Taken from FEMA Professional Development Series

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.

4
Exercise
A focused practice activityusing a simulated
situation

• Requires participants to function in the same
  capacity as they would in a real event
• Promotes preparedness
• Tests policies and plans
• Trains personnel

5
Unit Objectives

• Identify the five major accomplishments in
  designing and implementing an exercise.
• Define the purpose of the four exercise documents.

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
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
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
Course Content

• Unit 8 Exercise Evaluation
• Unit 9 Exercise Enhancements
• Unit 10 Designing and Implementing a
  Functional Exercise
• Unit 11 Course Summary

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
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
Why Exercise

• 2000 Denver building collapse scenario preceded
  2001 World Trade Center collapse.

13
Benefits of Exercising

• Provides individual training
• Leads to system improvement

What are some specific reasons to conduct
exercises?
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
Functions

• Alert Notification (Emergency Response)
• Warning (All personnel)
• Communications
• Coordination and Control
• Emergency Public Information
• Damage Assessment

16
Functions

• Public Works/Engineering
• Transportation
• Resource Management
• Continuity of Government
• Continuity of Operations (Organization)

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
Unit 2 The Comprehensive Exercise Program
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
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
Who Participates?

• Organization decides
• Participants also determined by nature and size
  of exercise
• TabletopKey decision makers
• FunctionalParticular functions
• Full-scaleAll functions, key personnel.

22
Types of Exercise Activities
Simple
Theoretical
Narrow
Inexpensive

• 1. Orientation seminar
• 2. Drill
• 3. Tabletop exercise
• 4. Functional exercise
• 5. Full-scale

Complex
Broad
Costly
Realistic
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
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
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
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
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
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
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 evaluatemost functions of the
  plan

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
Planning Team

• Organizational program
• All departments and major functions.
• Vendors, external entities.

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
Plan Elements

• Timeframe
• Problem statement
• Long-range goal(s)
• Functional objectives
• Schedule
• Exercise descriptions

• Type of exercise
• Participants
• Purpose
• Rationale

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
Unit 3 The Exercise Process
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
Exercise Process The Big Picture

• Three ways to visualize
• Organized by task sequence
• Organized by task categories and phase
• Organized by major accomplishments

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

• To conduct a successful exercise
• Be clear.
• Sustain action.
• Foster realism.
• Establish timelines.
• Review emergency call-off procedures.
• Capitalize on problemsituations.

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
  giverecommendations for addressing deficiencies.

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
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
Costs and Liabilities

• 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?

• Cost items
• Salaries
• Contract services
• Equipment and materials
• Fuel
• Miscellaneous items

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
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 ofthe exercise.

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
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
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
Organizing the Team

• No single, standard approach.
• Use teamwork strategies.

• Establish clear goals.
• Agree on plan of action.
• Reach consensus on realistic schedule.
• Meet regularly.
• Share expertise and resources.

• Learn about each others area and function.
• Keep lines of communication open.
• Use job aids to keep everyone on the same page.

53
Exercise Documents
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
Unit 4 Exercise Design Steps
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Unit Objective

• List and explain the eight exercise design steps

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
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
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
Step 2 Define the Scope
Defining the scope Setting realistic limits

• 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

61
Defining Scope

• Scope includes the
• Type of emergency.
• Location.
• Functions.
• Participants.
• Exercise type.

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
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
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
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
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
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
A Good Objective

• Should state who should do what under what
  conditions according to what standards.

69
SMART Objectives

• S imple
• M easurable
• A chievable
• R ealistic
• T ask oriented

70
Is This a Useful Objective?
To demonstrate an understanding of the procedures
necessary in protecting responder health and
safety.
71
Points of Review

• Objective Demonstrate the adequacy of displays
  and other materials to support emergency
  operations
• Points of Review

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
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
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
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
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
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
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
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
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
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
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
Message Variables

• Message source
• Transmission method
• Message content
• Recipient
• These variables influence the action taken

• WHO?
• HOW?
• WHAT?
• TO WHOM?
• To what EFFECT?

84
Message Format
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
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
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
Exercise Alternatives

• Exercise-based training courses
• E.g., FEMAs Integrated Emergency Management
  Course (IEMC).
• Prepackaged exercises
• Many exercise incidentsnatural, hazmat,
  terrorist, etc.
• Should be adapted to local setting.

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
Unit 5 The Tabletop Exercise
91
Unit Objectives

• Describe the purposes and characteristics of a
  tabletop exercise.
• Describe the steps in facilitating a tabletop
  exercise.

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
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
Facilities and Materials

• Operations center or conference facility
• Materials
• Emergency plans
• Continuity plans
• Maps
• Other references

95
Facilitating the Exercise

• Strategies for setting the stage
• Welcome
• Briefing
• Narrative
• Ice breaker

96
Facilitating the Exercise

• Strategies for involving everyone
• Organize messages
• Encourage
• Elicitdo not providesolutions
• Eye contact
• Positive
• Reinforcement.

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
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
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
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.

Next The Functional Exercise
101
Unit 6 The Functional Exercise
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
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
Key Characteristics

• Format
• Interactivechallenges 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
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
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
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
Participant Roles Simulators

• ActorsPeople 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
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
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
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
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
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
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
How It Works Controlling Action

• Adjust scenario for spontaneous decisions.
• Adjust pace
• Adjust message flow.
• Even pace among participants.
• Handle time skips.

