Central Florida CERC Tools Communication Discussion Responses

 Central Florida CERC Tools Communication Discussion Responses

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 Central Florida CERC Tools Communication Discussion Responses

Content Type

User Generated

User

np101

Subject

Health Medical

School

College of Central Florida

Description

First discussion D

Central Florida CERC Tools Communication Discussion Responses The common themes I got out of this week’s assignments were

communication pre-planning and preparation. The CERC training gave us many tools to be successful when coordinating crisis

communications. Their primary principles are:  Central Florida CERC Tools Communication Discussion Responses

Be first

Be right

Be credible

Empathy

Action

Respect

Most importantly, prevent death, injury, and illness.

The CERC training informs us that people take information differently during a crisis so the outgoing information may not always be

understood fully from the end-user. One must establish early on that to be successful we must do a few things: execute the plan, be

the first, show empathy, show competence, and remain honest. Crisis communications planning should ensure these things occur.

Pre-planning is important because our communications plan will ensure we are addressing the who, what, where, when, and how. It

ensures we are addressing the needs of vulnerable patient populations as described in chapter 4 (Walker, 2012). The pre-plan

should identify pitfalls that could hurt our response operations. Pre-planning should also ensure that whoever is going to represent

the organization or response has exceptional communication skills, including verbal and non-verbal, and can understand how the

media works. The number one thing we want to avoid is panic, and crisis communications can help reduce that panic.

The Dr. Covelo video also goes into detail on risk communications strategies. These strategies can help guide the message to the

end-user. These strategies should be discussed in the pre-planning phase so that they can be fully understood before an incident

occurs. His concept of message mapping can be used for many major man-made or natural disasters, including the pandemic

response. He stresses we should increase audience knowledge of an issue, Increase trust and credibility, and inform beliefs and

attitudes. It can also ensure we reduce the probability that we regret not saying anything that would create mistrust. The APP

model of Antcipate, prepare, and practice can help us with the what if’s. His templates, if learned ahead of time, can certainly

increase success with communications.  Central Florida CERC Tools Communication Discussion Responses

Emergency Preparedness is a cycle and communications are part of that cycle. We prepare for an incident through practice, through plans, through testing, etc. Communications should be part of that planning piece. All in all the worse thing we should avoid is making things up as we go along. Doing things on the fly is a recipe for disaster.

With that being said, I have been using the readings and videos to compare to how the COVID-19 response has been going. Here in

Pennsylvania, we have been lucky in that our COVID numbers compared to many other states have been fairly low and steady.

When we first saw our first cases in early March I remember how much communications came down from the department of

health. At one point they held news briefs on a daily basis. The message appeared to get out quite frequently so it is my opinion

that at least the messaging has been great so far. One major point I have taken so far is the mistrust part of the lessons. I am not

here to argue if COVID-19 is truly bad or not, but I will say there is outrage gathering among some of the citizenries within the state.

Sandman and Covelo both had similar takes on the outrage piece and I can see what they referring to especially with the COVID-19

response. The point being, the communications part only becomes more focused as the end-users become more critical of the

information.  Central Florida CERC Tools Communication Discussion Responses

Walker, D. C. (2012). Mass notification and crisis communications: Planning, preparedness, and systems. Boca Raton, FL: CRC Press.  Central Florida CERC Tools Communication Discussion Responses

Second disscuioins L

As I compile notes from Covello, Walker, Coppola and Maloney, and the CERC training, one consensus has come to mind: get a clear and concise message out to the target audience as quickly as possible when facing a disaster.

Covello stresses the importance of message mapping, which contributes to the digestibility of the message, Walker encourages the

inclusion of all subsets of the target audience by describing adaptations, and CERC training enables spokespeople to present the

message effectively. Coppola and Maloney provide an excellent overview, from early planning to strategy development to

implementation and evaluation, for encouraging the public to participate with and follow the guidelines given in risk communication

messaging.

I also appreciated the Eight Essential Components of Communication document. As I worked through the other readings, I noticed

that some of the same components arise within disaster communication. For example, interference was explicitly brought up by

Walker at the start of chapter three. While she doesn’t indicate it in Figure 3.1 that displays the sender, message, receiver, channel,

and environment, she discusses both the internal and external roadblocks that one can encounter when trying to convey a

message. External roadblocks include distractions, such as noise level, seating, and location, while internal roadblocks include

individual reactions, such as defensiveness and stereotyping (Walker, 2012, p. 62). Part of the issue with risk communication today

could be that our society moves so quickly that we fail to slow down long enough to yield the messages that experts are trying to

tell us.

Central Florida CERC Tools Communication Discussion Responses

We have all of these tools. We know how messages can be successful and why they fail, so why is it that in the face of disaster,

messaging so often conveys something other than intended? I think this has to do with the fact that we tend to operate on the

defensive as opposed to the offensive. Emergency management designed preparedness into its mission; but, without education

before a disaster, the overwhelming majority of the public will panic and fail to act sensibly when it comes time to be on the

offensive. It is not entirely their fault, as we learned from Covello and the AGL-4 template. If, however, we want communication to

be effective, emergency managers and the public alike have to be prepared to send and receive pertinent information from one

another.

Central Florida CERC Tools Communication Discussion Responses

Walker, D. C. (2012). Mass Notification and Crisis Communications: Planning, Preparedness, and Systems. Boca Raton, FL: CRC Press.

Central Florida CERC Tools Communication Discussion Responses

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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