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UNIVERSITY OF MARYLAND MARYLAND FIRE AND RESCUE INSTITUTE

fy2020-fy2025

STRATEGIC PLAN

CONTENTS Executive Summary

I. Customer-centered Strategic Planning Process

II. Organizational History

III. Fire Laws of Maryland

IV. Mission, Vision, and Value Statements

V. Identification of Critical Issues and Service Gaps

A. Accreditation Self-assessment

B. SWOT Analysis

C. Students, Partner Groups Evaluation Survey

VI. Summary of Critical Issues

VII. Major Goals and Objectives

Executive Summary In August 2019, Executive Director Michael Cox appointed a steering committee to embark on a new strategic planning process for the Maryland Fire and Rescue Institute (MFRI) at the University of Maryland.

This strategic plan will serve as a living document and blueprint to identify the critical challenges facing the organization now and for the foreseeable future. This plan is about innovation, new ideas, processes, change, and efficiency. The plan grew out of the affirmation of MFRIâ€™s mission and was based solely on the values and vision of its loyal and dedicated cadre of members in the organization. Through this process, MFRI has benchmarked itself against internationally accepted standards, while gathering critical input from its faculty, staff, instructors, students, and partner groups. As a result, the Institute has identified six targets to be pursued during the 2020-2025 fiscal years:

Executive Director Cox and the senior-level administrators envisioned this new process would be a multifaceted program where various types of information could be collected through numerous mediums so that the participation and representation from all stakeholders, customers, and partners could be included. With that in mind, the steering committee established the processes and boundaries that would be used in a customer-centered strategic planning process. MFRI is proud to present this plan and recognize the collective efforts of such a diverse and widereaching group of people.

1. Delivering an effective and efficient emergency services training system 2. Prioritizing the health and safety of all Institute members 3. Developing and maintaining facilities, equipment, and props; utilizing new technologies; and improving internal processes 4. Enhancing workforce and leadership development through training, education, and compensation to meet the needs of the Institute 5. Having a diverse workforce who communicates effectively and acts in a professional manner 6. Maintaining effective and proactive relationships with our customers.

I. The Customer-Centered Strategic Planning Process Today’s businesses and organizations face an ever-increasing challenge to provide more with less. Even with these challenges, all organizations must strive to meet the customers’ needs and expectations. MFRI is a forward-thinking and innovative organization whose past and present visions position it as a premier emergency services training organization locally, nationally, and internationally. To live up to this reputation, the Institute must continually address developing trends and needs within emergency services training. The Institute’s 2020 Strategic Plan is a means to achieve progressive change to ensure this vision is achieved. With any plan, proven methods of evaluation and analysis must be used to ensure adequate programs and funding priorities. The customer-centered strategic planning process is a planning model that focuses on customer service priorities and the establishment of realistic goals and objectives to ensure the effective and efficient delivery of our services to the state’s emergency services providers. A good strategic plan should: • Address critical performance issues • Address stakeholder and customer concerns • Create the right balance between what the organization is capable of doing versus what the organization would like to do • Cover a sufficient time period • Convey a desired future end state • Accommodate change • Establish a means of measuring progress MFRI's Strategic Plan represents the collective effort of administration, faculty, staff, students, instructors, and our emergency services partners.

II. Organizational History Founded in 1930 as the Fire College, the state’s fire service training program was part of the University of Maryland’s College of Engineering and offered “short courses” to the fire service until 1937 when the MFRI predecessor, the Fire Service Extension Department, began offering courses statewide. In 1975, the Maryland General Assembly passed legislation that created the Institute. This mandate expanded the role of the state’s emergency services training program to address specialized training, including industrial firefighting, disaster training, research and development, and the implementation and operation of regional training centers. MFRI is headquartered on the campus of the University of Maryland, College Park. In addition, there are six regional training centers and offices located in: Centreville, Cresaptown, Edgewood, La Plata, Mt. Airy, and Princess Anne. MFRI utilizes over 600 state-certified instructors serving as part-time faculty support and more than 65 full-time faculty and staff.

In fiscal year 2019, MFRI provided training to 34,878 students through 1,920 EMS, fire, rescue, hazardous materials, management, and other specialized programs, resulting in more than 849,000 student contact hours. MFRI works closely and in cooperation with local fire training academies at the county level as well as numerous other statewide emergency service organizations.

