This document discusses key elements in designing and developing an exercise, including assessing needs, defining scope and objectives, and creating scenarios. It emphasizes that the design establishes the framework while development constructs the exercise. When assessing needs, consider capabilities, hazards, and existing requirements. Scope defines participant types rather than numbers. Objectives and scenarios should be specific, measurable, achievable, realistic and task-oriented to achieve the purpose statement. Documentation includes situation manuals, exercise plans, controller handbooks and evaluation guides.
This presentation was used by me to help teachers at our community school to learn about Lesson Plans and Classroom managment. Feel free to download and use it
Ashwin Shah
This presentation was used by me to help teachers at our community school to learn about Lesson Plans and Classroom managment. Feel free to download and use it
Ashwin Shah
• Be able to describe the difference between preparedness and readiness.
Preparedness: is planning, development of SOPs, specification of roles and responsibilities, staging of equipment, training staff, connecting integral systems, and exhibiting masterful awareness of required actions and tasks related to an emergency response function.
-Deals with all the preliminary training, standard operating procedures (SOPs), equipment practice, and performing of the routines of emergency response
Readiness: is the actual demonstration and execution of essential emergency functions and tasks at the highest possible level of effectiveness in an actual crisis or in realistic emergency exercise situations.
-is the actual demonstration of emergency response capability under deployed conditions to respond effectively to all-hazard crisis.
page. 2
• Be able to describe the difference between an Emergency Operations Plan (EOP) and an Exercise Plan (ExPlan)
• DIFFERENCES: the objectives of each. EOP provides the pre-disaster guidance outlining what safety measures and protective actions can be completed given an emergency situation. EXPlan outlines how a group of emergency works and first responders will be expected to handle and overcome an emergency situation.
• Roles and responsibilities are delineated by EOPs and ExPlans are designed to test them.
• Page 5
Emergency Operations Plan (EOP): intended to provide an overall guide outlining major facilities, buildings, risk zones, and expected hazards for which the managing or governing, organization is responsible to safeguard.
Objective 1: identify the risk and hazard issues for the territorial space that the organization, group, business, or government retains for responsibility to protect and safeguard. Provide guidance to inhabitants, employees, visitors, and all who enter the risk domain and territory bored by the EOP on what to do and how to behave in different risk, hazard, or crisis situations.
Outline steps necessary for reacting to an emergency event and they will usually identify which organizational unit is primarily responsible for responding to the crisis and getting it under control. Written in two ways: innocent unsuspecting victims OR highly trying and skilled workers and responders.
Exercise Plan (ExPlan): is an outline of how the emergency rescue workers and first responders decide to handle the crisis. It may involve well-known situation like orderly evacuation of a dormitory or office building for a bomb threat. Or it can be complex and unexpected how to protect workers on upper floors from toxic fumes in air handling system or evacuate a major railway from tanker spill of chlorine gas.
The company was formed in 1908 as an investment company of Buick Motor Company with William C. Durant as the owner. It proliferated to acquire other companies such as Oldsmobile, Oakland, Rapid Motor Vehicle Company, and McLaughlin of Canada. In 1929, the company expanded to be the leading passenger car manufacturer surpassing the Ford Motor Company, which was the leading manufacture. It proceeded and extended its operations overseas, where it became the world's leading motor vehicle manufacturer in the world by 1931
Training program design is the process of developing new training and development courses or lessons for employees. Designing training programs can spot skill gaps that need to be filled in order to improve employee performance.
PHYS 102In the Real World” Discussion TopicsYou may choose yo.docxssuser562afc1
PHYS 102
“In the Real World” Discussion Topics
You may choose your topic of discussion*, provided it is germane to the concepts covered in this module.
Construct an engaging 3-paragraph initial post that ties one or more of the module’s concepts to the real world. The paragraphs should address the following points:
· Paragraph 1: Outline a general definition and description of the physics concepts/topics you have chosen to discuss*, referencing this week’s readings on the topics, as appropriate. Include descriptive features (as applicable) about the physics concepts – dependent factors, relevant terminology, conventions, common units of measure, etc.
· Paragraph 2: Summarize one or more impacts of the physics concept(s) to everyday life or aviation operations.
· Paragraph 3: You have two options for this paragraph:
1) Provide a real example, from an article or documented report (aircraft performance, incidents or accidents, for example), of the aviation impact of this physics concept.
