The Next Generation Core Competencies Handbook of Behavioral

The Next Generation Core Competencies: Handbook of Behavioral Anchors & Key Actions for Measurement June 5, 2018

Workshop will Answer: § Core Competencies: why do they matter? § How were the competencies and their measures derived? § What are the competencies? § How are competencies and their measures used? § How can I apply them in my curriculum? Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 2

Purpose Establish a set of core competencies to match the drivers of tomorrow’s risk. ØIdentify the behaviors/actions that demonstrate a specific core competency. ØSupport the education processes in preparing the future emergency management workforce. ØProvide tools for shaping the workforce in an increasingly dynamic environment. ØAlign research with education and the workplace for continual improvement Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 3

Context: Trends in Risk Patterns Natural Environment § Environmental stress § Resource depletion § Changing biodiversity Built Environment § Infrastructure issues § Changing demographic Social Environment § Interconnected § Interdependent § Information flow Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 4

What are competencies? § Distinguishes the profession § Defines job-relevant behaviors, motivation, & knowledge § Provides collective learning strategy • Integrates diverse skills • Unifies stakeholders ↓ → Core Competencies ← ↑ Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 5

Competency Mix Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 6

Qualitative Research Design Phase 1 - Focus Group Phase 2 - Multicycle Delphi Study Phase 3 - Listening Sessions Phase 4 - Development of a Measurement Model Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 7

Measurement Model § Behavioral Anchors § Key Actions § Education Levels 1. Undergraduate 2. Master 3. Doctoral § Learning Objectives § Behavioral anchored scale model § Key action levels utilized Bloom’s taxonomy 1. 2. 3. 4. 5. Knowledge Apply Analyze Evaluate Create Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 8

Competency Functional Categories Nested Relationships Build Relations Build the Practitioner Build the Individual Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 9

Using Core Competencies § Education & Training • Student learning outcomes § Workplace performance § Research Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 10

Higher Education Application Learning Objectives guided by the core competencies Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 11

Workplace Application Shape the workforce: § Focusing effort § Building teams § Improving continually Example: § OPM Senior Executive Service Qualifications Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 12

Using the Competency Measures Behavioral Anchors and Key Actions Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 13

Research Application Monitoring and Evaluation: § Data § Sensing systems § Feedback loops § Environmental scans § Common platforms Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 14

Competencies that Build the Individual

Operate within the EM Framework, Principles, & Body of Knowledge Definition: The emergency management professional utilizes a proactive, anticipatory, and innovative approach for guiding public policy and in the application of the emergency management framework and principles. Emergency management seeks to promote safer, more resilient, and thriving communities. All necessary actions are employed to mitigate against, prepare for, respond to, and recover from threatened or actual hazards. Emergency Management activities must be comprehensive, progressive, risk -driven, integrated, collaborative, coordinated, flexible, and professional (Blanchard, et al. , 2007). Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 16

Behavioral Anchors 1. 2. 3. 4. 5. 6. 7. 8. 9. Comprehensive Progressive Risk-driven Integrated Collaborative Coordinated Flexible Professional Uses EM Body of Knowledge Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 17

Possess Critical Thinking Definition: The emergency management professional employs critical thinking to identify and reduce disaster risk in the communities they serve. Critical thinking is a disciplined and multifaceted intellectual process, which involves problem-solving, strategic, adaptive, and innovative thinking. The practice of recognizing relevant evidence, understanding relationships in multi-layered data, and making clear the connections between potential causes and effects is fundamental to decision-making, adaptive actions, and thriving in uncertain environments. Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 18

Behavioral Anchors 1. Problem identification & solving 2. Strategic thinking processes 3. Flexible, innovative, adaptive thinking processes Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 19

Abide by Professional Ethics Definition: The emergency management professional both abides by and champions professional ethics. Professional ethics delineate expected and appropriate conduct, principles, and moral and ethical values that guide practice in the midst of both known and uncertain environments. Ethics must be approached as a totality of principles, not as individual guidelines; together, the sum of principles provides an important foundation for action. Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 20

Behavioral Anchors 1. Respect 2. Veracity 3. Justice 4. Integrity 5. Service 6. Duty to protect 7. Integrates ethical principles within stakeholder discourse Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 21

Continual Learning Definition The emergency management professional engages in continual learning as a central means of increasing their efficacy when operating in a dynamic risk environment. Continual learning is about building adaptive capacity through an iterative exchange of new information in relationship to prior understanding. The continual learning process allows ongoing improvement, which is critical to achieving system stability, resilience, and thriving opportunities in the midst of an uncertain and complex future. Continual learners develop and nurture a frame of mind that values and utilizes curiosity, reflection, experience, and the development of new understanding. Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 22

Behavioral Anchors 1. Reflects & questions 2. Understands confidence levels 3. Contributes to a body of knowledge that spans disciplines 4. Engages others in inquiry 5. Seeks practical application for public value Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 23

Competencies that Build the Practitioner

Scientific Literacy Definition: The emergency management professional possesses an understanding and working knowledge of scientific processes, as well as a familiarity with the natural, social, and applied sciences. Diverse scientific knowledge is essential to inform the management and understanding of disaster risk and vulnerability on local, regional, national, and global levels. Scientific literacy is the capacity to objectively and systematically work through complex problems, using the scientific process to identify questions, interpret evidence based findings to inform decision making, and effectively communicate the results to policy makers and the public. Through the use of the scientific process and principles in relationship to hazards, risks, and vulnerabilities, practitioners can deliver enhanced value to enable the communities they serve to thrive. Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 25

