業務持續規劃 – 適用於學校應對H1N1 流感Business Continuity Plan for Pandemic flu - for use in Schools

Objective

This plan aims at providing an easy-to-use toolkit to schools to deal with business continuity in facing

pandemic flu. Since business continuity plan varies from sector to sector and from organization to

organization, there is no one plan that fits all. This plan serves as a template for the school users to put up

their own plans. It does not require professional knowledge in the subject matter, but a good understanding

of school businesses and common sense.

Introduction to methodology

“Business Continuity Management is the act of anticipating

incidents which will affect mission critical functions and

processes for the organization and ensuring that it responds to

any incident in a planned and rehearsed manner” - Business

Continuity Institute (BCI).

Business continuity management includes the six components

(ref.: BCI Good Practice Guide, http://www.thebci.org/gpg/):

Business Continuity Management

Understanding your business and impact

Determining Continuity Strategies

Developing and Implementing the Response

Exercise & Plan Maintenance

Establish the Continuity Culture

The Business Continuity Plan provides a framework to deal with all sorts of accidents that impact the

business. For pandemic flu, a specific contingency plan (應變計劃 ) should be developed. The following

understanding of the characteristics of H1N1 pandemic flu can help us when working out the plan:

- H1N1 is a newly submerged virus with no vaccine. It has high pandemic potential and causes loss of

human lives on a global scale. The symptoms of H1N1 flu in people are not distinguishable from that of

regular human flu. People infected with H1N1 flu should be considered potentially contagious as long

as they are symptomatic, and possibly for up to 7 days following the illness onset. Children might

potentially be contagious for longer periods (see http://www.cdc.gov/cdctv/).

- Human Resources are unavailable (when staff got pandemic flu, or got flu symptoms)

- It is a global scale disruption, and external threat level escalation has consequential effect on local threat

level assessment.

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Business Continuity Lifecycle

- It takes long time to return to normal business. Local pandemic waves last for 2-3 months and possibly

recur.

- Human anxiety, fear and uncertainty of the Pandemic play an important part.

- Building and IT facilities are usually available

1. Business Continuity Management (BCM)

BCM provides the structure for organization, assignment of roles and responsibilities in the event of

pandemic – who make the key decisions, who communicates with whom inside and outside the

organization. If your school has crisis management plan in place, this business continuity plan would fit well

into the existing plan. If not, you have to start with identifying a Business Continuity Management Team

(schools normally have a “Crisis Management Committee”) which has definitive role and responsibility for

the preparedness and plans. The team should comprise of senior management, key school business leaders

(Principal and/or Deputy Principal), HR & Admin, IT functions.

The team plays a key role in the business continuity management (crisis management). Below are its

functions.

- Develop the policies and direction

- Determine the critical businesses/services of the organization. Assess the risks and business impact

(leading to financial loss, disruption, damage of reputation, loss of teaching hours, impact to teaching

and learning, additional burden in rearranging all activities) to the critical businesses

- Identify internal and external dependencies and assess the impacts to critical businesses should they fail

to deliver their services to your organization.

- Determine the strategies and alternatives available to conduct critical business and their effectiveness

- Assign responsibilities and resources required to implement the plan

- Oversee the implementation of the plan. Ensure players got relevant training to carry out the plan

- Ensure the readiness and sufficient capacity of resources

- Ensure the plan is well communicated to stakeholders (teaching and non teaching staff, students and

parents) and the general public

- Ensure the plan is practical, tested and maintained

- Coordinate with authority and press/media on crisis management

2. Understanding your business and impact

You have to ask yourself the following questions to assess the risks and business impact of pandemic flu.

The answers form the basis of requirements to work out your business continuity strategies. The following

answers serve as sample template. You should put in your own version of answers that fit.

Questions to ask Possible Answers

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What are the risks associated with the pandemic flu? - undetected infected personnel in school- infection via human-to-human contact, droplets or

contact/touch of unclean objects, which may

potentially cause death

Where are the high risk locations / occasions?

Who are high risk exposure personnel?

- water fountain, food shop and toilet, etc.; assembly, lunch hours and recesses

- receptionists, food shop assistants, school bus drivers are more exposed to infections; aged, sick and pregnant personnel are at higher risk of severe illness from the virus

What are the critical function and services that would make the organization vulnerable if disrupted?