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
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
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
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

Next The Full-Scale Exercise
120
Unit 7 The Full-Scale Exercise
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
The Full-Scale Exercise

• Highly realisticresources deployed
• Lengthy, complex, on location
• Interactive

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 attentionand raises credibility
• Satisfies regulatory requirements

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
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
Participants

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

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
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
How It Works Start-Up

• Announced or no noticenotification through
  normal channels
• Responders go to event sitevisual narrative
• Decision makers go to EOC or area of congregation
  for leadership
• Command posts set up as needed

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
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
Designing Full-Scale Exercises

• Design difficultieslogistics 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
Applying the Design Steps

• Steps 14 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
Applying the Design Steps

• Step 8 Messages
• Initial messages Visual
• Prescripted messages move action along

• Anticipate the unexpected
• Be flexible

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
Site Selection

• Credible emergency
• Realistic without interfering with normal traffic
  or safety
• Enough space for victims, responders,
  observers, vehicles

137
Scene Management

• Logistics
• Creation of believable emergency scene
• Number of victims
• Props and materials
• Number of controllers

138
Personnel and Resources

• Participants and volunteers
• Equipment and fuel
• Materials and supplies
• Expenses
• Response capability
• Maintain enough staffingfor real emergencies

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
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
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
Unit 8 Exercise Evaluation
143
Exercise Evaluation

• Observing and recording exercise activities
• Comparing performance with the objectives
• Identifying strengths and weaknesses

144
Unit Objectives

• Describe the need for a systematic approach to
  exercise evaluation.
• Identify and explain the tasks in the exercise
  evaluation process.

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
Evaluation Team
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.

148
Evaluation Methodology

• Team Structure
• Evaluatorsnumber and background
• Sub-team organization
• Lines of authority
• Communication and coordination

149
Evaluation Methodology

• Evaluation Criteria

150
Evaluation Methodology

• Evaluation Strategy
• Data collection method
• Observation process
• Evaluation forms

151
Post-Exercise Phase

• Postexercise meetings
• Player debriefing
• Evaluation team meetings
• After action report
• Implementing change

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 formmay be used.

153
Evaluation Team Meetings

• Compare notes.
• Analyze findings.
• Develop accurate account of what worked and what
  did not.
• Prepare after action report.

154
After Action Report

• Documents effectiveness of the exercise
• Basis for
• Planning future exercises
• Upgrading emergency plan
• Taking corrective action
• Format varies

155
Implementing Change
The goals of an exercise are not achieved until
the recommendations from the evaluation are
implemented.

• Are the procedures sound?
• Are resources sufficient to support procedures?
• Are personnel adequately trained to follow
  procedures and use resources?

156
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.

Next Exercise Enhancements
157
Unit 9 Exercise Enhancements
158
Unit Objectives

• Define the purpose of exercise enhancements.
• Identify available resources for exercise
  enhancements.
• Describe the benefits of specific exercise
  enhancement techniques.

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
Types of Enhancements

• Communications equipment
• Displays
• Video and audio recordings
• Computers
• Miscellaneous equipment and supplies
• People and props

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
Displays

• Provide context and detail for scenario.
• Include
• Maps.
• Charts.
• Status boards.
• Black or white boards.
• Chart paper and easels.

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
Charts

• Problem and event log
• Damage assessment chart
• Facility charts and status boards
• Organization charts
• MSEL

165
Video, TV, and Audio

• Introduce or update narrative.
• Video/TV
• News broadcasts
• Interviews with officials, victims
• Audiotape situation reports, play on radio

166
Computers

• Computerized inventory lists
• Weather tracking
• Log of events / actions taken
• Communications

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
People and Props

• Victims
• Mannequins (casualties)
• Response equipment
• Smoke, hazmat residues
• Contained fires
• Rubble

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
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
Logistics

• Enhancement uses
• Prop placement
• Prop management
• Volunteer transportation
• Prop pickup and return
• Condition of returned items
• Cleaning

172
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.

Next Designing a Functional Exercise
173
Unit 10 Designing a Functional Exercise
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
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
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
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
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
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
Needs, Scope, Purpose

• SCOPE
• Set limits related to
• PURPOSE STATEMENT
• Why exercise is being conducted.

• Type of emergency.
• Location.
• Functions.
• Participants.
• Exercise type.

Assignment Assess needs, define 5 scope
elements, write purpose statement.
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
Objectives

• Write SMART objectives
• S imple
• M easurable
• A chievable
• R ealistic
• T ask oriented

Assignment Write 3 to 5 good objectives.
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
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
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
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
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
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
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.

191
Agenda (Two Rounds)

• Each round
• Set-up (seating, maps, etc.) 5 minutes
• Orientation 5 minutes
• Assign player roles
• Describe community,resources, personnel, etc.
• Conduct exercise 20 minutes
• Debriefing 10 minutes

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
Unit 11 Course Closing
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
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
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
Applications

• How will you will apply the design process
  locally?
• What challenges do you foresee?
• What resources can you tap?

198
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