Week 4 Discussion Part 1 and 2

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.

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).

References 

Department of Homeland Security. (2006). Nationwide plan review phase 2 report. Washington, DC: Government Printing Office.

Kolditz, T. A. (2007). In extremis leadership: Leading as if your life depended on it. San Francisco, CA: Jossey-Bass.

Maslow, A. H. (1970). Motivation and personality. (2nd ed.). New York: Harper and Row.

Maxwell, J. C. (2003). Leadership promises for every day. Nashville, TN: Thomas Nelson.

Merriam-Webster OnLine. (2008). Experience. Retrieved on May 11, 2008 from http://www.merriam-webster.com/

More, H. W., Wegener, F. W., & Miller, L. S. (2003). Effective police supervision. (4th ed.). Cincinnati, OH: Anderson Publishing.

QuickMBA. (2008). SWOT analysis. Retrieved on May 28, 2008 from http://www.quickmba.com/strategy/swot/

Raines, C. (2002). Managing millennials. Retrieved on June 13, 2008 from http://www.generationsatwork.com/articles/millennials.htm

Stephens, G. (2007). Can millennial gen public safety leaders save the world? Or at least keep us safer? Bethesda, MD: World Future Society. Retrieved on July 31, 2008 from http://www.wfs.org/ffn07stephens.htm