1. Taken from FEMA Professional Development Series Exercise Design

2. Welcome Administrative Items: -Breaks -Lunch -Cell phones -Fire / Severe Weather / Evac Procedures

3. Introductions  30 seconds or less  Name  Organization  Role  Exercise experience  Types of exercises conducted, participated in, etc. 3

4. 4 Exercise  Requires participants to function in the same capacity as they would in a real event  Promotes preparedness  Tests policies and plans  Trains personnel A focused practice activity using a simulated situation

5. 5 Unit Objectives  Identify the five major accomplishments in designing and implementing an exercise.  Define the purpose of the four exercise documents.

6. 6 Course Objectives  Describe and apply the eight exercise design steps.  Explain the purposes and characteristics of tabletop, functional, and full-scale exercises.  Compare and contrast the design considerations for tabletop, functional, and full-scale exercises.

7. 7 Course Objectives  Identify the tasks involved in a systematic exercise evaluation process.  Describe the purpose, benefits, and potential sources of exercise enhancements.  Design and implement a small functional exercise using the eight-step design process.

8. 8 Course Content  Unit 1: Course Introduction  Unit 2: The Comprehensive Exercise Program  Unit 3: The Exercise Process  Unit 4: Exercise Design Steps  Unit 5: The Tabletop Exercise  Unit 6: The Functional Exercise  Unit 7: The Full-Scale Exercise

9. 9 Course Content  Unit 8: Exercise Evaluation  Unit 9: Exercise Enhancements  Unit 10: Designing and Implementing a Functional Exercise  Unit 11: Course Summary

10. 10 Why Exercise?  UAL 232 crash: Problems revealed in full-scale exercise had been corrected  Loma Prieta earthquake: Effective response was preceded by earthquake exercise

11. 11 Why Exercise?  Oklahoma City bombing:  “If an integrated emergency management system is to be utilized and effective in future disasters, all levels of government must be on the same page of the book.”

12. 12 Why Exercise  2000 Denver building collapse scenario preceded 2001 World Trade Center collapse.

13. 13 Benefits of Exercising  Provides individual training  Leads to system improvement What are some specific reasons to conduct exercises?

14. 14 Regulatory Requirements  FEMA and other agencies providing Federal funds  Nuclear Regulatory Commission  SARA Title III (chemical facilities)  Licensing of public facilities (e.g., airports, hospitals)  OSHA  FINRA, SEC

15. 15 Functions  Alert Notification (Emergency Response)  Warning (All personnel)  Communications  Coordination and Control  Emergency Public Information  Damage Assessment

16. 16 Functions  Public Works/Engineering  Transportation  Resource Management  Continuity of Government  Continuity of Operations (Organization)

17. 17 Unit Summary  In Unit 1, we:  Previewed the course.  Considered benefits gained from exercising and reasons to exercise.  Completed a needs assessment. Next: The Comprehensive Exercise Program

18. 18 Unit 2: The Comprehensive Exercise Program

19. 19 Unit Objectives  Identify the basic components of a comprehensive exercise program.  Explain the importance of designing a comprehensive exercise program to meet the needs of your organization or community.

20. 20 Progressive Exercising  Broad commitment: Multiple groups involved in planning, preparation, and execution.  Careful planning: Each exercise carefully planned to achieve identified goals.  Increasing complexity: Increasingly complex exercises build on each other until mastery is achieved. Success Breeds Success!

21. 21 Who Participates?  Organization decides  Participants also determined by nature and size of exercise  Tabletop—Key decision makers  Functional—Particular functions  Full-scale—All functions, key personnel.

22. 22 Types of Exercise Activities Simple Narrow Inexpensive Theoretical 1. Orientation seminar 2. Drill 3. Tabletop exercise 4. Functional exercise 5. Full-scale Complex BroadCostlyRealistic

23. 23 Orientation Seminar  An overview or introduction  Familiarizes participants with roles, plans, procedures, or equipment  Can also be used to resolve questions of coordination and assignment of responsibilities

24. 24 Conducting an Orientation  Be creative:  Use varied methods.  Make the session interactive.  Plan ahead: Do not try to “wing it.”  Be ready to facilitate:  Help participants stay focused.  Keep things positive and moving along.

25. 25 Drill  A coordinated, supervised exercise activity normally used to test a single specific operation or function  No coordination, no EOC  Purpose: Perfect one small part of response plan, help prepare for more extensive exercises

26. 26 Conducting a Drill  Prepare: Review operational procedures and safety precautions beforehand.  Set the stage: Present purpose, objectives, scenario.  Monitor the action: Intervene if necessary to keep the drill on track.

