WISCONSIN RAPIDS FIRE DEPARTMENT - hsdl.org

WISCONSIN RAPIDS FIRE DEPARTMENT

PROFESSIONAL DEVELOPMENT PROGRAM (PDP) DRAFT

EXECUTIVE LEADERSHIP

By:

Mitchell R. Waite Wisconsin Rapids Fire Department

Wisconsin Rapids, WI

National Fire Academy Executive Fire Officer Program

Applied Research Project

December 1999

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ABSTRACT

Competent leadership is a necessity in today’s world. Whether you are referring to

private or public sector organizations, the leaders of today and tomorrow must be

equipped with solid decision-making skills and possess the ability to effectively deal with

people. Leaders and managers must also be able to articulate the needs of their

organizations to those bodies, or individuals, that have a direct impact upon them. Great

leaders mentor subordinates so that they may be able to assume greater responsibility at a

future point in their careers. By doing so, great leaders are setting their subordinates and

their organizations up for future success.

The underlying problem that this project will address is the lack of a Professional

Development Program (PDP) at the Wisconsin Rapids Fire Department (WRFD).

Currently, the department has no mechanism to develop junior leaders. An associated

problem is the existing organizational culture. Due to the fact that there has never been a

Professional Development Program at the Wisconsin Rapids Fire Department, there will

naturally be resistance to the concept. The challenge for current administrators will be to

decide upon how to best present this information and effectively articulate the need for

such a program. The reasons must be conveyed in such a manner that the majority of

personnel within the organization will be able to identify with the need for such a program

and then assist in its development.

The purpose of this research project is to develop a draft of a Professional

Development Program specifically tailored for the Wisconsin Rapids Fire Department. To

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commence this process, the need for such a program must be identified. If the need for a

PDP is confirmed, then the components of the program must be determined. Lastly, a

course of action to implement and institutionalize a Professional Development Program at

the WRFD must be decided upon.

Evaluative research was utilized in developing this project.

The result of this research product is a draft of a Professional Development

Program specifically tailored for the WRFD that will be forwarded to the Fire Chief for

further review and possible implementation.

This applied research project will answer the following questions:

1) Is there a need for a Professional Development Program at the Wisconsin Rapids Fire

Department?

2) If yes, what components should become a part of the Wisconsin Rapids Fire

Department’s Professional Development Program?

3) What type of Professional Development Programs have other fire departments

implemented, if any?

4) What will be the limitations associated with implementation and

institutionalization of such a program at the Wisconsin Rapids Fire Department?

The procedures that were utilized to complete this research project were to identify

the need for a Professional Development Program through the use of a needs survey given

to WRFD personnel (Annex A). Similar surveys were also sent to several fire departments

across the United States and within the State of Wisconsin to determine what, if any, type

of PDP they have (Annex B). As a result of these surveys, a unique and customized

professional development program outline was created.

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The results of the WRFD needs survey revealed an overwhelming need to develop a

Professional Development Program for the Wisconsin Rapids Fire Department (Annex A).

The results of the fire department PDP survey were also interesting. Of the departments

that responded to the survey, the overwhelming majority do not have a PDP, but they feel

the need to develop one (Annex B).

Certainly, only time will tell if a PDP will be successful after its implementation.

However, since the need for such a program has been confirmed, and the components have

been identified with the assistance of department personnel, it would be a safe assumption

to conclude that the program will be set up to succeed. The program no doubt will change,

it will evolve, it will develop, but it should succeed. Therefore, the recommendation is to

develop a PDP premised upon the draft as contained in this Applied Research Project.

Pending revisions from the fire chief, the final outline can then be utilized to develop the

program itself.

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TABLE OF CONTENTS Abstract---------------------------------------------------------------------------------------1 Table of Contents---------------------------------------------------------------------------4 Introduction----------------------------------------------------------------------------------5 Background and Significance-------------------------------------------------------------8 Literature Review--------------------------------------------------------------------------11 Procedures-----------------------------------------------------------------------------------18 Results----------------------------------------------------------------------------------------20 Discussion------------------------------------------------------------------------------------25 Recommendations--------------------------------------------------------------------------28 References------------------------------------------------------------------------------------33 Addenda List---------------------------------------------------------------------------------36 Qualifying Notes-----------------------------------------------------------------------------52

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INTRODUCTION

Leadership as defined by Webster means “to guide or direct from the front”.

Organizations with competent and visionary leadership have proven to be successful over

the decades. A large part of this leadership package includes the ability to cultivate and

motivate subordinates. The ability to develop junior leaders sets an organization up to

succeed as current leaders leave or retire. When a system or process becomes bigger than

any one individual, you have reached organizational nirvana.

