RAISING PROFESSIONAL STANDARDS IN THE PEORIA FIRE DEPARTMENT. Executive Development. By: Lawrence R. Rooney, Deputy Chief

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1 RAISING PROFESSIONAL STANDARDS IN THE PEORIA FIRE DEPARTMENT Executive Development By: Lawrence R. Rooney, Deputy Chief Peoria Fire Department Peoria, Arizona An applied research project submitted to the National Fire Academy as part of the Executive Fire Officer Program December 2000

2 2 ABSTRACT This research Project investigated the areas of both formal education and experience and the roles they play in developing fire service professionals in preparing them for promotional opportunities to supervisory and management positions. It also explored the concept of how formal education raises the level of professionalism in the fire service. More specifically, this research studied the City of Peoria, Arizona fire department and surveyed its members to see how they valued both formal education and experience. An action research technique was employed to make recommendations to the fire chief to help produce a department policy on promotional qualifications. An extensive review of literature received from the National Fire Academy s Learning Resource Center was conducted. The four following research questions were developed and evaluated for this project: 1. Does formal education help employees for promotional opportunities in the fire service? 2. Which factor is more beneficial in the professionalism of the Peoria fire department, education or experience? 3. Should the Peoria fire department raise their educational requirements for the supervisory and management positions? 4. To increase participation in formal education within the Peoria fire department which program, tuition reimbursement or incentive pay for college degrees would be more beneficial? The results of the research indicated that formal education is valued in the Peoria fire department and does raise the level of professionalism in the fire service by raising its standards. Higher education combined with quality experience are not only valued but also necessary for the development of our members in preparing them for both supervisory and management promotional positions within our department.

3 3 The recommended actions include that both formal education and experience is used in determining qualified candidates for promotion in filling both the supervisory position of Captain and the management position of Battalion Chief.

4 4 TABLE OF CONTENTS TITLE PAGE. 1 ABSTRACT... 2 TABLE OF CONTENTS.. 4 INTRODUCTION. 5 BACKGROUND AND SIGNIFICANCE 7 LITERATURE REVIEW. 10 PROCEDURES.. 23 RESULTS DISCUSSION. 34 RECOMMENDATIONS.. 39 REFERENCES.. 43 APPENDIX A (COVER LETTER) 45 APPENDIX B (QUESTIONNAIRE). 46 APPENDIX C (BATTALION CHIEF INSTRUCTIONS) 47 APPENDIX D (ORGANIZATIONAL CHART) 48 APPENDIX E (PIE CHARTS & GRAPHS).. 49 APPENDIX F (PERCENTAGE BREAKDOWN). 53 APPENDIX G (RECOMMENDATIONS TO THE FIRE CHIEF) 56 APPENDIX H (BIOGRAPHY).. 59

5 5 INTRODUCTION Problem Statement The history of promotional advancement in the fire service has been entrenched in the use of seniority when awarding promotions. In the past, leaders of the fire service were chosen on the basis of their time on the job and their individual fire ground performance. On the job training provided fire department members the necessary skills required for the next level of supervision. This was a very effective way of providing the needed leadership for fire ground management. Today, the fire service has become more dynamic, dramatically changing in the areas of leadership, professional career development, departmental training and promotional testing. The new demands have increased the need to provide a wider variety of services for the citizens in resolving their problems and emergencies. Gone are the days of responding only to fires and car accidents. Front line supervisors are now required to be experts in providing many varied services. The new leadership style that has evolved in the fire service is one of vision, empowerment, involvement and ownership. Fire service leaders have to be technically sound in many different areas. They must instill a strong work ethic and develop teamwork in their people to accomplish the emergency tasks that they are faced with on a daily basis. Supervisors and managers must keep developing their skills in order to be proficient in dealing with the new problems that they encounter, like civil liability and litigation, cultural diversity and sexual harassment issues.

6 6 Major changes like these in the fire service have forced many departments, including the Peoria fire department, to evaluate the way they select their supervisors and managers. Additional requirements in the form of prerequisites such as special classes and college degrees are placed on the prospective candidate. One inherent problem in the fire service is a strong resistance to these types of changes. Some fire department members tend to view the supervisor s position as a blue-collar positions (that of a working foreman). In their opinion this does not require formal college education especially in the form of college degrees. Fire department management views the job of supervisor differently. The supervisor provides guidance and direction to their assigned personnel by reinforcing the policies and procedures of both the department and city. With the increased responsibilities of supervisors and managers, the need for higher level education is seen as critical. Purpose of the Study The purpose of this action research project was to examine the importance and advantages of both a formal college education and on-the-job experience in the qualifying an applicant for advancement to supervisory and management positions in the Peoria fire department. The goal of this research project was to examine the benefits that college coursework provides for those who are to be the future leaders in our department. Additionally, The study examined the importance of the experience that an individual acquires from being exposed to the job everyday and receiving the additional professional and technical training from the department.

