“much of what we know about leadership is today redundant because it is literally designed for a different operating model, a different context, a different time” (Pascale, Sternin, & Sternin, p. 4). This thesis describes a project that was designed with a focus on exploring ways to enhance leadership capacity in non-government organisations operating in Christchurch, New Zealand. It included 20 CEOs, directors and managers from organisations that cover a range of settings, including education, recreation, and residential and community therapeutic support; all working with adolescents. The project involved the creation of a peer-supported professional learning community that operated for 14 months; the design and facilitation of which was informed by the Appreciative Inquiry principles of positive focus and collaboration. At the completion of the research project in February 2010, the leaders decided to continue their collective processes as a self-managing and sustaining professional network that has grown and in 2014 is still flourishing under the title LYNGO (Leaders of Youth focussed NGOs). Two compelling findings emerged from this research project. The first of these relates to efficacy of a complexity thinking framework to inform the actions of these leaders. The leaders in this project described the complexity thinking framework as the most relevant, resonant and dynamic approach that they encountered throughout the research project. As such this thesis explores this complexity thinking informed leadership in detail as the leaders participating in this project believed it offers an opportune alternative to more traditional forms of positional leadership and organisational approaches. This exploration is more than simply a rationale for complexity thinking but an iterative in-depth exploration of ‘complexity leadership in action’ which in Chapter 6 elaborates on detailed leadership tools and frameworks for creating the conditions for self-organisation and emergence. The second compelling finding relates to efficacy of Appreciative Inquiry as an emergent research and development process for leadership learning. In particular the adoption of two key principles; positive focus and inclusivity were beneficial in guiding the responsive leadership learning process that resulted in a professional learning community that exhibited high engagement and sustainability. Additionally, the findings suggest that complexity thinking not only acts as a contemporary framework for adaptive leadership of organisations as stated above; but that complexity thinking has much to offer as a framework for understanding leadership development processes through the application of Appreciative Inquiry (AI)-based principles. A consideration of the components associated with complexity thinking has promise for innovation and creativity in the development of leaders and also in the creation of networks of learning. This thesis concludes by suggesting that leaders focus on creating hybrid organisations, ones which leverage the strengths (and minimise the limitations) of self-organising complexity-informed organisational processes, while at the same time retaining many of the strengths of more traditional organisational management structures. This approach is applied anecdotally to the place where this study was situated: the post-earthquake recovery of Christchurch, New Zealand.
Prior to the devastating 2010 and 2011 earthquakes in Christchurch, New Zealand, the University of Canterbury (UC) was renowned for its graduates’ academic preparation and its staff’s research outputs. The town/gown relationship was aloof and strained due to UC’s move from the CBD in the 1970s and students being seen as troublemakers. Despite its vision of people prepared to make a difference, the University’s students and staff were not seen as making a difference in the local community or as being engaged citizens.
This changed when over 9,000 UC students mobilized themselves into the Student Volunteer Army to provide immediate relief across Christchurch following the four major quakes of 2010 and 2011. Suddenly, UC students were seen as saviors, not miscreants and a focus on citizenship education as part of the University’s strategic direction began to take shape.
Based on qualitative and quantitative research conducted at UC over the past four years, this interactive presentation will highlight the findings, conclusions, and implications of how the University has been transformed into a recognized, international leader in citizenship education. By integrating students’ community service into their academic studies, the University has changed its persona while students have gained academically, civically, and personally.
A video of the first part of an address by Joseph Thomas, CEO of NZIM Southern, at the 2012 Seismics and the City forum. The talk explores how post-quake Christchurch has become a laboratory for new ways of working and accelerated change, and how it is important for organisations to identify and develop the cadre of new leaders who came to the forefront during and after the February quake.
A video of the second part of an address by Joseph Thomas, CEO of NZIM Southern, at the 2012 Seismics and the City forum. The talk explores how post-quake Christchurch has become a laboratory for new ways of working and accelerated change, and how it is important for organisations to identify and develop the cadre of new leaders who came to the forefront during and after the February quake.
A video of a presentation by Elizabeth McNaughton during the fourth plenary of the 2016 People in Disasters Conference. McNaughton is the Director of the Canterbury Earthquake Recovery Learning and Legacy programme at the Department of the Prime Minister and Cabinet. The presentation is titled, "Leading in Disaster Recovery: A companion through the chaos".The abstract for this presentation reads as follows: Leading in disaster recovery is a deeply human event - it requires us to reach deep inside of ourselves and bring to others the best of who we can be. It's painful, tiring, rewarding and meaningful. The responsibility can be heavy and at times leaders feel alone. The experienced realities of recovery leadership promoted research involving over 100 people around the globe who have worked in disaster recovery. The result is distilled wisdom from those who have walked in similar shoes to serve as a companion and guide for recovery leaders. The leadership themes in Leading in Disaster Recovery: A companion through the chaos include hard-won, honest, personal, brave insights and practical strategies to serve and support other recovery leaders. This guidance is one attempt amongst many others to change the historic tendency to lurch from disaster to disaster without embedding learning and knowledge - something we cannot afford to do if we are to honour those whose lives have been lost or irreversibly changed by disaster. If we are to honour the courageous efforts of those who have previously served disaster-impacted communities we would be better abled to serve those impacted by future disasters.
