emotional intelligence in a crisis - web viewemotional intelligence in a crisis. ... goal diagram....

Emotional Intelligence in a CrisisInstructional Design Document

by: Rose Defa, LaVar Edwards, Rich RoperEDPS 6430, Fall 2010.Instructor: Dr. John Monson

by: LaVar Edwards, Fareedah James, and Rich RoperEDPS 6451/7451 Foundations of LearningInstructor: Dr. Anne Cook

Table of Contents

Goal Statement...........................................................................................................4

Needs Assessment......................................................................................................4

Needs Analysis...........................................................................................................4

Goals Analysis...........................................................................................................5Skills and Subskills..........................................................................................................................................5Goal Diagram................................................................................................................................................................. 7

Learner Analysis......................................................................................................7Age and Gender............................................................................................................................................................7Attitude toward Content and Potential Delivery System.........................................7Careers and Background....................................................................................................................................8Leadership Experience and Training.................................................................................................8Educational Level and Training Skills........................................................................................9Language Skills.........................................................................................................................................................9Ethnicity, Religion, and Socio-economic Status..............................................................9Personalities.............................................................................................................................................................. 9Academic Motivation.............................................................................................................................................9Performance Assessment.................................................................................................................................10

Context Analysis....................................................................................................10Use Context..................................................................................................................................................................10Instructional Context....................................................................................................................................10

Performance Objectives.......................................................................................11

Assessment Plan......................................................................................................18Entry Skills Comment.......................................................................................................................................18Pretest Strategy...................................................................................................................................................18Practice Test Strategy.................................................................................................................................18Posttest Strategy................................................................................................................................................19In-class Rubric Construction................................................................................................................19Skills and Subskills Assessment Strategies.......................................................................20Capstone Simulation..........................................................................................................................................23Flood Simulation Specific Assessment Criteria..............................................................23Wildfire Simulation Specific Assessment Criteria.....................................................23Earthquake Simulation Specific Assessment Criteria...............................................23Avalanche Simulation Specific Assessment Criteria..................................................23

Instructional Strategy.......................................................................................24The Delivery System and Media.............................................................................................................24Content Sequencing and Clustering.................................................................................................24Entry Skills...............................................................................................................................................................27Student Groupings & Media Selections (and Delivery Method)........................27Learning Components..........................................................................................................................................28Odds and Ends:.........................................................................................................................................................34

Filename: document.docx of 62

Formative Evaluation Feedback.......................................................................34Summary for Unique Behaviors and Evacuation instead of Stampede.........34Summary for Creating Opportunities and Removing Obstacles...........................36Summary for Identify Behaviors Common in Crowds........................................................37

Instructor’s Guide................................................................................................38

Materials....................................................................................................................39Session 3: Crowd Behavior.........................................................................................................................39Session 3: Emulating Behavior and Removing Obstacles.........................................39

Learning Theory......................................................................................................39Learning Theory Tasks....................................................................................................................................39Learning Theory Overview...........................................................................................................................41Motivation and Self Regulation..........................................................................................................43Application of Classical Learning Theories to Crisis Leadership.........46

Lessons Learned......................................................................................................49Rich...................................................................................................................................................................................... 49Rose...................................................................................................................................................................................... 50LaVar................................................................................................................................................................................... 51

Rubrics........................................................................................................................52Performance Objectives Rubric.............................................................................................................52Instructional Strategy Rubric.............................................................................................................53Assessment Strategy Rubric......................................................................................................................58Instructional Materials Rubric..........................................................................................................61


Goal Statement

CERT trainees will manage emotions to lead effectively in emergencies.

Needs Assessment

A local municipality has contracted with our instructional design team develop a emergency leadership training module focused on emotional effectiveness as part of their Certified Emergency Response Team (CERT) training. A needs assessment indicated the following:

A need for initial, first time training for individuals with very limited exposure to emergency response or leadership plus an ongoing, “renewal” training for individuals who have had emergency response or leadership training, but need “practice” or to be updated on procedures or concepts. Surveys and studies indicate that past trainees would have preferred more leadership training as part of the content of CERT training. (Bailey, 2009) Research also indicates the importance of a wide range of leadership skills. For example, after the Loma Prieta earthquake of October 17, 1989, at the Marina fire, volunteers assisted the Department to supply water from the Bay to the fire site. However, during this same emergency disagreements between police and volunteers stopped civilian rescue efforts that might have saved a women trapped in a collapsed coffee house.

Needs Analysis

Thousands of people and hundreds of communities are impacted by natural and man-made disasters each year. The number of people killed or injured is exacerbated by emergency response personnel's limited resources and ability to deal with and react appropriately. Very stressful situations in emergency and disaster rescue operations may inhibit appropriate action in the event of an emergency.

CERT members can assist others by applying the basic response and organizational skills that they learned during training; but appropriate emotional leadership skills are critical to effective emergency response. These foundational skills can increase the number of lives saved and sustained following a disaster until help arrives.

Goals Analysis


Our goal analysis and task analysis will focus on one module of a full-scale emergency leadership-training program: Emotional Effectiveness.

The instructional goal consists of sequential steps and includes verbal information, intellectual and attitude skills, reflecting conceptual rather than procedural components. Students learn definitions, understanding, how to compare varying types of emotions and apply within a situational leadership context.

Skills and Subskills

1. Identify good and bad emotionsa. Write a definition of rational behavior and include examples

(intellectual skill) b. Compare and contrast emotion vs. rational behavior (verbal

info) c. List types of emotions, and identify which are commonly

experienced during crises. (verbal information) d. Write your own definition of good or positive emotions and

include an example of each (verbal information, intellectual skill)

e. Write your own definition of bad or negative emotions and include an example of each (verbal information, intellectual skill)

f. Identify and distinguish between good and bad emotions in scenarios or vignettes (intellectual skill)

2. Understand personal emotional intelligence (EI)a. Write a published definition of EI (verbal information) b. Write an explanation of EI using your own words (intellectual

skill) c. Complete an EI evaluation, outside of class (psychomotor

skill) i. Write a one page reflection of the EI evaluation results

(intellectual skill) ii. Write a description of a personal example that supports

one aspect of the EI evaluation (intellectual skill) d. Write a published definition of leadership (verbal

information) e. Using your own words, write a definition of leadership

(intellectual skill) f. Articulate the relationship between EI and leadership

(intellectual skill) 3. Recognize behaviors of mob-mentality or herd-behavior

a. Identify unique behaviors common in crowds b. Provide positive statements to ensure evacuation instead of a

stampede (i)c. Create opportunities to display behavior to be emulated (v) d. Identify and remove obstacles (v) e. Reduce stress (i)


f. Demonstrate slow and steady4. Incorporate compassion into leadership decision making

a. List emotions that can affect decision-making. (v) b. Describe the difference between leadership empathy and

personal compassion. (v)c. Describe the relationship between compassion and objectivity

(i) d. Create a decision making rubric for an emergency situation (i) e. Identify examples of conflicting priorities (i) f. Manage emotions when confronting conflicting priorities (a)

5. Utilize emotion to strengthen team leadership a. Emulate military command and control systems (v) b. Delegate secondary responsibilities (i) c. Shoulder primary responsibilities (ap) d. Trust (ap) e. Demonstrate commitment (ap) f. Project self confidence (ap) g. Provide emotional support (i) h. Accept assistance when offered

6. Demonstrate positive influencing leadership tactics a. List tactics used in influencing individuals and groups. (v) b. Understand how emotion influences individuals and groups (i) c. Differentiate between positive and negatives leadership

techniques and tactics. (i) d. Analyze leadership activities to determine emotional impact on

groups or individuals. (i)e. Demonstrate compassion and empathy in leadership situations. f. Identifies EI’s value relative to emergency response and its

relevance to leadership in crises. g. Writes a personal reflection and goal statement re: their

personal EI level.


Goal Diagram

Learner Analysis

Age and Gender

Learners will range from late teens to 60’s or 70’s; both male and female. It is possible that many neighborhood CERT volunteers will be retired, suggesting that many will be over 65 or 70, and may be unfamiliar with web technology’s use in training and education. This may affect their attitude toward the training delivery mechanism.

Attitude toward Content and Potential Delivery System


Emotional intelligence can be a very private matter. Participants will likely want to have assurance that the results of any personal analysis will be confidential.

Careers and Background

All learners will be CERT volunteers. They may be educational administrators, local and small government officials, CERT and other neighborhood organization volunteers, nursing home administrators, child day care workers, etc.

A variety of jobs/careers will exist among the set of learners. These career positions will have different attendance requirements, with some having the traditional Monday through Friday 8:00 AM to 5:00 PM schedule and others having graveyard and weekend requirements (typical of many healthcare and manufacturing careers). It may be difficult to assemble all learners in the same location at the same time.

There will be a variety of backgrounds relative to experience with catastrophic emergencies. Older learners, particularly males, may have been in military combat operations, or have been trained in military combat. Some learners may have been involved in the healthcare field, and have participated medically in emergencies.

Leadership Experience and Training

There is a wide variety in their leadership experience and training. Some may have only been followers with very little experience or on-the-job training outside of family and close friends. Some may have been witnesses to good leadership or poor leadership, in either emergency or non-emergency settings.

Others may have been in other volunteer leadership roles, such as Boy or Girl Scouts, Red Cross, YMCA, or religious organizations. Some learners may not have heard of the concept of emotional intelligence, some may be familiar with the concept but not been educated in it, and still others could have participated in training that involved self-assessment and self-examination.

Due to their CERT involvement, they will have been trained in emergency response basics, including the following: first aid and triage, incident command systems and command structures, responding to fires and earthquakes, home safety, and acts of terror. They will have had very limited exposure to leadership skills and dealing with stress and crises emotions.


Educational Level and Training Skills

A high percentage will have a high school diploma. Among those younger than 50, a very high percentage will have a bachelor’s degree and will have used both traditional classroom as well as technology enabled instruction models

Language Skills

It is very likely all learners know how to read and write in English It likely that some will know how to speak conversationally in one other language. A limited number will have English as a second, non-native language.

Ethnicity, Religion, and Socio-economic Status

There is no ethnicity or religious biases that would prevent anyone from learning this material or from becoming an effective leader.

Diversity should be encouraged. A diverse leadership team would be useful in an emergency because of their unique experiences and cultural knowledge would likely prove useful in a crisis.

