Douglas W. Wehmeyer. Deerfield Township Fire Rescue. Loveland (Deerfield Township), Ohio

Transcription

1 Educational Requirements for Promotion 1 Running Head: Educational Requirements for Promotion Defining Educational Requirements for Promotion within Deerfield Township Fire Rescue Douglas W. Wehmeyer Deerfield Township Fire Rescue Loveland (Deerfield Township), Ohio

2 Educational Requirements for Promotion 2 CERTIFICAITON STATEMENT I hereby certify that this paper constitutes my own product, that where the language of others is set forth, quotations marks so indicate, and the appropriate credit is given where I have used language, ideas, expressions or writings of another. Signed:

3 Educational Requirements for Promotion 3 Abstract The problem was that promotional requirements within Deerfield Township Fire Rescue (DTFR) did not address college education requirements for officer positions; the lack of a college degree left personnel unprepared for promotion into officer positions. The purpose of this research was to develop a college education implementation plan for promotion into officer positions within DTFR. The action research method was utilized to answer the research questions: What are the national standards for college education among officer positions in the fire service? What are the college education requirements of other like agencies? How have other agencies implemented college education requirements? How have agencies that require degrees for officers realized a benefit from the requirement? The procedures included a literature review and internet search, a survey of similar fire departments in Southwest Ohio, a survey of DTFR officers, personal interviews with departments that require college education for its officers, and a review of the education of other township employees.

4 Educational Requirements for Promotion 4 The results of this research found that most fire departments in Southwest Ohio do not require a college degree for promotion but by requiring a degree for promotion DTFR could improve the ability, skills, and credibility of DTFR officers, subsequently bringing their education up to community standards. It was recommended that DTFR increase the promotional requirements for officers and phase these requirements in over a five year period of time.

5 Educational Requirements for Promotion 5 Table of Contents Certification Statement 2 Abstract 3 Table of Contents.5 Introduction..6 Background and Significance..8 Literature Review...10 Procedures..18 Results 22 Discussion..39 Recommendation...42 References..46 Appendices Appendix A Deerfield Township Operating Budget..51 Appendix B Deerfield Township Fire Rescue Collective Bargain Contract Article Appendix C Interview Questions Deerfield Township Fire Rescue Officers..63 Appendix D Fire Department Survey Selected Departments..65 Appendix E Fire Department Survey Questions.67 Appendix F Deerfield Township Parks Department Job Posting 70 Appendix G Clearcreek Fire District Job Postings..75 Appendix H Deerfield Township Fire Rescue Officer s Job Descriptions 79

6 Educational Requirements for Promotion 6 Introduction The fire service is a profession that holds tight to its traditions as it evolves to meet the ever changing challenges of today s society and professional environment. Today s fire officer benefits from many advanced technologies that were unavailable to their predecessors. These advancements improve firefighter safety, increase water application rates, and generally allow today s fire service professional to be more operationally effective. While these operational advancements are valuable tools to the company officer, they do not prepare him or her for all of the challenges that they will face. Training equips fire officers to use new technologies, but conventional fire training falls short of developing officers for all aspects of their job. Professional development generally refers to acquiring training and education required to enter a profession and maintaining the knowledge, skills, and abilities through continuing education. (Edwards, 2010) The modern fire service must deal with complex human resource challenges, decreases in funding which drive political demands for non-traditional deployment matrixes to emergencies, and the inclusion of advance scientific analysis of operational tactics. Professional development, like education, increases one s knowledge and ability to make judgments, provide analysis, take responsibility, and to be strategic in one s thought process. It is of benefit to the member of the organization and to the organization as a whole. (Edwards, 2010) A profession should rest on a systematic body of knowledge of substantial intellectual content and on the development of personal skill in the application of this knowledge to

7 Educational Requirements for Promotion 7 specific cases. A systematic and deliberate educational program leading to a broad knowledge base which is acceptable to the academic community is the surest approach to professionalization. (Wingspread, 1966) In 1966, the Wingspread Conference on Fire Service Administration, Education, and Research identified that junior officers should hold an associate s degree and that chief officers should hold a baccalaureate degree. (Wingspread, 1966) The problem is that promotional requirements within Deerfield Township Fire Rescue (DTFR) do not address college education requirements for officers; the lack of a college degree leaves personnel unprepared for promotion into officer positions. The purpose of this research is to develop a college education implementation plan for promotion into officer positions with the DTFR. Utilizing the action research method, the following questions will be answered: What are the national standards for college education among officer positions in the fire service? What are the college education requirements of other like agencies? How have other agencies implemented college education requirements? How have agencies that require college degrees for officers realized a benefit from the requirement?

