Talking Stick - November/December 2011 - 33

stunt progress. The instance should highlight a genuine, potential threat to the institution, and the specific circumstances must be applicable in order to avoid irrelevancy. Development of the exercise determines the potential short-term and long-term consequences of an incident, information and resources that would be available, and what personnel would be involved. How facilitators conduct the exercise may vary regarding time length, method, and discussion questions asked. Lastly, the exercise is evaluated based on completion of initial objectives and how participants used specific tools and skills to make decisions. In the train derailment scenario, the Crisis Response Team focused on broad goals like promoting team building during an emergency situation and determining the adequacy of their disaster plan for the anticipated event.

Training objectives
Before each monthly tabletop exercise, Jon Kujat, manager of risk management, environmental health, and safety/emergency management at Central Michigan University, creates a crisis script and list of objectives for the scenario. The structure provides a broad outline that guides decision making during the exercise and acts as a frame of reference for evaluation. Below is the list of objectives during the train derailment scenario: • • • • • • Promote team building during an emergency situation. Provide exposure to the decision-making process during an emergency. Increase communication among the Crisis Response Team Members during an emergency. Determine whether current plans adequately address anticipated events. Assess risk communication strategies for communicating among the CRT as well as to students, staff, faculty, and parents. Evaluate selected operational aspects of responding to an emergency situation at the university (such as surge capacity; triage of injured students, staff, and visitors; time of response to the simulated event; canceling of classes; and maintenance of essential services). Identify key topic areas where further planning is needed to assure an effective overall response to an emergency situation at the university.

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Talking Stick - November/December 2011

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