27. 27 Tabletop Exercise  Facilitated analysis of an emergency situation  Informal, stress-free environment  Designed to elicit constructive discussion  Participants resolve problems based on existing plans and identify needed changes

28. 28 Functional Exercise  Fully simulated interactive exercise that tests the capability of an organization to respond to a simulated event  Tests multiple functions in a coordinated response  Time-pressured  Realistic simulation

29. 29 Full-Scale Exercise  Simulates a real event as closely as possible  Evaluates operational capability of emergency management systems in a highly stressful environment  Requires mobilization of all resources  Should test and evaluate most functions of the plan

30. 30 Building an Exercise Program  Built by a team  Based on operating plan  Involves:  Analysis of capabilities and costs.  Scheduling.  Public relations.  Development of long-term plan.  Provides basis for individual exercise design

31. 31 Planning Team  Organizational program:  All departments and major functions.  Vendors, external entities.

32. 32 Planning Tasks  Team organization  Goal setting: Long-term goals, mission statement  Sequence and scheduling:  Plan series of exercises to meet goals of all participating entities.  Organize exercises into progressive sequence.  Develop time schedule.

33. 33 Plan Elements  Timeframe  Problem statement  Long-range goal(s)  Functional objectives  Schedule  Exercise descriptions:  Type of exercise  Participants  Purpose  Rationale

34. 34 Unit Summary  In Unit 2, we:  Discussed the characteristics of and types of activities in a comprehensive exercise program.  Reviewed the main tasks in building an exercise program.  Initiated a comprehensive exercise program plan. Next: The Exercise Process

35. 35 Unit 3: The Exercise Process

36. 36 Unit Objectives  Identify the five major accomplishments in designing and implementing an exercise.  Describe the organization of an exercise design team.  Define the purpose of the four exercise documents.

37. 37 Exercise Process: The Big Picture  Three ways to visualize:  Organized by task sequence  Organized by task categories and phase  Organized by major accomplishments

38. 38 1. Establishing the base 5. Exercise followup 4. Exercise critique and evaluation 3. Exercise conduct 2. Exercise development Major Task Accomplishments

39. 39 Using the Exercise Process  Process applies to:  All types and levels of exercises.  Any size jurisdiction.  Any type of organization.  Flexibility is the key:  Each task must be designed, tailored, and applied in a way that suits your objectives and capabilities.

40. 40 Task 1: Establishing the Base  1. Review the current plan.  2. Conduct a needs assessment.  3. Assess capability to conduct an exercise.  4. Define the scope.  5. Select the exercise type.  6. Address costs and liabilities.  7. Develop a statement of purpose.  8. Gain support and announce the exercise.

41. 41 Task 2: Exercise Development  1. Assess needs.  2. Define scope.  3. Write a statement of purpose.  4. Define objectives.  5. Compose a narrative.  6. Write major and detailed events.  7. List expected actions.  8. Prepare messages.

42. 42 Task 3: Exercise Conduct  To conduct a successful exercise:  Be clear.  Sustain action.  Foster realism.  Establish timelines.  Review emergency call-off procedures.  Capitalize on problem situations.

43. 43 Task 4: Evaluation and Critique  Evaluate how well the objectives have been achieved.  Extent and depth of evaluation is determined by participating organizations.  Critique and report: Analyze results and give recommendations for addressing deficiencies.

44. 44 Task 5: Exercise Followup  Getting full benefit from an exercise requires following up on evaluation recommendations.  Assign responsibility.  Monitor progress.  Complete the cycle: Build testing of improvements into the next exercise.

45. 45 Assessing Capability  When was your last exercise?  What exercise experience is available?  How much preparation and development time can be devoted?  What skills can people provide?  What physical facilities are available?  What communication facilities and systems are available?  What attitudes can you expect from leaders?

46. 46 Costs and Liabilities  Cost items:  Salaries  Contract services  Equipment and materials  Fuel  Miscellaneous items  Other considerations:  Reimbursement for overtime?  Who foots the bill?  Exercise responsibilities covered in job descriptions?  Routine exercise costs recognized by leadership?  Injury and damage covered by insurance?

47. 47 Gaining Support  Gaining support of the highest manager / leader gets participant cooperation.  To gain official support:  Seek support for entire exercise program.  Protect the organization.  “Sell” the process.  Announce the exercise.

48. 48 Selling the Process  Use the needs assessment, capability analysis, purpose statement, and objectives as sales tools.  Present the exercise concept, including:  Need for the exercise.  Organizational capability.  Type of exercise.  Scope and purpose of the exercise.

49. 49 Exercise Design Team Leader  Is responsible for entire development process  Should be someone who:  Can devote significant time.  Is familiar with the emergency plan.  Knows the participating organizations.  Is NOT a key operational member. ?

50. 50 Design Team Responsibilities  Determine exercise objectives.  Tailor the scenario.  Develop the sequence of events and associated messages.  Assist in development and distribution of pre-exercise materials.  Help conduct pre-exercise training sessions.  May act as simulators or controllers.

