A Lessons Learned Newsletter Published Quarterly Issue 7 • Fall 2003

Knowledge management is getting the right information to the right people at the right time. In This Issue Southern California 2003 Page 1 Southern California 2003 Fire Behavior and Fuels

Page 4 Lessons Learned

Lesson Learned – Fire Behavior and Fuels An innovative approach or work practice that The Fall and Winter editions will feature different fire and ICS positions, represent- is captured and excerpts from the Lessons Learned Information ing at least 12 different city, county, state, shared to promote repeat application. A Collection Team (ICT) interviews in Southern and federal agencies. The team sought to lesson learned may California. To view the full report go to: capture the experiences of those who also be an adverse http://www.wildfirelessons.net/ICTs.htm fought these fires, capture the important work practice or lessons learned by them, and learn how experience that is During the last week of October and the these events affected the captured or shared to avoid recurrence. first week of November, 2003, thirteen major strategy, tactics, techniques, and decision occurred throughout Southern making of those involved. Best Practice – A California. These wildfires created a disaster process, technique, on such a scale that they may redefine the or innovative use of Fire Behavior and Fuels resources, technology, concept of the wildland urban interface. or equipment that “Firestorm 2003,” as the media is calling This section outlines lessons learned regarding has a proven record it, was unprecedented in scope and impact. fire behavior as described by interviewees. of success in providing The statistics to date are staggering: 12,000 Extreme Fire Behavior significant improvement , 750,000 acres burned, billions to an organization. of dollars in damage, more than $120 million “ I’ve seen a once-in-a-lifetime fire in suppression costs, 4000 homes destroyed, How to Contact Us: three times now.” www.wildlfirelessons.net 22 human lives lost. [email protected] A six-person ICT from the Wildland - 30 year Engine Company Captain [email protected] Fire Lessons Learned Center (LLC) (520)-670-6414 x121 assembled in Southern California and spent Respondents felt it was important to fax (520)-670-6413 a week interviewing 107 people from 43 communicate to the wildland community

1 that the Southern California fires were much more than and eave spaces of neighboring houses. Consequently, typical wind-driven events. The Santa Ana influence was unlike most structures destroyed by wildland fire, these typical, with winds rarely stronger that 30 to 40 mph. urban houses burned from the inside out. The extreme fire behavior during this event resulted In some cases, the requirements of urban firefighting from a convergence of extended drought, fuel condi- and the intense heat generated by multiple structure fires tions, hot and dry weather, and wind. demanded that firefighters abandon traditional “bump and After extending into the urban environment, these run tactics” in favor of flowing large quantities of water to fires often split into multiple heads and spread along involved structures that threatened whole blocks. paths defined by the available fuel sources. Fires spread Summary of Lessons Learned — over and around barrier after barrier. The fires moved far more quickly than anyone had Transition to an Urban anticipated or prepared for. One fire grew from 500 to Fires crossed the traditional interface into purely urban 31,000 acres in four hours. Sudden wind shifts and huge areas. Structures became another fuel type to carry the fire fire whirls threw embers and flaming debris far ahead of deeper into cities. the main fire. Wildland fires nearing urban areas spotted ½ Ornamental vegetation created an unpredictable and to ¾ of a mile past the interface and into the urban significant fuel source that blew into attic vents and eaves environment. and spread through neighborhoods by torching, crowning, The majority of respondents indicated that they did or throwing embers. Structures became involved from ember not recognize early on the need to significantly adapt attack from the strategy to the extreme fire behavior. The felt they inside out rather pursued perimeter control strategies too long before than flame shifting their thinking defensively and enacting appropri- impingement. ate tactics until the weather provided an opportunity to Firefighters go back on the offensive. All indicated that when this found heat control mental shift occurred, they were more successful in the primary factor saving neighborhoods. for preventing fire Summary of Lessons Learned — from spreading to Extreme Fire Behavior other structures once fire entered The extreme fire behavior during this event resulted denser urban from a convergence of extended drought, fuel conditions, areas. hot and dry weather, and wind. Respondents felt conditions Respondents that led to these fires are common in other areas through- believed similar out the western U.S. events will happen The extreme nature of the fire behavior surprised most in the future and firefighters. Most did not initially recognize the need to reiterated the need adapt strategy and tactics to the extreme fire behavior. to put even more They said adopting an initial protect-and-defend