CHATHAM COUNTY EMERGENCY OPERATIONS PLAN

Transcription

1 CHATHAM COUNTY EMERGENCY OPERATIONS PLAN SUPPORT ANNEX E TRAINING AND EXERCISE OCTOBER 2009 OCTOBER 2009

2 THIS PAGE INTENTIONALLY BLANK OCTOBER 2009

3 AAR CBRNE C/E CEMA CPR DHS EMAP EEG EMI EOC EOP ESF EvalPlan FEMA FSE GEMA GEOP GPSTC HazMat HSEEP HSPD ICS IP JIC LLIS MSEL NIMS PPE POC POST ACRONYMS After Action Report Chemical, Biological, Radiological, Nuclear, and Explosives Controller / Evaluator Chatham Emergency Management Agency Cardio-Pulmonary Resuscitation Department of Homeland Security Emergency Management Accreditation Program Exercise Evaluation Guide Emergency Management Agency Emergency Operations Center Emergency Operations Plan Emergency Support Function Evaluation Plan Federal Emergency Management Agency Full-Scale Exercise Georgia Emergency Management Agency Georgia Emergency Operations Plan Georgia Public Safety Training Center Hazardous Material Homeland Security Exercise and Evaluation Plan Homeland Security Presidential Directive Incident Command System Improvement Plan Joint Information Center Lessons Learned Information Sharing Master Scenario Events List National Incident Management System Personal Protective Equipment Point of Contact Peace Officer Standards and Training Council TE-i OCTOBER 2009

4 SitMan TTX Situation Manual Table-Top Exercise DEFINITIONS After Action Report: The After Action Report captures observations of an exercise and makes recommendations for post-exercise improvements. The AAR should be printed and distributed with the Improvement Plan to all entities involved in an exercise. Improvement Plan: The Improvement Plan identifies specific corrective actions, assigns the actions to responsibly parties, and established target dates for action completion. This plan should be printed and distributed as a single document with the AAR and an AAR/IP following an exercise. TE-ii OCTOBER 2009

5 TABLE OF CONTENTS Acronyms and Definitions... i Table of Contents...iii I. Introduction... 1 II. Purpose... 1 III. Scope... 2 IV. Authorities... 2 V. Assumptions... 3 VI. Implementation... 4 VII. Concept of Operations... 5 A. Training Program Needs Assessment Requirements Records... 7 B. Exercise Program Design Responsibilities Exercise Types Guidelines Requirements C. Training and Exercise Program Evaluation Responsibilities Requirements Plans and Procedures Organization Defining Requirements Recruiting, Training and Assigning Evaluators Finalizing the Evaluation Plan Controlling the Evaluation Briefing Observing the Exercise and Collecting Data Analyzing Data TE-iii OCTOBER 2009

6 11. After Action Reporting Improvement Planning VIII. Responsibilities A. CEMA Director B. CEMA Assistant Director C. CEMA Training Officer D. CEMA Staff IX. Annex Maintenance and Management A. Executive Agent B. Types and Changes C. Coordination and Approval D. Notice of Change E. Distribution APPENDICES Appendix 1 Training Supplemental Appendix 2 Exercise Design Appendix 3 Exercise Guidelines and Procedures TE-iv OCTOBER 2009

7 I. INTRODUCTION A. Chatham County has the potential to be faced with multiple natural and manmade threats which could result in major disasters affecting the health and welfare of the population; and also have dramatic impacts on the local economy. The Chatham County Emergency Operations Plan (EOP), describes the management and coordination of emergency resources and personnel responding to these major emergencies. The Chatham County Emergency Operations Center (EOC), Staff Manual describes specific roles, functions, and training requirements for those managing and emergency event. B. Because of the number and nature of potential threats, it is imperative that County and municipal jurisdictions develop and maintain their all hazards emergency response capabilities. An integral part of this preparation includes incorporating realistic training and exercise programs that provide the opportunity to plan, rehearse and evaluate, emergency response activities outlined in the EOP. II. PURPOSE A. The purpose of this annex is to provide all jurisdictions within Chatham County, their citizens, public and private entities, with uniform guidance that will help develop effective training and exercise program objectives that meet and/or exceed standards established by the National Incident Management System (NIMS), the Emergency Management Accreditation Program (EMAP), and Chatham County Emergency Management Agency (CEMA). B. Objectives should include but not be limited to: 1. Ensure jurisdictional first responders and leaders (both appointed and elected), are trained and prepared to function effectively during an emergency event in accordance with the standards outlined in the EOP. 2. Provide a common level of training standards that incorporate the assessment, development, and implementation of education and training programs for public/private officials and emergency personnel. 3. Provide for regularly scheduled drills, exercises and appropriate follow-thru activities, designed to assess and evaluate the emergency plans and capabilities that are critical to Chatham County. TE-1 OCTOBER 2009

8 III. SCOPE A. This plan does not override jurisdiction organizational training, exercise plans, or programs for emergency management, but ensures that all plans and programs work in conjunction with one another to compliment the EOP. B. All Emergency Support Functions (ESF) indentified in the EOP are subject to training and exercises established under this Annex. City, County, State, Federal, volunteer, and private organizations will be included inasmuch as they are available to augment local capabilities in actual emergency situations. C. This Annex also addresses specific CEMA training requirements (both individual and collective); and the preferred exercise delivery methodology in Chatham County. IV. AUTHORITIES A. CEMA has primary responsibility for compliance with provisions of the EOP and operation of the EOC; therefore they have primary responsibility for ensuring the EOC Staff is adequately trained and operationally tested. B. The County departments and other jurisdictional entities that either are responsible for staffing positions at the EOC during an emergency, or providing support to EOC operations, are responsible for cooperating and assisting CEMA by making staff available to participate to the fullest extent possible in training and exercise activities C. This Annex is developed under the authority of the Chairman of the Board of the County Commission, Chatham County, Georgia; and the Director of CEMA, Chatham County, Georgia. This Appendix supersedes all similar and previous versions to date. D. This Annex is developed in accordance with the references listed below 1. FEDERAL. National Response Framework (NRF), January STATE: a. Georgia Emergency Management (GEMA) Act of 1981, as amended b. Georgia Emergency Operations Plan (GEOP) 3. COUNTY: a. Chatham County Emergency Operations Plan (EOP) TE-2 OCTOBER 2009

