Q118 Full Course

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GENERAL INFORMATION ON THE COURSE

The Self-Study Course for Community Safety Educators is designed for current fire and
life safety educators as well as those who would like to do safety education. This course
is designed to make your job as a community safety educator more clear by focusing on
key topics or points.

This course does not teach you "how to teach" safety education in the community, It
teaches you how to do a better job of planning, implementing, and evaluating safety
programs, particularly in working with various people in your organization and within
your community.

For those of you who are new to community safety education, this course is ideal in
helping you "get your feet off the ground." The self-study course will help you
understand some of the basic concepts about how to get started with your organization's
community safety education programs. It also will assist you with some tips and
techniques on a variety of topics, such as methods for locating partners to assist with
community education or techniques for locating resources for your safety programs. As a
new educator, this program will be easy reading and enjoyable, yet thought-provoking.

The target audience of this course includes everyone from suppression personnel who
have been recently assigned to do some community safety work to inspectors in a small-
town career fire department who have been given a community program to deliver.
Volunteers in small departments who serve on a local prevention committee are also ideal
students. Others of you may decide that you would like to use this course to move into
the field of community safety education.

This course is simple. It contains an easy-to-read text with a variety of thought-
provoking questions, activities, techniques, examples, illustrations, and even traps to
watch for. As a self-study student, you must decide how many of these activities you will
do on your own. Obviously, the more activities you are able to complete in your own or
in connection with your job as a community safety educator, the better you will be able to
understand and apply the course concepts.

We encourage you to take advantage of as many of these suggestions as your time
permits. You will notice that the column on the left side of many pages contains a variety
of activities such as tips, to-do lists, traps to watch for, and numerous other examples and
illustrations. These helpful hints and activities are for your use in understanding or
applying the key points of the program only. The National Fire Academy (NFA) will not
be collecting your work in these areas.

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HOW TO TAKE THIS COURSE

If you have done independent study before, you know that the best way to benefit from a
course like this is to take it in digestible installments. These might be even smaller than
one unit at a time. It all depends on your study habits, level of concentration, and the
time you have available to do this. Educators who promote independent study agree that
on should not try to complete a course like this in just two or three sittings.

This self-study course may be different from others you have taken. The instructional
designers who worked on it have embedded in the text periodic learning activities that
encourage you to pause in your reading, think about what you have just read, and try to
apply it to your job situation. These are an attempt to help you make the text come alive
and have a deeper meaning for you.

These activities appear in boxes and are called "To Do (optional)." It is impossible to
miss them. The authors of this course hope you will not skip over them and just read the
text. You can probably do this and still pass the final exam, but you will miss the
tremendous personal benefit these activities offer.

Don't rush through the activities just to complete them. Think about them. Take all the
time you need, since you are not working against the clock. The more time you invest in
them, the richer the learning experience will be.

Most of the activities do not have a right or wrong answer. They are probes to help you
apply the content to your situation, so no one will check your answers for correctness. If
you are so inclined, however, you can always share your responses with a more
experienced officer who can give you feedback.

Other suggested application activities are included at the end of each unit. The authors
hope you will take the time to complete at least one of these. Like the ones embedded in
the text, these take you "beyond" the text into the work-a-day world where you will be
able to use the course information.

The Academy wants everyone who completes the course satisfactorily to receive a NFA
Certificate. To make this happen, you need to follow directions on the Web site for
enrolling and completing course requirements.

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YOUR COMMENTS AND SUGGESTIONS ARE WELCOME

The Academy welcomes your comments or suggestions once you complete the course,
because we hope to produce more self-study courses like this one, taking advantage of
the Internet.

You can send your written comments to:

Training Specialist
Self-Study Course for Community Safety Educators
National Fire Academy
16825 South Seton Ave.
Emmitsburg, MD 21727-8998

Or you can e-mail them to:

gerry.bassett@fema.gov

Have a great learning experience!

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AFTER TAKING THIS COURSE
The NFA has several community safety education courses offered both in the field and at
its residential campus in Emmitsburg, Maryland. After you complete this self-study
course you are encouraged to take one or more of these courses. These courses include

Presenting Effective Public Education Programs
Developing Fire and Life Safety Strategies
Community Education Leadership (two week and VIP one week)
Discovering the Road to High-Risk Audiences

Dates and locations of these courses can be found in the NFA catalog. All course
information in the catalog can be found at the United States Fire Administration's
(USFA's) Internet home page at http://www.usfa.fema.gov/nfa/

COURSE AS JOB AID

This package makes an excellent job aid. We encourage you to use this package as a job
aid as part of your regular assignment as a community safety educator. This package
provides you with excellent key points, reminders, and even has ideas for you to use after
key meetings, during program evaluations, or during any part of the whole process.

You still are encouraged to take this self-study course even if you already have taken one
or more of the NFA's safety education classes, or you are an experienced community
educator.

Good luck in the course and best wishes for a safe community!

Unit 1 Page 1
UNIT ONE: OVERVIEW
Skills
Create an awareness program for the internal
organization so that all members are informed of the role
of fire and life safety education in the community and the
organization.

Explain current status of injury prevention
education nationally.
Explain education and its future potential for the
life safety educator.
Explain the role of the educator as a change agent
and as a catalyst in the organization and
community.
Introduction
So, you've decided to take the leap and develop a community safety education program
for your community. Congratulations! By taking this course, you've set out on an
exciting adventure that ultimately will have a positive impact on you, your organization,
and your community. Will it be easy? Probably not. In fact, it will require commitment
and tenacity, dedication and patience. In the end, it will be worth it because you will
have been the catalyst for making your community a safer place to live.

This unit begins with an overview of community safety education and how it applies to
you, your organization, and your community. By the end of this unit, you will have
created a personal vision statement for what you want to achieve from this course. Along
the way, you also will have developed an understanding of some important concepts
about community safety education.
Unit Objectives
After completing this unit, you will be able to:
Explain the role of the fire and life-safety educator within the organization and
community.
Explain the integrated approach to prevention using education, enforcement, and
engineering (the "3 E's").
Explain the concept of community-based fire and life-safety education.
Summarize the personal, organizational, and community benefits to implementing
a community-based fire and life-safety program.
Create a personal vision statement that describes your goals for this course.

________________________________________________________________________
________________________________________________________________________

________________________________________________________________________

Unit 1 Page 2
The following form is provided as an interactive form for you to complete, but the NFA
will not collect your work in this area.
To do (optional)
What does the term "community safety education" mean to you?
What is life safety education?
You may have said that community safety education is the task of teaching people how to
prevent fires and burns. And you're right. But it is much more than simply teaching
about fire prevention. It involves changing the way people act. Community safety
education should convince people to act safely with regard to fire and injury prevention.

Community safety education also is about other safety issues. More and more, today's
fire departments are providing medical services to the community. With the expansion in
services, there is a corresponding expansion in risks that are of concern to the fire
department.

For example, the fire department provides care for people injured in bicycle incidents. If
these bicycle incidents can be prevented, then the fire department's community safety
education program can be expanded to address bicycle safety. This takes community
safety education beyond fire safety to injury prevention, or life safety. Life safety deals
with a broad scope of safety issues including, but not limited to, fires, burns, drownings,
and falls. In short, the focus of community safety education today is the prevention of
fires and injuries and the promotion of life safety in the community.
Think About It
What kinds of services does your fire department
provide?
What types are more common?
Is this different than it was in the past?
Unit 2: Identifying Fire and Injury Problems, will lead
you through the process of identifying the fire and injury
problems of highest priority in your community.

Unit 1 Page 3
Tip
National resources:
National Fire Protection Association (NFPA)
American Public Health Association
American Red Cross (ARC)
National Safety Council
National Safe Kids
Consumer Product Safety Commission
For a Safer America Coalition
National Highway Traffic Safety Administration
(NHTSA)
National Consumers League
Getting Started
The hard part, as you probably know by now, is getting a community safety education
program started to address the problems. Unfortunately, there are many challenges to
starting a successful community safety education program. Those challenges may
include a shortage of resources in your department. You may not have anyone in the
department who has been trained to develop a program. Perhaps you don't know what
the problem is in the community; maybe the department has never had a program or has
focused only on public relations.

On a national level there are organizations that provide resources, but there are probably
resources in your own community. Take a moment to think about what these might be.

To do (optional)
List three or four similar local resources in your own community.

While you must overcome all of these challenges, they don't have to be roadblocks that
prevent you from starting a successful program. Even though you may feel alone in this

Unit 1 Page 4
task, there are people in your community who can help. Remember, too, that there are
people in fire departments all over the country who have been in your shoes and have
developed successful programs.
Think About
Consider your department and your community:
Is there a sense of community involvement in
community safety education?
What level of commitment has your department
made to community safety education?
What is the attitude of the other people in your
organization towards fire safety and injury
prevention education?

If you don't have enough information to answer the
questions listed above, take time to meet with the chief
and other leaders of the organization. It is important that
you have a good sense of how your department and the
community view community safety education.
Questions for the chief
Is the department prepared to make a long-term commitment to community
change?
Does the department have the resources and time to oversee one or more
programs?
Are we willing to work cooperatively with other agencies toward a common
injury and fire reduction concern?
Tip
Many sections of this course will require you to do
research, including interviewing others in your
organization and in the community. Although it is
important to learn from their experiences and training, it
is equally important that you look beyond your
organization.

Unit 1 Page 5
To do (optional)

Identify community members you know who have experience in such areas as injury
prevention education, coalition building, etc.

Keys to Success

The most successful community safety education programs share five common elements.
These elements may look different in each community, but they always are present. It is
important for you to develop an understanding of the elements so that you can build them
into your program from the beginning.

Five elements of a successful program

Focus on one fire or injury issue at a time.
Involve the community in the solution.
Engage the target audiences in the learning process.
Design the program to meet the characteristics and needs of the target audiences.
Use multiple approaches in the solution.

Unit 1 Page 6
Traps

Trying to tackle too many injury problems at once
spreads resources too thin.

SOLUTION: Focus on the most serious problem.

Focus on one fire or injury issue at a time

In the past, it was common for one organization to attempt to tackle many different fire
and injury problems. A department might have separate programs for home fire safety,
bike safety, drowning prevention, etc. This approach required the allotment of limited
resources to many different programs, reducing the effectiveness of all the programs.

Successful programs identify the most serious problem and put their resources towards
solving that problem. This approach requires careful analysis of a community's fire and
injury problem. The result is a focused, planned approach to solving one problem at a
time. This focus produces results, reducing fire and injury problems. It also makes better
use of the valuable resources of the organization.

You may have the resources to work on more than one issue if you combine your efforts
with others working on similar issues.


To do (optional)

Another key to learning through this type of process is analysis of current programs.
When a new concept is introduced, take time to consider how it applies to you and your
organization:

Is your organization already applying the concept? Yes No

If not, what will it take to apply the concept?
______________________________________________________________________

Is another organization in the community applying the concept? Yes No

If so, how?

______________________________________________________________________

______________________________________________________________________
Unit 1 Page 7
What can be learned from that organization?

Use this technique with the five elements of successful programs. Put your organization
and community to the test. Are the elements being applied in community safety
education? If so, how? If not, think about how it can be done as you progress through
the course. Your thinking should be preparing you for future units.
Do some research to see if other organizations are involved in similar activities.
Involve the community in the solution
As mentioned before, the approach in the past was for an organization to work on many
problems at once. This usually meant working alone. The common attitude was, "Why
do we need others? We can get the job done without anyone's help!" Unfortunately, this
approach was not effective. In fact, in some instances it was detrimental to the overall
effort of reducing fires and injuries.

A better approach is to build partnerships with other organizations in the community with
an interest in the issue. For example, there are probably several organizations in your
community with an interest in fire safety education--the American Red Cross (ARC),
insurance agents, the Shriners, veterans groups, Scouts, and local schools, for example.

By building partnerships, you bring the resources of many organizations to bear on the
problem. This provides more effective use of resources and greatly improves the chances
of success. Remember that any fire-safety and injury prevention effort can use all the
wisdom possible. Partnerships bring together people with experience and wisdom that
can be applied to developing feasible solutions.

Tip
How do you involve the population affected by the
problem? You get out there and talk to them. There will
be more about this process later in the course.

This involvement means reaching out to those who are affected by the problems and
getting their input. In other words, it means gaining the involvement of people who are
experiencing fires and injuries. This group has the strongest interest in creating
successful solutions to the problem.

Unit 1 Page 8

To do (optional)

Return to the list on page 1-7. For each local organization you named, now state each
one's potential contribution to a fire and life-safety program.

1.
__________________________________________________________________ __ __

2.
__ __
___

3.
__
__
___
___

_
_
________________________________________________________________
________________________________________________________________
4.
_
_
_________________________________________________________________
__________________________________________________________________

___
___

5.
___________________________________________________________________
___________________________________________________________________
___

Engage the target audience in the learning process

A target audience is a group that is the focus of the education effort. The target audience
may be those people directly affected by fire or injury (the parents of young children
involved in playing with matches or lighters), or it may be a group that can influence
those affected by fire. For example, in some situations the group with the greatest ability
to educate children might be schoolteachers. In any case, effective programs get the
target audiences actively involved in the learning process.

Unit 1 Page 9
What does this mean in practical terms? First, it means that a successful program is more
than brochures, flyers, and public service announcements (PSA's).

Successful programs are about people working with people--firefighters providing classes
to young children, talking about home safety with senior citizens at a community center,
or going door-to-door providing no-cost home safety inspections. This approach uses
sound educational principles to convince people to act safely.

Traps

Brochures and PSA's are not a cure-all. Measure success in
the amount of change, not the number of announcements.

Before you begin to think that tools such as brochures and PSA's don't have a place in
community safety education, be assured that they do. However, they are tools used by
educators to assist in the educational process. Education still involves a teacher
interacting with a learner. Remember, successful programs change behavior or
awareness!

Design the program to meet the characteristics and needs of the target
audiences

This element focuses on engaging the target audience in the learning process.
Knowledge of the target audience is essential to designing programs based on the
audience's needs and characteristics. This may seem like common sense. The "one-size-
fits-all" approach to community safety education won't work for one simple reason: fire
and injury problems and their solutions are as diverse as our country itself.

Think about the problem of child fireplay. While the same problem exists in both a large
city like New York City and the rural areas of Colorado, the people and environments are
quite different. Would you use the same approach with the groups in Colorado and in
New York City? Of course not! Why? Because they are different people with different
cultures, different experiences, and different ways of communicating.

Successful programs look at each target audience and identify unique characteristics.

How do the members communicate?
How does the culture affect the problem?
How is learning affected by culture?
What is its ability to implement solutions?

All of these questions must be answered before a program is developed.

Unit 1 Page 10
As mentioned previously, this requires you to get out and do some research on the target
audience. This is another area where community partnerships are invaluable. There is
probably a community organization or agency that knows about the target audiences and
can provide the needed information. In any case, you are going to have to learn about the
needs and characteristics of the target audiences if your program is going to be
successful.


To do (optional)

There has been a rash of cooking fires in senior citizen apartments. You have decided to
launch a campaign to deal with this problem.

1. How much do you know about senior citizens in your community? Name a few
characteristics of this group.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Where would you go to find out more about this group and its traits?
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. List specific ways to engage this group in solving its own problem.

________________________________________________________________
________________________________________________________________
________________________________________________________________

Traps

Do not assume you know anything about a group until
you have talked with some members.

Unit 1 Page 11
Use multiple approaches in the solution

The most successful programs use multiple approaches. For example, a successful
community safety education program to address careless cooking fires might offer
presentations by firefighters to the target audience; enact a smoke alarm ordinance to
ensure all homes have working smoke alarms, and work with local contractors to design
fire-safe kitchens in homes and apartments. Let's look at each component in this
solution.

The first component is the use of firefighters to educate the target audiences about safe
cooking methods. This is an educational approach.

The second component is the enactment of a code that requires the installation of smoke
alarms in homes and apartments. Using legislation to assist in creating a fire-safe
environment is an enforcement approach.

Finally, the third component involves changing the design of the kitchen to enhance the
fire safety of the cooking area. This is an engineering approach.

These three approaches--education, enforcement, and engineering--are known
collectively as the "3 E's." Successful programs consider the integration of all three
approaches into the solution of the problem. In some cases, not all three are feasible, but
they are considered when developing solutions to community fire and injury problems.
The interconnected relationships between them are illustrated in Figure 1.

Unit 1 Page 12
How effective can each approach be? Consider seatbelts. Before State laws requiring
seatbelt usage were enacted, seatbelts were used approximately 17 percent of the time on
a voluntary basis. This was low considering the publicity devoted to the need to wear
seatbelts. Following the adoption of laws requiring seatbelt usage, compliance rose to
more than 60 percent, simply because people wanted to obey the law.

Consider engineering. How many homes now are protected by smoke alarms as a result
of the availability of inexpensive detectors? Smoke alarms are a product of fire
protection engineering. The result is that hundreds, possibly thousands, of lives have
been saved by this early notification device.

Consider education. How many lives have been saved and injuries prevented as a result
of effective education campaigns by such organizations as the National Fire Protection
Association (NFPA), the ARC, and the Ad Council? These education efforts changed
people's attitudes and behaviors about safety.

A final thought about using the "3 E's" together. Both engineering and enforcement
approaches must be accompanied by an education component to be effective. Consider
the placement and maintenance of smoke alarms in single-family homes. While it might
be an engineering solution, the alarms must be maintained. This requires educating the
resident on proper maintenance methods, including testing the alarm and changing the
battery. In short, technology and laws must be accompanied by changes in human
behavior and attitudes to be as effective as possible.

Finally, there may be multiple components within each overall approach. For example,
an educational approach to a fire problem might include

An instructional component that uses firefighters to make presentations;
Articles in the local newspaper to raise awareness of the problem; and
PSA's on local radio stations that identify the proper behaviors to prevent the
problem.

The same is true for engineering and enforcement approaches. Each may have multiple
components. The moral of this story is that the more methods used to attack the problem,
the greater the likelihood that the problem will be solved.

Benefits of community education

Developing and implementing fire safety and injury prevention safety education
programs benefits not only the community, but also the individual and the organization.

Let's look at the benefits to the individual involved in community safety education.
When a person within an organization takes responsibility for starting a program, it
provides a focus for that person. The person becomes an advocate not only for the
program, but also for fire and life safety in general. This directed commitment brings
feelings of both personal and professional satisfaction, knowing that the hard work is

Unit 1 Page 13
making a difference in people's lives. There is also great satisfaction in being part of a
larger team that is working in the community.

One benefit for the organization is that it is driven to become more community oriented.
This is a natural consequence of becoming an active partner with other community
organizations. In addition, the organization begins to focus on prevention as well as
response. This change in service provides a tangible, measurable reduction in fires and
injuries. In short, the organization is better able to meet its mission--a mission of saving
lives and protecting property.

Finally, the community develops a responsibility for the wellness and safety of its
citizens. This will be new to many communities. A partnership approach maximizes the
resources in the community. Instead of many organizations providing many different
programs, often with conflicting messages, the organizations are partners working toward
the same goal. This creates a community sense of purpose towards eliminating the fire
and injury problem.

