In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists. --Eric Hoffer
Preston Cline is a Wharton guy who recently finished his PhD on mission critical teams. He's smart, generous, and a dynamic speaker. I was honored to read a draft of his dissertation and just received a copy of his finished product. It's full of good stuff that's applicable to incident management and in the future, I'm sure I will reference his work regularly and pay particular attention to the points about developing, conveying, and sustaining expertise.
On that topic, perhaps the most thought-provoking passage comes in Preston's introduction:
In the fall of 2013, I asked Daniel Kahneman, a Nobel Prize winner in economics, the following question: “What happens to experts when the rate of change exceeds the rate of learning?” His immediate answer was “they cease being experts” (Kahneman, 2013).
Indeed. We see the passing-by of former experts regularly. People step out of the stream and can never quite make it back to where they were. But what happens to a profession or an organization when the rate of change exceeds the rate of learning for all of the experts in that field or group? What happens when the problems are too dynamic to work out completely or for the answers to have consistency across time?
It seems there are many organizations struggling with this potentiality. In the wildland fire world, we have recently seen a change in how S-520-Advanced Incident Management is taught. Where once it was a "do as I did" experience, today it is evolving into a strategic thinking and stress management class based on adult learning concepts. (Preston's thoughts contributed greatly to this change.) These ideas are slowly working their way through the system. For instance, we also have a movement underway to refine how incident objectives are written so that all responders understand the why behind the what.
In the face of rapid change and quickly evolving complexities, we will certainly have to rethink our definition of expertise. Expertise must move from the how and what to the why, from specific knowledge to a higher level of strategic thinking born of experience. Art based on craft. Yet in our world, it also means exposure to a conflict: the drive for certainty (science) and uniformity (legalities) that we see in so many other parts of our society against the uncertainty of incidents, crises, and emergencies that we regularly encounter. Scripted plays versus improvisation out of necessity. (It is most acute after fatalities or serious accidents.) This conflict places a burden on all of us, including academics studying our field, to better explain why we do what we do and to place in context the uncertainties that compel our decisions.
There's also a need for doing more at the C&G level. The strategic thinking must now always be there on any extended incident of any type. However, for many (federal at least) IMT members, the ability and time to consider incident issues is severely limited. If we are to truly cultivate and expand expertise, we must invest in the time to reflect, to share, to learn--and it must be more than the drive home after an incident or a couple of days at a team meeting in the spring.
The current and future challenges are too great for us to allow anyone's expertise to stagnate or diminish.
Apologies for not writing much recently. Lots of wildland fire work here in SW OR, summer days with the family, a new puppy, and getting the daughters ready for another school year. I'll do better.
Copyright © Jim Whittington, 2018, All rights reserved. Academic use approved with notification and attribution.
Occasional thoughts on incident response, crisis communications, wildland fire, and other topics.
Docendo disco, scribendo cogito.
Copyright © Jim Whittington, 2019.