MOCK DRILL – AN UNDERSTANDING PERSPECTIVE

BY : ABHISHEK SHARMA
 COMPONENTS IN DRILL

• Overview Types of Emergency Exercises

• Outline Key Stakeholders
• Guidelines for Table Tops, Functional and Full-scale
Exercises
• Promote Evaluation and Improvement Plans
• Identify Resources
• Clarify roles and responsibilities
• Evaluate plans and procedures
• Develop effective agency relationships
• Assess resources and capabilities
• Identify needs and solutions
School Exercises
Are a Core
Element of The
Preparedness
Phase
 WHY MOCK DRILL IS
IMPORTANT ?

Provide a coordinated, effective response to emergency and

disaster situations
Protect and preserve the health, safety and well-being of all
members of the school community, namely, the faculty,
support staff, volunteers and caretakers, and learners
Ensure that all school members know what to do in the event
of an emergency or disaster
Ensure that prevention and preparedness systems are in place
at the school level to minimize the damaging effects of
disasters.
Emergency Exercises are Central to Fear Management

Alarmist Complacency

We Should be Here
Proactive Liability Management
 A Key to Effective Emergency Response in Schools...

Flexibility Good Judgment Consistency

Trust
...is exercising the "balance"
between flexibility and Knowledge
consistency that is best
developed through an exercise Time Practice
design continuum. Relationships
 WHAT IS TABLE TOP

• A story (scenario)
• A facilitator leads a discussion about incidents
emerging in the story
• Players identify policies and procedures
needed to address each incident
• Hot wash to discuss policy gaps, duplications,
confusion, resources
• Low stress, no right or wrong answer
(VIDEO- I)
 Types of Tabletops

Basic: players respond to scenario as it unfolds, can be a mix

of different disciplines, not necessarily key decision makers.
More oriented to learning, rather than evaluation of current
system

Advanced: players in own role as defined by the emergency

response plan; typically those that would be involved in
decision making; identifies gaps, inconsistencies, or
duplications in policies, plans, or procedures
 Types of Exercises
• Orientation Meetings: Inform about emergency operations plans an emergency procedures (1-2
hours to do, 2+ days to plan).

• Drills: Perfection of an individual emergency procedure (1/2 - 2 hrs to hold, 3+ days to plan).

• Tabletops: Identify roles and responsibilities in different scenarios (1-4 hours to do, 1+ month to
plan).

• Functional Exercises: Roundtable simulation of emergency situation with realistic timeline (3-8
hours to do, 3 months to plan).

• Full-scale Exercises: Multi-agency, on-site simulation of an emergency situation; all resources

deployed (1/2 - multiple days to do, 6 months+ to plan).
 Types of Exercises

FULL-SCALE
FULL-SCALE
FULL-SCALE FUNCTIONAL
FUNCTIONAL
“Resources
“ResourcesDeployed”
Deployed” “Stressful
“StressfulSimulated
SimulatedEvents”
Events”
"Resources Deployed"

DRILLS
DRILLS TABLETOP
TABLETOP
“Single
“SingleAgency”
Agency” “Group
“GroupDiscussion”
Discussion”

ORIENTATION
ORIENTATION
“Getting
“GettingEveryone
Everyoneon
onBoard”
Board”
 Key Stakeholders To Include
• School Officials (Board of Education, other school administrators
and School based ERTs)
• Law Enforcement (Police, Civil defense, Volunteer, State officials,
Military Police, Tribal)
• Fire Agencies (City, County, Correctional Facility)
• Emergency Management (city, county, state)
• Emergency Medical Services (EMS) and Air Medical Units
• Transportation
• Public Health
• Media
• Hospitals
• Parent Groups
• Students
 Groups Who Can Assist You
• Local Emergency Management officials
• Local Public Safety Agencies
• School District Personnel or School
Officer
• Village Panchayat Committee
• State and Local safety Agencies
• District administration agencies
What are Typical Tabletop Objectives?
• Identify the policy issues associated with a public heath
emergency
• Identify gaps in local preparedness
• Discuss measures that can be performed at the local level
• Promote interagency collaboration & coordination
• Recognize the roles of public officials
• Identify training needs
• Demonstrate a teaching tool
• Evaluate self-reported assessment
 OBJECTIVE OF ANY DRILL

• Descriptions of the performance you

expect from participants to demonstrate
competence
• Clear, concise, focused on participant
performance
• Should state who should do what under
what conditions according to what
standards.
When Should a Tabletop Be Used?
• Discussion-based Exercises
– Orientation
– Tabletop
• Operations-based Exercises
– Drill
– Functional
– Full-Scale
What themes are raised through tabletops?

