risk manager

risk manager

You are a risk manager working for a firm of risk management consultants. Choose one of the
following businesses for this assignment. Do not choose the same organisation or a closely related
organisation to the one you investigated in the Research Assignment.
Insulation installation in residential buildings
Or Gourmet cake producers
Or Registered real estate valuers
Or Editorial services for academic authors
Or Children?s dance classes
Specify your choice on the title page of your assignment and the name of the business.
Tasks:
After choosing your new client business, you are briefed as follows:
1. The client requires you to perform a Preliminary Risk Assessment of the typical risks a
business of its type (industry, size, location, and so on) would be exposed to, and to explain
your interim findings to management when you visit the client?s workplace next month.
You will perform a thorough workplace-specific assessment when you visit, but at this
preliminary stage you will independently research a range of risks that are typical of this
business so that you can ?hit the ground running? when you arrive.
2. The only information you can obtain about the client is that its size, structure and operating
methods are considered average for its type of business. In addition the business does not yet
have any risk management system in place, and is not taking any conscious action to manage
any risks.
Management and staff do not know how to help you, and cannot provide you with any
information about what should be done. Therefore, you will not consult with the client until
after you meet to explain the process and present your interim findings next month.
3.Every member of the client organisation recognises a need for a safe and sound workplace,
and has pledged to be supportive of change, but they are very reliant on you for guidance.
Your employer insists that:
? Your work is carried out in accordance with AS/NZS 5050:2010 Business Continuity ?
Managing disruption-related risk, AS/NZS ISO 31000:2009 Risk Management ? Principles
and guidelines, and HB 436:2004 Risk Management Guidelines. Therefore, you are to ensure
that all parts of this Risk Assessment are consistent with the content and spirit of these
documents.
You approach your work by considering risks generic to all workplaces (eg: Work Health and
Safety (was OH&S until recently)), and risks generally associated with the industry you are
entering, with a particular emphasis on operational risks.
Given the limited client information available, you must justify every assumption.
YOUR REPORT WILL CONSIST OF TWO PARTS, PREPARED SIMULTANEOUSLY:
Part 1, an Analytical Report, is effectively a professional journal, wherein you record your
progress for each of the nine steps listed. The Report/Journal must be professionally presented.
The steps in Part 1 below guide you through the process of compiling your Part 2 risk
management documentation. The two parts of this assignment are interrelated and should not be
prepared in isolation.
Your actual risk data, and all the supporting measurement/prevention/response/etc. information
and references, should be added to the Part 2 documents as you proceed through the steps in Part 1.
The following table sets out the structure to be followed, and provides a guide to help you
complete your assignment.
Part 1 ? Analytical Report
(Use standard Harvard in-text referencing.)
1) Consider the core activities your client would
undertake to meet its operational objectives.
Use this information to guide your search of
publicly accessible information about your
(imaginary) client and its industry to identify
as many relevant risk categories as possible.
In your report, explain how you go about
identifying and gathering the category and
risk information you present in the Register.
2) Sometimes information which is both relevant
and reliable is not available for both the
timing/likelihood of a particular risk event, and
its potential impact. Explain any
measurement difficulties you perceive for
your 10 operational risks, if/how such
difficulties affect the measurements you have
determined, and how you suggest these
difficulties could be overcome.
3) Adopt/adapt/compile a risk matrix, and
explain how the chosen risk matrix is useful
for prioritising. Provide an illustrative
example in the context of your business.
If you have quantified any measures, identify
a loss tolerance system (appropriate to your
client?s business type and probable size), and
explain how it is useful for prioritising.
4) From the work you have completed so far, list
in your report the two (2) highest priority risks
you have identified. You will probably have to
make choices between similar risk ratings, so
justify your priority decisions.
5) Review publicly accessible information to
establish how your client could treat
(avoiding, accepting or different ways of
mitigating, etc) each of these two risks.
Consider residual risk.
6) You may be able to identify several
alternatives applicable to an individual risk.
In these instances, discuss the alternatives,
and justify your accept/reject choices.
7) Make recommendations about how to
manage the two highest priority risks and
justify your recommendations with reference
to existing regulatory, quantitative and
qualitative information relevant to those risks,
and consider the costs and benefits
associated with your choices.
Consider practicalities: How will your client
implement your recommendations?
8) Recommend means of monitoring and
evaluating the success of your client?s risk
management system over the next one year
period. That is, how can your client know
whether each of the two top priority risks is
being managed well?
9) Identify means for your employer to monitor
and evaluate whether you are a good risk
manager. ie: How can (s)he know whether
you are effectively helping the client?
Part 2 ? Risk Documentation
(Use footnotes that are structured in a Harvard
style. Examples are provided on p. 5 of this
document.)
?- Set up a Risk Register for your client,
following indicative examples 10.1 and 10.2
in HB 436.
- List all the relevant risk categories as section
headings in your Register. (Operational risk
must be included.)
- Under each risk category heading, list one
specific risk as an example.
- Expand the Operational risk category by
identifying a total of ten (10) specific
operational risks relevant to your business.
Provide a mix of generic and industry-specific
operational risks.
-Review publicly accessible information to
identify initial measures of probability and
consequence(s) of the 10 potential
operational risk exposures.
-If you can quantify any measures (very
valuable information), insert additional
columns in your table so that both
quantitative and qualitative measures are
shown.
Use the matrix to arrive at total initial risk
level for each of the ten potential risk
exposures.
- If you have quantified only one measure for
any particular risk, use the loss tolerance
system to convert it to qualitative form.
OR
- If you have quantified both measures of a
risk, calculate a total risk value, and then use
the tolerance system to rate that total value in
qualitative form.
- Refine the information gathered so far in Part
1 and in your Risk Register, to prepare a
Risk Treatment Schedule following the
indicative example 10.3 in HB 436.
- Transfer information about the two highest
priority risks only to the Treatment Schedule.
- Transfer task 5 and 6 information about the
two highest priority risks to the Treatment
Schedule.
Preparation
Prepare and submit your work refer to the
Capstone marking scheme found on page 6 of this document for information on how your work
will be assessed.

Specifically:
The title page must identify the industry and the name of the organization you have chosen.
Use numbered headings for each of the Part 1 steps to maximize opportunities to earn marks.
Organize Part 2 information in tables, using landscape format. Give each table a title.
It is necessary to locate procedure and substance information from the Standard, Guidelines,
regulations, and other sources, but you must ensure that you properly reference all third party
information. Further, direct quotations must constitute less than 10% of your assignment, because marks are awarded for your work, and the synthesis of existing information, rather than for the
output of others.
It is appropriate to adapt example tables, etc., given in the Standards because each situation is
likely to require a degree of customisation.
You must fully reference all the individual parts of your professional journal and assessments for
three important unit-specific reasons (in addition to the University?s requirements):
1. Risk managers need to find and check information sources when revising risks in future
(relevance and reliability);
2. Employers will evaluate the strength of recommendations and cost/benefit of spending
money on risk reduction measures (convincingness); and
3. High quality source data provide evidence of best practice/due diligence if the company is
sued.

