Module II — Validation of Civil Care and Security Applications: Research, Case-Studies and Exercises

What is a case study?

Is there any differentiation between case studies, and if so what is it?

What are the advantages and limitation of case studies?

What is necessary to support the success of a case study?

Case Study Defined

Research and Development can be expensive with restricted access for many reasonable and legitimate reasons. The case-study approach to learning can be relatively inexpensive and widely available despite organisational and individual sensitivities and legalities which can often be overcome through Freedom of Information (FOI).

A case study is based on real events and not created by the case writer such that:

'A good case study is the vehicle by which a chunk of reality is brought into the classroom to be worked over by the class and instructor. A good case keeps the class discussion grounded upon some of the stubborn facts that must be faced in the real life speculation. It is a record of sometimes complex situations which must be pulled apart and put together again before the situation can be understood' (Lawrence 1953)

Yin (1984, p. 23) possibly had civil care and security in mind when describing a case study as an empirical inquiry that:

• investigates a contemporary phenomenon within its real-life context; when

• the boundaries between phenomenon and context are not clearly evident; and in which

• multiple sources of evidence are used.

Four distinct applications of case studies, all of which follow a set of pre-specified procedures, are to:

1. explain the causal links in real-life interventions that are too complex for a survey or experimental strategy;

2. describe the real-life context in which an intervention has occurred;

3. illustrate (journalistic account) the intervention itself; and

4. explore situations where the intervention has no clear single set of outcomes.

The case study is only one of several methods of conducting social science research. Other ways include experiments, surveys, histories and analyses of archival information. There are three conditions which underpin the advantages and disadvantages of each strategy:

1. the type of research question or purpose of the case study;

2. the amount of control an investigator has over actual behavioural events; and

3. the focus on contemporary as opposed to historical phenomena.

Quite appropriately for civil care and security education and training purposes, case studies are the preferred strategy for the 'how' and 'why' questions of situations when the investigator has little control over events, and when the focus is on a contemporary phenomenon within some real-life context. These 'explanatory' case studies can be complemented by other 'exploratory' and 'descriptive' case studies and a pluralistic approach is appropriate.

Negative Aspects of Case Study

The following points are of note in being aware of the 'down-side' of using case study in research:

• In terms of being a research strategy, single and multiple-case studies receive criticism due to the lack of rigour. Sloppy, biased viewpoints and the use of equivocal evidence by the case study investigator to influence the direction of findings and conclusions have called it into disrepute.

• It is difficult to generalise from a single case study since it does not represent a sample. Thus, an investigator wishes to expand and generalise theories (analytic generalisation) and not to list frequencies (statistical generalisation).

• Good case studies are difficult to execute due to time and documentation concerns

Types of Case Studies

The method of case study was introduced at Harvard Business school in the 1950s where it was employed as the main teaching method. Since then it has been used in different forms as indicated by Simmons (1974).

Exercise case study: provides an opportunity for the student to practise the application of specific procedures.

Situation case study: most commonly associated with the term case study as the student is asked to analyse information in the case.

Complex case study: an extension of the situation case study where the student is required to process a large amount of data and information, some of which is irrelevant.

Decision case study: this requires the student to go a step further than in the previous types of case study such that the student is presented with a collection of documents and background information and is expected to record the actions he or she would take relating to each document, some of which will be interrelated.

Critical incident case study: this provides the student with a certain amount of information and withholds other information until it is requested by the student.

Action maze case study: this presents a large case in a series of smaller units so that the student is required at each stage to predict what will happen next.

Role play case study: this requires the students and perhaps the case leader to assume roles in the case.

Simmons (1974) presented the claims and counter claims for case-studies in a Table which ranged from 'seeming to work' to 'being a waste of time' and from 'holding the interests of students' to ' being 'too entertaining'.

Criteria for Success

There are five general characteristics of an exemplary case study (Yin 1984, pp. 146-151):

1. Significance ie. individual case/cases are unusual or of public interest, the underlying issues are nationally important in some way or both of the above.

2. Completeness ie. within constraints of time or funding, distinction between the phenomenon under study and the context, exhaustive collection of relevant evidence

3. Consideration of Alternative Perspectives ie. rival propositions and analysis of evidence from different perspectives.

4. Display of Sufficient Evidence ie. neutral, selective data collection to judiciously and effectively present the most compelling evidence within the Report

5. Composition in an Engaging Manner ie. clear writing style — engagement, enticement and seduction

Sources of Evidence

There are six sources of evidence which serve as the focus of data collection for case studies (Yin 1984, pp. 84-95).

