1 BUSINESS CONTINUITY PLANNING PANDEMIC DISEASE SCENARIO In the last century, three influenza pandemics have swept the globe. In 1918, the first pandemic (sometimes referred to as the Spanish Flu ) killed over 500,000 Americans and more than 20 million people worldwide. One-third of the U.S. population was infected, and average life expectancy was reduced by 13 years. Pandemics in 1957 and 1968 killed tens of thousands of Americans and millions across the world. Scientists believe that viruses from birds played a role in each of those outbreaks. Today, we face a new threat. A new influenza strain influenza A (H5N1) is spreading through bird populations across Asia, Africa, and Europe, infecting domesticated birds, including ducks and chickens, and long-range migratory birds. The first recorded appearance of H5N1 in humans occurred in Hong Kong in Since then, the virus has infected over 200 people in the Eastern Hemisphere, with a mortality rate of over 50 percent. At this time, avian influenza is primarily an animal disease. Human infections are generally limited to individuals who come into direct contact with infected birds. If the virus develops the capacity for sustained, efficient, human-to-human transmission, however, it could spread quickly around the globe. In response to this threat, the President issued the National Strategy for Pandemic Influenza on November 1, The Strategy outlines the coordinated Federal Government effort to prepare for pandemic influenza. Of equal importance, the Strategy underscores the critical roles that State, local, and tribal authorities, the private sector, and communities must play to address the threat of a pandemic, and the concrete steps that individuals can and should take to protect themselves and their families. This Implementation Plan for the National Strategy for Pandemic Influenza further clarifies the roles and responsibilities of governmental and non-governmental entities, including Federal, State, local, and tribal authorities and regional, national, and international stakeholders, and provides preparedness guidance for all segments of society. N a t i o n a l S t r a t e g y f o r P a n d e m i c I n f l u e n z a I m p l e m e n t a t i o n P l a n, M a y
2 U of M Charge In January, 2006 University of Michigan President Mary Sue Coleman formalized and charged the Infectious Hazards Planning Group to help prepare the University for dealing with a pandemic disease scenario. This group has many functions, one of which is to promote units across the University to prepare for continuity of operations, both academic and business, in the event of a major disease outbreak affecting the campus. The full charge to the group is as follows: Background The United States has seen three pandemics of influenza during the past 100 years, and each has had an important impact on the University of Michigan. Public health authorities are convince that this cycle of illness will recur in coming years, and concerned about the possibility that a recurrence many take place in the near term. The possibility of pandemic influenza, or avian influenza, affecting communities across the world and the United States raises issues of preparedness for the University. Charge The Infectious Hazards Planning Group is charged to consider the various scenarios that might arise in the vent of pandemic or avian influenza, or other similar highly contagious and potentially serious or lethal infectious illness. This group is asked to consider policies and various actions that might be necessary to respond to such epidemics in order to safeguard the health and safety of students, staff and faculty, and to secure the academic and business operations of the University. This planning should be done collaboratively within the University, utilizing the medical expertise of the University of Michigan Health System and the University Health Service. Additional expertise shall include the Office of the Provost, the Office of the General Counsel, the Office of the Vice President for Communications, the University of Michigan-Dearborn, the University of Michigan-Flint, the Dental School, the School of Public Health, the Rackham School of Graduate Studies, the International Center, the International Institute, the Office of International Programs, the Office of Human Resources and Affirmative Action, the Department of Public Safety, the Department of Occupational Safety and Environmental Health, University Housing, and the Washtenaw County Health Department. The group should take into account that the University is both a major employer and resource within the city of Ann Arbor, Washtenaw County, and the State of Michigan, and, as such, will require close collaboration with public health authorities at the county and state levels. The Infectious Hazards Planning Group should prepare a full report for the president and the executive vice presidents no later than September In addition, in the event of an epidemic prior to this deadline, the Planning Group should prepare intermediary plans with recommendations for policies and actions that may be implemented to protect the University and its community. Chancellor Little, in November 2005 commissioned a team at the Dearborn campus to prepare our campus for a pandemic. Two individuals from our campus serve on the Infectious Hazards Planning Group at UMAA.
3 Getting Started Preparing a Business Continuity Plan for your unit is a step by step systematic process. The hardest step is getting started on the process and the details are in the brainstorming that you will do with you staff. This document is designed to provide you with some checklists to work through to help stimulate ideas you need to consider and a template to record actions you plan to take. Not all items on the checklists may apply to your unit, and the checklists have been extracted from various sources and are definitely not all inclusive. We recommend you start by use the Business Planning Process Checklist (Appendix A) and the Business Continuity Plan Template (Appendix B) as a guide through your planning process.
