FIR3303 Columbia Southern Fire Safety and Prevention Program Presentation Fire Prevention Program For this assignment, you will be developing a Fire Preve

FIR3303 Columbia Southern Fire Safety and Prevention Program Presentation Fire Prevention Program

For this assignment, you will be developing a Fire Prevention Program that you will present via PowerPoint. You will draw ideas from both your occupational and educational experiences and knowledge. These are familiar surroundings, which are likely to aide in your development of a program of fire prevention and life safety. Provided below is a brief scenario to get you started.

Scenario: You have been a member of your organization’s Fire Prevention and Life Safety division for a number of years, and you have just completed several college level courses relating to fire prevention and occupational safety and health with an online university. You have presented your most recent grade records to your supervisor who is very impressed with your accomplishments. In light of your achievement in these courses, your supervisor has assigned you the task of creating a formal Fire Prevention and Life Safety Presentation to be composed for presentation to various civic organizations such as Lions Club, Kiwanis, Chamber of Commerce, Rotary Club, and the local Elks Lodge. Your primary target audiences will be comprised mainly of adults therefore your presentation must be designed and geared for the adult learner.

Your supervisor asks you to put together a slide presentation using the Five-Step Program model given by Diamantes (pp. 168-170 of your textbook). Your final presentation will provide your supervisor details of your process used in assembling the presentation. A minimum of three slides must be devoted to each of the five-steps. Be innovative, creative, and remember this is the first step in the overall process of creating a presentation worthy of public viewing and interest. This presentation will be seen by ONLY your supervisor (at this time); however, you must make an impression that confirms you have the “right stuff” to venture out for formal presentations to civic organizations.

Keep in mind that your organization has never embarked on such a project. You are the first, and as such, you want to ensure that your supervisor views a clear and concise series of slides. It is intended that once you have mastered the concepts and mechanics of the five-step process, your supervisor will, in all likelihood, assign you the additional task of composing a formal slide presentation that will include specific elements relative to fire prevention measures intended to education the public in both civic organizations as well as the public-at-large.

Treat your PowerPoint slides like any research paper—provide in-text citations and a reference slide for any outside sources including direct quotations, paraphrased words or ideas, tables and data, and images.

Your completed presentation should contain the following:

A title slide (title, your name, and your organization’s name);
15-20 slides detailing your Fire Prevention Program; and
a reference slide (minimum of three references should be used to complete this assignment, not including the textbook, and be sure to utilize the Online Library).

