CRISIS MANAGEMENT PROCEDURE AND PRACTICE

BUILDING HUMAN RESOURCE MANAGEMENT SKILLS Achieving an Effective Food Service System

CRISIS MANAGEMENT PROCEDURE AND PRACTICE

National Food Service Management Institute The University of Mississippi

University, Mississippi www.nfsmi.org

2001

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ACKNOWLEDGMENTS

Sincere appreciation is expressed to the following people who contributed their time and expertise in reviewing the human resource modules during various stages of development.

Dee Baker, Executive Director, Child Nutrition Programs Section Oklahoma Department of Education, Oklahoma City, Oklahoma

David Bowman, Program Administrator, Summer Food Service Program

Nutrition Education Training, Delaware State Department of Education, Dover, Delaware

Carla Broadnax, Associate, Child Nutrition Program Administration New York State Department of Education, Albany, New York

Barbara Chang, RD, School Lunch Director

Massapequa Schools, Massapequa, New York

Lynne Fellin, School Foodservice and Nutrition Specialist School Nutrition Programs, Virginia Department of Education, Richmond, Virginia

Mary Jane Getlinger, Program Coordinator, Nutrition Education and School Meal Programs

USDA Food & Nutrition Service, Midwest Regional Office, Chicago, Illinois

Rosie Jackson, Interim Director, Child Nutrition Programs New Orleans Public Schools, New Orleans, Louisiana

Gail M. Johnson, Administrative Director, Child Nutrition Programs East Baton Rouge Parish School System, Baton Rouge, Louisiana

Sandra Kangas, Director, Child and Adult Nutrition Services

Department of Education and Cultural Affairs, Pierre, South Dakota

Linda Miller, RD, Staff Specialist, Nutrition and Transportation Services Maryland State Department of Education, Baltimore, Maryland

Lorita T. Myles, Director, Child Nutrition Services Ohio Department of Education, Columbus, Ohio

Peggy Reich, Area Coordinator, Food and Nutrition Service

Cobb County Schools, Kennesaw, Georgia

Cynthia Sevier, Director of Child Nutrition Stokes County School District, Danbury, North Carolina

Bill West, Regional Consultant

Ohio Department of Education, Columbus, Ohio

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PROJECT TEAM

This project was developed under contract between the National Food Service Management Institute and The Steritech Group, Inc., Charlotte, North Carolina. National Food Service Management Institute

Jane Logan, PhD Executive Director Ellen Leppa, MEd, CFCS Project Coordinator

The Steritech Group, Inc. Mary Anne Hogue, MS, RD, LDN, FADA Administrator

Technical Expert and Content Design: Kathleen Moloney-Tarr Leadership Dynamics, Charlotte, North Carolina Nay Malloy Howell CR8VE Solutions, Charlotte, North Carolina

Pamela Bullard Vaughan Florence School District One Food Services, Florence, South Carolina

Libby Post, MS, RD, LDN Rowan/Salisbury Child Nutrition Program, Salisbury, North Carolina This project has been funded, at least in part, with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through a grant agreement with the University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U. S. Department of Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. The University of Mississippi complies with all applicable laws regarding affirmative action and equal opportunity in all its activities and programs and does not discriminate against anyone protected by law because of age, color, disability, national origin, race, religion, sex, or status as a veteran or disabled veteran.

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INTRODUCTION

The National Food Service Management Institute developed this series of modules on human resource management to meet a need for relevant materials that would provide directors and supervisors the tools to teach managers effective management skills. Learning to work with and lead employees is a never-ending journey. These materials were designed to assist the learner in developing effective people skills in the Child Nutrition Programs. A task force of state agency personnel, food service directors, and university faculty identified the topics to include in this resource.

Building Human Resource Management Skills was designed by a team of experienced child nutrition and adult learning professionals. A group of volunteer reviewers from the task force also made significant contributions to the development of this project. We are most grateful to them for sharing their time and expertise.

All of the human resource modules have been approved for continuing education credits by the

American School Food Service Association.