9 V. ASSUMPTIONS b. Chatham County Disaster Recovery Plan (DRP) c. CEMA Emergency Operations Center (EOC) Staff Manual d. Chapter 4, Article III, of the Chatham County Code, Emergency Management, March 24, 2006 A. Chatham County is vulnerable to a variety of natural and/or human caused disasters or emergency situations and as such, training and exercises will be directed at preparing for or recovering from events such as the following: 1. Natural disasters including: hurricanes, tornadoes, floods, disease epidemics, and wind storms. 2. Human-caused disasters including: mass transit accidents involving air, land, sea, and rail transportation systems; terrorist events including chemical, biological, radiological, nuclear, and explosives (CBRNE) weaponry; cyber terrorism; bridge disruption events; civil disturbances; fires and explosions; hazardous materials incidents; or other human-caused incidents. B. The Emergency Operations Plan utilizes the National Incident Management System (NIMS), which accounts for emergency management activities before, during, and after emergency operations. The four categories or phases of emergency function are: 1. Mitigation: Activities designed to either prevent the occurrence of emergencies, or long-term activities to minimize the potentially adverse effects of emergencies. 2. Preparedness: Activities, programs, and systems which exist prior to an emergency and are used to support and enhance response activities during an emergency or disaster. 3. Response: Activities or programs designed to address the immediate and short-term effects of the onset of a disaster, helping to reduce both casualties and property damage and to speed recovery. 4. Recovery: Activities that restore systems to normal. Short-term recovery actions assess damage and return vital life support systems back to minimum operating standards. Long-term recovery operations may continue for years after an emergency or disaster event. TE-3 OCTOBER 2009

10 C. Training and exercise fall under the Preparedness activity and should be directed to facilitate and enhance the County s abilities in response and recovery activities. Training and exercises are necessary to maintain the ability to operate efficiently and effectively. With the active support of County officials, other governmental entities, and private sector representatives, the following responsibilities will be accomplished and are based on these assumptions: 1. Professional Training/Certifications required by an organization for their personnel are being met and maintained by each organization (POST certifications, Professional licenses etc.). 2. As required, each organization meets and maintains its own State/national certification standards. 3. Each organization is responsible to identify its training/exercise needs and to schedule training events that compliment the EOP. 4. Organizations provide adequate time for individual and collective training for employees. 5. Organizations maintain compliance with NIMS training requirements. 6. Each organization will provide support to community events such as functional exercises, table top exercises, full scale exercises and area events. 7. Common interest training courses (such as ICS and NIMS) will be made available to individuals outside the scheduling organization when space is available. VI. IMPLEMENTATION A. This training plan will be implemented upon the recommendation of the Director of CEMA with the approval of the Chairman, Chatham County Board of Commissioners and the concurrence of the Mayors of the Municipalities. B. This plan meets the intent of GEMA training requirements for Emergency Management, and the guidance established under Department of Homeland Security (DHS) Homeland Security Exercise and Evaluation Program (HSEEP). Implementation of the components of this Annex ensures compliance with CEMA, GEMA, FEMA, and DHS requirements and/or guidelines. TE-4 OCTOBER 2009

11 VII. CONCEPT OF OPERATIONS A. Training Program 1. Training involves the assessment, development and implementation of an educational program for public and private officials and emergency personnel. It is delivered in the forms of classroom and hands-on training to enhance job performance skills and may be taught to individuals or a collective group. a. Formal, documented training that is composed of a training needs assessment, curriculum, course evaluations and training records. Formal training ensures continuity in curriculum, understanding, and behavior modification. Training records management provides a history of course work and ensures the emergency managers meet mandated standards established by CEMA and GEMA. b. The value of training is measured through successful exercises and real world events. The training needs assessment includes all personnel with responsibilities in emergency management and response, including key public officials. The training needs assessment includes the following threats: 1) Hurricanes including evacuation, storm surge, and reentry. 2) Bridge disruption events. 3) Catastrophic events such as; tornadoes, fresh water floods, and wild fires. 4) Mass transit accidents involving air, land and rail transportation systems. 5) Terrorist events including Chemical, Biological, Radiological, Nuclear and Explosives (CBRNE). 6) Cyber Terrorism 7) Pandemic events 8) Other natural or human-caused accidents or disasters that affect the community. TE-5 OCTOBER 2009

12 2. Emergency Management and response personnel receive training that is consistent with current and potential responsibilities. Specialized training related to the threats identified in the threat analysis is included in the training program. a. Primary training needs for the following have been identified: 1) CEMA Emergency Responders (Duty Officers): 2) Georgia Certified Emergency Manager (or approved equivalent) 3) Defensive Driving Course (or) 4) Emergency Operations Driving Course 5) CPR 6) Basic First Aid 7) Communications training 800MHz radio 8) Amateur Radio License 9) EOC Operations 10) Hazmat Awareness 11) Storm Spotter 12) Advanced Storm Spotter b. Program primary representatives may take training that includes: 1) Individual professional development courses for licensure, etc. 2) Organizational training courses (i.e. water/wastewater system management) 3) ICS/NIMS training courses (IS 100, 200, 700 & 800; ICS 300 & 400) 4) 800 MHz radio training 5) EOC Interface/Operations training 6) WebEOC training TE-6 OCTOBER 2009

13 c. Primary Elected Officials may take training that includes: 1) ICS 402 Executive Overview of NIMS 2) NIMS basic courses (IS 100, 200, & 700) 3) Media Relations/Public Affairs d. Training is scheduled and conducted on a regular basis. The training is realistic and is based on identified training needs of the individual or organization, assessments, internal and external requirements and mandates (i.e. NIMS), and addresses any deficiencies identified in a corrective action program. 1) Post Training Evaluation and Correction: a) Formal classes require final examinations. b) External classes and training will be addressed by utilization of, and participation in functional and table-top exercises. c) The corrective action program utilizes deficiencies identified in the AAR s of functional and table-top exercises. Corrective actions will be addressed through the use of additional individual training courses, training on organizational emergency action plans, and classroom training events. 3. Records are maintained including the names of those who received training, the type of training received, names and qualifications of trainers and results of any tests or training evaluations. The length of time for record retention of the training shall be specified by the training program. a. Records of Training: 1) Each individual is responsible to maintain his or her own training records and submit verification of training to training officers, certification authorities, and/or other recording entities as required by the organization. 2) CEMA staff will provide a copy of their training records and completion certificates to the CEMA Training Officer. The Training Officer will keep and TE-7 OCTOBER 2009