strategy effort into pre- before attempting perimeter control would have been incident planning. more effective. Transition to an Urban Conflagration Fire Whirls “What we were expecting to see were fire whirls “Normally we go after it. 4' to 6' tall, what we actually saw were true fire This time it went after us!” tornadoes. The fire researchers kept telling us what - City Battalion Chief we were seeing was impossible and never seen before. After three days of discussion, the fire researchers These fires burned beyond the wildland-urban started to understand that what they were expecting interface (WUI) into urban environs with little or no and what was happening was not jiving.” wildland fuels. In this environment, fires spread from structure to structure — an urban conflagration. - Division Supervisor When fires initially entered urban zones, embers from the main fire ignited spot fires in the urban zones. Respondents reported unusual numbers of fire whirls There, ornamental vegetation, such as palms, ignited that ranged from several yards wide up to a ½ mile wide. producing intense ember showers and more spotting. Destructive fire whirls, those causing structural damage Winds often carried these ember showers into attic vents unrelated to fire, also were reported. 2 Summary of Lessons Learned — the fire. Light, flashy fuels, and decadent chaparral fueled Fire Whirls the fire at lower elevations. Witnesses reported mass ignition in grassy fuels ahead of the fire — the result of dry winds, Observed fire whirl behavior was both unexpected and high temperatures, low humidity, and low fuel moistures. extreme in these fires, catching many firefighters by surprise As the fire transitioned from the WUI into the urban and significantly contributing to spotting up to ¾ mile. environment, heat emanating from fully involved structures 180-degree wind shifts proceeded fire whirls by 45 allowed the fire to spread to neighboring structures by direct seconds to a minute. These wind shifts became a flame impingement, radiant heat, and embers emanating warningsign/trigger point to some firefighters, allowing from palm fronds and other ornamental foliage. time to pull crews out to a safer area. Palm trees provided an unusual and significant fuel source, carrying the fire rapidly across streets and through Wind Shifts neighborhoods both through torching and by fronds creating a spotting source. “It does not matter how much experience you have, Dense ornamental foliage proved a significant problem the urban interface fire will surprise you. in older neighborhoods. Other highly flammable fuels I never expected the fire to move so fast against included Eucalyptus (especially when in groves), olive trees, the wind and wouldn’t have believed it and Italian Cypress. Dense accumulations of Italian Cypress if someone told me about it.” needles threw embers in all directions once ignited. Belts of natural “open space” in WUI neighborhoods - Municipal Department (versus greenbelts) helped spread the fire by carrying it along roads or helping fire to jump a road. Wind shifts produced fire behavior, including fire whirls. Once recognized crews developed contingency Summary of Lessons Learned — Fuels actions (including moving to safety zones) that they implemented when they detected sudden wind shifts. Fire moved very quickly through trees killed by bugs and Strategically, the shifts from the easterly Santa Anas to the chaparral. Mass ignitions were reported in light, grassy fuels. prevailing westerly winds offered opportunities to take Ornamental vegetation created an unpredictable and the initiative and gain ground on perimeter control. significant fuel source that blew into attic vents and eaves and spread through neighborhoods by torching, crowning, Summary of Lessons Learned — or throwing embers. Wind Shifts Natural open space areas contributed to fire spread. Greenbelts were effective barriers. Wind shifts were trigger points indicating the potential for fire whirls and other dangerous fire behavior. Leaders Effects of Fuels Programs and developed contingency plans to implement when wind Fuel Treatments shifts occurred. Larger predicted wind shifts were used to set strategic trigger points to take advantage of wind Respondents reported that fuel treatments resulting shifts as the opportunity to move from a defensive from quality hazard abatement programs influenced fire strategy to an offensive one. behavior—in some cases dramatically. Areas with more effective prevention and fuels hazard abatement programs fared better than those without. Fewer homes were lost in communities where local government actively supported and enforced hazard abatement programs, and safety presented less of a concern. However, the normal 30' abatement limit was not sufficient in most cases to prevent flame impingement and ember-driven fires from starting. Some WUI areas had 100' abatement limits, and those were extremely effective. In wildland areas, it proved critical for natural resource agencies to focus their limited resources on priority Fuels projects. The National Forests have hundreds of thousands of acres of dead trees and accumulated fuels. Treating the “The fire hit us so hard; whole area is unrealistic given the resources available to # the houses became just another fuel type.“ the agencies.

