Tools for Planning HSEEP-Compliant Exercises for Public Health Objectives Identify performance requirements needed in order to comply with HSEEP Outline elements for planning HSEEP-compliant exercises Describe components of evaluation and improvement planning for HSEEP-compliant exercises i UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Objectives (cont (cont.)) Illustrate how basic HSEEP concepts and methodology are applied to exercise planning, conduct and evaluation Explain key resources from the HSEEP Toolkit and Website to enhance community-wide community wide exercise planning on local and regional levels UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH An Orientation This training provides an orientation to HSEEP concepts, guidelines, methodologies, and the HSEEP Toolkit. This training does not replace the full two-day course offered through MSP-EMHSD. MSP EMHSD. This training does not provide access to secure T lkit ffeatures. Toolkit t UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Our Purpose: To provide pro ide basic a awareness areness abo aboutt HSEEP concepts and methodology To help prepare you to participate and contribute more effectively in the planning planning, design design, conduct conduct, evaluation, or improvement planning process of HSEEP-compliant p p public health exercises UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Agenda 10:00-10:15 am Welcome & Introduction 10:15-11:30 am Concepts p & Components p of Compliance 11:30-12:00 11 30 12 00 pm IIntroduction t d ti to t HSEEP Toolkit and NEXS System 12:00-12:45 pm Networking lunch UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Agenda (cont (cont.)) 12:45-2:30 pm Planning & Conducting Exercises 2:30-2:45 pm Break 2:45-4:15 2 45 4 15 pm Exercise E i E Evaluation l ti and d Improvement Planning 4:15-4:30 pm Course Summary & Evaluations, Post-test UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Handouts and Materials PowerPoint presentation AAR/IP Template HSEEP 101 Discussions-Based Exercise Planning Team Members Compliance Job Aid Pandemic Flu TTX SITMAN EEG Template T l t UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Di Discussions-Based i B d Exercise Participant List HSEEP Concepts & Components of Compliance Overview of HSEEP definition definition, background background, guiding documents, capabilities-based exercises Blended Bl d d approach h tto HSEEP iimplementation l t ti Overview of HSEEP doctrine, concepts, methodology HSEEP Compliance Introduction to the HSEEP Toolkit: The NEXS System UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Homeland Securityy Exercise and Evaluation Program (HSEEP) A capabilities and performance-based exercise program which provides a standardized policy policy, methodology, and terminology for exercise design, development, conduct, evaluation and improvement planning UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Guiding Documents National Strategy for Homeland Security Homeland Security Presidential Directives (HSPD) 5 & 8 National Incident Management System (NIMS) National Response Framework (NRF) National Exercise Program (NEP) National Preparedness Guidelines UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH National Preparedness Guidelines Finali Finalizes es and ssupersedes persedes the Interim National Preparedness Goal Includes four critical elements: – – – – National Preparedness Vision National Planning Scenarios Universal Task List (UTL) Target Capabilities List (TCL) UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH National Planning Scenarios A diverse di erse set of 15 high high-consequence conseq ence threat scenarios depicting potential terrorist attacks and natural disasters Collectively designed to focus contingency planning for homeland security preparedness for all levels of g government and the p private sector UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH 15 National Planning Scenarios #1: Nuclear detonation #10: #2: Biological attack (anthrax) #11: #3: Biological disease outbreak #12: (pan flu) #13: #4: Biological attack (plague) #5: Chemical attack (blister agent) #14: #6: Chemical attack (toxic industrial chemicals) #15: #7: Chemical attack (nerve agent) #8 Chemical #8: Ch i l attack tt k ((chlorine hl i tank explosion) #9: Natural disaster (major earthquake) UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Natural disaster (major hurricane) Radiological attack (RDD) Explosives attack (IED) Biological attack (food contamination) Biological g attack ((foot-andmouth disease) Cyber attack Universal Task List (UTL) Catalog of about abo t 1600 unique niq e tasks designed to prevent, protect against, respond to, and recover from major events as represented in the National Planning Scenarios No single jurisdiction or agency is expected to perform every p y task,, and no two jurisdictions j require the same level of capabilities UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Target Capabilities List (TCL) Deri Derived ed from UTL UTL, defines 37 specific capabilities that communities, the private sector, and all levels of government should collectively possess to respond effectively to disasters Each capability has an associated Exercise Evaluation Guide ((EEG)) in HSEEP Toolkit UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Defining