Leadership Competencies 1 LEADERSHIP COMPETENCIES

Leadership Competencies 1

LEADERSHIP COMPETENCIES

Leadership Competencies for the Frisco (Texas) Fire Department

Alvin Lee Glover, Assistant Chief

Frisco (Texas) Fire Department

October 2009


CERTIFICATION STATEMENT

I hereby certify that this paper constitutes my own product, that where the language of others is

set forth, quotation marks so indicate, and that appropriate credit is given where I have used the

language, ideas, expressions, or writings of another.

Signed: _______________________________________


Abstract

Leadership in the Frisco Fire Department (FFD) have suggested the general lack

exists in regard to an established leadership training program for company officers and

those personnel who might wish to promote to leadership positions within the

department. This missing component has been identified as a problematic area that results

in difficulty for personnel in those positions to develop uniform decision-making,

problem-solving, and leadership skills consistent with departmental Standard Operating

Procedures (SOPs). Using the descriptive research method, answers to the following

questions were sought in order to identify appropriate leadership competencies for the

benefit of the FFD, its personnel, and the community it serves: (a) what national

competencies exist for leadership development? (b) what competencies are

recommended for leadership development? (c) what types of competencies do other fire

departments require of their company officers or those that wish to become company

officers? (d) what competencies does FFD want to include in a leadership program?

Information obtained through a literature review proved valuable in identifying

specific national competencies guide this process for other departments and assisted in

the delineation of target competencies that are generally associated with leadership.

Questionnaires sent externally to other fire departments and internally to selected FFD

personnel identified a list of identifiable leadership competencies considered to be assets

by other fire departments. Additionally, a compilation of data from other departments,

national resources, and local personnel feedback have allowed the current researcher to

describe potential competencies that would be suitable for the Frisco Fire Department to

include in a leadership training program.


Results from the current descriptive research have culminated in the

recommendation that appropriate personnel within the department and City of Frisco be

made aware of this information. Further, the current researcher has suggested that a

committee be formed to review the results of this research project and to use it as a means

to further explore leadership competencies and other issues for possible development and

implementation of a leadership training program. Such a leadership program would

represent an important achievement in ensuring that leadership positions within FFD are

filled by personnel who understand and can apply leadership competencies to the benefit

of the department and citizens served.


Table of Contents

Certification Statement……………………………………………………………………2

Abstract……………………………………………………………………………………3

Table of Contents………………………………………………………………………….5

Introduction………………………………………………………………………………..6

Background and Significance……………………………………………………………..7

Literature Review………………………………………………………………………...11

Procedures………………………………………………………………………………..22

Results……………………………………………………………………………………25

Discussion………………………………………………………………………………..38

Recommendations………………………………………………………………………..42

References………………………………………………………………………………..47

Appendix A External Leadership Questionnaire……………………………….………..50

Appendix B Frisco Fire Department Internal Questionnaire…………………….………53

Appendix C External Leadership Questionnaire Respondents…………………….…….57

Appendix D External Leadership Questionnaire Narrative Responses…………….……61

Appendix E Frisco Fire Department Other Captain Eligibility Requirements……….….65

Appendix F Frisco Fire Department Other Lieutenant Eligibility Requirements………..67


Introduction

The Roman senator and historian Tacitus wrote, “Reason and judgment are the

qualities of a leader.” Others have indicated that leadership is a set of skills and attitudes

that allow one to get others to do something because they want to do it (Toth, 1998).

However the characteristics of good leadership are defined, the individual attributes that

are exhibited by strong leaders contribute significantly to the overall success of

organizations that employ them.

By describing those characteristics generally associated with leadership, it is

possible to identify competencies or qualities that a leader is expected to possess and

exercise. It has been said that leaders are born and that the necessary

competencies/qualities are instinctual. Experience shows, however, that leadership may

be an acquired skill, one that may be taught to those possessing the personal desire to

develop such qualities (Mirabile, 2000). Research has suggested that leaders espouse an

observable set of behaviors which result in benefit across individuals and the organization

as a whole. That being said, it has also been indicated that successful leadership qualities

are instilled best through a combination of training programs and observation and

mentoring occurring from the top down (McCall, 2004). Whether innate or established

through training, leaders within an organization may benefit from a mechanism or

program designed to teach and develop leadership qualities. When such a process is

undertaken, it facilitates the process of leaders of an organization uniformly displaying

the leadership skills needed for success and thereby modeling such traits for additional

staff seeking to take on and excel in leadership positions themselves.


The problem addressed by the current study was the finding that the Frisco Fire

Department (FFD) does not have an established leadership program for its company

officers. This lack of a proscribed way to engender leadership attributes across a range of

staff members makes it difficult for such personnel to develop uniform decision-making,

problem-solving, and leadership skills consistent with departmental Standard Operating

Procedures (SOP) and other guidelines. The purpose, then, of this descriptive research

project was to identify various competencies for consideration in the development of a

leadership training program for all current company officers and other FFD personnel

wanting to become company officers within the organization. Upon completion of a

comprehensive literature review pertaining to leadership competencies and questionnaires

sent to other fire departments and FFD personnel, this study attempted to answer the

following questions: a) What national competencies exist for leadership development?

b) What competencies are recommended for leadership development? c) What types of

competencies do other fire departments require of their company officers or those that

wish to become company officers? d) What competencies does FFD want to include in a

leadership program?

Background and Significance

The City of Frisco, Texas, occupies approximately 69 square miles of north-

central Texas prairie in Collin and Denton counties located just north of the Dallas-Fort

Worth metroplex. With a population estimated to be in excess of 100,000, Frisco is

comprised primarily of single-family residences and a considerable number of

commercial/retail occupancies. Although multi-family residences and light industrial


occupancies are limited, two hospitals, a community college, large municipal recreation

centers, and several professional sporting venues are found within the community (Frisco

Chamber of Commerce, 2009).

The Frisco Fire Department is a combination department employing over 130

career firefighters and has approximately 30 dedicated volunteers responding from six

fire stations strategically located throughout the city. Personnel are trained and equipped

to respond to a wide variety of emergencies including fire and hazardous materials (haz-

mat) incidents, vehicle extrications, and high-angle and other specialized rescue

scenarios. The department is the city’s designated emergency medical services (EMS)

provider and operates at the Paramedic level: personnel and equipment combine to

provide Advanced Life Support ALS) and Advanced Cardiac Life Support (ACLS)

capabilities for sick and injured persons. FFD remains intimately involved in the city’s

emergency response and management planning activities and plays a vital role in

responding to Homeland Security and other issues that arise.

In addition to the duties and responsibilities usually associated with the fire

service, FFD is very heavily involved in community outreach. Beyond cardiopulmonary

resuscitation and first aid classes open to the public, the department also offers

Community Emergency Response Team (CERT) training and a Citizens Fire Academy

(CFA) twice each year. The Frisco Fire Safety Town includes a one-eighth scale,

miniature city featuring streets, operating traffic signals, and familiar buildings along

with classroom areas and a fire safety house in which community children are introduced

to various safety topics (Frisco Fire Department, 2009).


The variety of services provided, both protective and educational, places a heavy

demand on FFD personnel in terms of knowledge and skills related to job performance.

At company officer levels and above, the ability to motivate, develop, and mentor

individuals while making contributions to directing the organization has become as

important as having technical competence on the fire ground. With the added dimension

of increased contact with the public through educational and outreach activities, company

officers must demonstrate through their actions how assigned personnel should interact

with citizens as a means of fostering positive sentiment and goodwill.

Technical competencies associated with firefighting are addressed primarily

through eligibility and certification requirements for employment and promotion

applicable to all personnel, both career and volunteer. State requirements for personnel

certifications in firefighting, rescue, and EMS are clearly defined by the appropriate state

agencies and incorporated within department policies. As such, little ambiguity exists as

to whether or not an individual meets the department’s official requirements for various

positions.

It is challenging, however, to measure leadership qualities in personnel wishing to

promote to company officers. While the necessary eligibility and certification

requirements are clear and a written test is given in order to rank the applicants,

interviews are currently the only way to gauge qualifications for desired leadership

qualities. Although applicants are asked the same set of questions in any given

promotional process, the interviews are somewhat subjective and may vary from year to

year. Personnel participating in the interviews come from different backgrounds and have

different life experiences. Accordingly, the process of standardizing the assessment of


interpersonal qualities such as leadership development across individuals is far more

convoluted when compared with the relative clarity seen when evaluating development of

firefighting skills.

The FFD is relatively young with chief officers, company officers, and

firefighters having average ages of 39, 37, and 32 respectively. Few members across the

organization have college degrees, although a considerable number do have some college

experience or are actively pursuing degrees. Less than 10% of personnel have military

experience. This demographic data suggests that exposure to leadership theory and

practice has been somewhat limited when applied to the department as a whole and

underscores the need for such training.

It is hoped that this research project may provide a more in depth understanding

of leadership competencies and identify specific features and characteristics that should

be considered by the FFD for the development of a leadership training program.

Participation in such a program would provide existing company officers and those

wishing to promote a basic understanding of leadership principles and establish a

common background and more level playing field for the interview process such that the

best, most qualified applicants are selected for leadership positions within the

organization. The ultimate significance by way of extension would be that this project

would contribute to the continued success of the FFD.

The subject of this research project is consistent with United States Fire Academy

(USFA) operational objectives to respond to emerging issues within the fire service in an

appropriate and timely manner. The fourth year “Executive Leadership” course of the

Executive Fire Officer’s Program (EFOP) urges participants to develop within


themselves the ability to “conceptualize and employ the key processes used by effective

executive level managers” (Federal Emergency Management Agency, 2005, p. v). As

such, this research addresses a specific concern within the FFD and is consistent with the

goals and objectives set forth by USFA and the established course objectives of EFOP.

