Module1: 

Course Overview and Purpose


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.



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



Class Expectations

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



Review Student Workbook

•Modules
•PowerPoint presentations
•Checklists
•Seminal articles
•References and recommended readings
•Notes section
•Student’s practical work section



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. 



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.


Tabletop Exercise Preparation

1.Four to five participants per table.
2.Each table assigned a function: Police, Fire, EMS, 
Public Health, Public Works, etc.
3.Each group assumes the role of assigned function.
4.Background information in studentworkbook.



Tabletop Exercise Instructions

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



Tabletop Exercise Instructions(continued)

6.Post flip chart pages from each group in front of 
classroom.
7.Have participants count off from one to five.
8.Have like-numbered participants meet in groups.
9.Note that each group will then have a representative 
from each previously assigned function/agency.
10.In new groups, students will share their respective 
agencies’responses, referring to flip charts in front 
of classroom.



Tabletop Exercise Instructions (continued)

11.Discuss how this committee of representatives from 
the affected agencies might use the individual 
responses to prepare a consolidated response.
12.Develop a unified response that improves the overall 
effectiveness and efficiency of the response.
13.Each group identifies how the group discussion 
affected or changed the overall response.



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.



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.



Conclusion



BREAK