Discussion-Based Exercise Design & Evaluation Overview

E

1

3

2

:

D

I

S

C

U

S

S

I

O

N

-

B

A

S

E

D

E

X

E

R

C

I

S

E

D

E

S

I

G

N

A

N

D

E

V

A

L

U

A

T

I

O

N

C

O

U

R

S

E

U

n

i

t

4

:

D

i

s

c

u

s

s

i

o

n

-

B

a

s

e

d

E

x

e

r

c

i

s

e

s

O

v

e

r

v

i

e

w

V

i

s

u

a

l

4

.

1

FEMA News Photo

U

n

i

t

O

b

j

e

c

t

i

v

e

s

By the end of this unit you will be able to:

‒

Describe the types of discussion-based exercises

‒

Describe the eight exercise design steps

‒

Develop SMART objectives

‒

Design, develop, and conduct a seminar for the Liberty

County Policy Group

V

i

s

u

a

l

4

.

2

T

y

p

e

s

o

f

D

i

s

c

u

s

s

i

o

n

-

B

a

s

e

d

E

x

e

r

c

i

s

e

s

There are four types of discussion-based

exercises:

1.

Seminars

2.

Workshops

3.

Tabletop exercises

4.

Games

V

i

s

u

a

l

4

.

3

P

r

o

g

r

e

s

s

i

v

e

A

p

p

r

o

a

c

h

Discussion-based exercises are the first step in the

progressive approach to exercises

V

i

s

u

a

l

4

.

4

E

i

g

h

t

E

x

e

r

c

i

s

e

D

e

s

i

g

n

S

t

e

p

s

1.

Assess needs

2.

Define the 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

V

i

s

u

a

l

4

.

5

Modified for

discussion-

based exercises

E

i

g

h

t

E

x

e

r

c

i

s

e

D

e

s

i

g

n

S

t

e

p

s

•

Why use the Eight Exercise Design Steps?

‒

The process is critical to having a systematic

exercise design

‒

They make the exercise process much simpler and

smoother

‒

They are one way of implementing HSEEP

‒

They are a FEMA and exercise industry best practice

‒

They improve exercises

‒

This is where the “mastery” comes in

V

i

s

u

a

l

4

.

6

S

t

e

p

1

:

A

s

s

e

s

s

N

e

e

d

s

•

The best way to determine whether you need an

exercise—and what kind of exercise is needed—

is to conduct an exercise needs assessment

•

An exercise needs assessment:

‒

Defines problems

‒

Establishes reasons to do an exercise

‒

Identifies capabilities to be exercised

V

i

s

u

a

l

4

.

7

B

e

g

i

n

W

i

t

h

Y

o

u

r

P

l

a

n

An exercise needs assessment should begin with a

review of the emergency plan and should address:

‒

Hazards

‒

Secondary hazards

‒

Hazard priority

‒

Area

‒

Plans and procedures

V

i

s

u

a

l

4

.

8

‒

Capabilities

‒

Players

‒

Program areas

‒

Past exercises

L

e

s

s

o

n

s

L

e

a

r

n

e

d

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?

V

i

s

u

a

l

4

.

9

N

e

e

d

s

A

s

s

e

s

s

m

e

n

t

R

e

s

u

l

t

s

•

Primary and secondary hazards

•

Problems, weak capabilities

•

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

V

i

s

u

a

l

4

.

10

10

N

e

e

d

s

A

s

s

e

s

s

m

e

n

t

R

e

s

u

l

t

s

(

c

o

n

t

’

d

.

)

Did you cover the topics

listed on the prior slide

when assessing the

needs for your Multi-year

TEP?

V

i

s

u

a

l

4

.

11

11

S

t

e

p

2

:

D

e

f

i

n

e

t

h

e

S

c

o

p

e

•

Defining the scope = Setting realistic limits

•

Factors that help define scope:

‒

Expense

‒

Availability of personnel and other resources

‒

Seriousness of the problem

‒

Capacity of the exercise to address the problem

‒

Planning team’s skills and experience

‒

Exercise length

V

i

s

u

a

l

4

.