Documentation

letters, memoranda, agenda, reports, minutes, announcements; administrative documents — proposals, progress reports and internal documents; formal studies or evaluations of the same 'site' under study; and news clippings and other articles appearing in the mass media — photos, videos, etc)

Archival records (often in computer format)

service records — numbers of personnel involve

organisational records (organisational charts and budgets)

maps and charts (geographical characteristics of location)

lists of names and other relevant commodities/resources

survey data (census records or previously collected 'site' data) personal records — diaries, calendars, telephone listings

Interviews — verbal reports (subjective ie. bias, inaccuracies etc)

preferably corroborate interview data with information from other sources)

open-ended (facts and opinions)

focused (prescriptive questions from the case study protocol)

survey (structured and formal)

Direct observations — requires a field visit to the case study 'site' for direct observations relevant behaviours or environmental conditions for additional information eg. new technology in action and frequently requires photographic evidence formal to casual data collection activities preferably multi-observers

Participant observation

active observation via access to groups for the 'inside' story not available

able to manipulate data for accuracy

potential for subjective bias

trade-offs between opportunities and problems

Physical or cultural artefacts

physical evidence, a technological device, tool or instrument

Successful use of case studies requires synergy and coordination of the following factors:

1. case material

2. student preparation

3. case leader capability

Preparation of cases requires a clear understanding of the nature of the case, the teaching aims and desired learning outcomes. Real value of the case can often be gained after exposure of the case to students which can necessitate changes to teaching aims and learning outcomes. It is important to note that in case studies a trainer can permit the learner to participate and to assume responsibility for the learning process in true adult learning (andragogy) style.

Both the presentation of the case study material and the strategies employed in conducting a case study session will influence the reactions of the learners but will really depend on the willingness of the learners to accept responsibility for participating and on the efforts of the case leader to prevent any form of retreat into a safe, neutral position.

Research on the use of case study as a teaching strategy is limited but it appears that where cases are the sole teaching method, they are no more successful than traditional lectures and tutorial sessions. The case method requires significant resources, time in preparation being one of them. Comparative evaluation may also be difficult.

However, case studies will be more successful for students and teachers if the learning outcomes are established first and additional teaching information is provided for each case. This should not be a surprise as if you do not know where you are going then any road will get you there (Peter Drucker). So, armed with the identified outcomes there can be a defined focus and the case-study can be examined to identify any relevant and applicable aspects for consideration.

The information must not be manipulated if there is any risk of distorting the facts although it is often wise to change names and locations depending on circumstances and especially if there is any likelihood that the case is well known to any of the learners.

Case study strategies can encourage student-centred learning though the instructor must be careful to match the aims with the type of case study they choose to use.

Key Questions

• explain the connection between case-study and experiment

• describe an 'exemplary' case-study

• list the criteria for judging the quality of research designs

Suggested Reading for this Section

Yin, R.K. 1989, 'Case Study Research: Design and Methods', Applied Social Research Methods Series, Sage Publications, Inc., Newbury Park, CA., 5:27-28, 35-60, 146-151 Ref 300.722/Y51c

Section 3: Exercise Management: Practising the Lessons Learned

This Section on Exercise Management owes much to the author's responsibility for this subject at the Australian Counter Disaster College with Mr Allan Cameron, Mr Merrick Chatfield and joint facilitation with the South Australian Central Exercise Writing Team, particularly SUPT John Minagall and SNR SGT Ron Smith of the SA Police, and Mr Allan McDougall of the SASES and controller of the SA State Emergency Operations Centre (SEOC).

Additionally, much of the information is variously devolved from military pamphlets particularly the Australian Army Manual of Land Warfare, Part Three, Volume 1, Pamphlet No 4, Training Exercises 1986, in addition to individual and syndicate contributions and state and territory exercise documentation collected over the years.

Key Questions

• What is meant by exercise management in civil care and security?

• Are all exercises the same?

• What is involved in preparing for an exercise in civil care and security?

• What are the logistics requirements for exercise management?

Introduction

The validation of civil care and security policy and arrangements reasonably includes the measurement of the effectiveness of education and training of the civil care and security operatives. As such, exercises offer an opportunity to measure the effectiveness and efficiency of civil care and security arrangements and the people responsible for them.

Exercises are self-contained periods of training used to achieve individual and collective training objectives. They range from simple or small scale exercises designed for training individuals or small groups, to large scale exercises involving many government and private agencies and organisations and the Services of the Australian Defence Force.

A civil care and security exercise should be a carefully orchestrated and deliberate manoeuvre or simulated disaster operation involving planning, preparation and conduct. Above all else, it has to be managed well, indeed stage managed. It is executed for the purpose of training and evaluation and it must bring results. It is not entertainment. It may be a one or two-sided combined, joint, or single organisation exercise, depending on participating organisations and the desired learning outcomes.

