DOES THE BIRMINGHAM FIRE AND RESCUE SERVICE NEED A FIRE OFFICER’S DEVELOPMENT PROGRAM, OR IS THE FORMAL AND CONVENTIONAL
EDUCATIONAL SYSTEM FULFILLING THE REQUIREMENTS?
EXECUTIVE LEADERSHIP
BY: Doug Morgan Battalion Chief
Birmingham Fire and Rescue Service Birmingham, Alabama
An applied research project submitted to the National Fire Academy as part of the Executive Fire Officer Program
The problem identified for this applied research project was that the Birmingham Fire and Rescue Service had never been evaluated to determine if it needed a fire officer’s
development program. It was the author’s purpose in preparing this study to determine whether the department needed such a program, or was the formal and conventional education system furnishing the requirements. The historical and evaluation research methods were used in collecting data.
The research questions that were identified are:
1. What subjects should a fire officer’s development program include?
2. Was the subjects included in the formal and conventional education system? 3. Is there a need for a fire officer’s development program?
The procedures used to collect data relative to this study included a literature review, personal interviews, and a survey. The literature search was conducted at the National Fire Academy’s Learning Resource Center (LRC). A survey was conducted of the officers of the Birmingham Fire and Rescue Service. The survey included questions on education, competence, and training. The results were analyzed to determine what patterns and relationships existed.
The results of this study indicated that the department’s officers needed not only formal and conventional education, but also a fire officer’s development program.
Recommendations included an ever increasing requirement for formal and conventional education within the civil service legal bounds and developing a separate fire officer’s
TABLE OF CONTENTS
Page
Abstract... 2
Table of Contents... 3
Introduction... 4
Background and Significance... 5
Literature Review... 8 Procedures... 16 Results... 18 Discussion... 21 Recommendations... 23 References... 26 APPENDICES Appendix A - Fire Officer’s Development Program Survey ... 28
Appendix B - Fire Officer’s Development Program Survey Answers... 32
Appendix C - Jefferson State Community College Fire Science Curriculum... 36
Appendix D - Shelton State Community College Fire Science Curriculum... 39
INTRODUCTION
The scope of the research contained in this paper is limited to the question of whether or not the Birmingham Fire and Rescue Service needs a fire officer’s development, program or is the formal and conventional education system fulfilling the requirements.
The fire officers of today face a myriad of complex problems. These problems exist not only on the fire ground, but also in handling the new and ever changing personnel with their new attitudes and cultural differences. Also, the public is better informed and demands better service. The legal community is always ready to assist anyone, either inside or outside the department, when they feel they have been wronged. The challenge for the fire service is to recruit and train the best personnel to lead in these unprecedented times. Most departments have some form of requirements, training, or education for the promotional process, but individual career paths take many different forms and lack organized direction. Finding the optimal system for guiding the officers through their education and training is a puzzle.
The study focus was if the Birmingham Fire and Rescue Service needed a fire officer’s development program or was the formal and conventional education systems doing the job. Including all aspects of the different types of fire officer development programs and educational systems would have been too broad and unmanageable for this paper.
The problem was that the Birmingham Fire and Rescue Service had never been evaluated as to whether it needed a fire officer’s development program.
The purpose in preparing this research paper was to determine whether or not the department needed its own fire officer’s development program. If the formal and conventional education system was fulfilling the requirements, there would be no need for an expensive separate program.
The historical and evaluation research methods were used to gather information for this project. The research consisted of a literature review, personal interviews, and survey that was answered by fire officers in the department. Articles and materials were obtained from the National Fire Academy’s Learning Resource Center (LRC). Teaching texts for supervisors and fire officers were borrowed from the Alabama State Fire College. Several fire officer’s
development programs were solicited from other fire departments across the country. The research questions that were identified are:
1. What subjects should a fire officer’s development program include?
2. Was the subjects included in the formal and conventional education system? 3. Is there a need for a fire officer’s development program?
BACKGROUND AND SIGNIFICANCE
The City of Birmingham is the largest city in the state of Alabama. It had a population of 265,000 in 2000 and an area of approximately 163 square miles. The department falls under a county wide civil service board which is responsible for promotional testing and certification. The Birmingham Fire And Rescue Service also maintains a review panel for further screening. In addition, the city and the department have had an affirmative action policy since 1981. The affirmative action policy was legally challenged and went through the different courts and finally was settled by the United States Supreme Court, where it was overturned. As a consequence, in the last 18 years, the federal justice system has been involved with the promotional system and the qualifications of the candidates. This is mentioned only because it is relevant in that the qualifications and educational requirements of the fire officer candidates were almost unable to be changed during that time.
The Birmingham Fire and Rescue Service is a career department providing a full range of emergency services. Equipment that is routinely in service on a daily basis are 29 engine
companies, two truck companies, three quint companies, 15 ALS transport units, five airport crash trucks, a hazardous materials unit and command vehicle, a decontamination unit, and a tactical rescue squad composed of an engine and truck company.
The department has 688 personnel operating from 30 fire stations. There is a daily operational average manning of 153 personnel with 48 of those being officers.
Everyone agrees that to be competitive in today’s world the leaders must be highly-trained and educated individuals. The fire service is no different. Because of the nature of the job and the broad range of knowledge required, it may even be more demanding than most.
Fire and emergency services managers must increase their professional standing in order to retain credibility with the policy makers and the community at large. Such
professionalism should be firmly grounded in an integrated system of nationally recognized and/or certified education and training (Rubin, 1996, p. 9).
