Fire prevention program Essay
Fire prevention program
The fire prevention program provides wide-ranging information concerning fire prevention. It actually includes training on working with fire extinguisher usage. A format to customize a fire prevention plan for various facilities is also included. The fire extinguishers are only important safety procedure if only an individual knows how to use them. This is the reason why the training is offered concerning the use of fire extinguishers. What to include in the fire prevention training program
I will include the portable fire extinguisher usage whereby the training will be done outside the workplace. This is so because the fires are always classified based on the kind of fuel drawn in as well as the portable fire extinguishers are classified by the kind of fires they are likely designed to extinguish. There are some basic classifications of extinguishers and fuel whereby extinguishers are always labeled with either pictorial symbols or letter shaped which indicates that the types of fires are really intended for.
The first class involves ordinary combustible materials, for example wood, cloth, rubber, paper and plastics. The next class is the one in which fire involves flammable and combustible liquids for example, alcohol, gasoline, oil based paints and lacquers. However extinguishers in this class are designed to extinguish fires involving combustible and flammable liquids. The third class is the one whereby the energized electrical equipments are also involved. Another one is the one that involves the combustible metals such as titanium, magnesium and sodium (David, 2002).
To train employees on these issues will be so necessary because they will be aware on how to use the fire extinguishers and as a result they will be able to reduce the dangers and unnecessary accidents which are caused by fire in the working place. Fire is the third leading cause of accidental deaths throughout the world. These accidents can be reduced if only proper precautions at the work places are always initiated. Planning to motivate the participants The only way to motivate the participants is to take them a bit far from their working place.
All the participants will have to go out have dinner in a very good looking restaurant and after the training they will go and play some games within the restaurant. Another way of motivating the participants is to give them rewards and recognize them. All the participants must be treated equally. There should be no partiality because all the members are equal no matter what as in when they are in training there views are also important. As a matter of fact motivation generates success so it has to be paid attention to. As a trainer you should set realistic goals.
The goals are necessary for the reason that they give the participants something to try hard for. One has to make sure that all the set goals are realistic because this is the only way one can succeed (Aronoff, 1971). Secondly one has to provide positive reinforcement always through talking to the participants directly on how their performance will eventually assist to set the standards that might motivate them. The participants must be given time to talk and get listened to. One should always be ready to know what really motivates each participant.
Better communication skills have to be ensured throughout the training because it strengthens the participant satisfaction (Joseph, 1912). Specific motivational techniques are included in the program Some of the most flourishing trainers and executives have gained their objectives through aligning the aims of their workers with those of their organization. Having ensured that the company and the workers are working towards the similar objectives, one is able to focus on exactly which motivational techniques which are going to be implemented in facilitating the achievement of these particular goals.
A workforce who is well motivated is normally a more industrious workforce. There are negative and positive motivational factors which leads to the achievement of objectives however they can be summarized as fear or reward factors (Lawrence, 1979). In the same way over ambitious target might also have a negative impact on the motivation of employees because there is so much effort a person is likely to put into their work when they sense that they are going to be rewarded after the hard work. The positive motivational factors are as well many and varied even if these might lead to long term gains.
They as well have negative aspects to them. To give the participants rewards and gifts is indeed motivational but it is very important to put it in mind that these are deserved and recognized if only they are given to the correct person at the correct time. The foremost step for maintaining and achieving a motivated workforce actually lies in understanding the contradictory factors that motivate persons within a team. There are so many ways in which one can establish the motivation of the participants but almost certainly the most successful way is to ask them.
Even though this might sound comparatively obvious, by essentially showing the participants that you are paying attention in finding out what actually drives them, one has to take the first step in motivating them. Each participant likes to feel appreciated and recognized. (Peter, 1912). A trainer can ascertain the opinions of the employees either by holding a conversation meeting with other members of the team or by requesting them to complete feedback forms or questionnaires.
A trainer needs to establish how they perceive the general objectives of the company and precisely which processes or measures used within the business motivate or don’t motivate them. He or she should try to identify forces which they believe to be their individual motivators both at home and at work place. It is also essential to understand whether or not they feel appreciated by the group in the similar way as the company values its clients. If this can’t happen, then their motivation levels may diminish as they, once again, feel undervalued.
