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Link to general program information
Link to ATCFO Course Dates
Link to download registration information in MS Word format
Link to Instructor Information

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FIRE 1550: Leadership for the Chief Officer, 2 credits 32 hours

Course Goals
Course Objectives

1. Module 1  Concepts, Theories, and History of Leadership            
2. Module 2  Application of Leadership                               
3. Module 3  Core Values                                                   
4. Module 4  Group Dynamics and its Affect on Problem Solving 
5. Module 5  Concepts in Ethical Leadership
6. Module 6  Leadership Development and Practice
7. Module 7  Leading Transition
8. Module 8  Contemporary Leadership Issues

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Course Goal

The goal of the leadership class is to provide an educational experience that helps students recognize what effective leadership is, understand the differences between leadership styles, and develop the skills required to select the most appropriate style for them and the situation.

Course Objectives

Upon completion of this course, the students will be able to:

• Define, and associate the concepts, theories, and history of leadership to individual and organizational leadership issues;
  
• Construct a personal leadership development plan;
• Demonstrate applied leadership practices;
• Identify the three phases of leading change and develop an organizational change plan of action based on the three phases;
• Analyze a contemporary organizational or personal leadership issue and formulate a plan to effectively address the issue; and
• Demonstrate an ability to communicate effectively using a variety of communication formats.

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MODULE 1: CONCEPTS, THEORIES, AND HISTORY OF LEADERSHIP

Objective

After completing Module 1, the students will be able to lay the foundation for developing a personal philosophy of leadership and a personal development plan.

Prerequisites

Student should have read Leadership on the Line: Staying Alive Through the Dangers of Leadership prior to beginning Module 1.

References

California Community College Chancellor’s Office.

Heifetz, R. A,. and M. Linsky. Leadership on the Line:

Methodology

This module uses lecture and encourages discussion through small-and large-group activities.

NFPA 1021 Standards

Cross-Reference: 3-1, 3-2, 3-4, 4-1, 4-2, 4-4

Introduction

The first section in this module helps you identify those individuals you believe are the top ten leaders in history. Be prepared to provide examples of why you nominated them to the list and examples of the how they demonstrated their abilities to take responsibility and hold themselves accountable.

From here you embark on an activity to develop a list of leadership qualities and values that you determine to be essential for a leader. This look at qualities and values will help you identify the qualities and values you, as a leader, will want to exemplify. The next section of this module is an historical overview of leadership and is designed to provide you with a view of the theories of leadership and how they have evolved.

To finish, armed with the characteristics, accomplishments, and achievements from the “Top Ten Leaders in History” activity, and a list of leadership qualities and values, you will then map out the Knowledge, Skills, and Abilities (KSAs) needed to be an effective leader in the fire service. The list of KSAs you develop will be used as a job aid when you develop your personal development plan.

What is a Leader?

As a leader you are accountable for your leadership style and philosophy. What do you really know about your style or your personal leadership philosophy? Have you ever wondered what the leadership styles are and when each should be applied? If you have, or even if you have not, this section will be your starting point on a journey to develop your personal leadership philosophy. Through theactivities in this module you will look at leadership through the eyes of recognized leaders. This approach is taken because understanding whom you consider to be a leader and why will help you better understand what you need to do to become the leader you desire to be.

In Module 1, you will begin to formulate your own philosophy of leadership. This personal philosophy of leadership will be further developed in Module 2.

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MODULE 2: APPLICATION OF LEADERSHIP

Objective

After completing Module 2, the students will be able to compose a personal leadership philosophy that is based on their leadership styles and their organizational cultures.

Prerequisites

Students should have read Leadership on the Line: Staying Alive Through the Dangers of Leadership prior to beginning Module 2.

References

Bay, T. Look Within or Do Without. Franklin Lakes: Career, 2000.

California Community College Chancellor’s Office.
California Public Safety Leadership and Ethics
Program. Sacramento: California Community
College Chancellor’s Office, 2002.