8 Educational Requirements for Promotion 8 Background and Significance The Board of Trustees of Deerfield Township, Warren County, Ohio established the DTFR on October 1, 1998 after withdrawing from the Mason-Deerfield Joint Fire District. On October 1, DTFR began providing fire, rescue, and emergency medical services from two fire stations, with an on-duty compliment of eleven. Each shift was staffed by a battalion chief and a combination of ten cross trained firefighter/paramedics and firefighter/emts. In 1998, DTFR protected just over 25,000 citizens in the 19 square mile suburban township (McBride Dale, 2008). The department maintained a full-time staff of seven that consisted of a fire chief, deputy fire chief, three battalion chiefs, a fire inspector, and a mechanic. All other positions, including company officers were staffed by on-station part-time personnel. From 1998 to present date, the DTFR has increased to three fire stations and reorganized to transition to thirty-six full-time positions, protecting 36,000 residents, 1100 businesses, and 16.5 square miles (About Country, 2012). The department is comprised of a full-time staff consisting of a fire chief, three battalion chiefs, four captains, seven lieutenants, twenty firefighter/paramedics and a mechanic. All additional staffing is provided by on-station parttime personnel. Each shift has a complement of nineteen personnel responding from three fire stations with two engine companies, a split-staffed ladder (quint) company and heavy rescue company, and three Advanced Life Support (ALS) transport ambulances. All fire companies are ALS equipped and are staffed with four personnel. Ambulances are staffed with two. DTFR s total staff of full-time and part-time personnel is 96 employees. Each fire company has a captain assigned to a 24/48 shift with a lieutenant serving on the remaining two shifts. Daily operations for each shift are managed by a battalion chief who also has additional administrative responsibilities equivalent to an assistant or deputy chief.

9 Educational Requirements for Promotion 9 Administrative staff is comprised solely of the fire chief. DTFR maintains three additional divisions; training/safety that is staffed by a captain, maintenance that is staffed by a civilian mechanic, and fire prevention. Fire prevention activities, inspections, investigations, and public education are supervised by a shift lieutenant with all fire companies participating in a fire company inspection program. All fulltime personnel are certified as a level two firefighter, paramedic, fire inspector, and hazardous material technician. Approximately half of the fulltime staff is also trained rescue technicians (confined space, rope, trench, swift water, and search), in addition to these requirements, all department officers are required be certified public safety instructors. DTFR employees participate in the Greater Cincinnati Regional Hazardous Material Team, the Warren County Fire Investigation Team, the Warren County Technical Rescue Team, the Hamilton County USAR Team, Ohio USAR Task Force One, and the Butler County Regional All Hazards Incident Management Team. Fire officers need to have a good formal education that is broad in a number of subject areas, which means a college degree at the bachelor s level, and a master s degree is preferred for many top-level positions (Edwards, 2005). Firefighters, Company Officers, and Chief Officers within the DTFR have a high level of technical training. Each year DTFR s operating budget sets aside one thousand dollars per full-time employee for technical level job related training, an additional ten thousand dollars is budgeted for department wide training (Appendix A). In addition to training funds set aside in the operating budget, the collective bargaining contract between Deerfield Township and Deerfield Professional Firefighters IAFF Local 4286 Article 10 (Appendix B) permits full-time employees in the collective bargaining unit

10 Educational Requirements for Promotion 10 (firefighters, lieutenants, and captains) to be reimbursed for college classes at the associates and bachelors levels. This problem is not isolated to Deerfield Township, it is found throughout the fire service. Requiring college education for fire officers is directly linked to the United States Fire Administration (USFA) strategic goal #4, Improve the fire and emergency services professional status (USFA, 2012) and the Executive Fire Officer Program (EFOP) Class 1 Professional Development, Unit 7: Organizational Culture and Change. Literature Review Today s fire service is and must be professional. Not only is it essential that you train, educate, and provide experience, but also you should credential yourself and your organization the same as any other profession (Compton, 2003). The topic of requiring college degrees for officers of the Cincinnati Fire Department (CFD) was researched by Thomas Lakamp in Lakamp (2008) found that future promotions to the rank of lieutenant or captain should require an associate s degree and that future promotion to the rank of district chief or assistant chief should require a bachelor s degree. Requiring fire officers to obtain higher education will provide the CFD with competent, knowledgeable and professional leaders to manage the changing demands on the fire service, (Lakamp, 2008). Lakamp also found that while the CFD does not require college education for supervisory and management personnel, many other similar positions within the City of Cincinnati are required to have either a minimum number of college credits or a degree. Minimum requirements

