The aim of this study is to explore the main contributors and obstacles to employee learning in the context of an alliance using the framework of a complex embedded multiple-case study. The two participant alliance partner organisations (APOs) are natural competitors that have joined to respond to urgent community needs of the city of Christchurch following the major earthquakes in September 2010 and February 2011. At the moment of the in-depth interviews, it had been about four years since those events occurred. There are continuous, unexpected circumstances that still require attention. However, the alliance has an expiry date, thus reinforcing the uncertain work environment. The main enablers found were participative, collaborative learning encouraged by leaders who embraced the alliance’s “learning organisational culture”. Employees generated innovations mostly in social interaction with others, while taking on responsibility for their learning by learning from mistakes. The main obstacle found is competition, as inhibitor of collaboratively sharing their knowledge out of fear of losing their competitiveness.
Improving community resilience requires a way of thinking about the nature of a community. Two complementary aspects are proposed: the flows connecting the community with its surrounding environment and the resources the community needs for its ongoing life. The body of necessary resources is complex, with many interactions between its elements. A systems approach is required to understand the issues adequately. Community resilience is discussed in general terms together with strategies for improving it. The ideas are then illustrated and amplified by an extended case study addressing means of improving the resilience of a community on the West Coast of New Zealand to natural disasters. The case study is in two phases. The first relies on a mix of on-the-ground observations and constructed scenarios to provide recommendations for enhancing community resilience, while the second complements the first by developing a set of general lessons and issues to be addressed from observations of the Christchurch earthquakes of 2010 and 2011.
The purpose of this study is to analyse the felt earthquake impacts, resilience and recovery of organizations in Canterbury by comparing three business sectors (accommodation/food services, Education/Training and Manufacturing). A survey of the three sectors in 2013 of Canterbury organizations impacted by the earthquakes revealed significant differences between the three sectors on felt earthquake impacts and resilience. On recovery and mitigation factors, the accommodation/food services sector is not significantly different from the other two sectors. Overall, the survey results presented here indicate that the Accommodation/Food Services sector was the least impacted by the earthquakes in comparison to the Education/Training and Manufacturing sectors. Implications for post-disaster management and recovery of the accommodation sector are suggested.
A report detailing the Liquefaction Trial, the observations, and discussions of the trial interpretation and findings.
A video filmed during the Liquefaction Trial detonation and immediately following (run time approximately one minute).
A pdf copy of a post from the One Voice Te Reo Kotahi blog. The post is titled, "Update re OVTRK, CCC Resilience Assessment and CERA research on NGOs". Note that video material originally included on the page has been removed for display reasons.
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.
This week marked the 4th anniversary of the Christchurch and Canterbury earthquake. New research from the University of Otago in Christchurch with earthquake survivors is shedding some light on the question of what makes some people cope better with trauma than others. A group of psychiatrists and psychologists from the University have been studying a group of more than 100 Cantabrians exposed to high levels of stress during the earthquakes who coped well. They compared this group against a group of patients with post-earthquake trauma, being treated by the Adult Specialist Services Earthquake Treatment Team, or ASSETT, set up by the Canterbury DHB. Dr Gini McIntosh from the Otago University is part of the research team, and one of the psychologists with ASSETT.
A story submitted by Lyndsay Fenwick to the QuakeStories website.
An entry from Deb Robertson's blog for 1 February 2015 entitled, "The Gift of the Mundane Task".The entry was downloaded on 3 November 2016.
The Canterbury earthquakes of 2010-2012 have been generation shaping. People living and working in and around the city during this time have had their lives and social landscapes changed forever. The earthquake response, recovery and rebuild efforts have highlighted unheralded social strengths and vulnerabilities within individuals, organisations, communities and country writ large. It is imperative that the social sciences stand up to be counted amongst the myriad of academic research, commentary and analysis.
Objective: The nature of disaster research makes it difficult to adequately measure the impact that significant events have on a population. Large, representative samples are required, ideally with comparable data collected before the event. When Christchurch, New Zealand, was struck by multiple, devastating earthquakes, there presented an opportunity to investigate the effects of dose-related quakes (none, one, two or three over a 9-month period) on the cognition of Canterbury’s elderly population through the New Zealand Brain Research Institute’s (NZBRI’s) cognitive screening study. The related effects of having a concomitant medical condition, sex, age and estimated- full scale IQ (Est-FSIQ) on cognition were also investigated. Method: 609 participants were tested on various neuropsychological tests and a self-rated dementia scale in a one hour interview at the NZBRI. Four groups were established, based on the number of major earthquakes experienced at the time of testing: “EQ-dose: None” (N = 51) had experienced no quakes; “EQ-dose: One” (N = 193) had experienced the initial quake in September 2010; “EQ-dose: Two” (N = 82) also experienced the most devastating February 2011 quake; and “EQ-dose: Three” (N = 265) also the June 2011 quake at testing. Results: Two neuropsychological variables of Trail A and the AD8 were impacted by an EQ-dose effect, while having a medical condition was associated with poorer function on the MoCA, Rey Copy and Recall, Trail A, and AD8. Having a major medical condition led to worse performance on the Rey Copy and Recall following the major February earthquake. Males performed significantly better on Trail A and Rey Planning, while females better on the MoCA. Older participants (>73) had significantly lower scores on the MoCA than younger participants (<74), while those with a higher Est-FSIQ (>111) had better scores on the MoCA and Rey Recall than participants with a lower Est-FSIQ. Finally, predicted variable analysis (based on calculated, sample-specific Z-scores) failed to find a significant earthquake effect when variables of age, sex and Est-FSIQ were controlled for, while there was a significant effect of medical condition on each measure. Conclusion: The current thesis provides evidence suggesting resilience amongst Canterbury’s elderly population in the face of the sequence of significant quakes that struck the region over a year from September 2010. By contrast, having a major medical condition was a ‘more significant life event’ in terms of impact on cognition in this group.
