The implications of innovation in e-government and communication strategy in ...Dr Beige Pureau
This is one of the first systematic studies on the development of local e-government capability in Australia, providing a valuable benchmark for assessing current and future development. It offers comparison with international studies, and analyses expert Australian commentary to develop insight into the requisite functional, organisational and systemic capabilities needed to support the effective development of local e-government. The study concludes that the realisation of its full potential presents significant opportunities for service delivery and citizen engagement while posing significant challenges in organisational design and practice. It aims to assist researchers and practitioners to navigate their way through the complexities.
Please refer to PDF: Doctoral Thesis at http://researchbank.swinburne.edu.au/vital/access/manager/Repository/swin:31909
Case Study: UNICEF Global Integrated Media Monitoring Programme Lessons learn...Arturo Romboli
In August 2015, UNICEF Executive Director, Anthony Lake, approved a new Global Communication and Public Advocacy Strategy for the entire organization. The strategy, which aims to 1) to put the rights and well-being of the most disadvantaged children at the heart of the social, political, and economic agenda, 2) to support shifts in public policy, 3) fuel social engagement and to increase private and public resources for children, has the following specific objectives:
- Voice: be the leading voice for and with children
- Reach: 1 billion people around the world
- Engage: at least 50 million people acting regularly in support of children
The Strategic Planning and Communication Support unit in the Division of Communications (DOC), working in close collaboration with the Private Fundraising Partnership division (PFP), Regional and Country Offices developed a comprehensive Monitoring & Evaluation framework and set of Key Performance Indicators (KPIs) in support of the strategy implementation. This brief case study looks at the main lessons learned during the first year of implementation.
Led by Dr Adi Cooper, this interactive webinar draws on local authorities' experience of leading effective safeguarding with the new requirements of the Care Act. We will invite questions from attendees in advance of the webinar, discuss common issues and queries with the input of colleagues from practice, and share information about what is working effectively in this area. We anticipate a focus on implementing a 'Making Safeguarding Personal' approach into practice.
Aimed at: Practitioners and managers involved in safeguarding adults
The Tool for Sharing Best Practices helps public health professionals by outlining five practical steps to share best practices throughout their organizations. Sharing best practices can help your organization learn from successes, replicate successful programs, and improve outcomes.
Find out more and how to use the tool: http://www.nccmt.ca/resources/search/84
NCCMT is one of six NCCs for Public Health in Canada. More on the NCCs at www.nccph.ca. Production of this webinar has been made possible through a financial contribution from the Public Health Agency of Canada. The views expressed herein do not necessarily represent the views of the Public Health Agency of Canada.
Planning for impact: Basic communication strategiesODI_Webmaster
This presentation from Jeff Knezovich of the Overseas Development Institute was given at a workshop held on research packaging at ESRF in Tanzania in August 2008. It was prepared for the Micro-level Perspectives of Growth project currently being undertaken by the University of Dar es Salaam Department of Economics. More information on the project can be found at http://www.esrftz.org/mlpg
The implications of innovation in e-government and communication strategy in ...Dr Beige Pureau
This is one of the first systematic studies on the development of local e-government capability in Australia, providing a valuable benchmark for assessing current and future development. It offers comparison with international studies, and analyses expert Australian commentary to develop insight into the requisite functional, organisational and systemic capabilities needed to support the effective development of local e-government. The study concludes that the realisation of its full potential presents significant opportunities for service delivery and citizen engagement while posing significant challenges in organisational design and practice. It aims to assist researchers and practitioners to navigate their way through the complexities.
