No Plagiarism Module Readings· Introduction Module (Module .docx

No Plagiarism
Module Readings:
· Introduction Module (Module 1): commentary: section 4:
Leadership Theories
· Public-Safety Challenges, Issues and Leadership Module
(Module 2): overview, objectives and the following parts of the
commentary:
· Section 1: Public-Safety Leadership Roles
· Section 2: Effective Leaders in Public Safety
· Section 3: Current Leadership Practices in Public Safety
Module 1: Introduction
1. Defining Leadership and Decision MakingLeadership
A leader, according to the Merriam-Webster OnLine dictionary
(2008), is "a person who has commanding authority or
influence." The definition of leadership we will be using for
purposes of this course is similar: "Leadership is a process
whereby an individual influences a group of individuals to
achieve a common goal" (Northouse, 2007, p. 3). Note the key
terms:
· "is a process" (transactional event)
· involves influence (one affecting another)
· occurs within a group context (requires more than one person)
· involves goal attainment (achieving an end)
Although society requires all of us to "lead" ourselves in
socially appropriate behavior, it is important to note that to
truly lead one must have followers. It is also critical to
understand that leadership is a process, not an inherent or
learned trait or characteristic. The process must involve
continuous communication in order for the leader to influence
others. The followers can be one person or one or more nations.
Lastly, leaders provide direction or a vision to strive for; they

move the group to an end. Decision Making
Leaders are decision makers, but not all decision makers are
leaders. The ability to get someone to adhere to or implement a
decision is what distinguishes a leader. A frequent criticism of
leaders is that they are not decisive; however, choosing not to
make a decision is in fact a decision not to act. It may be the
wrong decision, but nonetheless it is a decision. What sets good
leaders apart is that they make the correct decision at the right
time for the right reason.
Leaders' decisions should be based on sound facts and
information, although there are times when a leader's decision
making is intuitive. Good leaders, however, keep such decision
making to a minimum. Decision making, whether good or bad,
is linked to the use of discretion. Intuitive decision making is
the ultimate use of discretion. Leaders rise and fall on their
ability to use discretion. "All leadership decision making
involves the use of discretion, which is a part of the broad
continuum of decision making processes that involve the act of
making choices" (Vaughn and Otenyo, 2007, p. 5). Using
discretion wisely is a vital part of successful leadership.
"Discretion is a determination of a question and a judgment of
opinion in a case in which there has been some form of
deliberation" (Vaughn and Otenyo, p. 5).
2. Historic View of Leadership in Homeland Security
Homeland security has only recently become an academic
discipline. The formal study of homeland security in the United
States began in 2002 after the 9/11 terrorist attacks and as a
result of the 2002 National Strategy of Homeland Security. This
rapid development meant that homeland security leaders and
educators relied heavily on their education and experience in
the military and in law enforcement, fire service, emergency
medical services, public health, transportation, agriculture, and
so on.
As a result of this reliance, leadership theories and styles were
"migrated" into the discipline. Because homeland security is the

responsibility of three levels of government (local, state, and
federal), the military, first responders (police, fire, and
emergency medical services), private citizens, and private
industry (critical infrastructure, maritime, aviation, and other
industries), the theories and styles that were migrated are
diverse.
It is important to understand that homeland security and its
leadership is evolving quickly as both an academic discipline
and as a profession, with the history of leadership in the field
beginning only in 2002. For those of you who are entering and
those who are continuing in the field, these are exciting times.
The following passage explains further the historical
relationship between homeland security and leadership.
As an emerging field, homeland security presents unique
challenges for leaders: the context in which contemporary
homeland security leaders operate is relatively new and it is
also rapidly changing and evolving. This requires that leaders
be adaptable and flexible, acutely aware of the context in which
they operate, and continually reevaluate it so they can make
sound decisions.
Effective leaders must establish direction and purpose,
communicate that direction and purpose, and maintain the thrust
of the group. They need to promote innovation and creativity
and serve as a resource for invigorating the organizational
culture. Leaders must also be resilient, maintain a multi-
directional vision and focus, and develop an understanding of
the psychological forces that move people. Only by doing this
can they make decisions about what to do and when to do it in a
context full of conflicting data and opinions.
Homeland security leaders have a critical role to play in
implementing strategy on all levels and promoting interagency
collaboration, a critical element in implementing the strategy.
They are important drivers in the field. (Bellavita, 2005, p. 6)
3. Leadership Styles
The 10 major styles of leadership are:

1. transactional
2. transformational
3. autocratic
4. bureaucratic
5. charismatic
6. democratic or participative
7. laissez-faire
8. people-oriented or relations-oriented
9. servant
10. task-oriented (Mind Tools, 1998–2008)
All 10 styles are needed in homeland security; however, the
greatest need is for transformative leaders. Despite the
challenges of transformational leadership, homeland security
would benefit from implementing it because it may be best
suited for working with the unpredictable and chaotic change of
a large but infant organization. In the following subsections, we
will summarize the various leadership styles. Transactional
Leadership
"The transactional leader manages resources, tasks, and" group
members "to get a job done" while balancing concern for the
"task with…concern for people." Transactional leaders are
managers who view their organizations as complicated machines
and their employees as a workforce. "Workforces are motivated
by stick and carrot. They are whipped into shape or enticed into
willing compliance" (Christakis & Bausch, 2006, p. 192).
Leadership decision making is based on these
precepts.Transformational Leadership
In transformational leadership, a group has multiple leaders,
and all group members have the opportunity to lead should they
choose to do so. With this style, leadership develops as an
interactive process between leaders and followers. Its "driving
force…'is intended real change' rather than" simply the leader's
vision. "The motivations of leadership are jointly developed
'mutual purposes' rather than a leader's exhortation calling
followers to a higher moral ground" (Christakis & Bausch, p.
194).