Vision Statement

The term "vision statement" is used widely today in government and the private sector.
But what is a vision statement? A vision statement is simply a written expression of the
future. The vision statement articulates your picture of what tomorrow can and will be as
a result of your community safety education program. It is important to understand that
every community safety education program needs a vision statement, especially in the
beginning.

The purpose of the vision statement is to identify clearly the result of the program at
some point in the future. In other words, it paints a picture of what the community will
be like as a result of the community safety education program. This picture provides a
clear target to work towards and communicates the importance of the program to others.
It is used in planning and in the establishment of goals and objectives. In a real sense, it
is the reason for the project.

Vision statements are easy to write. The statement should describe in general terms the
result of the program at the end of a specified time. Think about Dr. Martin Luther
King, J r.'s great vision statement that began, "I have a dream." Dr. King clearly
described his vision of the future. That vision then became the target of new programs.

A vision statement for a community safety education program might be

At the end of the program, there will be a strong community partnership
that has implemented an effective educational effort to reduce the number
of fires started by children playing with matches. The program will have
reduced the number of such fires by 50 percent.

You need to create a vision statement for this project. What is it you want to have at the
end of the project? A new program? Community unity on fire and injury prevention

Unit 1 Page 14
education? The elimination of a certain problem? Before continuing, give thought to
your vision, to what it is you want to accomplish with this project. If you need to, talk it
over with your chief and others in the community. Your vision needs to be their vision if
they are to be your partners. You must all have the same goal.

When you are ready, complete the next learning activity. Then share your vision
statement with others and get their feedback. Is it easy to understand? Is it achievable?
Does it make them want to participate? If not, try again.

To do (Optional)
Step 1: The purpose of this learning activity is to create a personal vision statement for
this project. In the space below, draft your vision statement. The statement should:
Describe clearly the future as a result of the project;
Be easy to understand and articulate to others;
Be concise; and
Inform others of the potential of the project.
Step 2: Solicit feedback from others.
Is the vision statement easy to understand?
Is it achievable?
Does it make them want to participate?
Step 3: If necessary, rewrite the vision statement after you have sought others' feedback.
Once it is done, put it in a place where you will see it often. The vision statement should
be on your mind whenever you are working on the project.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Unit 1 Page 15
The Future Of Community Safety Education

What is the future of community safety education? In short, community safety education
has a fantastic future! There are many things happening in society today, and predicted
for the future, that will place a greater emphasis on programs designed to prevent fire and
injuries.

First, there are fewer and fewer resources available for response. Responding to
emergencies can be a very expensive venture. It costs less and requires fewer resources
to prevent fires and injuries than to respond to them.

This is even truer for injuries. For example, consider that in this country, 1 out of every 4
children under the age of 14 will require medical attention for a preventable injury. All
of these injuries carry a high cost, especially those that require hospitalization and
rehabilitation. A single emergency room visit can cost more than $1,000; a life-long
disability from a closed-head injury can cost hundreds of thousands of dollars.

A similar trend toward prevention is growing among insurance companies that provide
fire insurance. Insurance company personnel realize that their investments in fire safety
education programs can reduce the frequency and severity of fires.

Fewer, less severe fires result in lower insurance losses. Again, most of the effort is in
the form of local and regional education programs.

The current trends strongly support developing and implementing effective community
safety education programs--programs that create appropriate attitudes towards safety and
ultimately change behaviors. The programs will target specific problems in each
community. The success of these programs will be measured in their ability to reduce
fires and injuries. Certainly, programs will be evaluated to ensure effective use of the
resources assigned to them.

Summary

Fire and life-safety/community safety education is an effective tool for reducing fires and
injuries in a community. Community safety education is based on the development of
partnerships in each community. These partnerships focus on the most pressing problem
facing the community. Educational programs are designed to meet the specific needs and
characteristics of those afflicted by the fire or injury problem. The educational programs
use multiple approaches in the overall solution. The programs are a result of a process, a
step-by-step plan resulting in success.

You have a very important role in this process, the role of leader. You and your
organization have made a commitment to developing and implementing a community
safety education program. Your program will be based on the specific needs of your
community--its unique fire or injury problem. This course will lead you step-by-step

Unit 1 Page 16
through the development process. You will be following a process that has been proved
successful in many previous programs, programs that have made a positive difference in
a community through the reduction in frequency and/or severity of fires and injuries.

While this course provides you guidance, it will be you and your community partners
who begin the process. It will not be simple. It will take time and an investment by you,
your organization, and your community. The fire and injury problems are your
community's; the solutions also will be the community's.

Good luck to you as you start on the project. When it is difficult, remain motivated by
knowing that many others have been where you are, and they have been successful.
Their success was due to their commitment to making their community a safer place--the
same commitment you have just made.

Unit 2 - Page 1
UNIT TWO: IDENTIFYING FIRE AND INJURY PROBLEMS
Skills
Establish public life safety education program priorities,
given relevant local loss and injury data. Perform
systematic data collection and analysis.
Introduction
Let the "program planning process" begin! Getting to know your community, its people,
and the existing risk factors for fire and injury can help you to identify priority needs and
target audiences for your community safety education program. This is the first and most
critical step in a successful program plan.

Prepare to spend some time using your investigative skills to collect existing information
as it relates to fires, burns, drownings, falls, etc., and exploring potential risk possibilities.
Your personal perceptions about the fire and injury problems that exist in your
community and who is involved may be very accurate. Using some extra time now to
collect information will validate your program focus and certainly pay off in gaining
needed support for your proposed efforts. However, through this process of community
analysis, you may discover other, more urgent areas of need to address initially with your
community safety education programs and resources.

In the past, community safety education efforts concentrated solely on fire-related issues
and used a "shotgun" approach in selecting problem areas to address. Through statistical
information and professional experience, fire departments and community educators have
recognized the need for a broader and more systematic analytical approach to injury
prevention, including fire and burn-related problems.

Unit 2 - Page 2
The activities in this unit will help you to identify priority fire and life-safety problems,
concerns, and target audiences to address through the development of a community
profile. Using this profile, you will be able to make a decision based on facts and
develop a problem statement that will be the target outcome that guides and provides
clear direction for all future steps in the planning process.

Unit Objectives
Use a community analysis process to identify community demographics and
characteristics of various cultures in your community.
Use a community analysis process to identify your community's fire and injury
problems, the associated target audience, and the socioeconomic effects of the
problem on the community.
Describe the public's perception of the identified fire and injury problems in
affected areas.
Identify pertinent factors of your community's political climate that could
influence program planning or implementation.
Create a baseline community profile that can be used during the planning of your
community fire or life safety program.

Unit 2 - Page 3
To do (optional)
In your opinion, what are the five leading causes of childhood death in your community
(e.g., falls, residential fires, drowning, etc.)?

Community analysis in community safety education
What is a community analysis?
A community analysis is a process that breaks down elements and characteristics about
your community to give you greater insight into real or potential fire and life safety
problems and the people affected by these situations. Analysis is the first step in
selecting the fire or injury problem to address and in developing an effective community
safety education program. Analysis is a planned process that must be ongoing because
people and situations change constantly.

The study of human populations and their environments is called demography.
Traps
If you do not contact your local or State health
department, in this case, to verify your opinions, you
may be making incorrect and dangerous assumptions.
Benefits of analysis
There are many benefits to conducting an analysis of your community--the most
significant of which is helping to achieve your program outcome objective or the desired
result of your program efforts. Other benefits of community analysis:
Produces objective information on injury causes and the magnitude of the
problem.
Identifies characteristics of a target audience.
Breaks the fire or injury problem into an understandable sequence of events.
Identifies the resources needed to develop an effective program or presentation.

Unit 2 - Page 4
Identifies the resources, support agencies, and systems available to the community
educator to assist with the program.
Helps the community educator maximize resources by targeting specific resources
to specific needs.
Assists the community educator and other management personnel in making
effective decisions.

Limitations of analysis

Analysis has some limitations, as does any other process. The process itself must be
planned, and that requires planning time. You must determine what information you
need, where and how to gather it, etc. If you do not spend time planning the process
before you begin, it may not provide the information you need. It also may provide
inaccurate information or prove to be an inefficient use of your time in unsuccessful
attempts to meet with people or obtain documents.

Another consideration includes information that may require decoding before it can be
used. Reporting forms used by various agencies (public health departments, hospitals,
etc.) can be complicated and require assistance for interpreting how the information could
be used in your prevention program. Take time to discuss the information with the
agency representative from which you receive the information. He/She can help you to
gain the information you need for your project.

Tip

The key to the process of analysis, especially if this is a
new experience for you, is your ability to seek out the
assistance of others in the community for some guidance.
Assistance can be provided through contacting a number
of professionals, including

health department officials;
city or county planners;
Department of Social Services;
teachers at local schools or colleges;
local library personnel; and
hospital personnel.

Unit 2 - Page 5
Tip
Use an enlarged laminated map of your area (or a map
with transparent overlays) to pinpoint or mark your
demographic findings (with map pins, colored dots, etc.)
for a clear visualization of your community profile.
What areas do I investigate?
Your community assessment should include information on the physical makeup of the
area, the people, and the existing problem-related issues. Data to be collected include

1. Physical makeup of your area.

a. Residential dwellings.

- Single family units.
- Multifamily units.
- Owner-occupied/rental units.
- Persons living alone or in group settings/care facilities.

b. Commercial structures (businesses, hospitals, hotels, etc.).

c. Places of public assembly (churches, concert halls, theaters, etc.).

d. Areas of high daytime or seasonal occupancy (shopping malls, public
pools, theme parks, etc.).

2. Number of people living or working in the area.

a. Population percentages by age, sex, racial/ethnic origin, educational levels,
etc.

b. Variables in family structure: traditional family, single parent, foster
homes, group homes, multifamily dwellings, homeless shelters.

3. Economic climate of the area.

a. Income levels.

b. Employment status.

4. Mobility within an area.

5. Fire and injury-related data include nature of the problem, cause, people involved,
and people affected by the problem.

Unit 2 - Page 6
Information sources
There are two categories of sources to turn to for information to include in your
community profile: formal and informal.
Tip
A letter or phone call of introduction and an explanation
of your community analysis project, with your stated
objectives, often will get your foot in the door. Set up a
meeting or visit as soon as possible after your initial
contact to gather your data.
Formal information sources include organizations or groups that have a mission for
which demographic data and surveys are essential to their overall purpose.
Examples include:
Government census bureaus;
Planning departments;
Chamber of Commerce;
Libraries;
Print media;
School boards and school district administrators;
Health departments;
Hospitals and care facilities;
State trauma registry;
Police department;
Social services; and
State Fire Marshal's office.
Informal information sources are reliable sources (agencies or people) that have a proven
track record of providing information.
Examples include
Clergy;
Head Start centers;
Program centers for seniors;
Other safety educators; and
Established community leaders.
Trap
Do not expect that personnel in these agencies will gather
the data that you need. Plan time to do this activity. If
others are willing to assist--great!

Unit 2 - Page 7
Keep in mind that some sources of data contain confidential information and may be
difficult to obtain, e.g., death certificates and hospital records. If that is the case,
establish up front an acceptable method of retrieval for both you and the information
source.


To do (optional)

Since gathering facts about your community and its associated life safety challenges is
the first and most critical step in a successful community safety education program plan,
let's work through a sample exercise to prepare you for the task.

We'll look at a fictitious community, Progressive City, USA. Those responsible for
community safety education in Progressive City made a commitment to gather the facts
required to create a profile of their community and its life safety challenges before they
developed a comprehensive community safety education plan.

Do not worry if this profile does not mirror your community. Regardless of size, every
community has data about staff. If you are a small department planning a fire and life-
safety program, you will need to conduct a profile of some kind. This model may help.

Read the following pages and then use the worksheets beginning on page 2-20 to create
creating your own community profile.
Exercise: Building a Community Profile
Population and Housing Data
Contact was made with the Planning and Community Development Office for
Progressive City. The need for the information was explained and assistance was sought
in obtaining the data. The following is an example of data collected for the population
and housing profile.

Unit 2 - Page 8
Progressive City--Chart 1

Population Profile by Age and Ethnic Groups
(Total Population: 18,000)

Age Group Number Percent of
Population
0-5 years 1,080 6%
6-12 years 2,160 12%
12-18 years 1,800 10%
19-45 years 3,050 17%
46-60 years 5,050 28%
Over 60 years 4,860 27%
Total 18,000 100%

Ethnic Group Number Percent of
Population
Caucasian 16,560 92%
African-American 1,080 6%
Hispanic 144 0.8%
Other 216 1.2%
Total 18,000 100%

Summary of Chart 1

The data identify Progressive City as being inhabited by a primarily Caucasian
population with a moderate number of African-American citizens. There is also a small
mixture of Hispanic and other ethnic groups. As evidenced by the data, Progressive City
is inhabited by an aging population, with 55 percent of the community over the age of 45.

Unit 2 - Page 9

General Community Information: Housing Units

Type of Housing Number of
Units
Percent of Total
Units
Single-Family Homes 4,172 51%
Duplex or Three-Unit 1,145 14%
Four-Unit or Greater 2,536 31%
Mobile Homes 327 4%
Total 8,180 100%

Renter Occupied 60%
Owner Occupied 40%

Average Age of Residential Structure: 80 years

Summary of Chart 2

The data identify single-family homes as comprising 51 percent of the total housing.
Adding the duplex/three-unit and the four-unit and greater categories shows that multi-
family structures comprise a significant 45 percent of total housing. It is interesting to
note that 60 percent of the residents in Progressive City rent their housing. Furthermore,
the average age of a home is 80 years.


Special Occupancies

Type of Structure Number of
Units
Hospitals 1
Nursing Homes 2
Public Housing Complexes 3
Hotel/Motels 5
Industrial Complexes 2
Shopping Malls 1
Shopping Complexes
(fewer than 10 stores)
3

Summary of Chart 3

These data simply identify special occupancies that should be considered when creating a
community profile.

Unit 2 - Page 10
Community Risk Data

Once a clear picture of community demographics was created, it was time to investigate
community risk issues. Remember that it is critical to obtain accurate information.
Make sure that the leading types of fires and injuries are identified.

Progressive City decided to create risk profiles in three areas: fires, injuries, and deaths.
Let's examine all three.

Fires

Progressive City had three sources of data for its fire profile--the State Fire Marshal's
office annual reports, National Fire Protection Association (NFPA) publications, and its
own department's response data. Although it involved a commitment of time,
Progressive City chose to do a study of 10 years of its own data and then compare the
results to State and national statistics. Taking the time to study its own data produced a
true picture of the local fire problem. Remember that it is critical to study at least 5 years
of data to create an accurate picture of risk. Let's review Progressive City's work.

Progressive City Fire Department--Chart 4

10-Year Structure Fire Experience
(Examines Structure Fires Causing More than $100 in Damage)

Type of Fire Occurrence Dollar Loss Injuries Deaths

Careless Cooking 227 $450,000.00 24 2
Electrical (all causes) 175 $360,000.00 3 1
Heating Appliances 68 $182,500.00 2 1
J uvenile Firesetting 67 $87,000.00 4 1
Adult Arson 48 $870,000.00 1 0
Careless Smoking 47 $146,000.00 10 4
Total 632 $2,095,500.00 44 9

Summary of Chart 4

Although steps for examining risk areas will be presented in detail later in this unit and in
Unit 4, let's take a brief look at how Progressive City examined its fire problem.

Progressive City used a systematic approach. As noted in the chart, it examined structure
fires that occurred over a 10-year period within its community. To qualify for inclusion
in the study, the fire had to have caused more than $100 in property damage. The study
revealed the leading types of fires, the number of each type of fire, the amount of
property damage, and the number of injuries and deaths caused by the incidents.

Unit 2 - Page 11
Progressive City's study proved quite interesting. Obviously, the city's leading type of
fire was careless cooking. Careless cooking fires also caused the most fire-related
injuries in the community and was the second most expensive type of fire. Careless
smoking caused the fewest fires but was the most lethal category. Adult arson caused the
most property damage. It is also interesting to note that there were more juvenile
firesetting incidents than adult arsons.

Injuries and Deaths

Last, but certainly not least, Progressive City examined non-disease-related injuries and
deaths in its community over a 5-year period. It chose a 5-year study period because a
large amount of data had to be analyzed. This study was conducted by reviewing EMS
response and emergency room data. Assistance was sought and received from the
records department of the local hospital.


Occurrence of Non-Disease-Related Injury/Death: 5-Year Study

Type of Incident # Injuries Percent # Deaths Percent
Motor Vehicle Crashes 6,750 45% 56 50%
Falls 3,600 24% 19 17%
Workplace Related 1,200 8% 4 3.5%
Crime/Domestic Violence 900 6% 7 6%
Recreation Related 750 5% 13 12%
Poison 600 4% 2 1.8%
Water Related 450 3% 2 2.2%
Burns 375 3% 2 2%
Firearm (nonhomicidal/suicidal) 225 2% 3 2.5%
Self-inflicted Injury/Death 150 1% 3 3%
Total 15,000 100% 111 100%

Summary of Chart 5

In Progressive City, motor vehicle crashes resulted in the greatest number of non-disease-
related injuries and deaths. Falls were responsible for the second largest category of both
injuries and deaths. Recreation-related incidents were third. Note that Progressive City
took great care to track both injuries and deaths from non-disease-related incidents.

Narrative Description of the Community

Once all the data had been collected and categorized, it was time for Progressive City to
put the pieces together and complete its community profile. But wait! One very
important piece of information available from the Planning and Community Development
Department had to be considered before putting the profile together, i.e., a narrative

Unit 2 - Page 12
describing the community. The following narrative describes Progressive City. (This is
an abbreviated example; most profiles are several pages in length.)

Progressive City, USA, population 18,000, was founded in 1877. The city received its
name because it was a hub for steam railroad engine production. Progressive City
experienced its greatest population growth during the height of the steam rail era. Its
largest population, 36,000, was recorded in 1945. The invention of the diesel locomotive
caused a steady decline in the population, which reached its current average in 1977.

Housing in Progressive City consists of a combination of single-family and multiple-
tenant structures. Most structures are wood-frame dwellings; the average cost of a single
family home is $84,000. Sixty percent of housing is nonowner occupied; 40 percent is
owner occupied.

Employment in Progressive City centers on the textile industry. Six textile plants operate
within two industrial parks located in the city. The railroad is still important because it is
the primary mode of transport of raw materials to the textile plants.

The average family size in Progressive City is decreasing. This trend appears to have
begun in 1977 when the size of the community stabilized. The community is aging, with
55 percent of the population over the age of 45.