“The fire service has determined that fire officer training is important but few have implemented formal programs. This situation has the potential to create unnecessary liability as a result of the actions of untrained fire officers” (Koczan, 1995, p. 1). “Current laws and
regulations place a responsibility on the organization to make sure that supervisory personnel know what the laws are concerning employee rights and safety” (Whisler, 1994, p. 2). Some of the groups that are concerned with these laws and regulations are the Occupational Safety and Health Administration (OSHA), National Fire Protection Association, Equal Employment Opportunity Commission, and Environmental Protection Agency. There are many other agencies that are watchdogs over society.
Currently, there are varying levels of education and training available to the fire service. There is a strong system of training available through a closely linked cooperative effort of federal, state, and local training systems. There is also a loosely linked system of higher education systems offering associate and baccalaureate degrees in the fire sciences, public management, and engineering disciplines (Rubin, 1996, p. 9). “Individuals who desire to become officers must learn about the duties and the knowledge needed for the job by studying on their own and seeking out individuals who can teach them” (Whisler, 1994, p. 2).
The good news is that most departments have many good fire officers who are students of the profession and perform at a very high level. But that doesn’t negate the responsibility to provide training for the organization’s leaders. To have a highly successful fire
department, all officers and managers must be good at their jobs (Hawkins, 2000, p. 68). If all agree that today’s fire officer must be highly trained and educated, where should he or the organization turn for this specialized quality instruction?
Richard Guyton (2000) stated that there are many fire supervision courses being offered at the Alabama State Fire College. In addition, on the same campus Shelton State Community College offers an associate degree in fire science. Dave Erwin (2000) said that locally Jefferson State Community College offers an associate degree in fire science, Athens State University offers a baccalaureate degree in public safety administration, and Birmingham Southern University offers a masters in public and private administration. All these degrees apply directly to the fire service, and have many local fire service graduates. In addition to these programs, Alan Martin (2000) stated that the Birmingham Fire and Rescue Service has six members who are graduates of the EFOP, with six more enrolled. With all these fine and
accredited institutions teaching fire service related subjects are the fire officers able to fulfill all the educational requirements they need to do their job successfully?
This paper is relevant to the Executive Leadership Course in that several sections of the course were concerned with developing the fire officer. The sections on developing oneself as a leader and individual planning were particularly relevant because few had a written plan for success. If the fire service is going to have continued success, it must prepare the next generation of fire officers and fire executives for their roles.
LITERATURE REVIEW
When taking a journey there are many different ways to get to one’s destination. This seems to be the approach most fire service personnel and departments take when educating and training their officers. There are many different opinions about the best route to take and no definitive recognized standard about which is the best.
Granted, some agencies have created what are called career development guides which are very useful in providing some structure to the preparation process. Unfortunately, they are often myopic and oriented toward past practices instead of presenting new expectations to prepare the chief officer (Coleman, 2000, p.116).
The significance of a well-developed and comprehensive career development system is to give employees a methodology to better prepare and improve their knowledge and skills, by enabling them to ultimately perform more effectively in today’s changing and
demanding emergency services environment. In addition, if the current career development system can be corrected or improved, the benefits would include: more qualified and better trained company officers, clear and concise expectations of
employees seeking advancement, improved relations between labor and management, and an overall increase in morale and productivity (Haas, 1998, p. 2).
“We think of ourselves as professionals, and a traditional way to prepare for entering a profession is to attend college or a technical school. Community college-based fire science programs have been around for over 30 years” (Smoke, 1997, p. 7). These educational experiences not only teach about the fire service but how real business functions. If the fire service continues its quest to do more, we must understand the real business world and how it operates. The fire service has moved from a perception that it is the center of the universe to being an integral part of the city services and the business community.
Mid to Senior level fire and emergency service managers must have college experience if recognition of their professional status is going to be maintained. Fire and emergency service managers of the future must be prepared to discuss issues, on an equal footing, with architects, engineers, city managers, and health care professionals (Rubin, 1996, p.
10).
“If the fire service is to survive and prosper in the next century, fire chiefs must lead the way by recognizing higher education’s importance for their profession” (Clark, 1993, p. 50).
If part of the formal education gives fire service personnel many of the tools that help with the administrative side, what about the fire science aspect? As already stated, many colleges have offered associate fire science degrees for years. Paula Ballard (2000) stated that beyond the core of academic subjects the Jefferson State Community College Fire Science Program requires 30 semester hours in major course work focusing on fire related subjects. Similarly, Richard Guyton (2000) said that the Shelton State program required 32 semester hours in a broad range of fire service subjects, ranging from fire service supervision to fire combat
tactics. Dave Erwin (2000) confirmed that the Athens State University program had 37 semester hours in fire service professional course work also.
The other institutions where fire science subjects are taught are in the state fire colleges and seminars. The Alabama State Fire College has many fire service supervision and
firefighting classes along with a variety of technical rescue courses. Richard Guyton (2000) said the Alabama State Fire College offers classes in Leadership I through III, Fire Officer I and II, Managing Company Tactical Operations, Command Decision Making, Fire Service Supervision, and Company Level Officer. These are all excellent courses for a fire officer or a person
aspiring to be a fire officer. These specially designed classes not only teach the conventional supervision the formal schools teach but also are custom tailored to the fire service and local departments. The fire ground operations classes are so specialized that they must be taught by someone who has been very successful in doing the work. Many of the Alabama State Fire College courses have college credit that the student can apply for and transfer toward an associate degree.
Many departments have fire officer development programs that are taught in house. These departments feel they can train their personnel and focus on the needed subjects without the frills of the additional course work. “The officers academy affords a unique opportunity for small to medium-sized departments. Previously, we’ve relied on third-party providers,
community colleges, state agencies and others for this training. Individual departments had little influence on the content of the curriculum” (Kefalas, 1997, p. 67). Markowitz (1990) states that the Baltimore County, Maryland, Fire Department implemented an officer candidate program in 1974 that has proven to be a successful tool to prepare upcoming officers to meet the challenges in a quickly changing environment. He goes on to say that, even at the company level, there is a
strong focus on personnel management in their program.
