This document presents an overview of a cross impact scenario model for organizational behavior in emergencies. It begins with an introduction to the topic and outlines some key questions around determining success or failure in emergency preparedness and management. It then provides details on the cross impact model, including source events and assumptions, dynamic events during response, and outcome events. Tables are included to outline the different events and their relationships. The document also references background literature on topics like the Turner stage model of failures and organizational challenges. Overall, the document aims to describe a cross impact scenario modeling approach for analyzing organizational factors in emergency situations.
1. The document proposes using the Advanced Syntegration tool to coordinate large-scale disaster response in as little as 2.5-3.5 days after an event.
2. The Advanced Syntegration is presented as a revolutionary innovation that harnesses the collective intelligence of up to 40 key stakeholders to efficiently solve complex problems.
3. A case study of a catastrophic hurricane hitting Hawaii with no evacuation option finds the current response system overwhelmed; the author argues the Advanced Syntegration could better coordinate the many responding organizations under extreme time pressure and complexity.
Leadership in a crisis responding to the coronavirus outbreakGraham Watson
What leaders need during a crisis is
not a predefined response plan but
behaviours and mindsets that will prevent
them from overreacting to yesterday’s
developments and help them look ahead.
The Climate Smart Disaster Risk Management approach was developed by the
Strengthening Climate Resilience (SCR) programme, a DFID funded programme
implemented by the Institute of Development Studies (UK), Christian Aid and Plan
International. Through a period of two years (2010-2011), SCR worked extensively
with policy makers and practitioners to develop the Climate Smart Disaster Risk
Management (CSDRM) approach. The approach seeks to address the gap in
effectively incorporating climate change into disaster risk management (DRM) work,
to ensure development work is both climate smart and disaster proof. The CSDRM
approach was developed iteratively with over 1,000 policy makers, practitioners,
scientists and academics from ten at risk countries in Asia and Africa1.
For more information visit www.csdrm.org
The document discusses the role of emergency managers in addressing climate change. It provides definitions for key terms like mitigation, adaptation, and resilience. While emergency managers typically focus on short-term acute hazards, climate change involves chronic impacts that require longer-term planning. The document argues emergency managers should have a seat at the table in discussions around climate change adaptation due to their expertise in risk reduction and building community resilience.
1. The document summarizes discussions from a UK consultation workshop on integrating climate change considerations into disaster risk management.
2. Participants shared challenges and examples from their work in areas like developing early warning systems, incorporating local knowledge, addressing multi-hazards, and advocating for policy and funding support.
3. Key challenges identified were the need for more accurate local climate data and forecasts, addressing variations in climate impacts, strengthening communication across governance levels, and engaging civil society in development planning.
The document proposes a Climate Smart Disaster Risk Management (CSDRM) approach to strengthen climate resilience. The approach has three pillars:
1. Tackle changing disaster risks and uncertainties by integrating climate adaptation, disaster risk management, and development efforts across sectors and scales through collaboration.
2. Enhance adaptive capacity by strengthening the ability of communities, organizations, and networks to innovate through learning and reflection, and ensuring flexible, accountable policies.
3. Address poverty and vulnerability by promoting equitable and just economic systems, advocating for basic rights, and empowering communities to influence decisions through participatory and transparent processes.
The approach is intended to guide planning, policy, programs and evaluation to build
Preparing to Be Unprepared: Human ResourcesSusanne Jul
Most disaster preparedness efforts go into being prepared: having the right plans, the right materials, the right training. But we should also be putting some effort into being unprepared: knowing what to do when plans fail, when the materials aren't there, when no one has disaster training.
The document discusses principles of resilience in emergency preparedness. It argues that rigid exercises do not fully prepare responders for real disasters, as real events are unpredictable. International cooperation and more flexible "demonstrations" that incorporate failures and collaboration are better for developing resilience. The Strong Angel exercises showed the importance of layering communications, transportation, and power resources, as well as using open-source, redundant, and diverse tools. Face-to-face relationships and frequent communication also improve response. Media training is important to avoid potential consequences of poor interactions.
1. The document proposes using the Advanced Syntegration tool to coordinate large-scale disaster response in as little as 2.5-3.5 days after an event.
2. The Advanced Syntegration is presented as a revolutionary innovation that harnesses the collective intelligence of up to 40 key stakeholders to efficiently solve complex problems.
3. A case study of a catastrophic hurricane hitting Hawaii with no evacuation option finds the current response system overwhelmed; the author argues the Advanced Syntegration could better coordinate the many responding organizations under extreme time pressure and complexity.
Leadership in a crisis responding to the coronavirus outbreakGraham Watson
What leaders need during a crisis is
not a predefined response plan but
behaviours and mindsets that will prevent
them from overreacting to yesterday’s
developments and help them look ahead.
The Climate Smart Disaster Risk Management approach was developed by the
Strengthening Climate Resilience (SCR) programme, a DFID funded programme
implemented by the Institute of Development Studies (UK), Christian Aid and Plan
International. Through a period of two years (2010-2011), SCR worked extensively
with policy makers and practitioners to develop the Climate Smart Disaster Risk
Management (CSDRM) approach. The approach seeks to address the gap in
effectively incorporating climate change into disaster risk management (DRM) work,
to ensure development work is both climate smart and disaster proof. The CSDRM
approach was developed iteratively with over 1,000 policy makers, practitioners,
scientists and academics from ten at risk countries in Asia and Africa1.
For more information visit www.csdrm.org
The document discusses the role of emergency managers in addressing climate change. It provides definitions for key terms like mitigation, adaptation, and resilience. While emergency managers typically focus on short-term acute hazards, climate change involves chronic impacts that require longer-term planning. The document argues emergency managers should have a seat at the table in discussions around climate change adaptation due to their expertise in risk reduction and building community resilience.
1. The document summarizes discussions from a UK consultation workshop on integrating climate change considerations into disaster risk management.
2. Participants shared challenges and examples from their work in areas like developing early warning systems, incorporating local knowledge, addressing multi-hazards, and advocating for policy and funding support.
3. Key challenges identified were the need for more accurate local climate data and forecasts, addressing variations in climate impacts, strengthening communication across governance levels, and engaging civil society in development planning.
The document proposes a Climate Smart Disaster Risk Management (CSDRM) approach to strengthen climate resilience. The approach has three pillars:
1. Tackle changing disaster risks and uncertainties by integrating climate adaptation, disaster risk management, and development efforts across sectors and scales through collaboration.
2. Enhance adaptive capacity by strengthening the ability of communities, organizations, and networks to innovate through learning and reflection, and ensuring flexible, accountable policies.
3. Address poverty and vulnerability by promoting equitable and just economic systems, advocating for basic rights, and empowering communities to influence decisions through participatory and transparent processes.
The approach is intended to guide planning, policy, programs and evaluation to build
Preparing to Be Unprepared: Human ResourcesSusanne Jul
Most disaster preparedness efforts go into being prepared: having the right plans, the right materials, the right training. But we should also be putting some effort into being unprepared: knowing what to do when plans fail, when the materials aren't there, when no one has disaster training.
The document discusses principles of resilience in emergency preparedness. It argues that rigid exercises do not fully prepare responders for real disasters, as real events are unpredictable. International cooperation and more flexible "demonstrations" that incorporate failures and collaboration are better for developing resilience. The Strong Angel exercises showed the importance of layering communications, transportation, and power resources, as well as using open-source, redundant, and diverse tools. Face-to-face relationships and frequent communication also improve response. Media training is important to avoid potential consequences of poor interactions.
2006 StrongAngel III - integrated disaster response demonstration in San Diego. Directed by mentor Dr. Eric Rasmussen,MD,MDM,FACP http://about.me/EricRasmussenMD
Towards a learning for disaster resilience approachNeil Dufty
- The document discusses exploring content and process for a Learning for Disaster Resilience (LfDR) approach to improve current disaster education.