Exercise Management: Central Considerations

Capabilities can be “exercised” using the following approach:

EXERCISE ELEMENTS OF CIVIL CARE & SECURITY
Activities which exercise elements of civil care and security may be conducted to promote awareness, demonstrate capability, confirm preparedness or to test plans.
ELEMENT	PERFORMANCE CRITERIA
1 Determine aim and objectives of activity.	1.1 Identify need for activity. 1.2 Consult with stakeholders. 1.3 Determine activity aim. 1.4 Determine activity objectives.
2 Plan activity	2.1 Consult with stakeholders. 2.2 Identify appropriate type of activity to meet need. 2.3 Apply planning processes effectively 2.4 Identify resource requirements.
3 Conduct activity	3.1 Initiate activity 3.2 Facilitate the direction of the activity 3.3 Monitor the progress of the activity 3.4 Terminate the activity
4 Evaluate activity.	4.1 Conduct debrief of activity 4.2 Review activity outcomes against objectives 4.3 Report to stakeholders.

RANGE OF VARIABLES STATEMENT

Activities may include simulations and other experiential activities such as:

· scenario analyses

· case studies

· role plays

· discussion exercises

· functional centres (Specific task environments within the workplace)

· assessment centres (Simulated environments created specifically for workplace assessment)

· field exercises

Activities may aim to :

· facilitate deliberation

· evaluate plans

· validate training

· review procedures

· educate the community

· evaluate performance

Stakeholders may include

· staff

· client groups

· members of the public

· community groups

· industry groups

· public and private sector organizations

· politicians

Planning for an activity may include:

· determination of activity management structure

· development of documentation

· design of activity

· issuing notification

· conduct of briefings

Activity management structure may include:

· Activity director

· Directing staff/coordinators/facilitators

· Activity communications

· Safety officers

· Assessors/umpires

· Public relations staff

· Casualty simulators

· Role player liaison officers

· Administrative/welfare support to learning and assessment tools

Resource needs may include:

· Equipment

· Finance

· Personnel

· Facilities

· Logistics

Activity documentation may include:

· Activity notification

· Activity management checklists

· General instruction

· Safety instructions

· Timetable/Schedule of Events

· Activity inputs (General Idea, Special Idea, Problems, specific inputs)

· Briefing notes

· Assessment proformas

· Maps/charts/diagrams

Activity briefings and debriefings may be given to:

· Directing staff

· Activity participants

· Assessors/umpires

· Safety officers

· Observers

· Activity admin./support staff

Activity evaluation should address:

· Outcomes;

· Performance

· Activity validity (validation should reference criteria such as: relevance, reliability and sufficiency)

EVIDENCE GUIDE

Evidence must be demonstrated in the design, preparation, conduct and evaluation of a range of activities devised for the demonstration of civil care & security competencies. Each aspect of the competency may be exercised under various conditions and using differing activities.

Assessment

Competency in this unit is demonstrated through the effective management of an activity which exercises an element of emergency management.

Assessment should look for:

· The ability to accurately determine the aim and objectives of an activity based on consultation with stakeholders

· The capacity to commission, design and gain agreement to the format and control of an activity.

· The preparation of resources and personnel for the conduct of an activity or activities.

· The effective conduct of an emergency activity or activities

· The evaluation and review of an activity or activities

Resource requirements

For the demonstration of competence in this unit it will be necessary to use a real life or simulated environment. These resources may involve complex scenarios sufficient to allow evidence to be gathered from a variety of sources and stakeholders on more than one occasion and over an extended period of time. Underpinning knowledge may be assessed through written assignments as part of formal training qualifications, project reports, debriefings and action learning projects.

Context of assessment

Competence must be demonstrated in the context of one or more activities. Each stage of the development and conduct of the activity may be assessed separately if necessary, and over an extended period of time if the opportunity is not available to evaluate one continuous process of design, delivery and evaluation.

Assessment will seek to identify the following :-

· activity need definition;

· stakeholder agreement to the activity proposal;

· establishment of liaison networks;

· conduct of needs analysis;

· demonstration of effective activity delivery;

· ability to negotiate with client groups and stakeholders;

· demonstrating influencing skills;

· ability to benchmark best practice in determining effective learning strategies;

· techniques for the evaluation of emergency management exercise strategies.

Testing the Plans

Unless the community emergency management plan has been tested, there is really no way of knowing whether it will be workable and effective in an emergency — and you shouldn't wait for an emergency to find that out.

Test exercises, which allow the plan to be tested for workability and effectiveness, also serve other valuable purposes. They provide a training and practice opportunity for emergency managers as they bring together all members of the local 'emergency management community' and give them the knowledge of and confidence in each other and each other's organisations and they help to educate the community itself in the local emergency management plan and programs, and they allow the participating organisations an opportunity to test their procedures and skills in simulated emergency situations.

