isfsi 2011
DESCRIPTION
Presentation to International Society of Fire Safety Instructors Credentialing Program. FDIC 2011TRANSCRIPT
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Ethical Dimensions of Fire Service Instruction
ISFSI 2011: Professional Development
and Credentialing for Tomorrow’s
Leaders
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ELA’s “Guidelines for Grownups”
• Confidentiality Expectations
• Engagement
• Respectful Candor
• Thoughtful Expediency
• Comfort and Fun
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Agenda
• Why Ethics isn’t Boring
• Ethical Challenges
• Values for Adult Educators
• Ethical Decision-Making
• Virtues of Ethical Leadership
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“Professional ethics is so…negative.”
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Empower others to improve the world
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Ethical Leaders in ActionLeadership Development Model
Leading
Self
Leading
Others
Leading
in Context
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ELA’s Fire Service Paradox 1
Where can we protect more lives and property?
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ELA’s Fire Service Paradox #2
Volunteer Public Employee
Night Gig Self-Identity
Team Member Individual
Peer Subordinate
Seeks Direction Seeks Autonomy
Seeks
Flexibility
Work is
Mission-Critical
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ELA’s Foundational Valuesfor Public Safety Agencies
• Excellent Public Service
• Sound Stewardship of Resources
• Fairness to Employees
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Traditional view:
Workplace problems arise due to…
Concept, thanks to Matt Bostrom, Ramsey County (Minnesota) Sheriff
• Money
• Power
• Sex
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WITHDRAWAL
AVOIDANCE
ATTACK
OTHERS
ATTACK
SELF
Donald Nathanson 1992, 1994
A Broader View:
Nathanson’s Compass
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• Respect
• Justice
• Client Service
Adult EducationInstructional Values
Ralph Brockett, 1990
• Beneficence
• Caring
• Self-Awareness
How do these fit the fire service?
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Deep Teaching: Walking the Walk
• Sound Decision-Making
• Honorable Conduct
• Fair Processes
• Effective Communication
• Deep Sense of Vision and Purpose
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Talking about Ethics
• Authority or Traditions.
• Conscience or gut feel.
• Name-calling
OR
• Ethical frameworks
• Analytical thinking
• Constructive discussion
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Prevailing Ethical Theories
• Virtue Ethics
• Rights-Based Theories
• Kantianism
• Utilitarianism
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Ethical Discussion Framework
• Articulate position (or competing positions).
• Define disagreements or points of contention.
• Clarify terms and concepts
• Seek and clarify situation facts and objective data
• Analyze positions
Outcomes
Motives
Agent
Rights
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Among my teachers…
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We are most likely to trust and
co-operate with individuals and
systems - whether we win or
lose - when we experience fair
process.
“Process”
includes
anything
from
giving
feedback to
a single FF
to setting
departmental
strategy
Kim & Mauborgne, Harvard Business Review, July – August 1997
Why think about “Fair Process?”
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• Engagement– Stakeholders invited to participate
– Participants have an opportunity to be heard
• Explanation– Process and rationale are clearly explained, along with
decisions and outcomes.
– Explanation is respectful – it is also often educational.
• Expectation Clarity– When decisions are made, implications for all
stakeholders are clearly articulated.
– Everyone knows what to expect, and what is expected
of them.
Fair
Process is
working
WITH
others
The Three Elements of Fair Process
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Fair Process does not mean:
• Democracy
• Consensus
• Happiness or Contentment
• Accommodation of individual wishes
or whims
• Command relinquishing legitimate
decision authority or accountability
A good indication of a fair process is when people who do not
“get their way” understand why and how a decision was made,
and acknowledge that the process was fair.
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• Title borrowed from Robert Sutton, The No
Asshole Rule.
• Skills are easy to discuss, harder to
implement.
• Communications problems are notoriously
sneaky – we cannot observe ourselves as
others see us!
Listen like you are wrong; Speak like you are right.
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• Perceive – with whole being
– Most people blunt their own perceptions.
– Cops sharpen perceptions to survive and succeed
• Suspend analysis and action
– Cops learn to draw conclusions and to act swiftly
– Act, but deliberately.
• Ask, ask, ask ask
– Action bias leads to “internal storytelling.”
– Inform your narrative with input from others.
Leaders Listen!
We need to learn how to deliver
pressure and support to each person
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• Past: What happened
– Observable events and facts
– First person and objective
• Present: Why it matters
– Consequences of actions.
– Implications
• Future: Required Changes, Directions
– Changes in actions or behaviors
– Reinforcement to repeat positive actions
Fair
Process is
working
WITH
others
Giving Feedback
What does “Relational Leadership” teach us
about giving feedback?
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• I am sorry
– I understand your concerns and my mistake(s)
– I sincerely regret both my actions and their impact
• It won’t happen again
– I commit to change
– I am accountable for that commitment
• Thank you for bringing this to me
– I appreciate the trust you demonstrated
– I appreciate the opportunity to apologize and change
The Critical Art of Apology
A mistake – or crisis - becomes an opportunity
to strengthen a relationship
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Vision and Goals
• Who will I become?
• Whom will is serve?
• How will I observe
progress?
• Who’s on my team?
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• Scope
• Reach
• Impact
• Clarity
Elements of Vision
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The oldest leadership seminar
• Safety and comfort
• Tactical information
• Problem-solving
• Strategic decisions
• Who are we???
If we
aren’t
telling
stories,
others
surely
are!
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Thank you for your attention!
Chad Weinstein
Ethical Leaders in Action, LLC
651-646-1512
“We enable ethical leaders to achieve
extraordinary results”