Leadership and Influence - Student Manual (FEMA-EMI, 1991, 208 p.): Goal and Objectives

Leadership and Influence - Student Manual (FEMA-EMI, 1991, 208 p.)

		(introduction...)
		Introduction
		Target Audience
		Goal and Objectives
		Acknowledgments
		Sample Agenda
		LESSON PLANS
		Appendix

(introduction...)

SM 240 - August 1991

Introduction

Leadership and Influence is one of several courses in the Professional Development Series offered by the Federal Emergency Management Agency's Emergency Management Institute (FEMA/EMI).

This course has been well received since its initial offering in 1983 and was revised in 1990 by a Curriculum Advisory Committee, whose members included specialists in the emergency management field from areas throughout the country who had served as instructors for the course.

Participants completing the Leadership and Influence course will be able to lead and influence others in the demanding setting of emergency management by range of skills in a variety of interpersonal areas: conflict management, use of power, and group dynamics, as well as leadership and influence.

Target Audience

This course is designed for a wide audience, encompassing the range of personnel with a role to play in emergency management. The following list of potential target audience members is provided to illustrate the diversity of those who would benefit from this course.

Emergency program manager	(EPM) Support staff for EPM
Police	Fire
EMS	Public works
Volunteer agencies (VOAID)	Local volunteers
Hospital personnel	School personnel
Human services personnel	Elected/appointed officials
Other state and federal agencies	Private industries
Medical examiner's office

Goal and Objectives

COURSE GOAL:

Participants successfully completing the course will be able to lead and influence others in the demanding setting of emergency management by increasing their range of skills in a variety of interpersonal areas: conflict management, use of power, and group dynamics, as well as leadership and influence.

Terminal training objectives for the course are listed below. Enabling objectives for individual units of instruction are presented in the description of each unit.

TERMINAL TRAINING OBJECTIVES

At the completion of the course, participants will be able to:

1. Recognize individual differences in personal values and styles and form generalizations about their impact on leadership behavior in emergency management situations.
2. Assess their own styles of influencing others in the local emergency management setting.
3. Assess their own styles of exercising leadership and power as these styles relate to their roles in emergency management.
4. Develop solutions for organizational problems in terms of work motivation and group dynamics.
5. Integrate knowledge about the different styles of leadership and influence and understand their impact on behavior in an emergency management context.
6. Develop a plan for influencing others in their local emergency management systems.

Acknowledgments

The preparation of this course was made possible through the assistance and cooperation of many people. The Emergency Management Institute wishes to thank all the people who provided evaluation data from previous offerings of this course (through the Field Evaluation System), the course developer, the emergency management professionals who served as members of the Curriculum Advisory Committee (CAC), the trainers who conducted pilot offerings of this new edition, and the FEMA Headquarters personnel and State and local emergency managers who contributed their knowledge and expertise.

Sample Agenda

DAY ONE

Morning

UNIT I: INTRODUCTION
8:30 - 8:35	Lecture: Overview & Objectives
8:35 - 9:10	Interactive Lecture/Small Group Activity: Introductions
9:10 - 9:15	Lecture/Discussion: Defining Leadership
9:15 - 9:30	Lecture: Course Overview
UNIT II: PERSONAL VALUES
9:30 - 9:35	Lecture: Overview & Objectives
9:35 - 9:40	Interactive Lecture: Values
9:40 - 10:40	Small Group Activity: Hospital Crisis Team Activity
10:40 - 10:55	BREAK
10:55 - 11:15	Interactive Lecture: Values & Emergency Management Decisions
11:15 - 11:30	Lecture/Individual Activity: Developing an Influence Plan
11:30 - 11:55	Large Group Discussion: Review of Hypothetical Plan
11:55 - 12:00	Lecture: Summary

Afternoon

12:00 - 1:00	LUNCH
UNIT III: PERSONAL STYLES
1:00 - 1:05	Lecture: Overview & Objectives
1:05 - 1:10	Lecture: Introduction
1:10 - 1:30	Individual Activity: Personal Style Inventory
1:30 - 1:50	Individual Activity: Procedure for Determining Styles
1:50 - 2:10	Interactive Lecture: Overview of the PSI/Relationship to the Myers-Briggs Type Indicator
2:10 - 2:30	Interactive Lecture: Effects of Type in Work Situations.v
2:30 - 2:45	BREAK
2:45 - 3:00	Interactive Lecture: Interactions Between Types
3:00 - 3:10	Individual Activity: Influence Plan
3:10 - 3:15	Interactive Lecture: Summary
UNIT IV: CONFLICT MANAGEMENT STYLES
3:15 - 3:20	Lecture: Overview & Objectives
3:20 - 3:25	Lecture: Introduction
3:25 - 3:50	Individual Activity: Thomas-Kilmann Conflict Mode Instrument
3:50 - 4:10	Interactive Lecture: Conflict Management
4:10 - 4:35	Large Group Activity: Applying the Concepts
4:35 - 4:45	Lecture: Multiple Roles and Role Conflict

DAY TWO

Morning

8:30 - 8:55	Lecture/Individual Activity: Role Clarification/Negotiation
8:55 - 9:00	Individual Activity: Influence Plan
9:00 - 9:05	Lecture: Summary
UNIT V: THE IMPACT OF DIFFERENT INFLUENCE STYLES
9:05 - 9:10	Lecture: Overview & Objectives
9:10 - 9:15	Interactive Lecture: What is Influence?
9:15 - 9:40	Interactive Lecture: Influence Styles
9:40 - 9:45	Individual Activity: Influence Plan
9:45 - 9:50	Lecture: Summary
9:50 - 10:05	BREAK
UNIT VI: EXERCISING LEADERSHIP
10:05 - 10:10	Lecture: Overview & Objectives
10:10 - 10:15	Lecture: Introduction
10:15 - 10:45	Individual Activity: Leader Behavior Analysis II Instrument
10:45 - 11:35	Interactive Lecture/Videotape: Leadership
11:35 - 12:15	Small Group Activity: Applying Situation Leadership

Afternoon

12:15 - 1:15	LUNCH
1:15 - 1:25	Interactive Lecture: Effective Communication
1:25 - 1:35	Individual Activity: Influence Plan
1:35 - 1:40	Lecture: Summary
UNIT VII: EXERCISING POWER
1:40 - 1:45	Lecture: Overview & Objectives
1:45 - 1:50	Interactive Lecture: Introduction
1:50 - 2:10	Individual Activity: Power Perception Profile - Perception of Self
2:10 - 2:35	Interactive Lecture: Power
2:35 - 2:40	Individual Activity: Influence Plan
2:40 - 2:45	Lecture: Summary
2:45 - 3:00	BREAK
UNIT VII: MOTIVATION
3:00 - 3:05	Lecture: Overview & Objectives
3:05 - 3:10	Interactive Lecture: Introduction
3:10 - 3:30	Interactive Lecture: Motivation
3:30 - 4:00	Interactive Lecture/Small Group Activity: Motivating People
4:00 - 4:05	Individual Activity: Influence Plan
4:05 - 4:10	Lecture: Summary

DAY THREE

Morning

UNIT IX: GROUP DYNAMICS
8:30 - 8:35	Lecture: Overview & Objectives
8:35 - 9:55	Activity: The Group Experience
9:55 - 10:05	Lecture: Summary
10:05 - 10:20	BREAK
UNIT X: TYING THE CONCEPTS TOGETHER: COURSE INTEGRATION & APPLICATION
10:20 - 10:25	Lecture: Overview & Objectives
10:25 - 11:20	Large Group Activity/Videotape: The Trouble in Bixby County
UNIT XI: PRESENTATION OF INFLUENCE PLANS
11:20 - 11:25	Lecture: Overview & Objectives
11:25 - 12:00	Small Group Activity: Feedback on Influence Plans

Afternoon

12:00 - 1:00	LUNCH
1:00 - 2:20	Small Group Activity: Feedback on Influence Plans (Continued)
2:20 - 3:20	Large Group Discussion: Presentation of Plans (40 points)
3:20 - 3:25	Lecture: Summary
3:25 - 3:40	BREAK
UNIT XII: CONCLUSION
3:40 - 3:45	Lecture: Overview & Objectives
3:45 - 4:05	Interactive Lecture: Course Topics
4:05 - 4:45	Course Exam & Review (60 points)

Unit I Introduction

NOTE-TAKING GUIDE & ACTIVITY WORKSHEETS

OBJECTIVES

At the conclusion of this unit, you will be able to:

1. Identify the instructors and recognize other participants in the class;
2. Define the basic concept of leadership;
3. Explain the topics to be covered in the course; and
4. Discuss how instruments will be used as an introduction to concepts in the course.

Introductions

INTRODUCTION ACTIVITY - OPTION #1

Purpose: To introduce you to each other and to start you thinking about the concept of leadership.

Instructions: Chose a person in the class you do not know or do not know well. Interview that person using the following questions. You will be asked to use this information to introduce your partner to the rest of the class.

NAME _____________________________________________________________________
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TITLE _____________________________________________________________________
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YEARS OF SERVICE IN EMERGENCY MANAGEMENT ___________________________
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WHAT ONE WORD WOULD YOU CHOOSE TO DESCRIBE YOURSELF AS A LEADER?
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INTRODUCTION ACTIVITY - OPTION #2

Purpose: To start you thinking about the concept of leadership.

Instructions: Turn to the person sitting next to you and work with him or her to answer the question below.

WHAT IS LEADERSHIP? ______________________________________________________
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WHAT IS LEADERSHIP?

Leadership involves use of many different skills:

Individual styles are skills applied in unique combinations.

The skills we will discuss are effective in influencing people with more authority than you as well as with subordinates.

COURSE OVERVIEW

This 3-day course will help you:

Influence plan is designed to help you apply knowledge and influence one of these:

- peer

- supervisor

- subordinate

- volunteer

LEADERSHIP AND INFLUENCE

COURSE TOPICS

The purpose of this sheet is to allow you to see all the concepts discussed and start to integrate your knowledge about them into practical methods for leading in an emergency management setting. You may find it useful to refer to this at various times throughout the course.