There are two main types of test exercises, although some may be a combination of the two:

1. The 'table-top' exercise, which as its names suggests is a form of indoor exercise employing a carefully prepared scenario to test and practice various aspects of the plan and the emergency management system. It may be a simple discussion-type exercise lasting a few hours in which participants 'play through' a scenario (with actual time expanded or contracted to maintain realism and allow time for discussion of key issues), or it might be extended to include actual test of critical parts of the emergency management system such as the Emergency Operations Centre, communication arrangements and Co-ordination/liaison methods. These parts might, of course, be exercised separately — and this is a particularly good idea if you expect major problems to arise in these areas which might affect the rest of the exercise, or if you have identified major problems in these or similar areas in earlier exercises and want to try out the revised arrangements.

2. The 'on-scene' exercise, in which organisations and agencies involved in the plan respond to a mock or simulated situation as though it were a real emergency. Practical considerations such as time constraints may not allow all parts of the plan to be exercised simultaneously or all actions to be taken through to their logical conclusions as they would in a real situation; indeed, it is sometimes useful to exercise various functional parts of the plan separately (or with one or two other closely related functions) before trying to exercise the plan as a whole in one major exercise.

The preparation and management of either of these two types of exercise will usually require external advice and assistance. Planning and conducting an effective exercise takes time and experience; it is desirable to call on organisations such as the State/Territory Emergency Service for help. So that members of the local emergency management 'team' can play their planned roles in such an exercise, it will often be necessary to draw some members of the necessary 'exercise control and umpire staff' from local organisations which are not fully committed to the exercise or from organisations beyond the local area. In order that full value is gained, each exercise, of whatever type, should be followed by an immediate debrief of all players and a later and more deliberate critique or evaluation involving the Emergency Management Group, the leaders of participating organisations and groups, and senior exercise control and umpire staff.

These test exercises are vital so that the Emergency Management Group and the responsible committees will have a clear indication of the effectiveness of the plan, can identify deficiencies in the plan, and can revise and strengthen the plan to meet possible future emergencies and disasters.

Ideally, therefore, one of each type of exercise should be held annually, with the 'table-top' form being chosen to exercise particular key parts of the plan which have been shown in earlier 'on-scene' exercises as needing further testing, or which have undergone a major change in organisation or key personnel since the last exercise.

It is important to remember that a test exercise sets out to test something — the plan itself, or decision making and other processes, or performance — that it is not complete until the results of the post-exercise 'debrief' and critique or evaluation have been reflected in improvements or modifications to the plan, to procedures and to training. A big annual 'demonstration' may send everyone home happy, but it is not a test exercise!

Documentation Process for Exercise Management

Perhaps the most onerous part of conducting an exercise is the documentation process or committing the exercise writing teams ideas and needs to paper. While it may be an onerous task it is never the less an important element to the total system.

An exercise plan can be likened to a counter disaster plan, standard operating procedure or in fact any plan which is precise in its contents. It provides details of timings, command and control arrangements, roles and responsibilities, logistical support, etc., to all those who need to know.

Standard Terminology

To ensure that all personnel involved in exercises, be they planners or participants, work to a common frame of reference it is essential that standard terms are used. The following list can be used as a standard reference in exercise writing and management:

a. Exercise Control. The 'body corporate' with the responsibility for monitoring the progress of an exercise to ensure objectives are achieved in line with the exercise plan, controlling role players, liaison with external or joint agencies providing support of facilities for the exercise and all safety measures. In short, Exercise Control is responsible for the total conduct of the exercise.

b. Directing Staff. While the Exercise Control is totally responsible for the exercise it needs certain key figures or Directing Staff to operate. The Directing Staff are nominated authorised personnel who perform specific functions and are accountable to the Exercise Director(s) for the performance of their functions. Depending on the type of exercise they may comprise:

(1) Exercise Director. The Exercise Director has overall authority to approve initiate and terminate the exercise. In large scale exercises, he may be supported by an Assistant Exercise Director.

(2) Exercise Co-ordinators. Exercise Co-ordinators are the control staff usually drawn from the organisations participating in the exercise. They are responsible to the Exercise Director for the realistic staging of the exercise, Administrative needs, logistic support, damage control, safety measures and liaison with outside agencies to ensure conduct of the exercise.

(3) Observers. To observe and record operating systems, role and functions against pre determined plan, Observers are appointed as part of the Directing Staff to specific areas. An observer is usually a person from a particular organisation having the required knowledge, with the objective of providing feedback at the exercise de-brief pertinent to that organisation's activities.

(4) Visitors/Visitors Liaison Officer. Personnel with a vested interest may be invited to view certain aspects of the exercise, but with restricted and controlled access to exercise areas. At all times these visitors will be escorted by and under the control of a Visitor Liaison Officer.