7 7 Research Method An action research method was chosen for this study to provide a list of recommendations to the fire chief in order to help create a department policy on promotional qualifications for the ranks of captain and battalion chief for the Peoria fire department. BACKGROUND AND SIGNIFICANCE There are several different problems with the idea of implementing any type of required college courses or degrees for promotions within the fire service in general and the Peoria fire department in particular. The first would be the lack of support that the local colleges receive from area fire departments, which contributes to a lack of a quality fire science curriculum for the student. The departments do not ask the colleges for a higher level of instruction by not being consistent in the area of required courses or degree requirements. Therefore the colleges develop their courses to the individual who is seeking an entry-level firefighter position rather than provide quality supervisory and management instruction. The second is the premise that only fire science courses are acceptable for preparing our leaders in the fire service. The failure to recognize the contributions that degrees, held in other areas of instruction, could hurt the development of our department and its members. Currently our department places a heavy emphasis on fire science degrees for the ranks of captain and battalion chief and has not taken in consideration degrees completed in other fields of study. The Peoria fire department is a relatively new department with a majority of its membership having less than twenty years on the job. The department has quadrupled in

8 8 size in less then fifteen years. The City s population has gone from twelve thousand to one hundred thousand in the same time frame. The department s area of coverage has gone from thirty-five square miles to over one hundred and fifty square miles. Variables like these make this problem an interesting and complex one. With Peoria being relatively new, the department has very few individuals with college degrees. However, the number of supervisory and management openings have continued to increase due to our alarming growth and the cities population increase. Third, a large and influential portion of our existing supervisors and managers have come from a group of experienced firefighters that have had very little formal education and do not recognize the utility of formal college coursework or the need for it. They feel they have already learned everything necessary to do their job. The Peoria fire department is now experiencing something that falls into a different category. A group of newly hired individuals that have received their education prior to obtaining a firefighter position with our department. This is possibly due to the highly competitive entry level testing that has taken place in our department in the last few years. The degrees that they hold are in many different disciplines and bring a new diversity to our workplace that has never been experienced before. These degrees are not necessarily in the field of fire science, which brings up an interesting question: Would a degree in any field help in the development of an individual in the fire service and provide an increased level of professionalism in the department? The Peoria fire department fire chief has wanted to increase the requirements to qualify for eligibility to test for promotion to the ranks of captain and battalion chief. However, this has been an arduous process. The members of the firefighter s labor union

9 9 have played a major role in our department s development but has not been a large supporter of a college education for the purpose of promotion. Seniority tends to play a larger role in their decision to put an increased value on experience rather than formal education. The City of Peoria provides a tuition reimbursement program to encourage employees to further their education in their areas of study. Fifteen hundred dollars per year is allotted for each member of the department. Historically, usage of this program has been sparse at best and the maximum set aside has never been close to being used up. However, the department has seen a considerable increase in individuals applying for reimbursement within the last year. This study examined the value of formal education within the Peoria fire department and asked the following questions regarding the need and importance of both a college education and experience for our fire department leaders of tomorrow. Research Questions RQ-1. Does a formal education help qualify employees for promotional opportunities in the fire service? RQ-2. Which factor is more beneficial in the professionalization of the Peoria fire department, education or experience? RQ-3. Should the Peoria Fire Department raise their educational requirements for the supervisory and management positions? RQ-4. To increase participation in formal education within the Peoria Fire Department which program, tuition reimbursement or incentive pay for college degrees would be more beneficial?

10 10 Summary In a perfect world the fire service could develop a standard for the optimal candidate for supervisory and management positions. They would have approximately ten years of quality experience in the field and would have also completed at least two years of college, possessing either an Associate of Arts with the required core classes in fire science or Associates of Applied Science degree for a captain s (supervisory) position. A battalion chief (manager) would have at least five years of experience in a supervisory position and have completed a degree at the bachelor level. In reality, if the Peoria fire department had these requirements today, there would not be many, if any, personnel that would be eligible to promote. The department would be without the leaders the job requires to have to operate safely and efficiently. This action research project should help the Peoria fire department get an accurate read of where it stands educationally. It should also show the department how its members value both education and experience. This will allow the department to formulate a plan for the future that will look at all the factors and make the appropriate recommendations for educational requirements for promotion to both supervisory and management positions. LITERATURE REVIEW Historical Change is the only constant in life and the fire service has had its share of change in the last two centuries. The Fire service started out as brave men who volunteered their help to protect the community in its time of need. These men showed up to help control the spread of fire by taking whatever steps were necessary to extinguish the blaze. The

