July 5, 2008 NSPRA Annual Seminar Pre-Session

Crisis Management

A Leadership Challenge
Rick J. Kaufman, APR
Executive Director of Community Relations
Bloomington (MN) Public Schools

Reproduction of materials is permitted for training purposes provided credit is given to the author.

About the presenter

School Public/Community Relations
- 18 years of experience with school districts in three states,
and state department of education

Crisis Response Team Leader

- Columbine High School Tragedy, April 20, 1999
- FEMA, National Response to Hurricanes Katrina and Rita

Crisis Management Consultant

-

U.S. Bureau of Prisons (Timothy McVeigh Execution)

New York City Schools/NY Education Commission (9/11)
FBI (National Conference on School Violent Offenders)
WI Health and Hospital Association
Jackson State University, Jackson, MS

About the presenter

Past President
- National School Public Relations Association
- Wisconsin School Public Relations Association
Trainer/Lecturer/Author
- Midwest Summit on Violence in the
Workplace/Schools
- Wisconsin Bioterrorism Summit
- National Transportation Public Affairs Seminar
- Council of Future Leaders
- School PR: Building Confidence in Education
- Complete Crisis Communication Management
Manual

Our work together includes:

Essential Elements of Crisis Management

Crisis Management Realities
ICS and Command Center Structures
Crisis Communication
The NEW Communication Channels
Patterns of Media Response & Media Relations
Common Crisis Mistakes
Crisis Table Top Scenarios
Mock Press Conferences
Q&A

What is a Crisis?
an emotionally charged significant event

or radical change
an unstable or crucial time of affairs in
which a decisive change is impending
a situation with the distinct possibility of
a highly desirable outcome
a situation that has reached a critical
phase

What is a Crisis?
student or staff suicide
student walkout or protest
assault - of a student, staff or volunteer
child abuse
sexual harassment
criminal activity
health emergency (AIDS, etc.)

What is a Crisis?
fire or explosion
school bus accident
bomb threat
natural disaster (flood, tornado, etc.)
VIP visit
power outage
more? (Hint: dozens more!)

Is it an incident
or a CRISIS?
CRISIS

Are you ready?

In a crisis situation, you will react as you
are organized and trained.
Knowing what to do can be the difference
between chaos and calm, or even life
and death.

Crisis Management Realities

Prompt action reduces collateral damage
Prompt action reduces length of crisis &

moves situation to quicker resolution

Focus on response, not sources of threat
Not possible to detail every conceivable crisis
Important decisions made before crisis ever

occurs (structure, process, leadership)

Crisis Management Realities

Decisions based on site, location & unique set

of circumstances that occur during a crisis

Cardiac assessment, intuition plays key roles
Tend to victims needs immediately,

compassionately and completely

Be prepared bad stuff happens
Continuous process requiring annual review

Crisis Management Realities

In the first hour of a crisis:
Denial: This could not have happened.
Anger: How could this have happened? How could
somebody do that?
Panic
Anxiety

Elements of Crisis Management

Policy and Leadership

Provides foundation, framework for action

Emergency/Crisis Management Plan

Provides structure, mechanisms for operational response

School Crisis Response Plan

Building plan operates within framework of district-level plan
Provides roles, responsibilities for staf
Coordinated response to more frequently occurring incidents

Elements of Crisis Management

Crisis Response Team

School, district response personnel

Communication
Foundation of any crisis planning, implementation,

management and recovery efort

Training
Preparation and knowing what to do is crucial
Maintains preparedness

Plans must include responses to:

School-based scenarios

threat, accidental death, lockdown, etc.

District-wide scenarios

natural disaster, business interruption, etc.

New or emerging scenarios

pandemics, terrorist attack, etc.

Emergency planning should

Ensure student, staff safety
Establish a pre-determined plan of action
(focus on response vs sources of crisis)
Identify trained emergency responders
(can they be counted on to act, not freeze up?)
Minimize damage, loss of facility use
Provide on-going support for students, staff

and parents

Emergency planning should

Incorporate best thinking, practices of all

responding agencies (form partnerships now,

dont wait for crisis to occur)

Return to normal
Outline steps to practice, rehearse for a crisis
(creates cultural conditions that practice is
important, demonstrates teamwork needed
during the crisis)
Include students in planning, training
What else? (consider your unique circumstances)

Emergency plan must address

Prevention & Intervention (mitigation)
- steps to reduce or eliminate risk to life and property

Preparedness
- process of planning a rapid, coordinated and efective
response

Response
- action steps to take during a crisis

Recovery
- restoring the teaching and learning environment after a crisis;
must include mental health recovery

Emergency plan must address

The Golden Hour
- take the lead; delay equals denial

Waves of Response
- police/medical
- media
- parents
- looky-loos & gawkers; super-heroes; cottage industry
types

First 24 hours
Duration of crisis
Rebuilding/Recovery

The Key Questions

What can or will we be able to handle?
Which roles can be delegated to volunteers?
Where will we get help?
Who will do what?