“It gives the firefighter an insight into management principles and decision making processes, so that as participatory management philosophy is implemented, the personnel can help in making informed decisions” (Whisler, 1994, p. 10). All of the literature review material recommended fire officer development programs as very useful tools in training and educating their fire officers.
It has been shown that there are many ways to train fire officers. Each system has merit. The premise is that if the formal and conventional education systems can fulfill the requirements of fire officer training, why invest the time and resources to develop a fire officer’s development program? It is very expensive in money and man-hours, not only for the teachers but also the students who must be away from work. Guyton (2000) states that it takes him six months to develop a 40 hour class. This includes research, student workbooks, instructor guides, training aids, and a power point presentation. Even after all this, there are development tests, pilot programs, class questionnaires, instructor’s questionnaires, tests, adjustments, and a second pilot if the first pilot was not successful. When the class is successful, the final exam has to go through an extensive analysis for validity. He further states that when teaching any class that requires field work, it is best to have at least two instructors. In addition to all this, there are the constant revisions and updates. If the formal and conventional education system was fulfilling the requirements there would be no need for a separate and expensive program.
In order to evaluate if the formal and conventional education systems are fulfilling the fire officer’s needs, one only needs to look to see if the required subjects are being taught. There has been an abundance of information written on the subjects the fire service thinks should be included, but again there is no definitive answer on which materials should be used.
Fire Officer’s Development Program Subjects
Most all of the research pointed to the NFPA 1021 edition 1997 Standard for Fire Officer Professional Qualifications as a model for fire officer’s development programs. These are the standards for the Fire Officer series I through IV. The subjects listed are broad and sweeping with performance standards listed under each subject. The NFPA Standard for Fire Officers Professional Qualifications (1997) list these subjects as their standard: a general prerequisite of organizational knowledge, human resources management, community and government relations, administration, inspection and investigation, and emergency service delivery. Some contend that the training should be streamlined to needed materials only. “Future supervisory and
managerial personnel must be trained and educated in those areas where the overwhelming amount of their duty time will be spend: in fire prevention, personnel management, articulate reporting, and general administrative functions” (Moreno, 1994, p. 52). Whisler (1994), after research for his department, came to the conclusion that these subjects were best for his
department’s officer development program: emergency service delivery, fire prevention, human relations, leadership and management, communication skills, and some college work. The California State Fire Marshal’s “Fire Officer Career Development Guide” (1985) offers twenty-two performance requirements that are outlined with several specific task titles identified for each performance requirement. The performance requirements include the following:
1. Leadership 2. Community Relations
3. Fire Prevention 4. Fire Suppression
5. Fire Protection 6. Fire Hazards and Causes 7. Building Construction 8. Codes and Ordinances
9. Fire Fighting Strategy and Tactics 10. Chemistry
11. Safety Practices 12. Fire Investigation
13. Psychology 14. Human Relations and Management
15. English 16. Hazardous Materials
17. Technical Report Writing 18. Fire Protection Administration
19. Personnel Management 20. Sociology
21. Major Emergency Planning 22. Organizational Management
Even though there are many opinions about the subjects to be taught in a fire officers development program, the basic core of subjects are the same. The time frames in which these subjects are taught vary widely also. Many departments disagree about the importance given to
some of the subjects.
Formal and conventional education systems delivery of developmental subjects
“Many of the courses already available in the business curriculum will satisfy the department needs, but some subjects still are unique to the fire service” (Kirtley, 1989, p. 58). Guyton (2000) stated that the Alabama State Fire College used several different bases for the supervision subjects they teach. However, he continued, the standard for the company level officer was the NFPA 1021. All performance requirements are built around that standard and their objectives follow the performance list. He also stated that the Shelton State program followed several other schools in their curriculum for the associate degree. These have their foundation in the required academic course work plus the same NFPA 1021 standard. Erwin (2000) described their program as following the curriculum already set by several other major universities that carried public safety or fire service types of degrees.
When Parker (1997, p. 3) was researching the need for a fire officer’s development program he stated “The recommendations concluded from this research project are that all fire departments should get on board and implement an officers development program and provide the means for our personnel to prepare and survive the future.” Some feel that the officer’s development program should start very early in a firefighter’s career. “The department should develop or adopt a fire officer development program that establishes a ladder for a firefighter to climb, one that not only provides a competitive edge during promotional examinations but one that produces an effective fire officer” (Geiger, 1997, p. 30).
We all must get behind a uniform model for officer development/qualification and then utilize such a model to develop a minimal standard approach to this vital challenge. Secondly, if we want committed fire officers, then the burden lies upon today’s leaders and managers to concentrate on critical supervisory approaches that will assist our fire officers. Most of all, we must listen to what our officers are saying, then act on their needs (Cox, 1990, p. 12).
“There is no question that career development is identified as the crucial management tool designed to strengthen individual performance, develop employee potential, and improve organizational effectiveness” (Haas, 1998, p. 6).
Summary
Everyone agrees that better trained fire officers are a benefit to everyone. The
community gets an educated service provider who is better able to handle not only emergencies but also the executive level inner-working of the department. The firefighters are safer, and have a work place that is more sensitive to today’s needs.
The course work offers an academic core plus other specialized classes for the development of firefighters and fire officers. The fire science and fire officer development degrees range from associate to masters. In addition, the Alabama State Fire College has a variety of fire officer and supervision classes, plus technical courses. Guyton (2000) states this training at the Alabama State Fire College is accredited and recognized as one the better fire service training institutions in the South.
