GSQ007 Crisis Management & Negotiation
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: | GSQ007 |
|---|---|
| Antirequisite(s): | GSN551, GSN558 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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Unit Outline: Session 1 2027, QUT Online, Online
| Unit code: | GSQ007 |
|---|---|
| Credit points: | 12 |
| Anti-requisite: | GSN551 or GSN558 |
Overview
Crisis management is fundamental to leadership and strategy. Leaders must know how to effectively anticipate, identify, and negotiate with stakeholders impacted by the decisions or activities of the organisation. It is imperative that leaders have well developed skills in effectively engaging and communicating with stakeholders including employees, shareholders, partners, and media.
In this unit, managers and leaders will examine and strengthen skills in decision-making, stakeholder analysis, negotiation, stakeholder engagement, and media principles during crises.
Learning Outcomes
On successful completion of this unit you will be able to:
- Work collaboratively to analyse a situation to determine the most appropriate negotiation strategies to implement that results in maximum benefit for all parties. KS 1.1, HO 2.1, SL 4.2
- Reflect on negotiation performance and outcomes to effectively predict and plan future interventions/changes to communication and negotiation strategies. HO 2.2, SL 4.1
- Demonstrate knowledge, contemplate and scrutinise decision making about stakeholder engagement, media, organisational reputation, trust, and ethics, including Indigenous perspectives. KS 1.1, SEC5 .1, SEC 5.2
- Critique and evaluate the approach used by an organisation to engage with stakeholders during crises. KS 1.2, HO 2.2, SEC 5.2
- 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
The modules in this unit provide students with key principles in crisis management and negotiation. Content will include:
- Decision-making and negotiation
- Enhancing trust and reputation in crisis management and negotiation
- Stakeholder engagement including Indigenous perspectives
- Crisis management, leadership, and recovery
- Crisis communication
- Scenario planning
- Crisis hypothetical panel and debrief
- Crisis simulation using crisis management technologies or platforms
- Indigenous perspectives and knowledges are integrated into the unit.
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 Business 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, professional practice, and digital innovation.
1.2 Apply advanced technical and technological knowledge and skills from a range of business disciplines to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable, effective, and transformational business performance in local, national, global, and virtual business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues, situations, and trends across multiple contexts 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 transdisciplinary digital strategies and solutions for effective performance in complex digital 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, lead, and transform in diverse and complex contexts (both physical and digital) 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 (both physical and digital) 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, responsible, innovative and agile practice in contemporary complex digital environments.
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 adaptable, transformative, and sustainable courses of action in complex contemporary environments.
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, global, and virtual business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally, socially and ecologically inclusive and responsible decisions and actions across complex, diverse social and cultural contexts.
Learning Approaches
In this fully online unit, you will be engaged in a combination of synchronous (live) scheduled classes and asynchronous (self-paced) learning. Synchronous classes will focus on addressing key concepts and provide you with the opportunity develop and demonstrate your competence through active participation as well as through self-assessed problems and model answer feedback. Additionally, these classes provide an opportunity for collaboration with your peers, and a forum for asking questions and checking your understanding of the learning materials.
You are also expected to work independently through carefully prepared curated resources in the form of asynchronous modules. These activities in these modules may include:
- Online discussions
- Readings
- Learning activities
- Digital practices for creating professional resources.
You are responsible for your academic progression through this unit. Unit staff will provide a learning environment designed to maximise your learning experience. To realise your full potential, it is strongly recommended that you actively participate in all the learning activities offered in this unit. You should expect to spend on average 15 hours per week, attending scheduled classes, working through asynchronous modules, preparing for and completing assessment tasks as well as in independent study to consolidate your learning.
Feedback on Learning and Assessment
There are multiple ways for you to receive feedback on your learning and progress in this unit. These include:
- Formative individual and whole-of-class feedback provided by unit staff
- Responses to questions posed through the unit communication channel from your peers and teaching staff
- Feedback given on your assessment items individually via the rubric and written feedback.
Assessment
Overview
Assessment in this unit reflects authentic, real world activities and will be supported with learning content.
Gen AI tools may be used ethically and responsibly. Students may use generative artificial intelligence (GenAI) tools to prepare for, generate and refine content for this assessment task. AI-generated content may be inaccurate, unreliable, or biased. It is each student's responsibility to critically evaluate any information used.Students must clearly acknowledge and appropriately reference any AI-generated content following the guidance in Cite | Write
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Decision-making and negotiation analysis
Decision-making and negotiation analysis
Working in pairs, students will choose one negotiation they have participated in or are about to begin and examine it against negotiation theory. In addition, students will consider and contrast their negotiation example with a case study, role-play the example case, and following team leadership and assessment, identify strategies for improved engagement and decision-making in future scenarios.
Formative or Summative: Summative
Postgraduate (AoL goals): KS 1.1, HO 2.1, 2.2, SL 4.2, SEC 5.2
This assignment is eligible for the 48-hour late submission period and assignment extensions.
If a group member is approved for an academic concession under QUT’s Student Academic Concessions Policy, the concession applies only to that student. The unit coordinator will determine appropriate adjustments to ensure fair assessment for all group members
Assessment: Crisis simulation
Crisis Simulation
Students will work individually to respond in real-time to an escalating crisis using an online crisis management platform. Students will respond in real-time in both written and oral formats. The written decisions will be used as part of an oral, interactive post-crisis debrief.
Formative or Summative: Summative
Postgraduate (AoL goals): KS 1.1, 1.2, HO 2.2, PC 3.2, SL 4.1, SEC 5.1, 5.2
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resources to support your learning including contemporary industry and academic journal articles, podcasts, and videos will be provided.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.GQ51 Master of Business Administration
- 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, professional practice, and digital innovation.
Relates to: Decision-making and negotiation analysis, Crisis simulation - Apply advanced technical and technological knowledge and skills from a range of business disciplines to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable, effective, and transformational business performance in local, national, global, and virtual business environments.
Relates to: Crisis simulation - Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues, situations, and trends across multiple contexts and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
Relates to: Decision-making and negotiation analysis - Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing transdisciplinary digital strategies and solutions for effective performance in complex digital business environments.
Relates to: Decision-making and negotiation analysis, Crisis simulation - 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 (both physical and digital) and for diverse audiences.
Relates to: Crisis simulation - 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, responsible, innovative, and agile practice in contemporary complex digital environments.
Relates to: Crisis simulation - 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 adaptable, transformative, and sustainable courses of action in complex contemporary environments.
Relates to: Decision-making and negotiation analysis - Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national, global, and virtual business environments.
Relates to: Crisis simulation - Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally, socially and ecologically inclusive and responsible decisions and actions across complex, diverse social and cultural contexts.
Relates to: Decision-making and negotiation analysis, Crisis simulation