Also note:
? Part 2 consists entirely of tables and reference lists. The tables will be included in your word
count.
? Part 2 is attached for submission convenience, but it is not considered an Appendix. It will be
marked.
? You must use numbered footnotes for referencing information presented in table format, but the footnotes themselves should be in Harvard in-text referencing format. For example:
Example risk 7 Low1 $345,0002
1. Coleman (2008)
2. Walker & Jones P/L (2009)
? The Part 1 and Part 2 references should be presented in separate Harvard system reference
lists because (hypothetically), the parts will be used for different purposes and might become
separated.
? If you use English as a second language you are strongly encouraged to gain feedback on your
language from a native English speaker before submission to maximise your marks (unless
you are aware that your written English is at a native speaker standard).
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Employee recruitment and selection

Write a paper that includes the following:
? Section 1: Introduction
? Section 2: Significance of the topic (based on literature that speaks to the relevancy of the concept selected in terms of interprofessional leadership)
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breastfeeding

breastfeeding for 6 months versus 3-4 months with
mixed breastfeeding thereafter, resulted in the recommendation
to promote exclusive breastfeeding for the
first 6 months of life [9]. More recently, the authors of
the Lancet nutrition series published a random effects
meta-analysis estimating the increased risk of diarrheaspecific
morbidity and mortality among children
younger than 2 years in relation to suboptimal breastfeeding
practices [7]. While these estimates provide confirmation
of the protective effect of breastfeeding, they
were based on a limited data set, rather than a complete
systematic review, and thus a more thorough and
updated revision is warranted.
Building upon previous reviews, this systematic review
and meta-analyses use carefully developed and standardized
methods to focus on the effects of breastfeeding
practices as they relate to diarrhea incidence, prevalence,
mortality and hospitalization among children 0-23
months of age. Here we present a comprehensive systematic
review and meta-analysis as evidence to be utilized
by the Lives Saved Tool (LiST) to model the effect
of breastfeeding practices on diarrhea-specific morbidity
and mortality [10,11]. The results of our analysis will
serve as the basis for generating projections of child
lives that could be saved by increasing exclusive breastfeeding
until 6 months of age and continued breastfeeding
until 23 months of age.
Methods
We systematically reviewed all literature published from
1980 to 2009 to identify studies with data assessing
levels of suboptimal breastfeeding as a risk factor for
diarrhea morbidity and mortality outcomes. We conducted
our initial search on July 28, 2009 and two
updated searches on April 8 and May 5, 2010. All
searches were completed in Pubmed, EMBASE, the Global
Health Library Global Index and Regional Index,
and the Cochrane central register for controlled trials
using combinations of key search terms: breastfeeding,
breast milk, human milk, diarrhea, gastroenteritis, morbidity,
mortality, infant and child. To ensure the identification
of all relevant literature, we also reviewed the
references of included papers.
After initially screening for eligibility based on title and
abstract, we thoroughly reviewed full publications for
inclusion and exclusion criteria outlined a priori. We
included randomized controlled trials (RCT), cohort and
observational studies that assessed suboptimal breastfeeding
as a risk factor for at least one of the following
outcomes: diarrhea incidence, diarrhea prevalence, diarrhea
mortality, all-cause mortality, and diarrhea hospitalizations.
Included studies were published in any language
from 1980 – 2009 and were conducted in developing
countries with a target population of children 0-23
months of age. We excluded studies reporting diarrhea
as a result of only one microbial cause, and those with
unclear methodology or data in a form that could not be
extracted for meta-analysis. We also excluded studies
reporting exclusive breastfeeding for children beyond 6
months of age and those failing to restrict the allocation
of diarrhea outcomes to concurrent breastfeeding status.
Additionally, we excluded morbidity studies with diarrhea
recall beyond two weeks and mortality studies
where the removal of deaths occurring within the first
three to seven days of life was not possible. For studies
reporting outcomes stratified by HIV status, we only
abstracted data on HIV-negative infants and children.
We abstracted data for each diarrhea outcome by
breastfeeding exposure levels, which were classified
according to current WHO definitions (Table 1) [12,13].
To allow for the comparability of breastfeeding labels
and definitions derived from studies published over multiple
decades, during which time breastfeeding definitions
and terms evolved, we assigned the exposure
categories described by each study to a WHO category
on the basis of the study’s definition of that exposure
category, not the authors’ category label. The majority
of discrepancies between breastfeeding label and definition
arose over the term ‘exclusive breastfeeding’. By
current standards, ‘exclusive breastfeeding’ does not
include the ingestion of anything other than breastmilk
and prescribed vitamins and medications, and infants
receiving non-nutritive liquids, such as waters and teas,
are classified as ‘predominantly breastfed’ [12]. This distinction
was not formally recommended until 1988
when a meeting of the Interagency Group for Action on
Breastfeeding first proposed the development of a set of
standardized breastfeeding definitions [14]. WHO officially
integrated indicators differentiating between exclusive
and predominant breastfeeding in 1991 [12]. As
such, for this review we assumed the ‘exclusive breastfeeding’
category was more appropriately labelled ‘predominant
breastfeeding’ for studies published prior to
1991, unless the study specifically defined exclusive
breastfeeding according to the current definition.
For studies that grouped exclusively and predominantly
breastfed infants into a ‘fully breastfeeding’ category,
we employed a conservative approach in which
fully breastfeeding exposure was treated as predominant.
We excluded studies that combined exposures other
than exclusive and predominant breastfeeding into one
breastfeeding category.
In this review we did not seek to address the issue of
early initiation of breastfeeding and prelacteal feeds.
Thus, in assigning breastfeeding exposure, we did not
differentiate between exclusive and predominant breastfeeding
on the basis of receipt of prelacteal feeds during
the first 3 days of life.
Lamberti et al. BMC Public Health 2011, 11(Suppl 3):S15

http://www.biomedcentral.com/1471-2458/11/S3/S15

Page 2 of 12
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wikipedia

Assignment One is based on the Harvard Business Review Case Study on Wikipedia.
Study the case carefully and the recommended sources in the reading list.
Attempt the following tasks

Task A
Using relevant analytical frameworks critically analyse the strategic capability of Wikipedia (1500 words, 12.5%)

Task B
To what extent could prescriptive models of strategy be used to explain the strategic success of Wikipedia? (1500 words, 12.5 %)
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Prisoners with Mental Illness

Prisoners with Mental Illness
The readings for this course provide a broad overview of many issues concerning correctional policy and practice. For the writing assignment, you will explore a specific practice, policy or population (e.g., boot camps; juvenile waiver/transfer, HIV/AIDS in prisons and jails, health care in prisons; elderly prisoners, direct-supervision jails, jail diversion programs; etc.), in greater depth and detail.