14 B. Exercise Program maintain training records for a period of 24 months after the individual separates from employment. The individual may view or receive copies of their training files at any time up to the end of a period of 24 months after separation from employment. 3) Program Primary Representatives will ensure copies of their training records and completion certificates are maintained in accordance with their organizational SOP s. Their records will be maintained until they separate from service, or as long as required by their organization. 4) It is recommended that municipalities designate a person to maintain the training records and completion certificates of primary elected officials until they no longer hold the elected office, or longer as required by that organization. 5) Training records and completion certificates should include the basic course completion documents and any required refresher or recertification training certificate. b. Standard training documents and forms are found in Appendix E-1 to this Annex. 1. A program of regularly scheduled drills, exercises and appropriate follow-thru activities serves as a gauge to measure the effectiveness emergency plans. The drills, exercises and follow-thru activities allow agencies to rehearse, assess and evaluate their roles and responsibilities defined in the EOP. Drills and exercises also allow an agency to assess their current capabilities to support this plan. Shortfalls identified as a result of drills and exercises can be addressed and a corrective action plan implemented. The basic principals of an exercise program are: a. The drills and exercises regularly assess the skills, abilities, and experience of emergency personnel as well as policies, plans, procedures, equipment and facilities in the County. The program is tailored to the range of identified threats that confront Chatham County. Threats are listed in Section VII of this Annex. b. The program evaluates plans, procedures and capabilities by using regularly scheduled reviews, tests, post-incident TE-8 OCTOBER 2009

15 reports, AARs, performance evaluations, and exercises. A summary of findings discovered through the exercises will be documented and disseminated within the program to key stakeholders and selected community partners. c. A process of corrective action will be established to prioritize and track resolutions to any identified shortfalls. The process is outlined in Section IX of this Annex. d. Exercise design is a sequential process. Appendix E-2 to this plan includes the steps that should be followed in this process. 2. Responsibilities: a. CEMA serves as the coordination agency whenever exercises are designed for multi-agency response and is responsible for the activation and staffing of the EOC. CEMA also conducts periodic exercises as required by the Georgia Emergency Management Agency. Those requirements are: 1) Conduct a minimum of two exercises per fiscal year 2) Conduct at least one full-scale exercise every four years a) It must exercise most functions and least three ESFs b) It must coordinate the efforts of multiple agencies c) The EOC must be activated. b. Each agency conducts table-top exercises (TTX), drills and full scale exercises (FSE) per their organizational training plan. It is recommended as a minimum the each agency conduct at least one TTX annually and at least one FSE every four years (more frequently if major process changes or organizational realignments occur). c. Individuals should understand the EOP and be trained in their role(s) in the implementation and activation of the plan. Drills should be conducted at least annually to test the individual s ability to respond to identified threats as outlined in the EOP. TE-9 OCTOBER 2009

16 d. Individuals and agency leaders should know how their roles and operations plans are incorporated into the EOP. 3. Exercise Types: a. Orientation - This is an informal discussion in a group setting and is used to provide information and introduce people to policies, plans and procedures. b. Drill - A drill is a coordinated, supervised exercise used to rehearse a specific operation or function within the agency. It usually involves the deployment of equipment and personnel. c. Table-Top Exercise (TTX) - A facilitated group analysis of an emergency situation. This is a stress-free informal discussion designed to evaluate operational plans, identify problems and shortfalls, and provide for in-depth problem solving. d. Functional Exercise - A simulation that tests the capability of an organization to respond to a realistic event. Its primary focus is on resource deployment and coordination of multiple functions and/or agencies and organizations. It usually requires the activation of an EOC (whether real or simulated) and is realistic in time. It does not require actual deployment of resources and personnel. e. Full-Scale Exercise (FSE) - A simulated event as close to reality as possible. It involves related emergency response functions and requires the deployment of equipment and personnel. It usually involves outside agency response including but not limited to Police, Fire, EMS, Emergency Management and other agencies and organizations identified in the scenario. f. Actual Event: - A natural or man-made emergency or disaster that requires the involvement of multiple agencies and organizations. These events are those threats that have been identified through a threat analysis program at the local level and generally involve activation of the EOC. 4. Guidelines and procedures for the Table Top Exercise, Functional Exercise, and Full Scale Exercise are included in Appendix E-3 to this plan. TE-10 OCTOBER 2009

17 5. Requirements a. Orientations - Should be part of every new employee s orientation. Additionally whenever the agency, organization or company changes or amends its policies and/or procedures, it should hold orientation exercises to make employees aware of the changes. b. Drills - The agency, organization, or company should define the tasks that are critical for the continuity of operations. Individuals who are required to perform those tasks should have regularly scheduled drills based on realistic scenarios. The drill focuses on a single operation and exercises only one section of part of an organization. Drills should be scheduled at least annually, more frequently if complex tasks are required to be performed. Additionally if there are changes in the EOP, or entity policies and procedures that require modification of tasks, a drill should be scheduled with in 90 days following an orientation seminar. c. Table-Top Exercises (TTX) TTXs serve as a tool to problem solve, team build, and identify shortfalls and weaknesses in a written plan or procedure without deploying responders and equipment. They should be conducted at least annually. If there are changes in leadership or the makeup of your critical workforce, a TTX is recommended to measure any necessary training to meet the objectives of the EOP. d. Functional Exercises - Should be conducted every two years, or any time there are changes in key personnel or processes. This exercise simulates a real event in real time and may require an EOC activation or simulation to coordinate multiple functions or organizations. Though resources and people are not deployed, realism can be added to the Functional Exercise by requiring communications equipment, displays, and other enhancements to be used. e. Full-Scale Exercises (FSE) - Should be conducted every four years, or if there are major changes in key personnel or processes. Like the functional exercise, the full scale exercise requires an organization to focus on multiple functions, deployment of resources and external coordination with outside responding agencies through an EOC. However the major difference is that in a full scale TE-11 OCTOBER 2009

18 exercise, resources and people are actually deployed in a real time scenario. f. Actual Events - The measure of a successful training and exercise program is in the ability of an organization to respond to an actual event. If the training and exercise program is realistic and based on the threat analysis conducted by the organization the response should be a cohesive and coordinated effort. Interagency communication and coordination will be relatively seamless and the recovery efforts should progress quickly and smoothly. C. Training and Exercise Program Evaluation 1. The responsibility to evaluate exercises is a fundamental link to improvement planning because it assesses an entity s performance and identifies strengths and areas for improvement. a. Following an exercise, improvement planning supplements evaluation process by developing Improvement Plans (IPs) which assign responsibility for correcting deficiencies or shortcomings observed during the exercise. Through this process, evaluation identifies improvement opportunities, and improvement planning provides a disciplined process for implementing corrective actions. b. CEMA s role is to coordinate multi-agency and/or multijurisdictional exercises in conjunction with requirements established in the EOP. CEMA Specialists will evaluate exercises, assist with After Action Reports and Improvement Plans (AAR/IP), and update changes to the EOP. Through exercise evaluation, CEMA ensures that all community partners are prepared to respond to any of the threats identified through the threat analysis program. Lessons learned and documented in the AAR/IPs following an exercise or actual event will be used to review and modify the EOP. 2. Requirements: a. To guarantee operational effectiveness, training and exercise programs should have an evaluation process. The exercise evaluation and improvement plan ensures that programs are implemented and conducted in a manner consistent with the EOP; that strengths and weaknesses are identified, an IP is developed, and correction actions are implemented. TE-12 OCTOBER 2009