4 Planning Scenario The analysis required for pandemic preparedness planning is not fundamentally different from that required for all hazard planning it just stretches over a longer period of impact. Unlike many other catastrophic events, an influenza pandemic will not directly affect the physical infrastructure of an organization. While a pandemic will not damage power lines, buildings, or computer networks, it will ultimately threaten all critical infrastructures by its impact on the University s human resources by removing essential personnel from the workplace for weeks or months. All University units should prepare continuity plans that include considerations for protecting the health and safety of employees during pandemic conditions as well as how critical operations will be maintained during prolonged periods of staff shortages. The Federal Government (Department of Health and Human Services) recommends that plans be prepared with the assumption that up to 40% of staff may be absent for periods of about 2 weeks at the heights of a pandemic with lower levels of staff absent for a few weeks on either side of the peak. In addition, a review of prior pandemic conditions indicates there may be multiple waves of illness as the disease sweeps across the country. Staff may be absent for many reasons, including conditions where they care for the ill within their family; are under voluntary home quarantine due to an ill household member; care for children dismissed from school; are afraid to come to work and feel safer at home; and/or are ill or incapacitated by the virus. Because the movement of essential personnel, goods and services, and maintenance of critical infrastructure are necessary during an event that spans weeks to months in any given community, effective continuity planning including protections of personnel during an influenza pandemic is a good business practice that must become part of the fundamental mission of the University and its units. During you planning remember that reliance on vendors for support may be limited in that they will likely suffer staffing shortages similar to what we face.
5 Staffing Shortages Thoughts on Staffing Shortages Because an influenza pandemic would not damage physical infrastructure, the workplace would remain viable and day-to-day operations could continue based on the number of available personnel. Most units would not completely halt business operations because employees are ill. The University critical functions still need to deal with students, research, and protection of critical systems. A pandemic may result in an increase or decrease in demand for a unit s services (e.g., effect of travel restrictions, restrictions on mass gatherings, need for hygiene supplies). Since essential functions are important at all times and most University units provide some essential functions, it is more appropriate to focus on day-to-day workload management during a pandemic. You need to think about how to rearrange priorities rather than terminating daily operations, or focus only on essential functions as determined for the situation. Under normal conditions, if employees are on annual or sick leave, alternates are normally designated to provide back-up in the staff member s absence. To supplement the current workforce for conditions of significant absenteeism associated with a pandemic, units may consider cross training and preparing ancillary workforce members (e.g., contractors, employees in other job titles/descriptions, retirees) to maintain daily functions during periods of severe staffing shortages. Remember, contractors will likely face the same shortages we face, so reliance on vendors for support may be limited! Essential vs. Non-critical/Non-essential Services Services provided by personnel may be categorized as critical or essential in light of their importance to University operations or in light of their contribution to maintaining critical infrastructure systems. Managers of each University unit must make determinations about which employees perform essential functions. Units must carefully assess how they fit into the overall University functions to determine which staff, materials, procedures and equipment are absolutely necessary to keep the University operating during a pandemic. Units should identify the key suppliers, shippers, resources and other businesses they must interact with on a daily basis. Professional relationships with more than one supplier may be necessary should a primary contractor be unable to provide the required service. A disaster that shuts down a key supplier could be devastating to a unit s functions. A final point to ponder in your planning in the event of a pandemic scenario, domestic and international travel may be severely impacted through quarantines, border closures, or restrictions in the travel industry so if your business relies on traveling to a specific location or bringing vendors in, you should remember to take this into account.
6 Priority Functions In 1999 the University underwent an extensive planning process to prepare for the Y2K rollover and potential problems that could have arisen. As a part of that process, University Executives provided the following list of priority activities and functions that must continue at the University. These priorities are as applicable today as they were at the time, and can be used by units in preparing their own continuity plans for the pandemic disease scenario. BUSINESS CONTINUITY PLANNING: UNIVERSITY OF MICHIGAN ORGANIZATIONAL PRIORITIES Health and safety of faculty, staff, students, contractors, renters, and any other people on University premises. Continuation and maintenance of research specimens, animals, biomedical specimens, research archives. Delivery of teaching/learning process and student-related services: registration, faculty assignments, classroom scheduling, drop/add, financial aid services, government reports, grades, admissions, housing, etc. Security and preservation of University facilities and equipment. Maintenance of support for community/university partnerships. In its business continuity plan, each unit should consider these priority functions and describe its business continuity measures. These plans should enable the University s essential processes to continue regardless of whether or not systems are operational, facilities and infrastructure services are available, or other organizations are viable.
