“What I couldn't change as a hotshot superintendent, I tried to influence as an FMO. And then, when I reached the limits of an FMO, I knew that I had to think bigger and about where I could have more influence. So, I went to WFAP with 450 students a year. I could directly influence future generations of leaders, managers, and FMOs . . .”
This post compares three aerial extractions of firefighters in danger of being overrun by fire.
While driving, the tip of a downed tree along the side of the road broke the driver's side window and came through the cab, narrowly missing the driver's neck.
The likelihood of a lesson influencing our behavior is greatly increased by how personal the source of the lesson is. We strive to increase the likelihood of learning for those farther removed through personalizing learning experiences.
How does using the “Clocks and Clouds” analogy theory help us to think, talk about, and learn from past events?
A deep commitment to learning asks us all to get comfortable letting go of a rigid or fixed mindset and coming into situations with true inquisitiveness.
It’s important to remember that sharing a lesson doesn’t always have to be associated with an accident or close call.
When you read reports, don’t expect the lessons to be spoon-fed to you on paper. That’s not where the learning is. Learning comes from the intentional interaction you engage in after the reading.
The culmination of our crew’s training is the South Canyon Staff Ride. That’s where a lot of tremendous lessons are learned up on that hill during this Staff Ride experience.
Ben wants to share all that he learned from this tragic experience with the wildland fire community—so that others might be better prepared for reacting and responding to critical incidents.