These papers should include a discussion of why this correctional practice, policy, and/or population is important, historical and current efforts to address the issue (how have these changed?), research about the effectiveness of current or past efforts to deal with the issue, and a discussion of the future of this issue.
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Managing Under Uncertainty

Assignment Two: Case Study Analysis (2000 words)
Decision making may be viewed from a number of different perspectives such as psychological, sociological or personality and values based perspectives. In this assessment item you are required to draw on any ONE of these three perspectives, analyse the critical decisions evident in the case study in terms of relevant theories, models and frameworks and critically discuss the strengths and weaknesses of the decisions. You are also required to propose recommendations for the case characters in terms of how they might improve their decision making in the future.

Assignment Task You are required to write about Sick Leave Case study (this case will be attach)
“Sick Leave”
Lewicki, R. J., Saunders, D. M., Minton, J. W. & Barry, B (2003), Negotiation: Reading, Exercises and Cases, McGraw Hill/Irwin: New York – pages 681 to 690

This assessment requires the student to engage in critical case study analysis and to engage in some research drawing on one of the following disciplinary perspectives:

• 1-Personality/Values
• 2-Psychology
• 3-Sociology

From “Negotiation : readings, exercises and cases / [edited by] Roy J. Lewicki .. [et al.]“, 4th ed.,Case 7, c2003,
CASE 7

Sick Leave

Kelly tried to control her angel as she thou-eht about her supervisor. She couldn’t under-
stand why he rvas being so unreasonable. Maybe to him it lvas only a couple days of
paid leave and not worth tighting over. but to her it meant the difference between being
abie to go on vacation during Golden Weekr or having to stay horne. She looked at her
contract and the phone number of CLAIR on her desk. She u,asn’t the only person in the
ofTice aff’ected by this. She sat and thought about horv she should proceed.
KELLY
Kelly was 22 years old and had been rvorking for the past six months at the Soto
Board of Education office in Japan. This was her first job after graduating from college
with a degree in rnanagement. and she was reall,v excited to irnally be in the real r.vorld.
Kelly rvas born in Calgary and had spent most of her life in Alberta, Canada.
Kelly’s father was a successful larvyer in Calgary, and her mother was a high school
English teacher. Kelly had an older sister, Laurel, 27 , who had just passed the bar exam
and was working fbr a corporate law firm in Edmonton.
Kelly had studied Japanese in high school and in university and spoke and wrote
the language quite well. When she was 15 years oid, Kelly spent tbur months in Japan
on a school exchange. She had enjoyed the time she spent there and ahvays planned to
return one day. Upon graduating tiom high school. Kelly lvent to the University of
Alberta, in Ednonton, to stucly nlarragement.
During her final year at the universitv, Kelly heard some of her friends talking about
the Japan Exchange and Teaching (JET) Program. She rvas told ihat it rvas quite easy to
get accepte(l-all an applicant needed was a university deglee and an interest in Japan-
and that it rvould be a great way to rnake rloney and see another part of the world. Kelly
would have her degree by the end of the year and thought that having lived in Japan and
knowing the language shorved enough interest to have her application considered. Kelly
thought that a year or lwo in Japan after her n.)anageilrent degree would improve her
This case u’as u’ritten bv Laura Turek. Coprnghr C1996 br Laura Turek. Used u’ith permission. This case
w’as prepared as a basis lbr classroom discu:.ior. lrol to illostr&re either the etfective or ineffective nlanagement
of an administrative sitLration.
rGolden Week is the period lrorn Apr:i lr) :,r \lr) 5. in rrhich there are four
-lapanese national holidays.
\{an1′Japanese erlp}ot’ees and their lanri;ie. :-r,:: ;rrjran[lge ofthis period to go on t,acation.

681
Case 7

Japanese alld give her r.nore of a competitive advantage when she retllrned to Canada to
begin her career. She also thought that it u,ould be a great way to make money and have
some fun before she came home to staft a real job. She asked her fiiencl horv she could
apply to the program and returned home that ni_uht to u,clrk on her r6sum€.
THE JAPAN EXCHANGE AND TEACHING (JET) PROGRAM

Before the JET Program
The ori-sins ofthe JETprogram can be traced backto 1982. In that year. the Japanese
Ministry of Education (Monbusho) initiated a project known as the Monbusho English
Feilorvs (NIEF) Prograrn, rvhich hired Americans to rvork at the iocal boards of education
in order to assist Japanese English teaching consultants who acted as advisors to the
Japanese teachers of English in the public schools. The task of the MEFs was to oversee
the junior and senior high school English teiichers and to assist them rvith their training. In
1983. the British English Teachers Schenre (BETS) was inaugurated by the Ministry of
Education. However, from the outset the British teachers were statiolred at schools, and
the goals of the program did not only concern English instruction but also sought tcr
increase mutuai understanding and improve friendly relations between the peopies of
Japan and Britain. While there were solne dil}’erences betrveen the two programs, both
shared tr common goal: inviting native English speakers to Japan to assist in improving
lbreign-language instruct ion.

The Birth of the JET Program
The realization that Japan lnust open itself nrore fully to contact with international
society began to foster an awareness of the iniportance of promoting internationaliza-
tion and international exchange at the local level. This brought about not only
expanded Engiish instruction, but also a rapid increase in exchange programs. Taking
these new circumstances into account, the Japanese Ministry ol Horne Atlairs in 1985
reieased a paper entitled “Plans for International Exchange Projects” as part of its pli-
ority policy of local governments for the tbllowing year. In the paper, the Ministry of
Home Alfairs proposed a definite course for the internationalization of local govern-
ments, which ideally would lead to smoothly functioning cultLrral exchanges. All of
these ideas were linally implemented in a concrete project: the Japan Exchange and
Teaching (JET) Program.
The Ministry of Home Allairs abolished the two projects curently in effect (MEF and
BETS) and created a new one that was entrusted simultaneously to tluee niinislries: the
N{inistry of Foreign Affairs, the Ministry of Education. and the Ministry of Home Affairs.
However, the concept of appointing local authorities to implement the prograrn and act as
host institutions was preserved. While discussions were held rvith each of the local author-
ities to rvork out the details and ensure the smooth inrp)ementation of such a massi.,,e pro-
gram, the formation of a cooperative organization for all local government was expedited.