51. 51 Design Team Candidates  Include representatives of:  Participating jurisdictions.  Participating agencies.  Key departments.  If that makes too large a team, select a small core team that draws on others as needed.  Select members with varied backgrounds.  Provide technical/administrative support. ? ? ? ? ?

52. 52 Organizing the Team  Establish clear goals.  Agree on plan of action.  Reach consensus on realistic schedule.  Meet regularly.  Share expertise and resources.  No single, standard approach.  Use teamwork strategies.  Learn about each other’s area and function.  Keep lines of communication open.  Use job aids to keep everyone on the same page.

53. 53 Exercise Documents

54. 54 Unit 3 Summary  In Unit 3, we:  Examined the overall design process and five major task accomplishments in that process.  Learned key aspects of establishing the base.  Discussed key factors in assembling a design team.  Reviewed 4 major design documents. Next: Exercise Design Steps

55. 55 Unit 4: Exercise Design Steps

56. 56 Unit Objective  List and explain the eight exercise design steps

57. 57 Step 1: Assess Needs  Begin with your plan:  Hazards and priorities  Vulnerable areas  Functions in need of rehearsal  Potential participants and program areas.  Past exercises  Exercise requirements  Capabilities

58. 58 Assessing Needs  Learn from past exercises:  Who participated?  To what extent were objectives achieved?  What lessons were learned?  What problems were revealed, and what is needed to resolve them?  What improvements have been made since, and have they been tested?

59. 59 Needs Assessment Results  Primary and secondary hazards  Problems, weak functions  Skills requiring practice  Improvements requiring testing  Untested facilities, personnel, equipment  Weaknesses in emergency plan or SOPs  Need for role clarification  Need for certain types of exercises

60. 60 Step 2: Define the Scope  Factors that help define scope:  Expense  Availability of resources  Seriousness of the problem  Capacity of the exercise to address the problem  Designers’ skills and experience  Exercise length Defining the scope = Setting realistic limits

61. 61 Defining Scope  Scope includes the:  Type of emergency.  Location.  Functions.  Participants.  Exercise type.

62. 62 Defining Scope  Location:  Choose a realistic site.  Consider traffic problems and safety issues.  Functions:  List operations to be practiced.  Be specific about the procedures addressed within each function.

63. 63 Defining the Scope  Participants:  Which organizations need to be involved to carry out the functions being tested?  Which representatives from those organizations should be there?  Narrow the list to those who are required in order to carry out the actions.

64. 64 Defining the Scope  Exercise type:  What exercises are most needed?  What experience have personnel had with various types of exercises?  What stress level do we want?  What types of exercises are mandated by regulatory requirements?

65. 65 Step 3: Write a Purpose Statement  Purpose statement: A broad statement of the exercise goal  Governs objectives, which determine subsequent steps  Clarifies reasons for the exercise  Useful for communicating with media and community, and most importantly, the associates/employees participating!

66. 66 Step 4: Define Objectives  Objectives: Descriptions of the performance you expect from participants to demonstrate competence  Objectives are essential for:  Design process.  Exercise conduct.  Evaluation.  Followup.

67. 67 What Makes a “Good” Objective?  Clear, concise, focused on participant performance  Should contain:  Action, stated in observable terms.  Conditions under which the action will be performed.  Standards (or level) of performance.

68. 68 A Good Objective  Should state who should do what under what conditions according to what standards. Within 15 minutes after the evacuation notice is given, members of the EOC will complete notification procedures to school administrators. Who Specific action Conditions Standards

69. 69 SMART Objectives  S imple  M easurable  A chievable  R ealistic  T ask oriented

70. 70 Is This a Useful Objective? To demonstrate an understanding of the procedures necessary in protecting responder health and safety.

71. 71 Points of Review  Objective: Demonstrate the adequacy of displays and other materials to support emergency operations  Points of Review: DisplayYesNo 1. Status boards available in facility  2. Status boards used  3. Status boards kept updated by ________  4. Maps available  5. Maps up to date 

72. 72 Word Choice  Use concrete words.  Avoid vague verbs, such as:  Know.  Understand.  Appreciate.  Show the ability to.  Be aware of.  Use action words.

73. 73 Step 5: Compose a Narrative  Narrative: A brief description of the scenario events that have occurred up to the exercise beginning.  Sets the mood  Provides information that sets the stage for later action

74. 74 Narrative Characteristics  A good narrative:  Is usually 1 to 5 paragraphs long.  Is very specific.  Is phrased in present tense.  Is written in short sentences.  May develop the situation chronologically (event with warning time).  May emphasize the emergency environment.

75. 75 Step 6: Write Major & Detailed Events  Events are:  Occurrences that happen as a result of the emergency described in the narrative.  Problems requiring actions that will meet the objectives.  Careful scripting is required to:  Produce a convincing, unified scenario.  Create an exercise governed by objectives.

