Chapter 13 Flashcards
(176 cards)
1
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Managing human resources and handling administrative responsibilities are two major functions at the Company Officer II level.
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2
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CO’s must mesh goals of formal and informal groups by influencing group behavior to meet the goals of the company and the informal group.
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3
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The managing CO may evaluate personnel behavior and help personnel achieve their highest level of success.
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4
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The company officer should also be familiar with the formal coaching, mentoring, and counseling programs an organization uses to increase teamwork, improve work habits, and increase employee success.
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5
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There are six forms of power in the workplace that can be used to lead and motivate personnel.
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6
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Rewards and benefits can influence compliance and obedience.
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7
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Coercion relies on fear of punishment to ensure compliance with orders.
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8
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In the workplace, legitimate power stems from the position description and powers granted to that position.
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9
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If the CO II attempts to exert power outside of this prescribed authority, it will delegitimize their efforts.
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legitimate
10
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Referent power is based on charisma, perceived attractiveness, and the leader’s ability to make others want to be like them.
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11
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Charismatic, well respected officers may use some referent power.
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12
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Expert power can be developed with education, specialization, and increased knowledge.
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This power derives from an individual’s ability to control vital information, particularly information that others need to accomplish goals.
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Informational power
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A group is often defined as a collection of people who: Share certain traits, interact with one another, accept rights and obligations as members of the group, share a common identity.
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15
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Society is composed of many formal and informal groups.
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16
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Fire and emergency services organizations reflect their society.
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17
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An emergency response unit is a subdivision of a fire and emergency services organization.
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18
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A group is defined as two or more persons with common goals that may be explicitly stated.
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19
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Formal groups usually define common goals in a written document.
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20
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An emergency response unit is a formal group whose individual members interact to meet common goals in the organization’s mission, policies, and procedures.
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21
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Informal groups define common goals in a less formal manner.
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22
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Group composition may be formal or informal.
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23
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Informal subgroups commonly form and exist within formal groups.
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24
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Informal groups most often form around shared interests, such as hobbies, politics, social interests, religious beliefs, or sports activities.
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Informal subgroups may have greater influence on the productivity and success of the formal group than any other factor.
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Company officers can employ six types of power to lead and motivate their personnel.
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The organization vests the company officer with the authority to be the formal group's leader.
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Group dynamics determine the company officer's ability to deal effectively with the informal group.
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CO's must learn to balance relationships within the unit.
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Creating awareness of group dynamics can help company officers manage their units and the informal groups within them more effectively.
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The group structure of an emergency response unit resembles that of any other group.
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The unit may exhibit the following five essential characteristics: Common binding interests, group image or identity, sense of continuity, shared values, roles within the group.
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A study of group dynamics involves recognizing all pressures that affect these basic elements and learning to deal with those pressures.
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Understanding group dynamics allows the Company Officer II to build and increase teamwork in their groups.
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Group members must be drawn together by some common interest, such as a hobby, organizational memberships, or religion.
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When an individual's interests change, participation in groups may change.
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CO's should strive to maintain subordinates' interest in the unit and its mission but should recognize that those interests may change over time.
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Binding interests within fire and emergency services groups may include: Desire to serve the community, sense of adventure, sense of professionalism, affiliation with a high risk profession.
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From an organizational viewpoint, company officers managing groups must determine, communicate, and support common binding interests.
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When a group loses cohesion, members may move away, and the unit may lose support from the organization.
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Fire and emergency services personnel share many binding interests.
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A group image or identity can be developed and shared within a group through a common purpose.
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When the group takes pride in this image or identity, morale and spirit are improved.
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Sharing the group's pride with the entire organization forms an essential element of the overall organizational culture.
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Image is one of the greatest influences on the group's success.
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Groups that have a positive self image, sometimes called esprit de corps, tend to be higher achievers.
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Those that lack a positive image or identity tend to be poor producers.
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Members of different generational groups have traits that require different management approaches.
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A sense of continuity is very important to group integrity.
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If the group's members have doubts about the group's continued existence, then their commitment to the group may diminish.
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If the members' sense of continuity is disturbed, a group can be fragmented, and the members may begin to think and act more independently.
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CO's should be concerned with how to maintain their subordinates' sense of continuity, even though they are subject to transfer to another unit or shift.
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Common values are sometimes a composite of individual perceptions of reality, responsibility, and integrity.
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The values shared by the group can change gradually as a group accepts new members with differing values.
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The values of the organization affect group values and usually get reflected in the attitudes and actions of its individuals and group.
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Organizational values of the fire and emergency services require that emergency responders must be trustworthy and honest.
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CO's must exemplify and reinforce the organizational values and culture.
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In formal groups, the leader is usually either assigned or elected.
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In informal groups, a natural leader emerges.
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The CO should be the leader of the formal group but is often not the leader of informal groups.
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When the informal leader starts to lead the formal group, the company officer needs to reestablish leadership position.
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Officers and responders alike are guided when performing their duties by the rules, regulations, policies, and procedures of the organization in addition to what others expect of them. This is called role expectation.
