CRISIS MANAGEMENT PROCEDURE AND PRACTICE

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CRISIS MANAGEMENT PROCEDURE AND PRACTICE

  1. 1. 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
  2. 2. 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 ii
  3. 3. 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. iii
  4. 4. 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. iv
  5. 5. HUMAN RESOURCE MODULE LESSON PLAN Date: Module No.: Estimated Certification Category: 2.1 Time: 1 Hour, Credits: 1.5 U Achieving an Effective Food 40 Minutes Service System Module Title : Course Title: Building Human Crisis Management Procedure and Practice 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? v
  6. 6. 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 Building Human Resource Management Skills National Food Service Management Institute 1
  7. 7. Crisis Management Procedure and Practice • Trainer’s Notes • Overview As a facilitator of this • learning process, be • A crisis is any situation which has (or threatens to prepared to share • have) a negative impact on the Child Nutrition your experiences to • Program. The nature of the event may be directly clarify the key • related to the food service such as we have seen with learning points. food recalls and food-borne illnesses. It could also • • be of an environmental nature secondary to a Ground Rules tornado, floods or hurricanes. A crisis may develop • q Share from own secondary to a criminal act such as a shooting, or experiences. • secondary to an accident of either an employee or q Listen to • customer. Some of the outstanding characteristics of understand, not to • a crisis are its urgency, the potential for increased judge. • intensity, negative media attention, and loss of q Value differences • revenue. of opinion, • emotion or • This module will not focus on one specific potential. insight. • Rather, the module will stimulate discussion and q Participate at your • increase awareness of the need for crisis planning. highest level. • q Keep an open • It is recommended that a Child Nutrition Program mind. • representative consider having media training as this q Be here now. • is a critical part in crisis management. q Be concise and to • the point. The key to effective crisis management is prior • q Option to pass. 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. • • • • • • • Building Human Resource Management Skills National Food Service Management Institute 2
  8. 8. Crisis Management Procedure and Practice • Trainer’s Toolbox • Objectives Materials: • Flip Chart and Stand • At the completion of this module, participants will be Paper and Markers • able to: Overhead Projector • q Recognize a crisis in a Child Nutrition Program. Transparencies and • q Assemble a crisis management team with Markers • respective assigned functions. Handouts • q Develop a plan of action. Sticky Notes • • • 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. • • • • • • • • • • • • • • • • • • • • Building Human Resource Management Skills National Food Service Management Institute 3
  9. 9. Crisis Management Procedure and Practice Suggested Time Frames and Comments Total Time = 1 hour 40 minutes Topic Comments Time Allotted Review Purpose Set the stage by emphasizing key points in the 2 minutes and Objectives overview. Personal Check- Personal response to crisis. 10 minutes In: Personal Experience Icebreaker: List potential crises. 10 minutes Warning Signs Definitions Review key words and meanings 3 minutes Plan for a Crisis Discussion of systems which should be in place before 15 minutes a crisis. Be Prepared What to do at the time of a crisis. 10 minutes Video Segment Introduce the video segment entitled “Crisis 10 minutes Management.” Food-Borne or Steps to ensure effective handling of food-borne crisis. 15 minutes Potential Food- Borne Crisis Reality Practice: Analysis of Case Studies. 15 minutes Case Studies Checking Out: Create a take-home plan. 10 minutes Action Plan Building Human Resource Management Skills National Food Service Management Institute 4
  10. 10. Crisis Management Procedure and Practice Outline • Trainer’s Tactics • Personal Check-In: Personal • Personal Check-In: Personal Experience Experience • • Almost everyone has had some near • Expect a wide variety of responses like: miss, crisis, or event that caused a heart- • Car accident pounding response. Use the self- • Child choking assessment to recall physical response • Hold-up and feelings or attitudes regarding the • Sick parent event. Sudden death • Tornado • • Have each participant record a physical or Record your physical or emotional • emotional response on a sticky note and bring it response on a sticky note and take it to • to the front of the room. When all notes are the front of the room. • 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 Reflect on your preparation for this • preparation and the role that preparation played event and the role that preparation or did not play in that event. • played or did not play in that event. • Use the handout on page 16. • • • • • • • • • • • • Building Human Resource Management Skills National Food Service Management Institute 5
