a a 04 principles of management

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Principles of Management

Study Guide and Course Text


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Study Guide

Prepared by Don Schramm and Ruth Newman

To be used in conjunction with Principles of Management Course Text

UW-DMCDisaster Management CenterUniversity of Wisconsin-Madison


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This publication was prepared by the Disaster Management Center at the University of Wisconsin withfinancial support from the U.S. Office of Foreign Disaster Assistance, United States Agency forInternational Development (OFDA/USAID).

This report was prepared by the University of Wisconsin (UW.) Neither the UW or any of its officers oremployees makes any warranty, express or limited or assumes any legal liability or responsibility for the

accuracy, completeness, or usefulness of any information, apparatus, product, or process disclosed, orrepresents that its would infringe privately owned rights. Reference herein to any specific commercialproduct, process, or service by trade name, mark, manufacturer, or otherwise, does not necessarilyconstitute or imply its endorsement by the UW.

Copyright 1986 by University of Wisconsin Board of Regents

All rights reserved.

Produced by the University of Wisconsin Madison

Manufactured in the United States of America

For permission to reprint, contact:

Disaster Management CenterUniversity Of Wisconsin-MadisonEngineering Professional Development432 North Lake StreetMadison, Wisconsin 53706608-262-2061

If you need this material in an alternative format, please contact the program coordinator or the Office ofEqual Opportunity and Diversity Programs.

Direct policy inquiries to the Office of Equal Opportunity and Diversity Programs, 501 Extension Building,432 N. Lake Street, Madison WI 53706.


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Acknowledgments

The Disaster Management Center at the University of Wisconsin-Madison thanks the Office ofForeign Disaster Assistance for early support of course development. In particular, GudrenHuden, Denise Decker and Fred Cole deserve special recognition for their understanding of this

innovative education process. At the University of Wisconsin, Linda Hook, Darrell Petska,Susan Kummer, Lolette Guthrie, Val Parish and Angela Armstrong must be thanked for theirefforts in editing, design and production. The course development process is never over, andeach of these people understands that very well.


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IntroductionHow to get started

This self study course will meet the needs of people involved in disaster management for both

sudden onset natural disasters (i.e., earthquakes, floods, hurricanes) and slow onset disasters(i.e., famine, drought).

This course is designed for government personnel, representatives of private voluntaryagencies and other individuals at local and national levels interested in disaster management.

The procedure for self-study is:

Complete and score the pretest. Do not be disappointed if you have a low score. If youhave a high score, you probably do not need this course.

Read the outline of course content to get a general idea of what is covered in the course. Read the learning objectives to get a general idea of what you are expected to learn

from the course.

Turn to Lesson 1: Introduction

Review the study guide section for a brief description of the lesson and any specialsuggestions on how to study.

Again read the learning objectives. Carry out the learning activities listed. Complete the self assessment test at the end of the lesson and score it using the answer

key provided. If you have not answered most of the questions correctly, restudy thelesson.

If you score well on the self-assessment test proceed to Lesson 2.

Continue to study each lesson and complete the self assessment test until you have finished thecourse of study. When you have completed all the self assessment tests to your satisfaction,you can request a Final Examination Package. This will include the final examination and anyother supplementary material.


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Pretest

Multiple ChoiceCircle the correct answer(s):

1. The primary task of management is to:(choose the best answer)

a) plan in advanceb) coordinate national and international

relief effortsc) make rapid, informed decisions and

coordinate group effortsd) determine parameters of jobs, incomes,

and services that apply during disasterconditions

e) take control during a crisis

2. To neutralize the confusion of the emergencyperiod, disaster management places heavyemphasis on: (choose the best answer)

a) advance planningb) strategic planningc) organizational planningd) field management planninge) forward planning

3. Choose the appropriate letter from the

following list to fill in the blanks in the sentencebelow.

a) field-level managersb) middle-level managersc) top management

It is usually considered more effective to have_____ make all program decisions, _____ makefinancial and other organizational decisions, and_____ serve as resource coordinators.

4. Disaster managers may find themselvesworking in environments that are:

a) economically turbulentb) politically hostilec) demographically diversed) all of the abovee) none of the above

5. It is especially critical to identify needs:

a) during the emergency phase of adisasterb) during the transition phase of a disasterc) during the reconstruction phase of ad) disastere) a + bf) during all disaster phases

6. Deciding to give priority to a particular areafollowing a disaster is an example of:

a) practicing favoritismb) determining strategies and approachesc) setting up the programd) allocating resourcese) setting policy

7. Before an agency decides which activities itwill undertake in a particular area, it should atleast:

a) agree upon one standard approach thatall agencies in the

b) affected area should followc) notify all department heads of agencies

in the affectedd) area of its plan of actione) take inventory of the resources available

to otherf) agenciesg) in the areah) be certain of its planning prioritiesi) be well informed of activities of other

agencies operatingj) within the same area

8. There is usually no established procedure for

handling:

a) non-routine decisionsb) routine decisionsc) technically guided decisionsd) decisions made under conditions of riske) decision-making


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9. In emergencies, non-routine decisions aremost often made by:

a) field level managersb) middle level managersc) top managementd) technical advisorse) a board of directors

10. The first step in making decisions in anemergency is to:

a) evaluate alternativesb) formulate a policyc) gather and collate informationd) identify goalse) define the problem

11. Monitoring trends in nutritional states ofdisaster victims is an example of:

a) epidemiologic surveillanceb) situation reportsc) early warning reportsd) disaster assessment reportse) sitreps

12. Intelligence information that reports ontrends andpatterns can aid in: (choose the best answer)

a) intra-organizational flow of informationb) emergency evacuation proceduresc) short-term relief effortsd) long-range, strategic planninge) updating weather bulletins

13. One of the most important administrativepositions is that of (choose the best answer):

a) secretaryb) program coordinator

c) accountantd) public relations officere) storekeeper

14. People are more liable to resist a leader'sefforts when the threat of disaster is:

a) constant and recurringb) moderate and recurring

c) imminentd) moderate and infrequente) widespread

15. A common misconception of inexperienceddisaster workers is that:

a) victims will be unable or unwilling to workb) tents should be ordered to provide

emergency shelterc) they will be forced to do unpleasant work

with little or no compensationd) they will have to camp out in tentse) water should be boiled before being used

16. A group of people whose job is to defineparameters of a task and makerecommendations is a(n):

a) task groupb) committeec) organic groupd) ad hoc groupe) work group

17. When a group can satisfy individual needsfor status, recognition, or material gain, thisincreases group:

a) divisiveness

b) elitismc) statusd) autonomye) cohesion

18. Once different tasks and specialists neededto do them have been identified, the agency isthen in a position to develop (choose the bestanswer):

a) chains of commandb) a decentralized organizational structure

c) job descriptionsd) budget line itemse) support staff

19. Dividing work into more and more piecemealassignments may result in (choose the bestanswer):

a) greater efficiency


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b) overlapping jobsc) lower output and moraled) increased moralee) greater cost

20. Redefining jobs might be a way to:

a) give workers more autonomyb) enlarge the workloadc) reduce the workloadd) exercise greater control over workerse) all of the abovef) none of the above

21. The success of relief efforts in a communityshould be measured by:

a) quantifiable measures of aid given and

individuals helpedb) fulfillment of short-term objectivesc) a return to normal socio-economic

patternsd) a broad-based assessment of impact on

the communitye) the length of time between the

emergency and full recovery

True/False(Indicate T or F)

_____ 22. As an organization increases in sizeand complexity, its management adapts bybecoming more generalized with a morecentralized power structure.

_____ 23. Actions taken by an agency indifferent periods of a disaster are guided by thesame objectives.

_____ 24. Budgeting for post-disaster programsis usually a trial-and-error process.

_____ 25. In most situations, the manager does

not know exactly what will occur.

_____ 26. Major decisions are usually made bythe disaster manager alone.

_____ 27. The person assigned to takecorrective steps must have clearly delegatedauthority to correct problems.

_____ 28. Graphic charts and diagrams areused to monitor and control activities.

_____ 29. Expatr iate volunteers are preferableto local or refugee workers because they areeasier to understand and communicate with.