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The ability to positively influence a group is not dependent upon being its informal leader.
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The CO should maintain a strong relationship and influence with the informal leader in order to maintain the motivation, satisfaction, and performance of the larger group.
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Members, upon joining, agree to follow the organizations rules and guidelines.
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As group members, they should have an understanding of the groups informal rules and how they fit within the organizational rules.
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Control over the group will result from a more democratic approach to leadership than a more authoritarian approach.
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The group's interaction determines the group members' productivity.
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When group interaction is cooperative, a synergistic effect is created.
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When making assignments, company officers should consider the individuals within the unit and their relationships to each other.
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Behavior management is one of the most important skill for an officer.
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While group members may respond to peer pressure, the company officer cannot depend on peer pressure to correct disruptive behavior.
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CO's who fail to control disruptive behavior are likely to lose the respect and trust of the other unit members.
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Behavior management begins with prevention of disruptive behavior.
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Prevention requires the officer to communicate behavioral expectations based on organization's policies, culture, and values, provide a positive example, and create a positive atmosphere in the unit.
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The CO should know the organizations policies and identify any policy or procedure that was not followed, and the policy that describes steps for corrective actions.
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Coaching - When coaching, the CO or designated subordinate guides the individual through any new activities, reinforces correct behaviors, and redirects incorrect behaviors.
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Counseling - Guidance starts with a counseling session between the CO and a new member of the unit.
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Counseling may also be used for discipline, to determine the cause of inappropriate behavior, and establish a means of correcting it.
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Providing peer assistance - Providing peer assistance may begin with assigning a more experienced member to work with the new member.
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Mentoring - A supervisor or other superior acts as an advisor or guide to the member.
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New crew members may benefit from peer assistance.
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A periodic review of an organization's policies helps address issues that may arise.
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CO's should review the organizations policies, rules, and regulations as well as the officers personal expectations with subordinates.
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Because subordinates must understand the organization's policies and procedures, periodic reviews should be conducted.
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Coaching is a process of directing an individuals skills performance.
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For the CO, coaching is the process of giving motivational correction, positive reinforcement, and constructive feedback to subordinates to maintain or improve their performance.
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Coaching can reinforce positive actions or constructively correct mistakes.
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Coaching can take place in groups or individually.
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The CO should identify the problem through observation and questioning and then guide the subordinates to a solution.
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Counseling describes a variety of procedures to help individuals adjust to certain situations, to reinforce correct behavior, or to eliminate improper behavior.
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CO's should learn and practice appropriate counseling and positive reinforcement methods that stimulate and motivate subordinates to perform properly.
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CO's should consult with their superiors and follow the specific policies on counseling individuals and completing the appropriate documents.
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Legal and ethical issues may require or dictate that company officers have supervisory authority before counseling to correct behavior.
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If informal attempts to correct inappropriate behavior fail, the CO should review and follow the organizations discipline policy.
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When disciplinary action becomes necessary, documentation of the situation will be critical for supporting formal action.
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Often, CO's who show sincere interest in a subordinate solve more problems than any action that may intensify feelings of inferiority or inadequacy.
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Disciplinary actions consist of corrective measures used to get employees to meet standards and adhere to policies.
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In several states, legislation has fundamentally changed the first level supervisor's responsibilities and authorities.
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Weingarten rights were granted in a 1975 supreme court case, NLRB vs. Weingarten, Inc. Union Representation.
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Garrity rights ensure that public employees are not compelled to incriminate themselves during investigatory interviews.
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Garrity rights stem from a 1967 US supreme court decision, Garrity vs. New Jersey, based on an interpretation of the fifth amendment to the constitution, stating that the government cannot force a person to be a witness against himself/herself.
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Garrity rights are typically applied in cases of extreme discipline such as termination or dismissal, and the possibility of criminal prosecution exists.
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Loudermill rights also apply to public employees, ensuring that employees cannot be dismissed without due process, and the termination process must include a hearing allowing the employee to defend himself/herself.
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There are two basic types of discipline: Positive, negative.
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Positive discipline results when reasonable rules of conduct are established and are fairly and consistently applied.
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As long as they know what is required, most personnel willingly conform to the rules through self discipline.
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Negative discipline involves corrective action when an employee violates the established rules or performance requirements.
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Progressive discipline usually starts with training and or education.
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Progressive leadership and participatory management can help to ensure punitive discipline is seldom used.
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Progressive discipline usually involves the following three levels: Preventive action (oral reprimand), Corrective action (written reprimand), Punitive action.
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Preventive action should start with an individual counseling interview, so that the employee understands which rule was violated and the organizational necessity for the rule.
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Corrective action is always done in writing.
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This step is used when an employee continues to exhibit inappropriate behavior despite corrective efforts or commits a very serious violation of organizational rules as a first offense.
Punitive action
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In most organizations, the administration is responsible for correct or punitive actions
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Progressive discipline typically involves three levels.
