Business Resilience and Historical Wisdom

Business Resilience and Historical Wisdom


Business Resilience and Historical Wisdom

by Lisa Short

It would be impossible for anyone to not reflect on the fact that COVID-19 has detrimentally impacted and disrupted the very socio-economic fabric of the world. As the World Economic Forum says “it will cast a long shadow over the world” with some saying it is so dire it may take 5 to 10 years to recover. The irony in the past few weeks is cognisance of this catastrophic effect, and at the same time seeing the turmoil of protests,  violence and social unrest flaunting the extreme sacrifices made by every person and every business.  McKinsey’s speak of the implications for business, but also of a ‘social recession’ from loneliness and isolation, with profound consequences for our health and flow on productivity in workplaces. Even for business stalwarts it’s difficult to comprehend the enormity of the situation.


At the same time, it’s more difficult to comprehend that the world knew in at least 2006 that should a pandemic emerge, it would become the single greatest threat to business continuity, and could remain so for years.  It also knew that organisations, companies, business, governments and the economy at large needed to develop rigorous contingency and resilience plans to manage the progress of a pandemic and limit its impact on employees, shareholders, partners, consumers, and communities. The world categorically knew that this would require more than simply double-checking the soundness of existing business continuity plans, if they were in existence at all. The world didn’t plan. That’s obvious.


And if another issue could compound that lack of preparedness, it is the failure of the economy to have at least kept pace with skills required to live and work in the 21st Century – even though we are 20 years into it.  Governments, educators, business, workforce and society need to understand the changing environment, be resilient to its changes and relentlessly and continuously learn and innovate. These are new educational capacities and concepts and the ones that unify our capacity to live and work now and into the future. Yet current educational frameworks evolved in the 1800’s when the time and relevance to study, learn, and develop capabilities were linear and mechanistic and have largely ignored these capacities. Systemic future focused change is urgently required, and was urgently required when we all anxiously waited for the world to implode on 31 December 1999. This was recognised on the 13th June 2019 when the UN and the World Economic Forum signed a strategic partnership that placed 6 key areas at the international critical level requiring acceleration, if as a world we are to attain the SDG’s by 2030.  Two of those areas  were Education & Skills and Digital Co-operation. And the deficiency in both has been highlighted like a neon light in Times Square for everyone to see and shake their heads in wonderment about. I’ve personally had to assist leaders in business through basic digital engagement, and for many they’ve had to sink before they even wanted to swim.


To be really frank, whilst politicians and people from all nations are pointing fingers and finding blame – it is every single stakeholder who failed to listen who is accountable. It reminds me poignantly of a long-standing joke where there are rapidly rising flood waters and people seek refuge on the roof of their house. Rescue services arrive in a canoe, a boat and finally a helicopter  with the offers of help being refused each time – suggesting that God would help them. After drowning and arriving at the pearly gates, the people say to God, ‘why didn’t you save us?’ God says, ‘I sent a canoe, a boat and a helicopter – what more did you want?’


With that in mind when I hear that countries like Australia, the United Kingdom and others are ‘100 days from an economic cliff’ I think, what do we need to do to ensure we don’t fall off. I don’t think it’s a destiny. It will take resilience, planning, strategy and taking action to innovate – and most importantly learning lessons from the past. History gives us hindsight and the ability to take alternative pathways moving forward knowing the consequences of taking historical choices. Seeing our global history vandalised, desecrated and torn down in the past week feels a little like an out of body experience where humanity has fallen into a state of decay.  And I relate that situation to recovery from the pandemic. We cannot change the past, but we do have the ability to reshape our future to be better, stronger and more resilient.


I tell this story often to my friends and family, however,  the very first time I visited London I went to Westminster Abbey – a bucket list item for me having lived in Australia all my life, a nation with a  comparatively very young modern history, and only ever reading about history. As I wandered the Abbey with the usual mouth open in wonderment expression I found myself completely overwhelmed with emotion when I was seeing and experiencing my history firsthand. Things that for me were never real – they just existed in a textbook. I walked past the plaque for Captain James Cook – credited with being the first to discover and establish a colony in Australia. I could touch the tombs of royalty farther back than I can remember. And then I stopped and glanced at the floor of tombs of great literary greats like Chaucer that I had studied at school – never for once really believing they were real. But they were real. I sobbed and felt a deep connectedness to my history and felt a real fervour to learn and embrace my past, and what I could learn from it to make life better, more enriched and diverse. I felt resilience, and experienced the fact that history builds wisdom. It wasn’t all good, but that knowledge drives you to ensure that those unwanted outcomes are mitigated for the future. Much the same as now. None of us want another economic and social impact from a pandemic but who is actually going to say we failed to plan, and want to reshape the future – but we must.


