Helpful Tool or Rumor Mill 2.0: The Role of Social Media in Crisis Communication

It’s commonly assumed that when it comes to communication that more is better. But if we look closely at what that assumption means regarding how people behave within organizations and how leaders function during crises, it’s relatively easy to find evidence suggesting that more isn’t better. In fact, too much information can greatly exacerbate ambiguity within organizations and, during a crisis, incite panic among external stakeholders.

Consider the current buzz surrounding the H1N1 influenza virus, the so-called “swine flu.” It’s getting a great deal of attention—as it should—from major news outlets around the world. For example, a Google News search of the keyword H1N1 at 1:10 p.m. EST on April 30 yielded 77,337 results within the last hour alone. Combine that coverage with millions of people sharing it and discussing it on social-media sites like Twitter and Facebook, and you have an incredible amount of information bouncing around cyberspace. Yet the question remains: During crises, are social media and Internet-based technologies helpful tools? Or do they make the problem worse by functioning like a high-tech rumor mill?

Certainly, arguments exist for both sides. The Internet and social media make information dissemination extraordinarily fast. Tech-savvy leaders during crises could potentially use sites like Twitter to provide stakeholders with useful updates that ensure wide dissemination of information.

It’s also plausible that people may become overloaded with contradictory or erroneous information, and that specific pieces of information may unduly influence people’s perceptions. Additionally, the Internet and social media may encourage users to gauge a crisis’ severity incorrectly and take inappropriate action. For example, it’s a distinct possibility that people may hoard personal stashes of the influenza medication Tamiflu, greatly hindering public-health efforts.

So how should leaders use the Internet and social media during crises? Or should they even use these tools at all? The answers to those questions are complex, but perhaps leaders could start by recognizing the Internet and social media outlets for what they are—tools. And like any tool, they are only as good as the way in which they are used. Maybe leaders should start with understanding the important messages they need to communicate, the audiences that they need to reach, and then wisely employ the most appropriate technologies accordingly.

At the very least, it behooves leaders to understand what tools are available and strategize how best they might use them before crisis strikes—remembering, of course, that (a) more information isn’t always better and (b) anything disseminated via the Web has the propensity to spread like wildfire.

SPSS Basics: Why Syntax Beats Point and Click

Consider yourself very, very lucky: It wasn’t that long ago that researchers were calculating all of their statistics by hand, without the use of powerful statistical programs like SPSS, SAS, and Excel. But just because software running on powerful computers allows anyone to spit out statistics doesn’t mean that you don’t have to know what you’re doing and to conduct your analysis in a meaningful way. Because, after all, the numbers that your software program of choice quickly hurls back at you after a few short commands is only as good as (a) the data itself and (b) what you told it to do in terms of analysis.

It seems that different academic disciplines gravitate toward different software programs, and many researchers in industrial/organizational psychology, organizational behavior, and human resource management tend to use SPSS. And that’s just fine for the majority of the types of analyses we like to conduct (with structural equation modeling being a notable exception). One of the big differences between SPSS and other statistical programs is that it has a variety of “point and click” options, meaning that one can tell the program to run a variety of types of analyses without having any knowledge of the program’s programming language simply by using drop-down menus. While that may sound nice to beginners, it has its pitfalls. Most notably, it encourages a haphazard approach toward data analysis that in the end leaves users wondering, “What did I just do?” So I strongly encourage anyone getting started with SPSS to quickly learn to start doing all of their analyses with syntax.

What’s syntax? Syntax is what we call the programming language used to conduct data analyses in SPSS without using the “point and click” method. It’s useful for a multitude of reasons, including:

  • It helps us conduct our analyses in a meaningful, systematic manner
  • It is a lasting record of what analyses we conducted
  • If something does not work, we can easily find out why
  • It can perform operations that are laborious or impossible using the drop-down menus
  • It is easily transferred among collaborators

Future posts on this forum will further expand upon the basics of using syntax for analyzing data in SPSS. But for now, consider abandoning the “point and click” method. You’ll be glad you did.

