Crisis Management Plan

Crisis Management Plan

 

While student affairs professionals should do all they can to mitigate crises, it is unreasonable to think that any higher education institution can prevent all crises from occurring. Therefore, student affairs professionals need to have procedures and plans in place to appropriately serve students in crisis and the larger university community.

You were just informed that Taylor has overdosed on prescription medication. You are the on-call student affairs professional. It is a Saturday night at 11:30 pm. Campus public safety, local police, and EMS personnel are on campus and Taylor has been taken to the hospital. Several of the victim’s roommates are huddled outside the dorm.

Develop a 750-1,000 word crisis management plan and address the following:

· What applicable higher education laws, regulations, and policies and procedures need to be followed ?

· What are the first notifications that need to be made? Consider what cross-functional teams are already involved.

· What information could the university distribute? Whose responsibility is it? Who has final authority to make decisions?

· Considering a Christian worldview, what post-care and resources would you recommend for Taylor, her roommates, and the other university students as well as for yourself ?

· How does the plan prepare for and intervene in student affairs crises in the least obtrusive manner ?

Support the crisis management plan with 3-5 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide

This benchmark assignment assesses the following programmatic competencies [and professional standards]:

MA Higher Education Student Affairs

4.1

Conduct business transactions in compliance with all applicable higher education laws, regulations, and the policies and procedures of the organization. [GCU Mission Critical 3]

4.3

Develop organizational practices for addressing student affairs crises in order to prepare for and intervene in the least obtrusive manner. [GCU Mission Critical 4]

 

Rubric: Benchmark – Crisis Management Plan

Description

Higher Education Laws, Regulations, and Policies and Procedures [COE 4.1; MC3]

15.0

Not addressed.

The applicable higher education laws, regulations, and policies and procedures that need to be followed are erroneously identified.

The applicable higher education laws, regulations, and policies and procedures that need to be followed are partially identified.

The applicable higher education laws, regulations, and policies and procedures that need to be followed are properly identified.

The applicable higher education laws, regulations, and policies and procedures that need to be followed are expertly identified.

Notifications

15.0

Not addressed.

The first notifications that need to be made are irrelevant and do not consider the cross-functional teams that are already involved.

The first notifications that need to be made are missing key details and somewhat consider the cross-functional teams that are already involved.

The first notifications that need to be made are clearly identified and consider the cross-functional teams that are already involved.

The first notifications that need to be made are thoroughly identified and specifically consider the cross-functional teams that are already involved.

Information Distribution

15.0

Not addressed.

The information the university may distribute, whose responsibility it is, and who has the final authority to make decisions is incorrectly explained.

The information the university may distribute, whose responsibility it is, and who has the final authority to make decisions is vaguely explained.

The information the university may distribute, whose responsibility it is, and who has the final authority to make decisions is correctly explained.

The information the university may distribute, whose responsibility it is, and who has the final authority to make decisions is professionally explained.

Post-Care and Resources

15.0

Not addressed.

The recommended post-care and resources for all stakeholders are ineffective or do not consider a Christian worldview.

The recommended post-care and resources for all stakeholders are minimal and weakly consider a Christian worldview.

The recommended post-care and resources for all stakeholders are effective and clearly consider a Christian worldview.

The recommended post-care and resources for all stakeholders are proficient and specifically consider a Christian worldview.

Preparing and Intervening [COE 4.3; MC4]

15.0

Not addressed.

Incomprehensibly explains how the plan prepares for and intervenes in student affairs crises in the least obtrusive manner.

Superficially explains how the plan prepares for and intervenes in student affairs crises in the least obtrusive manner.

Logically explains how the plan prepares for and intervenes in student affairs crises in the least obtrusive manner.

Insightfully explains how the plan prepares for and intervenes in student affairs crises in the least obtrusive manner.

Thesis Development and Purpose

10.0

Not addressed.

Paper lacks any discernible overall purpose or organizing claim.

Thesis is underdeveloped or vague. Purpose is not clear.

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5.0

Not addressed.

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used.

Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language.

Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language.

Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.

Format and Documentation of Sources (layout, citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

10.0

Not addressed.

Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some key formatting and citation errors are present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are documented completely and correctly, as appropriate to assignment and style. Format is free of error.