11 11 volunteers came from all walks of life and various levels of education. The expectations of the community were that every able bodied man pitch in to help their friends and neighbors from the danger of fire. The first volunteer fire brigades were started to provide a higher level of service to the community and initiate a more structured approach to the fire service. This lasted a long time until there became an overwhelming need to form organized fire departments in the larger cities. The Cities began to require around the clock response to fighting fires due to their population growth and expanding borders. A majority of the men that joined the new fire departments had some experience in the military, so the military structure and leadership was adopted. The use of ranks, divisions and battalions were incorporated and are still in use today. Field promotions were used out of necessity to fill needed leadership positions. The evolution of selecting leaders in the fire service has changed dramatically over the course of time. New service delivery problems of today like hazardous materials response, emergency medical service, computer aided dispatch, and an enhanced 911 system. These changes have caused the fire service to take on a new look. No longer would it be considered a one-dimensional service of extinguishing fires. Women have now entered the traditionally male workplace and introduced a new political correctness. The title of Fireman was forever changed to firefighter and has created new challenges for the role of supervisors and managers (Sheilds, 1997) Today fire departments are finding the need to require a higher level of expectations from their supervisors and managers. According to Phoenix Fire Chief Alan Brunacini in an interview with Division Chief Terry Shields:

12 12 The public expects and already thinks that education is required of fire service leaders Additionally, in order to earn the salary of a captain in the Phoenix fire department a BA would be required as a minimum qualification for a profession in the private sector (Shields, 1997,p.12). An extensive review of literature received from the National Fire Academy s Learning Resource Center was conducted. This review proved to be fruitful as it provided the author with several professional journal articles and applied research projects dealing with the issues of higher education in the fire service. The findings in the literature have been broken down to three areas as they relate to higher education in the fire service. They are formal education, education v. experience and professional educational standards. Each of these areas were addressed in effort to determine the advantages of higher education for the promotion of fire service supervisors and managers as well as increasing the of professionalism within the fire service in general and more specifically, how the Peoria fire department would benefit. Formal Education Brown (1995) stated, A college degree never put out a fire (p.28). Learned principles, properly applied, can and do reduce the time, energy, cost and person hours required to do a job (p.28). Formal education and the fire service have gone together like oil and water, they don t seem to get along very well. The fire service has not taken education seriously due to its traditions, resistance to change and fear of the unknown. Formal education has elevated every profession that has embraced and encouraged it. In the same interview stated above, Chief Brunacini wished that he had pushed for educational requirements 30 years ago. (Shields, 1997) Carter (1989) declared that In

13 13 the early years of most of our fire service careers, academic knowledge and education did not seem to be prized commodities. Technical expertise, skill and toughness, yes; but knowledge and education, no (p.56). In a related article Thomas (1995) stated: Education reduces the resistance to change, which has plagued the fire service since its inception. The fire service is...deeply entrenched in the bureaucratic, para-military models. Because of these structures, it is very resistant to change and bases its principle function on traditions rather than the needs and wants of the community it serves (p.19). The benefits that a formal education brings to a fire department are many. In several studies formal education has been proven to increase both salary and professionalism within an organization. It will increase both confidence and credibility on the job, increase communication between the members of the department; the city officials and the citizens will feel more reassured that they are receiving the best service available. The World Almanac (1997) ranks annual earnings by educational attainment. Here is a case for arguing that education results in higher earnings. The average high school graduate earns $20,248. With a bachelor degree, the figure jumps to $37,224. Those with advanced degrees average $56,105 (p.167). Fire service leaders without formal education are at a disadvantage dealing with public administrators who are required to have at least a four year degree to qualify for their positions. Colleagues in other areas of city management and fire service leaders are in competition with each other for the same general fund tax dollars to support departmental needs.