Ricci v. DeStefano: An Employment-Law Case to Watch

Thirty-eight years ago, the U.S. Supreme Court decided in the landmark case Griggs v. Duke Power that employment tests that disparately impact minority groups must be reasonably related to the job. In so doing, the case interpreted legal provisions within the Civil Rights Act of 1964, Title VII. But there’s a new case in town that has hiring specialists and managers listening.

It’s Ricci v. DeStefano, in which white firefighters from New Haven, Conn., are crying foul after their fire department allegedly discounted test results that would’ve promoted them. The department, it seems, didn’t want to use the tests because if they did almost all of those promoted would be white.

The primary questions before the court are as follows:
  1. Can a municipality reject results from an otherwise valid civil service exam when the results unintentionally prevent the promotion of minority candidates?
  2. Does 42 U.S.C. Section 2000e permit federal courts to relieve municipalities from having to comply with local laws that require strict compliance with race-blind merit selection procedures?

Clearly, the results of this decision will be of interest to a wide range of selection specialists and hiring managers. And there’s a chance that Ricci v. DeStefano may soon take its place among other landmark cases of employment law. Regardless of the outcome, the case serves as a reminder to keep in mind the legal implications of organizational consulting–especially as they pertain to issues of fairness within personnel testing, selection, and promotion.

Engagement and Retention Resources

Summary: Two of the most basic goals of evidence-based management of human capital are to maximize the performance of individual employees and retain top talent. Employee engagement is one of the constructs currently popular among practitioners and researchers that attempts to describe efforts designed to bolster employees’ satisfaction, motivation, and work-related effort. Research suggests that employee engagement has significant relationships with several meaningful outcomes that have a direct impact on an organization’s bottom line. One of these outcomes is retention, or keeping employees from voluntarily leaving the organization.

The following are resources related to employee engagement and retention developed by advanced graduate students in industrial/organizational psychology and organizational science at the University of North Carolina at Charlotte.

Disclaimer: These resources are provided only as starting points and references for other students and professionals; as always, you are responsible for the originality and veracity of your own work. With that being said, I hope that you find these resources useful.

Download presentation: click here

References:

Corporate Leadership Council. (1999) Salient Findings on the Career Decisions of High Value Employees. Corporate Executive Board, 1-22.

Corporate Leadership Council. (2008). Engagement and the organization’s bottom line. Corporate Executive Board: Council Analysis & Case Studies, 1-17.

Cartwright, S. & Holmes, N. (2006). The meaning of work: The challenge of regaining employee engagement and reducing cynicism. Human Resource Management Review, 16, 199-208.

Harter, J. K., Schmidt, F. L., & Hayes, T. L. (2002). Business-unit-level relationship between employee satisfaction, employee engagement, and business outcomes: a meta-analysis. Journal of Applied Psychology, 87, 268-279.

Leadership Development Resources

Summary: A cornerstone in many organizations’ talent-management systems, leadership development comprises a wide range of training, evaluation, and other programs intended to hone leadership skills and abilities at many organizational levels. Leadership development often involves systems for obtaining developmental feedback for leaders regarding their performance, often through the use of 360-degree feedback instruments. Another key part of leadership development is the identification and further development of high-potential employees through mentoring, coaching, career development, and other means.

The following are resources regarding leadership development developed by advanced graduate students in industrial/organizational psychology and organizational science at the University of North Carolina at Charlotte.

Disclaimer: These resources are provided only as starting points and references for other students and professionals; as always, you are responsible for the originality and veracity of your own work. With that being said, I hope that you find these resources useful.

Download presentation: click here

References:

Conner, J. (2000). Developing the global leaders of tomorrow. Human Resource Management, 39, 147-157.

Mumford, M. D., Marks, M. A., Connelly, M. S., Zaccaro, S. J., & Reiter-Palmon, R. (2000). Development of leadership skills: Experience and timing. Leadership Quarterly, 11, 87 – 114.

Riggio, R. E. (2008). Leadership development: The current state and future expectations. Consulting Psychology Journal, 60, 383-392.

Hopkins, M. M., O’Neil, D. A., Passarelli, A., & Bilimoria, D. (2008). Women’s leadership development strategic practices for women and organizations, Consulting Psychology Journal: Practice and Research, 60( 4), 348–365

Barret, A. & Beeson, J. (2002). Developing business leaders for 2010. Conference Board Research Report, 1-62.

