Module 1:

1

• Module 1
• Course Overview and Purpose

2

• Learning Objectives
• Examine course materials, including resource
  materials in student workbook, and preview the
  training schedule.
• Discuss participants expectations.
• Discuss and demonstrate how inclusive and
  participatory planning can enhance preparedness
  and response plans.

3

• Introductions
• Introduce yourself and include the following
  information
• Name
• Agency and position
• A special event for which you have a planning
  responsibility
• What you want (expect) from the training

4

• Class Expectations
• Be an active participant
• Be respectful of other people
• Share your knowledge and experience
• Be open to new ideas and information

5

• Review Student Workbook
• Modules
• PowerPoint presentations
• Checklists
• Seminal articles
• References and recommended readings
• Notes section
• Students practical work section

6

• Workbook Usage
• At the end of each module, you will have
• Approximately five minutes to
• Consider the information presented and how it
  might be applied to your event.
• List what else you wish to know in reference to
  the module and how you can apply it to your
  event.
• Consider how this can be applied to an overall
  action plan for your event.

7

• Large Group Discussions
• At the end of each module you will engage in a
• brief group discussion that is aimed at
• Stating how the module information applies to
  the scenario
• Stating how the new information changes your
  previous responses and why
• NOTE Each student should consider how this
  discussion
• could be applied to his or her
  event.

8

• Tabletop Exercise Preparation
• Four to five participants per table.
• Each table assigned a function Police, Fire,
  EMS, Public Health, Public Works, etc.
• Each group assumes the role of assigned function.
  
• Background information in student workbook.

9

• Tabletop Exercise Instructions
• Develop a set of responses based on your assigned
  function/organization.
• Offer responses based on what you believe your
  organization might do.
• Realize that there are no right or wrong answers.
• Transfer your responses to your flip chart.
• Limit responses to one sheet of flip chart paper.

10

• Tabletop Exercise Instructions (continued)
• Post flip chart pages from each group in front of
  classroom.
• Have participants count off from one to five.
• Have like-numbered participants meet in groups.
• Note that each group will then have a
  representative from each previously assigned
  function/agency.
• In new groups, students will share their
  respective agencies responses, referring to flip
  charts in front of classroom.

11

• Tabletop Exercise Instructions (continued)
• Discuss how this committee of representatives
  from the affected agencies might use the
  individual responses to prepare a consolidated
  response.
• Develop a unified response that improves the
  overall effectiveness and efficiency of the
  response.
• Each group identifies how the group discussion
  affected or changed the overall response.

12

• Report Out
• Each group now takes turns reporting out to the
  class
• What changes resulted from integrated planning
  versus isolated planning?
• What caused your group to formulate this
  response?
• Describe how working as an integrated working
  cohort group improved the overall response.

13

• Summarize
• This exercise was conducted to demonstrate the
  need for Inclusive planning before an event.
• It was designed to illustrate how inadequate or
  improper planning can increase the opportunities
  for disaster.
• You were not expected to solve any of the issues
  or problem described.

14
Conclusion
15

• BREAK