If at all they raise any particular concerns or issues such as working long hours or a lack of definable goals, one should take care to address all these or else the team might start to feel that the whole exercise has been unproductive. Types of media for use in the program The type of media used in the training is mass media communication. Mass media communication is a situation in which the message is being created by an individual or a group of people who sent through a transmitting device that is a medium to address a big audience or a market.
Mass media actually allows a person to put on the air a mass communication. This allowed every member to get the message clear. It is actually used to denote a section of the media more especially it is designed plus the envisioned to reach a very big audience for example the population of a nation state. Types of practical learning experiences or activities would be in the program The information is going to be taken in through the senses of the trainees and yet they will learn by doing that performing practical examples.
A good way of learning practical is to allow the people who attended the training listen and watch to others. From there each and every member of the training will be able to do things on his or her own. They will be able to perform fire practical on their own. This sparks their interest and eventually it generates motivation having that they have discovered some new techniques. Active participation of the training members allows them to master the new skills and ideas concerning fire prevention. Experience together with reflection teaches people more than any lecture or manual ever could.
Practical learning experiences allow the members to perform well after the training and it will actually reduce the accidental fires in the work places and even at home. They will always learn new skills and by so doing each and every member will be at the position of controlling fire on his or her own without consulting anyone. How to evaluate the effectiveness of the program A good number of people think that evaluation is a very useful activity which tends to generate a lot of boring data together with useless conclusions. This is the biggest problem with evaluations when the program evaluation method was being chosen.
This approach often generates extensive data in which carefully chosen conclusions are always drawn. Recommendations and generalizations must always be avoided. Consequently, evaluation information tends to reiterate the obvious and left program administrators being disappointed as well skeptical about the value of evaluation generally (Aronoff, 1971). Most individuals think that evaluation is all about proving the achievement or disappointment of a program. This legend tried to assume that success is implementing the right program without having to hear from workers and clients once more the program will now run more flawlessly.
This does not always happen in real life. Success remains open to go ahead with the feedback and adjusting the program consequently. Evaluation is important because it gives out this continuing feedback. Most people believe that evaluation is a exceedingly unique and difficult process and that always occurs at a particular time in a particular way, and almost at all times it includes the use of outside experts (Miron, 1979). A lot of people believe they have to completely understand the various terms such as validity and reliability. It is not a must to understand them.
They must always consider the type of information that they need in order to make present decisions concerning the program issues or needs. Moreover they have to be prepared to commit themselves in understanding what is actually going on. Note that a lot of people frequently take on some nature of program evaluation whereby they just don’t do it in an official fashion consequently they don’t get so much out of their hard work or they make conclusions that are not accurate. Consequently, they tend to miss golden opportunities to make more of difference for their clients, or to get a better bang for their buck.
Conclusion The paper has discussed the main things that will be included in the training. It has also discussed the types of media which was used in the training whereby mass media was used. The topic which was chosen in the training was fire extinguishers. The paper has also discussed the major ways one can use in order to motivate the participants.
Reference Aronoff, J. & Litwin, G. (1971). Success incentive instruction and executive development. Journal of Applied Science, 7(2), 215-229. David, D. (2002). Fire Prevention: Inspection and Code Enforcement. New York: Thomson Delmar Learning. Edward, F. (1917). Fire Prevention. Michigan: Dodd, Mead & company. Joseph, K. (1912). Fire safeguarding as Applied to Building Construction: aIinstruction manual . New York: J. Wiley & sons. Miron, D. & McClelland, D. C. (1979). The impact of achievement motivation training on small businesses. California Management Review, 21(4), 13-28 Peter, J. (1912). Safeguarding from fire: A dissertation and Text Book onpreventing life and property Against Fire, for school, construction Managers, Foremen, Institutional teachers, Mechanicss and Housekeepers. California: Chief Pub. Co Lawrence, E. (1979). Fire Prevention. Nelson-Hall
University/College: University of California
Type of paper: Thesis/Dissertation Chapter
Date: 25 November 2016
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