalion Chief to handle the problem presented. When responding to the initial personnel situation and the scenarios developments, do not make assumptions that are not presented in the information you have been provided. Rather, address the issues in the manner that you deem most appropriate given the information available. Indicate what actions you will take based on the information you have at the time. Making up information that is not evident in the situation may lead you to make less effective responses because they are not relevant to the information you have been provided. 25

29 PREPARATION STRATEGIES FOR THE ORAL INTERVIEW The Oral Interview is an opportunity for the assessors to observe you in action. What you say is important, but how you say it also is critical. By taking part in the Battalion Chief Promotional Process, you have indicated your desire and willingness to be a chief officer within the Chicago Fire Department. With the position comes considerable responsibility and accountability. The Department, the City, and its citizens will look to you to take control of emergency, lifethreatening situations. You will be responsible for the safety of your companies and civilians, for preserving property, for keeping a cool head when others may panic, for taking control of situations which have gotten out of control, and for making decisions that affect both the safety and well-being of others. In addition, you will lead a battalion of companies, and you will be held accountable for their performance and the behavior of members under your command. You will be expected to oversee and guide their acquisition of skills and knowledge and to instill a sense of pride, confidence, and professionalism that will reflect positively on each company, your battalion, the Fire Department, and the City of Chicago. INTERVIEWING TIPS The Oral Interview presents you with an opportunity to present yourself to the best of your ability. To do your best, you should keep in mind the following tips when responding to the Oral Interview components. Be Cool, Calm, and Confident Think clearly, keep your composure, and prepare the best response to the situation. Speak clearly and present what you know in a confident manner. Present your Response in Context Present your response in the context of the situation provided in the Oral Interview component. For example, for the Operations exercise, present your response as if you were the Battalion Chief reporting on the scene and subsequently handling the incident. For the Training component, present your response as if you were a trainer presenting a Battalion School to a group of firefighters (in this case the assessors). For the Supervision/Administration component, present your response as if you were the Battalion Chief addressing a personnel issue. State Your Assumptions If you are making any assumptions about a scenario presented by the assessors, make sure that you state your assumptions clearly (e.g., I am assuming that, Given the information provided, Typically in this type of situation... ). Try to base your responses on the information presented in the situations, but if you do make assumptions, explaining them will clarify your thought process for the assessors. 26

30 Organize Your Thoughts Organize your thoughts and think about an appropriate response. You will have time in each component to form your response. Make sure that you consider possible actions and their ramifications on the situation and that you address each issue in your answer. Do not leave out anything that is pertinent to dealing with the situation, but avoid including irrelevant content. Be Thorough, Yet Concise It is important to be thorough in your response and draw upon all of the resources that you have, as long as you answer the question. At times you may want to indicate why you are or are not taking a certain course of action, so that the assessors have a better understanding of your thought process and decisions. On the other hand, it is also important to be concise in your answers. You want to make sure that you stick to information that is relevant to answering the question and do not include unrelated or irrelevant information. When you ramble, you risk making an incorrect statement or saying something that might hurt your interview performance. It also makes it harder for the assessors to focus on the important aspects of your answer when you are offering unnecessary information. Do Not Read Into the Assessors Behavior Do not focus your attention on the assessors reactions to your response. Focusing too much on the assessors is likely to make you more nervous and distract you from your response. After you provide your response, do not be concerned if the assessors do not say anything or show any expression on their faces. In order to be fair to everyone, they will be trying not to give you any indication as to how you are doing on the Oral Interview. Respond to each Oral Interview Component as a Battalion Chief The purpose of the Battalion Chief Promotional Process both the Written Examination and the Oral Interview components is to determine your level of knowledge, skill, and ability in areas that are crucial for effective performance as a Battalion Chief. When answering questions posed by the assessors, assume the role of a chief officer and respond as the Battalion Chief who is responsible for making decisions, directing the actions of a battalion, training Department members, and resolving personnel issues. Do not tell the panel what should be done as though you were reciting from some source material. Instead, clearly state what you, as the Battalion Chief, would do. Assume command and demonstrate how you have the ability to turn your knowledge into effective actions. PREPARING FOR THE ORAL INTERVIEW You will be presenting information verbally to the assessors, so you should be sure to practice making oral presentations and speaking your responses before the actual examination. Do not be content to study and prepare by simply thinking through and writing out your Training presentations and your responses to possible Operations or Supervision/Administration scenarios. To be effective, you must practice speaking. If doing so is uncomfortable for you, 27