- It suggests LfDR content should cover both external hazards and internal factors like community vulnerability/resilience, urban planning, and social capital.
- In terms of process, it reviews current disaster learning delivery approaches and identifies gaps, suggesting disaster education could benefit from drawing more on education theory and evaluation.
Running head TORNADO1TORNADO 4Disaster Resp.docxjenkinsmandie
Running head: TORNADO 1
TORNADO 4
Disaster Response
EMC/350
November 19, 2019
Joplin, Mo. EF-5 Disaster Response
Evaluation of the resources used
Resources that were used in the Joplin, Mo. EF-5 tornado after-action can be categorized in several ways; to begin with, the Emergency relief resources which were required immediately after the disaster, these resources are essential for the survival of the humans, especially after the tragedy had occurred. Some of the Emergency relief resources included: The Food, water, shelter as well as medicines; these four factors were essential for the survival of those who survived the tornado disaster. It is crucial, therefore, for these resources to be availed promptly as well as adequately. Medicine was vital because the people who were injured or those who got severe injuries required urgent medical care as well as help. The shelter that is usually provided for the recovery is commonly transitional and is meant to only protect against the wind as well as rain. In addition to that, a lot of financial resources were used to acquire the already outlined resources as it is hard to get them without money.
Moreover, both financial and material resources are were used in several ways, for instance, the construction of permanent physical structures such as schools, hospitals that are meant to replace tents, and generally the restoration of social structures. Furthermore, clothing is another important factor that is significantly required by the people whose clothes were to tone or destroyed during the occurrence of the disaster. Generally, the primary resources that were used in the case of the Joplin, Mo. An EF-5 tornado was majorly included in the Financial resources, the human resources, which further provided several services such as helping in the removal of the debris, assisting in the construction of the structures, either temporary structures or the permanent structures which had to replace the already destroyed structures. Moreover, the human resource was also essential as they help to cater for the injured. Material resources were also used in the case; material resources included construction materials such as cement, rocks, et cetera. Construction material was vital as it contributed/facilitated the construction of the structures that were required for the protection of the people.
furthermore, financial resources were essential in the establishment of the people who suffered the loss, for instance at least $21 million was offered in grant to assist the victims in taking care of house repairs as well as other disaster-related needs
Evaluation of the technology available
During the disaster, many people are likely to be killed. Technology is essential, particularly during such times, the rescue teams, as well as the id agencies, usually depend on the technique of a rescue mission. Technology typically increases the efficiency as well as the effectiveness of the responders, further d.
A Study On Protection And Accountability In Haiti Following The Earthquake In...Audrey Britton
This document provides background context on Haiti prior to the 2010 earthquake. It discusses Haiti's history of socio-economic, environmental and political crises that have contributed to its poor development outcomes. Prior to 2010, Haiti ranked near the bottom on poverty and human development indices. The earthquake exacerbated existing vulnerabilities, displacing over 1 million people. International humanitarian organizations responded massively but additional disasters like cholera outbreaks and hurricanes slowed recovery. The document examines the status of vulnerable groups post-earthquake like children, women, the disabled and elderly. It also outlines the response by Disasters Emergency Committee members and discusses ongoing protection concerns in camps for displaced people.
Disaster preparedness is a very vital aspect of any organization or even an individual in any community (Academic Papers on Porter’s Strategy, n.d.). According to Homeland Security Exercise and Evaluation Program (HSEEP), its major objective is provision of guiding principles that have a common response in addressing programs management, evaluation, improving planning, designing and planning of mitigation measures
THE WENCHES CRISIS RESPONSED racticePerfectTo best pre.docxchristalgrieg
THE WENCHES CRISIS RESPONSE
D ractice
Perfect
To best prepare for a crisis, drill!
DIANE GAGE LOFGREN & JOHN NELSON
-f) [email protected]
^ [email protected]
B
y its very definition, a crisis is no
time to get on-the-job training.
It's a time of intense pressure
when systems are strained, weaknesses
are amplified and crucial decisions
must be made on the spot. A blown first
impression can leave a lasting mark—and
be difficult to correct. The best way to
handle a crisis is to be prepared for one,
and the best way to do that is to practice.
In other words, drill.
Crisis drills are a critical part of health
care communications success, especially
in the age of social media. Crises are
more frequent now because of the com-
plexity and increasing transparency of
today's environment, and the ramifica-
tions are instantly known in one contin-
uous news cycle. The Internet and social
media have created more moving parts
and accelerated the making or breaking
of reputations during a crisis.
During crisis drills, organizations con-
duct training to practice ways to protect
the brand whue informing the public in
the event of a crisis. Drills allow orga-
nizations to practice making decisions
and engaging stakeholders in response
to the unexpected. They help to critique
individuals and responses before there's
real reputational skin in the game so that
when the time comes, teams are prepared
to respond in real time. Hosting crisis
trainings is critically important, even for
the most veteran issues manager.
A Dnll That Produces
Results
To run a good simulation, leaders must
create a crisis scenario that includes
meaningful, challenging and realistic ele-
ments for the team to practice. In a recent
crisis drill. Kaiser Permanente designed
a scenario that was fictional but ground-
ed fuUy in reality, and it evolved and
escalated over time. Participants initially
were faced with what appeared to be a
medical error, but the crisis quickly grew
to include elements of medication abuse,
compliance failures, union concerns and
political sensitivity. This scenario was
played out over the course of 90 minutes
and was very carefully planned to
engage crisis communicators who share
accountability but work in nine
different states.
When the drill was over, a thorough
debrief was conducted. All participants
shared their learnings, which ranged
from social media eye-openers to re-
newed awareness around the speed that
information and misinformation travel.
Here are some proven processes to help
you and your organization plan an effec-
tive crisis drill:
1. Know your focus. The planning phase
is one of the most important parts of
a simulation. Before coming up with
a scenario, teams should decide on
the set of skills, structures or other
elements that they want to test. It's not
necessary to practice on all aspects of
a crisis. Setting up a scenario that is
overly broad, especially if the drill is
only an hour or two, is guaranteed to
make it too superficial. ...
Effective Crisis CommunicationChapter 5 – 10 Lessons on ManagiEvonCanales257
Effective Crisis Communication
Chapter 5 – 10 Lessons on Managing Crisis Uncertainty Effectively
Ulmer, R., Sellnow, T., and Seeger, M. (2019). Effective crisis communication: Moving from crisis to opportunity. Sage Publications. Thousand Oaks, CA.
Defining Uncertainty
Uncertainty – The inability to predict the future.
Lack of Information
Complexity of Information
Quality of Information
Crises create EPISTEMOLOGICAL and ONTOLOGICAL uncertainty.
Epistemological – Uncertainty from lack of knowledge.
Ontological – Uncertainty from a new future created by crisis – The future has little to no relationship with the past.
Lessons 1 - 3
Crises Can Start Quickly and Unexpectedly
Shouldn’t respond with routine solutions
The threat is perceptual
Lesson 4
Communicate Early and Often Regardless of Having Information or Not!
Because of uncertainty, accurate info is not there for stakeholders.
Effective strategies include making a list of potential questions.
What happened?
Who is responsible?
Why did it happen?
Who is affected?
What should we do?
Who can we trust?
What should we say?
How should we say it?
Lesson 5
Ethical Ambiguity During Crises
Organizations should not purposely heighten the ambiguity of a crisis to deceive or distract the public
Ambiguity is “an ongoing stream that supports several different interpretations at the same time”, Weick (1995)
Ethical when – uses unbiased data to inform and contribute to the complete understanding
Unethical when – using biased or incomplete information to deceive
Lesson 6
Be prepared to defend your interpretation of the evidence surrounding a crisis
Lesson 7
Without good intentions prior to a crisis, recovery is difficult or impossible
Questions of Evidence
Questions of Intent
Questions of Responsibility
Lesson 8
If you believe you are not responsible, you need to build a case for who is
Lesson 9
Organizations need to prepare through simulations and training
Crises thrust people into unfamiliar roles.
