Crisis Communication Plan

January 7, 2023

Crisis Communication Plan

Order Number	65363737383
Type of Project	ESSAY/DISERTATION
Writer Level	PHD/MASTERS CERTIFIED
Format	APA/MLA/HARVARD/OXFORD
Academic Sources	10 -20
Page Count	4-8 PAGES

Instructions/Descriptions

Crisis Communication Plan

Crisis Communication Plan Components

FINAL PROJECT

Create a crisis communication plan for an organization, real or imagined.

Deliver a 6- to 8-page (maximum) report, excluding page(s) of references at the end.

Use APA style.

Use a variety and at least eight good resources.

Include recommended strategy and potential scenario(s)

Identify audiences/stakeholders

Develop key messages

Anticipate questions from media, other stakeholders

Crises are often defined by people outside the organization or by someone other than the individual in crisis. Because each type of crisis should have a communications plan, choose one to work with for this final project based on its magnitude, importance or likelihood. In your crisis plan:

Identify the items needed on a dashboard to signal an impending crisis or para-crisis and then to monitor the results of implementing your crisis communication plan.

Assume that your organization has formed a crisis management team to gather information, assign responsibilities and decide on the organization’s position regarding the crisis. Identify the types of individuals on your crisis communication team and why you chose them.

Define the problem (frame the issue).

Assess whom it will affect (stakeholders), in what way and when.

Identify the type of information you need to collect to better understand how each stakeholder perceives the situation and their response to any actions you take.

Use that data to prepare the company’s official response. What happened, what is the impact and what did and will you do?

Adapt that response to each major stakeholder group (no more than five, although you can list other stakeholders.) See message map in the appendix as an example of a useful way to chart your information.

Choose a primary spokesperson and other spokespeople to transmit the corporate message to the various groups affected and to the media. Also, different spokespeople may be appropriate for different stakeholders based on those criteria. Explain your choice(s).

Choose communication channels such as meetings or virtual meetings (for employers, industry analysts, media), social media and other interactive tools, personal contact with customers/victims, and so on.

In addition, create a central channel, such as a web site or Facebook. The company must take the initiative in communication and continuously update information and anticipate people’s needs.

Each plan should be measured and analyzed as you execute it and post-crisis. Recommend how you can best accomplish this for your crisis.

APPENDIX: MESSAGE MAP

Remember the “Four Rs” of crisis communications that may not be applicable in any situation as you draft your key messages:

Regret:	The first thing you should do is express concern that a problem has developed – even if it was not the industry’s fault.
Responsibility:	Whether the cause of the problem was the operation’s fault or not, the operation should be prepared to take responsibility for solving the problem. Your actions will reinforce its words and provide a credible demonstration of the operation’s commitment to doing the right thing.
Reform:	Your various stakeholder audiences must know the operation is taking steps to ensure the problem will not happen again.
Restitution:	If appropriate, detail how you and the industry will help those who have been affected by the problem.

The message map below has several parts:

Stakeholders: identify to whom the message is going to.

Question or concern: stating the issue to address keeps the focus.

Key messages (1-3): Message maps that are concise (3 key messages), brief (9 seconds), and with clarity (27 words) that are written at the 6-8^th grade level for increased audience understanding.

Supporting Information (1-3): amplifies the key messages by providing additional facts or details. Supporting information can also take the form of visuals, analogies, personal stories or citations of credible information sources.

Message Map Template

Message Map Template
Stakeholder: Question or Concern:
Key Message 1	Key Message 2	Key Message 3

Supporting Information 1-1	Supporting Information 2-1	Supporting Information 3-1

Supporting Information 1-2	Supporting Information 2-2	Supporting Information 3-2

Supporting Information 1-3	Supporting Information 2-3	Supporting Information 3-3

Source: Hyer,Randall N. and Covello, Vincent. (2005). Effective Media Communication during Public Health Emergencies, A World Health Organization Handbook,.World Health Organization and the Center for Risk Communication.

A Five-Step Model for Preparing Messages

Building on the above key messages developed is this five-step model for delivering the prepared messages.

A Five-Step Model for Preparing Messages
*Answers should:*	*By:*
1. Express empathy, listening, caring or compassion as a first statement.	Using personal pronouns, such as “I” “we” “our” or “us”’ Indicating through actions, body language and words that you share the concerns of those affected by events Acknowledging the legitimacy of fear and emotion Using a personal story, if appropriate (for example, “My family . . . “), and Bridging to the key messages.
2. State the key messages.	Limiting the total number of words to no more than 27; Limiting the total length to no more than 9 seconds; Using positive, constructive and solution-oriented words as appropriate; and Setting messages apart with introductory words, pauses, inflections.
3. State supporting information.	Using three additional facts; Using well thought out and tested visual material, including graphics, maps, pictures, video clips, animation, photographs and analogies; Using a personal story; Citing credible third parties or other credible sources of information.
4. Repeat the key messages.	Summarizing or emphasizing the key messages.
5. State future actions.	Listing specific next steps; and Providing contact information for obtaining additional information, if appropriate.

Message Map Template
Stakeholder: News Media/Consumers Question or Concern: North Carolina tomatoes have not been implicated in the recent salmonella outbreak, but the state’s tomato industry may be hurt by association. It’s important for consumers to understand what the FDA warning really means.
Key Message 1	Key Message 2	Key Message 3
North Carolina is not among the 19 states whose tomatoes have been associated with the outbreak.	Growers trained in Good Agricultural Practices can help minimize risks.	Tomato growers in North Carolina and other states outside the outbreak area can be hurt by this crisis.
Supporting Information 1-1	Supporting Information 2-1	Supporting Information 3-1
North Carolina’s commercial tomatoes are still two weeks away from being ready for market.	Produce workers who handle fresh market are taught to wash hands after using the restroom.	All tomato growers suffer when major media advise consumers not to eat tomatoes.
Supporting Information 1-2	Supporting Information 2-2	Supporting Information 3-2
Therefore, North Carolina’s commercial tomatoes have not been implicated in the outbreak by FDA.	Produce workers use alcohol-based hand sanitizer to kill germs when handling tomatoes.	When people see major restaurant chains leaving tomatoes off sandwiches, they may believe that tomatoes are unsafe.
Supporting Information 1-3	Supporting Information 2-3	Supporting Information 3-3
The state’s tomato crop is expected to be safe and plentiful within the next one to two weeks.	Produce workers wear gloves and hairnets when touching the tomatoes.	If farms can’t sell their produce because of consumer concerns, workers may lose their jobs.

Source: Chester-Davis, Leah, N. Hampton, and D. Shore. Module 9: Dealing with Controversies and Crises: Working with the News Media.NC MarketReady Fresh Produce Safety- Field to Family.

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Crisis Communication Plan

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.