ACTA Module 2: Design a Learning Experience

Lesson Plan (for 4-6 hours from a course)

Program Overview

Factors Description
Designer / Developer Irene Lye

Course Title Crisis Identification and Management

WSQ Competency Unit (if applicable) NA

WSQ Competency Elements (if NA

applicable)

Purpose Introduce the learners to different types of crisis and the how to respond to one adequately.
Include benefits to the participants /
organization

Performance Criteria/Learning To be able

Outcomes 1. to classify the different types of crisis
(List the Performance criteria/Learning 2. apply the requirements that are necessary for crisis management
Outcomes for the 4-6 hours)

Organisation Could be an in-house course or public course

Target Audience Executive or Managerial staff
Occupation, job roles

Assumed knowledge
E.g. .Numeracy and literacy levels etc. Able to listen and speak English and have had exposure to Emergency response / management
e.g. participated in Fire Drills as a minimum

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Factors Description

Learner Characteristics Demographics

E.g. Demographics, cognitive, affective and
social characteristics
Gender: Mix of male and female participants
Age: 25 to 45 years of age
Culture: Local Singaporeans of different ethnic background
Industry / Organisation Experience: Internal staff or varied personnel from sectors ranging from
Retail, Education, Manufacturing, Training and Legal

Cognitive Characteristics
Language ability: English
Educational level: Diploma to College

Affective Characteristics
Motivation to learn: Medium to High
Level of anxiety about learning: Low, Many of them are comfortable with learning

Social Characteristics
Relationship to peers: may know each other if internal staff. May not know each other if it is a
public class
Tendency to compete or cooperate: High

Entire Course Duration (in hours) 4 hours

Class Size Maximum of 12

Venue Internal office (internal staff ) or External venue (Public class)

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Lesson Plan
Timing / Specific Learning Instructions Instructional Resources What learners
Duration Outcomes Methods will be doing
9.00- Introduction
9.30am
Self-Introduction Slide 2
(30mins)
Get learners to Gagne Step 1 Ice Breaker Game Slide 3 Lets Learners will get
know each other play a Game to know each
1. Distribute pieces of paper to the learners other better
2. Ask each learner to write something about Pieces of
themselves that no one in the class is likely paper for
to know and fold the paper in half After the learners to
learner to put the pieces of paper into a bag write on
3. Remove each piece of paper and read what
is written on it A bag to hold
4. Ask the learners who fits the description that Didactic the folded Learners can
is read out Questioning pieces of appreciate the
Learners to paper uncertain nature
understand that of a crisis and
despite what we therefore
know or are - appreciate the
familiar with, need to be
there are always prepared
areas /aspects
that we do not
know e.g. during
a crisis event
when the
situation can
escalate beyond

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Timing / Specific Learning Instructions Instructional Resources What learners
Duration Outcomes Methods will be doing
what we can
imagine
9.30 to Define Learning Administration Brief Slide 4 - Learners will
9.40am outcomes of the presentation (no Administration listen and
(10mins) program Inform learners of their break intervals and learner understand
lunch break interaction is Slide 5 what they are
needed) Learning learning and
Gagne Step 2 Informing learners of their the Outcomes how it relates to
objectives their work and
Go through the slides on the Learning apply the
Objectives with the Learners knowledge
Outline the training program and outline obtained

9.40 to Setting the Framework

10.00am
(20mins) Learners to Gagne Step 3 Simulating learners recall Slide 6 What Learners will
appreciate that Short is NOT a Crisis listen and
the types of On the 3 types of events i.e. Issues, Accidents, presentation understand that
events and that Emergencies, explain that that they are not issues,
they can evolve mutually exclusive They are not clean accidents and
into the next distinctions in fact, they may represent more a emergencies
situation continuum than a specific set of definitions can overlap

Issues everyone has them, we deal with them

every day
Accidents everyone has them, most are
covered by plans
Emergencies the difference here is a time

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Timing / Specific Learning Instructions Instructional Resources What learners
Duration Outcomes Methods will be doing
element, or perhaps external forces that require
you to decide or act

Facilitator can illustrate with the example below:

workers labor disputes as an issue can become
an accident if fights break out and can escalate
into an emergency should death occur