Transforming leaders have important new systemic
responsibilities and combine the role of process "designer with
that of administrator. They become promoters of an
organizational culture that initiates and sustains the
transformational leadership process." They instigate and
maintain a process of group learning and face "formidable
challenges in trying to reach the level of consensual decision
making" (Christakis & Bausch, p. 193). Transformational
leaders break down and dramatically change the traditional
"structural barriers between manager" and "employee or
political leader" and "citizen" (Christakis & Bausch, p. 192).
Autocratic Leadership
Autocratic leaders have absolute power over their group
members (Mind Tools, 1995–2008). Under such leaders, there is
no "group" to manage; rather there are simply followers.
Follower input is minimal at best, with autocratic leaders
making decisions on their own. Although some autocratic
leaders verbalize the team concept, they are more likely
concerned with unit cohesiveness and possibly maintaining their
position within the unit rather than group or team decision-
making input.
This style has the advantage of enabling quick decisions. A
frequent problem, however, is that communication tends to be
one way only. Autocratic leadership is most effective during
emergencies, war, or "for some routine and unskilled
jobs…where the advantages of control outweigh the
disadvantages" (Mind Tools, 1995–2008). Bureaucratic
Leadership
"Bureaucratic leaders work 'by the book,' ensuring that policies
and procedures are followed" (Mind Tools, 1995–2008). They
are rule followers and promoters. Some group input can be
allowed in defining work rules; however, once these rules are
made, the bureaucratic leader views them as set in stone, not to
be deviated from. Because of its rule-oriented decision making,
this style can be viewed as being fair and consistent and one in
which similar situations are treated the same.

It is not uncommon for an autocratic leader to work well with a
bureaucratic leader who is under her or his command. Typically,
a bureaucratic leader has trouble with change and making
decisions in a work environment that requires decision-making
agility and innovation. Bureaucratic leaders can be considered
maintenance leaders. Charismatic Leadership
Charismatic leaders lead by the shear force of their engaging
personalities. Such leaders draw group members together
through their ability to engage them and to persuade them to act
according to the leader's direction. The charismatic leader
persuades the group member to believe what needs to be
accomplished is in the best interest of the organization. Group
members are allowed input; however, charismatic leaders tend
"to believe more in" themselves "than in their team" (Mind
Tools, 1995–2008).
There are two major problems with charismatic leaders. First,
they may have a devastating impact on an organization if they
lead group members toward achieving an inappropriate goal. A
good example of this is the charismatic leadership of the
Reverend Jim Jones and the death of his followers in Guyana.
Second, should a charismatic leader leave the organization, a
"leadership void" can easily occur because charismatic
leadership is so dependent on a critical number of followers to
be effective. There may not be anyone else duly trained or
qualified to step in to take the place of the leader. New
leadership styles may not "win over" the group members who
were committed to the personality of the previous leader and
her or his goals. Groups under charismatic leadership are most
successful with leader longevity. Democratic or Participative
Leadership
Democratic or participative leaders allow for group member
involvement in decision making, with the leader taking the
responsibility for making the decision. Such leaders lead with
the premise that group decision making and participation will
result in the best decision with the added benefit of group
commitment to the decision. Group members' job satisfaction is

higher under this style when compared to employees under other
leadership styles. Group members feel more empowered in their
work environment and in goal setting and achievement. There is
mutual support between the leader and group members. Because
group members are involved in the decision-making process
they are contributing to their own personal and professional
growth as future leaders.
A pitfall associated with participative leadership is that it can
lead to the fracturing of the group into subunits if decision-
making consensus is not reached or honored. In such cases,
morale can suffer, making it increasingly difficult to accomplish
tasks and objectives. In addition, this style can allow for the
leader to avoid or abdicate her or his responsibility to the
group.
Although resulting in a slower approach in the work
environment, the end result is often better. This style may not
be best suited for emergency response situations, depending on
the nature of the emergency and the urgency of quick and
decisive decision making. Laissez-Faire Leadership
Laissez-faire means "'leave it be' and is used to describe a
leader who leaves his or her colleagues to get on with their
work" with minimal or no interference (Mind Tools, 1995–
2008). This leadership style involves little or no direction and
control. Group-member professional growth occurs rapidly
under this leadership style. The laissez-faire leader will
frequently communicate with group members and check on their
progress; however, for the most part, the group and its members
are left alone to accomplish the task at hand.
This style can be useful when the group being led is well
trained, highly self-motivated, and has formal or informal
subordinate leadership with a history of successfully achieving
goals. Laissez-faire leadership can also refer to leaders who are
not effectively leading and thereby creating a leadership void.
This style is frequently associated with the less-positive aspects
of a leaderless organization. People-Oriented or Relations-
Oriented Leadership

