Decision-Making in Times of Crisis: Bringing Back Binna Burra Postbushfire

Abstract

On the 8th September 2019, a bushfire destroyed most of the heritage-listed buildings at Binna Burra Lodge, adjacent to Lamington National Park in Queensland, Australia. This case study explores the prevention, preparedness, response, and recovery from this event. This case study was prepared by researchers from the Griffith Institute for Tourism at Griffith University and the EarthCheck Research Institute. It is informed by interviews with key stakeholders in the immediate aftermath of the event, as well as documents and media that captured this event. Given the extent of the disaster, the expertise of key stakeholders involved and the proactive response from government and the local community, this case study provides thought-provoking teaching and learning activities to prompt critical thinking amongst future tourism industry workers. Moreover, this case study supports more informed disaster preparedness and planning for tourism industry workers when responding to similar events in the future.

Teaching Note

Case Summary

On 8th September 2019, a bushfire destroyed most of the heritage-listed buildings at the Binna Burra Lodge, one of the first nature-based tourism businesses in Queensland, Australia. The tragic event had a significant impact not only on the business operations, but also on various direct and indirect stakeholders This case examines the strategies that Binna Burra Lodge implemented in the different stages of disaster management, and discusses the organisation’s efforts to liaise with the affected parties, highlighting the diverse needs and priorities at stake.

Two learning activities are presented. The overarching framework used is provided by the local authorities in order to empower businesses and residents to become more resilient by anticipating risks and vulnerabilities, responding swiftly through strengthened networks and adapting to changing circumstances. The recovery plan adopts a bias towards recovery and resilience with a focus on a community-led approach, achieved through Prevention, Preparedness, Response and Recovery (as shown in Fig. 23.2). Also see the Queensland Government (2020) Disaster Management Guidelines.

This case study provides thought-provoking teaching and learning activities to prompt critical thinking in disaster preparedness and planning amongst future industry workers.

Teaching and Learning Objectives

This learning activity aims to improve students’ ability to analyse the complexities of disaster management in relation to the four phases of disaster management: prevention, preparedness, response and recovery.

Specifically, the learning objectives are to:

• 1. Identify and analyse issues in each phase and offer realistic solutions for improved processes and procedures;

• 2. Analyse the roles and interests of the variousstakeholdersinvolved in a disaster/crisis;

• 3. Reflect and discuss the ethical dilemmas as well as business and marketing opportunities for disaster recovery.

Target Audience

This learning activity is aimed at second or third-year university students studying tourism destinationmanagement or risk management courses.

Teaching Approach and Strategy

Two related learning activities are suggested. Both are designed as workshop activities and have an approximate duration of 60 minutes.

Learning Activity 1: Analysing the Stages of Disaster Management

This activity should also be preceded by a short presentation by the facilitator (instructor) to provide students with context about the case as well as the four stages of disaster management: Prevention/Mitigation, Preparedness, Response and Recovery.

The following is a suggested structure for the activity:

• 1. Introduction to the case and the framework for disaster management (10 minutes)

• 2. Students to be divided into small groups and instructions explained (5 minutes)

• 3. In small groups, students work together (20–30 minutes) to answer the following questions:

  For each of the four stages of disaster management:

  • 1. What were the key factors for success?

  • 2. What were the key issues/challenges?

  • 3. What recommendations could be suggested?

• 4. Class discussion facilitated by the facilitator to analyse the different perspectives and solutions presented by each group (15 minutes)

Learning Activity 2: Stakeholder Management During the Recovery Phase of a Disaster

This activity should be preceded by a short presentation by the facilitator to provide students with context about the case as well as a brief discussion on the complexity of stakeholder management (see Binna Burra, 2019).

The following is a suggested structure for the activity:

• 1. Introduction to the case and the framework for disaster management (10 minutes)

• 2. Students to be divided into small groups and instructions to be explained (5 minutes). Each group is allocated one stakeholder group to view this problem. Options include staff, shareholders, customers, local community members, and Destination Management Organisations.

• 3. In-group discussion (20–30 minutes): In small groups, students work together to answer the following questions from the perspective of their stakeholder group:

  • (a) What are the key priorities related to the stakeholder group to be addressed in the aftermath of the bushfire?

  • (b) What specific solutions would you recommend to respond to the stakeholders’ needs during the recovery stage?

• 4. Class discussion led by the facilitator to analyse the different perspectives and solutions presented by each group (15 minutes)

Analysis – Sample Answers

Learning Activity 1: Analysing the Stages of Disaster Management

Suggested key points to be considered/included in-class discussion:

Prevention :

• Effective risk assessment: understanding the risks and associated likelihood and consequences

• Key risks include: bushfire, cash flow, reputation, staff management, visitor management

Preparedness :

• Up to date disaster management policy and procedures

• Regular emergency drills

• Senior management had attended a refresher training course in a fire safety program

Response:

• Evacuation procedures started as soon as the fire status changed to ‘act and alert’

• Communication managed by senior management with regular updates

• Voluntary evacuation started when the fire status changed to ‘emergency warning’

Recovery:

• Consistent communication and updates with key stakeholders

• Proactive messaging using various medium: social media, email, official website

• Selling merchandise to help recovery efforts

• Assistance to departing staff in job training and transitioning including ‘staff transition’ event.

Learning Activity 2: Stakeholder Management During Crises/Disasters

Suggested key points to be considered/included in-class discussion:

Staff:

• Assistance to departing staff in job training and transitioning

• The emotional wellbeing of past and remaining staff

• Maintain relations with the goal of bringing staff back for the reopening of the lodge

Shareholders:

• Communication around implications – timely and effective

• Opportunities for additional funding

• Rebuild – experience and image must be aligned to expectations

Customers: Past, Displaced and future customers who held bookings:

• Connect with all customers with the goal of retaining business for the re-opening

• Opportunity to rebuild experience and image

Beechmont/Lower Beechmont community:

• Communication around regional economic implications e.g. impact of lack of visitor spending in local businesses

• Maintain a positive image, reduce the negative and exaggerated messaging

Destination Management Organisations:

• Broader ‘open for business’ regional messaging

• Support of operators through training and marketing

Additional Discussion Questions

This book chapter also offers a number of additional discussion topics including ethical decision-making, marketing and climate change impacts.