Capabilities Based on threat/hazard threat/ha ard anal analysis sis F Focused d on three th ffundamental d t l questions: ti – How prepared do we need to be? – How prepared are we? – How do we prioritize efforts to close the diff difference? ? UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH TCL Mission Capabilities Common Target Capabilities Prevent Mission Capabilities Protect Mission Capabilities Respond Mission Capabilities Recover Mission Capabilities UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Common Target Capabilities Planning Communications Community Preparedness and Participation Risk Ri k M Managementt Intelligence and Information Sharing and Dissemination UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Prevent Mission Capabilities Information Gathering and Recognition of Indicators and Warning Intelligence Analysis and Production Counter-Terror Investigation g and Law Enforcement CBRNE Detection UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Protect Mission Capabilities Critical Infrastructure Protection Food and Agriculture Safety and Defense Epidemiological Surveillance and Investigation Laboratory Testing UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Respond Mission Capabilities On-Site Incident Management EOC Management C Critical t ca Resource esou ce Logistics og st cs a and d Distribution st but o Volunteer Management and Donations Responder Safety and Health Emergency Public Safety and Security Animal Disease Emergency Support S Environmental Health Explosive Device Response Operations UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Respond Capabilities (cont (cont.)) Fire Incident Response Support WMD and HazMat Response and Decon Citizen Evacuation and Shelter-In-Place Isolation and Quarantine Search and Rescue Emergency Public Information and Warning UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Respond Capabilities (cont (cont.)) Emergency Triage and Pre-Hospital Treatment Medical Surge Medical Supplies management and Distribution Mass Prophylaxis Mass Care (Sheltering, Feeding, etc.) Fatality Management UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Recover Mission Capabilities Structural Damage Assessment Restoration of Lifelines Economic and Community Recovery UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH The Preparedness Cycle Planning Training Equipping Exercising Evaluating Taking action to correct and mitigate UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Blended Approach to HSEEP Implementation Policy and Doctrine Training g Technology Direct Support UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH HSEEP Volumes Volume I: Overview and Exercise Program Management Volume II: Exercise Planning and Conduct Volume III: Exercise Evaluation and Improvement Planning Volume IV: Library--Sample y p Exercise Materials UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Training National Standardized Standardi ed Exercise E ercise C Curriculum rric l m: – Independent Study (IS) 120-A: An Introduction to Exercises (online FEMA course) – IS 130: Exercise Evaluation and Improvement Planning (online FEMA course) – Master Exercise Practitioner Program g ((MEPP)) HSEEP Mobile Course Online tutorials at HSEEP Website UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Technology HSEEP Website HSEEP Toolkit T lkit HSEEP Volume IV: Library of Sample Documents Lessons Learned Information Sharing (LLIS.gov) UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Direct Support Vendor assistance to pro provide ide state state, local local, tribal entities with funding, training and other exercise support Direct support to help states and locals conduct HSEEP Mobile Training Courses and Training & Exercise Planning g Workshops p UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH HSEEP Guidelines vs. vs Compliance J Jurisdictions risdictions or entities ffunded nded b by DHS DHS-HSGP, HSGP CDC or ASPER grants, including pass-through funds from MSP-EMHSD MSP EMHSD or MDCH-OPHP MDCH OPHP, are required to follow the guidance found in HSEEP Volumes I-III HSEEP compliance p is defined as adherence to specific HSEEP-mandated practices for exercise program management, design, development, conduct, evaluation, and improvement planning UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Complying with HSEEP Guidelines: Exercise utilizes a “building block approach” Th The design, d i conduct d and d evaluation l i are b based d on a capabilities-based approach The project adheres to exercise planning t e es timelines Scenarios are based on the entity’s y risk/vulnerability assessment UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Complying with Guidelines (cont (cont.)) Documents conform to the guidelines and templates provided in HSEEP volumes Exercise conduct reflects f the principles off the National Incident Management System (NIMS) Findings and recommendations from the draft AAR/IP are presented to key personnel at an After Action Conference Corrective Actions in the IP are measurable UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH HSEEP Compliance Four F distinct di ti t performance f requirements i t : – Training and Exercise Plan Workshop (T&EPW) – Exercise Planning and Conduct – After-Action reporting – Improvement Planning UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Training g & Exercise Plan Workshop (T&EPW) Cond Conduct ct a T&EPW each calendar year, ear and develop/update a Multi-Year Training and Exercise Plan within 60 days of T&EPW T&EPW. Should reflect capabilities-based planning and follow “building block approach” Scheduled exercises must be entered in NEXS System UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Exercise Planning and Conduct Sho Should ld include incl de appropriate doc documents ments (e (e.g., g SITMAN, EXPLAN, MSEL, C/E Handbook). Consistent with Multi-Year Training and Exercise Plan. Plan Objectives should be derived from capabilities and critical tasks contained in EEGs—should be “S.M.A.R.T.” S.M.A.R.T. UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH S M A R T Objectives S.M.A.R.T. Simple Measurable Achievable Realistic Task-Oriented UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Exercise Objectives Should State: Who (the HazMat team) should do what (perform decontamination) under what conditions (during chemical spill) according to what standards (in accordance with existing EOPs). UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH After Action Reporting After-Action Sho Should ld be based on obser observations ations collected using EEGs. Final AAR/IP must be completed after discussion at an After Action Conference Conference. UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Improvement Planning g and Corrective Actions Sho Should ld be measurable, meas rable with ith specific deadlines and point of contact (POC) assigned within each affected agency Should be monitored and reviewed as part of organizational Corrective Action Program (CAP) UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Compliance Job Aid New Ne tool a available ailable on HSEEP Website Defines D fi and d explains l i HSEEP C Compliance li Provides HSEEP Compliance Guidance Checklist UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Small Group Activity Please take abo aboutt fifive e min minutes tes to bro browse se through the 2-page HSEEP Compliance Job Aid and pages 1-8 Aid, 1 8 of the sample exercise Situation Manual entitled: “2007 Great Lakes Border Health Initiative Conference: A Collaborative International Border Exercise— Response to Foodborne Outbreak.” Then, in your assigned small group or team, please discuss the following questions: UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Discussion Questions Do the Exercise Design Objectives described on page 2 off the th 2007 G Greatt L Lakes k B Border d H Health lth Situation Manual seem consistent with the S.M.A.R.T. principle? Why or why not? What concerns,, issues,, or obstacles do you y anticipate for your own agency or jurisdiction in terms of planning and conducting HSEEPcompliant public health exercises? How would the HSEEP Compliance Job Aid help, if at all? UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Introduction to the HSEEP Toolkit An interactive, interacti e online collection of ssystems stems for exercise scheduling, design, development, conduct evaluation and improvement planning conduct, Access to actual Toolkit features and functions is restricted through password protection UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH HSEEP Toolkit Systems National Exercise Schedule (NEXS) System Design g and Development p System y ((DDS)) Exercise Evaluation Guide (EEG) Builder Master Scenario Events List (MSEL) Builder Corrective Action Program (CAP) UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH The National Exercise Scheduling g (NEXS) System The nation’s online online, comprehensi comprehensive e tool that facilitates scheduling, deconfliction and synchronization of all national national-level level, federal federal, state and local exercises A public NEXS User Guide is available on the HSEEP Website UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Two Main NEXS System Roles Exercise E ercise Administrati Administrative eA Authority thorit (EAA) – Broad authority over exercises, organizations, and users within their area of responsibility or scheduling domain (e.g., state of Michigan) – Only the EAA can approve an exercise for inclusion on the h NEXS C Calendar. l d Scheduler S h d l – Assists the EAA UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH NEXS Features and Functions The NEXS Calendar Synchronization and Deconfliction Linking an Exercise Create and View Reports Request and/or Set the Exercise Tier Manage Organizations UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Q Questions? ti ? UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH NETWORKING LUNCH Enjoy! UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Planning and Conducting Exercises HSEEP Program and Project Management Types of exercises Exercise participants R Required i d HSEEP d documents t Required planning conferences/meetings St Steps for f conducting d ti exercises i HSEEP Toolkit: DDS, MSEL Builder UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH HSEEP Program Management F Functions nctions req required ired for an entit entity to ssustain stain a variety of exercises targeted toward preparedness priorities on an ongoing basis Includes project management management, multi-year planning, budgeting, grant management, staff