Exercise Design
Taken from FEMA Professional Development Series
Welcome
Administrative Items:
-Breaks
-Lunch
-Cell phones
-Fire / Severe Weather / Evac Procedures
Introductions
 30 seconds or less
 Name
 Organization
 Role
 Exercise experience
 Types of exercises conducted, participated in, etc.
3
Exercise
A focused practice activity
using 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
4
Unit Objectives
 Identify the five major accomplishments in designing and
implementing an exercise.
 Define the purpose of the four exercise documents.
5
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.
6
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.
7
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
8
Course Content
 Unit 8: Exercise Evaluation
 Unit 9: Exercise Enhancements
 Unit 10: Designing and Implementing a
Functional Exercise
 Unit 11: Course Summary
9
Why Exercise?
 UAL 232 crash: Problems revealed in full-scale exercise had
been corrected
 Loma Prieta earthquake: Effective response was preceded by
earthquake exercise
10
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.”
11
Why Exercise
 2000 Denver building collapse scenario preceded 2001 World
Trade Center collapse.
12
Benefits of Exercising
 Provides individual training
 Leads to system improvement
What are some specific reasons
to conduct exercises?
13
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
14
Functions
 Alert Notification (Emergency Response)
 Warning (All personnel)
 Communications
 Coordination and Control
 Emergency Public Information
 Damage Assessment
15
Functions
 Public Works/Engineering
 Transportation
 Resource Management
 Continuity of Government
 Continuity of Operations (Organization)
16
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
17
Unit 2: The Comprehensive Exercise
Program
18
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.
19
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!
20
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.
21
Types of Exercise Activities
Simple
Narrow
Inexpensive Theoretical
1. Orientation seminar
2. Drill
3. Tabletop exercise
4. Functional exercise
5. Full-scale
Complex
Broad
Costly
Realistic
22
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
23
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.
24
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
25
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.
26
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
27
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
28
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
29
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
30
Planning Team
 Organizational program:
 All departments and major functions.
 Vendors, external entities.
31
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.
32
Plan Elements
 Timeframe
 Problem statement
 Long-range goal(s)
 Functional objectives
 Schedule
 Type of exercise
 Exercise descriptions:
 Participants
 Purpose
 Rationale
33
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
34
Unit 3: The Exercise Process
35
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.
36
Exercise Process: The Big Picture
 Three ways to visualize:
 Organized by task sequence
 Organized by task categories and phase
 Organized by major accomplishments
37
Major Task Accomplishments
1. Establishing the base
5. Exercise
followup
2. Exercise
development
4. Exercise critique
and evaluation
3. Exercise
conduct
38
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.
39
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.
40
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.
41
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.
42
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.
43
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.
44
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?
45
Costs and Liabilities
 Cost items:
 Other considerations:
 Salaries
 Reimbursement for overtime?
 Contract services
 Who foots the bill?
 Equipment and
materials
 Exercise responsibilities covered
in job descriptions?
 Fuel
 Routine exercise costs
recognized by leadership?
 Miscellaneous
items
 Injury and damage covered by
insurance?
46
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.
47
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.
48
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.
?
49
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.
50
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.
51
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.
 Learn about each other’s
area and function.
 Keep lines of communication
open.
 Use job aids to keep
everyone on the same page.
 Share expertise and
resources.
52
Exercise Documents
Exercise Plan
Control Plan
Evaluation Plan
Player Handbook
For . . .
 Everyone
 Controllers
 Simulators
 NOT players
 Evaluators
 Controllers
 Simulators
 Players
53
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
54
Unit 4: Exercise Design Steps
55
Unit Objective
 List and explain the eight exercise design steps
56
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
57
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?
58
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
59
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
60
Defining Scope
 Scope includes the:
 Type of emergency.
 Location.
 Functions.
 Participants.
 Exercise type.
61
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.
62
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.
63
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?
64
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!
65
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.
66
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.
67
A Good Objective
 Should state who should do what under what conditions
according to what standards.
Standards
Who
Conditions
Within 15 minutes
after the evacuation notice is given,
members of the EOC
will complete notification procedures to
school administrators.
Specific action
68
SMART Objectives
 S imple
 M easurable
 A chievable
 R ealistic
 T ask oriented
69
Is This a Useful Objective?
To demonstrate an understanding of the
procedures necessary in protecting
responder health and safety.
70
Points of Review
 Objective: Demonstrate the adequacy of displays and other
materials to support emergency operations
 Points of Review:
Display
Yes
No
1. Status boards available in facility