2) Give us “your take” on the relevance and importance of this topic from your own perspective, by providing personal points of view or related experiences.
*Consider the following as good topic “starters” for discussion:
· What were your “Aha!” moments as you worked through the material?
· How does this module's content relate to your professional career? Personal life?
· How does this module's content relate to current events?
· Did you more deeply explore a topic only covered lightly in the course materials? What did you discover?
· What concepts (learning objectives) did you struggle with? What resources helped you overcome this hurdle?
NOTE: you may use one or more of the above (but not all) as primers to formulate your initial discussion post.
Page | 64
Page | 85
(
BSBMGT517
Manage operational plan
Learner Guide
)
Table of Contents
Table of Contents2
Unit of Competency5
Performance Criteria6
Foundation Skills7
Assessment Requirements9
Housekeeping Items10
Objectives10
1. Develop operational plan11
1.1 – Research, analyse and document resource requirements and develop an operational plan in consultation with relevant personnel, colleagues and specialist resource managers12
What is an operational plan?12
Research, analyse and document resource requirements14
Activity 1A17
1.2 – Develop and/or implement consultation processes as an integral part of the operational planning process18
Consultation processes18
Feedback19
Activity 1B20
1.3 – Ensure the operational plan includes key performance indicators to measure organisational performance22
Key Performance Indicators (KPIs)22
How to write a Key Performance Indicator22
Activity 1C24
1.4 – Develop and implement contingency plans for the operational plan25
Contingency plans25
Steps for creating a contingency plan25
Activity 1D29
1.5 – Ensure the development and presentation of proposals for resource requirements is supported by a variety of information sources and seek specialist advice as required.
• Be able to describe the difference between preparedness and readiness.
Preparedness: is planning, development of SOPs, specification of roles and responsibilities, staging of equipment, training staff, connecting integral systems, and exhibiting masterful awareness of required actions and tasks related to an emergency response function.
-Deals with all the preliminary training, standard operating procedures (SOPs), equipment practice, and performing of the routines of emergency response
Readiness: is the actual demonstration and execution of essential emergency functions and tasks at the highest possible level of effectiveness in an actual crisis or in realistic emergency exercise situations.
-is the actual demonstration of emergency response capability under deployed conditions to respond effectively to all-hazard crisis.
page. 2
• Be able to describe the difference between an Emergency Operations Plan (EOP) and an Exercise Plan (ExPlan)
• DIFFERENCES: the objectives of each. EOP provides the pre-disaster guidance outlining what safety measures and protective actions can be completed given an emergency situation. EXPlan outlines how a group of emergency works and first responders will be expected to handle and overcome an emergency situation.
• Roles and responsibilities are delineated by EOPs and ExPlans are designed to test them.
• Page 5
Emergency Operations Plan (EOP): intended to provide an overall guide outlining major facilities, buildings, risk zones, and expected hazards for which the managing or governing, organization is responsible to safeguard.
Objective 1: identify the risk and hazard issues for the territorial space that the organization, group, business, or government retains for responsibility to protect and safeguard. Provide guidance to inhabitants, employees, visitors, and all who enter the risk domain and territory bored by the EOP on what to do and how to behave in different risk, hazard, or crisis situations.
Outline steps necessary for reacting to an emergency event and they will usually identify which organizational unit is primarily responsible for responding to the crisis and getting it under control. Written in two ways: innocent unsuspecting victims OR highly trying and skilled workers and responders.
Exercise Plan (ExPlan): is an outline of how the emergency rescue workers and first responders decide to handle the crisis. It may involve well-known situation like orderly evacuation of a dormitory or office building for a bomb threat. Or it can be complex and unexpected how to protect workers on upper floors from toxic fumes in air handling system or evacuate a major railway from tanker spill of chlorine gas.
The company was formed in 1908 as an investment company of Buick Motor Company with William C. Durant as the owner. It proliferated to acquire other companies such as Oldsmobile, Oakland, Rapid Motor Vehicle Company, and McLaughlin of Canada. In 1929, the company expanded to be the leading passenger car manufacturer surpassing the Ford Motor Company, which was the leading manufacture. It proceeded and extended its operations overseas, where it became the world's leading motor vehicle manufacturer in the world by 1931
Training program design is the process of developing new training and development courses or lessons for employees. Designing training programs can spot skill gaps that need to be filled in order to improve employee performance.
