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Measuring behavioral outcomes to crises

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This edition of the world's largest study on strategic communication and public relations explores the status quo and trends across 50 countries. Topics include visualisation, social bots, hypermodernity and benchmarking for strategic communications. Based on responses from 3,387 senior professionals from every European country, this years’ edition of the European Communication Monitor (ECM) reveals that even though the professionals are fully aware of the visual trend in society, every second professional has limited visual competencies. The data also demonstrated that the phenomenon of social (ro-)bots is largely neglected by many communication professionals in Europe. Only one third follow the debate about social bots and 15.9 per cent have no idea about the topic at all. In this context social bots are mainly seen as a threat for public debates and organisational reputation alike, although four out of ten respondents do also see opportunities arising from them. Moreover, the ECM 2017 asked how the hyper modern paradigm might influence the work environment of communication professionals. A hypermodern society is a society in overdrive, characterised by a culture of hyper consumption, hyper change, and hyper individualism. A large majority of 71.5 per cent witness the cultural transformation towards a hyper modern culture in their country. The transition from a postmodern to hypermodern culture is the strongest in consultancies (57.2 per cent) and private companies (51.8 per cent). Organisations with postmodern and hypermodern characteristics are ahead in sensing the trend towards an overarching consumer mentality and are much stronger involved in societal debates. Most of them think that it has already changed and will continue to change the communication with their stakeholders. The ECM is a joint project by the European Public Relations Education and Research Association (EUPRERA) and the European Association of Directors (EACD), supported by partner PRIME Research. The communication monitor study series, initiated and led by Professor Ansgar Zerfass (University of Leipzig), analyzes trends in the field since more than a decade and covers more than 80 countries across European, Latin-America and Asia-Pacific by now. All reports for the European Communication Monitor 2017–2023 are available at www.communicationmonitor.eu
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This case study provides insights into how a community of organizations communicates during a crisis by examining how challenges to collective bargaining laws in Wisconsin and Ohio provoked a dramatic response by education unions and the labor sector as a whole. Using the theoretical frameworks of reflective management and the discourse of renewal, this insider account of the response found that these pivotal events were a cause for change in how the education unions and their partners communicated. These events resulted in increased collaboration between partners, embracing an organic response of members, and the rearticulation of organization values. In addition to the presentation of crisis communication beyond the traditional narrow-focus of the response of a single organization, the results of this study also challenge the concept of what constitutes reflection and renewal after a crisis.
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Purpose – The purpose of this research was threefold, including to provide a four-point rationale for teaching corporate crisis management as a module within a course on ethical decision-making in business and organizations; to provide evaluative data supporting this approach; and to highlight the implications of this approach for human resource development and training. Design/methodology/approach – Thirty-four undergraduates in a required course on ethical decision-making in business and organizations completed pre- and post-course assignments assessing their knowledge about crisis/management, as well as their skills in crisis recognition, evaluation and action planning. Participants also completed a survey on their perceptions of the crisis management module and its placement within the ethics course. Findings – Statistical analyses demonstrated significant knowledge acquisition on crisis/management; significant skill development on crisis recognition, evaluation and action planning; and significantly greater “true positives” and significantly fewer “false negatives” in post-course identification of crisis warning signs. Perceptions of the crisis management module and its placement within the course on ethical decision-making were positive. Research limitations/implications – Although the sample size was relatively small, small samples are associated with a greater risk of failing to detect an effect that is present, rather than the greater predicament of erroneously concluding that an absent effect is actually present. This information, coupled with the fact that the results demonstrated not only statistical significance but also large effect sizes using Cohen’s d, inspires confidence. Nonetheless, additional assessment with larger samples would allow for the possibility of convergent evidence. Similarly, additional assessment within different organizational contexts, including applications in human resource training and development is warranted. Future research should also include assessment of specific underlying teaching strategies and evaluation of whether certain models are associated with greater learning on a broader range of crisis management skills. Practical implications – Programs in business ethics education and training comprise one useful context in which to teach corporate crisis management. The program specified here addresses two training needs previously specified in the human resource development (HRD) literature on crisis management, including identifying specific methods of enhancing recognition or detection of crisis warning signs and also of providing tools and enhancing skills for assessing and containing crisis. Originality/value – Despite the centrality of both ethics and HRD to crisis management, there has been a dearth of research on whether ethics education is a useful context through which to teach this topic. This research addresses this dearth and suggests new avenues for HRD in this respect.