A good leader will ensure an organization is successful by being competent, utilizing

good decision-making skills, being an effective communicator, and possessing good people

skills. A great leader will do likewise, but he/she will also instill the same work ethic into

the organizational culture. When this type of attitude permeates an entire organization

and becomes institutionalized, the transformation from reliance upon the leader to ensure

organizational success has then been transferred to the personnel within the structure of

the department. Setting up systems, protocols and procedures to ensure long-term success

is the responsibility of a good leader. Once these systems are in place, a great leader will

ensure his/her personnel know them, understand them, follow them, and have provided

input into their development. This will set the organization up for success. Having thick,

paper-laden binders of protocols is nice to exhibit to non-department personnel, but they

are only as good as those that read them, know them, and understand them. Once a system

is in place and people become comfortable within it, development of the individual can then

occur. Grooming and developing people to take over a higher position at a future point in

time will benefit both the individual and the organization over the long-term. Once this

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process becomes institutionalized, a key individual may then leave or retire and the

organization can replace this person with another competent individual. Organizations

that can reload, as opposed to rebuild, have proven to be the most successful throughout

history. This method of organizational culture translates into a very short or non-existent

transitional period that normally accompanies the loss of key personnel. Those

organizations without a Professional Development Program normally allow a newly

promoted individual to succeed and/or fail by trial and error. As this occurs, the

organization is usually stagnating due to the transitional period. Limited, or no progress,

can be made during these periods. In the fire service, as is the case with most competitive

occupations, if you are stagnate, you are not moving forward, and if you are not moving

forward, you are falling behind!

The problem that this project will address is the lack of a Professional Development

Program at the Wisconsin Rapids Fire Department. Currently, a program to develop

junior leaders does not exist. Intimately associated with this problem is the existing

organizational culture. As is the case with any new program, there will be initial resistance

to the concept. The challenge for current WRFD administrators will be to decide upon

how to best present this information and effectively articulate the need for such a program.

The reasons must be conveyed in such a manner that all department personnel will be able

to identify with the need for such a program and assist in the development of a customized

program for the organization.

The purpose of this Applied Research Project (ARP) is to develop a draft of a

Professional Development Program specifically tailored for the Wisconsin Rapids Fire

Department. To commence the process, the need for a Professional Development Program

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at the Wisconsin Rapids Fire Department needs to be verified. If the need is confirmed, the

components of such a program must then be determined. Lastly, the best course of action

to implement and institutionalize such a program must be identified. Improper

implementation has scuttled many fine programs and concepts. If a Professional

Development Program is implemented carefully and thoughtfully, it will be set up to

succeed, and institutionalization will occur naturally over time. The greater the success of

a good implementation process, the less the resistance, and the more quickly the

institutionalization.

Evaluative research was utilized for this project. A needs survey was distributed to

the majority of Wisconsin Rapids Fire Department personnel (22/32 = 69%). The intent of

this survey was to verify the need for a Professional Development Program at the

department. If the need is verified, suggestions in regard to the components necessary for

such a program would be solicited from department personnel. An additional survey was

distributed to the following cities outside of Wisconsin: Los Angeles, Miami, New Orleans,

Dallas, Boston, New York, Seattle, Phoenix, Chicago, and Washington DC. Several fire

departments within the state were also queried about a professional development program

within their organization. This survey inquired into the type of PDP each department had,

if any. If they did not have a PDP, was there a need for such a program at their

department?

This Applied Research Project will answer the following questions:


Department?

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implemented, if any?



BACKGROUND AND SIGNIFICANCE

Wisconsin Rapids is a small community of approximately 20,000 people nestled in

central Wisconsin. The hard-working Wisconsin River runs through the city and divides it

into its east and west sides. Wisconsin Rapids is primarily an industrial community with a

Fortune 500 company, Consolidated Papers, located within the city. This beautiful

community offers a great quality of life.

The Wisconsin Rapids Fire Department has thirty-two full-time personnel.

The WRFD has three shifts of ten personnel, including an Assistant Chief/Shift

Commander and a Lieutenant. An Assistant Chief (A/C) is in charge of the crew and

located at Fire Station 1. A Lieutenant is located at Fire Station 2 and will move to

Station 1 when the A/C is off. The WRFD is a full-service organization that offers fire

suppression; paramedic level EMS; hazardous material-technician level mitigation;

specialized rescue; fire investigation; fire prevention; and fire education. Department

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personnel respond to approximately 300 fire and 1500 EMS calls each year. The

department’s coverage area is approximately 14.1 square miles.

The promotional procedure for Assistant Chiefs is currently accomplished through

the use of an assessment center. An independent panel of fire service executives leads each

candidate through a series of scenarios. These scenarios include: an in/out box exercise; a

conflict resolution exercise; an ICS scenario; a 10-minute presentation related to any fire

service topic; and a tabletop discussion exercise. Points are awarded to each candidate at

each station. Preceding the assessment center is a written examination and the

promotional procedure is concluded with an interview with the Fire Chief. The trend that

has recently been observed is the prolonged period between the vacancy of an A/C position

and the filling of it.