PHYS 102In the Real World” Discussion TopicsYou may choose yo.docxssuser562afc1
PHYS 102
“In the Real World” Discussion Topics
You may choose your topic of discussion*, provided it is germane to the concepts covered in this module.
Construct an engaging 3-paragraph initial post that ties one or more of the module’s concepts to the real world. The paragraphs should address the following points:
· Paragraph 1: Outline a general definition and description of the physics concepts/topics you have chosen to discuss*, referencing this week’s readings on the topics, as appropriate. Include descriptive features (as applicable) about the physics concepts – dependent factors, relevant terminology, conventions, common units of measure, etc.
· Paragraph 2: Summarize one or more impacts of the physics concept(s) to everyday life or aviation operations.
· Paragraph 3: You have two options for this paragraph:
1) Provide a real example, from an article or documented report (aircraft performance, incidents or accidents, for example), of the aviation impact of this physics concept.
2) Give us “your take” on the relevance and importance of this topic from your own perspective, by providing personal points of view or related experiences.
*Consider the following as good topic “starters” for discussion:
· What were your “Aha!” moments as you worked through the material?
· How does this module's content relate to your professional career? Personal life?
· How does this module's content relate to current events?
· Did you more deeply explore a topic only covered lightly in the course materials? What did you discover?
· What concepts (learning objectives) did you struggle with? What resources helped you overcome this hurdle?
NOTE: you may use one or more of the above (but not all) as primers to formulate your initial discussion post.
Page | 64
Page | 85
(
BSBMGT517
Manage operational plan
Learner Guide
)
Table of Contents
Table of Contents2
Unit of Competency5
Performance Criteria6
Foundation Skills7
Assessment Requirements9
Housekeeping Items10
Objectives10
1. Develop operational plan11
1.1 – Research, analyse and document resource requirements and develop an operational plan in consultation with relevant personnel, colleagues and specialist resource managers12
What is an operational plan?12
Research, analyse and document resource requirements14
Activity 1A17
1.2 – Develop and/or implement consultation processes as an integral part of the operational planning process18
Consultation processes18
Feedback19
Activity 1B20
1.3 – Ensure the operational plan includes key performance indicators to measure organisational performance22
Key Performance Indicators (KPIs)22
How to write a Key Performance Indicator22
Activity 1C24
1.4 – Develop and implement contingency plans for the operational plan25
Contingency plans25
Steps for creating a contingency plan25
Activity 1D29
1.5 – Ensure the development and presentation of proposals for resource requirements is supported by a variety of information sources and seek specialist advice as required.
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About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For event details, visit pmissc.org.
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1. Designing and Developing an Exercise
Lesson Three
During this lesson we will cover:
• Design and Development
• Assessing Needs
• Key Elements:
– Scope
– Purpose and Objectives
– Scenarios
• Exercise Documentation
2. Designing and Developing an Exercise
Concept:
• The design and development of an exercise is crucial to its
success. When designing an exercise, think of the design part as
a framework and the development part as the construction of the
exercise.
• When designing an exercise, consider:
– Assessing exercise needs
– Defining the scope of the exercise
– Writing a statement of purpose
– Defining exercise objectives
– Creating a scenario for the exercise
• When Developing an exercise, consider:
– Creating exercise documentation
– Sorting logistics, actors, and safety
– Directing participants and media
– Misc. planning tasks (e.g., training evaluators, controllers, and
exercise staff
3. Conducting a Needs Assessment
• When determining the appropriate design of an
exercise, consider the organization’s capability needs.
Remember, several external factors will likely affect the
cost, size, scope, complexity, purpose, and approach of
the exercise. The most prominent external factors you
will encounter are geographical. Where is your
jurisdiction located geographically? What are the likely
scenarios that could play out in your area? Remember
to consider the domino effect.
• The needs assessment will identify:
– Functions most requiring rehearsal (an updated EOP)
– Potential exercise participants
– Existing exercise requirements and capabilities
– Plausible hazards and the priority levels of hose hazards
4. Key Elements in Design and Development
Four Key Elements:
1. Scope: Most often, scope defines the kind, rather than the number, of
exercise participants (i.e., levels of government, private sector, community
response teams.