The Canterbury earthquakes and the rebuild are generation-defining events for twenty-first century Aotearoa/ New Zealand. This article uses an actor network approach to explore 32 women’s narratives of being shaken into dangerous disaster situations and reconstituting themselves to cope in socially innovative ways. The women’s stories articulate on-going collective narratives of experiencing disaster and coping with loss in ‘resilient’ ways. In these women’s experiences, coping in disasters is not achieved by talking through the emotional trauma. Instead, coping comes from seeking solace through engagement with one’s own and others’ personal risk and resourcefulness in ways that feed into the emergence of socially innovative voluntary organisations. These stories offer conceptual insight into the multivalent interconnections between resilience and vulnerabilities and the contested nature of post-disaster recovery in Aotearoa/New Zealand. These women gave voice to living through disasters resiliently in ways that forged new networks of support across collective and personal narratives and broader social goals and aspirations for Aotearoa/New Zealand’s future.
A video of a conversation between John Hamilton, National Controller of the Civil Defence Emergency Response, and Dr Sonia Giovinazzi, Research Fellow at the Department of Civil and Natural Resource Engineering at the University of Canterbury. Hamilton and Giovinazzi discuss the Civil Defence's response to the 22 February 2011 earthquake and the lessons that they learned.The video includes footage from the Ministry of Civil Defence (licenced under Creative Commons Attribute 3.0 New Zealand).
This literature review uses research informed by disasters including the Christchurch Earthquakes, Hurricane Katrina, Red River floods, War in Israel and natural disasters in Indonesia to identify key aspects within teacher-student relationships which result in an increase in the emotional stability of our students. These aspects include prior knowledge of students and their development, psycho-social interventions and incorporation of the disaster into the curriculum. Teacher-student relationships are highlighted as vital to a child’s healing and resilience after experiencing disaster trauma.
This article reports on research conducted in Christchurch, New Zealand, after the 22 February 2011 earthquake. This quake and thousands of subsequent aftershocks have left the city of Christchurch with serious infrastructure damage to roads, sewage supply, housing and commercial buildings. The emergence of a vibrant art and craft movement in the Christchurch region post earthquake has been an unexpected aspect of the recovery process. The article begins with a review of the literature on traditional responses to disaster recovery illustrating how more contemporary approaches are community-focused. We review the links between crafting and well-being, and report on qualitative research conducted with five focus groups and nine individuals who have contributed to this movement in Christchurch. The findings illustrate the role crafting has played post earthquake, in terms of processing key elements of the disaster for healing and recovery, creating opportunities for social support; giving to others; generating learning and meaning making and developing a vision for the future. The data analysis is underpinned by theory related to post-traumatic growth and ecological concerns. The role of social work in promoting low-cost initiatives such as craft groups to foster social resilience and aid in the recovery from disaster trauma is explored. This discussion considers why such approaches are rare in social work.