III. Fire Laws of Maryland - 13.103. Fire and Rescue Institute (a) Established – There is a Maryland Fire and Rescue Institute in the University of Maryland. (b) Director (1) The head of the Institute is the Executive Director. (2) The Executive Director: (i) Shall report directly to the President of the University of Maryland, College Park; and (ii) May adopt rules and regulations necessary to carry out this section. (c) Duties of Institute. – The Institute shall: (1) Provide classroom education and training for career and volunteer fire and rescue personnel, both at the Institute and throughout this State; (2) Cooperate with other agencies that provide training for fire and rescue personnel; (3) Train instructors; (4) Prepare or adopt materials for training fire and rescue personnel; (5) Develop new fire and rescue training techniques; (6) Develop and implement specialized courses in fire fighting, including industrial fire fighting; (7) Maintain statistics and records on fire and rescue education, training, and related matters; (8) Develop programs to inform the public about the tasks performed by fire and rescue personnel; (9) Establish guidelines for instructional material to school systems in the State concerning fire and rescue education; (10) Provide disaster training for fire and rescue personnel; and (11) Cooperate with the Maryland Institute for Emergency Medical Services Systems to provide basic training for rescue personnel and emergency medical technicians. (d) Funding. – The Institute shall have the funds provided in the State budget. (An. Code 1957, art. 77A 27AG-27AL; 1978, ch. 22 2; ch. 607; 1988, ch. 246 2; 1989, ch.5, 1; 1996, ch.10, 16; 1997, ch. 114, 1)

IV. Mission, Vision, and Value Statements 4

IV. Mission, Vision, and Value Statements

Vision Statement The Maryland Fire and Rescue Institute is and will continue to be a premier emergency services training and education organization by developing and delivering highquality training. MFRI will constantly evolve to address developing trends and needs in emergency services training.

Safety: Maintain strict safety standards to ensure the well-being of faculty, staff, students and instructors. Customer Success: Ensure customer success by actively motivating and supporting students through a quality education experience. Academic Excellence: Ensure all training courses are of the highest possible quality. Integrity: All members operate according to highest ethical principles. Professionalism: Ensure that all faculty, staff, and instructors conduct themselves professionally. Diversity and Equity: Ensure that services are equally available to all and that the diverse group of faculty, staff, instructors, and students are treated with respect and fairness. Responsibility: Be accountable to customers, both internal and external, for the services provided.

V. Identification of Critical Issues and Service Gaps In order to help determine what critical issues or service gaps may exist, MFRI implemented a three-phase process consisting of a self-assessment process, an employee and stakeholder review, and an evaluation survey of students and partner groups. A brief description of each of these processes can be found in the respective sections below:

A. Accreditation Self-assessment The self-assessment process is an evaluation to determine the current or baseline performance of an organization in comparison to the stated standards in the accreditation model. All agencies are graded on 10 different categories (i.e., administration, planning, operations, etc.) that include 45 criteria and 252 performance indicators. The self-assessment evaluation was conducted by the respective sections of the Institute. The results of this assessment were reviewed by the strategic planning steering workgroup during their retreat, which was held August 6-8, 2019. It was determined that the Institute failed to meet some criteria of the assessment. Actions identified as needing improvement include the following: • Document equipment acquisitions and replacements • Create a control system for tool and equipment inventory • Provide a written goal(s) statement of the EMS educational program that incorporates the Institute’s mission statement, COMAR, and the needs of the community • Develop a team building and team maintenance process • Record near-miss incidents and share this information with other organizations • Evaluate the completeness and quality of the risk management plan • Formulate up-to-date flow data of training facility hydrants • Develop a record management inventory that lists all of the forms used at the organization 6

B. SWOT Analysis A SWOT analysis is a method used to evaluate the strengths, weaknesses, opportunities, and threats involved in a project or business venture. It involves identifying the internal and external factors that are favorable and unfavorable to achieve the objective at hand. In order for an organization to improve and be successful, it is important that an organization knows what it does well, what needs to improve, and what opportunities are available where the organization can capitalize or forge new ground. The consideration of these items ensures that a strategic plan will be developed to maximize strengths, reduce or eliminate weaknesses, and seize new opportunities. The members of the Maryland Fire and Rescue Institute have worked to define these items and have utilized these views and perceptions to ensure success of the strategic planning process. The following are items mentioned during this process:

Strengths • • • • • •

• • • • • • • • • • • • •

Experienced and certified instructors Accreditation/certification process (MFSPQB) Affiliation with UMD and their resources Council of Academies/Relationships with stakeholders (MIEMSS, MSFA, MEMA, FEMA) Partnerships and relationships with CFSI and Congress members Name recognition and history, both within the state and nationally, and credibility among the fire, rescue, and EMS training community Facilities, external facilities, and equipment Invaluable leadership Uniform courses statewide Regional training centers and support staff Blended talent and knowledge of developers and SMEs Integration of SMEs with course design and testing Online transcripts available to students Available and affordable programs for students Availability of MFRI resources to students Adaptability (online courses) New technology utilized by course developers and innovative program development Diverse workforce Accommodating class schedules for student needs and organizational requirements