Other questions?

Crisis Management Infrastructure

Incident Command
Communication or Crisis Command Center
Roles and Responsibilities
- whos organizing who (parents, media, etc.)?
- who is/are spokesperson(s)?
- volunteers (you cant do it alone)?
Equipment and Food
Media Area

Incident Command System

Establishes common organizational structure,

operating procedures
Places one person in charge of decision-

making; creates chain of command

Provides for quick, effective performance
Establishes a reasonable span of control
Provides for effective coordination, transition of

responsibility/authority w/ crisis responders

Incident Command System

Incident Commander
Crisis Coordinator
Liaison Officer

First Aid Coordinator

Parent Liaison

Teachers w/
student supervisory
duties

Student Safety
Coordinator

PIO

Operations Officer

Documents
Officer

District Crisis
Response Team
Other Support
Personnel

Teachers w/o
student supervisory
duties
Crisis Recovery
Coordinator

Communication

is the foundation of any crisis

planning, implementation,
management, and recovery
effort.

The best time to let students,

staff and families know what
to do in an emergency is
before it happens.

Communication Command Center

Communications Director
(Strategist/Counselor & Spokesperson)

Spokesperson(s)

Command Center
Coordinator

Media Manager
External Communications
Coordinator

Research & Media

Monitoring

Internal Communications
Officer

Crisis/Special Events
Coordinator

Media Support Staff

Volunteers

Other Support Staff

Crisis Communication Structure

Crisis Communication Team Leader/Director
Spokesperson(s)
Communications Command Center Coordinator
Internal/External Communications Officer(s)
Media Manager
Research & Media Monitoring
Webmaster (web page technician)
Crisis & Special Events Liaison
Volunteers

Volunteers & Donations

What roles can be delegated to volunteers?
Establish volunteer schedule (determine where, when volunteers
are needed)

Welcome volunteers each day; provide brief orientation

(i.e. basic information, equipment usage, key persons & numbers)

Provide name tags, security card

Volunteers keep record of all calls
Prepare list of what, how to donate (callers want ideas,
addresses; make this part of daily Fact Sheet)

Screen, record & organize contributions

Crisis Communication Focus

Establish command center, functions
Communicate internally first, then public
Anticipate and meet needs of media
Ensure key messages are understandable,

honest & consistent

Manage perception of competence and reality
Correct inaccurate, misleading information fast
Stay in contact with victims families

Information Gathering
Plan to collect, verify information
Inaccurate information creates new crisis, puts

organization on defensive and wastes time

Central location means better management
Must come quickly

(field or site assessment)

Plan for Murphys Law

Debrief daily/nightly

Communicating in a Crisis
Target Key Audiences
School, District or University Leadership
Crisis Response Agencies
Staff/Faculty (site of crisis first, then others)
Opinion Leaders (community, business, faith,
government, alumni, key financial supporters)

Parents, Students (age appropriate), Community

Legal counsel

Communicating in a Crisis
What do I say?
The TRUTH
Dont share what you dont know to be true
Dont speculate
Dont hide behind factual information
Not talking about a crisis wont take back what

happened; and is unnatural

Rely on the communication experts at all times!

Communicating in a Crisis
Speed of communication

First impressions are lasting impressions

Factual content of the message

Get it right, repeat it, share with others

Trust and credibility

Crucial to sustain support during, after crisis

Elements: empathy & caring; competence &

expertise; honesty & openness; commitment &
dedication

The NEW Communication

Email broadcasts
Text or Voice Messaging
Websites
Rapid Alert Notification Systems
Hotlines/Emergency Voice Bulletin Boards
Social Media Networks

blogs, & IMs

myspace, facebook, etc.

Communicating in a Crisis
Leadership and Staff

Staff may go public; to defend their reputation

Media will put a full court press on those

in the know both students, staff

Develop process to support sites
Counsel early (consider policy now)
Need grows the longer crisis is prominent
Nurture staff

Communicating in a Crisis
Leadership and Staff

Prepare fact sheets, voice & email messages

Update web site regularly
Utilize staff, parent phone trees as necessary
Make decisions on cancellations
to students, staff, parents and media)

(communicate these

Communicating in a Crisis
Parents
Need help working w/ their children to

understand what happened, how to explain

event & tips to heal or return to normal.
Insatiable need to know why?

