Contact emergency services Implement the Emergency Management Plan for the premises Provide first response assistance Maximise safety of personnel during the emergency Element 4: Conduct evacuations Adhere to the requirements of the internal Emergency Management Plan for the premises Maintain calm Determine the evacuation to be taken Check for persons left in the premises Account for who have been evacuated Element 5: Fulfil administrative responsibilities Complete necessary internal forms and reports Cooperate with management in making recommendations to enhance patron and safety Element 6: Respond to a deceased person situation Contain the situation relating to the body Contact emergency services Contact management Preserve the scene where the body was found Comfort affected by the death Making telephone contact with fire, police or ambulance services determined by the type direct lines to authorities, where applicable Contacting management Notifying relevant external security providers. Ensure access and assistance to emergency services may include: Delegating responsibility to another person to meet emergency services and direct them to the alarm site Requesting patrons to move their vehicles Moving company vehicles Unlocking gates and barriers Clearing access routes Obtaining site plans for the alarmed area. First response assistance will vary depending on the nature of the event but may include: Providing first aid Fire fighting Containing the situation Comforting and reassuring victims or people affected by the event Removing people from the area Maintaining personal safety and the safety of others. Inappropriate behaviour may include: Aggressive, rude and anti-social behaviour, including arguing with other patrons or staff Refusal to leave the premises when asked to do so Intoxication
No Trainer Notes Trainer provides examples of unsafe areas: Areas where people are fighting or engaging in threatening or otherwise potentially dangerous behaviour Situations where the building presents a danger – such as: Broken windows Spilled liquids on the Items which have been dislodged and are in danger of falling Machinery of equipment which is malfunctioning and creating the potential for explosion, fire or other injury. Circumstances where the weather or local environment presents a threat – such as: Excess wind Rain coming into the building from a nearby fire from a chemical spill which is close by. Emergency situations which create an unsafe area – such as: Fire in a room – or on a floor Gas leak in the kitchen with impact on the associated dining areas in the street outside the venue. Slide No Trainer Trainer provides advice action to take to make safe unsafe areas: Immediately report back on what you have found – advising: Location and nature of the problem Cause of problem – if known Possible impact – in terms of: People likely to be impacted Nature of the impact Impact site/s. Seek assistance/notify the relevant person necessary – to: Get assistance moving towards you Initiate any programmed internal response – such as implementing an Emergency Management Plan for the specific type of issue which has been identified Determine if there is need to activate an alarm.
Slide Slide No Trainer Notes Trainer identifies details which should be captured when receiving a bomb threat telephone call: Background noises – which may relate to: Street and/or house noises; Aircraft noises; Music; Other voices; Machinery Details about the caller – such as: The caller’s accent; Gender; Age; they spoke at; Speech impediments; Diction Call details – for example: Was it real-time or taped? Was it read from a script or made up on-the spot? Threatening? Abusive? Rational? Incoherent? Bomb details – ask questions to try to get as much information from the caller as you can: ‘What does the bomb look like?’ ‘What type of bomb is it?’ ‘What is in the bomb?’ ‘When is the bomb due to explode?’ ‘Why did you plant the bomb?’ ‘How can we defuse it?’ ‘What will make the bomb explode?’ Class Activity – Role Play/s Trainer develops series of role plays where students are required to take mock telephone call advising there is a bomb in the venue. Students should ask questions and capture relevant details of the call. Slide No Trainer Notes Trainer advises students about what to do after taking a bomb threat telephone call: Immediately speak with the appropriate person about the threat – supervisor, owner, Head of Security Talk in a quiet place away from others Communicate the details in a calm and clear manner – to avoid panic: refer to the notes taken at the time Immediately start evacuation procedures
A set of numbers – giving you direct contact with the nearest emergency services facilities/stations. Slide No Trainer Notes Trainer reminds students when reporting an emergency they should: Identify yourself, position (bar attendant, Duty Manager, security staff) and venue location you are reporting an emergency Describe the nature of the emergency Be guided by the operator on the other end of the phone – as to what to do and the information to provide Give the location of the emergency within the venue – Room number, Ballroom, cleaning cupboard on 2nd floor. Slide Slide No Trainer Notes Trainer continues reminding students on how to report an emergency to emergency services using the telephone: Identify the threat you believe is being posed Define the numbers of people threatened/involved – people trapped; building has collapsed Describe any local factors relevant to the emergency – power out; escaping gas; internal comms system not operational; venue very busy/crowded Advise of best approach or entrance to use Give your opinion regarding the action required Never hang up until told to do so. Slide
Promptly Completely Without question – see later slides ‘Questioning command directions’. Slide Slide No Trainer Notes Trainer suggests when giving instructions to guests in an emergency situation the requirements to follow are: Ensure you know what you are talking – giving incorrect information causes confusion and can result in deaths or injury Speak clearly and calmly but with authority – speak as if you expect people to comply with what you say Do not – if you panic this will cause panic in others: likewise if you are calm this will create calmness in others Try not to yell – unless background noise makes this necessary. Slide Slide No Trainer Notes Trainer continues providing advice when giving instructions/directions to guests in an emergency: Exude confidence – this gives reassurance and helps maintain control and eliminate panic Repeat yourself – often/as necessary Use appropriate sign language and signals Be prepared to ‘show’ and not just ‘tell’. Class Activity – Demonstration and Practical (Role Plays) Trainer demonstrates how to give directions and instructions to ‘guests’ during a mock emergency situation and provides an opportunity for students to practice same.