Please refer to PDF: Doctoral Thesis at http://researchbank.swinburne.edu.au/vital/access/manager/Repository/swin:31909
Case Study: UNICEF Global Integrated Media Monitoring Programme Lessons learn...Arturo Romboli
In August 2015, UNICEF Executive Director, Anthony Lake, approved a new Global Communication and Public Advocacy Strategy for the entire organization. The strategy, which aims to 1) to put the rights and well-being of the most disadvantaged children at the heart of the social, political, and economic agenda, 2) to support shifts in public policy, 3) fuel social engagement and to increase private and public resources for children, has the following specific objectives:
- Voice: be the leading voice for and with children
- Reach: 1 billion people around the world
- Engage: at least 50 million people acting regularly in support of children
The Strategic Planning and Communication Support unit in the Division of Communications (DOC), working in close collaboration with the Private Fundraising Partnership division (PFP), Regional and Country Offices developed a comprehensive Monitoring & Evaluation framework and set of Key Performance Indicators (KPIs) in support of the strategy implementation. This brief case study looks at the main lessons learned during the first year of implementation.
Led by Dr Adi Cooper, this interactive webinar draws on local authorities' experience of leading effective safeguarding with the new requirements of the Care Act. We will invite questions from attendees in advance of the webinar, discuss common issues and queries with the input of colleagues from practice, and share information about what is working effectively in this area. We anticipate a focus on implementing a 'Making Safeguarding Personal' approach into practice.
Aimed at: Practitioners and managers involved in safeguarding adults
The Tool for Sharing Best Practices helps public health professionals by outlining five practical steps to share best practices throughout their organizations. Sharing best practices can help your organization learn from successes, replicate successful programs, and improve outcomes.
Find out more and how to use the tool: http://www.nccmt.ca/resources/search/84
NCCMT is one of six NCCs for Public Health in Canada. More on the NCCs at www.nccph.ca. Production of this webinar has been made possible through a financial contribution from the Public Health Agency of Canada. The views expressed herein do not necessarily represent the views of the Public Health Agency of Canada.
Planning for impact: Basic communication strategiesODI_Webmaster
This presentation from Jeff Knezovich of the Overseas Development Institute was given at a workshop held on research packaging at ESRF in Tanzania in August 2008. It was prepared for the Micro-level Perspectives of Growth project currently being undertaken by the University of Dar es Salaam Department of Economics. More information on the project can be found at http://www.esrftz.org/mlpg
We are piloting a service to improve the wellbeing and emotional resilience of older people suffering from mild depression, anxiety or social isolation.
Beyond the Codes_Repositioning towards sustainable developmentNimot Muili
This paper "Beyond the Codes: Repositioning Towards a Sustainable Development," presented in 2013, underscores the crucial role of effective communication in driving sustainability within engineering practice. While traditional engineering approaches have relied heavily on codes of measurement and standardization to ensure safety and efficiency, the paper argues for a fundamental repositioning of engineering towards sustainability. This repositioning, depicted as going "beyond the codes," urges engineers to integrate sustainability principles into their work.
Engineers must recognize that sustainability encompasses environmental stewardship, social equity, and economic prosperity, transcending mere compliance with technical standards. This broader mandate requires engineers to engage in dialogue with diverse stakeholders, including policymakers, industry leaders, and communities. Effective communication becomes paramount in fostering collaboration and garnering support for sustainable initiatives.
Moreover, engineers must embrace a new mindset that positions sustainability as a core aspect of their profession. They must advocate for sustainability within their organizations, challenging existing norms, and championing innovative solutions. This shift in perspective requires engineers to become proficient communicators, capable of articulating the value proposition of sustainability to various audiences.
Internal communication within engineering firms is equally vital, fostering a culture of collaboration and innovation. Engineers must share knowledge, expertise, and best practices to accelerate the adoption of sustainable technologies and practices. Visual communication tools, such as data visualization, can aid in conveying complex technical information effectively.
Ultimately, the paper emphasizes that effective communication is essential for repositioning engineering towards sustainability. By embracing communication as a core competency and championing sustainability, engineers can navigate the complexities of the 21st century and pave the way for a more sustainable future.
This 28 slide presentation Stakeholder & Consultations is Module 4 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
Protected Area Network Knowledge Management Framework (Needs Assessment and A...John Mauremootoo
PowerPoint presentation given at a consultative workshop to ascertain the knowledge management baseline among protected area stakeholders in Mauritius as a contribution to the development of a Protected Area Knowledge Management System.