As you finish each inventory, record your results in the spaces below.

VALUES:

Attitudes, opinions, and beliefs - deeply held and relatively permanent - which influence what people actually do, not just what they say.

PERSONAL STYLE:

E = Extrovert (people & things)	I = Introvert (ideas & concepts)
S = Sensing (known facts)	N = Intuition (possibilities)
T = Thinking (analysis/logic)	F = Feeling (personal values)
J = Judging (order)	P = Perceptive (flexible and spontaneous)

Your score on PSI (Personal Style Inventory)

CONFLICT MANAGEMENT STYLE: Ways of handling conflict

Competition - getting one's way at any expense
Accommodation - yielding to the other
Compromise - partial gain or success
Avoidance - delaying or setting aside
Collaboration - striving for mutual gain or success

Your score on the Thomas-Kilmann Conflict Mode Instrument
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INFLUENCE STYLE:

Assertive Persuasive (AP) - logic, reason, facts
Reward & Punishment (R & P) - benefits and/or penalties
Participation & Trust (P & T) - sharing in the decision
Common Vision (CV) - joint possibilities

Your score on the Influence Style Inventory
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LEADERSHIP STYLE:

Directing - high directive & low supportive concerns
Coaching - high directive & low supportive concerns
Supporting - low directive & high supportive concerns
Delegating - low directive & low supportive concerns

Your score on the Ladder Behavior Analysis II Instrument
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POWER:

*Coercive - threatening
Connection - relationships with powerful people
*Reward - benefit
*Legitimate authority - actual position
Referent - winning personality
Information - special knowledge
Expert - skill, expertise, knowledge

(* = position powers)

Your score on the Power Perception Profile
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MOTIVATION: Key to Effective Leadership

Achievement motivation -	the drive to overcome challenges and obstacles in the pursuit of goals
Affiliation motivation -	the drive to relate to people on a social basis
Competence motivation -	the drive to do high-quality work
Power motivation -	the drive to influence people and change situations

ROLES & ROLE CONFLICT:

Avoid role conflict and ambiguity by understanding your role(s) and using the processes of role clarification and negotiation.

Class Structure:

Instruments:

Procedure for Using Instruments:

· Answer the questions before you know the reasoning behind the instrument so you can be open-minded.
· Hear a brief lecture to explain the instrument and concepts on which it is based.
· Make a guess as to your outcome (preferred styles).
· Score the instrument and compare your estimated outcome with computed outcome.
· Report your scores so I can post the scores from the entire class to illustrate patterns.

Effective leadership is a function of knowing your own styles and how other people respond to them.

Gut instinct versus instruments:

Purposes of an Instrument:

Administrative information:

Student Manual Organization:

Unit II Personal Values

NOTE-TAKING GUIDE & ACTIVITY WORKSHEETS

OBJECTIVES

At the conclusion of this unit, you will be able to:

1. Define the term values;
2. Explain how the values each person holds affects decisions that must be made during a crisis as well as in a more normal work setting; and
3. Describe the process for developing the influence plan and the expected result.

What are values?

How are values formed?

- We learn from the time we are born

- Shaped by our environment and culture

- Culture of our profession

Multi-cultural diversity - an appreciation of different cultural ideas.

How might cultural diversity affect our understanding of the values of people with whom we work?

HOSPITAL CRISIS TEAM ACTIVITY

The purpose of this activity is to provide you with a simulated emergency context in which you can assess some of your personal values and those of other members of your small group to see how values affect choices in a crisis situation.

First, choose the person you would hook up to the life-saving equipment if you had to make the decision alone:

Whom did you pick (as an individual before working with your group) to receive the lifesaving equipment?

( ) Girl
( ) Widow
( ) Doctor
( ) Priest

- Why?

Now work with other members of your small group to come to a consensus decision that all of you can live with.

Whom did your group select?

( ) Girl
( ) Widow
( ) Doctor
( ) Priest

- Why?

Did you finally agree with the group decision?
Did you change any of your views as a result of the group discussion?
Did you have any new thoughts as a result of hearing the views of other groups?
After receiving additional information about each of the victims, whom did your small group save?

( ) Girl
( ) Widow
( ) Doctor
( ) Priest

- Why?

Record any additional thoughts you may have about the activity or its meaning to you as a leader in your local community.

VALUES & EMERGENCY MANAGEMENT DECISIONS

How do values influence decisions in emergency management?

How can community values affect decisions about the deployment of scarce resources during and after an emergency?

AS LEADERS, you must understand:

- How your values affect your choices;
- The impact of values on those you work with and for; and
- The impact of values held by citizens in the community.

DEVELOPMENT OF AN INFLUENCE PLAN

The value of this training experience depends on your ability to apply what you learn to your local emergency management setting. As part of this course, you will spend several hours preparing a plan to influence someone in your local community on a matter of importance to you. You will develop a trial plan, review parts of it with one of the instructors, discuss it with other participants on the last day of class, and refine it based on their feedback. Then, you will be prepared to apply your plan successfully in the real world.

The influence plan includes:

Name and job title of the individual you choose to influence.
The individual's work relationship to you (supervisor, subordinate, peer or volunteer).
The issue about which you would like to influence the individual (i.e., what do you want this person to do?)
A general description of the values, personal style, conflict management styles, etc. of this individual.
Styles of influence you plan to use. Are these likely to appeal to this individual?
Specific approaches and actual statements you plan to use.
Conflicts you expect to arise as you attempt to influence this person. How do you plan to handle the anticipated conflict?

Having a well-conceived, structured strategy and planning ahead will increase your chances of success.

INITIAL DRAFT OF YOUR INFLUENCE PLAN

I plan to influence: ________________________________________________________

His/her job title is: ________________________________________________________

His/her work relationship to me:

Notes about the issue or situation about which I want to influence this person:

Notes on values I hold that may affect this situation:

Notes on the values that this person holds:

My dominant personal style:

Notes on the dominant personal style of this individual:

Notes about the conflict management style I tend to use most often and its effect on this situation:

Notes on the conflict management style preferred by this person and its possible effect on this situation:

Notes on conflict points I expect:

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Notes on influence styles I tend to use and their applicability to this situation:

Notes on influence styles that the person I am trying to influence uses and responds to:

Notes on the development level of the person you are trying to influence:

What leadership style will be most effective with this person (if a subordinate) and how does it differ from your preferred leadership style?

Are there any leadership styles that would be inappropriate to use with this person (i.e., delegating may not be appropriate with a supervisor).

Notes about the power bases that the person I am trying to influence will respond to:

Notes on the motivation pattern that the person you are trying to influence will respond to:

Notes about the present communication between you and the person you are trying to influence:

Notes on the way you would like communications to be in the future:

Action steps to take to influence this person:

NOTES ON INFLUENCE PLAN

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SAMPLE INFLUENCE PLAN - DEBBIE ROEMER

SUPERVISOR

Debbie Roemer is a volunteer RADEF officer in Allegheny County, California. She has volunteered in that position for six years. Debbie is well respected among the emergency management community in her county as well as at state and federal levels. The current Director of Emergency Services for the county has asked her if she would like his job when he retires. He will recommend her to the Board of County Supervisors, which means her appointment is certain.

Debbie is excited about taking over as Director, but is concerned because the Chairman of the County Board of Supervisors does not see the value of investing money and energy in emergency management.

The influence plan below is hers; based on her work situation.

I plan to influence: David Finch
His/her job title is: Chairman, County Board of Supervisors
His/her work relationship to me:
He is the Chief Elected Official for the county. The County Director of Emergency Services is appointed by the Board. I have no direct contact with David Finch now, but he will be my supervisor when I take over as Director of Emergency Services.
Notes about the issue or situation about which I want to influence this person:
I can pursue several projects to improve emergency preparedness in the county but I must be able to convince David Finch of the value of these measures. The particular issue at hand is the appointment of a Disaster Council. State law and county ordinance require us to have such a council but David has not appointed one and has announced that he does not intend to do so.
Notes on values I hold that may affect this situation:

1. Strong belief in need for Emergency Management training, planning, and exercising
2. Committed to strengthening the emergency management system, especially the development of volunteers

Notes on the values that this person holds:

1. Very concerned about the budget, especially since the county finances are shaky
2. Seems autocratic (perhaps chauvinistic). Doesn't think the county can suffer disaster or feels people will just take care of things without planning or assistance. He may believe that law and fire departments are all the protection that the county needs.

My dominant personal style:

E/I, STJ - this indicates that I am logical and factual and that I like things planned and scheduled.

