Emotional Intelligence in a Crisis

Instructional Design Document

by: Rose Defa, LaVar Edwards, Rich Roper

EDPS 6430, Fall 2010.

Instructor: Dr. John Monson

by: LaVar Edwards, Fareedah James, and Rich Roper

EDPS 6451/7451 Foundations of Learning

Instructor: Dr. Anne Cook

Table of Contents

Goal Statement

Needs Assessment

Needs Analysis

Goals Analysis

Skills and Subskills

Goal Diagram

Learner Analysis

Age and Gender

Attitude toward Content and Potential Delivery System

Careers and Background

Leadership Experience and Training

Educational Level and Training Skills

Language Skills

Ethnicity, Religion, and Socio-economic Status

Personalities

Academic Motivation

Performance Assessment

Context Analysis

Use Context

Instructional Context

Performance Objectives

Assessment Plan

Entry Skills Comment

Pretest Strategy

Practice Test Strategy

Posttest Strategy

In-class Rubric Construction

Skills and Subskills Assessment Strategies

Capstone Simulation

Flood Simulation Specific Assessment Criteria

Wildfire Simulation Specific Assessment Criteria

Earthquake Simulation Specific Assessment Criteria

Avalanche Simulation Specific Assessment Criteria

Instructional Strategy

The Delivery System and Media

Content Sequencing and Clustering

Entry Skills

Student Groupings & Media Selections (and Delivery Method)

Learning Components

Odds and Ends:

Formative Evaluation Feedback

Summary for Unique Behaviors and Evacuation instead of Stampede

Summary for Creating Opportunities and Removing Obstacles

Summary for Identify Behaviors Common in Crowds

Instructor’s Guide

Materials

Session 3: Crowd Behavior

Session 3: Emulating Behavior and Removing Obstacles

Learning Theory

Learning Theory Tasks

Learning Theory Overview

Motivation and Self Regulation

Application of Classical Learning Theories to Crisis Leadership

Lessons Learned

Rich

Rose

LaVar

Rubrics

Performance Objectives Rubric

Instructional Strategy Rubric

Assessment Strategy Rubric

Instructional Materials Rubric

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 andorganizational skills that they learned during training; but appropriate emotional leadership skills are critical to effectiveemergency response. These foundational skills can increase the numberof 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 emotions
  2. Write a definition of rational behavior and include examples (intellectual skill)
  3. Compare and contrast emotion vs. rational behavior (verbal info)
  4. List types of emotions, and identify which are commonly experienced during crises. (verbal information)
  5. Write your own definition of good or positive emotions and include an example of each (verbal information, intellectual skill)
  6. Write your own definition of bad or negative emotions and include an example of each (verbal information, intellectual skill)
  7. Identify and distinguish between good and bad emotions in scenarios or vignettes (intellectual skill)
  8. Understand personal emotional intelligence (EI)
  9. Write a published definition of EI (verbal information)
  10. Write an explanation of EI using your own words (intellectual skill)
  11. Complete an EI evaluation, outside of class (psychomotor skill)
  12. Write a one page reflection of the EI evaluation results (intellectual skill)
  13. Write a description of a personal example that supports one aspect of the EI evaluation (intellectual skill)
  14. Write a published definition of leadership (verbal information)
  15. Using your own words, write a definition of leadership (intellectual skill)
  16. Articulate the relationship between EI and leadership (intellectual skill)
  17. Recognize behaviors of mob-mentality or herd-behavior
  18. Identify unique behaviors common in crowds
  19. Provide positive statements to ensure evacuation instead of a stampede (i)
  20. Create opportunities to display behavior to be emulated (v)
  21. Identify and remove obstacles (v)
  22. Reduce stress (i)
  23. Demonstrate slow and steady
  24. Incorporate compassion into leadership decision making
  25. List emotions that can affect decision-making. (v)
  26. Describe the difference between leadership empathy and personal compassion. (v)
  27. Describe the relationship between compassion and objectivity (i)
  28. Create a decision making rubric for an emergency situation (i)
  29. Identify examples of conflicting priorities (i)
  30. Manage emotions when confronting conflicting priorities (a)
  31. Utilize emotion to strengthen team leadership
  32. Emulate military command and control systems (v)
  33. Delegate secondary responsibilities (i)
  34. Shoulder primary responsibilities (ap)
  35. Trust (ap)
  36. Demonstrate commitment (ap)
  37. Project self confidence (ap)
  38. Provide emotional support (i)
  39. Accept assistance when offered
  40. Demonstrate positive influencing leadership tactics
  41. List tactics used in influencing individuals and groups. (v)
  42. Understand how emotion influences individuals and groups (i)
  43. Differentiate between positive and negatives leadership techniques and tactics. (i)
  44. Analyze leadership activities to determine emotional impact on groups or individuals. (i)
  45. Demonstrate compassion and empathy in leadership situations.
  46. Identifies EI’s value relative to emergency response and its relevance to leadership in crises.
  47. Writes a personal reflection and goal statement re:their personalEI 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 beunfamiliar 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. Participantswill 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, withsome having the traditional Monday through Friday 8:00 AM to 5:00 PMschedule and others having graveyard and weekend requirements (typicalof 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 withcatastrophic emergencies. Older learners, particularly males, mayhave been in military combat operations, or have been trained in military combat. Some learners may have been involved in thehealthcare 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 tofires 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 thoseyounger than 50, a very high percentage will have a bachelor’s degreeand will have used both traditional classroom as well as technologyenabled instruction models

Language Skills

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

Ethnicity, Religion, and Socio-economic Status

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

Diversity should be encouraged. A diverse leadership team would beuseful 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 considerableamount of time and effort to become initially certified and tomaintain their certification(s).

No additional motivation is required other than providing aninformative 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 isresolved and brought under control, and the less damage and personal suffering experienced. Given the uncertainty of the nature ofcatastrophic events, there is a continual potential gap between theleadership skills needed and those available within the community ororganization.

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 Context
During 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
(intellectual skill) / 2.3.1 Beforethe 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
(intellectual skill) / 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
(intellectual skill) / 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 statements to ensure evacuation instead of
stampede (i) / 3.2.1 Given examples and 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 leadershiptechniques 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 ongroups 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 value relative to emergency response and its relevance to leadership in crises. / 6.6 Given an emergency 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 personalEI 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