The Creation of CLAIR
CLAIR, originally the Conierence of Local Authorities tbr Intemational Relatr,.:-
rvas established in October 1986 b1 r.heTodoJilketi (the 47 prel’ectures of Japanliinu ii:
Sick Leave

Seircishiteitoslil (the lthenl l0 designated cities) as a cooperative organization respon-
sible for implementing the JET program in conjunction with the three Japanese rnin-
istries narned above.

CLAIR’s Role in the JET Program
To ensure smooth irnplementation of the JET program, the three ministries, the
local authorities. and CLAIR rvere all given speciiic functions. The functions that the
confelence atternpted to fuifill for implenenting the JET program wet’e as follorvs:

1. Advice and liaison during recruitment and selection.
2. Placement of participants.
3. Participant orientation, conf-erences.
4. Guidance for local authority host institutions.
-5. Participant weltare and counseling.
6. Tlavel alrangements for participants coming to Japan.
7. Liaison rvith related groups and institutions.
8. Publications and reference materials.
9. Publicity for the program.
The larger goal behind these functions of the conference was the promotion of
international exchange at the local level. Independent of this development, the Council
of Local Authorities for International Relations (a public endowed foundation) was
inaugurated in July 1987. The council’s main duty rvas to study and survey participat-
ing nations’ local authorities overseas r.vith the ultimate objective being to support local
government programs for the promotion of internationalization. By fostering interna-
tionai exchange at the regional level, the councii came to assume the same duties as the
Conf-erence of Local Authorities for International Relations. It was suggested that both
organizations merge since they held information relevant to each other’s work and
shared the goals of improving rvork efficiency and performing their tasks more effec-
tively. Moreover, the annual growth of the JET program led to an increased number of
interrelated duties and tasks. Thus, it was necessary to strengthen the structure of the
Conference of Local Authorities for International Relations.
It was decided that the operations and financiai assets of the conference would be
assumed by the council, and in August 1989 they were amalgamated, under the
acronym of CLAIR, to form a joint organization of local pubiic bodies in Japan to sup-
port and promote internationalization at the regional level.

Counseling System of JET (Figure 1)

l. Role of the host instirution. Baiicalir problems which JET participants
faced dr-rring their stay in Japan * ere ad,j:e .:ed by’ the host institution. If a JET had
a complaint or a probleni at uork or in his or her private life, the JET could alert
his or her supervisor, who took up ihe nratter and attemptecl to solve it.
2. Role o.t CIAIR. Problerns or dittrculties rvhich JET progranr participants
facecl u’ere as a ntle dealt rritn ii ::,’.i ir.r.titutions. Horvever. if the issues rvere
684 Case 7

FIGURE I Counselins Svstem

Ministry of Foreign
Special Committee for
Affairs, Education and
Counseling and Training
Home Atfairs

Association for
the Japan
Exchange and
Teaching (AJEI)
program

diffrcult to solve at this level, or ifthey concerned grievances between the JET panic-
ipant and the host institution, CLAIR employed a number of non-Japanese program
coordinators who rvould intervene and respond directly to participants’ needs.
CLAIR rvould then step in on behalf of the JET parlicipant and work to solve the
problems with the host institution.
3. The Speciol Comtnittee Jor Cowtseling wd Truittittg. The Special Comnrittee
for Counseling and Training consisted of the staff members of the three ministries
(Foreign Affairs, Home Affairs, and Education), embassies of the participating
countries, and host institutions. It took charge of orientation, cont’erences. public
welfare, and counseling. If necessary, it answered the questions and concerns of the
JET participants.
AJET
The Association tbr the Japan Exchange and Teaching (AJET) Program was an
independent, self-supporting organization created by JET program participants, whose
elected officers were all volunteers. Membership in AJET was also voiuntary. AJET
provided members with infonnation about rvorking and Iiving in Japan and provided a
support network for members at the local, regionai, and national levels. Many Japanese
and JETs considered AJET to be the union of the JET program participants.
THE FIRST JOB
Kelly looked over the information she received liom JET. There were two difTerent
positions avaiiable: ( 1 ) the coordinator for internationaj relations (CIR) and (2) the Assis-
tant Language Teacher (ALT). The first position sounded quite interesting to Keliy since
Sick Leave

applicants were required to ha\,e a tunctional knowledge of Japanese. ALTs, on the other
hand. were not required to know an),Japanese belbre aniving in Japan. She realized that
her odds of getting accepted were greater if she applied to the second position since
almost 600 ALTs were selected across Canada, compared with only 25 CiRs. Kelly was
chosen for a CIR interview but in the end was offered a position as an ALT. At first she
u’as a little disappointed, but then she reminded herself that her original goal was to per-
fect her Japanese. and she started to look tbrward to her trip to Japan,
Kelly received a lot of information about rvorking and living in Japan fr”om
CLAIR. CLAIR also olTered several predeparture training sessions and orientations
about lif-e in Japan and its potentiai problems, but she decided not to attend. because
after lbur months in Japan she already knew what to expect.
THE PLACEMENT
Kelly r.vas sent to Soto, a medir.rrrr-sized city on the island of Shikoku. Kelly found
the area a far cry fror.n Osaka, where she had stayed the previous time she rvas in Japan.
Soto was, in Kelly’s opinion, “a srnall provincial town. stuck in the middle of nowhere.”
She had enjoyed the activity and night life of Osaka and, except for sports, her only enter-
tainment options in Soto were one movie theater’, several pachinko2parlors, and scores of
karaoke b’ars. Kelly very quickly developed the habit of going away on the weekends to
tour dift’erent parts ofthe rsland. She would also use her holidays to take advantage ofvis-
iting pats of Japan that she might never again get a chance to see. After a few rnonths,
Kelly decided that Soto was at least a good place to improve her Japanese since not many
people spoke Engiish very well, and only a few other foreigners lived there.
Kelly worked at the board of education office three days a week and visited
schools the other trvo days to help with their English programs. There were three other
JET participants u,ho worked in the same oftice: Mark. 27, another Canadian; Andrea.
26, an Americanl and Suzanne, 25, flom Britain. Like Kelly, Suzanne had been in Japan
for only the past six months, while Mark and Andrea had been working there tor a year
and a half. Kelly was on good terms rvith the other JETs in the oft-ice, aithough she rvas
closest with Suzanne sitrce they had both arrived in Japan at the same time and had met
at their orientation in Tokyo.
Atthough Kelly had lived in Japan befbre, this was the first time she had rvorked in
a Japanese ofhce, She had learned about Japanese work habits in a cross-cultural man-
agenrellt class at the university, yet she was stili surprised at how committed the Japa-
nese \\’ere to their jobs. The workday began each morning at 8:30 with a staff meeting
and ofticially ended each night at 5:00 p.rt., yet no one left the office before 7:00 or 8:00
p.rt. The Japanese also came in on Saturdal,s, which Kelly thought was absurd since it
lett the erlployees with only one day a week to relax or spend time with their families.
Kelll’ and the other JETs in the ofllce had a standard North American contract
given to them by CLAIR rvhich stipulated hours. number of vacation days, amount of
lPichinko ir a Japanese-sryle game ol chance that resemble\ a cross betri,een pinball and a slot machine
It is it r el popular pastinre antong certain groups and. Iike anr forrn of gambling. can be quite lucrative.
686 Cast 7