- ban of access to school premise- unavailability of teaching staff impacting teaching and learning service- spread of fears that impact productivity and morale

- damage to reputation of school and trust of

customers (parents and students) if infection is not

properly managed

- financial loss – lower intake of students due to

damage of reputation

What is the minimum acceptable service level?

What is the maximum acceptable down time of the

critical service before severe damage is done to the

organization?

- minimum service level is delivering learning materials and assignments to students everyday; letting students study and work on questions at home and submit answers via Internet at any time; then teachers posting answers and responses on web during office hours

- maximum acceptable down time of service (no

face-to-face lesson) is (XX) days

Who are the core people and core skill required to keep the critical services running?

Which are the weak links?

What are the threshold / tolerance of loss of staff?

- at least (XX) senior management (principal/deputy principals) to lead the daily processes- at least (XX) school HR & administration staff to

provide support

- at least (XX) teaching staff from each subject

- IT support staff (only 1-2 for most schools and is a

weak link)

- availability of school social worker when required

- if (XX%) of staff unavailable due to infection/quarantine, school needs to close

Are there any dependencies and interdependencies School online service rely on

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on facilities, communications and transportation? - school IT system for eLearning or communication (capacity)

- hosting company availability which rely on the ISP availability

- teacher and students computer literacy

Who are the critical suppliers who could impact the support function?

What are the threshold / tolerance of loss of product/service supply?

ISP, cleaning and hygienic product suppliers, school bus driver

- Cleaning and hygienic products stock must last for at least (10) days- Internet bandwidth must be able to support (XX) staff and students using school online service, with acceptable down time from 11pm to 8am.

- Hotline able to handle enquiries of students, parents and general public in less than half day

Who are the critical customers? N/A

What will be increased or decreased in capacity? cleaning and hygienic products

Internet communication traffic volume

IT support requirement

telephone enquiry

printing paper

lunch box order

(others ...)

- doubled

- doubled; by 10 times if school is closed (check the

bandwidth and type of services)

- doubled; more if school is closed (depend on

training to teachers and students)

- doubled; by 3 times if school is closed

- decreased by 90% if school is closed

- decreased by 10 times, reduced to zero if school

closed

- (your input ...) availability of home computers and

Internet access

3. Determining Continuity Strategies

You have to develop strategies to mitigate the risks, to reduce the business impacts, and to maintain the

minimum service level. Strategies should be creative and take into consideration collaborative efforts of the

community. Here is a list of strategies:

Detect infections

Reduce chances of infection

◦ Provide hygienic environment and promote hygienic practices. Ensure sufficient supply of

cleaning and hygienic products

◦ Reduce human contact

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Prevent spread of disease

◦ Split critical staff in different locations

◦ Isolate of infected personnel

Plan for unavailability of critical staff of different types

Provide alternatives to teaching and learning when students cannot go to school. Ensure support

infrastructure is capable for alternative teaching and learning channel (web services provided, server

capacity and bandwidth capacity; student workload should also be considered)

Educate staff, students and parents about the plan

Maintain morale and relief psychological stresses

Cater for special needs of individuals

Collaborate with other parties (e.g. sister schools, neighbouring schools, professional bodies, NGOs,

EDB) to support each other (reciprocal agreement) in provision of resources

Plan for press communication in the event of outbreak within school

There may be different phases for the plan. The “WHO Pandemic Phase Description and Main Actions by

Phase (2009)” consists of a six-phased approach. Phases 1–3 correlate with preparedness, including capacity

development and response planning activities, while Phases 4–6 clearly signal the need for response and

mitigation efforts. The periods after the first pandemic wave are elaborated to facilitate post pandemic

recovery activities. Your response should concert with the phase announced by WHO.

Phase 1-3

Phase 4

Phase 5-6Pandemic

Post Peak

PostPandemic

Time

PREDOMINANTLY ANIMAL

INFECTIONS: FEW HUMAN INFECTIONS

SUSTAINED HUMAN TO

HUMAN INFECTIONS

WIDESPREAD HUMAN

INFECTIONS

POSSIBILITY OF RECURRENT

EVENTS

DISEASE ACTIVITY AT SEASONAL

LEVELS

PANDEMIC INFLUENZA PHASES

Phase 1-3

Phase 4

Phase 5-6Pandemic

Post Peak

PostPandemic

Time

PREDOMINANTLY ANIMAL

INFECTIONS: FEW HUMAN INFECTIONS

SUSTAINED HUMAN TO

HUMAN INFECTIONS

WIDESPREAD HUMAN

INFECTIONS

POSSIBILITY OF RECURRENT

EVENTS

DISEASE ACTIVITY AT SEASONAL

LEVELS

PANDEMIC INFLUENZA PHASES

Furthermore we have to define the local trigger points for activating different phase of plan, in addition to

the WHO phase. For example,

- One infection among students → (partial close of service) close down class of infected student

