'Student of Fire' – What Does It Really Mean?

Winter 2017 ▲ Vol. 6 Issue 4 ▲ Produced and distributed quarterly by the Wildland Fire Lessons Learned Center

In the Fall Issue of Two More Chains we asked our readers to submit their feedback to Mark Smith’s “The Big Lie” “I suppose I would want my legacy to be that essay. firefighters begin to realize the importance of being More than 100 of you responded. To see what these a student of fire, and that I was able to help folks had to say: make that happen.”

http://bit.ly/BigLieFeedback Paul Gleason 1946-2003

‘Student of Fire’ – What Does it Really Mean?

By Travis Dotson

e have all heard this quote from Paul Gleason. We throw the term “Student of Fire” around a lot, but what does it really mean? Is fire the teacher and we are its student? Does that mean we only learn about fire behavior? It seems like some folks see it that way.

W I think Gleason meant more than that. I think he meant everything that fire creates—including the fire service. If we look at it this way, his challenge is much greater than time on the line and getting through S-590. It’s endless reflection and improvement in all endeavors.

But how do we do that? How is it that we as individuals can influence the existence of an organization capable of creating and sustaining true students of fire?

A thought-provoking article in the Harvard Business Review “Is Yours a Learning Organization?” by authors David A. Garvin, Amy C. Edmondson, and Francesca Gino provides some specific ideas on this topic: https://hbr.org/2008/03/is-yours-a- learning-organization. Take a few minutes to check out this worthwhile read. “Leaders may think that The following is intended to help illustrate how the “Building Blocks” and key premises discussed in getting their organizations to this article (displayed below and throughout my article in shaded boxes) apply to the wildland fire learn is only a matter of service. articulating a clear vision, Building Blocks of the Learning Organization giving employees the right Organizational research over the past two decades has revealed three broad factors that are incentives, and providing lots essential for organizational learning and adaptability: a supportive learning environment, concrete of training. This assumption is learning processes and practices, and leadership behavior that provides reinforcement. not merely flawed—it’s Building Block 1: A Supportive Learning Environment risky . . .” An environment that supports learning has four distinguishing characteristics. From the “Is Yours a Learning Organization?” article in the [Continued on Page 3] Harvard Business Review. Also in this Issue

She’s on a Mission for You Page 6 Get the Latest on Fuel Geysers Page 10 1

Ground By Travis Dotson

Fire Management Specialist Wildland Fire Lessons Learned Center Truths [email protected]

The One You Feed

popular parable goes What about the not so great parts of our something like this: culture?

A When was the last time you generalized A Grandmother is imparting wisdom an entire resource type? Contractors, to her Grandchild. She says: Type 2 Crews, Helitack, Overhead—or “Inside each of us are two wolves. the universally acceptable target: They are constantly fighting. One wolf Smokejumpers. is full of arrogance, resentment, With every sweeping generalization, you jealousy—all those things you know are growing the strength of our collective are not healthy. The other wolf is bad wolf—it’s “us and them” crap. Don’t made up of humility, empathy, do it. honesty—all the qualities we value.”

The child ponders this for a moment, You Need to Do Something then asks: “Grandmother, which wolf Just thinking about this is not enough. wins?” The Grandmother answers You need to do something. simply: “The one you feed.” Are you trying to think your way into I like this parable, it involves fighting right action? Try acting your way into wolves. I understand not everyone right thinking. It’s great to consider and likes wolves. Fine, use an animal you contemplate, but action is what gets the feel neutral about, like sage grouse. kibble to the K-9. Or giraffes. Honey badgers? OK, you You are every part of this story. get the point. Opposing forces exist inside of us. You are the “Grandparent,” the one with wisdom to share. Are you taking the time Which Wolf are You Feeding? to share your hard-earned insights in a The obvious lesson is in the question: “Which wolf are you feeding?” way that can be heard and understood? Are you intentional As you take stock, it often becomes clear that we regularly feed both about what you pass on to those you influence? Are you even wolves. The question then becomes how aware are you of your aware of those you influence? You are a leader. Be a good one. feedings? I’m not very good at being aware. You are the “Grandchild.” Are you paying