Personalities

The target audience for CERT training includes neighborhoods, businesses, faith-based organizations, clubs, amateur radio emergency services school staff/students, scouting organizations.

Most of the learners will be in positions that they have aspired to in their career, or be volunteers. As such, they are likely to be outgoing, social, and be relatively compassionate – to them, volunteering is the right thing to do.

They feel that being prepared is important and express an interest or desire in becoming a leader.

Academic Motivation

The CERT Team is comprised of volunteers who have spent a considerable amount of time and effort to become initially certified and to maintain their certification(s).

No additional motivation is required other than providing an


informative lesson and utilizing the volunteer time.

Performance Assessment

With each catastrophic event comes a post-event analysis of the event itself as well as of the response of individuals and groups or teams to the event itself. Broad, general experience with these post-event analyses suggests that leadership plays a vital role in the emergency response. The more effective the leadership the quicker the event is resolved and brought under control, and the less damage and personal suffering experienced. Given the uncertainty of the nature of catastrophic events, there is a continual potential gap between the leadership skills needed and those available within the community or organization.

Context Analysis

Use Context

The skills learned will be used in emergencies such as acts of terror or natural disasters (fire, hurricane, earthquake, flood) or other large-scale interruptions to public infrastructure.

Instructional Context

The learning can take place in a classroom, but may benefit from being at a site that was critical in a past community-relevant emergency event. Having learners see the actual buildings and streets where learners will be in class sizes of no more than 20, but will probably form into small groups. Some preparatory, during-course, and post-course instructional material will be available online or in hardcopy form. This will help accommodate the variety of working schedules. The classroom time for instruction will be approximately 3 hours. The outside of classroom learning activities should take no more than 2hours to complete.


Performance Objectives

Instructional Goal

Performance Context

CERT trainees will manage emotions to lead effectively in an emergency

situations.

During an actual emergency (CN) will use emotional intelligence to manage emotions to effect positive leadership. (B) Analysis of the actions and situational outcome will be used to judge achievement of this goal. (CR)

Terminal Objective with Learning ContextDuring a simulated emergency attended by trainees

at a neighborhood location, successfully manage emotions to demonstrate positive leadership. (B) Analysis of the actions of the trainee will be used to judge of the achievement of this goal.(CR)

Main step Performance Objective for Main Step

1. Identify good and bad emotions within crises.

1. During a simulated emergency in the classroom setting, (CN) learners will recognize both good and bad emotions. (B) During a post-discussion, learners will correctly identify 80 percent of such emotions.

Subordinate skills Sub-skill Performance Objectives

1.1. Write a definition of rational behavior and include examples

(intellectual skill)

1.1.1 From memory, (CN) write a definition of rational behavior (B) that includes at least two examples from crises. (CR)

1.2 Compare and contrast emotion vs. rational behavior (verbal info)

1.2.1 Given a video of staged crisis scenario interactions, (CN) indicate which demonstrate emotional behavior and which demonstrate rational behavior. (B) Learners should match correctly at least 80 percent of the actions depicted. (CR)

1.3 List types of emotions, and identify which are commonly

experienced during crises.(verbal information)

1.3.1 When asked in writing to names types of emotions that are experienced during crises, (CN) name those emotions. (B) Learners should be able to name at least ten good emotions and corresponding


bad emotions. (CR)1.4 Write your own

definition of good or positive emotions and include an example of each (verbal information, intellectual

skill)

1.4.1 When requested, in writing, (CN) describe good or positive emotions using example (s). (B) Learner should be able to use examples to describe at least two good or positive emotions. (CR)

1.5 Write your own definition of bad or negative emotions and include

1.5.1 When requested, in writing, (CN) describe bad or negative emotions using example (s). (B) Learner should be able to use examples to describe at least two bad or negative emotions.(CR)

1.6 Identify and distinguish between good and bad emotions in

scenarios or vignettes (intellectual skill)

1.6.1 Given written scenarios, (CN) recognize and discriminate between good and bad emotions. (B) Learners will correctly label 90 percent of emotions. (CR)

2. Compare personal emotional intelligence (EI) and leadership

2. During a group discussion, (CN) contrast EI and leadership, how they are similar and how they are different. (B) Learners will contribute a both a description of the similarities and differences.

2.1 Write a published definition of EI (verbal information)

2.1.1 When asked, (CN) write a formal definition of EI. (B) Learner should demonstrate recall of the main body of the definition. (CR)

2.2 Write an explanation of EI using your own words (intellectual

skill)

2.2.1 As part of group, (CN) construct an explanation of EI. (B) Learners should construct a definition using original words. (CR)+


2.3 Complete an EI evaluation, outside of class (psychomotor skill)

o Write a one page reflection of the EI evaluation results


2.3.1 Before the beginning of class, using provided website, (CN) complete and individual EI evaluation (B). Write a one-page reflection of the EI evaluation results and bring to class. (CR)

2.3.2 Using personal EI evaluation, (CN)write a description of a personal example that supports one

aspect of the EI evaluation (intellectual skill). Personal example should reflect one component of personal EI evaluation.(CR)

2.4 Write a published definition of leadership (verbal information)

2.4.1 When asked, (CN) write a formal definition of leadership. (B) Learner should demonstrate recall of the main body of the definition. (CR)

2.5 Using your own words, write a definition of leadership


2.5.1 As part of group, (CN) construct an explanation of leadership. (B) Learners should construct a definition using original words. (CR)

2.6 Articulate the relationship between EI and leadership


2.6.1 Given scenarios, (CN) explain how EI is used in a leadership situation (B). Learner should be able to correctly describe the cause and effect in two out of three scenarios. (CR)

3. Recognize and diffuse behaviors of mob-mentality or herd-behavior

3. Given a scenario of mob or herd-mentality behavior (CN), diffuse such behavior and create positive behavior. (B) Learner will contribute 2-3 methods diffusing negative behavior.(CR)

3.1 Identify unique behaviors common in crowds

3.1.1 Given written scenarios, as a group, (CN) recognize unique behaviors common in crowds (B). Learners will identify at least five behaviors. (CR)

3.2 Provide positive 3.2.1 Given examples and


statements to ensure evacuation instead of

stampede (i)

non-examples, (CN) write positive statements for evacuation instead of stampede (B). Learner should be able to write at least five positive statements. (CR)

3.3 Create opportunities to display behavior to be emulated (v)

3.3.1 In a group setting, (CN) generate situations where positive behavior can be observed by others (B) Learner(s) should create at least two situations that demonstrate positive behavior. (CR)

3.4 Identify and remove obstacles (v)

3.4.1 Given a scenario, identify mob-behaviors and describe an approach to diffuse the behavior (B) Learner should be able to correctly identify 2 behaviors and methods to change the behavior. (CR)

3.5 Reduce stress (i) 3.5.1 In a group setting, (CN) identify methods to reduce stress in a situation that may lead to mob behavior (B) Learners should identify 3-5 methods for reducing stress in a particular situation (CN)

3.6 Demonstrate slow and steady

3.6.1 In simulated mob behavior situation, CN) demonstrate slow and steady behavior. (B) Learner should be able to demonstrate targeted slow and steady behaviors (CR)

4. Incorporate compassion into leadership decision making

4. Given an emergency scenario (CN), determine a course of action that demonstrates compassionate leadership. (B) The learner's description will correctly outline objective actions that incorporate compassion. (CR)

4.1 List emotions that can affect decision-making.(v)

4.1.1 When requested either orally or in writing, (CN) name emotions that can affect decision-making. (B) At least five emotions should be named.


(CR)4.2 Describe the

difference between leadership empathy and personal

compassion. (v)

4.2.1 Given written scenarios, (CN) distinguish between leadership empathy and personal compassion. (B) Learner should be able to select an example of each leadership empathy and personal compassion from each scenario. (CR)

4.3 Describe the relationship between compassion and objectivity (i)

4.3.1. Given written case studies, (CN) explain how compassion and objectivity are used in leadership decisions. (B) Learners should describe at least two examples of each behavior. (CR)

4.4 Create a decision making rubric for an emergency situation (i)

4.4.1 Given an emergency, (CN) construct a decision-making rubric (B) The rubric should identify at least three steps in the decision-making process.

4.4.2 Using the rubric (CN), incorporate compassionate behavior (B). The rubric should include measurement for compassion in the process. (CR)

4.5 Identify examples of conflicting priorities (i)

4.5.1 Given a list of priorities in an emergency, (CN) recognize the priorities that conflict. (B) Learners should identify 80% of the pairs that conflict. (CR)

4.6 Manage emotions when confronting conflicting priorities (a)

4.6.1 Given a scenario with conflicting priorities, (CN) facilitate managing resulting emotions (B). Learners should demonstrate at least one instance of managing emotions during conflicting priorities. (CR)

5. Utilize emotion to strengthen team leadership

5. Unaware of the evaluation topic, during a role-play, demonstrate use of emotion to strengthen team leadership. (B) Learners will demonstrate at least five out of the seven behaviors: correct delegation based on others emotional abilities, shouldering


responsibility under stress, trust, commitment, self-confidence, emotional support and acceptance of assistance from others.

5.1 Emulate military command and control systems (v)

5.1.1 Given descriptions of military command and control systems, (CN) demonstrate use of those systems in team leadership (B) Learners will use examples in-group settings. (CR)

5.2 Delegate secondary responsibilities (i)

5.2.1 Given team scenario, (CN) identify secondary responsibilities that would be delegated to strengthen the team (B) Team members will delegate responsibilities to other members based on their emotional abilities. (CR)

5.3 Shoulder primary responsibilities (ap)

5.3.1 Unaware that they are being evaluated in a role-playing scenario, (CN) team leaders will choose to shoulder primary responsibilities (B) even when under emotional stress (CR)

5.4 Trust (ap) 5.4.1 Unaware that they are being observed, (CN) learners will demonstrate trust (B) to all members of the team (CR)

5.5 Demonstrate commitment (ap)

5.5.1 Unaware that they are being observed, (CN) learners consistently (CR) demonstrate commitment to other team members.