Literature Review

A review of current literature regarding various competencies that could be

considered important to the development of a leadership training program for FFD

personnel was undertaken in order to provide a current and relevant frame of reference.

This review considered previously published works from sources both inside and outside

of the fire service, since leadership may be considered a universally accepted subject and

applicable to a range of personal and professional endeavors.

One author stated that “The meaning of leadership, according to this definition, is

simply to be at the top of the pile” (McCrimmon, 2008, p. 1). As such, the assertion is

made that throughout history, dominant individuals within a group were often considered

leaders. Those individuals attained the power needed for the top position and were in

command even when the group was enjoying relative stability and prosperity. The leader

did not have to be actively involved in the group’s daily activities to retain his position

and could only be removed through force. The mere position at the top of the hierarchy

was sufficient to define “leadership.”

Other great leaders have led their groups to great victories and success by

accomplishing goals through effective delegation. These types of leaders coordinate

highly skilled and knowledgeable individuals to achieve established goals and objectives.


However, this form of leadership should most appropriately be called management, as

personal impact by the leader on overall success is indirect (McCrimmon, 2008).

The difference between the conceptual realms of leadership and management has

been hotly debated. Peter Drucker believed that effective leadership included thinking

through an organization’s mission, defining it, and then visibly establishing it (Karlgaard,

2004). Leaders gather people with similar points of view and ideas together and in an

inspirational and collaborative way, accomplish given tasks and goals. In this author’s

view, leaders often challenge the status quo and stimulate important outcomes that may

not have otherwise been possible within established guidelines and parameters (Barrett,

2008). Managers, on the other hand, seek to accomplish specific tasks and goals within

established policies and procedures and are not encouraged to advance ideas and thinking

within the organization. As such, they operate as “dutiful gatekeepers of the existing

paradigm/status quo” (Barrett, 2008, p. 1). The key distinction between leaders and

managers can be summed up as follows:

“Management is getting people to do what needs to be done. Leadership is getting

people to want to do what needs to be done. Managers push. Leaders pull.

Managers command. Leaders communicate (Clemmer, 2009, p. 1).”

There exists in the field of organizational behavior significant discussion as to

whether or not leadership is an inherent trait characteristic of certain individuals, whether

or not leadership may be learned, and to what extent leadership may be considered

situational (Mirabile, 2000). In organizations for which there is a more nebulous

definition of leadership, it is important to consider how best to identify leadership talent,

recruit or develop it, and how to monitor and improve its practical application. An


organization must also distinguish whether or not it requires leadership that is strategic or

tactical in nature, since each generally represents a different style and may require a

different set of competences (Mirabile, 2000).

Leadership competencies should be based on clearly identified and understood

performance measures established for a given organization. Relative success or failure of

the organization may be determined by comparing actual performance to established

benchmarks so that the relative effectiveness of the organization’s leadership may also be

evaluated (Mirabile, 2000). Working backward, then, leadership competencies may be

based on understanding an organization’s performance measures and how best to achieve

positive results. Such understanding may facilitate development of a leadership profile

against which prospective leadership talent may be assessed and developed (Mirabile,

2000).

Warren Bennis is an acknowledged scholar and pioneer in the field of leadership

studies and has had numerous works published. In an article entitled “The Leadership

Advantage,” Bennis listed seven attributes he considered essential for leadership and that,

taken together, those attributes provided a substantial framework through which to

develop potential leaders. Those seven important attributes include:

1. Technical competence – the knowledge and skills necessary to accomplish

tasks

2. Conceptual skill – the ability to think abstractly or strategically

3. Track record – a demonstrated history of achieving positive results

4. People skills –the abilities to communicate, motivate, and delegate

5. Taste – the ability to recognize and develop talent


6. Judgment – the ability to make difficult decisions in a timely manner with

insufficient data

7. Character – the qualities that define an individual (Bennis, 1999).

Most senior members leading an organization will possess the first three attributes

since technical competence, conceptual skill, and a track record are necessary to the

process of achieving increased levels of responsibility. As important as those factors are,

however, Bennis wrote that future leaders “will be distinguished by their mastery of the

softer side: people skills, taste, judgment, and, above all, character” (Bennis, 1999, p. 20).

Of those characteristics associated with the more subjective and less technical

aspects, character was considered key and went beyond mere ethical behavior. Drive,

integrity, and competence provide the structure upon which character is built and allow a

leader to engage others in order to achieve significant results. The importance of

character was supported by Harvard University research that found 85 percent of a

leader’s performance depended upon personal character (Bennis, 1999). Other studies

have found that trust and confidence in leadership are the single most reliable predictors

of employee satisfaction in an organization (Clark, 2005).

Bennis (1999) went on his discourse to explain how an effective leader in any

organization must understand the expectations of his followers to be effective. Followers

seek meaning and direction, so a leader must provide a sense of purpose. Subordinates

desire reliability and consistency within an organization, as such; an effective leader

should generate and sustain trust. Followers seek an environment of hope and optimism,

thus, effective leaders should always anticipate positive outcomes. Finally, followers

want to see results. Achieving positive results requires an effective leader to bring zeal,


resourcefulness, risk-tolerance, and discipline to every effort of the organization (Bennis,

1999).

In an article called “The Secrets of Great Groups”, Bennis indicated that effective

leaders must understand how a group functions and the dynamics involved in the work

process. Effective leaders should “remind people of what’s important and why their work

makes a difference” (Bennis, 1997, p. 31). A group must not only believe in the

reliability of its leader but should also trust itself. A group and its leadership must

recognize the distinction between healthy, creative dissent and self-serving

obstructionism. In Bennis’ view, effective leaders should remain oriented towards action

and exhibit a sense of urgency and a willingness to fail in order to achieve results.

Finally, effective leaders should seek both symbolic and tangible ways through which to

demonstrate the group’s ability to overcome adversity (Bennis, 1997).

Kouzes and Posner (2007) asserted that good leaders often share several common

traits described as the “Five Practices of Exemplary Leadership”. Leaders must model

such traits by clarifying guiding principles and seek to create agreement within the

organization or group regarding common ideals. The authors stated that leaders should

work to set the example by aligning their actions with the shared values established for

the organization. The authors indicated that leaders must inspire a shared, common vision

within the group. This can be achieved by initiating and maintaining dialog within the

group and developing a sense of unity and enthusiasm with all members. Based on this

research, it was noted that is important for a leader to envision positive possibilities for

the organization’s future and to then enlist others to share the vision. Kouzes and Posner

suggested that individuals well on the road to becoming a good leader used the word


“we” almost three times more often than “I” when explaining their individual approaches

to leadership. This finding supported their observation that effective leaders enable others

to act in order to achieve extraordinary results. Such an approach fosters teamwork, trust,

and empowerment (Kouzes & Posner, 2007). Recognizing contributions and celebrating

organizational values and victories are useful approaches that a good leader may use to

encourage the hearts of his followers. A strong sense of group identity combined with

community spirit may often carry an organization through the tough times it is certain to

experience.

The authors further indicated that effective leaders should challenge the process

and search for ways to innovate, improve, and develop. Important to this trait is the

understanding that innovation, improvement, and development activities involve risk and

uncertainty. Leaders “learn from their failures as well as their successes and must make it

possible for others to do the same” (Kouzes & Posner, 2007, p. 20).

It is important to note that leadership is not always associated with overt acts that

exceed that which is typical within an organization. Instead, Mark Sanborn stresses in his

book, You Don’t Need a Title to Be a Leader, that anyone becomes a leader by simply

doing any assigned job with initiative and determination to make a positive difference.

This observation is important because it should remind any leader or potential leader that

his daily actions, attitude, and efforts may often have a significant impact on the group

and its success. Setting the proper example creates a positive atmosphere, encourages

group members to do the same, and may lead to a shared vision, hope and optimism, and

a sense of community within the group or organization (Sanborn, 2007).


Having addressed several leadership competencies described in general literature

from sources outside of the fire service, it was also important to review sources

describing competencies more specifically related to those that could be considered for a

leadership training program for FFD personnel. National Fire Protection Association

(NFPA) standards are position statements designed to guide federal, state, and local fire

departments in the United States and are not supported by force of law unless formally

adopted by governmental bodies. The information contained in them, however, is

generally accepted and often provides the framework for most municipal fire department

standard operating procedures and administrative directives.

The most logical starting point for considering professional requirements of

company officers is NFPA 1021, Standard for Fire Officer Professional Qualifications.

NFPA 1021 clearly states in Section 1.1 that it shall identify the performance

requirements necessary to perform the duties of a fire officer and proceeds to identify

four successive levels of fire officers, Fire Officer I through IV, and the specific technical

skill sets, knowledge, and other attributes associated with each. These requirements

include general knowledge and skills achieved and continually developed through

firefighter standards and training, as well as knowledge and skills in areas including

human resource management, community and government relations, administration,

inspection and investigation, emergency service delivery, and health and safety. Each

level of fire officer described in NFPA 1021 increases the scope of knowledge and skills

required in each area (NFPA, 2003).

The Fire and Emergency Services Higher Education (FESHE) model curricula for

Associate’s and Bachelor’s degrees are widely recognized as forming the bases for


degree programs at the university or college level and were developed by the United

States Fire Administration as a means to standardize fire science programs at the national

level. These sources were consulted as part of this review, given that many fire

departments across the nation have begun to include college requirements for promotion

to fire officer positions and fire science degree programs are logical choices for personnel

with no prior college experience. Like the fire officer requirements detailed in NFPA

1021, the FESHE curricula address technical competencies associated with the fire

service and do not necessarily speak directly to specific training in leadership

development (NFA, 2008a; NFA, 2008b).