19 b. The evaluation process also guarantees that an organization can function within the scope of the EOP and is training in realistic environments with properly trained staff. 3. Plans and Procedures: a. CEMA is responsible for updates and maintenance of the EOP. The EOP is formatted in accordance with, and follows the Georgia Emergency Operations Plan (GEOP) developed by GEMA. Subsequently, local plans should reflect the requirements of the EOP. CEMA works with other agencies, organizations, businesses and industries to ensure that plans and procedures compliment and support each other. CEMA helps to address conflicts in plans to minimize delays in response and/or recovery activities. b. Plans and procedures developed by businesses and industries address threats identified specifically for that business or industry. CEMA should be made aware of any identified threats that impact areas outside or beyond the business or industry s capability to respond. CEMA can provide assistance to the business/industry community in developing Mutual Aid Agreements through Memorandums of Understanding to address such events. c. The Exercise Evaluation and Improvement Planning process follows Homeland Security Presidential Directive-8 (HSPD-8) and the Homeland Security Exercise and Evaluation Plan (HSEEP). Under HSEEP, exercise evaluation and improvement planning should follow four steps: Planning and Organization, Observation and Collection, Data Analysis, and After Action Report/Improvement Plan. 4. Organization: a. Planning and organization prior to an exercise is imperative to effective and successful exercise evaluation. Through this process, an evaluation team can organize itself appropriately and develop a thorough plan to address how the exercise will be evaluated. b. The process should include: 1) Appointing a lead evaluator a) Early in the exercise planning process, the exercise planning team leader should appoint a lead evaluator to oversee all facets of the TE-13 OCTOBER 2009

20 evaluation process. The lead evaluator participates fully as a member of the exercise planning team, and should be a senior-level individual familiar with: (i) (ii) (iii) (iv) Prevention, protection, response, and recovery issues and objectives associated with the exercise; Plans, policies, and procedures of the exercising entities; Incident Command and decision-making processes of the exercising entities; and Inter-agency and/or inter-jurisdictional coordination issues relevant to the exercise. 5. Defining Requirements: b) The lead evaluator must have the management skills needed to oversee a team of evaluators during an extended process, as well as the knowledge and analytical skills to undertake a thorough and accurate analysis of all capabilities being tested during an exercise. a. Prior to assembling an evaluation team, the exercise planning team must define exercise evaluation requirements by considering exercise scope and objectives. These requirements include the tools, plans, and personnel needed to effectively observe the exercise, collect data, and analyze information. b. Exercise scope consists of, but is not limited to, the days and hours of the exercise, the location/sites for exercise play, the number of exercise participants, and the type of exercise (i.e., discussion-based or operations-based). Defining the scope helps determine the number of evaluators needed and where evaluators should be placed for observation (e.g., facilities/sites, com mand/control centers, hospitals, on patrol). c. Exercise objectives reflect the capabilities an entity seeks to demonstrate, and therefore what activities and tasks will be observed. By identifying the exercise objectives and associated capabilities, activities, and tasks that are being TE-14 OCTOBER 2009

21 evaluated, this step allows exercise planners to determine the subject-matter expertise required of evaluators. d. The exercise planning team and lead evaluator should determine the structure of the exercise evaluation team based on the scope of the exercise, the exercise objectives, and the associated capabilities, activities, and tasks that will be validated during the exercise. Exercises that involve multiple jurisdictions and/or multiple playing locations should consider assigning jurisdiction leads or site leads. These individuals support the lead evaluator and manage the activities of other evaluators assigned to that location. e. Consideration should also be given to selecting individuals to support draft AAR development. For an exercise with a limited scope and objectives resulting in fewer capabilities, activities, and tasks, the lead evaluator may be the only person needed. However, for exercises with a large or complex scope and that will involve the demonstration of a large number of capabilities and activities, the lead evaluator may need assistance with analysis, editing, and compilation of the draft AAR and/or the final AAR/IP. 6. Recruiting, Training, and Assigning Evaluators a. Once evaluation requirements have been defined, the lead evaluator oversees recruiting, assigning, and training evaluators. The evaluation requirements already discussed play a critical role in determining how many evaluators must be recruited, what kind of subject-matter expertise they must possess, how they are assigned during an exercise, and what kind of training or instruction they must receive prior to the exercise. b. Evaluators should have experience and subject-matter expertise in the functional area they are assigned to observe (e.g., command and control, fire, law enforcement, emergency medical service [EMS]). c. The time commitment for evaluating discussion-based exercises is generally no longer than two days, including observation and analysis. The time commitment for operations-based exercise evaluators is usually three-to-five days equivalent to at least one day prior to the exercise (for pre-exercise training); the actual exercise day(s); and at least one full day, or more, after the exercise (for data analysis, AAR/IP development, etc.). TE-15 OCTOBER 2009

22 d. When developing plans for recruiting qualified exercise evaluators, exercising entities should consider long-term strategies for developing and maintaining a cadre of trained evaluators who can regularly participate in exercise evaluation programs. e. During operations-based exercises, evaluators should be assigned to different exercise play areas on the basis of their subject-matter expertise. For example, in an exercise using a chemical scenario, evaluators with hazardous materials (HazMat) expertise are strategically assigned to locations where they can observe decontamination and the use of personal protective equipment (PPE). An operations-based exercise Master Scenario Events List (MSEL) provides a timeline and location for all expected exercise events. Reference to a MSEL can help the lead evaluator determine the times at which specific evaluators should be at certain locations. Evaluator assignments should be decided upon, recorded, and communicated to evaluators prior to exercise conduct. The number of evaluators assigned to each exercise play location depends on the number of capabilities (activities and tasks) being evaluated. For discussion-based exercises, the number of evaluators depends on the number of players, organization of the players and the discussion, and the exercise objectives. f. Evaluator training must take place at least one day prior to the exercise and address all aspects of the exercise, including the exercise goals and objectives; the scenario; participants; and evaluator roles, responsibilities, and assignments. During or prior to training, evaluators should be provided with copies of the following materials to review before exercise play: 1) Exercise documents, such as the SitMan for discussion-based exercises or the Exercise Plan (ExPlan), C/E Handbook, and the MSEL for operations-based exercises 2) Evaluation materials, EEGs, and/or other evaluation tools; the exercise agenda and schedule; and evaluator assignments 3) Appropriate plans, policies, procedures, and agreements of the exercising entity TE-16 OCTOBER 2009