hiring, g, funding g allocation,, and expenditure p tracking UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH HSEEP Project Management A component of exercise e ercise program management F Focused d on activities ti iti needed d d tto execute t an individual exercise Involves five phases known as the exercise cycle UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Five Phases of Exercise Cycle Foundation Design and Development Conduct Evaluation Improvement Planning UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Foundation Create base of support and establish “buy-in” buy-in Develop pp project j management g timeline and milestones Identify Id tif exercise i planning l i tteam Schedule planning conferences UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Design and Development Identify objectives Design scenario Create documentation Coordinate C di t llogistics i ti Plan exercise conduct Select evaluation and improvement th d l methodology UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Conduct Setup Set p Briefings B i fi Facilitation/Control/Evaluation Wrap-up Activities UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Evaluation Formal exercise e ercise e evaluation al ation Integrated I t t d analysis l i After-Action Report/Improvement Plan (AAR/IP) Recommendations for improvement UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Improvement Planning Correcti Corrective e actions identified in e evaluation al ation phase are assigned, with due dates, to responsible parties (points of contact) Corrective actions are tracked for implementation, then validated in subsequent exercises UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Exercise Types Discussions-based Discussions based – Familiarize participants with plans, policies, agreements g and p procedures,, or used to develop p new plans, policies, etc. Operations-based O ti b d – Validate plans, policies, agreements and procedures, clarify roles and responsibilities, responsibilities identify resource gaps UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Discussions Based Exercises Discussions-Based Seminar Workshop W k h Tabletop Exercise (TTX) Game UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Operations Based Exercises Operations-Based Drill Functional F ti lE Exercise i (FE) Full-Scale Exercise (FSE) UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Seminars Informal discussion disc ssion led b by a presenter O Orients i t participants ti i t to t new or updated d t d plans, l policies, procedures UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Workshop Similar to a seminar, but used to build specific products, d t such h as d draft ft plans l or policies li i UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Tabletop Exercise (TTX) Ke Key personnel disc discuss ss sim simulated lated scenarios in an informal setting Can be used to assess plans, policies, procedures UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Game A simulation sim lation of operations that often in involve ol e ttwo o or more teams in a competitive environment Uses rules, data, and procedures designed to depict actual or assumed “real-life” real-life situations UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Drill A coordinated, supervised activity designed to test a single single, specific operation or function within a single entity UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Functional Exercise (FE) E Examines amines or validates alidates the coordination coordination, command and control between various multiagency coordination centers (e (e.g., g EOCs) May involve injects and time pressures, pressures but no actual “boots on the ground” response UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Full Scale Exercise (FSE) Full-Scale Multi Multi-agency, agency multi multi-jurisdictional, jurisdictional multi multi-discipline discipline exercise Involves both functional (e.g., EOC) and “boots on the ground” response (e.g., nurses setting up and running a mock vaccination clinic) UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Building Block Approach UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Exercise Participants Facilitators/Controllers Evaluators Players Actors Simulators UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Facilitators/Controllers Facilitators guide g ide exercise e ercise pla play in disc discussionsssions based exercises, and are responsible for ensuring that players remain focused on objectives Controllers plan and manage exercise play in operations-based p exercises,, including g set-up p and operation of exercise incident site, and giving key data to players UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Evaluators Selected from participating entities to e evaluate al ate and comment on designated functional areas of the exercise based on their expertise Evaluators have a passive role role—observing observing and recording using Exercise Evaluation Guides ((EEGs), ), without interfering g in exercise p play. y UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Players Pla Players ers have ha e an active acti e role in disc discussing ssing (in discussions-based exercises), or performing (in operations-based operations based exercises) exercises), their regular roles