- Engine Company Captain Editor’s Note: The Winter 2004 Scratchline will continue with In higher elevations, extensive tree mortality resulting Lessons Learned in Strategy and Tactics from the Southern from pine beetle infestation provided abundant fuel to carry California fires. 3 SMOKEJUMPERS

Smokejumpers from bases located in Idaho, Alaska, and jumps in higher wind conditions. Topographic features California were interviewed during the summer and fall and trees add to the degree of difficulty. Candidates of 2003 regarding their successes, challenges, and complete a minimum of 15, and up to 25 precision jumps. training recommendations from recent seasons. These They must demonstrate that they are both comfortable interviews, formatted after the After Action Review with and proficient at parachute jumping. (AAR) Rollup, supported numerous established principles in wildland fire. Special thanks is extended to Two smokejumpers recounted their own success stories Smokejumpers Mike Tupper, Lisa Allen, Tom Roach, and the lessons they learned. Zuri Betz, Josh Mathiesen, and Bob Bente for sharing their lessons learned and best practices with the After the season, one rookie from that year’s rookie wildland fire community. class is selected to be one of next year’s rookie train- ers. Base management selects the Lessons Learned – individual who is to fill this role. As a trainer, this Achieved Successes person then works with all of the next year’s candidates. They provide support, and help with secrets and “tricks of the trade” such as tree climbing techniques and Rookie Training what to carry in a personal gear bag. This sophomore year trainer must also strike a delicate balance Smokejumpers consider their first year rookie between showing rookies an easier way and allowing training as a significant source of the overall lessons them to struggle and learn the hard way. While the they have learned. In looking back to when they were trainer-rookie relationship must be maintained at all rookie smoke- jumpers, they all noted that maintaining professional relationships and trusting the trainer were times, being in the unique position of the sophomore key factors in achieving their eventual training success. rookie trainer was the most rewarding job assignment Field Camp is the terminology used for the first for one smokejumper. week of rookie smokejumper training. It is extremely All through rookie training, trust is continually stressful and demanding, both mentally and physically. emphasized. As a trainee, you must learn to trust your Field Camp activities include hiking, cutting fireline, trainers completely. This second season smokejumper carrying full gear including cubitainers and saws, climbing related how it was easy to second-guess procedures trees, using crosscut saws, building helispots, setting up after having worked in organizations that appeared to pumps, and laying hose. frequently change the rules. The trainee came to learn During Field Camp practical situational scenarios are that in parachuting every step has a purpose, is time set up as a series of round robin stations, and candidates proven, and every single thing counts. Therefore, it is must use GPS coordinates to find a given scenario site, important for rookies not to second-guess any aspect sling load site, and fire observation station. Trainees also of the procedures taught in smokejumping. participate in spot fire and emergency medical incident Seizing Opportunity scenarios to focus and reinforce firefighting and first aid skills. After the four days of Field Camp, smokejumper Successes can occur when one takes the opportunity to trainees must complete a 23-mile field marathon run. move into a leadership role. One smokejumper explained Their trainers run with the rookies every step of the way. how accepting a leadership opportunity during the second Only after this do the candidates begin to learn jump year as a Boise smokejumper helped build confidence and counts and the history of smokejumping. strengthen leadership abilities. The second and third weeks of rookie training consist of parachute training; studying smokejumper manuals, An experience became a defining and pivotal moment performing tower jumps, practicing on-board aircraft during a standard mission in the Great Basin of Nevada. procedures, parachute landing falls, malfunction The first person in the plane door is typically the Jumper procedures, and other aspects of parachuting. The candi- In Charge (JIC) of the incident. This dispatch was a 500 dates are given a pass/fail test covering everything they acre fire, growing steadily, and far more complex than any must know up to this point before they may start previous fire on which this smokejumper had been an parachute jumping. Incident Commander (IC). The fourth and fifth weeks focus entirely on The spotter offered the IC position to this second