Notes on the dominant personal style of this individual:
He is quick to judge, close minded, and unwilling to listen to new information
Judgmental
Probably wants "just the facts"
Places priorities on personal agendas, such as his need for power
Notes about the conflict management style I tend to use most often and its effect on this situation:
Collaborate/compromise - I will not give in, but I will try a variety of ways to assert myself and persuade David Finch.
Notes on the conflict management style preferred by this person and its possible effect on this situation:
Competition - when he is afraid his status and authority are threatened, he feels he must assert his will
Notes on conflict points I expect:
I expect that David Finch will use the lack of money to say there is no need for a Disaster Council. He will also claim that since we haven't had a major disaster yet, it is unlikely to happen.
He must understand that he is exposing the county to liability by not following the regulations and appointing a Disaster Council.
Notes on influence styles I tend to use and their applicability to this situation:
I use assertive persuasion, common vision, participation and trust, and reward and punishment in that order, but I try to chose the most appropriate one for the situation. Assertive persuasion would normally be a good choice for this type of situation, but David Finch will not admit that I have any valid points.
Notes on influence styles that the person I am trying to influence uses and responds to:
He probably uses assertive persuasion mixed with common vision; AP to convince others about the merits of his arguments, then CV to show how he conceived the ideas.
Notes on the development level of the person you are trying to influence:
In relation to emergency management, David Finch has both low skills and low commitment and motivation (D2). In the county government, however, he has real authority, knowledge, and commitment (D4).
Are there any leadership styles that would be inappropriate to use with this person (i.e., delegating may not be appropriate with a supervisor)?
In light of the fact that he will view me as a subordinate, none of the leadership styles will be appropriate. Therefore, I will try another approach - that of influencing his peers who can apply pressure to him.
Notes about the power bases that the person I am trying to influence will respond to:
He responds to coercive power and connection power, yet I have neither of those in relation to him.
Notes on the motivation pattern that the person you are trying to influence will respond to:
David Finch is motivated by a need for power and respect from the voters and from those with more authority than he has (at the state and national level).
Notes about the present communication between you and the person you are trying to influence:
Since I don't interact with him at all, there is currently no communication. From what I have heard, I imagine he will be condescending to me both because I am female and because he doesn't see emergency management as a priority.
Notes on the way you would like communications to be in the future:
I would like him to respect my knowledge about the subject of emergency management and assign it a higher priority than he currently does. I would like to be able to use my expertise as a power base with him and to use assertive persuasion as an influence style.
Action steps to take to influence this person:
Since it is unlikely that David Finch will respect my expertise or position, I will meet with other members of the Board of Supervisors and show them that his actions are leaving them all open to liability. This will involve using at this time Reward and Punishment as the predominant influence style, collaboration as the way to handle any conflict that may arise and a coaching leadership style (depending on the development levels of different members of the Board of Supervisors).

SAMPLE INFLUENCE PLAN - LESLIE JONES SUBORDINATE

Leslie Jones is emergency program manager for Upperville County, Virginia. She has worked in emergency management for 10 years and recently served as assistant to the emergency program manager for Boon County. She has been working in Upperville for four months and is being praised for a good start. She has met with the heads of all the county response agencies and cooperation is at an all-time high. Yet Leslie has not been able to work well with Ann Smith, the Office Manager. Ann, who is older than Leslie, has worked in the same office all her career. She has been Office Manager for the last 8 years.

The influence plan below is hers; based on her work situation.

I plan to influence: Ann Smith
His/her job tide is: Office Manager
His/her work relationship to me:
She is under my direction. I have control over all personnel and administrative decisions regarding her.
Notes about the issue or situation about which I want to influence this person:
She responds to me with "malignant obedience" - doing exactly what I ask for (word for word). If I make a mistake when directing her about a task, she does exactly what I say even though she knows it is not right. The interpersonal relationship is strained, at best. She never disobeys, but she demonstrates resentment of everything I do. The situation is wearing me down and starting to affect my leadership in other roles.
I want to influence Ann to work in a cooperative spirit with me, respecting my position and doing the work well. I want her to stop resenting me.
Notes about values I hold that may affect this situation:
I was raised to believe people should succeed (or fail) based on their knowledge and skills, not because of their age, sex, or race. I like to explore alternative ways to doing things rather than maintaining procedures just because they have worked before.
Notes on the values that this person holds:
Ann believes firmly in traditional ways of doing things. "We've always done it this way" is her battle cry. She has always had mature male bosses and likes it that way.
My dominant personal style:
INFP - this indicates I like projects, but not details and that I tend to have long-range vision.
Notes on the dominant personal style of this individual:
I would guess that Ann is an ESFJ, indicating that she is practical, realistic, concerned with the here and now. She adapts well to routine.
Notes about the conflict management style I tend to use most often and its effect on this situation:
I tend to use compromise which is not working well at all. I think collaboration would be more effective but I'm not sure how to use it here.
Notes on the conflict management style preferred by this person and its effect on this situation:
Ann tends to use conflict avoidance which is creating a lot of tension between us.

Notes on conflict points I expect:
I expect that she will continue to resist my authority in subdue ways that drive me nuts yet she will avoid a confrontation at all costs.
Notes on influence styles I tend to use and their applicability to this situation:
I use participation and trust more than the other influence styles, but I believe Ann might respond to assertive persuasion better.
Notes on influence styles that the person I am trying to influence uses and responds to:
Ann uses reward and punishment and tends to respond to it as well.
Notes on the development level of the person you are trying to influence:
Ann has high job skills and knowledge and low or variable commitment and motivation.
What leadership style will be most effective with this person (if a subordinate) and how does it differ from the one you use most often?
Her development level (D3) indicates she will need high supportive and low directive behavior (S3 - Supporting) from me. This is the style I use most often anyway.
Notes about the power bases that the person I am trying to influence will respond to?
I would rather that Ann respond to me based on legitimate power but that is the last thing she is prepared to do. At this point, I'm not sure which power base will be most effective.
Notes on the motivation pattern that the person you are trying to influence will respond to:
Ann is motivated by the need for power. She has always had power within her sphere of the organization and she is driven by fear of losing that.
Notes about the present communication between you and the person you are trying to influence and about the way you would like communications to be in the future:
Our communication is not at the right level. The tension between us is illustrated by short, sharp commands from me and equally short and abrupt responses from her. I would like to be able to ask her to handle a problem, have her feel free to discuss her action plan with me, and to seek my help if she needs it.
Action plan for influencing this individual:
It might be helpful if I could emphasize to her that the entire office could be more productive (and more helpful to the public, which she values) if she took over more responsibility for the office. I could sit down and work with her to develop SOPs for the office. This would meet her need for routine on a daily basis as well as involving her in the decision making process.
I will sit down with her when I return to my office and revise her job description, taking advantage of her skills and her knowledge about how the office and community work. She will be responsible entirely for one project at a time from start to finish and I will set up progress meetings twice a week. I will reinforce that I believe she can handle the projects competently that I assign to her.

Unit III Personal Styles

NOTE-TAKING GUIDE & ACTIVITY WORKSHEETS

OBJECTIVES

At the conclusion of this unit, you will be able to:

1. Determine your personal style and explain how it relates to your role in emergency management; and

2. Describe how the personal style of the person with whom you are interacting affects the relationship.

Personal styles are characteristic ways that people relate to other people.

Understanding personal styles helps you:

PERSONAL STYLE INVENTORY

Just as every person has differently shaped feet and toes than every other person, so we all have differently shaped personalities. Just as no person's foot shape is correct or incorrect, no person's personality shape is correct or incorrect. The purpose of this inventory is to give you a picture of the shape of your preferences. That shape, while different from the shapes of other people's personalities, has nothing to do with mental health or mental problems.

The following items are arranged in pairs (a and b), and each member of the pair represents a preference you may or may not hold. Rate your preference for each item by giving it a score of 0 to 5 (0 meaning you really feel negative about it or strongly about the other member of the pair, 5 meaning you strongly prefer it or do not prefer the other member of the pair). The scores for a and b must add up to 5 (0 and 5, 1 and 4, 2 and 3, etc.). Do not use fractions.

I prefer:

1a __	making decisions after finding out what others think.
1b __	making decisions without consulting others.
2a __	being called imaginative or intuitive.
2b __	being called factual and accurate.
3a __	making decisions about people in organizations based on available data and systematic analysis of situations.
3b __	making decisions about people in organizations based on empathy, feeling, and understanding of their needs and values.

Copyright 1979 by D.W. Champagne and R.C. Hogan. Reprinted with permission of the authors from Consultant Supervision by David W. Champagne and R. Craig Hogan, CH Publications, 812 Irving Street, Wheaton, IL 60187. This material may be freely reproduced for educational/training/research activities. There is no requirement to obtain special permission for such uses. However, systematic or large-scale reproduction or distribution – or inclusion of items in publication for sale – may be done only with prior written permission of the authors.

4a __	allowing commitments to occur if others want to make them.
4b __	pushing for definite commitments to ensure that they are made.
5a __	quiet, thoughtful time alone.
5b __	active, energetic time with people.
6a __	using methods I know well that are effective to get the job done.
6b __	trying to think of new methods of doing tasks when confronted with them.
7a __	drawing conclusions based on unemotional logic and careful step-by-step analysis.
7b __	drawing conclusions based on what I feel and believe about life and people from past experiences.
8a __	avoiding making deadlines.
8b __	setting a schedule and sticking to it.
9a __	talking a while and then thinking to myself about the subject.
9b __	talking freely for an extended period and thinking to myself at a later time.
10a __	thinking about possibilities
10b __	dealing with actualities.
11a __	being thought of as a thinking person.
11b __	being thought of as a feeling person.
12a __	considering every possible angle for a long time before and after making a decision.
12b __	getting the information I need, considering it for a while, and then making a fairly quick, firm decision.
13a __	inner thoughts and feelings others cannot see.
13b __	activities and occurrences in which others join.
14a __	the abstract or theoretical.
14b __	the concrete or real.
15a __	helping others explore their feelings.
15b __	helping others make logical decisions.
16a __	change and keeping options open.
16b __	predictability and knowing in advance.
17a __	communicating little of my inner thinking and feelings.
17b __	communicating freely my inner thinking and feelings.
18a __	possible views of the whole.
18b __	the factual details available.
19a __	using common sense and conviction to make decisions.
19b __	using data, analysis, and reason to make decisions.
20a __	planning ahead based on projections.
20b __	planning as necessities arise, just before carving out the plans.
21a __	meeting new people.
21b __	being alone or with one person I know well.
22a __	ideas.
22b __	facts.
23a __	convictions.
23b __	verifiable conclusions.
24a __	using appointments and notes about commitments in notebooks or in appointment books as much as possible.
24b __	using appointment books and notebooks as minimally as possible (although I may use them).
25a __	discussing a new, unconsidered issue at length in a group.
25b __	puzzling out issues in my mind, then sharing the results with another person.
26a __	carrying out carefully laid, detailed plans with precision.
26b __	designing plans and structures without necessarily carrying them out.
27a __	logical people.
27b __	feeling people.
28a __	being free to do things on the spur of the moment.
28b __	knowing well in advance what I am expected to do.
29a __	being the center of attention.
29b __	being reserved.
30a __	imagining the nonexistent.
30b __	examining details of the actual.
31a __	experiencing emotional situations, discussions, movies.
31b __	using my ability to analyze situations.
32a __	starting meetings at a prearranged time.
32b __	starting meetings when all are comfortable or ready.

