THE DESIGN AND IMPLEMENTATION OF TRAINING EXERCISES FOR EMERGENCY PREPARATION AND DISASTER RESPONSE (original) (raw)

Practical Insights into the Design of Future Disaster Response Training Simulations

2018

A primary component of disaster response is training. These educational exercises provide responders with the knowledge and skills needed to be prepared when disasters happen. However, traditional training methods, such as high-fidelity simulations (e.g., real-life drills) and classroom courses, may fall short of providing effective and cost-efficient training that is needed for today’s challenges. Advances in technology open a wide range of opportunities for training using computer-mediated simulations and exercises. These exercises include the use of mixed reality games and wearable computers. Existing studies report on the usefulness of these technologies for training purposes. This review paper synthesizes prior research and development of disaster response simulations and identifies challenges, opportunities, and lessons learned. Through this review, we provide researchers and designers with an overview of current practices in designing training simulations and contribute pract...

Analysis of Training Needs in Disaster Preparedness

Procedia - Social and Behavioral Sciences, 2014

Disaster management training is meant to build the competencies of disaster relief workers and volunteers in improving the preparedness and response time in all levels before and after disasters. This paper focuses on the disaster management training not only to improve the technical skills of disaster relief workers and volunteers, but also for personnel and team management. Furthermore, it is also to improve the coordination of disaster preparedness, as well as the competencies and availability of disaster management tools. Thus, in order to synchronize all various units, a training needs analysis (TNA) is required. TNA is a systematic process conducted prior to designing a training program which involves determining the training needs at organisational, operational or individual level, identifying what kind of training is needed, and finally identifying who are the individuals that need to be trained or retrained. The purpose of this research is to identify the need of individual and organisation in implementing disaster preparedness training specifically in Malaysian context, and also to provide recommendations for further improvement.

The role of education and hands-on training in emergency preparedness and response

2012

I would like to extend my deepest gratitude to my advisor, Debra Olson, whose dedication to teaching and mentoring has allowed me to learn and accomplish so much throughout this academic journey. Her endless advocacy, sincere advising, patience, and high standards have allowed me to grow as a humbled scholar. She is a thinker, teacher, and leader that I aspire to be someday. My committee members, Patricia McGovern, Craig Hedberg, and David Chapman provided me with guidance, support, patience, and feedback throughout this dissertation process that is much appreciated. This study would not have been possible without Tom Jackson, Robert Garcia, and staff members at the CDC DSNS for providing me the opportunity to lead this research project and invaluable support throughout the process. In addition, I thank Eileen Harwood, Megan Johanknecht, Lee Snyder, Cynthia Davy, and Andy Wey who helped with survey development, data collection, and data analysis. I am truly grateful to the BARDA ID for the exposure to federal service and for giving me the opportunity to realize that pursuing a doctorate degree is possible. They were also very supportive of me during my time in the PhD program. I am thankful for the invaluable opportunity to be a part of a hard working team that makes positive changes and creates real impact to ensure the public health of the people. This experience has significantly influenced both my personal and professional development. I thank my friends and colleagues, whose endless moral support, encouragement, and friendship were invaluable during my graduate studies and the completion of this ii project. I am grateful to my family for their full-hearted support during the pursuit of my doctorate. Thank you to the U-SEEE Fellows Program for the invaluable training opportunity that has developed my knowledge and skills in areas of research, teaching, and practice. The overall experience has significantly prepared and strengthened me my ability to be a public health professional. Furthermore, the University of Minnesota: Simulations, Exercises and Effective Education (U-SEEE) Preparedness and Emergency Response Research Center (PERRC), supported in part through a grant from the Centers for Disease Control and Prevention (CDC/COOPTER Grant Number 5P01TP000301-03 has provided the financial support that has made this research possible. The content of this dissertation represents the views of the author and does not necessarily represent the official views of CDC. To everyone, my deepest recognition and sincere appreciation. iii Dedication This dissertation is dedicated to my loving fiancé, Leon. His love, motivation, understanding, patience, and endless support provided me the energy and inspiration to complete this dissertation.