It is obvious that fire officer development programs are very popular for in house training. Many departments utilize these programs and are successful with them. “While there have been many ways of promoting officers over the years, we are seeing more and more departments move to some form of organized fire officer development program for their employees” (Smoke, 1997, p. 8). Of all the research found, there was never any mention of anyone thinking that a fire officer’s development program was a bad idea.
Guyton (2000) and Erwin (2000) were asked to make a comparison between a list of subjects on the fire officer’s development programs and the formal and conventional educational curriculum guides in the appendix. They were asked if the development program subjects could be obtained through the formal and conventional systems. They both stated that except for the local government and local organizational skills, most subjects could be found in varying degrees in any college curriculum concentrating on the fire service.
The literature review indicated that the formal and conventional education systems were supplying almost all of the required subjects in a fire officers development program.
Determining if these systems were fulfilling all the educational requirements for the department and the personnel, thus saving the expense of the department’s own fire officers development program, would take further evaluation.
There is a large body of information on fire officer development programs. However, this author could find no information on actually evaluating if the formal and conventional education system was fulfilling the needed requirements of a fire officer’s development program.
PROCEDURES
The research consisted of a literature review, personal interviews, and a survey that was answered by officers of the department. Articles and materials were obtained from the National Fire Academy’s Learning Resource Center (LRC). Training and teaching texts were borrowed from the Alabama State Fire College.
An interview was conducted with Birmingham Fire and Rescue Service’s Assistant Chief of Operations Alan Martin. The interview with Chief Martin was held on November 2, 2000. The interview with Richard Guyton was on November 9, 2000. Richard Guyton is a shift commander in the Bessemer, Alabama, Fire Department and the curriculum coordinator for the Alabama State Fire College. Another interview on November 25, 2000, was held with Dave Erwin who is a deputy chief in the City of Fairfield, Alabama. Chief Erwin is also a coordinator and instructor for the Athens State University program. These interviews lasted about one hour each. There was a telephone interview on November 15, 2000 with Paula Ballard, the Fire Science Degree Coordinator with the Jefferson State Community College. That interview lasted about 30 minutes. The purpose of the interviews was to extract information about the fire service types of training , subjects, and degrees offered through local institutions.
A survey instrument (Appendix A) was developed to survey officers of the Birmingham Fire and Rescue Service. The survey included questions on education, competence, and training. The results were analyzed to determine what patterns and relationships existed. The survey
was a collaboration between Richard Guyton, Dave Erwin, and the author. Survey A was distributed on December 4, 2000. The survey polled 25 officers of different ranks. The surveys were distributed to the individuals, explained, filled out, then taken up. All 25 surveys were returned. A distributor was selected to administer the survey; the distributor was told to select randomly any fire stations and to tell the officers the purpose of the survey. The distributor quit when he had received 25 surveys. The surveys represent about 15.1 % of the operational officers in the department. The data was compiled into a data base, analyzed and used to provide
information on the research questions.
There were several limitations to the research. The researcher found a quantity of information on fire officer’s development programs but only several on evaluating the departments need for one. The author could find no information as to whether the formal or conventional education system was fulfilling the requirements for a fire officer’s developmental program. Other limitations were the number of members surveyed and the number of questions asked.
This list of terms may help the reader.
1. Formal Education System is the recognized higher learning institutions, generally colleges, where profession instruction is given.
2. Conventional Education System is the fire service schools generally taught at seminars, state fire colleges or the national fire academy.
3. Officer Candidate Program is the same as Fire Officers Development Program. 4. Officer’s Academy is the same as Fire Officer’s Development Program.
RESULTS
1. What subjects should a fire officer’s development program include?
Guyton (2000) stated that the subjects were many and varied; however, the basis for all the subjects could be generalized under the NFPA’s 1021 Standard for Fire Officer Professional Qualifications. Even though the subjects are generalized, there are several performance
standards under each heading with all the core subjects there. “While the National Fire
Protection Association (NFPA) standard 1021 identifies performance requirements for different levels of officers, including company-level officer, the standard does not prioritize the
performance objectives” (Kirtley, 1996, p. 1). ( Erwin (2000) agreed with this theory, but stated that the subjects and training under emergency services could be extremely diverse given the different sized departments in different parts of the country. When (Kirtley, 1996, p. 1) was discussing the same thing, he said “This has led to difficulty in creating consistent outcome objectives, and has produced an inconsistent product, i.e. company officers with varying skills and knowledge. It has made the development of a company officer’s professional development program difficult.” Even though the NFPA 1021 subjects are generalized, they are the most recognized standard of qualifications for the professional fire officer.
When asked about formal education in Survey A, out of the 25 respondents 23 reported having some kind of advanced degree above high school. On question #2 there were listed 10 advanced fire service conventional education schools; the 25 members had taken a combined 62 classes. Question #3 asked about which skills they felt least confident in when starting a
supervisory position? Planning and organizing got almost twice the number of votes as anything else. Delegation was second. On question #7 planning and organizing again got the most votes for the subject they felt they still needed training in. By far the subject they were most
comfortable with was firefighting tactics. Question #8 asked what skill areas are most important? Several areas received high numbers but firefighting tactics, and planning and organizing received the majority of the votes.
The department must decide on the minimum level of education and training they want their officers to obtain. The NFPA standard 1021 covers these subjects in their Fire Officer I through Fire Officer IV. The subjects are the same, but the performance standards increase in knowledge and skills. The department must take these subjects and performance standards and adopt them to their own specific needs. There can be as much depth to the performance standard as the department desires.
The answer for research question #1 is the same subjects that are in the NFPA 1021 Standard for Fire Officer Professional Qualifications. These subjects are: a prerequisite of general knowledge and skills that pertain to the organization and general knowledge and skills about communication, human resource management, community and government relations, inspection and investigation, and safety.
