A Quantitative Study in Critical Thinking Skills amongst Local Emergency Managers FEMA Higher Education Conference 2010.
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A Quantitative Study in Critical Thinking Skills amongst Local Emergency Managers
FEMA Higher Education Conference
2010
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• Emergency management environment is complex.
• Systems are often ill defined with unclear methods.
• Social and political ramifications are often intermingled.
• Social expectations for an effective and efficient emergency management.
A Quantitative Study in Critical Thinking Skills amongst Local Emergency Managers
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The management of disasters is becoming increasingly
dynamic and complex.
Population growth Increased urbanization Aging of critical infrastructure Widening socio-economic and cultural gaps
A Quantitative Study in Critical Thinking Skills amongst Local Emergency Managers
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Disaster Risk Management
Identify and anticipate situations Determine situation severity Prioritization of issues Solve problems Make judgments
A Quantitative Study in Critical Thinking Skills amongst Local Emergency Managers
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The shift towards proactive Disaster Risk Management, has resulted in a framework by which local emergency managers must gather, integrate, analyze, and communicate information in an effort to reduce the impacts of risk, but also prioritize resources within communities to enhance disaster management outcomes.
Department of Homeland Security, 2008
A Quantitative Study in Critical Thinking Skills amongst Local Emergency Managers
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The evolving challenges of the 21st century environment
has resulted in the need to ensure emergency managers
are better able to meet those challenges.
Dr. Wayne Blanchard, 2008, EMI Higher Education Conference
A Quantitative Study in Critical Thinking Skills amongst Local Emergency Managers
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Desirable competencies founded in critical thinking:
Analytical thinking; Ability to synthesize information; Ability to evaluate information; Understand the social and political context of hazards and
disasters; Think strategically; and Problem solve
Dr. Wayne Blanchard, 2008, EMI Higher Education Conference
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“…emergency managers must be become more progressive in their thinking. [The role of Emergency Manager] can no longer be that of technician, but must evolve to that of a manager and senior policy advisor who oversees a community wide program….”
Principles of Emergency Management Workgroup
A Quantitative Study in Critical Thinking Skills amongst Local Emergency Managers
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A Quantitative Study in Critical Thinking Skills amongst Local Emergency Managers
• Comprehensive• Coordinated• Progressive• Risk-driven• Integrated• Collaborative• Coordinated• Flexible• Professional
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• Emergency Managers considered the ability to communicate, collaborate, and coordinate essential to building relationships and advancing the goals of emergency management.
• Britton claimed emergency managers must be able to articulate a persuasive and defendable case for disaster management.
• Emergency managers must have the skills to communicate, justify steps, and justify steps taken to manage risk.
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• Survey of 300 Emergency Managers revealed that most of them considered themselves to be aware, knowledgeable, and alert to an unlimited number of crisis.
• Emergency Managers remembered specific details and “repeatedly referred to the fact that they knew [how to manage] through information or deduction what needed to be done” Springer, 2007, p. 10.
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Survey of federal, state, and voluntary emergency managers to compile a profile of perceived duties and associated tasks for successful emergency management program administration revealed more than half considered conducting hazard analysis, vulnerability assessments, risk assessments, and capabilities assessments essential emergency management functions. Bryant, 2007, p. 36
A Quantitative Study in Critical Thinking Skills amongst Local Emergency Managers
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The purpose of this study is to explore the extent to which local emergency managers have skills to critically think, assume, and
manage risk.
To what extent do local emergency managers have the skills to think
critically?