Slide No Trainer Notes Trainer explains: You must always try to remain calm when with any emergency situation When implementing an evacuation/EMP you must stay calm because your attitude, response and actions will greatly influence how others behave. Slide Slide No Trainer Notes Trainer states to deal effectively with guests/customers in an emergency: appropriate interpersonal and communication skills to avoid panic and maintain calm Provide clear instructions to guests/customers, staff and others. Class Activity – Question and Answer Session Trainer asks “What are appropriate interpersonal and communication skills to when dealing with people in an emergency situation to help avoid panic and maintain calm?” Possible answers: Do not panic yourself – be confident in the training and drills you have participated in: know the plans will work Speak clearly and calmly but with authority – speak as if you expect people to comply with what you say Take charge Take control Do not yell – unless it is necessary to overcome another noise Yelling generates unease and panic Exude confidence – in the way you stand, talk and hold yourself. Trainer asks “What can you do to optimise potential for your instructions to be readily understood during an emergency?” Possible answers: Use simple words Give brief commands – for example ‘Get out now’, ‘Go there immediately’, ‘Do not run’ Use appropriate sign language and signals – to accompany the words you use Repeat yourself often and as necessary – never expect a single instruction, direction or command to be understood Be prepared to ‘show’ and not just ‘tell’ – escort people, accompany them, demonstrate what is required.
In hospital At another venue In a safe part of your venue awaiting instructions about what to do next. Trapped – these are people who are known to be (or suspected of being) trapped somewhere in the building Unaccounted for – meaning they are ‘absent’ or ‘missing’. It is not known if they are: Evacuated and safe – they may have evacuated but not reported in, or been recorded by as having escaped Trapped Away from the venue – and not present when the emergency occurred. Slide No Trainer Notes Trainer explains basic requirements for confirming numbers are: Refer to internal documentation – such as: Records of people registered as staying in the venue as house guests – all venues are required to maintain such a record Bookings sheets for restaurants, dining areas., sports facilities, entertainment areas Staff records – which are rosters of staff on duty at the time. Records of people registered as present at the designated EAPs (‘Evacuation Register’ or similar) Refer to in-house CCTV footage – to identify where possible people who left the building on their own initiative and/or without moving to designated assembly points Guests and customers are not under a legal obligation to assemble at the evacuation assembly points. Talk to managers, supervisors and – to obtain their insight into: Who was present at the time the evacuation was initiated Knowledge about people who have evacuated and left the scene without being registered/recorded as having evacuated. Slide Slide No Trainer Notes Trainer continues explaining basic requirements for confirming numbers:
involved. This training request may also identify ancillary areas in which training is required – these areas may include: aid Maintenance and service. Activity – Presentation and Explanation/Demonstration Trainer presents sample forms/reports as listed on the slide and: Explains what they are used for Demonstrates what is involved in competing each. Slide Slide No Trainer Trainer identifies an ongoing aspect of everyday work is to cooperate with management to optimise safety of patron and staff safety at the venue highlighting they should participate in a range of activities to demonstrate their support for management in their endeavours: Engage actively with all aspects of risk management when the need to do so arises – risk identification, risk analysis and risk control Participate in regular staff briefings, de-briefings and meetings Participate in scheduled workplace inspections – to: Confirm existing safety arrangements Identify new threats/problems Attend conventions, seminars and conferences which have a safety focus – and report back to management on what you discovered/became aware of. Class Activity – Guest Speaker Trainer arranges for relevant venue manager/owner to attend and speak to students about what they as managers/owners expect staff to do to support their attempts to improve venue safety for patrons and staff. Slide Slide No Trainer Notes Trainer continues identifying ways students can demonstrate support for management to improve venue safety: Contribute ideas, suggestions and recommendations for improvement to safety – see later slides Be willing to safety initiatives – and provide feedback on their implementation and effectiveness Compete all internal and reports as required – management use these to determine the need for changes to existing safety arrangements Visit other venues – to determine their safety protocols.