(Be prepared)

Reassure safety; stress importance of normalcy

Call in experts

(grief counselors, mental health)

Identify how parents, others can help

Communicating in a Crisis
Community
Use key opinion leaders to get message out to

broader audience
Consider community meeting
Reassure safety, security steps
Express concern for victims and regret for crisis
Dont take the blame

Communicating in a Crisis
Students
Provide opportunity, encouragement to talk

about what happened

Classroom setting with peers
Use experts

(grief counselors, mental health)

Provide quick lesson on media basics, harm

from spread of rumors

Communicating in a Crisis
All Audiences
Determine most useful vehicle

(letter, e-mail, etc.)

Daily info sheets keeps key audiences current

Establish 24-hour taped hotline

(update frequently)

Essential to develop key messages

Stay on message; share messages to all
Establish time, place to speak with media

Patterns of Media Response

10-12 Hours
Reporters on scene first
Grab anyone who will talk
Answer question, what happened?
Results incomplete, conflicting stories emerge
Media can interfere with police, rescuers

Patterns of Media Response

12-24 Hours
Answer the question, who?
Authorities usually notify next of kin first before

information is released to media

This effort causes conflict with the media doing

whatever is necessary to find out about

victim(s)

Patterns of Media Response

24-36 Hours
Focus on the question of why?
Natural reaction in the aftermath is to look for

blame
Many theories on crisis
Facts arent always corroborated
Victim confusion often leads to stories that are

sensational, but didnt happen as they recall

Patterns of Media Response

36-72 Hours
Media begins more in-depth analysis of what

happened? and why?

A new spin may be put on story
Spin-off stories take on a life of their own
Importance of staying on message is critical
Funerals and memorials take place, offering a

window to regroup, recharge crisis team

Media Relations
Strategy 1: Help heal; return to normalcy
Strategy 2: Stay on message; one, clear voice
Media is fastest way to communicate broadly
Media Triage (no favoritism, focus on local first)
Brief daily; never say no comment
Respond to all reasonable media needs
Develop guidelines for access to students, staff
Set ground rules for interviews, media pools

Recovery & Rebuilding

Physical Structure from assessment to
rebuilding of schools
Mental Health from triage to PTSD
Information Systems from payroll to student
records
Communication from media siege to when,
where to send students
Memorials: events, anniversaries and moving on

What have we learned?

A Leadership Test
Response defines the organization; be credible
A Communication Test
How strong is your communication program?
A Professional Test
How will you emerge as a key advisor?

A Perspective on Lessons Learned

In preparation
If you start off behind, you will stay behind
Being proactive only keeps you even
Identify chain of command for decision-making,

what to do if it breaks down

Site, district plans must have contingencies
Crisis plans must be specific, automatic, tested

A Perspective on Lessons Learned

In preparation
Establish inter-agency protocols in advance
Provide parents advance notice of crisis plan,

their role in the process

A Perspective on Lessons Learned

During the crisis
Mobilize response team that shields the site,

students and staff from outside forces

Make call for assistance before its too late
Understand its not business as usual
Act in the short-term, think in the long-term
You need soldiers, generals on front lines
Know key messages and stick to them!

A Perspective on Lessons Learned

During the crisis
Dont let media dominate your time, attention
Stay focused on target audiences
Internal communications is more important
View crisis from outside in to gauge public
Watch for external political, personal agendas
Watch for ripple effect and copycats

A Perspective on Lessons Learned

During the crisis
Maintain active rumor control
Balance privacy rights of individuals (FERPA)

with publics right to know

Be firm on media access to facilities, people

A Perspective on Lessons Learned

In the aftermath
Crisis has long-term life; remember healing

processes and triggering events

Brace for blame
Continuously update crisis plan; learn from

other situations
Train new staff immediately
Retrain all staff annually; dont forget students

A Perspective on Lessons Learned

In the aftermath
Crisis not only creates character, but reveals it
Seek opportunities to return to normal
Seek closure and commemorate
Take care of yourself and your team
Bring in reinforcements
Remember your team on anniversary dates

Additional Resources
The following slides are additional resources for
schools/universities to use in training with
students and staff:
Crisis Planning
10-Step Approach to Proactive Crisis Planning
School/District/University Crisis Team Responsibilities
Literature Resources
Photocopying of the following materials is permissible for training purposes only, and source attribution to: Rick J. Kaufman, APR

Common Mistakes of
Crisis Management
Putting news media ahead of employees
Employees want, deserve news FIRST

Lack of comprehensive media strategy

Who is spokesperson or persons? What are key messages?

Ignoring the Window of Opportunity

Vital to address issues; once window closes it becomes difficult
to change perceptions

No clearly assigned roles

Lack of role clarity guarantees confusion; know leaders,
doers

Common Mistakes of
Crisis Management
Limit communication due to litigation fears
Litigation usually follows adversity

No crisis plan
Believing a crisis cant happen is ignorant, arrogant. No
plan can result in crippling damage to an organization

Untested crisis plan

Single most important mistake; also if developed in
isolation

10 Steps to Proactive Crisis Planning

1.