One of my wolves really likes coffee and attention? Are you asking questions? You are a beer; the other one likes water and tea. One Action is what gets student. Be a good one. of my wolves gets fed every time I make the kibble to the K-9. assumptions about the BMW taking up two The Wolves Inside the Wildland Fire Culture parking spots or join in on a group gripe fest You are the wolves. The wolves inside the about the idiots du jour. The other wolf gets wildland fire culture. What food are you looking nourishment when I play with my daughter or take a long trail run. for? What are you feeding yourself? There is a vast buffet for you We all know our personal wolves and their appetites. to graze or gorge on. You choose what gets in and makes you what you are. You are a wolf. Be a good one. What I want to talk about is our collective wolves, the wolves of the wildland fire culture. Our culture has plenty of food for both, and we We choose what to feed our internal wolves. This determines each make both conscious and unconscious decisions about which which wolf we will be inside our community. puppy we favor. Be a good one, Tool Swingers. Duty – Respect – Integrity. We all know which bowl those go into. Leadership is feeding other peoples’ wolves. Think about that the next time you interact with a rookie. 2

[Continued from Page 1] Think about how the following topics and observations apply to you on an individual unit basis. Your Crew. Your District. Your Squad. These concepts apply at every level of the organization—and you contribute, no matter what your position.

[From: “Is Yours a Learning Organization?” Article] Psychological Safety To learn, employees cannot fear being belittled or marginalized when they disagree with peers or authority figures, ask naive questions, own up to mistakes, or present a minority viewpoint. Instead, they must be comfortable expressing their thoughts about the work at hand.

We can be brutal. Our little tribes grow very skilled “belitters” and “marginalizers” whom we sic on those outside the norm. Who have you excluded or made to feel unwelcome? What minority viewpoint have you not sought out? How have you responded when “mistakes” are revealed?

Take some time on this one and really think about this. Humility is an essential ingredient for learning. Are you demonstrating this quality for those around you?

[From: “Is Yours a Learning Organization?” Article] Appreciation of Differences Learning occurs when people become aware of opposing ideas. Recognizing the value of competing functional outlooks and alternative worldviews increases energy and motivation, sparks fresh thinking, and prevents lethargy and drift.

Have you owned your part of the problem as light is shone into the dirty darkness of our culture’s archaic views on gender? Does your crew consider “alternative worldviews”? Try empathy, you might get something out of it.

[From: “Is Yours a Learning Organization?” Article] Openness to New Ideas Learning is not simply about correcting mistakes and solving problems. It is also about crafting novel approaches. Employees should be encouraged to take risks and explore the untested and unknown.

“This is the way we’ve always done it!”—That’s all I have to say. [Continued on Page 4]

[Continued from Page 3]

[From: “Is Yours a Learning Organization?” Article] Time for Reflection All too many managers are judged by the sheer number of hours they work and the tasks they accomplish. When people are too busy or overstressed by deadlines and scheduling pressures, however, their ability to think analytically and creatively is compromised. They become less able to diagnose problems and learn from their experiences. Supportive learning environments allow time for a pause in the action and encourage thoughtful review of the organization’s processes.

I would put forth that on most fire assignments we have plenty of “pause in the action” (hurry up and ______). But what is it we are doing with those pauses? Are you conducting thoughtful review? What is the pace like at the home unit? Is it all about the cutting or the cleaning or the fencing? Build time for reflection—it’s part of the job.

Kari Greer Photo

To change a culture of blame and silence about errors at Children’s Hospitals and Clinics of Minnesota, COO Julie Morath instituted a new policy of “blameless reporting” that encouraged replacing threatening terms such as “errors” and “investigations” with less emotionally laden terms such as “accidents” and “analysis.” For Morath, the culture of hospitals must be, as she told us, “one of everyone working together to understand safety, identify risks, and report them without fear of blame.” The result was that people started to collaborate throughout the organization to talk about and change behaviors, policies, and systems that put patients at risk. Over time, these learning activities yielded measurable reductions in preventable deaths and illnesses at the institution.

