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Collaborative Crisis Management in the Public Sector: Effective Leadership under Stress
Title
Collaborative Crisis Management in the Public Sector: Effective Leadership under Stress.
Creator
Ustun, Yusuf, Kapucu, Naim, Hu, Qian, Sadri, Houman, Van Wart, Montgomery, University of Central Florida
Abstract / Description
The primary aim of this study is to discover how leadership competencies affect the perceived effectiveness of crisis management. Leadership skills exhibited by public managers in crisis times may help eliminate panic and help victims recover from the difficult situation as soon as possible. The existence of effective leadership in a crisis is one of the most important inputs in order to diminish the harmful effects of crises and disasters. The absence of effective leadership in times of...
Show moreThe primary aim of this study is to discover how leadership competencies affect the perceived effectiveness of crisis management. Leadership skills exhibited by public managers in crisis times may help eliminate panic and help victims recover from the difficult situation as soon as possible. The existence of effective leadership in a crisis is one of the most important inputs in order to diminish the harmful effects of crises and disasters. The absence of effective leadership in times of crisis may be one of the most significant problems in the public administration because it may result in loss of human life and property. By answering the following research questions this study provides useable knowledge for public managers and leaders during crises: Are there any different leadership features or characteristics for effective leadership at time of crises than the leadership in normal time? What is the role of effective leadership in managing crises and disasters (natural or man-made)? How do a public administrator's leadership traits and skills impact the effectiveness of crisis leadership? How do a public administrator's leadership behaviors (task-, people-, and organization-oriented behaviors) influence the effectiveness of a crisis leadership? With the aim of revealing these relations, a self-reported survey was sent to 2,095 current and former Turkish public security network managers. The study found that the core leadership competencies (decisiveness, flexibility, communication, problem solving, managing innovation and creativity, team building, managing and organizing personnel, motivating, networking and partnering, decision making, scanning the environment, and strategic planning) have a positive relationship with the effectiveness of crisis leadership. Among three categories of leadership behaviors, task-oriented leadership behaviors were found with the highest level of impact on the effectiveness of crisis leadership. The study indicated the importance of the core leadership competencies in the effectiveness of crisis leadership. According to the results, the hypothesis testing with the covariance structure model supported the positive impact of the core leadership competencies on the effectiveness of crisis leadership. This study contributes to the literature on leadership during crisis situations, and also provides proposals for public managers and practitioners in order to increase their effectiveness in leading their organizations during a crisis situation.
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Date Issued
2014
Identifier
CFE0005557, ucf:50279
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005557
TRANSPARENT TEMPLATES OF PRINCIPALS
Title
TRANSPARENT TEMPLATES OF PRINCIPALS.
Creator
Chang, Mary, House, Jess, University of Central Florida
Abstract / Description
This exploration of the personal constructs of principals was intended to reveal the transparent templates they create and attempt to fit over the realities of their world. This study sought to go beyond externally imposed descriptions of the leadership behavior of principals by exploring their personal constructs to discover the meaning that principals ascribe to their leadership behavior in anticipation and interpretation of events. Kelly's (1955) personal construct theory provided the...
Show moreThis exploration of the personal constructs of principals was intended to reveal the transparent templates they create and attempt to fit over the realities of their world. This study sought to go beyond externally imposed descriptions of the leadership behavior of principals by exploring their personal constructs to discover the meaning that principals ascribe to their leadership behavior in anticipation and interpretation of events. Kelly's (1955) personal construct theory provided the conceptual framework for this study. The research questions were addressed through qualitative inquiry. Data were collected in a process that began with full context elicitation, laddering, and triadic analysis, and proceeded to full grid quantitative analysis. Findings from this study may increase the awareness level in the professional community of the meaning that principals ascribe to their leadership behavior. It was recommended that results from this study lead to the development of a process that can be implemented in principal leadership preparation and professional development programs to develop more self-aware, productive, and effective principals (Petri, Lindauer, & Tountasakis, 2000).
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Date Issued
2005
Identifier
CFE0000732, ucf:46606
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000732
Second-Order Change Leadership Behaviors of Principals of Urban Elementary Schools and Student Achievement In 2010
Title
Second-Order Change Leadership Behaviors of Principals of Urban Elementary Schools and Student Achievement In 2010.
Creator
Kearney, Janet, Taylor, Rosemarye, Bai, Haiyan, Kaplan, Jeffrey, Pawlas, George, Roberts, Sherron, University of Central Florida
Abstract / Description
The focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student...