Covey, S. R. Principle – Centered Leadership. New
York: Summit, 1991.

Daft, R. L. Leadership: Theories and Practices. New
York: Harcourt Brace, 1999.

Greenleaf, R. K. Servant Leadership: A Journey into
the Nature of Legitimate Power and Greatness.
Mahwah: Paulist, 1997.

Josepheson, Michael. “The Six Pillars of Character.”
Making Ethical Decisions. Josepheson’s
Institute of Ethics. 23 Aug. 2002
<http://www.josephsoninstitute.org/MED/MED-6pillars.htm>.

Kouzes, J. M., and B.Z. Posner. Credibility: How
Leaders Gain and Lose It, Why People Demand
It. San Francisco: Jossey-Bass, 1993.

Methodology

This module uses lecture and encourages discussion through small- and large-group activities.

NFPA 1021 Standards

Cross-Reference: 3-1, 3-2, 3-4, 4-1, 4-2, 4-4

Introduction

In the first session of Module 2, you will explore the effect of style on the ability of the leader to influence an organization. In the first activity, you will be asked to identify the most prevalent style in each group member’s organization, and what the effects of this style is on the organization. Next, you will explore the concept that leaders must be aware of themselves, as well as the roles they play. You will be asked to examine the concepts of leadership influence and the effect of organizational culture on leadership practices. From there, the concepts of leadership responsibility and self-accountability will be topics for discussions and activities. You will continue your discovery of leadership through the concepts of Stephen J. Covey’s concepts of Principled Centered Leadership and Michael Josepheson’s Pillars of Character.

The final activity of Module 2, will lead you into the process of leadership development and your personal leadership development plan. The activity is designed to show that the essence of gaining insight into leadership is to first explore what you see as your leadership philosophy.

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MODULE 3: CORE VALUES

Objective

After completing Module 3, the students will be able to articulate the need for congruity between personal values and organizational values and the organization’s explicit and implicit values.

Prerequisites

Student should have read Leadership on the Line: Staying Alive Through the Dangers of Leadership prior to beginning Module 3.

References

Argyris, C. Overcoming Organizational Defenses.
Englewood Cliffs: Prentice-Hall, 1990.

Blanchard, K. M., et. al. Management of
Organizational Behavior: Utilizing Human
Resources . 7th ed. Upper Saddle River: Prentice Hall, 1996.

California Community College Chancellor’s Office.
California Public Safety Leadership and Ethics
Program Sacramento: California Community
College Chancellor’s Office, 2002.

Daft, R. L. Leadership: Theories and Practices. New
York: Harcourt Brace, 1999.

Methodology

This module uses lecture and encourages discussion through small- and large-group activities.

NFPA 1021 Standards

Cross-Reference: 3-1, 3-2, 3-4, 4-1, 4-2, 4-4

Introduction

Module 3 begins by discussing the importance of communication for effective leadership, the barriers to communication, and methods to break down those barriers. The paper snowflake activity will illustrate how individuals working within the same organization will perceive the organization’s vision and values in many different ways and how these differing perceptions can add to the challenge of visionary leaders. The second session in Module 3 uses lecture and discussion to assess your personal core values through a values-sort activity. From here you will analyze the balance or unevenness between personal and organizational values and the implications on leadership.

Next, you will embark on a group activity where you will explore the external influences that affect an organization’s values. The activity is designed to help you gain an understanding of leadership influence and its effect on shaping new organizational values and sustaining existing values.

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MODULE 4: GROUP DYNAMICS AND ITS EFFECT ON PROBLEM-SOLVING

Objective

After completing Module 4, the student will be able to:

Prerequisites

Student should have read Leadership on the Line: Staying Alive Through the Dangers of Leadership prior to beginning Module 4

References

Argyris, C. Overcoming Organizational Defenses.
Englewood Cliffs: Prentice-Hall, 1990.

Bay, T. Look Within or Do Without. Franklin Lakes:
Career, 2000.

