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”
essay.
“I suppose I would want my legacy to be that
firefighters begin to realize the importance of being
a student of fire, and that I was able to help
make that happen.”
More than 100 of you
responded. To see what these
folks had to say:
http://bit.ly/BigLieFeedback
Paul Gleason
1946-2003
‘Student of Fire’ – What Does it Really Mean?
By Travis Dotson
W
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.
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-alearning-organization. Take a few minutes to check out this worthwhile read.
The following is intended to help illustrate how the “Building Blocks” and key premises discussed in
this article (displayed below and throughout my article in shaded boxes) apply to the wildland fire
service.
Building Blocks of the Learning Organization
Organizational research over the past two decades has revealed three broad factors that are
essential for organizational learning and adaptability: a supportive learning environment, concrete
learning processes and practices, and leadership behavior that provides reinforcement.
Building Block 1: A Supportive Learning Environment
An environment that supports learning has four distinguishing characteristics.
[Continued on Page 3]
“Leaders may think that
getting their organizations to
learn is only a matter of
articulating a clear vision,
giving employees the right
incentives, and providing lots
of training. This assumption is
not merely flawed—it’s
risky . . .”
From the “Is Yours a Learning
Organization?” article in the
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
Truths
A
By Travis Dotson
Fire Management Specialist
Wildland Fire Lessons Learned Center
[email protected]
The One You Feed
popular parable goes
something like this:
A Grandmother is imparting wisdom
to her Grandchild. She says:
“Inside each of us are two wolves.
They are constantly fighting. One wolf
is full of arrogance, resentment,
jealousy—all those things you know
are not healthy. The other wolf is
made up of humility, empathy,
honesty—all the qualities we value.”
The child ponders this for a moment,
then asks: “Grandmother, which wolf
wins?” The Grandmother answers
simply: “The one you feed.”
I like this parable, it involves fighting
wolves. I understand not everyone
likes wolves. Fine, use an animal you
feel neutral about, like sage grouse.
Or giraffes. Honey badgers? OK, you
get the point. Opposing forces exist
inside of us.
Which Wolf are You Feeding?
The obvious lesson is in the question: “Which wolf are you feeding?”
As you take stock, it often becomes clear that we regularly feed both
wolves. The question then becomes how aware are you of your
feedings? I’m not very good at being aware.
What about the not so great parts of our
culture?
When was the last time you generalized
an entire resource type? Contractors,
Type 2 Crews, Helitack, Overhead—or
the universally acceptable target:
Smokejumpers.
With every sweeping generalization, you
are growing the strength of our collective
bad wolf—it’s “us and them” crap. Don’t
do it.
You Need to Do Something
Just thinking about this is not enough.
You need to do something.
Are you trying to think your way into
right action? Try acting your way into
right thinking. It’s great to consider and
contemplate, but action is what gets the
kibble to the K-9.
You are every part of this story.
You are the “Grandparent,” the one with
wisdom to share. Are you taking the time
to share your hard-earned insights in a
way that can be heard and understood? Are you intentional
about what you pass on to those you influence? Are you even
aware of those you influence? You are a leader. Be a good one.
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
student. Be a good one.
Action is what gets
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]
3
[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]
4
https://wildfirelessons.podbean.com/
Have you listened to
our Podcast?
Try it.
Think about it.
Tell us something.
[Continued from Page 4]
[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.
5
One of Our Own
Bre Orcasitas
Insights on Our Wildland
Fire Culture
By Alex Viktora
B
re Orcasitas is on a mission.
“My focus is to fill the gaps where the greater good is concerned,
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
your specialty, and try a different aspect of fire.
It’s exhibiting courage by taking yourself outside your comfort zone in order to be a “rookie” again.
It’s setting your ego aside and admitting that you don’t know everything.
[Continued on Page 7]
Got a potential
“One of Our Own” candidate?
Contact: Paul Keller
503-622-4861
[email protected]
6
[Continued from Page 6]
We tend to throw around the term “Wildland Fire
Culture” a lot. What does this term/concept
mean to you?
https://theevolvingnomad.com
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.
Bre with fellow Winema Interagency Hotshot Crew member Richard
“Wally” Ochoa Jr. Wally received a Paul Gleason Lead by
Example Award in 2014.
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.
[Continued on Page 8]
7
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
element of a learning/safety culture?
I really don’t know how much of a difference “That Guy”
experiences in this realm compared to anyone else in
fire.
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]
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.
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
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.
Bre with her daughter, Ani.
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.
For all the work-related reasons that you could end up being
All things being equal, would you
rather Jump or Rappel a fire?
“That Guy,” I’d say: train before and after work, ask for some
Great. I’m in trouble either way with this
question, Ha!
mentorship by someone who seems like they’d be willing to
I’d have to say “Jump” for two reasons:
help you, volunteer for everything, get there early, and
contribute to the greater good of those around you.
Two More Chains, published quarterly by the Wildland Fire Lessons Learned Center, is
dedicated to sharing information with wildland firefighters. For story tips, questions, or
comments, please contact: Paul Keller, [email protected], 503-622-4861.
2. The spam recipes in the Jump world far
exceed those of the Rappel world.
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9
Shop Talk
Fuel Geysers: It could happen to you.
“The one thing I hope comes out of this is that people will give it one last-second thought—
before they pop the cap.”
Injured Sawyer’s warning in the Pingree Hill Fuel Geyser FLA
Check Out the Key Fuel Geyser Lessons that Others Have Learned:
http://bit.ly/pingreegeyser
http://bit.ly/pioneergeyser
Fuel Geyser Reporting Form
Have you had a fuel geysering incident involving a chainsaw,
leaf blower, weed trimmer or other piece of equipment?
