Luận án - Thay đổi mô hình quản lý khẩn cấp: Cải thiện phát triển chuyên môn cho nhà quản lý khẩn cấp của Robert E. Grist

DISSERTATION The Changing Paradigm of Emergency Management: Improving Professional Development for the Emergency Manager Robert E. Grist, CEM ABSTRACT An abstract of the dissertation of Robert Edward Grist for the Doctor of Philosophy in Public Administration and Policy presented June 19, 2007. Title: The Changing Paradigm of Emergency Management: Improving Professional Development for the Emergency Manager Throughout its short and remarkable history, emergency management has been subjected to a vast array of fast-moving and radical changes which have presented significant challenges to the men and women in this profession. This study was designed to help determine the adequacy of their professional development to meet those challenges.

The study is framed within an environment where emergency managers face the pressure to professionalize; explore the world of risk, trust, and the distribution of power; confront revolutionary changes; and concern themselves with the social impact of disasters in their own communities. This study asks: “Do Emergency Managers feel confident their education, training, and practical experiences enable them to meet the challenges taking place in the emergency management profession in a post-9/11 world?” A 49-question survey was mailed to a stratified, random sample of 500 emergency managers from the 2005 membership roster of the International Association of Emergency Managers during the first week of September, 2005. Ironically, this was the same time Hurricane Katrina came ashore. Any fears a catastrophe of that magnitude would somehow result in a less-than-ideal response rate were quickly calmed when 240 responses were received, a 48% response rate.

Emergency managers wanted to be heard on this issue! The analysis of findings reveal emergency managers are confident in their training and experiences, which are directly related to their job responsibilities, but have mixed feelings about the value of their formal education, which may not have been in a field even remotely connected to their present employment. The data explicates recommendations for education, training, and experience for anyone seeking a career in emergency management. The analysis also explores the changing demographics of the members of the profession. In the view of current emergency managers, emergency managers of the future will have to be better educated, better trained, and better able to learn from their experiences.

The study concludes with a list of future studies to consider and recommendations for current emergency managers to be more active in higher education, enhancing future professional development with the skills they possess. THE CHANGING PARADIGM OF EMERGENCY MANAGEMENT: IMPROVING PROFESSIONAL DEVELOPMENT FOR THE EMERGENCY MANAGER by ROBERT EDWARD GRIST A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in PUBLIC ADMINISTRATION AND POLICY Portland State University ©2007 ||+ In Loving Memory of My Mom and Dad iii ACKNOWLEDGEMENTS While it may be true, a journey – and in particular, this journey – may begin with a single step, there is no way anyone, especially me, can do it without the love, support, and assistance of many. I am extremely grateful to everyone who has made even a single step along the way with me. I am eternally in your debt and humbled by your affection and good wishes through the years.

I will make you proud of my service in the next steps of my career. To my dissertation committee, your guidance and encouragement enabled me to persevere and complete each task to the highest of standards. To my benefit, I also learned patience and the attention to detail at a level very few will ever experience. To my family: I know you are proud of my accomplishments, many made at the expense of time away from you even though you know you are never out of my heart.

Events over the last few years have brought us closer together – Art and Jen’s wedding was, certainly, a happy time and Dad’s passing, one of the saddest. But we made it through them and every other event in between together! So, to Millie, Arthur and Jennifer, Jean and Dennis, Carolynn and John, and the extended family members in North Carolina, Southern California, and Florida: I send my greatest affections to each of you and I look forward to sharing even more with you in the future. To the friends in Southern Oregon I left to pursue this dream: you know I’ve never forgotten you. Keith, Don, Sharon, Jeanne, Jan, LeRoy and Judy, Bob and Barbara, Cecilia and the kids, and the countless others: I’m so proud of your attention, phone calls, and e-mails which have kept us close.

We’ll have our own time to celebrate! To my Church family at St Michael the Archangel in Portland: I was greeted warmly when I arrived and the warmth has kindled a flame for service in this parish community. May it now begin to blossom. And I want to acknowledge, also, the foundation of faith and learning I received from the Brothers of the Christian Schools. To my classmates – Jim, Peter, Juan, Bob, and Tom – who have remained close as well as all the other brothers, former brothers, and juniors continuing the spirit of St.

La Salle we learned in the hallowed halls of Mont La Salle: Thanks beyond measure! To my academic colleagues and “family” at Portland State: Stay the course, do good works! I want to thank several individuals in particular – Katrina, Rita, Jeanne, Alisha and Greg, and Kelly, Sam, and Michael – who turned each passing week into an opportunity to excel, celebrate, and forge ahead. And the same is true for those outside the doctoral program – Carol, Jodie, Bob, Armando, Al, Shelley and David, and Chris, Stephanie, and the girls – who continue to assist me in pursuing my dreams. To the faculty at the Mark O. Hatfield School of Government and others at Portland State University: my sincerest thanks for the time and effort put into molding me into an “academic.” May I never forget your efforts or their lasting results! To the Staff and Advisors of the Portland Regional VA Office: your guidance and support have enabled me to reach a higher plateau than I ever imagined.

If my service can mirror yours, I will be pleased and I know you will be as well. iv And lastly, to my colleagues in emergency management: I remain always in your debt and service and will continue to hold you in a place of honor for your lasting contributions to our safety and the quality of life in our communities. v TABLE OF CONTENTS PAGE ACKNOWLEDGEMENTS. iii LIST OF TABLES.

vii LIST OF FIGURES. 1 Context of the Study. 1 The Historical Perspective of Emergency Management. 5 Intent and Implications of the Study.