11 Educational Requirements for Promotion 11 for promotion to Assistant Chief of Police are a bachelor s degree with a master s degree being preferred. The topic of requiring a college degree for entry level firefighters in the Delhi Township Fire Department (DTFD) was researched by Jesse Moore in Moore (2002) found that requiring such would benefit both the department and the individual. The results of the study indicate that the requirement would benefit the department and the individual firefighter. It would also increase the professionalism of the individual firefighter justifying the fire service as a profession. Furthermore, it would develop future leaders for the fire department, (Moore, 2002). Moore (2002) found that employees with college degrees have less erratic job histories, they have an increased satisfaction with work and their life, they are less likely to be influenced by prejudices and stereotypes, they are more likely to attempt rational, nonviolent problem solving, they have an increased ability for independent study, they have an increased ability to work independently and are better time managers. Most fire departments today require at least a high school education, and some are beginning to require associate degrees or some college credit (Worldwide Learn, 2013). Clark (2004) reported that the Fire Department of New York (FDNY) requires candidates to have thirty college credit hours to take their entrance exam. Compton (2003) reports that it is essential that the fire service professional be well rounded and guided through the learning triad, which is a balance of all three training, education and experience through their career. When individuals begin their careers as entry-

12 Educational Requirements for Promotion 12 level firefighters, clearly they will need more training or skills necessary to perform their jobs. As they advance or become more technically oriented, proper education with its theory and best practices is important. Professional development, like education, increases one s knowledge and ability to make judgments, provide analysis, take responsibility, and to be strategic in one s thought process. It is of benefit to the member of the organization and to the organization as a whole (Edwards, 2010). Professional development is forward looking; it should involve all levels of the department and may include academic pursuits, continuing education, specialized training and certificates, and active participation in professional organizations, among other things (Edwards, 2010). The benefits of college and graduate education are an innate part of what makes a profession a profession. If the fire service takes its own professionalism seriously, it should do more to promote fire science as academic discipline (Clark, 1993). Fire departments must assist employees to focus on their careers to benefit both the individual and the department. Otherwise, the department will find it does not have people capable or willing to step up to higher-level responsibility (Edwards, 2010). A college education helps foster qualities which are essential in today s firefighter and fire officer, including leadership, intellectual curiosity, analytical ability, articulateness, and ability to cope with many routine situations encountered in fire protection work. A

13 Educational Requirements for Promotion 13 college education does not necessarily make good firefighters and fire officers, but it can make good firefighters and fire officers better (Zuccarelli, 1983). Education is learning that provides the student with a foundation of general knowledge that helps in problem solving and effective thinking. Education involves learning to think and reason. Pursuing a college degree, with core courses in English, math, history, and psychology, is education, even when study in the major subject areas result in increasing specific knowledge and skills. The overall process is education when it contributes to efficient analysis techniques (Laughlin, 2008). The future executive leaders of the Houston Fire Department (HFD) will come from the present lower ranking positions of today. If education, training, and experience requirements of all HFD officers positions are not adapted to meet the changing environment of the fire service, the department will have to resolve the issues without fully developed leaders (Stone, 2001). Properly promoting personnel in a fire department is one of the critical areas in which a department maintains and enhances its ability to fulfill its obligation to the citizens it serves (IAFC & NFPA, 2012). The literature review found that the topic of college education in the fire service was first discussed in the 1960 s when the first Wingspread conference was held. Ten years after the first conference, Wingspread (1976) reported that a means of deliberate and systematic development of all fire service personnel through the executive level was still needed.

14 Educational Requirements for Promotion 14 The National Fire Academy (NFA) and the National Fire Protection Association (NFPA) have both made it clear that higher education is an important ingredient in the career advancement of fire personnel and that higher education is critical to managing the complexities of the fire service. The NFA strongly supports professional development programs that encourage both associate and baccalaureate degrees (McCall & Rivenbark, 2000). The fundamental issue is to raise the organizational capacity of fire departments. In other words, fire personnel must possess the necessary skills to function in a changing environment (McCall & Rivenbark, 2000). No longer confined to strictly fire suppression duties, fire departments must respond to incidents such as those involving hazardous materials and terrorism and play a greater role in fire prevention through plans review, fire inspections, educational programs, and code enforcement. These and other changes associated with fire and emergency services have necessarily increased the importance of higher education, (McCall & Rivenbark, 2000). The fire service steadfastly resisted higher education for too many years, and vestiges of that resistance flare up even today. But, the landscape is changing: Leaders are becoming increasingly responsive to the educational imperative to equip front-line responders with critical-thinking tools, (Broman, 2008)