What words does your crew use in relation to unintended outcomes?

[From: “Is Yours a Learning Organization?” Article] Building Block 2: Concrete Learning Processes and Practices For maximum impact, knowledge must be shared in systematic and clearly defined ways. Sharing can take place among individuals, groups, or whole organizations. Knowledge can move laterally or vertically within a firm. Perhaps the best known example of this approach is the U.S. Army’s After Action Review (AAR) process, now widely used by many companies, which involves a systematic debriefing after every mission, project, or critical activity. This process is framed by four simple questions: What did we set out to do? What actually happened? Why did it happen? What do we do next time? (Which activities do we sustain, and which do we improve?) In the Army, lessons move quickly up and down the chain of command, and laterally through sanctioned websites. Then the results are codified by the Center for Army Lessons Learned, or CALL. Such dissemination and codification of learning is vital for any organization.

Does your crew do AARs and USE what comes out to improve? Does your crew try to learn from other peoples’ experiences? Do you use and discuss FLA and RLS documents? Do you submit an RLS when you have a lesson worth sharing? The system doesn’t work without you playing your part.

[Continued on Page 5]

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[From: “Is Yours a Learning Organization?” Article] Building Block 3: Leadership that Reinforces Learning Organizational learning is strongly influenced by the behavior of leaders. When leaders actively question and listen to employees—and thereby prompt dialogue and debate—people in the institution feel encouraged to learn. If leaders signal the importance of spending time on problem identification, knowledge transfer, and reflective post-audits, these activities are likely to flourish. When people in power demonstrate through their own behavior a willingness to entertain alternative points of view, employees feel emboldened to offer new ideas and options.

You are a leader whether you want to be or not—someone is watching you and using your behavior to frame their own. When was the last time you entertained an alternative viewpoint?

The three building blocks of organizational learning reinforce one another and, to some degree, overlap. Just as leadership behaviors help create and sustain supportive learning environments, such environments make it easier for managers and employees to execute concrete learning processes and practices smoothly and efficiently. Continuing the virtuous circle, concrete processes provide opportunities for leaders to behave in ways that foster learning and to cultivate that behavior in others.

Contributing to an Atmosphere Conducive to Learning You are part of the process and you need to own your part. Being a student of fire is part of the responsibility of being a firefighter.

Contributing to an atmosphere conducive to learning within your immediate sphere of influence—whether that is your squad or your region—is a crucial part of our collective well-being.

Ask questions. Listen. Be willing to be wrong.

One of Our Own

Bre Orcasitas

Insights on Our Wildland Fire Culture

By Alex Viktora

re Orcasitas is on a mission.

“My focus is to fill the gaps where the greater good is concerned, B particularly in relation to the preparedness and education centered around critical incidents,” she explains. “I believe with comprehensive training and workshops we can affect change within the fire community. But how we engage in this subject is the most crucial component.”

Last summer, working as a member of the Wenatchee Valley Rappellers on the Okanogan-Wenatchee National Forest, Bre stepped down from her 11-year U.S. Forest Service career to launch her own business, Vital Balance, to pursue such causes.

“You can have the best information to offer,” Bre says, “but if it’s delivered in such a way that doesn’t resonate with this close-knit wildland fire community, it’s essentially rendered useless.”

Bre’s career in fire included one year on an engine, two years on a Type 2 fire crew, three years on an interagency hotshot crew, one year as a smokejumper, and four years rappelling. She also spent a year working on the Missoula Technology and Development Center’s “Heat Stress Study.”

Her fire resume is jam-packed with other activities and endeavors—from working in Dispatch to serving as a Critical Incident Stress Management (CISM) Team member, as well as a Crewboss/Cadre/Logistics leader for the Wildland Firefighter Apprenticeship Program. Bre even did a stint as co-author for the rewrite of the National Catering Contract regarding fireline sack lunches.