Purpose Statement / Research Question
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Methodology
• Quantitative, non-experimental model
• Watson-Glaser Critical Thinking Skills Appraisal-Form S
• Target Population, Setting, and Sample
• Data Collection
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Methodology
Watson-Glaser assesses the following:
Inference Recognition of Assumptions Deductive Reasoning Interpretation Evaluation of Arguments
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Findings
141 eligible participants
n = 54 (38% return rate)
• Age: 50-59 yrs
• Gender: Male
• Occupational Background Emergency Manager
• Years of Experience: 15+
• Education Level: Bachelors
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Findings
Age Frequency Distribution
Age Range
Freq. % Valid %
25-29 1 1.9 2.1
35-39 5 9.3 10.6
40-49 14 25.9 29.8
50-59 20 37.0 42.6
60-69 7 13.0 14.9
Total 47 87.0 100.00
Missing 7 13.0
Total 54 100
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Findings
Gender Frequency Distribution
Gender Freq. % Valid %
Male 39 72.2 81.3
Female 9 16.7 18.8
Total 48 88.9 100.00
Missing 6 11.1
Total 54 100
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Findings
Years within Occupation
Frequency Distribution
Years Freq. % Valid %
<1 y 1 1.9 2.1
1-2 2 3.7 4.2
2-4 6 11.1 12.5
4-7 7 13.0 14.6
7-10 4 7.4 8.3
10-15 3 5.6 6.3
15+ 25 46.3 52.1
Total 48 88.9 100
Missing 6 11.1
Total 54
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Findings
Occupation <1 1-2y 2-4y 4-7y 7-10y 10-15y 15+y Total
Other 0 0 0 1 0 0 0 1
Fire 0 0 0 2 1 1 9 13
EM 0 0 5 2 2 0 12 22
Cty. Admin 0 0 1 0 1 1 1 4
Police 0 0 0 0 1 0 1 2
911 Disp. 0 0 0 1 0 0 0 1
Pub. Safety 0 0 0 0 0 1 1 2
EMS Coord 1 0 1 0 0 0 1 3
Total 1 2 6 7 4 3 25 48
Occupational Background Frequency Distribution
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Findings
Education Level Frequency Distribution
Ed Level Freq. % Valid %
HS/GED 3 5.6 6.3
1-2 yr 9 16.7 18.8
Assoc. 6 11.1 12.5
3-4 yr. 2 3.7 4.2
Bachelors 16 29.6 33.3
Masters 12 22.2 25.0
Total 48 88.9 100.
Missing 6 11
Total 54 100
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Findings
• 7 Emergency Management Regions
• City vs. County Programs
County • (n = 36, Mean = 28.078)
City • (n = 18, Mean = 28.00)
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Findings
n = 8
Mean = 24.2857
SD = 4.46148
n = 9
Mean = 27.00
SD = 6.08276
n = 10
Mean = 29.600
SD = 4.55095
n = 4
Mean = 25.2500
SD = 3.50000
n = 8
Mean = 31.2500
SD = 4.52769
n = 8
Mean = 29.500
SD = 4.17475
n = 27.1250
Mean = 27.1250
SD = 3.18198
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Findings
Means and Standard Deviations of 54 Local Emergency Managers vs. WGCTA-Form S Managers Database
* **
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Findings
• Local EM’s more likely than the norm group to:
Misinterpret situations and issues often;
Miss opportunities to identify valuable decision making or problem-solving;
Fail to apply logic or reasoning when analyzing information; and
Draw unwarranted conclusions that are not able to be verified.
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Conclusion
• Cumulative and Subtests were below the mean for managers in the WGCTA-Form S database.
• A small, but positive, correlation was demonstrated with education and experience.
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Conclusion
• Literature supported by research findings:
Local emergency managers need to improve thinking skills.
Local emergency managers should study emergency management academically.
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Conclusion
• Recommendation for Action
Define critical thinking in emergency management.
Ensure local emergency managers have a minimum of a bachelor’s degree.
Identify strategies to strengthen critical thinking in higher education programs in emergency management.
Enhance critical thinking outcomes of non-academic emergency management education programs.
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Future Research
• Implications for Future Research
Larger sample population with diversified geographical representation
Comparative study between critical thinking skills at the local, state, and federal levels of government
Comparative study between critical thinking skills of those with a Higher Education Degree and those who are Certified Emergency Managers
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Future Research
Replication studies using existing or differing critical thinking assessments
Correlation of critical thinking skills with other personality, intelligence, and varied thinking skill assessments
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