Crisis demands can bring structures to their knees.
Organizations should train and prepare for crises.
Lesson 10
Crises challenge the way organizations think about and conduct their business
Crises create “Cosmology Episodes” – disorienting experiences in which beliefs and sensemaking structures are hampered. Weick (1993)
They can change how we think about the world.
Organizations and Stakeholders need information to reduce uncertainty.
Organizations in crisis often stonewall
Stakeholders are left wondering if they will get information needed to protect themselves
Media speculates
Effective Crisis Communication
Chapter 1 The Conceptual Foundation
Ulmer, R., Sellnow, T., and Seeger, M. (2019). Effective crisis communication: Moving from crisis to opportunity. Sage Publications. Thousand Oaks, CA.
Importance of Crisis Communication Skills
No community, organization, public or private is immune from crises.
The need for understanding effective crisis communication has increased in demand.
Cyb ...
MSE 5201, Advanced Fire Administration 1 Course Learn.docxaryan532920
MSE 5201, Advanced Fire Administration 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
2. Assess the legal mandates required while working in the fire and emergency management fields.
2.1 Summarize the importance of ethics and the role it plays on emergency services and
emergency management.
2.2 Determine the need for standardized fire prevention and safety codes.
2.3 Outline the importance of compliance to NFPA 1500.
5. Design incident documentation.
5.1 Determine effective actions that will be taken during Phase 5 of the IAP.
6. Evaluate the media and political considerations that are required within the fire service and
emergency management.
6.1 Explain the differences among narrative information, advisories and warnings, and action
messages.
6.2 Determine the roles of a public information officer and a joint information system during an
emergency situation.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit VII Lesson
Chapter 11 Reading (Fire and Emergency Services textbook)
Unit VII Project
2.2
Unit VII Lesson
Chapter 10 Reading (Fire and Emergency Services textbook)
Unit VII Project
2.3
Unit VII Lesson
Chapter 10 Reading (Fire and Emergency Services textbook)
Unit VII Project
5.1
Unit VII Lesson
IAP Guide Reading
Unit VII Project
6.1
Unit VII Lesson
Chapter 10 Reading (NIMS textbook)
Unit VII Project
6.2
Unit VII Lesson
Chapter 10 Reading (NIMS textbook)
Unit VII Project
Reading Assignment
Fire and Emergency Services Administration: Management and Leadership Practices
Chapter 10: Government Regulation, Laws, and the Courts
Chapter 11: Ethics
UNIT VII STUDY GUIDE
Public View and Ethics and
the Impact to Leadership
MSE 5201, Advanced Fire Administration 2
UNIT x STUDY GUIDE
Title
National Incident Management System: Principles and Practice
Chapter 10: Public Information
FEMA Incident Action Planning (IAP) Guide
Phase 5: Execute, Evaluate, and Revise the Plan, pp. 40-42
Appendix A: How to Develop Incident Objectives, pp.43-46
Unit Lesson
Public Information
In this unit, you will examine the need for public information officers (PIOs) in any emergency incident as well
as appraise PIOs as a key component of the incident command system (ICS) command staff. They analyze
the functions of the PIO in relation to other jurisdictions and the private sector. In addition, the chapter
evaluates the role that public announcements have in the response and recovery of incidents.
The process of communicating accurate and timely information regarding an incident is the responsibility of a
public information officer who informs the public, media, and elected officials. The information transmitted
gives an overview of the incident and is normally comprised of what caused the incident, the public concerns
or alerts, and what is being done to mitigate the emergency. The in ...
Running Head: CRISIS MANAGEMENT 1
CRISIS MANAGEMENT 2
Crisis Management
College:
Name:
Date of Submission:
Introduction
A crisis may occur in a firm at any time of the day whether during normal working hours or after normal working hours. It all depends on how the stakeholders or the parties involved approach the situation. There is an incidence response plan that get developed and implemented to provide instructions for employees to follow during and immediately after a disaster or a crisis. After-hour emergency notifications are often different from those identified to get called during regular working hours.
Moreover, crisis responsibility might be moderated through the interactions between severity of damage and injured parties. Communication scholarship often emphasizes the harmful effects of media (Noll, 2003). It is because the effects of television violence on children and the crisis-oriented people increase. There are also privacy threats on the web and telemarketing scams which accelerate the outcomes and critics of the crisis. The information provided to the media need to focus on the functions of the media in people’s lives and can find positive values in entertainment and relief from the tensions of the everyday world.
External stakeholders also ought to be included in the crisis management if they majorly play a part in the functioning of the firm. It always leads to a good crisis management plan which focuses on eradicating the issue in a more professional way. Enlightened organizations respond early and modify their strategies to adapt to or participate in the development of the issue. You need to identify key personnel, establish functional roles, notify in advance and prepare the damage control to respond to a crisis management plan Galloway & Kwanash, 2005).
References
Galloway, C., & Kwanash-Aidoo, K. (2005). Public relations issues and crisis
management. Southbank, Vic: Thompson / Scoial Science Press.
Noll, A. M. (2003). Crisis communications: Lessons from September 11. Lanham, Md:
Rowman & Littlefield.
Goel, S. (2009). Crisis management: Master the skills to prevent disasters. New Delhi:
Global India Publications.
...
Running head WHAT, IF ANY POLICY THEORY IS THE CURRENT ADMIN 1.docxtoltonkendal
Running head: WHAT, IF ANY POLICY THEORY IS THE CURRENT ADMIN 1
WHAT, IF ANY POLICY THEORY IS THE CURRENT ADMIN 4
THE CURRENT POLICY THEORY OF THE ADMINISTRATION
Franz Goedgedrag
Public Policy PAD 602
THE CURRENT POLICY THEORY OF THE ADMINISTRATION
The incrementalism approach is often the best way to reduce the destructiveness of confrontations over intractable issues. This approach begins by identifying any conflict problems that increase the conflict's overall destructiveness or threaten the parties' ability to make a wise decision or advance their interests. Although many incrementalism treatments require the corporative effort of contending parties, others can be implemented unilaterally. Similarly, while some treatments are relatively easy to implement, others require that the parties develop new dispute-handling skills or secure the assistance of outside professionals. Unlike other forms of dispute resolution, the incrementalism approach can work in situations where resolution-based approaches are unusable.
The incrementalism approach also recognizes our limited ability to understand and solve complex problems. It also recognizes that certain kinds of long-term change are best sustained through gradual adjustment rather than a complete overhaul. Small incremental moves are often more effective than trying to resolve the whole conflict all at once.
The incremental model is often used in the public sector, where significant changes are likely to cause public dispute, and in software development, where bite-sized changes help to avoid big and costly mistakes. Disadvantages at that time may be wasted dealing with the immediate problems and no overall strategy is developed. Incrementalism can be seen as a stealthy way to bring about changes without causing too much conflict.
.
Most people use incrementalism without ever needing a name for it because it is the natural and intuitive way to tackle everyday problems, such as making coffee or getting dressed. These actions normally don't require extensive planning and problems can be dealt with one at a time as they arise.
Instead of making one huge leap towards solving a problem, the incremental model breaks down the decision-making process into small steps. The process of then moving between the steps is known as muddling through and is based on the combination of experience, intuition, guessing, and using different techniques. This model was developed by Charles Lindblom
In conclusion, sometimes it is best that you take it slow and use baby steps with your plan and let incrementalism play out over time. Even in processes that involve more extensive planning, incrementalism is often an important tactic for dealing reactively with small details. For example, one might plan a route for a driving trip on a map, but one would not typically plan in advance where to change lanes or how long to stop at each streetlight.
References
CCHL recognizes our new life-long members for 2013-2014. (20 ...