Review existing policies on crisis communication and

management

2.

Review guidelines and procedures for implementing

policies

3.

Review any existing crisis plans

4.

Establish crisis teams

- district level
- building level
- safety task force

10 Steps to Proactive Crisis Planning

5.
6.
7.

Build relationships with community agencies,

volunteers and opinion leaders
Dialogue with the community
Divide planning into manageable sections
- crisis most likely to occur
- outline action steps for each
- define roles
- identify possible issues/obstacles
- determine strategies

Prepare tool kit and resource list (go box)

9. Determine format and prepare written plan
10. Provide training for all staff, students
8.

Crisis Planning: Mitigation & Prevention

Goal: Decrease the need for response

Connect with community emergency responders to identify

hazards.

Assess problem areas in buildings, grounds.

Assign official duties, responsibilities for safe, secure sites.

Involve staff in crisis planning.

Review data on critical incidents, such as fires, floods, etc.

Determine major problems likely to occur.

Develop a response protocol to safety problems.

Assess district, building vulnerability to a variety of crises.

Crisis Planning: Preparedness

Goal: Facilitate a rapid, coordinated & effective response

Review crisis plans used in schools, communities.

Identify agencies involved in crisis planning.

Develop communication systems that include staff, students,

families and media.

Design procedures to locate, account for every student, staff

during a crisis.

Compile facility information, such as maps, locations of shut-off

valves.

Assemble equipment needed to save lives, provide treatment.

Crisis Planning: Response

Goal: Follow a well-designed emergency plan

Determine extent of danger and if it amounts to widespread

crisis.

Identify the crisis and an appropriate response.

Activate an incident-management system.

Implement strategies (evacuation, lockdown, shelter-in-place)

Communicate with key staff positioned at designated areas.

Oversee emergency responses, such as first-aid and rescue

services; triage areas.

Call for more aid and assistance if required, needed.

Crisis Planning: Recovery

Goal: Return to a daily routine and restore order quickly

Allow adequate time for recovery, but immediately draw up

plans to resume classroom learning, restore damaged
buildings.

Monitor signs of PTSD and other emotional disorders in

students, staff.

Conduct debriefings with first responders and school staff,

and use suggestions to revise plans and conduct training and
drills.

School/District/University
Crisis Teams
Responsibilities of District/University Crisis Team:

Define clear crisis roles for ALL staff

Train and assist school/building level crisis teams

On call for all crises district and building (maybe community)

Make policy and procedure recommendations

Communicate safety precautions and procedures

Work with Safety Task Force to identify best practices

Serve as lead crisis team in catastrophic or long-term event

Staff and operate communications command center

Liaison with other agencies and intervention teams

Evaluate crisis response actions

School/District/University
Crisis Teams
Responsibilities of School/Building Crisis Team:

Refine district crisis plan for school/building needs

Define clear crisis roles for all school/building staff

Conduct regular safety assessments of school/building

Provide in-service training and drills for staff

Recommend policy/procedure changes to district crisis team

Communicate safety precautions and procedures to parents

Serve as immediate site crisis response team and work with

district team

Evaluate crisis response actions

Crisis Communication Tips

What should be communicated in a crisis?

What happened? Avoid using sensational, romantic account.

Omit information that can be used to copy act.
Who was involved using general terms, unless names are public.
How individuals were involved may be reported in general terms.
Where incident happened, when it occurred. Be specific.
Prognosis of those involved once verified (work w/ families).
Avoid no comment answers; this suggests something to hide.
Its OK to say, I dont know or I dont have that answer right
now. Ill have to get back to you. Then DO IT!
Be honest and show real emotion.
Be cautious with the question, How are you doing?

Crisis Communication Tips

Suggestions for Avoiding Sensationalism
Clarify what interview is about.
Dont agree if interview is sensationalistic or takes you away from

your message and focus.

Avoid playing blame game.
Avoid interviews that focus on perpetrators of violence.
Stress positive vs negative images.
Be wary of live call-in shows. You have very little control over

topic of conversation.
Avoid repetitive and excessive interviews on the violent act.
Goal is to focus on healing, returning to normal moving

forward.

Resources
The Complete Crisis Communication

Management Manual for Schools, National School

Public Relations Association

Coping with Crisis

by Scott Poland & Jami McCormick

School Crisis Survival Guide

by Suni Petersen & Ron

Straub

Practical Information on Crisis Planning: A

Guide for Schools and Communities, U.S. Dept. of

Education