31 develop your ability in stages. Be willing to take the risk of making mistakes and being embarrassed now in order to learn from your errors, so that you may do well during the actual Oral Interview. The following techniques are various practice approaches you may wish to consider. PRACTICE INDIVIDUALLY Practice speaking answers to questions out loud to yourself. In doing so, you will discover ways you say things that are awkward, or lines of thought that lead you to dead-ends. For example, when presenting your response to a scenario, you might find that the next point you want to make doesn t logically follow from what you just said. When this occurs, back up and start again. Repeat this process until you can smoothly move through your response. It is helpful during the practice process also to record your responses and presentations. Listening objectively to what you say and how you speak can be an eye-opening experience. Listen carefully for interrupters, such as umm and ahh as you pause to gather your thoughts. These can detract from a presentation, but can be easily corrected by knowing exactly what you want to say and by practicing out loud. A brief pause before your next statement will usually be more effective than making some sound that may cause you to appear unsure. Listen for voice modulation. Does your voice sound flat and monotonous, or does your voice have variations in pitch and emphasis? Does your voice sound unsure or confident? Practice answering questions and making your training presentations in front of a mirror. As you speak, notice what you do with your hands and your arms. Do not let them distract from your presentation, but rather use them effectively to emphasize your key points and to maintain interest in what you are saying. PRACTICE WITH A STUDY GROUP Practice speaking in front of a group of real people. Many candidates choose to work with a study group. These groups can be useful for generating practice questions, reviewing and critiquing the content of answers, clarifying and helping to interpret information, and making recommendations for improving the content of your responses. Additionally, members of a study group can serve as mock assessors with whom you can have mock oral interviews. Schedule interview sessions and arrange to have each member of the study group serve as the candidate, while the others serve as the assessors. The assessors should read a sample scenario or training topic (refer to examples provided in Appendix E) to the candidate and listen carefully to and evaluate the response. Note that everyone involved in this activity must take the exercise seriously. There should be not joking or humorous comments during the exercise. The mock assessors should examine not only the content of the responses, but how they are delivered (e.g., expressiveness, tone of voice). They should be prepared to give honest, constructive feedback to the candidate. The process should be repeated later in order to give the candidate the opportunity to review and act on the feedback received. 28

32 If possible, videotape the mock orals. The videotaping should be done after you have gone through the process once or twice, and shortly before you are scheduled for the Oral Interview. Treat the session which is to be taped as the official interview. Come to the session in uniform fully prepared, and start right from the beginning. Go through the process with all three components (i.e., Operations, Training, and Supervision/Administration). Reviewing the videotape will allow you to get an objective view of your performance under pressure. When reviewing the videotape, consider the following questions: o Are your speech and mannerisms enhancing or detracting from your performance? o Does your tone change or do you use distracting filler language when you are unsure of what to say next? o How do you respond when asked a question that you did not expect? o Do the points you are making in your responses follow logically from one another? o Do your responses actually answer the questions being asked? o Have you included unwarranted assumptions or irrelevant information in your responses? o Do you speak clearly and convincingly? o Do you take a moment to gather your thoughts and calm down before responding, or do you immediately jump in to answer the questions? o Is your response too short or do you run out of time before your answer is finished? Reviewing the videotape will help you identify and correct these and other potential issues with your responses and presentation. Take on the role of the mock assessors. The learning process often is enhanced when you sit on the other side of the table from the candidate. As you listen to the candidate s responses, remember that you will be faced with the same challenges as real assessors. You have to make decisions regarding the appropriateness and completeness of the candidate s responses. Pay attention to how you make your judgments. What are the things on which you focus? How do you decide whether an answer is solid or could be improved? These are the same questions that will be going through the minds of the assessors as they observe candidates during the Oral Interview. 29

33 SCORING INFORMATION The test administrators will be responsible for distribution, collection, and handling (e.g., copying, storing) of all Written Examination and Oral Interview materials. The Written Examination will be scored by the test development consultants, and the Oral Interview components will be evaluated by trained Chicago Fire Department assessors. All scoring and evaluations will based on guidelines developed with Chicago Fire Department senior command personnel serving as subject matter experts for the Battalion Chief Promotional Process. Because of the number of candidates expected to participate in the Battalion Chief Promotional Process and the need to verify the accuracy of scanning and scoring routines, Written Examination scoring will not occur on site at the testing location. You will be able to keep a copy of your Written Examination answer sheets on the day of testing. You will be asked to provide identification information on the separate answer sheets and on the covers of the Written Examination test booklets. This procedure will verify that you received all of the test materials and allow your responses for all components of the Battalion Chief Promotional Process to be matched in order to calculate your total score. NOTE: Name information is removed from the files used for scoring of the Written Examination. At no time during the Written Examination scoring process will any of the test scorers or any employees of the City of Chicago see any candidate s name associated with any test response. The assessors for the Oral Interview components will be senior members of the Chicago Fire Department. Each test will be independently scored twice based on scoring criteria established by subject matter experts and senior command personnel in the Chicago Fire Department. Your final Promotional Process score will be the total points you obtain for all questions on the Written Examination and Oral Interview and your allocated seniority points. 30

