This document outlines an instructional plan for crisis management and emergency response training at Maxim Medical. The goal is to educate staff to protect employee and organizational safety during emergencies. The objective is for staff to demonstrate knowledge by scoring 95% or higher on a final exam. The training will use various instructional strategies like collaborative learning, critical thinking, and graphic organizers. It will also use technologies like PowerPoint, online exams, tutorials, and virtual activities. The document lists references to support the instructional strategies.

1. Instructional Plan – Phase II
Donita Johnson - CUR/516 - Professr Diane Nixon

2. Crisis management and
Emergency Response Training
Training Session Title

3.  To educate and prepare staff of Maxim
Medical on crisis management and
emergency response training in efforts to
protecting the health and lives of all Maxim
Medical employees while also protecting and
minimize damage to the organization’s
property in the event of an unforeseen or
foreseen emergency
Defined Goal

4.  Staff will demonstrate knowledge
of crisis management and
emergency response procedure
by obtaining 95% or greater on
final examination
Objective for Goal

5. The Objective for Goal using
A-B-C-D format
Audience
• All employees of Maxim Medical; Executives,
Directors, managers, and subordinates
Behavior
• Demonstrate knowledge of crisis and
emergency response procedure
condition
• With the incorporation of manuals, visual
presentation, tutorials, and interactive activities
Degree
• With 95% or greater on final exam

6.  Collaborative learning is used as learners will
need to rely on others to complete various
sections of the training. Emergency response
and crisis management staff learn to work as
a team in efforts to following proper protocol
for emergency.
 Critical thinking skills used during situation
awareness of crisis or emergency situation,
while also overcoming drawbacks
Explanation of Learning

7. 1. Identifying similarities and differences – graphic organizers
2. Summarizing and note-taking – Ten and Two Rule
3. Reinforcing effort and providing recognition –Pause, Prompt, and Praise
4. Homework and practice - Homework
5. Nonlinguistic representations –Sound, graphic organizer
6. Cooperative learning - positive interdependence (everyone working together
to succeed); face-to-face promotes interaction (offering help and praise to group
members); individual and group accountability (each member contributing to
the group’s success); interpersonal and small group skills (communication,
decision-making, conflict resolution
7. Questions, cues, and advance organizers - The strategies of introducing a
topic by asking questions about that topic or by providing some type of preview
of the what they already know and prepare them to receive new information in
the best frame of mind.
Brown, A., & Green, T. D. (2011)
Marzano, Pickering, and Polluck 2004
Descriptions of instructional
strategies and activities

8.  PowerPoint
 Electronic standardized examinations
 Computer generated tutorial
 Virtual activities.
Descriptions of instructional
technologies

9. Brown, A., & Green, T. D. (2011). The essentials
of instructional design: Connecting
fundamental principles with process and
practice (2nd ed.). Boston, MA: Allyn
and Bacon.
Reference