Andragogy Research Scholarship Opportunity: MSc by Research in Leadership & M...Cranfield University
Cranfield University specialises in applied research which shapes our teaching and is converted into practical application of knowledge in Management and Technology. We have a unique Masters by Research in Leadership and Management opportunity for someone to help us to develop the distinctive scholarship of post-graduate, post-experience learning in adults.
The lack of current research in this emerging field offers exciting opportunities for ground-breaking research, and early indications are that motivations, knowledge acquisition and application are very different from standard pedagogies based on child learners. If so, your research has the potential to transform university education.
You may already be working in education or be considering a role in academia; or you might be in a managerial or learning-related role in industry. Either way, you are interested in management, motivation, leadership and learning. This is not a teaching post, although if that is part of your planned career path opportunities to gain academic experience may be available to the right candidate.
Working closely with our new Centre for Andragogy and Academic Skills, your research will push forward the boundaries of our understanding about how adults learn; your results will demonstrate how to maximise learning and could be published in scholarly journals as well as influencing the learning and teaching practices in higher education.
You will join a cohort of research students in our world-leading School of Management and be given training in academic research methods appropriate to your research needs, and you will work directly with students and academics across various themes within the University.
A scholarship of up to full UK/EU fees is available. Note that this scholarship does not provide funding for living expenses or other costs.
Potential research topics include: What is Cranfield’s signature andragogy?; Andragogy and new developments in Learning and Teaching; Developing the Reflective Practitioner; Kolb updated and applied.
Admission requirements:
• a strong first degree (UK level 2.1 minimum)
• please see website for English language requirements.
Deadline for applications: 31 July.
Expressions of interest, alongside a CV, are invited via email to Dr Madeline Fisher m.fisher@cranfield.ac.uk in the first instance.
See full details via the link: http://bit.ly/CranfieldAndragogy
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We are piloting a service to improve the wellbeing and emotional resilience of older people suffering from mild depression, anxiety or social isolation.
Beyond the Codes_Repositioning towards sustainable developmentNimot Muili
This paper "Beyond the Codes: Repositioning Towards a Sustainable Development," presented in 2013, underscores the crucial role of effective communication in driving sustainability within engineering practice. While traditional engineering approaches have relied heavily on codes of measurement and standardization to ensure safety and efficiency, the paper argues for a fundamental repositioning of engineering towards sustainability. This repositioning, depicted as going "beyond the codes," urges engineers to integrate sustainability principles into their work.
Engineers must recognize that sustainability encompasses environmental stewardship, social equity, and economic prosperity, transcending mere compliance with technical standards. This broader mandate requires engineers to engage in dialogue with diverse stakeholders, including policymakers, industry leaders, and communities. Effective communication becomes paramount in fostering collaboration and garnering support for sustainable initiatives.
Moreover, engineers must embrace a new mindset that positions sustainability as a core aspect of their profession. They must advocate for sustainability within their organizations, challenging existing norms, and championing innovative solutions. This shift in perspective requires engineers to become proficient communicators, capable of articulating the value proposition of sustainability to various audiences.
Internal communication within engineering firms is equally vital, fostering a culture of collaboration and innovation. Engineers must share knowledge, expertise, and best practices to accelerate the adoption of sustainable technologies and practices. Visual communication tools, such as data visualization, can aid in conveying complex technical information effectively.
Ultimately, the paper emphasizes that effective communication is essential for repositioning engineering towards sustainability. By embracing communication as a core competency and championing sustainability, engineers can navigate the complexities of the 21st century and pave the way for a more sustainable future.
This 28 slide presentation Stakeholder & Consultations is Module 4 of a nine (9) module online course for adult education policy makers and practitioners to complement an innovative toolkit to guide adult education policy and practice.
Participation in adult education varies significantly across states and regions of Europe! Why? Evidence and literature suggests a wide disparity in policy making, programming and implementation skills in the adult education sector across Europe. It is imperative that policy makers and programme managers address this disparity to foster life-long learning for a smart-sustainable Europe (see EU2020 https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en) and to achieve a European target of 15% of the adult population engaged in learning.