15 Educational Requirements for Promotion 15 Forty years after the first Wingspread conference, the fire service is still discussing the need for college education with in the profession. Wingspread (2006), significant strides have been made in the fire service professional development, but improvement is still needed. The fire service needs to continue to evolve as a profession as have other governmental organizations and the private sector. Across most industries in the United States, the last 50 years have seen a gradual emphasis on the need for education beyond a high school diploma or even an associate s degree or a technical certification. More and more jobs require four-year degrees. The fire service is not immune to this trend, and as a result, we ve seen more company officers returning to school for their bachelor s degrees, and more chiefs pursuing master s and even doctoral degrees, (Sendelbach, 2011). Occupations once were categorized as professionals, craftsman, and skilled and unskilled workers. Many factors determined this hierarchy, including education, training, skill and independence of action. The definition of professional has expanded. The Department of Labor and the American Management Association consider such factors as education, credentials or licensure, ongoing education, and an identifiable professional standard of performance when defining professionals. Education is usually a defining factor distinguishing professionals from laypeople and it is required before entering the profession, not after. Training is not education. Often it is presumed that college- and

16 Educational Requirements for Promotion 16 even graduate-level education are required to function effectively in a profession, (Poulin, 2009). Firefighters must have the tools to meet these new and continuing demands. These include communication skills for interaction with the public and other agencies and the ability to manage complex budgets and programs. There is also the need for the ability to analyze resource allocation and response data. The fire service professional must be able to make thoughtful, experienced, decisive and educated decisions on the fireground and for the organization. And there is the need for quality management and leadership which demands new skills that higher education can help meet, (Firehouse, 2002). Higher education gives a greater degree of professionalism, credibility, and competence within and without the fire service. It creates new opportunities for fire service professionals to be community leaders, fire service innovators, and to influence our society, (Firehouse, 2002). In 1973 the National Advisory Commission on Criminal Justice Standards and Goals called for the establishment of a national minimum education level of a four-year college degree as had the President's Commission on Law Enforcement and the Administration of Justice in 1967, stating the "quality of policing will not improve significantly until higher education requirements are established for its personnel, (Mayo, 2013). The Commission on Accreditation for Law Enforcement Agencies concurs that officers who have received a broad general education have a better opportunity to gain a more

17 Educational Requirements for Promotion 17 thorough understanding of society, to communicate more effectively with citizens, and to engage in the exploration of new ideas and concepts, (Mayo, 2013). Inside Discovery Policing (2012) reported that Minnesota and Wisconsin both require associate s degrees to become certified as a police officer and that according to the Bureau of Justice Statistics, 1% of all local police departments in the United States require a 4-year college degree; 15% require a 2-year college degree or some college. According PACE (2006), a 2006 study by the Police Association for College Education found that the Ohio Cities of Centerville, Oakwood, Canfield, Cleveland Heights, Middleburg and Strongsville require a four year degree for all police officers. The college degree is becoming the new high school diploma: the new minimum requirement for getting even the lowest-level job. Consider the 45-person law firm of Busch, Slipakoff & Schuh, like other employers across the country, the firm hires only people with a bachelor s degree, even for jobs that do not require college-level skills. College graduates are just more career-oriented; going to college means they are making a real commitment to their futures. They re not just looking for a paycheck, (Rampell, 2013). Hartford (2013) reported that educated workers are becoming increasingly valuable for two reasons: Many lower-skilled jobs are being shipped overseas, and computers do much of the mundane, repetitive work now.

18 Educational Requirements for Promotion 18 The literature review found that the fire service is behind the private sector and other allied public sector agencies regarding the professional development of fire officers in the area of college education. The NFA, FESHE, NFPA and the Wingspread committees all have identified the need for college educated company and command officers. The future of the fire service, the future of individual fire departments and the ability for the fire service to advance itself as a profession requires that the fire service embrace requirements for fire service leaders. Procedures questions: The procedures utilized for this research were designed to answer the four research What are the national standards for college education among officer positions in the fire service? What are the college education requirements of other like agencies? How have other agencies implemented college education requirements? How have agencies that require college degrees for officers realized a benefit from the requirement? The procedures included an extensive literature review and internet search to determine national trends and recommended educational requirements for company officers. A literature

19 Educational Requirements for Promotion 19 review and internet search was also performed to analyze how educational requirements applied to the private sector and law enforcement agencies. In addition to literature review, the education level of Deerfield Township officials and administrative staff members was also researched. Interviews were conducted with DTFR officers to determine their current education and technical training levels. A survey of fire departments of like demographics in Southwest Ohio was conducted to determine if any of these departments require college education for promotion. Finally, interviews were conducted with an officer from departments that require college education for promotion to determine the benefit realized from doing so and how the requirement was implemented. Literature review served as the primary source of information for this research project and it provided more than four decades of documentation regarding the need to advance college education in the fire service. The NFA Learning Resource Center provided fire service manuals and texts, professional trade journals, and prior applied research projects related to this research. The review of this material was utilized to answer the first research question What are the national standards for college education among officer positions in the fire service? Personal interviews were held with each officer of the DTFR to determine their training level as an officer and their level of college education. This method was chose over the utilization of a survey to ensure 100% involvement. The interviews were conducted in December 2012 and the questions asked of department officers are contained in Appendix C. While this information did not contribute directly to any of the research questions, it provided statistical information which compared DTFR to the community and other Deerfield Township employees. The researcher identified fire departments in Butler, Clermont, Hamilton, and Warren Counties in Southwest Ohio that utilized either full-time staffing or a combination of full-time