Steps to follow in using materials: Step 1. Review the entire module and think about its relevance to the participants. There may be resources within the community that you may want to use to enhance the learning experience. A lesson plan template has been provided for your use to facilitate teaching the human resource module content. Step 2. Check the Trainer’s Toolbox section in the modules for a list of materials planned for the session. The modules may require the use of policies and procedures, job descriptions, form, or standards specific to Child Nutrition Program personnel. Step 3. Review the Suggested Time Frames and Comments to determine time allotted for each topic in the modules. Step 4. Ensure that the learning environment, media center, classroom, cafeteria, or auditorium is comfortable for adults and conducive to learning and discussions. Step 5. The purpose of the videotapes provided in the kits is to model practices, inspire discussion, and stimulate thoughts about personal practices. Always review videotape at least once before using in class to be familiar with the content and to determine how to use it with the group. Consider the following options:

Use the tape to focus on a specific point during the session.

Encourage interaction by showing all or part of the tape, and divide the group into comfortable discussion groups of no more than 6-7 per group.

The tapes were created to provide real-life practice situations and to precipitate discussion. There are no right or wrong answers, but better and best ways to handle human relations in Child Nutrition Programs.

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HUMAN RESOURCE MODULE LESSON PLAN

Date:

Module No.: 2.1

Estimated Time: 1 Hour, 40 Minutes

Certification Credits: 1.5

Category: U Achieving an Effective Food Service System

Module Title : Crisis Management Procedure and Practice

Course Title: Building Human Resource Management Skills

Instructor: Module Content: What is to be taught? At the completion of the module, participants will be able to meet the following objectives: 1. __________________________________________________________________________ 2. __________________________________________________________________________ 3. __________________________________________________________________________ Instructional Aids, Materials, or Tools Needed: Check Trainer’s Tool Box Instructional Procedures: ºPersonal Check-In ºIcebreaker ºVideo Segment (if applicable) ºGroup activities and role playing ºChecking Out Suggested Readings: Use Suggested Readings to increase knowledge base concerning a given module topic.

Evaluation Procedures: How the instructor will determine if the material has been learned. Participants can complete evaluation form included in handout packet. Notes: Insert notes as to revisions, additions, and deletions. What went wrong/right with the module lesson plan?

Building Human Resource Management Skills National Food Service Management Institute 1

Crisis Management Procedure and Practice

Table of Contents Overview..............................................................................................................................2 Objectives, Definitions .........................................................................................................3 Suggested Time Frames and Comments ..............................................................................4 Outline and Trainer’s Tactics...............................................................................................5 Handouts ............................................................................................................................14 Transparency Masters ........................................................................................................27



Trainer’s Notes As a facilitator of this learning process, be prepared to share your experiences to clarify the key learning points. Ground Rules q Share from own

experiences. q Listen to

understand, not to judge.

q Value differences of opinion, emotion or insight.

q Participate at your highest level.

q Keep an open mind.

q Be here now. q Be concise and to

the point. q Option to pass.

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Overview

A crisis is any situation which has (or threatens to have) a negative impact on the Child Nutrition Program. The nature of the event may be directly related to the food service such as we have seen with food recalls and food-borne illnesses. It could also be of an environmental nature secondary to a tornado, floods or hurricanes. A crisis may develop secondary to a criminal act such as a shooting, or secondary to an accident of either an employee or customer. Some of the outstanding characteristics of a crisis are its urgency, the potential for increased intensity, negative media attention, and loss of revenue. This module will not focus on one specific potential. Rather, the module will stimulate discussion and increase awareness of the need for crisis planning. It is recommended that a Child Nutrition Program representative consider having media training as this is a critical part in crisis management. The key to effective crisis management is prior planning. By its very nature, no one can foresee when a crisis will occur. Having a plan in place will minimize the surprise element and will help deal effectively with the issues that arise. Everyone will know what they need to do so efforts will not be duplicated and the health and safety of customers and employees will be maintained at as high a level as possible.



