We've all been there: the burn house. For recruit firefighters it's the ultimate, the moment for which they've trained. It's that first opportunity to crawl through thick smoke down a darkened hallway in search of the orange glow that says, “You're here. You've done it. You've reached the objective.” Now all that's left to do is to crack open the nozzle and let the water flow. That's exciting! But what was learned?

The success of any live-fire training drill should be measured against the learning outcomes. Fire training officers tend to overlook the development of objectives for the sake of getting the recruits into a fire situation just to see how they will react under adverse conditions. In many cases the scenario becomes so grandiose that the recruits are destined to failure. In essence, the rookie's first fire is more like a final exam — all-inclusive. There are simply too many objectives to be measured.

The solution to this problem is to break the job of fighting a fire into its major parts. First is hose deployment, followed by hose advancement, then locating the fire, confinement and extinguishment, all while maintaining company integrity. Each of these skills can be measured in a properly planned live-fire training exercise.

Live-fire basics

Fundamental tasks such as proper donning of PPE and use of SCBA shouldn't be included as a major component of live-fire training. Firefighters participating in a live-fire scenario should be proficient already in the use of their life-saving equipment.

NFPA 1403, Live-Fire Training Evolutions, lists several prerequisite skills for students involved in live-fire training exercises. Students should have received training at the Firefighter I level in safety; fire behavior; portable extinguishers; personal protective equipment; ladders; fire hose, appliances and streams; overhaul; water supply; ventilation; and forcible entry. Live-fire training isn't the time to discover a firefighter fumbling with the SCBA regulator and forgetting to wear a protective hood. If similar problems occur, forego any actual fire and establish new drill objectives based on students' needs.

Developing meaningful live-fire training evolutions can be a challenge. Training officers often find themselves in search of the perfect balance between realism and safety. Simply stated, the more realistic the fire, the greater the danger to the participants. After all, firefighting is a dangerous job.

Begin developing live-fire training evolutions by identifying the need. Are the drills needed to fulfill part of a basic firefighter training curriculum, improve the skills of veteran firefighters, or measure the effectiveness of interagency response to an incident? To simply say “we need live-fire training to perform better” isn't a training objective. If fireground performance isn't up to par, identify specifically where it's lacking. In many cases the issue isn't the actual extinguishment of flames, but the process by which firefighters position themselves for confinement and extinguishment.

Closely examine what behaviors are occurring on the fireground. Are hose lines deployed effectively, ladders raised quickly and safely, PPE and SCBA in place? Are firefighters carrying tools and observing building, fire and smoke conditions? These and many more are essential functions of fighting fires and therefore should be essential functions of live-fire training. It's really only “live-fire training” when you add smoke and heat — otherwise it's firefighter training.

Recruit-level training

For each type of drill, whether recruit or in service, there should be an evaluation of risk versus benefit. For example, if the drill's intent is to expose recruit firefighters to the elements of heat and smoke, then do so in a series of increasingly intense elements.

A recruit's first exposure to an interior fire should involve light smoke and very little heat. This allows the recruit to focus on fundamental skills such as hose advancement, orientation and company integrity in an environment that's not entirely “clear.” Repeat the exercise with the same crew several times, while decreasing the visibility and increasing the level of heat. This progression of difficulty will help maintain an acceptable level of risk versus benefit for the training evolution. Students should work in all of the various hose team positions to help build confidence in their ability to function in a rapidly changing environment.

To move to the next level, add a crew to serve as a backup line protecting the means of egress for those inside. This second crew may be just outside the fire room or at the bottom of the stairs in the case of a fire located on the second floor. The instruction should be focused on the purpose, value and importance of the backup line, with an emphasis on communications between hose teams. Each member on the hose line should be well-versed on the responsibilities and actions of the various team member positions. This is an essential fireground function that should be second nature for all firefighters and fire officers.

In buildings designed and constructed for live-fire training, it's reasonable to demonstrate fire extension by igniting a fire on the second floor of the building. This should be done only after the fire on the first floor has been extinguished and a backup line is in place at the bottom of the stairs. Crews then can move upstairs to extinguish the second fire. Because the concept of a backup line was introduced in previous scenarios, by adding an actual second fire, students are able to experience the importance of the backup hose line.

Increased smoke and heat aren't the only options for more effective training evolutions. The goal should be to make the objectives more challenging without increasing the risk from a larger fire. For example, mannequins can be placed in the structure as trapped victims to add the task of search and rescue to the scenario.