- More than (XX) identified infection among students → school close

- Staff number and combination fall below minimum required level → school close

- Education Bureau announced general school closure → school close

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4. Developing and Implementing the Response

This includes Contingency Plan, Emergency Response Plan and Recovery Plan.

4.1 Contingency Plan

The Business Continuity Management Team / Crisis Management Committee should consider approve the

contingency plan which includes communication, detection and assessment, prevention and maintaining

service continuity.

4.1.1 Communication

Communication is essential and it involves all stakeholders (teachers, staff, students, parents and related

third parties like subcontractors). Anticipate the potential fear and anxiety of staff and students as a result of

rumors and misinformation and plan communications accordingly. Maintain transparency, diminish rumours

and relieve psychological stresses.

External communication

Publish school policy and status on school website

Update and test the contact list of external parties

Comply with the communication requirements for health and education departments.

Prepare in advance, standard press statement and script for use when influenza pandemic unfolds.

Appoint a spokesman to avoid inconsistent information dissemination. Develop procedure to

respond to media calls. Prepare to provide information to media proactively.

Exchange information and lessons learnt with other schools.

Communication within school

Hold a staff meeting to announce the plan and policy

Ensure all staff can be contacted wherever they may be.

Create communication channels (meeting, intranet, notice board, SMS, etc.) on which all staff can

be informed. Communicate health advices and daily updates to staff. Communicate to all staff about

preparedness of school and plans. Inform all staff their role in the plans.

Put up pandemic awareness posters and leaflets

Put up notices on hygiene measures in washing room and public areas

Communication with students

Organize formal sessions to educate students how to use masks and to clean their hands.

Ensure students able to access school intranet / eLearning facilities; remind students checking and

cleaning up mailbox daily.

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Communication with parents

Establish effective communication channels with parents to exchange important information

(including after school hours). Assure the provision of redundant communication systems/channels.

If there is a parents association, include them in the communication platform

Ensure language, culture and reading level appropriateness in communications with parents. Pay

attention to individual parents who have communication problem and develop special measures.

Provide parents with clear information and instructions, and enquiry hotline whey they have query.

Send instruction to parents according to advice of Education Bureau and Centre for Health

Protection

4.1.2 Detection and Assessment

Monitor update information of WHO and CHP on a daily basis to assess the threat level

Set up database to track absence of staff and students daily. Develop system for class master to

report substantial increase in absentees and prolonged absence to administration.

Measure student temperature – temperature not higher than 37.5oC (oral thermometer) or 38oC (ear

or rectal thermometer) are considered normal

Pay attention to staff/students who have recent travel to infected areas

Remind frontline teachers and staff to stay sensitive to behaviour of young children who may not be

able to express their feeling of their body condition

4.1.3 Prevention (medical and hygienic measures)

Make sure sufficient stock of the hygienic products. Increase stock of masks.

Cancel assemblies and gatherings; reduce group activities, change seating arrangement

Organize local screening barrier/procedures for staff and visitors to your school premises

Enforce “Go Home Stay Home” policy for all staff and students having symptoms of flu. State clear

criteria to return to school (e.g. until 48 hours after the fever has subsided.)

Enforce personnel with symptoms of respiratory tract infection or fever to wear mask, and seek

medical advice immediately.

Identify high risk areas (water fountain, food shop and toilet) and post notices.