Trainer’s Toolbox Materials: Flip Chart and Stand Paper and Markers Overhead Projector Transparencies and Markers Handouts Sticky Notes

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Objectives

At the completion of this module, participants will be able to: q Recognize a crisis in a Child Nutrition Program. q Assemble a crisis management team with

respective assigned functions. q Develop a plan of action.

Definitions

Crisis- any situation which has (or threatens to have) a negative impact on the operation of the Child Nutrition Program. Crisis Team- the group of employees within the organization who have been selected and trained to coordinate the initial action during the time of crisis.



Suggested Time Frames and Comments Total Time = 1 hour 40 minutes

Topic Comments Time Allotted Review Purpose and Objectives

Set the stage by emphasizing key points in the overview.

2 minutes

Personal Check-In: Personal Experience

Personal response to crisis. 10 minutes

Icebreaker: Warning Signs

List potential crises. 10 minutes

Definitions Review key words and meanings 3 minutes Plan for a Crisis Discussion of systems which should be in place before

a crisis. 15 minutes

Be Prepared What to do at the time of a crisis. 10 minutes Video Segment Introduce the video segment entitled “Crisis

Management.” 10 minutes

Food-Borne or Potential Food-Borne Crisis

Steps to ensure effective handling of food-borne crisis. 15 minutes

Reality Practice: Case Studies

Analysis of Case Studies. 15 minutes

Checking Out: Action Plan

Create a take-home plan. 10 minutes



Outline Trainer’s Tactics Personal Check-In: Personal Experience Almost everyone has had some near miss, crisis, or event that caused a heart-pounding response. Use the self-assessment to recall physical response and feelings or attitudes regarding the event. Record your physical or emotional response on a sticky note and take it to the front of the room. Reflect on your preparation for this event and the role that preparation played or did not play in that event.

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Personal Check-In: Personal Experience Expect a wide variety of responses like:

Car accident Child choking Hold-up Sick parent Sudden death Tornado

Have each participant record a physical or emotional response on a sticky note and bring it to the front of the room. When all notes are collected, the facilitator or a participant will read the answers out loud. Expect answers like:

Heart pounding Sweating Scared Faint Crying Disbelief

Ask each participant to reflect on their preparation and the role that preparation played or did not play in that event. Use the handout on page 16.



Outline Trainer’s Tactics Icebreaker: Warning Signs A set of warning signs will help stimulate discussion of workplace crisis situations. Each group receives a warning sign activity sheet. Under each sign, fill in the potential danger or crisis which can arise in a Child Nutrition Program. Under each crisis write one statement related to the crisis. After five minutes, join the large group and discuss the potential crisis and statements.

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Icebreaker: Warning Signs Divide participants into small groups. Distribute the Warning Signs Activity Sheet. The facilitator should compile a list of all the crises discussed and brief comments. Participants will want to creatively think about the signs. Briefly discuss as a group. The group list of potential crises can be listed on the flip chart or a transparency. For example, the sign with the children might be allergic reactions. Expect answers like:

Burn Fall or other injury Choking Heart attack Allergic reactions Power outage Bomb threat Severe weather (tornado, thunderstorm, etc.) Food-borne illness Robbery – armed Flash flood Student violence Food recall

Use this same list of issues in the Checking Out section. Use the handout on page 17.



Outline Trainer’s Tactics Definitions Crisis- any situation which has (or threatens to have) a negative impact on the operation of the Child Nutrition Program.

Crisis Team- the group of employees within the organization who have been selected and trained to coordinate the initial action during the time of crisis.

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Definitions Review definitions as the terms appear in the session. These definitions may be found on page 15.



Outline Trainer’s Tactics Plan for a Crisis q Assemble a crisis management team

and outline its functions. a. Child Nutrition Program Director b. Manager c. Principal d. Cafeteria workers e. Teachers f. Custodian g. Parents h. Students i. Media specialist j. Superintendent or CEO k. Child Nutrition Program

Director’s Immediate Supervisor l. Security Department

Representative Ensure that at least one of the members of the team is certified in First Aid, CPR and the Heimlich maneuver.