Given the general lack of specificity in regard to leadership training and traits

desired for officers in the fire service, the International Association of Fire Chiefs (IAFC)

called upon its Professional Development Committee to produce a document designed to

guide both current fire officers and personnel wishing to promote. First published in

November 2003, the Officer Development Handbook provides a systematic development

tool for personnel seeking a leadership role based on the fire officer levels described in

NFPA 1021. Going beyond technical competencies, the Officer Development Handbook

begins by asking if the reader has an interest “in the challenges of leadership” (IAFC,

2003, p. 3).

The IAFC’s Fire Officer Handbook is organized around four elements: education,

training, experience, and self-development. Of the four elements listed, self-development

is the most subjective and deals with concepts such as awareness, personal attributes, and

attitudes. Beginning with Managing Fire Officer (corresponding with Fire Officer II

described in NFPA 1021), the Officer Development Handbook specifically identifies


leadership development as part of the training element and indicates that the Executive

Fire Officer Program (EFOP) offered through the U.S. Fire Administration/National Fire

Academy is the appropriate source of the knowledge and skills required for leadership

positions within the fire service (IAFC, 2003).

In addition to the more vague and subjective input from the NFPA and IAFC, the

literature specific to fire and emergency medical services practitioners abounds with

hands-on, practical information related to leadership. The amount of coverage of this

conceptual area speaks to the importance of specific traits that are valuable when

exhibited by a person in a leadership position. When considering the character level of

leaders within the fire service, self-control, alertness, initiative, and intentness have been

described as significantly important (Emery, 2008). Self-control provides emotional

stability and serves as a protective feature to prevent an effective leader from becoming

physically and/or mentally incapacitated by events surrounding him. Alertness allows an

individual with strong leadership skills to maintain performance standards, recognize

opportunities to improve and add value to the organization, and identify and correct

errors. Initiative means “having the courage to make decisions and take action when

action is needed” (Emery, 2008, p. 86). Finally, intentness facilitates focus,

determination, concentration, and resolve to complete the task at hand (Emery, 2008).

Like character, communication skills have been suggested as an important

leadership competency related to the fire service. Fire service leaders, particularly those

operating as company officers, must “effectively communicate and apply the vision,

mission, and values” of the organization as determined by the chief (Dahms, Mueller, &

Peterson, 2008, p. 86). Personnel must understand why they are employed by the


department and how they should focus their efforts. Their theory states that a good leader

will also share the department’s vision of the future with other personnel, thus allowing

them to join in that vision and assume a degree of ownership in ensuring that goals and

objectives are met. Dahms and associates indicated from their research that lack of

communication or miscommunication is often the primary reason the ineffectiveness and

emergent problems occur in an organization (2008).

It is important for a company officer to educate themselves the political realities

of both the fire department and the governing jurisdiction served. Budget constraints

often impact personnel at the company level, and the organization itself may face

challenges from the outside that put pressure on chief officers. Assigned personnel will

look to a company officer for explanations about the politics affecting their jobs, and a

good leader and qualified company officer should be able to provide factual information

and address rumors and gossip within the constraints placed upon him such that trust is

maintained (Willig, 2009).

Echoing many of the concepts previously described as characteristics of a good

leader, Chase Sargent, in the book From Buddy to Boss: Effective Fire Service

Leadership, further emphasizes the value of interpersonal trust between officers and

subordinates. In what the author calls “The ABCs of Leadership”, company officers are

advised to trust their subordinates as a means of engendering trust in return. Although the

supervisor/subordinate arrangement has some bearing on the relationship, a good leader

is reminded to remain vigilant that most people want to do the right thing and will strive

to do so (Sargent, 2006).


Additional findings from the same author asserted that leaders should develop a

vision and share it with others. This involves focusing on the challenge at hand but

remaining flexible to adjust to changing circumstances. Effective leaders are encouraged

to strive toward overall calm. In the author’s word, “When it comes to the emergency

scene, the station, personnel matters, or a crisis, keep your cool” (Sargent, 2006, p.79).

Additionally, it is posited that leaders should allow for freedom in the workplace

and permit personnel to take some risks and apply nontraditional solutions to problems

when the usual method will not work. Related to that concept is the indication that a good

leader should invite dissent. Sargent suggested that a group is almost always smarter

collectively than any one individual member, and the best solution often comes from

honest, open, and sometimes heated debate (2006).

In summary, there is a range of information that contributes to the overall

understanding of the concept of and components that comprise effective leadership.

Although the NFPA and IAFC have asserted that leadership training and focus on

characteristics needed for quality leadership are important, their overall recommendations

are somewhat subjective when compared with other sources (NFA, 2008a; NFA, 2008b;

IAFC, 2003). However, authors generating literature from within and outside the fire

service have been more focused on target skills and competencies that those in leadership

positions should possess and utilize to be effective in these roles.

Specifically, there is the assertion that technical competence, conceptual

knowledge, training, and experience contribute to the overall efficacy of a leader (e.g.

Bennis, 1997; Bennis, 1997; IAFC, 2003). Additionally, there has been the indication that

a quality leader should possess people skills that include a range of potential traits


including good communication (Dahms, Mueller, & Peterson, 2008; Willig, 2009), the

ability to establish and maintain group focus on a shared vision/goal (Dahms, Mueller, &

Peterson, 2008; Kouzes & Posner, 2007; Sargent, 2009), skills when engendering a sense

of optimism (Kouzes & Posner, 2007), and the tendency to allow for freedom and

innovation within subordinates (Sargent, 2006; Sargent, 2009). Finally, an overall

analysis of characteristics asserted by other authors has suggested that there are character-

based behaviors that are more likely to be exhibited by strong leaders including

confidence (Sargent, 2006), initiative (Emery, 2008; Sargent, 2006), awareness (Emery,

2008; IAFC, 2003), good judgment and taste when assessing others and situations

(Bennis, 1999), and drive/determination (Bennis, 1999; Emery, 2008; Sargent, 2006).

Procedures

The model used to identify various competencies to be considered for the

development of a leadership training program for current company officers and other

FFD personnel considering participating in the promotional process was descriptive

research. The project was initiated in spring 2009 with a literature review at the Learning

Resource Center at the National Fire Academy in Emmitsburg, MD, and continued

throughout the spring and early summer with the examination of resource materials

available through FFD, the Frisco Public Library, and the internet. Subject to the review

were books, periodicals, journals, and other published material in both printed and

electronic formats.

It was decided early on in the project to consult a variety of sources on the subject

of leadership and to refrain from limiting the literature review to information available


from individual members or organizations involved in the fire service. Leadership

development is, after all, a dynamic endeavor and a matter of consequence across many

interpersonal and professional domains. Although no specific authorities outside of the

fire service were intentionally selected for the literature review, the works of Bennis

(1999) were found to be very interesting as was information found in the writings of

Kouzes and Posner (2007), and Sanborn (2007). Also consulted were writings from

individual members of the fire service that proved to be representative of the types of

information widely available from that particular viewpoint. The information posited by

these authors and the more nebulous recommendations put forth by the IAFC (2003) and

NFPA (NFA, 2008a; 2008b) contributed to the overall conceptualization of this project.

Based on input from a variety of resources, a brief questionnaire (see full text in

Appendix A) was prepared to determine the leadership competencies required by, or

considered important to, other fire departments for company officers and those wishing to

promote. The questionnaire was distributed via electronic mail to 175 fire departments

selected at quasi-random and located across the United States was transmitted on June 15,

2009 with instructions to complete and return responses no later than July 15, 2009. The

questionnaire was general in nature and questions consisted primarily of check boxes in

which respondents indicated preferred responses. One question, however, did allow

respondents to provide their own thoughts as to the impact of their department instituting

a company officer leadership program. The questions were not intended to cover new

ground in leadership theory but were intended to gain input on leadership competences

identified in the literature review.


A second questionnaire (see full text in Appendix B) was sent internally to 55

members of FFD and was structured very much like the one sent to other fire

departments. The personnel to whom questionnaires were sent were intentionally selected

because they either currently served as fire officers or were routinely called upon to step-

up and assume fire officer duties when needed by staffing and other unique

circumstances at the time the questionnaires were distributed via electronic mail.

Questions were general in nature but included two soliciting comments in certain areas.

FFD personnel received the questionnaire on June 15, 2009, and were asked to submit

responses no later than July 15, 2009.

Limitations

As with any research project, there were limitations associated with the

procedures outlined above. Leadership is dynamic, and the literature appears almost

limitless in the types and variety of approaches taken to it. Additionally, relatively current

references were sought and more historical resources were omitted due to a desire to

glean contemporary findings. There are, then, most certainly concepts related to

leadership competencies that were not covered in the literature review. The intent to

identify information related, or generally applicable, to the fire service may have

unintentionally limited the scope of the literature review and prevented some legitimate

sources of material from being considered. It must be accepted that there may exist

information that would have contributed to the literature review but went unnoticed.

Finally, it is possible that the characteristics suggested as indicators of strong leadership

in a wider scope of consideration do not apply directly to those traits most desired in

company officers in the fire service.


The questionnaires distributed to outside fire departments and FFD personnel

should not be misconstrued as representing scientific surveys since no attempt was made

to adhere strictly to generally accepted statistical procedures in either question

development, sampling techniques, or results analysis. NFPA estimates indicated that

there were over 30,000 fire departments in the United States in 2007 (NFPA, 2008). If

NFPA’s number is taken as the target population, then the selection of only 175 fire

departments (the sample population receiving the questionnaire) did little to suggest that

the results obtained were representative of the complete collection of all possible

observations (leadership competencies) and that the results could be used to make general

inferences back to fire departments in the United States. Likewise, only 55 out of 160

members of FFD received the questionnaire, so the ability to generalize the results back

to the entire department could be deemed questionable.

Results

The goal of this research project was to identify various leadership competencies

for consideration in the development of a leadership training program for FFD personnel.