It may surprise most that more than half the entire population of the world work in SME’s.  They are the backbone of the global economy, both financially and to social development. Collectively that is a huge untapped market and conversely a market where innovative solutions and business resilience can have a profound and catalytic impact to a disproportionately disadvantaged market. Reducing costs, increasing efficiency and overcoming the many challenges that are common causes of angst makes obvious sense. Yet SME’s are often missing  or lacking opportunity and enough people, skills and knowledge to develop new strategies to transform their business. Many are entrenched in the status quo of making ends meet, generating cash flow, meeting compliance and trying to grow. Rarely are they at the cutting edge of innovation or contemplating blue sky thinking where making the ‘impossible possible’ disrupts the way things have always been done. Now is the time for them to pick up the gauntlet and run with it – not wait for destiny to push them off the cliff in 100 days.


While there are regular headlines on how blockchain will transform our daily lives, at the moment its potential application for small and medium size business [SME’s], mid-tier and other underserved sectors in the economy such as education does not feature as a priority on national or international agendas. Effective change requires a profound mind shift in thinking and those in the blockchain industry with SME experience and honesty that understand the real challenges of SME’s, to offer high quality relevant education, and actively support the step by step development of simple business cases that can deploy solutions. Trade finance, Invoice financing, reduced cost in financial transactions, systems to support verification of skills and compliance, greater administrative efficiency, valuing the identity and data of the SME, protecting IP, building international trade opportunities and creating business infrastructure that is affordable and trustworthy are good starting points. Imagine if SME’s could use white labelled smart contracts for important, yet costly infrastructure such as Shareholders Deeds, Employment Contracts and WHS Procedures. The flow on is not just a reduction in cost but a safer, more diverse, secure and sustainable business.  When you hear statistics that more than 70% of SME’s experienced a cyber-attack – before COVID-19 due to lack of preparedness, and that 60% of these who experience financial  losses over $100K will be out of business in 6 months it should be a wakeup call to act.


Catastrophic economic damage is pushing world economies and business of all sizes to think about how they will rebuild, but many are still waiting for a knight in shining armour to save them. Reactivity to poor planning must be replaced with proactivity for resilience and continuity planning and the necessary actions to embrace innovation to build stronger better business, economies and communities. This will require deep reflection on the historical aspects of the past few months and also of our previous times, education and lots of feeling uncomfortable as people enter a changed normality. Even when we embed the profound effects of inclusive diversity into our socio-economic fabric, which includes gender parity and its known gains on the bottom line – removing history doesn’t change the future. Only people and changing their mind set will drive change. Will you be one of them?




Founder | Mind Shifter | Change Maker | Collaborator 

International Keynote Presenter | Ambassador | Strategic Advisor 

🌟Top 100 B2B Thought Leaders in the World to follow in 2020 🌟


Transformation & Design Thinking, Frontier Technology & Blockchain, Social Impact, Inclusive Diversity, Women’s Leadership, Education & Business    

See & Connect with me: LinkedIn Twitter

See & Connect with Mind Shifting: LinkedIn  Twitter

#CryptoAunty #MindShifting #AretéBusinessPerformance #BetterBusiness #SDGs

See & Connect with: @COVIDTelegraph Twitter


Founder of Mind Shifting 

Executive Director Areté Business Performance

Contributing Global Expert The COVIDTelegraph

Advisor, Education & Ecosystems for Distichain – B2B eCommerce & Global Trade

Advisor, and ConsumerNode – DLT based data protection

Strategic Advisor EWOR  – 21st Century Entrepreneurship

Advisor, Shaping  Growth & Change for Venturekontor 

Director Learning & Ecosystems United African Blockchain Association





Emergency Planning and Response Guidance for Schools

Emergency Planning and Response Guidance for Schools


Emergency planning and response

How schools and other educational settings should plan for and deal with emergencies, including severe weather and floods.