Be sure to make use of the Notes area of each slide to contain your own narration, as each slide should be brief and concise. Notes are used during presentations and are not seen by the viewers. PowerPoint Presentation
Fire Prevention Program
For this assignment, you will be developing a Fire Prevention Program that you will
present via PowerPoint. You will draw ideas from both your occupational and
educational experiences and knowledge. These are familiar surroundings, which are
likely to aide in your development of a program of fire prevention and life safety.
Provided below is a brief scenario to get you started.
Scenario: You have been a member of your organization’s Fire Prevention and Life
Safety division for a number of years, and you have just completed several college
level courses relating to fire prevention and occupational safety and health with an
online university. You have presented your most recent grade records to your
supervisor who is very impressed with your accomplishments. In light of your
achievement in these courses, your supervisor has assigned you the task of creating
a formal Fire Prevention and Life Safety Presentation to be composed for
presentation to various civic organizations such as Lions Club, Kiwanis, Chamber of
Commerce, Rotary Club, and the local Elks Lodge. Your primary target audiences
will be comprised mainly of adults therefore your presentation must be designed and
geared for the adult learner.
Your supervisor asks you to put together a slide presentation using the Five-Step
Program model given by Diamantes (pp. 168-170 of your textbook). Your final
presentation will provide your supervisor details of your process used in assembling
the presentation. A minimum of three slides must be devoted to each of the fivesteps. Be innovative, creative, and remember this is the first step in the overall
process of creating a presentation worthy of public viewing and interest. This
presentation will be seen by ONLY your supervisor (at this time); however, you must
make an impression that confirms you have the “right stuff” to venture out for formal
presentations to civic organizations.
Keep in mind that your organization has never embarked on such a project. You are
the first, and as such, you want to ensure that your supervisor views a clear and
concise series of slides. It is intended that once you have mastered the concepts and
mechanics of the five-step process, your supervisor will, in all likelihood, assign you
the additional task of composing a formal slide presentation that will include specific
elements relative to fire prevention measures intended to education the public in both
civic organizations as well as the public-at-large.
Treat your PowerPoint slides like any research paper—provide in-text citations and a
reference slide for any outside sources including direct quotations, paraphrased
words or ideas, tables and data, and images.
Your completed presentation should contain the following:
•
•
•
A title slide (title, your name, and your organization’s name);
15-20 slides detailing your Fire Prevention Program; and
a reference slide (minimum of three references should be used to complete this
assignment, not including the textbook, and be sure to utilize the Online Library).
Be sure to make use of the Notes area of each slide to contain your own narration,
as each slide should be brief and concise. Notes are used during presentations and
are not seen by the viewers.
UNIT VI STUDY GUIDE
Fire Prevention through Public
Education, Awareness, and Forum
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
4. Define the functions of a fire prevention bureau.
4.1 Identify the five-step process of composing a fire safety education program.
7. Explore opportunities in professional development for fire prevention personnel.
Reading Assignment
Chapter 10: Fire Prevention Through Public Education, Awareness, and the Public Forum
Unit Lesson
While not every fire service jurisdiction in the United States has a Fire Prevention Officer or Bureau, most
have some form of fire prevention and safety program. Even the smallest all-volunteer fire departments in our
nation have open-house events during National Fire Prevention Week. This is often the single-most-important
event held by the local department. Sadly, as funds become tighter and tighter, this may be the only event a
small fire department can actually afford.
National Fire Prevention Week was first observed on October 9, 1911, on the 40th anniversary of the Great
Chicago Fire (Diamantes, 2016). The National observance is held the Sunday through Saturday in October
during the week in which the ninth day falls. This observation has been held since 1922, after President
Woodrow Wilson signed the declaration in 1920. The day selected is in remembrance of the Great Chicago
Fire of 1871 (NFPA, 2015).
While Chicago certainly suffered a major set-back due to the unintentional fire set in Mrs. O’Leary’s barn by
an unsuspecting cow on that fateful day in October, 1871, a much greater fire occurred that very same day
having far greater loss of life and property. Yet, many in the fire service know little or nothing about it. That fire
began as a forest fire at Peshtigo, Wisconsin, and before it ended, 16 towns, 1,152 human lives, and 1.2
million acres of land would be consumed (NFPA, 2015).
Certainly in the nearly 150 years since these horrific fires, our society has undertaken major changes to
ensure that this never happens again. And for the most part, fires of such magnitude have not occurred;
however, our society continues its experience of major fires that continue to claim lives. The dramatic
reduction between then and now is, for all intents and purposes, owed largely to a formally developed and
recognized fire prevention program.
Education, is the Second “E”
Directly associated to the fire prevention effort in the USA are three elements known as the “Three E’s of Fire
Prevention” (Diamantes, 2016). Engineering, education, and enforcement are the elements of the old slogan
that continues an existence into the 21st Century.
It is through engineering of consumer products that the causes of fires has been drastically reduced. It is
through enforcement of codes (see Chapter 4, Unit III) that our communities have become safer and fire risk
has been reduced. It is, however, the second “E” of which we concern ourselves for this unit of study.
Without a well-rounded and presented program of public education, with particular emphasis on the young
and elderly, our communities would certainly be far less safe places to live. Why the young and elderly?
FIR 3303, Introduction to Fire Prevention
1
