– Executive Summary –
With NG911 systems, callers will be able to send text messages and transmit photos, videos, and other forms of data to 9-1-1 centers, and call takers will be able to better coordinate responses. For example, a caller could send streaming video from a crime scene, or personal medical data about a deadly allergy—all of which would improve the 9-1-1 center’s ability to assist.[1]
As technology has evolved, the 9-1-1 profession has evolved with it. One aspect of the profession that has not changed however as wireless technology has improved is the ability of a 9-1-1 telecommunicator to view still images, video, and streaming media captured and sent by a 9-1-1 caller during an emergency incident. Next Generation 9-1-1 (NG9-1-1), a nationwide initiative “that allows digital information (e.g., voice, photos, video, text messages) to flow seamlessly from the public, through the 911 network, and on to emergency responders” will provide this capability, and as a result, completely change the way in which emergency information is processed and disseminated to first responders.[2]
While the NG9-1-1 concept has been around since 2000, the initiative received a much-needed boost in 2016, when the NG911 NOW Coalition announced a plan to implement NG9-1-1 nationwide by 2020.[3] This action created a sense of urgency for program development on the part of 9-1-1 stakeholders, industry professionals, and vendor partners. Despite the efforts of the aforementioned entities, the research suggests that emergency communications center administrators and trainers have done little to prepare their personnel for the arrival of these technologies.
Stress is a given for those working in public safety communications. Having to listen to an incident of domestic violence as it happens, a child being abused, or a person taking their last breath all carries with it a considerable amount of work related stress. Once NG9-1-1 arrives in the communications center, emergency incidents will not be limited to audio alone. Still images, pre-recorded video, and streaming media, hereafter referred to as Incident Related Imagery (IRI), sent by the 9-1-1 caller to the 9-1-1 telecommunicator during an emergency incident will invariably compound the amount of stress to which these professionals are exposed. To combat these stressors, the study supports the use of resilience training, as well as stress and trauma awareness instruction for all 9-1-1 professionals exposed to IRI.
The research also suggests that resiliency begins with the hiring process. Employment announcements for the positions of telecommunicator and dispatcher should include some mention of exposure to graphic or objectionable material, even before IRI becomes available in the public safety answering point. Those applying for or considering a career in emergency communications may use this information to clarify the expectations of the position, conduct some additional research on the role, or decide based on what they have read that the position is not for them. Educational requirements for the position of telecommunicator and dispatcher might also need to be re-evaluated, as the limited professional and technical background of applicants possessing only a high school diploma may prove to be inadequate in a post-NG9-1-1 setting. The research also identified technology acceptance as an important attribute for existing and newly appointed public safety personnel.
Training will also play a major role in the 9-1-1 center of tomorrow. Data interpretation will be a critical skillset for telecommunicators as the viewing of emergency calls meets or exceeds the need for listening alone. Modifications to existing 9-1-1 classroom curriculum may be necessary to ensure new and existing personnel are proficient in skills identified as vital in a NG9-1-1 setting. Trainers should be familiar with all NG9-1-1 technologies and applications selected for use in the communications center and the expectations of center leadership relative to the training process should be explicit. Being cognizant of each age group, the different ways in which each generation learns, and encouraging open dialogue during the learning process will help to foster a productive and participatory environment for learning.
[1] Brian Fontes, “America’s 9-1-1 Infrastructure Is Showing Cracks, too,” The Hill, accessed February 23, 2017, http://thehill.com/blogs/congress-blog/technology/320743-americas-9-1-1-infrastructure-is-showing-cracks-too.
[2] “Next Generation 911 (NG911),” accessed March 13, 2017, https://www.911.gov/911-issues/ standards.html.
[3] Next Generation 911 Now, NG9-1-1 Gap Analyses and Next Steps (Arlington, VA: Next Generation 911 Now, 2016), https://static1.squarespace.com/static/56bb58608a65e27aeda89c9c/t/575eadd4746fb9dbf8 6f7d76/1465822676753/NG911NOW+National+Gap+Analysis+and+Strategy+Document+Draft+6-13-16+ Final%5B1%5D.pdf.