The Lieutenants exam is subject to the labor contract and is therefore, a negotiated,

contractual item. The current components of this process include a written examination;

seniority points; an interview with the Fire Chief; and veteran points. Again, the recent

trend has been a prolonged void between vacancy and the filling of the position.

Once the vacancies for either the A/C or Lieutenant positions have been filled,

knowledge and experience are gained through the process of on-the-job training. There is

no formal orientation period involved. While the WRFD is small and close-knit, becoming

an officer represents a significant change in work duties. The transition from driver to

Lieutenant and Lieutenant to A/C represents a significant advancement and change in

duties. Each position carries a one-year probationary period. Monthly evaluations are

performed, but are not considered significant because they are very subjective in nature,

and a great deal of behavior is not observed because the officers are at different stations.

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The current evaluation process has become nothing more than a paper exercise, rather

than a meaningful evaluative and developmental process.

Next in the chain-of-command after the officer corps are the Motor Pump

Operators (MPO) and firefighter/EMT’s. Currently, drivers are promoted strictly through

seniority. There is not a promotional test or evaluation process involved. For the most

part, there is no professional development at this level in the organization either.

The significance of this issue is that without a Professional Development Program,

there is not an effective mechanism in place to develop junior and senior leaders at the

Wisconsin Rapids Fire Department. When a retirement or promotion occurs, a leadership

vacuum is left from the vacancy created. When this type of situation occurs, the

organization stagnates until the promoted individual learns their new job and comes up to

full speed. Unfortunately, associated with this problem is the lack of standardization. If

the organization’s administration does not orient an employee in a consistent manner, the

employee will interpret his/her position individually. When this occurs, because of the lack

of guidance and direction from the organizational leadership, the individual’s

interpretation may not necessarily align with that of the organization. This process can

also be referred to as free-lancing, or simply an attempt by the employee to fill the void

created by the lack of guidance. This becomes a very significant issue when each crew

conducts business differently. This leads to confusion and frustration among the

personnel.

Looking at successful organizations, employees are indoctrinated as soon as their

employment begins. They are taught the organization’s culture and expectations as well as

other necessary technical skills. This learning curve does not cease until the employee

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retires or leaves the organization. Developing and investing in the human resource, and

molding and mentoring current and potential leaders, will pay huge dividends for an

organization over the long-term.

As was revealed in the National Fire Academy’s Executive Leadership class,

organizations that do not have a solid organizational culture or vision, often have poor

organizational climates. The culture at Walt Disney World is one that has been studied

extensively. Within this organization, the cultural climate and standardization process

begins for the employee on day one. This process continues until the employee leaves the

organization. Leaders are identified early and mentored until promoted. This type of

culture breeds standardization and success, and the organization does not miss a step when

key personnel leave. There is little to no transitional period involved within this

organization. Therefore, the organization does not stagnate and can continue to move

progressively forward.

Mentoring, an element of a good Professional Development Program, must occur

throughout the organization. Drivers must mentor the firefighters; lieutenants must

mentor drivers; Assistant Chiefs must mentor Lieutenants; the Chief should mentor

Assistant Chiefs; and the Chief must seek a mentor outside of the department. When this

type of a process occurs, transitional periods are significantly reduced. This results in less

stress on both the individual and the organization, and it also limits periods of stagnation.

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LITERATURE REVIEW

In the military, professional development has been incorporated into the culture for

centuries. This is accomplished through Officer Development Programs (ODP),

Non-Commissioned Officer Development Programs (NCODP), and formal military schools.

Career advancement and professional development are interwoven into the military

culture. The premise behind these programs is that in a combat environment, a unit

leader may be killed suddenly and someone else must be able to step in to continue the

mission. The reason this process can occur is through the professional development of

junior leaders. FM 22-100 (Military Leadership - 1999) cites professional self-development

as a tool or mechanism to map out your own career path. This can also be accomplished in

the fire service in the form of attending college level courses; participation in professional

organizations; reading professional periodicals; attending professionally related seminars

and conferences; and through a good intradepartmental training program. All of these

components can enhance professional self-development.

FM 22-101 (Military Counseling - 1999) cites the importance of a leader guiding the

professional development for his/her troops. Career guidance is the duty of a good leader.

Watching out for and taking care of his/her people are tasks a great leader will undertake

willingly.

FM 22-103 (Leadership and Command at Senior Levels - 1999) devotes an entire

appendix to the subject of professional development. “Leaders must recognize that they

have an obligation to continue their professional development so that they maintain their

professional focus.” Physicians and lawyers are considered professionals and must

continue their development throughout their careers. Professional development within

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these fields of endeavor are mandatory, not optional. The fire service likes to consider

themselves professionals, yet there is no mandatory professional development within the

field! Why is that? How can they truly be considered professionals before they mandate

professional development within their own ranks?