Blanchard, K. M., et. al. Management of
Organizational Behavior: Utilizing Human
Resources 7th ed. Upper Saddle River: Prentice
Hall, 1996.

California Community College Chancellor’s Office.
California Public Safety Leadership and Ethics
Program. Sacramento: California Community
College Chancellor’s Office, 2002.

Daft, R. L. Leadership: Theories and Practices. New
York: Harcourt Brace, 1999.

Greenleaf, R. K. Servant Leadership: A Journey into
the Nature of Legitimate Power and Greatness.
Mahwah: Paulist, 1997.

Kouzes, J. M., and B.Z. Posner. Credibility: How
Leaders Gain and Lose it, Why People Demand
It. San Francisco: Jossey-Bass, 1993.

---. The Leadership Challenge: How to Get
Extraordinary Things Done in Organizations.
San Francisco: Jossey-Bass, 1987.

Methodology

This module uses little lecture and encourages discussion through small- and large-group activities.

NFPA 1021 Standards

Cross-Reference: 3-1, 3-2, 3-4, 4-1, 4-2, 4-4

Introduction

Empowerment and delegation are the beginning topics for Module 4. In this section, you will participate in activities, lecture, and shared analysis of reading assignments from the text, Leadership on the Line, to explore the leadership aspects of empowering others and effective delegation. From empowerment and delegation you move to creative problem-solving. In this session, you will discuss creative-problem solving at both the individual and organizational level. Activity 4.2: Toxic Waste Dump is a small-group activity used to explore creative thinking. Through lecture and discussion, you will then address the elements for building relationships through trust, responsibility, accountability, modeling, communication, and the leader-follower relationship.

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MODULE 5: CONCEPTS IN ETHICAL LEADERSHIP

Objective

After completing Module 5, the students will be able to evaluate how a leader’s ethics impact the organization.

Prerequisites

Student should have read Leadership on the Line: Staying Alive Through the Dangers of Leadership prior to beginning Module 5.

References

Argyris, C. Overcoming Organizational Defenses.
Englewood Cliffs: Prentice-Hall, 1990.

Bay, T. Look Within or Do Without. Franklin Lakes:
Career, 2000.

Blanchard, K. M., et. al. Management of
Organizational Behavior: Utilizing Human
Resources 7th ed. Upper Saddle River: Prentice
Hall, 1996.

California Community College Chancellor’s Office.
California Public Safety Leadership and Ethics
Program. Sacramento: California Community
College Chancellor’s Office, 2002.

Daft, R. L. Leadership: Theories and Practices. New
York: Harcourt Brace, 1999.

Greenleaf, R. K. Servant Leadership: A Journey into
the Nature of Legitimate Power and Greatness.
Mahwah: Paulist, 1997.

Josephson, M. Making Ethical Decisions. Josephson
Institute of Ethics. 5 June 1996. 18 September2002.
<http://www.josephsoninstitute.org/MED/MED-intro+toc.htm>.

Kanungo, R. N., and M. Mendonca. The Ethical
Dimensions of Leadership (Sage Series in
Business Ethics). Thousand Oaks: Sage, 1996.

Kouzes, J. M., and B.Z. Posner. Credibility: How
Leaders Gain and Lose It, Why People Demand
It. San Francisco: Jossey-Bass, 1993.

---. The Leadership Challenge: How to Get
Extraordinary Things Done in Organizations.
San Francisco: Jossey-Bass, 1987.

Methodology

This module uses lecture and encourages discussion through small- and large-group activities.

NFPA 1021 Standards

Cross-Reference: 3-1, 3-2, 3-4, 4-1, 4-2, 4-4

Introduction

Module 5 provides you with the opportunity to explore personal leadership development needs and to apply concepts of ethical leadership. In these sessions, using lecture and discussion, you will gain an understanding of the basic concepts of ethical leadership. You will participate in analysis and application of the various models of ethical decision-making. This module concludes with small- and large-group discussions that will guide you through the critical-thinking process associated with ethical leadership.