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Personnel evaluation programs are formal systematic procedures for appraising employees' abilities and accomplishments within the organization.
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Formative evaluation is an ongoing process throughout an employee's career.
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Summative evaluation is the company officers final assessment of the individuals performance.
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Personnel evaluations should be timely when the need becomes apparent.
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If the employee is performing at or above the anticipated level, personal recognition will help to instill pride in the employee.
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Discipline may be justified if an employee is either unable to or unwilling to meet the minimum standard.
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The formal evaluation schedule should not deter company officers from providing ongoing feedback on performance.
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Feedback may be provided as needed to allow an individual to alter or improve performance before an annual evaluation.
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The personnel evaluation process should be approached as objectively as possible and with as much information as can be gathered and documented.
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Base evaluations on objective criteria and documentation as much as possible.
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The organization's expectations for job performance should be established during the initial meeting between the company officer and the subordinate.
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Job descriptions can be used to describe the employee's duties and responsibilities.
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CO's should ensure subordinates understand the relevant performance standards upon which they will be evaluated.
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Job descriptions outline duties and responsibilities which provide objective criteria for evaluations.
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The job performance evaluation is an opportunity to reinforce positive performance or to generate change in an employee's behavior in order to meet the organizations expectations.
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The CO must continually monitor the job performance of new personnel and provide appropriate feedback.
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The formal evaluation reinforces the continuous feedback.
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CO's must be familiar with all statutory requirements relevant to personnel evaluations.
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Evaluations must include definite, identifiable criteria based on the quality or quantity of work or on specific performances that are supported by a documented record.
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Professional development is key to growth, not only for the employee but to help the organization develop leaders in the organizations succession plan.
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CO's should provide career planning and guidance to their personnel.
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Job shadowing programs may be used to help unit personnel experience different positions within an organization.
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Career planning usually occurs within the framework of personnel counseling.
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Mentoring places a subordinate under the guidance of a more experienced professional, who acts as tutor, guide, and motivator, either formally or informally.
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Mentors must be chosen for their experience, interest, patience, and communication abilities.
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There may be circumstances where a CO uses peer assistance to clarify expectations.
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The peer assistance approach can be used as a basis for a buddy system that pairs an experienced member with a new employee during the probationary period.
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More experienced or mature unit personnel can often provide peer assistance to new personnel.
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Peer mediation can be used to resolve internal conflict and resolve disputes.
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The CO may assist the individual with a self assessment.
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The answers to a self assessment's questions will guide the individual and the company officer in making a list of intermediate objectives to reach a goal.
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A professional development plan is like a roadmap with goals and objectives.
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The intermediate objectives are necessary steps to attain the final goal.
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Broad or ambiguous objectives can cause distraction or frustration.
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Changes in organizationally provided services, new technologies, and additional responsibilities for the position may require constant changes in knowledge, skills, and abilities.
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CO's should be familiar with the terms to denote the levels of capability used to describe personnel's ability to perform the tasks associated with their duties.
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Competency - Basic skills able to meet minimum requirements.
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Proficiency - Higher level of skill performance that is the result of additional practice and experience.
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Mastery - Highest level of skill performance when the skill has been internalized due to repetition and experience in performing the skill under a variety of conditions.
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CO's should be prepared to assist their subordinates in preparing for promotional opportunities.
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Some administrative tasks assigned to the CO II include policy and procedures development, budget development, and purchasing activities.
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Written policies and procedures outline the organization's expectations based on the organizational model and the strategic and operational plans.
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NFPA 1021 states that the Fire Officer II must have the ability to identify a problem, determine the appropriate solution, and develop a policy or procedure to rectify the problem.
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An organization's policies and procedures must be dynamic documents that are continually evaluated for effectiveness.
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In some budget cycles, CO's are asked to determine their operational needs based on a fixed amount of money the agency has already established.
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Organization's financial history - Primary data source to support the budget request, based on the actual cost of providing the services in previous budgetary cycles.
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Budget line items may include personnel costs, new equipment, apparatus maintenance, facility repairs, and supplies.
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If any line item contains an unusual request or proposes a funding increase, the justification should include a budgetary-need summary and relevant background research.
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Usually, the funding items that company officers identify are meant to be included in the department's operating budget.
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To successfully perform its assigned mission, a fire and emergency services organization must acquire resources and services.
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Determining purchasing needs should have been completed during the budget process.
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Needs determined during the budgeting process may be stated in general terms.
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Capital budget - intended to fund large, one time expenditures.
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Discipline - To maintain order through training and or the threat or imposition of sanctions.
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Formative evaluation - ongoing, repeated assessment during a course to evaluate student progress.
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Group dynamics - Behaviors, processes, and interactions that occur between members of a social group.
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Job shadowing - a program in which an individual can learn a particular skill set by following an active practitioner in the field.
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Operating budget - Budget intended to fund the day to day operations of the department or agency.
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Peer assistance - A process that involves having unit personnel assist each other in learning teamwork or perfecting new.
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Summative evaluation - Evaluation of a program after all of its various components have been implemented and established.
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