7 Planning Checklists Higher Education will be most severely impacted because of risks resulting from international travel by students, faculty, and staff; and with open and accessible campuses to the local community at-large. The impact on college or university operations may include unprecedented demands on: Student health services Establishment of quarantine sites Debilitating sickness among staff and faculty causing severe reductions in force Essential services hampered and perhaps unavailable Significant loss of tuition revenues and non-returning students Faced with the need to plan for managing the consequences of a pandemic flu outbreak, the Higher Education Practice at Arthur J. Gallagher Risk Management Services, Inc. held a Think Tank event on January 30 and 31, The purpose of this event was to develop a comprehensive document for colleges and universities to use in pre-planning a response to a pandemic flu outbreak. (Blueprint for Pandemic Flu Preparedness Planning for Colleges and Universities). Among those invited to participate were a blue ribbon team of experienced representatives from colleges and universities around the country who had already begun to draft planning documents for their institution s response to a pandemic outbreak. Large, small, public, and private institutions were represented. The following are planning checklists that have been extracted from the Blueprint document and modified to meet University needs to use in helping you prepare continuity plans for your individual units. The checklists are not all inclusive, but are designed to stimulate your thinking about essential services and preparation. At a minimum, it is recommended you download the General Checklist, Protecting Staff Checklist, and Recovery Checklist (below), and then determine if there is another checklist specific to your unit s mission. General Checklist Essential services are those functions that keep the University operating. Priorities may differ from unit to unit, but power, drinking water, safety, security, and telecommunications are examples. Consideration of the effect of a pandemic on those persons who perform or assure the delivery of essential services is an important part of planning. It is up to each unit to define for it, based on its mission and priorities, what are the essential services required.
8 Completed Not Applicable Task Assign key staff with the authority to develop, maintain and activate emergency plans within the unit. Discuss and determine decision points as to what conditions need to occur to decide whether to keep the unit open for operation or to shut down altogether for a specified period of time. Outline the organizational structure that will be used during an emergency operation. The outline should identify key staff with multiple back-ups, roles and responsibilities, and the reporting structure. Do not assume the same structure for normal day-to-day operations will apply during an emergency situation. Identify all essential personnel whose absence would pose a serious threat to operation of the unit, or would significantly interfere with the response to a pandemic and determine how those staff will be replaced if necessary. Identify signatory authorities and ensure a plan is in place to have back-up staff delegated the appropriate authority for the role they will fill. Identify essential services of the unit that are necessary to maintain the primary mission of the University; i.e. teaching, research, support of animals, support of students, etc. Identify key staff/job titles that are required to maintain the unit s essential services during a pandemic response situation, including multiple back-ups if necessary. Plans for shortages of workers in essential services; for example, cross training staff, volunteers, staggering of or reducing work schedules. Plan ahead for training staff to fill key functions either other internal staff or volunteers from other units. Determine if staff responsible for maintaining essential services also moonlights for another entity, and predetermined which entity they will respond to and support during a pandemic event. Determine if all procedure manuals are up-to-date. In the event of needing to use volunteers or cross trained staff, upto-date procedures will be essential to ensure continuity of operations. Determine how a widespread pandemic will affect the delivery of essential services to campus both internal delivery and vendor support.
