ONGOING CRISIS COMMUNICATION PLANNING MANAGING AND RESPONDING PDF

Crisis Communication Planning Managing And Responding [PDF] [EPUB] Crisis communication is a sub-specialty of the public relations. Ongoing Crisis Communication: Planning, Managing, and Responding [Timothy Coombs] on portal7.info *FREE* shipping on qualifying offers. Ongoing Crisis. Communication: Planning, Managing, and. Responding offers a useful, concise introduction to crisis management for public relations students. It also meets the.

Request PDF on ResearchGate | On Jan 1, , Timothy Coombs and others published Ongoing Crisis Communication: Planning, Managing and Responding. Book details Author: W (William) Timothy Coombs Pages: pages Publisher: SAGE Publications, Inc Language: English ISBN ISBN Driving with the Devil: Southern Moonshine, Detroit Wheels, and the Birth of Managing Transitions. Share to: Ongoing crisis communication: planning, managing, and responding / W. Timothy Coombs. View the summary of this work. Bookmark.

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Stakeholder Contact Worksheet 9. Proprietary Information Post-crisis Evaluation Worksheet CMT Strategy Worksheet Secondary Contact Sheet Stakeholder Contact Worksheet Business Resumption Plan Crisis Control Center Post-Crisis Evaluation Worksheet presentation for people inside of an organization.

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The students prepare a 5 to 7 min presentation based on their crisis vulnerability paper, objectives 4 and 5. Below is the description for the assignment: 4. Crisis vulnerability presentation Target Audience: managers in your organization. You are trying to convince them to adopt a crisis management plan. Part of that strategy is to show them the various crisis risks that exist in your organization.

You will review the top potential crises.

Ongoing Crisis Communication: Planning, Managing, and Responding

Be sure to explain why each is a high risk. Time: 5 to 7 min. Suggestions: An overhead listing the top crises or short PowerPoint presentation would be helpful but is not required. The purpose of the crisis vulnerability presentation is to reinforce objective 4 and to have students practice presentational skills. The basic assignment is as follows: 5. Spokesperson drill You have been given an overview of an actual crisis case.

In class, you will be the spokesperson that is questioned about the crisis. Outline the following material: 1. List of the five most likely questions you will be asked. Note why you think each will be asked. List what you know about the crisis. List two key pieces of information you do not know about the crisis and why you think you should know them.

It is always good to know your own blind spots.

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You will submit this sheet after your turn as spokesperson. Make sure it is typed and proofed.

The spokesperson drill follows the discussion of being an effective spokesperson and the analysis of several crisis spokespersons on videotape. The students are required to ask questions during the drill. The videotapes allow students to see the positive and negative skills presented in the book. The students are evaluated on their skill in handling questions and their skill in asking questions.

For example, I check to see that the responses are accurate for the case and follow the elements of proper delivery such as maintaining eye contact, avoiding vocal fillers, and speaking loudly enough for all to hear. I reserve the right to ask questions myself if the class is slow with their own questions. The spokesperson drill is a fun way to reinforce objective 6. There is one additional exercise that proves useful in the class, the mock crisis drill.

The mock crisis drill is done during the first two weeks of class as a learning tool and running example for the course. The exercise has no grades attached to it so it is less threatening. Ten students volunteer and are divided into two crisis teams.

Each is given a role to play. The roles include the director of public relations, the head of legal, production vice president, and head of security.

Both teams face the same crisis situation and must run a mock press conference with the class acting as reporters. The first team has no CMP and must face the class with around 5 to 7 min of preparation time. The second team is given a rough CMP and 15 to 20 min to prepare.

Each team can ask the instructor for additional information. The instructor represents various people who have information about the crisis. The crisis team must know what questions to ask and roughly who to ask. Videotaping the exercise allows you to use clips latter to illustrates material from the book.

Coombs w 2007 ongoing crisis communication planning

After each team runs the mock press conferences, the class discusses what happened and evaluates the efforts of each team. The first team is set up for failure because of the lack of preparation. This will surface quickly in the discussion, a point the first team is quick to recognize. It is an effective way to get students involved in the material and for them to provide their own examples of points that will be covered in the book. The mix of assessment methods provides an effective way to prepare future crisis managers.

Table 3 proves an overview of the assessment methods and the objectives addressed by each. While all nine objectives are important, they are not given equal weight in the course. The weighting is purposeful. I emphasize objectives 5, 8, 4, and 9 because I feel they are the most important to practicing crisis managers. Portfolio issues Students should be developing pieces for their portfolios throughout the public relations curriculum.

A crisis management course does provide two useful portfolio samples, the crisis vulnerability assessment and the crisis management plan. While not one page, the documents W. The two documents illustrate writing skills and the initial development of some management skills.

The documents stand out from the standard press releases, brochures, and web sites. My advice reflects the dynamics of the crisis management. The crisis management course sets up perfectly for the active learning of analytic skills.

Students find it easy to get involved in the discussion of current cases and soon are bringing in their own cases or information about a continuing case that had been discussed in class. The in-class case discussions, spokesperson drills, and mock crisis exercise reflect active participation. The cases and papers provide the analytic skills needed by all public relations practitioners.

Remember theory and principles. It is easy to get lost in cases and simple lists of practitioner advice for public relations. Remember to dig deeper. Find the underlying logic, principles, or theory behind lists or sage advice. Practitioners must know why they are doing something and not just that they should do something.

Knowing why develops the requisite analytic skills for being a practitioner. Imagine a practitioner is in a meeting. Read broadly about crisis management. Crisis management is a topic in numerous disciplines including public relations, rhetoric, management, and organizational psy- chology. Try to read in all the major areas, not just one or two. Crisis management is a rich tapestry of literatures, do not make it monochromatic.

A broader prospective will make for better students. They will be familiar with ideas from multiple areas and be better able to converse about crises with people from those areas. Use current events. An early lesson for businesses to learn is that crises can hit anyone at any time. Use current crises in class to facilitate discussion and to illustrate key points to be covered in class. With the Internet, there is an endless supply of infor- mation you can use in your class.

Past examples I have used are the Alaskan Airlines crash in , the W. Students can be sent on information hunts on the Internet, too. We discussed the content of the site and its effect on their viewing of the news report. It seems a bit ghoulish but crises will appear and current ones make for great classroom W.

While we do not wish for crises to happen, we should be willing to use them when they appear. As our students exit school and enter the workforce, we want them to be skilled problem solvers. A crisis management course helps students to refine problem solving skills as well as introduces them to additional theories and practice in the management of information and communication. While still an elective course within the curriculum, a course in crisis management can build on many of the knowledge and skill elements the Commis- sion Reports recommends all public relations students should possess.

Reading list The reading list includes books and journal articles. Space precludes a complete list covering the many different areas of crisis management. Any of the major books will provide bibliographies for wider reading.

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