Business Continuity how to keep it all together

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Business Continuity how to keep it all
together

• Valerie Lucus, CEM, CBCP
• Craig Zachlod, Ed.D.

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• Agenda
• Introduction
• Assess
• Plan
• Implement
• Case Study

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My job is to make sure everyone plays well
together.
Valerie Lucus, CEM, CBCP Emergency
Manager University of California, Davis
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University of California, Davis

• One of the 10 campus and 5 medical centers that
  comprise the University of California
• Main campus is 5300 acres
• 30,000 students 20,000 staff and faculty
• Includes the UC Davis Medical Center (Level 1
  trauma center located in Sacramento)

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My job is to help schools and colleges build
partnerships for mitigation, preparedness,
response and recovery.
Craig E. Zachlod, C.E.M., Ed.D. Director School
Community Emergency Management Region
1 Emergency Management Coordinator for the
California Community College System
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Emergency Management For School and College
Communities

• Region 1 K-12 Public and Private schools
• 597 schools in 137 districts in 5 counties
• Mendocino, Sonoma, Humboldt, Del Norte and Lake
  Counties
• Two USDOE ERCM Grants 2004-2006 for 1.4 million
• DRCCC Project 111 community colleges

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Your turn!!

• Who are you? What do you do? Where?
• What has been your biggest challenge this week?
• Why are you here?
• What do you want to go away with?

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Disasters happen when you arent prepared.
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Disasters that plague us
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Disasters that plague us

• Man-Made
• Diseases that impact humans and animals i.e.
  pandemics
• Animal or insect infestation
• HazMat (chem/rad/vio) spill or release
• Transportation accident
• Building/structure collapse
• Energy/power/utility failure
• Fuel/resource shortage
• Air/water pollution, contamination
• Water control structure failure
• Financial issues, depression, etc
• Public relations, reputation
• Communications systems interruptions
• Terrorism (convtl, chem/bio/rad/cyber)
• Civil disturbance, public unrest, mass hysteria,
  riot, strike, etc.
• Crime, arson
• Electromagnetic pulse

• Natural
• Earthquake
• Flood, flash flood
• Drought
• Fire (urban)
• Windstorm
• Extreme temperatures (heat, cold)
• Lightning strikes

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• Academic Aftershocks
• http//disaster.ucdavis.edu

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How do we manage these threats?
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Conducting a Hazard Identification and Risk
Assessment UC Model
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Hazard ID/Risk Assessment at UC Davis

• Top 6 identified hazards
• Animal/agricultural terrorism
• Becoming an evacuation site
• Building fires
• Prolonged power outage
• Transportation incident
• Active Shooter

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Hazard ID/Risk assessment and then what?
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How do we manage these threats?
What is your mission?
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Determine the Impact (Analysis)

• What functions are critical to completing your
  mission?
• How would you prioritize them?
• What people are critical to completing your
  mission?
• Where are the interdependencies?

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Additional Resource

• NOAA Community Vulnerability Assessment Tool
  (interactive)
• http//www.csc.noaa.gov/products/nchaz/startup.htm

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FEMA Independent Study

• FEMA Independent Study Program IS-546
  Continuity of Operations (COOP) Awareness Course
  1 hour
• http//training.fema.gov/EMIWeb/IS/is546.asp

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Next Step Planning
Its the plan, stupid!
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What is a Plan?
A plan is a list of actions
arranged in whatever sequence is thought likely
to achieve an objective.
-- John Argenti
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A good plan is like a road map it shows the
final destination and usually the best way to get
there.H. Stanley Judd
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In preparing for battle, I have always found
that plans are useless, but planning is
indispensable.Dwight Eisenhower
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• Bad planning on your part does not constitute an
  emergency on my part.

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Free Planning templates http//www.ccep.ca/ccepbcp
6.html http//www.fldisasterkit.com/
http//obr.berkeley.edu/download.html
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• IMPLEMENT
• United Flight 232

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• Pandemic Planning
• or How to institutionalized disaster/continuity
  planning on your campus.

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Pandemics A short history

• We know they are
• Not the same as seasonal flu
• Historically inevitable
• 1918-19 Spanish Flu (H1N1)
• 1957-58 Asian Flu, (H2N2)
• 1968-69, Hong Kong Flu, (H3N2).
• Effect a large of the population
• 30 clinically ill
• Happen in 4-8 week waves
• Normal life is disrupted because of excessive
  absenteeism

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Pandemics A short history

• Once the pandemic has run its course, economic
  activity should recover relatively quickly.
• The Global Economic and Financial Impacts
• of an Avian Flu Pandemic
• International Monetary Fund, 2006

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Pandemics Where the world is now

• World affected areas with confirmed cases since
  2003
• http//news.bbc.co.uk/1/shared/spl/hi/world/05/bir
  d_flu_map/html/1.stm

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Pandemics US actions
Pandemics happen. Let me acknowledge this is a
hard thing to talk about. Anything we say in
advance of a pandemic happening is alarmist
anything we say afterwards is inadequate. --
Mike Leavitt, U.S. HHS Secretary California
Pandemic Planning Summit March 30, 2006
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Pandemics US actions
http//pandemic.ucdavis.edu
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NPI non pharmaceutical interventions

• Voluntary isolation
• Voluntary quarantine
• Dismissal of students from schools and childcare
  programs
• Use of social distancing measure

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NPI non pharmaceutical interventions
initiated early before the explosive growth of
the epidemic and maintained consistently during
an epidemic wave in the community
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Impact Analysis Pandemic
Pandemic planning is a continuity plan focusing
on the single hazard of prolonged, excessive
absenteeism.
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• In the context of an event that would create
  excessive absenteeism, please identify
• Chain of Command
• Communication with unit
• Critical Functions
• Personnel Dependencies
• Campus Dependencies
• Current Inventory

http//pandemic.ucdavis.edu
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• For UC Davis
• Objectives
• Critical Functions
• Special Considerations

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• Critical Functions
• Safety and Security of people, facilities
• Physical Plant and Facilities
• Communications
• Human and Animal
• Research
• Academics
• Inter- and Intra-agency support
• Administration and Finance

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• Summary

• Just start!! And dont aim for perfection
• Hazard ID and Risk Assessment is basis for all
  other actions
• Dont reinvent the wheel
• Take advantage of all opportunities

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• The epidemic came to the University of
  California in 3 waves the first and most serious
  in October and November of 1918. It resurfaced
  briefing in December and again in January,
  causing the Spring semester to be delayed by two
  weeks.

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• At its height, Spanish influenza infected a
  number approaching a quarter of the total campus
  population.

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• Lessons Learned
• Just start
• Know your institution
• Solidify strong senior administrative support
• Structure makes the planning process easier and
  creates consistency
• Designate a qualified point person
• Design a specific project to help the institution
  internalize
• Dont aim for perfection
• Draw on previous activities
• Manage the timing and sequence
• Business continuity is both complex and simple

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