10.00 to Learners to Gagne Step 4 Presenting the stimulus material Short Slide 7 What Learners will
10.20am understand what Presentation IS a Crisis understand
(20mins) Crises are and Share further that
their impact it can 1. Why crisis is a decisive moment because the
have if not if the actions we take / decisions we make difference
properly can result in outcome that make a decisive between
managed difference for better or worse emergencies
and crisis is
2. potential adverse impact of crisis not distinct
and often
3. the difficulty and challenges of managing a times, it is
Crisis if there had not been any defined very
procedures /protocols or principles to situational
reference to

10.20 to Break for refreshments Food and

10.35am drinks
(15min)

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Timing / Specific Learning Instructions Instructional Resources What learners
Duration Outcomes Methods will be doing
10.35 to Learners to know Gagne Step 4 Presenting the stimulus material Short Slides 8 15 Learners to
10.50am the different types Presentation listen and
(15 min) of crises Explain and elaborate on the different types of appreciate the
crises e.g. their origination, their impacts different types
of crises
10.50 to Learners to Gagne Step 5 Providing Learning Guidance Learners to try
11.05am appreciate it is Activity Game - Slide 16- 17 to categorize
(15mins) important to have Telling the Differences the events and
defined plans on Learners to remain seated in their current difference between realize that it is
how to respond to groupings Emergencies not so
events and as Ask the learners pick the more appropriate Discussions and Crisis straightforward
they evolve description and place them into the 2 among the
different categories i.e. Emergencies or learners Slide 16-17
Crisis
Facilitators to walk amongst the learners Didactic
and help them with the responses Questioning

Activity Debrief

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Timing / Specific Learning Instructions Instructional Resources What learners
Duration Outcomes Methods will be doing

Ask the class for their observations e.g. if

they had challenges e.g. cannot decide
which is the more suitable word.

Acknowledge their observations and

highlight that that there is no distinct
separation between emergencies or Crisis
and often times, it is situational and event
driven

Explain that as the causes of any event are

be very different, can evolve in many ways
and not occur on a regular basis, it is
therefore important and necessary we have
a well-defined and thought-out response plan

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Timing / Specific Learning Instructions Instructional Resources What learners
Duration Outcomes Methods will be doing
11.05 to Learners to Gagne Step 6 Eliciting Performance Games Slide 18 Matching the
11.25am appreciate the Identify the description of
(20mins) various types of Group Activity crisis Activity Sheet the event to
crisis and their Learners to remain where they are seated in Identify the the type of
origination and their groups Discussions Crisis crisis
examples of what On the handout provided, Learners to among the
they are Read through the elaboration of the event learners
Categorize them according to the
different crises
Facilitators to walk amongst the learners Didactic
and help them with the answers Questioning

11.25 to Learners to have Gagne Step 7 Providing feedback Didactic White Board Learners to
11.35am an awareness of Questioning reflect on
(10mins) the different types Activity debrief Markers what they
of crisis and their Review and confirm the correct answers with learnt
associated the leaners
impacts Explain in cases where the learners did not
get the answers correct
Enhance with further examples if there is
time
Facilitators can consider to ask the following
questions
a. What are the differences between
issues, accidents and crises
b. How are they related to each other
c. What can happen if issues and
accidents are not managed
appropriately or adequately

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Timing / Specific Learning Instructions Instructional Resources What learners
Duration Outcomes Methods will be doing
d. What are the different types of crises
and are they totally standalone or can
they also morph into the different
types of crisis
e. Who are different stakeholders in a
crisis and what should we do to
manage them
f. What do we need to do to manage
these different stakeholders in an
organized manner?
g. Other than the plans mentioned in f.
above. What is the next most
important thing

11.35 to Learners to Gagne Step 4a Presenting the stimulus Short Slides 19 - Learners to
11.55am understand the material Presentation 23 listen and reflect
(20 mins) need for Crisis on the
Management, Slide 19 Definition of Crisis management and information
why Crisis objective provided
happen and how
coordinated / Slide 20 - Principles
integrated a crisis Discuss the importance of Loss of
management Reputation and its impact on an
plan should be organization i.e. loss of trust and
confidence and even on share price
Explain the need to have a timely and
adequate communication strategy to
maintain confidence of stakeholders