Behavioral Anchors 1. Knowledge & understanding 2. Find & evaluate credible literature sources 3. Inquiry & problem solving processes Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 26

Geographic Literacy Definition The emergency management professional possesses a foundational and comprehensive understanding of the geographic configurations of hazards, vulnerability, and risk. Geographic literacy comprises knowledge of the earth’s physical and human systems, utilizing a spatial foundation where hazards, vulnerability, and risk can be conceptualized. The interconnections, interactions, and implications across complex physical, built, and social environments can be analyzed to track changing disaster risk profiles and inform decision making. Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 27

Behavioral Anchors 1. Interaction 2. Interconnection 3. Implications Interaction Interconnection Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith Implications June 5, 2018 28

Sociocultural Literacy Definition: The emergency management professional recognizes the social determinants of risk, as both the risks for and the effects of disasters are socially produced. A sociocultural foundation provides the lens to examine and understand human behavior, and the individual and collective ways in which humans may affect their relationship to risk, adaptive capacity, and ability to thrive. Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 29

Behavioral Anchors 1. Social determinants of disaster risk 2. Politics, political, & legal processes 3. Building adaptive capacity Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 30

Technological Literacy Definition: The emergency management professional possesses a fundamental understanding of evolving technologies, their relevant application to practice, and timely adoption of these technologies. Technology refers to the mechanisms or devices developed from the application of scientific knowledge. Integrating emerging or evolving technology into emergency management practice requires an awareness of current innovations, the ability to evaluate their potential utility, the expertise to utilize technologies, and a grasp of the security measures necessary to protect the technology. Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 31

Behavioral Anchors 1. Utilizes technology 2. Evaluation of technology 3. Advances the use of technologies 4. Assesses the legal, ethical, & social implications of technology Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 32

Systems Literacy Definition: The emergency management professional sees the whole picture, particularly inter-relationships and patterns of change. Systems literacy helps the emergency management professional synchronize their understanding and practice with the ongoing shift away from a linear and hierarchical human order to one that is characteristically dynamic, complex, and exponential. The focus of systems literacy is on interdependent relationships that produce reactions, changes, and adaptations over time. This scientific foundation provides the emergency management professional a deeper understanding of the present for developing future focused strategies that enable adaptation and the ability to thrive. Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 33

Behavioral Anchors 1. Guides information flow 2. Guides action between the parts and the whole. 3. Guides understanding of the wider environment. 4. Guides innovation processes. Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 34

Competencies that Build Relationships

Disaster Risk Management Definition: The emergency management professional communicates and facilitates disaster risk awareness, assessment, measurement, and reduction across a broad spectrum of stakeholders. Disaster risk management is the application of strategies and policies to prevent new disaster risk, reduce existing disaster risk, and manage the residual disaster risk, ultimately contributing to loss reduction, resilience building, and thriving communities. An understanding of how systems interact to create risk, along with recognition that risk is interdependent with social systems is fundamental to the function. Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 36

Behavioral Anchors 1. Communicates & interprets hazards & risks 2. Applies disaster risk management 3. Monitors, reviews, & evaluates risk management processes & outcomes Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 37

Community Engagement Definition: The emergency management professional is able to facilitate community ownership of risk. Community engagement involves an open dialogue and relationship development that fosters working constructively to reduce the shared disaster risk. The practices of clearly communicating information, giving voice to unheard community members, integrating divergent perspectives, promoting and supporting individuals, families, businesses, and organizations are vital for building the foundation of respect and support for a thriving community. Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 38

Behavioral Anchors 1. Involves key stakeholders 2. Cultivates partnerships & mutual respect 3. Creates public value 4. Establishes a process for expanded engagement & continual learning Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 39

Governance & Civics Definition: The emergency management professional understands how to participate with civic and legal processes, from politics to policy. The way society manages collective processes is referred to as governance, which seeks to identify, evaluate, and operate within the context of relational dynamics including those within power structures. Collaborative processes further expand the achievement of public value by bringing people together across the boundaries of public agencies, levels of government, NGOs, business, and civil society. Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 40

Behavioral Anchors 1. Considers policy options in relationship to the stakeholders 2. Political & legal 3. Brings people together across sectors 4. Builds social capital through collective processes 5. Implementation 6. Evaluation & continual improvement Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 41

Leadership Definition: The emergency management professional is comfortable leading within and across organizations. Effective emergency management leadership emphasizes team building, collaboration, collective leadership, and communication connectivity to a wide range of stakeholders, so that the complex risks can be addressed. Leadership is characterized by: informed decision-making, constructive administration and management techniques, fostering a shared vision, empowering others, establishing communication capabilities across varied networks, and creating an outcome oriented environment for continual improvement. Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 42

Behavioral Anchors 1. Inspires a shared vision 2. Creates an empowering environment 3. Resolves conflict 4. Strategic decision making that influences others toward change Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 43

Example Application Using Behavioral Anchors & Key Actions: Systems Literacy Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 44

Workshop Activity Application in Higher Education Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 45

Handbook Access The Next Generation Core Competencies for Emergency Management Professionals: Handbook of Behavioral Anchors and Key Actions for Measurement Accessible at the FEMA Higher Education program website: https: //training. fema. gov/hiedu/emcompetencies. aspx Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 46

Breakout Session § 3: 00 -4: 00 pm Wednesday, June 6 Undergraduate Curriculum: Application of NGCC, Assessment & Accreditation Arkansas Tech University Department of Emergency Management & ATU Assessment & Institutional Effectiveness Director Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 47

Listening Session Shirley Feldmann-Jensen, Steven Jensen, Sandy Maxwell Smith June 5, 2018 48