9 Completed Not Applicable Task Compare your unit s needs assessment for essentials services to the needs of the other University units or the broader community that may be competing for similar services to identify conflicts; for example, medical treatment, building and vehicle use, etc. Prepare Mutual Aid and/or Memo of Understanding agreements with other units or service providers for essential services if appropriate to ensure there is no misunderstanding of priorities during emergency operations. Determine if travel curtailment or restrictions will impact on the unit s ability to maintain essential services. Determine if there will be any physical security needs to protect your facility or essential equipment, supplies, etc. Establish an emergency communication plan within your unit and test it periodically. The plan should identify key contact and back-ups, a chain of communication, and a process for tracking the status of staff within your unit. There should be a system to contact key staff both at work and during off hours with reliance on duplicate systems such as phones, radios, pagers, web, etc. Protecting Staff Checklist All organizations, whether government or private sector, large or small, are supported by three primary assets: people, communications, and physical infrastructure. Unlike other catastrophic events, an influenza pandemic will not directly affect the communications or physical infrastructure, but an influenza pandemic will directly affect the University s people. Therefore, it is critical that all units anticipate the potential impact on staff, and consequently, the unit s ability to continue essential functions. As part of that planning, you will need to ensure that reasonable measures are in place to protect the health of staff during a pandemic. Characteristics of Influenza Transmission Understanding the characteristics of influenza transmission is important in order to assess the threat pandemic influenza poses to your staff in the workplace, as well as the efficacy and practicality of potential protective measures. Human influenza virus is transmitted from person-to-person primarily via virus-laden large droplets (particles >5 µm in diameter) that are generated when infected persons cough, sneeze, or speak. These large droplets can then be directly deposited into the upper respiratory tract of susceptible persons who are near (i.e., typically within 3 feet of) the droplet source. Transmission also may occur through direct and indirect contact with infectious respiratory secretions. Patients with influenza typically become infectious after a period of about 1 to 1.5 days and prior to showing symptoms themselves. At about 2
10 days, most infected persons will develop symptoms of illness although some remain asymptomatic throughout their infection. This is important because even seemingly healthy individuals in early stages of influenza could be infectious to others. Vaccine and Antiviral Medications The primary strategies for preventing pandemic influenza are the same as those for seasonal influenza: (1) vaccination; (2) early detection and treatment with antiviral medications; and (3) the use of infection control measures to prevent transmission. However, when a pandemic begins, only a limited stockpile of partially matched pandemic vaccine may be available. A virus-specific vaccine to protect personnel will not be available until 4 to 6 months after isolation of the pandemic virus. Finally, the supply of antiviral drugs will be limited throughout a pandemic. Until sufficient stockpiles of antiviral drugs have been established, these medications may be available for treatment of only some symptomatic individuals. Therefore, the appropriate and thorough application of infection control measures remains the key to limiting transmission, delaying the spread of a pandemic, and protecting personnel. The following items should be considered during your planning for a pandemic contingency within your workplace. The EHS Manager is available to answer questions for you on this aspect of the planning.
11 Completed Consideration Persons who are potentially infectious should: stay home if they are ill; cover their nose and mouth when coughing or sneezing, and use facial tissues to contain respiratory secretions and dispose of them in a waste container (respiratory hygiene/cough etiquette); and wash their hands (with soap and water, an alcohol-based hand rub, or antiseptic hand wash) after having contact with respiratory secretions and contaminated objects/materials (hand hygiene). Persons who are around individuals with influenza-like symptoms should: maintain spatial separation of at least 3 feet from that individual; turn their head away from direct coughs or sneezes; and wash their hands (with soap and water, alcohol-based hand rub, or antiseptic hand wash) after having contact with respiratory secretions and contaminated objects/materials. Antibacterial hand washing products do not appear to offer an advantage over soap and water in most settings for removing influenza virus from hands. Minimizing workplace exposure to pandemic influenza can be facilitated by developing policies and strategies for isolating and excusing employees who become ill at work; allowing unscheduled and nonpunitive leave for employees with ill household contacts; restricting business-related travel to affected geographic areas; and establishing guidelines for when employees who have become ill can return to work. HRAA will be producing overall guidance for the University community on absence policies. Within the workplace, social distancing measures could take the form of: guidelines modifying the frequency and type of face-to-face encounters that occur between employees (e.g., moratoriums on hand-shaking, substitution of teleconferences for face-to-face meetings, staggered breaks, posting of infection control guidelines in prominent locations); policies establishing flexible work hours or worksite, including telecommuting; and promotion of social distancing between employees and customers. Some social distancing measures, such as the recommendation to maintain 3 feet of spatial separation between individuals or to otherwise limit face-to-face contact, may be adaptable to certain work environments and in appropriate settings should be sustainable indefinitely at comparatively minimal cost. Lowcost or sustainable social distancing measures should be introduced within the workplace immediately after a community outbreak begins, and units should prepare for the possibility of measures that have the potential to disrupt their business continuity.