year parachute jumping. This training phase starts with easy jumper. The smokejumper was nervous about being the IC jumps onto flat terrain and culminates with difficult on a smokejumper fire of this size for the first time. Due to 4 SMOKEJUMPERS IN SOUTHERN CALIFORNIA A combination of Redding and McCall smoke- The smokejumper crew also lacked good intelligence and jumpers out of the Redding Smokejumper Base fire maps presenting big challenges to situational in California were working as a hand crew on fuels awareneness. When the crew was able to obtain a fire projects when the Southern California Fires started map, it was out of date almost immediately due to the fast moving fire front. They overcame this challenge by in October 2003. They were then dispatched to the engaging in continual area reconnaissance. This recon Grand Prix Fire during the initial attack phase. had to be conducted in areas not seen in daylight, There they fought fire in an urban interface environ- beginning immediately after coming on shift and ment for 12 operational periods. What follows concluding with a debriefing with the day shift whenever are a few of their urban interface lessons learned. possible. The smokejumper crew also found themselves in different subdivisions every shift, often three to four The smokejumper crew worked night shifts when miles away from where they worked the previous night. some of the most significant fire runs occurred. The The jumpers recognized this problem and knew that crew learned to recon the interface neighborhood recon was essential to both operations and safety prior to the fire front arriving. After the flame front throughout every operational period. had passed through the neighborhood, the crew split- up into two and three person teams and assisted The smokejumper crew learned not to become overly engine crews with saving structures. attached to a single structure that they were trying to save because it was easy to experience tunnel vision. Radio communications were non-existent with They had to maintain overall perspective in order to stay adjoining resources so the crew regrouped three to safe. This required the crew to step-back and look at the four times per shift to reevaluate and redeploy as big picture. This conscious effort to look at the needed. Smokejumpers are trained in small group surroundings on a neighborhood scale was critical in maintaining situational awareness during the interface leadership and found this regrouping technique a # very effective substitute in a firestorm situation firestorm. where they lacked the normal means of radio communication. the complexity of this fire, the spotter was reconsidering One smokejumper, having been a training supervisor the offer and was going to give the IC assignment to a for the past three years, said that the job involves an more experienced smokejumper. The second year jumper incredible amount of responsibility. Rookie training felt he had to rise to this challenge or it would be that lasts seven weeks at one smokejumper base. In three much more intimidating the next time he was “first in seasons, the jumper related that 43 rookies completed the door”. He told the spotter he wanted the fire, and the training. Having watched the rookies through these jumped it as IC with a more experienced smokejumper seasons, and bearing witness their successes and failures, acting as the shadow. The fire was controlled three days you recognize that it is a long journey. The jumper also later at 600 acres with 69 firefighters on the line. The noted how many emotions surface for the trainees during defining moment was accepting the opportunity and this time and as a training supervisor you have to help challenge. From that assignment onward, the jumper rookies resolve these emotions if they are to succeed. related continuing to gain confidence based on this experi- ence. The jumper related the importance of recognizing Smokejumping is full of transitions - from a rookie to an opportunity when it emerges. If you have prepared, first year, first year to second year, and so on. A defining take advantage of it and grow from the experience gained. moment for one smokejumper came in the transition to becoming the leader. The jumper had in the past looked Trainer Responsibilities and Influence to others for leadership and guidance, and now after a few seasons, others began to look at this person for leadership Trainers must comprehend the importance and and decisions. This transition to leadership was very exhila- influence their job as trainers have on others. Trainers rating, but the jumper also found it to be a bit scary. How- need to recall the supervisors who positively influenced ever, by the fourth or fifth season, the jumper said they were them, and how the supervisors used key influential concepts. able to comfortably “lead the charge” by getting a full load Then take these concepts and incorporate them to become of smokejumpers and their cargo safely down to the fire. a better trainer and supervisor. Become an example. One needs to “live and breathe”