sick leave. and so on (Figure 2). The co,ltract stated that the JET participants only
u,orked frorn lvlonday to Friday until 5:00 p.:ut. and did not mention working on Satur-
days. Neither Kelly nor the other tbreigners ever put in extra hours at the office, nor
were they eYer asked to do so.

FIGURE 2 Contract of English Teaching Engagement

Article 11: Paid Leave
Sectiotr I
During the period of ernployment and rvith the approval ol his/her supervisor. the JET participant
may use 20 paid holida-vs individually or consecutively.
Set’tiort 2
When the JET participant wishes to niake use ol one ol the above-rnentioned paid holidays. heishe
shlll infi>rm his/her supervisor three days in advance. Should the JET participant rvish to use more
than three paid holidavs in succession. he/she is required to infbrm hislrer supervisor one nionth
in advance.
Article l2: Special Holidays
SeL’tion l
The JET participant shall be entitled to special holidays under the follorving circurnstartces:
l. Sick leave-the period of serious illness or injury resulting in an acknorvledged inability to
rvolk.
2. Bereaventent-the period of l4 consecutire days. including Sundays und natioual holidays,
inrnrecliately atier the loss of tather’. nlother. or spouse.
3. Natural disaster-the period the boald oleducation deems necessary in the event ol’destruction
oi or selit>us danra-ue to the JET participant’s place of residence.
4. Tlanspoltation systenr tailure-the period until the said problem has been resolved,
Set-tiur 2
Under the conditions ofArticle 12^ Section I (1). above, the JET participant uray take not nlore
than 20 days of consecutive sick leave. Moreover. ii tlie interval between two such periods of
sick leave is less than one rveek. those two periods shall be regarded as continuoLls.
Secti<ttt -l
The special holidays noted above in Article 12. Section l. are paid holidays.
Article 171 Procedure for Taking (Sick) Leave
Sectiotr l
When the JET participant rvishes to nrake- use of the special holidays/leave specitied in Article
12. Section l. he/she mr-rst apply and receive couseni froni his/hel supervisor before taking the
requested holidays. If circumstances prevent the JET participant ii’om makirrg necessary appli-
cation betblehand, he/she should do so as soon as conditions perrnit it.
Section 2
In the event of the JET participant taking three or more consecutive days of sick leave, he/she
must submit a doctor’s certiticate. Thc board of education nay require the JET parricipant to
obtain the said medical certificate flour a nredical practitioner specified by the board.
Sick Leave 687

Kelly’s supervisor was VIr. Higashi. At first Kelly thought that he was very kind
and helptul becanse he had picked her and Suzanne up frorn the airport and had
arranged their housing belbre they arrived in Japan. Mr’. Higashi even took rhe two
women shopping to help them buy necessary items like bedding and dishes so they did
rlot have to be without. even fbr one night.
MR. HIGASHI
IvIr. Higashi was born and had lived all of his life in Soto. He ‘,vas 44 years old and
had been teaching high school English in and around Soto for more than 20 years. Two
years ago. Mr. Higashi was promoted to rvork as an adviser to all English teachers at the
Soto Boarcl of Education. This tvas a career-making move, and one that placed him on
the track to becoming a school principal.
This nerv position at the board of education made Mr. Higashi the direct supervisor
o\/er the tbreign JET participants in the office. as well as making him responsible fbr
their actions. He had workecl rvith them befbre rvhen he rvas still teaching in the schools,
but since thel,only came once a rveek to his school, he had never had the chance to get
to know any of thern really rvell.
Mr. Higashi tound it very difficult to work with JETs. Since they rvere hired on a
one-yi:ar contract basis, renewabie only to a maximum of thlee, he hacl already seen
several come and go. He also considered it inconvenient that Japanese was not a
lequirement for the JET participants because, since he was the only person in the office
who could speak English, he found that he wasted a lot of his time rvorking as an inter-
preter and helping the fbreigners do simple everyday tasks like reading electric bills and
opening a bank account. Despite this, he did his best to treat the foreign assistants as he
wotrld arry other kohcti, or subordinate, by nurturing their careers and acting as a father
to them. since he knew what rvas best tbr theni. NIr. Higashi was a\vare that his next
prornotion was due not only to his orvn perfbnnance btit also to how rvell he interacted
with his subordinates, so he r,vorked harcl to be a good mentor.
lvlr. Higashi took ar.r instant liking to Kelly because she spoke Japanese well and
had already hved in Japan. Although she was the youngest of the four ALTs, he hoped
that she would guide the others and assumed that she rvould not be the source of any
problems for him.
THE ALTS’OPINION OF NIR. HIGASHI
At frrst. Mr. Higashi seemed fine. All of the ALTs sat in two rolvs ‘ovith their desks
facing each other, as they used to do in grade school. with Mr. Higashi’s desk facing
Kelly’s. The foreigners ali agreed that Mr. Higashi actecl more like a father than a boss.
He continually asked Kelly and Stizanne how theli,rvere enjoying Japanese life and kept
encouraging them to immerse themselves in Japanese culture. He left brochures on
Kelly’s desk for courses in flower arranging and tea ceremony and even one on Japanese
cooking. At first Kelly found tiris rather aurusing. but she soon tired of it and stafied to get
fed up with this constant pressure to “sign up” ibr Japanese cuiture. What she resented
the most was that Mr. Higashi kept insisting she try activities that were traditionally
Clse 7