PERSONAL STYLE INVENTORY SCORING SHEET

Guessing Your Type

Below are descriptions of the letter designators that will indicate your personal style. Study the descriptions and then select one letter from each pair (i.e., E or I, S or N, T or F, J or P).

An E for extroversion probably means you relate more easily to the outer world of people and things than to the inner world of ideas and concepts.	E or I	An I for introversion probably means you relate more easily to the inner world of ideas and concepts than to the outer world of people and things.
An S for sensing probably means you would rather work with known facts than look for possibilities and relationships.	S or N	An N for intuition probably means you would rather look for possibilities and relationships than work with known facts.
A T for thinking probably means you base your judgments more on impersonal analysis and logic than on personal values.	T or F	An F for feeling probably means you base your judgments more on personal values than on impersonal analysis and logic.

A J for judging	A P for the
a	p
t	e
t	r
i	c
t	e
u	p
d	t
e	i
	v
p	e
r
o	a
b	t
a	t
b	i
l	t
y	u
	d
m	e
e
a
n	p
s	r
	o
y	b
o	a
u	b
	l
l	y
I
k	m
e	e
	a
a	n
	s
p
l	y
a	o
n	u
n
e	l
d	i
	k
d	e
e
c	a
I
d	f
e	l
d	e
,	x
	i
o	b
r	l
d	e
e	,
r
l	s
y	p
	o
w	n
	t
a	a
y	n
	e
o	o
f	u
	s
l
i	w
f	a
e	y

b	o
e	f
t
t	l
e	i
r	f
	e
t
h	b
a	e
n	t
	t
a	e
	r
f
l	t
e	h
x	a
i	n
b
l	a
e
,	p
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s	a
p	n
o	n
n	e
t	d
a	,
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	d
w	e
a	d
y	,
.
	o
	r
	d
	e
	r
	l
	y

	w
	a
	y

Now, write the letters that you have selected in the boxes below (ENTJ, ISTJ, ENFP, etc.)

To refine your guess, turn to pages 5 and 6 of the reference booklet, Introduction to Type, and read the overall composite characteristics of each type.

Revise your guess, if appropriate.

Use the Tabulating Sheet on the next page to score your inventory.

TABULATING SHEET

Instructions: Transfer your scores for each item of each pair to the appropriate blanks. Be careful to check the "a" and "b" letters to be sure you are recording scores in the right blank spaces. Then total the scores for each column and record the larger number from each pair in the boxes below (for instance, the higher of I and E).

I	E	N	S
1b______	1a ______	2a______	2b ______
5a______	5b ______	6b______	6a ______
9a______	9b ______	10a______	10b ______
13a______	13b ______	14a______	14b ______
17a______	17b ______	18a______	18b ______
21b______	21a ______	22a______	22b ______
25b______	25a ______	26b______	26a ______
29b______	29a ______	30a______	30b ______
Total ____	Total _____	Total ____	Total_____

T	F	P	J
3a______	3b ______	4a______	4b ______
7a______	7b ______	8a______	8b ______
11a______	11b ______	12a______	12b ______
15b______	15a ______	16a______	16b ______
19b______	19a ______	20b______	20a ______
23b______	23a ______	24b______	24a ______
27a______	27b ______	28a______	28b ______
31b______	31a ______	32b______	32a ______
Total ____	Total _____	Total ____	Total_____

Overview of the Myers-Briggs Type Indicator

Carl Jung's pairs of opposites:

Extraversion (E) - Introversion (I)

- Extraversion and Introversion (E/I) describe two different ways of relating to the world. In fact, Jung created these words.

Sensing (S) - Intuition (N)

- Sensing and Intuition (S/N) define two ways of collecting and generating information. They deal with the world of perception.

Thinking (T) - Feeling (F)

- Thinking and Feeling (T/F) define two ways of making decisions. They deal with the world of judgment.

Judging (J) - Perceiving (P)

- Judging and Perceiving (J/P) describes two different life style orientations and two contrasting ways of relating to the external world.

How we use the opposites

INDIVIDUAL ACTIVITY

Write your full name here using your non-dominant hand.

Is it possible?

Is it difficult?

Use of non-dominant types:

Effects of type in work situations:

What would a team composed of all sensing (S) types be like?

What would a team composed of all intuitive (N) types be like?

Importance of all types:

Data from this group:

What does this data suggest:

Interactions between types:

Useful interactions:

Potentially frustrating interactions:

Influence Plan Update: Return to page II-11 and take notes about the personal style of the individual you are trying to influence.

Summary:

Unit IV Conflict Management Styles

NOTE-TAKING GUIDE & ACTIVITY WORKSHEETS

OBJECTIVES

At the conclusion of this unit, you will be able to:

1. Define conflict;
2. Explain the importance of managing conflict;
3. Compare and contrast interpersonal and conflict management styles of a co-worker; and
4. Describe the process of role clarification and negotiation.

INTRODUCTION

What is conflict?

Conflict occurs when the goals or preferences of one person or organization are blocked by the actions of another person or organization.

Conflict occurs over:

Conflict is inevitable:

Key is to manage conflict!

Ignoring conflict can lead to:

Anger and resentment

Continuation of old philosophy

Stifling new and productive ideas

Managing conflict can:

Allow for useful differences of opinion

Encourage teamwork

FIGURE 1 FIVE CONFLICT ORIENTATIONS

Figure 1 graphically depicts the relationship among the five orientations and (1) a person's concern with satisfying his or her own ends and (2) a person's concern with satisfying the ends of the other party to the conflict situation:*

Adapted from Kenneth Thomas, "Conflict and Conflict Management," Handbook of Industrial and Organizational Psychology, ed. Marvin D. Dunnette, (Chicago: Rand McNally & Co., 1976).

5 Conflict Management Modes

Competition:	high concern for own objectives/low concern for maintaining relationship. Often called win-lose mode.

Accommodation:	high concern for relationship/low concern for own objectives

Compromise:	moderate concern for both own goals and maintaining relationship. Often called give-take or sharing mode.

Avoidance:	low concern with achieving own goals and maintaining relationship. Lose-lose mode.

Collaboration:	high concern with own goals and maintaining relationship with other party. Believe conflict can yield productive results for both parties by working together on solution. Often called win-win mode.

THREE SCENARIOS

Guess the type of conflict style being used in each of the following situations and then we will discuss its usefulness in the circumstances.

1. Burt Clemens, the assistant to the emergency management director (John Johnson) has asked if he can leave work 15 minutes early every Wednesday for 8 weeks in order to attend a class in Spanish literature. John has said no since the course has no relationship to Burt's job. Burt has claimed that as long as his work is done, it does not matter what time he leaves work. John continues to refuse his permission for Burt to change his schedule.
John's conflict management style is: __________________________________________
Knowing only what you do, is it appropriate for this situation?
2. The chair of the county's Board of Supervisors has asked John Johnson to turn in an after-action report on the area's recent flood damage two weeks earlier than had been originally requested by the Board. John has said yes.
John's conflict management style is: __________________________________________
Knowing only what you do, is it appropriate for the situation?

3. Although the county's Emergency Operations Plan (EOP) calls for the Emergency Program Manager to head the Emergency Operations Center (EOC) during all fires that require assistance from mutual aid jurisdictions, the fire chief (Tan Thompson) feels that she should handle the EOC under that circumstance. Thompson tells Johnson this during a telephone conversation and Johnson agrees.
John's conflict management style is: ___________________________________________
Knowing only what you do, is that style appropriate?

Before scoring the Thomas-Kilmann Conflict Instrument, guess your conflict style:

Conflict style I prefer most:

________________________________

Conflict style I prefer least:

________________________________

Other 3 conflict styles in order of my preference:

________________________________
________________________________
________________________________

How does this compare with your actual score?

INDIVIDUAL ACTIVITY

Think of the people with whom you work. Pick one person you know well and guess:

That person's dominant personal style: _____________________________________
_____________________________________________________________________

That person's dominant style of handling conflict: ______________________________
______________________________________________________________________

Do you see any similarities/differences between the styles?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

ROLE THEORY

Roles are a relatively stable set of:

Actual roles:

Formal Roles:

Role Ambiguity often leads to Role Conflict!

ROLE CLARIFICATION/NEGOTIATION

Role Clarification: To be precise about your needs & objectives in relation to task responsibilities in a work group.

Role Negotiation: To obtain the best role and responsibilities for yourself on a job that you can.

INDIVIDUAL ACTIVITY: ROLE CLARIFICATION/NEGOTIATION PLANNING SHEET

Think about one of your emergency management tasks that requires collaboration with the person you are trying to influence for your Influence Plan. In order to achieve maximum teamwork, you must have the roles clearly defined. That means knowing exactly how each of your respective activities fits with and supports the activities of the other person.

The following steps will help you prepare for an effective role clarification/negotiation session with the person you are trying to influence.

Mutual tasks or objective for which roles should be clarified:
The other person's role from my perspective:

- What he or she wants or needs from me:
- What he or she thinks I can provide for him or her:

My role from my perspective:
- What I need from the other person:
- What can I provide for him or her:

This activity can be used by you alone, simply to clarify for yourself what you expect to be doing and what you expect your associate to be doing. But it is far more useful to have you and the other person fill out a copy of the Role Clarification/Negotiation Planning Sheet, then exchange forms, and finally discuss each of the issues.

Influence Plan Update: Return to page II-12 and take notes about the conflict management style of the person you are trying to influence and what style of yours might work best with that person.

Summary:

Unit V The Impact of Different Influence Styles

NOTE-TAKING GUIDE & ACTIVITY WORKSHEETS

OBJECTIVES

At the conclusion of this unit, you will be able to:

1. Define and describe four basic styles of influencing others; and
2. Given a situation, explain which influence style would work best

WHAT IS INFLUENCE?