_____ 30. In practice, it has been found that thework will be performed more quickly andefficiently if people are offered attractive rates ofpay.

_____ 31. It is damaging to local peoples' pridewhen outsiders are called in to perform much ofthe relief work.

_____ 32. A highly centralized governmentwould generally be better able to handle reliefefforts under disaster conditions than would adecentralized government.

_____ 33. Before a manager can decide uponwhat approaches to take to motivate workers, heor she should consider personality and goals ofeach staff member.

_____ 34. It is important that all workersperforming within a disaster relief organizationbe motivated by strictly humanitarian concerns.

_____ 35. The higher the level of staffmotivation and commitment, the less likely theyare to experience "burn-out."

_____ 36. Few personnel working in disastershave had prior experience.

_____ 37. Working relationships change atdifferent stages of a disaster.

_____ 38. As the size of a group increases, itscohesiveness tends to increase.

_____ 39. Objective measures of performanceare unbiased, whereas subjective measurestend to be biased.

_____ 40. When conducting an appraisalinterview, the manager should focus on positivework performance.

_____ 41. A relief agency should be organizedin such a way that its original structure willprevail throughout all phases of a disaster.


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_____ 42. A relief agency should use local helpand local resources and seek ways to developlocal capabilities wherever possible.

_____ 43. The completion and transfer processmay also need to include training of peopleauthorized to take over running and use of theproject.

Answer Key-

1. c2. a3. a,c,b4. d5. a6. e7. e8. e9. a10. e11. a12. d13. a

14. d15. b16. b17. e18. c19. c20. e21. d22. F23. F

24. T25. T26. F27. T28. T29. F30. F31. T32. F33. T34. F35. F36. T

37. T38. F39. F40. T41. F42. T43. T


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.

Outline of Content

Lesson 1 Introduction The management system in disaster

practice Overview of a disaster manager's task Constraints on managers Different work environments Changing values

Lesson 2 Program Planning Six steps of the planning function Setting up the program

Common problems in program planning

Lesson 3 Decision Making Variables in decision making Types of decisions The process of decision making

Lesson 4 Information Management Classes of information Establishing a focal point for information

management Requirements for emergency

information management

Lesson 5 Program Supervision,Monitoring and Control Types and methods of control Necessary conditions for control and

supervision

Lesson 6 Personnel and PersonnelManagement Types of staff Personnel issues in disaster operations Lessons learned

Lesson 7 Leadership Ways to influence others Factors affecting leadership Different leadership styles in different

situations

Lesson 8 Motivation Personality and motivation Management programs designed to

increase motivation

Lesson 9 Group Dynamics Factors to consider Motivations of disaster workers Group dynamics

Lesson 10 Managing Work Groups

Classification of work groups Group unity Leading and motivating work groups

Lesson 11 Personnel Evaluation Performance appraisals Results-based appraisal program Conducting the appraisal

Lesson 12 Structuring Organizations Specialization of labor Departmentalization

Principles of organizational structure

Lesson 13 OrganizationalDevelopment Managing change within an organization

Lesson 14 Criteria for Assessing aProgram Short- and long-term contributions Common problems in program

execution Impact assessment

Lesson 15 Project Completion andTransfer Process of project completion Common problems of project completion Factors to include in the transfer of a

project


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Course Objectives

Lesson 1 Introduction Be aware of the need for effective management in a disaster. Know the difference between routine and crisis management.

List and define the three types of advanced planning collectively called disasterpreparedness. Divide the disaster manager's role into the three parts discussed in this lesson. State the difference between vertical and horizontal specialization by defining each briefly. Recognize some of the constraints and pressures on managers and relief organizations. List the different managerial environments that are often imposed on disaster managers. Understand the difference between the "logistics" and the "development" approach.

Lesson 2 Program Planning Develop an understanding of the six steps of the planning function. Become familiar with the four concepts mentioned to stretch funds by briefly discussing

each.

Describe three ways of balancing a relief program. Describe the four methods of estimating future needs and resources. Explain the concepts of variable and moving budgeting. After reviewing the section entitled "Common Problems In Program Planning," list ways to

avoid or solve these problems. Refer to the Gap Identification Sheet in Appendix II-A and see how it could aid you in

prevention of overlapping activities.

Lesson 3 Decision Making List and define in your own words the three different conditions under which decisions are

made. Demonstrate your knowledge of the three types of decisions in disaster management by

giving examples of each. List in order the six steps needed to make decisions under non-routine, emergency

circumstances.

Lesson 4 Information Management Briefly define the three classes of information mentioned. Develop a good understanding of the four types of disaster intelligence the disaster

manager will receive. Discuss the three major requirements needed to keep information flowing properly. List the four requirements for effective information management in emergencies. Recognize the importance of having a focal point of information flow.

Lesson 5 Program Supervision, Monitoring and Control Understand the consequences of failure to control a program. State the three conditions necessary for control and supervision. List reasons why these

conditions are necessary. Break the control function down into three parts. List the three types of precedence diagrams and understand the advantages and

disadvantages of each.


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Understand the difference between setting policy and implementing policy and list methodsused in the latter case.

Know the advantage of the precedence diagram over the Gantt chart. Understand why theDART chart was developed and the advantages of network models.

Lesson 6 Personnel and Personnel Management List the types of staff discussed in this lesson and briefly describe their roles in disaster

management. Develop an understanding of the usefulness of refugee labor. Understand the consequences of not utilizing local personnel. Understand the reasons for following the policy regarding salaries. Understand why it is so crucial to have experienced personnel in a relief agency, especially

field personnel.

Lesson 7 Leadership List and briefly discuss the five ways to influence others. Understand the importance of each of the factors in the section "Factors Affecting

Leadership" in regard to improving your own leadership ability. Understand which leadership style is appropriate to each phase of a disaster. Recognize aspects of the disaster environment that can influence leadership requirements

and styles.

Lesson 8 Motivation List and explain the five levels of human motivation in the pyramidal hierarchy. Develop an understanding of what managers should do to help staff persons develop and

maintain esteem and self-actualization. Develop an understanding of how persons with different personalities will react to different

types of circumstances. List and describe the three categories of approaches which have been developed to

motivate workers for better performance.

Lesson 9 Group Dynamics List and explain the five factors involved in the work environment of a disaster area. State and explain the six major motivations of disaster workers. Identify and discuss the dynamics of the groups inside the affected community and the work

groups within an organization. Identify the three most important aspects of group behaviorin disasters that provide guidance for personnel management.

Lesson 10 Managing Work Groups Understand some of the advantages and limitations of work groups. Identify and discuss the difference between formal and informal work groups. List four factors which affect the cohesiveness of a work group. Recognize and understand the personal characteristics of group leaders and list the

important guidelines which can aid group leaders. List and explain the five motivational factors in work group situations and ways of resolving

group conflicts.

Lesson 11 Personnel Evaluation Explain the two main reasons for evaluating personnel. Describe four specific reasons for conducting a performance appraisal.


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Differentiate between and explain objective and subjective measures of performance. List and explain the four common errors made in performance evaluations. Explain the key features of the results-based appraisal program. Understand the basics of preparing for and conducting an appraisal interview.

Lesson 12 Structuring Organizations List and explain the five "principles of organization." Explain the objective and function of structuring an organization. List ways in which services and internal operations are departmentalized. Understand the difference between matrix and pyramidal structure and the uses put to each

configuration. Define the span-of-control principle and explain how it affects organizational structure. Explain the "P" factor and its influence on performance. Define unity of command and explain its relation to chain of command in disasters. Be familiar with the principles of organizational structure that should be considered when

developing a table of organization.

Lesson 13 Organizational Development Define organizational development as it pertains to relief organizations. Define and explain external and internal forces which may cause changes to occur within an

organization. Understand and be able to explain the process for managing changes needed within an

organization.

Lesson 14 Criteria for Assessing a Program Explain the meaning of long- versus short-term contributions of a particular program. Identify and explain some of the common problems encountered in relief program execution. Identify some of the factors necessary in order to properly assess the success or failure of a

program.

