Holy Redeemer Redeem Yourself Tournament
2019 — PA/US
|Entry Limit Per School:||6|
|Entry:||1 people per entry|
Crisis Management has 2 separate time periods, the first being the presentation of the ‘event’ that occurred, and the second being a mandatory ‘questioning period’ by an interviewer just learning about the crisis from the student.
For more details and some practice scenarios for students to prep, visit our website at http://4n6u.org/crisis-managemet
At the beginning of the tournament, students are given all the scenarios for Crisis Management for the day, including finals. Each of the 4 scripts will be marked with the round, and students are to prepare during their free time before the tournament begins and between rounds. Because each round means a longer ‘prep time’ the scenarios get slightly more difficult to defend as the day progresses.
Students present a 3 minute ‘statement to the press’ in which they represent the press agent for an individual or corporation that has made a mistake or questionable choice. The student is required to take the details of the scenario and try to ‘spin’ them, without lying. Students share the event with their initial 3 minutes, and then end with a typical press agent line “I will now take questions.’
There is a 4 minute question period from an interviewer who has not read the event in which the student must answer questions in a truthful manner while trying to make their client seem less at blame. Judges have a copy of the scenario, so lying will be penalized harshly!. The event is 7 minutes total, with a 30 second grace period.
Judging Criteria: As with any speech and debate event, Crisis Management is subjective, but here are some judging criteria on the ballot, so that your students know what the judges are looking for.
Truthfulness: Is the student presenting the facts of the case correctly as they spin what happened to make his/her client seem less of a problem?
Presentation: Is the student easy to understand, is his/her speed, diction, and physical presentation enhancing to the presentation, or do they detract?
Spin: Is the student effectively using rhetorical devices in an attempt to mitigate the damage done by his/her client?