2. Was the subjects included in the formal and conventional education system?
“Higher education in the fire service is both necessary and in great demand. The two-year and four-two-year degree programs can be the way to pursue supervisory, managerial, and administrative education” (Kirley, 1989, p. 57). Even people who think department development programs are the way to education know there is merit to formal education subjects. “All
officers should take a college course in English Composition. A major shortcoming of many officers is the lack of good communication skills. The college will teach the subject and measure competency” (Smoke, 1998, p.16). Many types of degrees can be applied to the fire service. “Don’t get hung up worrying about what you should major in. A Fire Science degree is fine, but
other degrees are also very useful in the fire service, including Education, Sociology, Psychology, Engineering, Public Administration, Environmental Sciences, Journalism, etc.” (Jones, 1992, p. 6).
Survey Question #9 asked if formal and conventional education prepare an individual as a company level officer? A majority 64% stated yes. When asked if any degree was adequate or should it be in business, management or some related degree, again 64% stated related subject majors would be best. Question #11 asked if formal education degrees should be required for promotion, 60% stated degrees should be required. One must remember that of all the people surveyed, all but one had some kind of advanced degree. Question #12 asked if formal education should increase as rank increases; 76% feel education should increase with rank. Guyton (2000) and Erwin (2000) both feel the vast majority of subjects can be obtained through formal and conventional education. According to the survey, a majority of members feel the formal and conventional education system are fulfilling the requirements of a fire officer development program. The college curricula have a direct link to the subjects and their performance standards being taught in NFPA 1021. The answer to research question #2 is yes with a couple of exceptions. The exceptions are local organization skills and local government.
3. Is there a need for a fire officer’s development program?
Guyton (2000) reflected that although the formal and conventional education systems cover the subjects of a fire officer’s development, there is a need for a local program to fill the gaps of the other systems. Erwin (2000) stated that additional reenforcement on particular subjects that the department felt strongly about could add to the overall strength of the local department knowledge. “The officer’s development program should be made available, in
varying degrees, to all personnel, starting from the day of initial employment” (Whisler, 1994, p. 3).
In all of the research reviewed, not once did anyone suggest that a fire officer’s development program was not needed or was a bad idea. When asked if the department needed a formal fire officer’s development program on survey question #15, a vast majority, 92%, stated that one was needed. The other 8% was separated; 4% don’t know and 4% saying no. Question #16 asked if the department should offer in house fire officer development courses? The entire group, 100% stated the courses should be offered. When asked if the development program should be offered before or after promotion, 48% said before, 12% after, and 36% stated that the program should be before and after promotion. Question #18 asked if the development program should be job specific for the Birmingham Fire and Rescue Service; 76% felt it should be job specific to our department. With all the importance placed on formal education, question #20 was surprising. It asked which was more important, formal education, firefighting courses, or a fire officer’s
development program? Formal education got 16%, firefighting courses got 32%, and a fire officer’s development program got 52%.
One would assume that with the general subjects being taught at formal and conventional educational systems there would be little need for an expensive and time consuming fire officer’s development program. However, the research and survey clearly indicated there was a need for just such a program. The answer to research question #3 is yes, the department should have some form of a fire officer’s development program.
DISCUSSION
trained officers. There were no specific literature findings of fire departments evaluating whether or not formal and conventional education systems could fulfill their requirements of a fire officers development program. The literature review also revealed the formal educational system and fire officers development programs were the most preferred ways of educating fire officers. Carter’s (1989, p. 56) positive view of using college courses in officer development is best demonstrated by his statement, “What better place to learn about psychology, leadership, management, budgeting, state and local government, and the whole range of knowledge that upper officer candidates need? Many fire departments already require college credits as pre-entry requirements.” The content of a fire officer’s development program can be debated because there are numerous subjects that could be incorporated into a program. Again, the only national recognized standard is NFPA 1021.
In order to give a fire officer’s development program a high degree of validity, it appears that the use of NFPA 1021 should be used to help develop the subject matter for an officer development program. The use of college courses and degree programs helps to enhance this type of program and gives the participants a broader perspective (Whisler, 1994, p. 12).
The Birmingham area has several accredited intuitions that teach fire service and fire service related curriculums. These curricula cover almost the entire gamut of fire service related subjects and supervision for today’s changing world. Except for the local organization structure and skills these curricula have everything a good fire officer’s development program needs. Guyton (2000) stated that these schools could easily substitute for a fire officer’s development program. With these schools and their course work, one would assume that there would not be much of a need for a fire officer’s development program. Speaking strictly from the literature
review point, since the subjects can be gotten from formal and conventional education systems, there is no need of such a program. However, according to the survey, 100% of the polled members feel that there is definitely a need for a fire officer development program. The rationale could be that there can never be too much education or training. The survey also showed a majority on all questions directed towards a fire officer’s development program. The author was surprised by the high majority of members who felt this strongly about a fire officer’s development program.
One of the more pleasant finding was the large number of officers who had some kind of advanced educational degree. There may be three reasons for this. One is the educational pay incentives, the availably of colleges that offer these degrees, and competition for the promotional process and review boards. There are other benefits as well. “Much of the training and
education required of a career development program can also help in one’s personal life, both in the present and after retirement” (Smoke, 1997, p. 8).
The survey showed that the department already has many educated and trained officers, but there is a shortcoming that could be filled by a fire officer’s development program. The program could refine and sharpen the skills already obtained through other means, and have specific course work for the Birmingham Fire and Rescue Service.
RECOMMENDATIONS
The Birmingham Fire and Rescue Service does not have a fire officer’s development program. A program should be developed immediately. There were several good development programs that were used for this report. Those programs and soliciting more could be used as a reference and starting point in making Birmingham’s own developmental program.