and responsibilities in response to scenario information or injects. j UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Actors Vol Volunteers nteers who ho simulate sim late specific roles roles, ssuch ch as disaster casualty victims, in order to add realism to an operations-based operations based exercise May use moulage or other techniques to enhance realism UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Simulators Us Usually all controllers in an operations operations-based based exercise Simulators perform the roles of individuals, agencies or organizations not actually participating in the exercise in order to maintain realism. UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Required HSEEP Documents For Discussions-Based Disc ssions Based e exercises: ercises – Situation Manual (SITMAN) For Operations-Based exercises: – – – – Exercise Plan (EXPLAN) Player Handout Master Scenario Events List (MSEL) Controller/Evaluator (C/E) Handbook UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Situation Manual (SITMAN) A participant handbook for disc discussions-based ssions based exercises, especially Tabletop Exercises (TTX). Provides background information on exercise scope design scope, design, objectives and scenario narrative. UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Exercise Plan (EXPLAN) Used for operations-based exercises Provides exercise synopsis, distributed to players and observers prior to start of exercise Addresses exercise objectives and scope, assigns roles and responsibilities for successful exercise execution Does not contain detailed scenario information UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Controller and Evaluator (C/E) ( ) Handbook S Supplements pplements the EXPLAN EXPLAN, with ith more detailed information about the scenario, as well as roles and responsibilities of exercise controllers and evaluators Distributed only to controllers and evaluators UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Master Scenario Events List (MSEL) A chronological timeline of e expected pected actions and pre-scripted events (i.e., injects) Inserted into exercise play by controllers to generate prompt player activity and ensure all necessary events happen to achieve objectives UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Player Handouts A short, short 1 1-2 2 page doc document, ment usually s all handed o outt the morning of an operations-based exercise Provides exercise players with a quick reference on safety procedures procedures, logistical considerations considerations, exercise schedule, and other information UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Exercise Evaluation Guides (EEGs) Help evaluators e al ators collect and interpret e exercise ercise observations Tells evaluators what tasks they should expect to see accomplished or discussed Provides space to record observations observations, and questions to address after the exercise Not intended as report cards—they cards they reflect capabilities-based planning tools such as TCL and UTL UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Exercise Planning Conferences Concept & Objecti Objectives es (C&O) Meeting Initial I iti l Pl Planning i C Conference f (IPC) Mid-Term Planning Conference (MPC) Final Planning Conference (FPC) UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Concept & Objectives j ((C&O)) Meeting Identifies type, type scope, scope objectives and purpose of exercise Attended by sponsoring agency, lead exercise planner and senior officials May be prior to, or concurrent with, Initial Pl Planning i C Conference f UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Initial Planning Conference (IPC) Lays La s fo foundations ndations for e exercise ercise de development elopment Gathers G th input i t from f exercise i planning l i tteam Assigns responsibility to planning team members UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Mid-Term Planning g Conference (MPC) Usually Us all only onl for Operations Operations-Based Based exercises e ercises R Resolves l llogistical i ti l and d organizational i ti l iissues such as staffing, scheduling May be held separately, or in conjunction with, Master Scenario Events List (MSEL) Conference UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Final Planning Conference (FPC) Uses a forum for m to review re ie the process and procedures for exercise conduct, final drafts of exercise documents documents, and logistical requirements Ensures there are no major changes made to exercise design or scope UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Planning Conference Documentation Sign-in Sign in Sheets Agendas A d Meeting/Conference Minutes HSEEP Volume IV Library includes templates UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Small Group Activity Please review re ie the Disc Discussions-Based ssions Based Exercise E ercise Planning Team Members List, and Sample Exercise Participant List provided in your folder folder. Then Then, please discuss the following questions in your assigned small group or team: UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Discussion Questions If you were assigned to plan a Functional Exercise based on a pandemic influenza scenario focusing on public health capabilities, which officials, officials