the training and become totally immersed in it. Do the things Lessons Learned – that you expect the trainees to do and really lead by your Overcoming a Challenge example. Meeting with other staff to prepare for the next day and spending time with the rookies who have questions Often the lesson learned from overcoming a challenge after hours, demonstrates your commitment to success. or obstacle can set the stage for significant career 5 enhancements. Smokejumpers describe perseverance, levels on fires presents a constant challenge. Do what is correcting mistakes, self-initiative, effective decision- right, instead of trying to please everyone. Mistakes can making, and recognizing the abilities of others as be made when your focus is distracted by thoughts of what challenges that eventually propelled them forward. others might think. What others think may not even align with the mission. In smoke-jumping, it is important to Raising the Bar hear other opinions, but the supervisor must make the Smokejumpers generally come from a firefighting final decision based on the mission. crew environment before they join a smokejumping Recognizing Abilities program. A smokejumper trainee comes to an organiza- tion that is comprised of extremely talented individuals One smokejumper spotter recognized a new set of and early on it is hard for a trainee not to wonder if responsibilities as part of their lesson learned: they really belong in this organization. Once the raised bar is confronted, trainees learn to persevere and con- This smokejumper has been qualified as a spotter for stantly challenge themselves. three years. The spotter flies in the jumper aircraft, makes A trainee smokejumper must recognize that they will mission decisions, uses streamers to mark the intended make mistakes, but they are to learn from the mistakes jump spot, acts as a pre-jump communication link with and not continue to dwell on them. both the host agency and the smokejumpers, and then directs the jumpers from the aircraft to the fire. Lastly, the Becoming a Leader spotter kicks the cargo out of the plane and returns to the smoke-jumper base with the pilot. The spotter, by One smokejumper described the hardest part of directing personnel to the jump spot, must take into leadership is having the courage to confront peers when account the individual experience level of the jumpers they are making a mistake, taking the responsibility to in the aircraft and their overall skills and abilities. This correct them, and not turn the other way and ignore the spotter has come to realize that individual capabilities are situation. Smokejumper supervisors make clear to the very important. Ultimately the spotter’s job is to give the rookies from the first day “it is your program”. You can jumper the best chance to arrive safely on the ground, and lead from anywhere. Leadership can be very simple then transit to the fire location. Smokejumpers steer their acts like being on time or five minutes early, having your parachutes where a spotter directs them, so the spotter’s job equipment ready, and not complaining about an assigned is taken very seriously. While smokejumpers have the project. Other examples could be explaining Lookouts, final say, maintaining their confidence is a key component of Communications, Escape Routes, Safety Zones (LCES) the spotter’s position. All jumpers must also have confidence to other firefighters. Good leadership starts with being a in their spotter or the jump success can be compromised. good follower. Training Curriculum Incentive From Others Recommendations One second year smokejumper reflected on how peers were invaluable in helping meet the constant physical The Smokejumper community has embraced the leadership challenges of rookie training: training curriculum and incorporates it into the way they conduct training and learn as an organization. This section The most difficult challenges for this smokejumper examines how they apply leadership training and styles of involved getting past the physical demands and maintaining leadership. self-confidence during rookie training. Rookie counterparts really gave each other the incentive to work harder. If Applicability of Leadership Training it had not been for the comraderie between rookies, this Overall, the National Coordinating Group smokejumper felt they would not have made it through (NWCG) training curriculum includes a lot of good the five weeks. The jumper stated it was important to take information. However, smokejumpers have identified a it one step and one day at a time, so that you do not allow problem that lies in the delivery of this material. In many yourself to get overwhelmed by the entire