Effective Crisis CommunicationChapter 1 The Conceptual FoundatEvonCanales257
Effective Crisis Communication
Chapter 1 The Conceptual Foundation
Ulmer, R., Sellnow, T., and Seeger, M. (2019). Effective crisis communication: Moving from crisis to opportunity. Sage Publications. Thousand Oaks, CA.
Importance of Crisis Communication Skills
No community, organization, public or private is immune from crises.
The need for understanding effective crisis communication has increased in demand.
Cyber attacks, public relations disasters, natural disasters, corporate, government, and private mistakes.
Because of the prevalence of crises, crisis communication skills are some of the most sought after.
Subsequent slides offer examples of crisis situations
Sports example requiring crisis communication skills
3
Business example requiring crisis communication skills
4
Government example requiring crisis communication skills
5
Political example requiring crisis communication skills
6
Natural disaster example requiring crisis communication skills
7
Defining Crisis Communication
Bad experiences are not crises
Hermann (1963) identified 3 characteristics
Surprise
Threat
Short Response Time
Traditional Definition of Crisis
Surprise
Even natural disasters such as flooding and fires do not count unless they come with an intensity that was unpredicted or beyond expectations of government officials.
Threat
Crises involve threats beyond the normal problems faced.
Can affect an organization’s financial security, customers, residents nearby, and others.
Short Response Time
Organizations must provide effective communication immediately after the initial crisis.
Difficult because in the immediate aftermath little is often known about the cause of the crisis.
Only a short window to take control and set the tone for response and recovery.
Expanding the definition of Crisis Communication
Unexpected – Could not have anticipated or planned for.
Nonroutine – Events that cannot be managed by normal procedures and often require unique or extreme measures.
Produces Uncertainty – Cannot be aware of all causes and effects and investigations and efforts to reduce uncertainty may have to continue for months or years.
Creates Opportunities – To learn, make strategic changes, grow, or develop new competitive advantages.
Threat to image, reputation, or high-priority goals – Can be intense enough to permanently damage or destroy the organization.
Types of Crises
Intentional
Terrorism
Sabotage
Workplace violence
Poor employee relationships
Poor risk management
Unethical leadership
Unintentional
Natural disasters
Disease outbreaks
Unforeseeable technical interactions
Product failure
Downturns in the economy
Types of Crises
Intentional
Terrorism
Sabotage
Workplace violence
Poor employee relationships
Poor risk management
Unethical leadership
https://www.theguardian.com/business/2015/dec/10/volkswagen-emissions-scandal-systematic-failures-hans-dieter-potsch
https://www.nytimes.com/2019/10/31/us/chicago-cps-teachers-strik ...
Effective crisis communication chapter 1 the conceptual foundatANIL247048
- Effective crisis communication is important and involves unexpected, non-routine events that create uncertainty and opportunities while representing a threat.
- There are various crisis communication theories and types of crises that can occur, both intentional and unintentional.
- Ten key lessons on managing crisis uncertainty effectively include communicating early and often, addressing ethical ambiguity, being prepared to defend interpretations of evidence, and providing practical information to help stakeholders protect themselves.
Mock Drills in Hospitals- How to conduct mock drills?Lallu Joseph
Internal disaster management in hospitals is very critical. Hospitals need to prepared to handle emergencies and conduct regular mock drills to check the protocols, awareness of staff and also the equipment.
With COVID-19 cases growing worldwide, business leaders are scrambli.docxadolphoyonker
With COVID-19 cases growing worldwide, business leaders are scrambling to deal with a wide variety of problems, from slumping sales and stalling supply chains to keeping employees healthy and making sure they can continue working.The rapid spread of COVID-19 reminds us how our wellbeing is interconnected, and the flurry of heartwarming responses people have exhibited in the face of this crisis reveals our tremendous willingness and ability to help one another. These truths will persist when life goes back to normal. A number of related trends are shaping the future of the emergency services landscape. Their implications may vary but the common thread is that they are often driven by increasing societal expectations and concerns. The hyper-connectivity of today’s world is a driving factor as is the growing level of global disruption and uncertainty. As a response to the implications of these trends, new governance structures are being established with the aim of ensuring that community and government expectations are met. Policy direction is being shaped by these new structures, which in turn is raising new capability requirements to facilitate policy implementation. We as a Global are now in a new world of interconnectivity because of this COVID-19 Virus. It has and will continue to change our entire world and this brings me to your last assignment.
Where is the future of Emergency and Disaster Management heading? What is the future of emergency management in our new world today ? What is FEMAs new vision for emergency management? What are the new trends in emergency management ? Who is and who should be envisioning the future of emergency management in this NEW GLOBAL PANDEMIC. I would like your last paper assignment to be on these topics and about the future challenges of emergency management. Please write a 4 page paper -- APA format.
This has been a most unusual and unprecedented school term to learn while in the mist of the most difficult societal changes and hardships all Americans and the world has had to deal with in modern times. I hope that each of you have had an opportunity to research at your own pace about the topics of how this Corona Virus has changed everyone and YES this entire world. Also I trust you have become more aware of how the profession of emergency management will be an essential and demanding career with many great opportunities for those that work in the profession. I hope and trust you each stay safe and learn to adapt to implementing what you know and continue to learn about how emergency management and disaster management is vital to our ability as humans to move forward using the five phases of emergency management. The future of emergency management is the :
The Preparedness Cycle :
1.Prevention
focuses on creating concrete plans, training and exercises well ahead of a disaster to prepare your organization. Emergency planning activities will allow organizations to reduce loss of life and sustai.
The document provides an overview of the Dynamic Threat Recognition and Decision-making (DTRD) training program. It was originally 20 days but has been reformatted into shorter packages from 4 days up. The training teaches skills to recognize threats prior to incidents through observation techniques, identifying behavioral indicators, and decision-making processes. It aims to establish prevention as the new standard of care by focusing on recognizing pre-event behaviors and vulnerabilities. The document outlines course content, learning outcomes, assessment methods, and scheduling options for the training.
This document outlines course objectives and materials for a technology in emergency management course. The course will cover requirements for emergency preparedness and management information systems, consider human and group behavior in emergencies, communications technologies, extreme events, technology evaluation, and future concerns. Other course materials include an online discussion board and lecture/reading materials. The first lecture will cover the nature of emergencies, lessons from prior experience, and conceptual designs for emergency response systems.
The Safety in Partnership Approach: Transformation Through Supervision WorkshopBASPCAN
This document discusses the Safety in Partnership approach, which is a systemic, solution-focused method for assessing risk and developing safety plans for children. It emphasizes building meaningful relationships between social workers and families to enhance safety. The presentation aims to provide understanding of Safety in Partnership and how its use in supervision can improve safeguarding of children by enabling transformative learning. Supervision is highlighted as an opportunity for reflective practice to strengthen relationships with families and critically analyze casework. An evaluation found the approach improved skills, planning, and focus through training and supervision.
EMS 4305, EMS Public Information and Community Relations 1 .docxSALU18
EMS 4305, EMS Public Information and Community Relations 1
UNIT III STUDY GUIDE
Organizational Response to Crisis,
Part I
Unit Learning Outcomes
Upon completion of this unit, students should be able to:
1. Discuss the importance of having a media relations policy.
1.1 Describe the process of an organization develops legitimacy and the
steps to and importance of maintain legitimacy after a crisis.
1.2 Explain the process of discourse of renewal and discuss the impact
of its use in the outcome of crises.
1.3 Explain the elements of sense making and its benefits when used as
a response to a crisis.
3. Discuss the significance of how information is relayed and interpreted in
the media.
3.1 Describe the process of organizational learning and explain the
strengths and weaknesses.
3.2 Discuss the characteristics of the Situational Crisis Communication
Theory (SCCT) and explain the benefits of its use as an
organization’s response to crisis.
3.3 Explain the elements of sense making and its benefits when used
as a response to a crisis.
4. Differentiate among the types of media and information each may
request.