(5) Damage Control Officers. The Damage Control Officer is a nominated member of the Directing Staff charged with the responsibility for examining the exercise site prior to and at the completion of the exercise. Should any damage occur, he is responsible for overseeing restoration measures and inspection with the site owners to ensure that pre and post exercise reports are satisfactorily made. It is essential the pre and post exercise reports regarding the exercise site are made by him.

(6) Safety Officer. The Safety Officer is a nominated member of the Directing Staff responsible for safety measures on-site relating to personnel, equipment and facilities. Additionally he is responsible for the approval and oversight of the use of pyrotechnics if required and fire control measures.

(7) Writing Team. The Writing Team is a representative group from primary exercise organisations who have the responsibility for researching, writing and preparing the exercise documents and the co-ordination of logistics for the exercise.

Types of Exercise

There are several types of exercises that could be conducted. Selection of an appropriate type will be based on your answers to the key questions:

a. What is the aim of the exercise?

b. To what level have the participants been trained?

c. What resources and facilities are available?

Once these factors have been addressed, the best type of exercise to meet the needs can be selected from the following:

a. Operational Exercises (OPREX). Such exercises may be used to test all or most elements of an organisation or combine several organisations where personnel are deployed on the ground as if the incident were real. Operational exercises can be conducted on two levels, either a local command or with the operational command at the rear command structure. While Operational Exercises are the most time consuming and difficult to mount and conduct successfully, they are the most rewarding.

b. Discussion Exercises (DISCEX). A Discussion Exercise allows participants to examine a scenario, prepare, present and discuss an action plan relevant to their function in a non-operational environment. Discussion Exercises can be conducted to involve elements of an organisation eg. communications, operations, supply, administration etc. Or several organisations eg. Police, Ambulance, S.E.S., Welfare etc.

c. Tactical Exercise Without Troops (TEWT). As the name suggests, this type of exercise is conducted without the operational deployment of personnel. It is a valuable exercise to practice decision-makers and their support staff in their role and function. TEWTs can be conducted at a forward or rear command level.

d. Paper Exercise (PAPEX). A Paper Exercise is similar in approach to a TEWT. However, only one element of the command structure is activated, eg. the Command Centre, To respond and act to a series of inputs generated by the Exercise Control.

e. Syndicate Exercises (SYNDEX). A discussion style exercise which allows participants to consider a given scenario in syndicate; prepare and present and discuss the joint response in a non-operational environment. Syndicate exercises can be used to reinforce class-room teachings or test knowledge of Standing Operational Procedures.

Exercise Documentation

It will be quite obvious that from the policy, planning and progressive meetings there is a need to document all of the information discussed. This will ensure that nothing has been overlooked and also provide a reference to Directing Staff. Examine the 'table-top'/DISCEX Exercise Nurina '91 located in Reading 31 and note the attention to detail from the acknowledgment and special note, non-technical information and explanatory notes. What may have been omitted and could there be a reasonable explanation? Would you have organised it differently and if so, how?

The acceptance of a standard documentation format for exercises enables a common approach to documentation not only in each of the participating organisations, but also outside agencies.

Each now prepare exercises outside the agreed standard parameters in this format. The agreed format takes the following form:

A. Prepare Authority. The authority for preparing an exercise document needs to be vested in a person, committee or writing team. This authority is usually noted as either a preface to the document or included in the introduction of the General Instructions. It also serves as a record of appreciation to assisting agencies.

B. Exercise Code-name. To identify the exercise an appropriate title of one or two syllables is used. The Exercise Code-name must be relevant to the exercise format or location.

C. General Instructions. The General Instructions are a set of administrative directions detailing essential general matters associated with the exercise. It is the primary document of the exercise and contains the information relevant to the conduct of the exercise, together with the classification status and distribution criteria. General Instructions are usually compiled using the following sub-headings or notations.

(1) References. The references detail any specific plans, SOPs, legislation etc. which relate to the operational response for the exercise.

(2) Introduction. The introduction is the foreword for the exercise and contains information about the type of exercise:

a when and where the exercise will be conducted together with the date;

b the reason for the exercise;

c any limitations on its extent; and

d participating organisations.

(3) Aim. The general statement of intent which provides direction as to what is to be achieved in the exercise.

(4) Objectives. The objectives of an exercise are those measurable standards which need to be considered to achieve the Aim. Objectives need to be inter-related for all participants and not directed towards a particular organisation.

(5) Exercise Format. This contains information relevant to the conduct of the exercise and details:

a the extent of the level of the exercise;

b references to background intelligence;

c pre-exercise information and intelligence;

d sequence of events; and

e the commencement and finishing times for the exercise.

(6) Safety/Medical. Comments on safety precautions, nominated Safety Officer(s), and real injury situations especially in respect to notification is made in this section, together with the location of the nearest hospital.