The first step in the process was to identify national and recommended competencies as

related to leadership across research generated within and outside of the fire service, and

then two questionnaires were prepared and sent out in hopes of determining what

leadership competencies both other fire departments and FFD personnel considered

valuable.

Research Question 1: What national competencies exist for leadership

development?


The first research question is most appropriately answered within the literature

review. Leadership is a broad subject and encompasses a wide variety of factors and may

sometimes be subjective, depending upon the context in which leadership is described.

Descriptions of what characterizes a strong leader abound in the literature. Most sources

consulted appear to center around the importance of the list provided, in part, by Bennis

(1999): character, technical competence, conceptual skill, people skills, and good

judgment. Each author individually defines the specific traits that comprise each of these

areas and delineates each with more or less specificity, but considerable overlap appears

to be present.

The observations and comments made by those authors cited in the literature

review who were active in the fire service must also be considered. While no universal

agreement was found, common themes were identified and should be integrated with

national competencies. On the whole, although some variability exists in the

nomenclature used to describe strong leaders, there are overarching traits that can be

grouped and span research specific to the fire service as well as indications from research

and discussion in the wider realm of leadership theory.

Research Question 2: What competencies are recommended for leadership

development?

As with Research Question 1, the second research question would also be most

appropriately answered within the literature review. Although only general leadership

guidelines were identified both within the fire service and in the outside world, the

competencies identified should be considered recommendations. It is those areas that are

consistently cited across domains that appear most promising in determining the efficacy


of a quality leader and were the specific characteristics that were included in the

questionnaires for further exploration.

Research Question 3: What types of competencies do other fire departments

require of their company officers or those that wish to become company officers?

As listed in Appendix C, 149 (85.1%) fire departments of the 175 original

recipients returned questionnaires by the stated deadline. The complete text of this

questionnaire appears in Appendix A for further reference, but the results, other than

organization name and location requested in the first two questions, are summarized here

for review.

The questionnaire asked each organization to indicate which leadership

competencies from the list provided should be required of a company officer. Of the 149

completed questionnaires received, 145 (97.3%) organizations responded to the question,

and the responses appear in Table 1.

Table 1

Leadership Competencies Considered Important by Other Fire Departments by

Percentage

Leadership Competency Honesty

% of Respondents 100.0 %

Responsibility 100.0% Controls an emergency scene and resources involved until relieved 100.0% Good oral communication skills 99.3% Ethics 99.3% Integrity 97.9% Good written communication skills 97.2% Technically competent 95.9% Motivated 93.1% Respect 91.0% Understands the organization’s structure 88.3% Commitment 87.6%


Lives by the department’s Code of Conduct Policy 85.5% Educated 82.1% Follows up on job assignments give 80.0% Able to delegate jobs to subordinates 77.9% Follows the organization’s Mission Statement at all times 75.2% Productive 75.2% Good listening skills 68.3% Confidence 67.6% Creativity 47.6% Humor 27.6% Demanding 11.0%

As can be seen from the above table, there were many individual characteristics

that were highly endorsed by fire department personnel across the United States as being

desirable for fire company officers. Specifically, all departments that completed and

returned the current questionnaire indicated that they wanted their staff in leadership

positions to exhibit honesty, responsibility, and technical and management skills on an

emergency scene (100%). Additional features of oral communication skills (99.3%),

ethics (99.3%), integrity (97.9%), written communication skills (97.2%), technical

competence (95.9%), motivation (93.1%), and respect (91.0%) were also suggested as

strong leadership characteristics. Less consistently, although still highly chosen,

individual features of leadership included understanding of an organization’s structure

(88.3%), commitment (87.6%), adherence to the department Code of Conduct (85.5%),

education (82.1%), follow through (80.0%), ability to effectively delegate (77.9%),

adherence to department Mission Statement (75.2%), and productivity (75.2%). Finally,

less consistent endorsements were noted in regard to the leadership qualities of listening

skills (68.3%), confidence (67.6%), creativity (47.6%), humor (27.6%), and tendency to

be demanding (11.0%).


Fire departments were next asked if a leadership program was available, whether

participation in such a program was completed by personnel before or after appointment

as company officers, and whether or not participation in the leadership program was

available to all members of the organization. Responses to all three questions were split

fairly evenly and are shown in Table 2.

Table 2

Leadership Program Existence, When Program was Completed, and Availability

Does your department have a leadership program in place for company officers?

Yes % of Respondents 49.3%

No 50.7% Do your company officers attend a leadership program prior to appointment or after?

Prior to appointment 50.5% After appointment 49.5% Do you make your leadership program available to all members of your organization?

Yes 56.2% No 43.8%

In consideration of the professional requirements described in NFPA 1021

(NFPA, 2003), the questionnaire asked whether or not a fire department followed the

standard for fire company officers. Table 3 shows the responses that were received.

Indications from respondent endorsements suggested that the majority of fire departments

sampled are aware of and attempting to adhere to current fire service guidelines for

leadership training.


Table 3

NFPA 1021 Standards Followed for Fire Officers?

Does your department follow NFPA 1021 for fire company officers?


No 40.2%

From a list of eligibility requirements related to appointment to the positions of

Lieutenant and Captain, fire departments were asked to select the ones they felt should be

required of personnel in those positions. Tables 4 and 5 summarize the responses

provided. As can be seen in regard to promotion to lieutenant, almost half (46.5)

responded that basic training was needed (Fire Officer 1) but suggested that it was rarer

for fire departments to require more advanced training specific to being a fire officer

(12.4%; Fire Officer 2). Roughly a third of responding departments indicated that

attendance of a structured leadership training program was required in association with

promotion to lieutenant (27.9%). Formal education pertaining to the fire service was

rarely a requirement including the Associate’s (13.2%) and Bachelor’s degrees (0.0%).

Table 4

Requirements for Lieutenant

Requirement Fire Officer 1

% of Respondents 46.5%

Fire Officer 2 12.4% Attend in-house leadership program 27.9% Associate’s degree 13.2% Bachelor’s degree 0.0%


Table 5

Requirements for Captain

Requirement Fire Officer 1


Fire Officer 2 22.2% Attend in-house leadership program 23.9% Associate’s degree 17.8% Bachelor’s degree 1.7%

Results from endorsements in regard to promotion to captain suggested that fewer

fire departments required additional certifications including Fire Officer 1 (34.4%) and

Fire Officer 2 (22.2%) than was noted in comparison with that needed for promotion to

Lieutenant. Similar percentages were noted when queried regarding attendance of a

leadership program (17.8%) and earning advanced degrees (Associates, 17.8%;

Bachelor’s, 1.7%).

When asked if their fire department had seen a change since implementing a

company officer leadership program, over 78% indicated they had seen changes and only

22% indicated that they had not. The majority of fire departments, when asked, indicated

that the changes seen were overwhelmingly positive. A common thread running through

the responses suggested with implementation of a structured leadership training program

that personnel being promoted were more qualified and that the organization as a whole

had benefited. The full text of comments may be reviewed in Appendix D.

Finally, 89% of responding departments indicated that they would make available

for review to this researcher their department’s officer leadership program, but only

32.2% asked to receive a copy of the feedback received from the questionnaire.


Research Question 4: What competencies does FFD want to include in a

leadership program?

Questionnaires (see Appendix B for full text) were distributed to 55 personnel

employed by FFD personnel in addition to the nationwide questionnaire sent to a sample

of fire departments. Of that number, 46 (83.6%) were completed and returned by the

deadline. As a condition of responding to the questionnaire, FFD personnel were

promised that their names would not appear in the research project. The internal

questionnaire began by asking each respondent to provide his officer status within the

organization and information as to length of service/experience with FFD in that position.

Table 6

FFD Personnel Officer Status and Length of Service

What position do you currently hold with FFD? Step-up Officer


Lieutenant 30.4% Captain 17.4% Battalion Chief 4.3% Division Chief

0.0%

How long have you been in your current position? 1-3 years


4-7 years 45.7% > 7 years 17.4%

Responses are summarized in Table 6: Findings from the internal questionnaire

suggested that an even distribution of respondents held fire officer positions (Lieutenant,

30.4%; Captain, 17.4%) as were fire fighters who had occasion to routinely step into a

higher leadership position (47.8%). Additionally, a majority of respondents had

professional experience in the 4 to 7 year range (45.7%) versus less than 4 years (37.0%)

and more than 7 years (17.4%).


FFD personnel were asked to select from a list of suggested leadership

competencies the ones felt should be required of a company officer. Responses to that

question appear in Table 7.

Table 7

Leadership Competencies Considered Important Within FFD

Leadership Competency Honesty


Responsibility 97.8% Controls an emergency scene and resources involved until relieved 95.7% Understands the organization’s structure 93.5% Confidence 93.5% Follows up on job assignments give 93.5% Motivated 93.5% Respect 91.3% Ethics 91.3% Integrity 91.3% Commitment 91.3% Able to delegate jobs to subordinates 89.1% Good oral communication skills 89.1% Good listening skills 84.8% Productive 84.8% Technically competent 80.4% Educated 78.3% Follows the organization’s Mission Statement at all times 76.1% Good written communication skills 71.7% Lives by the department’s Code of Conduct Policy 71.7% Creativity 56.5% Humor 37.0% Demanding 21.7%

As can be seen from the above table, there were many individual characteristics

that were highly endorsed by fire firefighters and fire officers within the FFD as being

valuable assets to those in leadership positions Specifically, all respondents indicated that

those in leadership positions should exhibit honesty (100%). Additional characteristics of

responsibility (97.8%), technical and management skills on an emergency scene (95.7%),


understanding of an organization’s structure (93.5%), confidence (93.5%), follow

through (93.5%), motivation (93.5%), respect (91.3%), ethics (91.3%), integrity (91.3%),

and commitment (91.3%). At a lesser percentage, FFD staff indicated that leaders within

the department indicated that those holding leadership positions should exhibit features of

ability to effectively delegate (89.1%), oral communication skills (89.1%), quality of

listening skills (84.8%), productivity (84.8%). technical competence (80.4%), education

(78.3%), adherence to department Mission Statement (76.1%), written communication

skills (71.7%), and adherence to the department Code of Conduct (71.7%).