Making an emergency plan

The aim of an emergency plan is to help staff respond effectively to an emergency at school or on an educational visit.

Your emergency plan should be generic enough to cover a range of potential incidents that could occur, including:

  • serious injury to a pupil or member of staff (eg transport accident)
  • significant damage to school property (eg fire)
  • criminal activity (eg bomb threat)
  • severe weather (eg flooding)
  • public health incidents (eg flu pandemic)
  • the effects of a disaster in the local community

Your plan should cover procedures for incidents occurring during and outside school hours, including weekends and holidays. You should also include emergency procedures for extended services, such as breakfast clubs, after-school clubs and holiday activities.

The planning process

Preparing for emergencies is an ongoing process involving:

  • risk assessment
  • planning
  • training
  • exercises
  • reviewing

Throughout each stage of this process it is important to consult members of staff and governors to gain their involvement and support.

School emergency plan template and guidance

A school emergency plan template and accompanying guidance are available to download from Nottinghamshire County Council.

Whether you adopt the template or choose to use your own, you can use the guidance to develop appropriate arrangements for your school.


Nottinghamshire County Council has also developed resources to help train staff and run exercises, including:

  • risk assessment and planning templates
  • training materials
  • tabletop exercises

You may not need to use all of these resources in order to have an effective emergency plan, and these documents shouldn’t replace any existing arrangements your school has in place.

Your local authority may have already sent emergency planning guidance to your school. If so, please contact your local authority for advice before using these resources.

Electronic storybooks, games and puzzles to use in classroom lessons on emergency planning are also available.

The Cabinet Office has developed a single point of reference for emergency planning terminology.

Severe weather

During severe weather conditions, such as flooding or snow, you should keep your school or early years setting open for as many children as possible.

However, it might be necessary to close temporarily due to inaccessibility or risk of injury. You should do all you can to reopen as soon as possible.

If flooding has significantly affected your school or early years setting, you should contact our incident alert team.

If you’re an early years provider and have had to move to temporary premises, you should check to see if you need to register with Ofsted at your new premises.

School attendance statistics

Where children are unable to get to school due to severe weather conditions, you can mark them in the register using absence code ‘Y’. This means that their absence won’t affect your school’s attendance figures.

However, if you believe that a child could have got to school, their absence should be recorded as unauthorised using code ‘O’.

Staff absence

If some of your teachers can’t get to work, you should be flexible by, for example:

  • bringing together groups and classes with teachers and support staff working together
  • using other school staff or volunteers to provide cover supervision or oversee alternative activities
  • re-arranging the curriculum

Reception and other infant classes (children aged 5, 6 or 7) should normally be groups of 30 or fewer, but having more than 30 in one class due to temporary exceptional circumstances is not a reason to close the school or the class.

Exam disruption

You should prepare for possible disruption to exams as part of your emergency planning and make sure your staff are aware of these plans. If you have to close your school, or if a child misses an exam due to an emergency, you should discuss alternative arrangements with your awarding bodies.

You are responsible for making sure parents and children know what has been agreed, for example:

  • using alternative venues
  • an exam result being generated by the awarding body, based on factors such as a child’s performance on other assessments in the same subject
  • the opportunity for children to sit any missed exam later in the year

Contact details

Incident alert team

Useful information

You may find the following links useful when considering your plan:

Published 25 March 2014
Last updated 23 December 2015
Test and Trace in England is live

Test and Trace in England is live

NHS Test and Trace: if you’ve been in contact with a person who has coronavirus

Follow this advice if you’re told by the NHS Test and Trace service that you’ve been in contact with a person who has coronavirus (COVID-19).

Stay at home for 14 days

If you’re told you’ve been in contact with a person who has coronavirus:

  • stay at home (self-isolate) for 14 days from the day you were last in contact with the person – it can take up to 14 days for symptoms to appear
  • do not leave your home for any reason – if you need food or medicine, order it online or by phone, or ask friends and family to drop it off at your home
  • do not have visitors in your home, including friends and family – except for essential care
  • try to avoid contact with anyone you live with as much as possible
  • people you live with do not need to self-isolate if you do not have symptoms

If you live with someone at higher risk from coronavirus, try to arrange for them to stay with friends or family for 14 days.