The people-oriented or relations-oriented style focuses on the
individual group members and is more concerned with them
than with completing the task. Key aspects of this style of
leadership are centered on group-member development through
training, education, and coaching. Group organization and
support is important. A positive characteristic of people-
oriented leaders is their knowledge of group members' strengths
and weaknesses, which enables them to match each group
member with a particular taskServant Leadership
The servant leader tends to be an informal leader within the
group and leads by providing valuable service. Such leaders can
also gain influence through their behavior, which is grounded in
their code of conduct or moral compass. Servant leadership can
be short term, ending when their service, value, or ideal is no
longer influential or when a stronger formal leader is present.
Servant leaders
· serve and meet the needs of group members
· develop group members to achieve peak performance
· coach and encourage group members
· facilitate personal growth in group members
· build a sense of community
Servant leaders are effective when group members' needs are
met, and they are free to achieve the organization's mission with
a high level of performance. An example of servant leadership
was the life of Mother Theresa, who ministered to the poor,
sick, orphaned, and dying, while leading charity work in India
and other Third World nations.
A problem with this type of leadership is it can become or be
viewed as paternalistic. Mature adult group members may not
see themselves as partners with the leader and can come to
resent the "parenting" influence. Task-Oriented Leadership
A task-oriented leader is most concerned with getting the task
completed and may exhibit an autocratic leadership style;
however, the autocratic style applies only to the specific task.
Such leaders will determine the work goals, set the tasks needed
to achieve the goals, and decide the personnel required. Such

leaders will be actively involved from the beginning to the
completion of the task and may be perceived as micromanaging
the group. They have difficulty viewing the needs of group
members because the task overrides individual member needs.
4. Leadership Theories
For purposes of this course, leadership styles can be grouped
into the following eight major leadership theories:
1. "great man"
2. trait
3. contingency
4. situational
5. behavioral
6. participative
7. management
8. relational (Van Wagner, 2008)
"Great Man" Theory
"Great man" theory asserts that the ability to lead is a natural
part of a person from birth, that "great leaders are born, not
made" (Van Wagner, 2008). This theory is based in classical
literature and a belief that an individual is destined to be a
leader from a young age, therefore becoming a "great man."
Because of its classical origins, material regarding this theory is
male-oriented and strongly connected to military leadership.
The theory is based in a person's station in life or social class.
For example, a male born into a royal family was assumed to
possess leadership ability based on his birth. The theory may
also associate with leadership physical traits such as height,
musculature, and intelligence. This theory, however, differs
from trait theory, which is personality based. Trait Theory
There are three main points to trait leadership theory:
1. a person is born with inherited traits
2. some of these traits are inherent to leadership
3. a good leader has the correct traits or enough of these traits
Trait theory differs from the "great man" theory in that a person

is not born to lead, but rather has certain traits that allow him or
her to lead. Certain personality traits are identified in this
theory, including calmness, confidence, predictability,
persuasiveness, and efficiency. A problem with trait theory is a
person may have the identified traits but not be a
leader.Contingency Theory
Contingency theory asserts that "there is no one best way of
leading a group and that a leader's style may be effective in
some situations but not others" (ChangingMinds.org. 2008). A
person's ability to lead is affected by various internal and
external factors, including leadership style, the capabilities and
behaviors of group members, and various other organizational
factors. The theory allows for flexibility in response to specific
contingencies within the group or organization. It focuses on
applying the best leadership style for the organization, whereas
situational theory focuses on applying the best style for leading
an individual or a small group. Situational Theory
Situational theory focuses on leadership tailored to the
situational variables such as "leader-member relations, task
structure and position power" (Fiedler, 1965, pp. 115). For
example, during an emergency when consulting with group
members is inappropriate and the leader has a good relationship
with group members, an autocratic style would be appropriate.
However, when the emergency has passed and the leader is in a
recovery phase, seeking the input of other group members can
be beneficial, and a different leadership style can be used.
Under this theory, there is a push-pull on the leader to be task
oriented, relationship oriented, or both. Leaders are encouraged
to develop multiple leadership styles to maximize their
effectiveness with their group members.
An example of a situational theory is Hersey and Blanchard's
(1977) "life cycle theory of leadership," which identified four
leadership behaviors—telling, selling, participating, and
delegating. Depending on the situation, variables a leader would
choose to emphasize are described below.
· Telling/directing: high task focus, low relationship focus—

leaders define the roles and tasks of the 'follower' and supervise
them closely. Decisions are made by the leader and announced,
so communication is largely one-way. For people who lack
competence but are enthusiastic and committed. They need
direction and supervision to get them started.
· Selling/coaching: high task focus, high relationship focus—
leaders still define roles and tasks, but seeks [sic] ideas and
suggestions from the follower. Decisions remain the leader's
prerogative, but communication is much more two-way. For
people who have some competence but lack commitment. They
need direction and supervision because they are still relatively
inexperienced. They also need support and praise to build their
self-esteem, and involvement in decision-making to restore their
commitment.
· Participating/supporting: low task focus, high relationship
focus—leaders pass day-to-day decisions, such as task
allocation and processes, to the follower. The leader facilitates
and takes part in decisions, but control is with the follower. For
people who have competence, but lack confidence or
motivation. They do not need much direction because of their
skills, but support is necessary to bolster their confidence and
motivation.
· Delegating: low task focus, low relationship focus—leaders
are still involved in decisions and problem-solving, but control
is with the follower. The follower decides when and how the
leader will be involved. For people who have both competence
and commitment. They are able and willing to work on a project
by themselves with little supervision or support. (Hersey &
Blanchard, The Management of Organizational Behaviour, 1977,
as cited in Vanden Driessche, 2007)Behavioral Theory
The behavioral theory of leadership is based on the belief that
"leaders are made, not born" (Van Wagner, 2008). Leadership
can be learned from what the leader does. This theory has two
dimensions, (1) the concern for group members and (2) the
concern for task completion. Blake and Mouton's Managerial
Grid (1978) illustrates the behavioral theory. It identifies four