  11. 11. Crisis Management Procedure and Practice Outline • Trainer’s Tactics • Icebreaker: Warning Signs • Icebreaker: Warning Signs • A set of warning signs will help • Divide participants into small groups. stimulate discussion of workplace crisis • Distribute the Warning Signs Activity Sheet. situations. Each group receives a • The facilitator should compile a list of all the warning sign activity sheet. Under each • crises discussed and brief comments. sign, fill in the potential danger or crisis • Participants will want to creatively think about which can arise in a Child Nutrition • the signs. Program. Under each crisis write one • statement related to the crisis. Briefly discuss as a group. The group list of • potential crises can be listed on the flip chart or • After five minutes, join the large group a transparency. For example, the sign with the and discuss the potential crisis and • children might be allergic reactions. Expect statements. • 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. • • • • • • • Building Human Resource Management Skills National Food Service Management Institute 6
  12. 12. Crisis Management Procedure and Practice Outline • Trainer’s Tactics • Definitions • Definitions • Crisis- any situation which has (or • Review definitions as the terms appear in the threatens to have) a negative impact on • session. These definitions may be found on the operation of the Child Nutrition • page 15. 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. • • • • • • • • • • • • • • • • • • • • • • • • • • • • Building Human Resource Management Skills National Food Service Management Institute 7
  13. 13. Crisis Management Procedure and Practice Outline • Trainer’s Tactics • Plan for a Crisis • 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 • q Assemble a crisis management team or and outline its functions. • learn about the existing team and outline a. Child Nutrition Program Director • their functions. The team might include: b. Manager • a. Child Nutrition Program Director c. Principal • b. Manager d. Cafeteria workers • c. Principal e. Teachers • d. Cafeteria workers f. Custodian • e. Teachers g. Parents • f. Custodian h. Students g. Parents • i. Media specialist h. Students • j. Superintendent or CEO i. Media specialist k. Child Nutrition Program • j. Superintendent or CEO Director’s Immediate Supervisor • k. Child Nutrition Program Director’s l. Security Department • Immediate Supervisor Representative • l. Security Department Representative • Ensure that at least one of the • Use the handout on page 18 to help identify the members of the team is certified in • role of each person. First Aid, CPR and the Heimlich • maneuver. • • • • Building Human Resource Management Skills National Food Service Management Institute 8
  14. 14. Crisis Management Procedure and Practice Outline • Trainer’s Tactics • Plan for a Crisis • Plan for a Crisis • q Establish an emerge ncy directory • q Identify all appropriate emergency contacts and contact list. • and respective phone numbers. For • example, local police, fire, rescue, and • poison control, medical, and central office. • q An appointed media specialist • q Appoint or identify the program media should: specialist. All contacts with the news media • a. Provide truthful information and and information provided should be directed • the facts. through only one person to ensure accuracy • b. Avoid personal commentary. and consistency. Each manager should be c. Be courteous. • familiar with all local program guidelines. If d. Never speak “off the record”. • there is an appointed and trained media e. Never be argumentative. • specialist and spokesperson for the Child f. Give simple, brief, and concise • Nutrition Program, the contact information information. • for that person should be readily available. g. Only respond to questions being • asked. • Use the handouts on pages 18 and 19. h. Stay focused. • i. Stay positive. • • • • • • • • • • • • • • • • • • • Building Human Resource Management Skills National Food Service Management Institute 9
  15. 15. Crisis Management Procedure and Practice Outline • Trainer’s Tactics • Be Prepared • Be Prepared • q Food Safety • There are any number of ways to be prepared a. Have accurate records of • for a crisis. temperatures and other • monitoring information. • Practice fire drills and use of fire extinguishers b. Maintain employee-training • on an annual basis. records. • c. Practice personal hygiene. Identify specialized training like CPR, etc. • d. Report illness to supervisor. • e. Cook to appropriate internal Have all appropriate emergency service • temperatures. numbers available at the office. • q Have contact for professional help • Use the handout on page 20. identified. • a. 911 • At the end of this section show video segment b. Security • on "Crisis Management." 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. • • • • Building Human Resource Management Skills National Food Service Management Institute 10