If you have to stay in the same home together, read about how to avoid spreading coronavirus to people you live with.

If you get symptoms of coronavirus

If you get symptoms of coronavirus (a high temperature, a new, continuous cough or a loss or change to your sense of smell or taste):

  • use the NHS 111 online coronavirus service to find out what to do and get a coronavirus test – call 111 if you cannot get help online
  • anyone you live with must self-isolate until you’ve been tested and received your result

What to do when you get your test result

If you test negative (you do not have coronavirus):

  • keep self-isolating for 14 days from when you were last in contact with the person who has coronavirus – as you could get symptoms after being tested
  • anyone you live with can stop self-isolating if they do not have symptoms

If you test positive (you have coronavirus):

  • self-isolate for at least 7 days from when your symptoms started – even if it means you’re self-isolating for longer than 14 days
  • anyone you live with must self-isolate for 14 days from when your symptoms started

Read more about when to self isolate and what to do.

If you do not get symptoms of coronavirus

If you do not have any symptoms of coronavirus:

  • you can stop self-isolating after 14 days
  • you do not need to have a test

How NHS Test and Trace will contact you

You’ll be contacted by email, text or phone.

Text messages will come from the NHS. Calls will come from 0300 0135000.

Children under 18 will be contacted by phone wherever possible and asked for their parent or guardian’s permission to continue the call.

You’ll be asked to sign in to the NHS Test and Trace contact tracing website at

If you cannot use the contact tracing website, they will call you.


The NHS Test and Trace service will not:

  • ask for bank details or payments
  • ask for details of any other accounts, such as social media
  • ask you to set up a password or PIN number over the phone
  • ask you to call a premium rate number, such as those starting 09 or 087


More about NHS Test and Trace

GOV.UK: NHS Test and Trace – how it works

Public Health England Pandemic Response Plan

Public Health England Pandemic Response Plan

Pandemic Influenza Response Plan: 2014 – Click Above for access to the full plan

About Public Health England

Public Health England exists to protect and improve the nation’s health and wellbeing, and reduce health inequalities. It does this through advocacy, partnerships, world-class science, knowledge and intelligence, and the delivery of specialist public health services. PHE is an operationally autonomous executive agency of the Department of Health.

Public Health England Wellington House 133-155 Waterloo Road London SE1 8UG

Tel: 020 7654 8000
Twitter: @PHE_uk

Prepared by: Nick Phin, John Simpson and Gaynor Marshall, with contributions from Hilary Moulsdale and Mike Laing
For queries relating to this document, please contact:

© Crown copyright 2014
You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence v2.0. To view this licence, visit
OGL or email Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.

Published August 2014
PHE publications gateway number: 2014256


Pandemic Influenza Response Plan: 2014


About Public Health England 2 Foreword 5 1. Executive summary 6 2. Introduction 8

2.1 Aim 10 2.2 Objectives 10 2.3 Scope 10

3. Planning assumptions 12 3.1 UK response phases (DATER) 12 4.1 Business continuity during an influenza pandemic 16 4.1 business continuity impact 16 4.2 Human aspects 16 4.3 Risk management and mitigation 17 5. National incident response in an influenza pandemic 18 5.1 PHE national response 20 6. PHE national and local response arrangements during an influenza pandemic 22

6.1 Chief executive
6.2 Health Protection directorate
6.3 Operations directorate
6.4 Communications directorate
6.5 Human Resources
6.6 Finance and Commercial directorate 6.7 Health and Wellbeing directorate
6.8 Chief Knowledge Officer’s directorate 6.9 Strategy directorate
6.10 Programmes directorate

7. Governance arrangements 7.1 Assurance
7.2 Training and exercising


Pandemic Influenza Response Plan: 2014

Appendix 1: Planning assumptions 65 Appendix 2: Roles and responsibilities of the Department of Health, the NHS
and the Cabinet Office 66 Appendix 3: Roles of key partner organisations 68 Appendix 4: Summary of the epidemiology of pandemic influenza 70 Appendix 5: Summary of modelling work 72 Appendix 6: Summary of pandemic infection control assumptions 74 Appendix 7: World Health Organization global phases 76 Appendix 8: Mobilisation of the national stockpile of antivirals for

pandemic influenza preparedness
Appendix 9: The First Few Hundred
FF100 Appendix 10: Glossary
Appendix 11: Reference documents

78 85 87 88


Pandemic Influenza Response Plan: 2014


Duncan Selbie Chief Executive

The prospect of a flu pandemic is one of the highest risks faced by the UK. Ensuring the country is fully prepared and able to respond quickly and effectively is a top priority for PHE and, of course, for the government.