There is very little research on total house strength that includes contributions of non-structural elements. This testing programme provides inclusive stiffness and response data for five houses of varying ages. These light timber framed houses in Christchurch, New Zealand had minor earthquake damage from the 2011 earthquakes and were lateral load tested on site to determine their strength and/or stiffness, and to identify damage thresholds. Dynamic characteristics including natural periods, which ranged from 0.14 to 0.29s were also investigated. Two houses were quasi-statically loaded up to approximately 130kN above the foundation in one direction. Another unidirectional test was undertaken on a slab-on-grade two-storey house, which was also snapback tested. Two other houses were tested using cyclic quasi-static loading, and between cycles snapback tests were undertaken to identify the natural period of each house, including foundation and damage effects. A more detailed dynamic analysis on one of the houses provided important information on seismic safety levels of post-quake houses with respect to different hazard levels in the Christchurch area. While compared to New Zealand Building Standards all tested houses had an excess of strength, damage is a significant consideration in earthquake resilience and was observed in all of the houses. http://www.aees.org.au/downloads/conference-papers/2015-2/
This thesis focuses attention on the ongoing effects of the earthquakes on children in Christchurch. It identifies the learning and behavioural difficulties evident in an increasing number of students and cautions the use of the word 'resilient' to describe children who may be just managing. This assumption has a significant impact on the wellbeing of many Christchurch children who, disaster literature warns, are likely to be under-served. This thesis suggests that, because of the scale of need, schools are the best place to introduce practices that will foster wellbeing. Mindfulness practices are identified as a potential tool for ameliorating the vulnerabilities experienced by children, while at the same time working to increase their capabilities. This thesis argues that, through mindful practices, children can learn to be more reflective of their emotions and respond in more considered ways to different situations. They can become more relational, having a greater understanding of others through a deeper understanding of themselves, and they can build resilience by developing the protective factors that promote more adaptive functioning. This thesis identifies the strong links between mindfulness and the holistic wellbeing concept of Te Whare Tapa Whã and a Mãori worldview. Strong links are also identified with the vision, values and key competencies of the New Zealand Curriculum and 21st Century learners. Both short and long term recommendations are made for the introduction of mindfulness practices in schools to enhance the wellbeing of children.
Research on responses to trauma has historically focused on the negative repercussions of a struggle with adversity. However, more recently, researchers have begun to examine posttraumatic growth: the positive psychological change that emerges from the struggle with a potentially traumatic event. Associations have been found between posttraumatic growth and greater peritraumatic distress, greater objective severity of trauma exposure, greater perceived stressfulness of events, social support, female gender, cognitive and behavioural responses to trauma, and personality measures. Posttraumatic growth has been measured typically in individuals with varying levels of posttraumatic stress disorder symptoms and other psychological difficulties, such as depression and anxiety. Although some theory and research posits that higher resilience would prohibit posttraumatic growth, no studies have examined posttraumatic growth in a resilient sample. The Canterbury earthquake sequence of 2010 and 2011 involved potentially traumatic events that saw the community struggle with a variety of challenges. However, in the midst of earthquake destruction, some positive initiatives emerged, driven by locals. The Gap Filler project (using city spaces left empty from fallen buildings for art and interactive community projects) and the Student Volunteer Army (groups of volunteers coordinated to help others in need) are examples of this. In this context, it seemed likely that posttraumatic growth was occurring and might be seen in individuals who were coping well with challenges. Culture is theorised to influence the posttraumatic growth process (Calhoun, Cann, & Tedeschi, 2010), and the nature of the trauma undergone is also likely to influence the process of growth. The current thesis measures posttraumatic growth quantitatively and qualitatively in a New Zealand sample. It measures and describes posttraumatic growth in a resilient population after the earthquake sequence of 2010 and 2011 in Canterbury, New Zealand. Findings are used to test current models of posttraumatic growth for individuals coping well after trauma and to elaborate on mechanisms proposed by models such as the comprehensive model of posttraumatic growth (Calhoun et al., 2010) and the organismic valuing theory of growth through adversity (Joseph & Linley, 2005). Correlates of posttraumatic growth are examined and likely supporting factors of posttraumatic growth are identified for this population. Study 1 used quantitative analysis to explore correlates of posttraumatic growth and found that greater posttraumatic growth related to greater peritraumatic distress, greater perceived stressfulness of earthquake events, greater objective stressfulness of earthquake events, greater difficulty with stressful life events, less satisfaction with social support, and female gender. Findings from Study 1 give important detail about the nature of distress included in the comprehensive model of posttraumatic growth (Calhoun et al., 2010) for this population. Levels of posttraumatic growth were lower than those in North American studies but similar to those in a Chinese study. The current sample, however, showed lower endorsement of Relating to Others than the Chinese study, perhaps because of cultural differences. Study 2 used qualitative analysis to examine the experience of posttraumatic growth in the sample. The theme of ‘a greater sense of community’ was found and adds to the comprehensive model of posttraumatic growth, in that an expression of posttraumatic growth (a greater connection with others) can inform ongoing social processing in the posttraumatic growth process. Having a formal or informal role in earthquake recovery appeared to influence self-concept and reflection; this elaborates on the influence of role on reflection in Calhoun et al.’s model. Findings illustrate possible mechanisms of the organismic valuing process theorised by Joseph and Linley (2005). Implications include the importance of providing opportunities for individuals to take on a role after a crisis, encouraging them to act to respond to difficulties, and encouraging them to meet personal needs for relatedness, competence, and autonomy. Finding positive aspects to a difficult situation, as well as acknowledging adversity, can be supported in future to help individuals process their traumas. As a society, we can help individuals cope with adversity by providing ways they can meet their needs for relatedness, competence, and autonomy. Community groups likely provide opportunities for members to act in ways that meet such needs. This will allow them to effectively act to meet their needs in times of crisis.