What does the term/concept “Student of Fire” mean to you? It’s the efforts you make of your own volition to be better, expand your knowledge base, look outside Got a potential “One of Our Own” candidate? your specialty, and try a different aspect of fire. Contact: Paul Keller It’s exhibiting courage by taking yourself outside your comfort zone in order to be a “rookie” again. 503-622-4861 [email protected] It’s setting your ego aside and admitting that you don’t know everything. [Continued on Page 7] 6

[Continued from Page 6]

We tend to throw around the term “Wildland Fire Culture” a lot. What does this term/concept https://theevolvingnomad.com mean to you?

The recent blog post I wrote is my long characterization of the wildland fire culture. I must admit, I probably never would have thought to write about fire culture had it not derived from a circumstance that forced me to focus on it.

I was on an FLA Team last spring and the FLA’s incident itself occurred solely due to our culture. To be clear, I am not saying that our culture is negative, it just so happened that this instance was a result of who we are and how we operate.

The most complex part of the FLA was how to explain our culture in a relatable way to the Regional Forester and the Line Officers. We immediately began putting in a collaborative effort to define “fire culture,” but when we made our first attempts, it was fruitless. We kept staring at one another saying: “How are we going to explain who we are on paper?” It just seemed such an intangible thing to capture. Bre’s recent insightful blog post on our wildland fire culture.

In our culture we are tight-lipped about pain, ailments, and sickness out on the line because we don’t want to be deemed a “whiner.” But being affected by trauma is a whole different deal. It won’t go away on its own if you try to simply ignore it. And it is not a sign of weakness to speak up and let people know that you’re struggling.

That night before going to sleep, I tried to jot some things down— without much luck. I don’t know if I slept on the magic pillow or what, but when I woke up it all came pouring out. I just typed everything up as it came to me stream-of-consciousness style and brought it into the group.

The person in charge of writing the FLA’s section on “Human/Crew Dynamics” was able to pull strands out of what I wrote and used it in our final product. (See page 13 in PT Run Heat Stroke FLA – Region 6.) The blog post I put out (https://theevolvingnomad.com/2016/11/20/fire-culture/) has had very little editing from how this narrative initially came to me.

What piece of our culture needs to change most?

Oh man, busting out the big questions, eh?

First off, there’s an inherent difference between changes in our culture and changes in our policies/procedures. We need to recognize the difference. The impact that trauma is having on our folks is real and it is far reaching.

In our culture we are tight-lipped about pain, ailments, and Bre with fellow Winema Interagency Hotshot Crew member Richard sickness out on the line because we don’t want to be deemed a “Wally” Ochoa Jr. Wally received a Paul Gleason Lead by “whiner.” But being affected by trauma is a whole different deal. It Example Award in 2014. won’t go away on its own if you try to simply ignore it. [Continued on Page 8]

The culture change comes by dispelling the mentality that

struggling with the effects of trauma means that you’re weak.

The only way to do that is to actually start talking about this

stuff within the crew setting. That can be a difficult hurdle

because we don’t talk about things that are uncomfortable to

us—but we’ve got to start.

[Continued from Page 7] And it is not a sign of weakness to speak up and let people know that you’re struggling.

But here’s the kicker. First, you’ve got to know that you’re affected by trauma. We essentially have zero education about the effects of trauma. This seems insane when you stop to think about the fact that any given day in the forest has the potential to end with a critical incident. If you don’t know the signs and symptoms of things like Acute Stress Reaction, Panic Attacks, or PTSD how will you know to seek help?

So, first and foremost we need education. The culture change comes by dispelling the mentality that struggling with the effects of trauma means that you’re weak. The only way to do that is to actually start talking about this stuff within the crew setting. That can be a difficult hurdle because we don’t talk about things that are uncomfortable to us—but we’ve got to start. We also need to be checking in with our folks long after the dust has settled—this is when people tend to get hit the hardest. In 2010 Bre was a Redmond Smokejumper. On a positive note, the U.S. Forest Service has been working hard to develop a “Stress First Aid” course. This is a major step forward in actively acknowledging the realities of the job.