34 APPENDIX A RECOMMENDED READING LIST

35 City of Chicago Fire Department Battalion Chief Promotional Process Recommended Reading List General Orders Transfer Policy Substance Abuse: Drugs/Alcohol Relief and Roll Call Primary Secondary and Final Search Examination a Utilization of Fire Department Form 2/2A Field Inspector, Bureau of Fire Prevention Visitation of Union Representation at CFD Installations Response to Deep Tunnel Incidents Locker Privileges Changing Platoons at or during Emergencies Code of Professional Conduct C.F.D Infection/Exposure Control Program a Infection/Exposure Control Program a Infection/Exposure Control Program Office of Fire Investigations Standard Engine Operations Discrimination/Harassment Investigation Policy & Procedure a Discrimination/Harassment Investigation Policy & Procedure Mandatory use of Protective Hoods Funeral Bereavement Leave Department Safety Officers Fire Captain, Bureau of Fire Suppression & Rescue Physical Violence Visitors to Fire Department Facilities Investigation Procedures Face Pieces for MSA Self Contained Breathing Mayday/Emergency Alert Procedure at Incidents Rapid Intervention Ream (RIT) 1

36 City of Chicago Fire Department Battalion Chief Promotional Process Recommended Reading List Health Insurance Portability Accountability Act (HIPAA) Incident command Order ( addendum) Incident Command Department Vehicle Accident Policy Mandatory Use of SCBA and PASS Timekeeping a Timekeeping a Timekeeping Drivers License requirements Emergency Incident and Training Rehab Sexual Harassment Policy & Procedures Authorized Use of Fire Department Vehicle Response to Improvised Explosive Devices (IED) a Response to Improvised Explosive Devices (IED) Utilization of Seat Safety Belts Target Hazard Pre-Plan Inspections Emergency Medical Response Plan Department Uniform & Grooming Regulations a Department Uniform & Grooming Radiation detector Use & Response Battalion Chief, Bureau of Operations Company Logo Department Medical Procedure Military Leave Special Directives EMS Response to Box Alarms Which are Preceded by a Still Alarm Notification of Burn Victims by Fire Lost Stolen Damaged Equipment Daily Company In-Service Inspection Program Signaling Traffic and Guiding Apparatus Vehicles Department On-Scene Radio Communications 2

37 City of Chicago Fire Department Battalion Chief Promotional Process Recommended Reading List Alarm Dispatch Enhancement MSA SCBA Revised Cleaning and Disinfecting Confiscation Impoundment of Self-contained Breathing Apparatus Ambulance Transport Billing Guidelines for Operations O Hare International Airport City of Chicago Credentialing Program Public Safety Vest PSV National Fire Incident Reporting System (NFIRS) Spring-2004 Spring-2004 Spring-2004 Jan-2004 Training Bulletins Arial- Ladder-Placement Key Points Vehicle Fires In Line Operations Jul-2003 Feb-2002 Dec-2002 Apr-2001 Jan-2000 Aug-2000 Aug-2000 Dec-2000 Dec-2000 Feb-1992 May-1992 Jan-1991 Feb-1991 Mar-1991 May-1991 Apr-1991 Nozzles On Engines Lightweight Truss Construction Vacant Property Security System Method Of Tying The Stokes Basket Operating From High Pressure Hydrants Heeling A Line To Itself With A Spanner Spanner Carrying A Charged Line with a/sop Up A Ladder Placing Wall Hook On Shoulder Stair Safety Liquid Oxygen Hazards The Procedural Outline Size-Up Hard Suction Hydrant Hook-Ups Bomb Incidents Point Of Vantage Dry Standpipes Dec-1990 Energy Efficient Windows 1990 Apparatus Placement And Water Supply 3

38 City of Chicago Fire Department Battalion Chief Promotional Process Recommended Reading List Spring-1989 Jun-1988 May-1988 Mar-1987 Apr-1987 Oct-1987 Feb-1986 Feb-1986 Mar-1986 Apr-1986 Oct-1986 May-1985 July-1985 July-1985 Sept-1985 Oct-1985 Jun-1992 Jul Sept 1993 Jan-2000 Apr-2000 Apr-2000 Apr-2000 Apr-2000 Aug-2000 Aug-2000 Aug-2000 Dec-2000 Dec-2000 Dec-2000 Sept-2001 Apr-2001 Apr-2001 Dec-2002 On The Scene We Have Smoke Showing Searching Above The Fire Fire And Electricity Fire-Behavior Ventilation Salvage And Overhaul Including Arson Bearing Walls Void Under Sidewalk Hazards In Buildings Under Construction OSHA And NIOSH Dangers Of Oxygen Deficient Atmospheres Be Alert Around The Helicopter Forcible Entry Part II High Expansion Foam Generator Elkhart Hydro Foam HF-350 Nozzle Anhydrous Ammonia Academy Notes Proper Leadout Afff Foam Application Overhaul Tips Weight of Water on Floors Proper Ventilation Technique Size-up SCSCVESO Suppression Responsibilities Salvage and Overhaul Apparatus Placement Propane Gas Fires Rabbit Tool Bow String Truss Roofs Proper Radio Communications Roll Call NFIRS CFIRS Hazmat Strategies and Tactics Wall Collapse Dispatch Protocol 4