• • • • • • • • • • • •

Creativity PDI/continuing education Standardized testing Funding model Pay scale for instructors Safety program and records MICRB requirements Cadet program Secured funding through a restricted funding source Curriculum redevelopment Cost-effective training Institutional knowledge

Weaknesses • • • • • • • • • • • •

A perceived disconnect with coordinators and headquarters staff The mentality that “we’ve always done it this way” and a lack of “thinking outside the box” Lack of prescreening students for enrollment Territorial mindset of departments and sections The lack of using accurate data in decision-making processes that has been identified and reviewed Lack of updating support equipment on a continuous basis Not effectively monitoring academy agreement programs Lack of follow-through Lack of research and development improvements Lack of train-the-trainer integration Identification of funding sources for the purchase of new technology and equipment Failure to ensure that all appropriate instructors attend updates on new equipment and technologies

• • • • • • •

Failure to identify and implement new technologies Lack of uniform support from sponsoring agencies Lack of accountability of students Lack of pre-class training Lack of student certification advancements Low pass rate of students in the EMT program Lack of technology advancements to support students

• • •

Failure to plan for class revisions Not considering AHJ requirements in programs Curriculum and programs lacking input from providers and practitioners Current awareness hazmat class going above and beyond what the standard requires

• • • • •

Big class sizes (45 students in some classrooms) Behind the curve with emerging issues Lack of short courses Lack of ability to modularize training to meet the

•

needs of the customer Inability to reschedule class sessions based on weather or equipment needs of instruction

• • • • •

No flexibility to customize courses Lack of diversity in courses Lack of interaction in courses Lack of program portability Training not meeting local or state training needs even though appears to be developed to meet a standard and certification

• • • •

Lack of online classes Canned NAEMT courses – book issue Lack of SMEs in curriculum development Out-of-date testing process, test development, and testing security process

• • •

Aesthetically poor website Inability to retain high-quality instructors Lack of accountability from instructors on maintaining and handling equipment Lack of feedback to instructors when students drop out of a class Cancellation of classes because of lack of enrollment or instructor issues Little or no feedback or lack of action when instructors submit comments

• • • • • •

Inconsistent scheduling of instructors Lack of tracking instructors Inconsistent administrative scheduling, tracking, and ensuring qualified instructors

•

Failure to ensure instructors are up-to-date on topics Competent teachers (Coordinators mentality of just getting someone in the classroom)

• • • • • • • • •

Poor internal communication between managers/ coordinators, faculty, staff, and instructors Lack of community outreach Cumbersome travel reimbursement process Lack of exit interviews Lack of succession planning Poor employee recruitment and retention Difficult ProBoard qualification process Insufficient class time and hands-on time in courses such as Ropes

• • • •

Lack of using technology to our advantage Understaffed technology section Being reactive and not proactive Lack of dedicated research and development person

• •

Gap in historical preservation Failure of the development team to observe course instruction and application Failure of developers to observe courses being delivered in pilot

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Opportunities • • • • • • • • • • • • • • • • • • • • • • •

Get more MFRI personnel on NFPA committees Improve diversity of workforce Increase participation in research and development Expand partnerships and resources (such as other departments at UMD) Cultivate new relationships with elected officials Utilize UMD resources Partner with businesses, manufacturing entities, vendors, etc., we normally do not collaborate with Stay current with emerging issues (respond with seminars, training, and online courses for everyone) Develop and deliver flexible online training programs Utilize field instructors Develop new clients, and maintain and expand current client base Embrace technology Make education process efficient Promote the idea that we are one Institute Market the Institute externally Improve and utilize technology in the curriculum Explore short courses and seminars Create a user-friendly LMS Deliver flexible online training Enhance recruitment of instructors Investigate the possibility of conducting a municipal training academy Improve and enhance quality assurance Develop more online classes

Threats • • • • • • • • • • • • • • •

Lack of a risk management plan EMSOF funding Lack of effective communication NFPA standard qualification processes Competition from private vendor training Decline of volunteer firefighter participation National Registry of EMT enrollment declining Lack of people wanting to be lead instructors Retention of quality instructors Pay scale limitation of instructors Non-competitive payscale Difficulty attaining daytime instructors and classes Antiquated delivery methods Inability to keep up with advances in the field Institutional knowledge