The 2009 H1N1 pandemic certainly tested our plans for dealing with a new pandemic strain. Fortunately it was a mild one, but we need to be confident that our planning and responses are sufficiently flexible to deal with every eventuality.

While the PHE Pandemic Influenza Strategic Framework (2014) describes the approach and overall responsibilities of PHE in a pandemic, this response plan further clarifies PHE’s role, responsibilities and response arrangements in each phase of a pandemic and links to the PHE National Incident and Emergency Response Plan (2013).

page5image4144310208 page5image4144310512


Pandemic Influenza Response Plan: 2014

1. Executive summary

Public Health England (PHE) is the expert national public health agency and a Category 1 responder. PHE’s first function is to fulfill the Secretary of State’s duty to protect the public’s health from infectious diseases and other public health hazards. The threat from pandemic influenza remains the top national risk and PHE has a core and critical role working with its local and national partners, in preparing for and responding to influenza pandemic.

This plan details PHE roles and responsibilities during the preparation for and response to a pandemic, and describes the response in the context of the overarching national arrangements set out in the Department of Health’s (DH) UK Influenza Pandemic Preparedness Strategy (2011) and Health and Social Care Influenza Pandemic Preparedness and Response (2012).

This PHE plan reflects the roles and responsibilities of all staff within all PHE directorates within the five pandemic phases: detection, assessment, treatment, escalation and recovery (DATER).

PHE recognises that generating and sustaining its pandemic response will only be possible with the support of all staff, such is the extensive nature of tasks. These include surveillance and epidemiological advice, specialist diagnostics, microbiology, statistics and modelling, the provision of expert clinical and infection control advice, communications, managing the national stockpiles of countermeasures, developing and validating new diagnostic tests, undertaking research, and procuring pandemic specific vaccine. This plan also takes into account lessons identified during the response to the 2009 pandemic.

This plan and the learning from the national multiagency pandemic influenza Exercise Cygnus in late 2014, will inform the further development of comprehensive and integrated plans in delivering an effective and sustainable response across the organisation. This system of cross-organisational working will deliver the resources, science and leadership required during the pandemic in order to support the staff and organisational response from local and national centres, and laboratories.

National Crime Agency v Baker

National Crime Agency v Baker

National Crime Agency v Baker: Always Wear A Helmet When Cycling, Motorcycling or Jumping to Conclusions

Analysis by Ceri Davis from 36 Commercial

In National Crime Agency v Baker and Others [2020] EWHC 822 (Admin) the High Court discharged three Unexplained Wealth Orders (“UWOs”) and Interim Freezing Orders (“IFOs”) granted in respect of three properties on an ex parte application by the National Crime Agency (“NCA”).

The Court found that the NCA inadequately investigated obvious lines of enquiry and made unreliable assumptions regarding the source of the funds used to purchase the properties. It held that the use of complex offshore corporate structures or trusts is not, without more, a ground for believing that they have been set up, or are being used, for wrongful purposes.

National Crime Agency v Baker

Scott v LGBT Foundation Ltd

Scott v LGBT Foundation Ltd: When Dealing with Personal Information Falls Outside the Data Protection Regime

analysis by 

Ceri Davis 3 – 36 Commercial

In Scott v LGBT Foundation Ltd [2020] EWHC 483 (QB) the High Court held that “a verbal disclosure does not constitute the processing of personal data” under the Data Protection Act 1998 (“DPA 1998”).

The Facts

In May 2016 the claimant sought to access the defendant charity’s services by completing a self-referral form. The form provided an option for individuals to consent to information being disclosed to their GP. It also stated that the charity would break confidentiality without the individual’s consent if there was reason to be seriously concerned about their welfare. The claimant provided his GP’s details and disclosed mental health and substance use issues, including issues relating to suicide and self-harm.