Needs Assessment

1. Needs Assessment Rich Llewellyn EDUC 533 Josh Fischer

2. Leadership Training at the Spokane Valley Fire Department • The Spokane Valley Fire Department (SVFD) has identified the need for leadership development training and has initiated a 10-month class using an expensive outside consultant • Developing and delivering an in-house leadership training program will save the department more than $20,000 per year

3. Servant Leadership in the Fire Service • Servant Leadership states that leaders lead best when their primary focus is serving others • This leadership paradigm has emerged in recent years as a subject of academic interest • Adoption of servant leadership principles in the private sector has created robust and resilient organizations (Kahl & Donelan, 2004) • Adoption of servant leadership will likely have a similar effect on public sector entities (Alimo-Metcalfe & Alban-Metcalfe, 2005)

4. The Model • Though any of the needs assessment models could be applied to this subject, the Innovation Needs Assessment Model is the most appropriate because: • Servant Leadership is a new concept for the SVFD • Servant Leadership in the fire service (public sector) has not been widely researched (Van Wort, 2003) • Appropriate instructional programs will need to be identified and adapted to the fire service • Appropriate support materials will need to be researched and purchased

5. Applying the 4A Model for Innovation (Morrison, 2010) • AIM – Develop in-house leadership training • ASSESS – Determine prior knowledge and develop instructional objectives • ACTIVATE – Develop the leadership training program • APPLY – Conduct the leadership training course

6. Instructional Needs • The curriculum for this program must be developed and tested • At SVFD this process typically involves a committee of stakeholders • Will involve consultation with subject matter experts • Review of instructional materials for inclusion in the course will include books, articles, audiovisual materials, etc. • Review will include questionnaires about material and discussion during meetings

7. Non-Instructional Needs • Personnel will need to be scheduled for time off during the scheduled class time • The Board of Fire Commissioners will need to be apprised of the training and likely approve any overtime cost involved • A selection process will need to be developed to determine which employees are invited to attend the course

8. Learning Environment • Classes will be coordinated by SVFD personnel and led by locally available guest lecturers and facilitators • Potential resources for guest lecturers include Leadership Spokane and faculty from Gonzaga University’s Department of Organizational Leadership • Though there is no existing curriculum for this course, curriculum development should be driven by the SVFD’s mission to deliver service with a “professionally trained, dedicated, and compassionate workforce.”

9. Learning Environment (cont.) • The classroom that is available for this program has standard instructional media technology available for the use of the instructor including computer, projector, Internet, DVD, and sound system • The classroom layout is flexible and may be adapted to any configuration necessary to optimize the learning opportunity • The classroom is readily available for use by SVFD programs and bears no marginal cost

10. Learning Environment (cont.) • This course will be organized by the SVFD’s Training Division which seeks to ensure that the SVFD personnel are trained to a level that meets or exceeds mandated requirements and voluntarily adopted standards • The Spokane Valley Fire Department serves three incorporated cities as well as adjoining unincorporated areas of Spokane County • Our citizens support our service delivery through assessed property tax, as well as a special maintenance and operations levy that requires periodic voter renewal • The SVFD strives to be an ethical steward of the public’s trust and money

11. Cultural Challenge • The leadership culture of the SVFD has historically been power-based • Power-based leadership relies on the ability of the leader to force or coerce followers to accomplish a task • This program will be challenged to change the institutional culture to an authority-based model • Authority-based leadership relies on the leader’s use of personal influence to get followers to willingly accomplish a task

12. The Learners • The potential students for this program are the approximately 175 employees of the Spokane Valley Fire Department • Both line (24 hour) and support (day shift) personnel • Students have 1 to 30 years experience with SVFD • Range in age between 25 and 65 • Students may have a range of experience and comfort with instructional technology

13. The Learners (cont.) • Students come from a diverse variety of backgrounds prior to employment at SVFD • Formal education ranges from high school diplomas to advanced degrees • Socioeconomic background represents the full spectrum of class categories • Students have a wide variety of ideas and preconceptions about leadership

14. References Alimo-Metcalfe, B., & Alban-Metcalfe, J. (2005). Leadership: Time for a new direction? Leadership, 1(1), 51-71. Kahl, J., & Donelan, T. (2004). Leading from the heart: Choosing to be a servant leader. Westlake, OH: Jack Kahl and Associates. Morrison, M. (2009, January 21). 4A model for innovation – aim, assess, activate, apply. Message posted to http://rapidbi.com/management/innovation-aim-assess-activate-apply-model/ Van Wort, M. (2003). Public-sector leadership theory: An assessment. Public Administration Review, 63(2), 214-228.