5.6 Project self confidence (ap)

5.6.1. Unaware that they are being observed, (CN) learners project self-confidence (B) at all times (CR)

5.7 Provide emotional support (i)

5.7.1 Unaware that they are being observed in a team setting, (CN) learners always (CR) choose to provide emotional support to team members (B)

5.8 Accept assistance when offered

5.8.1 Unaware that they are being observed in a


team setting (CN) learners accept assistance from other team members (B) through appropriate response. (CR)

6. Demonstrate positive influencing leadership tactics

Given a case study, (CN) describe positive leadership tactics that could be employed, how those tactics demonstrate empathy or compassion and EI.(B) Learners should be able to describe a positive outcome using leadership tactics.(CR)

6.1 List tactics used in influencing individuals and groups. (v)

6.1.1 When asked, (CN) list tactics used in influencing individuals and groups (B). Learner will identify 80 percent of tactics. (CR)

6.2 Explain how emotion influences individuals and groups (i)

6.2.1 Given scenarios, (CN) describe how emotion influenced individuals and groups. (B) Learners will be able to give one example of how emotion affected an individual and a group. (CR)

6.3 Differentiate between positive and negatives leadership techniques and tactics.(i)

6.3.1 Watching a leadership scenario depicting leadership behaviors, (CN) select positive and negative techniques and tactics. (B) Learners will be able to identify five of each type of behavior. (CR)

6.4 Analyze leadership activities to determine emotional impact on groups or individuals.(i)

6.4.1 Given leadership scenarios, (CN) determine the emotional impact on groups or individuals (B) Learners will be able to indicate the emotional impact in each scenario (CR)

6.5 Demonstrate compassion and empathy in leadership situations. (a)

6.5.1 Unaware that they are being observed, (CN) always (CR) choose to demonstrate compassion and empathy in a leadership situation (B)

6.6 Identifies EI’s 6.6 Given an emergency


value relative to emergency response and its relevance to leadership in crises.

situation scenario, (CN) explain the value of EI in a leadership (B) Learner can identify the value of EI in leadership (CR)

6.7 Writes a personal reflection and goal statement re: their personal EI level.

6.7.1 When asked, (CN) write an EI personal reflection goal statement (B) that demonstrates using EI to influence their leadership tactics (CR)

Assessment Plan

Entry Skills Comment

Formal testing to verify entry-level skills will not be necessary because the instruction defined within is to be delivered to Community Emergency Response Teams (CERT) graduates. The formal CERT program was developed by Federal Emergency Management Agency (FEMA) and is a prerequisite to this class.

The described “Emotional Intelligence in Crisis Situations” course is designed to fit within the guidelines for continuing and enhanced training offered to CERT members.

Pretest Strategy

Pretests are both formal and informal. These tests should be used to activate prior knowledge, recall and correctly use emergency jargon, and share emergencies worked with classroom peers.

Instructors will note experiences and expert knowledge of students in an effort to include individual students as impromptu Subject Matter Experts (SME) in classroom instruction.

Practice Test Strategy

Practice tests are both formal and informal. Because there is no grade associated with the course, students should not face external pressures to succeed. The goal of the practice test is to provide feedback to both the instructor(s) and students on skills and sub-skills in need of additional mastery.


Posttest Strategy

The post-test will be conducted through simulations of disaster types covered in class. Students will rotate through each simulation, monitored and scored by a proctor who is experienced in emergency management.

The proctor will score the student based on the simulation rubric.

At the conclusion of the simulation, the proctor will discuss the results, make suggestions to improve leadership tactics, and identify area where the student met or exceeded the objectives.

At the conclusion the simulation rotation, the student will review the rubrics to identify areas where improvement was made between the first and last simulation, identify competencies, and discuss suggestions for improvement with proctors and classroom peers.

In-class Rubric Construction

The capstone simulation will incorporate material covered in this class coupled with student’s prior knowledge (professional experience, CERT training, and personal experiences)

An in class exercise will include a discussion of the initial rubric and techniques and criteria for judging effective emergency leadership. The goal on the in class assessment creation is two-fold.

First, alert students on judgment. This knowledge will not only be valuable during the simulation, but also will provide the opportunity for self-reflection and provide indicators how their leadership ability could be viewed in an actual emergency.

Second, provide a mechanism to customize and expand the initial rubric)s_. The types of emergencies vary by season (e.g. wildfire or avalanche) and geographic area. It is unlikely a comprehensive set of rubrics could cover all types of emergencies while including local conditions, staffing, and available resources.

Skills and Subskills Assessment Strategies


Assessment strategies indicated in red, following subskill.

FORMAL: Instructor will collect paperwork, rubrics, worksheets, etc., grade, and return to students ASAP. Every effort should be made to return the documents no later than the next class. Feedback should be specific and informative. Trends identified across student papers should be discussed in class. General misconceptions should be corrected.

INFORMAL: Informal assessments are guided by instructor. Salient points are emphasized by instructor. Misconceptions are clarified by instructor and peers.Written assessments should be done quickly, usually less than five minutes, then turned in and read back to the class.

GROUP: Small groups of students will act out scenarios and be critiques by instructor(s) and peers. Some scenarios will be defined to point out leadership flaws; others to emphasize good traits, misconceptions, or difficult situations. Group presentations will create an environment for student(s) to feel comfortable with being the center of attention while preparing them for the more intense simulation assessment. It is important all students participate and the groups are always changing.

Students should be encouraged to create new scenarios or discuss differences of opinion in how situations were handled.

SIMULATION: It is important the simulation be as close to lifelike as feasible. The purpose of this training is to help learners understand their emotional intelligence and how it will affect their judgment. Stress, anxiety, and unexpected events should be part of the overall environment.

1. Identify good and bad emotionsa. Write a definition of rational behavior and include examples

(intellectual skill) INFORMAL: Instructor will read definitions for class

comments.b. Compare and contrast emotion vs. rational behavior (verbal

info) INFORMAL: Classroom discussion guided by instructor.

c. List types of emotions, and identify which are commonly experienced during crises. (verbal information)

INFORMAL: Classroom discussion guided by instructor.d. Write your own definition of good or positive emotions and


INFORMAL: Instructor will read definitions for class comments.. Instructor place emphasis on how opinions changed from first exercise.

e. Write your own definition of bad or negative emotions and



INFORMAL: Instructor will read definitions for class comments.. Instructor place emphasis on how opinions changed from first exercise.

f. Identify and distinguish between good and bad emotions in scenarios or vignettes (intellectual skill)

GROUP: Invite small group of students to act out predefined scenarios and create vignettes based on student comments in d. and e.

2. Understand personal emotional intelligence (EI)a. Write a published definition of EI (verbal information)

INFORMAL: Classroom discussion guided by instructor.b. Write an explanation of EI using your own words (intellectual

skill) INFORMAL: Instructor will read definitions for class

comments..c. Complete an EI evaluation, outside of class (psychomotor

skill) i. Write a one page reflection of the EI evaluation results

(intellectual skill) ii. Write a description of a personal example that supports

one aspect of the EI evaluation (intellectual skill) FORMAL: Instructor will comment on each students paper and

provide specific feedback.d. Write a published definition of leadership (verbal

information) INFORMAL: Instructor will read definitions for class

comments.e. Using your own words, write a definition of leadership

(intellectual skill) INFORMAL: Instructor will read definitions for class

comments.f. Articulate the relationship between EI and leadership

(intellectual skill) INFORMAL: Classroom discussion guided by instructor.

3. Recognize behaviors of mob-mentality or herd-behavior a. Identify unique behaviors common in crowds

INFORMAL: Classroom discussion guided by instructor.b. Provide positive statements to ensure evacuation instead of a

stampede (i)INFORMAL: Classroom discussion guided by instructor.

c. Create opportunities to display behavior to be emulated (v) INFORMAL: Classroom discussion guided by instructor.

d. Identify and remove obstacles (v) INFORMAL: Classroom discussion guided by instructor.

e. Reduce stress (i) INFORMAL: Classroom discussion guided by instructor.

f. Demonstrate “slow and steady”INFORMAL: Classroom discussion guided by instructor.

4. Incorporate compassion into leadership decision making a. List emotions that can affect decision-making. (v)

INFORMAL: Instructor will read definitions for class comments.


b. Describe the difference between leadership empathy and personal compassion. (v)

INFORMAL: Classroom discussion guided by instructor.c. Describe the relationship between compassion and objectivity

(i) INFORMAL: Classroom discussion guided by instructor.

d. Create a decision making rubric for an emergency situation (i) FORMAL: Provide an example rubric and add additional

criteria.e. Identify examples of conflicting priorities (i)

INFORMAL: Classroom discussion guided by instructor.f. Manage emotions when confronting conflicting priorities (a)

GROUP: Invite small group(s) of students to respond to predefined scenarios and create vignettes based on student comments in c. and e.

5. Utilize emotion to strengthen team leadership a. Emulate military command and control systems (v)

INFORMAL: Classroom discussion guided by instructor.b. Delegate secondary responsibilities (i)

INFORMAL: Classroom discussion guided by instructor.c. Shoulder primary responsibilities (ap)

INFORMAL: Classroom discussion guided by instructor.d. Trust (ap)

GROUP: Invite small group(s) of students to respond to predefined scenarios.

e. Demonstrate commitment (ap) GROUP: Invite small group(s) of students to respond to

predefined scenarios.f. Project self confidence (ap)


g. Provide emotional support (i) GROUP: Invite small group(s) of students to respond to

predefined scenarios.h. Accept assistance when offered


6. Demonstrate positive influencing leadership tactics a. List tactics used in influencing individuals and groups. (v)

INFORMAL: Classroom discussion guided by instructor.b. Understand how emotion influences individuals and groups (i)


c. Differentiate between positive and negatives leadership techniques and tactics. (i)


d. Analyze leadership activities to determine emotional impact on groups or individuals. (i)


e. Demonstrate compassion and empathy in leadership situations. GROUP: Invite small group(s) of students to respond to

predefined scenarios.


f. Identifies EI’s value relative to emergency response and its relevance to leadership in crises.


g. Writes a personal reflection and goal statement re: their personal EI level.

FORMAL: Instructor will comment on each students paper and provide specific feedback

Capstone Simulation

The capstone simulation will incorporate material covered in this class coupled with student’s prior knowledge (professional experience, CERT training, and personal experiences) and judged based on the in-class rubric construction exercise.

The major component of the simulation is to create a more-realistic environment where learners can judge how they might respond in a high-pressure, life-and-death, stressful situation.

Assessment of classroom activities will be addressed in-class. The final exercise will assist learners in applying abstract concept, principles, and techniques in a realistic situation.

Proctors should use their judgment and provide suggestions to assist students become better leaders.

