Strayer University Alexandria Campus. Adaptive Leadership in Emergency Management

Transcription

1 Strayer University Alexandria Campus Adaptive Leadership in Emergency Management a Directed Research Project submitted to Miles M. Hamby, Ph.D. in Candidacy for the Degree of Master of Business Administration by Kelly F. Discount March 26, 2009

2 ABSTRACT The consistent use of coercive and pacesetting leadership styles results in increased burnout, turnover, and negative public perception of emergency management (EM) organizations. The purpose of this study was to determine which leadership styles are most effective for local, state, and federal EM government officials during each of the EM life cycle phases. The research explored adaptive leadership in emergency management. A survey was developed to evaluate the relationship of six leadership styles (coercive, authoritative, affiliative, democratic, pacesetting, and coaching) to four phases of the EM life cycle (mitigation, preparedness, response, and recovery). The survey included questions to determine any correlation between burnout that staff experienced and the perceived effectiveness of EM leadership style employed. The survey was conducted using an online data collection tool over a period of three weeks. Survey participation was requested through emergency management professional organizations reaching approximately 5517 practitioners. The research yielded 523 responses, for an approximate response rate of 9.48%. Survey responses came from all three levels of government. It was determined that a correlation exists between manager effectiveness and leadership style, and certain leadership styles have a statistically significant effect. Three individuals, representing local, state, and federal government were interviewed for the qualitative portion of this research. Interview responses were reviewed to corroborate or contradict the survey data. Taken as a whole, the interviews provided qualitative information that supported the quantitative data resulting from the survey. That is, effective EM leaders use a variety of leadership styles during mitigation, preparedness, response and recovery to appropriately address each situation and manage staff and stakeholders.

3 Trust Criteria for EM Leaders Criteria Definition Competence: Openness with Information: Integrity: Reciprocity: Compatibility: Goodwill: Predictability: Well-Being: Inclusion: Accessibility: Trust based on a perception that team members are competent, and so will not let me down. Trust based on the observation that other team members share information important to the team proactively and clearly. Trust based on the observation that other team members maintain promises, are team-oriented, and behave towards me in accordance with a moral code. Trust based on the observation that other team members are trusting and cooperative towards me. Trust based on background, values, approaches, interests, and objectives held in common. Trust based on the belief that other team members are concerned about my overall welfare. Trust based on the observation that the behavior of team members is consistent over time an in different contexts. Trust arising from the feeling that I have nothing to fear from other members of the team. Trust based on the observation that other team members actively include me in their social and work activities Trust based on the observation that other team members share their true feelings and I can relate to them on a personal level SOURCE: Adapted from The Emergency Capacity Building Project, 2007, p

4 Leadership Style and Associated Activity or Behavior in EM Life Cycle Phase Leadership Style and Associated Activity or Behavior Coercive Use the power of their position to get people to act Make top-down decisions Demand immediate compliance Hold people to their obligations and is explicit about consequences Authoritative Provide staff with freedom to innovate, experiment, and take calculated risks Mobilize people toward a vision Set clear standards for success and communicate them to all staff Explain why staff s efforts contribute to the mission Affiliative Build relationships through a sense of belonging Offer ample positive feedback Solve conflicts through open communication and promoting agreement among the team Boost morale always putting people first Democratic Forge consensus through participation Solicit ideas, promoting buy-in Work side by side with the team Promote collaboration Pacesetting Take initiative, with a high drive to achieve Hold and exemplify exceptionally high standards for performance Micromanage staff Focus on data, details, and information Coaching Develop staff for the future Help staff identify strengths and weaknesses Encourage staff Delegate challenging tasks to staff EM Life cycle Phase SOURCES: Goleman 2000; Goleman, Boyatzis, & McKee, 2002; Goleman, 2006.

5 Comparison of Leadership for Emergency Management Practitioners Brief Description Demands Immediate Compliance Mobilized people toward a vision Creates harmony and builds emotional bonds Forges consensus through participation Sets high standards for performance Develops people for the future Emotional Intelligence Project Management Transactional and Transformational Positive and Negative Coercive Autocratic Transactional -Authoritarian (-) -Hierarchical (-) -Non-Participative (-) Authoritative Transformational -Empowering (+) -Visioning (+) Affiliative Democratic -Consultative -Supporting -Facilitating -Consensus Transactional -Counseling (+) -Lead through commitment (+) EMI Traditional Transactional Participative (+) -Supporting -Delegating Pacesetting Directing Transactional -Ethical (+) -Controlling (-) -Judging (-) Coaching Coaching Transactional -Coach (+) -Mentor (+) EMI Contemporary Marks Leadership Qualities Cadence Leadership Directing Autocratic Authoritarian -Building a shared vision -Empowering others -Laissez-faire -Creating a team environnent -Democratic -Delegating -Visionary, influential -Charismatic -Servent leader -Team builder, Motivates Collaborator, delegator Directing -Resultsfocused -Leads by example -Supporting -Coaching -Coaching -Mentoring Creates other leaders Participative Delegative