Education/Training and Exercise Plan Template
For Closed Points of Dispensing Partners
Date
Organization Logo, Other Identifying Information
NACCHO Closed POD Toolkit
Closed POD Partner Training Plan Template
Table of Contents
Person(s)/Team Writing Plan
Sponsors of Plan
Person(s)/Team Responsible for Execution/Implementation of Plan
Key Departments/Staff involved or affected by Plan
Background
Organization Need
Mission/Values/Purpose/Goals for the Plan
Overarching Training Recommendations
Goals of the Training Plan
Overview of the Training Plan
Training Scope
Training Goals and Objectives
Training Logistics and Delivery method
TRAINING OFFERINGS
Training Groups
Types of Trainings
Roles and Responsibilities
Timeline of Training and Exercises
Evaluation
Tracking and Reporting
Sustainability
Risks
Gaps
Ongoing Course Identification Process
Registration
Distribution of Materials
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Person(s)/Team Writing Plan (include all contact information):
Primary Person: ____________________________
______________________________
Name
Title
_____________________________
Phone Number
_____________________________
E-Mail Address
Secondary Person: ____________________________ ______________________________
Name
Title
_____________________________
Phone Number
_____________________________
E-Mail Address
Sponsors of Plan (could be Executive, Administrative, both or Other):
Primary Person: ____________________________
______________________________
Name
Title
_____________________________
Phone Number
_____________________________
E-Mail Address
Secondary Person: ____________________________ ______________________________
Name
Title
_____________________________
Phone Number
_____________________________
E-Mail Address
Person(s)/Team Responsible for Execution/Implementation of Plan
(Outline Responsibility and Role of each person listed):
Primary Person: ____________________________
Name
______________________________
Title
_____________________________
Phone Number
_____________________________
E-Mail Address
Responsibility and Role:
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Secondary Person: ____________________________ ______________________________
Name
Title
_____________________________
Phone Number
_____________________________
E-Mail Address
Responsibility and Role:
Key Departments/Staff involved or affected by Plan:
Departments:
Staff:
Background: After the attacks on the World Trade Center, the Pentagon and the anthrax letter
incidents, it became increasingly apparent that the federal government must develop an
emergency preparedness framework that promotes cooperation and coordination amongst all
levels of government and the private sector. As a result, in December 2003, President George
W. Bush signed Homeland Security Presidential Directive 8 (HSPD-8), National Preparedness.
This directive established policies to strengthen the preparedness of the United States to prevent
and respond to threatened or actual domestic terrorist attacks, major disasters, and other
emergencies. Additionally the Department of Homeland Security (DHS) developed the National
Response Framework (NRF) that established a comprehensive, national, all-hazards approach to
domestic incident response. Its guiding principles enable all response partners to prepare for and
respond to disasters and emergencies in a unified national response. In implementing HSPD-8,
the federal government has released various planning tools and established a variety of funding
sources to assist federal agencies, state, local, tribal and private sector organizations in
understanding their roles and responsibilities during emergencies and developing the capability
to prevent, protect against, respond to, and recover from emergencies.
The Department of Health and Human Services (HHS) is the principal federal agency
responsible for protecting public health. In 2002, HHS, through the Centers for Disease Control
and Prevention (CDC), began awarding funds for public health preparedness activities to states,
select cities, the Pacific Islands, the U.S. Virgin Islands and Puerto Rico via a cooperative
agreement currently referred to as the Public Health Emergency Preparedness (PHEP)
Cooperative Agreement. In addition to a variety of key public health related preparedness
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activities, cooperative agreement recipients are required to develop plans to receive, distribute
and dispense medical countermeasures from the Strategic National Stockpile (SNS) to their
affected populations during and emergency. The SNS is a national repository of critical medical
countermeasures and supplies that are available to supplement state and local public health
officials during public health emergencies. The items in the SNS are capable of supporting allhazards emergencies, with a great emphasis on acts of bioterrorism.
As a partner to _________Department of Health, our organization plays a critical role in our
community’s public health preparedness activities. Our willingness to operate a Closed Point of
Dispensing or Closed POD during an emergency for our {Insert appropriate term – employees,
members, faculty} and their families and to assist our community demonstrates our
organization’s commitment to the national preparedness initiative.
