Disasters are rare events with major consequences; yet comparatively little is known about managing employee needs in disaster situations. Based on case studies of four organisations following the devastating earthquakes of 2010 - 2011 in Christchurch, New Zealand, this paper presents a framework using redefined notions of employee needs and expectations, and charting the ways in which these influence organisational recovery and performance. Analysis of in-depth interview data from 47 respondents in four organisations highlighted the evolving nature of employee needs and the crucial role of middle management leadership in mitigating the effects of disasters. The findings have counterintuitive implications for human resource functions in a disaster, suggesting that organisational justice forms a central framework for managing organisational responses to support and engage employees for promoting business recovery.
A dissertation by Lev Zhuravsky submitted as partial fulfillment of the requirements for the degree of Master of Health Sciences Endorsed in Health Management, University of Otago, Dunedin, New Zealand.
There are many things that organisations of any size can do to prepare for a disaster or crisis. Traditionally, the advice given to business has focused on identifying risks, reducing their likely occurrence, and planning in advance how to respond. More recently, there is growing interest in the broader concept of organisational resilience which includes planning for crisis but also considers traits that lead to organisational adaptability and ability to thrive despite adverse circumstances. In this paper we examine the policy frameworks1 within New Zealand that influence the resilience of small and medium sized businesses (SMEs). The first part of the paper focuses on the New Zealand context, including the prevailing political and economic ideologies, the general nature of New Zealand SMEs and the nature of New Zealand’s hazard environment. The paper then goes on to outline the key policy frameworks in place relevant to SMEs and hazards. The final part of the paper examines the way the preexisting policy environment influenced the response of SMEs and Government following the Canterbury earthquakes.
There is growing expectation that local volunteers will play a more integrated role in disaster response, yet emergent groups are often ‘outsiders’ to crisis management, prompting questions of the conditions and processes by which these groups can forge relationships with established response agencies, and the tensions which can arise those interactions. This article analyses how student-led volunteers, as an emergent group, nevertheless gained “authority to operate” in the aftermath of the 2010-2011 earthquakes in Canterbury, New Zealand. Our study demonstrates how established response agencies and emergent groups can form hugely impactful and mutually supportive relationships. However, our analysis also points to two interrelated tensions that can arise, regarding the terms by which emergent groups are recognised, and the ‘distance’ considered necessary between emergent groups and established response agencies. The discussion considers implications for inclusiveness, risk and responsibility if emergent volunteers are to be further integrated into disaster response.
In this dissertation it is argued that the Canterbury Earthquake Recovery Act 2011 and the Canterbury Earthquake Recovery Authority were both necessary and inevitable given the trends and traditions of civil defence emergency management (CDEM) in New Zealand. The trends and traditions of civil defence are such that principles come before practice, form before function, and change is primarily brought about through crisis and criticism. The guiding question of the research was why were a new governance system and law made after the Canterbury earthquakes in 2010 and 2011? Why did this outcome occur despite the establishment of a modern emergency management system in 2002 which included a recovery framework that had been praised by international scholars as leading edge and a model for other countries? The official reason was the unprecedented scale and demands of the recovery – but a disaster of such scale is the principle reason for having a national emergency management system. Another explanation is the lack of cooperation among local authorities – but that raises the question of whether the CDEM recovery framework would have been successful in another locality. Consequentially, the focus of this dissertation is on the CDEM recovery framework and how New Zealand came to find itself making disaster law during a disaster. Recommendations include a review of emergency powers for recovery, a review of the capabilities needed to fulfil the mandate of Recovery Managers, and the establishment of a National Recovery Office with a cadre of Recovery Managers that attend every recovery to observe, advise, or assume control as needed. CDEM Group Recovery Managers would be seconded to the National Recovery Office which would allow for experience in recovery management to be developed and institutionalised through regular practice.
A worried Hekia Parata, Minister of Education, tells John Key, the Prime Minister, that schools in Canterbury are resisting being merged. John Key replies that the government will go through a 'consultation process' and then 'do what we like'. However the schools are claiming marae status and thus protection under the Treaty of Waitangi. The 'Hui report' which the Prime Minister is holding confirms this fear.
The Ministry of Education, given the excuse of the Canterbury earthquakes, announced that many schools there will be merged or closed. Threatened schools, particularly the two Maori language schools, lodged complaints with the Waitangi Tribunal. 'Hui reports' refers to the claims and resulting hui over the water rights of the proposed partial privatisation of state assets.
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DAVID SHEARER to the Prime Minister: Does he stand by all his statements?
PAUL GOLDSMITH to the Minister of Finance: What reports has he received on the performance of the public service?
Dr RUSSEL NORMAN to the Prime Minister: Does he stand by his statement about asset sales that it was the Governments intention that “every New Zealander who wants shares gets them”?
SIMON O'CONNOR to the Minister for Tertiary Education, Skills and Employment: What progress has been made in expanding the Youth Guarantee Scheme to provide more 16 and 17 year-olds with fees-free tertiary training this year?