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Plan for a Crisis As food service professionals in Child Nutrition Programs, you are responsible for the safe service of food to your customers. A crisis may occur at any time in our operation. One hopes it never does, but it will. Plan for crises to occur. Review those crises discussed in the Icebreaker activity and ascertain how many have actually happened. Discuss which are more likely to occur in your program and why. q Assemble a crisis management team or

learn about the existing team and outline their functions. The team might include: a. Child Nutrition Program Director b. Manager c. Principal d. Cafeteria workers e. Teachers f. Custodian g. Parents h. Students i. Media specialist j. Superintendent or CEO k. Child Nutrition Program Director’s

Immediate Supervisor l. Security Department Representative

Use the handout on page 18 to help identify the role of each person.



Outline Trainer’s Tactics Plan for a Crisis q Establish an emergency directory

and contact list. q An appointed media specialist

should: a. Provide truthful information and

the facts. b. Avoid personal commentary. c. Be courteous. d. Never speak “off the record”. e. Never be argumentative. f. Give simple, brief, and concise

information. g. Only respond to questions being

asked. h. Stay focused. i. Stay positive.

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Plan for a Crisis q Identify all appropriate emergency contacts

and respective phone numbers. For example, local police, fire, rescue, and poison control, medical, and central office.

q Appoint or identify the program media

specialist. All contacts with the news media and information provided should be directed through only one person to ensure accuracy and consistency. Each manager should be familiar with all local program guidelines. If there is an appointed and trained media specialist and spokesperson for the Child Nutrition Program, the contact information for that person should be readily available.

Use the handouts on pages 18 and 19.



Outline Trainer’s Tactics Be Prepared q Food Safety

a. Have accurate records of temperatures and other monitoring information.

b. Maintain employee-training records.

c. Practice personal hygiene. d. Report illness to supervisor. e. Cook to appropriate internal

temperatures. q Have contact for professional help

identified. a. 911 b. Security c. Fire Department d. Poison Control

q Stay calm. q Communicate clearly with

employees. Plan and conduct annual in-service on cris is management and preparedness.

q Ensure that the crisis team is

organized and all participants are in place.

q When applicable, ensure all

equipment is off to avoid additional dangers.

q Respond to customers' issues and

questions.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Be Prepared There are any number of ways to be prepared for a crisis. Practice fire drills and use of fire extinguishers on an annual basis. Identify specialized training like CPR, etc. Have all appropriate emergency service numbers available at the office. Use the handout on page 20. At the end of this section show video segment on "Crisis Management."



Outline Trainer’s Tactics Food-Borne or Potential Food-Borne Crisis 1. Politely speak with complainant.

Offer nothing and do not accept responsibility. Secure all data and information.

2. Take food history. 3. Listen to complaint. Do not suggest

symptoms and keep records of all conversations.

4. Obtain information rela ted to

medical treatment. 5. Obtain a sample of the food and

remove all other. Label, date, and isolate.

6. Evaluate the complaint. 7. Contact the appropriate team

members. 8. Contact the Health Department per

Child Nutrition policy.

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Food-Borne or Potential Food-Borne Crisis Follow all Child Nutrition policies and procedures. Encourage each participant (after conferring with their supervisor) to conduct a crisis drill. This may include a weather disaster, broken refrigerator, allergic reaction or food-borne illness claim. This will enable the manager to test the system in place at both the Child Nutrition Program and unit level. Use the handout on page 21.



Outline Trainer’s Tactics Reality Practice: Case Studies Two reality practice situations are provided: 1. Hidden Valley Elementary School 2. Sunny Hill High School Use the form to guide questions, discussion, and solutions to at least one of the situations.

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Reality Practice: Case Studies There is no right or wrong way to handle either of the reality practice situations. There are steps that will help ensure human safety, protection of property, and protection of reputation. The reality practice should be discussed in small groups to encourage individual participation. In a large group wrap-up, discuss general questions like: q What do you expect the atmosphere to be

like? q How would you feel if this occurred at your

work place? q When returning to work, what action steps

will you take to prepare for a crisis? q Are there any other resources you will seek

out for help and support? Use the handouts on pages 22 and 23.