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MODULE 6: LEADERSHIP DEVELOPMENT AND PRACTICE

Objective

After completing Module 6, the students will be able to identify their leadership knowledge, skills, and abilities (KSA) gaps and prepare personal leadership development plans with which to eliminate those gaps.

Prerequisites

Students should have read Leadership on the Line: Staying Alive Through the Dangers of Leadership prior to beginning Module 6

References

Argyris, C. Overcoming Organizational Defenses.
Englewood Cliffs: Prentice-Hall, 1990.

Bay, T. Look Within or Do Without. Franklin Lakes:
Career, 2000.

Blanchard, K. M., et. al.. Management of
Organizational Behavior: Utilizing Human
Resources. 7th ed. Upper Saddle River: Prentice
Hall, 1996.

California Community College Chancellor’s Office.
California Public Safety Leadership and Ethics
Program. Sacramento: California Community
College Chancellor’s Office, 2002.

Daft, R. L. Leadership: Theories and Practices. New
York: Harcourt Brace, 1999.

Greenleaf, R. K. Servant Leadership: A Journey into
the Nature of Legitimate Power and Greatness.
Mahwah: Paulist, 1997.

Kouzes, J. M., and B. Z. Posner, Credibility: How
Leaders Gain and Lose it, Why People Demand
It. San Francisco: Jossey-Bass, 1993.

---. The Leadership Challenge: How to Get
Extraordinary Things Done in Organizations. San
Francisco: Jossey-Bass, 1987.

Methodology

This module encourages discovery through small-group and individual activities.

NFPA 1021 Standards

Cross-Reference: 3-1, 3-2, 3-4, 4-1, 4-2, 4-4
 

Introduction

Prior to attending this module, you were sent a pre-course assignment instructing you to research one or two leadership issues you believe you did not successfully resolve. These case studies will be used in Module 6 to help you identify the gaps in your leadership KSAs. The small-group activity will provide you an opportunity to list and analyze further the leadership KSAs required to more successfully handle leadership issues. Said list will be used in the next activity, the Personal Leadership Development Plan. The Personal Leadership Development Plan is an individual activity during which you will complete a self-assessment of leadership KSAs and complete an action plan for personal leadership development to help you overcome areas in which you find yourself deficient. This individual activity brings focus to areas of need in your leadership development and leads to the establishment of a plan of action with which to ensure continued growth.

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MODULE 7: LEADING TRANSITIONS

Objective

After completing Module 7, the students will be able to:

Prerequisites

Required Text:
Heifetz, R. A. and M. Linsky. Leadership on the Line: Staying Alive Through the Dangers of Leadership. Boston: Harvard Business School, 2002.

Recommended Text:
Bridges, W. Managing Transitions – Making the Most of Change. Reading: Addison Wesley, 1991.

Pre-course Assignment

Your pre-course (module) assignment was to do the following:

References

Blanchard, K. M., et. al.. Management of
Organizational Behavior: Utilizing Human
Resources. 7th ed. Upper Saddle River: Prentice
Hall, 1996.

Bridges, W. Managing Transitions – Making the Most
of Change. Reading: Addison Wesley, 1991.

California Community College Chancellor’s Office.
California Public Safety Leadership and Ethics
Program. Sacramento: California Community
College Chancellor’s Office, 2002.

Daft, R. L. Leadership: Theories and Practices. New
York: Harcourt Brace, 1999.

Methodology

This module encourages discovery through small-and large-group activities.

NFPA 1021 Standards

Cross-Reference: 3-1, 3-2, 3-4, 4-1, 4-2, 4-4

Overview

In the first two sessions of Module 7, through lecture and dialogue, you will explore the issues of organizational change and gain an insight into the roles and tasks associated with leading in contrast to managing change. Through lecture and small- and large-group discussions, you will assess the various challenges, barriers, and influences that affect the implementation of organizational change. The first group activity provides an opportunity to apply the basic concepts of overcoming resistance to change to a given scenario.