These two age groups comprise a larger percentage of our population and areUNIT
the most
likely GUIDE
to be at the
x STUDY
source of a home fire.
Title
Statistically, cooking fires are the number one “leading cause of home structure fires: 2007–2011” (Ahrens,
2013). Conversely, “playing with heat sources,” such as children playing with matches, is ranked at the last of
the nine sources on Ahrens lists. Ahrens tells us that, “Older adults face a higher risk of dying in a fire than
younger people” (Ahrens, 2013, p. 1). We can safely conclude that, as a whole, through fire prevention
education of the public, we realize reduction or risk in the areas of fire, life, and property.
Planning Fire Safety and Education Programs
If the fire service agency or organization in your own community does not provide a fire prevention program,
you would do well to seek out why. Among the reasons—some of which are completely understandable and
valid—like finances, lack of available presenters, or a general lack of interest can be overcome. Funding can
be made available through various state and national level agencies, such as Fire Marshal’s Office,
Emergency Management Agency, Red Cross, and Fire Education grants.
Interest should originate with the local fire service as well as local businesses and community service
agencies. Schools are great starting place for stimulating community-wide interest. Last, but certainly not
least, is you! Yes, you! What might prevent you from being that one-in-a-million community-minded resident
who undertakes both learning and teaching fire prevention? In a single word: nothing!
There are five-steps for a successful fire prevention program to be put into place in every community. These
five-steps are: identification, selection, design, implementation, and evaluation (Diamantes, 2016). While you
may not be directly associated with your local fire service, you might well be the catalyst for a program, or,
perhaps an addition to the presentation of a program.
Step One: Identification
This step requires the locating and usage of community fire statistics in order to determine the most likely and
serious fire problems facing the community (Diamantes, 2016). In essence, contacting the records keeping
official within the local fire department, or, conducting an online search, will begin to build the foundation upon
which a successful program is built. Not every community is the “same” as we might think. In one community,
the highest risk might be its industrial occupancies. Another community, known for being a “bedroom
community” could see residential occupancies having the greater risk. Know before you begin to formulate
your steps based on what you learn during step one.
Step Two: Selection
Once you have identified the most likely, and potential, source you must next make the selection of your
“target audience or audiences” to whom you will present your finished program. As Diamantes (2016) points
out, “A key element in the selection process is the identification of available resources, both material and
human” (p. 169). Such resources are paramount to a well-structured program and delivery of the finished
product, the program itself.
Step Three: Design
Here, you are required to physically develop or design the program to meet the needs of your target audience
or audiences. Sparky the Fire Dog is a proper design when approaching younger school aged children,
perhaps grades K – 5; however, Sparky, while entertaining to adults, might be too immature for older
audiences. Specific program design is left to your devices. You must know your community and potential
audiences. Be creative, be innovative, and use resources wisely.
Step Four: Implementation
When you consider implementation of your program, you must consider when and where your intended
audience(s) will be accessible. School age level programs, for the most part, can be presented only during
regular school hours. Senior citizens are likely to found at the local senior center, typically in the daytime
hours; however, there are those who are open in the late-afternoon and evening. Civic and church
FIR 3303, Introduction to Fire Prevention
2
organizations have varying hours and generally arrangements for a fire prevention
must be
UNITpresentation
x STUDY GUIDE
made in advance.
Title
Step Five: Evaluation
The success or failure of every program, not just fire prevention, is dependent upon continual evaluation and
refining. What you begin with at the first presentation to an audience may require redesign or retooling of
contents. Why? Because you have found, through your presentation, that more specific information is
needed. Often, a presentation is created in a generic format, and then we find that a specific group has a
need for information relevant to their purpose and being. Never reject the call for refinement, as this is what
will make your presentation more palatable, and, in some respects, universal.
Fire Safety: School Education, Commercial Programs, and Adult Learning
You will find a number of resources, most can be found online, where you can locate a wide range of
educational and teaching materials for a successful fire prevention education program. These materials are
geared for age ranges from kindergarten all the way up to senior citizen. Some are offered without charge,
however, others are for purchase.
Perhaps one of the largest resources is the National Fire Protection Association (NFPA) located in Quincy,
Massachusetts. NFPA is one of the oldest private sector agencies whose mission, since 1896, has been
towards research and development of fire and life safety codes and standards. You do not need to be a duespaying member of NFPA to order materials; however, membership does afford you a discounted price as well
as access to a “members only” section of your website. In case you want to learn more about the NFPA, you
can visit the association’s website here.
In order to create a top-notch Fire Prevention and Fire Safety Program, it takes a bit of innovation, creativity,
and a computer. Of course, you will most likely need to seek a funding mechanism, and a great place to start
is the local business community. Often, the local Chamber of Commerce can steer you in the right direction
for grants and other sources of in-kind contributions.
References
Ahrens, M. (2015). Home structure fires. Retrieved from http://www.nfpa.org/research/reports-andstatistics/fires-by-property-type/residential/home-structure-fires
Diamantes, D. (2016). Principles of fire prevention (updated 3rd ed.). Burlington, MA: Jones & Bartlett
Learning.
National Fire Protection Association. (2015). Above fire prevention week. Retrieved from