12

12

S

i

x

K

e

y

E

l

e

m

e

n

t

s

Scope includes the:

‒

Type of emergency/hazard

‒

Location

‒

Capabilities

‒

Participants

‒

Exercise type

‒

Duration

V

i

s

u

a

l

4

.

13

13

FEMA News Photo

S

i

x

K

e

y

E

l

e

m

e

n

t

s

(

c

o

n

t

’

d

.

)

When defining the scope of

your exercise, what are

some factors you would

consider in choosing the type

of emergency/hazard?

V

i

s

u

a

l

4

.

14

14

S

i

x

K

e

y

E

l

e

m

e

n

t

s

(

c

o

n

t

’

d

.

)

V

i

s

u

a

l

4

.

15

15

S

i

x

K

e

y

E

l

e

m

e

n

t

s

(

c

o

n

t

’

d

.

)

Location

‒

Identify the location where the simulated event will

occur

‒

Consider the logistics of the chosen site

V

i

s

u

a

l

4

.

16

16

S

i

x

K

e

y

E

l

e

m

e

n

t

s

(

c

o

n

t

’

d

.

)

Capabilities

‒

List the capabilities that the players will exercise

(should be supported by the TEP)

‒

List the operations or functions that the participants will

discuss

‒

Be sure that the procedures within a certain function

are clear and narrowly defined

V

i

s

u

a

l

4

.

17

17

S

i

x

K

e

y

E

l

e

m

e

n

t

s

(

c

o

n

t

’

d

.

)

Participants

‒

Narrow the list to those organizations and individuals

who are required to hold a good discussion or carry out

the actions

‒

More is not always better

V

i

s

u

a

l

4

.

18

18

S

i

x

K

e

y

E

l

e

m

e

n

t

s

(

c

o

n

t

’

d

.

)

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?

V

i

s

u

a

l

4

.

19

19

S

t

e

p

3

:

W

r

i

t

e

a

S

t

a

t

e

m

e

n

t

o

f

P

u

r

p

o

s

e

Purpose statement: A broad statement of the

exercise goal

‒

Governs objectives, which determine subsequent steps

‒

Clarifies reasons for the exercise

‒

Is useful for communicating with media and community

V

i

s

u

a

l

4

.

20

20

D

e

v

e

l

o

p

i

n

g

t

h

e

P

u

r

p

o

s

e

S

t

a

t

e

m

e

n

t

•

Incorporate the scope decisions (type of

emergency, location, capabilities, organizations,

and exercise type) into a single sentence

•

Include a date

•

Sample purpose statements in Participant Guide

V

i

s

u

a

l

4

.

21

21

S

t

e

p

4

:

D

e

f

i

n

e

O

b

j

e

c

t

i

v

e

s

A description of the capabilities and expected

actions that should occur

‒

What the exercise is intended to accomplish

V

i

s

u

a

l

4

.

22

22

FEMA News Photo

W

h

y

D

e

f

i

n

e

O

b

j

e

c

t

i

v

e

s

?

•

Objectives are essential for:

‒

Design process

‒

Exercise conduct

‒

Evaluation

‒

Improvement planning

V

i

s

u

a

l

4

.

23

23

H

o

w

a

r

e

O

b

j

e

c

t

i

v

e

s

D

e

t

e

r

m

i

n

e

d

?

•

Many objectives become evident at the time of

the exercise needs assessment

•

Objectives are also arrived at by breaking down

a purpose statement into its logical components

V

i

s

u

a

l

4

.

24

24

H

o

w

M

a

n

y

O

b

j

e

c

t

i

v

e

s

?

•

Typically:

‒

Tabletop exercises between 3 to 5

‒

Functional exercises between 4 to 7

‒

Full-scale exercises 8+

•

The number of objectives selected for an

exercise should be limited

V

i

s

u

a

l

4

.