Flood Simulation Specific Assessment Criteria

Need to add

Wildfire Simulation Specific Assessment Criteria

Need to add

Earthquake Simulation Specific Assessment Criteria

Need to add

Avalanche Simulation Specific Assessment Criteria

Need to add


Instructional Strategy

The Delivery System and Media

Delivery SystemThe delivery system consists of three main elements, determined by the nature of the instruction and characteristics of the learner:

7. FOR THOSE ALREADY EXPERIENCED AND COMFORTABLE WITH WEB BASED TRAINING: On-line (web-based) for content delivery and practice of verbal information and intellectual skills, both individually and using small or large group interaction (chat/discussion). This delivery method is appropriate delivery methods. This is also used to begin work on attitudinal objectives of the instruction.

8. FOR THOSE NEITHER EXPERIENCED NOR COMFORTABLE WITH WEB BASED TRAINING: Traditional paper-based equivalent of #1 above. Small groups meet face-to-face, via phone or email and complete assignments requiring student social interaction. DVD’s or other video formats (video cassettes) provide video that approximates those in #1 above. Learners are provided paper-based materials that are the equivalent in function to the web-based materials.

9. FOR ALL LEARNERS: In-class, instructor led, face-to-face discussion for practice/role playing in a social context, to build on attitudinal objectives. This in-class work, to be most effective and powerful, will be at the site of a recent emergency event. This can be an Emergency Operations Center (EOC), a hospital, or a building where a crisis occurred.

MediaAs described above, includes both electronic media (digital and analog) as well as paper-based. Video, with strongly relevant audio content plays an important role with this instruction, particularly with intellectual skills and attitudinal objectives. Video is used both as a content delivery tool as well as for practice and assessment. Student reflection in both individual and small group settings requires writing, which can be accomplished electronically or with pen and paper.

Initially, the delivery system and media are English based. First revisions will include a Spanish language version.

Content Sequencing and Clustering

Content Sequencing


The course content is sequenced as indicated below. This is based primarily upon the goal analysis document, but also includes logistical impacts such as groups finding a common time and location to meet.

1. Understanding Emotions. This is done individually and before any in-class activities. Some group sharing.

a. Identify good and bad emotionsi. Write your own definition of bad or negative emotions

and include an example of each.ii. Identify and distinguish between good and bad emotions

in scenarios or vignettes.iii. Write your own definition of good or positive emotions

and include an example of eachiv. List types of emotions and identify which are commonly

experienced during crises.v. Compare and contrast emotional vs. rational behaviorvi. Write a definition of rational behavior and include

examplesb. Understand personal emotional intelligence. NOTE: DR.

MONSON SUGGESTED THAT THIS IS TOO HUGE – WE NEED TO NARROW THIS.

i. Find and write a published definition of emotional intelligence.

ii. Write an explanation of emotional intelligence in your own words.

iii. Complete an emotional intelligence evaluation.2. Emotions in Emergencies. This is done both individually and in

small groups. The socially interactive nature of this topic dictates the use of small group collaboration learning.

a. Recognize and list via examples and non-examples behaviors of mob-mentality or herd behavior

i. Unique behaviors common in crowdsii. Provide positive statements to ensure evacuation

instead of stampede.iii. Create opportunities to display behavior to be

emulated.iv. Identify and remove obstaclesv. Stress reduction techniquesvi. “slow and steady”

b. Incorporate compassion into leadership decision makingi. Identify examples of conflicting prioritiesii. List methods for managing emotions when confronting

conflicting prioritiesiii. List emotions that can affect decision makingiv. Describe the relationship between compassion and

objectivityv. Describe the difference between leadership empathy and

personal compassion.vi. Create a decision making rubric for an emergency

situation3. Developing and Practicing Emotional Intelligence in Emergency

Situations – To be done outside/before in-class meetings, but


results shared with fellow learners in small and large groups during in-class time.

a. Utilize emotion to strengthen team leadershipi. Define in your own words the following:

1. Accepting assistance when offered2. Providing emotional support3. Projecting self confidence4. Demonstrating commitment5. Giving trust6. Shouldering primary responsibilities7. Delegating secondary responsibilities8. Emulating military command and control systems

ii. Recognize examples and non-examples of each of the 8 items above

b. Demonstrate positive influencing leadership tacticsi. Write a personal reflection and goal statement

regarding personal emotional intelligence levelii. List benefits of emotional intelligence relative to

emergency response and its relevance to leadership in crises.

iii. Recognize, via examples and non-examples, compassion and empathy in leadership situations

iv. Analyze leadership activities to determine emotional impact on groups and individuals

v. Differentiate between positive and negative leadership techniques and tactics

vi. Explain the way emotion influences individuals and groups

vii. List tactics used to influence individuals and groupsviii. Develop a rubric for evaluating emergency leadership.


ClusteringThere are 3 learning clusters as follows:

Cluster # Main Topic Sub-topics (objectives)

Related Performance Objective

1 Understanding EmotionsIdentify good and bad emotionsUnderstand personal emotional intelligence

2 Emotions in Emergency SituationsRecognize behaviors of mob-mentality or herd behaviorIncorporate compassion into leadership decision making

3 Developing and Practicing Emotional Intelligence in Emergency Situations

Utilize emotion to strengthen team leadershipDemonstrate positive influencing leadership tactics

Entry Skills1. An outline of CERT training –the key elements, will be provided as a

reminder of that material. This includes first aid, command center operations, etc. This will act as a bridge between what they already know (or have been taught) and the new training material.

2. Learners need to be reasonably fluent in English (written and spoken)

3. Learners need to be able to write their ideas, opinions, and analysis in a reasonably succinct format. A high school level graduate reading and writing level is necessary.

4. For those using web-based media, fluency with Internet browsers and viewing multi-media files (YouTube, etc) is necessary. Learners need to have access to computers with this capability, and have a method for storing electronic files.

5. Those learners not having the necessary computer skills need to have video playing equipment and know how to operate it.

Student Groupings & Media Selections (and Delivery Method)1. Via phone, email or in person, the instructor will obtain a profile

of each learner and using that information will compile sub-groups of learners.

2. Subgroups should be homogeneous by level of command and by use of preferred learning method

3. Subgroups will be heterogeneous along other dimensions such as CERT experience level, past or current career situation, etc.


4. Those with less experience will gain from the association with those having more experience, and those with greater experience will learn by via opportunities to reflect and peer-teach.

5. Media and Delivery Method are detailed elsewhere in this document.

Learning Components

There are five major learning components in each of the learning clusters and these are outlined with the detailed description of each cluster. They reflect the nine events of instruction identified in Gagne’s Conditions of Learning. These five elements are:

1. Preinstructional activities (presented at an entire course level)

The next three are discussed within the details of each learning cluster:

2. Presentation of Content3. Learner Participation4. Assessment5. Follow-through Activities (as with Pre-instructional activities,

this is presented at an entire course level)

1. Pre-instructional Activitiesa. Motivationi. Attention

1. Positive & negative examples of the importance of leadership and the impact of emotions.

2. Strong use of video to heighten impact.b. Relevancei. Examples have a strong emphasis on “it can happen here/to

me”, via local examples or personal stories of local individuals.

c. Confidencei. Those who are not extroverted and have not held public

leadership positions may not feel they can be effective leaders.

ii. The instruction places emphasis on the perspective that leadership can be at (almost) an individual level, at least small groups, and that the combined cumulative impact of many small, limited-in scope leaders can be significant.

iii. Emotional intelligence is a skill that can be developed, as opposed to born with. It takes study and practice.

d. Satisfactioni. Adult learners, compared to children, are normally highly

receptive to positive reinforcement via verbal feedback.ii. Instructors should encourage learners when they complete a

task correctly.


iii. At the end of the training, learners will be given a certificate (an extrinsic reward), and for those learners who are employed a notification will be sent to their employer.

iv. All learners will receive a leadership crisis book from a bestseller list.

5. Follow through Activities1. Students will be given short quizzes 2 weeks after the

training module.2. The quizzes will be designed to measure the accomplishment of

verbal information skills.3. The quizzes will be administered online with results for each

question and correct answers and explanations provided immediately. Those not using web-based delivery will have hard copies and with answer keys.

4. Learners will be send emails (or US mail) asking for their follow through on their plans to integrate or practice their learning. These will be sent monthly for 3 months.

Transfer of LearningLearners will design their own plans for practicing and integrating the skills they have learned as well as the verbal information they have memorized and reviewing the information learned to keep memory fresh.


Cluster #1 – Understanding Emotions

1. Performance Objective: Identify Good and Bad Emotions in Crisis Situations; Compare Personal emotional intelligence and leadership

a. Content Presentationi. Content

1. Overview of the entire course and objectives2. Introduction of this cluster’s objective.3. Video and audio of people showing various emotions. 4. Short written descriptions of people’s action and emotions in

scenarios.5. Instructions will direct students to watch the videos or read6. Explanation /definition of emotional intelligence, and

emotional intelligence tests.7. Methods for reducing stress in crises.

b. Delivery System and Media1. Web or paper, videocassettes distributed.2. Web, VCR tapes, and paper.

c. Presentation Materialsi. Brief instructions, including identifying the objective of this

learning cluster.ii. A list of emotions to choose from.

iii. PPT explanation of rational vs. emotional behavior, with examples and non-examples

iv. PPT of methods of reducing stress, definitions of EI.d. Student Participationi. Student Groupings: Tasks to be completed individually, but can

be shared with other members of subgroups.ii. Online chat area available for students

iii. Students to view videos showing emotions and then identify and label the emotions.

e. Practice Items and Activitiesi. Students write their own definitions of varieties of behaviors,

being sure to include rational behavior. They list those commonly found in crises. Include at least two examples of rational behavior in crises.

ii. Students to match the emotional behavior to a list of appropriate crisis leadership emotional behaviors.

iii. Learners to identify from a case study, video or vignette 10 good and bad emotions.

iv. Learners are to write their own personal definition of emotional intelligence, and share that with others.

v. Learners are to take an online test to determine their emotional intelligence quotient.

vi. Learners share the results of the EI test if comfortable doing that.

vii. In web-based delivery, this is done via chat or discussion.viii. In paper based, this is done via mail.

f. Feedback


i. Web-based: Answer key provided, right/wrong indicated at close of activity; explanations of right and wrong answers. Instructor also provides feedback in chat/discussion forum 2x per week.

ii. Non-web-based: Feedback mailed by students to instructor for review in non-web-based delivery. Instructor has conference call or communicates individually to provide feedback.

iii. Much of the feedback will come from learner peers.