PLEASE report the event here:
http://bit.ly/muleridgesawgeyser
Fuel Geyser Accidents Also Happen
While Operating Leaf Blowers
http://bit.ly/fuelgeyser_reporting
Your responses will help us find a solution. We are working with industry,
federal and state regulatory/compliance agencies but we need real life
information. If you want to know more about the engineering effort or
have some ideas, please contact:
Ralph Gonzales, NTDP San Dimas, [email protected]
or visit:
http://bit.ly/fuelgeyser_home
Fuel Geyser
Fuel Geyser
Reporting Form
Reporting Form
http://www.wildfirelessons.net/viewdocu
ment/maple-springs-fire-leaf-blower-fuel
Fuel Safety Videos
https://youtu.be/RG9l7YkBSOg
https://youtu.be/d8g2iCnGAYk
If you have a subject idea for “Shop Talk,” please send it to us: [email protected]
10
Your
FEEDBACK
This page features unsolicited input from our readers. The
independent content on this page does not necessarily
reflect the opinions of the Two More Chains staff.
Easy to Talk About Cultural Change,
But How Do We Actually Implement It?
I appreciated the 2016 Fall Issue of Two More Chains and its
discussion surrounding the “Big Lie Essay” (BLE). I wholeheartedly support the BLE and its objective of, at the very
least, having an open debate and dialogue—but, more so, the
grander quixotic dream of a shift in culture or “Age of
Enlightenment” regarding risk-based response, risk
management, and risk-based decision making.
Often when I make the comment “a needed culture shift in
wildland firefighting” around operators, the response is
defensive: “What’s wrong with our culture—absolutely
nothing!” (Makes me think of the classic 1970s-era song called
“War.”) I am not attacking the work ethos, comradery, or
sisterhood-brotherhood of this world. Nor am I suggesting
that fire suppression will disappear. It will always be part of an
enlightened fire management philosophy that includes
prescribed fire and the management of planned and
unplanned ignitions where appropriate and feasible.
Rather, it is that our present culture of response to wildland
fire is not in alignment with the current biophysical and
environmental settings we find ourselves in today. Nor can we
continue the current and projected trends in suppression
spending at the expense of non-fire land management
programs and operations. (See these two sites:
https://www.fs.fed.us/sites/default/files/legacy_files/media/types/te
stimony/Oct-8-Testimony-HAgC-Fire-Forest-Management.pdf
and https://www.fs.fed.us/sites/default/files/2015-Rising-CostWildfire-Operations.pdf.)
Retired U.S. Marine Lieutenant Colonel Eric Carlson of OMNA
International, that specializes in helping organizations with
leadership development (http://www.theomna.com/), defines
a period of enlightenment as: “A time within the life of an
organization where a clear vision based on profound insight
and understanding of future operational need is articulated,
and preparations are effectively made to transform the
organization into a new creation ready to fill the needs of the
realized vision.” In personal communications I have had with
Carlson, he also talks about how “Marines speak of two
distinct periods of enlightenment” and points out that “the
Marine Corps views with pride the changes initiated in both
the 1920s and the 1980s as evidence of the adaptability of
their organization to changing environments.”
The U.S. Fire Administration realized a need for “Cultural
Change” when line of duty deaths and injury in the structure
world were not significantly changing in spite of vast
investments and emphasis in equipment, training, and health
and wellness
(https://www.usfa.fema.gov/downloads/pdf/publications/fa_342.pdf).
Similarly, in 2016 in Emmitsburg, Maryland, in conjunction with
the National Fallen Firefighter Foundation, a strategy meeting
focusing on wildland fire safety resulted in a report
(https://www.everyonegoeshome.com/16-initiatives/1-culturalchange/) with recommendations and a stated goal of reducing
wildland fire line of duty deaths and injuries and moving this
issue forward. However, at this time it is unclear how or if this
effort has continued, is advancing, or has been rolled-up into
other existing initiatives and programs (such as Safety
Engagements and Life First).
I am hopeful that within the wildland fire service as a whole
(so cross-boundary, cross-agency, etc.) and across all levels of
management we can come to this realization and make the
needed cultural changes and adaptations required of us—and
truly mean it. We need to realize that our firefighting
suppression-driven response (bias for action) may not always
be the right course of action. We need to take a breath and
step back (even though we say we do—so either deeper or
longer breaths) prior to engagement. It will require “Smart
Heretics” to lead the way from all levels to make this possible.
My observation is that it is easy to talk about cultural change,
enlightenment, and new initiatives when snow is on the
ground. However, it is much more difficult to discuss and
implement these same thoughts, ideas, initiatives, and
strategies when smoke is in the air—when it truly matters.
Because of this, my confirmation bias is that change is not
occurring at a fast enough rate. Thus, while I do not doubt
individual sincerity in these endeavors, it causes me to doubt
the organizational and political sincerity surrounding these
same efforts.
Chuck McHugh,
Fire Spatial Analyst,
Rocky Mountain Research Station,
Fire, Fuel, and Smoke Science Program
The Female Struggles in Fire
I would like to thank Travis Dotson for his moral courage in the
Summer Issue of Two More Chains and his follow-up response
in the Fall Issue about gender bias in fire.
Travis is spot on and has captured the essence of female
struggles in fire in a way that I have never seen from a male
perspective. His response to the typical “good-guy responses”
is equally powerful.
I have been reading Two More Chains since the beginning and
am happy to see that the publication is getting much more
traction in our community. Please keep up with these difficult
topics as we continually need to challenge our organizational
thinking and culture. Thank you for the work you do.
Kate Sullivan,
Engine Operator
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