25

25

W

h

a

t

M

a

k

e

s

a

“

G

o

o

d

”

O

b

j

e

c

t

i

v

e

?

•

Clear, concise, focused on performance

•

Should contain:

‒

Action, stated in observable terms

‒

The entity (agency/jurisdiction) performing that action

‒

Conditions under which the action will be performed

‒

Standards (or level) of performance

•

S

h

o

u

l

d

s

t

a

t

e

w

h

o

s

h

o

u

l

d

d

o

w

h

a

t

u

n

d

e

r

w

h

a

t

c

o

n

d

i

t

i

o

n

s

a

c

c

o

r

d

i

n

g

t

o

w

h

a

t

s

t

a

n

d

a

r

d

s

V

i

s

u

a

l

4

.

26

26

E

x

a

m

p

l

e

o

f

a

“

G

o

o

d

”

O

b

j

e

c

t

i

v

e

V

i

s

u

a

l

4

.

27

27

Discuss the plans for

Central City’s incident command

activation

of essential HAZMAT personnel

 during a

chemical incident in Central City 

in

accordance with existing standard

operating procedures (SOPs).

W

h

o

S

t

a

n

d

a

r

d

E

x

a

m

p

l

e

o

f

a

“

G

o

o

d

”

O

b

j

e

c

t

i

v

e

(

c

o

n

t

’

d

.

)

V

i

s

u

a

l

4

.

28

28

S

M

A

R

T

O

b

j

e

c

t

i

v

e

s

V

i

s

u

a

l

4

.

29

29

W

r

i

t

i

n

g

S

M

A

R

T

O

b

j

e

c

t

i

v

e

s

How do you write SMART

objectives for a TTX?

V

i

s

u

a

l

4

.

30

30

W

r

i

t

i

n

g

S

M

A

R

T

O

b

j

e

c

t

i

v

e

s

(

c

o

n

t

’

d

.

)

•

Objectives for discussion-based exercises

typically focus on strategic, policy-oriented

issues

•

Objectives for operations-based exercises

typically focus on the integration of multiple

entities and systems-level and tactical-level

issues that are physically demonstrated either in

an EOC or in the field

V

i

s

u

a

l

4

.

31

31

W

r

i

t

i

n

g

S

M

A

R

T

O

b

j

e

c

t

i

v

e

s

(

c

o

n

t

’

d

.

)

Discussion-based exercise example:

Restoration of Lifelines

Evaluate Central City’s recovery plan to manage

clearing and restoration activities, including the

restoration of essential gas, electric, oil,

communications, water, sewer,

transportation/transportation infrastructure, and other

utilities in the aftermath of a catastrophic incident

V

i

s

u

a

l

4

.

32

32

W

r

i

t

i

n

g

S

M

A

R

T

O

b

j

e

c

t

i

v

e

s

(

c

o

n

t

’

d

.

)

Share an example of an

objective from an exercise

you have designed.

V

i

s

u

a

l

4

.

33

33

W

o

r

d

C

h

o

i

c

e

•

Use concrete words

•

Pay attention to the verb that describes

participant performance

‒

Use action verbs

‒

Avoid vague verbs

V

i

s

u

a

l

4

.

34

34

W

o

r

d

C

h

o

i

c

e

(

c

o

n

t

’

d

.

)

•

Useful action verbs include:

‒

Assess

‒

Clarify

‒

Define

‒

Determine

‒

Demonstrate

‒

Establish

‒

Evaluate

•

Additional verbs provided in Participant Guide

V

i

s

u

a

l

4

.

35

35

‒

Examine

‒

Explain

‒

Identify

‒

Inspect

‒

List

‒

Notify

‒

Operate

‒

Prepare

‒

Record

‒

Report

‒

Show

‒

Test

I

s

T

h

i

s

a

U

s

e

f

u

l

O

b

j

e

c

t

i

v

e

?