23 g. If there are specific plans, policies, procedures, or agreements that are the focus of an exercise, the lead evaluator may decide to brief evaluators on the content of those documents. 1) Evaluator training should also include guidance on observing the exercise discussion or operations, what to look for, what to record, and how to use the EEGs. To promote effective observation, evaluators must be Be at the designated position when players arrive 2) Get a good view of player actions (or player discussion) but avoid getting in the way 3) Focus on observing the activities and tasks in relevant EEGs to ensure exercise objectives are accomplished 4) Take legible, detailed notes, including times and sequence of events 5) Remain at the assigned post at key times 6) Avoid prompting players or answering player questions 7. Finalize the Evaluation Plan a. Once exercise requirements have been defined and evaluation planning to meet those requirements has been completed, the lead evaluator finalizes the EvalPlan. In less complex discussion-based exercises, the finalized plan can be communicated orally among evaluators prior to an exercise, but for more complex exercises, the finalized EvalPlan should be documented and distributed to evaluators. b. Whether formally documented or not, EvalPlans should contain the following: 1) Exercise-specific information: Exercise scenario, schedule of events, and evaluation schedule 2) Evaluator team organization, assignments, and location: A list of evaluator locations, a map of the exercise site(s), and an evaluation team organizational chart TE-17 OCTOBER 2009

24 3) Evaluator instructions: Step-by-step instructions for evaluators regarding what to do before they arrive (e.g., review exercise materials, wear appropriate clothing for assignment), as well as how to proceed upon arrival, during the exercise, and following its conclusion 4) Evaluation tools: Exercise-specific guides and analysis forms, the MSEL, blank paper or timeline forms 8. Controlling the Evaluation Briefing a. Before the exercise begins, the lead evaluator should meet with the controllers and/or evaluators to verify roles, responsibilities, and assignments and to provide any significant updates (changes to the scenario, new assignments, etc.). This briefing (typically referred to as the C/E briefing) is the time for evaluators to ask questions and to ensure complete understanding of their roles and responsibilities. b. Exercise planners will also give evaluators any updates on changes to plans or procedures. Evaluator questions should be addressed and information clarified so that evaluators can confidently and effectively perform their assignments. c. For operations-based exercises, the briefing often includes a tour of the exercise site so that evaluators are familiar with the venue and know where they should position themselves to observe exercise play. 9. Observe the Exercise and Collecting Data a. Exercise observations and data collection can differ between discussion-based exercises and operations-based exercises. For this reason, the two exercise types are discussed separately in this section. b. Common to both types of exercises is a focus on capabilities-based evaluation. This focus ensures that a discussion-based exercise prepares participants for subsequent operations-based exercises and that all activities support development of target capabilities. 1) Discussion-Based Exercises TE-18 OCTOBER 2009

25 a) Discussion-based exercises tend to focus on higher-level capability issues involving an entity s plans, policies, and procedures. As such, many discussion-based exercises use breakout sessions and other exercise techniques different from those used in operations-based exercises. In the breakout session approach, a facilitator frames the scenario and poses discussion questions; players then break into subgroups, based on discipline or jurisdiction, to discuss the questions. In such discussion-based exercises, there must be evaluators and/or note-takers present in each breakout group. It may be desirable to assign both an evaluator and a note-taker to each breakout group so that the evaluator can focus on addressing issues related to exercise objectives and the notetaker and focus on capturing general discussion issues. b) Discussion-based exercises require the creation of customized evaluation forms that may be customized to reflect the plans, policies, and procedures being discussed in a given exercise. During the exercise, each evaluator uses the evaluation form to record data for critical topics and subjects that the lead evaluator has assigned him/her to assess. Evaluation forms should include questions linked to capabilities, activities, and tasks to produce an effective valuation that supports an overall capabilities-based exercise program. c) Facilitators help evaluators collect useful data by keeping discussions focused on capabilities and activities relevant to the questions provided. Strategies for keeping discussion focused and constructive may be recorded in a SitMan or appendix to the SitMan, which is provided to facilitators prior to an exercise (seethe earlier section, Define Evaluation Requirements). d) After breakout sessions take place, the entire group typically reconvenes to address any key issues, cross-disciplinary issues, or conflicting TE-19 OCTOBER 2009

26 recommendations that were identified during breakout group discussions. Although individual evaluators are assigned to record discussions within a designated group, all evaluators should capture information on cross-cutting issues. e) A debrief with the exercise planning team, facilitators, and evaluators should be held immediately following the exercise. The purpose of this debrief is to collect observations and thoughts about exercise conduct. The debrief also provides evaluators the opportunity to clarify points or collect any missing information. Following an exercise, evaluators may also supplement the data collected on their observation forms by collecting additional data from participants through discussions, participant feedback forms, and facilitator notes. The lead evaluator should assign one or more members of the evaluation team to take detailed notes during the debriefing. 2) Operations-Based Exercises a) While evaluation of discussion-based exercises focuses primarily on high-level issues affecting demonstration of capabilities, evaluation of operations-based exercises requires detailed observations at the task and activity level. During operations-based exercises, evaluators are strategically pre-positioned in locations at which they can gather useful data, and must track and record participant actions carefully. After an exercise, the information recorded by evaluators is used to analyze whether or not activities and tasks were successfully performed, and capabilities were successfully demonstrated. b) During exercise observation, it is critical for evaluators to keep an accurate written record of what they observe. In addition to the EEG, evaluators should also consider recording data through other systems that fit their preferences, such as notebooks or portable audio recorders. TE-20 OCTOBER 2009

27 As players make decisions and take actions, evaluators should take notes that capture the following information: (i) (ii) (iii) (iv) (v) (vi) Who (by name or position) performed the action or made the decision? What occurred (the observed action)? Where (the location) did the action or decision take place? When (the time) was the action completed? Why did the action take place or why was the decision made (the trigger)? How was the action performed and how was decision made (the process)? c) Because numerous events may be occurring simultaneously, evaluators may not be able to record all of the action. Knowing which events are important allows for manageable action recording, eliminates unnecessary information, and provides the most useful data for exercise evaluation. For this reason, prior to the exercise, evaluators must be trained how to best observe key tasks or activities found in the EEGs. This training is done during evaluator training, during the C/E briefing, or by using evaluation documents such as the C/E Handbook or the EvalPlan. d) Evaluators should not interfere with exercise play. However, it may be necessary for an evaluator to interact with players during the exercise if he or she has a question about something observed. Doing so may be especially important for evaluators observing play in locations where much of the activity is conducted over the phone, such as Emergency Operations Centers (EOCs) and Joint Information Centers (JICs). Because evaluators cannot hear what is happening on the opposite end of a telephone conversation, they may have to ask with whom the player TE-21 OCTOBER 2009