main leadership styles:
1. Concern for task—Leaders emphasize the achievement of
concrete objectives by looking for high levels of productivity
and ways to organize people and activities to meet the
objectives.
2. Concern for people—Leaders look upon their followers with
a human-interest perspective and consider their needs, interests,
problems, professional development, and so on. People are not
simply regarded as units of production or means to an end.
3. Directive leadership—Leaders are comfortable making
decisions for others and expect followers or subordinates to
follow instructions.
4. Participative leadership—Leaders using this style share
decision making with others (Wright 1996, pp. 36–37).
Participative Theory
Participative leadership theory is based on leaders listening to
group feedback before making a decision for the group. Douglas
McGregor's (1960) portrayal of managers as exemplifying
Theory X or Theory Y has dominated the discussion about
participative theory.
Leaders who subscribe to Theory X assert that group members
do not like to work, must be controlled, do not want
responsibility, and want to be directed, and therefore require
authoritarian leadership, rigid work rules and procedures, and
multiple layers of supervision.
Leaders who subscribe to Theory Y assert that group members
want to work, can be self-motivated, appreciate recognition, and
desire responsibility. Such leaders use positive motivators.
Wishing to be problem solvers, they allow greater group
member involvement in the development of work rules and
procedures and fewer layers of supervision. They also
encourage employee self-actualization.
It is suggested that Theory X is best suited for large and
complex businesses or manufacturers, whereas Theory Y is best
suited for smaller professional or service-oriented businesses.
Management Theory

"Management theories focus on the role of supervision,
organization, and group performance" and "base leadership on a
system of rewards and punishments" (Van Wagner, 2008).
Leadership involves influencing group members through
position power, coercion, rewards, expert power, or charisma
(Cordner and Sheehan, 1999, p. 298). Many businesses are
applying these theories when they reward successful group
members and punish unsuccessful ones. Relationship Theory
Relationship theory focuses on the interactions between leaders
and group members. Applying this theory, leaders work hard at
developing their relationship with group members and the
relationships among group members in order to increase
productivity through positive interaction. Part of this positive
interaction is motivating or inspiring each other. There is a
strong sense of the greater good. These leaders motivate and
inspire people by helping them see the importance and higher
good of the task. Although relationship leaders desire good job
performance, they are also concerned with individual job
satisfaction and development.
A problem associated with this theory is that the leader may
become too focused on building and maintaining relationships
to the detriment of task completion. Problems can also occur
when there is a group member who has difficulty developing or
maintaining an appropriate and healthy working relationship
with the leader or with other group members.
5. Developing Case Studies
Case studies are valuable learning tools and are a part of your
assigned readings. There is a process to follow in developing a
case study. The first step is to gather all the data about the case
and then organize them to highlight the focus of the case study.
"For example, if the study is to highlight" a leader's failure with
a decision, "data would be collected about the" issue to be
decided, the decision itself, and its consequences (McNamara,
1997–2008).
The case study narrative is then developed. McNamara (1997–

2008) says, "The narrative is a highly readable story that
integrates and summarizes key information around the focus of
the case study. The narrative should be complete to the extent
that it is the eyes and ears for an outside reader to understand
what happened regarding the case" without conducting
additional research.
The case-study method allows for a real-life situation to instruct
based on example. The narrative should identify what went well
(successes) and what went wrong (failures). When possible, the
narrative can be validated by having the actual case participants
review it. This might have been helpful, for example, with the
2007 Minneapolis, Minnesota, bridge collapse.
One case study can be compared with another case study with
similar facts in order to isolate any themes or patterns. For
example, various case studies about well-known leadership
failures can be compared to highlight common themes and the
way the failures affected leadership. The comparison would
include asking whether different leadership styles or theories
could have affected the outcome. The goal of analyzing a case
study is to find a better way of handling a similar dilemma that
may commonly occur in the workplace.
Module 2
1. Public-Safety Leadership Roles
The mission of public-safety leaders is to prevent human-caused
and natural disasters, to protect the general populace from
injury or death caused by them, and to keep property and
infrastructure from being damaged or destroyed. Public-safety
leaders are required to operate under adverse conditions and to
promote the survivability of government at the local, state, and
national levels.
Traditionally, the public-safety realm has included fire services,
law enforcement, emergency medical services, and emergency
management, although, over time, other professionals such as
homeland security professionals, civil code inspectors, public-

health inspectors, public-works professionals, and prosecutors
have been included. To ensure public safety, leaders in the field
must fulfill the following roles effectively and efficiently:
· First and foremost, they must be capable of taking charge.
They should be and be known as problem solvers and as the
people who allocate assets.
· They fulfill the role of personnel manager either directly and
through subordinates, making hiring, advancement, termination,
assignment, and training decisions for personnel.
· They must be able to garner assets in order to allocate them.
Public-safety assets are gathered through budget requests for
personnel and equipment, partnering with businesses, and
mutual aid with other agencies or levels of government.
Building upon personnel strengths will also "stretch" public-
safety assets.
· As resource allocators, public-safety leaders must have strong
budgeting skills in order to track resource allocation, pay the
bills, plan for the future, and be held accountable during audits.
The role of budgeting typically receives little notice; however,
no public-safety professional would be able to maintain a
leadership role without making certain her budget was not only
sufficient but efficiently managed.
· Public-safety leaders are policymakers. All organizations have
policies, work rules, and procedures that ensure an effective and
efficient work environment in order to meet the public-safety
mission. Leaders must not only promulgate appropriate policies,
they must also ensure that they are implemented and adhered to.
· Public-safety leaders are planners. Planning is detailing what
actions will be taken to accomplish organizational goals and
objectives. Strategic planning is crucial to preventing disasters
and protecting the general populace from the results.
Unfortunately, for a number of local government public-safety
leaders, developing local emergency plans is still an area for
improvement that must be addressed. In fact, the Nationwide
Plan Phase 2 Review Report (2006) calls for local and state
governments to improve emergency planning, specifically

