unit 1: course introduction

Visual 1-1 Course Introduction

Leadership 2: Application of Personal Leadership in Emergency Management

Unit 1: Course Introduction


Welcome

● Registration Logistics

● Facility Orientation

● Daily Schedule

● Course Materials

● Introductions


National Emergency Management Leaders Academy

E0451 Leadership 1: Overview of Leadership in Emergency Management E0452 Leadership 2: Application of Personal Leadership in Emergency Management E0453 Leadership 3: Leadership in the Emergency Management Organization E0454 Leadership 4: Emergency Management Leadership in the Community and Profession


National Emergency Management

Leaders Academy

E0454 Leadership 4 Leadership in the National Community and in the Profession

E0451 Leadership 1 Overview of Leadership in Emergency Management

E0452 Leadership 2 Personal Leadership Skills

Project Wrap Up

Personal Action Project

E0453 Leadership 3 Leadership in the Local Organization & Local Community


E0452 Course Outline

1. Introduction 2. Project Work: Overview of Assignment 3. Assessing Your Personal Leadership Styles 4. Leadership Resiliency 5. Project Work: Selecting a Problem 6. Decision Making and Creating Solutions 7. Developing Critical Thinking Skills 8. Project Work: Developing Your Personal Project Plan 9. Understanding Personal Power and Influence 10. Ethical Leadership 11. Leading and Motivating 12. Course Conclusion

Visual 2-1 Project Work: Overview of the Assignment


Unit 2: Project Work: Overview of Assignment


Unit Objective

In this unit, you will learn…

● The requirements for successful completion of the Action Project.


Introduction

● Action Project goal is to use leadership principles to positively impact organizational performance

● Action Project will be. ● Unique to each participant. ● Started during this class. ● Presented in Course 4.


Purpose of Action Project

● Apply leadership concepts from the course to issues or problems in the your home organization.

● Focus on a specific problem that needs to be addressed.

● Focus on improving some area of the organization.

● Based on taking action.


Project Problem or Issue

● Must be “local”. ● May be a problem that is obvious or not as

critical. ● Must be an issue that is within your authority

and capacity to apply leadership principles. ● Must require leadership action to be

resolved. ● Must have measurable outcomes in time

available.


Requirements for the Action Project

● Result in a positive impact to organizational performance and improved leadership ability.

● Earn a satisfactory grade on an 8-14 page written report submitted during Course 4.

● Participate in an accountability team. ● Journal on the relationship between class

concepts and Action Project.


Overview of Written Report

● Purpose is to document the Action Project including the leadership process used and the outcome(s) achieved.

● Specific format is to be used. ● Written report will be submitted during

Course 4.


Requirements and Format

● Written report shall contain the following sections: ● Title page ● Overview of Project ● Leadership Strategy ● Results ● Leadership Lessons Learned ● Summary



● The written report is required to be 8-14 pages. ● Double spaced, Arial 12 pt. font. ● 1” margins. ● Page numbering at the bottom of the page

except for title page. ● Name to appear in the upper left hand

corner of each page except the title page.



● The first page of each section shall be on an odd numbered page. The title page shall not be numbered.

● The report is to be bound in a plastic binder with a clear cover so that the title page is visible.

● Three copies of the report shall be submitted during Course 4.


Evaluation of the Action Project

● Two Action Project activities will occur during the course.

● Students will be given a rubric and receive feedback on each of these activities.

● The activities will also be part of the student evaluation along with a multiple choice test administered at the end of the course.


Unit Summary

● The purpose of the Action Project is to apply the leadership lessons learned during the courses to an organizational problem or issue.

● The action project must be designed to have a positive impact on organizational performance. This may be the specific section or unit in which the participant is a leader.


Unit Summary

● A purpose statement is developed which outlines the reason for the Action Project and the desired outcome.

● A written report is submitted which provides a history of the Action Project and the outcome(s) of the project. It is submitted during Course 4.

Visual 3-1 Assessing Your Personal Leadership Styles

Unit Title Photo Small


Unit 3: Assessing Your Personal Leadership Styles


Unit Outcome

In this unit, you will learn to establish your personal leadership development goals, based on the results of the “Personal Reflections on Common Leadership Behaviors” self- evaluation instrument.


Unit Objectives

Upon completion of this unit, you will be able to…

● Identify personal strong and weak leadership behaviors.