Show moreThe focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student achievement and were viewed as second-order in nature. In many cases, second-order change was needed (a) to accomplish the student achievement improvements necessary to attain Adequate Yearly Progress (AYP) and (b) to ensure that all students would read on grade level by 2014. For this study, 66 principals from schools with fewer than 60% of students who qualified for free and reduced-price lunches from five urban Florida school districts completed an online survey, Principal Actions Survey (PAS), created to determine which of the seven leadership behaviors successful principals utilized in their schools. Principals were specifically asked to comment on those actions that they felt impacted student achievement and achievement of AYP. Principals consistently responded that they used the seven leadership behaviors, but the results from this study indicated very few statistically significant relationships or predictive relationships. The 66 principal responses were also compared to responses on the PAS of principals from urban Florida elementary schools with more than 60% of students who qualified for free and reduced-price lunches (La Cava, 2009). These comparisons indicated that principals of schools with a higher level of poverty reported utilization of the seven leadership behaviors on a more frequent basis or with a higher success rate than principals at schools with lower poverty levels.
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Date Issued
2012
Identifier
CFE0004560, ucf:49255
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004560
The Effects of State Leader Psychology on Civil War Lethality
Title
The Effects of State Leader Psychology on Civil War Lethality.
Creator
Kelley, Brandon, Vasquez, Joseph, Dolan, Thomas, Schafer, Mark, University of Central Florida
Abstract / Description
Does a state leader's psychology influence lethality in civil wars? This thesis analyzes the aforementioned question during post-1945 civil wars. This particular subject, paying close attention to individual psychology at the state level, is gaining traction amongst scholars, though limited scholarly attention has addressed whether leader psychology is an indicator of conflict severity in terms of lethality. The psychology of the state leader in this thesis is assessed from leadership traits...
Show moreDoes a state leader's psychology influence lethality in civil wars? This thesis analyzes the aforementioned question during post-1945 civil wars. This particular subject, paying close attention to individual psychology at the state level, is gaining traction amongst scholars, though limited scholarly attention has addressed whether leader psychology is an indicator of conflict severity in terms of lethality. The psychology of the state leader in this thesis is assessed from leadership traits and operational code indices, specifically direction of strategy (I1) and interpretation of the nature of the political universe (P1). The data and cases used are pulled from datasets by Dr. James Fearon and the Correlates of War Project. The leaders' speech content is derived primarily from prepared material and analyzed using verbal content analysis via Profiler Plus. In measuring the effects of the predictors on my dependent variable, I chose the methodological approach of count data models, specifically, zero-truncated negative binomial regression. The results from the eight models I ran show that specific psychological traits, particularly a leader's I1 and P1 scores, level of distrust, and need for power, do play a significant role when determining the causes of civil war lethality.
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Date Issued
2014
Identifier
CFE0005358, ucf:50469
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005358
A STUDY OF THE RELATIONSHIP BETWEEN SECOND-ORDER CHANGE LEADERSHIP BEHAVIORS OF PRINCIPALS AND SCHOOL GRADES OF FLORIDA TITLE I ELEMENTARY SCHOOLS
Title
A STUDY OF THE RELATIONSHIP BETWEEN SECOND-ORDER CHANGE LEADERSHIP BEHAVIORS OF PRINCIPALS AND SCHOOL GRADES OF FLORIDA TITLE I ELEMENTARY SCHOOLS.
Creator
La Cava, Gonzalo, Taylor, Rosemarye, University of Central Florida
Abstract / Description
The purpose of this study was to determine the relationship between second-order change leadership behaviors and the grade assigned to schools in large urban districts by the Florida Department of Education (FLDOE). A total of 101 Title I elementary school principals from large urban school districts with 60+% students on Free and Reduced School Lunch participated in the study. Specifically, this study analyzed 7 of the 21 second-order change factor responsibilities. They include (a)...