28 spoke and what was discussed. Evaluators should not interrupt play to ask such questions but should wait until there is a break in activity. These questions must not prompt or lead players in any way, and conversation should remain brief and focused. 3) Conducting a Player Hot Wash a) Immediately after an operations-based exercise, each evaluator (or team of evaluators and controllers) should debrief the players and controllers in his/her observed discipline, either separately or as a large group. This facilitated discussion, referred to as a hot wash, allows players to engage in a self-assessment of their exercise play and provides a general assessment of how the entity performed in the exercise. The hot wash also provides evaluators with the opportunity to clarify points or collect any missing information from players before they leave the exercise venue. The hot wash is conducted as soon as possible after the exercise, usually the same day. In exercises with several venues, separate hot washes may take place at each location. A hot wash is led by an experienced facilitator who can ensure that the discussion remains brief and constructive, and who can focus conversation on strengths and areas for improvement. b) During the hot wash, evaluators distribute Participant Feedback Forms to obtain information on perceptions of the exercise, how well each player thought his/her unit performed, and how well the unit integrated performance with other agencies and other exercise components. This information can provide insight into why events happened the way they did or why some expected actions did not take place. Participant Feedback Forms are collected at the end of the hot wash and reviewed by the evaluation team to augment existing information. Participant Feedback Forms also serve to solicit general feedback on exercise quality, which can be provided to the TE-22 OCTOBER 2009

29 10. Analyzing Data exercise planning team to help implement improvements in future exercises. A summary of Participant Feedback Forms can be included as an optional appendix within an AAR/IP. 4) Collecting Supplemental Data a) The lead evaluator assigns one or more members of the evaluation team to collect supplemental data immediately after the exercise. Such data is critical to fill in gaps during exercise evaluation. For example, one useful source of information could be records produced by automated systems or communications networks an action similar to preserving evidence during an actual incident. Another useful source is written records, such as duty logs and message forms. These records can help evaluators validate their observations, determine equipment status, and identify the effects of inaccurate information on operations. b) Evaluators should retain their notes and recordings as historical records of the exercise. Such records may need to be referenced later in the exercise evaluation process, particularly during the development of narratives, strengths, and areas for improvement for inclusion in the draft AAR. a. During data analysis, the evaluation team consolidates the data collected during the exercise and transforms it into narratives that address the course of exercise play, demonstrated strengths, and areas for improvement. b. Operations-based exercises tend to yield higher amounts of data than discussion-based exercises. As a result, operations-based exercises require a more comprehensive data analysis phase than many discussion-based exercises. Consequently, this step addresses operations-based and discussion-based exercises separately. c. Identifying Root Cause and Developing Recommendations TE-23 OCTOBER 2009

30 1) In order for the exercise evaluation process to produce an AAR/IP that makes useful recommendations for improving an entity s preparedness capabilities, it is critical for evaluators to discover not only what happened, but why events happened. Each task that is not completed as expected offers evaluators the opportunity to search for a root cause. A root cause is the source of or underlying reason behind an identified issue (as uncovered during careful analysis) toward which the evaluator can direct an improvement. To arrive at a root cause, an evaluator should attempt to trace the origin of each event back to earlier events and their respective causes. Root cause analysis may also require the review and evaluation of an entity s emergency plans; training programs; and other plans, policies, and procedures. 2) Uncovering root causes enables an evaluator to work with the rest of the analysis team to develop actionable solutions to improvement areas identified in the AAR. These recommendations are based on the evaluation team s experience and best judgment, although the responsibility for implementing recommendations ultimately lies with the leaders and managers of the participating entities. d. Discussion-Based Exercises 1) As soon as possible after a discussion-based exercise, a C/E debrief takes place and preliminary analyses begins. 2) Controller and Evaluator Debrief a) A debrief with the exercise planning team, facilitators, and evaluators should be held immediately following the exercise. b) The debrief allows controllers and evaluators to collect observations and thoughts about the conduct of the exercise and leads to the development of preliminary analyses of exercise observations. 3) Draft AAR Content TE-24 OCTOBER 2009

31 a) Following the debrief, evaluators should review their notes of the discussion and begin to develop preliminary analyses of the exercise. Preliminary analyses involve developing a chronological narrative of relevant discussion for each capability as well as its associated activities, if possible. The lead evaluator may assign the preliminary analysis for each activity to an individual or group of evaluators with relevant functional expertise, or the evaluation team can jointly develop all required preliminary analyses. These narratives should highlight strengths and areas for improvement, and identify discussion points relevant to an entity s ability to carry out the activities and demonstrate the capabilities being exercised. b) When writing preliminary analyses, evaluators should consider the following questions: (i) (ii) (iii) (iv) (v) (vi) (vii) Were the objectives of the exercise met? Did discussion suggest that all personnel would be able to successfully complete the tasks necessary to execute each activity? If not, why? What are the key decisions associated with each activity? Did discussion suggest that all personnel are adequately trained to complete the activities/tasks needed to demonstrate a capability? Did discussion identify any resource shortcomings that could inhibit the ability to execute an activity? Do the current plans, policies, and procedures support performance of activities? (and) Are players familiar with these documents? Do personnel from multiple agencies or jurisdictions need to work together to perform a task, activity, or capability? If TE-25 OCTOBER 2009

32 so, are the agreements or relationships in place to support the coordination required? (viii) (ix) (x) What should be learned from this exercise? What strengths were identified for each activity? What areas for improvement are recommended for each activity? e. Operations-Based Exercises 1) As soon as possible following the post-exercise hot wash with exercise players, a C/E debrief takes place, preliminary analyses begin, and an exercise event timeline is created. 2) The C/E debrief gives each controller and evaluator an opportunity to provide an initial overview of the functional area they observed and to discuss strengths and areas for improvement. The lead evaluator should assign one or more members of the evaluation team to take detailed notes during the C/E debrief discussion. 3) Following the C/E debrief, evaluators develop narratives for each capability and associated activity that describes what players did during the exercise and how they performed the capability in question. Then evaluators use their evaluation notes to identify strengths and areas of improvement for each capability being exercised. In developing their narratives and conducting their analyses, evaluators should make use of all available data. 4) Exercise Event Timeline a) The lead evaluator coordinates the process by using the capability-specific narratives to reconstruct a timeline of exercise events as they occurred. The process of developing an event-reconstruction narrative can range from hours to weeks depending on the size and scale of the exercise. The final product should be a master timeline that captures all key TE-26 OCTOBER 2009