Slide 21 Why Crises happen

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Timing / Specific Learning Instructions Instructional Resources What learners
Duration Outcomes Methods will be doing
It wont happen to me mindset/attitude
Little or no appreciation for the adverse
impact of bad PR on the company and
its performance
Poor Corporate Culture and values
focus on bottom line and not people
Little or lack of regard for consumers /
customers
Lack of accountability

Slide 22 Crisis vulnerability

Not all organizations are equally
newsworthy hence good to have an
assessment / view of where the
organization is with respect to other
industry players and the crisis
management / communications can be
prepared accordingly
Example, the likes of Shell, Exxon, Dow
Chemicals, Apple and Amazon are likely
to have very structured plans which may
span the globe due to their user base and
their revenue base. Pharmaceutical
companies e.g. Pfizer or Merck being
producers of drugs are likely to also very
integrated plans as a drug scare/recall
can have serious adverse impact and can
result in product recall

Slide 23 Before Crisis Strikes

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Timing / Specific Learning Instructions Instructional Resources What learners
Duration Outcomes Methods will be doing
Despite reasons above, it remains
important that a plan still must be
prepared especially in situations where
lives could be hurt or lost

11.55 Learners to be Gagne Step 4b Presenting the stimulus Short Slide 24-32 Learners to
12.15 able to material Presentation listen and
pm appreciate the understand the
(20mins) key 1. Elaborate on the considerations, dos and key aspects of
considerations donts on corporate communications, Crisis
of good and Public relations and handle to handle the Communicatio
effective PR Media n

2. Need to maintain professionalism,

firmness, truth, credibility and to show
compassion and concern.

3. Elaborate on the activities that are to be

taken upon the trigger, during and after a
crisis event

12.15 to Break for lunch

1.15pm
(20mins)
1.15 to Learners to Gagne Step 5 Providing Learning Guidance Games Roles Slide 33 -34 Learners to
1.30 pm understand the and work on the
(15mins) functions and key Activity Responsibilities activity and
responsibilities of have a better
key groups of Ask the learners to review the information Discussions appreciation of

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Timing / Specific Learning Instructions Instructional Resources What learners
Duration Outcomes Methods will be doing
personnel when and determine if the :Key Responsibilities among the the different
responding to a match the Functional Responsibilities of the Learners roles and scope
Crisis mentioned groups of personnel
Facilitator to walk amongst the learners Didactic
and assist them with the activity i.e. Questioning
explain and elaborate as needed

Activity debrief
The answers are in the Table below

Discuss the answers with the learners

Can discuss the roles and responsibilities
other key functional groups if asked by the
learners

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 To get the TRUE answers, swap the
descriptions for the 2 FALSE
answers

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1.30 to Learners Gagne Step 6 Eliciting Performance Case Study Slides 35 to 39 Watch video
1.50pm appreciate that and identify
(20mins) Crisis Case Study Discussions Videos good and
Management / Count off the learners into 3 groups among the bad PR
Communications Have the learners learns White Board practices
necessary and watch the video of Maple Tree Foods
critical to and MMA Railway Didactic Markers
maintaining a discuss in their groups in the areas of Questioning
good reputation what the CEOs (MMA Railway and Maple
for the Food Trees) and the Chairman (MMA
organization and Railway) did well and did not do so well
that Public Have the learners put their observations on
Speaking is not the white board
simple especially Facilitators to let the learners finish the
when conveying video and to walk amongst them to
adverse news facilitate their discussions

1.50 to Reinforce Gagne Step 7 Providing feedback Case Study Slides 40 to Watch video
2.10 pm Learners 45 and identify
(20mins) understanding Case Study debrief Discussions good and
and Review the points that were brought up by among the White Board bad PR
appreciation of the learners learners Markers practices
the key aspects Start with 1 group and have the other 2
of good and bad groups listen Didactic
PR practices Learners should observe that the CEO of Questioning
Maple Tree Foods
o Was transparent, honest and

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 determined to resolve the issue
o Was sincere and genuinely
concerned about the victims and
their Next of Kin.
Highlight that the company was quick to
come together as a management team to
respond to the issue and address the
media enabling trust, confidence and
credibility. This would not have been
possible if there were no Crisis
management response strategy and plans
Highlight that Crisis Management
/Communication which is well planned, well
thought out, rehearsed and built on good
corporate values and culture can help
towards an organizations reputation and
help it rebuilt goodwill, trust and confidence
with its stakeholders and that will translate to
better business performance.

