Testing Emergency Plans
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The document discusses testing emergency plans through various methods. There are four main steps in the emergency planning process: hazard analysis, plan development, testing the plan through training and exercises, and plan maintenance. Testing plans is important for routine revision, changes in situation, plan modifications, and upgraded response capabilities. Effective testing follows a sequence of first checking individual resources, then testing the plan structure, and finally verifying the ability of commanders. While full-scale exercises are not always possible or necessary, they provide the most realistic testing but require significant resources. Other testing methods include seminars, tabletop exercises, control post exercises, and functional exercises. Proper documentation of the testing requirements, project, execution, evaluation, and recommendations is necessary for
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• 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.
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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.
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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.
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The document discusses testing emergency plans through various methods. There are four main steps in the emergency planning process: hazard analysis, plan development, testing the plan through training and exercises, and plan maintenance/revision. Testing plans is important for routine revision, changes in situations or plans, and upgrading response capabilities. It is best to test single resources, plan structure, and commander abilities sequentially before full exercises. Common testing methods include seminars, tabletop exercises, control post exercises, and live exercises, with increasing complexity. Thorough documentation of requirements, projects, execution, evaluation, and recommendations is needed for effective plan testing.
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-Deals with all the preliminary training, standard operating procedures (SOPs), equipment practice, and performing of the routines of emergency response
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-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.
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(February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training.
The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of
linked
and
integrated
? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well.
The following illustration should clarify this benefit:
Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course.
Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You.
The Federal Response to Hurricane Katrina Lessons Learned (Febru.docx
The
Federal Response to Hurricane Katrina Lessons Learned
(February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training.
The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of
linked
and
integrated
? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well.
The following illustration should clarify this benefit:
Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course.
Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You might substitute law en.
GDSIMEX_DMC
This document introduces guidelines for developing and participating in district-level disaster simulation exercises in Sri Lanka. It acknowledges the contributions of various organizations that helped establish the guidelines. The guidelines are intended to guide districts on designing, developing, conducting, evaluating and improving simulation exercises. It covers key concepts such as the types of exercises, the exercise cycle approach, and provides samples and templates to support implementation. The overall goal is to strengthen disaster response capabilities at the district level through effective simulation exercises.
The Federal Response to Hurricane Katrina Lessons Learned (F.docx
The
Federal Response to Hurricane Katrina Lessons Learned
(February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training.
The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of
linked
and
integrated
? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well.
The following illustration should clarify this benefit:
Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course.
Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You might substitute law en.
The Federal Response to Hurricane Katrina Lessons Learned (Febru.docx
The
Federal Response to Hurricane Katrina Lessons Learned
(February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training.
The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of
linked
and
integrated
? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well.
The following illustration should clarify this benefit:
Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course.
Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You might substitute law en.
Viziya
Planners and schedulers play an important role in optimizing asset utilization and uptime through effective maintenance work planning and scheduling. The document discusses several best practices for planning and scheduling including developing job planning steps, work plans, standard maintenance procedures, ensuring accurate bills of materials, implementing 5S practices, and kitting of planned parts to improve maintenance productivity and asset reliability. Effective planning and scheduling can increase effective maintenance time from an average of 2.5 hours per day to over 45-55% of the work day.
Exposure Interval Initial Risk Assessment (with exist.docx
Exposure Interval
Initial Risk Assessment (with existing planned/designed-in
countermeasures)
Hazard Target(s) Severity Probability Risk Code
[check all applicable] [worst credible] [for exposure interval] [from matrix]
Personnel
Equipment
Downtime
Environment
Product
Post-Control Measure Risk Assessment
Hazard Target(s) Severity Probability Risk Code
[check all applicable] [worst credible] [for exposure interval] [from matrix]
Personnel
Equipment
Downtime
Environment
Product
Additional Control Measures
Code Each Risk Assessment: SEVERITY:
1 – Catastrophic
2 – Critical
3 – Marginal
4 – Negligible
PROBABILITY
(Likelihood of Occurrence):
A – Frequent
B – Probable
C – Occasional
D – Remote
E – Improbable
RISK CODE:
H – High
S – Serious
M – Medium
L – Low
Comments
BOS 3651— Unit IV Hazard Analysis/Risk Analysis Project
Student Name _
Type of Hazard Date
Hazard Description
Activity
Student Name: Type of Hazard: Date: Hazard Description: Exposure Interval: Activity: worst credible: for exposure interval: from matrix: undefined: undefined_2: undefined_3: undefined_4: undefined_5: undefined_6: undefined_7: undefined_8: undefined_9: Additional Control MeasuresRow1: undefined_10: undefined_11: undefined_12: worst credible_2: for exposure interval_2: from matrix_2: undefined_13: undefined_14: undefined_15: undefined_16: undefined_17: undefined_18: undefined_19: undefined_20: undefined_21: undefined_22: undefined_23: undefined_24: CommentsRow1:
1
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
4. Evaluate the components of human resource planning.
4.1 Discuss the training process.
4.2 Analyze performance methods.
4.3 Explain common problems with performance appraisals.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 7, pp. 224–255
Unit IV Essay
4.2
Unit Lesson
Chapter 8, pp. 262–298
Unit IV Essay
4.3
Unit Lesson
Chapter 8, pp. 262–298
Unit IV Essay
Required Unit Resources
Chapter 7: Learning and Development, pp. 224–255
Chapter 8: Performance Management and Appraisal, pp. 262–298
Unit Lesson
Review the Unit IV Lesson.
Transcript of the Unit IV Lesson.
UNIT IV STUDY GUIDE
Learning and Development, Performance
Management, and Appraisal
https://online.waldorf.edu/bbcswebdav/xid-116541557_1
https://online.waldorf.edu/bbcswebdav/xid-116326917_1
https://online.waldorf.edu/bbcswebdav/xid-116541557_1
2
UNIT x STUDY GUIDE
Title
Suggested Unit Resources
In order to access the following resource, click the link below.
To learn more about effective performance appraisals, watch the following video.
Clements, J. (2009, August 3). Effective performance appraisals [Video file]. Retrieved from
https://www.youtube.com/watch?v=BqVBDXqf2vk
Video transcript for Effective Performance Appraisals
Learning Act ...
Test management
This document discusses test management. It covers test organization, with independent and integrated testing approaches. It also discusses test plans, estimates, and strategies. Test plans outline the testing work and have three main reasons: to guide the testing work, demonstrate that appropriate testing was done, and help management make decisions. Estimating testing involves breaking it down into phases, activities, and tasks. Defining the skills needed for testers includes understanding the application domain, technology, and testing topics.
Evaluation Instruments - ODH Project
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Games to Improve Clinical Practice and Healthcare Administration
Leadership at all levels of a healthcare organization plays a central role in patient safety, yet few evidence-based interventions exist to meet this critical function. Simulation and gaming have demonstrated improvement in technical and non-technical competencies of healthcare workers, as well as organizational learning and continuous improvement but has not been broadly applied to the patient safety.
Our research developed, implemented and evaluated a gaming application for building safety related leadership competencies along with strategy development for executive and mid-level healthcare leaders.
Specifically, the work addressed two broad questions: 1) is a gaming application more effective than traditional methods of instruction for improving patient safety leadership competencies, and 2) what makes gaming most effective as a strategy generation tool for patient safety leadership?
Our project assembled a multi-disciplinary team (simulation, training, gaming, engineering, patient safety leadership, business and management, social science of creativity, human factors and organizational psychology) to design, implement, and evaluate patient safety leadership development. It evaluates the impact of two practically relevant implementation factors: 1) team familiarity of participants, and 2) a mindfulness intervention designed to boost learning efficiency.
The impact of this work is broad, given a lack of existing games for leaders and the proven effectiveness of gaming in other complex skill domains.
Testing management (testing management)
This document discusses test management and organizing testing efforts. It covers six key areas: organizing testers and testing, estimating and planning the test effort, monitoring test progress and reporting, configuration management, managing risks related to testing, and managing incidents found during testing. It describes the importance of independent testing and outlines the roles of test leaders and testers. Test leaders plan and oversee the testing process while testers help define test cases and execute tests. The document emphasizes that skills in the application domain, technology used, and testing practices are important for test staff. Over time, as testing improves, the nature of defects found changes from coding bugs to requirements and design issues, and process improvements help prevent defects earlier.
Process Improvement Plan For this, your penultimate assignment .docx
Process Improvement Plan:
For this, your penultimate assignment for this class, you’ll be putting together a process improvement plan. There’s nothing tricky about this assignment; it is nothing more or less than what its name suggests. You’ll just pick a process at use in an organization with which you’re familiar and explain how it can be improved.
There’s a document in Files with the subtitle ‘process improvement plan’ that I recommend you download and read through, since many parts of this assignment were taken from this template. Although a formal process improvement plan includes an assessment of the change after it’s been implemented, we’re going to forgo that step here. Instead, we’re going to focus on writing a rationale for the plan, developing and implementing the plan, and evaluating the plan.
The paper will be broken into five parts/sections. What follows here are the assignment guidelines, and the point value of each section:
General Guidelines:
· Label each area using the five headings included in the grading rubric.