39 City of Chicago Fire Department Battalion Chief Promotional Process Recommended Reading List Jul-2003 Oct-2003 Jan-2004 Jan-2004 Jan-2004 Spring-2004 Spring-2004 Spring-2004 Spring-2004 Spring-2004 Summer-2004 Summer-2004 Summer-2004 Summer-2004 Summer-2004 Fall-2004 Fall-2004 Fall-2004 Fall-2008 Fall-2008 Fall-2008 Spring-2008 Spring-2008 Spring-2008 Spring-2008 Spring-2008 Summer-2009 Summer-2009 Summer-2009 Summer-2009 Winter-2010 Winter-2010 Winter-2010 March 2011 Wall Breach Searching the Floor Above Electrical Hazards Facing Firefighters In Line Operations Porch Inspections with Referral Form Aerial Ladder Placement Fire Doors Helicopter Safety Key Points Vehicle Fires Flat Roof Operations Key Points Marine Radio Procedures The Detailed Officer Basement Fires Alternate Method To Feed A Standpipe System Applying Foam Peaked Roof Operations Key Points and Questions Safe Fireground Operations NIOSH Report Vacant And Abandoned Buildings Building Hazards Coordinated Fireground Operations Evidence Preservation Key Points and Questions Safe Fireground Operations NIOSH Report Safe Fireground Operations Fire Alarm Systems Key Points Communicating With Metro Rail Using the IREACH Frequency Fire Triangle Key Points Lightweight Construction Profiling Dangerous Buildings 5

40 Apr-2001 May-2001 Jun-2001 Jul-2001 Aug-2001 Sept-2001 Nov-2001 Dec-2001 Jan-2002 Feb-2002 Mar-2002 May-2002 Jun-2002 Jun-2002 Jul-2002 Jul-2002 Sept-2002 Oct-2002 Dec-2002 Feb-2003 Aug-2003 Jun-2003 Nov-2003 Nov-2003 Jan-2004 Jan-2004 Apr-2004 Jun-2004 Jul-2004 Sept-2004 Dec-2004 Nov-2006 City of Chicago Fire Department Battalion Chief Promotional Process Recommended Reading List Quick Drills Steel Truss Roofs Engine Nozzles Knee Walls High Rise Under Construction Standpipe Siamese With Problem Swiel Connections Hydrant Wrenches Suspicious Material Ventilating Glass-Block Windows Defensive Operations 10 Dangerous Situations And Solutions MSA SCBA Review Residential Rolling Shutters Heat Emergencies Rabbit Tool Tips MSA-SCBA-PASS Alarm Pump Operations On A Hydrant Ladder Selection 24-Foot Ladder Drill Emergency Vehicle Operation Tool Selection Aerial Pipe Operations Apparatus Placement And Communication For Still Alarm Radio Procedures On Fire Ground M500 Torch Guideline For Lost Or Trapped Firefighters Uses For The Thermal Imaging Camera The Irons Interstate Incident Response Structural Collapse Firefighter Communications And Relief Roll Call 2010 Truck Company Operations Truck Company Operations

41 City of Chicago Fire Department Battalion Chief Promotional Process Recommended Reading List Other Resources 1992 Division of Training: Defensive Driving in the Chicago Fire Department Speed and Right-of-Way Privilege 2008 Emergency Response Guide (A copy of this manual will be provided on day of testing for candidates to use in answering questions related to information that requires the use of the Guide) SMSA CBRN Compliant Firehawk SCBA Manual NIFIRS Handbook NFIRS 5.0 Self Study Program Basic Module: NFIRS 1 Labor Contract Article V. Wages and Rates of Pay Section 5.6 Holdover Article VII. Paid Leaves of Absence Section 7.5 Funeral and Bereavement Leave Article XVI General Provisions Section 16.4 Minimum Manning Section 16.9 Protective Gear and Clothing Allowance Section Training 7