considered a woman’s domain. Not that she had anything against flou,ers, but if she had
been a man, she knew that Mr. Higashi rvould not have hassled her this nruch to flt in. She
knelv that Japanese society rvas a male-dominated one. On her t’irst day at the office,
Kelly had looked around and noticed that there were no Japanese women who had been
promoted to such a senior ievel within the board of education. The only rvornen rvho
worked therc rvere young and single “office ladies” or secretaries. Although they were all
very sweet young women, Kelly was not about to become one of lhem and “retire” if ancl
rvhen she found a husband.
Kelly had been very aclive in sporls back in Canada and bought herself a mountain
bike when she arived in Japau so that she could go fol rides in the country. At Si.tzanne’s
encouragement, Kelly joined a local Kendo club. She had seen this .lapanese style of
i’encing betbre back in Calgary, and had always been attracted to the fast mor.ements and
interesting unitorms. Keily hoped that Mr. Higashi rvould be satisfred that she u,as finally
getting involved in sornething traditionally Japanese and leave her alone.
On top of his chauvinistic attitudes. Kelly didn’t think much of Mr. Higashi as a
supervisor. If Kelly or any ofthe other tbreigners had a problern or question concerning
livrng in Japan, he would either ignore thern or give them intbrmation that they later
tbund out was incorrect. Andrea told Kelly that she stopped going to N{r. Higashi when
she had probierns and instead consulted the oftlce lacly, since she was always able to
help her. Andrea had even joked that the office lady should be their sr.rpervisor because
she u,as by fhr more efl’ective than Mr. Higashi.
As i-ar as Suzanne was concerned, Mr. Higashi rvas utterly exilsperating. He was
forever arranging projects and cont’erences tbr the ALTs to participate in. then changing
his rnind and cancelin-v at the last minute rvithout bothering to tell them. He rvould also
volunteer the ALTs to work on special assignments over the holiday periods and then get
angry when they told him that they had previous plans and were unable to go. Suzanne
lecalled that one week before the Christmas vacation, Nfr. Higashi aunounced that he hacl
ar:ranged for her to visit a junior high school. Suzanne infbrmed him that while she would
love to go, it rvas impossible sir.rce she had ah’eady booked the time off and had arranged
a holiday to Seoul, Korea. Mr. Higashi got angry and told her that he and the board of
education would lose face if she didn’t attend. Suzanne told Mr. Higashi that iosing face
would not have been an issue if he had told her about the visit in advance so she could
have prepared fbr it. As a result, Suzanne lost all respect fbl Mr. Higashi as a mana_ser
and continually challenged his authority. Whenever a problem arose. she rvas quick tir
remind hirn that things were very different and much better in Britain.
Mark also had ditlculties rvith Mr. Higashi. Mark rvas not lnuch of a group player
and resented IvIr. Higashi’s constantly telling hirn what to do. He pret’ened to rvithdrarv
and work on his own. He didn’t like Mr Higashi’s paternalistic attitude. He just rvanted to
be treated like a normal. capable employee and free rein to do his ,uvork. As a show
-siven
of his independence, Mark refirsed to join in on ally of the “drinkrng meetings” atier work.
THE JAPANESE OPINION OF THE ALTS
The other Japanese empkrl’ees in the ofllce found it difticult to rvork with the ALTs
because, as t’ar as they rvere concerned, the ALTs were llever there long enough to
become part of the group. It seemed like just atter they got to knorv one ALT. he or she
Sick Leale 689

left and was replaced by another. Another problem was that since the foreigners usually
did not speak Japanese, communication with thent was extremely frustrating.
The biggest problem that the employees at the board of education office had with
the ALIs was that they were so young and inexperienced. A11 of the men in the office
had rvorked a minimum of 20 years to reach this stage in their careers, oniy to find
themselves rvorking side by side with foreigners who had recently graduated frorn col-
lege. To make rnatters worse, these young foreigners were also hired to advise them how
to do their jobs better. The employees were also aware that the ALTs earned practically
the same salary as their supervisor each month.
The Japanese employees did not consider the ALTs to be very committed rvorkers.
They never stayed past 5:00 p.lrr. on weekdays, and never came to work on the weekends
even though the rest of the office did. It seemed as though the ALTs were rarely at the
office. The ALTs also made it very clear that they had a contract that allorved them vaca-
tion days, and they made sure that they used every single day. The Japanese employees,
on the other hand, rarely ever made use of their vacation time and knew that if they took
holidays as frequently as tl’re foreigners, they could return to find that their desk had
been cleared.
THE INCIDENT
‘Kelly il,oke up one Monday rnorning with a high fever and a sore throat. She
phoned Mr. Higashi to let him know that she wouldn’t be coming in that day and possi-
bly not the next. Mr. Higashi asked if she needed anything and told her to relax and take
care of herself. Before he hung up, Mr. Higashi told her that when she came back to the
office, to make sure to bring in a doctor’s note. Kelly rvas annoyed. The last thing she
rvanted to do was to get out of bed and go to the clinic for a simple case of the flu. As
she rvas getting dressed she thought she was being treated like a schoolgirl by being
forced to bring in a note.
TWo days later, Kelly returned to the office with the note from a physician in her
hand. Andrea infbrmed her that Mark and Suzanne had also been sick and that she had
been by herself in the ofhce. She also said that Mr. Higashi was suspicious that the three
of thern had been sick at the same time and had commented that he knew that toreign-
ers sometimes pretended to be sick in order to create longer weekends. Ke1ly was glad
that she had gone to the doctor and got a note so she could prove that she was really
sick. Kelly said goocl morning to Mr. Higashi and gave him her note. He took it from her
without so much as looking at it and threrv it onto a huge pile of incoming maii on his
desk. He asked her if she rvas t’eeling better and then went back to his work.
At midmorning, the accountant car.ne over to Kelly’s desk and asked her to sign some
papers. Kelly reached fbr her pen and started to sign autornatically until she noticed that
she was signing lbr two days of paid leave and not sick leave. She pointed out the error to
the accountant, rvho told her that there had not been a mistake. Kelly told the accountant
to come back later and went over to speak with Mr. Higashi. To her surprise, Mr. Higashi
said that there had been no mistake and that this rvas standard procedure in Japan. He said
that typical Japanese employees norn.rally did not make use of their vacation time due to
their great loyalty to the company. If an employee became sick, he often used his paid
vacation first out of respect for his entplovers.
Case 7