33 points relevant to the capabilities being exercised. b) The narratives, overall exercise timeline, and detailed analysis of observations should provide the lead evaluator with the foundation to summarize the exercise in the AAR. If developed properly, these tools help answer the following questions which are critical to a strong AAR: (i) (ii) (iii) (iv) (v) (vi) What did evaluators observe? What should evaluators have observed according to policies, plans, and procedures? Is there a difference? If so, why? What is the consequence of that difference? What should be learned from this difference? What improvements should be made or what practices should be adopted? 11. After Action Reporting a. All discussion-based and operations-based exercises result in the development of an AAR/IP, the final exercise document that provides a description of what happened, describes any best practices or strengths, identifies areas for improvement that need to be addressed, and provides recommendations for improvement. As directed by the lead evaluator, the exercise evaluation team drafts the AAR using the evaluation products (timeline, narratives, and EEG analysis) gathered from the data analysis. b. The AAR should follow the following format: 1) Report Cover 2) Administrative Handling Instructions 3) Contents TE-27 OCTOBER 2009

34 4) Executive Summary 5) Section 1: Exercise Overview (includes identifying information, such as the exercise name, date, duration) 6) Section 2: Exercise Design Summary (includes the overarching exercise purpose; objectives, capabilities, activities, and tasks identified for validation; a summary of designed initiating event(s) / key scenario events; and exercise design issues) 7) Section 3: Analysis of Capabilities 8) Section 4: Conclusion 9) Appendix A: Improvement Plan 10) Appendix B: Lessons Learned (optional) 11) Appendix C: Participant Feedback Summary (optional) 12) Appendix D: Exercise Events Summary Table (optional) 13) Appendix E: Performance Ratings (optional) 14) Appendix F: Acronyms 12. Improvement Planning a. Improvement planning is the process by which the observations and recommendations recorded in the draft After Action Report (AAR) are resolved through development of concrete corrective actions that are prioritized, tracked, and analyzed by program. b. Following completion of the draft AAR, the exercise planning team, evaluation team, and other stakeholders should meet for an After Action Conference to review and refine the draft AAR. As part of the After Action Conference, attendees develop an Improvement Plan (IP) that articulates specific corrective actions by addressing issues identified in the AAR; it also provides completion dates by which the corrective action should be completed, and each corrective action is assigned to a responsible person or agency(s). The TE-28 OCTOBER 2009

35 refined AAR and IP are then finalized as a combined AAR/IP. c. The IP communicates how observed areas for improvement will be remedied by concrete, measurable steps, known as corrective actions. Specifically, the IP details: 1) Actions necessary to address areas for improvement and the associated recommendations presented in the draft AAR 2) Individuals or groups responsible for taking corrective action 3) Timelines for each corrective action s completion d. Once completed, these corrective actions should be implemented, tested, and validated through subsequent exercises or real-world events. e. Conduct After Action Conference 1) As soon as possible after completion of a draft AAR, the lead evaluator, members of the evaluation team, and other members of the exercise planning team conduct an After Action Conference to refine the draft AAR and develop an IP. This purpose of the conference is to solicit feedback and make necessary changes. The After Action Conference is a critical component of the exercise planning process to ensure that exercises are results-oriented and contribute to preparedness by translating AAR/IP analyses into concrete improvements for validation in subsequent exercises. 2) The After Action Conference should be scheduled to occur within one month after exercise completion. The schedule must allow adequate time to discuss strengths, areas for improvement, recommendations, and corrective actions. The meeting may be held at the exercise site or another convenient location. 3) The draft AAR should be distributed to conference participants for review before the conference. Allowing participants to see the AAR in its entirety will maximize the value of the After Action Conference. Participants should become familiar with the format and content of the AAR identify issues to discuss at TE-29 OCTOBER 2009

36 the conference. Conference organizers should also ensure that key individuals (including representatives of organizations expected to be assigned corrective actions) receive invitations and attend the conference. 4) During the conference, the lead evaluator or a designated facilitator presents important points from the draft AAR. Such points include: a) The exercise objectives b) An account of key exercise events c) Differences between expected performance and actual performance d) Major observations e) Recommendations for improvement developed to address these observations. 5) The After Action Conference should be interactive and provide the opportunity to validate observations and recommendations recorded in the draft AAR by contributing insight into events that might have been omitted or misinterpreted by evaluators. The validation process is particularly important for those observations nominated as potential lessons learned in the AAR. These observations should be discussed in a general forum with exercise participants to ensure that lessons identified have truly been learned, and should be submitted to the U.S. Department of Homeland Security (DHS) Lessons Learned Information Sharing (LLIS.gov) web portal for wider distribution, as appropriate. The draft AAR is then modified to incorporate any clarifying information from the After Action Conference which results is a refined draft AAR. f. Identify Corrective Actions to be Implemented 1) The After Action Conference is used to discuss specific corrective actions to address the observed areas for improvement and associated recommendations identified in the draft AAR. This discussion yields the IP; a list of corrective actions that identify what should be done to address areas of improvement, who (person or entity) is responsible, TE-30 OCTOBER 2009

37 and the timeframe for implementation. Each participating entity should identify a point of contact (POC) responsible for reporting progress on the corrective actions assigned in the IP. 2) A corrective action should contain enough detail to make it useful by identifying what types of actions should be performed and who should perform those actions. 3) Conference participants should use the following questions as a guide for developing corrective actions: a) What changes need to be made to plans and procedures to improve performance? b) What changes need to be made to organizational structures to improve performance? c) What changes need to be made to leadership and management processes to improve performance? d) What training is needed to improve performance? e) What changes to (or additional) equipment is needed to improve performance? f) What lessons can be learned that will direct how to approach a similar problem in the future? 4) Not all observations listed in the AAR as areas for improvement can be addressed with corrective actions during an After Action Conference. For more complex issues, the IP may indicate the first step in the process. a) For example, an IP could call for creation of a working group to examine possible solutions to a complex issue, and impose a deadline for the working group to select a course of action. b) In some cases, areas for improvement may be consolidated upon review at the conference. TE-31 OCTOBER 2009

38 5) Some corrective actions require the acquisition of resources. The IP must be realistic and prioritize corrective actions. a) Some corrective actions may call for steps such as submission of an application for additional funding 6) Seeking an agreement to share resources with another When necessary, if resources are not immediately available, exercise planners and evaluators should develop both short- and long-term solutions. Some corrective actions may be comprised of multiple steps. In such cases, the IP is considered sufficient if only the first (defined and assigned) steps are included. 7) Corrective actions should be written to include attainable benchmarks defined against concrete deadlines that gauge progress toward full implementation. Examples of benchmarks include, but are not limited to, a) the number of personnel trained in a task b) the percentage of equipment that is up-to-date c) the finalization of an interagency agreement within a given amount of time 8) Each exercise program should have a program manager responsible for tracking corrective actions to completion. Following IP development, this individual should monitor progress toward implementation of each corrective action. The program manager should also ensure that implemented corrective actions are fed back into the exercise cycle so that improvements are exercised, tested, and validated. This process ensures a comprehensive corrective action process that demonstrates continual improvement of capabilities relevant to the entity. g. Finalize AAR/IP 1) Following the After Action Conference, the exercise planning and evaluation teams finalize the AAR/IP. Finalizing the AAR/IP involves incorporating the corrections, clarifications, and other feedback TE-32 OCTOBER 2009