listing continuity of government and operations as a priority.
· Public-safety leaders must be organizers and reporters. They
must organize the work environment, staff, and resources to
ensure efficiency and effectiveness in the organization.
Fulfilling the role of reporter is also necessary to ensure
accountability. Leaders report to other community leaders, to
the public, and to their followers.
· Public-safety leaders are the faces of their organizations. They
must represent the organization in the best possible light with
the media, the public, and other professionals. Under no
circumstances, should they knowingly mislead; rather they
should be forthright and transparent.
· Public-safety leaders are decision makers. They cannot lead
without making decisions, and their decisions must lead to
accomplishing the organization's purpose and goals.
2. Effective Leaders in Public Safety
There are a number of personality traits and behaviors that
public safety-leaders need to be effective. Leaders can have any
combination of these traits, but regardless, they must build and
maintain a supportive power base in order to continue leading,
possess a future orientation with the will to accomplish, and be
able to relate to people. Effective leaders tend to possess the
following personality traits:
· Strong sense of purpose. Clarity of purpose drives consensus
building within the group, creates a shared destiny, and can
reduce workplace confusion while providing necessary
direction, which includes vision, mission, and goals.
· Optimism and the belief that "positive things happen to
positive people." Being positive is a choice. Positive leaders
live in a positive atmosphere that group members observe and
wish to be a part of. Leaders who choose to exhibit sustained
positive energy can motivate and create group cohesion.
Sometimes, timing is everything, but so is being positive.
· Expectation of excellence from themselves and from their
group members.
· Unwillingness to compromise personal and organizational

values.
· Enthusiasm or passion for what they are doing.
· Patience and the correct blend of patience with drive to
accomplish their purpose.
· Recognition of the value of knowledge, commitment to life-
long-learning, allowing for learning, and support for learning
environments.
· Recognition that knowledge is power and willingness to share
their knowledge.
· Self-control and willingness to sacrifice their time, energy,
personal life, or well-being to achieve their and the group's
purpose.
· High emotional quotient (EQ). They maintain and model
appropriate boundaries.
· They have compassion for people, empathy, and a highly
developed social conscience.
In addition, effective leaders tend to:
· Challenge current expectations or the status quo, recognizing
that change is necessary to move their group or organization
forward.
· Focus on what is important and communicate it to the group.
This focus is developed into goals and objectives to achieve.
Instead of doing many things adequately, leaders focus on
excellence in a few areas.
· See conflict as an opportunity to focus on what is important
and resolve conflict without burning bridges.
· Live their values and model the behaviors and personality
traits they want group members to adopt.
· Communicate exceptionally well. Communication never
ceases, with every action or thought designed to further the
group's purpose.
· Enable others to act by clarifying expectations and by building
trust.
· Treat people with empathy. Leaders can be kind to others yet
firm in their desire to achieve the goals and objectives of the
group. In other words, they are firm, fair, and friendly.

· Provide a safe and positive environment for group members to
make decisions and take calculated risks.
· Communicate standards that they and group members must
follow. These standards include the way success is to be judged.
Standards include work-performance benchmarks and behavior
norms such as legal requirements and policies. Feedback,
encouragement, and support are essential components of the
communication process.
· Hold others accountable for their actions and be morally
tough.
· Recognize those who contribute to group or organization
achievement.
· Delegate tasks and mentor future leaders with increasing
responsibility.
Table 2.1 shows the personality traits with the associated
behaviors.
Table 2.1
Leadership Traits and Behaviors
Personality Trait
Behavior
Sense of purpose
Identifies and sets goals and objectives, verbalizes a vision, and
promotes the vision within the group.
Optimism
Finds the good in any situation and can facilitate the group's
growth as a result of identifying strengths rather than
weaknesses.
Expectation of excellence
Models, through personal example, that only excellence will be
accepted and expects others to follow suit and develop a similar
expectation of excellence.
Trustworthiness
Keeps others informed of the progress of the group, follows
through with commitments, and consistently demonstrates they
"mean what they say." They do not gossip and talk about other
group members. They keep confidences as appropriate.

Personal and organization values
Shares values and beliefs and adheres to them.
Enthusiasm and passion
Exudes an enthusiastic attitude and verbalizes their passion and
vision for their work and the organization. Leaders verbalize a
strong sense of excitement and belief in the mission of the
organization.
Patience
Generates a sense of calm and willingness to wait for the
organization to develop and produce excellence, yet knows
when to "push" employees to achieve their potential.
Values knowledge
Constantly finds opportunities to learn and develop
professionally and personally. Leaders create and support
opportunities for personnel to be involved in ongoing learning
experiences.
Self-control
Demonstrates consistency in personality. Staff are not "walking
on eggshells" and wondering "what will he or she be like
today." Leaders demonstrate restraint and control during
stressful times and do not panic.
High emotional quotient
Establishes and maintains appropriate personal and professional
boundaries. Leaders have common sense and consistently make
good decisions without allowing their emotions to make the
decisions. They demonstrate compassion and care for people.
3. Current Leadership Practices in Public Safety
Public-safety leaders understand that preventing disasters and
protecting people and property when they do occur is a constant
goal, not an end product. Public safety is fluid and dynamic,
and good leaders are prepared to embrace and promote
necessary change.
In the following paragraphs, we describe a number of public-
safety practices that are pragmatic and necessary for successful
leadership. Although this list is not all inclusive, it certainly is
representative of current practice.