C. Students, Partner Groups Evaluation Survey Nearly 3,308 students from the past five years participated in a survey conducted during a twomonth period in the spring of 2019. Members from the Maryland Institute for Emergency and Medical Services Systems, Maryland State Firemen’s Association, Maryland Fire Chiefs Association, and the Maryland Metropolitan Fire Chiefs Association also participated in the survey over a three-week period. The survey was cooperatively designed to gain the following information: • • • • • • • • •

Overall impression of MFRI as a training and education organization for emergency services Rating of MFRI’s customer service Specific questions relating to MFRI’s online and blended courses Accessibly of MFRI’s website and learning management system Rating of MFRI’s adequacy of providing tools and equipment utilized by classes attended Evaluation of the quality of MFRI’s training programs Impression of MFRI’s instructional and support staff Assessment of MFRI’s working relationship as a partner organization Evaluation of MFRI’s communication

1. Lack of training on emerging issues 2. Lack of expansion in program delivery options 3. Need to improve test development processes, delivery, storage, and security 4. Lack of employee and instructor accountability 5. Poor communication between managers 9

6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.

and coordinators and their staff and instructors Need to improve the data analysis process in decision-making Need to improve or update instructor development process Need to improve or refresh curriculum development processes Need to improve the scheduling and tracking of personnel and instructors Inadequate record management processes Inadequate website with poor navigation Need to improve employee retention, development, and compensation Failure to explore new technology Lack of a risk management plan Lack of an adequate and responsive customer service process Health and safety of employees, students, and instructors Need to improve the organizational structure

VII. Major Goals and Objectives Goal 1: Ensure the delivery of an effective and efficient emergency service training system.

1 . Research, develop, and deliver an electronic-based learning and testing system. 2 . Research, design, develop, and deliver all evaluations (student, instructor, pilot program) using Qualtrics. 3 . Ensure various reports are generated annually. 4 . Review and revise the current instructor recruitment selection and review process. 5 . Research, develop, and implement training programs using new technologies based on emerging issues facing emergency service providers. 6. Ensure an effective and efficient organizational structure to meet the needs of the Institute and its customers, as well as, being compliant with the national incident management system. 7 . Develop and deliver a new information sharing platform to disseminate or receive information from all levels of the Institute. 8 . Research and implement a new learning management system.

9. Design and adopt a web-based form process to replace paper forms. 10. Research, develop, and implement customer experience strategies based on best practices while incorporating the voice of the customer in all aspects of planning. Goal 2: Ensure the safety of all Institute members, including faculty, staff, students, and instructors, through effective work rules, policies, and procedures.

1. Plan, research, and develop a comprehensive risk management plan compliant with NFPA 1250. 2. Conduct an assessment of all MFRI facilities to ensure compliance to meet all standards and needed upgrades. 3. Establish and/or formalize a Quality Assurance/Quality Improvement Section. 4. Review current policies and procedures to ensure compliance with all laws, standards, and system policies as well as industry standards. G o a l 3: Ens ure org anizat ional succe s s by developing and maintaining all facilities, tools, equipment, and props; institute new technologies; and improve internal processes.

1. Research, implement, and update new equipment and technologies throughout the organization to ensure state-of-the-art training facilities. 2. Continue to address, document, and rectify all facilities maintenance issues. 3. Implement an organization-wide communication plan for effective communication and feedback at all levels. 4. Research and deliver a statewide, automated staffing program for faculty, staff, and instructors. 5. Research an inventory, equipment tracking and maintenance schedule program for all facilities, tools, equipment, vehicles, and trailers. 6. Ensure all regional staff are located in an

7. Research and investigate the feasibility of utilizing portable devices to provide training at regional training centers and fire stations. 8. Research and review available software for complaints and other concerns. 9. Ensure timely reviews of faculty and staff positions to ensure fulfillment of the sectionsâ€™ and Instituteâ€™s mission. 10. Consider using new technologies for group ~meetings. 11. Review, update, and refresh the website ~to provide easier navigation and user ~friendly customer service. Goal 4: Ensure effective workforce and leadership development through the appropriate training, education, and compensation to meet the needs of the Institute.

1. Ensure the appropriate development and delivery of various training programs to effectively prepare faculty, staff, and instructors to fulfill the mission of the Institute. 2. Investigate the feasibility of instituting an incentive/bonus program for instructors. 3. Complete a compensation and salary review study. 4. Require all faculty, staff, and instructors to complete an annual review of all MFRI rules, regulations, policies, and procedures. 5. Ensure the appropriate representation at national and state conferences and training venues for the purpose of educating and networking with peer groups from other emergency services training entities. Goal 5: Ensure and promote a diverse workforce of faculty, staff, and instructors who communicate effectively and act in a professional manner with the highest levels of integrity.