To demonstrate an understanding

of the procedures necessary in protecting

responder health and safety

V

i

s

u

a

l

4

.

36

36

V

i

s

u

a

l

4

.

37

37

A

c

t

i

v

i

t

y

#

2

:

G

o

o

d

o

r

P

o

o

r

O

b

j

e

c

t

i

v

e

s

?

A

c

t

i

v

i

t

y

#

2

:

G

o

o

d

o

r

P

o

o

r

O

b

j

e

c

t

i

v

e

s

?

(

c

o

n

t

’

d

.

)

1.

Refer to Activity #2: Example: Good or Poor

Objectives? Worksheet in your Participant

Guide

2.

Review the objectives and determine if they are

good or poor

3.

Record your answers on the worksheet

4.

Work individually

5.

You have 10 minutes to complete the activity

V

i

s

u

a

l

4

.

38

38

V

i

s

u

a

l

4

.

39

39

A

c

t

i

v

i

t

y

#

3

:

T

T

X

O

b

j

e

c

t

i

v

e

s

A

c

t

i

v

i

t

y

#

3

:

T

T

X

O

b

j

e

c

t

i

v

e

s

(

c

o

n

t

’

d

.

)

1.

We will run through an example first, then it will

be your turn

V

i

s

u

a

l

4

.

40

40

A

c

t

i

v

i

t

y

#

3

:

T

T

X

O

b

j

e

c

t

i

v

e

s

Example

‒

W

h

o

:

C

e

n

t

r

a

l

C

i

t

y

P

o

l

i

c

y

G

r

o

u

p

‒

W

h

a

t

:

L

o

n

g

-

t

e

r

m

h

o

u

s

i

n

g

‒

C

o

n

d

i

t

i

o

n

s

:

P

o

s

t

-

c

a

t

a

s

t

r

o

p

h

i

c

d

a

m

f

a

i

l

u

r

e

‒

S

t

a

n

d

a

r

d

s

:

N

a

t

i

o

n

a

l

L

o

n

g

T

e

r

m

H

o

u

s

i

n

g

S

t

r

a

t

e

g

y

V

i

s

u

a

l

4

.

41

41

A

c

t

i

v

i

t

y

#

3

:

T

T

X

O

b

j

e

c

t

i

v

e

s

(

c

o

n

t

’

d

.

)

SMART Objective

‒

The Central City Policy Group will discuss long-term

housing strategies and options in response to a

catastrophic dam failure in accordance with the

National Long Term Housing Strategy.

V

i

s

u

a

l

4

.

42

42

A

c

t

i

v

i

t

y

#

3

:

T

T

X

O

b

j

e

c

t

i

v

e

s

(

c

o

n

t

’

d

.

)

1.

Refer to Activity #3: TTX Objectives Worksheet

in your Participant Guide (2 pages)



Part One: Create SMART objectives for a

discussion-based exercise using the information

provided



Part Two: Create SMART objectives for a

discussion-based exercise using your group’s

disaster category and priority

2.

Record your answers on the worksheet

V

i

s

u

a

l

4

.

43

43

A

c

t

i

v

i

t

y

#

3

:

T

T

X

O

b

j

e

c

t

i

v

e

s

(

c

o

n

t

’

d

.

)

PART ONE

Objective #1:

‒

Who: Central City Policy Group

‒

What: Citizen warning

‒

Condition: Tornado

‒

Standard: Central City/Liberty County Basic

Emergency Plan

V

i

s

u

a

l

4

.

44

44

A

c

t

i

v

i

t

y

#

3

:

T

T

X

O

b

j

e

c

t

i

v

e

s

(

c

o

n

t

’

d

.

)

PART ONE (cont’d.)

Objective #2:

‒

Who: Central City Policy Group

‒

What: Economic Recovery

‒

Condition: Category 3 Hurricane

‒

Standard: FEMA’s National Disaster Recovery

Framework and Recovery Support Functions

V

i

s

u

a

l

4

.