The highway system in Progressive City is inadequate for the number of vehicles that
pass through the community. A two-lane highway is the single major transportation
corridor for the city and surrounding communities.
Overall Community Profile of Progressive City
Using the data on population, housing, and risk, the following profile of Progressive City
was created.
Both people and housing are aging in Progressive City. Most structures in the
community are wood-frame dwellings.
Careless cooking is the leading cause of fire in the community. Smoking-related
fires are the most lethal. Both types of fires possibly may be linked to the older
population, but further investigation should be conducted before reaching a firm
conclusion.
Arson is an expensive fire problem in Progressive City. J uvenile firesetting
occurs more frequently than does adult arson. Addressing the juvenile issue may
lead to a reduction in the adult problem.
Motor vehicle collisions are the leading cause of injury and death in Progressive
City. A factor which should be examined is the number of crashes that occur on
the main highway through town. Investigations to determine who is being injured
or killed, age of the victims, and where they reside should be undertaken.

Unit 2 - Page 13
Falls injure and kill the second greatest number of people. Factors that should be
studied include the age of the victims, where the falls are occurring, and
circumstances surrounding the incidents.
Workplace-related injuries and deaths are a significant risk area. Who is getting
hurt, age of the victims, where the incidents are occurring, and circumstances
surrounding the events are issues that should be examined.

Tracking Fires, Injuries, and Deaths by Census Tract

To track where the greatest number of fires, injuries, and deaths were occurring,
Progressive City again asked for help from the Planning and Community Development
Department. The Planning Department taught the community safety education team how
to incorporate the use of census tracts into its data study. (Census tracts are geographic
zones used by most communities to help track information on demographics.) Each
emergency incident was assigned a specific census tract number; the data then were
entered into a computer for processing.

Although it took some time, the effort of using census tracts paid off. Upon completion
of the study, the community safety education team could reproduce objective information
quickly about the risk on each area of its community.

Note the information on cooking fires:


10-Year Cooking Fire Experience
(Examines Cooking-Related Fires Causing More than $100 in Damage)

#
Structure
Fires/
10 yrs.
#
Cooking
Fires/
10 yrs.

Percent
Cooking
Fires
10 yr.
Dollar
Loss
#
Injuries/
10 yrs.
#
Deaths/
10 yrs.
Census
Tract

Population
1 4,137 206 77 37% 110,000 8 1
2 3,828 119 48 40% 90,000 3 0
3 3,484 90 15 17% 30,000 0 0
4 3,441 99 33 33% 40,000 1 0
5 3,110 118 54 46% 180,000 12 1
Total: 18,000 632 227 450,000 24 2

Average/yr. 63 23 35% 45,000 2

Summary of Chart 6

Look at the benefit of being able to track a risk issue by specific area! We can see clearly
that a great number of cooking fires occur in Census Tract 1. Even more interesting is

Unit 2 - Page 14
the high number of fires, dollar loss, and injuries that occur from cooking fires in Census
Tract 5 which has the fewest residents! Using a simple tracking system, Progressive City
is now able to evaluate its local risk issues objectively.

Had the census tract system not been available in Progressive City, the team could have
simply created a tracking system using a map and the response area, or it could have
developed a geographic zone system.

So, there you have it--an example of how an emergency services organization developed
a profile on its community and its associated risk areas. The Progressive City example is
a very basic overview of how to build a community profile. Additional information on
how to study community risk will be presented in later chapters. An evaluation system
does not have to be elaborate. The key is to construct a system that works for you! Now
it's your turn. Use the tables on the following pages as a guide to help construct a
community profile. You are not expected to complete the work in a few days or even a
few weeks. Developing a community profile on risk is a process that takes time and
effort. However, investing the time and seeking assistance to do it well will provide the
foundation to address the true problem areas skillfully.
The following guidelines will assist you in completing your Community Profile
Worksheets.
Guidelines

Look for information from fire department records, hospital, medical examiner, or
insurance records, and local planning departments. Do not limit yourself to fire data
only. Investigate emergency medical incidents as well and try to identify the number of
unintentional injuries and deaths that occur by other causes.

Remember that it is critical to study at least 5 years of data to create an accurate picture
of risk.

In cases where you are not able to obtain exact figures or information, provide your best
estimate.

Be aware of duplication if data from multiple agencies are used or incomplete data of
only one are used. For example, the medical examiner may not report a death if the
injury occurred in your town but the patient was transported and died elsewhere. This is
especially true of rural areas.
The following forms are provided as an interactive form for you to complete, but the
NFA will not collect your work in this area.

Unit 2 - Page 15
Population Profile by Age and Ethnic Groups
(Total Population: )
Age Group Number Percent of Population
0-5 years
6-12 years
12-18 years
46-60 years
Over 60 years
19-45 years
Total 100%
Ethnic Group Number Percent of Population
Caucasian
African-American
Hispanic
Other
Total 100%
General Community Information: Housing Units
Type of Housing
Number of
Units
Percent of Total
Units
Single-Family Homes
100%
Mobile Homes
Four-Unit or Greater
Duplex or Three-Unit
Owner Occupied
Renter Occupied
Average Age of
Residential Structure:
Total

Unit 2 - Page 16
Special Occupancies
Shopping Complexes (fewer
than 10 stores)
Shopping Malls
Industrial Complexes
Hotel/Motels
Public Housing Complexes
Nursing Homes
Type of Structure
Number of
Units
Hospitals

10-Year Structure Fire Experience
(Examines Structure Fires Causing Greater than $100 in Damage)
$
$
$
$
J uvenile Firesetting
Heating Appliances
Electrical (all causes)
Careless Smoking
Type of Fire Occurrence Dollar Loss Injuries Deaths
Careless Cooking $
$
$
Adult Arson
Total
Occurrence of Non-Disease-Related Injury/Death
Total
Self-inflicted Injury/Death
Firearm(nonhomicidal/suicidal)
Burns
Water Related
Poison
Recreation Related
Crime/Domestic Violence
Workplace Related
Falls
Type of Incident # Injuries Percent # Deaths Percent
Motor Vehicle Crashes

100% 100%

10-Year Fire or Injury Experience
Census
Tract
Population
#
Type
Fire/
Injury
#
Percent
All Fires/
Injuries
10-Yr.
Dollar
Loss
#
Injuries/
10 yrs
#
Deaths/
10 yrs
N/A N/A N/A N/A N/A N/A N/A
1
2
3
4
5
Total:
Average/
year:
Targeting fire and injury problems in your community
The information that you will be collecting and analyzing to select your priority fire or
injury issue and use in your program planning process is of two types:
Problem-related information; and
People-related information.
Unit 2 - Page 17

Unit 2 - Page 18
Problem-related information
You need to examine fire and injury-problem-related information to determine the cause
of the problem, population affected by the problem, and circumstances surrounding the
problem. This information can offer you a clear direction in planning your community
safety education program strategy. Through this segment of your analysis, you will be
able to identify real problems (have a statistical basis) and potential problems (supported
by high-risk factors). Examining high-risk areas and trends over a 3- to 5-year period can
assist you in selecting a problem that represents the most urgent need, and through your
targeted program efforts, can demonstrate successful results.
Information that needs to be compiled includes
Types of fire and injuries and their frequency over a specific period of time;
Causes of the incidents;
Locations of the incidents;
Time of day, day of week, month of year incidents frequently occur;
Unusual circumstances surrounding the incident or contributing to the problem,
e.g., weather;
Incidents causing most injury/death;
Fastest growing incident; and
Most expensive incidents.
Traps
Be sure to validate, as much as possible, all people-related
information so you do not make false assumptions.
People-related information
The effectiveness of your community safety education program depends on obtaining
people-related information in this initial phase of program planning.

Who are the people most at risk for fire deaths and injuries or other identified injury-
related situations?

What attitudes and behaviors--actions or omissions--put these people at higher risk?

Diversity refers to the characteristics of people that make them distinct or different from
other people.

What factors--sometimes referred to as "community diversity"--contribute to your fire
and injury problem?

Some areas to consider in looking for this information include, but are not limited to:

Unit 2 - Page 19
Age range/Developmental stage;
Ethnicity, race, skin color;
Gender;
Family structure;
Sexual orientation;
Religion;
Primary language, other languages spoken in the community;
Hearing, visual, physical, mental or other disabilities;
Socioeconomic status;
Educational level;
Group values (gangs, cults, civic and fraternal organizations);
Area where the population lives (earthquake fault zones, floodplains, urban or
rural settings, etc.); and
Area disaster history (complacency may exist where people have not experienced
a serious disaster in recent times).
An individual may exhibit a number of diverse characteristics, for example, a hearing-
impaired, 82-year-old Native American. Trends in the United States show that
monocultural and homogeneous communities now are changing rapidly. Understanding
diversity as it exists in your community plays a key role in addressing target audiences
with appropriate safety messages.
To do (optional)
Select three or four community diversities listed on the previous page and state how each
would affect a community safety education program in your area differently.

Target audience
The target audience is the specific group affected by the fire or injury problem or the
audience that will receive your education program. The people affected by the problem
may not be the same people who caused the problem situation or who could

Unit 2 - Page 20
prevent/control a similar situation in the future. You may be addressing the same cause
with more than one audience.

For instance, fires set by 3- and 4-year-old children may cause harm, injury, and loss, but
the target audience for this program primarily would be parents and caregivers of
toddlers, in addition to the fire safety messages for the preschool-age children.

Becoming aware of the various characteristics of your target audience(s) in addressing a
particular fire or injury issue and its relationship and attitude toward the problem allows
you to determine the best strategy for developing and implementing an education
program to meet its needs and unique experiences.

Another benefit of identifying the characteristics, diversity, and needs of your target
audience rests in the design and delivery of your safety messages. Your chances to affect
the targeted fire or injury problem with your program may be lost if you attempt to
change the audience to fit the message. Make the message fit the audience! This simple
rule speaks volumes and demonstrates your care, concern, and respect for them as people
in need.
Sources of problem--and people-related information
There are a number of community organizations and agencies that can assist you in your
inventory of fire and injury problems. Some of the more common sources of fire- and
injury-related data are
Fire department incident reports;
Ambulance reports;
Hospital reports;
Reports from social services;
Public health department reports;
Coroner's or medical examiner's reports; and
Insurance reports.
Reports may use various formats and require some decoding. You typically can obtain
access to them by contacting the individual organization and explaining your need for
this general information. In some instances, you may not have any of the information
needed to conduct an analysis of your target audience. To become more familiar with
target audience characteristics, you may want to consider contacting the following
resources, or others in your community:
Advocacy groups;
Department of Social Services;
School counselors/advocates;
Colleges and universities;
Government agencies (e.g., U.S. Immigration and Naturalization Service);
Libraries;

Unit 2 - Page 21
Travel agencies;
Health departments; and
Local churches and religious organizations.
Creating a community profile
In addition to all the information gathered about your community, the people who live in
it, and its fire and injury problems, you may want to consider collecting additional
information that can have a direct effect on the continuation of your community safety
education program planning process.
Factors that influence fire and life safety program planning and implementation can
include
Public perception of the problem;
Existing information/myths;
Political climate of the community; and
Available resources.
Public perception of the problem
If insufficient information is available about the fire or injury issue you've selected,
capturing the interest of teen, adult, and elderly audiences may be difficult. The public is
bombarded on a daily basis with messages related to health, crime, and other issues of
concern. The position for your education program will be strengthened by the
information you gather during this initial step in the planning process.
Existing information/Myths
Through the analysis process, you may discover that certain beliefs regarding safety
practices are understood poorly or learned incorrectly and need to be addressed in
designing your education program. An example of this is a false sense of security of
being safe from fire because a family has a smoke alarm, without any attention being paid
to maintenance or an escape plan. Another might be that adults think that child-resistant
lighters are childproof and carelessly leave them around the house where children can
reach them.
Political climate of the community
Will there be support for your community safety education efforts at administrative
levels, or are other issues of more pressing importance? Will you be able to foster
appropriate community partnerships to implement your program?

Unit 2 - Page 22
Available resources
If people, time, materials, and funding resources are scarce, you may find that getting
your plan implemented might take more time than expected. Don't give up! If you
carried out this first step in the planning process carefully, you've documented the need,
and through your patience and commitment to this cause, support can be identified.
Community partnerships allow for resources to be shared for the good of all in the
community--to address community needs.
Tip
Let your data work for you! If you are unfamiliar with
just how much data can tell you about your community
fire and injury problem and how it can suggest solutions,
seek assistance from professionals who can help build
your case for community support. You can contact local
colleges or universities and inquire about getting this
assistance.
Writing a problem statement
Developing a problem statement really means "making a decision"; it is the final step in
this initial phase of the program planning process. A problem statement addresses the
questions "what" and "who" in your fire and injury education program plan. Taking the
time to gather and analyze community information helps you focus on and target current
and anticipated community needs. It also begins to involve community members (and
their resources) in a cooperative effort to plan solution strategies to meet these needs.
This process will allow you to concentrate your human and physical resources in a highly
effective manner and to assist your agency in maintaining a professional image among
service organizations and people in the community. Most of all, you will be working to
achieve your overall goal of saving lives and property by addressing the needs of your
community through a systematic and targeted approach.
A problem statement should include
Background information;
Rationale;
Description of the research;
Description of the target audience; and
"Vision" of a solution.
A problem statement can be refined with statistical information and community input. As
the fire service grows in its community partnerships, especially with injury control
agencies and representatives, new information regarding community needs might emerge,
requiring some modifications to, or clarification of; your problem statement.

Unit 2 - Page 23
To do (optional)

In Palm Beach County, drownings claim the lives of 200 children under the age of 6 each
year.

The greatest number of deaths (50 percent) occur in the summer months between May
and August. An inability to swim, coupled with the number of unprotected swimming
pools, has contributed to 75 percent of the drownings.

Name some community groups you would contact to solve this problem. Indicate which
of the 3 E's each group represents. Refer to Unit 1, page 1-4.

Groups E Represented
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________


To do (optional)

After reviewing your community profile and problem/people information, use the
worksheet on the following page to:

A. Categorize your fire and injury problem data into high/moderate/low priorities.

B. Select your two highest priority issues and discuss these with a potential partner
in the community.

C. Identify the one target fire and injury problem and the target audience(s) that your
educational program will address.

D. Using the information you collected regarding your identified target fire and
injury problem and the guidelines provided under "Writing a Problem Statement,"
write a problem statement. Refer to page 2-23 if necessary.

Summary

Creating a baseline community profile that includes information about the area, its
people, and real or potential problems is the first step in the planning process to develop
fire and life safety education programs. Also included would be the identification of
related programs currently in place.

Unit 2 - Page 24
Although time consuming and frustrating at times, gathering information and applying
analysis to the data collected will direct the community educator to the priority needs of
the community and the target population affected by the fire or injury who could become
part of the solution through your education programs.

Once collected, organized, and analyzed, issues can be prioritized into high, moderate,
and low priorities. It becomes quite clear which issues need attention with an education
program and/or some change in the environmental, technological, or legislative areas.

Finally, a problem statement can be written identifying the fire or injury issue selected,
the need it presents to the community, the target audiences affected by the problem
situation, and those in need of education to become part of the solution.


MODERATE LOW

__________________________________________________________________

Unit 2 - Page 25
WORKSHEET: IDENTIFYING FIRE AND INJURY PROBLEMS
1. Categorize your fire and injury problem data into high/moderate/low priorities
based on your research.
HIGH

MODERATE

LOW

2. Select your two highest priority issues.

3. Identify the one target fire and injury problem your program will address.
__________________________________________________________________
4. Identify the target audience(s) your program will address.
__________________________________________________________________
5. Identify others already working on or interested in the same problem.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
6. Write a problem statement. Refer to page 2-32, if necessary.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
7. Explain how each of the 3 E's can help to solve this problem. Refer to Unit 1.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Develop planning, organizational, and communication
skills.

Prepare a plan for the use of community resources to
address program needs.

Unit 3 - Page 1
UNIT THREE: FINDING A PARTNER
Skills
Introduction
Establishing community partnerships is essential to your success. This unit is designed to
help you understand the process of developing and working within partnerships to target
key life-safety issues. A second objective is to help you learn to set goals to address
priority problems.
Unit Objectives
Establish or participate in a community partnership to target key life safety issues.
Set goals to address priority problems.
What is a community partner?
A community partner is a group or individuals who are willing to work with you to
identify a fire and life-safety problem and develop a community-based program to
address the issue. Groups pursuing common goals and projects can be called coalitions,
teams, or networks. A network is a group that develops communication links to one
another for information sharing and exchange. A coalition is a group of different
interests coming together to work on a common problem or issue.

Groups can be small (2 or 3) or large (10 to 15). Different members will have different
levels of interest, skills, involvement, and commitment. In finding a community partner,
you will be developing a coalition. Regardless of what you call it, the important thing is
that the group:
defines one or more problems;
develops one or more common goals; and
agrees to work together to pursue a joint or coordinated approach to solving the
problem(s).

Unit 3 - Page 2
To do (optional)

Name some community groups who would work on a drunk-driving problem in your
community.

Think About

The first question you might ask is, "Is there a network or
coalition already in place?" Research this question with
your key contacts. If there is, join it. But if there isn't,
you can put one together and contribute greatly to
solving community fire and life-safety problems.

Why tackle this (or any) issue with one or more partners?

Partnerships:

create the ability to do more;
make the intervention strategy more appropriate and effective;
help focus attention on prevention rather than on response or treatment;
increase the chance of success;
enhance personal relationships for future issues;
increase intervention ideas;
promote creativity;
promote common messages or strategies; and
identify duplication of efforts and help bridge gaps in service, credibility, and
resources.

In other words, because it makes sense.

Unit 3 - Page 3
Trap

Avoid trying to force your solution as the only solution.
Remember, the goal is the most important part, not how
you reach it. You may have to give up some control to
encourage buy-in. Letting others be involved by
selecting what work they will do is not sufficient--they
need to be able to make decisions about what is to be
done and how to do it.

In order to be successful at developing a community fire and life safety program, you
need to develop community "buy-in" to the problem and to the solution. The community
needs to understand and agree that there is a problem and that solutions are possible. The
way to create "buy-in" is to involve the target community from the beginning in the
planning of the project.

When people are involved from the beginning:

they are a part of the process of determining which problems are important
(severity/depth) and the best ways to tackle them;
they can contribute unique and invaluable perspectives about what concerns the
community, quality leadership (individual and organizational), language and
cultural uniqueness, and effective methods of reaching people; and
they are committed to the project's success.

On the other hand, if people are not involved in the process, they may feel they are being
told what to do or what is best for them. People generally do not like having things done
to them. It is vital to the success of the project that it work with people in the target
community from the beginning.

Don't expect people in the community to recognize the problem exists; instead, expect
them to be part of the process and solution by educating them about the problem.

Maybe the issue your research has uncovered is not of immediate concern to the
community. You cannot make people change. You must work with peiple's current
motivations and concerns. Past experiences or mindsets may inhibit folks from certain
approaches. Start where the community is and build success. Once folks have a sense of
what is possible, they may be more willing to risk doing something different in the future.

Unit 3 - Page 4
Trap

Don't involve people in a token way. Token involvement
is when you place minimal value on their participation,
resulting in a less than meaningful experience for the
participant. If people don't truly feel a part of the
process, they will not be productive contributors.
Remember that a community representative is an expert,
too--on the community. His/Her perspective is critical to
your success, both present and future.

Building community "ownership" of the problem and the solution is vital to success. If
community members feel that they have been a part of the process of deciding what
changes are needed and how to make those changes happen, they will be committed to
the success of the program.