● Assess the impact of effective and ineffective leadership behaviors on the performance of work units and the overall organization.

● Explain the advantages of the leadership philosophy of sharing control.


Unit Overview

● Activity 3.1 “Personal Reflections on Common Leadership Behaviors” self evaluation instrument

● Leadership Behaviors Lecture/Discussion

● Activity 3.2 Personal Leadership Growth


“Personal Reflections on Common Leadership Behaviors” self evaluation instrument


Activity 3.1

Leadership Self-Assessment Part 1 – Self Assessment – 20 minutes

Purpose To conduct a self evaluation of personal leadership strengths and weaknesses.


Activity 3.1 Directions

● Using the self-assessment as reference, select 3 strengths and 3 weaknesses to share within your table groups. Provide examples. 20 minutes

● List the top 5 strengths and top 5 weaknesses from your table group in columns on the easel chart.

● Share your experiences during class discussion of the behaviors.


Activity 3.1 Summary

● Leadership involves applying a variety of behaviors in everyday and uncommon work situations.

● Each leader has behaviors which are strong and some which can be a challenge to utilize.

● Through their behaviors, leaders impact their work group and organization. The impact can be positive or negative depending on how proficient they are with the behavior and the specific situation.

● Self Reflection/Journaling – 10 minutes


Leadership Behaviors

Video: Bob Davids “The rarest commodity is

leadership without ego”


Questions on Bob Davids Video

What is the difference between leadership and management?



Are you a leader or a manager?

?



According to Bob Davids, what is the essence of leadership?



Why did the incident involving the sewer pipe have an impact on that organization?



How do you give power back to those who follow you?



How do you stay in touch with the people you lead?



Davids believes that leadership without ego is “the most valuable commodity in the world.” Is that true in the world of emergency management?


Activity 3.2

Personal Leadership Growth Individual Activity 30 minutes

Purpose To identify goals for strengthening personal leadership behaviors.



● Review your pre-course, focus on the leadership behaviors you believe need improvement.

● For each behavior, develop a plan for personal growth.

● Include the goal (outcome) you desire for personal growth.

● You have 20 minutes to work on your plan.


Activity 3.2 Summary

● Leaders increase their effectiveness by understanding their strengths and weaknesses and then capitalizing on their strengths and correcting weak behaviors.

● Every leader should be continually working on improving their effectiveness as a leader.


Unit Summary

● Leadership involves building effective behaviors which inspire others to action.

● All leaders have strong and weak behaviors. ● Leadership without ego is powerful in an

organization.

● Successful leaders continually work on improving their leadership behaviors.

Visual 4-1 Leadership Resiliency

Unit Title Photo Small


Unit 4: Leadership Resiliency


Unit Outcome

In this unit, you will learn…

● Several ways to reduce the impact of stress, and

● Several ways to function more effectively in stressful environments.


Unit Objectives

Upon completion of this unit, you will be able to…

● Recognize the impact and symptoms of stress.

● Identify methods of reducing the impact of stress.

● Recognize and improve your level of functioning and resiliency in times of stress.

● Learn to move past fear and rise to the challenge posed by complex problems and stressful situations.


Unit Overview

● Understanding the Impact of Stress ● Methods of Reducing Stress ● Stress and Your Brain ● Levels of Functioning ● Characteristics of Resilient People ● Moving Past Fear


Questions to Consider

● How do you react when things go wrong?

● How do you repair confidence in yourself and other after things go wrong?

● How do you manage change, both personally and within your organization?


Leadership Resiliency

Understanding the Impact

of Stress


Understanding the Impacts of Stress

● Physiological reaction to physical and emotional stressors is the same.

● In small amounts, stress helps perform under pressure.

● In large amounts, there can be physical and emotional damage.

● Chronic stress can lead to serious health issues.


Effects of Stress on Body, Mind, and Behavior


Effects of Stress on Body, Mind, and Behavior

Methods for Reducing

Stress


● Exercise ● Yoga ● Sleep/naps ● Spending time with friends/family ● Listening to music ● Reading ● Spending time on a hobby ● Spending time with pets/animals ● Expressing feelings ● Saying “no” ● Proper nutrition

Methods for Reducing Stress



4.1 Managing Stress ● In your table groups, discuss ways

you have handled stress in your lives.

● Be prepared to share with the class the most successful methods you have identified.