Outline Trainer’s Tactics Checking Out: Action Plan Create a take-home Action Plan to implement crisis readiness in your work place. Each plan will be unique to the needs of the participant and their Child Nutrition Program location.

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Checking Out: Action Plan Remind participants of the list of potential crises that were identified during the Icebreaker. This time allow each person to plan privately. Use the handout on page 24.



Handouts: Table of Contents

Handout Table of Contents q Objectives and Definitions ........................................................................................15

q Personal Check-In: Personal Experience ...............................................................16

q Icebreaker: Warning Signs ......................................................................................17

q Plan for a Crisis..........................................................................................................18

q Crisis Team.................................................................................................................19

q Be Prepared................................................................................................................20

q Food-Borne or Potential Food-Borne Crisis............................................................21

q Reality Practice: Case Study #1 ...............................................................................22

q Reality Practice: Case Study #2 ...............................................................................23

q Checking Out: Action Plan ......................................................................................24

q Evaluation Form ........................................................................................................25

q Suggested Readings ....................................................................................................26



Handout: Objectives and Definitions

Objectives

At the completion of this module, participants will be able to: q Recognize a crisis in a Child Nutrition Program. q Assemble a crisis management team with respective assigned functions.

q Develop a plan of action.

Definitions

Crisis- any situation which has (or threatens to have) a negative impact on the operation of the Child Nutrition Program. Crisis Team- the group of employees within the organization who have been selected and trained to coordinate the initial action during the time of crisis.



Handout: Personal Check-In: Personal Experience

Personal Check-In: Personal Experience Almost everyone has had some near miss, crisis, or event that caused a heart-pounding response. Use the self-assessment to recall physical response and feelings or attitudes regarding the event. I once had a crisis experience. It was: ____________________________________________ The physical and/or (immediate) emotional response to the event was: Describe your previous crisis preparation: Record your physical or emotional response on a sticky note and take to the facilitator for further comment.



Handout: Icebreaker: Warning Signs

Icebreaker: Warning Signs

_____________________ ____________________ ____________________

_____________________ ____________________ ____________________

_____________________ ____________________ ____________________



Handout: Plan for a Crisis

Plan for a Crisis q Assemble a crisis management team and outline its functions.

a. Child Nutrition Program Director b. Manager c. Principal d. Cafeteria workers e. Teachers f. Custodian g. Parents h. Students i. Media specialist j. Superintendent or CEO k. Child Nutrition Program Director’s Immediate Supervisor l. Security Department Representative Ensure that at least one of the members of the team is certified in First Aid, CPR and the Heimlich maneuver.

q Establish an emergency directory and contact list. q An appointed media specialist should:

a. Provide truthful information and the facts. b. Avoid personal commentary. c. Be courteous. d. Never speak “off the record”. e. Never be argumentative. f. Give simple, brief, and concise information. g. Only respond to questions being asked. h. Stay focused. i. Stay positive.



Handout: Crisis Team

Crisis Team

List Team by Job Title

Person’s Name/ Contact Information

Responsibilities Note Special Training



Handout: Be Prepared

Be Prepared q Food Safety

a. Have accurate records of temperatures and other monitoring information. b. Maintain employee-training records. c. Practice personal hygiene. d. Report illness to supervisor. e. Cook to appropriate internal temperatures.

q Call for professional help.

a. 911 b. Security c. Fire Department d. Poison Control

q Stay calm. q Communicate clearly with employees. Plan and conduct annual in-service on crisis

management and preparedness. q Ensure that the crisis team is summoned and all participants are in place. q When applicable, ensure all equipment is off to avoid additional dangers. q Respond to customers’ issues and questions.



Handout: Food Borne or Potential Food Borne Crisis

Food-Borne or Potential Food-Borne Crisis 1. Politely speak with complainant. Offer nothing and do not accept responsibility. Secure all

data and information. 2. Take food history. 3. Listen to complaint. Do not suggest symptoms and keep records of all conversations 4. Obtain information related to medical treatment. 5. Obtain a sample of the food and remove all other. Label, date, and isolate. 6. Evaluate the complaint. 7. Contact the appropriate team members. 8. Contact the Health Department per Child Nutrition Policy.