(7) Damage. The nominated Damage Control Officer is recorded together with his responsibilities in this section. It may also contain comments on damage t property, buildings and facilities.

(8) Administration. Under this sub-heading reference is made to information on role players, reporting and briefing points for role players, exercise areas and/or restrictions.

D. Briefing and de-briefing arrangements for exercise personnel and control staff.

(9) Security. This relates to information concerning area security, exercise documentation security, perimeters and visitors/observers.

(10) Public Relations. This details the arrangements on whether there is a planned media involvement and whether media releases concerning the exercise are made prior to the exercise. It may also detail the advice to the general public residing near the exercise site or the notification of other Emergency Services should the exercise be conducted by an organisation testing their own activities.

(11) Command and Control. This section sets out an organisational chart for the exercise, nominates Exercise Control Staff and specifies the means of identification of staff, observers, visitors and participants. Reference is also made to prefacing all communications by the exercise codename.

(12) Annexes. Annexes to the exercise document are listed by letter and main heading eg.— 'A' — General Idea.

(13) Distribution List. Details to whom copies of the exercise document are distributed.

Finally, the exercise document is authorised by the signature of the Exercise Director.

(14) Annexes. To enable quick reference to specific sections of an exercise document it may be beneficial to incorporate these sections as annexes to the document, including only a brief summary in the General Instructions. These Annexes can be:

a General Idea (Annexe A). A narrative statement of information designed to provide participants with background knowledge which would be general knowledge in the real incident.

b Special Idea (Annexe B). A narrative statement providing information to selected personnel detailing specific aspects which are not available in the General Idea. It may contain, for example, the specific detail of occurrences which bring about the 'incident'.

The combination of the General and Special Ideas provides the scenario for the exercise in relation to what, when, where and why the 'incident' has occurred.

c Sequence of Events (Annexe C). The sequence of events is detailed script of desired events with the estimated timings for each step. It is available only to the Directing Staff to enable effective control and input as appropriate.

d Maps (Annexe D). Any map(s) of an appropriate scale showing the exercise site and its environs.

e Control Staff (Annexe E). Details the Exercise Control Staff by name, their function and the organisation they represent. It may also detail the role players, their part in the exercise and their organisation.

f Exercise Organisation Chart (Annexe F). A schematic diagram outlining the command/control relationships between the Exercise Control Staff.

g Participants Aims and Objectives (Annexe G). Each participating organisation will detail their specific aim and objectives which need to be considered to achieve the Aims and Objectives set out in the General Instruction.

It should be noted that while these are the main headings used, the type and scope of an exercise will dictate the need to delete or add headings as appropriate.

Exercise Management Logistics

Introduction

Exercise management logistics is concerned with the provision of resources and support of all types to the exercise Directing Staff. The term is a wide reaching one which encompasses specialist staff, approval and permits, financial arrangements, casualty simulation and special effects. Exercise logistics should not be any different from actual civil care and security deployment and this aspect alone acts as a measure of organisational capacity and capability and individual competence.

The management of these logistics is normally effected by all of the members of the Directing Staff, however in very large or very complex exercises, it may be necessary to appoint a Logistics Co-ordinator. The Co-ordinator is then tasked with the responsibility of bringing all of the planning into step with the available resources, and with avoiding the duplication of resource tasking.

Many logistic considerations are inter-related, and the actual planning for, and management of these elements takes place at every stage of the development of an exercise.

Logistics Categories

The following list details some of the major logistics considerations which may be required in large and complex operational exercises, and the actual resource details will vary from exercise to exercise.

These considerations may best be categorised as Management Logistics and Hardware Logistics

Management Logistics

Management logistics are of an organisational and administrative nature and include:

• Budgets (Normally costed against participating services.)

— Estimates and approvals process

— Overtime forecasts

— Financial accountability

• Key Appointments (Other than primary Directing Staff)

— Safety Officers.

— Umpires/assessors/observers.

— Damage Control Officers.

— Media Liaison Officers.

— Visitor guides.

— Photographers/Camera Operators.

— Special effect Operators.

— Props Managers.

— Casualty simulation personnel.

• Personnel Management (Control of key appointments)

— Written briefs for all personnel.

— Registration/identification.

• Personnel Identification (Key appointments)

— Armbands/tabards.

— Name/appointment tags.

— Special dress/uniform.

• Control Levels (Exercise input/reaction centres)

— Upper/Lower/Incidental controls.

— Control centre locations.

— Communications systems and operators

— Identification of locations.

— Catering and support of control personnel.

• Exercise Locations (Sites for actual conduct)

— Selection and suitability.

— Site realism.

— Pre-planning inspection.

— Approval to use and indemnities.

— Plans/ photographs/maps.

— Access/egress.

— Time for Set-up.

— Site controls and security.

— Damage control requirements.

— Damage Control inspection prior to conduct.