4.1 Discuss the characteristics of the Situational Crisis Communication
Theory (SCCT) and explain the benefits of its use as an
organization’s response to crisis.
4.2 Describe the process of organizational learning and explain the
strengths and weaknesses.
4.3 Describe the process of an organization develops legitimacy and
the steps to and importance of maintain legitimacy after a crisis.
Unit Lesson
Introduction
Often the effectiveness of an organization’s response to a crisis is not known
until after the response has occurred and the crisis is over. A good review of the
response is important in gaining feedback and in making organizational changes
to ensure that similar events in the future do not cause significant issues.
Organizational Learning
When an organization reviews their response, gathers feedback from those
involved, and then develops changes based on the feedback received, the
organization has learned. When an organization recognizes and learns from
their “failures,” they can both minimize the impact of future incidents, and also
prevent future crises from occurring. The learning process is reliant on an
organization’s movement through three stages.
Reading
Assignment
See information below
Key Terms
1. Legitimacy
2. Organizational
learning
EMS 4305, EMS Public Information and Community Relations 2
The first stage of organizational learning is experience. Experience may be
either direct or indirect. Direct experience means that the crisis occurs to the
organization, forcing them to confront the event (Sellnow & Seeger, 2013). They
are able to receive feedback from their own personnel to learn and prevent
future events from occurring. An organization does not have to directly
experience the crisis, though, in order to learn ...
This document outlines a presentation on loss and damage (L&D) from climate change. It defines L&D, discusses the history of L&D in international climate negotiations, summarizes the Warsaw International Mechanism established to address L&D, and reviews research on conceptualizing and measuring L&D. Key findings from a nine country case study show L&D occurs when adaptation is insufficient or has unrecovered costs. Addressing L&D involves risk reduction, transfer, and retention strategies. Challenges to understanding L&D include attribution and differentiating direct and indirect impacts.
DRL Field Research Philippines: A Journey into the Information DisasterTina Comes
Presentation of the first impressions and insights of the field research that the team of the Disaster Resilience Lab conducted in the aftermath of Hurricane Haiyan in the Philippines in December 2013.
More information on www.disasterresiliencelab.org
Decision Support for Robust Humanitarian Relief Supply ChainsTina Comes
How can we design ad-hoc supply chains that account for the overwhelming uncertainties in the early phases of disaster response? This presentation outlines a scenario-based approach that combines methods from Operations Research, Multi-Attribute Decision Making and Scenario Planning.
Presentation at the 22nd International Conference on Multiple Criteria Decision Making in Malaga, Spain: http://www.mcdm2013.decytec.ccee.uma.es/
More Related Content
Similar to A Cross Impact Scenario Model of Organisational Behaviour in Emergencies
2006 StrongAngel III - integrated disaster response demonstration in San Diego. Directed by mentor Dr. Eric Rasmussen,MD,MDM,FACP http://about.me/EricRasmussenMD
Towards a learning for disaster resilience approachNeil Dufty
- The document discusses exploring content and process for a Learning for Disaster Resilience (LfDR) approach to improve current disaster education.
- It suggests LfDR content should cover both external hazards and internal factors like community vulnerability/resilience, urban planning, and social capital.
- In terms of process, it reviews current disaster learning delivery approaches and identifies gaps, suggesting disaster education could benefit from drawing more on education theory and evaluation.
Running head TORNADO1TORNADO 4Disaster Resp.docxjenkinsmandie
Running head: TORNADO 1
TORNADO 4
Disaster Response
EMC/350
November 19, 2019
Joplin, Mo. EF-5 Disaster Response
Evaluation of the resources used
Resources that were used in the Joplin, Mo. EF-5 tornado after-action can be categorized in several ways; to begin with, the Emergency relief resources which were required immediately after the disaster, these resources are essential for the survival of the humans, especially after the tragedy had occurred. Some of the Emergency relief resources included: The Food, water, shelter as well as medicines; these four factors were essential for the survival of those who survived the tornado disaster. It is crucial, therefore, for these resources to be availed promptly as well as adequately. Medicine was vital because the people who were injured or those who got severe injuries required urgent medical care as well as help. The shelter that is usually provided for the recovery is commonly transitional and is meant to only protect against the wind as well as rain. In addition to that, a lot of financial resources were used to acquire the already outlined resources as it is hard to get them without money.
Moreover, both financial and material resources are were used in several ways, for instance, the construction of permanent physical structures such as schools, hospitals that are meant to replace tents, and generally the restoration of social structures. Furthermore, clothing is another important factor that is significantly required by the people whose clothes were to tone or destroyed during the occurrence of the disaster. Generally, the primary resources that were used in the case of the Joplin, Mo. An EF-5 tornado was majorly included in the Financial resources, the human resources, which further provided several services such as helping in the removal of the debris, assisting in the construction of the structures, either temporary structures or the permanent structures which had to replace the already destroyed structures. Moreover, the human resource was also essential as they help to cater for the injured. Material resources were also used in the case; material resources included construction materials such as cement, rocks, et cetera. Construction material was vital as it contributed/facilitated the construction of the structures that were required for the protection of the people.
furthermore, financial resources were essential in the establishment of the people who suffered the loss, for instance at least $21 million was offered in grant to assist the victims in taking care of house repairs as well as other disaster-related needs
Evaluation of the technology available
During the disaster, many people are likely to be killed. Technology is essential, particularly during such times, the rescue teams, as well as the id agencies, usually depend on the technique of a rescue mission. Technology typically increases the efficiency as well as the effectiveness of the responders, further d.
A Study On Protection And Accountability In Haiti Following The Earthquake In...Audrey Britton
This document provides background context on Haiti prior to the 2010 earthquake. It discusses Haiti's history of socio-economic, environmental and political crises that have contributed to its poor development outcomes. Prior to 2010, Haiti ranked near the bottom on poverty and human development indices. The earthquake exacerbated existing vulnerabilities, displacing over 1 million people. International humanitarian organizations responded massively but additional disasters like cholera outbreaks and hurricanes slowed recovery. The document examines the status of vulnerable groups post-earthquake like children, women, the disabled and elderly. It also outlines the response by Disasters Emergency Committee members and discusses ongoing protection concerns in camps for displaced people.
Disaster preparedness is a very vital aspect of any organization or even an individual in any community (Academic Papers on Porter’s Strategy, n.d.). According to Homeland Security Exercise and Evaluation Program (HSEEP), its major objective is provision of guiding principles that have a common response in addressing programs management, evaluation, improving planning, designing and planning of mitigation measures
THE WENCHES CRISIS RESPONSED racticePerfectTo best pre.docxchristalgrieg
THE WENCHES CRISIS RESPONSE
D ractice
Perfect
To best prepare for a crisis, drill!
DIANE GAGE LOFGREN & JOHN NELSON
-f) [email protected]
^ [email protected]
B
y its very definition, a crisis is no
time to get on-the-job training.
It's a time of intense pressure
when systems are strained, weaknesses
are amplified and crucial decisions
must be made on the spot. A blown first
impression can leave a lasting mark—and
be difficult to correct. The best way to
handle a crisis is to be prepared for one,
and the best way to do that is to practice.
In other words, drill.
Crisis drills are a critical part of health
care communications success, especially
in the age of social media. Crises are
more frequent now because of the com-
plexity and increasing transparency of
today's environment, and the ramifica-
tions are instantly known in one contin-
uous news cycle. The Internet and social
media have created more moving parts
and accelerated the making or breaking
of reputations during a crisis.
During crisis drills, organizations con-
duct training to practice ways to protect
the brand whue informing the public in
the event of a crisis. Drills allow orga-
nizations to practice making decisions
and engaging stakeholders in response
to the unexpected. They help to critique
individuals and responses before there's
real reputational skin in the game so that
when the time comes, teams are prepared
to respond in real time. Hosting crisis
trainings is critically important, even for
the most veteran issues manager.
