• Wildland Fire Leadership Development Program Components - Include the following program components that can be found at www.fireleadership.gov

o Select a leadership case study book from the Professional Reading Program and require it as a prework reading assignment. Use examples from the reading assignment to reinforce content presented in the classroom.
o Use the Values and Principles model and the Leading in the Wildland Fire Service publication as the foundation for course content regarding the definition of leadership and description of desired leadership behaviors.
o Reference the following Leadership Toolbox items:

o Briefing and Intent Guide
o Standard Operating Procedures Workbook
o After Action Review Guide
o Crew Cohesion Assessment
o Self-development Plan

• Training in Context - Utilize group exercises and simulations to apply concepts that are presented during instructor presentations. Exercises and simulations are to comprise 50% of the course presentation, as a minimum.
• Student/Instructor Ratio - In order to conduct effective exercises and simulations, cadres should be structured to provide low student to instructor ratios (8 students per instructor or better).
• Case Studies - Provide classroom case studies and references from organizations that normally operate in high-risk, high-tempo work environments. Examples of such organizations include the military, commercial aviation, nuclear power plant operations, structure fire departments, etc.
• Assessment - Integrate the After Action Review process into the exercises and simulations to allow opportunity for self-assessment and for performance assessment by peers.
• Integrated Curriculum - Content must be consistent with the preceding two courses in the NWCG Leadership Curriculum, the L-180 Human Factors on the Fireline course and the L-280 Followership to Leadership course.

Content Guidelines
The course content information included below is a guide for course evaluation or design. The intent of the NWCG Leadership Curriculum is to create a series of courses that are taken by individuals as they progress in their careers from less complex to more complex leadership roles within the Incident Command System. This series of courses needs to be connected conceptually from one level to the next. For example, the Leadership Values and Principles need to be expressed using the same terminology at all levels. Definitions of key terms (e.g., situational awareness) need to be consistent at all levels. The course content information included here should assist training officers, course developers, and managers in evaluating existing courses or in developing new courses to insure they fit the intent of the NWCG Leadership Curriculum.

Application of Leadership Styles
1. Describe the components of the Wildland Fire Leadership Development Program's "Values and Principles" model.
2. Identify common ethical dilemmas and how core values support a leaders ability to address ethical dilemmas.
3. Analyze the application of various leadership styles. The analysis should include identification of leadership styles used in a scenario and determination of their situational effectiveness.
4. Conduct self-assessment of individual leadership skill weaknesses/strengths and review individual leadership development plan. Refer to the Leadership Toolbox for the "Self-development Plan."

Communication Techniques
1. Describe the components of an intent statement. Refer to the Leadership Toolbox for the "Briefing and Intent" guide.
2. Demonstrate communicating “Leaders Intent” to subordinates.
3. Identify methods that a leader can use to improve the level of information sharing with subordinates.
4. Demonstrate communication techniques that provide effective feedback in high-stress, high-consequence situations. As a minimum, the techniques addressed should include: direct statements, active listening, and message confirmation.
5. Conduct an After Action Review that provides opportunities for subordinates to learn from a previous event. Refer to the Leadership Toolbox for the "After Action Review Guide."

Team Building and Problem Solving
1. Describe the phases of teambuilding and the leader's role in each phase. As a minimum, the leader responsibilities addressed should include: establishing standards for team/crew operations, orienting new subordinates, and developing required skill sets within the team/crew. Refer to the Leadership Toolbox for the "Standard Operating Procedures Workbook" and the "Crew Cohesion Assessment" tool.
2. Demonstrate techniques for counseling sessions with subordinates. As a minimum, issues that should be addressed include: poor performance, resolving a conflict within a team/crew, substance abuse, and harassment.

Detecting and Mitigating Decision Errors
1. Describe the components of the Situation Awareness and Decision-cycle models. Refer to the NWCG L-180 and L-280 courses for specific content regarding both models.
2. Analyze the error chain on a recent wildland fire accident or other major incident. The analysis should be designed using a commonly accepted model such as Reason's "Swiss Cheese" model.
3. Demonstrate the use of the Risk Management Process as a decision aid for error detection. Refer to the Incident Response Pocket Guide (NFES #1077).

Managing Stress and Other Human Factors
1. Analyze the effects of stress on decision-making. The analysis should include identification of stressors in a scenario and determination of how stress reactions may have affected the overall outcome. Refer to the NWCG L-180 course for specific content regarding stressors and stress reactions.
2. Identify typical team/crew stress reactions and develop stress control measures for those reactions within a team/crew.
3. Demonstrate responding appropriately to an incident of traumatic stress involving a subordinate.