● You have 10 minutes for discussion and 5 minutes for sharing with the class.


Stress and Your Brain


Stress and Your Brain

Brain Function Simplified ● Low Level Brain Function Primal response to fear is the freeze, fight, flight instinct.

● Mid Level Brain Function – Primary mode of function.

● High Level Brain Function – New ideas, strategic thinking, high level analysis and problem solving.



4.2 Personal Impacts of Stress on the Brain

● In your table groups, discuss your experiences with each level of functioning by responding to the three questions provided.

● Be prepared to share your responses to each question with the class

● 20 minutes table group discussion and 10 minutes sharing with class.


Activity 4.2 Group Discussion Assignment

1. Describe a situation where you found yourself in a “low level” of functioning. What happened? How did you feel? How long did you stay there? What, if anything, did you do to get back to normal?

2. Describe some things you do that would fall into the “mid level” of functioning.

3. Describe a time or situation when you were at the highest level of functioning. What was the situation? How did you feel? How long did it last?


Managing Your Levels of Functioning

To Move from Low Level to Mid Level

● Recognize situations that make us fall into low level of function

● Try to move back to mid level of function by identifying things we “know how to do”

● Apply them to the situation

LOW

MID


To Move From Low to Mid Level Functioning

Example:

If a disaster shocks or overwhelms and brings low level function reaction

use tools such as SOPs, decision trees, operating plans, and checklists to help you return to mid level functioning.


Managing Your Levels of Functioning

To Move from Mid Level to High Level Functioning…. Key is to have both HIGH Interest and High Attention regarding the subject matter

MID

HIGH


To Move From Mid to High Level Functioning

Look for moments of clarity or inspiration in daily emergency preparedness work and in heightened disaster situations.

Examples: ● Working through “what

if” scenarios. ● Brainstorming with a

group. ● Thinking through

issues while doing something you enjoy.


Characteristics of Resilient People

What does it mean to be “Resilient”?


Characteristics of Resilient People

What does it mean to be “Resilient”? ● Get back up every time one falls ● Power of perseverence ● Agile, hardy, thrive under pressure ● Stress-resistant personalities ● Self-reliant, with Learning/Coping Reaction


Activity 4.3 Self-Development of Resiliency

Characteristic Check Characteristic Check

Realistically optimistic Learn from experience

Have role models Face fear

Adapt quickly Have a sense of humor

Express feelings honestly Seek opportunities for growth

Are grateful Have empathy for others Build strong support systems (friends/family) Use intuition

Altruistic Expect things to work out

Willing to leave their comfort zone Identify as survivors, not victims

Problem Solvers Have self esteem


Moving Past Fear and rising to the challenge

● What makes us fearful in our jobs? ● What are we afraid to do?


Activity 4.4

Moving Past Fear – Part 1 ● In your table groups, discuss situations

you have faced in your positions as emergency managers that you perceived as fearful.

● Be prepared to share examples with the class.


Activity 4.4 Moving Past Fear- Part 2

● In your table groups, select 1 “fear scenario”. ● Use the following five step process for the scenario:

1. Identify the situation/problem. Why is it fearful? 2. Analyze the situation. What needs to be done? 3. Visualize the desired outcome. What do you want

to happen? 4. Strategize various methods. What are the

positives and negatives of each? 5. Select a method and identify action/steps to be

taken. ● Present the scenario and your findings to the class.


Mid Level Functioning

Low Level Functioning

1. Identify the situation/problem. 2. Analyze the situation. 3. Visualize the desired outcome. 4. Strategize various methods. 5. Select a method and identify

actions/steps to be taken.


Activity 4.5

Challenges in Emergency

Management Applying What You’ve Learned


Activity 4.5 Challenges in Emergency Management

Directions ● In your table groups, share complex problems that

required a resiliency strategy that you have faced in your organization.

● Select one problem for your group to address further (one will be assigned if your group does not have any).

● Develop a strategy for solving the problem. Use the 5 step process from the previous exercise and other tools from the unit. Include your resiliency strategy in your final solutions.

● Be prepared to explain your process, strategy, and result to the class.


Unit Summary

● Understanding the Impact of Stress

● Methods of Reducing Stress ● Stress and Your Brain ● Levels of Functioning ● Characteristics of Resilient

People ● Moving Past Fear

unit 1: course introduction

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