http://www.nfpa.org/safety-information/fire-prevention-week/about-fire-prevention-week
Suggested Reading
For a brief statistical review of U.S. home fires between 2007 and 2011, read the two-page report found at the
following article on the NFPA website.
Ahrens, M. (2015). Home structure fires. Retrieved from http://www.nfpa.org/research/reports-andstatistics/fires-by-property-type/residential/home-structure-fires
If you have wondered when and why National Fire Prevention Week was created, you will find more on this
topic by following the web link given below.
National Fire Protection Association. (2015). Above fire prevention week. Retrieved from
http://www.nfpa.org/safety-information/fire-prevention-week/about-fire-prevention-week
FIR 3303, Introduction to Fire Prevention
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Cha fer 10 Fire Prevention Through Public Education, Awareness, and the Public Forum
169
168 Principles of Fire Prevention, Third Edition
Step Two: Selection
Identification
or in assisted living facilities being at higher risk
from fire.
An impor-
be played by local radio stations, a specific presen-
tation designed to be presented before a live audi-
ence, or a program designed to be handed off and
presented by another group or groups
the
message
is packaged into a the delivery system for the target
audience that was selected in step 2.
Tip
who can take
Selection
Evaluation
not
target audience is the
Your local statistics should be carefully reviewed
because you may have specific conditions that result
in higher risks than those of the state or region.
Design
have been identified, the program’s target audience or
After the major high-risk persons or occupancies
audiences must be selected Figure 10-6
tant point to remember is that high-risk persons may
necessarily be the target audience; instead, the
person or persons
whatever actions are necessary to effect the desired
change. Programs geared to address safety issues that
confront young children and many seniors may target
their caregivers. Programs that seek to reduce injuries
from fireworks may target elected officials in an effort
to reduce the availability of fireworks through legis-
lation. A driving force in the selection process should
be considering which target audience has the greatest
A key element in the selection process is the
identification of available resources, both material
and human. Available or needed assistance in the
form of funding, staffing, and other essentials, such
as free advertising, printing, or videographic assis-
tance, should be identified and quantified.
Implementation
target audi-
Figure 10-5 The U.S. Fire Administration developed a five-
step process for public fire education planning in 1979.
potential to effect change.
pro-
Courtesy of U.S. Fire Administration.
The National Fire Academy course, Fire Preven-
tion Organization and Management, identifies two
ingredients as essential to effective public fire safety
education: planning and people. 3 Effective plan-
ning is crucial to the success of any program. Peo-
ple, those who are selected to develop and deliver
the message, as well as key members of the public, the
business community, civic and social groups, and
other government organizations, are the backbone
of a program. Without their support for implemen-
tation, a program will fail. The selection of fire ser-
vice personnel for fire safety education duties is just
as important as the message being presented. Sam-
ple job descriptions for fire safety educator and pub-
lic information officer (PIO) are included in NFPA
1035, Standard for Professional Qualifications for Pub-
lic Fire and Life Safety Educator, Public Information
Officer, and Juvenile Firesetter Intervention Specialist.
As in other NFPA standards for professional certi-
fications for fire service personnel, key knowledge,
skills, and abilities (KSAs) can be found within the
standard’s job performance requirements (JPRs).
Step Four: Implementation
The method of delivery for the program was one of
the resources identified and selected during step 2.
Taped public service announcements prepared for
airing by local radio stations are of little value if the
station management is not on board before the ads
are written. Accurately defining the delivery method
is just as important as identifying the
ence. The answers to who, where, and how must be
in place before the design step (step 3) because
grams are written for delivery by specific groups to
specific audiences.
During the implementation step, the program
may need to be tweaked to adjust for conditions
that were not anticipated or expected. During the
first few deliveries, instant feedback may reveal tre-
mendous opportunities that were not anticipated.
Conversely, problems may be identified that can be
quickly addressed. In addition to sales, public fire
safety education is also a lot like show business:
Public fire safety educators must be able to think on
their feet and make adjustments to ensure the mes-
sage is delivered, received, and accepted.
steps in a line would suggest that the five-step process
is linear, with fixed start and end points. However,
the process is actually a loop, with evaluation as the
fifth step that leads back to step one,
identification
Step Three: Design
In this step, an actual program is developed for
presentation to the target audience. Whether the
program is a series of commercials designed to
Tip
Step One: Identification
Identification is the process of using fire records and
statistics to determine the most serious fire problems
facing a community. As previously discussed, high-
risk groups and locations within a community are
not necessarily those that have experienced losses in
the recent past. A thorough review of local, regional,
and national statistics should be undertaken. Reports
from the USFA, the NFPA, the state fire marshal, and
the local jurisdiction should be studied.
Good regional cooperation among departments
and state agencies provides enormous benefits in
all facets of fire prevention. There may already be a
regional body formed to cooperate in the areas of fire
investigations or inspections. If the bridge is already
there, do not build a new one. Rather, use the con-
tacts within the organization to establish working
relations among personnel conducting the public
A skilled public fire safety educator is able to think
on his or her feet and make adjustments to ensure
a program’s message is delivered, received, and
accepted.
The Five-Step Program
Public Fire Education Planning, A Five-Step Process was
developed and released by the U.S. Fire Administra-
tion in 1979 as a guide for planning public fire …
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