14 14 In order for fire service professionals to successfully compete in the highly educated world of public administrators, fire service professionals must elevate their educational status to levels comparable to their coworkers in other disciplines (Phillips, 1991). Shields (1997) agreed stating that typically, the other public officials with whom fire service leaders must compete for funding hold higher educational credentials. This places the fire service at a disadvantage in the process of budget justification (p.3). Formal education increases not only the ability to make more money for a fire service leader but affords them with an opportunity to increase their knowledge and ability to look at common problems within the fire service in a different perspective and to take innovative and novel approaches to solving them. Ridgeway and Zucco (1986) stated that in formal education the abouts and whys, are more than knowledge for knowledge s sake, Rather, the goal is to develop one s critical thinking abilities, allowing a person to assimilate, analyze, evaluate and create. The learner is encouraged to think for himself, to be open and flexible (p.64). Carter (1989) found that a basic choice exists for fire service professionals: progress or stagnation. The fire service can not afford to choose the latter. It must take the steps to develop our firefighters to be the leaders of tomorrow (p.56). Formal education not only will prepare firefighters for promotional opportunities in the fire service it will also prepare them for post-retirement opportunities. Kirtley (1989) stated that, Higher education in the fire service is both necessary and in great demand. The two-year and four-year programs can be the way to pursue supervisor, managerial, and administrative education (p.57).

15 15 Richard Hollas (1994) of the Houston Fire Department wrote, Fire service officers would seem to benefit in the same way since their duties require analytical and human relation skills, along with organizational abilities, all of which may be learned results of an college education. (p.7). Clark (1993) Program Chair of Management Science of the National Fire Academy, wrote, If the fire service is to survive and prosper in the next century, fire chiefs must lead the way by recognizing higher education s importance for their profession and for themselves (p.50). Two questions that need to be asked when discussing formal education in the fire service are: Why is it so hard to change the attitudes of firefighters towards college degrees? Is it because they are basically lazy, scared, indifferent or uninformed? Mackay (1997) wrote: Change is tough for everyone, but it s toughest for those who have achieved a comfortable level of success and suddenly are forced to learn new skills and new ways in order to survive (p. D3). Formal education should be used to build a foundation for a fire department, so both its leaders and future leaders will continue to strive for improvement not just survival. The following are eight noted ways that a higher education enhances the management skills of the fire officer: 1. Teaches problem-solving ability 2. Helps develop research skills 3. Teaches written communication skills 4. Improves public speaking skills 5. Improves organizational skills

16 16 6. Improves critical thinking and evaluation skills 7. Exposes the officer to a wide variety of opinions 8. Teaches the students where the reference sources are in his community and develops a network of contacts with other departments (Hollas, 1994 p.6). Other benefits of formal education include: Less erratic job history Increased satisfaction with work and lives Less likely to be influenced by prejudices and stereotypes More likely to attempt rational, nonviolent problem solving Increased ability for independent study Time management skills Ability to work independently (Hollas, p.4) Several authors suggested that formal education should begin at an early stage of a fire fighters career and that learning in the fire service should also become a life long continuous process. Kramer and Loveman (1985), stated: younger firefighters, many of whom already possess an associate or bachelor s degree in areas other than fire technology, have a healthy respect for advanced education. The young firefighter has to work harder to make a place for himself or herself-and to keep it. Education can make the difference (p.18). Education v. Experience An important question in the fire service today is whether education or experience is more important in the professionalism of the department. Fire departments have done a good job of preparing firefighters to become technically sound on the fire ground.

17 17 However, in the areas of personal and career development the same is not true. Kirtley (1989) suggested: that an effective fire officer must have training in subjects such as general management, personnel supervision, program administration, finance and budget management. In a study by the Houston Professional Firefighters Union (HPFFU), titled Vision 2000 and completed in 1990, it was concluded that suppression activities in the fire service require technical skills: EMS activities require technical and human relation skills; rescue operations need analytical skills; and management positions in the fire department require a combination of all these. Whereas training is best used to provide technical skills, education provided in a collegiate environment, on the other hand, best develops human relations and analytical abilities. (Hollas, 1994) Experience and education are often interwoven. Book learning provides the opportunity to capitalize on hundreds of collective years of others experience (Kramer and Loveman, 1995, p.18). This is a very profound way of saying that the fire service needs to educate itself so that it does not repeat the same mistakes over and over. Experience does play a large role in the technical side of the fire service but not in all the complex problems fire service leaders are facing today. A well-rounded and professional approach would call for developing efforts aimed not at solving the technological problem (the typical approach today) but at solving the economical, political and psychological problems (Zuccarelli, 1983, p.118). The fire service puts a considerable amount of value in experience, when it is extremely difficult to quantify both quality and beneficial on the job experience. Clark (1993) stated that much of the fire service s body of knowledge is based on consensus