Scanning, Analysis, Response, and Assessment (SARA)
Many leaders use the decision-making model SARA or a
variation of it. SARA requires scanning, analysis, response, and
assessment. Scanning means surveying the environment for
problems. Analysis involves researching the problem to identify
its cause. Response is the action plan that is developed from
scanning and analysis. The response can be designed to
eliminate the problem, reduce it, reduce the harm it creates, or
remove the problem from the organization's purview. In the
latter response, the organization gives the problem to someone
more equipped deal with it. Assessment is evaluating the
effectiveness of the response.
Needs-Based Motivation
Public-safety leaders understand and apply "needs-based
motivation," which is grounded in Maslow's hierarchy of needs:
physiological → security → social → esteem → self-
actualization (Maslow, 1970). Physiological needs are those
things necessary for survival. The need for security is the need
for safety, order, and stability. The social (love/belonging) need
is the desire for interaction with others. Esteem includes self-
esteem and respect from others. Self-actualization is the desire
for personal growth and maturity, including mastery over
situations (Maslow, 1970). Those who meet the needs of their
followers will have a more productive workforce and will
establish themselves as leaders.
Figure 2.1
Maslow's Hierarchy of Needs
Positive and Negative Reinforcement
Another current leadership practice is to strike the proper
balance between positive and negative reinforcement in order to
produce desirable behavior.
Positive discipline involves a systematic approach that is
designed to instruct or guide employees so that they become
loyal, dedicated, responsible, and productive members of the
organization. From a practical point of view, discipline is

considered positive or 'good' when all employees share a
common sense of purpose, practice self-discipline, and
voluntarily follow the policies, procedures, rules, and
regulations established to promote order and to facilitate work
within the organization. Positive discipline is used to prevent
deviation from expectations or to deal with difficult employees
without resorting to punishments or other kinds of negative
sanctions. (More, Wegener, & Miller, 2003, p. 176)
"Discipline that is based on the use of punishment rather than
rewards is referred to as negative discipline" (More, Wegener,
& Miller, 2003, p. 180). Punitive and typically adversarial, it is
designed to control work behavior. A well-versed leader starts
with positive reinforcement and progresses to negative
reinforcement when appropriate. For example, if a group
member is not meeting a performance expectation, additional
training should be provided along with encouragement to meet
the expectation. However, if the group member still does not
improve, progressive negative discipline can be used such as a
documented reprimand, reduced work hours or wages, changes
of duties, suspension, or even termination.
Keeping It Simple
"Keeping it simple" is a practice that allows for clear direction
and comprehension. Whether it is in a chaotic event, a training
session, or a presentation, keeping it simple will allow for
better retention and application of the key points, especially
under adverse conditions. Know your audience when applying
this principle. For example, fire chiefs nationwide train
employees in the incident-command system so that there is a
flexible modular command-and-control system using four
general staff positions—operations, planning,
finance/administration, and logistics. No matter the size of the
incident, the leaders of the fire department know that their
organization will operate under this command-and-control
system every time.
Knowledge of Your Adversary
Knowing your adversary, whether you are leading an event or

facing an opponent, enables you to act decisively. A public-
safety leader identifies and researches potential problem areas.
For example, leaders in the fire service learn about the
properties of hazardous materials in order to have a knowledge
base on how to respond to a hazardous-material spill or
conflagration.
SWOT Analysis
As stated earlier in this module, effective leaders focus on
strengths. Some resources should be expended on strengthening
weaknesses, but more importantly, more resources should be
allocated to group members' and the organization's strengths.
By spending too many resources on weaknesses, a leader may
abrogate strengths. There are reasons for weaknesses, and
strength cannot be developed in everything. Leaders should use
the SWOT analysis—strengths, weaknesses, opportunities, and
threats—to solve challenges such as crime, wildfires, or
terrorist threats.
"The SWOT analysis provides information that is helpful in
matching resources and capabilities to the competitive
environment in which it operates" (QuickMBA, 1999–2007).
Figure 2.2 (adapted from QuickMBA, 1999–2007) demonstrates
the analysis.
Figure 2.2
SWOT Analysis Framework
"To develop strategies that take into account the SWOT profile,
a matrix of these factors can be constructed. The SWOT matrix
(also known as a TOWS Matrix) is shown below:
Strengths
Weaknesses
Opportunities
S-O strategies
W-O strategies
Threats
S-T strategies

W-T strategies
· S-O strategies pursue opportunities that are a good fit to the
company's strengths.
· W-O strategies overcome weaknesses to pursue opportunities.
· S-T strategies identify ways that the firm can use its strengths
to reduce its vulnerability to external threats.
· W-T strategies establish a defensive plan to prevent the firm's
weaknesses from making it highly susceptible to external
threats." (QuickMBA, 2008)
Sacrifice
Leaders should accept and communicate to their group members
that sacrifice for the right reasons and the greater good (social
utility), is noble and acceptable. Working for the common good
is part of the bedrock of public safety. In an example of the
ultimate sacrifice, leaders who emerged on United Airlines
Flight 93 on September 11, 2001 chose to attack the terrorist
hijackers and died in the process.
Hiring and Retaining the Best People
Successful public-safety leaders focus on hiring and retaining
the best people. Enhancing technology may be necessary;
however, technology cannot take the place of good leaders and
workers. Administrators, supervisors, employees, co-workers,
and collaborators are the leaders' most important assets.
Leaders Avoid Becoming Isolated
Leaders are not on islands. Public safety requires teamwork at
the international, national, state, and local levels. What leaders
do affects others within their public-safety network. Leaders
who allow themselves to become isolated are not in a good
leadership position. Group members desire a relationship with
their leaders and will gravitate to a leader who will provide that
relationship. An isolated leader will eventually be left behind.
On the flip side of isolation is relating with group members and
capitalizing on group collaboration in accomplishing goals and
objectives. Effective leaders recognize their need for help from
their group members.
Leaders Pick Their Battles Wisely