45

45

A

c

t

i

v

i

t

y

#

3

:

T

T

X

O

b

j

e

c

t

i

v

e

s

(

c

o

n

t

’

d

.

)

PART ONE (cont’d.)

Objective #3:

‒

Who: Central City Policy Group

‒

What: Mandatory Evacuation

‒

Condition: Category 3 Hurricane

‒

Standard: Central City/Liberty County Basic

Emergency Plan

V

i

s

u

a

l

4

.

46

46

A

c

t

i

v

i

t

y

#

3

:

T

T

X

O

b

j

e

c

t

i

v

e

s

(

c

o

n

t

’

d

.

)

PART TWO

1.

C

r

e

a

t

e

t

w

o

S

M

A

R

T

o

b

j

e

c

t

i

v

e

s

f

o

r

a

d

i

s

c

u

s

s

i

o

n

-

b

a

s

e

d

e

x

e

r

c

i

s

e

a

p

p

l

i

c

a

b

l

e

t

o

y

o

u

r

g

r

o

u

p

’

s

d

i

s

a

s

t

e

r

c

a

t

e

g

o

r

y

a

n

d

p

r

i

o

r

i

t

y

2.

Record your answers on the worksheet

3.

Work in your groups

4.

You have 15 minutes to complete PART TWO

V

i

s

u

a

l

4

.

47

47

S

t

e

p

5

:

C

o

m

p

o

s

e

a

N

a

r

r

a

t

i

v

e

Narrative: A brief description of the scenario

events that have occurred up to the beginning of

the exercise

‒

Sets participant interest

‒

Provides information that sets the stage for later action

V

i

s

u

a

l

4

.

48

48

N

a

r

r

a

t

i

v

e

C

h

a

r

a

c

t

e

r

i

s

t

i

c

s

A good narrative:

‒

Is located in the SitMan

‒

Is usually divided up into modules that represent time

‒

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

V

i

s

u

a

l

4

.

49

49

E

x

a

m

p

l

e

:

A

i

r

p

l

a

n

e

C

r

a

s

h

N

a

r

r

a

t

i

v

e

1.

What is the event?

2.

How fast, strong, deep, or

dangerous is it?

3.

How did you find out?

4.

What response has been made?

5.

What damage has been

reported?

6.

What is the sequence of

events?

7.

How much time has elapsed?

8.

Was there advance warning?

9.

Where does it take place?

10.

What are the relevant weather

conditions?

11.

What other factors would influence

emergency procedures?

12.

What is predicted for the future?

V

i

s

u

a

l

4

.

50

50

Read the Airplane Crash Narrative in your PG, and then

answer the following questions:

S

i

t

M

a

n

•

Core documentation that provides the

background for a facilitated exercise

•

Supports the scenario narrative

•

Serves as the primary reference material for ALL

participants during conduct

•

Expected actions do not go in the SitMan

V

i

s

u

a

l

4

.

51

51

S

i

t

M

a

n

(

c

o

n

t

’

d

.

)

Generally include the following information:

‒

Exercise scope, objectives, and core capabilities

‒

Exercise assumptions and artificialities

‒

Instructions for exercise participants

‒

Exercise structure (e.g., the order of the modules)

‒

Exercise scenario background (including scenario

location information)

‒

Discussion questions and key issues

‒

Schedule of events

V

i

s

u

a

l

4

.

52

52

S

i

t

M

a

n

(

c

o

n

t

’

d

.

)

Appendices may include:

‒

Relevant documents (plans, SOPs, etc.)

‒

Specific threat information for jurisdictions or

organizations

‒

Material safety data sheet or fact sheet, where

appropriate

‒

List of reference terms

V

i

s

u

a

l

4

.

53

53

S

i

t

M

a

n

(

c

o

n

t

’

d

.

)

•

Introduction section

‒

Provides an overview of the exercise as well as an

exercise agenda

•

Scenario Narrative section

‒

Divided into distinct, chronologically sequenced

modules

‒

Each module:



Represents a specific time segment of the overall

scenario



Is followed up with discussion questions

V

i

s

u

a

l

4

.