Having one or more partners makes sense in terms of having more minds, bodies, and
resources to tackle the problem. If other organizations and safety professionals can share
in the tasks of targeting the problem, developing a plan, and implementing the solution,
you will get more done and have a great deal more credibility and resources.

Using existing resources or organizations is more efficient. By working through or with
existing groups, you are not reinventing the wheel. If you provide assistance to other
groups, you won't always have to be the leader, saving you time. In fact, in many
instances, it may be better and more effective if you are not the leader. Partners can help
you determine what is being done already so you don't duplicate efforts.

Some problems are just too big to tackle alone. Separate approaches to the problem may
be piecemeal and may not address the root cause of the problem. Ultimately, these
efforts will be less effective. Working with others can create "synergy"--a state in which
the "whole" or group can function in ways that individuals cannot. You build on each
other's ideas, playing to one another's strengths. Each member brings something to the
table that is a benefit to all.

Last but not least, working in a partnership can help mobilize resources. Your partners
may bring contacts who can provide the tools you need for the project. Working with
others lends credibility to your effort, making a better impression on potential donors.
Being a part of a team increases your visibility, emphasizes the issue, and enhances the
perception in the community that you have the ability to accomplish your goal--
prevention.

Collaborating with others obviously has its strengths. It also has limitations. In order to
be successful, the coalition must meet the needs of everyone in the group. If members
have widely divergent views or styles, it may be difficult to find common ground. If that
is the case, it may help to have the large group serve as a network, keeping everyone

Unit 3 - Page 5
informed. A smaller coalition of those who share common approaches could undertake a
joint plan of action.

A coalition also may suffer from turf issues, leadership struggles, and many other
"group" problems. Try to develop a diverse but committed group and remain focused on
your common goal(s). If you stay focused, those with other agendas eventually will drop
out.


Refer to the diversity list you made in Unit 2: Identifying Fire and Injury Problems.
Assume these same groups are involved in your drunk-driving program. Explain how
each group's diversity can contribute to the program.

To do (optional)

GROUP CONTRIBUTION

Unit 3 - Page 6
How do you develop partners?

The first step is to decide whether to start a new group or use an existing one.

What other organizations and individuals are interested in fire and life-safety
issues or the particular issue or target population your research identified?
Are any of these groups currently working on the issue? Is it likely that an
existing group would want to take on this issue if educated about the problem?
Would you want to join its efforts? If not, why not? If it is addressing the issue,
why has the group not been successful?
Why would your effort be effective if undertaken separately?

Tip

It is important that your group include members of the
target community. If you are planning a bicycle safety
program for children and teenagers, you should have kids
involved in the planning committee. They can provide
valuable insight and information on the best ways to
reach the community, cultural, and language barriers,
preferred methods of interaction, and potential problems.
They also can function as ambassadors to help sell your

program to the target audience.

If you think another group might be interested, do some research to determine if it is a
good candidate for taking on the project.


To do (optional)

Check with some of the current members to get their perspective on the organization.

Is the organization effective?
Is this issue one that fits with its style and mode of operation?
Has it indicated interest in the topic in the past?

If you decide the group is one that you would like to work with, contact the group and
explore the idea. Try to arrange a meeting with some of the group's leaders to make a
presentation.

Unit 3 - Page 7

To do (optional)

Arrange meetings with interested groups to do the following:

Explain your research findings.
Share your ideas on how to tackle the problem.
Solicit their ideas on how to tackle the problem.
Offer your support for such an effort.
Suggest bringing in others who might share a concern about the issue or who
could contribute to a program. Solicit their ideas on who should be involved.
Ask if they would be interested in addressing the issue as a lead group or as part
of a coalition. Ask if they will help you form a coalition, or offer to help them
form one.

Tip

When someone in the community asks, "Why isn't "X"
group doing this project?" you want to be able to answer
easily.

If the group is active on this or similar issues, its members are more likely to become
supporters of your coalition if they are given the opportunity to consider the appropriate
role of their organization in the project.

If it is possible to work through an existing group, it is probably better to do so. You will
save a great deal of time and effort in organizing; leadership is developed already so the
burden doesn't fall on your shoulders. It is hoped that a track record of accomplishments
and contacts exists in the community.

Some reasons you cannot or might not want to use an existing group.

There isn't one.
Existing group has a full agenda and doesn't want to take on another project.
Existing group is not effective in getting things done.
Existing group does not have a good reputation in the community and would not
bring the support the project needs (too confrontational, too political, personality
conflicts).
Existing group is too small and doesn't represent the diversity you need to tackle
the problem.
Existing group doesn't want to expand or it would rather join another group.

Unit 3 - Page 8
If you are starting a new group, the next step is to make a list for these two categories:
What other organizations and individuals possibly would be interested in fire and
life-safety issues in general?
Who might be interested in the particular issue your research identified? Who can
you ask who might know these people or groups?

Be creative. Not everyone will be interested in this cause, but you might be surprised. It
never hurts to ask. The worst that can happen is that they say no (and haven't you heard
that before?). Once they see how successful your coalition is, they may change their
minds later.

Be sure you seek representatives from all segments of the community: safety
organizations, businesses, schools, service organizations, elected officials, the health
community, churches, etc.

To do (optional)
List all the groups and organizations that you think can make a contribution in solving
fire and life-safety issues.

Think About
Consider these questions:
1. What population is affected by the problem?
2. Who cares about the problem and wants it
addressed (target group, organizations)?
3. Who has knowledge or skills related to the
problem?

Unit 3 - Page 9
Tip

Possible partners may include

American Red Cross (ARC) chapter;
emergency management or civil defense office;
hospitals or physicians;
neighborhood organizations;
schools and PTA's;
local media;
local businesses (especially if related to the issue,
the target audience, or products which relate to
the solution);
religious organizations;
civic clubs;
telephone and utility companies;
county extension service;
insurance companies; and
other voluntary agencies active in health, safety,
and disaster relief.

This is a possible list from which to start. However, use what you know of your
community. In some places, a local minister or interdenominational crisis agency may be
the best supporter. In others, a local nurse with the Public Health Department or a local
doctor may be primary; in yet another, the best group may be the schools and the Parent
Teacher Association (PTA.).

Tip

You don't want only top executives and politicians who
are willing to share ideas but want to tell you what
should be done (instead of taking responsibility).
Likewise, if you only have interns and entry-level staff,
willing to do the work but with no credibility or clout in
the community or within their organizations, change may
be slow in coming. You need both!

Consider who cares about the issues, who is respected in the community, who has the
information or resources you need to tackle the problem, who has to change for the
problem to get better, who can carry the message, and who can get the job done. All of
these people and organizations should be part of your team. You need thinkers and
doers. You need those who will volunteer time and skills and those who will offer
leadership, credibility, contacts, influence, and/or money.

Unit 3 - Page 10

To do (optional)

Refer to your previous list of organizations you think can help you impact fire and life-
safety problems. For each group, indicate which of the 3 E's it could influence.

ORGANIZATIONS E's

Ask each group about current efforts in the area you have selected to target. Who else
does it know who is or might be interested in that topic? Add any new groups to your
list. It is a building process.

Start with the most obvious groups and let the list grow. Concentrate on developing a
core group of key contacts--those who share a commitment to addressing the problem
and will do the work necessary to identify and implement a solution. These are called
primary contacts. Those with a primary interest are likely to come to regular planning
meetings.


To do (optional)

As you contact groups:
Make notes of potential conflicts or issues. Anticipate and overcome potential
stumbling blocks.
Identify members likely to be the most helpful to the coalition.
Identify whose involvement might hinder the coalition's ability to get off on the
right foot.
Identify dynamic individuals who might serve as officers or committee chairs of
the coalition.

Unit 3 - Page 11
Some members may not be interested in the core group--their time is committed
elsewhere--but have a secondary interest. Keep track of these contacts even if they don't
come to meetings. When you need specific help, they will be happy to help if you ask--
but don't expect them to take on responsibilities.

They may be the contacts you need for volunteers, in-kind contributions, fundraising,
publicity, and outreach. For example, a secondary group might be a school willing to
distribute literature and/or donate space to your project. Keep these groups informed, but
don't expect regular activity.


To do (optional)

From your list of interested organizations, identify your core group or steering
committee. Add this information to the Activity 1 worksheet.

After you've made your list and contacted groups on your list, identify your core group or
the steering committee (those with primary interest). Hold a meeting of the core group to

share your community analysis;
set goals for the coalition and project; and
determine who else (if anyone) needs to be involved at this point.

Adding organizations or individuals with specific resources, perspective, or expertise can
happen along the way. However, they will be more committed if they are given the
opportunity to be a part of the project from the beginning.

Meetings

It is important to be able to run effective meetings. Meetings are where much of the work
of the coalition will take place. If meetings are not run well, people will drop out of your
group, feeling frustrated that their time is being wasted. There are four basic types of
meetings:

1. Informational.

Unit 3 - Page 12
2. Decisional.
3. Critique.
4. Combination.

It is important that the attendees and the meeting leader share the same understanding as
to the type and purpose of the meeting.

Tip

You may want to pursue learning some group facilitation
skills. However, teaching these is beyond the scope of
this manual. A local college may have a course on group
process.

Seven requirements for running meetings

1. Every meeting must have a purpose.
2. Everything has its own time and place.
3. Each individual is important.
4. Prepare a meeting agenda.
5. Where you sit or stand is important.
6. Implement ground rules.
7. Put it in writing.

Every meeting must have a purpose

If the leader does not know the purpose of the meeting or cannot communicate its
purpose to participants, there is no point in having a meeting. To determine the purpose
of your meeting, answer these questions:

What are you trying to accomplish?
What is the extent of the group's control over the final outcomes?

Everything has its own time and place

The time and place for your meeting competes with the time and place for doing
something else or being somewhere else. It is simple to take care of the planning and
execution of details with regard to the setup of the meeting. By neglecting setup details,
you risk "being run by the meeting" rather than "running the meeting."

Each individual is important

It is vitally important that everyone who should be invited is invited and anyone who
should not be invited is not invited. Before the meeting, take time to think about the
attributes and likely responses of each participant. Plan necessary actions to best
accomplish the task and promote a positive interpersonal relationship with each

Unit 3 - Page 13
participant. Tell participants that you want them to know key issues. Solicit support and
their views. Let each member be heard; otherwise, a member may drop out of the group,
feeling no one considers him/her important.

Prepare a meeting agenda

Preparing a list of topics to be presented during the meeting is a powerful leadership tool.

Where you sit or stand is important

The most appropriate arrangement of tables and chairs should be considered in relation to
the group and the purpose of the meeting. Meetings are most successful when
participants see each other face-to-face. When there is a large number of participants, or
when the leader needs to assert more control over the meeting process, alternate
arrangements are required. Being alone and center stage prescribes a not-so-subtle
position of influence for the leader. In the circle arrangement, no matter where the leader
sits, the influence is equally dispersed among participants. When it is desirable to place
some people on the fringe of influence, some seats are far removed from the center of
mass or from the leader.

Implement ground rules

Fix time limits--start on time and end on time.
Leaders need to listen more and speak less.
Enforce listening strategies when someone else is speaking.
Encourage those who are habitually silent to express their views.
Override interruptions.

Put it in writing

Keeping written records forces clarification of issues.

Appoint someone to take notes at meetings.
Poll the group at the apparent conclusion of a key point and ask a member to
summarize the issue points.
Place those points on an easel pad and then get consensus or agreement from the
group on that summary.
Record any desired actions that need to be taken.

The goals of the minutes are to be complete, clear, and brief and to provide a record of
what took place.


Unit 3 - Page 14
To do (optional)
Recall one or two recent meetings you attended. Using the checklist below, comment
briefly on whether each meeting used that criterion.
MEETING 1
1. Had a clearly stated
purpose.

2. Followed an agenda.

3. Was chaired well.

4. Allowed all to
contribute equally.

5. Started and ended
punctually.

6. Had a note-taker.

7. Reached some
decision(s).

MEETING 2

Every group needs a leader
A leader is, by definition, one whom others follow. A lack of leadership in your coalition
will create frustration and chaos. Either you will have confusion from multiple people
trying to lead or the group will drift from lack of direction. You don't have to be the
leader. In fact, after organizing the group and getting it on its feet, it might be good to
open it up for a vote for "chairperson." If you are really needed to continue as leader, you
will be elected. But if someone else from the group can take on this role, you will be free
to move on to other tasks. Be gracious if this happens. You can try to build leadership in

Unit 3 - Page 15
someone before such a vote is taken, or ask not to be considered if that will help others
step into a more active role.


To do (optional)

Read the scenario on page 18. Answer the questions on page 19.

To find potential leaders, look for those to whom others tend to listen with extra care or
those whose suggestions often are adopted. To help build their leadership skills, ask
them to make a presentation at a meeting or to take on a specific task. Don't assume the
big talker should be the leader. The true test is whether they can get something done
which others like and support.

Tip

Select a goal that is realistic and achievable. Building
small successful steps is important to keep the group
motivated for the long term. Maybe priority #1 is too
complex, but #3 is "doable" and can be a platform for #1
and #2.

What is a project goal?

The problem can be defined as an unacceptable condition. The goal is the acceptable
condition that the group desires to create. It is very important that the group develop
the goal or goals. Even though you conducted the research initially to identify the fire or
injury problem, you need to share this information with the entire group and get its input,
reaction, and agreement.

Trap

Warning: J ust because you care about an issue (and it
might be a very important issue or problem), it doesn't
mean you can get the community to create a change.
You have to start with issues or problems that are felt
strongly within the community--that will motivate them--
then build toward other goals through experience and
success.

Unit 3 - Page 16
For whatever reason, group members may not agree that the issue you have identified is
the appropriate goal for the group. It is essential that the goal be developed and agreed
upon by the entire group. It is the glue that holds the group together. If the goal you
have set does not mobilize members to action, it isn't the right goal.

Solidify the coalition

Establish an identity for the coalition (letterhead, newsletter, separate phone
lines).
Hold regular meetings. Early on, decide how frequent and how long meetings
will be.
To gain participation in coalition meetings, vary meeting locations and ask
coalition members to give reports on their organizations.
Decide how agendas will be structured (most important business first, committee
reports).
Agree upon the size of the core group and committees.
Determine rules for who can speak on behalf of the coalition and the process that
should be followed to develop a coalition position on a topic or issue.
Develop a structure for getting work done, such as committees or action groups.
Produce informational materials with logo and phone number and distribute them
widely.
Set realistic goals to foster coalition growth and success.
Reward good work and celebrate victories.
Have fun!

Tip

How can you get your supervisors to support coalition
participation?
Involve them from the beginning in coalition
activities and plans.
Describe or show them potential coalition
benefits.
Continue to get their input and advice.
Ensure they are recognized for coalition success.

Getting support for coalitions

You may know the importance of building and maintaining coalitions, but do your
supervisors? In order for you and your staff to be given the freedom to participate in
coalition meetings and activities, your supervisors need to understand the value of what
the coalition can bring to your organization.

Unit 3 - Page 17
Maintaining momentum

Some suggestions for keeping members motivated:

Acknowledge and applaud short-term successes to maintain members' enthusiasm
and active involvement.
Assign specific tasks with deadlines to specific individuals. Ask members to do
something!
Keep coalition members focused on their assigned activities (projects, reports,
research, events, planning, and committees).
Replace members who leave the coalition and reassign their duties and
responsibilities immediately.
Recruit a variety of members (leaders and doers).
Recognize successes and exemplary effort with awards, certificates, presentations,
news conferences, etc.
Survey members periodically to determine their interests, level of commitment,
and resources.

When do you expand a coalition?

When it no longer meets the target audience's informational needs.
When the target audience is not responsive to the messages, the coalition may
need to include a leader from the target audience who can explain the best ways to
reach its members.
When more people need to be reached or more work needs to be done.
When additional viewpoints are needed.
When a new group that shares a common goal is discovered and invited to join.


To do (optional)

Use the worksheet on pages 20 and 21 to guide you in some efforts to solidify the
coalition.

When do you end a coalition?

When the coalition's goals have been accomplished.
When the community safety education issue has been reduced or can be
maintained by a smaller group.

Unit 3 - Page 18

To do (optional)

You're ready to start building your coalition. Use the worksheet on page 22 as guidance
for the issues your plan must address.

When the community itself has institutionalized the coalition's efforts and is
carrying out the educational activity spontaneously.
When resources no longer can support the coalition's activities.
When community support has dwindled or changed.
When dominant personalities within the coalition continue to be destructive and
their replacement is not feasible.


To do (optional)

WHO WOULD MAKE A GOOD LEADER?

The Keep Us Safe Coalition has a leadership problem. The person who had chaired the
group successfully since its beginning recently has moved out of town. Now the group
needs to find a new chairperson. Several of the most respected and articulate of the
members said no to inquiries--they are too busy with other commitments. The choices
are Pat, Mark, Phyllis, Lisa, or Kay.

Pat is a knowledgeable woman who has been with the group since the beginning. She
has a tremendous commitment to the issues; it is what she works on every day. However,
she is a woman of strong opinions and likes to be the center of the conversation. She
wants to be chair because she thinks it will improve her professional standing. She has a
hard time sharing the spotlight and decisionmaking. People are concerned that she will
speak for the coalition without seeking the opinion of others.

Mark also is committed to the goals of the coalition because of his profession. He is
newer to the group and not everyone knows him well, but he has the respect of those who
do. Mark is a "behind-the-scenes" person. Mark and Pat do not get along. Mark really
wants to see something get done and wants to make sure the group is able to strategize
together and be active. He is frustrated by some past times when the coalition was, in his
opinion, too concerned about getting consensus. He wants action. He has indicated an
interest in being chairperson to settle it.

Unit 3 - Page 19
Phyllis represents a prominent organization in the field. However, she is somewhat shy
and retiring. She is dominated easily by other strong personalities. She is overly
conscious of having less experience and training in the issues than some of her
counterparts. She avoids controversy.

Lisa represents a group that is considered neutral and acceptable to the other coalition
members. She represents a sector of the community, churches, which others would like
to involve to a greater extent in the issue. She is a natural leader. However, Lisa has
many responsibilities and these issues are only one of many on which she works. She
also just started a family and is less inclined to spend long hours volunteering.

Kay is somewhat new to the area but not new to the issue. She is quiet and yet strong in
her convictions. She is more concerned with the greater goals of the coalition than the
specific tactics or strategies used. She is open-minded, although skeptical of the motives
of some others who stand to gain a lot from the coalition. She has no track record with
the members, so she does not have a group of supporters for her candidacy.

Answer the following questions:

1. Who would you encourage to become the next chairperson? Why?

2. How would you handle the interest of the others whom you have not picked?

3. How would you involve others in discussions leading to the selection of your
choice while maintaining group solidarity and a sense of integrity and self-
determination?

4. What would you do if your choice were not selected in a ballot process?

Unit 3 - Page 20

SAMPLE WORKSHEET: ORGANIZATIONAL INFORMATION

Reproduce this page for each organization that you contact.