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Organization Need: To provide staff with the knowledge and skills to be able to set up
and function in a Closed Point of Dispensing (POD) and dispense preventative antibiotics
safely and correctly following a screening algorithm/dispensing instructions on behalf of
the Local Health Department in response to a large-scale infectious disease emergency.
Mission/Values/Purpose/Goals for the Plan: To dispense antibiotics in response to a
large scale infectious disease emergency, to minimize adverse outcomes from the disease,
to all staff, family members, and/or clients in partnership on behalf of the Local Health
Department.
Overarching Training Recommendations: Create a training plan that includes online
self-paced modules, in class PowerPoint presentations and/or full scale exercises,
including communications drills, that will test the (insert name of organization here)
Closed Point Of Dispensing Plans.
Goals of the Training Plan
The objective of the Training Plan is to define the strategies, tasks, and methods that will
be used to meet the training requirements needed to successfully implement overall
organizational needs and overarching training recommendations. The goals of the Closed
POD training plan are:
-Know how to activate our Closed POD
-Know how a Closed POD works
-Know how to set up our Closed POD
-Understand staff roles in a Closed POD
-Know how to conduct Just-In-Time Training
-Understand how to use the screening forms
-Understand how to dispense antibiotics using a screening form
Overview of the Training Plan
This document defines the Training Plan for activating a Closed POD at (fill in name of
organization here). The Training Plan is a working document. It is revised on a
continuous basis as decisions are made and issues are resolved. The document is
organized as follows:
· Training Scope. Clearly states a list of the objectives and goals of the training,
· Training Logistics. This section identifies logistical information based on the
requirements for the defined training offerings. The logistical information includes a list
of the equipment and supplies required.
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· Training Offerings. Describes the offerings that define the training, including the
training groups, types of training, training approach, and logistical information.
· Roles and Responsibilities. Presents the roles and responsibilities of the staff
responsible for preparing, conducting, and evaluating the training, and includes a clear
definition of the resources and a work plan.
TRAINING SCOPE
Training Goals and Objectives
The objectives of the training are:
Objective
Designated staff knows how to activate
your Closed POD plan
Designated staff knows how a Closed
POD works







Scope
Self-guided online training
In-class power point presentation
Communications drills
Full scale exercise
Self-guided online training,
In-class power point presentation
Full scale exercise
Designated staff knows how to set up
your Closed POD
 Self-guided online training
 In-class power point presentation
 Full scale exercise
Designated staff knows staff roles in a
Closed POD
 Self-guided online training
 In-class power point presentation
 Full scale exercise
Designated staff knows how to conduct
Just-In-Time Training
 Self-guided online training
 In-class power point presentation
 Full scale exercise
Designated staff understands how to use
the screening forms
 Self-guided online training
 In-class power point presentation
 Full scale exercise
Designated staff understands how to
dispense antibiotics using a screening
form
 Self-guided online training
 In-class power point presentation
 Full scale exercise
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To achieve these objectives, the following tasks are established
Examples:








Provide staff with link to the online website
Follow up with staff
Include trainings in monthly or annual meetings
Conduct tabletop exercises with designated Closed POD staff, policy makers
and partner agencies
Conduct regular communications call down drills
Practice setting up your Closed POD Site
Practice dispensing using screening forms
Conduct a Functional or Full Scale exercise, activating your Closed POD and
dispensing mock medications
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Training Logistics and Delivery method
This section identifies logistical information based on the requirements for the defined
training offerings. The logistical information includes a list of the equipment and supplies
required.
 Self-guided online training
Computer and internet connection
 In-class slide presentation
o Computer
o Projector
o Internet Connection
 Communications drills
o Phones
o Fax
o E-mails
o Radios
o Pagers
o Other communications devices
 Functional/Full scale exercise
o Tables
o Chairs
o Pens
o Highlighters
o Large Presentation Sized Post-It Notes/Easels (for signs)
o Permanent markers
o File folder labels (for medications)
o Printer paper (for screening forms and hand outs)
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Optional
Name tags/labels
Note pads
Clipboards
Accordion files (for keeping paperwork)
Large Bags (for medications in transport in the community)
Lunch sized bags (for persons who will collect multiple doses of
medications)
Easels (for holding signage)
Radios
Caution Tape (for crowd control)
Stanchions (for crowd control)
Bullhorns/Megaphones
Binders
Maps
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TRAINING OFFERINGS
Describes the offerings that define the training, including the training groups, types of
training , roles and responsibilities and a timeline of trainings and exercises.