  16. 16. Crisis Management Procedure and Practice Outline • Trainer’s Tactics • Food-Borne or Potential Food-Borne • Food-Borne or Potential Food-Borne Crisis Crisis • • 1. Politely speak with complainant. • Follow all Child Nutrition policies and Offer nothing and do not accept • procedures. responsibility. Secure all data and • information. • Encourage each participant (after conferring • with their supervisor) to conduct a crisis drill. 2. Take food history. This may include a weather disaster, broken • refrigerator, allergic reaction or food-borne • 3. Listen to complaint. Do not suggest illness claim. This will enable the manager to • symptoms and keep records of all test the system in place at both the Child conversations. • Nutrition Program and unit level. • 4. Obtain information rela ted to • Use the handout on page 21. 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. • • • • • • • • • • • • Building Human Resource Management Skills National Food Service Management Institute 11
  17. 17. Crisis Management Procedure and Practice Outline • Trainer’s Tactics • Reality Practice: Case Studies • Reality Practice: Case Studies • Two reality practice situations are • There is no right or wrong way to handle either provided: • of the reality practice situations. There are • steps that will help ensure human safety, 1. Hidden Valley Elementary School • protection of property, and protection of 2. Sunny Hill High School • reputation. • Use the form to guide questions, The reality practice should be discussed in • discussion, and solutions to at least one small groups to encourage individual • of the situations. 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. • • • • • • • • • • • • • • Building Human Resource Management Skills National Food Service Management Institute 12
  18. 18. Crisis Management Procedure and Practice Outline • Trainer’s Tactics • Checking Out: Action Plan • Checking Out: Action Plan • Create a take-home Action Plan to • Remind participants of the list of potential implement crisis readiness in your work • crises that were identified during the place. Each plan will be unique to the • Icebreaker. This time allow each person to plan needs of the participant and their Child • privately. Nutrition Program location. • • Use the handout on page 24. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Building Human Resource Management Skills National Food Service Management Institute 13
  19. 19. Crisis Management Procedure and Practice 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 Building Human Resource Management Skills National Food Service Management Institute 14
  20. 20. Crisis Management Procedure and Practice 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. Building Human Resource Management Skills National Food Service Management Institute 15
  21. 21. Crisis Management Procedure and Practice 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. Building Human Resource Management Skills National Food Service Management Institute 16
  22. 22. Crisis Management Procedure and Practice Handout: Icebreaker: Warning Signs Icebreaker: Warning Signs _____________________ ____________________ ____________________ _____________________ ____________________ ____________________ _____________________ ____________________ ____________________ Building Human Resource Management Skills National Food Service Management Institute 17
  23. 23. Crisis Management Procedure and Practice 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. Building Human Resource Management Skills National Food Service Management Institute 18
  24. 24. Crisis Management Procedure and Practice Handout: Crisis Team Crisis Team Person’s Name/ Responsibilities List Team by Job Title Contact Information Note Special Training Building Human Resource Management Skills National Food Service Management Institute 19
  25. 25. Crisis Management Procedure and Practice 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. Building Human Resource Management Skills National Food Service Management Institute 20
  26. 26. Crisis Management Procedure and Practice 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. Building Human Resource Management Skills National Food Service Management Institute 21
  27. 27. Crisis Management Procedure and Practice 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: Building Human Resource Management Skills National Food Service Management Institute 22
  28. 28. Crisis Management Procedure and Practice 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: Building Human Resource Management Skills National Food Service Management Institute 23
  29. 29. Crisis Management Procedure and Practice 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. Building Human Resource Management Skills National Food Service Management Institute 24
  30. 30. Crisis Management Procedure and Practice 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! Building Human Resource Management Skills National Food Service Management Institute 25
  31. 31. Crisis Management Procedure and Practice 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. Building Human Resource Management Skills National Food Service Management Institute 26
  32. 32. Crisis Management Procedure and Practice Transparency Masters Transparency Masters Transparencies are available in two formats. Landscape formatted transparencies are provided using Microsoft Word . A PowerPoint TM TM 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 Building Human Resource Management Skills National Food Service Management Institute 27

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