Crisis Management at Concord College: Strategies and Outcomes

This report provides a comprehensive analysis of the crisis management strategies implemented at Concord College. It begins by outlining the theoretical frameworks, including structural-functional systems theory and diffusion of innovation theory, which guided the institution's response to the crisis. The report highlights successful strategies such as the closure of a fake account and effective communication with stakeholders. It explores alternative approaches and the contributions of stakeholders, emphasizing the importance of teamwork, communication, and preparedness in managing crises. The report also reflects on the lessons learned, emphasizing the significance of proactive crisis management plans, good listening skills, clear communication, and empathy. The conclusion underscores the value of crisis management in safeguarding an institution's reputation and maintaining stakeholder trust, citing the college's success in mitigating the crisis through coordinated efforts and effective communication.

CRISIS MANAGEMENT AT CONCORD COLLEGE
Introduction
For any organization to operate well with minimal effects from uncalled for risks, there is the
need for crisis management process to be well planned for so that in case of a problem the issue
is solved within a good time to avoid losses and image damage to the organization. How an
institution deals with a crisis determines its image to the outside world and the impact it has on
the various stakeholders. To successful diffuse a crisis there is need to understand how it should
be handled even before it occurs (Gao et al., 2011b). This explains why Concord college was
able to handle the crisis to ensure it did not have adverse effects on the stakeholders especially
parents and students as well as ensuring it does not tarnish its image in the general public
a) Theoretical and practical elements and concepts employed in the team's response to
the crisis scenario
The institution was able to make use of structural-functional systems theory and diffusion of
innovation theory in dealing with the crisis that befell them (Chung, 2011). The structural
functional theory was used in the sense that information was provided to the relevant
stakeholders and involved departments on time before the issue got out of hand. The institution
was able to address the intricacies of the networks of information as well as all the levels of
command that make up the organizational communication (Venette, 2007).
Various letters and memos were written by officials such as communications officer, media
personnel and the parents’ teachers association all with an aim of offering solutions to the issue.
The information flow was therefore a form of networks made up of involved parties. For the
diffusion of innovation theory the principal of the school is seen getting the employees and all
the stakeholders involved in solving the issue. This provided a lot of transparency in dealing with
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the crisis ad also an acknowledgement that the institution valued their support and concern
(Sweetser and Metzgar, 2007). The use of this theory by the college transformed the heavy
burden of the crisis they had into a team effort so as to ensure the problem was fixed within a
short period of time. This ensured the institution was re-invigorated even when the situation
appeared to be in bad shape (Petru, 2013). The principal therefore kept the morale of every
stakeholder high in those tough times by valuing and listening to everyone’s inputs and
suggestions.
The theories used in this situation were useful enough since they helped tame the situation from
going from bad to worse.
Strategies that were successful
The most successful strategies was the action taken by communication officers and the IT
experts to close down the fake account that was operational and to redirect the stakeholders to an
alternative account that was true and could respond to the urgent questions.
The letter written to the principal by Mark Disuc was a good advice regarding the right actions
that were to be taken (Taneja, 2014). The principal was advised against locking the media out of
this issue as it could raise more concerns and mistrust by the public to the institution. The letter
written by the PTA official was a good reassurance to teachers and parents that everything was
under control and future crisis of this nature will not occur again.
Could I have done things differently?
If I were among the stakeholders I wouldn’t do anything different from what they did. Or even if
I were the principal would have taken the same actions as he did such as engaging all the
relevant stakeholders to ensure the situation does not get out of hand.
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b) My contributions to the team’s response
The team’s response to this crisis was incredible and this ensured the crisis did not tarnish the
institution’s image.
My tasks
Being one of the stakeholders in the institution there are various activities that I got engaged into
to ensure the team’s efforts bore fruits. These include I offered free guidance at counseling to the
students and parents who felt like the institution had failed them in ensuring the security of the
students. My role was to ensure the institution wins their trust back by assuring them that such an
incidence will never occur again. I also assured the parents that their children will be protected
from any form of bullying that may arise from the staff at the institution and that the teacher
responsible for the crisis that occurred was to be vindicated for his mistakes. This ensured that
the parents and students felt comfortable and were ready to allow their children to continue in the
institution (Sabato, 2010). From the crisis it was seen that a fake account was in circulation and
wrong information was being channeled out to the public regarding the crisis.
My role here was to spread the word that there was the right link to an official school accounts
that parents and students could use to air their views and seek guidance regarding the issue at
hand (Coombs, 2007). I also managed to talk to the principal to keep calm and handle the whole
matter with the intelligence it required so as not to send any negative signals or energy out in the
public. I was in the forefront of advising the principal to welcome any suggestions that are of
help in solving the matter at hand. This assisted in ensuring the principal is aware of people who
care and mean good for the institution and do not hold him entirely responsible about whatever
had happened. I also was able to work with all the departments in the college to ensure they do
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all they can to offer positive support to the principal as he tries to deal with the matter in the most
responsible way possible (Ki and Brown, 2013). All these activities enabled me to contribute to
the teamwork at the institution, timing, tasking and all the outcomes during the crisis period.
Reflection on the experiences during the crisis
Form the experience at concord college I can ascertain to the fact that preparedness for crisis
management is very critical so as to ensure any risk or crisis is dealt with before more damages
both physical and image damage are done. Concord College was fully prepared for such crisis.
This is because all the involved departments worked in coordination to ensure matters did not get
out of control. The principal also embraced the spirit of teamwork and collaboration and he was
open to advice from all the concerned parties (Coombs, 2007). This ensured that the image of the
institution is not damaged in the public.
For instance the communication manager ensured the wrong account was shut down so as to
protect the college from malicious competitor who could have taken advantage of the situation to
ruin the image of the school. Form this crisis I learnt that team work is very important in any
crisis management efforts. This is because were it not for teamwork a lot of things may have
gone wrong and the institution could not have managed to protect their image in the public.
Parents may have withdrawn their children from the school due to fears and lack of trust but this
did not happen because of the collective efforts by all the involved parties. To deal with time
pressures imposed on an organization due to a crisis the involved departments have to swing into
action first and work collaboratively to solve the crisis just as the way concord college staff did
(Cornett, McNutt and Tehranian, 2010).
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Some of the risks and crisis communication skills that I could suggest to any employer include
good listening skills so as to accommodate the opinions of others in solving crises. Clarity and
concision by employers should be embraced so as to ensure only what is relevant is said. They
should desist from saying too much or too little. Friendliness-this creates a good environment for
workers and other stakeholders to work from. This promotes engagement in open and honest
communications. Confidence- this ensures the employer gains trust of the people they work with.
Confidence can be exuded by maintain eye contact and using a firm friendly tone. Exercise
empathy-this ensures there is understanding and respect of other people’s views (Armon, 2010).
Being open mindedness to accommodate the ideas of others at the work place is very important.
Ensuring there is respect for other people’s ideas and opinions at work so as to create a good
working environment.
Conclusion
Crisis management should be embraced by all institutions so as to curb against damages that may
arise from such incidences. No one plans for a crisis but it’s mostly inevitable and therefore it’s
good to always have plans in place of how to deal with them. For the case of Concord College
it’s evident that the management was prepared for the crisis and this explains why the various
departments and stakeholders were able to play their roles timely. This ensured the institution
does not ruin its image in the public and thus retaining the trust of the parents in the school. The
crisis management at the college was well tailored to the strategies and goals of the school and
thus the success in dealing with the issue. Crisis management cannot be of success minus good
communication skills related to dealing with any crisis. The principal and his team appeared to
have mastered the art and skills of good communication during a crisis and that’s why they
worked collaboratively without much friction among them.
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