Name of Organization:

Address:

Phone:

Contact Person:

Interests/Current Programs:

Willing to Meet?

Other Groups They Recommend Including:

Primary or Secondary Contact?
Potential Conflicts?

Unit 3 - Page 21

SAMPLE WORKSHEET: CORE GROUP MEETING RESULTS

1. List attendees.

2. Who else should be invited next time?

3. What is the goal of the proposed project?

4. When (if at all) do you need to increase the size of the group?

5. What actions were decided on at the first meeting (next meeting date and time,
assignments to do before the next meeting)?

Unit 3 - Page 22

SAMPLE WORKSHEET--BUILDING A COALITION
Create a plan to coordinate and maintain a local coalition to address the fire and life-
safety community problem. The following questions will provide guidance for the issues
your plan must address.

1. Whom will you involve? How will you expand the group beyond those you
know? Who will help you reach others?

2. Why would these groups want to join a coalition on this topic? Why is forming a
coalition the right way to tackle this problem?

3. How will you educate the core group about the problem and your research? How
will you get feedback from the group?

4. When and where will the group first meet? Will anyone be "put off" by that
location?

5. How will the group develop goals?

6. What potential problems, challenges, or pitfalls do you anticipate? How would
you address each?

7. How will you build leadership and commitment within the group?

Unit 4 Page 1
UNIT FOUR: DEVELOPING A COALITION STRATEGY

Skills

Prepare a plan for the use of human or material resources
so that resources are identified and program needs are
addressed. Create public fire and life-safety education
goals and objectives so that the goals are consistent with
the organization's mission and reflect the public's need
for education.

Introduction

A coalition strategy is a plan using several groups within the community to address an
identified, agreed-upon problem. Previous units have discussed how to conduct research
to identify a problem and how to pull together a group to address the problem. This unit
will address how to develop a plan of action.

Unit objective

After completing this unit, you will be able to develop a coalition plan to address the
problem, including goals, objectives, activities, and feedback/evaluation.

Goals

The first step in developing a plan is to have the group decide upon the goal(s) it wishes
to pursue. A goal is a statement of a new condition that you are trying to create. A goal
statement should

1. Relate to the problem;
2. Define the measurement of the new condition;
3. Specify an acceptable level of program performance;
4. Define the number to be affected by the change; and
5. Specify a timeframe for the change.

1. Relate to the problem

Will achieving this goal "solve" your problem?
Will it make the problem better?
Does the goal address the root cause of the problem or just the symptoms?
If the goal is achieved, will the problem be eliminated or will parts of it remain?

It is important in developing your plan that you examine the problem carefully, looking
for the root cause and the most effective point of intervention. The simplest answer may

Unit 4 Page 2
or may not be the best. For a goal to have meaning, it must be specific in how it relates
to the problem; it shouldn't just say, for example, "decrease fires."

Two tools which can help you and your group get to the root cause and develop a good
strategy for addressing the problem successfully are

"why" questions; and
the 3 E's.


To do (optional)

Write the problem that you identified in Unit 2: Identifying Fire and Injury Problems,
here:

Write your tentative goal here (you will refine this goal as you progress through Unit 4):

Now ask "why the problem is occurring:

" Why" questions

Let's say the community problem you want to address is that children playing with
matches set 10 fires per year in Redhot, Arizona. You could say the problem is that
children in Redhot haven't learned that matches and lighters are tools, not toys!
Therefore, you might set a goal to educate them.
Ask "Why?" Why do these children play with fire? In examining a problem, ask
yourself "why" several times. Possible responses to the above question might be that:

Unit 4 Page 3
parents leave matches around where children can reach them (supervision);
matches are easily available at stores (legislation);
children are influenced by friends who play with matches (peer pressure); or
children recently have been taught to build campfires by a Scout group leader
(education).

As you can see, each different response or cause requires a different tactic to address the
problem. In turn, these would lead to different intervention strategies.

Problems are like icebergs. What we see on the surface is small compared to the part that
lies below the surface. To find out the real source of the problem, look deeper into the
causes of the condition you want to change.


To do (optional)

Use the worksheet, Developing a Coalition Strategy, at the end of this unit to help you
create a timeline for the fire and life-safety problem you have targeted.

What are the actions that lead to the injury or death?

Mark intervention points on your timeline

Spend some time thinking about the typical timeline of the target problem. What are the
actions that lead to the injury or death? In dealing with fire and life-safety issues, time is
a critical factor in determining intervention points. If you look at the problem along a
timeframe, you can see that there are many points preceding the injury at which a change
could have prevented the end result. Looking at all of the steps which lead up to the
injury may give you some good clues on how you can prevent future injuries.

Think About

Consider your targeted problem:

Is an educational component feasible to the solution?
Is an engineering factor involved?
Could legislation mitigate the problem?

Unit 4 Page 4
The 3 E's

Yet a third tool for examining the problem and possible methods of intervention is to use
the 3 E's: education, engineering, and enforcement. You may recall from Unit 1:
Overview, that successful programs consider the integration of all three into the solution
of the problem. In some cases, not all three are feasible, but all three should be
considered when developing solutions to community fire and injury problems.

Trap

Beware of program paralysis! Getting bogged down in
planning or allowing yourself to become overwhelmed
will lead to inaction.

You run the risk of becoming overwhelmed or planning forever. This can lead to
program paralysis and never lead to action. While the problem may seem big and the
causes deep, after examining the possibilities choose something meaningful but
achievable and develop a plan of action.

Taking a positive step will lead to more action. Small successes are critical to developing
group members' confidence in their ability to make a difference. It is important that the
group can accomplish the goal and that you have a reasonable expectation of success. No
one expects you to solve the problem overnight. If you take on too large a project, you
may frustrate the group, causing it to give up before it has a chance to achieve success.

2. Define the measurement of the new condition

How will you know when you achieve the new condition? How will you determine that
you have or have not achieved what you set out to do? If you don't know where you are
going, how will you know when you have gotten there?

Knowing whether you have achieved your goals is critical. If you want to be able to
prove to your community and to your funding sources that your program was a success
and is worth repeating, you have to make sure your goals are measurable and obtainable.
Making goals measurable means selecting an objective "yardstick" which can be used to
measure the change you seek, e.g., something that can be counted, tested, or observed.

Unit 4 Page 5

0
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1st Year 2nd Year 3rd Year 4th Year
Incidents
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If you use directional words such as "increase" or "decrease," make sure you define what
will increase or decrease and how you will measure the change. Use statistics that are
kept in your community, such as hospital admittance or fire by cause. If you are
educating someone, you can measure what he or she knows with a test. You might
discover that concrete data do not exist and need to be addressed first.

Refer to the examples below. Are the goals measurable? Do they relate to the outcome?

Example 1: Decrease number of fires reported by the fire department as having been set
by unsupervised children under 12 years old.

Example 2: Decrease the number of head injuries resulting from bicycle incidents.

Remember, make sure your definition relates to the outcome you are striving for--not the
process. "Distributing x pieces of literature" may seem like an educational goal that is
measurable, but it does not measure the outcome--the change in behavior that you seek.
J ust because you hand out flyers doesn't mean people read them or that they follow the
advice contained in them.

3. Specify an acceptable level of program performance

What does an "educated" person look like? How much of the problem needs to be solved
or improved for you to consider it a success? How much does each individual person or
family need to change to be considered a success? How well does a child have to do on
your "test" to be considered a success? Score 100 percent? Or will a score of 80 percent
be good enough? Do you want to eliminate all fires of a certain type or just the large
fires? If the problem gets just a little bit better, will your group feel it has accomplished
what it set out to do?

In some cases, the problem is all or nothing--a fire either occurs or it doesn't; an injury
happens or it doesn't. The acceptable level is easy to determine. But that is not always
the case. Think carefully about what you can accomplish.

Unit 4 Page 6
Refer to the examples below. You might want to decrease bicycle incidents (any incident
is unacceptable) or you may want to decrease head injuries resulting from incidents
(incidents still happen, but you are a "success" if the head is protected, presumably by a
helmet).

Example 1: Reduce fires that cause injury or death.

Example 2: Reduce serious head injuries (those causing long-term or permanent damage)
due to bicycle incidents.

4. Define the number to be affected by the change

Quantify the change. How many children will you educate? How many fires will you
prevent? Quantifying the goal states how many people, families, or other "units" will be
affected by the new condition.

Note how the examples have been revised to reflect quantifying the change.

Example 1: Cut the number of fires by 80 percent from an average of 10 per year to no
more than 2 per year.

Example 2: Effect a 90-percent increase in the number of bicycle riders wearing helmets,
resulting in a 90-percent decrease in serious head injuries.

Trap

Warning! It is possible that your efforts to educate the
public will increase awareness of the problem, which in
turn may increase reports of incidents which might not
have been reported otherwise. This can skew your data.
Be prepared for this possibility!

5. Specify a timeframe for the change

How long will it take to create the change? A goal statement must include a clear
indication of when the change will be complete. Don't forget that it may take some time
for the change to be reflected in the statistics.

Notice the timeframes in the examples--2 years and 3 years, respectively. It is important
to be realistic.

A complete goal statement might be:

Unit 4 Page 7
Example 1: At the end of 2 years, the number of fires set by unsupervised children under
the age of 12 which are reported to the fire department will decrease to no more than 2
per year in "Y."

Example 2: At the end of 3 years, decrease the number of serious head injuries resulting
from bicycle incidents by 90 percent.

One reason for developing a clear plan with specific goals is that it can tell you what the
next step should be. Do you keep on with what you started? Do you revamp it to make it
stronger? Or do you scratch it altogether and take a different approach? In order to know
whether your results are "good enough," you have to set a standard for yourself.

Objectives

The next step in developing a plan is to develop clear objectives. Objectives are the
smaller and more precise steps you take to achieve your goal. These should represent
major checkpoints that will direct you toward the goal--steppingstones. One goal may
have several objectives; they relate to the goals like individual slices relate to a piece of
pie. If you accomplish all of your objectives, you should have accomplished your goal.

To be useful, objectives, like goals, should

Relate to the goals and problem.
Define the measurement of the new condition.
Specify an acceptable level of program performance.
Define the number to be affected by the change.
Specify a timeframe for the change.

The examples below detail how the goals were revised to include the objectives as
steppingstones.

Example 1 Goal: At the end of 2 years, the average number of fires set by unsupervised
children under the age of 12 which are reported to the fire department will decrease to no
more than 2 per year in "Y."

Measurable Objective 1: At the end of 6 months (timeframe), 475 (95 percent of 500)
children in "Y" community (quantified--number to be changed) will have increased their
knowledge about the dangers related to playing with fire (the goal) as measured by
scoring 20 percent higher (acceptable level of performance) on the posttest than on the
pretest.

Measurable Objective 2: At the end of 1 year, 90 percent of the stores selling cigarettes
will be participating in a media campaign about the dangers of matches around children
and alternatives.

Unit 4 Page 8
Measurable Objective 3: At the end of 2 years, there will be a low-cost/no-cost after-
school program for children under 12 from low-income families living in "Y."

Note: When you examine the implications of the example, remember that an increase in
awareness may result in an increase in the number of reports.

Your objectives need to fit into the timeframe of your goal. It is helpful if they are spread
out over the span of the goal's timeframe so that you can check your program's progress.
For this reason, many programs develop quarterly objectives.

Activities

These are the single specific, small steps you take to achieve your objectives. These are
the "process" steps that will lead you to the outcome you seek. Developing and
delivering an education program are activities. Preparing and distributing literature are
activities. Running a communitywide outreach and awareness program is an activity.

Activities need to be given a timeframe for action and accomplishment, and should be
assigned to someone who is responsible for accomplishing them by the designated
deadline. If the committee delegates the major activities, then the committee must assess
progress periodically. The committee should hold people accountable for their promises
and actions. If activities are all done outside the committee, you may end up having to do
many last-minute things that people forgot.

Activities also need to be identified with resources. If you plan to write and distribute
5,000 brochures, you need someone to write the material, someone to print it, and
someone to distribute it. It is great if you have access to many in-kind resources. Access
to resources can play a part in determining whom to involve in your coalition. But if
your plans are ambitious, you probably will need to raise some funds from outside
sources. By identifying specifically in your plan the items and/or activities for which you
need the money, writing a proposal and budget will be easy.

A process that might be helpful in developing the list of activities is called "backward
chaining." You start with the end result and work backwards. For each step in the
process, it is easier to see what needed to be done beforehand in order to be ready for the
next step. As you identify each step, determine how much time to allot to each step for it
to be completed in time for the next step to occur. Some activities can be completed
simultaneously and others are sequential. Backward chaining helps make that distinction.
This process also illuminates places in the plan where different tasks come together,
helping those with different assignments to recognize where others depend on their
performance.

Unit 4 Page 9
Resources acquisition and implementation

The next two steps in the planning process are finding the resources needed to
accomplish your stated activities and implementation of the plan. These topics are
covered in Unit 5: Resources and Unit 6: Implementation.

Evaluation

You use evaluation to determine whether your activities have accomplished the change
you were seeking in your objectives and your goals. Evaluation is essential.

Evaluate early and often. It can save you tremendous amounts of time, money, and
energy by telling you early that you are on the wrong track and you need to redirect your
efforts. If you start on a trip to Dallas from Little Rock and make a wrong turn 10 miles
into the trip, you can correct the mistake easily. If you don't check where you are until
you've driven 400 miles, you may find yourself in Oklahoma City instead. You want to
know if you took a wrong turn. This is not information to be afraid of, but rather to be
embraced.

If you have written good measurable, quantifiable goals and objectives with acceptable
levels of performance, your evaluation will be a piece of cake. But evaluation is difficult,
if not impossible, if it is an afterthought. It is important to measure the condition before
your action, such as how much your target audience "knows," in order to attribute any
change to your program.

You will learn more about the process in Unit 7: Evaluation.


To do (optional)

Now it is your turn to begin developing a plan of action by identifying one or more goals,
at least three related objectives, at least five activities, and a process for evaluating the
life-safety issue you have targeted. Use the worksheet that follows and extra paper if
needed. Don't forget to make sure that your goals and objectives:

Relate to the goals and problem;
Define the measurement of the new condition;
Specify an acceptable level of performance;
Define the number to be affected by the change; and
Specify a timeframe for the change.

Unit 4 Page 10

To do (optional)

Read the following scenario and propose a coalition strategy to deal with the problem.
Write statements for each of the items included in the coalition strategy below.

The local hospital is developing a program for reducing burns to children in bathtubs. In
the past year, the hospital has treated 18 children with such burns. The children are
usually 2 to 4 years old and are from single-parent homes. A child-care center provides
care during weekdays for most of the children in this community of 2,800.

Purpose:

Target audience:

Partner groups:

Program objectives:
1.
2.

3.
4.

Interventions:

Objective 1:

Objective 2:

Objective 3:

Objective 4:

Estimate of needed resources including kind:

Evaluation process:

Unit 4 Page 11

SAMPLE WORKSHEET: DEVELOPING A COALITION
STRATEGY

1. The problem is

2. The goal of the project is

3. The objectives to accomplish this goal are

a.

b.
c.
d.

4. The activities to accomplish these objectives are

a.

b.
c.

d.
e.
f.

5. I will know the project's on track in meeting the goal because:

Unit 5 - Page 1
UNIT FIVE: RESOURCES

Skills
Gain knowledge of funding procedures.

Project program budget expenditures.

Enhance time management, scheduling, organizing, and
planning skills.

Introduction

Now you're ready to take on one of the most important challenges when developing an
injury prevention effort--the identification and acquisition of resources. Reaching your
goal of an effective injury prevention program is often dependent upon how well you or
your team identify, obtain, and manage the resources needed to complete the program's
objectives.

This section will help you understand the process of resource identification, selection,
and acquisition.

Unit objectives

After completing this unit, you will be able to

Identify and describe support sources for a community safety education program.
Create and follow a strategy to obtain program resources.

Getting started with resource acquisition

Before starting the process of resource acquisition, it is very important to study why you
are going to ask for assistance. Refer back to the vision statement you developed already.
It paints a picture of how you will create a solution to the problem. It is important for
you to be able to explain to others what your proposed effort will do for the community.
Most of all, you should be one of the biggest advocates for your cause. Enthusiasm is
contagious. People like to support causes that make good sense and are being led by
pleasant, enthusiastic people--like you!

Unit 5 - Page 2
To do (optional)
What is the issue or problem that my organization plans to address?

Why does the issue warrant attention?

What will the proposed effort do for the community?

Identifying resources

Types of resources

Before developing a resource acquisition strategy, it's important to understand the various
categories of resources.

Direct financial contributions--funds provided to support the effort being
pursued. The funds may come from a variety of sources, including service
organizations, fundraising efforts, private donations, community campaigns,
community nonprofit support (United Way, local government, corporate
solicitation, etc.).
In-kind contributions--resources provided in lieu of funds. These may include
materials, building supplies, educational materials, utility supplies, and work.
Services may include professional consultations, program evaluation, graphic
design, and printing work. A person's time--people power to perform virtually
any task imaginable--is an in-kind contribution.
Grants--funds provided by the government or an organization to directly support
a specific effort. Grants can originate from foundations, trusts and bequests,
corporations, or the government.
Available resources--what your organization can contribute to the effort. Your
organization's resources may include program funding, technical services, and
people power.

Unit 5 - Page 3

To do (optional)
Return to the scenario in Unit 4: Developing a Coalition Strategy dealing with burns in
bathtubs. You estimated resources for this program. Now say where in your
community you could expect to find these resources.

Develop a funding and resource acquisition strategy

A funding and resource acquisition strategy is a well-thought-out plan of action that
clearly defines what you want to accomplish and how you propose to get the job done. A
well-organized plan of action is essential to the success of any resource acquisition effort.

Strategy components

The key first step in any resource acquisition strategy is to identify the overall
program goal and the objectives that must be completed to reach the goal. (Refer
to your worksheet in Unit 4: Developing a Coalition Strategy.)

Tip
A combination of several categories of support is often a
good strategy when working on a large project.

Project the amount of funding and types of resources required to accomplish the
objectives of your proposed program.

The larger the project, the greater the need for broad-based support from both
internal and external sources. Resources can be as small as a donated smoke
machine or as large as the Children's Safety Village project in Hagerstown, MD.
No matter the size of the proposed effort, there is still a need for a plan on how
funding and resources will affect the problem and create a solution.

Unit 5 - Page 4
Tip
Identify the resources that your organization can
contribute to the effort. Emergency service organizations
often claim to have no money to designate to injury
prevention efforts. Remember that all organizations have
money and resources--it is simply a prioritization effort
to allocate them.

Examine your organization carefully and determine the
level of support that can be offered. Perhaps it is people
power and leadership that your organization can lend to
the effort. Remember that people power is a tremendous
resource that is often overlooked and underused.
Offering some type of resource establishes your
organization as a credible community partner that is
working to achieve a solution to the problem.

List the potential sources for the resources, including those your organization can
contribute to the effort.
State how funds/resources will be used to meet the objectives. How are you
going to use the resources to get the job done?
Don't forget to identify costs associated with fundraising--for example, the expense of a
dinner prepared by an organization's auxiliary where prospective donors are invited to
learn of your proposed program and its needs.