Lesson 15 Project Completion and Transfer List the three steps involved in developing a completion plan. Review the "common problems" section and become aware of plans to avoid these

shortfalls. List the six factors that should be included in the transfer procedure. Understand the implications of project completion and transfer to the local community and to

the project personnel.


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Lesson 1 Introduction

Study Guide Overview

This lesson is an introduction to modern management techniques and their application to thedisaster management field.

Learning Objectives

Be aware of the need for effective management in a disaster. Know the difference between routine and crisis management. List and define the three types of advanced planning collectively called disaster

preparedness. Divide the disaster manager's role into the three parts discussed in this chapter. State the difference between vertical and horizontal specialization by defining each briefly.

Recognize some of the constraints and pressures on managers and relief organizations. List the different managerial environments that are often imposed on disaster managers. Understand the difference between the "logistics" and the "development" approach.

Learning Activities

Read Chapter 1 in the text.Study Figures 1-1, 1-2; Tables 1-A, 1-B.

Evaluation

Complete the self-assessment test.


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Lesson 1 Self-Assessment Test


1. The primary task of management is to:(choose the best answer)

a) plan in advanceb) coordinate national and international

relief effortsc) make rapid, informed decisions and

coordinate group effortsd) determine parameters of jobs, incomes,

and services that apply during disasterconditions

e) take control during a crisis

2. Crisis management applies to: (choosethe best answer)

a) the moment at which a disaster strikesb) the immediate post-disaster periodc) the preparedness phase and

immediate post-disaster periodd) the immediate post-disaster period

and disaster reconstructione) disaster mitigation and reconstruction

3. Contingency planning generally refers to:

a) the threat of an imminent disasterb) the response of an organization to

disaster threatsc) unspecified sites that are not

immediately threatenedd) planning for changing values in relief

agenciese) a specific site where a disaster could

occur

4. A disaster manager's role can be dividedinto management of: (choose the bestanswer)

a) public relations, information, andresources

b) field, middle, and top level managersc) personnel, budgets, and needs

surveysd) planning, response, and

reconstructione) operations, people, and organizations

5. In vertical management, the authority toact and use resources is _____subordinates. (Fill in the blank with thecorrect letter.)

a) shared withb) controlled byc) coordinated throughd) delegated toe) withheld from

6. Two or more field level managerscontributing their expertise to thecompletion of a project is an exampleof:

a) vertical specializationb) horizontal specializationc) group specializationd) sub-unit specializatione) pyramidal specialization


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True/FalseIndicate T or F:

_____ 7. Strategic, contingency, andforward planning all pertain to preparationsmade in advance of a disaster.

_____ 8. As an organization increases insize and complexity, its managementadapts by becoming more generalized witha more centralized power structure.

_____ 9. Expectations from donors,government administrators, and the generalpublic can shape the objectives and policyof a relief organization.

Answer Key

1. c2. c3. e4. e

5. d6. b7. T8. F9. T


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Lesson 2 - Program Planning


Lesson 2 examines basic terminology and concepts of planning and provides a guide to some

basic techniques used in disaster management planning.

Learning Objectives

Develop an understanding of the six steps of the planning function. Become familiar with the four concepts mentioned to stretch funds by briefly discussing

each. Describe three ways of balancing a relief program. Describe the four methods of estimating future needs and resources. Explain the concepts of variable and moving budgeting. After reviewing the section entitled "Common Problems In Program Planning," list ways to

avoid or solve these problems.

Refer to the Gap Identification Sheet in Appendix II-A and see how it could aid you inprevention of overlapping activities.

Learning Activities

Read Chapter 2 in the text. Study Figures 2-1, 2-2, 2-3; Tables 2-A, 2-B.

Evaluation



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1. In order to quantify needs, agenciesshould: (choose the best answer)

a) conduct extensive, detailed surveysb) obtain an accurate count of people

living in the stricken area anddetermine ways to ration suppliesequitably

c) determine how much assistance canbe provided and set limits accordingly

d) attempt to estimate percentages offamilies requiring different types ofassistance

e) estimate numbers of people in thestricken area who are not eligible forany other form of assistance

2. The "Gap Identification Sheet" isdivided into _____ and_____ actions.(Fill in blanks with appropriate lettersfrom list below.)

a) short-termb) long-termc) pre-disasterd) emergencye) humanitarianf) technically guided

3. To define precisely what an agencyhopes to achieve through a particularprogram, the agency should:

a) set policies, establish goals, andselect one strategy and one approach

b) set policies and establish goals thatstay within a fixed budget

c) set policies, establish goals, andselect strategies and approaches

d) set policies, establish goals, and solicitfunding

e) conduct extensive surveys, setpolicies, and establish goals.

4. Effective policies should attempt to doall of the following except:

a) empower managers to use financialincentives to achieve definedobjectives

b) strike a reasonable balance between

stability and flexibilityc) cover any contingencyd) provide for coordination of the various

related sub-unitse) be stated clearly and logically

5. When setting objectives, the mostimportant considerations are: (choosethe best answer)

a) the priority of each, any conflicts andproblems of coordination, and the

likelihood of successb) the priority of each, its timing, and its

delegation to the appropriate personor department

c) the short-term versus long-termbenefits, the recoverability of funding,and ways to meet the needs of themost people in the greatestgeographical area

d) linking to other programs, maximizingbuying power, and balancing betweenfamily and community assistance

e) that they be measurable, flexible, andadaptable

6. Once objectives have been establishedand prioritized, an agency should:

a) estimate how much assistance willcome from the government and howmuch will come from private donors

b) determine how many people are noteligible for government assistance

c) decide which department of theagency will be responsible for which

objectived) determine strategies and approachese) obtain a realistic estimate of the

amount of assistance to be providedand how many beneficiaries there willbe


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7. Choose which planning concept thefollowing statements represent bymarking either an "s" (strategy) or "a"(approach) in the appropriate blank.

_____ Organize technical crews to inspect

storage facilities for possible fooddeterioration.

_____ Give loans and grants._____ Establish a nutrition program._____ Organize a construction team to

build replacement houses for adesignated number of people in theproject area.

_____ Establish a construction program.

8. Use of time series analysis wouldprobably be a more accurate indicator

in the event of _____ than in the eventof_____. (Decide in which blank eachletter below belongs.)

a) earthquakeb) droughtc) hurricaned) civil ware) tornado

9. In situations where refugees arearriving over extended periods of time,

agencies should:a) estimate total numbers of people

anticipated and stockpile materials forthat number

b) estimate the number of people in needof assistance for a limited period andupdate needs estimates (using aformula) on a weekly basis

c) multiply the number of people nowreceiving assistance times thepercentage of the total that the newarrivals represent

d) add the total number of people nowreceiving assistance to the number ofnew arrivals last week and multiply bythe contingency planning number

e) estimate the number of people in needof assistance for a limited period andupdate needs estimates (using aformula) on a monthly basis

10. A program impact assessment shouldbe made as part of the:

a) planning processb) control processc) decision making processd) evaluation process

e) budget process

11. By contingency planning, an agency isable to order one shipment of supplieswhich covers total shelter needs ratherthan having to order an additionalshipment at a later date. This is anexample of:

a) moving budgetingb) forecastingc) concentration of resources

d) multiple objective planninge) variable budgeting


_____ 12. After a disaster, needs can bestbe determined by visiting representativeareas and talking to selected groups in theaffected community.

_____ 13. Different departments should be

involved in reviewing objectives to resolveany conflicts or problems of coordination.

_____ 14. A good field accounting systemis one which places the emphasis of trust onthe user.

_____ 15. In most disasters, the need forcurative medical supplies is far greater thanthe need to establish adequate sanitationand hygiene.

Answer Key1. d2. c, d3. c4. a5. b6. e7. a,s,s,a,s8. a, c, e/b, d

9. b10. a11. b, e12. T13. T14. T15. F


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Lesson 3 - Decision Making


This lesson examines ways in which the decision making process can be improved for disaster

managers by providing a framework.

Learning Objectives

List and define in your own words the three different conditions under which decisions aremade.

Demonstrate your knowledge of the three types of decisions in disaster management bygiving examples of each.

List in order the six steps needed to make decisions under non-routine, emergencycircumstances.

Learning Activities

Read Chapter 3 in the text.