76. 76 Developing Major Events  Major events:  Big problems.  Likely events calling for realistic action.  To develop major events:  1. Identify major occurrences that would follow the narrative events.  2. Select those that might generate situations to test the objectives.

77. 77 Developing Detailed Events  Detailed events:  Specific problem situations that will prompt one or more expected actions.  To develop detailed events:  Plan detailed events and expected actions together.  Work backwards from the actions.  List specific problems likely to stem from major events, and actions that would be expected to address them.

78. 78 Detailed Events Example  Major event: “Estimates of passenger casualties rise to 200 deaths and at least 70 severe burn victims.”  Possible detailed events:  Mortuary cannot accept so many remains.  Local hospitals lack specialized facilities and personnel to treat large numbers of severe burn victims.  The Red Cross has agreed to set up an information center to link victims and their families.

79. 79 Step 7: List Expected Actions  Expected actions: Actions or decisions you want participants to carry out in order to demonstrate competence.  Types of actions:  Verification.  Consideration.  Deferral.  Decision.

80. 80 Listing Expected Actions  List only those that involve the participating organizations.  List expected actions for all exercise participants.  It is not necessary for each detailed event to generate responses from all participants.

81. 81 Step 8: Prepare Messages  Messages:  Communicate detailed events.  Evoke a response (decision or action) to meet objectives.  Are transmitted by phone, radio, note, fax, in person.  Must come from credible source, through credible channels.

82. 82 Messages, Events, and Actions  One message may represent one event or...  Several messages may be needed to notify participants of an event.  Each message is designed to generate one or more expected actions.

83. 83 Message Variables  Message source  Transmission method  Message content  Recipient  These variables influence the action taken èWHO? èHOW? èWHAT? èTO WHOM? èTo what EFFECT?

84. 84 Message Format CONTENT: ________________________________________________ ___________________________________________________________ __________________________________________________________ ACTION TAKEN: ____________________________________________ __________________________________________________________ ___________________________________________________________ EMERGENCY EXERCISE TO:FROM:METHOD NO: TIME:

85. 85 Spontaneous Messages  In tabletop and functional exercises, most messages are prescripted.  Participants do not always respond as anticipated.  Controllers and simulators must be ready to ad lib.  Designers should give them ideas for handling situations beforehand.

86. 86 Composing a Message  Begin with an expected action.  Decide:  What message would provoke that action?  Who will send it? Who will receive it?  What should the message say?  How will the message be transmitted?  Keep it realistic!  Practice with a partner... does the message “work?”

87. 87 Master Scenario of Events List  Includes:  List of events.  Time of occurrence.  Expected actions.  Organized by time of occurrence  Used to monitor progress, keep exercise on schedule  Should NOT be shown to participants

88. 88 Exercise Alternatives  Exercise-based training courses:  E.g., FEMA’s Integrated Emergency Management Course (IEMC).  Prepackaged exercises:  Many exercise incidents—natural, hazmat, terrorist, etc.  Should be adapted to local setting.

89. 89 Unit Summary  In Unit 4, we:  Discussed the eight-step design process.  Applied each step in the initial development of an exercise. Next: The Tabletop Exercise

90. 90 Unit 5: The Tabletop Exercise

91. 91 Unit Objectives  Describe the purposes and characteristics of a tabletop exercise.  Describe the steps in facilitating a tabletop exercise.

92. 92 Tabletop Characteristics  Purpose: Solve problems as a group.  Format:  Discussion guided by facilitator.  No simulators.  No elaborate facilities or communications.  Evaluation:  Observers may be present.  Success measured by participant feedback, impact on policies, plans, procedures.

93. 93 Problem Statements, Messages  Present verbal problem statements to:  Group.  Individuals, then open discussion to group.  Deliver prescripted messages to individuals, who coordinate with others and respond.  Take time to resolve tough problems.

94. 94 Facilities and Materials  Operations center or conference facility  Materials:  Emergency plans  Continuity plans  Maps  Other references

95. 95 Facilitating the Exercise  Strategies for setting the stage:  Welcome  Briefing  Narrative  Ice breaker

96. 96 Facilitating the Exercise  Strategies for involving everyone:  Organize messages  Encourage  Elicit—do not provide—solutions  Eye contact  Positive  Reinforcement.

97. 97 Designing a Tabletop Exercise  Use 8-step process, job aids  Steps 5-8 are simplified:  Only partially simulated  Little scripting  No simulators  Informal evaluation

98. 98 Applying the Design Steps  Narrative:  Shorter  Printed (or in person, TV, radio)  As a whole or in parts  Discussion items  Events:  Closely related to the objectives  Only a few are required  Used as basis for problem statements

99. 99 Applying the Design Steps  Expected Actions:  List serves as a basis for developing problem statements and messages.  “Actions” may be discussion that leads to change.  Messages:  A few may suffice.  May relate to major or detailed events.