A good example of professional development can also be found in the sport of

professional football. If the starting quarterback is suddenly injured, the backup must

step in and perform. His teammates must also have confidence that he can do the job and

will give them a chance to win the game. This objective is accomplished through a

grooming process known as professional development. The fire service should be no

different. If someone is promoted, retires, or off due to injury, someone should be able to

step in and do the job without the organization missing a beat. This is the benchmark of a

well-structured and properly designed organization. An organization must be bigger than

any one individual to truly be successful. The leader that recognizes this and takes steps to

incorporate this process into the culture will be setting his/her organization up for success.

While it is often difficult to replace the special individuals that occupy certain positions

within an organization, someone must be ready to step in and be able to competently

conduct business.

Many authors have verified the need for a Professional Development Program

within organizations. Tracey (1990) stated that “professional development is the

continuous process of improving performance and potential.” Developing potential is a key

phrase. When you are mentoring and developing an individual, you are identifying

someone with the ability to perform a job in the future. During this mentoring phase, it

will become apparent if people truly have this potential or the ability to perform at the next

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level. Not everyone has this ability. The key for the leader in this process is to identify

those personnel that do have the potential and then develop and cultivate these individuals

for the future well being of the organization.

Robert House (1984) defined professional development as “any planned effort to

improve current or future manager performance by imparting information, conditioning

attitudes, or increasing skills.” This concept of organizational development is not a

leading-edge idea. It has been around for decades now. Today however, greater emphasis

is being placed upon individual and organizational development. Collectively, these areas

are known as professional development. It may be argued that you can have one element

in the absence of the other. In other words, you can have individual development without

organizational progression. This is similar to having many great players on a basketball

team. Many great players does not necessarily guarantee a winning team, unless they have

the right leader and the players are in a climate where they can succeed. Translated, this

means that when talented individuals can collectively use their talents for the greater good

of the organization, collective thought and process have occurred.

As Charles MacDonald (1982) observes, “there are many choice points in any

career. We can go forward or backward or even move side to side”. Without the benefit of

professional development programs to guide and direct individuals, many people will

wander aimlessly within an organization. As a leader, if you can not align individual

development with that of the organization, an organization will never realize its full

potential. Many people erroneously believe that the individual will ultimately watch out

for their own interests and be responsible for their own professional development. In some

cases this is true. In many other cases it is not. The great leader must “guide and direct”

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people, careers and organizations. Very often, the leader must assist even the most

cerebral of employees with their careers. Great leaders may be compared to symphony

conductors. They must orchestrate individual development and align it with that of the

organization. If this occurs, an organization can realize its full potential and become a very

effective and efficient operation.

Johns (1995) in an ARP for the National Fire Academy (NFA) reviewed the

elements of company officer training for the El Paso, Texas Fire Department. Through a

series of surveys and research he conducted, he identified the following elements that

should become part of their professional development program. This program includes the

topics of: safety; ICS; human resource management; planning; organizational structure;

communication skills; inspection, investigation, and public relations; information

management; budget process; and government structure. Johns also stated in the article

that “departments must evaluate the specific needs of their organization.”

Kirtley (1996), in another NFA ARP, reveals information that is verified by the

surveys sent out for the research of this ARP that “almost one-third of the largest fire

departments in this country do not have a company officer training program”, and that

this “indicates the low value placed upon effective company officer leadership by the fire

service.” Kirtley believes that the program created for the Colorado Springs Fire

Department should include the topics of: supervision skills; leadership; safety;

interpersonal communications; interpersonal relations; ICS; training methods; and fire

prevention.

Nadler (1984) stated that “career development is not a panacea and cannot, by itself,

solve all of the problems”, however, he states further that “there is empirical evidence that

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a formal career development program can improve an employee’s opportunity to find

career satisfaction and enable an organization to better cope with a variety of pragmatic

human resource concerns.”

Hill (1984) discussed the merits of professional development and identified the

following areas that should become a part of any program. These areas include:

one-on-one training; advisers and mentors; and learning centers.

Nigro (1994) identified the fact that leaders must look at conducting “ongoing

evaluations of the human resources management programs of the organization, including

incentives, employee training and development, and performance evaluation.”

Boyett and Conn (1991) discuss the leadership skills they feel are necessary to

succeed in the next century. They also believe there is a large difference between a

manager and a leader, and preferably, Workplace 2000 would be filled with leaders that

manage. They believe that leadership encompasses a much broader base of attributes and

characteristics than does management. They believe that “managers plan, organize, staff,

direct, and control. Leaders also do these things, but not exclusively, and when they do

them, they do them in a different way and at a different level of purpose.” The skills they

believe leaders should be identifying to utilize in the mentorship and development of junior

leadership include the areas of: communication; politics; motivation; change-management;

empowerment; and far-sightedness or vision.