2. Status boards used


3. Status boards kept updated by ________ 

4. Maps available


5. Maps up to date


71
Word Choice
 Use concrete words.
 Avoid vague verbs, such as:
 Know.
 Understand.
 Appreciate.
 Show the ability to.
 Be aware of.
 Use action words.
72
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
73
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.
74
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.
75
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.
76
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.
77
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.
78
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.
79
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.
80
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.
81
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.
82
Message Variables
 Message source
 WHO?
 Transmission method
 HOW?
 Message content
 WHAT?
 Recipient
 TO WHOM?
 These variables influence the
action taken
 To what EFFECT?
83
Message Format
EMERGENCY EXERCISE
<MESSAGE>
TO:
NO:
METHOD
FROM:
TIME:
CONTENT: ________________________________________________
___________________________________________________________
___________________________________________________________
__________________________________________________________
ACTION TAKEN: ____________________________________________
__________________________________________________________
___________________________________________________________
___________________________________________________________
84
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.
85
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?”
86
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
87
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
89
Unit 5: The Tabletop Exercise
90
Unit Objectives
 Describe the purposes and characteristics of a tabletop
exercise.
 Describe the steps in facilitating a tabletop exercise.
91
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.
92
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.
93
Facilities and Materials
 Operations center or conference facility
 Materials:
 Emergency plans
 Continuity plans
 Maps
 Other references
94
Facilitating the Exercise
 Strategies for setting the stage:
 Welcome
 Briefing
 Narrative
 Ice breaker
95
Facilitating the Exercise
 Strategies for involving everyone:
 Organize messages
 Encourage
 Elicit—do not provide—solutions
 Eye contact
 Positive
 Reinforcement.
96
Designing a Tabletop Exercise
 Use 8-step process, job aids
 Steps 5-8 are simplified:
 Only partially simulated
 Little scripting
 No simulators
 Informal evaluation
97
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
98
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.
99
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
100
Unit 6: The Functional Exercise
101
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.
102
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
103
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
104
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.
105
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.
106
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.
107
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
108
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
109
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
110
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.
111
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
112
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.
113
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.
114
How It Works: Controlling Action
 Adjust scenario for spontaneous decisions.
 Adjust pace:
 Adjust message flow.
 Even pace among participants.
 Handle time skips.
115
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
116
Facilities and Materials
 Exercise where you operate.
 Provide:
 Adequate space for players, simulators, evaluators,
controller.
 Needed equipment and materials: telephones, maps,
displays, forms, etc.
117
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
118
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
119
Unit 7: The Full-Scale Exercise
120
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.
121
The Full-Scale Exercise
 Highly realistic—resources deployed
 Lengthy, complex, “on location”
 Interactive
122
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
123
Exercise Requirements
 Exercise experience
 Total commitment
 Support from key officials
 Adequate physical facilities
(EOC, Relocation Facilities)
 Communication facilities
 Financial resources
 Planning and logistics
124
Controller(s)
 If more than one controller, chief controller takes the lead
 Manages the exercise
 Responsible for starting on schedule
 Designates exercise
control point
125
Participants
 Leadership
 Coordination personnel
 Operations personnel
 Support functions (BCP, HR, IT, Facilities, Security, etc.)
126
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.
127
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.
128
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
129
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.
130
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
131
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
132
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
133
Applying the Design Steps
 Step 8: Messages
 Initial messages: Visual
 Prescripted messages
move action along
 Anticipate the unexpected
 Be flexible
134
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.
135
Site Selection
 Credible emergency
 Realistic without interfering with normal traffic or safety
 Enough space for
victims, responders,
observers, vehicles
136
Scene Management
 Logistics
 Creation of believable
emergency scene
 Number of victims
 Props and materials
 Number of controllers
137
Personnel and Resources
 Participants and volunteers
 Equipment and fuel
 Materials and supplies
 Expenses
 Response capability:
 Maintain enough staffing
for real emergencies
138
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
139
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)
140
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
141
Unit 8: Exercise Evaluation
142
Exercise Evaluation
 Observing and recording exercise activities
 Comparing performance with the objectives
 Identifying strengths and weaknesses