100. 100 Next: The Functional Exercise Unit Summary  In Unit 5, we:  Reviewed how a tabletop exercise works.  Discussed facilitation guidelines.  Examined how the eight design steps are applied to tabletop exercises.  Developed problem statements and messages.

101. 101 Unit 6: The Functional Exercise

102. 102 Unit Objectives  Describe the purpose and characteristics of a functional exercise.  Explain how designing a functional exercise differs from designing a tabletop exercise.  Describe the physical requirements and participant roles in a functional exercise.

103. 103 The Functional Exercise  Purpose: Test the capability of one or more functions in an emergency  As realistic as possible without deploying actual resources  Takes place in EOC or operations center  Large conference space

104. 104 Key Characteristics Format:  Interactive—challenges entire business continuity program or crisis system in place.  Involves controller(s), players, simulators, evaluators  Stressful atmosphere  Lengthy, complex  Requires careful scripting, careful planning, attention to detail

105. 105 Key Characteristics  It is geared for policy, coordination, and operations personnel.  Players respond realistically to carefully planned and sequenced messages.  Messages reflect events and problems.  Players’ decisions and actions:  Occur in real time.  Generate responses from other players.

106. 106 Best Uses  Assess:  BCP Direction and control.  Adequacy of plans, policies, procedures, roles.  Individual and system performance.  Decision-making process.  Communication and information sharing.  Allocation of resources.  Adequacy of resources.

107. 107 Participant Roles: Players  The players are:  BCP staff, Leadership, Human Resources, Info Tech, Records, Facilities, Support staff, etc.  Duties:  Respond to messages as in a real emergency.  Decisions and actions:  Take place in real time.  Generate real responses and consequences.

108. 108 Participant Roles: Simulators  “Actors”—People who portray organizations that interact with the players  Duties:  Deliver prescripted messages, ad lib spontaneous messages  Simulate actions taken by the organization (must implement all directives)  Inform controller of deviations

109. 109 Organizing Simulators  How many?  At least one per organization represented in the operations center, plus some extras  Group by function:  Nonparticipating government agencies  Participating organizations  Private or volunteer organizations and individuals

110. 110 Participant Roles: Controller  Supervises the simulation, ensures exercise stays on track and objectives are reached  Duties:  Training, orientation, and narrative  Monitor events, adjust when needed  Make decisions on unexpected actions  Maintain order and professionalism

111. 111 Participant Roles: Evaluators  Role: Observe exercise progress, record and report observations.  Duties:  Observe and record player actions.  Remain unobtrusive.  Evaluate achievement of objectives, identify problems, inform controller.  Document positive and negative observations.  Prepare written report.

112. 112 How It Works: Startup  Beginning: "Announced" or “No notice”  Briefing:  Overview of objectives  How exercise will proceed  Time period simulated  Ground rules  Narrative: Verbal, TV, computer, slides, dramatized

113. 113 How It Works: Messages  Messages may be presented on paper, by phone, by radio, in person.  Simulators communicate messages to players; players respond.  Players make requests; simulators respond.  Messages are guided by MSEL.  Success depends on simulating reality.

114. 114 How It Works: Realism  Strive for realism.  Encourage spontaneity:  Players need normal range of available responses.  Controllers, simulators need to “go with the flow” when situation calls for it.

115. 115 How It Works: Controlling Action  Adjust scenario for spontaneous decisions.  Adjust pace:  Adjust message flow.  Even pace among participants.  Handle time skips.

116. 116 Time Skipping  Allows multiple phases of an emergency in a short exercise  Transitions planned to coincide with natural breaking points  Controller presents transition updates  Simulators update simulation displays

117. 117 Facilities and Materials  Exercise where you operate.  Provide:  Adequate space for players, simulators, evaluators, controller.  Needed equipment and materials: telephones, maps, displays, forms, etc.

118. 118 Designing a Functional Exercise  Use the full 8-step process.  Attend to the details:  Convincing narrative  Carefully chosen major and minor events  Realistic sequence  Expected actions closely tied to objectives  Many well-conceived messages (100 or more in a larger exercise)  Tightly constructed MSEL

119. 119 Next: The Full-Scale Exercise Unit Summary  In Unit 6, we:  Reviewed how a functional exercise works.  Discussed exercise roles.  Examined how the design process is applied to functional exercises.  Identified exercise responsibilities

120. 120 Unit 7: The Full-Scale Exercise

121. 121 Unit Objectives  Describe the purpose and characteristics of a full-scale exercise.  Explain how designing a full-scale exercise differs from designing a functional exercise.  Identify planning considerations for site selection and scene management for a full-scale exercise.

