GSZ558 Crisis Communication
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | GSZ558 |
|---|---|
| Equivalent(s): | GSN558, GSZ555, GSN496, GSN523, GSZ523 |
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| Domestic tuition unit fee | $3,516 |
| International unit fee | $3,420 |
Unit Outline: Flexible Period - 06A 2024, Gardens Point, Internal (Start Date: 31 May 2024)
| Unit code: | GSZ558 |
|---|---|
| Credit points: | 6 |
| Equivalent: | GSN558, GSZ555, GSN496, GSN523, GSZ523 |
| Assumed Knowledge: | Nil |
| Coordinators: | Amisha Mehta | a.mehta@qut.edu.au |
Overview
When faced with crises, business leaders need to develop strategies for effectively identifying and engaging with stakeholders who are impacted by the decisions or activities of the organisation. It is imperative, that business leaders and managers today, have well developed skills in effectively communicating their message to their stakeholders and the media.
The aim of this particular unit is to help business managers and leaders to understand and engage with decision-making, stakeholder analysis, stakeholder engagement and media principles during crises.
This unit has been positioned in the latter part of the program as exploring stakeholder engagement and media requires students to have a broad multidisciplinary, 'big picture' view of businesses and how they operate. This unit provides builds upon the earlier learning in GSN407 Communicating to Influence and complements the other units in the Leadership and Strategy elective pathway.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of decision making about stakeholder engagement, media, organisational reputation and trust. KS 1.1, SEC 5.2
- Critique the approach used by an organisation to engage with stakeholders during crises. SEC 5.2
- Identify, map and describe stakeholders relevant for an organisation. HO 2.1, PC 3.1
- Make and reflect on recommendations on how to manage organisational issues through integrating stakeholder and media engagement principles. HO 2.2, PC 3.2, SL 4.1
Content
- Decision making in crisis communications
- Enhancing trust and reputation in crisis
- Crisis communication in practice
- Scenario planning
- Crisis hypothetical panel and debrief
- Simulation practice
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.
Intensive face-to-face class sessions and/or webinars are the primary methods of teaching this unit. A textbook and/or readings and a range of digital materials that are designed to support and extend learning prior to, during and after class sessions available in the unit Canvas site supplements the classes and/or webinars. Where appropriate, social media tools and forums will be used to extend learning and build connections with students outside the class or webinar sessions. Given the importance of the unit Canvas site to the teaching and learning strategy used in this unit, a computer and tablet device with internet access is strongly recommended for all students.
The principal purpose of the classes, webinars and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.
There is an expectation that the student will participate in class sessions and/or webinars, to take advantage of the opportunity to discuss important issues with their instructor and their peers.
It is expected that students have completed all Preparation for Class activities and readings identified in the unit Canvas site prior to coming to class and/or webinar to be able to maximise the learning opportunities of the class sessions.
A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops and webinars. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.
There is a commitment to critical inquiry and intellectual debate in regard to the material covered. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and global perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.
Feedback on Learning and Assessment
Students will receive a variety of formative feedback throughout this unit.
Informally, feedback will be given verbally in class through class discussions and during the debriefing of learning activities.
Direct feedback will be available to those students who request a private or group consultation session with the lecturer.
Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the Canvas site at the commencement of the unit. Students will receive feedback on their formative assessment task prior to their summative assessment task being submitted.
Assessment
Overview
A further Guide to the Assessment Items is available from the unit Canvas Site.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Report
Decision making in crisis communication
Analyse the module one in-class crisis simulation and selected real-world crisis cases to build and/or enhance a crisis decision making framework that guides a best-practice crisis response.
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), PC (3.2), SL (4.1), SEC (5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Simulation
Crisis Simulation
Respond to an escalating crisis using an online crisis management platform.
Formative or Summative: Summative
Postgraduate Executive (AoL goals): HO (2.1, HO 2.2), PC (3.1)
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the Emergency video.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
QUT Business Capabilities (Postgraduate Executive)
HO (2.1): Critical Analysis
Relates to: ULO3, Simulation
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO4, Report, Simulation
KS (1.1): Advanced Discipline and Professional Practice Knowledge
PC (3.1): Professional Communication (Written)
Relates to: ULO3, Simulation
PC (3.2): Professional Communication (Oral)
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO1, ULO2, Report
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4, Simulation
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.GS50 Executive Master of Business Administration
- Demonstrate, apply and integrate contemporary, advanced multidisciplinary knowledge, business practices, and research principles underpinned by a systems thinking framework to respond to global, complex real-world challenges.
Relates to: ULO1, Report - Apply knowledge and skills to identify, interpret and critically reflect upon the social and cultural influences and impacts of personal, executive level and organisational actions and decision-making in organisational, local, national and global contexts.
Relates to: ULO1, ULO2, Report - Critically analyse, interpret, evaluate and synthesise complex data, research, theoretical knowledge, ideas and situations to lead and support decision-making in global complex business environments.
Relates to: ULO3, Simulation - Demonstrate holistic thinking, creativity, problem solving and critical reflection to design, plan and implement strategies and solutions for strategic leadership in global complex business environments.
Relates to: ULO2, ULO4, Report, Simulation - Demonstrate advanced professional written communication skills in a variety of genres to clearly communicate strategic and complex thinking, engage, persuade, influence and lead diverse stakeholders in a range of contexts.
Relates to: ULO3, Simulation - Demonstrate advanced professional oral communication skills and media to clearly communicate strategic and complex thinking and to engage, persuade, influence and lead diverse stakeholders to achieve a strategic outcome.