Kelly responded that this was fine for Japanese enrployees. but since she was not
Japanese, she pref-ered to clo things the Canadian way. Mr. Higashi replied that since
she was in Japan, maybe she should start doing things the Japanese rvay. Kelly turned
away and looked at Arrdrea, not believing what had just happened.
The next day, both Mark and Suzanne returned to the olI-rce only to find themselves
in the same predicament as Kelly. Suzanne called Mr. Higashi a iunatic and Mark chose
to stop speaking to him altogether. Kelly rvas furious that they were being forced to waste
two oftheir vacation days rvhen they were guaranteed sick leave. She threu,the JET con-
tract on Mr. Higashi’s desk and pointed out the sectioll that stipulated the number of sick
days they were entitled to and demanded that he honor their contract as written.
Mr. Higashi looked extremely agitated and said that he had to go to a very inrpor-
tant meeting and would discuss the situation later. The accountant reappeared with the
papers for the three ALTs to sign. but they all retused. Suzanne started to courpiaiu
about Mr. Higashi’s incompetence, rvhile Nlark complained about the Japanese style of
management. Suzanne said that it rvas a shame that none of them had bothered to join
AJET. tbr wasn’t this the kind of problem that unions were supposed to handle? Kelly
stared at the contract on her desk and said that they could take it to a higher ievel and
invoh,e CLAIR. Andrea said that things could get ugly and people could lose lace if it
went that tar. Kelly took her agenda out of her desk and started looking for CLAIR’s
phone number.
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Toolkit for Public Management

General description
This is a core topic in the Master of Public Administration programme and may be taken as an elective by other students. The topic aims to equip students with knowledge, theories and practices that they can apply to their own participation in public sector organisations, both as individuals and as managers.
The topic is divided into two modules.
The first focusses on organisational behaviour and the participation of individuals within organisations. It aims to give students new insights into the behaviour of organisations and the individuals within them. It invites students to examine their personal participation in organisations – their motivations, means of learning, participation in groups. At the completion of this model, students should have a strong theoretical but practical framework they can apply to the issues which arise from participating in organisations.
The second module considers some general theories of managing. It aims to assist students already working in supervisory roles and to prepare other students for taking on management positions. It covers some selected theories applicable to public and private organisations. There is also a section on incompetent military leadership as there is much for intending managers to learn from seeing poor leadership applied in grave circumstances.
This module then addresses the specific challenges of managing in public sector organisations. It draws upon the model developed at the Kennedy School of Government. It also includes a practical dimension in the form of presentations from, and discussion with, leaders from the South Australian public sector.
The topic is available in class form and online. All students will have access to FLO where I will be posting lecture notes, class exercises and additional readings. Public sector management
Students will be given three case studies and asked to assess one of them on the basis of the management style used and the contribution (or lack of it) that the manager made to adding public value. This assignment is a significant piece of work requiring students to apply Moore’s theories of “Creating Public Value”. Each of the three cases comes with a series of questions from me to help guide students in the application of these theories. These questions are attached to this outline. This assignment can be done by students individually or in small groups. Maximum length for an assignment done individually is 3,000 words. The maximum length for groups will be advised at the time and will depend on the size of each group
Melbourne 2 am lockout
• What are the issues? How would you frame them?
• What are the mandates?
• Is there sufficient justification for intervening?
• What process would you have used to develop and implement the policy options?
• Using Moore’s “alternative approach”, how would you have developed the mandates further?
• If you had to implement the preferred option of a 2 am lockout, what strategies and tactics would you have employed?
• What is the public value you are looking to deliver?
• What would you do to contain costs, particularly the costs of using political authority?
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Counseling theories VS a Case of your choice

Counseling theories VS a Case of your choice
Choose one of the theories from the text (Theory and Practice of Counseling and Psychotherapy, 9th Edition)
Apply the theory to a case (Please choose a patient who experience post traumatic stress disorder. PTSD for example (Search for a case on-line) (there are many examples), and follow the above instructions. (Please attach the case you choose)
Explain why you would use this theory or combination of theories in your work with this client, what you would anticipate will be the outcome. If you began with one theoretical approach and then changed that approach, justify why.
Identify your biases as to why you favor one or more theoretical approach over others and why you would not be open to trying others.
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Analysing your leadership style

The aim is to provide you with an opportunity to explore your own leadership style with some data-driven self-reflection. The assessment task consists of the completion of a series of diagnostic tools that relate to, or bear upon, your current leadership style, including a 360-degree evaluation by others of your leadership style. You are expected to analyse, reflect on and then comment on the results of those diagnostics and relate them to your own experience and understanding of leadership.
Steps
1. Complete the self diagnostic instruments that are located in the Study Guide under Topic 2 (pp. 17–32) and related readings. The instruments are:
a. Personal values: Complete Reading 2.1 and then do Activity 2.1 (p. 20).
b. Self-awareness assessment: Complete Reading 2:1 and then do Activity 2.3 (p. 21) which comprises four ‘self-assessment surveys’:
– self-awareness evaluative survey, page 96
– locus of control scale, page 101
– the cognitive style instrument, page 99
– tolerance of ambiguity scale, page 103.
c. Fundamental interpersonal relations orientation – behaviour (FIRO–B). Complete Reading 2.3 and then do Activity 2.4 (p. 22). (Be sure to include a comparison of your scores to the benchmarked scores.)
d. Personal style inventory: Complete Reading 2.4 and then do Activity 2.5 (p. 22).
e. Emotional intelligence: Complete Readings 2.5 & 2.6, and then do Activity 2.6 (p. 23).
f. Behavioural role profile: Complete Reading 2.7 and then do Activity 2.7 (p. 23).
For the remaining instruments, you need to arrange to have others complete the instrument and thereby receive 360 degree feedback. This means that, as well as completing the instruments, you need to have AT LEAST 3 others complete them too. A minimum of three is necessary in order to derive meaningful results. If possible, try and arrange to have someone in a supervisory/senior role to you complete the survey instrument (the person you report to), 1–2 colleagues at the same level, and 3–5 people who report to you. This is not always possible, but at least try and get three people who know you well enough in your work context. If you are not currently working in an organisation or in a leadership role then ask people from a previous organisation, failing that, ask your colleagues and/or close friends to assist in the 360-degree evaluation. A minimum of 3 people is necessary, but remember the more people, the more reliable the average ratings will be and the more valuable the exercise.

While it may not be possible, a 360-degree evaluation is best undertaken in conditions where your 360-degree participants remain anonymous. To achieve this, ask them to complete the diagnostic instruments in such a way that their handwriting could not be identified and then arrange for them to return the instruments to an independent third party (a colleague not involved in the process) as the collection point. Ask the third party to hold the instruments until all have been submitted to them. In addition, use pseudonyms or codes for organisations and for people to protect privacy and confidentiality.

Be sure that you make copies of these instruments before you complete them so that you have clean copies to send to other people.

g. Servant leadership: Complete Reading 2.8 and then do Activity 2.8 (p. 26).
h. Leader behaviour analysis (LBA): Complete Reading 2.9 and then do Activity 2.9 (p. 27).
i. Personality profile: Complete Reading 2.10 and then do Activity 2.10.

