The L-380 Design Criteria offers an alternative
approach to training. There is no standing course package available through
the NWCG Publication Management System. Agencies have the authority to develop
lesson plans based on the course criteria outlined here. The purpose of establishing
course criteria is to give agencies the latitude to develop or acquire leadership
training that fits their organizational needs while meeting the intent of
the leadership curriculum. The following criteria is intended for use
by training officers and managers for determining their best source for L-380
training. These criteria can be used to evaluate a training product that is
developed internally or acquired through other providers such
as a contractor, a university, or other source.
Personnel who desire to
become qualified as a Strike Team Leader or Unit Leader.
The L-380 training experience should provide junior leaders with a set of
tools and techniques to build and maintain cohesive crews or teams. Beyond
a set of tools and techniques, this training experience should be designed
to make an emotional and lasting impact. Essential guiding principles for
achieving this impact include: enhancing the students' understanding of the
human dimension when leading others in dynamic work environments; utilizing
experiential training techniques that will engage students in ways that challenge
them to perform under realistic and high-stress situations; and motivating
students to examine their role as a leader and their strengths and weaknesses
as a leader.
32 course hours
The combined cadre must have career backgrounds and expert level knowledge
in principle-centered leadership, emergency incident operations, human factors
and decision-making. All instructors must be facilitative instructor qualified,
and well prepared in order to execute simulations and lead classroom activities
in order to achieve the learning objectives outlined in this course criteria.
Refer to the NWCG instructor levels and requirements in the Field Managers
Course Guide online at:
Instructional Design Guidelines
- Wildland Fire Leadership
Development Program Components - Include the following program
components that can be found at www.fireleadership.gov.
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.
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).
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.
- Integrate the After Action Review process into the exercises
and simulations to allow opportunity for self-assessment and for performance
assessment by peers.
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.
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."
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
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
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
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
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
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.