agencies or organizations would you include on your Exercise Planning Team? On your Exercise Participant List? How appropriate or applicable do you feel the HSEEP guidelines id li are for f planning, l i d designing i i and conducting public health emergency preparedness exercises? What, if anything, would you recommend changing? UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Introduction to HSEEP Toolkit Part 2: Design and De Development elopment S System stem (DDS) Master M t Scenario S i E Events t List Li t (MSEL) Builder B ild UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Design & Development System (DDS) A project management tool and comprehensive t t i l ffor the tutorial th design, d i d development, l t conduct d t and evaluation of exercises Provides users with appropriate templates and guidance for developing timelines, planning teams and exercise documentation teams, Provides the technological backbone for HSEEP Volume II: Exercise Planning and Conduct id iis available il bl on th A DDS U User G Guide the HSEEP Website. UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH DDS Features and Functions Exercise Planning The View Timeline Walkthrough Manage Documents UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Master Scenario Events List (MSEL) ( ) Builder Allows Exercise Lead Planners to create customized MSEL formats by selecting from a list of data fields Once created, a MSEL can be populated with exercise-specific information. Data field population allows users to select from predefined information to create individual p injects for a MSEL. A MSEL User Guide is available on the HSEEP Website. UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Questions? 15-Minute Break UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Exercise Evaluation and Improvement Planning Exercise Evaluation Methodology Exercise Evaluation,, Data Collection and Analysis (Steps 1-4) Improvement I t Planning Pl i HSEEP Toolkit: EEG Builder and CAP System UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Exercise Evaluation Methodology Task-level analysis – Evaluation of specific actions in relation to defined performance measures Activity-level analysis – Evaluation of groups of similar tasks that demonstrate an associated capability from the TCL/UTL Capability-level Capabilit le el anal analysis sis – Assessing an entity’s ability to demonstrate its priority capabilities UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Exercise Evaluation Guides (EEGs) Pro Provides ides exercise e ercise e evaluators al ators with ith consistent standards and guidelines for observation, data collection analysis and report writing collection, EEGS have been developed for capabilities in the TCL, linked to each capability’s activities, tasks and performance measures. EEGs may be customized with specific tasks unique to the exercising entity. UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH After-Action Report/ Improvement Plan (AAR/IP) The AAR captures capt res observations obser ations of an e exercise ercise and makes recommendations for post-exercise improvements. improvements The IP identifies specific corrective actions actions, assigns these actions to responsible parties, and establishes target g dates for action completion. p UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Exercise Evaluation, Data Collection and Analysis Step 1: Plan and Organize the Evaluation Step p 2: Observe the Exercise and Collect Data Step 3: Analyze Data Step 4: Develop the Draft After-Action Report/ Improvement Plan (AAR/IP) UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Step 1: Plan and Organize the Evaluation Define evaluation requirements Recruit, Recruit assign, assign train evaluators Finalize evaluation plans plans, tools Conduct controller and evaluator briefing UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Step 2: Observe Exercise & Collect Data Observations and data collection occur differently in discussions-based vs. operations-based exercises. Evaluators don’t don t interfere, interfere but may ask questions for clarification. Player “hot hot washes washes” are conducted immediately at the end of exercise play. Mayy use Participant p Feedback Forms,, collect comments from note-takers, controllers, facilitators, and other documents or notes produced or used during exercise play Supplemental data may be collected to fill in gaps. UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Step 3: Analyze Data Identif Identifying ing root ca cause se and de developing eloping recommendations Conducting controller and evaluator debriefings Develop Exercise Event Timeline and content for draft AAR UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Step 4: Develop Draft AAR/IP Req Required ired for both disc discussions-based ssions based and operations-based exercises Derives from evaluative products such as timelines narratives timelines, narratives, and EEG analysis Specific forms and format required by HSEEP UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Improvement Planning Step 5: Conduct an After-Action Conference Step p 6: Identify y Corrective Actions to be Implemented Step 7: Finalize AAR/IP Step 8: Track Implementation UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Step 5: Conduct After-Action