Think about
Get ready to start your Resource Utilization Worksheet.

You will need to be able to answer these questions in
order to complete your worksheet.

What are the overall goal and program objectives?
What types and amounts of resources are needed?
How will resources be used to affect the program
objectives?
What are the potential sources for resources? Who is the
contact person?
Which team member will be responsible for seeking and
managing each resource?

Unit 5 - Page 5
A Resource Utilization Worksheet is a formal way to manage the resources you need for
your program. Effective resource management is an important part of any injury
prevention effort.

Developing a worksheet is a smart way to make sure you stay on track. A sample
worksheet is shown on the next page and a blank worksheet is provided on page 23.

Must be clear

Unit 5 - Page 6
Example
Resource Utilization Worksheet
Goal--To provide free smoke alarms to 50 needy families in my
organization's first-response area.
Must be clear
Objectives:
1. Obtain 50 smoke alarms to be installed free of charge in low-income
residents' homes.
2. Identify 50 households that require smoke alarms.
3. Install smoke alarms in the 50 households.
Determine the
types of
resources
needed
List and
categorize
types and
amounts of
resources
needed
Resource 1: Fifty smoke alarms at a cost of $5 each. $250 total cost.
Your organization could purchase the alarms with existing FD funds; a
service organization could donate the money; or a local retail outlet could
provide the alarms as an in-kind contribution.

Resource 2: Assistance with identifying 50 homes within our first-
response area that require smoke alarms. Your organization could survey
the response district to determine who needs the smoke alarms. A local
service agency could provide you referrals based on caseworker contact
information. This would be an in-kind contribution.

Resource 3: Personnel to install the 50 smoke alarms. If your staff install
the alarms, the labor is an existing resource. If installation is obtained
fromKiwanis Club members, their help is an in-kind service donation.
How resources
will affect
objectives
Fifty (50) families who need smoke alarmprotection will be identified
and have smoke alarms installed in their homes.

Potential
donors and
contact
person
Resource 1: 50 smoke alarms.

Potential sources Contact person FD person responsible
Red Dirt Emporium J ane Black, Mgr. Andy Smith
Civitan Club Robert Hull, Pres. Sue J enkins
J unior League Martha Helms, Pres. Sue J enkins
FD budget Chief Delray Mike West

Resource 2: Identify families in need.

Potential sources Contact person FD person
responsible
Community Action Council Cheryl Toms, Dir. Carol Imes
Home Health Providers Linda Rose, Dir. Billy Holtz
Social Services Al Crawford, Dir. Carol Imes
FD staff Deputy Chief Davis Mike West

Resource 3: People power to install the smoke alarms.

Potential sources Contact person FD person
responsible
Neighborhood Associations Assoc. Presidents Tony Dalton
High School Key Club Lisa Hawk, Pres. Sue J enkins
FD staff Deputy Chief Davis Mike West

There is a worksheet on page 23. It will help you track this information for your
community project.

Unit 5 - Page 7
To do (optional)

Now it's time for you to begin putting your ideas into action. Use the Resource
Utilization Worksheet on page 23 for your specific effort.

Creating a resource acquisition team

Acquiring resources for an injury prevention effort requires a well- planned strategy,
especially when a number of resources are required to reach a substantial goal. A smart
strategy is to build a resource acquisition team to help you reach your goal.

Imagine yourself playing in a baseball game. The winning team will be awarded the
resources you are seeking for your project. Here's the catch: you are taking on the other
team of nine players single-handedly in an effort to win the game. If you are to be
successful, you had better be pretty talented. The point is, there will always be
competition for community resources. The organization awarded the resources most
likely will be the one that carefully plans its effort and uses a team approach to secure the
resources needed.

To do (optional)
Take a moment to think of a person within your community who has been successful at
raising money or getting resources. Write the name(s) here.

Locate a mentor

If you are considering a large project which will require extensive resources, consider
locating a mentor to help you begin the effort. A mentor is someone who previously
has been successful in mastering the task which you are about to undertake; in this case,
it is a person who can garner resources.


Unit 5 - Page 8
To do (optional)
What made him/her so successful?

(If you're not sure, ask someone who knows this person well. Better yet, ask this person
yourself.)

Ask for assistance

Don't be afraid to seek help from others who have "walked the walk" you are considering.
Successful people often are honored to share their success stories. There are usually
people in the community who enjoy volunteering to help raise support for a good cause.
Remember--you have a good cause! Asking for assistance is the first step in forming
partnerships that should lead to easier resource acquisition.

Why does your effort merit support? Be able to explain to others the value of having a
safe community.


To do (optional)
Take a minute to list a few benefits of living in a safe community.

Recruit a writer

A good writer is one of the most important assets to your team since much of your
solicitation work must be done in written format.


Unit 5 - Page 9
To do (optional)
Take a moment to think of a person who may be able to help you with written
communications. Who is he/she?

Recruit a spokesperson

Not everyone is comfortable with public speaking or asking for a donation. If necessary,
consider recruiting a spokesperson.

To do (optional)
Take a moment to think of a person who may be able to help you present your strategy to
others in the community. Who is he/she?
Tip
A well-delivered presentation backed by a clearly written
proposal is vital to the success of your effort.

Unit 5 - Page 10
To do (optional)
Congratulations! By considering a team effort, you are well on the way to a successful
resource acquisition experience. Let's stop for a minute and evaluate where you are in the
planning process.
YES NO Do you have a clear program goal and associated
objectives required to reach the goal?
YES NO Do you have an estimate of the type and amount
of resources required to accomplish your proposed
objectives?
YES NO Do you know how you will use the resources to
meet the objectives?
YES NO Have you recruited others to help you with
resource acquisition?
If your answers are yes, then it's time to move on to the next section.

Researching your community and planning for success

Background work

Notion of Total Effort

Presentation
and
Solicitation
Followup
Evaluation
Research.
Do your
homework on
the community!
Once your Resource Acquisition Team is assembled, it is time to do some very important
homework.

Unit 5 - Page 11
Whether your proposed effort is large or small, you must perform adequate background
work on both your proposed effort and the community from which you seek to gain
resources.

To do (optional)
Review the proposed strategy and your Resource Utilization Worksheet with all team
members.
Upon completion of this process, it is time to begin putting your team to work. Follow
steps 1-10 to get started.

Potential donors

Step 1: Brainstorm to identify organizations or people within your community who
may be able to provide the support you need. Draw from the experience of all team
members to begin a list of possibilities.


To do (optional)
Step 1: Identify potential donors.

List some possibilities.

Example: Downtown Kiwanis Club, Red Dirt Emporium, Smith family foundation, and
Fire department.

Match donors and resources

Step 2: Match potential donors with resources they might provide.


Unit 5 - Page 12
To do (optional)
Step 2: Match potential donors and resources.
Donor Resource

Example: Kiwanis: installation assistance, Red Dirt Emporium smoke alarm, News
media: program promotion, and FD: installation training.

Research donors

Step 3: It is important to learn as much as you can about your potential donors.

To do (optional)
Step 3: Research the mission of the funding/resource potential donor. Return to
your list from step 2 and add the following:
1. What does our potential resource provider do?
2. What may they be interested in supporting?
3. Will our request correspond with their mission?
4. How will their support affect our objectives?
5. Who is a key contact person we can start with?

Example: Local Red Dirt Emporium

1. provide retail products for home use
2. smoke alarm donation
3. yes, joint interest in improving life safety
4. provide smoke alarms; demonstrate corporate support for program
5. Ms. Mavis Martin, store manager

Incorporate steps 1 to 3.

To do (optional)
Step 4: Incorporate steps 1 through 3 into your Resource Utilization Worksheet.

Unit 5 - Page 13
Understand community donations

Step 5: Look carefully at an organization's size and chain of command when considering
what you will ask for and to whom you will make the request.

Keep the size of the request in perspective with the giving ability of the organization.

To do (optional)
Step 5: Take time to understand the hierarchy of community donations.

Example: If the fire department needs 50 smoke alarms, the local Red Dirt Emporium
store may be able to donate them. Increase the number to 250 and the local store
manager most likely would need permission from the Red Dirt Emporium corporation to
make the donation a reality.

Tip
Understand the budget process for organizations. For
example, let's say the fire department wanted to request
funding from a service club to purchase the 50 smoke
alarms for needy families. It would be critical for the fire
department to know how far in advance its request would
have to be submitted for consideration in the club's
budget. Researching your potential funding sources will
provide this information.

Research giving history

Step 6: As a team, try to find out what your potential support source has donated to
various causes in the past.

To do (optional)
Step 6: Research the giving history of the sources from which you seek support.
What did you find?

Example: Kiwanis--annual $250 to FD held chicken BBQ; Red Dirt Emporium--annual
$100.00 to FD; parking lot space for life safety fair in previous years.

Unit 5 - Page 14
Tip

Take time to research the community to see if any other
organization is seeking resources for a project similar to
yours. If your effort identifies others pursuing a similar
cause, consider contacting that group to obtain further
information about its interests. Successful coalitions
often are begun through this process.

Identify benefits of giving

Step 7: Identify the benefits the prospective donors will receive if they agree to support
your cause. To accomplish this goal, it is important to understand the following two
concepts:

OPMR--Other People's Money and Resources. This concept involves using other
people's money and resources to help your group meet its objectives and reach the goal of
an effective community safety education program.
WIIFM--What's In It For Me. This concept identifies to the donor the personal or
corporate benefit of providing support to your cause.

Being able to show prospective donors how their support will involve the community in
the solution process and extend your ability to provide a vital service likely will produce
positive results. A smart strategy is always to put yourself in the shoes of the prospective
donor and try to imagine what could be presented to you that would make you want to
contribute to the cause.

To do (optional)

Step 7: What benefit(s) will the potential donor receive?

Example: Red Dirt Emporium: reputation as community-minded; publicity; corporate
tax benefit. Kiwanis: member recruitment; reputation; esteem building for members.

Unit 5 - Page 15
Develop a proposal

Step 8: This is a critical step in the resource acquisition process. Since competition for
resources is a reality, it is important to show and tell why your proposed effort is needed
and how it will make a positive impact on the community. Your proposal should include
the following information.
1. Clear statement of the problem and proposed solution(s).
2. The specific type and amount of support being requested.
3. How the requested support will affect the problem.
4. Why the support is needed.
5. How the donor will benefit from supporting the request.
6. What other support has been sought and/or obtained.
7. What support your organization is providing.
8. A projected timeline for project completion.
9. Thank them for their consideration.

To do (optional)

Step 8: Develop a proposal asking for support from your potential donor.

As mentioned earlier, your proposal must be well written and easy to understand. If
necessary, seek help from someone who is experienced at proposal writing. Remember--
a written proposal is usually the first item reviewed by the potential donor. Doing a good
job here will most likely get you the opportunity for a personal discussion of your
request.

To do (optional)

Take this opportunity to develop an outline of your group's proposal. Study the sample
letter on page 24.

To do (optional)

Step 9: Select a spokesperson.

Unit 5 - Page 16
Select a spokesperson

Step 9: Are you the best person to make the request? If not, select a spokesperson or
spokespeople who will discuss your request face to face with the prospective donor(s).
J ust like developing a written proposal, selecting the person or people who will present
your request for support is a critical part of the resource acquisition process. It is a smart
strategy to select someone who clearly understands the problem, the Resource
Acquisition Strategy, and how obtaining the resources will affect the objectives needed to
get the job done.

It is also important to understand some basic concepts about how the community works.
The term "stature" refers to the level of esteem or position a person holds within a group
or community. "Sphere of influence" refers to the group of people that a person can
persuade to see things his or her way. When seeking community resources, it is critical
to find the right people who are in the position to help you get the support you need.

For example, it was not the fire department but a contractor who successfully brought
together the builders association to construct the Children's Safety Village. The
contractor had stature within his sphere of influence. Simply stated, he was respected by
the other contractors and was able to influence them to provide joint support resulting in
the creation of an important community life safety project.

To do (optional)

Now is a good time to revisit your Resource Utilization Worksheet. Make sure you
select those team members who are best suited to seek each specific resource you will
require. You may find that several people will be needed to pursue various types of
resources. Do not be afraid to seek help with this process.

To do (optional)

Step 10: Develop clear roles for all team members.

Create a work plan. Delegate a resource manager.

Develop roles for team members

Step 10: Create a plan that outlines who will seek what and when they will do it. Set a
timeline for tasks to be accomplished. Make sure all of your "team" and your
organization know what you will be asking for and why, so continuity of requests will be
maintained. It is a smart strategy, if possible, to delegate someone as the "resource
manager" so the overall plan is monitored effectively.

Unit 5 - Page 17

To do (optional)

Add this information to your Resource Utilization Worksheet..

Here are some tips and traps to consider before asking for community support.

Tip

When you step outside of your organization and ask for
community support, you must be prepared to justify your
request and show strict accountability for resources. This
takes effort. Delegate someone who is willing and able
to do this well.

Trap

Know what you want before you ask. Many times
organizations are denied funding and resources simply
because they cannot provide the potential donor with
specifics about what they are seeking. Wise use of your
Resource Utilization Worksheet will prevent this
happening to you!

Tip

Timing is everything! Research your potential support
sources and attempt to determine a good time to solicit
assistance. For example, do not ask a contracting firm to
provide in-kind labor service if the economy is down and
it is having a challenging year financially.

Trap

Even though you have a good cause, do not feel that
people/organizations are obligated to support you. There
will always be much competition for funding and
resources. BE PROFESSIONAL! ACT
PROFESSIONAL! Remember that "no" may mean "not
right now." "Maybe" may mean "come back when you
have some solid support." Be gracious. Always say
please and thank you even if unsuccessful.

Unit 5 - Page 18
Tip

If you are considering the possibility of grant funding,
think about asking for help. Grant writing can be very
time consuming. Understanding the eligibility
requirements is a task within itself. Many organizations
spin their wheels applying to sources where they do not
meet the basic eligibility criteria. Many grants require a
matching component whereby your organization or
community must be able to prove that you are
contributing an amount equal to the donated resources.
A smart strategy may be to ask for writing assistance as
an in-kind service from the local government or a local
corporation. Many agencies or corporations employ
individuals who specialize in this type of work.

Resource Utilization Worksheet

Name Research Preplan Followup
Bill X
Allan X
Pat X X X
Gene X X X

Launching your campaign

Follow your plan

Follow your plan. Use your Resource Utilization Worksheet as a guide to keep your
group on track. Make sure someone is keeping track of everyone's responsibilities and
progress.

Publicize

Market your needs. Don't keep your effort a secret! Publicize your Funding and
Resource Acquisition Strategy. In addition to the sources your group selects to solicit,
there may be others in the community who would be interested in supporting a good
cause like yours. They may never learn of the opportunity to help unless you are the
catalyst and make it known to the community what is needed to reach the goal. If access
is available, you may wish to ask a university or corporation's marketing firm to help you
get the process started.

Unit 5 - Page 19
Tip

A good strategy may be to create benchmarks of progress
to track your success. Benchmarks are attainable levels
of support that your group will reach during its quest to
obtain the total level of support needed. Benchmarks can
range from the levels of funds raised to the amount of in-
kind services donated.

Keep everyone informed

Keep the community, your supporters, and your team informed. As you progress, show
how the support you have received is helping to bring the proposed solutions to reality.
Publicize the support that is bringing you closer to your goal. Sustain momentum for
your campaign by publicizing when you reach a benchmark of success. Praise those
(including your team members) who are working hard to make the goal a reality.

Challenge donors

Challenge others for support. As your effort progresses, provide success stories and
progress reports to keep donors in the communication loop. Challenge the community to
rally behind your successful effort. Stay positive! Remember--people and organizations
love to support a winning team. Learn how to leverage one donor to motivate additional
supporters. Matching funding/resources works well. The contractor who was the catalyst
behind the construction of the Children's Safety Village used the support of his firm to
challenge the other contractors to join in the effort which resulted in the creation of a
several million dollar life-safety center.

Track requests

Carefully track the requests for resources. Analyze both successful efforts and those that
failed. Learn from your success and mistakes. Seek input from your team on how to
improve your strategy. Always be willing to update your plan.

Tip

Be patient. Good things often take time. Visualize
success. Have a clear picture of where you want to be in
what timeframe. Following your plan with enthusiasm
will allow you to realize your goal.

Unit 5 - Page 20
Trap

Be wary of resource exhaustion. Do not "go to the same
well" too many times. Keep careful track of who your
supporters are and do not make unreasonable requests of
their services. Never make demands.

Credibility builds success

Build credibility

Deliver what you promise. Build credibility with your community and supporters by
sticking with your plan. Show you can not only "talk the talk" but "walk the walk" by
using community support to complete your objectives and reach the ultimate goal.
Publicize your success!

Recognize donors

Recognition of donors is critical. Make sure you recognize properly those who are
supporting your effort. Recognition may be in the form of written communication,
personal visit, plaque, media coverage, or recognition banquet. Your group must decide
what is appropriate based on your community and resources.

Summary

As with all components of community education, the successful acquisition of funding
and resources is a process that requires planning, organization, and creativity. We hope
this unit has provided you with some helpful tools to get the process started. Good luck!

Unit 5 - Page 21

RESOURCE ACQUISITION CHECKLIST

I believe in my cause.

I can explain why I am developing an effort to address a specific problem or
situation.

I have identified a clear vision of what my effort will be and how it will have a
positive effect on my community.

I can identify the various categories of resources.

I have developed a Funding and Resource Acquisition Strategy.

My Funding and Resource Acquisition Strategy includes clear goals and
objectives.

I have created a Resource Utilization Worksheet.

I have created a Resource Acquisition Team.

I have located a mentor, if needed.

I have a team member(s) who is/are (a) good writer(s).

I have a team member(s) who can serve as a spokesperson(s).

I have completed my homework on my community.

I have decided how to publicize our proposed effort.

I have planned for a successful experience.

My team and my organization understand the plan.

I have decided how to recognize supporters.

Unit 5 - Page 22

WORKSHEET: SAMPLE RESOURCE UTILIZATION

Overall Goal:

Program Objectives:

Resources Needed: Type Amount

How will the resources be used to impact the program objectives?

Potential Sources Contact Person Team Manager

Unit 5 - Page 23

WORKSHEET: SAMPLE POTENTIAL SOURCES

Organization:
Address:
Phone: Contact person:

Type of organization:

Previous "giving" history:

Benefit to the organization for supporting your request:

Contact log:
Date/Time

Communication

Result

Unit 5 - Page 24
Resume Speed Fire and Rescue
11230 Raccoon Run Road
Wonderful, USA

Mr. Tom Smith, President
Wonderful Kiwanis Club
1150 Bluebird Trail
Wonderful, USA

Dear President Smith:

The Resume Speed Fire Department responds to approximately 900 calls for emergency
assistance each year. Of those 900 calls, nearly one-third are residential structure fires.
Last year, twenty families were left homeless, eleven citizens were injured, and two
children were killed by residential fires. A fire department study identified a common
link to each of the devastating fires--each home that was destroyed lacked smoke alarm
protection.

