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Effective Crisis Management: Best Practices Learned from Global Emergencies

Join us for a workshop focused on crisis management and emergency planning. You will introduce yourself and discuss your experiences with crisis and emergency planning, as well as your goals for the session. We will explore case studies from H1N1, Egypt, and Japan, delving into risk management strategies and the creation of effective emergency plans. Participants will engage in discussions and activities to enhance their understanding and preparedness for crisis situations, ensuring a safe environment for students abroad.

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Effective Crisis Management: Best Practices Learned from Global Emergencies

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Presentation Transcript

  1. PRE-WORKSHOP ACTIVITIY • With at least one other person: • Introduce yourself and your department or organization. • Explain your experience with crisis planning and emergency planning. • Discuss your goals for today’s discussion.

  2. CRISIS MANAGEMENT AND BEST PRACTICES: Lessons Learned from H1N1, Egypt and Japan

  3. Introductions: Us • Stacey Tsantir • University of Minnesota • Director of International Health, Safety and Compliance • Joseph Brockington • Kalamazoo College • Associate Provost for International Programs

  4. Introductions: You That’s Me

  5. Plan for Today • Background • Risk Management • Creating emergency plans • Using the plan • Questions/Discussion

  6. 1. Topic Background—Why? • H1N1: World-wide, quarantines, differing advise & options • Egypt: Political uprising and Travel Warning • Japan: Earthquake, tsunami, nuclear threat, Travel Warning • Haiti, Chile, New Zealand, Syria, Thailand…

  7. 1. Topic Background: Why? (cont.) • Individual Student Incidents • Illness/Hospitalization • Code of Conduct Violation • Mental Health • Robbery • Injury • Sexual Assault • Other

  8. 1. Topic Background: Standards • Interassociational Advisory Committee on Safety and Reasonability in Education Abroad (2001), Responsible Study Abroad: Good Practices for Health and Safety • Forum on Education Abroad (2011) Standards

  9. 1. Topic Background: Activity • Individual, Silent Consideration • Review the document, highlight sections that strike you • Partner Discussion • Share your reflections with a partner and discuss • We will ask for volunteers to share

  10. Disclaimer • The information provided is general in nature and intended for training purposes only. The content is not intended as legal advice. • Legal counsel should be consulted concerning the legal effects and ramifications of specific action and situations.

  11. 1. Topic Background: The Law • Extraterritoriality • Foreign Laws • Privacy Issues • FERPA • HIPAA

  12. The Law: FERPA • Family Educational Rights and Privacy Act (1974) • Applies to schools that receive funds under an applicable program of the U.S. Department of Education • Protects Privacy of educational records • Allows disclosure in a health and safety emergency • Educational philosophy

  13. The Law: ADA • No Discrimination • When you exercise some control, assume it applies and make “reasonable accommodations” • State law may also apply

  14. The Law: Cont. • Title IX • Student Right to Know on Campus Security Act (Clery Act)

  15. The Law: Negligence • Requires • Duty to act / duty of care • Injury • Breach of duty • Causation • What a “reasonable person” would do under similar circumstances

  16. The Law: Contracts & Waivers • Define relationship • between institutions • between institution and student • between institution and employees • Allocate liability • Not always upheld

  17. 2. Risk Management • Risk assessment • a step in a risk management procedure • is the determination of quantitative or qualitative value of risk related to a concrete situation and a recognized threat (also called hazard). • Crisis Management • a step in a Risk Management plan/procedure.

  18. 2. Risk Management (cont.) • After you asses for risk. How will you manage? • Ignore • Remove • Educate (staff, administrators, participants, procedures, e.g. crisis management plans/procedures) • Insure • Transfer (waivers/releases, participation agreements, informed consent, etc.) • Budget

  19. 2. Risk Management: Group Activity • Discuss differences in your approach and that of your partner • Consider an ideal approach (if its not yours) • We will ask for volunteers to share

  20. 2. Risk Management: Education • Train staff • Student orientations • Student handbooks • Develop procedures/Emergency Plans

  21. 2. Risk Management: Education (cont.) • We must: • Provide health and safety information so participants & family can make informed decisions in preparation, participation and behavior • Provide orientation prior to the program AND onsite

  22. Orientation should include: • Safety and health risks • Legal, environmental, political, cultural, and religious conditions in the host country • Risk mitigation strategies and student responsibility • Appropriate emergency response measures

  23. 2. Risk Management: Activity 2

  24. 2. Risk Management: Crisis? • Crisis: Emergency for which there is no plan • Perceived crisis: Those that pose no significant risks to the safety and well-being of participants, but are seen as threatening

  25. 2. Risk Management: Activity 3 • Is this a crisis? • What would make it no longer a crisis? • Is this an inconvenience? • What would make it a crisis?

  26. 3. Creating Emergency Plans • Who to involve in Planning • Education Abroad staff • University Leadership • Lawyers/Risk Management • Faculty • Insurance/logistical providers (how will you work with them?) • Consider making them a formal team

  27. 3. Creating Emergency Plans(cont.) • Consider/state the guiding principles of the response • Student health/safety • Protection of University (fiscal, media, law suit) • Communications and information sharing • Follow the Plan

  28. 3. Creating Emergency Plans (cont.) • Plan For: • Individual student emergencies • Group/Program emergencies

  29. 3. Creating Emergency Plans (cont.) What would you do? • Hospitalization • Pandemic • Incapacitated Staff • Sexual Harassment • Natural Disaster • Arrest • Death • Political Unrest • Missing Student

  30. 3. Creating Emergency Plans (cont.) • Communications • Internal • With partner/insurance • Parents/Students • Media • Others?

  31. 4. Using the Plan: Before • Practice • Test before the stakes are high • Use real events

  32. 4. Using the Plan: During • No plan is perfect. • Use common sense • Use a team

  33. 4. Using the Plan: After • Reflect • Take care of your team! • Evaluate • Consider lessons learned • Document • Update plans • Practice new plan

  34. 4. Using the Plan: Tracking • Important to collect data to: • See trends • Improve orientations • Assist students in making informed decision • Improve insurance coverage • Make staffing decisions • Report to campus leadership, as required by Clery etc.

  35. 4. Using the Plan: Case Studies

  36. Questions & Discussion

  37. Resources • DebrorahAjango, (2000) Ed. Lessons Learned: A Guide to Accident Prevention and Crisis Response. Anchorage: University of Alaska • NAFSA EA KC H&S Subcommittee & Resources: http://nafsa.org/resourcelibrary/default.aspx?id=8764 • Forum Resources: www.forumea.org/ • J. Brockington (2006) “Effective Crisis Management” International Educator Jul/Aug. pp 47-52. http://www.nafsa.org/_/file/_/ed_abroad_effective_crisis.pdf • C. Filson (2010) “Abroad By Design” http://www.nafsa.org/interactive/core/orders/product.aspx?catid=3&prodid=221

  38. Joseph Brockington Associate Provost for International Programs Kalamazoo College brocking@kzoo.edu • Stacey Tsantir Director of International Health, Safety and ComplianceUniversity of Minnesotastsantir@umn.edu Presentation located at www.kzoo.edu/cip/joe

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