Once you have fully completed all the instruments and derived the required scores, enter those scores into the ‘leadership attributes’ proforma found at the end of Topic 2 of the Study Guide.

2. Based on the scores and data recorded you need to reflect on them and consider what they might mean for you and your leadership approach. You need to write a report in the manner suggested below that contains your scores but also your reflections and a consideration of how this all relates to theory and research on leadership. As a guideline you should seek to respond to the following questions (these are a guideline only and you may go beyond them):

a. What do the instruments tell you or suggest about how your various value-positions, attributes and preferences relate to your leadership approach and style?
b. Reflect on the information derived from the instruments and discuss the extent to which they match with your experience, including the feedback you may have received from others.
c. How do you and others characterise your leadership style?
d. What do you regard as your leadership strengths and weaknesses?
e. How does your self-reflection compare with the 360-degree evaluation of others (that is, is there a coherence between how you see yourself and how you are seen by others)? And what does that tell you about your leadership style?
f. How does your leadership style compare with the ones you have studied so far in this unit?
g. Which of the leadership models/theories presented in the unit do you relate most closely to? Why?
h. Identify two or three aspects of your leadership that you would like to develop further.
Remember, it is not just completing the instruments that is important, but reflections on what they mean for your leadership style, how that compares to other leaders, and seeking to relate your discussion to the various research, models and theories.

3. Write up the report. The report should have the following structure:
a. Introduction. This section outlines the task and introduces the rest of the report to the reader. It relates what is being considered and discussed to the notion of leadership, the notion of self-awareness and the relationship between them. It provides some contextual background about you, the focus of the investigation.
b. Methodology. This section briefly describes the methods you used to generate the data that is the basis for your analysis and reflection.
c. Results. This is another brief section that presents the results of the data collection. This includes reproducing the proforma in a properly completed manner (the proforma should contain most of your results), but you should provide more information that just the proforma.
d. Discussion. This section is the heart of the assignment and contains your assessment and discussion of what results show. It consists of your discussion of each of the questions set out in (2) above and more if you wish.
e. Conclusion. This section brings the paper to a conclusion. You should summarise the key messages of the investigation. You should relate the results and discussion to your own context and to theory and research. You should discuss the areas for future development that you have identified (this should feed directly into Assignment 2).
f. References.
g. Appendix.
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AASB

number of reportable segments to increase or decrease after the adoption of AASB 8
Depending on the current accounting standard, AASB 8, adopts a management approach to segment reporting.plz help me to answer this question:“Do you expect the number of reportable segments to increase or decrease after the adoption of AASB 8? Why? Provide evidence to support your argument by using two companies listed on the ASX”
Those two companies are Macquarie group and suncorp.
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Role, impacts and implications of rapid, volatile, discontinuous change for an organisation

Role, impacts and implications of rapid, volatile, discontinuous change for an organisation
Outline and discuss models used to assess the role, impacts and implications of rapid, volatile, discontinuous change for an organisation

1. PESTEL Analysis
2. The five Forces Frame work + Government.
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Health Care Provider and Faith Diversity

The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and acceptance of a diversity of faith expressions.
Choose one of the following options to complete this assignment:
1. Interview three individuals about their faith. They can be friends, family members, peers, and/or health care providers of diverse faiths.
2. Research Christianity and two other diverse faiths. Choose faiths that are less known than mainstream faiths or are less known to you, such as Sikh, Bahai, Buddhism, Shintoism, etc.
3. Research Christianity and one other diverse faith group; interview the individuals about his or her faith.
Provide a comparative analysis of the philosophy of providing care from the perspective of these faiths and/or individuals with that of the Christian perspective.
In 1,000 to 1,250 words, summarize the interviews or research and provide a comparative analysis of the different belief systems, reinforcing major themes with insights gained from your research.
Answer the following questions based on the interviews and/or research:
1. What is your spiritual perspective on healing?
2. What are the critical components of healing, such as prayer, meditation, belief, etc.?
3. What is important to people of a particular faith when cared for by health care providers whose spiritual beliefs differ from their own?
In your conclusion, describe what you have learned from these interviews and how this learning can be applied.
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Public Relations Management

Textbook reference (chapter 12):
Chia, J. &amp; Synnott, G. (Eds.) (2013). An introduction to public relations and communication management (2nd edition). Melbourne: Oxford UP.
Assignment 3: Preparing your client for a crisis response: Official statement,

distribution list and rationale.

Purpose: To demonstrate knowledge of the public relations literature on issues, relationships,

reputation, and their management; and to illustrate and apply the principles of media strategy,

media writing, and crisis communication, and analyse their place within public relations strategy.

(Learning outcomes 3 and 4 for this paper).

Brief: Prepare a proactive crisis response official statement template and distribution list for your

Aotearoa/New Zealand organisation, in respect of a hypothetical issue that could arise in relation

to their campaign. Provide a referenced rationaie explaining how your proposed communication

responses, messages and channels constitute best practice in crisis communication and
relationship and reputation management.

Word limit: 800 words excluding references.

What we are learning:

In this assignment we are learning to: anticipate and plan for crises including thinking strategically

about what to say and whom to say it to; use research and theory guidelines to remain focussed

on relationship management even when under pressure; follow standard media statement
structure to organise our material; write in a brief, professional style relevant for industry
documents; justify our professional recommendations with supporting research and theory; and
be honest and disciplined in our acknowledgement of sources.

Suggested process:

1. Use the same Aotearoa/ New Zealand individual or organisation engaging in public relations
activity and focus on the same one single specific issue that the individual or organisation
currently faces that you used for the previous assignment. (This will ensure that the scope of
your assignment work remains manageable.) Look at the publics analysis you prepared for the
previous assignment and identify the single most important public.

2. Look carefully at the threats and weaknesses you identified for your organisation’s relationship
with this most important public. (If you did not do a relationship SWOT for the previous
assignment, make sure you do one now, for the organisation’s relationship with its most
important public.) Select ONE threat as the focus for this assignment. You need to prepare
an official statement template that your client could quickly refer to if the threat you have
identified came true.

3. With reference to your readings about crisis communication (Readings N & O in particular, but
also the textbook chapter and all the other places in your textbook where crises are
discussed) think about what the organisation should say in order to best respond to this crisis.
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Marketing

Identify your favourite brand from any sector of your choice. What makes the brand successful? Use relevant theories (branding concept, brand equity and brand positioning) and examples to illustrate your answer. You need to integrate and critically evaluate these concepts in the context of your chosen brand.
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