Approximately half or fewer respondents indicated that creativity (56.6%), humor

(37.0%), and tendency to be demanding (21.7%) were suggested as valuable behaviors to

be exhibited by FFD staff members acting in leadership roles.

FFD personnel were asked if a leadership program would be beneficial to the

organization and when personnel should participate if one were available. The vast

majority of FFD respondents felt that a company officer leadership program would be

beneficial to the organization (95.7%), but the responses were split, as shown in Table 8,

as to whether such a program should be completed before participating in promotional

testing (65.2%) or after being promoted (34.8%).


Table 8

Benefits of Leadership Program and When to Provide Within FFD

Do you believe a company officer leadership program would be beneficial for our organization?


No 4.3% When do you think an individual should go through a company officer leadership program?

Prior to testing for promotion 65.2% After promotion 34.8%

Provided with a list of eligibility requirements, FFD personnel were asked to

select the ones they felt should be required of personnel before being eligible to

participate in promotional processes for captain and lieutenant positions; two company

officers spots considered vitally important to daily operations. Tables 9 and 10

summarize the responses provided. As can be seen, FFD respondents believed that all

applicants for promotion to lieutenant should be required to demonstrate competence as a

driver/operator (100%). Additional specialized training was viewed as seminal to the

position including status as a paramedic (97.8%), class B driver (95.6%), haz-mat

technician (88.9%), high angle specialist (88.9%), and Instructor 2 certificate (73.3%).

Less important to respondents, although still endorsed at a relatively high level, was the

requirement that applicants have two years as a career firefighter with a portion of that

time in good standing (68.9%).


Table 9

Eligibility Requirements for Lieutenant Testing

Eligibility Requirement Driver/Operator certification


Paramedic certification 97.8% Valid Texas Class B Exempt drivers license 95.6% Haz-Mat Technician certification 93.3% High Angle 1 and 2 certification 88.9% Instructor 2 certification 73.3% Two (2) years experience as a career firefighter, one (1) year with FFD in good standing and not on probation

68.9%

Table 10

Eligibility Requirements for Captain Testing

Eligibility Requirement Driver/Operator certification


Paramedic certification 97.8% Valid Texas Class B Exempt drivers license 95.6% Haz-Mat Technician certification 93.3% High Angle 1 and 2 certification 91.1% Instructor 2 certification 80.0% Successful completion of probationary period as LT/paramedic or five (5) years as a paid firefighter, one (1) year with FFD and in good standing

60.0%

When queried in regard to the applicant process for promotion to captain,

respondents from the FFD indicated that it is necessary for those seeking participation in

the process be certified as a driver/operator (97.8%), paramedic (97.8%), class B driver

(95.6%), haz-mat technician (93.3%), high angle specialist (88.9%), and carry an

Instructor 1 certification (73.3%). Similar to ratings seen for lieutenant applicants, FFD

staff members appeared to believe that overall length of previous service was less

important than the above specialized areas of training (60.0%).


In connection with the lists of eligibility requirements, FFD personnel were

provided with an opportunity on the questionnaire to list additional requirements or make

comments on each. Not all of the respondents completing the initial questions made such

comments, but those received varied widely and may be reviewed in Appendix E and

Appendix F as related to Captain and Lieutenant positions respectively. No formal coding

system was used to quantify these open-ended comments; thus, no percentages were

gleaned from this qualitative data.

FFD personnel were provided with a list of requirements for captain and

lieutenant incumbents within the organization and were asked to select those deemed

important. Options included participation in an in-house leadership program (83.3%),

company officer certification (69.0% for lieutenants; 59.5% and 52.4% for certifications

at Level 1 and 2 respectively for captain), and successful completion of college degree

programs (Associate’s/Bachelor’s degrees for captains were 9.5% and 7.1% respectively;

degrees for lieutenant were 4.8% and 2.4% respectively). The responses are summarized

in below.

Table 11

Requirements for Captains and Lieutenants

Requirement In-house leadership program with no state certification for captains and lieutenants


Company Officer 1 certification for Lieutenants 69.0% Company Officer 2 certification for Captains 59.5% Company Officer 1 certification for Captains 52.4% Company Officer 2 certification for Lieutenants 26.2% Associate’s degree in Fire Science for Captains 9.5% Bachelor’s degree in Fire Science for Captains 7.1% Associate’s degree in Fire Science for Lieutenants 4.8% Bachelor’s degree in Fire Science for Lieutenants 2.4%


Finally, FFD personnel responding to the questionnaire were asked if they would

participate in a committee to look more closely at a company officer leadership program

and to supply their names if responding affirmatively. Only 14 (31.8%) of respondents

indicated that they would participate, while 30 (68.2%) indicated that they would not, and

2 persons who submitted questionnaires skipped the question.

Discussion

In this descriptive research, the goal was to identify competencies needed for

consideration in the development of a leadership program within FFD for current

company officers and personnel interested in pursuing such options. The literature review

provided information that fell into three categories: (a) generalized leadership

competencies/characteristics presented by individuals interested in leadership but not

directly involved with the fire service, (b) required and/or suggested leadership

competencies and certification requirements aimed at fire service personnel actively

involved with or seeking leadership positions, and (c) real world examples of successful

leadership tactics from individuals actively working within the fire service.

Bennis (1999) provided a solid foundation for examining leadership competencies

by offering a list of essential characteristics for leaders in virtually any situation. Those

seven essential attributes included technical competence, conceptual skill, track record,

people skills, taste, judgment, and character and were reflected further in the literature

review and in the questionnaire results.

Although Bennis (1999) indicated several types of personal and professional traits

spanning technical and training competencies, interpersonal skills, and personal variables,


it was character that Bennis found as a key component to successful leadership. He cited

research conducted by Harvard University that found that character played an

overwhelming part in a leader’s efficacy (Bennis, 1999). The questionnaire results were

found to support that assertion. Several of the competencies provided as being important

leadership competencies for company officers dealt directly with character. Honesty,

integrity, commitment, responsibility, respect, and being ethical were all selected by

more than 90% of respondents. In fact, 100% of both sets of respondents rated honesty as

being important. Also highly rated in the questionnaire results were technical competence

and the ability to control an emergency scene and resources. This suggested that prior

findings from a variety of authors was supported, at least in part, by the views of those in

departments across the United States and within the FFD (e.g. Bennis, 1999; Emery,

2008; IAFC, 2003; Sargent, 2006).

NFPA 1021 (NFPA, 2003) provides a recognized standard for fire officers

through its required skills and knowledge criteria. The criteria are progressive in nature

and require more education, training, and experience as the levels advance from Fire

Officer I to Fire Officer IV. Although the term “leadership” does not appear, many of the

criteria relate directly to the essential attributes described by Bennis (199) and other

sources presented in the literature review. Although it seems that NFPA standards are

related primarily towards specific technical competencies for fire officers, these values

are also supported from the current findings. It appears that respondents value a

combination of skills across several domains that encompass competency in specific

professional roles in addition to values and character traits.


In line with recommendations from several research sources, training and

specializes certifications were also valued in addition to character traits. FFD personnel,

as reflected in the questionnaire responses, placed significant importance on technical

competence in determining eligibility for company officer positions and emphasized

Driver/Operator, Paramedic, and Haz-Mat Technician certifications for both lieutenants

and captains within the department. Requirements that lieutenants and captains be

certified company officers, according to state standards, found less consistent support

among the respondents. Support for requiring college degrees was not clearly established.

Among the choices for training and experience, it is of note that the highest

endorsement was seen in regard to a requirement for FFD company officers to attend an

in-house leadership program and included no requirement for company officer

certification at the state level. This suggests that personnel would support a leadership

program developed within the department and made available to personnel. Further

support of that implication is the willingness of some FFD respondents to participate in a

committee formed to explore development of such a program. Although not

overwhelming, there is reason to believe that some of all of the interested individuals

could play a role in forming the nucleus of a group dedicated to the proposed project.

The observation that FFD respondents did not place great significance on

company officer certifications for lieutenants and captains was paralleled by responses

received from other fire departments. Approximately 60% of those respondents indicated

that their departments followed NFPA 1021 (NFPA, 2003) for fire officers, and fewer

than 50% required any type of fire officer certification for lieutenants and captains.


Slightly less than half of the fire department respondents indicated that they had

in place a leadership program for company officers. Participation in those programs was

split equally between those departments requiring it before and after promotion, and

slightly more than half made it available to all members of the organization.

Important to note is that approximately 80% of responding fire departments

indicated that there had been a change in the department since implementing a leadership

program, and the vast majority of comments received indicated that the change was a

positive one. Some respondents replied that there was some initial hesitancy shown

towards the program and that younger members were more open than older ones in

regard to participation in such training. In general, the department leadership programs

seemed to have made very positive contributions to those organizations.

The conceptual side of leadership and its respective competencies seem to be

more fully addressed by sources outside of the fire service as shown in the literature

review. On the other hand, NFPA 1021 (NFPA, 2003) provides comprehensive

guidelines as to what a company officer should know in order to fulfill his duties and

responsibilities. The “what to know” outlined in NFPA 1021 (NFPA, 2003) may be more

clearly informed with the more abstract lessons provided elsewhere in order to provide a

total package designed to create competent leaders and fire officers. The skills and

knowledge requirements of NFPA 1021 (NFPA, 2003) may be learned, while the

characteristics of a good leader are very much dependent upon the person inside the

protective gear on a fire scene. Therefore, it should be accepted that sources outside the

fire service must be consulted when attempting to develop a leadership program.


