FEMA IS 240.b Leadership and Influence

<span itemprop="name">FEMA IS 240.b Leadership and Influence</span>

Course Overview

Being able to lead others—to motivate them and commit their energies and expertise to achieving the shared mission and goals of the emergency management system—is a necessary and vital part of every emergency manager’s, planner’s, and responder’s job.

The goal of this course is to improve your leadership and influence skills. To that end, this course addresses:

Leadership from within.
How to facilitate change.
How to build and rebuild trust.
Using personal influence and political savvy.
Fostering an environment for leadership development.

Course Objectives:

At the completion of this course, participants should be able to:

  • Explain what leadership means for emergency personnel.
  • Explain why effective leadership begins with personal insight and development.
  • Identify your leadership capabilities and areas for personal development.
  • Describe a change management model and the process for planning, communicating, and implementing change.
  • Describe how to build and rebuild trust in an organization.
  • Use personal influence and develop political savvy to network and influence people effectively.
  • Develop strategies for creating a positive work environment that fosters leadership and a commitment to continuous improvement in others.

From IS 240.b Leadership and Influence

 

Example Questions

A climate of trust is enhanced when leaders:
A. Use domineering influence.
B. Acknowledge when there has been a previous breach of trust.
C. Micromanage.
D. Adopt a win/lose mentality.

Accepting credit for someone else’s work is an example of:
A. Trust-reducing behavior.
B. Trust-inducing behavior.
C. Facilitating change.
D. Political savvy.

When soliciting authentic feedback as a means of increasing self-knowledge, you should:
A. Be sure that the feedback session is part of a formal process.
B. Defend yourself on each point that is raised.
C. Avoid making suggested changes for the first year.
D. Restate the feedback and ask follow-up questions.

During the advocacy phase of a discussion, you should:
A. Adopt a win/lose mindset to better control the discussion.
B. “Sell” your idea or position.
C. Set discussion ground rules based on role and status.
D. Challenge others’ ideas to generate debate.

Coaching is convincing people of their own ability to do the job.
A. TRUE
B. FALSE

A likely outcome of increased self-knowledge is:
A. Ability to compensate for your weaknesses.
B. Vulnerability to self-doubt.
C. Greater understanding of your intentions by those you lead.
D. Greater dependence on external sources of power.

Which of the following would be an effective approach for encouraging authentic feedback?
A. In the beginning, ask for feedback each time you see the person.
B. Ask for feedback only when you are open to hearing it.
C. Defend yourself if you disagree with criticisms you receive.
D. only in formal situations, so employees understand the importance of the feedback.

The most effective type of personal influence to use when “buy-in” is required is:
A. Domineering influence.
B. Position influence.
C. Interpersonal influence.
D. Political influence.

Fostering a leadership environment involves all of the following EXCEPT:
A. Coaching
B. Building a shared vision
C. Empowering
D. Domineering

Seeing people who resist you as adversaries is part of an alliance mindset.
A. TRUE
B. FALSE

Related Courses

FEMA IS 120.C An Introduction to Exercises

 

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