— Post exercise damage inspection and reporting.

— Return to original status.

— Letters of thanks/appreciation.

• Safety (Inherent in all planning/conduct)

— Safety cordons and warnings.

— Press releases.

— First aid/medical/rescue/fire services on site during exercise.

— 'NODUF' message prefix arrangements.

• Liaison (Management arrangements)

— Services for visitors/observers.

— Visitor Registration.

— VIP arrangements.

— Media facilities.

• Security (Special arrangements)

— Site security.

— Control of participants.

• Sequence of Events Developed throughout the exercise planning process)

— The management of logistic of all forms should be an integral part of the sequence of events or 'action plan'.

Hardware Logistics

These considerations are mostly the props and effects which are used to add realism and impact to exercises and include:

• Special effects (SPX)

— Smoke and flames.

— Explosions.

— Audio effects.

• Special resources (For the exercise and for the Directing Staff)

— Fire appliances, ambulance etc.

— Bulk supplies of safety helmets.

— Tentage.

— Fuel/water/gas supplies.

— Control vehicles of Directing Staff.

• Transport Services (Primarily for Directing Staff use)

— Buses for casualties and other personnel.

— VIP transport.

— Earthmoving equipment.

— Transport for wrecked vehicles.

— Bulldozers/front end loaders/forklifts for props movements.

• Exercise Props (For realism and impact)

— Buildings to destroy or merely work in.

— Crashed aircraft (or simulators).

— Railway carriages.

— Ships such as oil tankers or hulks.

— Road fuel tankers.

— Oil refineries.

— Chemical plants.

• Casualty Simulation (Otherwise known as moulage)

— Trained CAS-SIM teams.

— Theatre make-up personnel.

— Old clothing stocks.

— Injury simulation kits.

— Bones, meat, glass, jagged metal and so forth for injury simulation.

— Mock blood and baby food for vomit.

• Casualties (In ones, twos or hundreds)

— Theatre groups.

— Amputee organisations.

— Uninvolved services.

— Police cadets/ Defence personnel.

— Scouts/Guides/Service Clubs.

— Children, relatives of participants.

• Exercise Support (providing little conveniences)

— Toilet facilities.

— Catering facilities.

— Spectator shelter and services

• Photographic Services (Exercise records and media services)

— Video recording of activities

— Still photography of staged shots.

— Media activities.

— Convenient filming of training films and shots during the exercise.

• Communication (For exercise and Directing Staff)

— DS control communications links.

— Input telephone/telex/ fax links.

— Participants common frequencies.

Special Scene Setters

While most hardware logistics considerations are normally seen in the context of operational exercises, they should not be overlooked as scene setting props to add realism and impact to discussion exercises and other non-operational activities.

Discussion and tactical exercises can be greatly enhanced by the use of table-top models, displays or demonstrations of operational equipment or techniques, or other scene setters.

As an additional aid to the impact of a particular presentation, speakers can use short film/tape material to clearly portray the response to an incident requiring highly specialised services.

Logistic Principles

The following principles apply to exercise logistics:

• As the exercise format and plan are developed the logistic requirements are determined and included in the overall sequence of exercise events. (The games plan)

• When attempting to access logistics resources, initial requests should be made within the organisation, and with the other emergency organisations.

• Exercise Managers or Logistics Co-ordinators should cast their nets wide to obtain the resources required.

• Any resource which is used (or even merely offered) must be recognised with appreciation letter or media coverage.

• Elements such as SPX, props and casualty simulation must provide realism and impact, but must never be overdone.

• All logistics must be managed and carefully controlled for effectiveness and for safety.

A to Z Considerations for Exercise Management

The following list of considerations for all aspects of exercise management is a useful reminder of the detail required for effective and efficient management of a serious measurement of the civil care and security arrangements in place at a given point in time. Before reading on further, pause for a moment and try to reflect on the scope of exercise management for civil care and security.

You will recall that civil care and security ordinarily involves more than one agency or organisation so that there is necessary interaction and no assumptions can be made for any item ie. all bets are off. Quickly jot down some of the considerations which you rate as important and then compare your list with this attempt at a comprehensive coverage.

Have you covered them all? Are there any additional considerations which should be listed? If so, what are they and are they new or variations of something else?