12 The benefit of wearing disposable surgical or procedure masks in the workplace has not been established. Mask use by the public should be based on risk, including the frequency of exposure and closeness of contact with potentially infectious persons. Routine mask use in public should be permitted, but not required until determined by the University EHS, medical authorities, or a governmental agency with authority to make the determination. During a pandemic, persons who are diagnosed with influenza or who have a respiratory illness should remain at home until the fever is resolved and the cough is resolving to avoid exposing others. If symptomatic persons cannot stay home during the acute phase of their illness, consideration should be given to having them wear a surgical or procedure mask when they may have close contact with other persons. Any mask must be disposed of if it becomes moist. Individuals should wash their hands after touching or discarding a used mask. Given the concern regarding the spread of influenza through contaminated objects and surfaces, additional measures may be required to minimize the transmission of the virus through environmental surfaces such as sinks, handles, railings, and counters. Transmission from contaminated hard surfaces is unlikely, but influenza viruses may live up to 2 days on such surfaces. Surfaces that are frequently touched with hands should be cleaned at least daily during community outbreaks. At a minimum, units should develop procedures for cleaning facilities during an outbreak and develop procedures for employees to follow to keep work areas clean (e.g., disinfecting phones, keyboards, personal items). There is no evidence to support the efficacy of widespread disinfection of the environment or air. If a unit s employees or students travel outside the United States for business or educational reasons, plans should include consideration of the management of these personnel in the event of an influenza pandemic. Once a pandemic emerges, international travel may be disrupted. It is also possible that containment measures may be instituted affecting airline passenger movement. Organizations should anticipate that such measures might further aggravate staffing shortages.
13 Recovery Checklist After a pandemic wave is over, it can be expected that many people will be affected in a variety of ways. Many may have lost family and friends, suffer from fatigue, or have financial losses as a result of the interruption of work. University units should ensure that these concerns can be addressed. Completed Task Ensure a prioritization sequence has been established in which essential services and key activities will be restored within the unit. Develop a plan to establish recovery time-frames for essential services and key activities; for example, registrar s office within 2 weeks, physical plant operational within 24 hours. Ensure that all essential services have developed recovery plans to bring their unit back up to normal operations. Work with HR and EMSL to ensure resources are available for social, psychological and practical support to students and affected faculty, and staff and their families; for example, employee assistance program, student counseling, etc. Ensure the financial impact of a recovery process has been established and available sources of funds have been determined; for example insurance, fundraising, use of endowment, etc. Ensure all necessary supplies and resources are replenished quickly remember, the pandemic may occur in several waves to anticipate the need to restock for the next wave of illness.
14 Emergency Action Plans Each unit needs to be ready for emergency situations that may arise during a pandemic scenario in order to ensure business continuity for the University. Emergencies can arise that are caused by staffing shortages internal and external to the University, public panic, or psychological problems with staff dealing with the situation. To assist units with this task, Public Safety & Environmental Health has developed the Emergency Response Plan It is recommended each unit use this guideline to prepare a building specific plan for their employees. The Emergency Action Checklist (Appendix C) can be used to suggest key items to think about along the way.
15 Updating Plans Emergency operations and business continuity plans are only as good as they are current. The following is a list of trigger points that you should use to consider when to update your plans. Personnel Changes New hires Transfers Terminations Personnel Status Changes such as home address, home telephone numbers, or name changes Organization Changes Promotions Reassignments of duties Reporting relationships (Other Units) Environment Changes Relocation of unit Space additions or reductions Rekeying of doors Heating, ventilation, air conditioning modifications Business Process Changes Assumption of new business functions Modification of existing business functions Elimination of existing business functions Application Changes Upgrade or modification of existing software or systems Acquisition of new or retirement of existing software or systems Technical Infrastructure Changes Network or workstation changes Modifications of backup processes Changes in off-site support facilities or vendors
16 Additional Resources There are many resources available that discuss the pandemic disease planning process. For additional information we refer you to the following web locations: University of Michigan Resources Influenza and Avian (Bird) Flu Preparedness at the U of M - International Travel Information and Registry - Health Information at UMD Other Resources US DHHS Pandemic Flu Site - World Health Organization Flu Site - US FDA Flu Site - Michigan Department of Community Health Flu Site - Pandemic Influenza Resources for Colleges and Universities - Centers for Disease Control -