Training Groups: Who needs to attend/take these trainings? Staff designated to work in a
Closed POD, staff who have a key role in activating the Closed POD and staff who are
part of the policy making procures for the Closed POD.
Types of Trainings:
Discussion-based Exercises familiarize participants with current plans, policies,
agreements, and procedures, or may be used to develop new plans, policies, agreements,
and procedures. Types of Discussion-based Exercises include:
Seminar. A seminar is an informal discussion, designed to orient participants to
new or updated plans, policies, or procedures (e.g., a seminar to review a new
Evacuation Standard Operating Procedure). This can also be an online training.
Workshop. A workshop resembles a seminar but is employed to build specific
products, such as a draft plan or policy (e.g., a Training and Exercise Plan
Workshop is used to develop a Multi-Year Training and Exercise Plan).
Tabletop Exercise (TTX). A tabletop exercise involves key personnel discussing
simulated scenarios in an informal setting. TTXs can be used to assess plans,
policies, and procedures.
Games. A game is a simulation of operations that often involves two or more
teams, usually in a competitive environment, using rules, data, and procedure
designed to depict an actual or assumed real-life situation.
Operations-based Exercises validate plans, policies, agreements and procedures; clarify
roles and responsibilities; and identify resource gaps in an operational environment.
Types of Operations-based Exercises include:
Drill. A drill is a coordinated, supervised activity usually employed to test a
single specific operation or function within a single entity (e.g., a fire department
conducts a decontamination drill).
Functional Exercise (FE). An Functional Exercise is a single or multi-agency
activity designed to evaluate capabilities and multiple functions using a simulated
response. An Functional Exercise is typically used to: evaluate the management of
Emergency Operations Centers (EOCs), command posts, and headquarters; and
assess the adequacy of response plans and resources. Characteristics of a
Functional Exercise include simulated deployment of resources and personnel,
rapid problem solving, and a highly stressful environment.
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Full-Scale Exercises (FSE). A Full-Scale Exercise is a multi-agency, multijurisdictional activity involving actual deployment of resources in a coordinated
response as if a real incident had occurred. An Full Scale Exercise tests many
components of one or more capabilities within emergency response and recovery,
and is typically used to assess plans and procedures under crisis conditions, and
assess coordinated response under crisis conditions. Characteristics of a Full Scale
Exercise include mobilized units, personnel, and equipment; stressful, a realistic
environment, and scripted exercise scenarios
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SAMPLE Timeline of Training and Exercises for __________________
Year 1:
Course
Title/
Communications Call
Down
Target
Audience
All Closed
POD Staff
Tabletop
All Closed
POD Staff
and policy
staff
All Closed
POD Staff
All staff in
company
Set Up
exercise
Online
Training
(ongoing)
Screening
Form
training
Full Scale
Exercise
Nov
Dec
Jan
Feb
March
April
May
X
X
June
July
August
X
Sept
Oct
X
X
X
X
X
X
X
X
All Closed
POD Staff
All
company
staff
This is a sample training schedule. Fill in events, target audience and dates with your own schedule.
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X
X
X
X
X
X
Evaluation:
What method of evaluation is being used to determine the success of the overall plan?
How often will evaluation occur?
Tracking and Reporting:
How will the education, training, drills and exercises included in the plan be tracked and
reported?
Sustainability:
Describe how the training plan will be sustained. How often will assessments be done
and the plan reviewed and evaluated?
Risks:
What risks or barriers exist to the implementation, execution and sustainability of the
training plan?
Gaps:
What gaps have been identified in the plan? How will the gaps be addressed?
Ongoing Course Identification Process:
How will needs and courses be identified for inclusion into training plan on an as needed
basis?
Registration:
Describe the registration procedure planned for all types of courses. Will an electronic
registration system, e.g., LMS (Learning Management System), be used?
Distribution of Materials:
How will participants receive or gain access to training and education materials?
Describe how training and educational materials will be distributed to audiences.
Signatures:
___________________________
Person Writing Plan
Date: ____________
___________________________
Sponsor(s)
Date: ____________
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