EvaluationComplete the self-assessment test.


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1. There is usually no establishedprocedure for handling:

a) non-routine decisionsb) routine decisionsc) technically guided decisionsd) decisions made under conditions of riske) decision making

2. In emergencies, non-routine decisionsare most often made by:

a) field level managersb) middle level managersc) top managementd) technical advisorse) a board of directors

3. Under conditions of uncertainty,decisions must be made using: (choose thebest answer)

a) alternative choicesb) programmed decisionsc) modelsd) probabilitiese) technical factors

4. A decision to commit all availableequipment and manpower to the clearing ofroadways blocked by debris from a suddenlandslide would be an example of:

a) minimizing resultsb) minimizing the maximum possibleresultsc) maximizing all possible results

d) maximizing results that are theminimum possible under the circumstancese) avoiding or delaying the decision

5. After a storm, authorizing theunclogging of a sewer pipe known to besusceptible to flood damage would be anexample of a:

a) technically guided decisionb) quality control decisionc) routine decisiond) non-routine decisione) decision made under conditions of

uncertainty

6. When considering alternativedecisions, it always is important to:

a) be guided by humanitarianconsiderationsb) determine possible outcomes of eachc) maximize the possible resultsd) minimize the possible resultse) delay the final decision until allvariables can be examined

7. Reorder the following steps in decisionmaking into their proper sequence ofoccurrence by assigning the correct numberto each step.

_____Evaluate information for quality,accuracy, and variables._____Identify alternatives and determinepossible outcomes._____Define the problem and decision to bemade.

_____Make the decision._____Gather, organize, and extract allrelevant information.

True/FalseIndicate T or F:_____8. In most situations, the managerdoes not know exactly what will occur.

_____9. Under disaster conditions, non-programmed decisions are usually theconcern of top management, while middle

and field level managers generally makeprogrammed decisions.

Answer Key1. a2. a3. d

4. d5. c6. b

7. 3,4,1,5,28. T9. F


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Lesson 4 Information ManagementStudy Guide Overview

Lesson 4 explores the use of an information management system to manage existing andincoming information to aid in decision making.

Learning Objectives

Briefly define the three classes of information mentioned. Develop a good understanding of the four types of disaster intelligence the disaster

manager will receive. Discuss the three major requirements needed to keep information flowing properly. List the four requirements for effective information management in emergencies. Recognize the importance of having a focal point of information flow.

Learning Activities


Evaluation



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1. Decide the class of information underwhich each information gathering task fallsby entering the appropriate letterdesignation in the space provided.

Classes of Information:

a) planning informationb) control informationc) operational information

Information Gathering Task:

_____ Monitor daily intake and outflow ofsupplies._____ Measure the performance ofpersonnel._____ Determine extent of damage to anarea._____ Schedule work shifts._____ Formulate objectives._____ Measure actual results againstplanned-for results.

2. Match the following four types ofdisaster intelligence with informationreporting activities presented below byentering the appropriate letter in the spaceprovided.

Types of Disaster Intelligence:

a) early warning reportsb) situation reportsc) disaster assessment reportsd) epidemiologic surveillance

Information Reporting Activities:

_____ Provide a rough quantification ofneeds and damages after a disaster hasoccurred._____ Issue alerts and evacuationinformation prior to an impending cyclone.

_____ Issue periodic reports detailing theresponse of different relief agencies in theaftermath of a disaster._____ Describe the emergency as itoccurs._____ Identify the geographic areas that

should receive priority after a disaster._____ Collect data on the health states ofdisaster victims.

3. One way to determine how, when, andby whom information will be used is to:

a) index information for storage andretrieval purposesb) collect, evaluate, and store informationrelevant to one particular task

c) classify information based on the levelin the organization where it will be usedd) try to eliminate irrelevant orunnecessary issuese) disseminate information according to aformal scheme and direction

4. Editing and reducing information tomake it easier to apply to a particular task isreferred to as:

a) evaluatingb) indexingc) codingd) processinge) abstracting

5. In order to flow properly, informationshould be (all of the following except):

a) gathered on the basis of the type ofinformation needed at different

organizational levelsb) complete, accurate, and detailed in itscoverage of all aspects of a problemc) collected, processed, and stored toimprove the overall quality of the informationd) accurate, timely, and responsive to thebasic needs determined in the beginninge) disseminated at the right time to theright manager.


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6. The visual display of information ongraphs, chalkboards, etc. is:

a) excessively bulky, expensive, andextraneous to the smooth operation of adisaster relief agency

b) useful, primarily at the topmanagement levelc) used essentially for public awarenessor other promotional effortsd) the simplest and most effective way totransmit information from one organizationto anothere) an excellent tool for allowing input fromthe field staff and updating information

7. A system of routing information and

assigning it appropriate priority is especiallyimportant in order to facilitate: (choose thebest answer)

a) the group decision making processb) the accurate and efficient indexing ofall incoming informationc) the timely dissemination of emergencyinformation to field level managersd) the right decision being made by thedisaster responsible for seeing to it that theirrecommendations are carried out.


_____ 8. Much of the planning information

will come from internal sources.

_____ 9. Different kinds of information areneeded for formulating organizationalobjectives than for scheduling operations.

_____ 10. An information officer can serveas a central focal point of information flowduring a field operation.

Answer Key1. c,b,c,c,a,b2. c,a,b,b,c,d3. c4. e5. b6. e7. a8. F9. T10. T


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Lesson 5 Program Supervision, Monitoring and Control


Lesson 5 discusses the functions of program supervision, monitoring and control to ensure that

actual operations conform to planned operations.

Learning Objective

Understand the consequences of failure to control a program. State the three conditions necessary for control and supervision. List reasons why these

conditions are necessary. Break the control function down into three parts. List the three types of precedence diagrams and understand the advantages and

disadvantages of each. Understand the difference between setting policy and implementing policy and list methods

used in the latter case.

Know the advantage of the precedence diagram over the Gantt chart. Understand why theDART chart was developed and the advantages of network models.

Learning Activities

Read Chapter 5 in the text. Study Figures 5-1, 5-2, 5-3; Table 5-A.

Evaluation



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1. The purpose of control is to:

a) find deviations in a plan, assignresponsibility, and reprimand (or clarifyinstructions to) individual(s) at faultb) exercise proper decision-makingauthority over subordinatesc) find deviations in a plan, correct them,and prevent them in the futured) ensure that the project is run accordingto plane) take charge of the situation, yet remainflexible and receptive to suggestions fromsubordinates

2. The first step in the control process isto establish standards derived from:

a) on-the-spot observationb) feedback controlc) objectives of the organization and itsindividual programsd) impact assessmente) knowledge of environmental,technological, and socio-psychologicalfactors

3. Select the type of control which bestdescribes the activities listed below.

Type of Control:

a) preliminary controlb) monitoring

c) evaluation

_____ performing a cost benefit study ofa completed project for future application_____ establishing a routine qualitycontrol procedure

_____ authorizing the requisition ofsupplies and equipment to be used in anoperation_____ noting that an ongoing project hasexhausted its supplies for repairs

4. Decisions to accept or reject incomingmaterials should be based on:

a) a routine procedure for quality controlb) cash-to-commitment ratiosc) the critical path methodd) on-the-spot observatione) group consensus of field staff

5. In budgeting for relief operations, a

manager should be especially careful to:

a) make sure that all or a portion of thefunds distributed are recoverable to theprogramb) establish a fixed budget and adhere toit once the decision has been madec) anticipate and provide for the needs ofas many people in as great a radius of theaffected area as possibled) keep enough cash on hand to meetobligations

e) keep the cash-to-commitment ratioabove 3:1 and take immediate correctiveaction when it falls below

6. A detailed examination of financialstatements to enable the manager todetermine the adequacy of financialplanning and budgeting is known as:a) a management auditb) a financial auditc) a cost-benefit analysis

d) a standard cost analysise) quality control

7. When the shipment of food arrived forscheduled distribution to stricken villages,trucks were not available to make deliveriesbecause they were being used by themedical team for another scheduled activity.