In response to this challenge, the ERASMUS+ DIMA project (See https://dima-project.eu/index.php/en/, 2015 to 2017) developed a practical 9 module online course to complement an innovative toolkit to guide adult education policy and practice. The DIMA toolkit (See https://dima-project.eu/index.php/en/toolkit) introduces tools for developing, implementing, and monitoring adult education policies, strategies, and practices.
Author: Michael Kenny and DIMA Project partners (https://dima-project.eu/index.php/en/partners)
Protected Area Network Knowledge Management Framework (Needs Assessment and A...John Mauremootoo
PowerPoint presentation given at a consultative workshop to ascertain the knowledge management baseline among protected area stakeholders in Mauritius as a contribution to the development of a Protected Area Knowledge Management System.
Andragogy Research Scholarship Opportunity: MSc by Research in Leadership & M...Cranfield University
Cranfield University specialises in applied research which shapes our teaching and is converted into practical application of knowledge in Management and Technology. We have a unique Masters by Research in Leadership and Management opportunity for someone to help us to develop the distinctive scholarship of post-graduate, post-experience learning in adults.
The lack of current research in this emerging field offers exciting opportunities for ground-breaking research, and early indications are that motivations, knowledge acquisition and application are very different from standard pedagogies based on child learners. If so, your research has the potential to transform university education.
You may already be working in education or be considering a role in academia; or you might be in a managerial or learning-related role in industry. Either way, you are interested in management, motivation, leadership and learning. This is not a teaching post, although if that is part of your planned career path opportunities to gain academic experience may be available to the right candidate.
Working closely with our new Centre for Andragogy and Academic Skills, your research will push forward the boundaries of our understanding about how adults learn; your results will demonstrate how to maximise learning and could be published in scholarly journals as well as influencing the learning and teaching practices in higher education.
You will join a cohort of research students in our world-leading School of Management and be given training in academic research methods appropriate to your research needs, and you will work directly with students and academics across various themes within the University.
A scholarship of up to full UK/EU fees is available. Note that this scholarship does not provide funding for living expenses or other costs.
Potential research topics include: What is Cranfield’s signature andragogy?; Andragogy and new developments in Learning and Teaching; Developing the Reflective Practitioner; Kolb updated and applied.
Admission requirements:
• a strong first degree (UK level 2.1 minimum)
• please see website for English language requirements.
Deadline for applications: 31 July.
Expressions of interest, alongside a CV, are invited via email to Dr Madeline Fisher m.fisher@cranfield.ac.uk in the first instance.
See full details via the link: http://bit.ly/CranfieldAndragogy
Target Gaming, Organizational Deviance and the Unintended Consequences of Per...Cranfield University
PhD Project opportunity at Cranfield School of Management within the area of Business Performance Management and Strategy. http://www.cranfield.ac.uk/som/phd
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PhD Project opportunity at Cranfield School of Management within the area of Business Performance Management and Strategy. http://www.cranfield.ac.uk/som/phd
PhD Project opportunity at Cranfield School of Management within the area of Business Performance Management and Strategy. http://www.cranfield.ac.uk/som/phd
PhD Project opportunity at Cranfield School of Management within the area of Business Performance Management and Strategy. http://www.cranfield.ac.uk/som/phd
PhD Project opportunity at Cranfield School of Management within the area of organizational behaviour and managing people and global careers.
http://www.cranfield.ac.uk/som/doctoralopendays
PhD Project opportunity at Cranfield School of Management within the area of organizational behaviour and managing people and global careers.
http://www.cranfield.ac.uk/som/doctoralopendays
PhD Project opportunity at Cranfield School of Management within the area of organizational behaviour and managing people and global careers.
http://www.cranfield.ac.uk/som/doctoralopendays
PhD Project opportunity at Cranfield School of Management within the area of Economics, Policy & Performance.