42 APPENDIX B BATTALION CHIEF CRITICAL JOB TASKS

43 Chicago Fire Department Battalion Chief Task List A. SUPERVISION Includes activities related to the supervision of company personnel within a battalion 1. Witnesses an 0800 roll call daily to ensure fitness for duty and compliance with relevant department directives and documents outcomes in the company journal. 2. Witnesses training drills and/or checks company journals for training documentation of company personnel to ensure that drills have been conducted and are in compliance with Department directives. 3. Conducts visual inspection of personnel, apparatus, and quarters at all fire houses in the battalion including a thorough inspection of one house, quarters, and apparatus per day, and makes documentation in the company journal and on the appropriate form to ensure compliance with Department directives. 4. Maintains vigilance for signs of substance abuse in subordinates and takes appropriate action when substance abuse is suspected (e.g., notification to superior officer, ordering company to remain in quarters) in order to ensure safety of all personnel and the effectiveness of the company in the performance of its duties. 5. Conducts well-being checks at the hospital for personnel injured on-duty by visiting the individual(s) and documents all pertinent information on the appropriate CFD form to ensure that proper care is being provided and to make appropriate notification to District Headquarters. 6. Serves as a role model for subordinates through professional dress, speech, action, and performance to foster their pride and desire for excellence in all duties of the job. 7. Encourages company personnel to acquire new skills and certifications (e.g., certification to drive and engine or truck) to ensure all operational needs can be met and to enhance the proficiency of the department. 8. Holds conferences with subordinate officers, as required or as directed, to relay information gathered from district meetings and to maintain operational consistency within the Department and documents meetings in journal. 9. Ensures subordinate supervisors assigned to shift maintain discipline and control among assigned personnel by ongoing observation, mentoring, coaching, mediation, and counseling as needed. 10. Motivates (e.g., recognizes good performance, encourages observed safe work behaviors) and provides support (e.g., identifies benefits available, counseling services available) to subordinates to promote their physical and emotional well-being and safe and effective performance on the job.

44 11. Addresses and resolves personnel matters (e.g., complaints, disagreements) within area of responsibility or refers the matter up the chain of command for further action as necessary. B. ADMINISTRATION Includes activities related to the administration of rules and regulations and policies and procedures of the Chicago Fire Department 12. Reports for duty and relieves previous Battalion Chief by checking apparatus and equipment and making the proper journal/record book entry to achieve a smooth transition of command. 13. Gathers information about battalion activities since last tour of duty by asking off-going Battalion Chief for pertinent information and by reading the battalion journal to be aware of what occurred on the prior platoons and to plan for any potential problems which may develop. 14. Notifies District Headquarters in the event of a manpower shortage during tour of duty. 15. Project battalion manpower for next duty day by reviewing the manpower schedule (e.g., furloughs, lay-ups, bereavement leaves) and notifying District Headquarters of manpower needs to ensure adequate manning and required certifications for all apparatus. 16. Balances manpower for platoon s next tour of duty after receiving manpower information from District Headquarters by detailing personnel to maintain required manpower and ensure compliance with the bargaining agreement and state statues. 17. Generates necessary reports of fire and special duty responses, various investigations, and unusual occurrences throughout tour of duty and forwards them as required to District Headquarters for possible follow-up action and/or documentation. 18. Checks reports and/or CFD forms completed by subordinates for accuracy and completeness, makes recommendations for approval or disapproval as required, and forwards them to District Headquarters for documentation and/or follow-up action as appropriate. 19. Makes required entries in the battalion journal regarding pertinent activities performed during tour of duty to keep relieving Battalion Chief informed and to maintain a permanent record of all battalion activities. 20. Maintains journals, records, and files as required and ensures that subordinate officers do the same to have accurate, permanent records of all company and house activities within the battalion. 21. Makes daily notification as required, and immediate/timely notifications when necessary, to the Deputy District Chief in order to keep District Headquarters informed of activities and events (e.g., unusual incidents, structural fires, injuries, evening inspections). 22. Documents events (e.g., citizen complaints, unusual incidents, special requests) by preparing narrative reports using appropriate CFD form(s) and forwards the reports through the chain of command for notification and action as appropriate. 23. Notifies the Deputy District Chief as soon as possible of on-duty injuries and illnesses which occur within the battalion to provide notification and permit follow-up action as necessary.