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This type of scheduling conflict would bemore likely to occur using which method ofgraphic display?

a) the DART methodb) the PERT method

c) the CPM methodd) a Precedence diagrame) a Gantt chart

8. The DART method is like the Ganttchart except that in the DART method:

a) principal activities are identified andtheir duration represented by horizontal barsdrawn on the row representing that activityb) each activity is divided into the various

sub-activities that are needed to completethe primary activityc) the sequence of execution of eachactivity is broken downd) relationships and precedence ofactivities are shown by arrows connected tosets of boxese) the time scale for completing theproject appears on the horizontal axis

9. The PERT method is especially useful

where:

a) time can be estimated accurately andcost can be determined in advanceb) activities that are either behind orahead of schedule need to be singled outc) large complex projects need to bebroken down into component partsd) a non-routine project is performed onlyoncee) repetitive problems arise in dailyoperations and require standardization of

procedures


_____ 10. Discrepancies betweenstandards and performance are more easily

discernible for field operations than formiddle management functions.

_____ 11. The control process generallyinvolves a combination of direct on-sitesupervision and indirect techniques.

Answer Key

1. c2. c3. c, c, a, b4. a5. d6. b7. e8. d

9. d10. T11. T


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Lesson 6 Personnel and Personnel Management


This lesson discusses the types of staff utilized in disaster programs and some of the majorpersonnel issues that confront the disaster manager.

Learning Objectives

List the types of staff discussed in this chapter and briefly describe their roles in disastermanagement.

Develop an understanding of the usefulness of refugee labor. Understand the consequences of not utilizing local personnel. Understand the reasons for following the policy regarding salaries. Understand why it is so crucial to have experienced personnel in a relief agency, especially

field personnel.

Learning Activities


Evaluation



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1. Match the job title with the staffingcategory most closely associated with it byentering the correct letter in the spaceprovided.

Staffing Category:

a) administrative staffb) field workerc) program advisord) technician

_____ medical staff_____ agricultural specialist_____ social workers_____ transport manager_____ nurse_____ consultant_____ program coordinator_____ public relations officer_____ construction workers_____ electrician_____ laborers_____ accountant_____ engineer_____ logistics personnel

2. One major disadvantage of placingvolunteers in key positions is:

a) they are usually upper- or middle-classurbanites with little or no knowledge of fieldproblemsb) they may not realize the limitation oftheir role and attempt to take on too much

responsibility in the fieldc) their motivations and objectives areoften not the same as those of other reliefworkers which can lead to frictiond) they are usually university studentswith a political or ideological message toimpart which can be disruptive

e) they constitute temporary help and donot have the decision-making expertisewhich comes from experience in pastdisasters

3. As a rule, good performance in thefield (should, should not) _______ berewarded by promotion to an administrativeposition.


_____ 4. Refugees are an underutilizedsource of manpower which should besought out as both field and administrative

staff.

_____ 5. Program advisors should beresponsible for seeing to it that theirrecommendations are carried out.

_____ 6. Field workers should not attemptto use advisors as temporary field workers.

_____ 7. A salary policy should attempt toincorporate pay scales which reflect aworker's worth, as established in his or her

home country or in accordance with his orher social class in the community.

_____ 8. Experienced field workers shouldbe able to participate in managementdecisions.

Answer Key

1. b, d, b, a,d, c, a, a, b, d,

b, a, d, b2. e3. should not4. T5. F6. T7. F8. T


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Lesson 7 - Leadership


This lesson explores the use of different management leadership styles and methods that are

applied to disaster management situations.

Learning Objectives

List and briefly discuss the five ways to influence others. Understand the importance of each of the factors in the section "Factors Affecting

Leadership" in regard to improving your own leadership ability. Understand which leadership style is appropriate to each phase of a disaster. Recognize aspects of the disaster environment that can influence leadership requirements

and styles.

Learning Activities

Read Chapter 7 in the text. Review Appendix VII-A and VII-B.

Evaluation



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1. All of the following can, at appropriatetimes, serve as active ways to influencepeople, except:a) reprimandsb) avoidancec) monetary rewardd) experiencee) admired personality traitf) compliment for good workg) position of power in the hierarchy

2. Choose the one letter from thefollowing list which best fits the blankspaces in the statement below.

a) sound judgment; experience gainedb) professional competence; increasedself-confidencec) individual personality traits; increasedself-confidenced) ability to make accurate decisions; abetter understanding of the taske) self confidence; experience gained

The most difficult of all the factors affectingleadership is to improve ________ unlesspreceded by ________.

3. Match the following situationsencountered in disaster management withthe leadership style that probably wouldwork best in that situation.

Leadership Style:a) autocratic directiveb) supportive but firmc) participative and achievement oriented

d) participativee) supportive

Situation:_____ an engineering team project_____ coordination with non-subordinates or organizations_____ non-crisis phase of a disaster

_____ a medical team project_____ transition phase of a disaster_____ crisis situation

4. People are more liable to resist aleader's efforts when the threat of disaster

is:a) constant and recurringb) moderate and recurringc) imminentd) moderate and infrequente) widespread

5. The Vroom-Yetton model breaksleadership styles down into:a) coercion, reward, positionb) centralized, decentralized, andpluralistic

c) autocratic, consultative, and groupd) crisis, transition, and non-crisise) developmental, conceptual, andinteractive


_____ 6. A leader should recognizewhich leadership style best suits him or herand then apply it consistently in allsituations.

_____ 7. In a directive style ofleadership, subordinates do not participatein decision making.

_____ 8. A disaster manager may find itmore expedient to work through the localpower structure instead of playing a moreprominent role.

Answer Key

1. b2. e3. d,e,c,d,b,a4. d

5. c6. F7. T8. T


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Lesson 8 Motivation


This lesson explores the fundamentals and importance of human motivation as it relates todisaster management.

Learning Objectives

List and explain the five levels of human motivation in the pyramidal hierarchy. Develop an understanding of what managers should do to help staff persons develop and

maintain esteem and self-actualization. Develop an understanding of how persons with different personalities will react to different

types of circumstances. List and describe the three categories of approaches which have been developed to

motivate workers for better performance.

Learning Activities

Read Chapter 8 in the text. Study Figures 8-1, 8-2.

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1. Fill in each blank in the statementbelow with the appropriate letter from thefollowing list:

a) esteemb) physiologicalc) self-actualizationd) sociale) safety

In the hierarchy of needs, a permanent orcareer worker's needs would probably beginat the level of ________; a relief worker'sneeds would begin at the level of ________and ________; and an incoming refugee'sneeds would begin at the level of ________and________.

2. In order to improve performance, amanager may choose to provide greater jobenrichment by all of the following, except:

a) increasing the number of tasksb) greater varietyc) identification with a complete piece ofworkd) greater autonomye) solicitation of feedback

3. When experiments in job enrichmentfail, the fault is generally:

a) excessive varietyb) taking too much responsibility for the

whole jobc) an inflated sense of the work's valueand importance to the entire operationd) excessive worker feedbacke) excessive autonomy

4. Cash can be used to reward workdone:

a) in an open environmentb) in a closed environmentc) in a refugee camp

d) by temporary staff and volunteerse) all of the abovef) none of the above

5. In behavior modification, positivereinforcement measures are identified(before, after) ________ a performanceaudit.


_____ 6. Before a manager can decideupon what approaches to take to motivateworkers, he or she should considerpersonality and goals of each staff member.

_____ 7. The higher the level of staffmotivation and commitment, the less likelythey are to experience "burn-out."

_____ 8. As a general rule, food and

material rewards should not be used asmotivators beyond one or two weeks inrefugee camps.

Answer Key

1. a, a & d, b & e2. a3. e4. e

5. after6. T7. F8. T


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Lesson 9 Group Dynamics


This lesson explores the unusual aspects of group dynamics created by disasters and explainsthe managerial response to those relationships.

Learning Objectives

List and explain the five factors involved in the work environment of a disaster area. State and explain the six major motivations of disaster workers. Identify and discuss the dynamics of the groups inside the affected community and the work

groups within an organization. Identify the three most important aspects of group behavior in disasters that provide

guidance for personnel management.