Hon DAVID CUNLIFFE to the Minister for Economic Development: Does he stand by his statement that “the global financial crisis and the Canterbury earthquakes were not projected in any of those forecasts”?
Rt Hon WINSTON PETERS to the Minister of Local Government: Has he been in communication with the Auckland Council over financial management issues, and if so, on what occasions this year?
MIKE SABIN to the Minister for Social Development: How will the Government’s recently announced changes target young people not in education, employment or training?
DENISE ROCHE to the Prime Minister: Does he stand by his comment that the Government has a “sinking lid policy” for pokie machines?
Hon CLAYTON COSGROVE to the Minister of Finance: Does he stand by the statement made on his behalf in answer to Oral Question No 1 on 1 March 2012, that “I do know what is in the coalition agreement” and, if so, does he agree that the United Future-National confidence and supply agreement does not require United Future to vote for the Government’s asset sales legislation?
TODD McCLAY to the Associate Minister of Conservation: What benefits will the Game Animal Council Bill bring for recreational hunters?
Hon ANNETTE KING to the Minister of Housing: What response has he received to the “Smarter. Faster. Fairer” tenancy service which provides an 0800 phone customer service centre response to people with housing needs?
JAMI-LEE ROSS to the Minister for ACC: What initiatives are underway to help raise awareness about falls in the home?
When disasters and crises, both man-made and natural, occur, resilient higher education institutions adapt in order to continue teaching and research. This may necessitate the closure of the whole institution, a building and/or other essential infrastructure. In disasters of large scale the impact can be felt for many years. There is an increasing recognition of the need for disaster planning to restructure educational institutions so that they become more resilient to challenges including natural disasters (Seville, Hawker, & Lyttle, 2012).The University of Canterbury (UC) was affected by seismic events that resulted in the closure of the University in September 2010 for 10 days and two weeks at the start of the 2011 academic year This case study research describes ways in which e-learning was deployed and developed by the University to continue and even to improve learning and teaching in the aftermath of a series of earthquakes in 2010 and 2011. A qualitative intrinsic embedded/nested single case study design was chosen for the study. The population was the management, support staff and educators at the University of Canterbury. Participants were recruited with purposive sampling using a snowball strategy where the early key participants were encouraged to recommend further participants. Four sources of data were identified: (1) documents such as policy, reports and guidelines; (2) emails from leaders of the colleges and academics; (3) communications from senior management team posted on the university website during and after the seismic activity of 2010 and 2011; and (4) semi-structured interviews of academics, support staff and members of senior management team. A series of inductive descriptive content analyses identified a number of themes in the data. The Technology Acceptance Model 2 (Venkatesh & Davis, 2000) and the Indicator of Resilience Model (Resilient Organisations, 2012) were used for additional analyses of each of the three cases. Within the University case, the cases of two contrasting Colleges were embedded to produce a total of three case studies describing e-learning from 2000 - 2014. One contrast was the extent of e-learning deployment at the colleges: The College of Education was a leader in the field, while the College of Business and Law had relatively little e-learning at the time of the first earthquake in September 2010. The following six themes emerged from the analyses: Communication about crises, IT infrastructure, Availability of e-learning technologies, Support in the use of e-learning technologies, Timing of crises in academic year and Strategic planning for e-learning. One of the findings confirmed earlier research that communication to members of an organisation and the general public about crises and the recovery from crises is important. The use of communication channels, which students were familiar with and already using, aided the dissemination of the information that UC would be using e-learning as one of the options to complete the academic year. It was also found that e-learning tools were invaluable during the crises and facilitated teaching and learning whilst freeing limited campus space for essential activities and that IT infrastructure was essential to e-learning. The range of e-learning tools and their deployment evolved over the years influenced by repeated crises and facilitated by the availability of centrally located support from the e-Learning support team for a limited set of tools, as well as more localised support and collaboration with colleagues. Furthermore, the reasons and/or rate of e-learning adoption in an educational institution during crises varied with the time of the academic year and the needs of the institution at the time. The duration of the crises also affected the adoption of e-learning. Finally, UC’s lack of an explicit e-learning strategy influenced the two colleges to develop college-specific e-learning plans and those College plans complemented the incorporation of e-learning for the first time in the University’s teaching and learning strategy in 2013. Twelve out of the 13 indicators of the Indicators of Resilience Model were found in the data collected for the study and could be explained using the model; it revealed that UC has become more resilient with e-learning in the aftermath of the seismic activities in 2010 and 2011. The interpretation of the results using TAM2 demonstrated that the adoption of technologies during crises aided in overcoming barriers to learning at the time of the crisis. The recommendations from this study are that in times of crises, educational institutions take advantage of Cloud computing to communicate with members of the institution and stakeholders. Also, that the architecture of a university’s IT infrastructure be made more resilient by increasing redundancy, backup and security, centralisation and Cloud computing. In addition, when under stress it is recommended that new tools are only introduced when they are essential.