20 Educational Requirements for Promotion 20 and part-time staffing and served communities of similar demographics related to budget, multiple-station model, call volume, population and size. 22 fire departments were identified and are listed in Appendix D. A telephone survey was completed in January 2013 with each of these fire departments utilizing the form contained in Appendix E. In addition to this data, the education level of township officials was obtained from the employees biographies listed on the Deerfield Township web-site. This information, along with current township job postings (Appendix F) and existing fire department job descriptions (Appendix G) were utilized to contribute to answer the second and third research questions - What are the college education requirements of other like agencies? How have other agencies implemented college education requirements? The survey contained in Appendix E was utilized to identify fire departments that require a college education for promotion or appointment into an officer s positions. Interviews were then conducted with an officer from these fire departments. The data generated from this research was utilized to answer the final research question - How have agencies that require college degrees for officers realized a benefit from the requirement? A personal interview was conducted with Assistant Fire Chief Christopher Vecchi and Captain Stephen Agenbroad, Clearcreek Township Fire District on February 1, 2013 at 0945 hours, the interview was concluded at 1020 hours. The interview was conducted at the Clearcreek Township Fire District Station North Main Street Springboro, Ohio. Clearcreek Township was one of the two fire departments identified to require college education for promotion. Captain Agenbroad and Chief Vecchi were asked the following questions:

21 Educational Requirements for Promotion 21 What benefits has your fire department realized from requiring officers to have a college degree? Is the requirement for a college degree strictly enforced when hiring or promoting new officers? How long have college degrees been required for your officers? What is your opinion on requiring formal college education for fire department officers? Does your department offer tuition assistance or reimbursement for college courses? A personal interview was conducted with Acting Lieutenant and IAFF Local President Scott Brown, City of Forest Park Fire Department on February 3, 2013 at 1300 hours, the interview concluded at 1315 hours. The interview was conducted at the Deerfield Township Fire Headquarters 3380 Townsley Drive Loveland, Ohio. The City of Forest Park was one of the two fire departments identified to require college education for promotion. Lieutenant Brown was asked the same interview questions as Chief Vecchi and Captain Agenbroad. This research was limited by the lack of fire departments in the survey group that require a college education for promotion into fire officer positions, 9% of the 22 fire department s surveyed have a college education requirements for company officers. While this data creates a limitation, the selection of this research group provides benefit to DTFR. Political and appointed

22 Educational Requirements for Promotion 22 officials in Deerfield Township will be more concerned with actions and requirements of fire departments both similar to DTFR and located in our region of Ohio. Results What are the national standards for college education among officer positions in the fire service? To determine the national standards for college education among officer s positions in the fire service, an extensive literature review and internet search were utilized. The results of this search identified that NFPA 1021 Standard for Fire Officers Professional Qualifications and the IAFC s Officer Development Handbook, 2 nd Edition both clearly establish the requirements for education in several college disciplines including but not limited to: English composition, public speaking, business communication, psychology, and government, in addition to discipline specific fire and public administration courses. Where NFPA and the IAFC establish course work guidelines, the USFA and FESHE developed the National Professsional Development Model for the fire service. The model takes the NFPA and the IAFC guidelines further and identifies degree requirements for fire officers from the supervisor to executive ranks. The model identifies that Fire Officer I: Supervisors should obtain an Associate s degree and that Fire Officer II: Managers should obtain a Bachelor s degree. As fire officers move to the Fire Officer III: Administrator role toward the Fire Officer IV: Executive role they should obtain a Master s degree.

23 Educational Requirements for Promotion 23 (FEMA, 2013) The FESHE model supports Compton (2003) that it is essential that the fire service professional be well rounded and guided through the learning triad, which is a balance of all three training, education and experience through their career. When individuals begin their careers as entry-level firefighters, clearly they will need more training or skills necessary to perform their jobs. As they advance or become more technically oriented, proper education with its theory and best practices is important. The FESHE model supports technical training at the onset of the career followed by education and additional technical training as a firefighter gains experience and promotes through the fire service.