Learning Activities


Evaluation



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1. Disaster managers should be wary ofrelief workers motivated by:a) grief and a sense of lossb) religionc) fear and guiltd) worker and family pressuree) excitement and opportunism

2. In the immediate aftermath of adisaster, extended families, churchorganizations, and other social groups in thecommunity:a) can be an impediment to quick andeffective disaster relief operationsb) should be restructured into formalworking groupsc) temporarily dissolve due to the initialshock of the disasterd) tend to retain social and economicdistinctionse) form the basic structure of organizedcommunity response

3. A disaster community consists of:a) natural leaders and informal workinggroups in the affected areab) disaster relief organizations involved inrelief operationsc) government officials and communityleadersd) victims and their familiese) field level managers, middle levelmanagers, and top level managers

4. Match the group dynamicscharacterizing a relief organization with thetimeframe in which it most generally occurs.

Time Frame:a) emergency periodb) transitional period

c) reconstruction period

Group Dynamics:_____ restructuring of groups_____ work groups functioning within theorganization rather than on an ad hoc basis

_____ emergence of natural leaders_____ establishment of a formalhierarchy_____ less obedience to natural leaders_____ moodiness or depression amongsurvivors_____ replacement of temporary withlong-term staff_____ informal and flexible structure ofauthority

5. A show of esprit de corps and pride in

their work by outsiders may be viewed bysurvivors working in an affected area as:a) childishb) humanitarianc) inspirationald) insensitivee) dishonest


_____ 6. The survivor of a disaster isusually more focused on the job than anoutsider.

_____ 7. The disaster community is ashort-term action network.

_____ 8. The emergency period of a reliefoperation usually lasts several months.

Answer Key

1. e2. e3. a4. b, c, a, c, b, b, c, a

5. d6. F7. T8. F


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Lesson 10 Managing Work Groups


This lesson explains the different types of work groups and the advantages, limitations and

implications of using them to accomplish different tasks.

Learning Objectives

Understand some of the advantages and limitations of work groups. Identify and discuss the difference between formal and informal work groups. List four factors which affect the cohesiveness of a work group. Recognize and understand the personal characteristics of group leaders and list the

important guidelines which can aid group leaders. List and explain the five motivational factors in work group situations and ways of resolving

group conflicts.

Learning Activities


Evaluation

Complete the self-assessment test, compare your answers to the answer key found in aseparate document in this directory.


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1. One thing working in a group does notfacilitate is:a) greater willingness to take on risksb) less tendency to make mistakesc) emergence of better ideasd) greater acceptance of a group decisione) better communications amongparticipants

2. A group of people whose job is todefine parameters of a task and makerecoma) task groupb) committeec) organic groupd) ad hoc groupe) work group

3. All the public health specialists within arelief organization decide to meet to discussscheduling of projects. They wouldconstitute a(n) (formal, informal) ________group.

4. One of the biggest dilemmas in thegroup decision-making process that aleader may face is (choose the bestanswer):

a) deciding whether pushing for a solutionother than the majority decision is worthjeopardizing the group processb) trying to get everyone in the groupinvolved without being delayed by endlessdebates

c) helping to keep the group focus on thetask at hand without seeming too autocraticd) deciding when to reward and when toreprimande) getting the group to go along with amanagement decision while making it seemthat it was a group determination

5. For work groups of volunteers and newstaff, the moticators which generally workbest are:a) recognition and statusb) rewards and status

c) accomplishment and enrichmentd) positive reinforcement and negativereinforcemente) enrichment and extinction

6. Being aware of and understanding theroles people have assumed in the groupenables a group leader to:a) decide on who is in line for a reward,promotion, or transferb) better analyze why a group is or is not

performing wellc) assign different roles to differentindividualsd) increase productivitye) gain greater support and cooperationfrom group members

7. If conflicts arise among certainindividuals in the group, ways to remedy thesituation include all of the following, except:a) removing a member who will not abide

by group normsb) reducing the size of the groupc) changing the formal leadership of thegroupd) assigning unpleasant tasks, such ascleaning latrines, to the offending partiese) dissolving the group altogether


_____ 8. As a rule, only positive

inducements succeed in motivating workgroups.

Answer Key1. c2. b3. informal4. a

5. c6. b7. d8. T


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Lesson 11 Personnel Evaluation


This lesson discusses the importance of personnel evaluations

and the different techniques which may be utilized in anevaluation.

Learning Objectives

Explain the two main reasons for evaluating personnel. Describe four specific reasons for conducting a performance appraisal. Differentiate between and explain objective and subjective measures of performance. List and explain the four common errors made in performance evaluations. Explain the key features of the results-based appraisal program. Understand the basics of preparing for and conducting an appraisal interview.

Learning Activities

Read Chapter 11 in the text. Study Figures 11-1, 11-2.

Evaluation



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1. Besides being used to improve workerperformance, personnel evaluations enabledisaster managers to:

a) enhance their control oversubordinatesb) establish uniform standards that canbe used for future relief operationsc) make staff changes during transitionsbetween disaster phasesd) establish equitable pay ratese) establish a formal channel for workergrievance

2. As phases of a disaster progress frompre-disaster to post-disaster conditions andto the rehabilitation stage, staffing needsgenerally:

a) fluctuate greatlyb) remain the samec) steadily increased) steadily declinee) are small at first, then expand greatly,

then decline

3. Next to the following measures ofperformance, enter either an "o" (forobjective) or "s" (for subjective)

_____ level of cooperation with co-workers_____ self-initiative_____ accident frequency_____ effort applied on the job

_____ number of people receiving aid_____ number of days absent_____ ability to carry out orders

4. The following is a list of common errorsin performance appraisal. Next to eachcountermeasure described below, enter the

letter for the type of error it is meant tominimize.

Common Errors:

a) halo effect

b) leniency and harshnessc) central tendencyd) recency

Countermeasures:

_____ Evaluate demonstrated behaviorsover the entire course of the behaviorperiod._____ Set clear standards for each jobfunction for the appraiser to use as ayardstick.

_____ Evaluate all workers on oneaspect before evaluating them on a second,then a third._____ Clearly define dimensions of theranking system.

5. A results-based appraisal programdoes not focus on:

a) standards for evaluating objectivesb) joint discussion of objectives between

manager and subordinatec) establishment of objectives related toneeds of the organizationd) how to accomplish objectivese) counseling and coaching thesubordinate

6. Performance appraisals should bemade more frequently (choose two):

a) during the post-disaster period

b) during the pre-disaster periodc) for paid staffd) for older staffe) during non-crisis periodsf) for recently hired staff

7. Before conducting an interview, theappraiser should:


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a) hold a meeting with higher levelmanagement to establish standards used toappraise performanceb) hold a group discussion withemployees to broadly define standards used

to appraise themc) weed out all personal biases in theappraisal processd) give each worker the opportunity toappraise management performance firste) meet with "natural" leaders to discusswhat standards should be used to evaluateperformance


_____ 8. A performance appraisal is notmeant to be reviewed with the person beingevaluated.

_____ 9. If a manager is angry with anemployee, this should be discussed duringthe appraisal interview.

Answer Key1. c

2. e3. s, s, o, s, o, o, s4. d, b or c, a, b or c

5. d

6. a, f7. b8. F9. F


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Lesson 12 Structuring Organizations


This lesson examines the structuring, or design, of an organization in order to implement aprogram or project.

Learning Objectives

List and explain the five "principles of organization." Explain the objective and function of structuring an organization. List ways in which services and internal operations are departmentalized. Understand the difference between matrix and pyramidal structure and the uses put to each

configuration. Define the span-of-control principle and explain how it affects organizational structure.

Explain the "P" factor and its influence on performance. Define unity of command and explain its relation to chain of command in disasters. Be familiar with the principles of organizational structure that should be considered when

developing a table of organization.

Learning Activities

Read Chapter 12 in the text. Study Figures 12-1, 12-2, 12-3, 12-4, 12-5, 12-6 and 12-9.