Conference ASAP after completing draft AAR AAR, distrib distribute te and discuss at After-Action Conference Refine/modify draft AAR and begin the Improvement Plan UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Step 6: Identifyy Corrective Actions to be Implemented Specific corrective correcti e actions identified at After AfterAction Conference, and included with revised draft of AAR as the draft Improvement Plan Corrective actions must be written to include attainable benchmarks UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Step 7: Finalize AAR/IP E Exercise ercise Planning and E Evaluation al ation Teams finali finalize e AAR/IP, distribute to select list for final approval Document prepared for entry and tracking in Corrective Action Program (CAP) System UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Step 8: Track Implementation Correcti Corrective e actions sho should ld be tracked thro through gh continual updates in CAP System. Must have a designated designated, central Event Point of Contact (POC) with overall responsibility for tracking corrective action implementation Participating Entity Points of Contact and Action Officers also assigned g UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Small Group Activity Please take 5 min minutes tes to re review ie the sample EEG for Epidemiological Surveillance and Investigation and the After-Action Investigation, After Action Report/Improvement Plan template provided in your folder. y Then,, please p discuss the following g questions q in your assigned small group or team: UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Discussion Questions What is your assessment of the potential usefulness and benefits of EEGs such as the sample provided? From your own experience, how successful or valuable has exercise improvement planning been in past exercises? D Do th the HSEEP AAR/IP template, t l t format, f t guidelines and requirements seem likely to enhance improvement planning for your agency or jurisdiction? How so, or why not? UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Introduction to the HSEEP Toolkit: Part 3 Exercise E ercise E Evaluation al ation G Guide ide (EEG) B Builder ilder Corrective C ti A Action ti P Program (CAP) System S t UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Exercise Evaluation Guide (EEG) ( ) Builder Allo Allowss users sers to create ccustomized stomi ed EEGs both inside the Toolkit and through the Website by selecting which Activities from a given Capability will be evaluated during an exercise Users will be able to create customized tasks and measures to further focus on the evaluation process. UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Corrective Action Program g ((CAP)) System A web-based eb based application that enables users sers to prioritize, track and analyze improvement plans developed from exercises and real-world real world events CAP System functionality based on HSEEP Volume III: Exercise Evaluation and Improvement p Planning. g UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH CAP System Features Improvement Impro ement Plan creation and maintenance Corrective C ti A Action ti assignment i t and d ttracking ki Reporting and analysis UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Access to AAR/IPs in CAP System Final After Action Reports/Improvement Plans (AAR/IP) posted into the CAP System are accessible onlyy to those assigned g a formal role for implementation of the IP for a particular exercise Sharing the AAR/IP with the LLIS research team is voluntary voluntary—not not automatic automatic. UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Course Summary HSEEP is the new,, national,, standardized system for planning, designing, conducting, evaluating and improvement planning capabilities and performance performance-based based exercises exercises. HSEEP compliance is required for all exercises HSEEP-compliance funded by DHS, CDC, ASPR, and required by state policies. The HSEEP Website includes links to HSEEP doctrine and guidance guidance, the HSEEP Toolkit Toolkit, and many other tools or resources to help you. UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Recommendations Consider taking the online IS 120 120-A A and IS 130 independent study courses through FEMA Emergency Management Institute Institute. Consider taking the HSEEP Mobile Course when available. UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Evaluations and Post-Test Post Test Please complete and ssubmit bmit the Post Post-test. test Pl Please complete l t and d tturn iin th the E Evaluation l ti fform provided. UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH Useful Web Sites HSEEP Home Page: https://hseep.dhs.gov/pages/1001_HSEEP7.aspx National Preparedness Guidelines: http://www.dhs.gov/xlibrary/assets/National_Preparedness_Guidelin es.pdf Lessons Learned Information Sharing (LLIS) Exercise Best Practices https://hseep.dhs.gov/pages/LLIS_Exercise_Best_Practi https://hseep.dhs.gov/pages/LLIS Exercise Best Practi ces.aspx UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH CONTACT INFORMATION Phillip D. Schertzing, Ph.D. MSU School of Criminal Justice @ [email protected] 517-432-3156 UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
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