“The challenges facing the fire service of this nation are many. There has never been a more critical time for leadership, team-building and teamwork among firefighters, first responders and the entire emergency management community.” So said then — U.S. Fire Administrator R. David Paulison in 2004. “… The [Executive Fire Officer Program] continues to ensure that this nation and the American fire service will have the leadership, body of knowledge and team-building resources it needs for generations to come.”

The National Fire Academy's EFO Program is an intense four-year program requiring participants to attend a two-week residency course each year and complete an evaluated applied research project after each course.

But does the program live up to its reputation? A look at the career accomplishments and fire service contributions of EFO graduates, specifically their professional conference attendance, article writing, conference presentations, grant submissions, fellow-student collaboration and EFO Symposium attendance, suggests it does. But the program has room for improvement.

Working with others

A questionnaire was distributed to 200 EFO participants who graduated between 2002 and 2004. Of these questionnaires, 162 or 81% were returned. The response rate itself is strong evidence of the fraternal and supportive nature among EFOs, perhaps one of the most powerful but intangible aspects of the EFO program. It's just ingrained within the program culture to passionately support fellow EFO graduates and students.

For example, research has found a high degree of mentoring interaction among EFO graduates; 60% reported they have evaluated another EFO participant's work. Additionally, 68% reported they have asked an EFO graduate to evaluate their work. One of the EFO program's outcomes for graduates is to “enhance executive-level knowledge, skills, and abilities necessary to lead these transformations, conduct research, and engage in lifelong learning.” Mentoring contacts contribute to this program objective.

Based on this finding, a formal mentoring program between EFO students taking their first course, Executive Development, and those finishing their final course, Executive Leadership, may prove beneficial. While there is some communication during breaks, for the most part EFO students have limited interaction with those taking other courses. A mentoring program would be a positive experience and potentially could increase the retention rate for EFO students completing the program. Perhaps a pilot mentoring program could be conducted to help establish some guidelines and logistical approaches.

Research also found that all of the EFO respondents hold membership in professional fire/EMS organizations, and 65% of them hold leadership positions in those organizations. Their insights and exposure to contemporary management practices and emerging technical issues acquired at the NFA are readily transferred to many different forums.

Given that all of the respondents report membership in professional fire service organizations, no improvement is needed. However, one recommendation is expanding the EFO Web site to include links to professional fire service organizations or negotiating a membership discount for EFO graduates and students.

Thoughtful approach

The survey also showed that 81% of the EFO respondents have conducted fire service research outside of the EFO applied research project. The research projects provided an appreciation of “the value of research and its application to the profession.” The academic and practical experience from completing the required research projects not only addresses actual management and operational issues within the graduates' own communities, but also develops the graduates' research expertise.

While EFO students generally would prefer to not have to do post-course research projects, they can do so more easily after completing four supervised research papers during their courses.

The research also established that 80% of the EFO respondents have written or co-written a grant proposal. This high percentage likely is a direct result of their familiarity with the NFA, academy staff and the grant process. Officers with knowledge and expertise of the grant process are important assets for their fire departments, and it's apparent that EFO graduates are knowledgeable about the grant process.

The Assistance to Firefighters Grant Program offers supplemental funding for many departments. Grant evaluators review the thousands of submissions. Consequently, it would enhance the EFO program if the grant review process managers would continue to visit EFO courses both to inform students of the reviewer application process and to solicit their participation as reviewers.

The research also showed that 39% of respondents have submitted an article for publication, and 35% have had an article accepted for publication. While these numbers indicate EFO graduates' career accomplishments and fire service contributions influence the fire service, the impact would be greater if more EFO graduates authored articles for professional publications. Given that each of the 200 EFO graduates surveyed completed four applied research projects, there are 800 topics that could be transformed into potential magazine articles.

The visibility and reputation of the EFO program are enhanced when graduates and students have articles published in professional publications. The Executive Leadership course should consider offering a module on professional publications that would provide information on the submission process and a review of periodicals.