The Drucker Foundation book The Leader of the Future (1996) is filled from cover

to cover with recommendations on how to develop and mentor junior leaders to prepare

them for leadership in the next century. This text is a recipe book, if you will, on how to

cultivate the human resource, particularly junior leaders. Many of today’s outstanding

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executives from some of the largest corporations and organizations in the world are

featured in this text. The common theme throughout the book is to invest time and energy

in the human resource. George B. Weber of the Red Cross wrote,

“growing people is the creation and cultivation of a climate throughout

the organization in which people are actively given the opportunity to

try out their talents and skills, are deliberately exposed to progressive

challenges, are given training and study opportunities that broaden their

perspectives and abilities, and perhaps most important of all, are given

management and leadership tasks that permit them and the organization

to learn who and what they are in relation to the organization’s mission”.

Kouzes and Posner in their book The Leadership Challenge (1995) cite many

examples on how to develop leadership abilities and junior leaders. They postulate that

“leadership is, after all, a set of skills. And any skills can be strengthened, honed, and

enhanced if we have the proper motivation and desire, along with practice and feedback,

role models and coaching.”

V. Daniel Hunt in his text Quality in America (1992) discusses the merits of

developing the human resource to instill quality throughout an organization. He states, “

Quality experts…all agree that a comprehensive training curriculum is critical to

providing everyone in the organization with the knowledge and skills to fulfill his or her

quality improvement responsibilities.”

Noe, Hollenbeck, Gerhart and Wright in their book Human Resource Management

(1994) discuss the necessity for employee development. They theorize that “employee

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development is a key component of companies’ strategy to meet the competitive challenges.

Increased globalization of product markets makes it necessary for employees to understand

cultures and customs that affect business practices.”

Much of the sources that have been cited in this section all have the common thread

of developing the human resource. There can be little doubt that the human resource is the

most important asset of any organization. Also, there can be no doubt that the inability of

organizations, whether they are public or private sector, to develop and cultivate this

resource is not only short-sighted, but it may also have disastrous long-range consequences.

PROCEDURES

Evaluative research was utilized for this project. This was accomplished by

developing a needs survey that was distributed to the majority (22/32 = 69%) of WRFD

members (Annex A). This survey was simplistic in nature, yet may appear complicated to

an outside observer unfamiliar with department operations. The follow-up questions asked

all revolved around the question, ‘do you feel the WRFD needs a Professional Development

Program’? The overwhelming majority of WRFD members surveyed (20/22 = 91%)

thought there was a need for such a program (Annex A). After the need was identified,

more detailed information was sought. Input into the components of such a program was

also solicited. Finally, input into the qualifications for each distinct level within the

department was sought. Trending was utilized to identify commonalties of the survey.

Premised upon the responses received, a list of common components for a PDP was

developed (Annex C). Once this was accomplished, general and specific components for

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each level was created from the data (Annex D). The next step in the process was to survey

what other fire departments around the country, and within the State of Wisconsin, are

doing in regard to professional development. These departments (n=50) were selected

based upon size and geographical location. After this step had been accomplished, a

prototype draft for a Professional Development Program for the Wisconsin Rapids Fire

Department was created. This draft was a product founded upon input from department

personnel, components of other professional development programs, elements of other

successful developmental programs, and this author’s personal experience in the military

field of leadership and professional development.

The procedures utilized for this project can easily be duplicated and replicated by

expending the same amount of time conducting research and distributing surveys. The

only true anomaly in this process is the personal experience factor. This may be able to be

replicated to a certain extent, but many of the assumptions and interpretations of data will

be unique to each individual conducting the research. The experience factor would be the

subjective portion of the process and results may vary accordingly. The procedures used

during the course of this project have most definitely assisted in documenting the purpose

of this project. The end-state of this project was to develop a draft of a Professional

Development Program for the Wisconsin Rapids Fire Department.

The specific limitations of this project were that only a minutia of fire departments

were contacted to inquire into their method of developing their officers and personnel.

Given more time and research into the subject, additional data could have been collected

and analyzed. However, as is the norm with most research projects, only a random

sampling can be accomplished in order to determine course of actions in a timely manner.

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Even though the departments that were queried about a career enhancement program

were hand selected, they were random in the respect that there was no premeditation in

regard to the reason there were chosen. Again, size and geographic location were the only

qualifiers in the selection process.

Another limitation of this project is that only a small percentage of fire departments

(4/42 = 1%) had a PDP to review. Therefore, limited input was derived from the surveys

sent to other fire departments. Conversely, since the purpose of this project was to develop

a customized draft of a PDP for the WRFD, the input from department personnel will be

weighted more heavily than that from other departments.

RESULTS

A review of the results of the needs survey that was distributed to WRFD personnel

suggest that the overwhelming majority of the personnel surveyed (20/22 = 91%) feel there

is a need for a professional development program of some type (Annex A). The results of

the survey were very revealing. Many of the respondents felt that all employees should be

a part of the creation of a professional development program. Premised upon the

suggestions from department members, the proposed draft incorporates these suggestions,

as well as input from other fire departments across the country. Also included in the mix

are elements of professional development programs from other organizations, suggestions

based upon research, and this author’s personal experience in the military field of

leadership and career enhancement.

