-------------- --------------------------------------------------------
                 

                 **Unit 11: Course Summary**
  -------------- --------------------------------------------------------

+----------+-----------------------------------------------------------+---+
|          | # Introduction                                            |   |
+----------+-----------------------------------------------------------+---+
|          | > This unit will briefly summarize the learning from the  |   |
|          | > Exercise Design course. After completing this unit you  |   |
|          | > should be able to summarize the key points of this      |   |
|          | > course.                                                 |   |
+----------+-----------------------------------------------------------+---+
|          | # Reasons to Exercise                                     |   |
+----------+-----------------------------------------------------------+---+
|          | Exercises are conducted in order to evaluate an           |   |
|          | organization's capability to execute one or more portions |   |
|          | of its response plan or contingency plan. Exercises can   |   |
|          | be used to provide individual training and improve the    |   |
|          | emergency management system. Reasons to perform exercises |   |
|          | include:                                                  |   |
|          |                                                           |   |
|          | -   Testing and evaluating plans, policies, and           |   |
|          |     procedures.                                           |   |
|          |                                                           |   |
|          | -   Revealing planning weaknesses and resource gaps.      |   |
|          |                                                           |   |
|          | -   Improve individual performance and organizational     |   |
|          |     coordination and communications.                      |   |
|          |                                                           |   |
|          | -   Train personnel and clarify roles and                 |   |
|          |     responsibilities.                                     |   |
|          |                                                           |   |
|          | -   Gain program recognition.                             |   |
|          |                                                           |   |
|          | -   Satisfy regulatory requirements.                      |   |
+----------+-----------------------------------------------------------+---+
|          | # Comprehensive Exercise Program                          |   |
+----------+-----------------------------------------------------------+---+
|          | A comprehensive exercise program is made up of            |   |
|          | progressively complex exercises, each one building on the |   |
|          | previous one, until the exercises are as close to reality |   |
|          | as possible. The program must be carefully planned to     |   |
|          | achieve identified goals and should involve a wide range  |   |
|          | of organizations in its planning and execution.           |   |
+----------+-----------------------------------------------------------+---+

+----------+-----------------------------------------------------------+
|          | # Comprehensive Exercise Program (Continued)              |
+----------+-----------------------------------------------------------+
|          | ### Types of Exercises                                    |
|          |                                                           |
|          | There are five main types of activities in a              |
|          | comprehensive exercise program:                           |
|          |                                                           |
|          | -   **Orientation seminar:** This is a low-stress,        |
|          |     informal discussion in a group setting with little or |
|          |     no simulation. It is used to provide information and  |
|          |     introduce people to policies, plans, and procedures.  |
|          |                                                           |
|          | -   **Drill:** This is a coordinated, supervised exercise |
|          |     used to test a single specific operation or function. |
|          |     It involves deployment of equipment and personnel.    |
+----------+-----------------------------------------------------------+
|          | -   **Tabletop exercise:** This is a facilitated group    |
|          |     analysis of an emergency situation in an informal,    |
|          |     stress-free environment. It is designed for           |
|          |     examination of operational plans, problem             |
|          |     identification, and in-depth problem solving.         |
|          |                                                           |
|          | -   **Functional exercise:** This is a fully simulated    |
|          |     interactive exercise that tests the capability of an  |
|          |     organization to respond to a simulated event. It      |
|          |     takes place in the EOC and focuses on coordination of |
|          |     multiple functions or organizations. Strives for      |
|          |     realism, short of actual deployment of equipment and  |
|          |     personnel.                                            |
|          |                                                           |
|          | -   **Full-scale exercise:** This is a simulated          |
|          |     emergency event, as close to reality as possible. It  |
|          |     involves all emergency response functions and         |
|          |     requires full deployment of equipment and personnel.  |
+----------+-----------------------------------------------------------+
|          | ### Building an Exercise Program                          |
|          |                                                           |
|          | Building an exercise program is a multiorganization team  |
|          | effort that includes:                                     |
|          |                                                           |
|          | -   Analysis of capabilities and costs.                   |
|          |                                                           |
|          | -   Goal setting.                                         |
|          |                                                           |
|          | -   Development of a long-term plan.                      |
|          |                                                           |
|          | -   Scheduling of tasks.                                  |
|          |                                                           |
|          | -   Public relations efforts.                             |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # The Exercise Process                                    |
+----------+-----------------------------------------------------------+
|          | The process of creating and staging an exercise includes  |
|          | a lengthy sequence of tasks that occur in three phases:   |
|          | Before, during, and after the exercise. Some of the tasks |
|          | fall under the heading of design and some are part of     |
|          | evaluation.                                               |
+----------+-----------------------------------------------------------+
|          | ### Major Task Accomplishments                            |
|          |                                                           |
|          | A simple way of viewing the exercise process is the       |
|          | sequence of five major task accomplishments:              |
|          |                                                           |
|          | 1.  Establishing the base                                 |
|          |                                                           |
|          | 2.  Exercise development                                  |
