Quantifying indicators of planning and adaptive capacity to explain overall organizational resilience : investigating Texas charter school preparedness for disrupting events.

Abstract

Worldwide experiences with natural disasters, accidental hazards, and intentional threats to human safety are becoming more common. The habitual nature of experiencing interruptions in society has created a societal tendency to minimize the concern of potential dangers, increases the risks of susceptibilities to harm, loss of life, destruction of infrastructure, and the spread of disease (FEMA, 2014; TxSSC, 2017). Complicating the issue of societal complacency is the abstract nature of resilience and the propensity to overestimate abilities (McManus et al., 2008). This problem poses increased concern for locations prone to interruption, like Texas, particularly its residents and its most vulnerable populations (Boon et al., 2011; Paul et al., 2018).

This quantitative cross-sectional study used a survey to measure the thirteen indicators of the two factors of resilience, planning, and adaptive capacity (Lee et al., 2013; Stephenson, 2010). Examined were the perceptions of a charter school organization in Texas using Pearson’s r correlation and Mann-Whitney U-Test to investigate resilience. Data revealed a strong positive between the indicators and resilience factors. Developing an organizational resilience scorecard uncovered details about strengths and weaknesses specific to operations.

Understanding resilience indicators allows individuals and organizations to prepare more for the inevitable. Removing the abstract nature of the concept of organizational resilience is attainable (Chen et al., 2020). The likelihood of history repeating itself creates an increased sense of urgency to revolve to be more prepared and increase resilience. Increasing the awareness of actions, behaviors, and attributes that resemble resilience creates a prepared society. By targeting educational providers, particularly those in geographic locations prone to disruption, we create more advantageous circumstances for those most vulnerable. By increasing the mindfulness of what it means to be resilient, educational providers and the communities they serve can prevent, respond, and recover from the crisis quickly while decreasing the impact of adversities. Emergency planning and preparedness require conscious efforts of continuous enhancements to remain adaptable to ever-changing circumstances (Rebmann, 2016). Together we can decrease future risks and threats by understanding and embracing resilience while living in unpredictable times.

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