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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!”


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