Have you ever “Been That Guy”? If yes, why/how? What did you learn?

Ha! Of course I have. I’m pretty sure every person in fire has, if only for a day. That’s the thing about being “That Guy”—one stupid mistake can land you there.

My favorite “Don’t Be That Guy” instance came my first season on the hotshot crew. I had never filled-in on an IHC before and hadn’t been to a fire camp either. So upon arrival at our first large fire I took cues from watching other crew members.

The first morning, I was awakened by the Supt. shaking my tent (as he did for everyone) and I began getting myself ready. I had my tent fly on so I wasn’t able to see what was going on around me. My whole life prior to this moment I would wake up and brush my teeth. So I grabbed my toothbrush and stepped out of my tent to find the entire crew standing silently in line order waiting on one. I was the one. There I stood toothbrush in hand displaying the ultimate “Oh Sh #t!” look on my face as I scrambled to get into line.

From that day forward, I always woke up a little earlier than everyone on the crew to ensure that I would never have people waiting on me again.

How does the concept of “Don’t Be

That Guy” affect the notion of reporting, which is an essential I think near misses go unreported all the time because there element of a learning/safety culture? is an overall feeling that people will assume that we did I really don’t know how much of a difference “That Guy” experiences in this realm compared to anyone else in something wrong if we had a near miss. We think it will look fire. bad on the crew and we protect the reputation of our crews. I think near misses go unreported all the time because there is an overall feeling that people will assume that we did something wrong if we had a near miss. We think it will look bad on the crew and we protect the reputation of our crews. [Continued on Page 9] 8

[Continued from Page 8] A way around that is to ensure that we protect the ability to stay anonymous if need be. Case studies are an excellent way to derive information from the ground without forcing folks to “report” when they are uncomfortable. Case studies could be a real aid in seeing where we need to improve.

What advice do you have for "That Guy"?

Get Your Sh #t Together! But really, if you’re “That Guy” purely for personality reasons, I would recommend looking into different crews or facets of fire to find your best fit.

For all the work-related reasons that you could end up being “That Guy,” I’d say: train before and after work, ask for some mentorship by someone who seems like they’d be willing to help you, volunteer for everything, get there early, and contribute to the greater good of those around you.

It can be a hard road to work your way back from being “That Guy” and many times it’s a complete impossibility. But if you show true effort to improve, often times that wins out. When you’re new to a crew you’ve always got to prove yourself no matter who Bre with her daughter, Ani. you are or what level you’re coming in at. It’s the right of passage to earning acceptance within a close-knit community—there’s no way around it.

If you were designing a more efficient culture around learning, what aspects of the fire culture would you keep, remove, and others would you insert?

I would blow the doors off the training budget. Right now we’ve got to wait on lists and hope that we’re selected to take a course.

Our system holds people back due to an inability to meet the need. Even if we quadrupled the amount of times we put on some of the most-needed courses, we’d probably still have folks on waiting lists. If we want people to have Quals we’ve got to help them by making those courses readily accessible.

All things being equal, would you rather Jump or Rappel a fire? For all the work-related reasons that you could end up being Great. I’m in trouble either way with this “That Guy,” I’d say: train before and after work, ask for some question, Ha!

mentorship by someone who seems like they’d be willing to I’d have to say “Jump” for two reasons:

1. Parachutes are much more comfortable to help you, volunteer for everything, get there early, and sleep on than 250 feet of coiled rope.

contribute to the greater good of those around you. 2. The spam recipes in the Jump world far exceed those of the Rappel world.

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Shop Talk

Fuel Geysers: It could happen to you.