Methods and Tools for Training Crisis Response

PsycEXTRA Dataset

This report documents an effort initiated by the U.S. Army Research Institute for the Behavioral and Social Sciences (ARI) to refine behavioral training themes for crisis response and expand the Red Cape training methodology. As a part of the research and development, a web-based collaborative training program for use in a distributed environment and theme-based training vignettes for the U.S. Army Management Staff College's Garrison Pre-commander Course were developed. The research expands the theme-based training method to allow personnel from multiple, distributed agencies to train on large-scale crisis events. The research refined the Red Cape crisis action themes based on a cognitive task analysis with experts and developed scenarios within Think Under Fire Decisions (TUF-D), a rapid training development tool. The training system also incorporates an instructional overview guide and assessment tools, along with a vignette creation tool that allows individuals to rapidly develop training scenarios that address their specific needs and requirements. 15. SUBJECT TERMS Interagency training, Crisis management, Theme-based training SECURITY CLASSIFICATION OF 19.

Assessing emergency management training and exercises

Disaster Prevention and Management, 2012

Purpose-The purpose of this paper is to investigate how training or exercises are assessed in local government emergency management organisations. Design/methodology/approach-An investigative review of the resources available to emergency managers across North America and within New Zealand, for the evaluation and monitoring of emergency management training and exercises was conducted. This was then compared with results from a questionnaire based survey of 48 local government organisations in Canada, USA, and New Zealand. A combination of closed and open ended questions was used, enabling qualitative and quantitative analysis. Findings-Each organisation's training program, and their assessment of this training is unique. The monitoring and evaluation aspect of training has been overlooked in some organisations. In addition, those that are using assessment methods are operating in blind faith that these methods are giving an accurate assessment of their training. This study demonstrates that it is largely unknown how effective the training efforts of local government organisations are. Research limitations/implications-Further study inspired by this paper will provide a clearer picture of the evaluation of and monitoring of emergency management training programs. These results highlight that organisations need to move away from an ad hoc approach to training design and evaluation, towards a more sophisticated and evidence-based approach to training needs analysis, design, and evaluation if they are to maximise the benefits of this training. Originality/value-This study is the first investigation to the authors' knowledge into the current use of diverse emergency management training for a range of local government emergency offices, and how this training impacts the functioning of the organisation's emergency operations centre during a crisis.

Community Based Disaster Preparedness: Need for a Standardized Training Module

The Australian journal of emergency management, 2008

Disasters act as great levelers defying all existing social differences and stratifications, affecting all, and in a unique way, unifying the communities across boundaries. The community is usually the first responder to any disaster. This social capital is a crucial strength on which the community balances its existence in a disaster scenario. Realising this need, varied models of community-based disaster risk reduction are run globally. Training is an integral component of all such programmes. However, the implementation of training modules for community based disaster risk reduction face various challenges including a project mode approach, duplication of efforts, lack of standards for training, lack of sustainability, mainstreaming it with various development projects, integration of the local resources with components of the programme, and dearth of trained experts who are meant to interface with and support local communities. So, whereas there is a need to develop a standard m...

Disaster relief work: An assessment of training effectiveness

Journal of Traumatic Stress, 1994

This study evaluates the applicability of the training and operational practices of a group of firefighters to disaster search and rescue duties. Using schema theory it is hypothesized that training effectiveness could be evaluated by assessing the incidence with which event characteristics are perceived as stressors. A comparison of the propensity of a group of firefighters and a group of predominantly nonemergency service volunteers (who were specifically trained for disaster relief work) to define event characteristics as stressors provided the means of testing the hypothesis. The results suggest that the training and experience of these firefighters did not prepare them for major disaster work. The difference in stressor susceptibility serves as a basis for identifying training and response factors that appeared to promote an adaptive response. The implications of schema theory for the design of training programs is discussed.

Large Emergency-Response Exercises: Qualitative Characteristics - A Survey

Simulation & Gaming, 2009

Exercises, drills, or simulations are widely used, by governments, agencies and commercial organizations, to simulate serious incidents and train staff how to respond to them. International cooperation has led to increasingly large-scale exercises, often involving hundreds or even thousands of participants in many locations. The difference between ‘large’ and ‘small’ exercises is more than one of size: (a) Large exercises are more ‘experiential’ and more likely to undermine any model of reality that single organizations may create; (b) they create a ‘play space’ in which organizations and individuals act out their own needs and identifications, and a ritual with strong social implications; (c) group-analytic psychotherapy suggests that the emotions aroused in a large group may be stronger and more difficult to control. Feelings are an unacknowledged major factor in the success or failure of exercises; (d) successful large exercises help improve the nature of trust between individual...