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The revealing fact about the fire department inquiry into other professional

development programs was that very few of those departments surveyed (4/42 = 1%) have

a formal program! The results of this survey can be located in Annex B.

Premised upon all of the factors identified throughout this research project, the

end-state is a draft proposal of a Professional Development Program specifically tailored

for the Wisconsin Rapids Fire Department (Annex D). This draft will be forwarded to the

Fire Chief for review and evaluation, possibly resulting in modification and subsequently,

the development and implementation of the program itself.

In summary, the four questions posed at the beginning of this research project have

been answered.


Department?

The results of the needs survey suggest that the overwhelming majority of department

members would like to see some form of professional development within the department.

Annex A exhibits the results of this survey. Over 90% (20/22) felt that the WRFD needs

some form of a professional development program.



Since the need for a professional development program was confirmed, department

members were also surveyed on what components they felt were necessary for such a

program. Annex C exhibits the results of this question. The components that department

members suggested included the areas of: safety; ICS; leadership; management; fire

apparatus driver operator courses; and entry-level orientation. Annex D exhibits the

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components of development for specific positions within the department. The common

threads through the officer corps that were identified were the components of: experience;

safety; ICS; education; management skills; personnel skills; continued education; and

technical and tactical proficiency. Seniority was also identified as a factor, as opposed to

best qualified.


implemented?

It is interesting to note that of the fifty surveys that were sent to other fire departments,

forty-two were returned. It is also interesting to note that of the large metro departments

that returned surveys, only Seattle and Phoenix had professional development programs of

any type. Most other responding departments stated that while they did not have a PDP,

they felt one was necessary (Annex B)! The major components of the departments that had

programs were: in-service training for the officers; partnerships with local colleges for

formal education; and simulation exercises in several disciplines, including EMS, haz mat,

and tactical fire scenarios. Phoenix had the best and most extensive program based upon

the surveys that were returned. They have a carefully thought out plan on how to prepare

individuals to become officers, specifically, Battalion Chiefs and Captains. Their program

is, by definition, a Professional Development Program that is designed to prepare

individuals for a higher position within the department. It is just surprising that more

departments do not have such a program.



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There will be many obstacles placed in the path of progression. The first problem, and

arguable the greatest to overcome, is the organizational climate. While the needs survey

identified there was interest in a professional development program, there has never before

been one at the WRFD. It is also an entirely different matter to move from identification to

implementation. As the surveys have indicated, that while there are common threads

intertwined throughout the various levels within the organization, there are some

incongruities as well. Those without education currently, most probably would prefer to

stay with experience and seniority as overriding promotional factors. Those personnel with

education would prefer to believe their time in school was not wasted and would most

probably prefer to see education weighted more heavily within the process. While there is

a transitional process between these two schools of thought, a procedure such as Phoenix

has implemented is probably the best course to pursue. Their process involves attrition

and a phase in procedure. As those without education retire, over a specified period of

time, they would be replaced with individuals with education and experience. Those

people that are not close to retirement, and without the necessary education, will have a

period to transition and receive the necessary education. If they choose not to seek

education, and the policy is communicated well in advance that education will be a heavily

weighted factor, or even a pre-selection factor for promotion, that is a decision those

personnel in this category will have to decide upon.

Another major limitation is support from the upper management. If this program

receives nothing more than lip service, it will be set up to fail. In order for personnel to

support a program of this magnitude, it must supported from the top down.

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Besides the internal factors that must be dealt with, this project is limited in the respect

that only fifty out of the thousands of fire departments across the country were surveyed.

This type of research is certainly qualitative in nature, as opposed to quantitative. The

selection process of the departments chosen was simply random in nature. Those from the

State of Wisconsin were selected based upon geographic location, proximity to the

department conducting the survey, and similarities in size and structure of the

organizations. The larger metro departments were selected at random as well. Their

selection was premised upon geographic location, size, and reputation as leaders in the

United States Fire Service. Attempting to draw too much information from the numbers

and percentages is self-limiting due to the number of departments surveyed and therefore,

may not be an accurate depiction of the overall fire service in regard to professional

development programs. An educated guess would suggest that the random selection

process utilized for this project probably is an accurate portrayal of the state of

professional development programs at fire departments around the country. However,

this assumption is premised upon empirical data and not hard fact.

Since a majority of employees have been involved in the development of the draft

program for the WRFD, a certain ownership is taken by the personnel engaged in the

process. Since their input was requested, and their ideas solicited, implementation and

institutionalization will be easier to accomplish. The employees themselves, although not

unanimously, have confirmed the need for such a PDP. As the program develops and

evolves over the years, institutionalization will occur naturally. The obvious key to the

longevity of this program will directly correlate to its success. If the program is

implemented correctly and a positive change occurs as a result, it will become

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institutionalized. The greater the success of the program, the more rapid the

institutionalization.