A Dnll That Produces
Results
To run a good simulation, leaders must
create a crisis scenario that includes
meaningful, challenging and realistic ele-
ments for the team to practice. In a recent
crisis drill. Kaiser Permanente designed
a scenario that was fictional but ground-
ed fuUy in reality, and it evolved and
escalated over time. Participants initially
were faced with what appeared to be a
medical error, but the crisis quickly grew
to include elements of medication abuse,
compliance failures, union concerns and
political sensitivity. This scenario was
played out over the course of 90 minutes
and was very carefully planned to
engage crisis communicators who share
accountability but work in nine
different states.
When the drill was over, a thorough
debrief was conducted. All participants
shared their learnings, which ranged
from social media eye-openers to re-
newed awareness around the speed that
information and misinformation travel.
Here are some proven processes to help
you and your organization plan an effec-
tive crisis drill:
1. Know your focus. The planning phase
is one of the most important parts of
a simulation. Before coming up with
a scenario, teams should decide on
the set of skills, structures or other
elements that they want to test. It's not
necessary to practice on all aspects of
a crisis. Setting up a scenario that is
overly broad, especially if the drill is
only an hour or two, is guaranteed to
make it too superficial. ...
Effective Crisis CommunicationChapter 5 – 10 Lessons on ManagiEvonCanales257
Effective Crisis Communication
Chapter 5 – 10 Lessons on Managing Crisis Uncertainty Effectively
Ulmer, R., Sellnow, T., and Seeger, M. (2019). Effective crisis communication: Moving from crisis to opportunity. Sage Publications. Thousand Oaks, CA.
Defining Uncertainty
Uncertainty – The inability to predict the future.
Lack of Information
Complexity of Information
Quality of Information
Crises create EPISTEMOLOGICAL and ONTOLOGICAL uncertainty.
Epistemological – Uncertainty from lack of knowledge.
Ontological – Uncertainty from a new future created by crisis – The future has little to no relationship with the past.
Lessons 1 - 3
Crises Can Start Quickly and Unexpectedly
Shouldn’t respond with routine solutions
The threat is perceptual
Lesson 4
Communicate Early and Often Regardless of Having Information or Not!
Because of uncertainty, accurate info is not there for stakeholders.
Effective strategies include making a list of potential questions.
What happened?
Who is responsible?
Why did it happen?
Who is affected?
What should we do?
Who can we trust?
What should we say?
How should we say it?
Lesson 5
Ethical Ambiguity During Crises
Organizations should not purposely heighten the ambiguity of a crisis to deceive or distract the public
Ambiguity is “an ongoing stream that supports several different interpretations at the same time”, Weick (1995)
Ethical when – uses unbiased data to inform and contribute to the complete understanding
Unethical when – using biased or incomplete information to deceive
Lesson 6
Be prepared to defend your interpretation of the evidence surrounding a crisis
Lesson 7
Without good intentions prior to a crisis, recovery is difficult or impossible
Questions of Evidence
Questions of Intent
Questions of Responsibility
Lesson 8
If you believe you are not responsible, you need to build a case for who is
Lesson 9
Organizations need to prepare through simulations and training
Crises thrust people into unfamiliar roles.
Crisis demands can bring structures to their knees.
Organizations should train and prepare for crises.
Lesson 10
Crises challenge the way organizations think about and conduct their business
Crises create “Cosmology Episodes” – disorienting experiences in which beliefs and sensemaking structures are hampered. Weick (1993)
They can change how we think about the world.
Organizations and Stakeholders need information to reduce uncertainty.
Organizations in crisis often stonewall
Stakeholders are left wondering if they will get information needed to protect themselves
Media speculates
Effective Crisis Communication
Chapter 1 The Conceptual Foundation
Ulmer, R., Sellnow, T., and Seeger, M. (2019). Effective crisis communication: Moving from crisis to opportunity. Sage Publications. Thousand Oaks, CA.
Importance of Crisis Communication Skills
No community, organization, public or private is immune from crises.
The need for understanding effective crisis communication has increased in demand.
Cyb ...
MSE 5201, Advanced Fire Administration 1 Course Learn.docxaryan532920
MSE 5201, Advanced Fire Administration 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
2. Assess the legal mandates required while working in the fire and emergency management fields.
2.1 Summarize the importance of ethics and the role it plays on emergency services and
emergency management.
2.2 Determine the need for standardized fire prevention and safety codes.
2.3 Outline the importance of compliance to NFPA 1500.
5. Design incident documentation.
5.1 Determine effective actions that will be taken during Phase 5 of the IAP.
6. Evaluate the media and political considerations that are required within the fire service and
emergency management.
6.1 Explain the differences among narrative information, advisories and warnings, and action
messages.
6.2 Determine the roles of a public information officer and a joint information system during an
emergency situation.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit VII Lesson
Chapter 11 Reading (Fire and Emergency Services textbook)
Unit VII Project
2.2
Unit VII Lesson
Chapter 10 Reading (Fire and Emergency Services textbook)
Unit VII Project
2.3
Unit VII Lesson
Chapter 10 Reading (Fire and Emergency Services textbook)
Unit VII Project
5.1
Unit VII Lesson
IAP Guide Reading
Unit VII Project
6.1
Unit VII Lesson
Chapter 10 Reading (NIMS textbook)
Unit VII Project
6.2
Unit VII Lesson
Chapter 10 Reading (NIMS textbook)
Unit VII Project
Reading Assignment
Fire and Emergency Services Administration: Management and Leadership Practices
Chapter 10: Government Regulation, Laws, and the Courts
Chapter 11: Ethics
UNIT VII STUDY GUIDE
Public View and Ethics and
the Impact to Leadership
MSE 5201, Advanced Fire Administration 2
UNIT x STUDY GUIDE
Title
National Incident Management System: Principles and Practice
Chapter 10: Public Information
FEMA Incident Action Planning (IAP) Guide
Phase 5: Execute, Evaluate, and Revise the Plan, pp. 40-42
Appendix A: How to Develop Incident Objectives, pp.43-46
Unit Lesson
Public Information
In this unit, you will examine the need for public information officers (PIOs) in any emergency incident as well
as appraise PIOs as a key component of the incident command system (ICS) command staff. They analyze
the functions of the PIO in relation to other jurisdictions and the private sector. In addition, the chapter
evaluates the role that public announcements have in the response and recovery of incidents.
The process of communicating accurate and timely information regarding an incident is the responsibility of a
public information officer who informs the public, media, and elected officials. The information transmitted
gives an overview of the incident and is normally comprised of what caused the incident, the public concerns
or alerts, and what is being done to mitigate the emergency. The in ...
Running Head: CRISIS MANAGEMENT 1
CRISIS MANAGEMENT 2
Crisis Management
College:
Name:
Date of Submission:
Introduction
A crisis may occur in a firm at any time of the day whether during normal working hours or after normal working hours. It all depends on how the stakeholders or the parties involved approach the situation. There is an incidence response plan that get developed and implemented to provide instructions for employees to follow during and immediately after a disaster or a crisis. After-hour emergency notifications are often different from those identified to get called during regular working hours.
Moreover, crisis responsibility might be moderated through the interactions between severity of damage and injured parties. Communication scholarship often emphasizes the harmful effects of media (Noll, 2003). It is because the effects of television violence on children and the crisis-oriented people increase. There are also privacy threats on the web and telemarketing scams which accelerate the outcomes and critics of the crisis. The information provided to the media need to focus on the functions of the media in people’s lives and can find positive values in entertainment and relief from the tensions of the everyday world.
External stakeholders also ought to be included in the crisis management if they majorly play a part in the functioning of the firm. It always leads to a good crisis management plan which focuses on eradicating the issue in a more professional way. Enlightened organizations respond early and modify their strategies to adapt to or participate in the development of the issue. You need to identify key personnel, establish functional roles, notify in advance and prepare the damage control to respond to a crisis management plan Galloway & Kwanash, 2005).