Influence is often called the highest form of leadership.

Influence means changing another person's preferences.

Why is influence more important for emergency managers than those in other professions?

INFLUENCE STYLES

Assertive Persuasion (AP)

- reflects logic, reason, advocacy

Reward & Punishment (R & P)

- using pressures and incentives to control behavior of others

Participation & Trust (P & T)

- influence others by involving them in the decision making process

Common Vision (C & V)

- persuade others by identifying shared experiences, objectives, and values

According to the Inventory, which influence styles do you use most often?

.....Least often?

THREE SITUATIONS

Which influence style(s) might be most appropriate in each of the following situations? Why?

1. A meeting to discuss the process for writing a county-wide emergency operations plan.

2. A meeting at the EOC where the decision must be made to either evacuate the town or hope the dam holds.

3. A campaign to purchase a warning system for the local community.

Effective leaders are aware of the styles of influence they use and when certain styles will work better than others.

Influence Plan Update: Return to page II-14 and make some notes on the influence styles of the person you are attempting to influence.

Summary:

INFLUENCE STYLE INVENTORY

Please answer this list of questions in terms of what you believe you do in situations where you have a need to influence others. Answer each question to describe how you behave in typical day-to-day work situations.

Be as objective as you can in describing your behavior. The questionnaire will be of little or no value to you unless you provide an accurate and objective description.

If you find you have difficulty making general or overall ratings, focus on situations where it is especially important for you to be influential, or where you have some questions about your personal effectiveness (e.g., managing subordinates, or interacting with community leaders and politicians).

For each of the statements listed, enter on the Scoring Sheet the number corresponding to your choice from among the five possible responses given below. Enter the number:

-2 if you DEFINITELY DISAGREE, that is, if the statement definitely does not describe your behavior
-1 if you are INCLINED TO DISAGREE, that is, if you are not definite, but think the statement does not tend to describe how you behave
0 if you are UNCERTAIN WHETHER TO AGREE OR DISAGREE, that is, if you are not sure whether the statement does or does not describe your behavior
+1 if you are INCLINED TO AGREE, that is, if you are not definite, but think that the statement tends to describe how you behave
+2 if you DEFINITELY AGREE, that is, if the statement definitely describes how you behave

Please be sure to answer every question; otherwise it will be impossible to compare your results with those of others who have completed the Inventory.

1. I put a lot of energy into arguing about what to do.
2. I do not hesitate to point out others' mistakes.
3. I hand important tasks over to others even when there is a risk of being personally criticized if they are not done well.
4. When others become uncertain or discouraged, my enthusiasm carries them along.
5. I put forward lots of ideas and plans.
6. 1 am quick to praise another's performance.
7. I am willing to be influenced by others.
8. I can bring others to see the exciting possibilities in a situation.
9. I put together a good logical argument.
10. I articulate standards which I think others ought to meet.
11. I encourage people to come up with their own solutions to problems.
12. My way of speaking conveys a sense of excitement to others.
13. When opposed, I an quick to come forward with a counterargument.
14. I let people know the standards by which their performance will be judged.
15. I am receptive to the ideas and suggestions of others.
16. When working with others, I communicate my belief in the value and importance of the common task.
17. I provide detailed plans as to how the job should be done.
18. I tend to make judgments about what others do or say.
19. I am quick to admit my own mistakes and errors.
20. I articulate an exciting vision of what could be.
21. I suggest alternatives to the proposals which others have made.
22. I pass on to others praise and criticism which I have heard about their work.
23. I sympathize with others when they have difficulties.
24. My enthusiasm is contagious.
25. I push my ideas vigorously.
26. People can readily tell if I disapprove of what they do or say.
27. I listen to and try to use the ideas raised by others.
28. I am unable to put into words the hopes, aspirations, and fears which others may feel.
29. It is not unusual for me to stick my neck out with ideas and suggestions.
30. I use the power and authority I have to make others comply.
31. If others become angry or upset, I listen with understanding.
32. I am skillful at using images and figures of speech to present exciting possibilities.
33. I put over my ideas clearly.
34. I let people know in advance what is required of them.
35. I readily admit my lack of knowledge and expertise in a situation.
36. I help others become aware of the strengths and advantages they can have by pulling together.
37. I defend my own ideas energetically.
38. I offer bargains or exchange favors to get what I want from others.
39. I put as much effort into developing the ideas of others as I do my own.
40. I am skillful in articulating the aims and goals that people have in common.
41. I anticipate objections to my point of view and am ready with a counterargument.
42. I give frequent and specific feedback as to whether my requirements are being met.
43. 1 help others to get a hearing.
44. In persuading others, I appeal to their values, emotions, and feelings.
45. I frequently disregard the ideas of others in favor of my own proposals.
46. People always know whether or not they are measuring up to my standards.
47. I listen sympathetically to people who do not share my views.
48. I generate excitement and enthusiasm through my use of colorful language.
49. When other people disagree with my ideas, I do not give up but find another way to persuade them.
50. I make it clear what I am willing to give in return for what I want.
51. I am quite open about my hopes and aspirations and personal difficulties in achieving them.
52. I foster an esprit de corps where others feel a sense of common purpose.
53. I am ingenious in producing evidence in support of my own proposals.
54. I follow up the performance of others to find out whether my standards are being met.
55. I show tolerance and acceptance of others' feelings.
56. I use emotionally charged language to generate enthusiasm.
57. 1 talk about my own ideas more than I listen to those of others.
58. 1 give orders and instructions which I expect to be obeyed.
59. I accept criticism without becoming defensive.
60. I help others to see how they can achieve more by working together.
61. I present my ideas in an organized way.
62. I check up to see whether others are keeping their side of the bargain.
63. I help others to express themselves.
64. I help others with whom I am working feel personally involved with and responsible for the success of the project.
65. I draw attention to inconsistencies in the ideas of others.
66. I use rewards and punishments to make other people do what I want.
67. I go out of my way to show understanding of the needs and wants of others.
68. I strive to develop in those with whom I work a sense of unity and common purpose against the outside world.
69. It is not unusual for me to interrupt others while they are talking.
70. I judge people on what they do rather that what they say.
71. I do not pretend to be confident when I feel uncertain.
72. I help people I work with to find common values and aims which strengthen their commitment to one another.

FOUR BASIC INFLUENCE STYLES

The strategies or behaviors that people use to influence other people in face-to-face situations can be organized into four basic Influence Styles:

ASSERTIVE PERSUASION (AP)
REWARD AND PUNISHMENT (R&P)
PARTICIPATION AND TRUST (P&T)
COMMON VISION (CV)

ASSERTIVE PERSUASION (AP)

Description:

This style is characterized by the use of the power of logic, facts, opinions, and ideas to persuade others. Individuals who use this style are forward with ideas, proposals, and suggestions about what to do and how to do it; they are not afraid to stick their necks out and submit their ideas to the test of others' reactions. They are ingenious in marshaling evidence and arguments in support of the proposals they support and in rebuttal to those with which they disagree. They are persistent and energetic in persuading others. They often do not listen very well to the points others raise or they listen only to find weaknesses in the others' position. Characteristic of this style is an emphasis on logical argument as opposed to appeals to emotions or the use of power and authority to compel compliance. People who use the style well are usually highly verbal and articulate and participate very actively in discussions and arguments about ideas, plans, and proposals. They enjoy the cut and thrust of verbal battles, and even when they are defending an inferior position they battle away with determination.

Assertive Persuasion is very familiar Influence Style because it is the common language of most managerial problem solving and decision making. Indeed, many people overuse or depend too heavily on logic and fact as a basis for influence. The fact is, AP does not always work because people do not always approach situations or decisions logically and rationally. Rarely can you change feelings with facts. In such situations, continued reliance on Assertive Persuasion often results in higher levels of overt or covert resistance.

REWARD AND PUNISHMENT (R&P)

Description:

This style is characterized by the use of pressures and incentives to control the behavior of others. This may take the form of offering rewards for compliance or threatening punishment for noncompliance. It may involve the use of naked power or more indirect and veiled pressures may be exerted through the use of status, prestige, and formal authority. There is a liberal use of praise and criticism, approval and disapproval, and of moralistic judgments of right and wrong.

People who use Reward and Punishment effectively go out of their way to let others know that they want, expect, or require of them, and what standards will be used in judging their performance. They then follow up to find out what has been done and administer approval and disapproval, praise and blame, rewards and punishments accordingly. They tend to be specific and detailed in communicating their requirements, and they follow up quickly with the positive and negative incentives. Psychologists say that effective use of the style involves much heavier administration of praise than of criticism, but many who use this style do not allow this dictum: they may be more often negative than positive. This ultimately will reduce the potentially positive effects of the style.

An important process in using Reward and Punishment is called the management of contingencies, which means communicating clearly to others what they must do in order to get what they want and avoid negative consequences. This is an important aspect of much bargaining and negotiating where offers and counteroffers, threats and counterthreats are a big part of the action.

In using both Reward and Punishment and Assertive Persuasion, one may agree or disagree with others' ideas or actions. The difference lies in the reason for the agreement or disagreement. In Assertive Persuasion, the basis for agreement or disagreement is facts or logic, that is, what is true or what will work best. With Reward and Punishment, the basis for agreement or disagreement (really approval and disapproval) is the personal preference of the individual, based on his or her belief system or standards regarding what is appropriate or inappropriate, good or bad, acceptable or unacceptable. The belief systems or standards which underlie the use of Reward and Punishment can come from any number of sources, such as religious conviction, social convention, personal bias or prejudice, or simply strong personal preference.

In using Reward and Punishment effectively, it is important to understand the distinction between assertiveness and aggressiveness. Being assertive is standing up for yourself, stating your needs and expectations directly and forcefully. The message is that you have certain needs and expectations that must be dealt with; you cannot be pushed around or ignored. Assertiveness may or may not accomplish your immediate goal, but you will respect yourself, and in most cases others will respect your strength.