MMA Railway - Case Study debrief

Review the points that were brought up
by the learners
Start with 1 group and have the other 2
groups listen
Learners should observe that the CEO
o though admitted that the accident
did happen, MMA Railway could be
solely at blame as MMA was only
responsible for transporting and
not for the goods (crude oil) it
carried

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 o while sorry that many people had
died and their Next of Kin affected,
felt that only God could have
averted such an accident
o essentially was lacking in empathy
and too keen to deflect blame
away

Learners should observe that the

Chairman
o Did not appear to be sincere and
seemed to just want to do what is
Right
o Blamed his own engineer for the
accident and there was nothing he
could do
o He even said that he would not
come back to the area until he was
welcomed
o (crude oil) it carried
o essentially was lacking in empathy
and too keen to deflect blame
away

Facilitators to highlight that underlying good

Crisis Management /Communication /PR
strategy is none other transparency, honesty
and integrity built on an organizations value
and culture to stand behind its products/
services and a genuine concern for the well
being of its customers.

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2.10 to Learners to Gagne Step 8 Assessing Performance Didactic Slides 46 - 48 Learners to
2.30pm recall and Questioning share what
(20mins) reinforce 1. Learners to participate as a Class they have
learnings White Board learnt and to
through sharing 2. Facilitators to ask the class the questions learn from
with each other and to ask didactic questions to arrive at White Board other learners
the answers markers

3. Facilitator to write the responses on the

white board as they are being surfaced by
the learners

What is a Crisis? Expected answers

a. Sudden but not unexpected
b. Can lead to serious and damaging
impact on individuals, communities
and corporations if not managed

What are the characteristics of a Crisis?

Expected answers
a. Sense of Loss of control
b. Not business as usual
c. Urgent need of information which may
not be easily accessible due to
developing situation on the ground, not
reliable as they are not verifiable and
therefore not reportable
d. Emotional stakeholders esp when there
are deaths and distraught next of kin
e. Media attention wanting updates
f. Corporate HQ s demand of information
g. Traumatised employees

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What are the pre-events that can lead to a
Crisis? Expected answers
a. Incidents food poisoning, workers riots,
etc
b. Accidents workers get hurt, overturned
chemicals trucks etc

What are the different categories of Crisis?

a. Financial
b. Technological
c. Crisis of Malevolence
d. Natural
e. Crisis of Deception
f. Workplace Violence

What are the negative aspects of a Crisis?

Expected answers
a. Potential loss of business when
competitors are able to supply the market
with similar products
b. Financial Impact
c. Loss of shareholders and customers
confidence leading to drop in share price
and negative business performance
d. Loss of community confidence leading to
boycott of products / services

What are the 3Cs of Crisis management

a. Care, Concern and Credibility

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 What is very important when speaking to the
Media or stakeholders?
a. Demonstrate awareness, Commitment,
concern, genuine interest, sincerity
b. Timeliness of response
c. Availability of key persons /
management
d. Not evasive, be factual
e. Acknowledge the emotions of the
affected
f. Be updated of the situation as it
develops
g. Be ready with a plan
2.10 to Learners to Gagne Step 9 Enhancing Retention and Discussion Slide 48 Learners to
2.30pm highlight areas Transfer among share
(20mins) where the learners Flip Charts applications
lessons can be Facilitators to walk among the learners to Markers and to learn
applied and support their sharing Didactic from each
what they can questionings Magnets other
do Expected responses to look for

Areas where what you have learnt can be

useful Expected responses
a. Have a better appreciation of events
that happen in the world and
understand the impacts it may have
b. Be sensitive to developing situations
of emergency e.g. fires etc and to
respond swiftly and accordingly
c. Understand the need for pre-event
preparation to minimize adverse
outcome

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What you can do about it
d. To support emergency and crisis
response personnel if necessary
e. To provide accurate and reliable
information if need be
f. To participate in drills and exercises
where needed to support the overall
crisis management plans
g. To not speak if not authorised and
redirect to the appropriate personnel

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