Planning and Exercise - Principles of Emergency Management - page 251

− Allows participants to discuss the items of interest in-depth and skip
through the issues that do not require review
− Nonstress and nonjudgmental environment
− In-depth discussion and problem solving
Format
The exercise begins with the reading of a short narrative of the scenario. The
facilitator can lead the discussion in several ways: whether through problem
statements or simulated messages to breakout groups. In either format, the
discussion generated by the problem focuses on roles (how the participants
would respond in a real emergency), plans, coordination, the effect of deci-
sions on other organizations, and similar concerns. Often, maps, charts, and
packets of materials are used to add to the realism of the exercise.
− Problem statements . The facilitator delivers problem statements that
describe situations pertaining to the scenario(s) to the entire group. The
facilitator then asks a participant or representative of a participating
agency or department to discuss the activities or actions they would take
given the background and scenario. All participants are grouped together
so they can learn and understand the decisions and steps taken by the
other participating groups and organizations. The best room arrange-
ment is seating in a U shape that allows all participants to see each other.
This takes a skilled facilitator to engage the participants, foresee the prob-
able outcomes, listen and identify probable issues, and bring them up
for discussion. The facilitator must also ensure that all parties have the
opportunity to engage directly on addressing their particular issues from
their perspective. The facilitator must also have diplomatic skills to know
when a subject needs to be tabled for further analysis at another time,
control the conversation and discussion, and make sure that a single par-
ticipant does not monopolize the entire conversation.
− Simulated messages/breakout groups . These messages are more specific than
problem statements and mirror the types of messages that would be expected
in a real-world situation. The participants are broken into separate groups
and discuss the responses. The group that received a message may find that
one of their plan steps is to make a decision and notify another group. They
would send a message to another group in the exercise. This process allows
for groups to spend more time on issues that affect them directly. Using the
arrangement of group breakouts allows for the practice and analysis of the
lines of communication that would be expected in a real-world incident.
Examples and Outcomes
− Presentation to discuss a topic or problem to low-stress discussion of coor-
dination and policy.
− Low-stress discussion to obtain input for changes and enhancements to
existing or new policies, procedures, and plans.
− Discussion to build consensus and agreement and practice of coordination.