Being aggressive has a goal of hurting others, feeling stronger by weakening them. Although it may accomplish your objective in the short run, usually it leads to disrupted communications and calls forth counteraggression from others.

Let's take one simple case study and see what the appropriate assertive R&P response might be. John Pinedo's boss doesn't like to conduct performance appraisal interviews. As a result, John rarely, if ever, gets feedback on his performance. He also knows that his personnel file is incomplete, which may hurt him when his name comes up for a transfer or promotion. He is getting more and more worried about it.

Unassertive:	John lets the date for his performance review pass without saying anything. A few months later, he says to his boss, "Sam, if you get some open time, I'd like to talk with you about how I'm doing." John's boss says, "Sure," but nothing happens. John thinks more and more about asking for a transfer or leaving the organization.
Aggressive:	A month after the performance appraisal should have been done, John goes into his boss's office, shuts the doors, and says: "Sam, every supervisor around here except you has finished all their performance reviews. As a result, I'm going to get shafted when it comes to a promotion or transfer. You may not care about what happens to me, but I sure do!"
Assertive R&P:	Two weeks before the performance review should be held, John goes into his boss's office and says: "Sam, my annual performance appraisal comes up two weeks from today, and it's very important to me that we complete it on schedule. I've begun to prepare for it, and I need at least two hours of your time before October first. Let's get a time down on both our calendars now."

PARTICIPATION AND TRUST (P & T)

Description:

The efficacy of this style depends on involving the other(s) in decision making or problem-solving processes. When others can be induced to take an active part in making a decision, their commitment to carry it out is increased, and the amount of follow-up and supervision required is markedly reduced. Their energy is actively contributed to the work, and the amount of effort required from the influencer is reduced. Thus, where the Assertive Persuasion and Reward and Punishment Styles may be thought of as pushing the other to do what is required, Participation and Trust involves drawing the other in, pulling rather than pushing.

To use P&T effectively, others must be made to feel that their resources are relevant to the task at hand, that you are willing to make an effort to obtain their input, and that you value their contributions. People find it easier to contribute when they believe that others will not belittle or ignore their contributions, and when there is an atmosphere of openness and nondefensiveness. In short, participation is discouraged by attempts to gain control.

Persons who rely a good deal on the Participation and Trust Style tend to listen actively, drawing out contributions from others and showing understanding and appreciation when contributions are forthcoming. They tend to focus on the strengths and positive resources of others, and to be willing to give others freedom and personal responsibility in work. They do a lot of building on and extending of others' ideas, rather than pushing their own proposals, and are quick to give credit to others for their contributions. Rather than counterattacking when their own ideas and proposals are questioned, persons who use this style tend to be open and nondefensive about their own limitations of knowledge and resources, and they do not put up a strong front to hide their own weaknesses. By their example, they try to create trust and openness in relationships, so that others feel accepted for what they are and do not feel the need to compete for attention and control.

It is important to emphasize that we are discussing Participation and Trust as an Influence Style. We are not talking about Participation and Trust because they are democratic, nice, or designed to make people feel better. Participation and Trust is a powerful influence tool in and of itself; and it can also be used to strengthen other styles. Each of the other three influence Styles can be used with greater precision and impact when Participation and Trust is used initially to find out what the influence target needs, or what he or she is thinking or feeling.

Finally, Participation and Trust is unique among the Influence Styles in that it is Reciprocal: you must leave yourself open to being influenced in order to influence. Individuals who draw others out and appear to listen, but who consistently demonstrate unwillingness to be influenced, rarely exert influence through the use of P&T.

COMMON VISION (CV)

Description:

Common Vision involves identifying and articulating a common or shared vision of what the future of an organization, group, or individual could be and strengthening others' beliefs that the desired outcome can be achieved through their individual and collective efforts. The Common Vision Style involves mobilizing the energy and resources of others through appeals to their hopes, values, and aspirations. It also works through activating the feelings of strength and confidence that are generated by being one of a larger group which shares a common purpose.

Common Vision shares with Assertive Persuasion an emphasis on the ability to present ideas verbally. It differs in that the appeal is not primarily to the intellect, but rather to emotions and values held by the recipient. Further, the attempt is not so much to inject energy and enthusiasm into the others as it is to activate the commitment and strength which are bound up in one's hopes, aspirations, and ideals and to channel that energy into work and problem solving.

Typical of the skills possessed by people who use Common Vision effectively is the ability to see and articulate to others the exciting possibilities which exist in an idea or project, and to project these possibilities enthusiastically to others. In essence, Common Vision implies a future orientation, and the skilled practitioner uses image and metaphors which kindle excitement about a better future which listeners may value. He or she also helps them to identify the values, hopes, and aspirations which they have in common, and to feel that strength in unity which is found in cohesive groups. The metaphors which kindle excitement about a better future which listeners may value. He or she also helps them to identify the values, hopes, and aspirations which they have in common, and to feel that strength in unity which is found in cohesive groups. The emphasis is on what we can accomplish to make a better future for all of us if we work together to achieve our common goals and ideals. Charismatic leaders like Winston Churchill and John Kennedy used a lot of Common Vision, as did others like Hitler, Mussolini, and Napoleon. As with all the Influence Styles, Common Vision can be effective in the pursuit of high ideals or destructive ends.
INFLUENCE STYLE INVENTORY

SCORING SHEET

Instructions: Enter the score you have assigned each question (-2, -1, 0, +1, +2) in the space provided. PLEASE NOTE: The item numbers progress across the page from left to right, rather than in columns.

	1. _____	2. _____	3. _____	4. _____
	5. _____	6. _____	7. _____	8. _____
	9. _____	10. _____	11. _____	12. _____
	13. _____	14. _____	15. _____	16. _____
	17. _____	18. _____	19. _____	20. _____
	21. _____	22. _____	23. _____	24. _____
	25. _____	26. _____	27. _____	28. _____
	29. _____	30. _____	31. _____	32. _____
	33. _____	34. _____	35. _____	36. _____
	37. _____	38. _____	39. _____	40. _____
	41. _____	42. _____	43. _____	44. _____
	45. _____	46. _____	47. _____	48. _____
	49. _____	50. _____	51. _____	52. _____
	53. _____	54. _____	55. _____	56. _____
	57. _____	58. _____	59. _____	60. _____
	61. _____	62. _____	63. _____	64. _____
	65. _____	66. _____	67. _____	68. _____
	69. _____	70. _____	71. _____	72. _____
Sum of positive numbers _______		_____	_____	_____
Sum of negative numbers _______		_____	_____	_____
Overall score ______		_____	_____	_____
AP		R & P	P & T	CV

SCORING INSTRUCTIONS:	Add the numbers in each column with a plus sign and enter the sum. Then add the numbers with a minus sign and enter this sum. Ignore zeros. Subtract the smaller total from the larger and enter the result under "overall score." Give the sign (+ or -) of the larger subtotal to the overall score.
INSTRUCTIONS:	Take each of your four Influence Styles scores in turn, and (1) locate your absolute or numerical score in the left-hand column on the next page; then (2) look to the right, along the same row, to the appropriate column to find your percentile score.
	These norms are based on a sample of several hundred British and American middle managers in both line and staff positions who have filled out the Influence Style Inventory. If, for example, your P & T overall score (from your Scoring Sheet) was 20 or 21, you would be at the 61^st percentile, meaning that you scored higher on P & T than 60 percent of the sample, and lower than 39 percent.

PERCENTILE SCORE

ABSOLUTE SCORE	A & P	R & P	P & T	CV
36 to 37	100	100	99	99
34 to 35	99	100	98	99
32 to 33	99	100	96	98
30 to 31	98	99	93	97
28 to 29	97	98	86	93
26 to 27	92	98	82	91
24 to 25	90	98	78	88
22 to 23	88	98	71	85
20 to 21	82	97	61	81
18 to 19	82	91	57	79
16 to 17	77	87	49	74
14 to 15	67	82	42	67
12 to 13	58	74	32	58
10 to 11	51	63	24	51
08 to 09	37	49	19	44
06 to 07	27	40	14	37
04 to 05	21	33	12	29
02 to 03	17	26	7	24
00 to 01	11	17	3	20
-01 to -02	9	12	1	17
-03 to -04	8	8	1	13
-05 to -06	7	4	1	9
-07 to -08	2	3	0	3
-09 to -10	0	3	0	3
-11 to -12	0	2	0	0
-13 to -14	0	2	0	0
-15 to -16	0	1	0	0
-17 to -18	0	1	0	0
-19 to -20	0	0	0	0

PERSONAL INFLUENCE PROFILE

Instructions: (1) Make an "X" on the vertical Assertive Persuasion (AP) scale at the point of your percentile score for AP. (2) Now do the same for your remaining three percentile scores, using the appropriate vertical scale. (3) Draw a line to connect your four "Xs".

100%
75%
50%
25%
0%
	AP	R & P	P & T	CV

AP	=	Assertive Persuasion
R & P	=	Reward and Punishment
P & T	=	Participation and Trust
CV	=	Common Vision

Unit VI Exercising Leadership

NOTE-TAKING GUIDE & ACTIVITY WORKSHEETS

OBJECTIVES

At the conclusion of this unit, you will be able to:

1. Define the term situational leadership;
2. Describe the relationship between leadership style and follower development level;
3. Identify the leadership styles he or she tends to use most often; and
4. Explain how each of the four leadership styles applies to various emergency management situations.

Leadership is providing direction, coordination, and motivation toward emergency management goals.

You are leading when:

HISTORY OF LEADERSHIP THEORY

1. Before World War II, Great Man theory was dominant:

Leaders are born, not made:

2. Leaders had to be trained during World War II:

Leaders could be trained:

Leadership = Concern about task and concern about people

3. Situational leadership - today's thinking

Leaders are most effective when they vary their leadership style in response to the needs of the people they are trying to influence.