With the excellent degree programs available, much of this education should be augmented into the fire officer’s development program. It should be decided exactly which portion of the formal and conventional education should be required, then continued with the department’s program. If possible, a requirement for academic degrees should be made part of the promotional process. A considerable portion of the training should be pointed specifically at the techniques that the Birmingham Fire and Rescue Service uses, especially the policies and procedures dealing with officer related problems and the incident management system. The training division should have major involvement in developing these classes. One point that was in the literature review that is so often overlooked is to ask the personnel what training they want and need. Much of this training could be done by the department members who specialize in the different aspects of officer development. There are department members who already teach management, supervision, and technical classes for the community colleges and the Alabama State Fire College. There should be different levels of the development program aimed at different ranks. The program should start with students being detached from work while
attending the program, then have further training modules incorporated into the training calendar annually. The training modules could target people in every rank and be multi-level so that everyone could gain from the training.
As with most research, as some questions are answered, more questions arise. This report was no different. Several things became very obvious and should be included in any other study.
First, how extensive should the program be. There are many considerations and adjustments the department will have to make. Second, what subjects should be included and how much outside help will be needed. Third, how expensive will the program be in money and man-hours. The
value of training can never be understated, the payoff is in better service and fewer problems both internally and externally.
REFERENCES
Carter, Harry R. (1989, May). Higher Education - More than Icing on the Cake. Fire Chief. 56-57.
Clark, Burton A. (1993, September). Higher Education and Fire Service Professionalism.
Fire Chief. 50-53.
Coleman, Ronnie J. (2000, August). The Winners Circle. Fire Chief. 115-119.
Cox, Donald L. (1990, February). The Path of Leaders and Managers The fire Officer of the 1990's. The Voice. 12.
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American Fire Journal, Volume 49, Issue 3. 30.
Haas, Christopher P. (1998, March). Training and Professional Development for Company Officers: “Is the Rubber in Full Contact with the Road?”. (Executive Fire Officer Research Paper). Emmitsburg, MD: National Fire Academy.
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Kefalas, James E. (1997, August). Coalition Steps up Officer Development. Fire Chief.
62-67.
Kirtley, Ed. (1989, August). Higher Education: Meeting Fire Service’s Changing Needs.
Fire Engineering. 57-58.
Kirtley, Ed. (1996, April). Priority of Subject Matter Taught in Company Officer Professional Development Programs. (Executive Fire Officer Research Paper). Emmitsburg, MD: National Fire Academy.
Koczan, James. (1995, July). An Assessment of Company Officer Training Requirements in The State of Florida. (Executive Fire Officer Research Paper). Emmitsburg, MD: National
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Markowitz, Errol M. (1990, June). Officer’s Candidate School. (Executive Fire Officer Research Paper). Emmitsburg, MD: National Fire Academy.
Moreno, Richard M. (1994, January). Certification: A Way to Determine Eligibility and Assure Proficiency. Fire Chief. 52-53.
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Parker, Thomas R. (1997, June). An Officer Development Program. (Executive Fire Officer Research Paper). Emmitsburg, MD: National Fire Academy.
Rubin, Dennis. (1996, October). Wingspread IV. Dothan, Alabama: Dothan Fire
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Smoke, Clinton H. (1997, December). Career Development for Company Officers. The Voice. 7-8.
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The Voice. 16-17.
Whisler, Dan. (1994, October). Officer Development Program: Preparing Potential Officers for Success. (Executive Fire Officer Research Paper). Emmitsburg, MD: National Fire Academy.
Appendix A Survey Please provide responses to all questions
1. How many years have you been on the department?
0 - 5 _____ 5 - 10 _____ 10 - 15 _____ 15 - 20 _____ Over 20 _____ 2. What is your current rank? Lieutenant _____ Captain _____
Battalion Chief or higher _____
3. Please check all that apply to your formal education level ____ GED
____ High School
____ A.A.S. degree, Fire Science
____ A.A.S. degree, other ____ B. S. degree
____ B. A. degree ____ Masters degree
____ Other advanced degrees
4. Please check all that apply to your fire service conventional education ____ Leadership I
____ Leadership II ____ Leadership III ____ Fire Officer I ____ Fire Officer II
____ Managing Company Tactical Operations ____ Command Decision Making
____ Fire Service Supervision ____ Company Level Officer
____ National Fire Academy Courses 5. When you started in a supervisory position, which skills did you feel least confident in ?
____ Firefighting tactics ____ Planning and Organizing ____ Delegation ____ Problem Solving ____ Performance evaluations ____ Written communication ____ Oral communication ____ Fire Prevention ____ Instruction techniques ____ Safety ____ Others
6. When you started in a supervisory position, which skills did you feel most confident in? ____ Firefighting tactics
____ Planning and Organizing ____ Delegation ____ Problem Solving ____ Performance evaluations ____ Written communication ____ Oral communication ____ Fire Prevention ____ Instruction techniques ____ Safety ____ Others 7. What areas do you feel that you still need training in?
____ Firefighting tactics ____ Planning and Organizing ____ Delegation ____ Problem Solving ____ Performance evaluations ____ Written communication ____ Oral communication ____ Fire Prevention ____ Instruction techniques ____ Safety ____ Others 8. What areas do you feel are the most important?
____ Firefighting tactics ____ Planning and Organizing ____ Delegation ____ Problem Solving ____ Performance evaluations ____ Written communication ____ Oral communication ____ Fire Prevention ____ Instruction techniques ____ Safety ____ Others
9. Do you feel that formal and conventional education prepares an individual as a company level officer? Yes _____ No _____ Not Sure _____
10. Do you feel that any college degree is adequate, or should it be in Business, Management, or some subject that has application to the fire service?