Evaluation



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1. Service-oriented departments aregrouped by:

a) function and processb) task function and authority relationshipc) pyramidal and matrix organizationd) line personnel and staff personnele) sector, situation, and geography

2. Span-of-control refers to the:

a) grouping of activities in particularsectors, such as housing or healthb) number of subordinates who report toa managerc) geographical area under a manager'ssupervisiond) chain of command relationships in aformal structuree) level of autonomy given to a particulardepartment

3. Organizing a personnel department torecruit and select staff would be an exampleof:

a) functional departmentalizationb) sectoral departmentalizationc) situational departmentalizationd) process departmentalizatione) service-oriented departmentalization

4. A narrow span-of-control fosters

(general, close)________ supervision and(lengthens, shortens)_________administrative distance between levels ofmanagement.

5. The "P" factor comes into play during:

a) restructuring of the organization'schain of commandb) the early stages of a disasterc) the rehabilitation phase of a disaster

d) the transitional phase of a disastere) performance appraisal interviews

6. Adherence to the unity of commandprinciple in disasters enables subordinatesto:

a) bypass the span-of-control principleb) waive accountability under emergencyconditionsc) take command over local activities

which interfere with emergency operationsd) standardize procedures that are usedto handle newproblems or situationse) communicate directly with a peeroutside the chain of command


_____ 7. Line managers are sometimes

placed under the jurisdiction of staff officialsin order to improve project control andcoordination.

Answer Key1. e2. b3. a4. close, lengthens

5. b6. e7. F


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Lesson 13 Organizational Development


This chapter explores the procedures of organizational development necessary to enable arelief agency to anticipate and implement changes in an organization or project.

Learning Objectives

Define organizational development as it pertains to relief organizations. Define and explain external and internal forces which may cause changes to occur within an

organization. Understand and be able to explain the process for managing changes needed within an

organization.

Learning Activities

Read Chapter 13 in the text. Study Figure 13-1.

Evaluation



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1. Rearrange the following steps forfacilitating organizational change byassigning each its number in the propersequence of occurrence_____ recognition of limiting conditions_____ identification of alternatives_____ recognition_____ implementing and monitoring thechange_____ diagnosis of problems_____ selection of a strategy forimplementing change

2. When considering alternative ways toimprove its effectiveness, an agency cantake three approaches based on:a) philosophy, worker relationships, orchain of commandb) short-term policies, long-term policies,or contingency policiesc) budget allotments, material resources,or manpoweravailabilityd) structure, people, or technologye) top, middle, or field level management

3. Identify the following forces for changeas either "e" (for external forces) or "i" (forinternal forces):_____ new influxes of refugees_____ introduction of mobile watertreatment units_____ poor coordination of tasks_____ increase in funding_____ counterproductive job promotionpolicy_____ downed telephone lines_____ inadequate feedback from field

crews_____ unresolved grievances

4. A relief agency that switches the way itgroups jobs from a geographical orientationto a sectoral orientation is:a) reshaping its policy objectivesb) unitizing departments into sub-departments

c) altering its basis fordepartmentalizationd) developing a flatter organizationalstructuree) departmentalizing on the basis offunction instead of process

5. Once changes have beenimplemented, it is important that they be:a) evaluatedb) monitoredc) enforcedd) unitizede) standardized

6. The most usual pattern of change toexpect after a new strategy has beenimplemented is:

a) an immediate marked improvement inperformance, followed by a more gradualincreaseb) an initial increase in performance,followed by a decrease, followed by anincreasec) a steady increase in performance untila stable plateau is reachedd) a gradual short-term decrease inperformance, followed by an increasee) little if any change

7. One important factor to consider whentiming the implementation of a strategychange is:a) time of yearb) short-term commitment of staffc) external and internal forcesd) dates of religious observancee) budget cycle


_____ 8. Stable working relationships cansometimes be disturbed when an agencychanges its structure of organization.

Answer Key1. 4,3,1,6,2,52. d3. e,e,i,e,i,e,i,i4. c

5. b6. d7. e8. T


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Lesson 14 Criteria for Assessing a Program


This lesson discusses general criteria that can be applied to determine the overall benefit of arelief program.

Learning Objectives

Explain the meaning of long- versus short-term contributions of a particular program. Identify and explain some of the common problems encountered in relief program execution. Identify some of the factors necessary in order to properly assess the success or failure of a

program.

Learning Activities

Read Chapter 14 in the text

Evaluation

Complete the self-assessment test


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1. An agency that continues to providerelief during the reconstruction period:

a) hampers reconstruction effortsb) speeds the recovery processc) serves as a safety net in case ofsecondary disaster effectsd) must step up its funding drivese) should be careful to concentrate on theproduct, not the process

2. Important factors that must beconsidered before implementingdevelopmental programs are (choose thebest answer):

a) the number of people already helpedand commitment of agency staffb) the physical vulnerability and socio-economic conditions of the community priorto the disasterc) continued level of support fromnational and international funding sourcesand local financial institutions

d) community response to short-termprograms and predicted response to long-term pro

3. The success of relief efforts in acommunity should be measured by:

a) quantifiable measures of aid given andindividuals helpedb) fulfillment of short-term objectivesc) a return to normal socio-economic

patternsd) a broad-based assessment of impacton the communitye) the length of time between theemergency and full recovery

4. All of the following are examples ofdevelopmental contributions except:

a) feeding, clothing, and medicaltreatment of disaster victimsb) supporting and strengthening of localinstitutionsc) training programs for local people

d) stimulation of local economic marketse) projects to prevent the recurrence of adisaster


_____ 5. A relief program should beassessed in terms of the extent to which itreturns the community to pre-disaster levelsof service.

_____ 6. Both short-and long-termcontributions made by a relief agencyshould support local coping institutions.

Answer Key1. a2. b3. d4. a5. F6. T


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Lesson 15 Project Completion and Transfer


This lesson discusses a phase of the project cycle that is often not considered until the project isat its end. This phase is project completion and transfer, and it should be considered in theearly planning stages of a project.

Learning Objectives

List the three steps involved in developing a completion plan. Review the "common problems" section and become aware of plans to avoid these

shortfalls. List the six factors that should be included in the transfer procedure. Understand the implications of project completion and transfer to the local community and to

the project personnel.

Learning Activities


Evaluation



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1. The necessary steps for completionand transfer of a project should beconsidered:a) at the beginning of the budget cycleb) after a project's short-term goals havebeen reachedc) during the planning stage of the projectd) during the transition phase of a projecte) at the end of a project

2. Select two factors that must beestablished in order to prepare a completionschedule with terms of completion.a) termination of "unsuccessful" projectsb) a plan to train persons who will becontinuing the projectc) financial aspects of the projectd) notification to involved outsiders of achange of controle) dates resources will be phased in andout of the project

3. The three key entities involved inproject completion and transfer are: (selectthree)a) local banksb) project managerc) loan facilitiesd) militarye) policef) funding authorityg) organization taking over the completedprojectsh) victimsi) program coordinatorsj) public health specialist

4. Factors to be included in the transferprocedure include all of the followingexcept:

a) appointment of a management team totake over the projectb) preparation of an outline scheme withbudgetary estimatesc) contracting with suppliers to ensurecontinued flow of necessary resourcesd) obtaining necessary licenses andordering special equipment or staff traininge) discharge of local relief workers andpersonnel brought into the project fromoutside the agency

5. Formal closeout of loans and grantscan be delayed if: (choose the best answer)a) the amount of money to be retained bythe funding agency is not specifiedb) the local market economy has notadequately recoveredc) project completion reports are notprepared and submittedd) local leaders and government officialsare not willing to take charge of the projecte) loan facilities, banks, and insuranceorganizations impose heavy interest rates


_____ 6. To avoid social disruption,information about anticipated completionschedules should be withheld from thecommunity until after all contracts havebeen finalized.

_____ 7. It is the responsibil ity of theproject manager to inform personnel of theiroptions at the completion and transferstage.

Answer Key1. c2. c,d3. b,f,g4. e

5. c6. F7. T


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Professional Review Board

W. Nick CarterKatherine S. ParkerWilliam NitzkeFrederick C. Cuny, Principal Author / Editor

UW-DMCDisaster Management CenterUniversity of Wisconsin-Madison


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This publication was prepared by the Disaster Management Center at the University of Wisconsin with financialsupport from the U.S. Office of Foreign Disaster Assistance, United States Agency for International Development(OFDA/USAID).