24 Educational Requirements for Promotion 24 Professional development, like education, increases one s knowledge and ability to make judgments, provide analysis, take responsibility, and to be strategic in one s thought process. It is of benefit to the member of the organization and to the organization as a whole (Edwards, 2010). The results from the literature review also supported the advancement of the fire service as a profession when fire officers seek to advance their formal education with a college degree. Higher education gives a greater degree of professionalism, credibility, and competence within and without the fire service. It creates new opportunities for fire service professionals to be community leaders, fire service innovators, and to influence our society, (Firehouse, 2002). The benefits of college and graduate education are an innate part of what makes a profession a profession. If the fire service takes its own professionalism seriously, it should do more to promote fire science as academic discipline (Clark, 1993). As the fire service continues to advance technically, officers and firefighters must be prepared to deal with a more educated and professional public and a more scientifically questioned atmosphere. Firefighters must have the tools to meet these new and continuing demands. These include communication skills for interaction with the public and other agencies and the ability to manage complex budgets and programs. There is also the need for the ability to analyze resource allocation and response data. The fire service professional must be able to make thoughtful, experienced, decisive and educated decisions on the fireground and

25 Educational Requirements for Promotion 25 for the organization. And there is the need for quality management and leadership which demands new skills that higher education can help meet, (Firehouse, 2002). It is clear that national standards of the fire service both support and require at least an associate s degree for company level supervisors, a bachelor s degree for managers, and a master s degree for fire department executives. What are the college education requirements of other like agencies? A literature review and internet search were also performed to analyze how educational requirements applied to the private sector and law enforcement agencies. The result of this review found that like the fire service, law enforcement has been advancing the need for college education for four decades. In 1973 the National Advisory Commission on Criminal Justice Standards and Goals called for the establishment of a national minimum education level of a four-year college degree as had the President's Commission on Law Enforcement and the Administration of Justice in 1967, stating the "quality of policing will not improve significantly until higher education requirements are established for its personnel, (Mayo, 2013). The Commission on Accreditation for Law Enforcement Agencies concurs that officers who have received a broad general education have a better opportunity to gain a more

26 Educational Requirements for Promotion 26 thorough understanding of society, to communicate more effectively with citizens, and to engage in the exploration of new ideas and concepts, (Mayo, 2013). Standards for law enforcement like the fire service occur on the national level but certification is regulated at the state level. According to Inside Discovery Policing, two states require a college degree for certification as a police officer. Inside Discovery Policing (2012) reported that Minnesota and Wisconsin both require associate s degrees to become certified as a police officer and that according to the Bureau of Justice Statistics, 1% of all local police departments in the United States require a 4-year college degree; 15% require a 2-year college degree or some college. According PACE (2006), a 2006 study by the Police Association for College Education found that the Ohio Cities of Centerville, Oakwood, Canfield, Cleveland Heights, Middleburg and Strongsville require a four year degree for all police officers. Hartford (2013) reported that educated workers are becoming increasingly valuable for two reasons: Many lower-skilled jobs are being shipped overseas, and computers do much of the mundane, repetitive work now. The college degree is becoming the new high school diploma: the new minimum requirement for getting even the lowest-level job. Consider the 45-person law firm of Busch, Slipakoff & Schuh, like other employers across the country, the firm hires only people with a bachelor s degree, even for jobs that do not require college-level skills.

27 Educational Requirements for Promotion 27 College graduates are just more career-oriented; going to college means they are making a real commitment to their futures. They re not just looking for a paycheck, (Rampell, 2013). A recent job posting for an operations superintendent in the parks and cemetery department of Deerfield Township required an associate s degree as a minimum qualification (Appendix F). This position has less responsibility and less salary than a fire department lieutenant. The results of the examination of college education for Township elected officials and staff found that 56% of the township administrative staff and 100% of the elected officials have at least a bachelor s degree. 50% of the Warren County Sheriff s Office Deerfield Township Post supervisory staff is also college educated Education Level for Deerfield Township Elected Officials, Admin. Staff, and Sheriff Supervisors Associates Bachelors Masters 20 0 Elected Officials Administrative Staff Sheriff Supervisors

28 Educational Requirements for Promotion 28 In 1970, only 26 percent of middle-class workers had any kind of education beyond high school. Today, nearly 60 percent of all jobs in the U.S. economy require higher education, (Hartford, 2013). About Country (2013) reported that 59% of Deerfield Township residents have a college degree and that 50% of these degrees are at the bachelor or master level. Education Level of Deerfield Township Residents High School Assoicate's Degree Bachelor's Degree Graduate Degree (About Country, 2013) Wetzel (2011) found that on a national level in % of the workforce was college educated; by % of the workforce will have some level of college education with 45% of the workforce holding at least an associate s degree, 33% of the workforce will have a bachelor s degree or higher.

