Analysis of the Chilean Mine Rescue

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nThe article “Leadership Lessons from the Chilean Mine Rescue” succinctly explains the leadership values, characters and ability when faced with extreme circumstances that require them to solve problems. Astute leadership of executives of company dealing with mining of Gold and copper in San Jose, Chile was demonstrated when they were able to handle pressure after 33 miners were entombed under more than 700,000 metric tons of hard rock (Rashid, Edmondson & Leonard, 2012). Although experts had projected that the victims had only 1 percent chance of survival, they were rescued from the underground after 69 days. The rescue mission was an astonishing efforts characterized by leadership under massive time pressure. It also encompassed a co-ordination of hundreds of individuals from diverse countries, areas of expertise and organizations (Rashid, Edmondson & Leonard, 2012).

nThe leaders at the rescue operation demonstrated flexibility and adaptability. This is because when their plans were unworkable they initiated new strategies to help the miners. For instance, initially Sougarret and his team decided to use rescue the miner utilizing the remaining emergency tunnels and ventilation shaft to reach to the lower labyrinth of the tunnels. However, this plan could not be executed because of increasing instability in the mine. Additionally, the secondary rocks had obstructed the shafts (Rashid, Edmondson & Leonard, 2012). Therefore, the leaders had drilled a borehole that helped to reach the buried victims.

nThe leaders in this case applied the aspects of the path-goal theory to this situation. For instance, they used aspects such as directive, supportive, participative, and achievement. The participative aspect is evident as Sougarret consults with his team prior to making decision (Northouse, 2012). This helps them to brainstorm which generated important solutions that they could try such as drilling structure, Plan A, Plan B and Plan C. Sougarret and Chilean President Sebastian Pinera are supportive by ensuring that the work is satisfying for the rescue team by demonstrating concern and being approachable and friendly. Directive aspect was also pronounced as Sougarret informed his team on their roles and divided the search and rescue team into two, and coordinated and scheduled the work (Rashid, Edmondson & Leonard, 2012). More importantly, he encouraged achievement as he set tasking goals for team working for the three drilling plans.

nThe leaders communicated effectively with all the stakeholders involved in the rescue mission. First, Sougarret communicated with the media, families, friends, the health personnel, other miners and relatives of the trapped miners in order to provide much-need support and hope. During the rescue operations, he constantly updated the press and families. Communication was also controlled among the technical managers as they used strict protocol to deal with transitions from nights and day shifts and perform normal maintenance (Lussier & Achua, 2015). In addition, leaders collected technical data in the rescue mission and constantly updated drillers on a daily basis.

nMoreover, the leaders followed the situational approach to leadership. In this regard, there was a system of interpersonal association within the group. For instance, Sougarret facilitate interpersonal connections between the various experts and organizations in the rescue mission. Additionally, situational approach calls for characteristics of the team as a unit. For instance, the rescue team, which was composed, of different professionals and experts operated as a team (Haslam, Reicher & Platow, 2015). Similarly, situational approach demanded leader-member association as they sought support, dependability and loyalty from their team leader (Rashid, Edmondson & Leonard, 2012).

nThis example was very important as it shape the application of goal-path theory and the situational approach in a real-world situation. The path-goal theory suggests that leaders should be flexible as they are supposed to transform their styles or behaviors based on the situation (Northouse, 2012). On the other hand, situational approach demands that members can be effective in situations with appropriate relationships and systems with their teams (Nohria & Khurana, (Eds.) 2013).

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nReferences

nHaslam, S. A., Reicher, S. D., & Platow, M. J. (2015). Leadership: Theory and practice.

nLussier, R. N., & Achua, C. F. (2015). Leadership: Theory, application, & skill development. Nelson Education.

nNohria, N., & Khurana, R. (Eds.). (2013). Handbook of leadership theory and practice: An HBS centennial colloquium on advancing leadership. Harvard Business Press.

nNorthouse, P. G. (2012). Leadership: Theory and practice. Sage.

nRashid, F., Edmondson, A. C., & Leonard, H. B. (2012). Leadership lessons from the Chilean mine rescue. Harvard business review, 91(7-8), 113-9.