45 24. Notifies the Deputy District Chief as soon as possible of off-duty events affecting manpower within the battalion (e.g., bereavement leaves, jury duty, military leave, lay-up) to provide notification and permit follow-up action as necessary. 25. Ensures that all notifications have been made for on-duty or off-duty injuries within the battalion. 26. Receives various documents (e.g., Department orders, directives, memos, paychecks) and supplies (e.g., replacement equipment) from District Headquarters and distributes them to the appropriate companies. 27. Inspects apparatus and equipment reported to be unsafe or defective by a company officer and makes required notifications and appropriate documentation. 28. Verifies that hydrant inspections are conducted as ordered or as scheduled in accordance with Department directives and forwards inspection forms to District Headquarters to ensure compliance with Department policies and procedures. 29. Makes appropriate referrals to the Fire Prevention Bureau regarding observed violations by recording available, relevant information about the responsible party and the violation(s) and forwarding necessary information and forms through District Headquarters. 30. Makes appropriate notifications (e.g., Buildings Department, Fire Prevention Bureau) when dangerous buildings are identified for subsequent inspection and action, as well as informing other companies within the battalion to alert them to the condition of the structure in the event of an incident involving the building and the need for pre-fire planning. 31. Participates in the investigation of accidents involving CFD vehicles, including personal vehicles used while on-duty, as a member of the Accident Investigation Team, secures proper documentation, and completes appropriate CFD form. 32. Checks computer documents or journal entries to ensure National Fire Incident Reporting System reports (NFIRS) have been completed. C. OPERATIONS Includes activities of a Battalion Chief in responding to incidents, serving as incident commander, implementing tactics and strategy, and ensuring safety of personnel and the general public 33. Reports at the scene of an incident to the Office of Emergency Management Command (OEMC) via radio and Mobile Data Computer (MDC) by stating arrival at the appropriate address and providing descriptive information about the situation, including initial size up. 34. Directs companies at an incident scene by scanning between the fire ground frequency and the OEMC, assigning duties (e.g., primary, secondary, and final search, fire extinguishment, salvage and overhaul) and ensuring the safety of personnel while mitigating the situation. 35. Establishes a staging area, when situation dictates, for marshalling additional resources needed at an incident site.

46 36. Reports progress of an incident to the OEMC as frequently as required by the incident, and in compliance with CFD orders, via radio and/or command van to alert the office to changes at the incident scene and to request any necessary additional resources. 37. Determines the severity of an incident (e.g., EMS Plan and Haz Mat Levels) and requests the required level of response needed to ensure necessary resources are secured to mitigate the situation. 38. Notifies the Deputy District Chief of any personnel having biohazard contact (e.g., contagious disease, exposures, contamination), secures all pertinent information necessary to complete proper CFD forms, and follows up on each case per Department procedures. 39. Confiscates and secures SCBA harnesses of subordinate firefighting personnel who are injured, are incapacitated, or have died while wearing SCBA during incident operations where SCBA is required and makes proper notifications to ensure compliance with Department policies and procedures and to safeguard the equipment for subsequent examination. 40. Notifies the OEMC in the event of a fire death to make proper notifications to Office of Fire Investigation (OFI)/Photo Unit and Deputy District Chief and completes appropriate documentation. 41. Monitors the surrounding environment (e.g., lightning storms, electrical wires, high winds, high water) and any change in conditions, determines the proper fire ground procedures and equipment to be used, and maintains constant communication with all parties involved during incident operations to ensure the safety of all companies. 42. Notifies the OEMC via radio of any special support services (e.g., police, utilities, health department, social services) needed to aid Fire Department personnel in mitigating a situation. 43. Alerts and coordinates with the OEMC to make notifications to other appropriate agencies or City departments regarding incidents requiring after-action follow-up and/or investigation (e.g., dangerous walls left standing, dead animals). 44. Determines whether an incident is too dangerous for companies to enter (e.g., structural instability, gunfire at the scene) and takes action to ensure safety of personnel. 45. Determines when companies are no longer needed at a scene and notifies the OEMC that companies are returning to service. 46. Ensures the proper changing of platoons at an emergency incident by notifying the OEMC of which companies need to be relieved at the scene. 47. Performs designated responsibility for assigned role (e.g., Plans Chief, RIT Chief, Box Chief, Fire Attack Chief, etc.) at an emergency incident as determined by Department General Orders. 48. Determines the cause and origin of a fire in compliance with Department policies and procedures and requests Office of Fire Investigation (OFI) as needed. 49. Maintains a chain of evidence at an incident by remaining on the scene and gathering information until OFI or the police have arrived to ensure that pertinent information is passed on to all parties concerned.