Accommodation

Administration

Animals (Pets)

Appeals

Broadcasting

Clothing

Courtesies

Capacity

Catering

Computers

Communications

Committees

Counter Disaster Management

Cleanup

Disputation — Industrial — Organisational

Defence Force Assistance to the Civil Community (DFACC)

Death

Grants

Health — Medical — Dental

Identification

Industry — Commerce

Jurisdiction

Liaison Officers

LPG

Law and Order

Evacuation

Equity

Emergency Operations Centre (EOC)

Environmental Health

Fatigue

Fire Control

Fallacies

Fuel (especially aviation (AVTUR)

Lifelines

water supply

sewage disposal

stormwater disposal

gas supply

electricity supply

telecommunications

broadcasting network

transportation systems (road, rail, sea, air)

building services

Liquor

Labour

Looting

Logistics

Laundries

Media

One-Stop-Shop (Welfare)

OH&S

Politics

Planning

Public Relations

Prisoners

Religious/pastoral care

Rescue

Reporting

Roads

Registration

Security

Stores

Staff

Trauma

Telephones

Transport

Tradesmen

Volunteers

Water

Workers Compensation

ZZZ (Sleep)

Of further assistance in consideration of exercise management is that of disaster and casualty simulation so as to enhance realism and thereby add value to the activity. On paper and in the minds of confident people, almost anything is possible. However, when put to the test with real-life situations and locations there can be many and varied and certainly unexpected surprises such as impossible access, unavailable resources, failure of equipment, time lags etc.

Disaster and Casualty Simulation

Budget

1. wages

2. venue and equipment hire, and

3. purchase of new equipment

Venue

1. where?

2. size

3. population involved, and

4. desired impact

Type of Occurrence

1. rail

2. road

3. sea, or

4. air.

Equipment Required

1. moulage

2. damaged articles

3. transport — casualties

— equipment

Personnel Required

1. casualties

2. rescuers

3. co-ordinators

Agencies Involved

1. police

2. fire services

3. ambulance

4. SES

5. Defence Services

6. welfare/support/recovery

7. other

Time

1. planning

2. preparation

3. activity

4. refurbishment

Disruption Factor

1. peak hour

2. urban or rural, for

3. maximum or minimal effect

Maximum Effect

1. imagination

2. realism

3. shock value

4. dedication

Exercise:

• Outline the main types of test exercise

• List the key appointments for an exercise

• Describe the differences between a SYNDEX and a DISCEX

• List a standard format and sequence for exercise documentation

• Explain the difference between management logistics and hardware logistics

Ask yourself these questions: When was the last time your organisation participated in a multi-agency exercise and do you know the result? Would it be the same result in real life? Would it be the same result next time?

Suggested Reading for this Section

1. Research development in the field of emergency management by P Arbon & C Smith, Australian Journal of Emergency Management, 15(1) 2000.

2. The Natural Hazards Center clearinghouse for information on natural hazards and human adjustments to hazards and disasters.

3. Research and Development Information Approved Research and Development Projects (Fiscal Year 2002-2003).

4. Australian Journal of Emergency Management

5. Benfield Greig Hazard Research Centre

6. Radix - Resources - Papers

7. UNHRC eCentre Distance Learning

8. Case Studies - an introduction to method

9. Extract A Study of Civilian Deaths in the 1983 Ash Wednesday Bushfires Victoria, Australia by N Krusel & S N Petris, CFA Occasional Paper 1, 3-16.

10. TED Case Studies - Empress Case

11. Lessons Learned from U.S. Humanitarian Interventions Abroad Edited by Thomas S Blanton, May 9 2000.

12. Asian Disaster Preparedness Center Safer Cities case study.

13. Countering Terrorism: Lessons Learned from Natural and Technical Disasters Natural Disaster Roundtable, National Academy of Sciences, 2002

14. "As Canadian as ..." A consideration of issues in evacuation management by John Salter.

15. Guidelines for Effective Warning Bureau of Meteorology & Australian Emergency Management Institute, 1993.

16. Vulnerability and Warnings by John Salter et al in "Natural Disasters: protecting vulnerable communities" Ed. by P Merriman and C Browitt, 1993

17. Emergency Exercise and training techniques by Sarah Renner, Australian Journal of Emergency Management, 16(2), 2001

18. Plan AHEAD Software

19. Exercising Management notes by John Salter

Background All aspects of management can be exercised. One method of strengthening management capability is to exercise it. Research, including case studies influence changes in policy, arrangements, service provision and capability. Exercises which test and strengthen management capability are all the better by being well informed by research (including case studies).

In order to strengthen Civil Care and Security outcomes, “research”, “case studies” and “exercises” have identified particular development requirements.

Task This set of questions is about how exercises and research, including case studies influence changes in Civil Care and Security service provision?

(a) Select a disaster which has had significant lessons derived from it. The research drawn on might include case studies; investigations; coroner’s reports; or quick response research. From the lessons of this disaster:

(b) Select a multi-agency exercise which has tested and developed Civil Care and Security capabilities.

· how has the exercise been constructed to reflect the need to test or learn the lessons out of disasters?

· can these points of developmental focus (learning outcomes) be illustrated at the Individual, Macro and Mega levels?

· what particular lessons from the disaster you have studied were relevant to the capability of the comprehensive warning system?