In the opinion of this researcher, the most significant results of this project were

reflected in the respondents’ selections of competencies required of company officers.

Both FFD personnel and representatives of other fire departments agreed with leadership

authorities like Bennis (1999) that character paired with technical competence are vitally

important to leadership. Honesty was selected by 100% of all respondents, and other

characteristics such as integrity, responsibility, ethics, and respect were also highly rated.

NFPA 1021 (NFPA, 2003) and state fire officer certification requirements establish a

framework, but it is belief in the importance of many other factors that combine to

prepare a firefighter to become a leader.

The results of this project have several implications for the FFD. The first, and

probably most significant, is that leadership is important to its members. As revealed, an

in-house leadership program was judged to be a more important requirement for

lieutenants and captains than state fire officer certifications. The leadership competencies

for company officers as indicated by FFD respondents are consistent with those

appearing in the literature, so there is obviously a wealth of information available should

the organization decide to pursue development of a leadership program. Finally, the

results suggest that FFD personnel are willing to take responsibility for creating a

program themselves, and such ownership may contribute greatly to its possibilities for

success.

Recommendations

The ability to lead others is an invaluable characteristic to be desired, cultivated,

and nurtured in every company officer working in the fire service. Leadership, however it


is defined, separates those individuals content to merely manage personnel and situations

from those who anticipate problems and opportunities, seek solutions, and actively

involve themselves as a change agent in their organization. It is not just fighting fires and

handling other emergency scenes that challenge company officers; political

considerations, budgetary constraints, governmental regulations, and a host of other

factors will require individuals capable of leading an organization and its members

forward.

It is this researcher’s opinion that a leadership training program would be an

seminal component of the FFD’s ongoing efforts to develop and train company officers.

This research project has confirmed that belief and provided a sound foundation for

further consideration. However, much work remains before this type of program may be

realized.

Before moving forward, it is imperative to secure the support of the Fire Chief

and other interested parties yet to be identified. The development and implementation of

a leadership training program will require resources, and other city departments, most

notably Human Resources, may have access to relevant information and training

materials. Employee time and departmental funding will be required to move forward, so

it may be necessary to confirm that scheduling conflicts will be resolved and that

adequate budgetary resources exist.

Should the Fire Chief determine that the currently proposed project warrants

implementation, the next step would be to gain the support from the existing company

officers , given that those personnel will be the primary targets of any program that is

developed. Existing company officers may very well participate in both the


developmental stage of a leadership training program as well as its implementation.

Further, they can provide input needed to match the needs of the department to desirable

leadership competencies cited in the current research and consistent with internal FFD

staff member beliefs. Company officers will also be important to ensuring support for a

program at the individual firefighter level.

Depending upon the level of support provided by the Fire Chief, it may be

possible to form a committee of personnel interested in creating a leadership training

program concurrent with efforts to gain company officer support. Serious consideration at

the chief officer level would be required to select a committee chairman and alternate and

to establish a set of criteria for those wishing to participate. Fourteen respondents to the

internal questionnaire indicated a willingness to participate in such a committee, so those

personnel and their immediate supervisors would be contacted to further explore their

possible involvement. The Fire Chief and committee chairman should work together to

set deadlines and establish an agenda for the committee so that personnel achieve the goal

as efficiently and effectively as possible. It will be up to all parties involved to ensure that

committee activities do not interfere with regularly assigned duties and responsibilities

and issues such as personnel receiving overtime pay for committee work outside of

normal shifts must be settled before the committee begins its work.

This completed research project and copies of associated reference materials

should be provided to any potential committee for review and consideration. While those

items may be sufficient for their assigned task, the committee may decide that it wants to

search out additional information. For example, the committee might choose to prepare a

questionnaire similar to the one used in this project for other fire departments and send it


to organizations closer to home to determine what our neighbors are doing as regards

leadership training. The committee might want to further investigate leadership theory

from additional resources or bring in outside leadership authorities for discussion and

consultation. Periodic progress reports should be made to the Fire Chief so that the

committee remains focused and on schedule.

The committee would establish desired leadership competencies and then work to

develop a curriculum through which those are presented to personnel. Delivery methods

will require serious consideration as regards who will present the material, where the

presentations will be made, and when personnel will attend. A classroom setting in a fire

station while personnel are on duty may work, but a more relaxed off-duty location might

facilitate a more effective learning environment.

The committee’s findings would then be made available to the chief officers for

further evaluation. There should be effort made to match the findings and

recommendations to state and/or national fire officer certification requirements to ensure

adherence to such guidelines. It would not be unreasonable to bring in someone from

Human Resources at this point to ensure that there are no administrative problems with

the potential training program since there may be impacts upon and changes made to job

descriptions, promotion eligibility requirements, etc. Budgetary resources should be

considered to ensure that sufficient financial resources exist for the program’s

implementation. Fine tuning the program could be referred back to the committee or

handled by the chairman or other designated personnel depending upon the nature of the

revisions.


Careful consideration of the committee’s findings and recommendations must be

made and implementation methods discussed since there are alternatives to an in-house

leadership training program. There are executive trainers that may have available

programs that are good matches to the committee’s recommendations or are willing to

create a new program or modify an existing one consistent with the department’s

requirements. In the end, it may simply be less costly or more efficient to out-source a

leadership training program. If this were the case, research regarding efficacy of

established programs would need further investigation.

The process of developing and implementing a leadership training program will

be length and time intense. It will, however, be worth the great effort required to see it to

fruition.


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National Fire Protection Association. (2003). NFPA 1021, Standard for fire officer

professional qualifications (2003 ed.). Quincy, MA: National Fire Protection

Association.


National Fire Protection Association. (2008). U.S. fire department profile through 2007.

Retrieved August 27, 2009 from

http://www.doi.idaho.gov/SFM/FDProfile_2007.pdf

Sanborn, M. (2007). You don’t need a title to be a leader. New York: Doubleday.

Sargent, C. (2006). From buddy to boss: effective fire service leadership. Tulsa, OK:

Pennwell.

Toth, M. (1998) Behind the badge: on becoming a fire officer. American Fire Journal,

50, 40-42.

Willig, L. (2009). New company officers: 10 things you need to do. Retrieved March 10,

2009 from http://www.firerescue1.com/Columnists/Linda-Willig/articles/

466679-New-Company-Officers.htm


Appendix A

External Leadership Questionnaire

1. What is the name of your organization?

2. Where is your organization located (i.e. City, State)?

3. Which of the following competencies or characteristics do you require of a

company officer? (Check all that apply)

Honesty Sense of humor Demanding Motivated Educated Integrity Commitment Responsibility Respectful Creative Ethical Good listening skills Confidence Productive Technically competent Good oral communication skills Good written communication skills Able to delegate and/or assign jobs to subordinates Follows up on job assignments given Controls an emergency scene and resources involved until relieved Understands the organization’s structure Follows the organization’s Mission Statement at all times Lives by the department’s Code of Conduct Policy


4. Does your department have a leadership program in place for company

officers?

Yes No

5. Do your company officers attend a leadership program prior to appointment or

after?

Prior to appointment After appointment

6. Do you make your leadership program available to all members of your

organization?

Yes No

7. Does your department follow NFPA 1021 for fire company officers?

Yes No

8. Does your department require any of the following for a lieutenant position?

Fire Officer 1 Fire Officer 2 Attend an in-house Officer leadership program Associate’s degree Bachelor’s degree

9. Does your department require any of the following for a captain position?

Fire Officer 1 Fire Officer 2 Attend an in-house Officer leadership program Associate’s degree Bachelor’s degree


10. Has your department seen a change since implementing a company officer

leadership program?

Yes No

11. Was the change your department experienced a positive or negative response?

Describe below.

12. Would your department be willing to share your company officer leadership

program with my department?

Yes No

13. Please provide your e-mail address if you would like a copy of the feedback

from this questionnaire.


Appendix B

FFD Internal Leadership Questionnaire

1. What position do you currently hold with FFD?

2. How long have you been in your current position? Please check.

1-3 years 4-7 years > 7 years

3. Which of the following competencies or characteristics do you feel should be

required of a company officer? (Check all that apply)

Honesty Sense of humor Demanding Motivated Educated Integrity Commitment Responsibility Respect Creativity Ethics Good listening skills Confidence Productive Technically competent Good oral communication skills Good written communication skills Able to delegate jobs to subordinates Follows up on job assignments given Controls an emergency scene and resources involved until relieved Understands the organization’s structure Follows the organization’s Mission Statement at all times Lives by the department’s Code of Conduct Policy


4. Do you believe a company officer leadership program would be beneficial for

our organization?

Yes No

5. When do you think an individual should go through a company officer

leadership program?

Prior to testing for promotion After promotion

6. Please check all of the following eligibility requirements that you feel are

appropriate for personnel before testing for a Captain position.

Successful completion of Lieutenant/Paramedic probationary period OR five years as a career firefighter, including one year’s service with FFD and successful completion of probationary period and being in good standing

Instructor 2 certification (TCFP) Hazardous Materials Technician certification (TCFP) Driver/Operator certification (TCFP) High Angle Rescue 1 and 2 certification (TCFP) Paramedic certification (DSHS) Valid Texas Class B Exempt drivers license

7. Do you think FFD should add any requirements for a Captain position other

than, or in addition to, those listed in Question 6? Please list below.


8. Please check all of the eligibility requirements that you feel are appropriate for

personnel before testing for a Lieutenant position.

Two years experience as a career firefighter, including one year’s service with FFD and successful completion of probationary period and being in good standing

Instructor 2 certification (TCFP) Hazardous Materials Technician certification (TCFP) Driver/Operator certification (TCFP) High Angle Rescue 1 and 2 certification (TCFP) Paramedic certification (DSHS) Valid Texas Class B Exempt drivers license

9. Do you think FFD should add any requirements for a Lieutenant position

other than, or in addition to, those listed in Question 8? Please list below.