Relates to: ULO4, Report - Demonstrate reflective practice, foresight, self-awareness and personal accountability and the flexibility to adapt leadership style to achieve personal and organisational outcomes in complex business environments.
Relates to: ULO4, Simulation
Unit Outline: Flexible Period - 06B 2024, Online (Start Date: 22 May 2024)
| Unit code: | GSZ558 |
|---|---|
| Credit points: | 6 |
| Equivalent: | GSN558, GSZ555, GSN496, GSN523, GSZ523 |
| Assumed Knowledge: | Nil |
Overview
When faced with crises, business leaders need to develop strategies for effectively identifying and engaging with stakeholders who are impacted by the decisions or activities of the organisation. It is imperative, that business leaders and managers today, have well developed skills in effectively communicating their message to their stakeholders and the media.
The aim of this particular unit is to help business managers and leaders to understand and engage with decision-making, stakeholder analysis, stakeholder engagement and media principles during crises.
This unit has been positioned in the latter part of the program as exploring stakeholder engagement and media requires students to have a broad multidisciplinary, 'big picture' view of businesses and how they operate. This unit provides builds upon the earlier learning in GSN407 Communicating to Influence and complements the other units in the Leadership and Strategy elective pathway.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of decision making about stakeholder engagement, media, organisational reputation and trust. KS 1.1, SEC 5.2
- Critique the approach used by an organisation to engage with stakeholders during crises. SEC 5.2
- Identify, map and describe stakeholders relevant for an organisation. HO 2.1, PC 3.1
- Make and reflect on recommendations on how to manage organisational issues through integrating stakeholder and media engagement principles. HO 2.2, PC 3.2, SL 4.1
Content
- Decision making in crisis communications
- Enhancing trust and reputation in crisis
- Crisis communication in practice
- Scenario planning
- Crisis hypothetical panel and debrief
- Simulation practice
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.
Intensive face-to-face class sessions and/or webinars are the primary methods of teaching this unit. A textbook and/or readings and a range of digital materials that are designed to support and extend learning prior to, during and after class sessions available in the unit Canvas site supplements the classes and/or webinars. Where appropriate, social media tools and forums will be used to extend learning and build connections with students outside the class or webinar sessions. Given the importance of the unit Canvas site to the teaching and learning strategy used in this unit, a computer and tablet device with internet access is strongly recommended for all students.
The principal purpose of the classes, webinars and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.
There is an expectation that the student will participate in class sessions and/or webinars, to take advantage of the opportunity to discuss important issues with their instructor and their peers.
It is expected that students have completed all Preparation for Class activities and readings identified in the unit Canvas site prior to coming to class and/or webinar to be able to maximise the learning opportunities of the class sessions.
A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops and webinars. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.
There is a commitment to critical inquiry and intellectual debate in regard to the material covered. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.
Expanding the awareness of Australian management policies and practices into intercultural and global perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.
Feedback on Learning and Assessment
Students will receive a variety of formative feedback throughout this unit.
Informally, feedback will be given verbally in class through class discussions and during the debriefing of learning activities.
Direct feedback will be available to those students who request a private or group consultation session with the lecturer.
Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the Canvas site at the commencement of the unit. Students will receive feedback on their formative assessment task prior to their summative assessment task being submitted.
Assessment
Overview
A further Guide to the Assessment Items is available from the unit Canvas Site.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Report
Decision making in crisis communication
Analyse the module one in-class crisis simulation and selected real-world crisis cases to build and/or enhance a crisis decision making framework that guides a best-practice crisis response.
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), PC (3.2), SL (4.1), SEC (5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Simulation
Crisis Simulation
Respond to an escalating crisis using an online crisis management platform.
Formative or Summative: Summative
Postgraduate Executive (AoL goals): HO (2.1, HO 2.2), PC (3.1)
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the Emergency video.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
QUT Business Capabilities (Postgraduate Executive)
HO (2.1): Critical Analysis
Relates to: ULO3, Simulation
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO4, Report, Simulation
KS (1.1): Advanced Discipline and Professional Practice Knowledge
PC (3.1): Professional Communication (Written)
Relates to: ULO3, Simulation
PC (3.2): Professional Communication (Oral)
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO1, ULO2, Report
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO4, Simulation
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.GS50 Executive Master of Business Administration
- Demonstrate, apply and integrate contemporary, advanced multidisciplinary knowledge, business practices, and research principles underpinned by a systems thinking framework to respond to global, complex real-world challenges.
Relates to: ULO1, Report - Apply knowledge and skills to identify, interpret and critically reflect upon the social and cultural influences and impacts of personal, executive level and organisational actions and decision-making in organisational, local, national and global contexts.
Relates to: ULO1, ULO2, Report - Critically analyse, interpret, evaluate and synthesise complex data, research, theoretical knowledge, ideas and situations to lead and support decision-making in global complex business environments.
Relates to: ULO3, Simulation - Demonstrate holistic thinking, creativity, problem solving and critical reflection to design, plan and implement strategies and solutions for strategic leadership in global complex business environments.
Relates to: ULO2, ULO4, Report, Simulation - Demonstrate advanced professional written communication skills in a variety of genres to clearly communicate strategic and complex thinking, engage, persuade, influence and lead diverse stakeholders in a range of contexts.
Relates to: ULO3, Simulation - Demonstrate advanced professional oral communication skills and media to clearly communicate strategic and complex thinking and to engage, persuade, influence and lead diverse stakeholders to achieve a strategic outcome.
Relates to: ULO4, Report - Demonstrate reflective practice, foresight, self-awareness and personal accountability and the flexibility to adapt leadership style to achieve personal and organisational outcomes in complex business environments.
Relates to: ULO4, Simulation