The second group activity provides an opportunity to experience the dynamics of organizational change. Continuing with lecture and discussions, you will gain an understanding of William Bridges’ concepts and action steps of leading transitions. You will then select an organizational change issue, and using Bridges’ concepts, develop an action plan for leading the change.

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MODULE 8: CONTEMPORARY LEADERSHIP ISSUES

Objective

After completing Module 8, the students will have analyzed contemporary organizational or personal leadership issues, and participated in the formulation of plans to effectively address these issue.

Prerequisites

Module 8 is designed to be a culminating activity for the COTC leadership course and will best be completed if the students have attended the previous seven modules or have proven their abilities to perform the terminal objectives of the previous seven modules. These objectives are as follows:
• Module 1:Lay the foundation for developing a personal philosophy of leadership and a personal development
• Module 2: Explain and relate the concepts, theories, and history of leadership accountability and values to individual and organizational leadership issues;
• Module 3: Articulate the need for congruity between personal values and organizational values and the organization’s explicit and implicit values;
• Module 4: Experience the effects of disequilibria on group dynamics and use creativity in the problem-solving and decision-making process.
• Module 5: Evaluate how a leader’s ethics impact the organization;
• Module 6: Identify leadership knowledge, skills, and abilities (KSA) gaps and prepare personal leadership development plans with which to eliminate those gaps;
• Module 7: Describe the three phases of leading change and prepare organizational change plans of action by applying Bridges’ concepts and action steps of leading transitions.

References

Argyris, C. Overcoming Organizational Defenses.
Englewood Cliffs: Prentice-Hall, 1990.

Bay, T. Look Within or Do Without. Franklin Lakes:
Career, 2000.

Blanchard, K. M., et. al.. Management of
Organizational Behavior: Utilizing Human
Resources. 7th ed. Upper Saddle River: Prentice
Hall, 1996.

Bridges, W. Managing Transitions – Making the Most
of Change. Reading: Addison Wesley, 1991.

California Community College Chancellor’s Office.
California Public Safety Leadership and Ethics
Program. Sacramento: California Community
College Chancellor’s Office, 2002.

Covey, S. R. Principle – Centered Leadership. New
York: Summit, 1991.

Daft, R. L. Leadership: Theories and Practices. New
York: Harcourt Brace, 1999.

Greenleaf, R. K. Servant Leadership: A Journey into
the Nature of Legitimate Power and Greatness.
Mahwah: Paulist, 1997.

Heifetz, R. A. and M. Linsky. Leadership on the Line:
Staying Alive Through the Dangers of
Leadership. Boston: Harvard Business School,
2002.

Josepheson, M. “The Six Pillars of Character.”
Making Ethical Decisions. Josepheson’s
Institute of Ethics. 5 June 1996. 18 September 2002.
<http://www.josephsoninstitute.org/MED/MED-6pillars.htm>.

Kouzes, J. M., and B. Z. Posner, Credibility: How
Leaders Gain and Lose It, Why People Demand
It. San Francisco: Jossey-Bass, 1993.

---. The Leadership Challenge: How to Get
Extraordinary Things Done in Organizations.
San Francisco: Jossey-Bass, 1987.

Methodology

Through small-, medium-, and large-group activities, the students will relate leadership theories, concepts, and practices to contemporary issues through critical thinking, analysis, and discussion.

NFPA 1021 Standards

Cross-Reference: 3-1, 3-2, 3-4, 4-1, 4-2, 4-4

Overview

Prior to attending this module, you were sent a pre-course assignment asking you to research a leadership issue that you currently face in your organization. Your paper was to document the following:

With your contemporary issue in-hand, you will work within a small group to select a case study for the group to present to the medium-sized group. Once each small group has determined the case study it will present, the small groups will merge into medium-sized groups. The medium-sized group then selects the cases study to be representative of the group. This process should produce two to three cases for the large group to analyze. In the plenary session, the leader for each medium-sized group will present the group’s case study to the large group. The large group will ask questions, provide feedback, break down the case into its critical parts, objectively analyze each, and develop recommendations for the case study.