AIC's 44th Annual Meeting

The rains fall; the winds howl; the earth moves; bombs explode; pipes and mechanical systems fail and cultural collection stewards gather to address the heartbreaking results. Every scenario brings its own challenges and risks - are these highly motivated but stressed responders among them? How do we insure we mount an effective, safe, well planned response? Most disaster training programs begin with fairly extensive instruction in planning and preparation. They then briefly discuss assessment before moving forward to what many regard as the heart of the program, recovery and salvage. A hands-on drill of varying length, complexity and intensity often climaxes the program. After designing and implementing many of these programs and drills, the authors have reached the conclusion that the emphasis on response and salvage while minimizing the role of assessment, communication, team structure and function can derail an effective response and cause additional collection damage and dissociation. Establishing a team and communication methods comes first. Without this foundation, assessment and recovery that is successful for people and objects is rare. Assessment occurs before recovery begins and at regular intervals as the response continues. It identifies the nature and scope of the collection emergency and the resources, documentation and strategies necessary for each stage of an effective response. When these steps are truncated or ignored, even in a drill, chaos often ensues. Too many anxious and adrenaline soaked responders rush in to save the collection. They get in each other’s way, forget the need for documentation, and move objects without adequate regard for priority, condition, risk or appropriate destination. This presentation addresses the assessment options in a collection emergency plan and scenarios for team development, communication and assessment training. Each responder’s foundational knowledge, experience, collection familiarity and emotional response to a collection emergency vary. Training must be tailored to the participants, whether students, cultural heritage professionals, or volunteers.