The effective delivery of special education, training, and development programmes is central to MINDS’ mission of empowering individuals with intellectual disabilities. The ability to continue these programmes uninterrupted directly affects students’ learning outcomes, social development, and vocational readiness.
This chapter analyses the impact over time for each Sub-Critical Business Function (Sub-CBF) under CBF-3.
The analysis evaluates how disruption at different durations—from 4 hours up to 60 days—affects operational continuity, service delivery, and stakeholder wellbeing.
Impact is scored on a scale of 1 to 5, with 1 representing minimal impact and 5 representing severe impact.
The chapter also identifies Recovery Time Objectives (RTO), Maximum Tolerable Periods of Disruption (MTPD), and Vulnerable Periods to support contingency planning and business continuity measures.
Part 3: Impact Over Time of Business Functions Scale
Impact Scale:
1 = Very Low - Minimal impact
2 = Low -Low impact
3 = Medium - Moderate impact
4 =High - High impact
5 = Very High - Severe / intolerable impact
|
Sub-CBF Code |
Sub-CBF |
Highest-Impact Area |
4 Hr |
8 Hr |
1 Day |
2 Day |
3 Day |
5 Day |
7 Day |
10 Day |
14 Day |
21 Day |
30 Day |
60 Day |
RTO |
MTPD |
Vulnerable Period |
|
3.1 |
Special Education Delivery |
Student Learning Outcomes |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
1 day |
30 days |
0-3 days |
|
3.2 |
Individualised Learning Planning |
Personalised Education Progress |
4 |
4 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
2 days |
30 days |
1-3 days |
|
3.3 |
Life Skills & Independent Living Training |
Student Independence & Safety |
4 |
4 |
4 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
2 days |
30 days |
2-4 days |
|
3.4 |
Vocational Preparation & Work Exposure |
Employment Readiness |
3 |
3 |
4 |
4 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
3 days |
30 days |
3-5 days |
|
3.5 |
Allied Support Services Integration |
Multi-disciplinary Care Coordination |
4 |
4 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
1 day |
21 days |
1-3 days |
|
3.6 |
Special Student Care & Enrichment Activities |
Holistic Student Wellbeing |
3 |
3 |
4 |
4 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
2 days |
30 days |
2-5 days |
|
3.7 |
Assessment & Progress Monitoring |
Student Performance Tracking |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
1 day |
21 days |
0-2 days |
|
3.8 |
Training Staff Capability & Development |
Staff Competency & Retention |
3 |
3 |
4 |
4 |
4 |
5 |
5 |
5 |
5 |
5 |
5 |
5 |
3 days |
30 days |
3-5 days |
|
3.9 |
Parent and Caregiver Engagement |
Stakeholder Communication & Support |
2 |
2 |
3 |
3 |
4 |
4 |
5 |
5 |
5 |
5 |
5 |
5 |
3 |
30 days |
3-5 days |
Notes on Scoring and Interpretation:
CBF-3 Special Education, Training, and Development Programmes are highly sensitive to operational disruptions.
Certain functions, such as Special Education Delivery (3.1) and Assessment & Progress Monitoring (3.7), have immediate high impacts even within a few hours, reflecting their centrality to student outcomes.
Other Sub-CBFs, like Parent and Caregiver Engagement (3.9), show a slower buildup in impact but remain crucial for long-term continuity and stakeholder trust.
This impact-over-time analysis allows MINDS to prioritize recovery strategies, allocate resources effectively, and ensure that students’ learning, independence, and wellbeing continue with minimal disruption, even under adverse conditions.
These supporting systems facilitate learning management, student monitoring, personalised learning plans, vocational training, and communication with caregivers and stakeholders.
This chapter provides an overview of the key IT systems and applications, recovery point objectives (RPO), system recovery time objectives (System RTO), and special equipment or resources supporting each Sub-CBF under CBF-3.
By understanding the dependencies and recovery requirements of these systems, MINDS can strengthen its business continuity planning, ensuring minimal disruption to student learning and staff operations in case of IT or equipment failure.
|
Sub-CBF Code |
Sub-CBF |
IT Systems and Applications |
RPO |
System RTO |
Supporting Special Equipment / Resources |
Remarks |
|
3.1 |
Special Education Delivery |
Learning Management System (LMS), Student Attendance System, Virtual Classroom Platforms |
4 hrs |
8 hrs |
Interactive Whiteboards, Assistive Communication Devices |
Critical for daily lesson delivery and remote learning |
|
3.2 |
Individualised Learning Planning |
LMS, Student Profile Database, Assessment Tracking Software |
4 hrs |
12 hrs |
Tablets, Accessibility Software |
Supports creation and updating of individualised education plans |
|
3.3 |
Life Skills & Independent Living Training |
LMS, Simulation/Training Apps, Virtual Life Skills Platforms |
8 hrs |
1 day |
Adaptive Tools, Home Simulation Kits |
Supports practical training sessions for independent living skills |
|
3.4 |
Vocational Preparation & Work Exposure |
Job Simulation Software, LMS, Vocational Assessment Tools |
8 hrs |
1 day |
Workshop Equipment, Safety Gear |
Supports vocational readiness programs and work exposure training |
|
3.5 |
Allied Support Services Integration |
Case Management System, Health and Therapy Tracking Software |
4 hrs |
12 hrs |
Therapy Equipment, Medical Monitoring Devices |
Facilitates integration of allied services for student wellbeing |
|
3.6 |
Special Student Care & Enrichment Activities |
LMS, Event Scheduling Systems, Enrichment Activity Software |
12 hrs |
1 day |
Activity Materials, Sports/Art Equipment |
Supports recreational and enrichment programs for holistic development |
|
3.7 |
Assessment & Progress Monitoring |
Assessment Software, Data Analytics Platforms, LMS |
4 hrs |
8 hrs |
Tablets, Testing Devices |
Critical for monitoring student learning progress and evaluation |
|
3.8 |
Training Staff Capability & Development |
HR Training Systems, LMS, E-learning Platforms |
8 hrs |
1 day |
Training Materials, Presentation Equipment |
Ensures staff skills development and competency tracking |
|
3.9 |
Parent and Caregiver Engagement |
Parent Communication Portal, Messaging Apps, LMS |
12 hrs |
1 day |
Video Conferencing Devices, Tablets |
Supports communication and engagement with parents and caregivers |
Notes:
The smooth operation of CBF-3 Special Education, Training, and Development Programmes relies not only on personnel and curriculum but also on robust IT systems and specialised equipment.
Disruption to these systems can directly impact student learning outcomes, staff performance, and stakeholder engagement.
By clearly identifying critical IT systems, recovery objectives, and supporting equipment, MINDS can prioritise resources, establish contingency plans, and maintain continuity of services, ensuring that students continue to receive high-quality education and development support even during IT disruptions or equipment failure.
Implementing Business Continuity Management for MINDS: Ensuring Continuity of Care and Services |
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