39 provided by participants at the After Action Conference. The AAR/IP is distributed to members of the exercise planning team for validation that it is an accurate document that meets the exercise objectives. This step ensures that the AAR/IP addresses the needs of the entities participating in the exercise and serves as a useful tool to guide the following areas: a) Strategy development b) Exercise program planning c) Sharing of lessons learned with homeland security community partners d) Changes to plans, policies, and procedures e) Capability development and refinement f) Efforts to focus limited resources upon improvements in preparedness 2) Once the exercise planning and evaluation teams have validated the AAR/IP, the document is considered final. To protect potentially sensitive information, the exercise planning team agrees on a distribution list for the final AAR/IP, and distributes the document exclusively to individuals or entities on the distribution list. The finalized corrective actions captured in the AAR/IP should be tracked through continual updates. h. Track Implementation 1) To track the implementation of corrective actions identified in the final AAR/IP, exercise teams must identify individuals responsible for reporting updates. 2) A successful exercise program must have a designated event Point Of Contact (POC) who is responsible for tracking implementation of the corrective actions identified and assigned in AAR/IPs. This individual will be the central POC for exercise improvements and is responsible for compiling corrective actions and generating reports on the progress of those corrective actions. TE-33 OCTOBER 2009

40 3) Each entity participating in the exercise should identify a POC who is responsible for managing the corrective actions assigned to the entity and assigning individual action officers to complete each corrective action. The entity POC collects information from assigned action officers on the progress of corrective actions and provides regular updates on this progress to the event POC. 4) Action officers are assigned to each corrective action and are responsible for completing the prescribed action. Action officers provide regular updates to their entity s POC, who will compile the updates to produce periodic progress reports on the status of all corrective actions identified in an exercise s AAR/IP. These reports track whether the benchmarks defined for corrective actions in the AAR/IP are achieved on schedule, and are reported through the entity POC to the event POC. The reports also highlight corrective action items that have not met benchmarks in order to provide a measure of accountability. 5) Continual Improvement a) Exercises are one component of the preparedness cycle that also includes planning, training, equipment purchases, and personnel. The implementation of corrective actions is the mechanism by which exercises can inform and improve other preparedness cycle components. b) The progress reports issued by an entity s POC should illustrate a consistent trend of progress toward implementation of the corrective actions listed in an AAR/IP. Because the AAR/IP ties these corrective actions to specific capabilities, these reports ultimately demonstrate the concrete ways in which exercises enhance capabilities. Once participating entities have had time to implement post-exercise corrective actions, a new cycle of exercise activities can begin to further test and validate these corrective actions and improve capabilities. TE-34 OCTOBER 2009

41 VIII. Responsibilities A. CEMA Director: The CEMA Director serves as the primary advisor to the County Commission and the County Manager emergency declarations and evacuation decisions. His role is to collect incident-related forecasts and/or information and relay information, along with his professional recommendations, to the local policy group for decisions and declarations. The Director serves as the EOC Manager, and has signature authority and responsibility for issues and/or requests through the County and GEMA. B. CEMA Assistant Director: The CEMA Assistant Director (AD) provides the supervisory role in CEMA Operations. He takes recommendations from the CEMA Duty Officer (DO) and determines the need for response actions, EOC activations, and other CEMA functions through consultation with the CEMA Director. In the event activation of the EOC is ordered, the AD will make notifications to CEMA Staff and the GEMA Area V Field Coordinator. The AD s primary role in the EOC is to serve as the Operations Chief. He will take the responsibilities of the CEMA Director when required. C. CEMA Training Officer: The CEMA training office is responsible for managing CEMA staff training records, coordinating internal training opportunities, and coordinating applications between first responder agencies and GEMA for State level field delivered training. The CEMA Training Officer also ensures that CEMA staff training requests are consistent with training goals and requirements as outlined through CEM requirements and CEMA SOPs. D. CEMA Staff: CEMA staff shall have lead responsibility to ensure their training is consistent with the requirements to maintain the Georgia Certified Emergency Manager certification. IX. Annex Management and Maintenance A. CEMA is the executive agent for Tab management and maintenance. The Tabs and supporting documents will be updated periodically as required to incorporate new directives and changes based on lessons learned from exercises and actual events. This section establishes procedures for interim changes and full updates of the Tabs. B. Types and Changes: Changes include additions of new or supplementary material and deletions. No proposed change should contradict or override authorities or other plans contained in statute, order, or regulation. C. Coordination and Approval: Any department or agency with assigned responsibilities within the Tab may propose a change to the plan. CEMA is responsible for coordinating all proposed modifications to the Tabs with TE-35 OCTOBER 2009

42 primary agencies, support agencies and other stakeholders. CEMA will coordinate review and approval for proposed modifications as required. D. Notice of Change: After coordination has been accomplished, including receipt of the necessary signed approval supporting the final change language, CEMA will issue an official Notice of Change. The notice will specify the date, number, subject, purpose, background, and action required, and provide the change language on one or more numbered and dated insert pages that will replace the modified pages in the EOP, Annex, or supporting documents. Once published, the modifications will be considered part of the EOP for operational purposes pending a formal revision and re-issuance of the entire document. Interim changes can be further modified or updated using the above process. E. Distribution: CEMA will distribute the Notice of Change to all participating agencies. Notice of Change to other organizations will be provided upon request. Re-issuance of the individual Tabs or the entire EOP will take place as required. Working toward continuous improvement, CEMA is responsible for an annual review and update of the EOP to include related annexes, and a complete revision every four years (or more frequently if the County Commission of GEMA deems necessary). The review and update will consider lessons learned and best practices identified during exercises and responses to actual events, and incorporate new information technologies. CEMA will distribute revised EOC Annex and Appendix documents for the purpose of interagency review and concurrence. TE-36 OCTOBER 2009

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45 / APPENDIX 1 TRAINING SUPPLEMENTS I. THE FOLLOWING LIST OUTLINES TRAINING FORMS: Tab A CEMA Training Request Form Tab B FEMA/EMI Transcript Request Tab C FEMA General Admissions Form Tab D GEMA Training Application Tab E GEMA Field Training Request Tab F GPSTC Student Authorization TE-39 OCTOBER 2009

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