Cluster #2- Emotions in Emergency Situations

1. Performance Objective: Recognize behaviors of mob-mentality or herd-behavior; Incorporate compassion into leadership decision makinga. Content Presentationi. Content

1. Review of cluster #1 learning material and objective.2. Introduction of cluster #2 objective.3. Descriptions of crowd behavior4. How it differs from individual behavior.5. A list of leadership duties in emergencies.6. Written case studies of emergencies. These should be

selected or designed to illustrate personal compassion, leadership empathy.

7. Descriptions, definitions and illustrations of objectivity, leadership empathy, personal compassion.

b. Delivery Systemi. Web-basedii. Paper/mail basedc. Mediai. Video clips via webii. PowerPoint’s of list of duties

iii. Videocassette of emergencies and showing emotions.iv. Hardcopy via mail are equivalent of the PowerPoints.d. Presentation Materialsi. Informative PowerPoint’s of terms and concepts.ii. Video clips of crowd behavior

iii. Video clip of leaders in crisis situationsiv. Typed case studies (can be contrived), word processor- prepared.e. Student Participationi. Student Groupings1. Small group sharing of descriptions and lists, via chat and

online discussion.2. Share in small groups the results of Practice Items and

Activities (see next section)3. For non-web-based learners, meet face to face or via phone or

emailf. Practice Items and Activitiesi. Identify from a list the duties of leaders in emergencies.


ii. Write a personal description of difference between leadership empathy and personal compassion.

iii. Give two examples of objectivity and compassion.iv. Create and use a rubric to evaluate emotions in crises. The

rubric should identify at least three steps.v. Share rubrics with fellow learners in same sub-group. Submit

rubric to instructor for review and comments.vi. List three crowd behavior characteristics that are different

from individual behavior.vii. From a review of case studies and without using a list, name

five emotions that can affect rational decision-making.viii. From case studies or vignettes, distinguish between personal

compassion and leadership empathy.ix. From vignettes or case studies, identify at least 8 out of 10

pairs of conflicting priorities. Enter responses into online discussion or on hardcopy.

x. Practice activities should be done individually, but shared with members of small sub-groups, and with the instructor. Sharing is done via web discussion, or via mail and phone for non-web-based.

g. Feedbacki. From instructor: within a few days of submitting, instructor

provides feedback on discussion topics and the rubric elements.ii. Immediate feedback on the lists – web-based answers with

informative feedback. Feedback comments even for correct answers.

iii. Answer key provided learners using hardcopy/mail.


Cluster #3- Developing and Practicing Emotional Intelligence in Emergency Situations

Performance Objective: Utilize emotion to strengthen team leadership; Demonstrate positive influencing leadership tactics

a. Content Presentationi. Content1 Review of clusters #1 and 2 learning material and objective. 2 Introduction of cluster #3 objective, and the importance of

face-to-face learning.3 Instructor’s or an anonymous example of definition of terms

with personal wording.4 Written list and video examples of tactics to influence groups

and positive and negative techniques and tactics.5 Walk-around of location – tour by someone “who was there” –

who can relate personal story.b. Delivery Systemi. In-class, face to face.ii. Training leaders include not only the instructor, but

evaluators as well.c. Mediai. Electronic files, displayed on LCD projector for entire class

to viewii. Flip charts and markers for small group work and presentations

to classiii. Live actors, portraying people on crisis.d. Presentation Materialsi. Simple PowerPoint for instructions on activities.ii. Videos and written vignettes to foster discussion of emergency

leadership tactics.iii. Blank template of a rubric, with some examples of rubrics

applied in other contexts (e.g. classroom).iv. Examples and non-examples in both video and written format.v. Photos of recent crisis situations at the location.

e. Student Participationi. Student Groupings1. In small groups: share rubric details and critique each

other’s work.2. For all class members (large group), compile an ideal rubric

based on all learners contributions.ii. Practice Items and Activities

1. Compile an emergency leadership evaluation single rubric for each sub-group

2. Play trust games such as lean back and be caught by team members.

3. Describe emotions from trust games –share emotions team –to team.

4. In subgroup teams, use rubric to evaluate leadership in crisis.


5. Identify tactics from examples, classify as positive and negative.

6. From downtime (breaks, lunch, etc) role model how to respond in crisis situations.

7. Small group role playing – practicing saying the right words, avoiding the wrong ones.

8. Learners will write and share with sub-group team members their plans for integrating the skills and knowledge into their CERT activities. These plans are to be shared with the instructor.

iii. Feedback:1. Critique from group members and instructor of rubric during in

class session.2. Instructor share ideal analysis of examples/non-examples with

entire class.3. Students self evaluate their own rubric or analysis of

examples. Instructor offers critique of role-playing.4. Instructor and other ‘evaluators’ watch learners in their

reaction (physical, verbal, etc) to mock crisis situations, score and offer feedback right then.

Odds and Ends:

1. Language and terms appropriate to emergencies must become so well understood and memorized that there is significant confidence that they will be used in stressful situations.

2. Verbal information learning techniques (mnemonic, etc) should be used.

3. Practice, both during the training period and after, is essential for this memorization.

4. Committing terminology to memory will be key so that information can be quickly retrieved from memory and used in challenging circumstances.

Formative Evaluation Feedback

The goal of formative feedback is to verify the design process is meeting the needs of the learners. Based on feedback, it became clear the design should be modified to better serve the learners.

Summary for Unique Behaviors and Evacuation instead of Stampede


Summary for Creating Opportunities and Removing Obstacles


1. Use examples that are real to the learners. Local, recent, names & places that are familiar to them.

2. Physical restraint may not be legal to be done by CERT3. Role-play if possible.4. Satisfaction: competency is increased, in leading a CERT

group. “feel empowered”.5. Pre-instruction: incident command structure and CERT duties so

people know the role of the IC. Pre-test may serve as a good bridge from former training to get attention and stimulate thought.

6. Personality filtering should be done before this training. Those that have a personality profile that matches CERT leadership should be the ones taking this training.

7. The amount of material covered is just right.8. Time: this should take about 45 minutes, but could be expanded

to 1.5-3 hours if learning activities such as role-play or tabletop discussions were included.

9. Assessment: some simple rote questions – multiple choice etc, but role-play is much more reliable.

10. Vocabulary: “Recall to yourself” seems awkward.11. Most follow up CERT training is done via the web.12. The topic is extremely relevant to CERT volunteers.13. Online training takes much discipline to stay on schedule.

With in class training, more likely that people will stay on schedule because they need to be at a particular place at a particular time.

14. Could have an entire section on recognizing others and teamwork.

15. Use of humor to cut the stress is important.16. Make it clearer that the learners should have procedures,

words, phrases, and steps memorized so they are almost automatic during the emergency.

Summary for Identify Behaviors Common in Crowds

Trainee feedback:1. Objectives were clear.2. Material is clear and interesting3. Information was current; nothing older than two years.4. Liked real life examples, i.e. slide eight.5. Thought material relevant because it is important to really

managing a crowd.6. Materials appropriate for entry level; directions easy to

follow.7. Questions clear, but thought some parts too academic.8. Thought it would motivate because it is important to keep

people calm.9. Length appropriate, but recommended testing other

participants.


10. Notes that formative evaluation questions were closed ended; should have solicited more comments.

Instructor’s Guide

The instructional materials will be delivered using a Just-In-Time (JIT) and Continuous Improvement (CI) methodology. Because of the level of feedback expected, it will be necessary to have an assistant record and make note regarding the training materials.

For the initial phase of this lesson, as an instructor you are expected to be a Subject Matter Expert(SME) and experienced leader in crisis situations. It is anticipated the materials will evolve and the SME will take on a coaching role while a less experienced leader begins to teach the class with refined learning materials. Finally, the goal is to refine the lesson materials enough to allow for the training to be conducted without a SME present.

The materials provided below are superior to the previous instruction where a Emergency Medical Services (EMS) director or Fire Captain met with CERT Team volunteers and related past experiences in an effort to prepare the Team for the extreme emotional stress they would likely experience in a crisis. The quality of the instruction given would vary greatly.

The JIT/CM methodology is as follows:

Tell the CERT Team this is a new training package and they will assist in shaping the training for future CERT Teams.

Ask the CERT Team for permission to video tape the lesson and their responses to assist in the development of the lesson materials and may be included with future lesson materials.

It is imperative to encourage the CERT Team to provide feedback that will be incorporated into future lesson materials.

Provide feedback to the Team and note when instructional materials are effective.

In your dual role as Instructor/SME note where additional knowledge needed to be conveyed in order to achieve the lesson objectives.

Implement all of the role-playing scenarios identified in the PowerPoint notes. If additional role playing exercises or scenarios are needed, please note.

If you believe the materials are asking you to teach something you believe to be incorrect, make an on-the-spot revision to the materials.

Don’t limit yourself to the materials; teach materials in a different context or make changes to enhance the learning experience.


Be available to meet ASAP following the training event to share your observations with the Design Team.

There is no substitute for the experience gained while being a leader in a crisis. The goal of this lesson is to better prepare potential future leaders for the emotional stress they will experience during an actual emergency.

An printed copy of the Emotional Intelligence in a Crisis lesson is in the Appendix.

CrisisLeadershipPresentation.pptx

Materials

The initial materials will be presented by a SME using a PowerPoint method of delivery.

Session 3: Crowd Behavior

A printed copy of the following slides and documents are in the Appendix.

Leadership_3_CrowdBehavior.pptxLeadership_3_CrowdBehavior_Scenarios.docxLeadership_3_CrowdBehavior_Messaging.docx

Session 3: Emulating Behavior and Removing Obstacles

A printed copy of the following slides can be found in the Appendix.

Leadership_3_BehaviorObstacles.pptxLeadership_3_BehaviorObstaclesAssessment.pptx

Learning Theory

Learning Theory Tasks

Instructional Design DocumentEmergency Leadershi pThe objectives of the

Our goal analysis and task analysis will focus on one

CERT trainees will manage emotions to lead effectively in an emergency. Surveys and studies indicate that


instruction module of a full-scale emergency leadership-training program: Emotional Effectiveness..

past trainees would have preferred more leadership training as part of the content of CERT training.(Bailey, 2009)Research also indicates the importance of a wide range of leadership skills.