29 Educational Requirements for Promotion 29 The importance of continuing your education is based on the increase in jobs requiring a college degree over the last four decades. This change is significant and dramatic. The following statistics support this of adult continuing education (U.S. Bureau of Labor Statistics and Georgetown University). These numbers demonstrate the need for earning a college degree appropriate to specific career fields. (Wetzel, 2011). (Wetzel, 2011) Interviews were conducted with DTFR officers to determine their current education and technical training levels (Appendix C). Table 1 identifies the formal education and technical education among company and command officers employed by DTFR. 18% of the company officers have an associate s degree in fire service leadership or fire science and 0% have

30 Educational Requirements for Promotion 30 bachelor s degree related to the fire service. 75% of the command officers hold bachelor s degrees in fire science and these individuals are currently pursuing master s degrees in public administration. 91% of the company officers hold certificates for fire officer training required for their rank and responsibility by National Fire Protection Association (NFPA) 1021, Standard for Fire Officer Professional Qualifications. The command officers lack fire officer III and IV certificates. RANK FORMAL EDUCATION FIRE OFFICER TRAINING Fire Chief AAS, BS, enrolled in MPA Fire Officer II Battalion Chief 1 AAS, BS, enrolled in MPA Fire Officer II Battalion Chief 2 AAS, BS, enrolled in MPA Fire Officer II Battalion Chief 3 No degree Fire Officer II Captain 1 AAS Fire Officer II Captain 2 No degree Fire Officer II Captain 3 No degree Fire Officer II Captain 4 No degree Fire Officer II Lieutenant 1 Enrolled in AAS Fire Officer II Lieutenant 2 AAS Fire Officer II Lieutenant 3 No degree Fire Officer II Lieutenant 4 No degree Fire Officer II Lieutenant 5 BS non fire/ems None Lieutenant 6 Enrolled in AAS Fire Officer II Lieutenant 7 No degree Fire Officer I Table 1 Results of Appendix C

31 Educational Requirements for Promotion 31 Officers in the fire service are classified into four levels according to NFPA 1021, Fire Officer I, II, III, and IV. The handbook uses four essential elements of development consistent with each category training, education, experience, and self-development. The education criterion uses the model fire science curriculum produced by the Fire and Emergency Services Higher Education Conference (FESHE) published by the USFA s National Fire Academy. When following these guidelines, fire service professionals will advance from associate s to master s level higher education degrees (Cochran, 2006). Collectively, 33% of the department officers are college educated compared to 56% of Township residents, 100% of the elected officials, 56% of administrative staff, and 50% of the Sheriff s supervisors. 120 College Education by Comparision Fire Department Sheriff's Office Twp. Admin. Twp Residents Elected Officials The level of college education as noted in Table 1 fails to meet the standards for fire officers as identified by the IAFC in the Officer Development Handbook. The need for

32 Educational Requirements for Promotion 32 professional development, especially for fire service officers, is not a new issue. At least as early as 1966, this issue drew international attention as a key component of the report from the first Wingspread Conference (IAFC, 2010). Fire service managers must increase their professional standing in order to remain credible to community policy makers and the public. This professionalism should be grounded firmly in an integrated system of nationally recognized and/or certified education and training (Wingspread Adhoc Committee, 1996). 51% of Deerfield Township residents are employed in the business, finance, management, or professional classification (About Country, 2010). Officers of DTFR converse with citizens and business leaders on a daily basis who expect and deserve an educated and well trained fire service professional. In the future, even more progressive fire departments will require degrees before a firefighter is eligible to compete in the promotional process, (Edwards, 2005). DTFR must catch up to the professional development recommendations and requirements of today s fire service. How have other agencies implemented college education requirements? A survey (Appendix E) of fire departments of like demographics in Southwest Ohio (Butler, Clermont, Hamilton, and Warren Counties) was conducted to determine if any of these fire departments require college education for promotion to a fire officer s position. 22 fire departments (Appendix D) that staff with either entirely full-time or a combination of full-time and part-time staffing were surveyed based upon the following demographics: multiple-station model, call volume per station or jurisdiction-wide, budget, population, and size.

33 Educational Requirements for Promotion 33 COLLEGE DEGREE REQUIREMENTS BY RANK COUNTY DEPARTMENT LIEUTENANT CAPTAIN CHIEF CHIEF OFFICER Butler City of Fairfield None None N/A None Butler City of Hamilton None None None None Butler Liberty None None None None Township Butler City of Middletown None None None None Butler City of Monroe None None N/A None Butler Westchester None None Recommended Recommended Township Clermont Central Joint Fire District None None None None Clermont Miami Township None None None None Clermont Union Township None None None None Hamilton Anderson Township None * extra credit points given for N/A None None Hamilton Colerain Township degree Preferred Preferred Preferred Preferred Hamilton Delhi Township Preferred Preferred Preferred Preferred Hamilton City of Forest Park Associate s within 2 yrs. of appointment Associate s within 2 yrs. of appointment Recommended but not required Recommended but not required Hamilton Green Township None None None None Hamilton Loveland None None None None Symmes Fire Department Hamilton Springfield None None Preferred Preferred Township Hamilton Sycamore Township None None None None Warren Warren Clearcreek Township Deerfield Township Associate Bachelor Bachelor Bachelor None None Associate Bachelor Warren City of Franklin None None None None Warren City of Lebanon None None N/A None Warren City of Mason None None None None (Chart 2 Results of Appendix E) The survey found that 9% or 2 of fire departments require formal college education for promotion to lieutenant and captain. This survey was specifically limited to this four county