Based on a qualitative study of four organisations involving 47 respondents following the extensive 2010 – 2011 earthquakes in Christchurch, New Zealand, this paper presents some guidance for human resource practitioners dealing with post-disaster recovery. A key issue is the need for the human resource function to reframe its practices in a post-disaster context, developing a specific focus on understanding and addressing changing employee needs, and monitoring the leadership behaviour of supervisors. This article highlights the importance of flexible organisational responses based around a set of key principles concerning communication and employee perceptions of company support.
This thesis examines the closing of Aranui High School in 2016, a low socio-economic secondary school in eastern Christchurch, New Zealand, and reflects on its history through the major themes of innovation and the impact of central government intervention. The history is explored through the leadership of the school principals, and the necessity for constant adaptation by staff to new ways of teaching and learning, driven by the need to accommodate a more varied student population – academically, behaviourally and culturally – than most other schools in wider Christchurch. Several extreme changes, following a neoliberal approach to education policies at a national government level, impacted severely on the school’s ability to thrive and even survive over the 57 years of its existence, with the final impact of the 2010 and 2011 Canterbury earthquakes leading indirectly to Aranui High’s closure. The earthquakes provided the National government with the impetus to advocate for change to education in Christchurch; changes which impacted negatively on many schools in Christchurch, including Aranui High School. The announcement of the closure of Aranui High shocked many staff and students, who were devastated that the school would no longer exist. Aranui High School, Aranui Primary School, Wainoni Primary School and Avondale Primary School were all closed to make way for Haeata Community Campus, a year 1 to 13 school, which was built on the Aranui High site. Aranui High School served the communities of eastern Christchurch for 57 years from 1960 and deserves acknowledgment and remembrance, and my hope is that this thesis will provide a fair representation of the school’s story, including its successes and challenges, while also explaining the reasons behind the eventual closure. This thesis contributes to New Zealand public history and uses mixed research methods to examine Aranui High School’s role as a secondary school in eastern Christchurch. I argue that the closure of Aranui High School in 2016 was an unjustified act by the Ministry of Education.
Following devastating earthquakes in 2010 and 2011 in Christchurch, there is an opportunity to use sustainable urban design variables to redevelop the central city in order to address climate change concerns and reduce CO₂ emissions from land transport. Literature from a variety of disciplines establishes that four sustainable urban design variables; increased density, mixed-use development, street layout and city design, and the provision of sustainable public transport, can reduce car dependency and vehicle kilometres travelled within urban populations- widely regarded as indicators of the negative environmental effects of transport. The key question for the research is; to what extent has this opportunity been seized by NZ’s Central Government who are overseeing the central city redevelopment? In order to explore this question the redevelopment plans for the central city of Christchurch are evaluated against an adapted urban design matrix to determine whether a reduction in CO₂ emissions from land transport is likely to be achieved through their implementation. Data obtained through interviews with experts is used to further explore the extent to which sustainable urban design variables can be employed to enhance sustainability and reduce CO₂ emissions. The analysis of this data shows that the four urban design variables will feature in the Central Government’s redevelopment plans although the extent to which they are employed and their likely success in reducing CO₂ emissions will vary. Ultimately, the opportunity to redevelop the central city of Christchurch to reduce CO₂ emissions from land transport will be undermined due to timeframe, co-ordination, and leadership barriers.
Science education research shows that a traditional, stand-and-deliver lecture format is less effective than teaching strategies that are learner-centred and that promote active engagement. The Carl Wieman Science Education Initiative (CWSEI) has used this research to develop resources to improve learning in university science courses. We report on a successful adaptation and implementation of CWSEI in the New Zealand university context. This two-year project at Massey University and the University of Canterbury began by using perception and concept surveys before and after undergraduate science courses to measure students’ attitudes towards science as well as their knowledge. Using these data, and classroom observations of student engagement and corroborating focus groups, the research team worked with lecturers to create interventions to enhance student engagement and learning in those courses. Results show several positive changes related to these interventions and they suggest several recommendations for lecturers and course coordinators. The recommendations include:1. Make learning outcomes clear, both for the lecturer and the students; this helps to cull extraneous material and scaffold student learning. 2. Use interactive activities to improve engagement, develop deeper levels of thinking, and improve learning. 3. Intentionally foster “expert-like thinking” amongst students in the first few semesters of the degree programme. 4. Be flexible because one size does not fit all and contextual events are beyond anyone’s control.In addition to these recommendations, data collected at the Canterbury site during the 2010 and 2011 earthquakes reinforced the understanding that the most carefully designed teaching innovations are subject to contextual conditions beyond the control of academics.