122. 122 The Full-Scale Exercise  Highly realistic—resources deployed  Lengthy, complex, “on location”  Interactive

123. 123 Why Conduct a Full-Scale?  Tests ability to perform many functions at once  Tests total coordination  Reveals resource capabilities and shortfalls  Expands program scope and visibility  Attracts public attention and raises credibility  Satisfies regulatory requirements

124. 124 Exercise Requirements  Exercise experience  Total commitment  Support from key officials  Adequate physical facilities (EOC, Relocation Facilities)  Communication facilities  Financial resources  Planning and logistics

125. 125 Controller(s)  If more than one controller, chief controller takes the lead  Manages the exercise  Responsible for starting on schedule  Designates exercise control point

126. 126 Participants  Leadership  Coordination personnel  Operations personnel  Support functions (BCP, HR, IT, Facilities, Security, etc.)

127. 127 Simulators  Volunteers who play the part of victims  May wear makeup to simulate injuries.  Act injured, unconscious, hysterical, dead, etc.  May play the part of another function.

128. 128 Evaluators, Safety Officer  Evaluators:  Observe action.  Keep log of significant events.  May videotape action.  Safety Officer:  Analyzes exercise from safety perspective.  Ensures safe conduct of exercise.  Has authority to terminate activities.

129. 129 How It Works: Start-Up  Announced or “no notice”—notification through normal channels  Responders go to event site—visual narrative  Decision makers go to EOC or area of congregation for leadership  Command posts set up as needed

130. 130 How It Works: Action  Action occurs:  In the EOC.  At the relocation site.  Functions supply information to leadership once activated.  Action is sustained through messages, actions, and responses.

131. 131 How It Works: Locations  Main event site depends on scenario  Secondary event sites (Work-at-Home, other back-up sites)  EOC (Coordination and Control):  Policy and coordination  Information  Direction and control  Communication to the organization

132. 132 Designing Full-Scale Exercises  Design difficulties—logistics and design  Start small, build up  Use entire 8-step process, with differences:  Things replace words  Visual narrative replaces written scenario  Requires deeper analysis and greater attention to detail

133. 133 Applying the Design Steps  Steps 1–4: Deeper analysis, greater attention to detail  Step 5: Lengthy narrative unnecessary  Step 6: Major and detailed events:  Many are simulated with victims, props  Cannot be random or haphazard  Step 7: Expected actions:  Based on objectives  Detailed list is needed

134. 134 Applying the Design Steps  Step 8: Messages  Initial messages: Visual  Prescripted messages move action along  Anticipate the unexpected  Be flexible

135. 135 Special Considerations Walk the site or the space, evaluating:  Site selection (if back-up site unavailable).  Scene management.  Personnel and resources.  Response capability.  Safety and legal liability.  Emergency call-off.  The media.

136. 136 Site Selection  Credible emergency  Realistic without interfering with normal traffic or safety  Enough space for victims, responders, observers, vehicles

137. 137 Scene Management  Logistics  Creation of believable emergency scene  Number of victims  Props and materials  Number of controllers

138. 138 Personnel and Resources  Participants and volunteers  Equipment and fuel  Materials and supplies  Expenses  Response capability:  Maintain enough staffing for real emergencies

139. 139 Safety and Liability  Designated safety officer with authority to terminate  Address safety in:  Exercise design.  Preexercise briefing.  Simulator and evaluator packets.  Examine field locations, resolve all hazards  Provide call-off procedures  Research liability

140. 140 The Media  Exercises draw media attention.  Take advantage of attention to:  Gain support.  Increase realism.  Make allowances for:  Observers.  Public information people.  Targets of Opportunity (Interviews)

141. 141 Unit Summary  In Unit 7, we:  Reviewed characteristics of a full-scale exercise.  Examined how the design process is applied to full-scale exercises.  Identified local design considerations. Next: Exercise Evaluation

142. 142 Unit 8: Exercise Evaluation

143. 143 Exercise Evaluation  Observing and recording exercise activities  Comparing performance with the objectives  Identifying strengths and weaknesses

144. 144 Unit Objectives  Describe the need for a systematic approach to exercise evaluation.  Identify and explain the tasks in the exercise evaluation process.

145. 145 Why Evaluate? Evaluation can identify:  Whether objectives are achieved.  Needed improvements in:  Plans, procedures, guidelines.  Emergency management system / Life Safety, etc.  Training and staffing deficiencies.  Equipment deficiencies.  Need for continued exercising.