34 Educational Requirements for Promotion 34 region of Ohio to ensure that Deerfield Township was being compared against fire departments that are closely related in operations, structure, and demographics. The survey was also specifically limited to fire departments meeting similar demographics to DTFR. The City of Cincinnati was not surveyed, single station fire departments were not surveyed, and fire departments that staff primarily with part-time, volunteer, or primarily with a combination of part-time and volunteer employees were not surveyed. The results of the survey found that Clearcreek Fire District, serving the City of Springboro and Clearcreek Township in Warren County requires an associate s degree for lieutenants and a bachelor s degree for captains and higher. Clearcreek has had this requirement for ten years. The results of the survey found that the City of Forest Park Fire Department in Hamilton County requires that firefighters that are newly promoted into a lieutenant s position are required to obtain an associate s degree within two years of appointment and that lieutenants that are newly promoted into captain s position are required to obtain a bachelor s degree within two years. The City of Forest Park requires a bachelor s degree for assistant fire chief and fire chief but they reserve the right to waive this requirement. The results of this survey found that the majority of fire departments in Southwestern Ohio, meeting the limitations of this survey, do not require college education for promotion into officer s positions. Understanding the operations of most fire departments in this region, the researcher hypothesizes that including the fire departments that did not meet the limitations of this survey would not increase the percentage of fire departments requiring college education for promotion.

35 Educational Requirements for Promotion 35 How have agencies that require college degrees for officers realized a benefit from the requirement? Finally, interviews were conducted with an officer or officers from departments that require college education for promotion to determine the benefit realized from doing so and how the requirement was implemented. An interview was held with Assistant Fire Chief Christopher Vecchi and Captain Stephen Agenbroad of the Clearcreek Fire District on February 1, 2013 at 0945 hours, the interview was concluded at 1020 hours. Chief Vecchi and Captain Agenbroad were asked the following questions: What benefits has your fire department realized from requiring officers to have a college degree? Agenbroad and Vecchi reported that officers have better communication skills and better problem solving abilities. s and other department communications are better written, contain more detail, and are more thought out. Officers are able to develop strategies to deal with problems and they are generally able to provide more valuable feedback. Officers are better public speakers and are more able to think on their feet. Is the requirement for a college degree strictly enforced when hiring or promoting new officers? Vecchi reported that Clearcreek has had their current requirements for college education for the past ten years but they have just recently been more selective in hiring regarding the

36 Educational Requirements for Promotion 36 enforcement of the requirement primarily due to the hiring pool. More applicants have been coming to the department with college education and the internal candidates have also increased their professional education. Clearcreek has four firefighters with college degrees and several more are attending class. How long have college degrees been required for your officers? According to Agenbroad, Clearcreek has required college degrees specific to each rank for the past ten years or more but the requirement has been more strictly enforced during the past two years hiring and promotions. According to Chief Vecchi, 60% of the department s lieutenants have at least an associate s degree. 60% of the captains have bachelor s degree, 20% have an associate s degree, and the remaining 20% are pursuing a bachelor s degree. 100% of the chief officers have at least a bachelor s degree. What is your opinion on requiring formal college education for fire department officers? Agenbroad stated that he believed college education was an essential component for today s fire officer. By pursuing a college degree firefighters prove that they are committed to advancing themselves as a professional in this field. Vecchi added that ten to fifteen years ago a candidate only needed a firefighter II and paramedic card to secure a fulltime job. The college degree is quickly becoming an essential

37 Educational Requirements for Promotion 37 requirement. In ten years, it will be difficult to get a fire service job without at least an associate s degree. Does your department offer tuition assistance or reimbursement for college courses? Vecchi reported that Clearcreek does not provide tuition assistance or reimbursement but employees with college degrees are eligible for incentive pay each year; $400 annually for an associate s degree, $800 for a bachelor s degree, and $1200 for a master s degree. An interview was conducted with Acting Lieutenant and IAFF Local President Scott Brown, City of Forest Park Fire Department on February 3, 2013 at 1300 hours, the interview concluded at 1315 hours. Lieutenant Brown was asked the following questions: What benefits has your fire department realized from requiring officers to have a college degree? Brown reported that the requirement for college degrees was new to their department and that it was only instituted for company officers less than 12 months ago. The job description for chief officers has included a bachelor s degree but the City s administration has the right to waive the requirement since the chiefs are not in the union. The Fire Chief and Assistant Fire Chief do not have college educations. Is the requirement for a college degree strictly enforced when hiring or promoting new officers?