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Adaptive Continuity Planning: What the Industry Can Learn from Case Studies in Higher Education

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In this webinar, Sarah J. Powell, director of emergency management at Temple University, and Emma Stocker, director of emergency management at Portland State University, share how they have each borrowed from the adaptive continuity model and customized it for their campus. Continuity planning for higher education has thus far tracked closely to both the business and government sector models. The traditional business continuity approach, especially those favored by the corporate sector, encourage comprehensive data collection and time-consuming dependency mapping. But a new model, adaptive continuity, is beginning to gain some traction. An adaptive approach encourages continuity planners to borrow from the lessons of agile and lean methodologies and to take a more iterative, feedback-focused, and streamlined tack.

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Adaptive Continuity Planning: What the Industry Can Learn from Case Studies in Higher Education

  1. 1. 1
  2. 2. Case Study in Adaptive Continuity Planning: Temple University 2
  3. 3. FTE Students: 36,397 / Head count: 40,240 Employees: 8,387 faculty, staff & administration Tier 1 Research Satellite campuses include - Health Science Center Campus 3
  4. 4. 4
  5. 5. Opportunity 5
  6. 6. Current Frameworks for Continuity Planning: 6
  7. 7. Risk AnalysisBusiness Impact Analysis (BIA) EFFORT: value Outdated Cycle of Misunderstanding Doesn’t RM already do this? Recovery Time Objectives Why? Robs precious time Distracts from preparedness faulty estimates Frustration 7
  8. 8. Crisis in Business Continuity arena… 8
  9. 9. 9
  10. 10. 10
  11. 11. What do we want to accomplish? 11
  12. 12. 12
  13. 13. 13
  14. 14. 14
  15. 15. • Manifesto • Framework • Justification • Implementation? Not quite there. 15
  16. 16. 16
  17. 17. CONTINUITYMISSION 17
  18. 18. Mission Continuity DEFINED 18
  19. 19. 19
  20. 20. iterative Introduction Drill Down Build Out Exercise 20
  21. 21. What’s Essential • ________________ • ________________ • ________________ • ________________ Overview Process Essential Functions 21
  22. 22. CAPABILITIES CONSTRAINTS PHYSICAL LOSSES 22
  23. 23. 23
  24. 24. CAPABILITIES CONSTRAINTS 24
  25. 25. CAPABILITIES 25
  26. 26. What are Capabilities? 26
  27. 27. Resources Procedures Competencies 27
  28. 28. Procedures: Make it visual 28
  29. 29. Exercise 29
  30. 30. RECOVERABILITY 30
  31. 31. Innovate Experiment Influence Learn 31
  32. 32. Sarah J. Powell _________ Director of Emergency Management sjpowell@temple.edu 32
  33. 33. Portland State University Emma Stocker Director of Emergency Management 33
  34. 34. Initial Polls 34
  35. 35. Finding Adaptive Business Continuity u ~10 years traditional COOP u BIA, Data, 1:1 w/departments u Building tools, using tools on the market u PSU work plan for year 2-3 u Boss: “Prioritize COOP” u Emma: “Can Do!” u Challenges u No existing / prior COOP format at PSU u Only 1 staff person 35
  36. 36. What Appealed To Me About ABC u Focus on a few essential questions u Scope / Cost / Time u Planning Thresholds u Focus on what is important to the unit u “They don’t care what you know until they know that you care” u We keep asking… start by offering u Focus on identifying gaps in recoverability / capability to recover u “Reality wins” u If not this… Then why? 36
  37. 37. Challenges à Drivers u No existing / prior COOP format at PSU u No ingrained notions u No expectations u Only 1 staff person u Business student, supply chain management u Ask, at each step: how do we build this to be repeatable 37
  38. 38. Building ABC u Summer 2018 – deep dive into ABC book u Me: how is this different from existing models for COOP u Student: how does this relate to current key ideas in business management u Fall 2018 – 1:1 W/ Human Resources (Payroll & Benefits) u 4x, 1.5 hrs each u Learn what aspects resonated, feedback about the process u Winter 2019 – Assess success, reformat u Further distill process and outcomes u Spring 2019 – Multi-Department Workshop (9 distinct units) u 2x, 3.5 hrs each 38
  39. 39. Why / How These Departments? u Campus Recreation u Non-campus members u Public building u History of engagement u DMSS – history of engagement u VRC – new director u DRC – history of engagement u CRC - leadership u University Honors College u Student connection u Identifies as distinct from core PSU u Transportation and Parking u High connectivity to external agencies u High utilization by campus community u No director for ~6 months u Center for Exec and Professional Ed. u Non-PSU attendees u Identifies as distinct from core PSU u History of engagement u Office of Student Financial Services u History of engagement u 2 office moves in ~2 years 39
  40. 40. u Identify Services u Disruption u Storytelling, examples u What did you lean? u Scope Restrictions u A role in campus wide response / recovery? u Can it be scaled down? u How long until the pitchforks come out? Multi-Department Workshops Session 1 40
  41. 41. Multi-Department Workshops Session 2 u Exercise: This Disaster Deck u Scenario u Date / Time u People u Toolkit u Current Capabilities u Remember: Planning Thresholds u Available Resources u Department u Institution u External u Steps to improve recoverability 41
  42. 42. Notes About Engagement u What this is NOT u Emergency Response Planning u Not solving problems, coalescing ideas/resources and identifying actions u Time is the most valuable asset what people care the most about u No homework u I AM NOT / WILL NOT BE the expert in their field u Empowerment u Agency u I WILL facilitate conversation u Disaster Dan / Catastrophic Cathy / Collapse of Society Sam 42
  43. 43. What Worked For Me u Find a buddy u Get fresh eyes u Reality wins – what are my resources? u Take time to build / embrace a creative process / continuous improvement 43
  44. 44. Portland State University Emma Stocker Director of Emergency Management 44

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