146. 146 Evaluation Team Team: Helps plan methodology Observes and records exercise actions Helps prepare report Leader: Develops methodology Selects and trains team Oversees evaluation Prepares report

147. 147 Training the Team  Give an orientation covering:  Scenario.  Rules of play.  Objectives.  Evaluation requirements and procedures.  Evaluation forms.  Importance of being unobtrusive.  Run practice drills if needed. Objectives

148. 148 Evaluation Methodology  Team Structure:  Evaluators—number and background  Sub-team organization  Lines of authority  Communication and coordination

149. 149 Evaluation Methodology  Evaluation Criteria: Exercise Objectives Expected Actions Points of Review Simple Measurable Achievable Realistic Task-oriented Simple Measurable Achievable Realistic Task-oriented

150. 150 Evaluation Methodology Evaluation Strategy:  Data collection method  Observation process  Evaluation forms 1. Recall specific objectives, events, expected actions. 2. Identify players expected to take action. 3. Locate evaluators to observe those players. 4. Brief evaluators in what actions to look for. 1. Recall specific objectives, events, expected actions. 2. Identify players expected to take action. 3. Locate evaluators to observe those players. 4. Brief evaluators in what actions to look for.

151. 151 Post-Exercise Phase  Postexercise meetings:  Player debriefing  Evaluation team meetings  After action report  Implementing change

152. 152 Player Debriefing  Occurs immediately after exercise.  Controller reviews objectives, successes, shortfalls.  Each player comments on performance.  Comments are recorded for after action report.  Questionnaire form may be used.

153. 153 Evaluation Team Meetings  Compare notes.  Analyze findings.  Develop accurate account of what worked and what did not.  Prepare after action report.

154. 154 After Action Report  Documents effectiveness of the exercise  Basis for:  Planning future exercises  Upgrading emergency plan  Taking corrective action  Format varies

155. 155 Implementing Change  Are the procedures sound?  Are resources sufficient to support procedures?  Are personnel adequately trained to follow procedures and use resources? The goals of an exercise are not achieved until the recommendations from the evaluation are implemented.

156. 156 Next: Exercise Enhancements Unit Summary  In Unit 8, we:  Discussed the need for a systematic approach to exercise evaluation.  Reviewed aspects of the evaluation process:  Team structure.  Evaluation methodology.  Postexercise phase.  Outlined an evaluation plan for an exercise.

157. 157 Unit 9: Exercise Enhancements

158. 158 Unit Objectives  Define the purpose of exercise enhancements.  Identify available resources for exercise enhancements.  Describe the benefits of specific exercise enhancement techniques.

159. 159 Why Enhance?  The greater the realism, the more likely that:  Participants will take the scenario seriously.  Participants will learn from the experience.  Shortfalls and needed improvements will be revealed. Creativity is the key to good enhancements!

160. 160 Types of Enhancements  Communications equipment  Displays  Video and audio recordings  Computers  Miscellaneous equipment and supplies  People and props

161. 161 Communications Equipment  Use communications equipment to:  Set up the narrative.  Advance the scenario.  Transmit messages.  Strive for realism, using:  Landlines / Fax Machines  Cell phones  Network

162. 162 Displays  Provide context and detail for scenario.  Include:  Maps.  Charts.  Status boards.  Black or white boards.  Chart paper and easels.

163. 163 Maps  Include, as needed:  City/county/subdivision/downtown.  Sewer, water, electric, gas  Flood plain, contour  Police, fire district  Weather  Floor Plans of relocation space.  Display on wall or provide handouts.  Use overlays for updating.

164. 164 Charts  Problem and event log  Damage assessment chart  Facility charts and status boards  Organization charts  MSEL

165. 165 Video, TV, and Audio  Introduce or update narrative.  Video/TV:  News broadcasts  Interviews with officials, “victims”  Audiotape situation reports, play on radio

166. 166 Computers  Computerized inventory lists  Weather tracking  Log of events / actions taken  Communications

167. 167 Equipment and Supplies  Simulate outages  Equipment:  Office machines  Other equipment specific to that function being tested  Supplies:  Office supplies  Display materials  References, directories, resource lists

168. 168 People and Props  Victims  Mannequins (casualties)  Response equipment  Smoke, “hazmat” residues  Contained fires  Rubble

169. 169 Potential Resources  Health organizations  Educational organizations  Business and industry  Government agencies  Volunteer agencies  Service organizations  Emergency response organizations  Religious organizations  Military  Amateur radio  Search & rescue  Transportation

170. 170 Costs and Liability Issues  Time for pickup and return  Potential for damage/replacement costs  Arrangements for timely return of items and volunteers  Liability insurance

171. 171 Logistics  Enhancement uses  Prop placement  Prop management  Volunteer transportation  Prop pickup and return  Condition of returned items  Cleaning

172. 172 Next: Designing a Functional Exercise Unit Summary  In Unit 9, we:  Discussed why enhancements are used and the various types of enhancements that may be used.  Identified potential enhancement resources and logistics issues.  Planned possible enhancements for an exercise.

173. 173 Unit 10: Designing a Functional Exercise

174. 174 Unit Objective  Design and implement a small functional exercise using the eight-step design process.  This will include:  Developing a functional exercise based on objectives.  Conducting a functional exercise as controller, simulator, and/or evaluator.  Experiencing a functional exercise as a player.  Participating in a postexercise debriefing.