Testing and evaluation strategies to be used in the instruction

With each catastrophic event comes a post-event analysis of the event itself as well as of the response of individuals and groups or teams to the event itself.

Broad, general experience with these post-event analyses suggests that leadership plays a vital role in the emergency response.

The more effective the leadership the quicker the event is resolved and brought under control, and the less damage and personal suffering experienced.

Given the uncertainty of the nature of catastrophic events, there is a continual potential gap between the leadership skills needed and those available within the community or organization.

Feedback mechanisms and schedules that will support instruction

Critical events occurred might enhance the positive emotional impact of the instruction. Learners will be in class sizes of no more than 20, but will probably form into small groups.

Some preparatory, during-course, and post-course instructional material will be available online or in hardcopy form.This will help accommodate the variety of working schedules. The classroom time for instruction will be approximately 3 hours. The outside of classroom learning activities should take no more than 2 hours to complete.

Practice activities to be used in the instruction, including feedback strategies

Identification of rational behavior Incorporate compassion into leadership decision makingUnderstand personal emotional intelligence Identify mob-

By comparing varying types of emotions and proper application within a situational leadership context through sequential steps that include verbal information, intellectual and attitude skills, reflecting conceptual rather than procedural components.


mentality or herd-behaviorUtilize emotions to strengthen team leadershipDemonstrate positive influencer leadership tactics

Examples and non-examples of the concept

Introductory focus of the instruction

Utilize emotion to strengthen team leadershipEmulate military command and control systemsDelegate secondary responsibilitiesShoulder primary responsibilitiesTrust and Demonstrate commitmentProject self confidenceProvide emotional supportAccept assistance when offered

Motivational strategies to be used

No additional motivation is required other than providing an informative lesson and utilizing the volunteer time.

Since the CERT Team is comprised of volunteers who have spent a considerable amount of time and effort to become initially certified and to maintain their certification(s). Therefore, these individuals require minimal motivation.

Learning Theory Overview


Bandura’s Social Learning Theory (SLT) is the most appropriate learning theory for use when applied to Certified Emergency Response Team (CERT) training to develop leadership skills. SLT provides a detailed description of the mechanisms of reinforcement and punishment in a group setting.

STL stresses the importance of self-efficacy and self-regulated learning suggesting that we try to facilitate learning these leadership skills where it may not come naturally to some individuals. Repetition and rehearsal offers the ability to gain confidence in a skill by mastery to be used during emergencies. By providing opportunities for observational learning as well as hands on (role playing, simulations) with peers in under crisis situations yielding positive results it becomes evident that that once people get a ‘feel’ for success they have now coded for that experience of success in their schema therefore influencing their self efficacy and self regulated learning.

Our concept learning lesson is focused on emotional effectiveness as part of their CERT training novice training for individuals with very limited exposure to emergency response or leadership plus an ongoing, “renewal” training for individuals who have had emergency response or leadership training, but need “practice” or to be updated on procedures or concepts.

With each catastrophic event comes a post-event analysis of the event itself as well as of the response of individuals and groups or teams to the event itself. Broad, general experience with these post-event analyses suggests that leadership plays a vital role in the emergency response. The more effective the leadership the quicker the event is resolved and brought under control, and the less damage and personal suffering experienced. Given the uncertainty of the nature of catastrophic events, there is a continual potential gap between the leadership skills needed and those available within the community or organization. For example, after the Loma Prieta earthquake of October 17, 1989, at the Marina fire, volunteers assisted the department to supply water from the Bay to the Fire site. However, during this same emergency disagreements between police and volunteers stopped civilian rescue efforts that might have saved a women trapped in a collapsed coffee house. Social learning theory suggests that the ineffective behavior of the responders is a result of the dynamic relationship between of the total environment.


The volunteers, police and the earthquake were all a part of had been affected by the greater inter-relationship. Perhaps readiness and efficacy were the failures that resulted in above-mentioned tragedy. Nevertheless, the responder’s behavior became reinforced and created new schemas by the direct interaction of the models in the immediate environment. It is through this relationship to the mode by observation or imitation that the behaviors of the individuals became governed by the observed reinforcement or punishment of the model. These models can be symbolic or direct however in this case they seemed to be direct i.e. conflict between police and volunteers.

In the situation with developing leadership with CERT trainees, we seek to apply the connection between behaviorist and cognitive learning theories. Faculties such as attention, memory, and motivation are important in responding effectively to a crisis. Furthermore, in this case the responder’s cognitive schemas of effective behavior are not just in direct relationship with environmental reinforcement but that learning

Motivation and Self Regulation

Motivation is the process by which goal-directed behavior is sustained. As thus defined, it plays an important role in this instructional design. CERT volunteers, as with emergency related professions such as law enforcement and fire fighters, have a duty to confront and manage disasters, not flee from them, as is the innate response. Properly understanding and using educational motivation will help sustain CERT learners in learning and recalling basic memorized facts and also learning leadership, problem solving, intellectual skills that must be used in stressful situation. Some of the more applicable components of motivation and self-regulation learning concepts are discussed here. As the learners in this group are all adults who perform these duties in a volunteer, part time role, the motivational and self-regulatory concepts are discussed with this in mind. The motivational strategies included in the instructional design reflect application with this particular learner group. Because some of the learning will involve rote memorization of facts, words, phrases, terms, etc, there is the potential for boredom. Curiosity and interest will need to be maintained using strong, relevant analogies and examples. This part of the


learning will likely need to involve multi-media (not necessary electronic). Instructors may need to intersperse lecture or presentation with humor or change of tone of voice.It will also be important to find the best level of anxiety for these learners. The nature of the work involves levels of anxiety not found in many other positions of responsibility. It is important that the instruction build confidence in the learners that they can master the concepts and be effective leaders, if even at the small group level. Thus, the anxiety created by the instruction cannot be so high that self-efficacy is negatively impacted. Since the learners are volunteers, a core value for them (see learner analysis section) is helping others. Most if not all of these learners seek intrinsic satisfaction from helping others, knowing that they have helped one or more people who were caught in difficult circumstances. The important value will mediate all instruction –the learners will absorb the instructional material through this filter. It is also vital that appropriate goals be set for the learning. Again, self-efficacy is important – confidence is a key attribute of leaders, particularly in stressful situations. Thus, the learning goals should be set so they tend to be specific rather than general, proximal rather than distal, and learning oriented. The specificity and proximate nature of the goals will help the learners focus and not feel overwhelmed with the learning task, and feel it is achievable in the time they have for learning. Those learners who might have thoughts of “Am I cut out to do this” will benefit from a learning vs. performance orientation. Part of the instruction will include how to use their self-regulatory cognitive skills (similar to emotional intelligence) in both learning and performance contexts. The concept of self-efficacy is vitally important in CERT training. As CERT volunteers are in a position to influence others, they must be confident in their abilities. They must be confident that they can not only learn the material, but will be able to recall it in stressful situations, and will be able to automatically use the right words and act appropriately. As these learners are not ‘professional’ students enrolled in a continuing program, their self-efficacy regarding learning material in a classroom may not be as high as that of, say, a full time higher education student. Self-efficacy therefore will need to be built using scaffolding that includes a respect for their on-the-job experience and age-based wisdom.


Self-efficacy will be developed in the following ways The instruction will activate memories of past mastery of tasks. “Remember when you first volunteered to be a CERT…. Now look where we are”. “Remember how we handled that house fire, Bob?”…Vicarious experiences will be used to show the volunteers that “people just like them” perform these leadership tasks. Examples should be given in which the key participants are those that the learners can relate to. The learners should have thoughts such as “If Mary, who lives in the next city over and who I know from high school, can lead people like that, so can I”.

Verbal persuasion provided by both peers (peer scaffolding) and instructor will help the learners. This will come in the form of initial, pre-instruction encouragement, as well as reinforcement during the instruction. This should not be in the form of “Anyone can do this’ as that conveys a message of low ability. Rather “You’ve been trained as a CERT, you have experience, and you are now ready…” This is an effective way to manage learners’ motivational zone of proximal development.

Each instruction objective should reflect an application of Keller’s ARCS model: Attention, Relevance, Confidence, and Satisfaction. These four conditions are directly applicable to this instruction, and have been incorporated into the Instructional Design Document. The material must capture the attention of the learners and sustain it during the course; with a particular challenge of it being online delivered (or paper/mail based). A mix of lecture with multimedia, plus online discussion, with the prospect of having in class role-playing later is required to maintain attention. The authenticity in the instruction will capture and sustain attention. Authenticity in this case means being real in the lives of the students, not in the lives of someone who they are NOT. In our case, per the formative evaluation feedback, the more the instruction included examples from the nearby area and recent, the better – the more attention getting. The examples also need to involve leadership situations that involve CERT volunteers, not high-level government or emergency response figures. The material and subject matter must be relevant, particularly self-relevant. Brophy mentions the importance of identification and self-relevancy in helping to understand why some students are motivated and some not. This has direct application in the CERT leadership training. Some CERT's do not have an interest in being


leader or taking on that responsibility - they just want to help. It's a personality thing as one of the CERT formative evaluators said. This self-relevancy concerns the "me" vs. "not me" personal decisions. Thus, learners should be those who have made it through the filter of some personality analysis, and who have a desire to accept leadership roles in crises. Instructional material must also emphasize relevancy by using examples from local and recent events, with names and places that are familiar. Confidence was discussed above regarding self-efficacy. Learners need to have a sense of satisfaction from the learning. This will come in the form of being more confident (utility), enjoying the topic and satisfying curiosity about leadership principles and the camaraderie (social enjoyment, a sense of being included in special group). Thus it is important that learners, even while completing much of the training online, feel connected to the group and that the face to face in-class learning foster team work and allow for that socializing need to be met.

Application of Classical Learning Theories to Crisis Leadership

Piaget/Genetic Epistemology

Since the defined body of learners are all adults, Piaget’s Genetic Epistemology theory has somewhat limited direct application. What we might say is the all learners are in the Formal Operational stage (officially defined as 11_ years and older). Piaget also contends that generally this is no regression to earlier stages (from Concrete Operational in ages 7-11 to either Sensimotor (ages birth to 2 years) or Pre-Operational. It is interesting to note however that Piaget’s Pre-operational stage of approximately years 2-7 are characterized by self-centered perspectives of the environment. Learners in that stage have difficulty understand the motives and actions of others. Under stress, people, in this case adults, seemly can regress to a perspective of self-centeredness. Perhaps this is a manifestation (behavior) of innate self-preservation – in the event of perceived life-threatening danger, individuals react reflexively by protection themselves and their personal interests. Only those who have conditioned themselves to respond differently (for instance, run toward danger in the case of fire fighters or law enforcement officers) will behave in a way that


is not immediately self-serving.