Zenger, J. H., & Folkman, J. (2002). The Extraordinary Leader: Turning Good Managers into Great Leaders. New York: McGraw Hill. Chapter 10: What Individuals do to Become Great Leaders (p. 229 – 250); Chapter 11: The Organization’s Role in Developing Leaders (p. 251 – 276).

Mentoring and Coaching Resources

Summary: Research has demonstrated that a well-designed mentoring program can improve performance in a variety of ways. Similarly, the coaching movement continues to gain momentum among consulting psychologists and executive training professionals. Many organizations are starting to include coaching and mentoring programs within their talent-management systems in an attempt to reap its purported benefits to individual employees.

The following are resources related to coaching and mentoring developed by advanced graduate students in industrial/organizational psychology and organizational science at the University of North Carolina at Charlotte.

Disclaimer: These resources are provided only as starting points and references for other students and professionals; as always, you are responsible for the originality and veracity of your own work. With that being said, I hope that you find these resources useful.

Download presentation: click here

References:

DeLong, T. J., Gabarro, J. J., Lees, R. J.. Why mentoring matters in a hypercompetitive world. Harvard Business Review, 86 (1), 115-121.

Ducharme, M. J. (2004). The cognitive-behavioral approach to executive coaching. Consulting Psychology Journal: Practice and Research, 56, 214-224.

Feldman, D. C., & Lankau, M. J. (2005). Executive coaching: A review and agenda for future research. Journal of Management, 31, 829-848.

Peterson, D. B. (2007). Executive coaching in a cross-cultural context. Consulting Psychology Journal: Practice and Research, 59, 261-271.

Sherin, J., & Caiger, L. (2004). Rational-emotive behavior therapy: A behavioral change model for executive coaching. Consulting Psychology Journal: Practice and Research, 56, 225 – 233.

Training and Development Resources

Summary: The current occupational landscape is becoming increasingly complex, with work becoming more knowledge-based, geographically dispersed, and technologically advanced. As such, employees need continual training and developmental activities to best allow them to use their talents in support of organizational goals. Furthermore, training is often a key part of professional education that must keep pace with frequent changes in the global business environment and regulatory structures.

The following are resources regarding training and development developed by advanced graduate students in industrial/organizational psychology and organizational science at the University of North Carolina at Charlotte.

Disclaimer: These resources are provided only as starting points and references for other students and professionals; as always, you are responsible for the originality and veracity of your own work. With that being said, I hope that you find these resources useful.

Download presentation: click here

References:

Baldwin, T. T. & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41, 63-105.

Liebermann, S. & Hoffmann, S. (2008). The impact of practical relevance on training transfer: Evidence from a service quality training program for German bank clerks. International Journal of Training and Development, 12(2), 74-86.

Kraiger, Kurt; Ford, J. Kevin. The expanding role of workplace training: Themes and trends influencing training research and practice. In: Koppes, Laura L.; Historical perspectives in industrial and organizational psychology. In Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers, 2007. pp. 281-309.

Goldstein, I. L. (1990). Training in work organizations. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of industrial and organizational psychology: Vol. 2 (pp. 507-602). Palo Alto, CA: Consulting Psychologists Press.

Career Development Resources

Summary: As organizational leaders in the global, knowledge-based economy attempt to sustain competitive advantage, they are quickly recognizing the importance of proactively developing their employees’ careers in addition to their own. Careers within organizations are no longer following linear paths toward lifelong, stable employment. Rather, careers often involve treks across–in addition to up–the organizational chart. Therefore, it is vital that human-capital experts recognize the strategic advantages of including career development initiatives within their talent-management systems.

The following are resources developed by advanced graduate students in industrial/organizational psychology and organizational science at the University of North Carolina at Charlotte.

Disclaimer: These resources are provided only as starting points and references for other students and professionals; as always, you are responsible for the originality and veracity of your own work. With that being said, I hope that you find these resources useful.

Download presentation: click here

References:

Corporate Leadership Council. (2003). Career development for HR professionals. Corporate Executive Board, 1-23.