On November 14 2016 a magnitude 7.8 earthquake struck the south island of New Zealand. The earthquake lasted for just two minutes with severe seismic shaking and damage in the Hurunui and Kaikōura districts. Although these are predominantly rural areas, with scattered small towns and mountainous topography, they also contain road and rail routes that are essential parts of the national transport infrastructure. This earthquake and the subsequent recovery are of particular significance as they represent a disaster following in close proximity to another similar disaster, with the Canterbury earthquakes occurring in a neighboring district five years earlier. The research used an inductive qualitative case study to explore the nature of the Kaikōura recovery. That recovery process involved a complex interplay between the three parties; (a) the existing local government in the district, (b) central government agencies funding the recovery of the local residents and the national transport infrastructure, and (c) recovery leaders arriving with recent expertise from the earlier Canterbury disaster. It was evident that three groups: locals, government, and experts represented a multi-party governance debate in which the control of the Kaikōura earthquake recovery was shared amongst them. Each party had their own expertise, adgenda and networks that they brought to the Kaikōura recovery, but this created tensions between external expertise and local, community leadership. Recent earthquake research suggests that New Zealand is currently in the midst of an earthquake cluster, with further seismic disasters likely to occur in relatively close succession. This is likely to be compounded by the increasing frequency of other natural disasters with the effects of climate change. The present study investigates a phenomenon that may become increasingly common, with the transfer of disaster expertise from one event to another, and the interface between those experts with local and national government in directing recoveries. The findings of this study have implications for practitioners and policy makers in NZ and other countries where disasters are experienced in close spatial and temporal proximity.
Questions to Ministers
1. JACQUI DEAN to the Minister of Finance: What reports has he received on the economy?
2. Hon PHIL GOFF to the Prime Minister: Will he rule out making cuts to Working for Families payments this year; if not, why not?
3. TIM MACINDOE to the Minister for Social Development and Employment: What changes is the Government making to Family Start to ensure a greater focus on protecting children from abuse and neglect?
4. Hon ANNETTE KING to the Minister for Social Development and Employment: Does she agree with the Prime Minister that "anyone on a benefit actually has a lifestyle choice…some make poor choices, and they do not have money left"?
5. KANWALJIT SINGH BAKSHI to the Minister of Civil Defence: Did he meet with business leaders in Christchurch yesterday to discuss the Civil Defence state of national emergency operations; if so, what was the outcome of that meeting?
6. Hon DAVID CUNLIFFE to the Minister of Finance: Who was right, the Prime Minster who predicted that the New Zealand economy would grow "reasonably aggressively" in 2010-11, or the last four quarterly NZIER consensus forecast updates for GDP, which have progressively declined from 3.2 percent to just 0.8 percent for the year to March 2011?
7. Dr RUSSEL NORMAN to the Minister of Finance: Which response to the Christchurch earthquake carries a greater risk of a credit downgrade: increased government borrowing or a temporary earthquake levy?
8. PHIL TWYFORD to the Minister of Local Government: When he said "Auckland's fragmented governance has meant a lack [of] leadership and vision, but soon its leaders will be able to think regionally, plan strategically and act decisively", did he mean only if they agree with the Government's plan for Auckland?
9. JO GOODHEW to the Minister of Education: What were the results of the Accelerating Learning in Mathematics Pilot Study?
10. Hon DAMIEN O'CONNOR to the Minister for Biosecurity: Does he agree with the statements made by John Lancashire and Stew Wadey, President of Waikato Federated Farmers, in the Dominion Post yesterday that New Zealand is exposed to greater risk of incursions or exotic pests at our borders as a result of the "fast-tracking of tourists", the "attempts to abolish import restrictions", and his axing of 60 frontline border staff?
11. MICHAEL WOODHOUSE to the Acting Minister of Energy and Resources: What reports has she received on levels of renewable electricity generation?
12. CHRIS HIPKINS to the Minister for ACC: Does he stand by his answer to question 4 on Thursday last week "that funding will be taken from either the earners account or the work account" and "that a higher proportion of claims than the overall average for ACC are actually in the work account"; if not, why not?
