business management in crisis and changes

WEEK 9 LEARNING SET PARTICIPATION
In the Learning Set this week, you will continue to dialogue about your workplace-based problem.  As you engage in the problematising process and begin taking action,

consider how this week’s concepts and models inform your understanding of your workplace-based problem.
Refer to the problem you identified in Week 1’s Learning Set that required a change focus.
1.    Given that Roberts (1990) and Bigley and Roberts (2001) all have slightly different definitions of high- reliability organisations, come up with a hybrid

definition relevant to your organisation based on the papers you read. How is this definition relevant to your own organisation?
2.    Given that Comfort et al. (2001) and Carmeli and  Markman (2010) have different definitions of resilience, come up with a hybrid definition and relate it to

your own organisation.
3.    How does complexity relate to your organisation’s environment? How will the level of complexity impact your organisation’s ability to be high reliability

(Bigley & Roberts, 2001) and resilient (Comfort et al., 2001)?
4.    Using Carmeli and Markman (2010), uncover where your organisation falls on the governance/ capture figure.  How does this help and hurt its ability to change

and address crisis?
5.    Refer to your classmates help and how their critiques helped you throughout the module to help you identify your process .
6.    Read the previous task2 assignments to help you identify the workbased problem and  how to write your classmates participation .

NB  Learning responses  for week 9 for the 12 student’s responses

Post your initial responses to the Learning Set Discussion Forum be sure to engage your Learning Set members with questions about the readings or the above activities.
Your participation this week is required.  Remember that your responses will be assessed based upon the timeliness and quality of your work in your Learning Set.  You

are expected to participate substantially; specifically, you are to post at least 12 meaningful and insightful responses to your Learning Set.
Your Doctoral Tutor will look for the following contributions to the dialogue in your posts:
1.    Asking insightful questions
2.    Adding to the learning of the Set
3.    Offering contributions based upon the literature and your practice
4.    Engaging in critically collaborative inquiry
5.    Promoting critical reflection in set members
6.    Please use external sources and citation while answering responses.

Dear writer
Please know that these responses should be done in :-
1-see the yellow instructions
2- make for Each student only 1 response.
3. only 3-4 sentence should be my response for each student and not an essay.
4- use external resources in each response and
4- keep the short posts to a minimum and continue .
5- please praise the student and give positive words to encourage them and do not use negative comments do not use always negative feedback against classmates.

Please make sure each response has its reference beneath for example

Student 1
I totally agree with you john, ………………………………………………………………………………………………………………………………………………………………………………………………..

Ref
Dc,ldcvekerpfkerp

Student 2 Rima
Nice article rima ……………………………………………………………………………………………………………………..

Ref
.././,,;,/;

Change and Crisis Management
1
Copyright
–
Laureate Online Education © All rights reserved, 2000
–
20
13
,
The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and
any additional material is copyrighted b
y Laureate Online Education B.V.
Last update:
23 May, 2013
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Module Syllabus
Learner Experience
This module begins with the notion that the success of any organisation
is
dependent upon its ability to manage change and handle crisis while also
creating value for its stakeholders. “Crises” in this sense encompass a wide
range of events impacting the organisation; events which exceed an
organisation’s capabilities to mana
ge and which threaten its viability. In this
module, students analyse and evaluate several models for change management,
and consider their application in practice.
A particular emphasis is placed upon
the role of crisis as a trigger for and/or, as the con
text for change.
This module
also prepares students to lead change initiatives within a variety of organisational
settings.
Additionally students will explore and apply skills of effective coaching
such as active listening, empowering, enabling change, and
using feedback to
create interactive dialogue and deeper understanding.
Module
Aims
By the end of the module the student will be able to:
•
Diagram the process of organisational change
•
Utilize intervention theory as a means of developing effective decision
making strategies regarding process and expected outcomes
•
Enhance personal capabilities and abilities to navigate change particularly
in crisis situations
•
Evaluate problems in the planning and implementation of organisational
change
•
Describe the behaviou
ral and political issues surrounding the
implementation of organisational change
•
Apply skills of effective coaching such as active listening, empowering,
enabling change, and using feedback to create interactive dialogue and
deeper understanding
•
Synthesis
e the process of anticipating & preparing, rapid response, follow
–
through & post crisis evaluations
•
Appraise the role of leadership in managing through and learning from
crisis situations
Change and Crisis Management
2
Copyright
–
Laureate Online Education © All rights reserved, 2000
–
20
13
,
The module, in all its parts: syllabus, guidelines, lectures, discussion questions, technical notes, images and
any additional material is copyrighted b
y Laureate Online Education B.V.
Last update:
23 May, 2013
Module
Learning
Outcomes
At the end of this module, students will
have gained an understanding of the
issues involved in
change and crisis management and will be able to
:
•
Explain the interrelationships between change and crisis
•
Map change and crisis, as well as understand the shortcomings that arise
from such modelling p
rocesses
•
Play an active role in change and crisis on an individual and organisational
level
•
Anticipate and influence the reactions that they, as well as other
employees, have to change and crisis
•
More effectively learn through change and crisis to enhance their own
efficiency as well as that of their organisation
Module in
Relation
to the DBA Programme
The module is a core module for the DBA programme. It provides a framework
for academic and strat
egic thinking. The module is designed so that previous
knowledge of other modules is not required.
Learning
Strategies
The mode of delivery of taught modules is by distance learning over the Internet.
This mode of study enables students to pursue modules v
ia home study. Module
delivery involves the establishment of a
virtual classroom
in which a relatively
small group of students (usually 12
–
15) work under the direction of the Doctoral
Tutor
both as a larger group and in two smaller learning sets
, using an
internet
–
based distance learning package. Communication within the virtual classroom is
asynchronous, preserving the requirement that students are able to pursue the
module in their own time, within the weekly time
–
frame of each seminar.
All communications
that take place within the virtual classroom, including all
assignments carried out by students and assessments by
I
nstructors, are
recorded and are available for scrutiny by staff with appropriate access
permissions. This enables two aspects of quality
control:
•
Module delivery is monitored by staff of the University of Liverpool
Management School to ensure that defined syllabuses, procedures, and
assessment processes are followed, appropriate standards are
maintained and to check that plagiarism has been
detected.

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