To solve this lethal problem the Resume Speed Fire Department is creating a program
whereby families in need will be identified and provided with free smoke alarms. Since
your organization historically has supported community life-safety efforts, we are asking
your members to consider helping the fire department install smoke alarms in 50 local
homes.

The presence of working smoke alarms is a family's number one defense against tragedy
from fire. Our program specifically will target needy residents from the community who
may not be financially capable of purchasing smoke alarms for their homes. By
supporting this effort lives will be saved and your organization will be recognized as a
leader in community life safety.

The Resume Speed Fire Department is serving as the catalyst behind this project by
conducting a door-to-door survey within our response district so we may identify those
households which need assistance. Our local Red Dirt Emporium store has donated 50
smoke alarms to kick off the effort.

Should your organization view this request with favor, please contact me
immediately as we would like to conduct the effort over the summer and recognize
our supporters during fire prevention week in October.

Thank you for your attention to this request and I look forward to your reply.

Sincerely,

Maynard Delray
Chief of Operations
Statement
of
problem
Statement
of solution
Support
requested
Impact
on
problem
Benefit to
the donor
Support
from FD
Projected
timeline

Unit 6 - Page 1
UNIT SIX: IMPLEMENTATION

Skills
Prepare a plan for the use of human or material
resources. Implement a fire and life-safety community
safety education program so that program goals, program
modification, and evaluation are addressed.

Introduction

You now have a program and a plan. The next step is to implement the program with the
help of your coalition partners. The implementation step is one of the most important
steps in the life of a community safety education program. It is the step where the plan is
tested and then put into action in the community. This unit will focus on the
implementation process.

Unit objectives

Develop a pre-implementation checklist.
Review an implementation plan.
Market the program to the community.
Recognize coalition members and supporters.

Tip
Implementation is a dynamic process that is used to
modify the program to achieve maximum effectiveness.
Even though there is a plan for implementing the
program, do not be afraid to make changes if necessary
to improve the program or implementation.

Implementation plan

The implementation plan outlines the steps by which the program will be implemented in
the community. The plan includes the pilot program as well as the full implementation.
The plan:

Explains how the program will be implemented, including when, how long,
where, etc.
Identifies the responsibilities of all those involved in the implementation.

Unit 6 - Page 2
Identifies the process for modifying the program, if necessary, following the pilot
implementation.
Contains the predelivery checklist.
Identifies potential problems and contingencies to overcome those problems.
The implementation plan provides the specifics about how the program will be
implemented. This includes where the program will be implemented. For example, the
pilot implementation of a school-based program must be in a school. The plan identifies
the school and the pertinent information such as grade levels, point of contact, etc. The
plan also gives specific information about how long the pilot program will last, how it
will be evaluated, etc. The same information is specified for the regular implementation.

Remember that implementation includes a pilot test of the program, modification of the
program if necessary, and then the full implementation of the program. The pilot
implementation allows any bugs or problems to be identified and corrected prior to the
full implementation.


To do (optional)
Using the information about the program developed in the previous units, begin
developing your plan by answering the following questions about the pilot
implementation. A brief answer for each question is adequate.
1. Where will the pilot program be conducted?

2. Who will conduct the pilot program?

3. What materials will be used during the pilot program?

4. What type of audience will be addressed by the pilot program?

5. How will the pilot program be evaluated?

6. Who is involved in conducting the pilot program?

Unit 6 - Page 3
The implementation plan also clearly identifies the responsibilities of each person
involved in the implementation. This includes not only you, but also the members of the
coalition involved in the delivery of the program, the members of the target audience
assisting with the program, and anyone else who has duties in the implementation
process. The plan should identify

each person's tasks;
his/her authority; and
his/her overall responsibility.

This will reduce confusion and also help to ensure that all tasks will be completed.

Note: Pilot programs work well with large target populations. Many programs, because
of size or for other reasons, are able to run only once or twice, making pilots an
impractical option.

Tip

Many programs have failed because the participants did
not understand their roles clearly. Each person must
understand his/her job and how it fits into the overall
program and implementation process. A good way to
meet this need is to develop a short job description for
each person or role in the implementation process.
The purpose of the pilot implementation is to identify any problems with the program and
make the appropriate changes. This involves evaluation of both the program results and
the process. For now, it is enough to plan for this process. (The evaluation process will
be explained in detail in Unit 7: Evaluation.) For now, it is enough to understand that the
evaluation process must be identified in the plan. This includes how to gather the data,
the methods to be used to interpret the data, and the people who will do the evaluation.
The product of this evaluation process is the modification of the program prior to its
implementation.

Tip
The evaluation of the pilot program is easiest when the
program is conducted on a small scale. It is essential to
involve someone with expertise in evaluating the initial
program planning process. This ensures that the
evaluation process is built into the program. Remember
that evaluation is a key part of every program. If it is
worth doing, it is worth evaluating.

Unit 6 - Page 4
Tip

The success of the overall program may depend upon the
success of the pilot implementation. It is essential that a
representative of the target audience be involved in every
step of both implementations. This involvement will
provide you with feedback and insight you will not have
otherwise.

The implementation plan also contains a "predelivery" checklist. This checklist simply
lists all tasks that must be completed prior to the program's delivery. Think of the
predelivery checklist as a checklist for success. The checklist should identify
people to notify about the delivery;
equipment and materials required for delivery;
appointments that must be made;
transportation needs; and
target audiences to be contacted, etc.

When you have a predelivery checklist, you should be able to coordinate the delivery of
the program without missing any key items. While the checklist does not prevent
problems from arising, it does help to avoid confusion at one of the most critical points in
the implementation of a program. See Figure 1 for an example of a predelivery checklist.
Figure 1
Implementation Plan Example

Predelivery Checklist for Pilot Smoke Detector Program
1. Contact Red Dirt Emporium to ensure that smoke alarms have been received.
2. Contact Chief Smith to schedule personnel to install smoke alarms.
3. Contact Mr. Wilson and his team to identify homes that require smoke alarms.
4. Send reminders to Mr. Wilson and Chief Smith.
5. Send fire prevention materials to personnel for distribution to target audience.
6. Schedule meeting with personnel installing alarms to train them on the program.

Unit 6 - Page 5
To do (optional)
Consider your pilot program and the tasks that must be completed prior to the delivery.
List all those tasks in the order they would be completed. Share your list with someone
else and ask him/her if there are any more tasks that should be included. Revise the list if
necessary. Once you have finished, you have developed your predelivery checklist.

Finally, the plan must identify any potential problems and the contingencies to overcome
these problems. While you hope there won't be any problems, few successful programs
have been problem free, especially during the initial implementation. How do you
identify potential problems? Simple. You bring your coalition team together and
brainstorm potential problems and appropriate solutions. These contingencies are listed
in the plan.

To do (optional)

Review the program you have designed in previous units and the tasks to be completed
before delivery. Identify any problems that could arise with the program and the
implementation. Once the problems have been identified, develop contingencies or
solutions to those problems. This activity will be most effective if you complete it with a
few members of your coalition.

Let's look at a basic implementation plan for a "Learn Not to Burn"
school curriculum
program (National Fire Protection Association (NFPA)) that a fire department is starting
in the local schools. The program elements already have been identified and developed
in previous tasks. Remember that the implementation plan simply outlines the steps to
put the program into action.

Unit 6 - Page 6
Learn Not to Burn
Program Implementation Plan

Central City Fire Department
Pilot Program
Pilot program begins September 10 and concludes October 15.
The pilot program will involve one classroom in grades K to 3 at Lincoln Elementary
School. The teachers are, K--Ms. J ones; 1st--Mr. J ones; 2nd--Ms. Smith; 3rd--Mrs.
Howard.
The teachers' inservice day will be September 7 at Lincoln Elementary School.
A coalition team will work with the teachers to conduct the evaluation and make
modifications if needed. The evaluation and modifications will be completed by
October 15.
The classroom support will be provided by firefighters from the Central City fire
station. Captain Williams is the point of contact for the support.
Karen Blythe is responsible for coordinating the support and the evaluation process.
Community Education Specialist Hamilton is responsible for coordinating the teacher
training and for providing materials to the students.
J im Miller from the newspaper and a member of the coalition are responsible for
kick-off publicity.
Predelivery Checklist
Contact Principal J ohnson to verify the date and location of the teachers' inservice
day.
Send invitations to all teachers for the inservice day.
Conduct a meeting of the support team before beginning of classroom instruction.
Deliver materials to school.
Send news release to local media.
Send letter to parents of students explaining the pilot program.
Implementation
The implementation will involve all classrooms K to 3 in the five remaining
elementary schools in the city.
The program will be implemented beginning November 1 with the inservice day for
all teachers.
The program will conclude May 1.
Program results will be provided to the community on May 15.
A work group from the coalition and selected teachers will evaluate the program and
make any changes no later than May 20.
The classroom support will be provided by firefighters from the Central City fire
station. Captain Williams is the point of contact for the support.
Karen Blythe is responsible for coordinating the support and the evaluation process.
Community Education Specialist Hamilton is responsible for coordinating the teacher
training and for providing materials to the students.
J im Miller from the newspaper, and a member of the coalition are responsible for
marketing the results of the program to the community.

:

Unit 6 - Page 7
To do (optional)
Refer to the sample worksheet, "Learn Not to Burn
Program Implementation Plan."

Evaluate the plan. On a scale of 1 to 10 (1 being low, 10 being high) rate the plan and
explain your reason for rating it so.
Rating:
Reasons

Trap
One of the greatest traps during the implementation is a
lack of communication among all those involved in the
program. It is very important to hold meetings, send out
letters, make telephone calls, etc., to keep everyone
informed on the progress of the implementation. A lack
of communication tends to create speculation and
rumors.
Marketing the results
Once the implementation has been completed, the next step is to inform people about the
results of the program. There are many who will have a keen interest in the results of the
program, including
members of the coalition;
elected officials;
sponsors;
funders;
organizational management;
members of the target audience;
general public; and
implementers (people who did the work).

Unit 6 - Page 8
The purpose of marketing the results of the program is to inform people about how
effective the program was in achieving its goals. In other words, people are going to
want to know if the program worked. Future programs very well may depend on the
degree to which this program effected change in the target audience.

What kinds of information should be reported? That depends on the type of program
being conducted and the specific goals and objectives of the program. The information to
be disseminated may include

educational gain in the target audience;
activity of the program, e.g., number of presentations conducted, smoke detectors
installed, etc.;
anecdotes of those involved in the program, including members of the target
audience;
customer satisfaction with the program; and
decrease in number of fires, number of injuries, etc.
To do (optional)
Review the goals and objectives of the program you have developed. Identify the
information and results you think should be disseminated to the public at the completion
of the program. Share your information with another member of the coalition and a
member of the program's target audience. Ask for their input and then revise your list of
information to be disseminated.

Unit 6 - Page 9
Trap
While it is important to disseminate information that
portrays an accurate picture of the results, it is also
important that the people who review the information are
able to understand the results. If the information is too
technical or filled with confusing statistics, the users of
the information will have difficulty knowing if the
program was indeed successful.
Once you have decided the specific information to disseminate to the community, you
must identify the best methods for getting the information to the desired audiences or
groups. Some of the common methods are listed below.

Local media--Using local media is the best way to reach the general public. This
includes news stories, articles, and features. The local media can be reached
through news releases or news conferences.
Newsletters--Newsletters generally have specific audiences, e.g., seniors,
minorities, residents of specific neighborhoods, etc. A story in a newsletter will
reach a specific audience.
Direct mailing--If the program is based upon a specific geographic area, a direct
mailing to those residents can be effective. Address lists often are available
through the county clerk's office, Chamber of Commerce, utilities department,
etc.
Meetings--To reach members of the coalition, planning group, etc., meetings are
the fastest and most effective way to disseminate the information.
Tip
One of the most important audiences to reach with the
results of the program is the target audience. For
example, if the goal of the program is to reduce falls by
seniors in the community, seniors should be informed
about the program and its results. To reach that group,
ask a member of that group about the best ways to reach
the audience. This will ensure that your methods
actually will reach the group. This same approach can be
used to identify the best ways to get the information to
any of the groups you identify.

You also should consider recruiting a professional writer
to work with your coalition. This person can write the
results so that they are accurate, yet easy to understand.
A reporter from a local newspaper would be an ideal
choice.

Unit 6 - Page 10
To do (optional)
It is May 15. The Learn Not to Burn
Program has been a huge success in Central City.

List the community groups with whom you would share the results and indicate how you
would do this.
Groups Method

Recognition of the team
The last component of the implementation process is perhaps one of the most important--
recognizing those who made the program happen. Why should you recognize the people
who made the program a reality? Because they deserve to be recognized! Successful
programs are not about planning; they are not about materials; they are not about
statistics and data--they are about people who are committed to making things better in
their community, and about their personal sacrifice to bring that change to reality.

Who should be recognized? You should recognize anyone who has played a part in the
development and implementation of the program. This includes community
organizations and their representatives to the program; funders; members of the planning
or implementation team; decisionmakers who gave the program support; and, the worker
bees who delivered the program. In short, you should recognize in some fashion anyone
who contributed to the program. Of course, those who did the most should receive the
highest recognition.

Unit 6 - Page 11
Trap
Recognition does not have to be expensive or elaborate.
Many times, those involved in these types of programs
do not want to be the center of attention. Make the
recognition meaningful without being showy. Be
sincere!

What is a good way to recognize others? This depends upon the community and those to
be recognized. Provide something that has meaning to the recipient. Some possibilities
are
certificates of appreciation;
coffee mugs;
posters;
gift certificates to local businesses;
items that can be used by the recipient at home or at work;
letter of thanks from local officials; and
social gathering of group (e.g., lunch for staff or shift).
Also consider recognizing the team members at an official event. It always adds to the
spirit of the event if each person's specific contribution to the program is recognized and
if the recognition comes from the personnel who led or managed the program.

Finally, recognition of the team members is your way to say "thanks" for a job well done.
It sends the message that the sacrifice and hard work had meaning to you and to the
community. It tells people they are important and that the mission of the program, the
"cause," is important. Without recognition, people may feel taken advantage of, and the
importance of their efforts may be minimized in their minds and in the mind of the
community.

Summary

Implementation is when the program is brought to reality. It is the product of the
planning process. The implementation is guided by an implementation plan--a step-by-
step outline of the tasks that must be completed during implementation.

During the implementation, it is important to remain flexible; don't be afraid to change
the plan if needed. Implementation should be fun for all the team members. Once the
implementation is completed, it is essential that the results of the implementation be
marketed to those with a vested interest in the program. Finally, all those involved in the
implementation plan must be recognized by the organization and by you. The
recognition tells those involved that their efforts, and the program overall, are meaningful
and have made a difference in the community.

Unit 6 - Page 12

SAMPLE WORKSHEET: DEVELOPING A PLAN
1. Where will the pilot be conducted?

2. Who will conduct the pilot program?

3. What materials will be needed during the pilot program?

4. What type of audience will be addressed by the pilot program?

5. How will the pilot program be evaluated?

6. Who is involved in conducting the pilot program?

Unit 7 - Page 1
UNIT SEVEN: EVALUATION

Skills

objectives, implement an evaluation process so that
Given an evaluation method and overall goals and
program effectiveness is measured.

Introduction

Now that you have implemented your plan, you and your coalition will want to know
how successful your program is. This unit will familiarize you with the evaluation
process--the process by which you determine the effectiveness of your effort.

Unit objectives
Upon completing this unit, you will be able to:

Explain the importance of the evaluation plan.
Create an evaluation plan.
Carry out the evaluation process.
Disseminate the results.

What is evaluation?

Evaluation is one of the most crucial elements of the fire and life safety education
program. Evaluation is that process which identifies the degree to which you have
achieved the goals and objectives of the program. Evaluation also can tell you the level
of customer satisfaction of those participating in the program. In short, it is the process
by which you determine whether the program is successful and what future direction
should be taken.

The evaluation plan

The evaluation plan was developed during the development of the coalition strategy. It
should have identified the "who, what, where, how, etc." of the evaluation process.
Remember that the "what" that needs to be evaluated is related directly to the objectives
of the program. The objectives identify the desired outcome for the program.

Unit 7 - Page 2
Trap

Often the education program will be modified once it has
begun, as a result of information gained while conducting
the program. If the evaluation strategy is not reviewed as
these changes are made, the evaluation process may not
be successful. Even minor program changes can affect
the evaluation. If any program changes are made, take
the time to review the evaluation plan and ensure it is
still valid; in other words, will it still evaluate what you
want evaluated?

The plan also identifies how the evaluation will be accomplished. This includes when it
will be done, who will do it, the type of evaluation instruments to be used, etc. The
evaluation plan must be specific in these areas. While some of the steps in the program
may be general in nature, evaluation steps must be specific.

Once it is time to begin the evaluation process, the first step is to review the evaluation
plan. If the evaluation includes a pretest element, this must, of course, be completed
prior to the beginning of the program. If you have made changes to the program based on
information gathered after the initial strategy development, it is imperative to review the
evaluation plan to ensure it is still valid. If changes are required in the evaluation
methods, those changes should be made as early as possible.

Tip

Evaluation tends to be perceived as difficult to design
and even harder to implement effectively. While
evaluation is not necessarily a difficult process, it is
always helpful to recruit someone for your team who has
experience in evaluating educational programs. This
person could be a professor from a local college or
university, a teacher at a local school, a county extension
agent with experience in evaluation, etc. This person can
provide guidance on the development of the evaluation
strategy, the development of the evaluation instruments,
the actual implementation of the evaluation plan, and the
review of the results of the evaluation process. If neither
you nor a member of your team has extensive experience
in evaluation, you are well advised to seek out someone
with that experience. It will be an investment in the
success of the program.

Unit 7 - Page 3
Conduct the evaluation

Once you have reviewed the evaluation plan, it is time to conduct the evaluation. It is
essential that the evaluation plan be followed closely. It is wise to train everyone
involved in the process prior to conducting the evaluation. This will ensure that the
evaluation is conducted according to the plan.

Tip

Any evaluation instrument or process should be designed
to be valid and objective. If it is valid, it measures
exactly what you want it to measure. If it is objective, it
will not be affected by the bias of the evaluator or the
person being evaluated. As mentioned earlier, gaining
the assistance of someone with expertise in evaluation
will be helpful in ensuring the validity and objectivity of
the instruments and process. It is imperative that the
results of your evaluation process be able to withstand
scrutiny and close analysis. The credibility of many
programs which have reduced fires and injuries has been
diminished because of poor evaluation or misrepresented
results.

It is also important to ensure that the objectivity of the evaluation is maintained. This is a
cardinal rule of evaluation and should be stressed during the training of the evaluators.

Objectivity means that the data gained through evaluation are accurate and do not
represent the attitudes or expectations of the evaluators. If the evaluation is not objective,
the results may not be viewed as credible. This can have serious consequences on later
programs and future fire and life safety education efforts.

The evaluators also must follow the directions for the evaluation as listed in the
evaluation plan. The evaluators may not have any experience in the evaluation methods,
and following the instructions should guide them through the evaluation. This applies to
something as simple as giving a written test to school children as well as to something
more complex, such as interviews.