1. 2.

Develop and deliver marketing materials that showcase the diversity of MFRI. Continue to work with UMDâ€™s Office of Diversity and Inclusion to prevent all 10

3. 4.

5. 6.

Consider establishing a diversity w orkgroup to address recruitment, retention, and diversity issues at the Institute. Consider encouraging existing instructors to function as recruiters for new instructor candidates as well as other vacancies within the Institute. Develop a human dignity statement to govern all interactions within the Institute and the University. Make customer service an absolute priority in all contacts and encounters with our internal and external customers.

Goal 6: Ensure that the Institute maintains effective and proactive relationships with customers, stakeholders, partners, and others.

1. 2.

Develop and deliver a short marketing video about MFRI and its programs. Periodically conduct stakeholder analysis of our partners and student groups to strengthen strategic alliances and foster a culture of communication at all levels. Continue to maintain and enhance relationships with national and state fire service and EMS groups as well as elected and appointed officials. Continue to participate in programs and initiatives with other educational, research and emergency response organizations.

MFRI Strategic Planning Steering Committee Michael Baker Coordinator, MFRI Incident Command Simulation Center

Jack Beall Regional Coordinator, MFRI Southern Maryland Regional Training Center

Gary Kadolph

Christopher Biggs

Technician, MFRI North East Regional Training Center

Instructor, MFRI Advanced Life Support Section Allegany County Emergency Services

Dwayne Kitis

Derek Bowser Instructor, MFRI North East Regional Training Center Landsdowne VFD

Matt Briskey Instructor, MFRI Western Maryland Regional Training Center

Terrell Buckson Director, Office of Licensure and Certification Maryland Institute for Emergency Medical Services Systems

Ashley Collier Communications and Public Relations Specialist, MFRI Office of the Executive Director

Shane Darwick Instructor, MFRI North Central Regional Training Center Frederick County Division of Fire and Rescue Services

Timothy Delehanty Facilities Coordinator, MFRI Logisitical Support Section

William Smith Jr. Instructor, MFRI Southern Maryland Regional Training Center Maryland Fire Chiefs Association

Instructor, MFRI Western Maryland Regional Training Center MIEMSS Region I Administrator, Maryland Institute for Emergency Medical Services Systems

Karen Snyder

Benjamin Kurtz Trustee, Maryland State Firemen’s Association Jarrettsville VFD

Instructor, MFRI Upper Eastern Shore Regional Training Center Baltimore City Fire Department

Sheri Luck

Kimberly Udeh

Business Services Specialist, MFRI North Central Regional Training Center

Tristan Tricarico

Equity Administrator, MFRI Office of the Executive Director

Manager, MFRI Institute Development Section

Darl McBride Manager, MFRI Special Programs Section

Instructor, MFRI Lower Eastern Shore Regional Training Center

Kenneth Miller

Christian Wargo

David Van Gasbeck

Technician, MFRI Southern Maryland Regional Training Center Charles County Department of Emergency Services

Prince George’s County Fire/EMS Department Maryland Metropolitian Fire Chiefs Representative

George Morgan MFRI Instructor Trainer United States Fire Administration, National Fire Academy

Instructor, MFRI Upper Eastern Shore Regional Training Center Queen Anne’s County Department of Emergency Services

Joe Palmer

Audrey Williams

Scott Wheatley

Manager, MFRI Administrative Services Section

Rhonda Desper

Strategic Planning Committee Facilitator Executive Director, South Carolina State Firefighters Association

Business Services Specialist, MFRI Special Programs Section

Edward Rachinskas

Ashley Collier Communications and Public Relations Specialist, MFRI

Regional Coordinator, MFRI Western Maryland Regional Training Center

Instructor, MFRI North East Regional Training Center Baltimore County Fire Department Council of Academies Representative

Betty Jane Gannon

James Radcliffe

Todd Dyche

Manager, MFRI Advanced Life Support Section

Jimmy Gladwell

Instructor, MFRI Upper Eastern Shore Regional Training Center Quality Assurance/Quality Improvement Coordinator

ShaVon Diaz Editor, MFRI

Business Services Specialist, MFRI Upper Eastern Shore Regional Training Center

Instructor, MFRI Lower Eastern Shore Regional Training Center Salisbury Fire Department

EDITING

Karen Haje Special Projects Coordinator, MFRI

Charles Rogers

GRAPHIC DESIGN AND LAYOUT Ana Maizel Graphics and Marketing Project Manager, MFRI