Show moreThe purpose of this study was to determine the relationship between second-order change leadership behaviors and the grade assigned to schools in large urban districts by the Florida Department of Education (FLDOE). A total of 101 Title I elementary school principals from large urban school districts with 60+% students on Free and Reduced School Lunch participated in the study. Specifically, this study analyzed 7 of the 21 second-order change factor responsibilities. They include (a) knowledge of curriculum, instruction, assessment, (b) optimizer, (c) intellectual stimulation, (d) change agent, (e) monitoring/evaluating, (f) flexibility, and (g) ideals/beliefs. The findings of this study were delineated through an examination of the data as it was related to the following questions: (a) What are the differences, if any, in the Principal Actions Survey scores of Title I elementary principals based on the 2008 school grade, according to the FLDOE? (b) What relationship, if any, exists among professional demographics of the principals (years at the school, years as an educator, years as an administrator prior to becoming a principal, years as a principal, highest degree earned, age, gender) and the second-order change leadership behaviors? (c) What are the differences, if any, in the second-order change leadership behavior subgroup scores based on the 2008 school grade according to the FLDOE? Although Research Question 1 had no statistical significance, principals who had a higher mean on the Principal Actions Survey led A and B-rated schools. Statistical significance was found in Research Question 2 for the second-order change leadership behavior of Change Agent and Ideals/Beliefs. Though statistical significance was not found in Research Question 3, each mean score for each sub-group in each grade group indicated consistent answers between Strongly Agree and Agree, which demonstrated a large degree of agreement. Additionally, comments from telephone interviews with selected principals determined that these leadership behaviors could positively impact elementary schools and the field of education. Recommendations of the study were to: (a) Conduct a follow-up study to gather the perceptions of teachers from the same Title I schools regarding their principals' second-order change leadership behaviors, (b) conduct a similar study with principals in Title I middle and high school settings, (c) conduct a qualitative study on second-order change leadership behaviors of non-Title I elementary, middle, and high school principals, (d) engage in further research to investigate professional development activities that may assist principals in enhancing second-order change leadership behaviors and improve instruction, (e) investigate the relationship between principals' second-order change leadership behaviors and achievement of Adequate Yearly Progress (f) replicate the study in states other than Florida (g) explore the relationship between second-order change leadership behaviors of district administrators and their district's academic success.
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Date Issued
2009
Identifier
CFE0002876, ucf:48031
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002876
Uncovering The Sub-Text: Presidents' Emotional Expressions and Major Uses of Force
Title
Uncovering The Sub-Text: Presidents' Emotional Expressions and Major Uses of Force.
Creator
Assaf, Elias, Houghton, David, Kim, Myunghee, Dolan, Thomas, University of Central Florida
Abstract / Description
The global context of decision making continues to adapt in response to international threats. Political psychologists have therefore considered decision making processes regarding major uses of force a key area of interest. Although presidential personality has been widely studied as a mitigating factor in the decision making patterns leading to uses of force, traditional theories have not accounted for the emotions of individuals as they affect political actions and are used to frame public...
Show moreThe global context of decision making continues to adapt in response to international threats. Political psychologists have therefore considered decision making processes regarding major uses of force a key area of interest. Although presidential personality has been widely studied as a mitigating factor in the decision making patterns leading to uses of force, traditional theories have not accounted for the emotions of individuals as they affect political actions and are used to frame public perception of the use of force. This thesis therefore measures expressed emotion and cognitive expressions in the form of expressed aggression, passivity, blame, praise, certainty, realism, and optimism as a means of predicting subsequent major uses of force. Since aggression and blame are precipitated by anger and perceived vulnerability, they are theorized to foreshadow increased uses of force (Gardner and Moore 2008). Conversely, passivity and praise are indicative of empathy and joy respectively, and are not expected to precede aggressive behavior conducted to maintain emotional regulation (Roberton, Daffer, and Bucks 2012). Additionally, the three cognitive variables of interest expand on existing literature on beliefs and decision making expounded by such authors as Walker (2010), Winter (2003) and Hermann (2003). DICTION 6.0 is used to analyze all text data of presidential news conferences, candidate debates, and State of the Union speeches given between 1945 and 2000 stored by The American Presidency Project (Hart and Carroll 2012). Howell and Pevehouse's (2005) quantitative assessment of quarterly U.S. uses of force between 1945 and 2000 is employed as a means of quantifying instances of major uses of force. Results show systematic differences among the traits expressed by presidents, with most expressions staying consistent across spontaneous speech contexts. Additionally, State of the Union speeches consistently yielded the highest scores across the expressed traits measured; supporting the theory that prepared speech is used to emotionally frame situations and setup emotional interpretations of events to present to the public. Time sensitive regression analyses indicate that expressed aggression within the context of State of the Union Addresses is the only significant predictor of major uses of force by the administration. That being said, other studies may use the comparative findings presented herein to further establish a robust model of personality that accounts for individual dispositions toward emotional expression as a means of framing the emotional interpretation of events by audiences.
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Date Issued
2014
Identifier
CFE0005300, ucf:50513
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005300