18 18 and experience, neither of which is considered a scientifically sound methodology (p.51). According to Kramer and Loveman (1985) the most proficient fire fighters have a healthy combination of experience and education whether formal or self-taught. Being on the job, however, does not alone provide experience. A fire fighter can have ten years on the job but not do anything to improve their skills or knowledge of their profession therefore only having one year of experience ten times. Kramer and Loveman (1985) also stated that those aspiring to reach management levels possess a greater amount of knowledge than is currently available through most fire department training programs (p.18). To be a strong leader in the fire service today a person must be open to obtaining a broader experience, one that includes a higher education. To handle the challenging problems that they are asked to solve along with the day to day operations of running a department they must be well-rounded. Zuccarelli (1983) stated: A college education helps foster qualities which are essential in today s firefighter and fire officer, including leadership, intellectual curiosity, analytical ability, articulateness, an ability to cope with the many routine situations encountered in fire protection work. A college education does not necessarily make good firefighters of fire officers, but it can make good firefighters and fire officers better (p.118). Neither education nor experience alone can provide the necessary skills one must possess to be an effective leader in today s fire service. In related research (Phillips, 1991) and (Hollas, 1994) found that the company officer is the backbone of the fire

19 19 service and the success or failure of the fire service is directly related to their development. Matsen (1987) noted three critical elements that a company officer must master: leadership, communication, and personnel management (p.61). According to both (Kirtley, 1989) and (Carter, 1989) their development could be accomplished by seeking higher education and most easily be accomplished through degree programs. Carter also implied that in order for the fire service to take steps toward professionalism they must develop a specialized body of knowledge, pursue college degrees and develop criteria for progressing upward in an orderly fashion. Phillips (1991) concluded that: the fire service has struggled with the subject of professionalism for many years. Public perceptions regarding the activities of the fire service and related stereotypes have proven difficult to dispel. The fire service has sought to improve its image over the past few decades seeking to become a true profession rather than simply a trade. Educational requirements are recognized in most occupations in the United States as one criteria that separate professions from trades (p.1). Professional Educational Standards The benefits of college and graduate education s 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 academics discipline (Clark, 1993, p.50) Clark (1993), discussed that professional status begins with education and if fire departments want to be taken seriously they need to support it by setting educational standards. Fire Chiefs must decide want they want as far as minimum standards for the positions they want to fill (p.50)

20 20 In 1966 the first Wingspread conference developed an education model for the fire service. It was a three three-tiered approach that involved the probationary firefighter all the way to Chief Officers. Firefighters would start out learning their craft with in-service training and education at the department level in addition to extension courses and vocational schools. Junior officers would become technicians and specialist through Associate degree programs and attending Technical Institutes. Chief Officers would then become a Fire executive by pursuing Baccalaureate programs and attending universities. The Wingspread I project identified areas in which academia could help the fire service meet its new higher educational needs (Clark, 1993) In 1976 the Wingspread II conference was held and two distinctive changes were made. The model was changed to include a path for the private sector inclusion. This model now resembled an inverted pyramid with the public sector on one side and the private on the other. The second change was the addition of graduate level courses that included both masters and doctorate degree levels. The importance of both these conferences were the acknowledgement of the need for professional development in the fire service and also the need to continually build on it (Clark, 1993) Carter (1989) found that in order for the fire service to become a profession, they must develop a specialized body of knowledge, pursue college degrees and criteria for progressing upward in an orderly fashion (p.50). Hultkrantz s (1992) research indicated that the need for higher education and the development of specialized knowledge, skills and abilities are necessary for officers and chief officers of the fire service. His research also suggests that fire service personnel should prepare themselves for promotional opportunities by utilizing colleges and universities to receive their education (p.iii).

21 21 Phillips (1991) stated that Fire service organizations should take a proactive stance regarding the subject of requiring college level prerequisites as they relate to promotion in the fire service. As personnel promote through the ranks in the fire service, educational requirements should also increase (p.iii). Shields (1997) found that the need for a more highly educated workforce to face the coming changes is not isolated to the fire service. In 1990, the President and state governors created educational goals and objectives to be achieved by the year One of the objectives stated, the proportion of college graduates who demonstrate an advanced ability to think critically, communicate effectively, and solve problem will increase substantially (U.S. Department of Education, 1995, P.1). We have been training-oriented, from the bottom up, with an experiential/consensus knowledge base. What we need to become is education-oriented, from the top down, with a research/science knowledge base (Clark, 1993, p.51). The statement that Clark made was true; the fire service has been run much like the military. They train at the department level to develop skills and then train again to maintain those skills and finally train some more to improve on the skills and then sit around and wait to use them. The fire service rarely develops their leaders in the other areas of importance to a fire officer. Ridgeway and Zucco (1986) believed that the skill of critical thinking is important for a fire officer. They concluded that candidates need to possess strong written and oral communication skills. The Police service in America has taken formal education more seriously than the fire service and is clearly proven by the amount of graduate level programs that are available to them through universities. Clark (1993), stated:

22 22 There are more than 1,100 associate degree programs related to the police service, compared to 314 fire service programs. At the master s degree level, there are four fire and 130 police programs. Finally, at the doctoral level there are 19 police programs and just one fire program (p.51). The disparity between police and fire programs, in formal education, basically comes down to the importance each has put on education in the two professions. The police service has done a better job of addressing the need and incorporating it into their philosophy and culture (Clark, 1993) Finally, the Houston Professional Fire Fighters Union vision 2000 report (1990) stated that a management team consisting of college educated fire service administrators, along with operational level fire fighters with collegiate backgrounds, will develop a natural propensity for innovation. Ultimately, innovations translate to increased productivity, along with increased professionalism and excellence (Hollas, 1994, p.6) Summary Formal education in the fire service can best be summed up by two quotes, one from Helen Keller; The highest result of education is tolerance (Baker, 1992, p.61). The other by John F. Kennedy, Leadership and learning are indispensable to each other (Baker, 1992, p.61). Kaplan (1994) imagined a future in which a successful fire department professional development program results in chief officers with bachelor s degrees, firefighters with associate s degrees, and a department-wide attitude of support for higher education. The fire service must become tolerant of its members who seek out professional growth through formal education and the fire personnel that inspire to be leaders need to be

23 23 supported by their departments by setting higher professional educational standards (p.120). PROCEDURES Research Questions RQ1- Does a formal education help qualify employee for promotional opportunities in the fire service? RQ2- Which factor is more beneficial in the professionalization of the Peoria Fire Department, education or experience? RQ3- Should the Peoria Fire Department raise educational requirements for the supervisory and management positions? RQ4- To increase participation in formal education within the Peoria Fire Department, which program, tuition reimbursement or incentive pay for college degrees would be more beneficial? General Methodology First the research focused on the value the Peoria fire department places on formal education, on the job training and experience, and how these related to promotional opportunities to the supervisory and managerial levels of fire captain and battalion chief. In effort to address the research questions specifically designed for this study a descriptive analytical research methodology was employed. Additionally, a survey was designed and distributed to all Peoria fire department line personnel.

24 24 The information received from the survey questionnaire was also used in a memorandum to the fire chief for recommendations on educational requirements for promotional opportunities for the Peoria fire department. With the help of Grand Canyon Professor Dr. S. Joseph Woodall, a ten-question survey was designed. The surveys were distributed to every member of the operations division in the Peoria fire department. The questions were devised to help measure the validity of the research questions that were developed for this action research project. Each survey question was directly related to one of the four research questions. The questions were also designed to force each person who completed the survey to select an answer and commit one way or another regarding their opinions about this emotional and controversial subject. By developing a forced choice survey consisting of: strongly agree, agree, neutral, disagree and strongly disagree it was felt that this would accomplish that goal (Appendix B). Specific Procedures A cover letter (Appendix A) accompanied the survey questions, which stated the intent of the survey and what the information was to be used for. It explained the material would be held in strict confidence and that their name or any other identifying numbers were needed or required to complete the survey. On the page that contained the survey questions the participants were instructed to circle the most appropriate answers as they related to them. Along with the questions the survey also included a section on demographics that inquired as to the make-up of the sample population. The demographics included a range of age from twenty years of age

25 25 to over fifty, rank currently held, time in rank, time on the job, level of education achieved, number of degrees completed and the field of study the degrees were held in. Participants were asked to place a corresponding number in the space provided for the answer next to the end of each question. The numbers consisted of a 1 for a strongly agree answer, 2 for an agree answer, 3 for a neutral answer, 4 for a disagree answer and a 5 for a strongly disagree answer. This was done intentionally in reverse order because of the phenomena known in surveys that implies a higher value in relation to that of the higher corresponding number. The intention was for the person taking the survey to answer the question honestly and accurately without consideration of any question s weighted value, therefore attempting to eliminate any biased responses. The numbers of one to five did not provide any value to the survey. The numbers were there to be use strictly as a code for the data input into the Microsoft Access data base program. It was anticipated that eighty-four survey questionnaires would be distributed to all Firefighters, Fire Engineers, Fire Captains, Battalion Chiefs, Deputy Chiefs and the Fire Chief in the Peoria fire department. The surveys were brought to each station and distributed to each crew by the shift Battalion Chiefs. The Battalion Chiefs were on hand to give instructions and to collect and return the surveys when completed. Permission to conduct the survey was received from the Fire Chief two weeks prior to the distribution of the surveys. The Union Vice president was also notified that the survey would take place. It was estimated that the questionnaire took approximately five minutes to complete. After all the questionnaires were completed they were returned to the Battalion Chiefs