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Easy to Talk About Cultural Change, the National Fallen Firefighter Foundation, a strategy meeting But How Do We Actually Implement It? focusing on wildland fire safety resulted in a report I appreciated the 2016 Fall Issue of Two More Chains and its (https://www.everyonegoeshome.com/16-initiatives/1-cultural- discussion surrounding the “Big Lie Essay” (BLE). I whole- change/) with recommendations and a stated goal of reducing heartedly support the BLE and its objective of, at the very wildland fire line of duty deaths and injuries and moving this least, having an open debate and dialogue—but, more so, the issue forward. However, at this time it is unclear how or if this grander quixotic dream of a shift in culture or “Age of effort has continued, is advancing, or has been rolled-up into Enlightenment” regarding risk-based response, risk other existing initiatives and programs (such as Safety Engagements and Life First). management, and risk-based decision making.

Often when I make the comment “a needed culture shift in I am hopeful that within the wildland fire service as a whole wildland firefighting” around operators, the response is (so cross-boundary, cross-agency, etc.) and across all levels of defensive: “What’s wrong with our culture—absolutely management we can come to this realization and make the nothing!” (Makes me think of the classic 1970s-era song called needed cultural changes and adaptations required of us—and “War.”) I am not attacking the work ethos, comradery, or truly mean it. We need to realize that our firefighting sisterhood-brotherhood of this world. Nor am I suggesting suppression-driven response (bias for action) may not always that fire suppression will disappear. It will always be part of an be the right course of action. We need to take a breath and enlightened fire management philosophy that includes step back (even though we say we do—so either deeper or prescribed fire and the management of planned and longer breaths) prior to engagement. It will require “Smart Heretics” to lead the way from all levels to make this possible. unplanned ignitions where appropriate and feasible.

Rather, it is that our present culture of response to wildland My observation is that it is easy to talk about cultural change, fire is not in alignment with the current biophysical and enlightenment, and new initiatives when snow is on the environmental settings we find ourselves in today. Nor can we ground. However, it is much more difficult to discuss and continue the current and projected trends in suppression implement these same thoughts, ideas, initiatives, and spending at the expense of non-fire land management strategies when smoke is in the air—when it truly matters. programs and operations. (See these two sites: Because of this, my confirmation bias is that change is not https://www.fs.fed.us/sites/default/files/legacy_files/media/types/te occurring at a fast enough rate. Thus, while I do not doubt stimony/Oct-8-Testimony-HAgC-Fire-Forest-Management.pdf individual sincerity in these endeavors, it causes me to doubt and https://www.fs.fed.us/sites/default/files/2015-Rising-Cost- the organizational and political sincerity surrounding these Wildfire-Operations.pdf.) same efforts.

Retired U.S. Marine Lieutenant Colonel Eric Carlson of OMNA Chuck McHugh, International, that specializes in helping organizations with Fire Spatial Analyst, leadership development (http://www.theomna.com/), defines Rocky Mountain Research Station, a period of enlightenment as: “A time within the life of an Fire, Fuel, and Smoke Science Program organization where a clear vision based on profound insight and understanding of future operational need is articulated, The Female Struggles in Fire and preparations are effectively made to transform the I would like to thank Travis Dotson for his moral courage in the organization into a new creation ready to fill the needs of the Summer Issue of Two More Chains and his follow-up response realized vision.” In personal communications I have had with in the Fall Issue about gender bias in fire.

Carlson, he also talks about how “Marines speak of two Travis is spot on and has captured the essence of female distinct periods of enlightenment” and points out that “the struggles in fire in a way that I have never seen from a male Marine Corps views with pride the changes initiated in both perspective. His response to the typical “good-guy responses” the 1920s and the 1980s as evidence of the adaptability of is equally powerful. their organization to changing environments.” I have been reading Two More Chains since the beginning and The U.S. Fire Administration realized a need for “Cultural am happy to see that the publication is getting much more Change” when line of duty deaths and injury in the structure traction in our community. Please keep up with these difficult world were not significantly changing in spite of vast topics as we continually need to challenge our organizational investments and emphasis in equipment, training, and health thinking and culture. Thank you for the work you do. and wellness Kate Sullivan, (https://www.usfa.fema.gov/downloads/pdf/publications/fa_342.pdf).

Engine Operator Similarly, in 2016 in Emmitsburg, Maryland, in conjunction with