THE THREE SKILLS OF SITUATIONAL LEADERSHIP:

1. Flexibility - the ability to use all of the following four leadership styles

- Directing:	providing specific instructions and supervising task accomplishment

- Coaching:	providing less direction and supervision and more explanation of decisions and support about progress

- Supporting:	providing facilitation and support toward another's efforts and sharing responsibility for decision making

- Delegating:	providing a task but giving another person responsibility for decision making and problem solving

2. Diagnosis - the ability to determine the development level of other people and match with the correct leadership style.

The follower's development level is based on his or her:

- Competence: skills/job knowledge

Commitment: motivation/confidence

3. Contracting - the ability to agree with your employees about how you are going to work with them to best advantage for all. Contracting involves five steps:

- Agree on goals with person performing the task

- Diagnose development level

- Agree on the appropriate leadership style with person performing the task

- Plan for how you are going to work together

- Follow through with the appropriate

INDIVIDUAL ACTIVITY: THE LEADERSHIP BEHAVIOR ANALYSIS II (LBA II)

The LBA II instrument is based on the situational leadership concept.

Directing (S1):	High directive/low supportive behavior: Leader provides specific instructions (roles and goals) for follower(s) and closely supervises task accomplishment.
Coaching (S2):	High directive/high supportive behavior: Leader explains decisions and solicits suggestions from follower(s) but continues to direct task accomplishment.
Supporting (S3):	High supportive/low directive behavior: Leader makes decisions together with the follower(s) and supports efforts toward task accomplishment.
Delegating (S4):	Low supportive/low directive behavior: Leader turns over decisions and responsibility for implementation to follower(s).

Consider your position in the local emergency management system and guess what your leadership style hierarchy is. Identify your primary style (the one you tend to use most) and your most subordinate style (the one you tend to use least), labeling them "1" and "4," respectively in the "Guessed Style" column below. Then identify styles "2" and "3."

Guessed Styles	Computed Styles
1. _________________	1. __________________
2. _________________	2. __________________
3. _________________	3. __________________
4. _________________	4. __________________

The LBA II questionnaire provides you with 20 hypothetical situations with which to identify your preferred leadership styles. After scoring the questionnaire, record your actual scores in the "Computed Styles" column above.

STYLE EFFECTIVENESS SCORE

Supposed to reflect your flexibility in shifting styles

But it is according to the authors' definition of "right"

There are no correct or incorrect answers since effectiveness depends on the situation

But your results may reflect a need to consider alternative leadership styles!

REVIEW QUESTIONS

1. What are the three skills of a situation leader?

a. _________________________
b. _________________________
c. _________________________

2. From Directing to Coaching to Supporting, managers __________ the amount of support they provide.

3. As managers change their leadership style from Directing to Coaching to Supporting to Delegating, the amount of follower involvement in decision making .

4. What are the three ways in which the four leadership styles vary?

a. _________________________
b. _________________________
c. _________________________

ANALYZING SITUATIONAL LEADERSHIP SMALL GROUP ACTIVITY

Directions

Work with members of your group to determine the development level illustrated in the scenarios assigned to your group and which leadership style is needed - Action a, b, c, or d? Be able to explain why your group made the choices it did.

1. As the Emergency Program Manager, you have noticed that your administrative assistant and word processor are working together efficiently with encouragement from you. Lately, however, conflicts between them have caused delayed correspondence and wasted time. You would...

a. Get them together and tell them how they can resolve their conflict and see that they do it.
b. Talk to them separately about the problem, then get them together to discuss the problem. Encourage them to get along together and support their efforts at cooperation.
c. Talk to them separately to get their ideas, then bring them together and show them how to work out the conflict using their ideas.
d. Tell them you are concerned about the problem, but give them time to work it out by themselves.

Development Level:______ Action:______

2. For the last few months, you have been working with some members of a team designing training and writing manuals to familiarize members of the local emergency management community with the Incident Command System. During that time, you have found that one member has taken the lead when problems arise. She gets along well with the others on the team and is recognized as having the capability to oversee the completion of the project. Because of time constraints, you must move on to other duties. You have asked her to take charge of the project. Others on the team are pleased with your decision. You would...

a. Involve her in thinking out the problems she may encounter and support her efforts to take charge of the project.
b. Let the group work on its own under her leadership.
c. Talk with her and set goals for the project, but listen to and consider her suggestions.
d. Stay in close contact with her so you can direct and closely supervise her efforts to complete the project.

Development Level:________ Action:___________

3. You have asked one of your employees to take on a new assignment. In her other responsibilities, she has performed well with direction and support from you. The job you have asked her to do is important to the future of your local emergency management community. She is enthused about the new challenge. She may not have all the skills. You would...

a. Give her the assignment and let her determine how to do it.
b. Define the activities necessary to successfully complete the assignment and supervise her work closely.
c. Listen to her concerns, but encourage her to take on the new assignment and support her efforts.
d. Direct her efforts, but solicit any ideas she may have.

Development Level:________ Action:___________

4. You have recently been appointed emergency program manager in a jurisdiction that is new to you. In getting to know your people, you have found that one of your workers is particularly capable and innovative. She has made a number of suggestions that have facilitated communication among local agencies responsible for emergency response. At first you give her a great deal of encouragement and support for her work, but little direction. You would...

a. Begin to be more specific about what you want her to do, but make sure you consider any creative suggestions she may have.
b. Continue to work with her in a supportive way and encourage her innovative ideas.
c. Look for new ways for her to make a contribution and begin to let her work more on her own.
d. Begin to channel her creative abilities into some very specific responsibilities and make sure she spends time on those activities.

Development Level:______ Action:______

5. Since your group has been given an increased work load, you have asked one of your people to take charge of a new responsibility. You have worked with him before and know that he has the knowledge and experience to be successful in the assignment. However, he seems insecure about his ability to do the job. You would...

a. Assign the new responsibility to him and let him do it on his own.
b. Tell him what you expect him to do, but consider his suggestions.
c. Listen to his concerns about his abilities, but assure him he can handle the new responsibility.
d. Tell him exactly what the new responsibility involves, and then work with him closely.

Development Level:______ Action:_____________

EFFECTIVE COMMUNICATION

Leaders must have good communications skills.

Four important characteristics of effective communication:

- Accuracy in transmission and reception

- Communicate at the appropriate developmental level

- Open communication encourages feedback

- Be able to perceive any hidden messages

Influence Plan Update: Return to page II-15 and make some notes on the development level of the person you are trying to influence.

Summary:

Unit VII Exercising Power

NOTE-TAKING GUIDE & ACTIVITY WORKSHEETS

OBJECTIVES

At the conclusion of this unit, you will be able to:

1. Define the term power;
2. Describe the seven primary power bases;
3. Explain the relation of power base of the development leader of followers; and
4. Analyze the utility of the various power bases in different emergency management situations.

RELATIONSHIP BETWEEN LEADERSHIP & POWER

Power is the means or resources by which the leader gains compliance of others to achieve goals.

BASE OF POWER IS:

Coercive Power:

- based on fear

Connection Power:

- based on the leader's connections with influential or important people

Expert Power:

- based on the leader's possession of expertise, skill, and knowledge

Information Power:

- based on the leader's possession of or access to valuable information

Legitimate Power:

- based on the position held by the leader

Referent Power:

- based on the leader's personal traits

Reward Power:

- based on the leader's ability to provide rewards for other people

All of us use most of the power bases to varying degrees.

Power is a function of the resources others think you have.

Position Power:

- based on power that goes with the job and is permanent as long as the person holds a given position.

Personal Power:

- depends on you and others. Others can make this power meaningless if they perceive you lack the relevant resources.

Which of the power bases are position power?

Which of the power bases are personal power?

Relationship between development level and use of personal or position power:

For a person low on competence & commitment:

For a person high on competence & commitment:

POWER PERCEPTION PROFILE-Perception of SELF

Perceived Versus Computed Power Bases

Consider your position in the local emergency management system and guess your power base hierarchy. Identify your strongest and weakest power bases first, labeling them "1" and "7" respectively in the "Perceived Power Bases" column below. Then identify the remaining five.

Perceived Power Bases	Computed Power Bases
1. ________________________	1. __________________________
2. ________________________	2. __________________________
3. ________________________	3. __________________________
4. ________________________	4. __________________________
5. ________________________	5. __________________________
6. ________________________	6. __________________________
7. ________________________	7. __________________________

The Power Perception Profile-Perception of Self questionnaire provides you with 21 pairs of reasons given by people to explain why they do things a leader wants them to do. After scoring the questionnaire, record your actual scores in the "Computed Power Bases" column above then answer the questions on the next page.

· Are there any differences between the perceived and computed power base hierarchies? If so, where and why?

· Are there power bases upon which you can improve and build in your local emergency management system? How?

Influence Plan Update: Return to page II-17 and make some notes on how the person you are trying to influence may be affected by your use of the various power bases.

Summary:

Unit VIII Motivation

NOTE-TAKING GUIDE & ACTIVITY WORKSHEETS

OBJECTIVES

At the conclusion of this unit, you will be able to:

1. Define the term motivation;
2. Explain the relationship of motivation to work behavior; and
3. Describe the factors that motivate people's behavior in emergency management settings.

WHAT IS MOTIVATION?

What must you know to determine if motivation will be effective?

4 MOTIVATIONAL PATTERNS

1. Achievement - A drive to overcome challenges, advance, and grow

2. Affiliation - A drive to relate to people effectively

3. Competence - A drive to do high-quality work

4. Power - A drive to influence people and situations

Knowledge of motivational patterns helps leaders understand the work attitudes of each employee.

Assign a person motivated by achievement a task along with an explanation of its challenges. Assign a person motivated by competence the same task, but emphasize its requirements for high-quality work.

MOTIVATING PEOPLE

What need might be strongest in a person who is an ESTJ and uses a reward and punishment influence style? Why?

What need might be the strongest for a person who uses accommodation as a conflict management style and who tends to be most comfortable with a supporting leadership style? Why?