“I had never published a single thing and never gave it any thought an editor might be interested in my views for improving the fire service,” says Laurie Mooney, a battalion chief with the City of Longwood, Fla. “That all changed while attending my first EFO course, and I was fortunate to meet a fellow EFO student who mentored me in the art and science of getting published. The process is not that complicated and is doable with just a little effort, attention to detail, and willingness to meet editors' guidelines and deadlines.”

Taking attendance

Nearly all, 99%, of the EFO respondents have attended professional fire/EMS conferences, staying informed and active with current and emerging fire service topics. While it's true that EFO graduates have access to travel funding because of their ranks, there are still logistical and time constraint challenges.

“It's not sufficient to have degrees and professional accomplishments,” says Dr. Barry Barnes, an associate professor of strategic management. “Being an industry leader requires mastering presentation skills and topic content to a high level of accomplishment. Making a personal and professional commitment to inform and influence peers within one discipline helps elevate one above the pack.”

Given that almost all of the respondents report attending professional conferences, no improvement is needed. One recommendation, however, is to expand the EFO Web site to include links to professional fire service conferences, or to negotiate a discount for EFO graduates and students.

More than half, 57%, of the EFO respondents have presented or co-presented a training session at a professional conference. Possessing the credentials, communication skills and topic expertise to develop and present a conference training session is an important career accomplishment. EFO graduates possess an impressive credential when conference directors are selecting speakers. The Commission on Chief Fire Officer Designation emphasizes that its designees have documented experience educating and influencing firefighters and fire officers in structured and formal settings such as professional conferences and public forums.

The Executive Leadership course should consider offering a module on conference presentations that would provide information of the submission process, generic submission guidelines, review of conferences, and more.

Recruitment & learning retention

Nearly all, 98%, of the EFO respondents have encouraged others to submit applications to the program. There is no stronger validation of the EFO program's value to the fire service than virtually all of the respondents who graduated advocating their coworkers and peers accept the challenge and apply for admission.

A business card with the EFO's Web site and contact information should be developed and distributed to students and graduates to pass out when discussing the EFO program.

In addition, 65% or 105 EFO respondents pursued an additional college degree program after earning the EFO title. Fourty-four respondents pursued baccalaureate degrees, 56 pursued master degrees, three pursued doctoral degrees and two pursued other degree programs such as law.

The number of EFO graduates who pursued additional college degrees is quite impressive. One factor for their academic interest may have been the rigor, intensity and satisfaction from attending four years of the EFO program.

“After attending my first EFO course and learning of the educational achievements of my fellow EFO students, I was slightly embarrassed that I had not finished my four-year degree,” says Mooney. “I returned home and picked up my college studies that had been dormant for many years. I've finished my bs in fire science administration and have started a master of public administration program. The EFO program helped focus me on learning and studying.”

Finding value

Only 2% of the EFO respondents rated the EFO program as having low value; 19% rated the program as having medium value and 79% rated the program as having high value to their career accomplishments and fire service contributions. This research finding provides strong validation affirming the importance and contributions to the development of the nation's senior fire service leaders.

“The program has survived and thrived for many years because it builds fire service leaders,” says Dr. Ron Wakeham, a fire chief, EFO graduate, Harvard Fellow and EFO instructor. “EFO students enter the program already having achieved collectively many impressive career accomplishments. Their expertise and view of worldwide fire service issues is greatly enhanced through interacting with fellow students both in classroom activities and out-of-class settings.”

The level of career accomplishments and contributions reported by the survey's respondents offered a remarkable insight to their collective value and benefit to the fire service as change agents and change messengers. Fire officers seeking to enhance their career proficiencies and mobility are strongly encouraged to assess the EFO program's selection criteria and submit an application for admittance. Based on this study's findings, it'll be a most worthwhile experience.

The EFO program's Web site address is www.usfa.fema.gov/training/nfa/efop.

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Bill Lowe, EMT-P, MIFireE is a captain/shift supervisor with the Clayton County (Ga.) Fire Department. He has a doctorate in human resource management and has attended his final Executive Fire Officer course. The designation of EFO will be conveyed when his final applied research project is approved.

Alex Cohilas is fire chief of the Clayton County (Ga.) Fire Department, where he has worked for 30 years. He has extensive experience with company- and battalion-level line operations, and served as the president of the department's largest employee organization for more than 10 years.