This essay contends that the acts of synthesizing and integrating the crisis literature are reflective practices attentive to the nuances existing among crisis terms, theories, models, strategies, and disciplinary conventions. After reviewing common approaches to synthesizing the crisis literature and the myriad of crisis definitions, theories, and strategies that exist, the author suggests reflective practice is necessary for nuancing crisis terms, recognizing multiple interpretations of crisis events exist, and avoiding a “this is that” approach to comparing crisis events. Exploring the practices of synthesizing and integrating the crisis literature informs how one interprets, understands, and learns from public crisis events.

Synthesizing and Integrating the Crisis Literature: A Reflective Practice

Maureen E. Wilson, Advisor The purpose of this general inductive study was to understand how senior student affairs officers (SSAOs) have managed the response to bias on college campuses. The literature is clear about the negative effects of bias on targeted populations; however, there is a large gap in the literature when it comes to how bias incidents are managed. The goal of this study was to gain a deeper understanding about the processes SSAOs used to manage bias incidents, as well as what they learned from their experiences. Participants in this study were selected via purposeful sampling. A senior student affairs officer (SSAO) was defined as having at least one of the following criteria: responsibility for policy formation or vision planning for a division of student affairs, responsibility for resource allocation within a division of student affairs, or a wide scope of functional areas and/or large number of employees whom they supervise. Nine participants were interviewed and represented a variety of institutional types, geographic locations, and social identities. Six broad themes emerged from the data: (1) bias response; (2) outcomes; (3) response considerations; (4) challenges to bias incident response; (5) preparation for bias incident response; and (6) post-response reflection. Ten implications for SSAOs are presented as a result of the findings. First, SSAOs should develop formal bias reporting systems, as well as formal bias response plans. Second, SSAOs should form a bias response team. Third, SSAOs should consider all of the available options when determining what responses to implement. Fourth, SSAOs have competing considerations and must consider all of these quickly and make the best

An Examination of Bias Incident Response at Postsecondary Institutions

The purpose of this paper is to describe the setting in which systematic evaluation processes are being developed and integrated into the routine operations and decision-making functions of a health professions school. In response to pressures from both external sources and from within, a state-supported school of dentistry, the University of Oregon Health Sciences Center School of Dentistry, finds itself engaged, in an unprecedented way in the analysis, design and implementation of evaluation instruments, policies and procedures for many of its activities and levels of organization. The amount of time and effort put into the development of a &dquo;comprehensive&dquo; evaluation system by the faculty and administration has increased to such a degree that the issue of evaluation may be considered to be nearing crisis proportions. In effect it has become a problem in itself, requiring greater definition and assessment and, eventually, resolution. To understand this problem better the authors have relied heavily on the work of Daniel Stufflebeam and the Phi Delta Kappa National Study Committee on Evaluation (1971). Their book on educational evaluation and decision making provided a basis for many of the ideas in this article. Furthermore, the principles of General System Theory have been applied to establish a perspective, General System Theory is the contemporary &dquo;paradigm&dquo;l (Kuhn, 1962) that views events and things in terms of organization and struc-

The Role of Evaluation in the Organizational Evolution of a School of Dentistry

Is Facebook an effective crisis communication tool for companies?: An analysis of BP's Facebook usage after the oil spill in 2010

Les processus et les methodes de counseling peuvent s'appliquer au developpement de l'organisation (OD) et certains conseillers peuvent jouer le role d'agents pour le changement de l'organisation. Toutefois, les methodes de counseling par elles-memes ne suffisent pas a des interventions completes de developpement d'une organisation. En fait, la mise en place de changements dans une agence de counseling importante et complexe, ou dans un grand centre de sante mentale, represente une intervention compliquee que necessite des connaissances supplementaires de la part du conseiller et du specialiste en OD industriel. Le present article avance des changements theoriques et pratiques visant a appliquer le developpement de l'organisation au counseling et a d'autres organisations de services personnels.

https://cjc-rcc.ucalgary.ca/article/download/59605/45010

The Counsellor, the Agency, and Organization Development

For both the administrator and the consultant, it is important to distin guish among crisis, stress, and conflict in an organization. Crisis theory, previously concerned mainly with the state of the individual, suggests that the major sign of organizational crisis is progressively rising tension, which results in emergency efforts to mobilize tension-reducing re sources. A case study of an organizational crisis is presented to illustrate the applicability of crisis theory to an organization. Factors that appear to precipitate organizational crisis and those that lead to its satisfactory resolution can be compiled from careful case studies. An awareness of such factors and of the nature of a crisis has important implications for organizational consultants and administrators. Suggestions for interven tions are offered.

Applying Crisis Theory to Organizations: A Case Study:

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