Any degree _____ Related subjects _____ Don’t know _____ 11. Should formal education degrees be required for promotion? Yes _____
No _____ Don’t know _____
12. After you were promoted, how much of your job as a company officer did you learn with on the job training? A lot of it _____ A moderate amount _____
Very little _____
13. Should formal education and training increase as rank increases ? Yes _____ No _____ Don’t know _____
14. Do you feel comfortable with the educational requirements and the promotional process? Yes _____ No _____ Don’t know _____
15. Do you feel the department needs a formal fire officer’s development program? Yes _____ No _____ Don’t know _____
16. Do you feel the department should offer in house fire officer’s development subjects? Yes _____ No _____ Don’t know _____
17. Should a fire officer’s development program be before promotion or after? Before _____ After _____ Both _____ Don’t know _____
18. Should a fire officer’s development course be job specific for the Birmingham Fire and Rescue Service? Yes _____ No _____ Don’t know _____
19. How much time did you have on the department when you got promoted? 1-5years _____ 5-10 years _____ 10-15 years _____ Over 15 years _____ 20. Which of the following do you feel is more important? Formal Education _____
Firefighting Courses _____ Fire Officer’s Development Program _____
21. Do you think there should be a structured format with benchmarks for promotions? Yes _____ No _____ Don’t know _____
22. Do you feel you have had the opportunity to obtain the necessary education and skills to become a fire officer? Yes _____ No _____ Don’t know _____
23. Do you think the department should offer voluntary fire officer courses for someone who aspires to become an officer? Yes _____ No _____ Don’t know _____
24. Do you think the department generally has officers that are qualified ? Yes _____ No _____ Don’t know _____
Appendix B Survey Answers
1. How many years have you been on the department?
0 - 5 5 - 10 10 - 15 7 15 - 20 10 Over 20 8 2. What is your current rank? Lieutenant 18 Captain 4
Battalion Chief or higher 3
3. Please check all that apply to your formal education level 0 GED
25 High School
10 A.A.S. degree, Fire Science
2 A.A.S. degree, other 11 B. S. degree
1 B. A. degree 0 Masters degree
0 Other advanced degrees
4. Please check all that apply to your fire service conventional education 6 Leadership I
2 Leadership II 0 Leadership III 15 Fire Officer I 1 Fire Officer II
7 Managing Company Tactical Operations 4 Command Decision Making
8 Fire Service Supervision 17 Company Level Officer
2 National Fire Academy Courses
5. When you started in a supervisory position, which skills did you feel least confident in? 2 Firefighting tactics
14 Planning and Organizing 9 Delegation 6 Problem Solving 4 Performance evaluations 6 Written communication 1 Oral communication 6 Fire Prevention 3 Instruction techniques 1 Safety 0 Others
6. When you started in a supervisory position, which skills did you feel most confident in? 23 Firefighting tactics
6 Planning and Organizing 11 Delegation 14 Problem Solving 4 Performance evaluations 6 Written communication 16 Oral communication 4 Fire Prevention 8 Instruction techniques 13 Safety 0 Others 7. What areas do you feel that you still need training in?
6 Firefighting tactics 15 Planning and Organizing 3 Delegation 4 Problem Solving 6 Performance evaluations 1 Written communication 1 Oral communication 8 Fire Prevention 6 Instruction techniques 2 Safety 1 Others Computers 8. What areas do you feel are the most important?
18 Firefighting tactics 18 Planning and Organizing 6 Delegation 18 Problem Solving 5 Performance evaluations 10 Written communication 13 Oral communication 10 Fire Prevention 10 Instruction techniques 14 Safety 0 Others
9. Do you feel that formal and conventional education prepares an individual as a company level officer? Yes 16 No 8 Not Sure 1
10. Do you feel that any college degree is adequate, or should it be in Business, Management, or some subject that has application to the fire service? Any degree 5 Related subjects 16 Don’t know 4
11. Should formal education degrees be required for promotion? Yes 7 No 15 Don’t know 3
12. After you were promoted, how much of your job as a company officer did you learn with on the job training? A lot of it 17 A moderate amount 7
Very little 1
13. Should formal education and training increase as rank increases ? Yes 19 No 4 Don’t know 2
14. Do you feel comfortable with the educational requirements and the promotional process? Yes 9 No 14 Don’t know 2
15. Do you feel the department needs a formal fire officer’s development program? Yes 23 No 1 Don’t know 1
16. Do you feel the department should offer in house fire officer’s development subjects? Yes 25 No 0 Don’t know 0
17. Should a fire officer’s development program be before promotion or after? Before 12 After 3 Both 9 Don’t know 1
18. Should a fire officer’s development course be job specific for the Birmingham Fire and Rescue Service? Yes 19 No 5 Don’t know 1
19. How much time did you have on the department when you got promoted? 1-5years 2 5-10 years 9 10-15 years 10 Over 15 years 4
20. Which of the following do you feel is more important? Formal Education 4 Firefighting Courses 8 Fire Officer’s Development Program 13
21. Do you think there should be a structured format with benchmarks for promotions? Yes 23 No 0 Don’t know 2
22. Do you feel you have had the opportunity to obtain the necessary education and skills to become a fire officer? Yes 22 No 3 Don’t know
23. Do you think the department should offer voluntary fire officer courses for someone who aspires to become an officer? Yes 23 No 1 Don’t know 1
No 6 Don’t know 3
25. Do you have an organized developmental plan for your own fire department career ? Yes 16 No 8 Not Sure 1
Jefferson State Community College
Birmingham Alabama
Fire Science
Science Division, Advisor
The purpose of the program is to provide firefighters with a program of instruction leading to a degree. The program is designed with the objective of increasing firefighter professionalism through continuing education. This program is not designed to transfer to a four-year institution; however, some of the courses may transfer. Check with your advisor and the school to which you plan to transfer.