143
Unit Objectives
 Describe the need for a systematic approach to exercise
evaluation.
 Identify and explain the tasks in the exercise evaluation
process.
144
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.
145
Evaluation Team
Leader:
Team:
• Develops methodology
• Helps plan methodology
• Selects and trains team
• Observes and records
exercise actions
• Oversees evaluation
• Prepares report
• Helps prepare report
146
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.
147
Evaluation Methodology
 Team Structure:
 Evaluators—number and background
 Sub-team organization
 Lines of authority
 Communication and
coordination
148
Evaluation Methodology
 Evaluation Criteria:
Exercise Objectives
Expected Actions
Simple
Measurable
Achievable
Realistic
Task-oriented
Points of Review
149
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.
150
Post-Exercise Phase
 Postexercise meetings:
 Player debriefing
 Evaluation team meetings
 After action report
 Implementing change
151
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.
152
Evaluation Team Meetings
 Compare notes.
 Analyze findings.
 Develop accurate account of what worked and what did not.
 Prepare after action report.
153
After Action Report
 Documents effectiveness of the exercise
 Basis for:
 Planning future exercises
 Upgrading emergency plan
 Taking corrective action
 Format varies
154
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?
155
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
156
Unit 9: Exercise Enhancements
157
Unit Objectives
 Define the purpose of exercise enhancements.
 Identify available resources for exercise enhancements.
 Describe the benefits of specific exercise enhancement
techniques.
158
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!
159
Types of Enhancements
 Communications equipment
 Displays
 Video and audio recordings
 Computers
 Miscellaneous equipment and supplies
 People and props
160
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
161
Displays
 Provide context and detail for scenario.
 Include:
 Maps.
 Charts.
 Status boards.
 Black or white boards.
 Chart paper and easels.
162
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.
163
Charts
 Problem and event log
 Damage assessment chart
 Facility charts and status boards
 Organization charts
 MSEL
MASTER SCENARIO EVENTS LIST
Time
07:35
Message/Event
Plane radios tower: losing engi ne
power and altitude.
Expected Actions
1. Tower notifies dispatch center.
2. Dispatch alerts police, fire, medical to proceed
to airport.
07:40 –07:50
Pi lot reports major
vibrations/noise; requests runway
designation.
1. Tower designates runway; notifies dispatch of
runway and potential for mass casualty
incident.
2. Dispatch relays runway to police, fire, medical.
3. Dispatch notifies hospitals.
4. Crash fire rescue initiates ICS; notifies
dispatch of CP and staging locations.
5. Dispatch relays CP and staging locations to
police, fire, medical.
07:55
Hospital calls dispatch requesti ng
more information.
1. Dispatch obtains potential number of
casualties and relays to hospital.
2. Hospital noti fies other medical facil ities.
08:00
Media calls dispatch requesting
information.
(etc.)
164
Video, TV, and Audio
 Introduce or update narrative.
 Video/TV:
 News broadcasts
 Interviews with officials, “victims”
 Audiotape situation reports,
play on radio
165
Computers
 Computerized inventory lists
 Weather tracking
 Log of events / actions taken
 Communications
166
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
167
People and Props
 Victims
 Mannequins (casualties)
 Response equipment
 Smoke, “hazmat” residues
 Contained fires
 Rubble
168
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
169
Costs and Liability Issues
 Time for pickup and return
 Potential for damage/replacement costs
 Arrangements for timely return of items and volunteers
 Liability insurance
170
Logistics
 Enhancement uses
 Prop placement
 Prop management
 Volunteer transportation
 Prop pickup and return
 Condition of returned items
 Cleaning
171
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
172
Unit 10: Designing a Functional Exercise
173
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.
174
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).
175
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
176
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
177
Written Materials
 Design package
 For Controller:
 For Players:
 Organization profile
 MSEL
 Divisions, departments
 Design package
 Player roles
 For Evaluators:
 Resources
 Objectives
 Maps
 Evaluation forms
 Statement of purpose
 For Simulators:
 Narrative
 Messages
178
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.
179
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.
180
Objectives
 Describe the performance you expect from participants to
demonstrate competence.
 State:
 Who should do . . .
 What under . . .
 What conditions according to . . .
 What standards.
181
Objectives
 Write SMART objectives:
 S imple
 M easurable
 A chievable
 R ealistic
 T ask oriented
Assignment: Write 3 to 5 good objectives.
182
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.
183
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
184
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.
185
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
186
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.
187
Written Materials
 Design package.
 For Controller:
 For Players:
 Community profile
 MSEL
 Agencies, departments
 Design package
 Player roles
 For Evaluators:
 Resources
 Objectives
 Maps
 Evaluation forms
 Statement of purpose
 For Simulators:
 Narrative
 Messages
188
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.
189
Exercise Time
Time to apply what you've learned.
190
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
191
Unit Summary
 Reflecting on the experience:
 What went well?
 Comfortable level?
 Difficulties during design?
 What you would do differently next time?
Next: Course Closing
192
Unit 11: Course Closing
193
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.
194
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.
195
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.
196
Applications
 How will you will apply the design process locally?
 What challenges do you foresee?
 What resources can you tap?
197
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