However, to be a beneficial tool to the employee and the department, the tests
must be given at the proper time (three, six and one year) and in the correct setting or
classroom. If an employee is told that he will be tested at certain intervals, and the tests
are not given, then the employee loses respect for the process. It also places the
employee in a sense of false alarm, where they study and have no reward from the test
because the test is not given. Too many false alarms and the tests lose all importance.
If the department fails to give more than one test, it can be read by the employee that
the department is unorganized and apathetic.
Material related to the test must be job specific and trained upon. If the material
is not related to the job function of a fire fighter, than the question is not valid. When too
many questions are asked out of the line of the job function than the employee is being
mislead in the importance of the fire fighting profession.
Within the first year of experience, did the employee gain valuable
knowledge in job skills?
Through the study it was found that the new employees had higher expectations of
training during their first year. After the initial orientation process of the task sheet,
other training and daily activities took a more important roll. There were opportunities to
learn new skills and advance their knowledge. However, the new recruits felt that less
meaningful tasks took priority. This is an area that the department may want to consider
applying more training time to. By all means they need to be aware of and participate in
these jobs but not inundated with them. The generation of new employee’s is not doing
well with the idea “this is the way I had to do it, therefore you will do it that way too!”