Identify high risk exposure staff. Provide them with masks and require them taking temperature

measurement daily

Consider to provide additional protections to staff who are at a higher risk of severe illness from the

virus – persons age 65 and older, persons with existing health conditions, and pregnant women

Provide hygienic environment: ensure work spaces are well ventilated; make available hygienic

products to staff and visitors; increase cleaning frequency

Promote hygienic best practices among staff and students: no shaking hands. No sharing of office

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supplies such as pens; other hygienic practices promoted by CHP and Department of Health

4.1.4 Maintaining service continuity

Plan for unavailability of (key) staff due to infection

- Consider split team strategy (arrange critical staff in different locations), rotation of duty

- Assign backup staff for critical functions. For critical function with only one key staff, seek

alternative like service provider, collaborate resources with sister schools. Arrange backup

set of keys for facilities and system passwords for backup staff

- Work with human resources regarding staff absence level triggering close down of school

Develop learning support to individual student who are taking sick leaves. Provide special

arrangement for test and examination

Develop alternatives to continue teaching and learning activities in case of school closure

Prepare the school IT infrastructure to support an alternative teaching learning channel

- Ensure Internet bandwidth and computer system capacity are sufficient for influx of traffic

in the event of school closure.

- Prepare staff to work from alternative location or to stay home. Ensure they have the

equipment and Internet connection.

- Ensure teachers and students have access to the facilities – instruct them to conduct login

tests

- Make sure remote access services to critical school administration applications is available.

- Arrange a backup connection for remote support (e.g. dial up).

- If new servers and connections need to be installed in the plan, ensure security protection is

in place.

Plan for the requirements of students with special need:

- students who rely on school for food services

- students who have problem accessing to computer or the Internet at home, printing, and

access to school web services

- students whose parents have to work in the event of general school closure

Manage change of capacity

- reallocate staff with less work during incident to help needed area

- reduce supply of products that have decreased consumption, e.g. lunch box orders.

- share with others if you have excess capacity, e.g. hygienic products

- arrange reciprocal arrangement with sister schools on stocking of hygienic products, IT

support

4.2 Emergency Response Plan

The plan deals with immediate response to critical incidents – identified infection.

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Identify the chain of command in emergency response. Include a backup in the chain of command.

Review procedure for transporting ill staff and students home

When personnel is identified or suspected to be infected by pandemic flu, activate the emergency

response procedure.

◦ Quarantine the infected personnel and evacuate the area

◦ Report to management and seek medical advice

◦ Quarantine and clean up the affected office space.

◦ Identify all personnel who previously have close contact with infected personnel. Send these

personnel to medical check up.

◦ Escalate the threat level and stringent preventive measures

◦ Activate contingency plan for affected department(s) if staff is involved

◦ Deal with psychological stresses

◦ Comply with notification requirement for schools - report pandemic infection to CHP

notification hotline or fax, and copy the message to regional education office as required.

4.3 Recovery Plan

After the event pandemic flu recovered, we need to follow up in recovery actions

Handle psychological stress, morale and loss of productivity related to damage and loss of life of

staff, their family members or friends

- Make available educational materials to staff on how to support students with their recovery

from pandemic flu, common symptoms of loss and grief, and coping.

- Follow up with student referrals to community agencies

- Identify students, families and staff who may require long term physical and mental support

Loss of skill and knowledge due to death of staff and need to find replacement

Communicate with customers (parents) the status of the organization (school) after the incident

Document lessons learnt and share with others

4.5 Exercise and Plan Maintenance

Conduct exercise and test the plan

Verify the accuracy and quality of plan

Keep plan updated - manage changes required like capacity increase, update of contact list and

inventory

Review the plan with lessons learnt.

4.6 Establish the Continuity Culture

Conduct awareness session. Let staff know the plan and their role in the plan

Train staff how to response during disaster and how to handle special situations in a reasonable way

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Make continuity part of the culture of daily operation

Put psychological stress into consideration of plan

- Plan reasonable work shifts and schedules to minimize physical and psychological burnout.

Monitor the workload and psychological well-being of deployed staff

- Provide flexibility in management policy -- allow unscheduled and non-punitive leave for

staff with ill family members

- Provide emergency support to individual staff and their families

- Group staff into teams to maintain frequent contact and provide mutual support in coping

with stresses.

- Provide activities that help reduce stress (e.g., rest, snacks, light exercise)

- Assist staff to self-assess probable increased stress and possible sleep deprivation

- Work with school social workers on delivering counseling services to students

- Handle psychological issues of staff towards pandemic flu, especially when infection is

identified locally

About this document

This document is not planned to be perfect. Users should customize this document to suit their environment. This document is licensed under Creative Commons license BY-. You can adapt it for use within your institution with attribution to the author.

Author: S. C. Leung (IT Voice), CBCP, CISSP, CISA

Albert Wong, School IT Coordinator

Date: 4 May 2009

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