training circumstances, curriculum delivery is of poor quality, relying curriculum. When you are constantly undergoing solely on classroom lectures and slide presentations. physically demanding training (exercising, running, Smokejumpers have found the recent emphasis on the lifting weights) it is important not to overtrain. Allow your dynamic leadership training curriculum, particularly the body time to rest, and remember to take a day off to allow field practicals and sand table exercises, as a very your muscles to rebuild. positive change. Making Good Decisions From the perspective of an experienced smokejumper, the Fireline Leadership course challenges you to think Dealing with the different personalities and skill about leadership in new ways. Individuals who have 6 already had extensive leadership opportunities and real the next day’s crew boss. Trainers stay in the background, life experiences present the training. The methodology providing guidance and pointers only as necessary. By the promotes that effective leadership is a bottomless second or third time the trainees conduct the AAR, they toolbox of ideas and methods. Any given situation may show noticeable improvement in their facilitation skills be properly handled in a variety of ways. Effective and ability to lead. It is important to give everyone a chance leaders are those open to new challenges and to approach- to lead, whether talking on a radio, or making a simple ing old challenges in new ways. No leader has the ultimate decision like where and when to deliver lunches for the answer to every situation, but can always learn from crew. The wildland fire community is in the business of peers and subordinates. Smokejumpers have identified a developing people as much, or more so, than it is in the broad range of useful approaches and techniques to business of developing their firefighting skills. improve situations, understand other’s personalities and implement self-improvement that are all addressed in the Leadership Styles and Philosophies latest version of the Fireline Leadership course (L-380). Smokejumpers use a style similar to the Fireline Leadership philosophies used at some of the smokejumper Leadership course in delivery of their own Smokejumper bases were illustrated by a smokejumper crew supervisor: training. The fifth week illustrates this with “in the woods” training, when the rookies parachute jump into a This crew supervisor incorporates two philosophies simulated small fire and spend a week in an active training of leadership into the smokejumper training and the way scenario environment. The rookies climb trees, fight the the smokejumpers conduct everyday business. The first simulated fire, and all rookies have the chance to be a one is small group leadership, as practiced by the Navy leader. At the end of the week, they pack out all their Seals and Special Forces. The second was used and put gear. This fifth week is a very profound one for most into practice by Jack Welch, former CEO of General trainees. This kind of practical, hands-on training Electric. Welch’s method said that to be an effective encourages bonding and skills development and it also leader you must hire the best, train 365 days per year, recruit every day, and then stay out of their way. Endeavors encourages a respect and appreciation for the forest generally succeed or fail because of the people involved, that cannot be achieved in a static classroom setting. not the mission itself. AARs Improve Training Curriculum Summary Both trainers and trainees conduct an After Action In these lessons learned interviews, smokejumpers Review (AAR) at the end of each day of smokejumper rookie training. After reviewing what was planned, what highlighted several established principles that everyone actually happened, and why it happened, the training involved in wildland fire can use: team determines what they are going to sustain and what 1) Maintain professional relationships facets will need to be improved. After instituting the AAR 2) Trust the trainer as you learn process, the leadership at the Boise Smokejumper Base 3) Continually challenge yourself recognized and made 89 changes to their training guide 4) Accept new opportunities to build your that first year, 39 in the second year, and 29 changes confidence level during the third training season in which they incorpo- 5) Practice leading from anywhere rated the AAR process. 6) Truly lead by example Every day, during the rookie training, a new rookie 7) Recognize individual abilities leader performs as a rew boss. The crew boss leads an AAR 8) Peers provide excellent incentive and motivation at the end of each day. Following the AAR, the trainees elect 9) Remember the mission when making a decision #

For more information go to: http://www.fs.fed.us/fire/people/smokejumpers/

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