SMALL GROUP ACTIVITY

APPLYING THE CONCEPT OF MOTIVATION

Work with members of your small group to develop a response to the following situations. Your group should be prepared to role play your strategy (2-3 minutes) for the rest of the class.

1. Mary Smith is a volunteer who has assisted with shelter registration during many previous emergencies in your county. She is an ENFP, tends to avoid conflicts or use accommodation, responds best to a participation and trust influence style, is high on competence and has exhibited variable commitment to the task over the last three or four months, and responds well to leaders who use connection and referent power. Although she has jumped at the chance to assist every other time you, the emergency program manager, have called on her, she seems reluctant lately. The National Weather Service has issued a flood watch and you are scrambling for help. What can you do to motivate her?

2. Herb Gordan is the fire chief in your county. He has been in the position for 10 years and you, the emergency program manager, have just taken the newly-created position. The county has an emergency operations plan (EOP) but it is very sketchy and tends to sit on shelves just taking up space. Herb is an ISTJ, tends to use both competition and avoidance to handle conflict, uses and responds to reward and punishment, has low competence and low commitment for the task of planning and responds to connection and legitimate authority as power bases while tending to use coercive power himself. You are trying to motivate him to participate in the planning process and he is very resistant. What is your strategy?

Additional Notes from Activity:

Influence Plan Update: Return to page II-18 and write down some notes about the strongest motivational pattern of the person you are trying to influence.

Summary:

Unit IX Group Dynamics

NOTE-TAKING GUIDE & ACTIVITY WORKSHEETS

OBJECTIVES

At the conclusion of this unit, the participant will be able to:

1. Analyze group interactions to determine the behaviors that occur as people relate among and between themselves to accomplish a task;
2. List the productive and non-productive behaviors exhibited by the group; and
3. Relate the behaviors of individuals in the group to the concepts discussed so far in the course.

GROUP PROCESS OBSERVATION CHECKLIST

DIRECTIONS

Review the following definitions of effective and ineffective behaviors on the next three pages before observing the small group. Then read the questions on the other group dynamics issues.
Observe the group in progress and check off examples of the listed behaviors, as appropriate.
Make brief, descriptive notes about particularly effective and ineffective behaviors so that you can discuss them with the class later.

EFFECTIVE WORK GROUP BEHAVIORS

Work or Task Behaviors	Frequency/Description
Initiating: Proposing goals or actions, defining problems, suggesting procedures.
Information Giving: Offering facts, giving opinions.
Checking for Meaning: "Is this what you mean?" "Are you implying that...?"
Clarifying: Interpreting ideas or suggestions, defining terms, clarifying issues before the group.
Summarizing: Pulling together related ideas, restating suggestions, offering decisions or conclusions for the group to consider.
Reality Testing: Making a critical analysis of an idea, testing an idea against some data to see if the idea will work.

Group Maintenance Behaviors	Frequency/Description
Harmonizing: Attempting to reconcile disagreements, reducing tension, getting people to explore differences.
Gate Keeping: Helping to keep communication channels open, facilitating the participation of others, suggesting procedures that permit sharing ideas.
Consensus Testing: Checking to see if a group is nearing a decision, sending up a trial balloon to test a possible conclusion.
Encouraging: Being friendly, warm, and responsive to others; indicating by facial expressions or remarks the acceptance of others' contributions.
Compromising: Offering an alternative that yields status, admitting error, modifying in interest of group cohesion or progress.

INEFFECTIVE WORK GROUP BEHAVIORS

Behaviors	Frequency/Description
Aggressive Behavior: Deflating others' status, attacking the group or its values, joking in a barbed or semi-concealed way.
Blocking Behavior: Disagreeing and opposing beyond "reason," resisting stubbornly the group's wish (for personally oriented reasons), using a hidden agenda to thwart the progress of the group.
Dominating Behavior: Asserting authority or superiority to manipulate the group or certain members, interrupting contributing of others, controlling by means of flattery or other forms of patronizing behavior.
Playboy Behavior: Displaying, in "playboy" fashion, one's lack of involvement; "abandoning" the group while remaining physically with it; seeking recognition in ways not relevant to the group task.
Avoidance Behavior: Pursuing special interests not related to the task, dodging the subject to avoid commitment, preventing the group from facing controversy.

OTHER GROUP DYNAMICS ISSUES

1. Does any one person initiate communication more than the others?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Does any one person lead the group more than the others?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Does the leadership function rotate? If so, how?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

INDIVIDUAL STYLES OBSERVATION CHECKLIST

DIRECTIONS

Review the questions on this and the next page before observing members of the small group. Observe the group in progress and make notes regarding the behaviors of individuals in response to the following questions:

1. What were the values demonstrated by members of the group?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Was the personal style of any of the group members obvious?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Did any conflicts arise between individuals? If so, describe the conflict management style used. ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. Was the use of any particular influence style or styles evident? In what situation?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. If one person leads the group, which of the four leadership styles did he or she use most often?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

6. What power base(s) was used by an individual in the group? Did it seem effective?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

7. Did any of the individuals use motivational techniques with any other group members. What needs were they helping the others meet?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________.

List some important factors to remember when working with a group:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Summary:

Unit X Tying the Concepts Together: Course Integration & Application

NOTE-TAKING GUIDE & ACTIVITY WORKSHEETS

OBJECTIVES

At the conclusion of this unit, you will be able to:

Analyze a hypothetical emergency management situation and draw conclusions about the impact of and relationships among different styles.

BIXBY COUNTY ANALYSIS

CHARACTER	Personal Style	Influence Style(s)	Leadership Style(s)	Conflict Style(s)	Power Base(s)	Motivated By
KEN REARDON, County Administrator. A good leader and facilitator. Tries to remain neutral rather than take sides. Answerable to county council but interested in fairness & problem solving for the group. A "good guy" and leader.	ESFP
SAM DYER, County Emergency Program Manager. Energetic, loves new ideas. Strives for coordination and builds relationships. May have trouble with some people who do not understand his role. Calm; not pushy except when he needs to be.	ENFP
BRUSH MOREHART, County Police Chief. Tough and powerful, reputation for doing things right. Concerned with "law and order" and that police get credit for good performance. Can be manipulative, even threatening. Task oriented and turf protective.	ESTJ
FRANK GIBSON, County Fire Chief. Easy-going and reflective. Well-respected for skill and fairness by his subordinates.	INTJ
BARBARA HIBBS, Head of Hospital Emergency Room. Dedicated and concerned. Will fight for what she believes is right.	ESTP
JOE SANTORELLI, County Public Works Director. Nervous type, a worrier. Does a good job but frets over some decisions, actions. May be easily threatened under some circumstances but definitely not weak or stupid.	ESFJ
LORRAINE PRENTICE, Health Director. No-nonsense, calm, wise. Believes time heals all ills; conservative and secure.	ISTJ
MORGAN OLIVER, Councilman No-nonsense, direct. Political and active. Businesslike and professional.

Unit XI Presentation of Influence Plans

NOTE-TAKING GUIDE & ACTIVITY WORKSHEETS

OBJECTIVES

At the conclusion of this unit, you will be able to:

1. Describe your role as a leader in the local community;
2. Identify the styles you use to exercise that responsibility; and
3. Determine the potential effectiveness of your influence plan and refine it, based on feedback from classmates.

NOTES FOR PROVIDING FEEDBACK TO OTHERS:

NOTES ABOUT REVISIONS TO YOUR INFLUENCE PLAN:

Unit XII Conclusion

NOTE-TAKING GUIDE & ACTIVITY WORKSHEETS

OBJECTIVES

At the conclusion of this unit, you will be able to:

1. List the major topics covered in the course;
2. Explain how those concepts interact with each other in a management setting; and
3. Describe the primary premise of the course.

NOTES:

Appendix A - Glossary of Terms and Acronyms

Coaching:	Providing less direction and supervision and more explanation of decisions and support about progress
Conflict:	Occurs when one person's or organization's goals or preferences are blocked by another person's or organization's actions.
Contracting:	The ability to agree with other people about how you are going to work with them to best advantage for all.
Delegating:	Providing a task but giving another person responsibility for decision making and problem solving
	Diagnosis: The ability to determine the development level of others and match with the correct leadership style.
Directing:	Providing specific instructions and supervising task accomplishment
	Extraversion (E): Focusing one's attention and energy on the world outside self.
	Feeling (F): Uses a valuing process to make decisions. In Jung's definition, feeling "arranges things in accordance with their value."
	Influence: The ability to change another person's preferences.
	Introversion (I): Focusing one's attention and energy on the world inside self.
	Intuition (N): Seeks to find meaning, possibilities, and relationships in the specifics.
	Judging (J): Relating to the external world in an organized and orderly way. It means making plans and decisions about the external world.
Leadership:	Providing direction, coordination, and motivation toward emergency management goals.
Motivation:	The force that drives people to contribute energy and action toward emergency management goals, resulting from a need for a solution to a situation.
Perceiving (P):	Relating to the external world in a flexible and spontaneous way. With regard to the external world, it means collecting information and responding to things as they occur.
Personal power:	Depends on you and others. Others can make this power meaningless if they perceive you lack the relevant resources.
Position power:	Power that goes with the job and is permanent as long as the person holds a given position.
Role Clarification:	The process of being precise about your needs and objectives in relation to task responsibilities in a work group.
Role Negotiation:	The process of obtaining the best role and responsibilities on a job that you can.
Roles:	A relatively stable set of responsibilities people have in cooperative, team efforts and expectations others have for them. Roles are based on the contexts in which they are assigned or assumed.
Sensing (S):	Involves the use of the five senses to collect information about specifics.
Situational Leadership:	Based on the idea that leaders are most effective when they vary their leadership style in response to the needs of the people they are trying to influence.
Supporting:	Providing facilitation and support toward another's efforts and sharing responsibility for decision making
Thinking (T):	Uses logic to make decisions. Jung said "thinking links ideas together by logic."
Values:	Attitudes, opinions, and beliefs that are deeply held and relatively permanent. Values influence what people actually do, not just what they say.