http://www.cranfield.ac.uk/som/doctoralopendays
Generational differences in work values: A review of theory and evidence (2011), Parry E, Urwin P.
http://dx.doi.org/10.1111/j.1468-2370.2010.00285.x
Abstract
This paper presents a critical review of the theoretical basis and empirical evidence for the popular practitioner idea that there are generational differences in work values. The concept of generations has a strong basis in sociological theory, but the academic empirical evidence for generational differences in work values is, at best, mixed. Many studies are unable to find the predicted differences in work values, and those that do often fail to distinguish between ‘generation’ and ‘age’ as possible drivers of such observed differences. In addition, the empirical literature is fraught with methodological limitations through the use of cross-sectional research designs in most studies, confusion about the definition of a generation as opposed to a cohort, and a lack of consideration for differences in national context, gender and ethnicity. Given the multitude of problems inherent in the evidence on generational differences in work values, it is not clear what value the notion of generations has for practitioners, and this may suggest that the concept be ignored. Ultimately, it may not matter to practitioners whether differences in the values of different birth cohorts reflect true generational effects, provided one can reliably demonstrate that these differences do exist. However, at present this is not the case, and therefore significant research is required first to disentangle cohort and generational effects from those caused by age or period. The suggestion that different groups of employees have different values and preferences, based on both age and other factors such as gender, remains a useful idea for managers; but a convincing case for consideration of generation as an additional distinguishing factor has yet to be made.
Research by the International Centre for Women Leaders at Cranfield School of Management has influenced recruitment for board-level appointments of publicly listed UK companies and has changed the composition of corporate boards in UK FTSE-350 companies.
These changes in board composition, as well as the practices of leading executive search firms, owe much to the work of the Lord Davies Steering Group, which draws extensively on the Centre's research.
For more information about the work of Cranfield’s International Centre for Women Leaders: www.cranfield.ac.uk/som/cicwl
Key ways you can get involved with Research at Cranfield School of Management:
International Executive Doctorate (DBA)
PhD in Management
Research Clubs
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To help organizations understand how their marketing functions can work with their internal and external stakeholders to successfully implement sustainability-led innovation.
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Although discipline is not a one-size-fits-all approach, it can help create a work environment that encourages personal growth and accountability rather than solely relying on punitive measures.
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𝐓𝐉 𝐂𝐨𝐦𝐬 provides unlimited package services including such as Event organizing, Event planning, Event production, Manpower, PR marketing, Design 2D/3D, VIP protocols, Interpreter agency, etc.
Sports events - Golf competitions/billiards competitions/company sports events: dynamic and challenging
⭐ 𝐅𝐞𝐚𝐭𝐮𝐫𝐞𝐝 𝐩𝐫𝐨𝐣𝐞𝐜𝐭𝐬:
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Editable Toolkit to help you reuse our content: 700 Powerpoint slides | 35 Excel sheets | 84 minutes of Video training
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RMD24 | Debunking the non-endemic revenue myth Marvin Vacquier Droop | First ...BBPMedia1
Marvin neemt je in deze presentatie mee in de voordelen van non-endemic advertising op retail media netwerken. Hij brengt ook de uitdagingen in beeld die de markt op dit moment heeft op het gebied van retail media voor niet-leveranciers.
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Crisis Communication Work Process developed for Belgian Federal Government
1. Dr. Hugo Marynissen, Stijn Pieters, Tim Van Achte
E-mail: hugo@pm.be • Twitter: @hmarynissen, @StijnPieters, @timvanachte, @CrisiscenterBE
www.pm.be • www.crisis.ibz.be
Discipline 5
RD 2003 & 2006
Emergency and
intervention planning
Ministerial
Circulars
NPU
Notify and inform
the population
Support by
experts
Legal framework
Activation process
of a Team D5
Primary roles Three phase consultation and IBS
Work processes Roles Methods
Team D5
Support
of local D5
Work process
crisis communication
Collaboration model
for all roles
Meeting clock
Advantages for competent authorities
Advantages for local D5
• Strengthen the D5 discipline
• Contribute to organisation of D5
• Contribute to informing the population
• On site or remote
• Network of experts D5
• Training and exercises
• Primary and secondary role per team member
• Methods and work processes
• Understanding the local needs
• Available
• Supporting
• Discreet and modest
PrinciplesLuggageAttitude
Objective: earn and keep the trust in
the authorities before, during and
after an emergency situation.