Goldsmith, M., & Lyons, L. (2006). Coaching for leadership: The practice of leadership coaching from the world’s greatest coaches. San Francisco, CA: John Wiley & Sons, Inc. Chapter 24: Career Development: Anytime, Anyplace (p. 221 – 228).

Baruch, Y. (2006). Career development in organizations and beyond: Balancing traditional and contemporary viewpoints. Human Resource Management Review, 16(2), 125-138.

Dik, B. J., Sargent, A. M., & Steger, M.F. (2008). Career development strivings: Assessing goals and motivation in career decision-making and planning. Journal of Career Development, 35(1), 23-41.

Fouad, N. & Bynner, J. (2008). Work transitions. American Psychologist, 63(4), 241-251.

McDonald, K. S. & Hite, L. M. (2008). The next generation of career success: Implications for HRD. Advances in Developing Human Resources (10)1, 86-103.

Talent and Succession Planning Resources

Summary: Even when operations are running smoothly, it is vital that organizational leaders plan for the departure of their top talent. At some point, all leaders retire, quit, or otherwise leave the organization. If other leaders have given no thought to what might happen when those key players leave the organization until they actually do leave, organization performance will suffer. If, however, the organization’s talent-management processes include a thoughtful approach toward succession planning, the organization will be better suited for success when top talent departs.

The following are resources developed by advanced graduate students in industrial/organizational psychology and organizational science at the University of North Carolina at Charlotte.

Disclaimer: These resources are provided only as starting points and references for other students and professionals; as always, you are responsible for the originality and veracity of your own work. With that being said, I hope that you find these resources useful.

Download presentation: click here

References:

Charan, R., Drotter, S., & Noel, J. (2001). The Leadership Pipeline: How to Build the Leadership-Powered Company. San Francisco, CA: Jossey-Bass. Chapter 10: Succession Planning (p. 165 – 182); Chapter 11: Identifying Potential Pipeline Failures (p. 183 – 195).

Corporate Leadership Council (2006). Creating an integrated talent management strategy. Corporate Executive Board, January, 1-14.

Corporate Leadership Council (2001). GE’s Session C Leadership Talent Assessment. Corporate Executive Board, May, 1-5.

Groves, K. (2007). Integrating leadership development and succession planning best practices. Journal of Management Development, 26, 239 – 260.

Karaevli, A., & Hall, D. T. (2003). Growing leaders for turbulent times: Is succession planning up to the challenge? Organizational Dynamics, 32, 62 – 79.

HR Investment Center (2006). Succession Management: Ensuring Seamless Leadership Transitions. Washington, D.C.: The Advisory Board Company. Practice #1: Critical Position Identification (p. 49 – 62); Practice #2: Retirement Risk Assessment (p. 63 – 72); Practice #3: Future Position Profile (p. 73 – 87).

Onboarding and Socialization Networks Resources

Summary: Given the considerable attention that many organizations pay to the selection and hiring process, it is surprising that more attention is not also given to those first few weeks and months that newcomers spend on the job. During this time, new employees form perceptions of their fellow employees, their supervisors, and the organization overall that may dramatically impact their future behavior. The topics of onboarding and socialization attempt to address these issues in ways that benefit both the employee and the organization.

The following are resources developed by advanced graduate students in industrial/organizational psychology and organizational science at the University of North Carolina at Charlotte.

Disclaimer: These resources are provided only as starting points and references for other students and professionals; as always, you are responsible for the originality and veracity of your own work. With that being said, I hope that you find these resources useful.

Download presentation: click here

References:

Corporate Leadership Council. (2003). Overcoming new hire derailers, Corporate Executive Board, 81-106.

Dai, G. & DeMeuse, K. P. (2007). A review of onboarding research. Korn Ferry White Paper, January, 1-12.

Fisher, C. D. (1985). Social support and adjustment to work: A longitudinal study. Journal of Management, 11, 39-53.

Bauer, T. N., Bodner, T., Erdogan, B., Truxillo, D. M., & Tucker, J. S. (2007). Newcomer adjustment during organizational socialization: A meta-analytic review of antecedents, outcomes, and methods. Journal of Applied Psychology, 92, 707-721.

Watkins, M. (2003). The first 90 days: Critical success strategies for new leaders at all levels. Boston, MA: Harvard Business School Press, 1-15.

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