47 50. Supervises the return to service of fire protection systems (e.g., sprinkler system, alarm system) or notifies responsible party as appropriate (e.g., building engineer, maintenance personnel) of the need for the systems to be put back in service. 51. Notifies the OEMC when fire protection systems are not in proper working condition or have been identified as out of service. 52. Supervises fire companies in providing assistance requested by police by acting as a liaison of the Department to ensure the safety of Fire Department personnel. 53. Operates Department vehicle while paying attention to personal safety and the safety of others according to established safety standards. 54. Refers violations of the Municipal Code of Chicago and other related ordinances to appropriate agencies to eliminate hazards to public safety and to correct violations of City codes. 55. Considers legal implications of decisions and actions (e.g., evidence chain of custody, radio communication protocol, hazards to personnel safety and well-being). D. TRAINING Includes all activities of a Battalion Chief related to company training within the battalion 56. Gathers related training materials (e.g., videos, handouts, equipment) from available Department resources for use in training. 57. Determines when and where to do pre-fire plans (e.g., dangerous buildings, building construction, institutions, target hazards) to plan for training drills/sessions for the battalion. 58. Makes appropriate arrangements for drill sites to provide training opportunities for members of the battalion. 59. Witnesses drills twice a month for all companies within the battalion to ensure effective performance and compliance with Department procedures. 60. Monitors battalion personnel to ensure adherence to safety procedures during training sessions by observing training in progress and by making necessary recommendations to maintain the safety of all battalion personnel. 61. Reviews the performance of assigned companies at incidents by providing after-action reviews/critiques in both formal and informal settings to improve efficiency and foster learning.

48 APPENDIX C BATTALION CHIEF IMPORTANT KNOWLEDGE AREAS, SKILLS, ABILITIES, AND OTHER CHARACTERISTICS

49 Chicago Fire Department Battalion Chief Important Knowledge, Skills, Abilities, and Other Characteristics Knowledge Areas 1. Knowledge of Departmental orders (i.e., General Orders and addenda and Special Directives) necessary to manage and supervise companies in a standardized, fair, and efficient manner 2. Knowledge of Departmental training materials necessary to provide clarification, interpretation, and guidance to company personnel 3. Knowledge of inspection procedures pertaining to personnel, uniforms, apparatus, equipment, and quarters as dictated by Department policy necessary to monitor all companies in the battalion for compliance with Department policy and to identify deficiencies and/or violations 4. Knowledge of building construction within the City sufficient to recognize the type of building construction during incident operations and determine the appropriate tactics to use in each situation to effectively mitigate the situation and ensure the safety of civilians and firefighting personnel 5. Knowledge of municipal and private fire protection systems (e.g., alarm systems, fire control panels) sufficient to know which type are likely to be found in each type of building construction and to know how to operate the system or put a system back in working order 6. Knowledge of proper size up procedures sufficient to immediately take action upon arrival at a situation, to determine the appropriate tactics to use, and to recognize when further assistance is needed in order to effectively and efficiently mitigate the situation 7. Knowledge of incident command procedures sufficient to effectively command all companies in the duties necessary to mitigate the situation 8. Knowledge of fire ground tactics necessary to know which tactics should be used to best mitigate an emergency situation, while maintaining safety of all companies and civilians 9. Knowledge of radio communication and MDC procedures sufficient to be able to give, receive, and understand communicated information in an effective and efficient manner 10. Knowledge of the chain of command at all incidents necessary to ensure a coordinated effort among personnel at an emergency situation 11. Knowledge of CFD-approved defensive driving procedures necessary to ensure the safe operation of fire Department vehicles while responding to and returning from all alarms, and operating vehicles under routine/nonemergency conditions 12. Knowledge of fire behavior necessary to understand the effects of temperature, backdraft, flashover, conduction and radiation on the conditions at the scene, to determine appropriate firefighting tactics, and to ensure the safety of companies responding to the situation

50 13. Knowledge of extreme weather conditions (e.g., hot, cold, blizzard, floods) to ensure the health and safety of members 14. Knowledge of fire investigation procedures necessary to determine cause and origin of a fire 15. Knowledge of policy pertaining to traffic accidents necessary to know the different accident classifications, who will respond under each accident classification, the documentation required and necessary notifications 16. Knowledge of Department response levels necessary to know what companies and equipment are associated with each level of response to determine what resources have been dispatched to a scene and what additional resources/level of response can be requested 17. Knowledge of proper Battalion Chief relief procedures necessary to ensure a smooth transition of command 18. Knowledge of the labor contract between the Chicago Fire Fighters Union, Local #2 and the City of Chicago sufficient to make decisions and act in accordance with the provisions of the bargaining agreement (e.g., manning, grievances, discipline) 19. Knowledge of Department medical procedures necessary to know the correct sequence in which these procedures are to be carried out and to know the necessary paper work to be completed 20. Knowledge of Department disciplinary procedures sufficient to ensure company officers are carrying out disciplinary actions appropriately and to gauge the level of Chief Officer s response necessary for these procedures 21. Knowledge of drill and evolution procedures necessary to oversee and conduct training sessions, to monitor the performance of personnel with regard to safety and correct use of equipment, and provide helpful feedback 22. Knowledge of CFD forms and their applications sufficient to completely and accurately document daily activities, inspections and notifications, and to verify those completed by subordinates for accuracy and completeness 23. Knowledge of the NFIRS Handbook necessary to complete and/or review NFIRS forms regarding incident reports, civilian injuries/casualties, and fire service injuries/casualties, and to approve those completed by subordinate officers 24. Knowledge of journal entry practices and procedures necessary to maintain thorough documentation of all company and battalion activities in order to keep a permanent and accurate record which could serve as a legal document in a court of law 25. Knowledge of SCBA procedures necessary to evaluate and instruct subordinates in the proper sanitization, inspection and donning of masks to ensure the health and safety of all company members 26. Knowledge of the Infection Exposure Program sufficient to ensure proper referrals, notifications and paperwork are completed in order to monitor each case in accordance with Department policy