References
Galloway, C., & Kwanash-Aidoo, K. (2005). Public relations issues and crisis
management. Southbank, Vic: Thompson / Scoial Science Press.
Noll, A. M. (2003). Crisis communications: Lessons from September 11. Lanham, Md:
Rowman & Littlefield.
Goel, S. (2009). Crisis management: Master the skills to prevent disasters. New Delhi:
Global India Publications.
...
Running head WHAT, IF ANY POLICY THEORY IS THE CURRENT ADMIN 1.docxtoltonkendal
Running head: WHAT, IF ANY POLICY THEORY IS THE CURRENT ADMIN 1
WHAT, IF ANY POLICY THEORY IS THE CURRENT ADMIN 4
THE CURRENT POLICY THEORY OF THE ADMINISTRATION
Franz Goedgedrag
Public Policy PAD 602
THE CURRENT POLICY THEORY OF THE ADMINISTRATION
The incrementalism approach is often the best way to reduce the destructiveness of confrontations over intractable issues. This approach begins by identifying any conflict problems that increase the conflict's overall destructiveness or threaten the parties' ability to make a wise decision or advance their interests. Although many incrementalism treatments require the corporative effort of contending parties, others can be implemented unilaterally. Similarly, while some treatments are relatively easy to implement, others require that the parties develop new dispute-handling skills or secure the assistance of outside professionals. Unlike other forms of dispute resolution, the incrementalism approach can work in situations where resolution-based approaches are unusable.
The incrementalism approach also recognizes our limited ability to understand and solve complex problems. It also recognizes that certain kinds of long-term change are best sustained through gradual adjustment rather than a complete overhaul. Small incremental moves are often more effective than trying to resolve the whole conflict all at once.
The incremental model is often used in the public sector, where significant changes are likely to cause public dispute, and in software development, where bite-sized changes help to avoid big and costly mistakes. Disadvantages at that time may be wasted dealing with the immediate problems and no overall strategy is developed. Incrementalism can be seen as a stealthy way to bring about changes without causing too much conflict.
.
Most people use incrementalism without ever needing a name for it because it is the natural and intuitive way to tackle everyday problems, such as making coffee or getting dressed. These actions normally don't require extensive planning and problems can be dealt with one at a time as they arise.
Instead of making one huge leap towards solving a problem, the incremental model breaks down the decision-making process into small steps. The process of then moving between the steps is known as muddling through and is based on the combination of experience, intuition, guessing, and using different techniques. This model was developed by Charles Lindblom
In conclusion, sometimes it is best that you take it slow and use baby steps with your plan and let incrementalism play out over time. Even in processes that involve more extensive planning, incrementalism is often an important tactic for dealing reactively with small details. For example, one might plan a route for a driving trip on a map, but one would not typically plan in advance where to change lanes or how long to stop at each streetlight.
References
CCHL recognizes our new life-long members for 2013-2014. (20 ...
Effective Crisis CommunicationChapter 1 The Conceptual FoundatEvonCanales257
Effective Crisis Communication
Chapter 1 The Conceptual Foundation
Ulmer, R., Sellnow, T., and Seeger, M. (2019). Effective crisis communication: Moving from crisis to opportunity. Sage Publications. Thousand Oaks, CA.
Importance of Crisis Communication Skills
No community, organization, public or private is immune from crises.
The need for understanding effective crisis communication has increased in demand.
Cyber attacks, public relations disasters, natural disasters, corporate, government, and private mistakes.
Because of the prevalence of crises, crisis communication skills are some of the most sought after.
Subsequent slides offer examples of crisis situations
Sports example requiring crisis communication skills
3
Business example requiring crisis communication skills
4
Government example requiring crisis communication skills
5
Political example requiring crisis communication skills
6
Natural disaster example requiring crisis communication skills
7
Defining Crisis Communication
Bad experiences are not crises
Hermann (1963) identified 3 characteristics
Surprise
Threat
Short Response Time
Traditional Definition of Crisis
Surprise
Even natural disasters such as flooding and fires do not count unless they come with an intensity that was unpredicted or beyond expectations of government officials.
Threat
Crises involve threats beyond the normal problems faced.
Can affect an organization’s financial security, customers, residents nearby, and others.
Short Response Time
Organizations must provide effective communication immediately after the initial crisis.
Difficult because in the immediate aftermath little is often known about the cause of the crisis.
Only a short window to take control and set the tone for response and recovery.
Expanding the definition of Crisis Communication
Unexpected – Could not have anticipated or planned for.
Nonroutine – Events that cannot be managed by normal procedures and often require unique or extreme measures.
Produces Uncertainty – Cannot be aware of all causes and effects and investigations and efforts to reduce uncertainty may have to continue for months or years.
Creates Opportunities – To learn, make strategic changes, grow, or develop new competitive advantages.
Threat to image, reputation, or high-priority goals – Can be intense enough to permanently damage or destroy the organization.
Types of Crises
Intentional
Terrorism
Sabotage
Workplace violence
Poor employee relationships
Poor risk management
Unethical leadership
Unintentional
Natural disasters
Disease outbreaks
Unforeseeable technical interactions
Product failure
Downturns in the economy
Types of Crises
Intentional
Terrorism
Sabotage
Workplace violence
Poor employee relationships
Poor risk management
Unethical leadership
https://www.theguardian.com/business/2015/dec/10/volkswagen-emissions-scandal-systematic-failures-hans-dieter-potsch
https://www.nytimes.com/2019/10/31/us/chicago-cps-teachers-strik ...
Effective crisis communication chapter 1 the conceptual foundatANIL247048
- Effective crisis communication is important and involves unexpected, non-routine events that create uncertainty and opportunities while representing a threat.
- There are various crisis communication theories and types of crises that can occur, both intentional and unintentional.
- Ten key lessons on managing crisis uncertainty effectively include communicating early and often, addressing ethical ambiguity, being prepared to defend interpretations of evidence, and providing practical information to help stakeholders protect themselves.
Mock Drills in Hospitals- How to conduct mock drills?Lallu Joseph
Internal disaster management in hospitals is very critical. Hospitals need to prepared to handle emergencies and conduct regular mock drills to check the protocols, awareness of staff and also the equipment.
With COVID-19 cases growing worldwide, business leaders are scrambli.docxadolphoyonker
With COVID-19 cases growing worldwide, business leaders are scrambling to deal with a wide variety of problems, from slumping sales and stalling supply chains to keeping employees healthy and making sure they can continue working.The rapid spread of COVID-19 reminds us how our wellbeing is interconnected, and the flurry of heartwarming responses people have exhibited in the face of this crisis reveals our tremendous willingness and ability to help one another. These truths will persist when life goes back to normal. A number of related trends are shaping the future of the emergency services landscape. Their implications may vary but the common thread is that they are often driven by increasing societal expectations and concerns. The hyper-connectivity of today’s world is a driving factor as is the growing level of global disruption and uncertainty. As a response to the implications of these trends, new governance structures are being established with the aim of ensuring that community and government expectations are met. Policy direction is being shaped by these new structures, which in turn is raising new capability requirements to facilitate policy implementation. We as a Global are now in a new world of interconnectivity because of this COVID-19 Virus. It has and will continue to change our entire world and this brings me to your last assignment.
Where is the future of Emergency and Disaster Management heading? What is the future of emergency management in our new world today ? What is FEMAs new vision for emergency management? What are the new trends in emergency management ? Who is and who should be envisioning the future of emergency management in this NEW GLOBAL PANDEMIC. I would like your last paper assignment to be on these topics and about the future challenges of emergency management. Please write a 4 page paper -- APA format.