17 Appendix A Business Planning Process Checklist Completed Task The first step in the process deals with setting up the planning and plan preparation. Assign a key staff person in your unit that will be responsible for completing the Business Continuity Plan for you. It is helpful that the individual assigned have a sound understanding of your unit operations and have the authority to bring together key decision makers within your unit to discuss priorities and determine how to prepare for contingency operations. All key decision makers in your unit should review the sections of this document titled Main, U of M Charge, Planning Scenario, Priority Functions, and Staffing Shortages for background information on the potential impact of a pandemic on campus and the reasons behind the need for business continuity planning. After reviewing the background information and assigning key staff to work on this plan, move to the section called Planning Checklists and print out all that appear to be applicable to your unit. At a minimum you need to look at the checklists titled General, Protecting Staff, and Recovery. These will provide some ideas on what to consider when discussing your key functions and how to plan for severe staffing shortages that could impact your ability to continue to serve the University mission. Please remember, the checklists are not designed to be all inclusive only you fully understand the mission and essential functions of your unit and only you can fully plan for contingency operations. Print the Business Continuity Plan template to use to document your final plan. As your team moves through the discussion of critical functions and how to deal with contingencies, feel free to modify the template to meet your needs. This plan will be your documentation of how you will operate in a pandemic illness scenario. However, it can be written to the point of being more fully functional for multiple emergency situations such as the power outage we experienced a few years ago. Once your Business Continuity Plan is completed, move to the section of the website titled Emergency Action Plan. This area of the site is designed to assist you with preparing a unit specific plan for your area to use for all emergency situations. Since the pandemic illness can impact your unit in multiple ways beyond just the loss of staff (i.e. security issues if you have critical resources, panic from inside or outside the University community, psychological issues, etc.) it is imperative you be fully prepared for multiple contingencies. Many units have already prepared Emergency Action Plans, and this will be a good time to look at updates.
18 Completed Task Preparing the continuity and emergency plans is just the first step in the process. The second step is making sure your staff understands the plans and how they will be implemented. It will be important to meet and discuss actions staff will be asked to perform, implement cross training of staff to key functions if appropriate, gather appropriate equipment and supplies you have identified as needing to be purchased ahead of time, etc. All unit staff has been trained on the requirements of the plans. Cross training of staff to key functions or training of volunteers has been completed. Necessary supplies and equipment has been pre-purchased and stockpiled, as appropriate. Contacts have been made with critical vendors, service suppliers, other university units to ensure critical operations of the unit will continue in an emergency situation. All other requirements of the Business Continuity Plan have been implemented to ensure the unit is prepared for emergency situations. The third step in the process is to test key functions of the plan to make sure they actually work. For example, periodically test the communication section to make sure key staff can be contacted by alternative methods. Use this as a means to update your plan to make sure it is functional. The final step in the process is ensuring the plans remain current. Remember, these plans are living documents they must be periodically reviewed and updated to be functional. At a minimum they should be reviewed every year and following activation to make sure the information remains current.
19 Appendix B UNIVERSITY OF MICHIGAN-DEARBORN Public Safety & Environmental Health Office of Environmental Health & Safety Services Template for Avian/Pandemic Flu Departmental Business Continuity nuity Planning Background on UM Business Continuity Planning ~ In 1999, the University s central administration offices and individual units addressed Year 2000 problems to ensure the continuing operation of systems that support critical business processes at UMD. Much of the institution-wide effort was focused on information technology resources and computer systems. One outcome of the University's successful planning for Y2K was the development of disaster and business continuity planning documents covering a wide variety of emergency situations. We now face a new challenge the potential for a pandemic disease outbreak. Unlike Y2K, a pandemic disease will not directly impact on the University infrastructure instead it will impact our most valuable resources the staff that keep the institution operating and the students that attend. Each University unit is asked to once again look at their business processed and develop contingency planning for this new threat. Rather than dealing with a 2-5 day power outage we are now looking at the potential for a 4-6 week campus closure due to pandemic flu that could involve 30%-40% employee absenteeism and the potential for high mortality. Avian and Pandemic Flu Preparedness Planning Consideration: Some of the preparedness planning consideration that individual departments are encouraged to reflect upon which developing their plans include employee absenteeism reaching as much as 30%-40%, limited availability of necessary supplies and resources, travel restrictions, County Health Department establishing isolation & quarantined areas as well as restriction of public gatherings or events, mandatory facility closures, non-systematic individuals may carry/spread the flu, estimated duration