Consistent with many other learning theories, genetic epistemology emphasizes the importance of environmental interaction in the learning process. As learners interact with their environment and are confronted with observations, they can assimilate that stimuli (it agrees with their existing mental framework – schema) or accommodate (if it challenges). Equilibration (or disequilibrium) is caused by stimuli from environmental interaction that causes “irritation” on the part of the learner, motivating them to evaluate the new stimuli that challenge their existing knowledge. This principle of equilibration will be demonstrated as this instructional material may challenge certain learners in their working definition of leadership, compassion, ethics, and values. Those who may have had a desire to make everyone happy all the time, to show compassion simultaneously to competing interests, may experience equilibration.

Piaget’s theory does not address the concept of metacognition, in which learners “think about their thinking” with an aim of modifying their learning methods to improve comprehension and retention. Metacognition may be part of the Formal Operational stage, but it is not elaborated a sub-topic within that stage of cognitive development. Metacognition, and the control of one’s thoughts, plays an important part in crisis situations. A leader in particular must have the skills and discipline to actively manage the incoming cognitive stimuli and process it both quickly and effectively. Thus, the genetic epistemological, or cognitive development, theory of Piaget does not seem to address this critical learning method.

Largely, Piaget’s theory relies on exploratory learning to position the teacher as a guide. No doubt this is effective, but with adults who are learning crisis management ‘on the side’ (as volunteers), they may become somewhat frustrated and want instruction using a bit more direct method. Adults in this learning environment tend to be very practical, trusting of the information source, and interested in being efficient in their training. Bruner and Vygostsky: Cognitive Interactionist/Social Constructivist

Cognitive Interactionist theory emphasizes several aspects of learning that are applicable to learning about emotional intelligence in crisis situations. A strong emphasis is placed


on the readiness of the learner, and the readiness of the learning material – they must match well. Also emphasized is the ‘golden mean’ – where learners are interested in the learning and see value, but are not childishly excited. This golden mean idea seems to fit well with the training of adult volunteers.

According to this learning theory, learning occurs in stages or along a continuous path (a process), and regression to more basic learning, previously learned material is possible. Further, if learning in previous steps did not occur sufficiently well, problems will occur in future learning phases. This is especially true in learning crisis management skills, where knowledge of emergency response systems, first aid, etc needs to be in place so learners have confidence in their abilities. Additionally, language plays a key role in this learning theory, as it does in learning crisis management emotional skills. Language and communication play important roles in minimizing poor crowd behavior, and so the development and use of language, particularly in the CERT culture, is important in both learning/training and in performance contexts.Culture also plays a critical role in this learning theory. This aspect also makes this theory extremely relevant to crisis management leadership because there is a distinct culture in both crisis management and volunteerism. It is a culture of helping, unselfishness, yet control and the importance of procedures and policies. Learners view things through this cultural filter. Additionally, as mentioned above, metacognition is an important need in learning this material, and both Bruner and Vygotsky acknowledge the importance of reflective thinking, how to think vs. possession of facts, and being independent thinkers and learners.

Finally, Vygotsky emphasized the idea of the zone of proximal development, in which the student is ‘pushed’ to learn new concepts (by interacting with others) but not too far, by an instructor providing assistance, and that assistance being gradually removed to allow the learner to gain confidence that they know the information and have learned the skill. This concept is highly compatible with the idea of guided mock exercises in which learners practice behavior in a safe learning environment, and then are assessed in similar conditions. Bandura/Social Cognitive or Social Learning Theory (SLT)

While Bruner and Vygotsky’s Cognitive Interactionist and Social Constructivist theories do include the necessity of learning socially, Bandura’s social learning theory places the involvement


of others in one’s learning above other elements of learning. People learn by interacting with others – observing them, imitating them or modeling them.

Both social learning theory and the theories of Bruner and Vygotsky acknowledge that regression in learning can occur, and that proper scaffolding is necessary for effective learning. Scaffolding can take the form of peer scaffolding, in which learners’ peers assist and serve as models, or teacher/instructor scaffolding. Both run the risk of poor scaffolding. Peers and teachers can provide poor role models. In our particular learning situation, the competence and confidence of the instructor and (more) experienced peers play a key role in learning effectiveness. Bandura emphasizes the importance of self-efficacy both on the part of learners and on the part of instructors. Effective crisis management relies heavily on the confidence demonstrated by emergency leaders at all levels. This characteristic alone of social learning theory makes it the ‘theory of choice’ for emotional intelligence in crisis leadership. However, there are others.

Bandura also describes a triangle relationship between behavior, personal factors, and environment. This relationship would also seem to be highly applicable to this learning topic. Personal factors might include the level of emotional intelligence and personality. This of course affects the immediate environment, and the crisis environment, and the CERT culture, influences the individual learners’ behavior and personal factors. Also important in the SLT is the need for strong metacognition and personal motivation. As the learners are volunteers, they are to a great extent intrinsically motivated, and receive satisfaction from knowing the best way to do things, particularly helping those in need and helping for the greater good. Because these learners are part time volunteers and their learning time is precious, they need to be given reasons for attending and retaining the information, although the CERT culture emphasizes the need for efficiency and effectiveness in many aspects of life (including learning).

Lessons Learned

Rich

Even though I bought into the process, step-by-step


approach, and the perspective that previous steps should drive materials, I still formed mental images of what the materials would be like well before we arrived at that step.

It is good to do some level of formative eval early - it seems even earlier than that described in the course textbook - in the very early materials development stage.

Perhaps because the topic of the instructional design was conceptual rather than procedural, I felt that having templates would have helped (fill this in, then fill that in, etc).

Significant value in having major deliverable milestones. It could easily pile up and create a crunch near the backend of the process. Regardless of how admittedly flawed the delivered material was, it was good to complete it, analyze its shortcoming, and adjust going forward. Much better than pushing out to refine.

This is an art - not a science. The instructional design is never completely finished – It is “good enough for now”. I found myself, a few hours or a day after completing a task related to the project, thinking about how I could have done that better.

Don’t know how we would have collaborated, being three working professionals with families, without Google docs. Email swapping-around files would have been a mess.

My team partners were absolutely great to work with. Both have a keen insight into the instructional design process and are great to work with - we hit all our milestones, their work is thorough and on target.

Rose

We needed to narrow the focus of emotion and emotional intelligence within the framework of a 24-hour instruction. For example, we realize that emotional intelligence, as a broad and general term that applied to this time-limited instruction would be difficult to develop effective instructional strategy and materials.

We need to increase the contextual relevance of the objectives, strategy and materials so that there is a strong transfer of performance to the context meaning. In fact, we redefined the instructional context to partially blended learning and classroom instruction.

Some skills were not fully developed. We need to increase the specificity of the behaviors that learners will


demonstrate because of the training in a certain setting. We need to adjust the methods to demonstrate other relevant attributes that will increase the transfer of learning, such as how these skills and attitudes flow over to their other activities, such as working in their community council meeting to affect a certain controversial change.

Overall, we need to create a stronger pedagogical relationship between the sub-goals, main goals and overall instructional goal through clustering and appropriate assessments.

As we progressed through the project, I concur, that if we had not had the milestones, it would have been difficult to complete the project. It was difficult for me to budget time for this project because I had no idea how much research and time it would take. If I had understood, I would have started processes much earlier. Regardless, the team approach made it possible. I thought it was a great combination of approaches, although I give much credit to Rich and his analytical abilities and LaVar’s fabulous understanding and skills applying technology to learning.

LaVar

Pick a PowerPoint and Word template at the beginning of the project. It's a pain to combine different templates, fonts, styles, etc. into a cohesive deliverable. Needless work that can be avoided by agreeing on a template.

Schedule a time to meet in person. Email, Google docs, and texts are helpful, but I felt like we made significant progress when we devoted some time to get together.

Regardless of the classroom schedule, create a few milestones in the project to synchronize our individual efforts. Time is needed to create a deliverable that does not look like three people divided a project and worked in parallel.

Technology lesson learned the hard way. I tested all of our projects on Explorer, Firefox, Chrome, Safari, and Opera. Windows, Mac, and Linux. I was continually surprised how the computers at the U are configured to not include common video codecs or filter JavaScript plugins needed to add HTML5 support to Explorer. Delivering a presentation should not be the time you learn PowerPoint won't play a video or Explorer can display a HTML5 slide show.


I have been attempting to codify my own learning and leadership theory. EDPS 6430 Foundations if Instructional Design and EDPS 6445 Leadership in IDET have greatly contributed to background knowledge. 6430 reminded me of why I appreciate W. Edwards Deming so much. 6445 exposed me to Walt Disney’s philosophy of customer appreciation and “plussing”.

This is only the second group project I thought was worthwhile. Usually a group project is an instructor attempting to force people to work together in an effort to impart real-world experience. This is only the second time where I have been part of a project that was designed to show students the benefits of working cooperatively. I believe Rich, Rose, and I were able to create a better project than if we worked in isolation with 3x more time.

Bigger projects demonstrate the necessity for an analysis and design before attempting implementation.

Suggestion: Have the student do the big project using JIT. However, have them include a rationale why any particular step was dropped from the process.

Rubrics

Performance Objectives Rubric

No Some YesA. GOAL STATEMENT D DOES the goal statement:

X 1. Describe the ultimate performance context?

X 2. Describe a context that is authentic and realistic?

B. TERMINAL OBJECTIVE Is there a congruence between the terminal objective:

X 1. Conditions and the context of the learning environment?

X 2. Behavior and the behavior in the goal statement?

X 3. Criteria and the criteria in the goal statement?

C. PERFORMANCE OBJECTIVE CONDITIONS Do/will the conditions:

X 1. Specify the cue or stimulus provided for the learner?

X 2. Specify resource materials/tools needed?


No Some Yes

X 3. Control complexity of task for learners' needs?

X 4. Aid transfer to performance context (authentic)?

D. PERFORMANCE OBJECTIVE BEHAVIOR: Is the behavior:

X 1. Congruent with the behavior in the anchor step in the instructional goal analysis?