This has been a most unusual and unprecedented school term to learn while in the mist of the most difficult societal changes and hardships all Americans and the world has had to deal with in modern times. I hope that each of you have had an opportunity to research at your own pace about the topics of how this Corona Virus has changed everyone and YES this entire world. Also I trust you have become more aware of how the profession of emergency management will be an essential and demanding career with many great opportunities for those that work in the profession. I hope and trust you each stay safe and learn to adapt to implementing what you know and continue to learn about how emergency management and disaster management is vital to our ability as humans to move forward using the five phases of emergency management. The future of emergency management is the :
The Preparedness Cycle :
1.Prevention
focuses on creating concrete plans, training and exercises well ahead of a disaster to prepare your organization. Emergency planning activities will allow organizations to reduce loss of life and sustai.
The document provides an overview of the Dynamic Threat Recognition and Decision-making (DTRD) training program. It was originally 20 days but has been reformatted into shorter packages from 4 days up. The training teaches skills to recognize threats prior to incidents through observation techniques, identifying behavioral indicators, and decision-making processes. It aims to establish prevention as the new standard of care by focusing on recognizing pre-event behaviors and vulnerabilities. The document outlines course content, learning outcomes, assessment methods, and scheduling options for the training.
This document outlines course objectives and materials for a technology in emergency management course. The course will cover requirements for emergency preparedness and management information systems, consider human and group behavior in emergencies, communications technologies, extreme events, technology evaluation, and future concerns. Other course materials include an online discussion board and lecture/reading materials. The first lecture will cover the nature of emergencies, lessons from prior experience, and conceptual designs for emergency response systems.
The Safety in Partnership Approach: Transformation Through Supervision WorkshopBASPCAN
This document discusses the Safety in Partnership approach, which is a systemic, solution-focused method for assessing risk and developing safety plans for children. It emphasizes building meaningful relationships between social workers and families to enhance safety. The presentation aims to provide understanding of Safety in Partnership and how its use in supervision can improve safeguarding of children by enabling transformative learning. Supervision is highlighted as an opportunity for reflective practice to strengthen relationships with families and critically analyze casework. An evaluation found the approach improved skills, planning, and focus through training and supervision.
EMS 4305, EMS Public Information and Community Relations 1 .docxSALU18
EMS 4305, EMS Public Information and Community Relations 1
UNIT III STUDY GUIDE
Organizational Response to Crisis,
Part I
Unit Learning Outcomes
Upon completion of this unit, students should be able to:
1. Discuss the importance of having a media relations policy.
1.1 Describe the process of an organization develops legitimacy and the
steps to and importance of maintain legitimacy after a crisis.
1.2 Explain the process of discourse of renewal and discuss the impact
of its use in the outcome of crises.
1.3 Explain the elements of sense making and its benefits when used as
a response to a crisis.
3. Discuss the significance of how information is relayed and interpreted in
the media.
3.1 Describe the process of organizational learning and explain the
strengths and weaknesses.
3.2 Discuss the characteristics of the Situational Crisis Communication
Theory (SCCT) and explain the benefits of its use as an
organization’s response to crisis.
3.3 Explain the elements of sense making and its benefits when used
as a response to a crisis.
4. Differentiate among the types of media and information each may
request.
4.1 Discuss the characteristics of the Situational Crisis Communication
Theory (SCCT) and explain the benefits of its use as an
organization’s response to crisis.
4.2 Describe the process of organizational learning and explain the
strengths and weaknesses.
4.3 Describe the process of an organization develops legitimacy and
the steps to and importance of maintain legitimacy after a crisis.
Unit Lesson
Introduction
Often the effectiveness of an organization’s response to a crisis is not known
until after the response has occurred and the crisis is over. A good review of the
response is important in gaining feedback and in making organizational changes
to ensure that similar events in the future do not cause significant issues.
Organizational Learning
When an organization reviews their response, gathers feedback from those
involved, and then develops changes based on the feedback received, the
organization has learned. When an organization recognizes and learns from
their “failures,” they can both minimize the impact of future incidents, and also
prevent future crises from occurring. The learning process is reliant on an
organization’s movement through three stages.
Reading
Assignment
See information below
Key Terms
1. Legitimacy
2. Organizational
learning
EMS 4305, EMS Public Information and Community Relations 2
The first stage of organizational learning is experience. Experience may be
either direct or indirect. Direct experience means that the crisis occurs to the
organization, forcing them to confront the event (Sellnow & Seeger, 2013). They
are able to receive feedback from their own personnel to learn and prevent
future events from occurring. An organization does not have to directly
experience the crisis, though, in order to learn ...
This document outlines a presentation on loss and damage (L&D) from climate change. It defines L&D, discusses the history of L&D in international climate negotiations, summarizes the Warsaw International Mechanism established to address L&D, and reviews research on conceptualizing and measuring L&D. Key findings from a nine country case study show L&D occurs when adaptation is insufficient or has unrecovered costs. Addressing L&D involves risk reduction, transfer, and retention strategies. Challenges to understanding L&D include attribution and differentiating direct and indirect impacts.
Similar to A Cross Impact Scenario Model of Organisational Behaviour in Emergencies (20)
DRL Field Research Philippines: A Journey into the Information DisasterTina Comes
Presentation of the first impressions and insights of the field research that the team of the Disaster Resilience Lab conducted in the aftermath of Hurricane Haiyan in the Philippines in December 2013.
More information on www.disasterresiliencelab.org
Decision Support for Robust Humanitarian Relief Supply ChainsTina Comes
How can we design ad-hoc supply chains that account for the overwhelming uncertainties in the early phases of disaster response? This presentation outlines a scenario-based approach that combines methods from Operations Research, Multi-Attribute Decision Making and Scenario Planning.
Presentation at the 22nd International Conference on Multiple Criteria Decision Making in Malaga, Spain: http://www.mcdm2013.decytec.ccee.uma.es/
Tutorial on reviewing your own paper (and those of others)Tina Comes
This document provides an overview of reviewing academic papers and conference submissions. It discusses the history and process of reviewing, as well as roles and criteria involved. Reviewing aims to ensure quality and help authors improve. The process typically involves authors submitting papers, editors assigning papers to reviewers, reviewers assessing the papers, editors making decisions, and authors revising papers. Criteria reviewed include relevance, significance/contribution, originality, clarity, and overall quality. The goal is to help researchers produce better submissions and gain knowledge in the reviewing process.
Social Media in Command & Control: A proof-of-principle experimentTina Comes
The document describes a proof-of-principle experiment to test the use of social media in command and control (C2). The experiment was designed to raise the technology readiness level from the concept stage to an analytical proof of concept. It compared using traditional email (Condition A) to using Twitter and CrowdMap (Condition B) in a simulated crisis response scenario. Results found that Condition B facilitated self-synchronization across the hierarchy and completed the scenario in less time than predicted, supporting the theoretical framework. However, the experiment had limitations and further research is needed.
Foundations of Delphi for Foresight and Group CommunicationTina Comes
The document summarizes the Delphi method, which structures group communication around the nature of an application and group. Key points:
- Delphi originally used paper rounds over months but now enables online asynchronous collaboration.
- It aims to explore problems, gather ideas, understand viewpoints, and encourage discussion/consensus without direct debate.
- Voting is used to expose differences and focus discussion, not make decisions. Participants can change views based on others' contributions.
- When structured properly online, Delphi can lead to more ideas/solutions than unstructured discussion alone, demonstrating its ability to harness collective intelligence.
Towards Increased Resilience: The Contributions of IT for Crisis Preparedness and Risk Communication
Ortwin Renn's Keynote opening the ISCRAM 2013 Conference in Baden-Baden
Designing dynamic stress tests for improved critical infrastructure resilienceTina Comes
This document discusses designing stress tests to improve the resilience of critical infrastructure systems. It proposes taking an alternative approach that starts by identifying the most essential services, infrastructures, and information, and determining required service levels and costs. The document advocates developing dynamic stress test scenarios focusing on the most critical and vulnerable system components, and integrating expert assessments with simulation models to evaluate severity of consequences under different scenarios. The goal is to continuously update stress tests to account for changes over time.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.