As student firefighters develop confidence through repetition in their ability to function effectively and safely in a fire, consider adding the objective of air management to the evolution by increasing the distance or time that it takes to reach the fire room. The greater the difficulty in advancing the h…ose line, the greater the consumption of air, which will draw attention to the importance of monitoring air supplies and gauging levels of activity within a structure fire. This exercise helps the recruit firefighter to learn when it is time to leave the structure. In other words, when it's time to go, it's time to go.

In-service training

For many fire departments, conducting live-fire training evolutions for on-duty crews is rarely a top priority. For some chiefs, admitting that the crews need live-fire training is a huge pill to swallow. You've probably heard fire chiefs say, “The good news is we are fighting fewer fires.” And you've probably heard the training officer say, “The bad news is we are fighting fewer fires.” They are both right!

Society clearly benefits when there are fewer fires. No loss of life or property from fire is an idealistic goal. The reality is that there always will be fires that injure, kill or destroy, and there always will be interior firefighting. The fewer fires that firefighters fight, the less experienced they will be in fighting fires. This truism in turn results in a greater need for live-fire training.

In-service live-fire training is only effective when there's a commitment from the city's top administrators down through the ranks of the probationary firefighter. In fact, the term “in-service” live-fire training is somewhat of a misnomer. For training to be effective, crews must be free from the probability of responding to emergencies. In essence, they should be out of service and focused on training.

Training officers should use progressive steps when developing live-fire training evolutions for veteran firefighters who may see few, if any, working fires within a year. Because their fireground skills may be a little rusty, begin with a simple fire scenario that reinforces basic skills such as hose deployment, fire confinement, extinguishment and company integrity. Prior to the drill, make it clear that the objectives of the drill are basic fireground skills, not exposure to intense heat and thick smoke. Resist the urging of some crew members to make the drill more challenging by increasing the fuel load.

Once the fire is out and crews are backed-out of the structure, convene the group for immediate rehydration and a discussion about the best and worst actions during the drill. Have crew members explain why they took specific actions and how those actions did or didn't benefit them or the overall operation.

While mistakes on the training field and the lessons they impart are important, avoid developing live-fire training objectives that are a recipe for failure. If a training officer exploits mistakes, then live-fire training will be perceived as an avenue to make the crews look inadequate and undervalued.

As the crews refresh their skills and demonstrate a higher level of proficiency, increase the challenge of the drill by adding another dimension. For example, designate the nearest hydrant as out of service to challenge the driver/operator, company officer and firefighters. The lack of an established water supply cripples the entire team, forcing the crew to adapt to the situation. Because basic fireground skills have been reinforced already in previous drills, the team's efforts can be put into problem-solving. Had the hydrant been taken out-of-service during the very first drill, it potentially could have overwhelmed the crew and fostered a negative attitude toward training.

Tailored objectives

Meaningful and successful live-fire training scenarios should be centered on the type of occupancy involved in the drill. For example, if the scenario includes a response to an interior fire at a strip shopping center, then the learning objectives should be tailored accordingly. Include objectives that will challenge firefighters and fire officers to think “commercial fire” rather than “residential fire.” These may include deployment of larger-diameter hose lines, use of solid-stream nozzles, connecting to automatic sprinkler systems, forcible entry though security bars and doors, and air management — all of which are common to fires in most commercial buildings.

A common mistake in developing live-fire training scenarios for in-service crews is incorporating too much detail in the drill. Resist the temptation to over-script the scenario. Establish the objectives and develop a scenario that will enable the firefighters to accomplish them in their own manner without interference or excess scrutiny. As long as the training objectives are met using safe practices and within departmental guidelines, then the drill can be labeled a success. Foster creative thinking skills by asking fire officers and firefighters to explain the risks and benefits of their decisions and actions during the drill. Who knows? Maybe a new guideline will be introduced resulting from a success rather than a failure.

When developing live-fire training objectives and scenarios, it's important to understand the physical limitations of the crews involved. An effective way to address this concern is by limiting the amount of time firefighters are engaged in live-fire training drills. If firefighters become too hot, tired or dehydrated, then learning will cease and the drill will become ineffective and potentially unsafe. This attention to physical limitations is especially important if crews are expected to return to duty after the training session.

The adage that “big fires start small” is absolutely true. The key to successful firefighting includes the combination of safe, effective and reliable basic firefighting skills supporting a sound firefighting strategy. Live-fire training should be conducted along these same lines. Start with live-fire training scenarios that are limited in scope and focus on success. Then build on that success by adding meaningful and purposeful tactical objectives.