X2. The actual behavior rather than a

description of how learners will respond (e.g., "classify" rather than "circle")?

X 3. Clear and observable rather than vague?E. PERFORMANCE OBJECTIVE CONTENT Is the content

congruent with the anchor step in the instructional goal analysis?:

F. PERFORMANCE OBJECTIVE CRITERIA Are/do criteria:

X 1. Included only when needed to judge a complex task?

X 2. Include physical or form attributes?X 3. Include purpose/function/ attributes?X 4. Include aesthetic attributes?

X5. Include other relevant attributes (e.g., social responsibility, health, environment, economy, parsimony?)

G. OVERALL PERFORMANCE OBJECTIVE Is the performance objective:

X 1. Clear (you/others can construct an assessment to test performance)?

X 2. Feasible in the learning and performance contexts (time, resources, etc.)?

X 3. Meaningful in relation to goal and purpose for instruction (not insignificant)?

H. (OTHER)1.2.

Instructional Strategy Rubric

No Some Yes CommentsI. CONTENT SEQUENCE Is/does the

plan:


No Some Yes Comments

X 3. Appropriate for type of learning?

X

4. Have logical order (e.g., chronological, simple to complex, concept to rule to principle)?

Starts with verbal info skills, progresses to intellectual skills

X 5. Follow main steps?

X

6. Cover all skills/information within a main step before moving to next step?

May be missing some skills that should be covered in each step/cluster.

J. CONTENT CLUSTERS (CHUNKS) Is the plan appropriate for:

X 4. Skill complexity?

Complex in the emotional, psychological domain; most CERT volunteers will be more mature than average pop.

X 5. Learners’ age and ability?

Delivery system alternatives to match preferences

X 6. Type of learning?7. Content compatibility?

X 8. Time available (hour, day, week, semester)?

The practicality of delivery needs to be evaluated (when people able to meet, frequency, etc).

X

9. Delivery format (self paced, instructor-led, televised, web-based, combination, etc)?

Yes, allows for some individual learning involving contemplative thinking, then group interaction to practice social interactive skills.

X10. Time required for all

instructional events per cluster?

Hmmm….this right now feels like 5-10 hours outside of class, about 6-8 hours inside. Will need to check against existing CERT training modules.

K. PREINSTRUCTIONAL ACTIVITIES


No Some Yes CommentsIs/does the plan:

X 5. Appropriate for learners’ characteristics?

Accommodates learner learning preferences

X

6. Motivational for learners (gain attention, demonstrate relevance)?

A bit more insight is needed here – to understand this learner group’s motivations

X

7. Inform learners of objectives and purpose for instruction?

Each learning cluster content description begins with this.

X8. Cause learners to recall

prerequisite knowledge and skills?

Some more specific, rigorous tasks needed here

X

9. Inform learners of input needed to complete tasks required?

Need to more clearly indicate the time and energy (introspective psychological) needed to complete the course.

L. PRESENTATION MATERIALS: Does the plan include:

X

4. Materials appropriate for the type of learning?

For the most part, this type of learning is not cookie cutter, fill in the blank, and instructional materials reflect this.

X

5. Clear examples and nonexamples for learners’ experience?

This is a major component of the learning materials for this topic.

X

6. Appropriate materials such as explanations, illustrations, diagrams, demonstrations, model solutions, and sample performances?

Blank rubric, lots of videos with audios for attitudinal/affective learning needs.

X7. Learner guidance through

the presentation materials?

This needs to be examined.

X8. Aids for linking new

content and skills to prerequisites?

This linkage could be improved.

X 9. Progression from the


No Some Yes Commentsfamiliar to the unfamiliar?

X

10. Organization? The challenge here will be providing an effective non-web-based version of the non-classroom clusters.

M. LEARNER PARTICIPATION Is the plan likely to be:

X

1. Appropriate for the learning type?

Yes, limited memorization, lots of experience and practicality of concepts emphasized.

X 2. Congruent with objectives?

X 3. Congruent with learner characteristics?

X 4. Congruent with instruction?

X

5. Likely to be motivational (aid learner in building confidence)?

This needs some review to confirm. Motivation and confidence, and safe, risk free learning needs to be evaluated.

X

6. Appropriately placed in instruction (not too soon, often, frequent)

Participation grows from online discussion to face to face.

N. FEEDBACK Does the plan appear to be:

O.

X 5. Appropriate for learning type?

X 6. Congruent with objectives?

X 7. Congruent with learner characteristics?

X 8. Informative, supportive, corrective?

Feedback might need to be at individual level for some participants on some topics. Learners need to learn risk free and receive positive


No Some Yes Commentsfeedback/reinforcement

X9. Likely to aid learner in

building confidence and personal satisfaction?

See #4 above

G. ASSESSMENTS Is the plan appropriate for:

P.

X 4. Readiness/Pre-tests?X 5. Posttests?

X 6. Type of learning (objective, alternative)?

X7. Learner characteristics

(age, attention span, ability)?

X

8. Yielding valid and reliable information about learner status and attitudes?

Role playing evaluations might be the most valid and reliable. Some subjectivity on part of evaluator.

H. FOLLOW-THROUGH ACTIVITIES Is the plan likely to:

X 3. Aid retention of the new information and skills

X

4. Support transfer of skills from learning to performance environment (e.g., working with supervisors, forming support teams)?

Needs more detail on how to integrate this learning into CERT activities and keep skills fresh.

I. STUDENT GROUPINGS Are groupings appropriate for:

X

1. Learning requirements (e.g., learning type, interaction, objective clusters)?

X

2. Learning context (e.g., staff, facilities, equipment, media, delivery system).

Need to list a few good locations, and some key attributes of the location.

J. MEDIA AND DELIVERY SYSTEM Are plans appropriate for:

X 1. Instructional strategy?X 2. Assessments?

X 3. Practical constraints (e.g., context,

The logistics of getting people


No Some Yes Commentspersonnel, learners, resources, materials)?

together at some time, same place need to be considered. Can learners attend cluster #3 is not completed #1 and 2?

X 4. Media and delivery systems available?

5. Materials considerations (durability, transportability, convenience)?

Nothing complex needed.

Assessment Strategy Rubric

No Some Yes CommentsQ. ALL ASSESSMENT FORMATS

7. Goal-Centered Criteria. Are the items, directions, and rubrics congruent with the components of the terminal and performance objectives including:

X

a. Conditions? The conditions are simulated. Nothing can duplicate the emotions, stress, and chaos of an actual disaster.

X b. Behavior?X c. Content?X d. Criteria?

8. Learner-centered Criteria. Are the items and direction congruent with target learners’:

X a. Vocabulary, language level?

X

b. Developmental level (e.g., complexity, abstractness, guidance)?

X c. Background, experience,


No Some Yes Commentsenvironment?

Xd. Experience with

testing equipment and format?

X e. Motivation and interest?

X

f. Cultural, racial, gender needs (lack bias)?

These are goals but it will be difficult to determine until the actual materials are prepared. It would also depend on the instructor(s) comments and guidance

9. Context-Centered criteria for Assessments

Xa. Items and direction

authentic for the contexts?

The conditions are simulated.

Xb. Items and direction

feasible for the context?

X

c. Required equipment/tools available?

Problematic. Actual equipment is available, however, it is extremely to utilize outside of actual emergencies.

X

d. Adequate time available for administration, scoring, analysis?

X

e. Adequate personnel available for administration?

Can’t be determined outside of classroom environment, however, the suggested personnel will be adequate to achieve goal.

10. Assessment-Centered Criteria

Xa. All information

required to answer provided?

X b. Language clear and parsimonious?

Emergency response discussions are suffused with jargon. May not be obvious to


No Some Yes Commentsnonemergency personnel.

Xc. Grammar, spelling,

and punctuation correct?

Can’t be determined at this time

X d. Item formatting rules followed?

X e. Format feasible given resources?

X f. Professional looking

Can’t be determined at this time

R. PRODUCT, LIVE PERFORMANCE, AND ATTITUDE ASSESSMENTS

11. Directions Do Directions clearly indicate:

X a.X b.

X

c. Resources available can only be determined at the time of emergency. It would not be appropriate to give students access to all possible equipment when it was not be available in a crisis.

X d.X e.

12. Elements or Features to be Rated Are elements:

X a.X b.X c.X d.X e.

13. Rating or Quality Judgments

X a.

X b. Can’t be determined at this time

X c.X d.X e.


Instructional Materials Rubric

No Some YesS. GOAL-CENTERED CRITERIA Are the instructional

materials:

X 11. Congruent with the terminal and performance objectives?

X 12. Adequate in content coverage and completeness?

X 13. Authoritative?X 14. Accurate? Note: needs SME review.

X 15. Current?

X 16. Objective in presentation (lack of content bias)?

T. LEARNER-CENTERED CRITERIA Are the instructional materials appropriate for learners’:

X 14. Vocabulary? Note: feedback from form eval suggested this might be a flaw.

X 15. Developmental level (complexity)?X 16. Background, experience, environment?

X 17. Experiences with testing formats and equipment?

X 18. Motivation and interest?X 19. Cultural, racial, gender needs (lack bias)?

U. LEARNING-CENTERED CRITERIA Do the materials include:

X10. Pre-instructional materials? Note: Somewhat

lacking – need as bridge between former training.

X 11. Appropriate content sequencing?

X 12. Presentations that are complete, current, and tailored for learners?

X 13. Practice exercises that are congruent with the goal?

X 14. Adequate and supportive feedback?X 15. Appropriate assessments?X 16. Appropriate sequence and chunk size?

V. CONTEXT-CENTERED CRITERIA: Are/do the instructional materials:

X 11. Authentic for the learning and performance sites?

X 12. Feasible for the learning and performance sites?

X 13. Require additional equipment/tools?

X 14. Have congruent technical qualities for planned site (facilities/delivery system)?


No Some Yes

X15. Have adequate resources (time, budget,

personnel availability and skills)? Note: time is a concern

W. TECHNICAL CRITERIA Do the instructional materials have appropriate::

X

7. Delivery system and media for the nature of objectives? Note: reduced scope to only online; learners who prefer hardcopy not addressed.

X 8. Packaging?X 9. Graphic Design and Topography?X 10. Durability?X 11. Legibility?X 12. Audio and video quality?

X 13. Interface design? Note: untested.X 14. Navigation?X 15. Functionality

16. Other?


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