Successful leaders recognize that some fights are not worth
fighting and pick battles well by analyzing the pros and cons of
the fight. Winning or losing a battle does not mean the war will
be won or lost. When successful leaders decide to fight, they
fight to win. Winning is okay. When possible, successful
leaders create win/win situations. Winning strengthens your
position and provides momentum. Momentum is a force that
complements winning. It applies in bureaucratic in-fighting,
politics, and war.
Assessing and Recognizing the Environment
Leaders recognize that "if it looks like a duck, walks like a
duck, and quacks like a duck, it is a duck." Good leaders are not
fooled by fancy packaging or words. Gut checks, intuition, and
foresight are innate animal instincts, and it is fine to
acknowledge and act upon them. For example, leaders receive
information that the organization is running effectively and
efficiently from group members, yet periodic work-product
checks indicate a gradual decline in quantity and quality of
work. The leader recognizes the dichotomy of information and
takes action to improve group-member feedback and work
product.
Although leaders work at making informed decisions, there are
times when they make a decision with little rationale. Effective
leaders are able to make correct decisions and to admit it when
they make the wrong decision.
Leaders also recognize they are not always right, but neither is
the other person. They use critical-thinking skills to assess
information and data to determine the effects of their decisions
on people and resources. Leaders work to understand, learn, and
improve their environment. They are not easily persuaded by a
single source of information, but rather consider a wide variety
of sources to make good assessments.
Media Management
Media management is crucial to a leader's continued influence.
The media can be a powerful friend or a destructive antagonist.
Deciding what information should be released, giving

interviews, and fostering transparency are ways to build
positive media relations. Rarely can a leader have negative
media exposure without risking leadership influence. For
example, former FEMA Director Michael D. Brown was
relieved of command during the aftermath of Hurricanes Katrina
and Rita because of FEMA's poor response and the resulting
negative media exposure.
Preparation for Future Leadership Change
Lastly, a good practice in public-safety leadership is to prepare
the organization for a change in leadership. Many public-safety
leaders have short-term leadership roles compared with the life
span of the organization. Leadership turnover is relatively
frequent. Leaders who prepare their group or organization for
leadership change minimize the impact of the change and
enhance the capability of the group or organization to continue
its mission without major disruption.
4. Preparing Public-Safety Leaders
Preparing public-safety leaders is more of a craft than a recipe
listing specific ingredients. A number of preparation tools are
used, such as education, experience, training, modeling,
mentor/mentee relationships, and follower feedback. A sponsor
or mentor cannot transform a person into a leader, but she or he
can help a person prepare to be a leader. To a large extent, there
must be self-development by the leader but not necessarily self-
fulfillment, as indicated by John C. Maxwell, an author of
several leadership books:
Beginning in the late 60s and early 70s people began talking
about "finding themselves," meaning that they were searching
for a way to become self-fulfilled. It's like making happiness
your goal because self-fulfillment is about feeling good. But
self-development is different. Much of the time it will make you
feel good, but that's a by-product, not the goal. Self-
development is a higher calling; it is the development of our
potential so that a person can fulfill the purpose for which she
or he was created. There are times when that is fulfilling, but
other times it is not. But no matter how it makes us feel, self-

development always has one effect: it draws us toward our
destiny. (Maxwell, 2003, p. 169)
In an article about the future of public safety, Gene Stephens
(2007) detailed a number of skills, traits, and behaviors for
future leaders. The article is a synopsis of discussions and
presentations at the first Public Safety Leadership Summit in
2007. Stephens noted,
there was agreement that leaders have to be more technology
savvy, more amenable to change, and ready to research options
and make decisions at a much faster pace than in the 20th
Century. Transnational crime and increasing diversity within
communities will also create change. Leadership will be
demanded at all levels of organizations and beyond—
'decentralized and even outsourced'—and recruits will need to
be better educated coming on the job and then face lifelong
learning to keep up with the demands.
'Leaders will have to be more communicative with other
agencies'…'and Twenty-first Century public safety leaders will
be more collaborative and less authoritarian…more efficient and
service-delivery oriented.' (Stephens, 2007)
Education
Education helps prepare a leader, which is not to suggest that an
uneducated person cannot be a leader because that is not true,
but rather, education:
· provides an understanding of the public-safety leadership role
· increases knowledge of leadership personality traits and
behaviors to develop
· improves diversity of thought and awareness of cultural
diversity
· enhances empathy for people
· develops communication skills
· increases analytical skills to aid in decision making and the
use of discretion
· enhances the recognition of moral and ethical issues in public
safety

· develops an appreciation for learning
Experience
Experience is "practical knowledge, skill, or practice derived
from direct observation of or participation in events or in a
particular activity" (Merriam-Webster OnLine, 2008).
Experience is built over time and can eventually result in
expertise. Experience teaches a person the way to act in
circumstances similar to those in the past. Rarely can a person
lead without having some experience base. Logic dictates that
the more experience a person has, the more knowledge she or he
can draw on to lead. Experience in leadership is frequently a
result of increasing levels of responsibility, often referred to as
"moving up the chain of command" or "upward mobility." In
most public-safety positions, there is a clear hierarchy and
career path for employees.
Training
Leadership training differs from leadership education.
Leadership training is shorter in duration with a narrower focus
on a specific style, personality trait(s), behavior(s), or skill set.
Leadership education is is much broader in scope and includes a
more in-depth analysis of multiple leadership styles and
theories. Training is designed to be specific to the current task
or job assignment. Typical leadership training in public safety
includes first-line supervision, intermediate management, and
executive development.
Modeling
Modeling can be similar to observation experience, with one
main difference. Modeling is style- or leader-specific. The
developing leader chooses a style or a leader she or he admires
and consciously tries to learn from and emulate that style or
leader. For example, a developing leader will study Abraham
Lincoln's leadership because of his effectiveness during war and
other crises.
Mentor/Mentee Relationship
The mentor/mentee learning relationship is arguably the most
important leadership-preparation tool available to the budding