DISCUSSION

I believe a Professional Development Program is long overdue for the Wisconsin

Rapids Fire Department. My belief is supported by the results of the needs survey. The

majority of personnel at the WRFD feel similarly. With my experience in the military, I

have witnessed first hand the results of a Professional Development Program and the

impact it can have upon an organization. With a good program, personnel do not simply

inherit jobs, they are trained and groomed for them. This results in smoother transitional

periods when leadership changes occur and a more confident, well-prepared individual is

ready to move up to the next level within an organization. One of the adages that I believe

in, premised upon my experiences at the administrative level, is ‘fail to prepare, prepare to

fail’. This adage applies not only to individuals, it also applies to organizations.

Organizations that fail to prepare their personnel for greater accomplishments and higher

positions are setting themselves up for failure. Quite frankly, the fire service is often

hampered by its own traditions. Many fire service personnel are also very resistant to

change. However, this is only human nature. It not only occurs in the fire service, it occurs

in many other fields of endeavor. When people must leave their comfort zone, there is a

natural tendency to resist. The military and the corporate world have taken a more

progressive approach. Leaders in these fields believe change is a factor that will occur with

or without action. In order to achieve progress, change must occur. Without change, and

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the associated risks involved, stagnation will result. In many fields, stagnation indicates the

lack of movement forward, and in a competitive society stagnation will result in falling

behind, thus, making it that much more difficult to catch up. Progressive and proactive

leaders do not allow this to befall their organizations. Progressive leaders shape and mold

change to benefit their organizations. They do not simply wait for change to occur and

then react to it. A habitually reactive posture is indicative of poor leadership and

incompetent management. However, while the military has had a Professional

Development Program in place for decades, the program has recently received more

emphasis from the top. The military wants professional officers and soldiers equipped with

solid decision-making skills, progressive and proactive thinking ability to anticipate

problems before they occur, and the ability to adapt to a constantly changing environment.

If you look back upon the literature review from leaders in the corporate world, these are

the same characteristics CEO’s look for in employees. These preferred characteristics can

be taught and mentored to those within the ranks. This is called a Professional

Development Program. Personnel should be cultivated and “grown” to take over positions.

This should be viewed as a preferred culture and climate within an organization, not a

threat to those insecure individuals holding higher positions within a department.

Professional development is what should be sought after within all fields of

endeavor. Again, the military has placed added emphasis on professional development in

an attempt to rid the service of the poor commanders that are still in the system who are

lacking the necessary personnel and management skills to be an effective leader in today’s

society. Poor leadership often results in retention problems and the inability to effectively

perform in non-combat and combat environments. The fire service has been labeled a

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quasi-military organization, yet the majority of this field has failed to grasp onto this

concept. The answer is not quite clear why this has occurred, but there does appear to be

movement toward professional development by the more progressive departments. In

time, proven the efficacy of the program, other departments will follow a similar path.

This will begin to occur more rapidly as progressive thinking administrators replace

reactive ones.

A review of the results as provided by other departments reveals a variety of

methods utilized for professionally developing personnel. This indicates that there are

many methods of delivering a professional development program and no doubt, more than

one successful method. The draft program that has been developed for the Wisconsin

Rapids Fire Department has incorporated different components of proven programs and

sprinkled in some creative and innovative ideas to customize it for the department.

Obviously, time will tell if the program can be labeled as successful.

If one views the suggestions of the personnel of the WRFD in regard to the

components of a PDP that they felt were important, and compare their results to those

elements suggested by corporate administrators, there is a striking correlation. This

simply solidifies the argument that if you empower employees to participate in the

development of a program, it will normally result in outstanding ideas and input. There is

a direct correlation between increased employee involvement and significantly positive

results.

The implications of any PDP is that it most probably will have a profound impact

upon any organization. I believe this program will enhance the quality of our leadership

and competently develop junior leaders at the WRFD. This will translate into solid,

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competent leadership over the long-term, and less lost time associated with transitional

periods when leadership changes occur.

RECOMMENDATIONS

The effectiveness, or efficacy, of a Professional Development Program at the

Wisconsin Rapids Fire Department will only be determined over a period of time.

However, careful implementation, coupled with continued input from personnel, can set

this program up to succeed. Certainly, periodic re-evaluation of the program, in order to

make any necessary adjustments will help ensure continued success.