54

54

S

i

t

M

a

n

(

c

o

n

t

’

d

.

)

Share a few examples of

good discussion questions

you have used in the past,

or if you have a “go-to” set

of discussion questions.

V

i

s

u

a

l

4

.

55

55

S

t

e

p

6

:

W

r

i

t

e

M

a

j

o

r

a

n

d

D

e

t

a

i

l

e

d

E

v

e

n

t

s

•

Major and detailed events are occurrences that

take place after, and as a result of, the

emergency described in the narrative

•

The goal is to provide a structure that will:

‒

Link the simulated event to the actions you want

people to take

‒

Provide unity to the exercise

V

i

s

u

a

l

4

.

56

56

S

t

e

p

7

:

L

i

s

t

E

x

p

e

c

t

e

d

A

c

t

i

o

n

s

•

The responses, actions, or decisions that you

want participants to have or carry out to

demonstrate competence

•

It’s necessary to identify expected actions to

develop discussion questions and guide

facilitation

•

Knowing who should know what allows you to

develop discussion questions that target those

participants and responsibilities as well as

provide a guide for your facilitators to follow

V

i

s

u

a

l

4

.

57

57

S

t

e

p

8

:

P

r

e

p

a

r

e

M

e

s

s

a

g

e

s

•

Messages (injects)

are used to

communicate

detailed events to

exercise participants

•

Messages serve one

purpose: to evoke a

response

V

i

s

u

a

l

4

.

58

58

FEMA/Heather Beebe

P

a

r

t

i

c

i

p

a

n

t

F

e

e

d

b

a

c

k

F

o

r

m

s

•

After the exercise is conducted, you’ll need to

capture the participants’ feedback on the

exercise design

•

Participant feedback forms

‒

Ask for input regarding observed strengths and areas

for improvement

‒

Provide players the opportunity to give constructive

criticism about the design, control, or logistics of the

exercise

•

All exercises should use participant feedback

forms

V

i

s

u

a

l

4

.

59

59

P

a

r

t

i

c

i

p

a

n

t

F

e

e

d

b

a

c

k

F

o

r

m

s

(

c

o

n

t

’

d

.

)

•

At a minimum, questions on the Participant

Feedback Form should solicit:

‒

Impressions about exercise conduct and logistics

‒

Strengths and areas for improvement pertaining to the

implementation of participating agencies and

organizations’ policies, plans, and SOPs;

‒

Improvements to future exercises

‒

Level of satisfaction

V

i

s

u

a

l

4

.

60

60

P

a

r

t

i

c

i

p

a

n

t

F

e

e

d

b

a

c

k

F

o

r

m

s

(

c

o

n

t

’

d

.

)

•

It is important to customize the Participant

Feedback Form to capture the exact information

you need for your specific exercise

•

There are any number of ways you can

customize a participant feedback form

V

i

s

u

a

l

4

.

61

61

P

l

a

n

n

i

n

g

M

e

e

t

i

n

g

s

•

Concepts & Objectives (C&O) Meeting*

•

Initial Planning Meeting (IPM)**

•

Mid-Term Planning Meeting (MPM)*

•

Master Scenario Events List (MSEL) Meeting*

•

Final Planning Meeting (FPM)

* Not necessary or typically not conducted for TTXs or operations-based exercises

** C&O Meeting topics are covered at the IPM when a C&O Meeting is not conducted

V

i

s

u

a

l

4

.

62

62

P

l

a

n

n

i

n

g

M

e

e

t

i

n

g

s

(

c

o

n

t

’

d

.

)

Share how you conduct your

planning meetings.

‒

What topics do you discuss?

‒

What are your outcomes?

V

i

s

u

a

l

4

.

63

63

T

T

X

D

e

m

o

n

s

t

r

a

t

i

o

n

V

i

d

e

o

V

i

s

u

a

l

4

.