leader. This relationship differs from modeling in the close
interaction between the mentor and mentee. The mentor chooses
the mentee for leadership development. The quality and the
quantity of time together preparing the mentee for leadership
are the key components. As discussed earlier, an effective
leader prepares for her or his departure, often using the
mentor/mentee leadership-preparation tool.
Follower Feedback
Leadership is a craft requiring constant development in order
for the leader to remain effective in an ever-changing and
dynamic environment. No leader maintains her or his leadership
role without the aid of followers or group members. Listening
to, analyzing, and using follower feedback in decision making is
critical to sustaining leadership. Failure to acknowledge and
consider follower feedback will eventually result in a leadership
change. Attention to follower feedback can promote leadership
development and enhance future decision making.
There are times when a leader leads by making an unpopular
decision. Even if he or she does not adhere to part or all of the
feedback, if the leader acknowledges and considers it and
communicates the reasons for not following the feedback, the
leader frequently can maintain her or his leadership role,
providing this lack of adherence does not become the norm. The
leader must be wise enough to know when to stick with her or
his decision, amend the decision, or abandon it, which is why
leadership is a craft requiring continuous development.
In Extremis Leadership
In extremis leadership is making decisions under stress that can
ultimately mean life or death. Thomas Kolditz (2007) postulates
that extreme life-and-death leadership skills can offer profound
lessons for leaders in any setting. This form of leadership has a
military/public-safety foundation, where leaders routinely deal
with high-risk situations, emotional responses by group
members and the public, hazardous events, loss of property or
lives, and intuitive crisis decision making when time does not
allow for gathering information. This form of leadership,

however, can be applied in any setting.
Good leaders are confident, optimistic people who can make
decisions regarding life and death. They value life and care for
people, but in pursuit of their mission, they possess the will to
make decisions that can dramatically affect their followers'
well-being. This "value of life" coupled with sense of mission
provide followers with purpose, motivation, and direction.
Kolditz (2007) believes that leadership in extremis is developed
through job competence, the ability to measure and manage the
enthusiasm of one's followers, commitment to lifelong learning
and to truth, acknowledgment of shared risk, and being willing
to share your followers' lifestyle.
5. Connecting with Various Generations
Public-safety and homeland-security leaders must be able to
adjust their leadership skills to be effective in leading members
of different generations. They must understand and adjust to the
generational differences in our society. Currently four
generation categories have been identified:
1. veteran generation (born 1922–1945)
2. baby-boomer generation (born 1946–1964)
3. Gen X generation (born 1965–1979)
4. Gen Y or millenial generation (born 1980–2000)
The Veteran Generation
The veteran generation lived through the great depression and
fought World War II, the Korean War, the Cold War, and the
beginning of the Viet Nam War. Members of this generation are
frugal, hard workers, loyal to their employers, and interested in
building our economy and maintaining a strong national
defense. This generation accepts sacrifice for the good of the
whole. Because of this generation's military background and
training, teamwork and following the chain of command are
second nature. For the most part, the tail end of the veteran
generation has retired, is working part time, or is volunteering.
Many are being cared for by the baby boomers or Gen X.
The Baby-Boom Generation
Baby boomers were greatly affected by the growth of media

(radio and television), the Viet Nam War, recreational drugs,
sexual freedom, civil rights, and political dishonesty. They are
an active voting community and are midcareer, nearing
retirement, or retired. Many are in high leadership positions.
After retirement, many baby boomers are starting second
careers or work part time and are continuing to be active. There
will be a large loss of experience in public-safety fields for the
next five-to-seven years as the veteran generation and the baby
boomers retire.
Generation X
Generation X'ers are entering the middle of their careers and are
rising into higher leadership postions as the baby boomers
retire. The mentor/mentee relationship of baby boomers with
Gen X is critical to the successful transition of public-safety
leadership. Many Gen X'ers grew up in families in which both
parents worked outside the home or in single-parent households,
so they are independent, have faced tough family dynamics, and
can adjust to changing conditions. Gen X'ers lived through
diffiult economic times and observed or have lived through
corporate downsizing. As a result, they are not as loyal to their
employers as previous generations but do commit to the task at
hand and to co-workers. This generation has experienced
multiple job changes.
Generation Y
Members of the Gen-Y or millennial generation are in the
beginning stages of their careers, gaining vast experience via
frequent job changes. Education, training, and the
mentor/mentee relationship are crucial to their leadership
development. Eight key trends of the 1990s and 2000s have had
a profound effect on their generational personality:
1. focus on children and family
2. scheduled, structured lives
3. multiculturalism
4. terrorism
5. heroism
6. patriotism

7. parent advocacy
8. and globalism (Raines, 2002)
Gen-Y members are family and community oriented and desire
their time off rather than making additional money working
overtime or at multiple jobs. They like challenges and group
work to include the opportunity to have input and collaborative
leadership.
The future of public-safety leadership appears to be in good
hands. Gen-X and -Y employees are sharp, self-directed,
professional, educated, IT savvy, motivated, committed,
versatile, proactive crime fighters, community leaders, and
"looking to connect with community, with organization and with
coworkers" (Stephens, 2007).

No Plagiarism Module Readings· Introduction Module (Module .docx

Recommended

Recommended

More Related Content

Similar to No Plagiarism Module Readings· Introduction Module (Module .docx

Similar to No Plagiarism Module Readings· Introduction Module (Module .docx (11)

More from henrymartin15260

More from henrymartin15260 (20)

Recently uploaded

Recently uploaded (20)

No Plagiarism Module Readings· Introduction Module (Module .docx