Many think that the effectiveness of live-fire training is directly proportionate to the amount of heat the firefighter is exposed to. This concept is not live-fire training — it's more along the lines of endurance training. Safe and effective live-fire training is a direct result of developing appropriate learning objectives. A good chief officer remains focused on the risks versus benefits as opposed to conducting live-fire training as a rite of passage.

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Pat McAuliff is the Director of Fire Science/EMS for Collin County Community College. Located in McKinney, Texas, the college offers a multitude of fire service certification and degree programs, as well as in-service training. He also serves as the Presiding Officer for the Texas Commission on Fire Protection, Curriculum and Testing Committee.

Live-Fire Drills — With a Twist

It's important for training officers to challenge firefighters with interesting scenarios that address decision-making skills.

The Vacation Drill

This scenario can be created using either a 1- or 2-story occupancy to represent a single-family dwelling. Prepare the burn building by placing two adult mannequins inside, several feet from the back door. Place four or five newspapers outside the front entrance as if delivered from the newspaper carrier.

Dispatch the alarm as a house fire at 5:30 a.m. Upon arrival of the first company, have a “neighbor” role-player casually report that no one is inside: “Bill and Mary are going to be sick when they find out their house burned. But at least they are safe — they are out of town on vacation.”

The training officer should note the response of the first-arriving officer to this information. Does the fire officer alter the strategy from offensive to defensive? Are crews still assigned primary search?

During the critique following the drill, have the first-arriving officer repeat the information given by the neighbor and explain the choice of assignments to the crews. Ask the inside crews if their search efforts were altered because of the information about the vacationing residents.

When crews question the presence of victims, respond: “They were neighbors who didn't know Bill and Mary were on vacation. They entered the structure through the rear door, calling out to Bill and Mary in an effort to rouse them. They were overcome with smoke.”

The Second-in Drill

This scenario challenges the decision-making skills of the fire officer and crew on the second-arriving unit to a confirmed structure fire. Stage an engine with a charged attack line deployed into the structure. Equip two or three training mannequins with full PPE, SCBA and activated PASS devices. Position them near the nozzle deep into the structure. Dress another mannequin as the driver/operator of the engine and place “him” just inside the door of entry as if following the hose line to the crew. Fill the structure with smoke, and conduct a series of radio communications between members of the first-arriving crew.

The intent is to give the impression that the first-arriving crew has entered the structure on fast attack, become disoriented, reported a mayday situation and lost all radio communications. After repeated, unanswered radio calls from the driver to the interior crew, the driver's last statement to dispatch is that he is going in to help. The arrival of the second-in crew should be significantly delayed, allowing them to hear the radio communications between the driver and the first-in crew members. The scenario is intended to heighten emotions and emphasize the importance of safety and communications when responding to a mayday.

The Sprinkler Drill

In a burn building with a sprinkler system, stack several cardboard boxes and other containers away from the fire but exposed to run-off from the automatic sprinkler system. Label the containers using Department of Transportation labels for “Dangerous When Wet.”

Using ordinary combustibles such as hay, create a small fire under a sprinkler head. Activate the system and allow a single head to confine the fire.

The intent is to challenge the decision-making skills of the fire officer and crew members to recognize the secondary hazard of excess water flow. They also need to stop the flow of water and divert any runoff away from the undamaged but potentially dangerous cartons.

Added Realism

Help make live-fire scenarios more realistic by adding a few props outside the burn building, such as:

• Toys, tricycles and skateboards to signify that children of varying ages live in the occupancy.
• “For Sale” sign and old newspapers, indicating no one is in the building.
• Inexpensive banner over the door with a business name such as “Mike's Pizza,” “Paul's Pool Supply” or “Story Book Day Care Center.”

Inside the burn building, consider:

• Positioning a mannequin near a window with one hand visible from the exterior.
• Creating a trapped firefighter scenario by placing a mannequin dressed as a firefighter with full PPE, SCBA and activated PASS device under construction debris such as sheetrock, electrical wire, flexible duct and insulation.
• Placing non-combustible furniture in areas leading to the fire room, increasing the difficulty of hose advancement.
• Positioning a never-used gas can (free of flammable vapors) just inside the door of the building, signifying arson.

Use role players to enhance the emotions of the participants in live-fire drills, such as:

• A woman frantically pacing outside the burn building, begging the first-arriving crews to rescue her trapped children.
• A burn victim in shock laying in the front yard of the structure.
• A non-English-speaking occupant outside the building attempting to aid and direct firefighters inside the burn building.
• A disgruntled business owner insisting that the sprinkler system must be stopped to prevent excessive water damage.