64

64

FEMA/Eilis Maynard

U

n

i

t

S

u

m

m

a

r

y

In this unit you learned:

‒

 About the four types of discussion-based exercises

‒

The eight exercise design steps

‒

The application of the eight exercise design steps to a

discussion-based exercise

V

i

s

u

a

l

4

.

65

65

Q

u

e

s

t

i

o

n

s

?

V

i

s

u

a

l

4

.

66

66

V

i

s

u

a

l

4

.

67

67

P

r

o

f

i

c

i

e

n

c

y

D

e

m

o

n

s

t

r

a

t

i

o

n

#

2

:

S

e

m

i

n

a

r

P

r

o

f

i

c

i

e

n

c

y

D

e

m

o

n

s

t

r

a

t

i

o

n

#

2

:

S

e

m

i

n

a

r

Purpose:

‒

Design, develop, and conduct a seminar about the

Multi-year TEPs you developed in Proficiency

Demonstration #1

Total time: 2 hours 40 minutes

‒

1 hour to prepare the seminar

‒

1 hour 10 minutes (two 35-minute rounds, including

questions) for the presentations

‒

20 minutes for peer/instructor feedback

‒

10 minutes for internal group feedback

V

i

s

u

a

l

4

.

68

68

P

r

o

f

i

c

i

e

n

c

y

D

e

m

o

n

s

t

r

a

t

i

o

n

#

2

:

S

e

m

i

n

a

r

(

c

o

n

t

’

d

.

)

Deliverables:

1.

30-minute seminar on your group’s Multi-year TEP

(PowerPoint)

2.

Participant feedback forms (HSEEP template)

V

i

s

u

a

l

4

.

69

69

P

r

o

f

i

c

i

e

n

c

y

D

e

m

o

n

s

t

r

a

t

i

o

n

#

2

:

S

e

m

i

n

a

r

(

c

o

n

t

’

d

.

)

Scenario:

‒

The Liberty County Emergency Management Policy

Group has requested a seminar on the newly

developed Liberty County/State of Columbia

Multi-year TEP

‒

Base your seminar on the Multi-year TEPs you

developed in Proficiency Demonstration #1

V

i

s

u

a

l

4

.

70

70

P

r

o

f

i

c

i

e

n

c

y

D

e

m

o

n

s

t

r

a

t

i

o

n

#

2

:

S

e

m

i

n

a

r

(

c

o

n

t

’

d

.

)

Scenario (cont’d):

‒

You will present your 30-minute seminar to another group

who will be acting as the Liberty County Policy Group:



Group 1 presents to Group 3



Group 2 presents to Group 4



Group 3 presents to Group 1



Group 4 presents to Group 2

‒

The goal is to sell your Multi-year TEP to the Policy Group

and get the group’s approval for the necessary funding

V

i

s

u

a

l

4

.

71

71

P

r

o

f

i

c

i

e

n

c

y

D

e

m

o

n

s

t

r

a

t

i

o

n

#

3

:

T

a

b

l

e

t

o

p

E

x

e

r

c

i

s

e

(

c

o

n

t

’

d

.

)

Scenario (cont’d.):

‒

Determine which members of the Liberty County Policy

Group will be audience members for your seminar



A list of Policy Group members is provided in the

ESSD



Get name tents from instructor

‒

Each member of the group that will be acting as the

seminar audience must be assigned a Policy Group

role



Refer to the Policy Group Job Descriptions in your

Participant Guide

V

i

s

u

a

l

4

.

72

72

P

r

o

f

i

c

i

e

n

c

y

D

e

m

o

n

s

t

r

a

t

i

o

n

#

2

:

S

e

m

i

n

a

r

(

c

o

n

t

’

d

.

)

Group roles:

•

Each group must select the following roles:

‒

Group Leader (at least one)

‒

Scribe (at least one)

‒

Presenter/Facilitator (no more than two)

V

i

s

u

a

l

4

.

73

73