|          |                                                           |
|          | 3.  Exercise conduct                                      |
|          |                                                           |
|          | 4.  Exercise critique and evaluation                      |
|          |                                                           |
|          | 5.  Exercise followup                                     |
+----------+-----------------------------------------------------------+
|          | ### Establishing the Base                                 |
|          |                                                           |
|          | Establishing the base is the process of laying the        |
|          | groundwork for the exercise. Some important aspects of    |
|          | this preparation are:                                     |
|          |                                                           |
|          | -   Reviewing the current plan.                           |
|          |                                                           |
|          | -   Assessing capability to conduct an exercise.          |
|          |                                                           |
|          | -   Addressing costs and liabilities.                     |
|          |                                                           |
|          | -   Gaining support.                                      |
|          |                                                           |
|          | -   Assembling and organizing a design team.              |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # The Exercise Process (Continued)                        |
+----------+-----------------------------------------------------------+
|          | ### Exercise Documents                                    |
|          |                                                           |
|          | > Four major documents are developed during the exercise  |
|          | > design process:                                         |
|          |                                                           |
|          | -   Exercise Plan                                         |
|          |                                                           |
|          | -   Control Plan                                          |
|          |                                                           |
|          | -   Evaluation Plan                                       |
|          |                                                           |
|          | -   Player Handbook                                       |
|          |                                                           |
|          | These documents are basically handbooks for particular    |
|          | audiences. Much of the content of these documents comes   |
|          | from the eight exercise design steps.                     |
+----------+-----------------------------------------------------------+
|          | # Exercise Design Steps                                   |
+----------+-----------------------------------------------------------+
|          | Tabletop, functional, and full-scale exercises are based  |
|          | on a design process that includes eight steps:            |
|          |                                                           |
|          | 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.                                     |
|          |                                                           |
|          | > These are generally applicable steps regardless of the  |
|          | > type of exercise. However, each type of exercise has    |
|          | > some special considerations in how these steps are      |
|          | > applied.                                                |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Exercise Design Steps (Continued)                       |
+----------+-----------------------------------------------------------+
|          | ### Master Scenario Events List                           |
|          |                                                           |
|          | Outputs from the design process are pulled together in    |
|          | the MSEL, a chart that the controller and simulators can  |
|          | use in keeping the exercise on track and on schedule.     |
+----------+-----------------------------------------------------------+
|          | # The Tabletop Exercise                                   |
+----------+-----------------------------------------------------------+
|          | ### Exercise Format                                       |
|          |                                                           |
|          | The tabletop exercise is essentially a group              |
|          | brainstorming session centered on a scenario narrative    |
|          | and problem statements or messages that are presented to  |
|          | members of the group. The format is informal, and the     |
|          | exercise is self-evaluated by the participants.           |
+----------+-----------------------------------------------------------+
|          | ### Facilitating a Tabletop                               |
|          |                                                           |
|          | The facilitator is responsible for:                       |
|          |                                                           |
|          | -   Setting the stage.                                    |
|          |                                                           |
|          | -   Distributing messages.                                |
|          |                                                           |
|          | -   Stimulating discussion and pushing participants       |
|          |     toward in-depth problem solving.                      |
|          |                                                           |
|          | -   Involving everyone.                                   |
|          |                                                           |
|          | -   Controlling and sustaining the action.                |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # The Tabletop Exercise (Continued)                       |
+----------+-----------------------------------------------------------+
|          | ### Designing a Tabletop                                  |
|          |                                                           |
|          | In applying the eight design steps, the first four steps  |
|          | (needs assessment, scope, purpose statement, objectives)  |
|          | are handled in the normal manner. The remaining steps can |
|          | be simplified:                                            |
|          |                                                           |
|          | -   The narrative can be relatively short.                |
|          |                                                           |
|          | -   Only a few major or detailed events are required, and |
|          |     they are turned into problem statements.              |
|          |                                                           |
|          | -   Expected actions must be identified, but they may     |
|          |     involve such things as discussion or reaching         |
|          |     consensus.                                            |
|          |                                                           |
|          | -   Only a few (e.g., 10--15) carefully written messages  |
|          |     or problem statements are needed.                     |
+----------+-----------------------------------------------------------+
|          | # The Functional Exercise                                 |
+----------+-----------------------------------------------------------+
|          | ### Exercise Format                                       |
|          |                                                           |
|          | The functional exercise usually takes place in the        |