Admission Procedures/Requirements
Prior to seeking admission to this program, the student should meet with an advisor to discuss program requirements and develop a plan for satisfying the following requirements.
_
Complete ENG 101._
Complete MTH 100 or MTH 117 or a higher level math course._
Complete six hours in required FSC courses._
Complete six hours of general education courses._
Complete an application for admission to the program._
Have an overall 2.00 grade point average. Courses required for:_
Fire Science Degree General Courses (35 hours)ENG 101 English Composition I 3
ENG 102 English Composition II 3
higher level math course
CHM 104 Intro. to Inorganic Chemistry 4
CHM 105 Intro. to Organic Chemistry 4
Complete one course from the following: 3
MST 111 Elements of Supervision
MST 201 Human Resource Management
BUS 275 Principles of Management Humanities & Fine Arts Elective: 3
(Art, Humanities, Religion, Theater Arts, Philosophy, Literature, Music, Foreign Language, Speech)
Social & Behavioral Science Elective: 3
(Anthropology, Geography, History, Economics, Political Science, Sociology, Psychology,)
CIS Elective 3
General Elective 3
HED or PED Elective 3
Major Courses (30 hours)
Complete ten courses from the following:
FSC 101 Introduction to the Fire Service
FSC 200 Fire Combat Tactics & Strategy
FSC 210 Build. Construction for Fire Service
FSC 220 Fire Extinguishment Agents
FSC 230 ISO Standards
FSC 240 Fire Cause Determination
FSC 250 Fire Prevention Inspection
FSC 260 Special Service Hazards
FSC 270 Fire Protection Systems
FSC 280 Fire Apparatus & Equipment
FSC 293 Fire Service Administration
FSC 297 Select Topics in Fire Service Operations
FSC 299 Legal Aspects of Fire Service
Shelton State Community College
Fire Science Management Associate in Applied Science Degree
This curriculum is designed for professional and volunteers firefighters.
General Education Courses Semester
Hours ORT 100 Orientation to College...1 ENG 101 English Composition...3 MTH 109 or more advanced math...3 Computer Science...3
Math, Computer Science or Natural Science Elective...3
Social Science...3
SPH 107 or SPH 116...3
Humanities...3
(Art, Humanities, Literature, Music, Philosophy, Religion, Theater) HED 199 or 221 Wellness...3
Total General Education Credits...25
Field of Concentration: BUS 241 and Bus 242 Principles of Accounting I & II...6
Or BUS 210 Introduction to Accounting...4
FSC 101...3
FSC 200...3
FSC 210...3
FSC 240...3
FSC 292 Elements of Supervision/Fire Service Supervision FSC Electives...20
Total Credits in Field of Concentration...39-41 Electives...3
Total Credits Required...67-69 All National Fire Academy Resident Programs that are approved for lower division credit by the American Council on Education shall be accepted as electives in this program. All 16-hour National Fire Academy field programs taught in Alabama under the auspices of the Alabama Fire College shall each be counted as one (1) hour of elective credit.
Athens State University
Public Safety Administration (PSA)
The Bachelor of Science degree program in Public Safety Administration is intended for those students who are currently employed in or seek employment in the public safety sector or emergency service field and who wish to obtain a degree emphasizing expertise in management and administration. Students entering the program possess professional certification and lower-division course work in a public safety field. Students can complete the administration course work of the curriculum at Athens State University.
Bachelor of Science - Public Safety Administration Major
Major Code: 43.0201 Applicable general university requirements.
General Studies Curriculum Core:
11. Written Composition...6 semester hours 12. Humanities and Fine Art...12 semester hours
Requirements include at least 3 semester hours in literature*, 3 semester hours in the arts, and the remaining semester hours from the humanities and/or fine arts. In addition to literature, disciplines in the humanities include, but are not limited to, philosophy, religious studies, speech, foreign languages, art, music, theater, and dance. * As part of the General Studies Curriculum Core, students must complete a 6 semester hour sequence either in literature or in history.
III. Natural Sciences and a Mathematics...11 semester hours Requirements include at least 3 semester hours in pre-calculus algebra or higher level mathematics, and at least 8 semester hours in the natural sciences which include laboratory experiences. Natural science disciplines include, but are not limited to astronomy, biology, and physics.
IV. History, Social and Behavioral Sciences...12 semester hours Requirements include at least 3 semester hours in history*, and the remaining semester hours from the social and behavioral sciences. Disciplines include, but are not limited to, anthropology, economics, geography, political science, psychology, and sociology. * As part of the General Studies Curriculum Core, students must complete a 6 semester hour sequence either in literature or in history.
V. Pre-Professional Courses:
The public Administration major must complete Computer Applications (3 Semester hours)
The remaining hours in Area V must be completed in Fire Services Management (FCS), Criminal Justice (CJ), Emergency Medical Services (EMS), or Water Quality Management.
Total Pre-Professional hours...19-23 semester hours Total General Core and Pre-Professional Hours...60-64 semester hours Professional Courses:
PO 303 Comparative State and Local Government...3 semester hours PO 304 Problems of American Government...3 semester hours PO 342 Methods of Behavioral Science Research...3 semester hours MG/PSA 349 Human Resources Management...3 semester hours PSA 350 Introduction to the American Legal System...3 semester hours PSA 375 Organization Behavior...3 semester hours PSA 377 Public Administration...3 semester hours PSA 380 Public Finance...3 semester hours PSA 445 Contemporary Issues Seminar in Public Safety...3 semester hours
PSA 455 Public Administration Ethics...3 semester hours PSA 465 Senior Research Project...4 semester hours PSA/JS/PO/MG Elective (approved by faculty Advisor)...3 semester hours A minimum of 27 semester hours of upper division JS/PO/PSA course work must be completed at Athens State University.
A minor is not required.
General Electives...27 semester hours
