1. Crisis Management A Leadership Challenge
July 5, v 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.

2. 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, 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
Pursue a course that would allow the community to heal.

3. 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
Pursue a course that would allow the community to heal. 3

4. 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
Pursue a course that would allow the community to heal. 4

5. 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”
Pursue a course that would allow the community to heal.

6. 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.)
Pursue a course that would allow the community to heal. 6

7. 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!)
Pursue a course that would allow the community to heal. 7

8. or a CRISIS? Is it an incident
Pursue a course that would allow the community to heal. 8

9. 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.
Pursue a course that would allow the community to heal. 9

10. 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)
Pursue a course that would allow the community to heal.

11. 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
Pursue a course that would allow the community to heal.

12. 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
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information

13. 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 staff
Coordinated response to more frequently occurring incidents
Pursue a course that would allow the community to heal.

14. Elements of Crisis Management
Crisis Response Team
School, district response personnel
Communication
Foundation of any crisis planning, implementation, management and recovery effort
Training
Preparation and knowing what to do is crucial
Maintains preparedness
Pursue a course that would allow the community to heal.

15. 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.

16. 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
Pursue a course that would allow the community to heal.

17. Emergency planning should…
Incorporate best thinking, practices of all responding agencies (form partnerships now, don’t 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)
Pursue a course that would allow the community to heal.

18. 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 effective response
Response - action steps to take during a crisis
Recovery - restoring the teaching and learning environment after a crisis; must include mental health recovery
Pursue a course that would allow the community to heal.

19. Emergency plan must address …
The Golden Hour - take the lead; delay equals denial
Waves of Response - police/medical - media - parents - “looky-loo’s” & gawkers; super-heroes; cottage industry types
First 24 hours
Duration of crisis
Rebuilding/Recovery
Pursue a course that would allow the community to heal.

20. 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?
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information
Other questions? 20

21. Crisis Management Infrastructure
Incident Command
Communication or Crisis Command Center
Roles and Responsibilities - who’s organizing who (parents, media, etc.)? - who is/are spokesperson(s)? - volunteers (you can’t do it alone)?
Equipment and Food
Media Area
Pursue a course that would allow the community to heal.

22. 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
Pursue a course that would allow the community to heal.

23. Incident Command System

24. Communication …
… is the foundation of any crisis planning, implementation, management, and recovery effort.
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information

25. The best time to let students, staff and families know what to do in an emergency is before it happens.

26. Communication Command Center

27. 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
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information

28. 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
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 28

29. 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
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information

30. 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 “Murphy’s Law”
Debrief daily/nightly
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 30

31. 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
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information

32. Communicating in a Crisis
What do I say?
The TRUTH
Don’t share what you don’t know to be true
Don’t speculate
Don’t hide behind factual information
Not talking about a crisis won’t take back what happened; and is unnatural
Rely on the communication experts at all times!
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 32

33. 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
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information

34. 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.
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information

35. 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
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 35

36. Communicating in a Crisis
Leadership and Staff
Prepare fact sheets, voice & messages
Update web site regularly
Utilize staff, parent phone trees as necessary
Make decisions on cancellations (communicate these to students, staff, parents and media)
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 36

37. 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
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 37

38. 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
Don’t take the blame
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 38

39. 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
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 39

40. Communicating in a Crisis
All Audiences
Determine most useful vehicle (letter, , 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
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 40

41. 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
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 41

42. 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)
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 42

43. 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 aren’t always corroborated
Victim confusion often leads to stories that are sensational, but didn’t happen as they recall
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 43

44. 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
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 44

45. 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
Consider a special event (private meeting) for parents, but don’t delay. Do it quickly to stem rumors and build goodwill. Shows compassion and that you are “on top” of the crisis.
Determine most useful vehicles for communicating to key audiences (e.g. , voic , phone trees, phone banks, etc.)

46. 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

47. 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?

48. 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
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 48

49. 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
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 49

50. 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 it’s too late
Understand it’s 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!
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 50

51. A Perspective on Lessons Learned
During the crisis …
Don’t 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
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 51

52. A Perspective on Lessons Learned
During the crisis …
Maintain active rumor control
Balance privacy rights of individuals (FERPA) with public’s right to know
Be firm on media access to facilities, people
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 52

53. 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; don’t forget students
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 53

54. 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
Lawsuits will come.
You must operate in the “court of public opinion.”
Build an understanding NOW. Know roles and establish norm of sharing information 54

55. 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

56. 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

57. Common Mistakes of Crisis Management
Limit communication due to litigation fears Litigation usually follows adversity
No crisis plan Believing a crisis can’t 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

58. 10 Steps to Proactive Crisis Planning
Review existing policies on crisis communication and management
Review guidelines and procedures for implementing policies
Review any existing crisis plans
Establish crisis teams - district level - building level - safety task force

59. 10 Steps to Proactive Crisis Planning
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”)
Determine format and prepare written plan
Provide training for all staff, students

60. 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.

61. 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.

62. 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.

63. 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.

64. 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

65. 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

66. 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.
It’s OK to say, “I don’t know” or “I don’t have that answer right now. I’ll have to get back to you.” Then DO IT!
Be honest and show real emotion.
Be cautious with the question, “How are you doing?”

67. Crisis Communication Tips
Suggestions for Avoiding Sensationalism
Clarify what interview is about.
Don’t 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.

68. 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