5 Significance of the Study. 7 Information from the Author/Researcher. 7 Definition of Terms. 8 Outline of the Study.

11 The Pressure to Professionalize. 11 The World of Risk, Trust, and the Distribution of Power. 25 Social Impact of Disaster. 33 Survey Design and Pilot Testing.

33 Selection of Participants. 34 Timeline for Preparation, Distribution, and Return of Surveys. 34 Data Input, Coding, and Re-coding of Variables. 35 Data Analysis Strategy.

39 Study-Specific Data. 57 Recommendations, Opinions and Views of Survey Participants. ANALYSIS OF THE FINDINGS. 87 A Typical Emergency Manager.

87 Confidence with Practical Experience. 92 Confidence with Training. 93 Confidence with Education. CONCLUSIONS AND RECOMMENDATIONS.

101 The Study Question. 101 The Study Impact and Its Contributions. 104 Recommendations for Further Study. Human Subjects Review Documentation B.

Survey Packet Materials (omitted) D. List of Data Variables E. The Coding of Variables F. The Recoding of Variables G.

IAEM Code of Ethics vii LIST OF TABLES TABLE PAGE 1. Race/Ethnic Group. Years in Emergency Management. Emergency Management Certification.

Emergency Management Training. Local Emergency/Disaster Declarations. State Emergency/Disaster Declarations. Federal Emergency/Disaster Declarations.

Frequency of Full-Scale Exercises. Type of Jurisdiction. Region of the United States. Importance of Education to Current Position.

Importance of Education in Seeking a Promotion. Importance of EM Training to Current Position. Importance of EM Training in Seeking a Promotion. Importance of Practical Experience to Current Position.

Importance of Practical Experience in Seeking a Promotion. Recommendations for Education. Recommended Education Curriculum. Recommendations for Training.

Recommendations for Training Focus. Recommendations for EM Experience. Change of Duties since 9/11. Organizational Change since 9/11.

Reflection on Status as the “Go To” Person. Jurisdictional Consideration of the “Go To” Person. Effect of 9/11 Experience on Status. Effect of 9/11 on Training Requirements.

Effect of Education, Training, or Experience on Status. Threat Presented by Level of Education, Training, or Experience. Effect of Additional Education, Training, or Experience on Potential Threat. Opinion Regarding the Status of Emergency Management.

Support for Professionalization. Relationship between Homeland Security and Emergency Management. 81 viii TABLE PAGE 39. Level of Support for Emergency Management.

Program Improvement with Additional Funding. Program Improvements Not Likely with Funding. Potential for New Emergency Management Positions. Gender Distribution by Age Group.

Race/Ethnic Group Distributed by Gender. Stages of Career. Stages of Career in Emergency Management by Age Group. Education Level Distributed by Age Group.

4-yr Degree Awarded by Age Group. 98 ix LIST OF FIGURES FIGURE PAGE 1. Distribution by Race/Ethnic Group (GRAPH). Distribution by Education (GRAPH).

Years in Emergency Management (GRAPH). Certification by Type (GRAPH). Quantity of Local Disaster Declarations (GRAPH). Quantity of State-level Disaster Declarations (GRAPH).

Quantity of Federal-level Disaster Declarations (GRAPH). Frequency of Full-Scale Exercises (GRAPH). Employment by Jurisdiction Type (GRAPH). Employment by Region (GRAPH).

Importance of Education to Current Position (GRAPH). Importance of Education in Seeking a Promotion (GRAPH). Importance of EM Training to Current Position (GRAPH). Importance of EM Training in Seeking a Promotion (GRAPH).

Importance of Practical Experience to Current Position (GRAPH). Importance of Practical Experience in Seeking a Promotion (GRAPH). Recommendations for Education (GRAPH). Recommendations for Course of Study (GRAPH).

Recommendations for EM Training (GRAPH). Recommendations for Specialized vs. Generalized EM Training (GRAPH). Recommendations for Practical Experience (GRAPH).

Change of Duties since 9/11 (GRAPH). Change in Organization since 9/11 (GRAPH). Individual View of “Go To” Person Status (GRAPH). Jurisdictional View of “Go To” Person Status (GRAPH).

Change of View since 9/11 (GRAPH). Training Changes since 9/11 (GRAPH). Status Change by Education, Training, or Experience (GRAPH). EM Feeling Threatened, Limited, or Pressured (GRAPH).

Effect of Education, Training, and Experience on Feelings (GRAPH). Profession or Skill Occupation (GRAPH). Support Effort to Professionalize (GRAPH). Relationship between DHS and FEMA (GRAPH).

Program Financial Support Level (GRAPH). Anticipation of EM Personnel Increases (GRAPH). Gender Distribution by Age Group (GRAPH). Stages of Career in Emergency Management (GRAPH).

Years in Emergency Management by Age Group (GRAPH). Importance of Practical Experience to Current Position (SUMMARY). Importance of Practical Experience in Seeking a Promotion (SUMMARY). Importance of EM Training to Current Position (SUMMARY).

Importance of EM Training in Seeking a Promotion (SUMMARY). Importance of Education to Current Position (SUMMARY). Importance of Education in Seeking a Promotion (SUMMARY). Distribution of Education by Age Group (GRAPH).

Completion of 4-yr College (GRAPH). Distribution of 4-yr Degree by Age Group (GRAPH). 98 1 The Changing Paradigm of Emergency Management: Improving Professional Development for the Emergency Manager I. INTRODUCTION “Emergency Management is the process of making public officials think about things they don’t want to think about, spend money they don’t have, and prepare for something they don’t believe will ever happen” (Selves, 1996)1 A.