Analysis
Approach
Elaboration
Co-ordination
OrganisationEffect
Team D5
Strategy
Advice
Perception
People involved
Transformation
Reality
Emergency situation
Measures
Operations
Analyst
Editor
Teamleader Strategist
Outside Team D5 Inside
Municipality
Province
Permanence
ADCC
Communication
ADCC
Role of
Team leader
Formal request for support of
Team D5 via provincial governor
(federal department provincial
governor)
In addition to the collective three phase consultation, the cycle contains
three more individual phases in which every role executes and acts upon
the agreed tasks. At the end of each consultation phase, the start time
of the next consultation is determined.
This method is known as the Meeting clock.
Notify Communication ADCC
Availability of team members
SMS alert entire D5 network
Mobilise role of Team leader
Selection of team members
Division of tasks
SPOC for the local manager D5
On site or remote
Analysis
Strategy
Advice
Co-ordination
Organisation
Approach
Elaboration
D5 On site
Effect
Measures
Operations
Editing DU
Editing FR
Webcare
D5 On site
Call centre
Strategist
Internet
Audio/Video
Co-ordinator
Analysis
Analysis Co-ordination Advice
Execution
Team leader
Co-ordinator
Editing
Strategic In terms of content
CommonpictureJudgementConclusions
What exactly is going
on in the field and what
is its effect on the
outside world?
What does this mean
for the communication
strategy? Which
measures are possible?
What are the major
themes, concerns and
key questions of all
people involved (now)?
What is our advice on
communication?
Which communication
actions do we carry out?
Information
Behaviour
Sensemaking
Facts, figures, rational questions
Actions of all people involved
Sentiment of all people involved
Information
Behaviour
Sensemaking
Informing people
Instructing
Empathising
The five primary roles within a D5 Team all offer support to a specific
part of the crisis communication work process.
Team leader Keep the team going.
Strategist Advise the officials and gather information.
Analyst Determine the perception and the effect of the actions.
Editor Write, translate and publish texts.
D5 On site Welcomes the press on site.
On top of the primary roles a number of executive roles can be activa-
ted in Team D5. Key in the alignment between a high number of team
members are the Team leader and the Co-ordinators.
The six executive roles are not part of the basic consultation. These
roles are continuously carrying out tasks. After every consultation they
are briefed by their Co-ordinator or the Team leader.
(see Meeting clock)
The team efficiently consults by respecting a three phase process:
a) Form a common picture b) Judgement and c) Reach conclusions.
IBS is the methodology as regards content applied by the team.
During a crisis the huge demand for
information and its limited offer
creates pressure and chaos in
crisis communication teams.
The crisis communication work process
provides structure, calm and an overview
in the teamwork. Working according to
this process helps the team to gather
and spread information.
Individual Consultation
Reach conclusionsExecute
Follow up
Prepare consultation
Form a
common picture
Judgement
Start of
consultation
Agree on time of
next meeting
Supporting
roles
Primary
roles
Jointly go through the
three phase consultation
Work separately and
go through these three phases
Belgian consultancy firm PM risk-crisis-change
(co-owned by Dr. Hugo Marynissen, DBA 09-13)
recently developed a “Crisis Communication
Work Process” for the Crisis Centre of the
Belgian Federal Government.
This process describes how crisis communication
has to be approached since January 2014 based on
legal requirements, empirical research and practical
insights.
The process was applied in a recent initiative where
PM and the Federal Crisis Centre prepared a group
of crisis communication experts to assist local
governments in informing the population in case of
a large-scale disaster. This initiative is referred to
as Team D5.
Crisis Communication Work Process
developed for Belgian Federal Government