Handout: Reality Practice: Case Study #1

Reality Practice: Case Study #1 Hidden Valley Elementary School Hidden Valley Elementary School is located in a small town in the mid-west. The school has 960 students from Pre-K to 5th grade. The weather this spring has been very mild, and the children have been spending a considerable amount of time playing outside. Three days ago, while two classes of children were outside during recess and others were in the cafeteria having lunch, the weather began to change rapidly. Suddenly the tornado advisory siren went off. Before anyone had much opportunity to think, the lights went out, the sky became dark, and the windows began to rattle and break. The sounds of screams were everywhere! A tornado had touched down just 200 yards from the school. 1. Prior to the storm, what would you expect the Child Nutrition Program to have in place? 2. What would you expect the school to have done? 3. List the expected crisis management team members by job titles. 4. As the manager, what would your immediate response have been to the situation? 5. Other thoughts:



Handout: Reality Practice: Case Study #2

Reality Practice: Case Study #2 Sunny Hill High School Sunny Hill High School, with a student population of 2,300 students, has a very popular Child Nutrition Program. The participation is the highest in the state. Unfortunately, the cafeteria of this school is small and sometimes student tempers flare. Last week at the conclusion of the second lunch period, a heated discussion erupted between two students; and before anyone realized what happened, a fight broke out in the cafeteria. There was a great deal of shouting and pushing, several students were thrown against the salad bar, and the cash register stands were knocked over. Fortunately the safety officer and administrator were able to get everyone under control after the melee. The dining area was in complete disarray, some students were disoriented and injured. One group of students had not been through the cafeteria to eat lunch. What would you do at this point? 1. Prior to the fight, what would you expect the Child Nutrition Program to have in place? 2. What would you expect the school to have done? 3. List the expected crisis management team members by job titles. 4. As the manager, what would your immediate response have been to the situation? 5. Other thoughts:



Handout: Checking Out: Action Plan

Checking Out: Action Plan 1. If not currently available, obtain a Child Nutrition Program written crisis plan and program

policies. 2. Assemble a crisis management team. 3. Identify emergency assistance contacts and telephone numbers. 4. Meet with the crisis management team regularly. 5. Conduct/participate in emergency drills.



Handout: Evaluation Form

Please check the response below that best describes your feelings about this program:

Question Agree Unsure Disagree Comments 1. Topic is of interest to me as a manager.

2. Topic is important to my job.

3. Content is useful in my job as a manager.

4. Handouts helped me understand the topic

better.

5. List one or more things you can do to implement a crisis plan in your job after attending this

in-service:

6. My supervisor can help me implement a crisis plan in my workplace by:

General Comments: Thank you for taking the time to complete the evaluation form. Have a great day!



Handout: Suggested Readings

Suggested Readings Augustine, N.R. (1995). Managing the crisis you tried to prevent. Harvard Business Review.

73 (6),147. Caponigro, J. (1999). How to survive a crisis [Includes seven steps on how to anticipate a

crisis]. Restaurant Hospitality. 83. 66. Dorn, M. (1999).How to conduct proper tactical site surveys. School Planning and

Management, 38 (4), 24. Set up a proactive crisis management program. (2000, January). HR Focus, p.13. When crisis hits in our schools. (1998, Summer). Focus on Critical Issues. p. 1-8.



Transparency Masters

Transparency Masters Transparencies are available in two formats. Landscape formatted transparencies are provided using Microsoft WordTM. A PowerPointTM presentation format is also available. 1. Objectives 2. Definitions 3. Personal Check-In: Personal Experience 4. Icebreaker: Warning Signs 5. Icebreaker: Warning Signs 6. Icebreaker: Warning Signs 7. Plan for a Crisis 8. Crisis Team 9. Be Prepared 10. Food-Borne or Potential Food-Borne Crisis 11. Reality Practice: Case Study #1 12. Reality Practice: Case Study #2 13. Checking Out: Action Plan

CRISIS MANAGEMENT PROCEDURE AND PRACTICE

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