26 26 who had received instructions from the author to ensure every member had the chance to give their information (Appendix C). All questionnaires were distributed, completed and returned after three twenty-four shifts were completed. The remaining people received their questionnaire from the researcher personally during this same time period. Research Population/Sample The sample population in this research paper consisted of the eighty-four front line firefighters that currently made up the operations division of the Peoria fire department. Also included in the sample population were the Deputy Chiefs of support services, operations and the Fire Chief of the department. The sample population consisted of the following number of fire department personnel. Input was received from one Fire Chief, two Deputy Fire Chiefs, Three Battalion Chiefs, eighteen Fire Captains, fifteen Fire Engineers and forty-five Firefighters (See Organizational Chart, Appendix D). The researcher informed the participants that the results of this survey would be shared with them in the way of a report by the end of Explanations were given that the results would be used for both a course requirements for executive leadership development and also a departmental memorandum to the fire chief. They were informed that all data gathered for the project would be held in strict confidence and the results of the project would not be sold, or used for any commercial profit. Finally, they were informed that they would be helping structure the future of the Peoria fire department by the information that they provided in the survey questionnaire. Recommendations would be made from the information gathered from the results of the survey. They were thanked for their cooperation and notified that by completing the

27 27 questionnaire they were giving their consent for their information to be used in this research project. The Battalion Chiefs were given instructions not to force anyone to complete the questionnaire but were encouraged to have every member share there input in the survey. Data Collection The eighty-four individuals chosen by the methods mentioned above were contacted through their respective shift Battalion Chiefs with a cover letter, which explained the intent of the research, and a questionnaire that was to be filled out and returned to the author via interdepartmental mail. The remaining members that were assigned to fortyhour positions were contacted and given a questionnaire to fill out for their input. The questionnaire s distribution took three days to compile and distribute throughout the department. Within three working days eighty-one of the eighty-four questionnaires were completed and returned. All surveys returned were filled out correctly and completely. It is not known what happened to the three surveys that were not returned. It is possible that three individuals were unavailable due to vacation, sick leave, or just chose not to participate in the research. Treatment of Data Eighty-one returned surveys out of eighty-four surveys sent out to the sample population represents a very high return rate of 99%. It demonstrated that a large portion of the department took the survey seriously and that they were interested in the outcome of the research. The data was entered into a Microsoft access data base program that was created specifically for this research project by Peoria firefighter Thomas Pendley. This program

28 28 then sorted through all the information and calculated everything into percentages for each question asked in the survey. The information was then divided into individual pie charts representing each question asked (Appendix E). The pie charts were then divided into categories that represented the different answers that were possible on the survey. Strongly agree, agree, neutral, disagree and strongly disagree were all represented. After calculating every question into percentages the data was then combined both answers that represented agreeing side of the chart to receive a total agree percentage. The same calculation was performed for the two questions representing the disagreeing answers on the chart to receive a total disagreement percentage. All percentages were check and rechecked for accuracy (Appendix F). The survey results, in percentages, were then cross-referenced with the correlating research questions that they represented to measure the results. Limitations of the Study The limitations of the study were commensurate with the enormity of this study. The questionnaire was limited to one page to encourage increased participation among the respondents. A longer, more comprehensive questionnaire could have provided more in depth information. Another limitation of the questionnaire was the ability of the respondents to chose a neutral answers and not commit their opinion one way or the other to the question asked. In the demographics section of the questionnaire a space was provided for the respondents to include the field of study their degrees were held in. This was difficult to quantify in the access database and therefore was not included in the study.

29 29 The research population only included members of the operations division of the fire department and did not include members of the fire prevention or support services divisions. Therefore, the study did not represent the entire organization. Additionally, the research population only included firefighters in the Peoria fire department. Populations that would have included members of other valley fire departments would have given the study more information on how education and experience are valued and how they are related to professionalism in the fire service from a more regional perspective. A pre-study was not conducted. Many of the limitations could have been reduced or eliminated if a pre-study had been conducted. Definition of Terms To adequately study the research questions noted above, certain items must be defined. Terms will be defined as follows: Fire Department-responsible for protecting life and property from fires, medical emergencies and disasters. Fire Chief-the director that is in charge of all aspects of the fire department. Deputy Fire Chief-the manager in charge of all aspects of a division within the fire department. Battalion Chief-the middle manager in charge of one of the three shifts of fire companies in the operations division. Also known as shift commander. Fire Captain-the front line supervisor that is in charge of a fire company in the fire operations division. Also known as company officer.