Based upon the personnel surveys, this author’s personal experience, and

components of other programs, the WRFD PDP draft is as follows:

• Entry-level firefighters: development at this level would include, an intense 40-hour

per week, four-week program that focuses on physical fitness; safety procedures;

department SOG’s; street and hydrant layout; emphasis on quality assurance;

department policies; orientation exams to evaluate progress; EMS proficiency

evaluations; and firefighting proficiency evaluations. These individuals should have at

least an Associate Degree in a fire or EMS related field. In essence, what the majority

of personnel are suggesting is a mini fire academy. The only true limitation with this

idea is the personnel necessary to administrate this program on a full-time basis, at

least when entry-level personnel are hired.

• Firefighter/EMT’s: development at this level would include, continuing emphasis and

education in the fields of EMS; haz mat; department operations; physical fitness; basic

and advanced firefighting operations; continued emphasis on quality assurance; safety

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procedures; and formal education. Personnel at this level would be encouraged to

attend professionally related seminars and conferences; read professional journals and

texts; be given an opportunity to expand their knowledge while on-duty; encouraged to

become actively involved in department activities and participate on committees; and

these personnel should be empowered and tasked with greater responsibilities on a crew

level. These individuals would gather experience in this position and should be

mentored and prepared to become drivers through basic education in the fire

apparatus driver operator (FADO) course. Progress would be measured through the

use of quarterly evaluations.

• Motor pump operators: development at this level would include, a proficiency test to

move from a step-up driver to an MPO; continued training in advanced FADO

procedures; a quarterly proficiency test for all drivers; continued emphasis on quality

assurance; safety procedures; physical fitness; and continued emphasis on formal

education. Personnel at this level should be encouraged to attend professional

seminars and conferences; be afforded the opportunity to read professional journals

and expand their knowledge while on-duty; encouraged to become involved in

department activities and participate on committees; and these individuals should be

empowered and assigned various tasks to broaden their responsibility role within the

department. The personnel at this level should be cultivated for an officer position

through basic ICS classes and personnel management courses. Progress would be

measured through the use of quarterly evaluations.

• Lieutenants: development of personnel at this level should include, management and

leadership classes; a proficiency test in order to get promoted; continued emphasis on

30

quality assurance; safety procedures; advanced ICS procedures; physical fitness;

continued emphasis on formal education; basic budget procedures; operational

guideline review, evaluation and development; and mandatory participation in the NFA

Fire Officer course. These personnel should be allowed time on-duty to expand their

knowledge base; encouraged to attend professionally related seminars and conferences;

and empowered and assigned tasks that will challenge their leadership and

management skills which, in turn, will assist in the progression of the department.

Progress at this level will be measured through the use of quarterly evaluations.

• Assistant Chiefs/Shift Commanders: development at this level should include the areas

of physical fitness; advanced budget procedures; ICS mastery based on tactical

scenarios; personnel management; development of quality assurance standards; review

and evaluation of safety procedures; mandatory attendance at the NFA’s Executive

Fire Officer Program; operational guideline review, evaluation and development; and a

Bachelors Degree in a fire or EMS related field. Personnel at this level should be

mandated to attend some professionally related seminar or conference each year; be

afforded the opportunity to expand their knowledge while on-duty; be given time

on-duty to mentor and coach crew personnel; and empower these personnel to

administrate departmental programs, such as haz mat, EMS, etc.

• Assistant Chief/Fire Marshal: development at this level within the organization should

include all the areas included in that of the Shift Commander in addition to, building

and fire code familiarization and mastery; public relations skills and education;

computer skills and education; fire investigation skills; counseling skills; and excellent

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oral and written communication skills. This individual should also be a licensed EMT

at the highest level of the department.

• Fire Chief: development at this level should include all those cited for the Shift

Commander and Fire Marshal positions in addition to, political education; attendance

at selected NFA courses; education in the strategic planning processes; involvement in

state professional associations to remain abreast of current trends; and continued

education in leadership and personnel management. This individual should possess a

Masters Degree in a fire or EMS related field. This level of administration should

encourage organizational climate surveys to identify strengths and deficiencies within

the department.

While these recommendations may appear overly progressive, they are attainable

and realistic. These recommendations also align with the current job descriptions for all

levels. Obviously, concessions would have to occur over the short-term and the

recommendations for the program itself would be implemented over the long-term.

Current employees could be grandfathered and void of the new process over a specified

period of time. Those within the system would have ample opportunity and time to attain

the proposed goals. The additional caveat would entail the ability of the Fire Chief to

retain the right to waive certain qualifications premised upon departmental needs and

continuity of operations. These waivers would have to justifiable and in accordance with

the best interests of the department.

Careful and thoughtful implementation is a necessary ingredient in any successful

program. A Professional Development Program is no different. The need for such a

program exists and must be addressed. If the fire service wants to create a truly

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professional force, they must mandate certain professional requirements prior to

employment and then continue this process after employment. In order to create this

climate within an organization, there must be mandatory professional requirements in

conjunction with a program to develop junior and senior leadership. If this does not

materialize, then there are no professional standards and therefore, this field of endeavor

can not truly be labeled a profession, but rather, an occupation!

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