|          | operating center and involves policy makers and decision  |
|          | makers. It uses an event scenario to test multiple        |
|          | functions or organizations, emphasizing coordination and  |
|          | communication. Participants include the:                  |
|          |                                                           |
|          | -   Controller (the manager of the exercise).             |
|          |                                                           |
|          | -   Players (people responding to the scenario within     |
|          |     their normal roles).                                  |
|          |                                                           |
|          | -   Simulators (people playing the parts of organizations |
|          |     and field units outside of the operations center, who |
|          |     deliver messages to players).                         |
|          |                                                           |
|          | -   Evaluators (observers who record actions taken in     |
|          |     response to messages).                                |
+----------+-----------------------------------------------------------+
|          | Participants respond in real time, adding an element of   |
|          | stress to the exercise. Communications equipment,         |
|          | displays, and other enhancements can be used to add to    |
|          | the realism.                                              |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # The Functional Exercise (Continued)                     |
+----------+-----------------------------------------------------------+
|          | ### Controlling a Functional Exercise                     |
|          |                                                           |
|          | The controller is responsible for:                        |
|          |                                                           |
|          | -   Monitoring interaction and progress.                  |
|          |                                                           |
|          | -   Keeping the exercise on track.                        |
|          |                                                           |
|          | -   Dealing with the unexpected.                          |
|          |                                                           |
|          | -   Adjusting the pace as needed. (The flow of messages   |
|          |     can be adjusted by adding, deleting, misdirecting, or |
|          |     reassigning messages.)                                |
+----------+-----------------------------------------------------------+
|          | ### Designing a Functional Exercise                       |
|          |                                                           |
|          | The full eight-step process is used to develop functional |
|          | exercises.                                                |
+----------+-----------------------------------------------------------+
|          | # The Full-Scale Exercise                                 |
+----------+-----------------------------------------------------------+
|          | ### Exercise Format                                       |
|          |                                                           |
|          | The full-scale exercise combines the interactivity of the |
|          | functional exercise with a field element and requires the |
|          | coordination of the efforts of several organizations. It  |
|          | differs from a drill in that a drill focuses on a single  |
|          | operation and exercises only one organization.            |
|          |                                                           |
|          | The full-scale exercise achieves realism through:         |
|          |                                                           |
|          | -   On-scene actions and decisions.                       |
|          |                                                           |
|          | -   Simulated victims.                                    |
|          |                                                           |
|          | -   Search and rescue requirements.                       |
|          |                                                           |
|          | -   Communication devices.                                |
|          |                                                           |
|          | -   Equipment deployment.                                 |
|          |                                                           |
|          | -   Actual resource and personnel allocation.             |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # The Full-Scale Exercise (Continued)                     |
+----------+-----------------------------------------------------------+
|          | ### Participant Roles                                     |
|          |                                                           |
|          | All levels of personnel are involved, including policy    |
|          | makers, coordination and operations personnel, and field  |
|          | personnel. A controller manages the exercise; volunteers  |
|          | simulate victims; evaluators observe and keep a log of    |
|          | significant events; and a safety officer ensures that     |
|          | potential safety issues are addressed.                    |
+----------+-----------------------------------------------------------+
|          | ### Designing a Full-Scale Exercise                       |
|          |                                                           |
|          | After the first four design steps, the following special  |
|          | considerations apply to the design process:               |
|          |                                                           |
|          | -   The narrative is largely a staged visual scene, so    |
|          |     the written narrative can be minimal. The visual      |
|          |     narrative must be planned in careful detail.          |
|          |                                                           |
|          | -   Major and minor events are often presented visually   |
|          |     and must be carefully planned.                        |
|          |                                                           |
|          | -   Expected actions must, as always, be specifically     |
|          |     identified.                                           |
|          |                                                           |
|          | -   Both visual and prescripted messages are used.        |
|          |                                                           |
|          | In a full-scale exercise, details are everything.         |
+----------+-----------------------------------------------------------+
|          | ### Site Selection                                        |
|          |                                                           |
|          | The site selected for the event must have adequate space  |
|          | and be as realistic as possible without interfering with  |
|          | normal traffic or safety.                                 |
+----------+-----------------------------------------------------------+
|          | ### Scene Management                                      |
|          |                                                           |
|          | Scene management involves planning and handling:          |
|          |                                                           |
|          | -   Logistics at the scene.                               |
|          |                                                           |
|          | -   Creation of a believable emergency scene.             |
|          |                                                           |
|          | -   Number of victims.                                    |
|          |                                                           |