30 30 Fire Engineer-the apparatus operator that drives the fire truck to the scenes and operates the fire suppression equipment to provide water to the firefighters. Firefighter-the entry-level position in the operations division. Fire Operations-the division which provides the fire suppression, emergency medical services, performs fire inspections and provides public education to its citizens. Fire suppression-the act of extinguishing a fire. Fire Science-the college coursework designed for a career in the fire service. Emergency medical service-the paramedic services the fire department provides. Hazmat-stands for hazardous material emergency response. TRT-stands for technical rescue technician. Company officer-the Captain who is in charge of an engine or ladder company. Fire apparatus-are the fire engines and ladder trucks that the fire department uses to respond to fires and emergency scenes. Fire Engine-carries and pumps water to fight the fires. Ladder truck-carries the ladders and other equipment to support engine companies with the fighting of fires. Fire ground- the scene where fire suppression activities are taking place. Fire ground Commander-person who is in charge of fire suppression activities. General Results RESULTS The demographics section of the questionnaire confirmed that there were no duplications of responses by virtue of people filling out more than one questionnaire.

31 31 This was due to the fact that the correct numbers of Chiefs, Captains Engineers were present on the questionnaires. It was believed that three firefighters failed to, or chose not to be involved, in the research. It is not known if anyone was influenced in their answers by other crewmembers. The questionnaires were distributed to the sample population for their individual input on education and experience. The sample population had completed formal educational that ranged from several members having High School Diplomas to one Fire Captain attaining a Ph.D. level of education. The sample population also consisted of members that had less than one year of experience to one person having over nineteen years of experience. Research Questions RQ-1. Does a formal education help qualify employees for promotional opportunities in the fire service? RQ-2. Which factor is more beneficial in the professionalization of the Peoria fire department, education or experience? RQ-3. Should the Peoria Fire Department raise their educational requirements for the supervisory and management positions? RQ-4. To increase participation in formal education within the Peoria Fire Department, which program, tuition reimbursement or incentive pay for college degrees would be more beneficial? Results Research Question one was measured by the survey questions number one and six. The results of survey question one stated that seventy-one percent of the department

32 32 agreed that completion of college course work is important in the fire service. Compared to only seven percent that disagreed with the question. Twenty-two percent of the respondents were neutral to the survey question. The results of Question number six stated that sixty-nine percent of the department agreed that college course work provided the tools necessary to do the job as a supervisor or manager in this department compared to only sixteen percent that disagreed. Fifteen percent of the participants remained neutral to this survey question. Research question number two was addressed by survey questions number five, seven and eight. The results of survey question number five stated that sixty percent agreed that on the job experience is more important than formal education when considering a member for promotion, compared to only thirteen percent who disagreed with the question. Twenty-seven percent of the participants were neutral in their answer to this question. Survey question number seven s results indicated that fifty-three percent of the department agreed with formal education being critical in enhancing professionalism in the department, compared to twenty-four percent of the department disagreeing. Twentythree percent of the respondents were neutral to this survey question. Survey question number eight showed that sixty-two percent of the members surveyed agreed to formal education being a good justification for higher salaries in the fire service, compared to just eighteen percent disagreeing. Twenty percent of the participants were neutral in their response to this survey question. Research question number three was addressed by the survey questions number two, three and four. The results of survey question number two showed that forty-eight percent of the participants agreed with the question of department members receiving

33 33 points on a promotional exam, compared to thirty-two percent of the department disagreeing with the question. Twenty percent of the respondents were neutral when answering this question. Survey question number three results stated that forty-eight percent of the members surveyed agreed to the question of the completion of a degree in fire science is more important to the fire department than a degree in another area of study, compared to forty percent that disagreed with the question. Only twelve percent of those responding were neutral on this survey question. Survey question number four results state that forty-six percent of the participants agreed with the question regarding the completion of college courses being required as a component of promotional eligibility, compared to forty percent of the department disagreeing with the question. Only fourteen percent of the department remained neutral to this survey question. Research question number four was measured by survey questions number nine and ten. The responses to survey question number nine showed that eighty percent of the participants agreed that the tuition reimbursement program is a strong incentive to seek higher education, compared to only thirteen percent disagreeing with the question. Only seven percent remained neutral when responding to this survey question. Survey question number ten results showed that seventy-four percent agreed that an incentive pay for degrees would encourage members to complete their education, compared to sixteen percent of the department disagreeing to the question. Ten percent of the participants were neutral in answering this survey question. (See Appendix E) Summary The results of the survey questions showed that the majority of people in the Peoria Fire Department agreed with all the questions asked in the survey questionnaire. In seven