10. Which of the items below do you think should be required for a company

officer in our organization?

In-house leadership program with no state certification Company Officer 1 state certification for Lieutenant Company Officer 2 state certification for Lieutenant Associate’s degree in Fire Science for Lieutenant Bachelor’s degree in Fire Science for Lieutenant Company Officer 1 state certification for Lieutenant Company Officer 2 state certification for Lieutenant Associate’s degree in Fire Science for Lieutenant Bachelor’s degree in Fire Science for Lieutenant

11. If a committee were formed to develop a company officer leadership program,

would you like to be assigned to that committee?

Yes No


12. Please provide your name below if your response to Question 11 was yes.


Appendix C

Fire Department Questionnaire Respondents

1 Anchorage Fire Department Anchorage, AK 2 Broward Sheriff's Office Fire Rescue Fort Lauderdale FL 3 Cal Fire California

4

Centerville-Osterville-Marstons Mills Dept.of Fire-Rescue & Emergency Services Centerville, MA

5 Central Jackson County Fire Protection District Blue Springs, MO

6 Central Kitsap Fire & Rescue Silverdale, WA 7 Chapel Hill Fire Department Chapel Hill, NC 8 Charlevoix Fire/EMS Department Charlevoix, MI 9 Chesapeake Fire Department Chesapeake, VA 10 Clackamas Fire Dist #1 Clackamas, OR 11 Claremont Fire Department Claremont, NH 12 Clark County Fire District 3 Hockinson, WA 13 Clay County Fire Rescue Green Cove Springs, FL 14 College Station Fire Department College Station, TX 15 Columbus Division of Fire Columbus, OH 16 Columbus Fire Rescue Columbus, MS 17 Coon Rapids Fire Coon Rapids, MN 18 Cumberland Fire Department Cumberland, ME 19 Cypress Creek Fire Department Cypress, TX 20 Delafield Fire Department Waukesha County, WI 21 Denton Fire Department Denton, TX 22 Derry Fire Department Derry, NH 23 Des Plaines Fire Department Des Plaines, IL 24 District of Columbia (DC) Fire & EMS Washington DC 25 Dothan Fire Department Dothan, AL 26 Eagle River Fire Protection District Avon, CO 27 East Fork Fire District Minden, NV 28 East Haddam Fire Department East Haddam, CT 29 Eau Claire Fire/Rescue Eau Claire, WI 30 Euless Fire Department Euless, TX 31 Fairfax County Fire and Rescue Fairfax County, VA 32 FDNY New York City, NY 33 Flower Mound Fire Department Flower Mound, TX 34 Fort Lauderdale Fire-Rescue Fort Lauderdale, FL


35 Fort Lupton Fire Protection District Fort Lupton, CO

36 Frederick County Division of Fire and Rescue Frederick, MD

37 Gainesville Fire rescue Gainesville, FL 38 Garland Fire Department Garland, TX 39 Gastonia Fire Department Gastonia, NC 40 Gig Harbor Fire & Medic One Gig Harbor, WA 41 Glenview Fire Department Glenview, IL 42 Goffstown Fire Department Goffston, FL 43 Greeneville Fire Department Greeneville, TN 44 Hales Corners Fire Department Hales Corners, WI 45 Hawaii Fire Department Hawaii County, HI 46 Irving Fire Department Irving, TX 47 Kent Fire Department Kent, WA 48 Kingsport Fire Department Kingsport, TN 49 Kinston Department of Public Safety Kinston, NC 50 Lenexa Fire Department Lenexa, KS 51 Lewiston Fire Department Lewiston, ID 52 Lisle-Woodridge Fire District Lilse, IL 53 Longview Fire Department Longview, WA 54 Lynn Fire Department Lynn, MA 55 Maryville Fire Department Maryville, TN 56 Midland Fire Department Midland, MI 57 Millbrae Fire Department Millbrae, CA 58 Milwaukee Fire Department Milwaukee, WI 59 Miramar Fire Rescue Miramar, FL 60 Mokena Fire Protection District Mokena, IL 61 Moline Fire Department Moline, IL 62 Monroe Fire Monroe, MI 63 Monroe Fire Monroe, NC 64 Mount Dora Fire Department Mount Dora, FL 65 Murray City Fire Department Murray, UT 66 Muscatine Fire Department Muscatine, IA 67 New Orleans Fire Department New Orleans, LA 68 Newport Beach Fire Department Newport Beach, CA 69 Norfolk Fire-Rescue Norfolk, VA 70 North Andover Fire Department North Andover, MA. 71 North Kansas City Fire Department North Kansas City, MO 72 North Ridgeville Fire Department North Ridgeville, OH 73 Northwest Fire District Tucson, AZ 74 Oakland Fire department Oakland, CA


75 Odessa Fire Department Odessa, TX 76 O'Fallon Fire Protection District O'Fallon, MO 77 Oklahoma City Fire Department Oklahoma City, OK 78 Olathe Fire Department Olathe, KS 79 Orange County Fire Authority Irvine, CA 80 Orange County Fire Rescue Orlando, FL 81 Orange Fire Department Orange, TX 82 Orlando Fire Department Orlando, FL 83 Overland Park Fire Department Overland Park, KS 84 Owasso Fire Department Owasso, OK 85 Pantego Fire Department Pantego, TX 86 Park City Fire Districy Park City, UT 87 Payson Fire Department Payson, AZ 88 Pekin Fire Department Pekin, IL 89 Peoria Fire Department Peoria, AZ 90 Pflugerville Fire Department Pflugerville TX 91 Philadelphia Fire Department Philadelphia, PA 92 Pinehurst Fire Department Pinehurst, NC 93 Pocatello Fire Department Pocatello, ID 94 Pompano Beach Fire Rescue Pompano Beach, FL

95 Portsmouth Fire Rescue and Emergency Services Portsmouth VA

96 Prescott Fire Department Prescott, AZ

97 Prince George's County Fire/EMS Department Prince George's County, MD

98 Rialto Fire Department Rialto, CA 99 Roanoke Fire-EMS Roanoke, VA 100 Rockford Fire Department Rockford, IL 101 Rocky Mount Fire Department Rocky Mount, NC 102 Sacramento Fire Department Sacramento, CA 103 Saginaw Township Fire Dept. Saginaw, MI 104 San Manuel Fire Department Highland, CA 105 San Marcos Fire San Marcos CA 106 Sandy Fire District Sandy, OR 107 Santa Rosa Fire Department Santa Rosa, CA 108 Scottsdale Fire Department Scottsdale, AZ 109 Sedona Fire District Sedona, AZ 110 Shaker Heights Fire Department Shaker Heights, OH 111 Shelby Fire & Rescue Shelby, NC 112 Sherman Fire Sherman, TX 113 Shreveport Fire Department Shreveport, LA


114 Sioux Falls Fire Rescue Sioux Falls, SD 115 Smithville Area Fire Protection District Smithville, MO 116 Sni Valley Fire Protection District Sni Valley, MO 117 Solana Beach Fire Department Solana Beach, CA 118 South King Fire & Rescue Federal Way, WA 119 South Milwaukee Fire Department South Milwaukee, WI 120 Southern Platte Fire Protection District Kansas City, MO 121 Spokane Valley Fire Department Spokane Valley, WA 122 St. George Fire Protection District Baton Rouge, La. 123 St. Joseph Fire Department St. Joseph, MO 124 St. Pete Fire & Rescue St. Petersburg, FL 125 Summit Fire Department Summit, NJ 126 Thornton Fire Department Thornton, CO 127 Tualatin Valley Fire and Rescue Portland, OR 128 Tucson Fire Department Tucson, AZ 129 Tulare Fire Department Tulare, CA 130 Vancouver Fire Department Vancouver, WA 131 Verona Fire Department Verona, WI 132 Virginia Beach Fire Department Virginia Beach VA 133 Walkertown Fire Department Forsyth County, NC 134 Washington Fire Department Washington, IL 135 Waterbury Fire Department Waterbury, CT 136 Wayne Township Fire Department Indianapolis, IN 137 West Allis Fire Department West Allis, WI 138 West Des Moines Fire West Des Moines, IA 139 West Hartford Fire Dept. West Hartford, CT 140 West Metro Fire Rescue Lakewood, CO 141 West Palm Beach Fire Department West Palm Beach, FL 142 Westerville Division of Fire Westerville, OH 143 Westminster Fire Department Westminster, CO 144 White Plains Fire Bureau White Plains, NY 145 Wichita Fire Department Wichita, KS 146 Wilmington Fire Department Wilmington, NC 147 Winchester Fire-EMS Winchester, KY 148 Worthington Fire Protection District Louisville, KY 149 Yuma fire Department Yuma, AZ


Appendix D External Leadership Questionnaire Narrative Responses (Unedited) Positive - much more qualified personnel

Although positive in that is producing better officer candidates, it was received poorly by those that did not want to pursue higher education.

initially negative because the requirements were not exactly met with open arms. however, over the course of time it has evolved and gotten much better. additionally, our lt's are required to have 30 college hours and our captains are required to have 45 college hours. at batt chief we begin requiring assoc. degree positive for all the desired traits of a fire officer Better suited as front-line supervisors with Officer Candidate School. Due to budgetary constraints, we have not been able to offer the OCS for the past two promotional periods and it shows

positive. they were exposed to more specific job chgallenges and solutions that is provided in most formal officer training classes More consistent quality The general consensis is our annual officer development seminar is well worth the time and effort. It was positive and has provided a lot more interest in taking promotional tests. Positive, the firefighters have a clear picture of the role of company officer in the department.