– WARNING: Exercise planners must be cautious in keeping their scope
manageable, selecting only those participants or actions best suited for the
exercise program, type, budget, and objectives.
2. Purpose: When developing an exercise, it is important to have a statement
that broadly outlines the desired goals of the exercise. This is known as the
purpose statement.
– The purpose statement is similar to a thesis statement or hypothesis. The
statement should be captured in a simple phrase or sentence. It should be
concise and at the same time communicates the intent of the exercise.
– Example: “This exercise is designed to provide feedback on the proficiency of
the tasks involved in the revised Emergency Operations Plan.”
3. Objectives: An objective is a description of the performance you expect
from participants. It conveys specifically how the exercise should achieve its
purpose. Objectives typically:
– Define specific exercise goals
– Provide a framework for scenario development
– Prove exercise evaluation criteria
5. Key Elements in Design and Development
3. Objectives cont:
• Generally, the number of exercise objectives should be limited to
enable timely execution, facilitate design of a reasonable scenario,
and promote successful completion of the exercise purpose.
• Using the SMART acronym:
– Simple: Don’t try to cover too broad an area
– Measureable: Ensure evaluators can determine whether the objective
was achieved.
– Achievable: The objective should not be too difficult to achieve
– Realistic: The objective should present a realistic expectation of the
situation.
– Task-Oriented: The objective should focus on a behavior or procedure.
• Examples:
– Discussion-based objective: “Evaluate the standard operating procedure
for presumptive agent identification.”
– Operations-based objective: “Assess the capability of the local
hazardous material team to detect, identify, monitor, and respond to the
effects of an unknown chemical release.”
6. Key Elements in Design and Development
4. Scenario: A scenario is the storyline that drives an exercise.
Other definitions can portray the same idea such as “A
postulated sequence or development of events.”
– The three basic elements to a scenario:
• General context or comprehensive story.
• Technical details of story’s conditions and events.
• Conditions for assessing and demonstrating capabilities.
– Scenarios should be:
• Threat-based and performance-based.
• Realistic.
• Challenging-but not so demanding that participants become
overwhelmed.
• Scenario Narrative:
– Narratives should be designed to engage exercise participants in
a way that approximates real-world responses to emergencies.
• Remember: Scenarios should involve the participants, the
threat, and the area identified in the scope.
7. Key Elements in Design and Development
Scenario Narrative Cont.
• At a minimum, the narrative should address these
questions:
– Where does the initiating event take place?
– How dangerous and persistent is the emergency?
– What is the impact of the incident?
– What time of day does the even take place?
– What is the sequence of events?
– What other factors would influence emergency
procedures?
8. Exercise Documentation
Documentation is the most tangible element of
design and development. Different exercise types
require different documentation, making each
exercise unique. Some of the documentation can be
simplistic in form, such as a sign-in sheet, or as
complex as an exercise evaluation guide.
• Who designs the documentation?
– The Exercise Planning Team is responsible for
providing exercise documentation. The Lead Planner
is charged with assigning each document to another
team member or group.
9. Exercise Documentation Cont.
Types of Documentation:
Although there are several pieces of documentation an
organization might decide to utilize during an exercise,
below is a list of documents needed in order for an
exercise to function properly.
– Situation Manual: The Situation Manual (SITMAN) is the
participant handbook for discussion-based exercises. It
provides background information on the scope, schedule,
and objectives of the exercise. It also provides the scenario
narrative for participant discussions during the exercise.
– Exercise Plan: The Exercise Plan (EXPLAN) is the
participant handbook for operations-based exercises. The
EXPLAN provides controllers, evaluators, players, and
observers with information such as the exercise purpose,
scope, objectives, and logistical information.
10. Exercise Documentation Cont.
Types of Documentation:
– Controller Evaluator Handbook: The Controller
Evaluator (C/E) Handbooks supplement EXPLANs for
operations-based exercises. The C/E Handbook
contains more detailed information about the exercise
scenario and guides controllers and evaluators in their
roles and responsibilities.
– Master Scenario Events List: The MSEL contains a
chronological listing of the vents and injects that drive
operations-based exercise play.
– Exercise Evaluation Guide: The EEGs provide
evaluators with a checklist of critical tasks to be
completed by participants during an exercise. EEGs
contain the information to be discusses by participants,
space to record observations, and questions to consider
after the exercise.