Finally, don't hurry the evaluation process. Hurrying the process tends to provide less-
than-accurate results. In fact, the rush to complete an evaluation may result in an
evaluation process that must be repeated in order to provide the information being sought.

Unit 7 - Page 4
Trap

There is a natural tendency to want the evaluation to
provide positive results about your program. However,
the point of the evaluation is to provide an objective
picture about the success or failure of the program. If the
results indicate something less than desirable, it is
essential that the results not be altered to make the
program "look good." This should be emphasized to
everyone involved in the evaluation process.

Let's review what we have covered so far. Evaluation is the process by which you
determine the success of your program. This process includes the following important
points:

The evaluation process is outlined in detail in the evaluation plan, which was
developed during the coalition strategy step.
The plan identifies the "who, what, where, and when" of the evaluation process.
It is wise to enlist the assistance of someone from the community who has
expertise in evaluating educational programs.
The evaluation process must be valid and objective. There is no room for bias.
If the overall program strategy changes at all, it is necessary to review the
evaluation plan and make appropriate modifications. This ensures that the
evaluation process will truly measure what you intend it to measure.
Prior to conducting the evaluation, everyone who will be involved in conducting
the evaluation should receive training on the process.
When conducting the evaluation, the instructions must be followed to the letter.
The process was designed to be implemented according to specific parameters. If
they are not followed, the results may not be accurate.


To do (optional)

Review your evaluation plan. Have you followed all of the guidelines listed above? If
not, describe the actions you are going to take to complete the items.

Unit 7 - Page 5

To do (optional)

Return to the Learn Not to Burn Implementation Plan in the previous unit. Using the
information there, suggest the person or persons best suited to conduct the evaluation.
State reasons for your choice.

Person(s) best suited to evaluate:

Reasons:

Analyzing the results

Once the evaluation has been completed, it is time to analyze the results. Evaluation
alone only provides data--numbers and information that by themselves have no meaning.
The process of analysis brings meaning to the evaluation process. It is during evaluation
that you will determine to what degree the program objectives have been achieved.


To do (optional)

Consider this sentence: In fact, it is best if someone with no direct ties to the
program completes the analysis. Why do you think this is recommended? Write your
answer below.

Unit 7 - Page 6
The importance of enlisting the assistance of someone with expertise in evaluation
processes has been mentioned several times. This is especially true at this stage of the
evaluation process. In fact, it is best if someone with no direct ties to the program
completes the analysis.

It is best to have someone who is not associated with the program analyze the results; this
will ensure an objective evaluation. When people who have a direct, vested interest in
the program analyze the results, there is always a chance of bias. They may make the
results seem better than they really are, or even discount specific negative findings. As
mentioned earlier, it is critical that the evaluation be credible. Remember that future
organizational and community support, as well as the availability of resources, may
depend upon the credibility of your evaluation process.

Tip

You should make arrangements during the initial
planning of the program for the outside person or
organization to analyze the results. When you recruit
outside help, provide them with detailed information
about the program and the objectives. If they are willing,
they may even design the overall evaluation process for
you. This is the best situation when possible.

The analysis of the information should provide you with specific information about the
program. The information should include

the educational gain of the participants or target audience;
the change in the environment of the target audience, i.e., the number of smoke
alarms mounted as a result of the program;
the change in the behavior of the target audience, i.e., the testing of smoke alarms
by the target audience;
the attitudes of the target audience towards the program, i.e., customer
satisfaction;
changes in the program which will increase its effectiveness;
changes in the evaluation process itself which will increase its effectiveness; and
any specific incidents, patterns, findings, etc., which are unusual or have a direct
impact on the program.


Unit 7 - Page 7
To do (optional)

Find an evaluation report from an educational program. Review the report and notice
how it is formatted, how the information is presented, etc. Are the conclusions clearly
listed and easy to find? If you can't find any reports of this type, use the copy of the U.S.
Fire Administration (USFA) booklet Short Guide to Evaluating Local Public Fire
Education Programs found in the Appendix to this course. It provides useful information
on reporting conclusions as well as conducting an evaluation process.

The information developed through the analysis should be recorded in a written report.
The report should be clear and concise, yet provide enough details to substantiate the
conclusions. Data, including charts and tables, may be added as an appendix to improve
the readability of the report.

Tip

If the conclusions of the evaluation process are
unclear, or specific conclusions are not possible to
develop, seek a second review of the evaluation data.
Find another person with expertise in evaluation to
review the data and develop conclusions. Publishing a
report with inconclusive or confusing results may
detract from the success of the program.


To do (optional)

Return to the Learn Not to Burn
Implementation Plan in the previous unit. Using the

information there, suggest the best ways to analyze the results. State reasons for your
choice.

Ways to analyze the results:

Reasons:

Unit 7 - Page 8
Share results

Once the initial conclusions from the evaluation have been developed, provide the
information to the program team. In fact, it is best to hold a team meeting to review the
results. The purpose of the meeting is twofold. First, the results of the evaluation
process should be presented and discussed. Second, any changes in the program that are
required should be identified and a plan developed to implement those changes. It is
essential that the core members of the team be present at the meeting.

Trap

If the evaluation is conducted before the program has
been completed, it may not be wise to provide the results
to those personnel who actually are conducting the
program. This might result in undesired or unplanned
changes in the way the program is being conducted.

If revision of the program is desired, it is important that everyone involved in conducting
the program understands the reason for the changes. Hold a program review to discuss
the changes. If appropriate, seek input about the changes and the conclusions of the
evaluation. Any potential challenges to the changes should be identified and discussed.

Tip

Changes in human behavior, especially those behaviors
related to injury and fire prevention, may take a long
time to develop. Avoid jumping to conclusions if
adequate time for change has not been allowed in the
program. People tend to resist change, even if it is for
their own safety. Changing a program based upon a
premature evaluation may result in reducing the
effectiveness of the program. When designing the
program, especially the evaluation strategy, discuss this
issue with all those involved. Being aware of this trap
will help to reduce the potential of it becoming a
problem.

Remember that any changes to the program may result in the need to change the
evaluation plan. Give careful consideration to all changes and the potential impact on the
overall program.


Unit 7 - Page 9
To do (optional)


information there, suggest the best ways to share the results. State reasons for your
choice.

Ways to share the results:

Reasons:

Disseminate the conclusions

Once the program is over, it is time to report the results of the program to the target
audience, the organization, and the community. The conclusions from the evaluation
process are the basis for this report.

The following guidelines should be considered when disseminating the conclusions from
the evaluation process:

Tell everyone involved in the program. This includes the target audience. When
people are involved in a community education effort, they want to know if their
efforts have made a difference.
The information disseminated must be concise and easily understood. People will
not struggle to get through complex information. The information must be to the
point and it must highlight the key issues and conclusions. If a detailed report is
required for decisionmakers or managers, then develop two reports.
Relate the degree of program success to the objectives of the program. It is
usually helpful to review the reason for the program, i.e., the fire or injury
problem.
When the time is appropriate, disseminate a news release to the local media. The
news release should provide the most significant conclusions, the impact to the
target audience and community, and a point of contact for more detailed
information.
If possible, hold a community news conference to announce the results. Invite the
team members, the officials from the sponsoring organizations, and the key
members of the target audience to attend.

Unit 7 - Page 10
In all instances, be sure to highlight the program's benefit to the target audience
and community. Emphasize the decrease in fires or injuries. This will set the
foundation for support of future programs.


To do (optional)


information there, suggest the best ways to disseminate the conclusions. State reasons for
your choice.

Ways to disseminate the conclusions:

Reasons:

Tip

Evaluation reports often are limited to factual
information: numbers, graphs, or tables. The most
powerful testament to the success of any education
program is the human interest story--stories of actual
change in the lives of individuals or families as a result
of the program. Perhaps a family escaped from a burning
home due to the presence of smoke alarms mounted
during the program. The human stories touch people's
hearts and bring the value and importance of the program
home to others in the community. Ensure that the
evaluation process identifies such stories and that they
are disseminated with the program's results.

Challenges

While it is clear that careful planning and implementation will help ensure the
effectiveness of any evaluation process, evaluation still may present some tough
challenges to an educational program.

Unit 7 - Page 11

To do (optional)

Consider the evaluation plan for your program. List any potential challenges to the
evaluation process. Discuss these challenges with two or three of your team members or
with other public educators. Describe possible solutions to each of the challenges.

Challenges:

Solutions:

The challenges may include

lack of personnel with expertise in evaluation processes;
dealing with negative conclusions about the program;
apathy of the target audience about participating in the evaluation process; and
lack of resources to conduct the evaluation process.

The best way to overcome these challenges is to identify them early in the planning
process and to concurrently identify solutions to the challenges.

Summary

In conclusion, remember that evaluation is a crucial part of any fire or life safety
program. Evaluation identifies the success or failure of the program. It also helps to
identify problems in the program and possible solutions to those problems. Without
evaluation, you will not have feedback to provide to the community, your team, and your
supporters.

Tip

A good evaluation process can provide invaluable
information. Consider not only how the results apply to
the current program, but also how they may apply to
future programs. Each program should be a learning
experience for you and the other educators.

Unit 7 - Page 12
A clear evaluation plan or strategy should be developed as part of the coalition strategy.
The evaluation methodology and approaches should be part of the initial planning
process. If the strategy is developed after implementation, it may not be an effective
evaluation.

Self-Study Course for
Community Safety
Educators

Appendix

FA-101
March 1991

Short Guide to Evaluating
Local Public Fire
Education Programs

FEDERAL EMERGENCY MANAGEMENT AGENCY
United States Fire Administration

1
Why Evaluate Public Fire Education Programs?

Evaluating the effectiveness of a public fire education
program is important for three reasons:

1. To determine if the program is worth repeating in the
community or elsewhere;

2. To elicit feedback on how to improve the program; and

3. To provide a rationale for financial support of public fire
education programs.

The U.S. Fire Administration's (USFA) Office of Fire
Prevention and Arson Control has prepared this short guide in
evaluating local public fire education programs to offer the fire
service tools to evaluate public fire education programs. USFA
also has prepared individual evaluation guidelines for use with
specific USFA campaigns, such as Check Your Hot Spots!,
Curious Kids Set Fires, This is Fire and Let's Retire Fire. The
individual guidelines demonstrate how to apply the general lessons
in this short guide to specific USFA programs.

The Goal of Evaluation

The primary goal of the evaluation process is to show that a
public education campaign on fire prevention is successful in
reaching and motivating its target audience to practice fire
prevention. Because the purpose of such a program ultimately is to
reduce the number of fires, and the resulting deaths, injuries, and
dollar losses, in order to evaluate a program's effectiveness, it is
helpful to ask: did the program change the community's fire
prevention efforts?

The best way to measure the effectiveness of a
prevention program is to show the degree to which
the program reduced fires, deaths, injuries, and/or
dollar loss.

2
The strongest possible evidence of a public education
program's success is to demonstrate that it changed one or more of
these factors: fires, deaths, injuries, and/or dollar loss.

While demonstrating a reduction in fires, deaths, injuries,
and dollar loss is the ideal measure of program effectiveness, there
are practical problems in the real world. For example, it is difficult
to show that it was a specific program that caused the change in
behavior. Secondly, if the factors outlined above did not change
after a program was conducted, how to show that it did help?

Even if change in fire, death, injury rates, and/or
dollar losses cannot be demonstrated, it still is
possible to measure a program's effectiveness-
although other measures do not provide as
compelling evidence.

As shown in Table 1 (page 9), there are several ways to
measure the effectiveness of a public education program. If a
change in fire statistics cannot be shown, it still is possible to
gauge the effectiveness of the program by looking at several
scenarios that assist a fire public education program in being
successful.

1. First, it is imperative to reach a substantial part of the
public or target group with the safety message.

2. Second, the information presented must be clear enough for
the audience to understand what actions to take or
behaviors to change.

3. Third, the lesson must be persuasive enough to make
people act by changing fire safety practices.

For example, people may act by maintaining a smoke
detector, installing a fire sprinkler system, or buying fire-resistant
upholstered furniture. People also act by not leaving food
unattended by the stove, not smoking while in bed or feeling
drowsy elsewhere in the home, or not overloading electrical
sockets.

3
If a program persuades people to take the actions
that make a difference, then fires, death, injuries,
and/or dollar losses should be reduced, either
immediately or over time. If they are not reduced, it
may mean that the fire prevention actions targeted
in the program were not the most important ones.

Measuring changes in behavior patterns is
extremely useful in showing that any end impact
was indeed caused by the public education program.

If a change in the number of fires is noticed after a public
education campaign is started, it may or may not be attributable to
the program. However, if it can be shown that 1) a majority of the
community was reached with the message, that 2) a tested sample
of people showed a sharp increase in knowledge of what to do in a
fire, and that 3) a significant portion of the community now exhibit
the proper behavior, then a much stronger argument can be made
that it was indeed the fire prevention program that caused the
change in the bottom line. In any event, these three scenarios
should be measured regardless of the statistical outcome.

Outreach

Measure outreach by showing that a percentage of
the target group was reached. This is an important
fire indicator of whether the program is likely to
impact on the bottom line.

It is important to state more than the absolute number of
people who were reached. There is a significant difference
between reaching 1,200 people out of 2,000 people, versus 1,200
people out of one million. Reaching 12 third-grade classes is
impressive, unless there are 200 third-grade classes in the city.

4
Knowledge

Measure changes in knowledge by conducting pre-
and post-tests.

One way to measure fire prevention awareness is to
conduct pre- and post-testing in the community. An even better
approach is to test retention several weeks, months, or even a year
after a program was conducted. If a correct action is remembered
at the end of the class in which it was taught, but not two weeks
later, it is unlikely that much was accomplished.

Behavior

Measure changes in fire safety behavior by
conducting a random survey before the public
education campaign starts, and repeating the survey
after the campaign is completed.

A citizen survey can involve simply asking a number of
citizens one or two questions on the telephone. For example,
before starting a program that advocates checking smoke detectors
at least once a year, ask people how often they check their detector,
and then ask the same question to another sample group after the
program.

Measure change by visiting a sample of homes with
a fire safety checklist of hazards; by surveying
school children on their home fire safety practices;
or by having them follow through with a home fire
safety checklist.

Some cities have demonstrated that the number of fire
safety hazards are significantly reduced following public education
lessons that involve checking home hazards or individuals
participating in other activities.

5
End Results

Data on fires, death, injuries, and dollar losses are
available from incident reporting systems in use at
most fire departments.

Making Comparisons

There are a variety of ways to use comparisons to mark
changes resulting from the program being evaluated.

Compare changes in the community before and
after the introduction of a program.

If a community had a relatively high incidence of fires or
deaths before a public education program and a much lower
incidence after the program started, the program's effectiveness
would be clear.

Compare a community with other similar
communities that did not have the same program.

It is possible to demonstrate the success of a program by
showing that all of the communities in a given area experienced no
increase in the percentage of working smoke detectors, but that
there was a small increase in a specific community because of the
special resources devoted to that problem. Or, fires might be on
the rise in a specific region because of increased use of
woodstoves, but the increase in a specific area is less than in
nearby communities because of concentrated education efforts.

It is possible to compare similar neighborhoods
within a community.

It also is possible to compare similar neighborhoods within
a community. One way would be to start a pilot program in
schools in one area, and then see if the program made any
difference relative to the areas of the community that did not have
the program.

6
In each case here, the goal is to compare a group that has
the program to another group that does not. The principle is
similar to testing out a new medicine by providing it to only one of
two groups closely matched in characteristics and then checking to
see which group does better.

Anecdotes

Anecdotes can be a valuable tool to show that a public
education program worked.

Anecdotes should be well documented, with
testimonials specifically stating that information
gained from a public education program helped
avert injury or death from fire.

Several stories have much more power than a single one,
which could be dismissed as an exception. Anecdotes in
combination with statistics present the strongest case of all.

For example, several years ago, the Northlake, Illinois, Fire
Protection District instituted a 10-week fire safety school program
for second- and fifth-grade students. To date, there have been five
"saves" that were attributed to this program, such as that of a ten-
year-old girl who escaped from a fire in her home by crawling low
in smoke and exiting by a side door. She ran to a nearby restaurant
to call the fire department.

Another incident had a group of teenagers starting a fire
while experimenting with a can of kerosene. One teenage boy
slipped and fell into a flaming puddle. He panicked and ran,
fanning the flames. A friend tackled him and rolled him on the
ground to put out the flames. The hero credited his fifth-grade
safety class with teaching him the right thing to do.

7
Tailoring Measures to Your Program

Look at the particular changes in knowledge,
behaviors, or bottom-line statistics that reflect the
specific content of the fire safety messages being
delivered.

If the program's focus is unattended cooking fires, look for
changes in the number of cooking fires, not just the change in total
number of fires.

Many prevention programs are aimed at a particular group
in the community, such as senior citizens, school-age children, or
people living in a target area. In these cases, look for changes in
fires, injuries, or awareness for that specific group, not for the total
population.

Outside Factors

Take into consideration some of the outside factors
that can affect aspects of the fire problem.

For example, consider whether it was particularly cold or
warm in recent years when studying fires related to wood heating.
Don't forget to take into consideration population changes when
analyzing data that has been collected over several years.

Look at data on a per capita basis, because that
takes changes in population into account.

A constant number of fires during a five-year period while
population has increased fifteen percent may not seem like a
decrease, but in per capita terms it is a very impressive drop.

8
Resource List

Practical Program Evaluation for State and Local Governments,
Harry Hatry et. al., The Urban Institute, Second Edition,
1981, University Press of America, 4720 Boston Way,
Lanham, Maryland 20706.

Proving Public Fire Education Works, Philip Schaenman et. al.,
TriData Corporation, 1990, 1500 Wilson Boulevard,
Arlington, Virginia 22209.

Public Fire Education Evaluation Guide, National Fire Academy,
Federal Emergency Management Agency, 16825 South
Seton Avenue., Emmitsburg, Maryland 21727.

9
Table 1

Ways to Measure Public Education Programs

Aspect Measured Examples of Evaluation Measures
Program Outreach
Percentage of population (or a
subgroup) receiving public education
materials. Percentage of seniors
receiving safety lecture. Percentage of
school children with x hours of safety
instruction per year.
Awareness, Knowledge
Percent of population knowing how to
extinguish a grease fire. Percentage of
public that can use extinguishers.
Percentage of public aware of need to
crawl low in smoke. Test scores
before and after education.
Behavior, Environment
Percentage of households with
working smoke detector. Percentage
of households with fire sprinklers.
Percentage of chimneys cleaned at
least annually.
End Results
Number of deaths, injuries, dollar loss
or fires per capita. Anecdotes
detailing saves linked to programs.

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GENERAL INFORMATION ON THE COURSE

Program Implementation Plan

Program Implementation Plan."

Program has been a huge success in Central City.

State reasons for your choice.

Implementation Plan in the previous unit. Using the

Implementation Plan in the previous unit. Using the

Implementation Plan in the previous unit. Using the

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