of impact to the U.S. is 6 months to 2 years with subsequent waves of influenza, and community resources may be diverted from your operation(s). Business continuity planning University of Michigan-Dearborn Organizational Priorities: in preparation for Y2K, the University Executive Officers established planning priorities that appear to be as applicable today as they were then. Units should consider these priorities as they work through their planning process. Health and safety of faculty, staff, students, contractors, renters, and any other people on University premises Continuation and maintenance of research specimens, animals, biomedical specimens, research archives Delivery of teaching/learning process and student-related services: registration, faculty assignments, classroom scheduling, drop/add, financial aid services, government reports, grades, admissions, etc. Security and preservation of University facilities and equipment Maintenance of support for community/university partnerships. UMD Website Resources
20 University of Michigan-Dearborn Unit Information: Unit Name Name of Director/Manager UMD Address Main Office Phone # Date Plan Prepared Department s Emergency Contact(s) and Alternates Name and Title Office address and phone Home address and phone * Cell phone (and or pager) address Home internet access *designated by the Department as the Lead Emergency Coordinator/Planner for the department
21 Planning Task Checklist Job Duty Responsible Person Frequency How When Last Done Critical or Essential Function Yes or No
22 Critical/Essential Department Operations ( in ranking order of importance) Person Critical/Essential Operation responsible for operation (name, address, phone, ) Alternate Person #1 (name, address, phone, ) Alternate Person #2 (name, address, phone, ) Can Operation be accomplished from a remote location Action Plan to continue essential Operation/Service Identify which, if any critical operations can be successfully accomplished from remote locations. What actions must be taken to prepare and test remote or web based operations?
23 Department Identified Advance Planning Readiness Checklist High Priority Action Items to prepare for Pandemic Responsible Person Action Items Due Date How
24 Essential Resources/Supplies Required to Maintain Departments Critical Operations Essential Resources/Supplies necessary for critical operations Action Plan to Stockpile supplies, if appropriate Current Supplier Name, Address & Phone Alternate Supplier Name, Address & Phone
25 The following is our department s internal communication plan that will be implemented in the event of an emergency requiring partial or full closure of our department operations. Date Tested: Department s external communication plan that will be implemented in the event of an emergency to notify staff of reporting requirements:
26 Essential Contract Services Required to Maintain Departments Critical Operations Essential Contract Services Required to maintain services during an emergency Current Contractor Name, Address & Phone Alternate Contractor Name, Address & Phone
27 Essential Travel Required for Maintaining Departments Critical Operations Essential travel-domestic or international required to maintain services during an emergency Current mode of travel Alternate systems to change travel mode or alternatives to need to travel
28 Additional Department Staff Name Role Work Phone Number Home Phone Number /Cell Phone Number Home Address
29 Plan Approved by Department Director/Manager: Signature Date Periodic Reviews:
31 Appendix C Emergency Action Checklist Evacuation Procedures Procedures should include specifics on how all areas of the facility will receive notification to evacuate the facility. Consideration should be given to assigning Floor Captains for each of the various operating areas. All shifts should be addressed. Any special needs for the disabled should be anticipated (hearing impaired, sight impaired, mobility challenged, etc.). Procedures should consider how the evacuation will be accomplished in the absence of electric power or intercom capabilities. Employee gathering spots Designed areas should be identified for employee assembly in order to ensure all employees can be accounted for following evacuation. Each gathering area should be assigned a Leader whose responsibility it will be to account for all employees in their designated area. Safety considerations for the gathering areas should be anticipated the potential for having to evacuate the facility grounds following an incident involving either an on-site or off-site hazardous material incident. Notification and direction of police, fire, and emergency medical staff To ensure all public agencies response promptly to the facility to provide emergency a call should be placed to Public Safety at 911 or extension to coordinate necessary response. Restoration contractor identified Production Equipment Telecommunication Equipment IT (Computer) Equipment Electronic Media Equipment Paper Media Electric Power Infrastructure Components (Transformers and Switchgears) HVAC Components Facilities/Structural Components
32 Damage assessment team assigned and responsibility/resources are defined Team Leader identified and assigned responsibility. Team Members assigned for each operating area in the campus. Site stabilization addressed in Operations Procedures. Emergency resources for site stabilization procured and stored off-site. Outside resources identified for structural evaluation. Utility provider s representatives identified in Damage Assessment Team roster. Damage Assessment forms developed for all areas of the campus. Damage Assessment Team reporting is part of regular briefing to the Assessment. Site Security procedures Site Security Team assigned. Team responsibilities and roles assigned. Team procedures developed. Emergency Communication Equipment maintained. Additional outside services identified and planned for. 24-hour security needs addressed.
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