Very positive. Our leadership program is not nearly as strong as I would like for it to be or as I am sure that it will be in the future. The leadership program gives the new leaders the basic ideas of how to lead, it is still their responsibility to pursue more training and education to hone their skills as a leader. Positive. It helped to encourage future company officers to seek out further educational opportunities. Positive - much more qualified personnel From a personal persepctive it was positive. Viewing the department as a whole--it was positive in the beginning but a new fire chief did not inforce/support the program so it died for a little while. With a newer chief it will be rebounded. There are no LT's in our department. Will have to find the development program in order to provide it.

Understanding more of what the different areas that support the department do. Not really a formalized program, but more like quarterly training.

both positive and negative. There have been times when we have seen people meet all of the educational and training requirements but their experience in the job is limited. Ths issue has and does cause problems within the department Positive, improved performance and communication


the leadership program is run at the state level and we are only allowed one slot in the program per scheduled program. the competition for those positions has been significant Not enough turnover since implemented. Still have old system in place for promotion. There are courses at each level of promotion - Lt five weeks of training, captain 2 weeks, BC 6 weeks and DC 1 week. All the courses have great information and taught by your peers. Has prepared the recently promoted individuals allowing for a smoother transistion into the leadership position Positive. The motivated employees outnumber the negative employees Hust start the process about 1 year ago. Higher quality candidates, better success rate on the promotional exam. positive Positive. Highly motivated people N/A Appear to be more responsible and understand the department's mission.

The speed of development was improved, early leadership mistakes were reduced and team effectiveness was improved. Younger Officers, who went through the program, are more supportive of training. The older officers resisted it. Both. It has raised the caliber of officer, but there were many complaints about the additional work at first.

The promotional requirements have been in effect for 18 years. We require FF2, FO 1 & 2, Hazmat Tech, EMT-B (although 1/2 of our officers are EMT-P), Fire Inspector 1, and 3.2 CEU's from FEMA, NFA, or EMI. We do not do formal in-house training. We do an informal mentoring program that has those on the top of the list rotate among the different crews riding the officers seat but under the supervision/mentorship of a Company Officer. To soon, we intiated a Driver the Next Day Captain mentoring program this year... Positive. IMproved efficiency and quality of leadership The training is now consistent. positive. Employees are educated on what elements are needed to provide "quality" leadership.

A little of both. We required all of our company officers to become certified as a Fire Instructor I and Fire Officer I. There has been good and bad feedback. Good from those officers who are motivated and care about the department and the job they do; bad from those who see as just another requirement when they want to come to work and the only thing they are worried about is when their relief man will be there or they are more consumed from their second job duties that their fire department role takes second place.


Positive; we have a wealth of leaders throughout the organization. Our problem is that we do not have enough promotion opportunities and have become a "development department" - - producing chief officers for other departments. Not a bad problem but we hate losing good people. We end up working with a lot of them again on regional issues.

It was positive, prior to the program the person would be promoted and have to learn while doing. Now we have a forty hour class on all the responsiblities and classes on report writing, policies, overview of position and teaching by current officers and chiefs Change was positive. As we get younger, more educated officers the productivity has increased. I think it has been positive experience as they start to gain an understanding of leadership and how it is defined.

We are currently approaching the first series of promotions since the implementation of new training and educational requirements. Results are yet to be completely see. The personnel initially were unhappy about the additional requirements, but have adapted well to meeting the required standards. The increase in formal education has already resulted in improved reporting and communication skills at all levels. It is positive to the point they can manage their crews well. Officers are aware of the specific things expected of them and also of the resources available to them for success. Positive improvement in personal commitment to being a quality fire officer. Attendees bring a greater sense of service and a stronger commitment to the organization and the community as a whole. Positive. They attend a County Training Officers Development Academy Positive they seem to be more confident. Our officers are more informed to management issues and organizational implications. Our leadership program is based on expectations and making sound judgment calls as a leader of the company. The department's history proved failures at the company officer level and firefighters and engineers lost jobs along with company officers because of those failures. Because our agency has such specific examples of failures in leadership, the expectation is easier to convey because the consequences are still very real and within memory of many on the department. Positive The students found it very informative and helpful.

The fire officer program we use is given at our state fire academy and its affects are possitive. The only negative is dealing with limited access to the program because of demand and certain pre-requesites. Question #12 is not within our means. Positive - more leadership skills displayed. It has been positive, more well rounded employees, education plus experience Positive - improved morale and accountability We require a check off book and six months probation after their promotion. Positive


Positive. Felt better prepared

positive, we have a 80 hour program firefighters go through before getting promoted. The class has technical, leadership, tactics, and management training We hired an experienced Asst Chief that brought with him a company offficer leadership program positive in that they have tools to do job Positive, It created consistency among the officers. Mostly positive. The captain's academy and certification progrqm we use involves more than just leadership topics. Better preparation on managing resources and leading personnel

A positive change is a better understanding of the command structure, following the chain and understanding the responsibilities of the position. Positive - the educational level and knowledge base of the department as a whole is increasing. Positive. It creates a better understanding of the job and exceptations for the position Positive, problem solving improved and motivation increased This program is sponsored through the Massachusetts Firefighting Academy to all MA. Firefighters. Positive as the officers became more productive, moving away from the seniority promotion mindset. Initially it was negative but has proven to be positive over time.

Positive, in that greater ownership in the organization is realized. The new Lts. are more ambitious and ready to create new plans and programs.


Appendix E

Frisco Fire Department Other Captain Eligibility Requirements (Unedited) Lieutenant minimum, no fire fighters I feel that to be a successful officer in the Frisco Fire Department, one should be a fire lieutentant/paramedic for at least 2 years prior to being eligible to test for Captain.

Consider requiring a specific number of college hours (40hrs). Many cities require applicants to have this before employment I think you need to be a 5 year firefighter and currently hold the rank of lieutenant before you can test for captain position. Also see Q. 10 The Lieutenant's position is a strong stepping stone on learning how to manage personnel as well as a station. These skills take time to acquire and would be beneficial for a Lieutenant transitioning into the Captain's role. With that being said, Firefighters should promote to a Lieutenant's role before moving onto a Captain's role and maintain their position in good standings. Also, Fire Officer 1 and 2 shall be required for the Captain's position.

Attend a Company Officer Certification program within 3 or 4 years from promotion

No I do not. No I agree with the first statement with the exception of the Lt. being off probation. I think if you are a Lt. that meets the second half of the requirement then you should be able to test for Captain. For example if a Lt. just made Lt 3 months ago and now we are having a Captain's test and he has been here 5 years or one year with 5 years as a paid firefighter, then he should be able to test for Captain.

I feel like they should be a paramedic that rode an ambulance for a minimum of 3 yrs. Because most of our calls are medical. I dont think that firefighters should be able to promote to Captain without becoming a lieutenant first. It is just to hard of a leap to handle. 8 yrs FF/EMTP, Leadership Experience 10 year of service yes 7 years for Captain Must already be a lieutenant We should require individuals to hold the position of Lieutenant and complete probation and remove the ability of a firefighter to skip rank. Needs to have been with Frisco for at least 8 year.


I think candidates should hold the rank of lieutenant before testing for Captain, but feel stronger about at least 2 years service in Frisco for 5 years paid. (commitment)

Hold the rank of lieutenant for at least 2 to 3 years and have been with Frisco Fire Department for at least 2 years. Experience counts. Be a Lt. for at least 3 yrs here I think you should have to be a lieutenant off probation before you can test for captain. State Company officer II within 1 year of promotion. Must be a Lieutenant, I don't agree on going from FF to Captain. I think experience level should be seven years and at least 2 with Frisco. Minimum of ten years as paid 3 years as a Lieutenant, 1 must be with Frisco FD, not on PIP Captains should have completed or within the first two years complete Fire Officer certification class with the capstone. At least 1-2 years with step-up experience. Fire fighter/paramedic should not be allowed to test for a Captains position. This should be reserved for Lieutenant/Paramedics. I feel that one should successfully complete probation as a LT/P and have five years with Frisco Fire Dept as a LT/P or ten years total service. Yes, 5 years as Lieutenant with FFD before you can test for Captain completion of supervisor training geared towards our organization and respective rank

no minimum of 5 yrs with Frisco minimum 1 yr as lieutenant


Appendix F Frisco Fire Department Other Lieutenant Eligibility Requirements (Unedited) Minimum 3 years experience with at least one year in Frisco Fire Department I think you should have to have minimum of 5 years service in order to test for lieutenant. Also see Q. 10 4 years minimum Attend a Company Officer Certification program within 3 or 4 years from promotion

No No Again I feel like they need at least 3 yrs experience on an ambulance as a medic.

I believe that a firefighter should have at least five years of service and not be on PIP. 5 yrs. Experience as a FF/EMTP 5 years of service 5 years for lieutenant You should be with the Frisco Fire Department for a least 2 years before you can test for the Lt position. Needs to have been with Frisco for at least 5 years. 2 years service in Frisco Be a firefighter for at least 5 years and at least 2 years with Frisco. Experience counts.

At least 3 yrs as a FF here 5 years service. Make it 5yrs experience also. State Company Officer I Cert with in 1 year of promotion no I feel the years should be 5 and 2 must be with Frisco Minimum of five years paid 5 years experience as a career FF, 2 must be with Frisco FD, not on PIP Prior to or at least one year after promotion the Captain should complete Fire Administration 1 and 2 class. They may possibly be covered in a company officer leadership class. I believe you should have more than two years experience. 3-5 years as a career fire fighter with 2-3 years as a Frisco fire fighter. Should have also been a step-up officer during part of that time. Five years service with Frisco Fire Dept. Yes, 5 years as a FF/PM with FFD before you can test for Lieutenant completion of supervisor training geared towards our organization and respective rank

no minimum 2 maybe 3 yrs with Frisco

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