51 Skills, Abilities, and Other Characteristics 27. Accuracy and Attention to Detail: Take in a situation and notice details and changes that others might miss; remain alert to details of a scene or situation; pay attention to the various details of work and complete work that is thorough and within established standards of accuracy and precision 28. Leadership: Demonstrate willingness to lead, take charge, and offer opinions and direction; identifying positive goals and guide or motivate others to attain them; gain support and commitment from others during normal operations and in crisis situations; influence individual and group values, behaviors, or outcomes through one own words and actions 29. Oral Communication: Understand the meaning of spoken English words and sentences and the ideas associated with them; understand inquiries or complaints; identify themes, make inferences, and draw conclusions; listen carefully to what others have to say; communicate information, thoughts, ideas, instructions, or descriptions in English so that others will understand; ask questions to ensure understanding; express ideas verbally in an organized, clear, and concise manner; make formal presentations before large or small audiences 30. Decision Making: Apply past experience to current decisions; make timely and sound decisions, even under conditions of uncertainty; assess and manage risks: apply rules and guidelines in new situations 31. Problem Solving: Identify information that is relevant and perceive relationships between facts and problems; identify and recognize the existence of problems (e.g., size up a situation); define the scope or severity of problems; come up with possible solutions to address problems 32. Management of Personnel and Resources: Allocate and use Department personnel and resources to maximize efficiency and effectiveness; direct the activities of individuals and groups toward the accomplishment of regular duties and special functions; maintain personal accountability and hold others accountable for accurate and thorough work; accept responsibility of the decision and actions of subordinates and the broader results 33. Planning and Organizing: Organize time and work efficiently; set and adjust priorities; coordinate won work activities to make efficient and appropriate use of time and resources 34. Interpersonal Skills: Develop and maintain effective, inclusive, and cooperative working relationships with others; discuss sensitive subjects tactfully and diplomatically; respect others perspectives and differences 35. Initiative: Is self-motivated; demonstrate willingness to take on job challenges; drive towards completing tasks; anticipate needs and take independent action when appropriate; actively influence events rather than demonstrate passive acceptance of the outcome 36. Adaptability: Adjust behavior and methods to new or changing conditions, rules, or expectations; tolerate ambiguity; demonstrate openness to change by remaining positive and staying focused on objectives; handle multiple demands, interruptions, or crisis situation by responding appropriately, competently, and in a timely manner 37. Coaching and Developing Others: Guide others in their professional and personal growth; foster others learning by sharing personal knowledge and experience; act as a resource in support of others career development; encourage others to achieve; create enthusiasm and a desire to perform

52 38. Reading Comprehension: Understand the meaning of written English words and sentences and the ideas associated with them; read forms, schedules, assignments, and memos; read training information and standard operating procedures; read policies and procedures, and equipment manuals; follow written instructions or procedures 39. Writing: Express or communicate information, thoughts, ideas, instructions, or descriptions in writing in English so that others will understand; use abbreviations that are understandable; complete forms accurately; communicate routine information in writing; express ideas in writing in an organized, clear, and concise manner 40. Basic Numerical Computation: Add, subtract, multiply, and divide basic numbers (e.g., compute whole numbers, fractions, decimals, percentages)

53 APPENDIX D 2005 BATTALION CHIEF WRITTEN EXAMINATION AND ANSWER KEYS

54 APPENDIX E EXAMPLE MATERIALS FOR THE ORAL INTERVIEW

55 OPERATIONS Background Information Type of Building: Residential Multi-unit Unoccupied Dimensions: 110 wide by 90 deep Address: 337 S. Pearl Avenue Date: December 21 Time of Day: 2200 Hours Weather Conditions: 13 o F Wind Direction: 16 miles per hour from the North Additional Information: The Vacant Property Security (VPS) system is being used to secure this building. As the Battalion Chief, you are on your way back to the fire house when you are dispatched to a reported fire incident and receive the above information. You go directly to the incident and are the first arriving unit. Using the information provided above, the neighborhood map, and the picture of the scene, describe your priorities in this situation, your strategy, and safety considerations from the point you arrive to when you leave the scene of the incident.

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