|          | -   Management of props and materials.                    |
|          |                                                           |
|          | -   Number of controllers.                                |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # The Full-Scale Exercise (Continued)                     |
+----------+-----------------------------------------------------------+
|          | ### Other Special Considerations                          |
|          |                                                           |
|          | Other special considerations in a full-scale exercise     |
|          | include:                                                  |
|          |                                                           |
|          | -   Managing personnel and resources (many volunteers,    |
|          |     lots of props).                                       |
|          |                                                           |
|          | -   Ensuring that the emergency management system         |
|          |     maintains response capability for routine events.     |
|          |                                                           |
|          | -   Avoiding safety issues.                               |
|          |                                                           |
|          | -   Attending to issues of legal liability.               |
|          |                                                           |
|          | -   Having a plan for emergency call-off.                 |
|          |                                                           |
|          | -   Working with the media.                               |
+----------+-----------------------------------------------------------+
|          | # Exercise Evaluation                                     |
+----------+-----------------------------------------------------------+
|          | For an exercise to be useful, it must be accompanied by   |
|          | an evaluationless formal for the tabletop, structured    |
|          | for the function and full-scale. Good evaluations can     |
|          | help the organization identify:                           |
|          |                                                           |
|          | -   Whether the exercise has achieved its objectives.     |
|          |                                                           |
|          | -   Needed improvements in plans, procedures, or          |
|          |     guidelines or the emergency management system as a    |
|          |     whole.                                                |
|          |                                                           |
|          | -   Training and staffing deficiencies.                   |
|          |                                                           |
|          | -   Equipment needs.                                      |
|          |                                                           |
|          | -   Need for additional exercising.                       |
+----------+-----------------------------------------------------------+
|          | The evaluation team leaderusually drawn from the design  |
|          | teamis responsible for evaluation methodology, selection |
|          | and training of the evaluation team, and report           |
|          | preparation.                                              |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Exercise Evaluation (Continued)                         |
+----------+-----------------------------------------------------------+
|          | ### Methodology                                           |
|          |                                                           |
|          | The evaluation methodology includes:                      |
|          |                                                           |
|          | -   Evaluation team structure.                            |
|          |                                                           |
|          | -   Objectives to be measured.                            |
|          |                                                           |
|          | -   Evaluation packet (i.e., observation procedures and   |
|          |     recording forms).                                     |
+----------+-----------------------------------------------------------+
|          | ### Postexercise Meetings                                 |
|          |                                                           |
|          | Postexercise meetings include the player debriefing and   |
|          | meetings of the evaluation team to analyze the results    |
|          | and develop the after action report.                      |
+----------+-----------------------------------------------------------+
|          | ### After Action Report                                   |
|          |                                                           |
|          | The After Action Report should describe the purpose of    |
|          | the exercise and address goals, objectives, preexercise   |
|          | activities, participants, scenario, accomplishments and   |
|          | shortfalls, and recommendations.                          |
+----------+-----------------------------------------------------------+
|          | # Exercise Enhancements                                   |
+----------+-----------------------------------------------------------+
|          | Exercise enhancements are used to add to the realism of   |
|          | the exercise. Depending on the type of exercise and       |
|          | available resources, enhancements may include:            |
|          |                                                           |
|          | -   Communications Equipment.                             |
|          |                                                           |
|          | -   Visuals.                                              |
|          |                                                           |
|          | -   Other Equipment and Materials.                        |
|          |                                                           |
|          | -   People and Props.                                     |
|          |                                                           |
|          | -   Resources.                                            |
+----------+-----------------------------------------------------------+

+----------+-----------------------------------------------------------+
|          | # Next Steps                                              |
+----------+-----------------------------------------------------------+
|          | > You have now completed IS139 and should be ready to     |
|          | > take the Final Exam.                                    |
|          | >                                                         |
|          | > Complete the final exam in the back of the book by      |
|          | > marking the correct responses.                          |
|          | >                                                         |
|          | > To submit the final exam online, go to                  |
|          | > <http://www.fema.gov/emiweb/is> and click on the        |
|          | > courses link. Click on the title for this course, and   |
|          | > scroll down the course description page to locate the   |
|          | > final exam link. After you have selected the final exam |
|          | > link and the online answer sheet is open, transfer your |
|          | > answers, and complete the personal identification data  |
|          | > requested.                                              |
|          | >                                                         |
|          | > To submit the final exam by mail using the standard     |
|          | > answer sheet, follow the instructions printed on the    |
|          | > form.                                                   |
+----------+-----------------------------------------------------------+