175. 175 Unit Activities  1. Organizing:  Select BCP –type exercise.  Identify jurisdiction characteristics.  Designate team roles.  2. Designing exercises:  Review a step (whole class).  Carry out the step (teams).  Debrief (whole class).

176. 176 Unit Activities  3. Conducting exercises:  Round 1  Team A conducts exercise (controller, simulators, evaluators)  Team B experiences exercise (players)  Round 2  Team B conducts exercise  Team A experiences exercise  4. General debriefing

177. 177 Exercise Design  1. Needs assessment  2. Scope definition  3. Purpose statement  4. Objectives  5. Narrative  6. Major and detailed events  7. Expected actions  8. Messages

178. 178 Written Materials  Design package  For Controller:  MSEL  Design package  For Evaluators:  Objectives  Evaluation forms  For Simulators:  Messages  For Players:  Organization profile  Divisions, departments  Player roles  Resources  Maps  Statement of purpose  Narrative

179. 179 Needs, Scope, Purpose  NEEDS ASSESSMENT:  Review emergency plan, past exercises.  Identify:  Primary/secondary hazards.  Past problems, plan/SOP weaknesses.  Skills needing practice.  Improvements needing testing.  New facilities, personnel, equipment.  Need for role clarification.

180. 180 Needs, Scope, Purpose  SCOPE:  Set limits related to:  PURPOSE STATEMENT:  Why exercise is being conducted. Assignment: Assess needs, define 5 scope elements, write purpose statement. Type of emergency. Location. Functions. Participants. Exercise type.

181. 181 Objectives  Describe the performance you expect from participants to demonstrate competence.  State:  Who should do...  What under...  What conditions according to...  What standards.

182. 182  Write SMART objectives:  S imple  M easurable  A chievable  R ealistic  T ask oriented Objectives Assignment: Write 3 to 5 good objectives.

183. 183 Narrative  Sets the mood, sets up later action  Very specific  Present tense, short sentences  May be chronological (if event has warning time) or may emphasize emergency environment (if sudden event) Assignment: Write narrative, 1-5 paragraphs long.

184. 184 Major and Detailed Events  Major events: Problems requiring actions that will meet the objectives  Detailed events: Specific problem situations that will prompt one or more expected actions

185. 185 Expected Actions  Actions you want participants to take in order to demonstrate competence  Closely tied to objectives  Types of actions: Verification Consideration Deferral Decision Assignment: Write: 5 major events. 3 or 4 detailed events per major event. 1 or more expected actions per detailed event.

186. 186 Messages  Communicate detailed events to participants.  Each message generates one or more expected actions that meet objectives.  Elements:  Source (WHO)  Transmission method (HOW)  Content (WHAT)  Recipient (TO WHOM)  To what effect

187. 187 Messages  Start with an expected action.  Ask:  What message will motivate a participant to take that action?  Who should send it?  Who should receive it?  What should they say? Assignment: Write one message for each expected action.

188. 188 Written Materials  Design package.  For Controller:  MSEL  Design package  For Evaluators:  Objectives  Evaluation forms  For Simulators:  Messages  For Players:  Community profile  Agencies, departments  Player roles  Resources  Maps  Statement of purpose  Narrative

189. 189 Exercise Goals  Develop a functional exercise based on objectives.  Conduct a functional exercise as controller, simulator, and/or evaluator.  Experience a functional exercise as a player.  Participate in a postexercise debriefing.

190. Exercise Time Time to apply what you've learned. 190

191. 191 Agenda (Two Rounds)  Each round:  Set-up (seating, maps, etc.)5 minutes  Orientation5 minutes  Assign player roles  Describe community, resources, personnel, etc.  Conduct exercise20 minutes  Debriefing10 minutes

192. 192 Unit Summary  Reflecting on the experience:  What went well?  Comfortable level?  Difficulties during design?  What you would do differently next time? Next: Course Closing

193. 193 Unit 11: Course Closing

194. 194 Accomplishments  Learned about 5 types of exercise activities and the exercise process.  Outlined a comprehensive exercise program for your jurisdiction or organization.  Identified potential design team members.

195. 195 Accomplishments  Learned and practiced 8 design steps.  Developed a Master Scenario of Events List.  Developed problem statements for a tabletop exercise.  Recorded future ideas for full-scale exercises.  Developed an evaluation plan.  Planned exercise enhancements.

196. 196 Accomplishments  Developed a functional exercise using the 8-step process.  Practiced conducting a functional exercise.  Practiced participating in a functional exercise.  Participated in exercise debriefings.

197. 197 Applications  How will you will apply the design process locally?  What challenges do you foresee?  What resources can you tap?

198. THANK YOU!! TURN IN YOUR SURVEY ON THE WAY OUT…