· Use organizational charts, tables, and bulleted lists where appropriate (make sure that you label these items)
· Check for spelling and grammar errors. Two points will be taken off for each error.
· Use MS Word or save your document as a rich text file, so that formatting is retained.
· Include page numbers (this part of the project will generally be between 5-7 pages in length)
· Include a title page
· Upload your completed project into the appropriate area in Week 13.
Section 1: Introduction
Give us a brief overview of the organization that you are profiling, and explain the process that you intend to improve.
Section 2: Rationale for Change
This section is comprised of two parts, labeled below as ‘a’ and ‘b’.
a) Explain how the process you are analyzing satisfies the following criteria:
· The process can be defined. That is, we can explain in ‘plain English’ what the process is. Walk the reader through each step of the process as it’s currently conducted.
· The process occurs frequently within the organization.
· The problems with the current process are fairly well-known and obvious (HINT: It will likely be helpful here to provide examples of instances where the current process has broken down or where its inefficiency has been exposed).
· Stakeholders will appreciate improvements to this process.
· We can make the needed changes to this process with little or no outside help.
b) Additionally, provide a flowchart of the current process. Be sure to include all steps.
Section 3: Process Design and Implementation
This section is comprised of three parts, labeled ‘a’ , ‘b’ and ‘c’ below.
a) Answer the following questions. Be sure your answers are complete.
· What steps in the process will be changed?
· What are the risks associated with this change?
· What are the costs?
· What workers will be affected by this change? Discuss both those workers who will be directly affected, and those that will be indirectl ...
Operation management
Operation management involves planning, organizing, leading, and controlling all resources of an organization. It is a core activity and responsibility of everyone in the business. Operation management uses a systems approach where all subsystems work together towards common organizational goals. It aims to produce quality goods and services on time and within budget while maximizing resource utilization and minimizing costs.
fundamentals of testing (Management)
This document discusses test management and organizing testing efforts. It covers establishing independent testing teams and the benefits of independence. It describes typical roles for test leaders and testers, including their responsibilities in planning, designing, and executing tests. It also outlines important skills for test staff, such as understanding the application domain, technology, and testing practices. Finally, it notes that the types of defects found change over time as testing improves, requiring teams to shift their focus to new risk areas.
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Testing Emergency Plans
- 1. Testing your Emergency Plans Gianmario Gnecchi Italian National Fire and Rescue Service please send your comments to [email_address]
- 4. The Emergency Planning Process TEST PLANNING REVISION UPDATE EVALUATION
- 5. Why someone should ask to you to test your emergency plan?
- 10. 1 2 3
- 27. Live exercise full scale Functional Command Post Table Top Verify ability of commanders Live exercise Full or partial for groups of responders Functional exercise Command Post exercise Table top Test structure of the plan Joint training Training Check resources Seminar Conference Inform Activity Purpose 1 Check SINGLE RESOURCES 2 Test the STRUCTURE OF THE PLAN 3 Verify the ABILITY OF COMMANDERS
- 32. Plans Test Documentation (existing) EMERGENCY PLAN Testing Requirements TEST PROJECT TEST EXECUTION TEST EVALUATION Recom Mendations To the Plan Amend ments To the plan (updated) EMERGENCY PLAN
- 41. Comparison of different planning test activity and possible feedbacks
- 44. High visibility Low visibility Can give visibility Can give visibility Can give visibility Can give visibility Influenced by “system” “ Visibility” High media relevance Low media relevance May have relevance May have relevance May have relevance May have relevance High media relevance Media Relevance Effective Limited to Scenario Very Effective Very effective May provide inputs to revision Not specific for revision Influenced by “system” Revision Appropriate Appropriate Very Appropriate Very appropriate Adequate Feedback Difficult feedback Influenced by persons Evaluation Effective Limited to Scenario Effective Very effective Specific to audience Limited to audience Very effective with follow-up Effective - ness High Cost Moderate Cost Medium Cost No extra cost Moderate cost Moderate Cost No extra costs Running Cost Medium Extra Cost High Cost for quality product Moderate extra cost Moderate extra cost Moderate extra cost Low extra cost No extra costs Preparation Effort Full Scale Virtual Table Top Command Posts Seminar or workshop Conference Everyday work Type Aspects
- 55. 3. ORGANIZING A LARGE SCALE EXERCISE: SOME KEY ISSUES
- 59. EXERCISING RESOURCES Incident Commanders Emergency Agency Emergency Responders - Public Teams - Private Teams Population DIRECTING STAFF Exercise director(s) Simulation staff OBSERVERS Evaluators Media V.I.P. General P ublic generate the “problems” elaborate the “solutions”
- 90. Thank you for your attention ...and patience