Copyright 1986 by University of Wisconsin Board of Regents

For permission to reprint, contact:Disaster Management CenterDepartment of Engineering Professional DevelopmentUniversity of Wisconsin-Madison

432 N. Lake St.Madison, WI 53706 U.S.A.

Text prepared by Frederick C. Cuny of INTERTECT. Professional Review Board included W. Nick Carter, KatherineS. Parker, William Nitzke and the staff of the USAID Office of Foreign Disaster Assistance.

This report was prepared by the University of Wisconsin (UW). Neither the UW nor any of its officers or employeesmakes any warranty, express or limited, or assumes any legal liability or responsibility for the accuracy,completeness, or usefulness of any information, apparatus, product, or process disclosed, or represents that its usewould infringe privately owned rights. Reference herein to any specific commercial product, process, or service bytrade name, mark, manufacturer, or otherwise, does not necessarily constitute or imply its endorsement by the UW.


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Table of Contents

List of FiguresFigure 1-1 Major Aspects of Natural Disaster ManagementFigure 1-2 Major Aspects of Refugee ManagementFigure 2-1 Example of Time Series AnalysisFigure 2-2 Example of Time Series AnalysisFigure 2-3 Comparative Model for Predicting Emergency Medical Needs after an EarthquakeFigure 5-1 Gantt Chart for a Housing Reconstruction ProjectFigure 5-2 Precedence Diagram/Housing Education Program using DARTFigure 5-3 Evolution of a Bar Chart to Network DiagramsFigure 5-4 Two Events and One ActivityFigure 5-5 PERT NetworkFigure 7-1 Managerial GridFigure 7-2 Vroon/Yetton Decision TreeFigure 8-1 Hierarchy of Human NeedsFigure 8-2 Human Motivation ProcessFigure 11-1 Some Samples of Rating Scale FormatsFigure 11-2 Typical Graphic Rating ScaleFigure 12-1 Organization Based on Sectoral DepartmentalizationFigure 12-2 Organization Based on Situational DepartmentalizationFigure 12-3 Organization Based on Geographical DivisionsFigure 12-4 Organization Based on Functional SpecializationFigure 12-5 Organization Based on Process SpecializationFigure 12-6 Formation of Matrix OrganizationFigure 12-7 Narrow Span of ControlFigure 12-8 Wide Span of ControlFigure 12-9 Line and Staff FunctionsFigure 13-1 Model for Managing Change Within an Organization

List of TablesTable 1-A Illustrative Titles/Vertical SpecializationTable 1-B Changing Values in Relief Agencies

Table 2-A A Hypothetical Variable Budget for Shelter in a Refugee CampTable 2-B Key Managerial Planning Issues, and Appendix 2-ATable 5-A Control Types and Techniques

Acknowledgements

Introduction

Chapters 1-15Chapter 1 IntroductionChapter 2 Program PlanningChapter 3 Decision MakingChapter 4 Information ManagementChapter 5 Program Supervision, Monitoring and ControlChapter 6 Personnel & Personnel ManagementChapter 7 LeadershipChapter 8 MotivationChapter 9 Group Dynamics in DisastersChapter 10 Managing Work GroupsChapter 11 Personnel EvaluationChapter 12 Structuring OrganizationsChapter 13 Organizational DevelopmentChapter 14 Criteria for Assessing a ProgramChapter 15 Project Completion and Transfer


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AcknowledgementsMany individuals and organizations contributed to the realization of this self-study course. Atthe U.S. Office of Foreign Disaster Assistance, the foresight and collaboration of Frederick Cole,Gudren Huden, Denise Decker and Fred Cole have been invaluable. Thoughtful review by W.Nick Carter, William Nitzke and Katherine Parker helped smooth out the rough edges. FromINTERTECT, the guidance of Frederick Cuny and assistance of Paul Thompson brought acohesive text out of many disparate ideas, with added help from Jean Parker and DeborahGeorge. At the University of Wisconsin, Linda Hook, Darrell Petska, Susan Kummer, JaniceCzyscon, Val Parish and Laura Jahnke must be thanked for their efforts in editing, design andproduction.

The model for this Disaster Management Center course is the text, Fundamental ofManagement: Functions, Behavior, Models, written by James H. Donnelly, Jr., James L. Gibson,and John M. Ivancevich. To a considerable extent this course utilized the organization, topicsand many references of the textbook. Substantial modification, however, was necessary toprovide the focus on disaster management with examples of disaster situations and orientingthe materials to the types of organizations that work in the disaster management field. Theauthors of this text wish to express their gratitutde to the ppublishers of the book, BusinessPublications, Inc. of Plano, Texas, for permitting the use of their material.

IntroductionDisaster management as an identifiable profession is relatively new. The tasks of a disastermanager, however, have been around for a long time. They have typically been thought of asdisaster relief assistance, or of specific ad hoc activities during and after a disaster emergency.Many people have been disaster managers without thinking of themselves in that term.

There has been a growing awareness in recent years that all of these activities, in fact,comprise the process of disaster management. By understanding this as an identifiable role, wecan describe a coherent and cohesive direction for people who are involved in the field of

disasters. This, of course, includes the spectrum of activities from administration to projectimplementation; from disaster prevention to disaster mitigation to disaster preparedness todisaster response.

Disaster management is not necessarily a full-time activity. Indeed, for most people in the field,their concerns for disaster issues form only a part of their total responsibilities. Similarly, thiscourse is not designed for only full-time professional disaster managers. Rather it is intended tobe useful even for individuals who expect to be active only during some aspect of disasterrelated operations.

One of the ideal objectives of this course and of the Disaster Management Center (DMC) is fordisaster managers eventually to work themselves out of their job. The ultimate success of

disaster management would be the elimination of the underlying causes of disasters whichwould contribute to disaster prevention. Obviously, total prevention will not be feasible, butminimizing the people's vulnerability to disaster and responding to emergencies in positive wayswill make an enormous impact on the current deadly state of disaster events.

To move towards those idealized objectives will require more from disaster managers than anunderstanding of the scope of their job. It will also require development of several skills andtechnologies. This course is viewed by the Disaster Management Center as being onecomponent of a training program that will contribute towards those skills and technologies.


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Chapter 1

Introduction

Why Study Management?

Management science is an important field of study for disaster managers. The management ofnatural disasters, refugee operations, or assistance to displaced persons is delivered byspecialized programs operating in complex and often confused environments. Theorganizations that have been set up to deal with emergencies are themselves often highlyspecialized. These institutions are guided and directed by the decisions of one or moreindividuals who are designated "managers." It is these people who allocate scarce resources toalternative and competing demands. They establish the mechanisms for providing relief and aidin the aftermath of a disaster, and often determine the parameters of jobs, incomes, servicesand care.

Modern disaster management goes beyond post-disaster assistance; it includes pre-disasterplanning and preparedness activities, organizational planning, training, information

management, public relations, and many other fields. Crisis management is important but is, inreality, only a part of the overall responsibility of the disaster manager.

Importance of Management in DisastersDisasters are among the most unique and urgent situations that humans are called upon tomanage. Events and information are confusing, and managers within the relief system areconstantly faced with a need to make quick decisions.

Management science offers the person in command a framework for making decisions andbringing these events under control. Delivery of relief and reconstruction aid can be improvedsubstantially by detailed program planning and thorough, sound program management. Amanager who applies to the situation both modern management principles and an

understanding of disaster events can provide a well-balanced program for a disaster's survivors.

The events of a disaster move rapidly and can be extremely traumatic for those who areunprepared. Disaster managers often do not get a second chance. If a decision is wrong, themanager and the victims must live with it. Therefore, it is extremely important that disastermanagers thoroughly understand their role and responsibilities and be familiar with the tools ofmanagement.

What is Management?Management consists of decision-making activities undertaken by one or more individuals todirect and coordinate the activities of other people in order to achieve results which could not beaccomplished by any one person acting alone.

Effective management focuses on group effort, various forms of coordination, and the manner ofmaking decisions. Management is required whenever two or more persons combine theirefforts and resources to accomplish a goal which neither can accomplish by acting alone.Coordination is necessary when the actions of group participants constitute part

a a 04 principles of management

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