• Communication (vertical, horizontal, news media)

• Resources (manpower, material, technical assistance)
• Data (collection, analysis, mgmt, communicating)
• Coordination (chain of command, leadership)
• Legal (medical, criminal, quarantine, confidentiality)
• Systems (interagency protocols, surveillance, ICS)
• Mental health (public fears, responders – stress)
 Example: Developing a Tabletop
Pre-Planning Tabletop Exercise After Action
-Hazard Analysis -Identify a Facilitator -Immediate Debriefing
-Establish Objectives -Draft the Narrative -Participant Evaluation
-Inform the Media -Room Layout -Comprehensive Report
-Orientation Meetings -Presentation -Post Exercise Meeting
-Set Timelines -Copies of Materials -Functional Exercise
-Identify Participants -Sign in Sheet -Full Scale Exercise
-Pre-exercise Training -Conduct the Exercise -Revisions
-Single agency Drill -Training
-Implementation
Defining the Scope of Full Scale Exercise
 Location:
 Choose a realistic site.
 consider traffic problems and safety issues.
 Functions:
 List operations to be practiced.
 Be specific about the procedures addressed
within each function.
 Participants:
 Which organizations need to be involved to
carry out the functions being tested?
 Which representatives from those
organizations should be there?
 Narrow the list to those who are required in
order to carry out the actions.
How do I determine the success of a tabletop?

• Evaluation through debriefing

– The exercise (meets objectives)
– The plan (Identification of needed
policies, gaps & duplications, policies
being effectively practiced)
• After-Action Report
• Development of work plan
 Best Practices in
Conducting Exercises

• Practice a variety of different scenarios based upon risks in the

school and community.
• Utilize hazard / vulnerability data
• Collaborate with Disaster and Emergency Services
• Practice a variety of different response procedures, such as
lockdown, shelter-in-place, evacuation.
• Communicate information in advance (with parents, media and
surrounding neighborhoods as appropriate).
• Evaluate and document lessons learned
•
 Building an Exercise
Design Continuum for Success
Select one of your school’s main vulnerabilities.
• With response agencies, set a date in advance for a full-scale
exercise based on that vulnerability.
• Designate a Design Team Leader -- or make sure there is a Central
School Liaison who is part of the design team.
• From that date, back into an orientation session.
• Determine which procedures will be utilized in the full-scale
exercise, then schedule a series of drills that separately address each
one.
• After several such drills, schedule 2-3 tabletops.
Next: hold a functional exercise.
• Execute the full-scale exercise
• Hold after action reviews throughout
• Implement the evaluation results throughout
 Common Exercise Mistakes
• Scenarios that are not unique to your
area
• Scenarios too complex for the schools to
manage successfully
• Timing of the exercise
• No accurate critique of the exercise
• Safety issues are not addressed properly
• Planned and initiated too quickly
• Some critical agencies are not included
• After action items are not implemented
• Poor planning, Sincerity, Awareness
• Less discussions, practices, Trainings
 Successful Tabletops: 10 Things to Consider

• Facilitator • Jargon

• Audience • Recorder

• Burn-out • Debriefing

• Materials • Group size

• Reality
• Group composition
 Best Practices in
Conducting Exercises

• Test the capacity of all agencies – if possible not just schools.

• Drill under different conditions (time, weather, staffing levels).
• Identify weaknesses / continuous improvement - but design succession
of exercises to instill feelings of “success.”
• Make sure that one objective is to implement the Incident Command
System (ICS) to be compliant with other agencies, systems and to
better integrate with local response agencies.
• Build it for success – not to break it (you’ll still have many challenges
and problems)
FIRE SAFETY MOCK
DRILL
 CATEGORIES OF FIRE

S.N. CLASS COMBUSTABLE MATERIAL

1 A Paper, Wood, Cloth etc.

2 B Oil, Paint, Chemical, Wax etc

3 C LPG, Acetylene, Hydrogen

Methane, Natural gas etc.

4 D Magnesium, Sodium,
Uranium, Thorium etc.
Mock drill in school contains following teams

1. School Disaster Management Committee

(SDMC)
2. Awareness Generation Team
3. Hazard Identification
4. Warning and information dissemination team
5. Evacuation and Site security team
6. Fire and SAR team
7. First Aid and Patient management Team
8. Relief and Shelter management team
 FIRE MOCKDRILL IMP THINGS
TO TAKE CARE DURING DRILL

DO NOT WASTE TIME FOR DO NOT RUN

COLLECTING VALUABLES
 INFORM FIRE AND
EMERGENCY ABOUT
FIRE
DO NOT PANIC ALERT NEIGHBOURS
 TOILET

IF POSSIBLE, USE FIRE

EXTINGUISHER (ONLY IF YOU DO NOT TAKE
ARE TRAINED) SHELTER IN TOILET
SHUT ALL THE DOORS
BEHIND YOU MAKE EXIT TO GROUND LEVEL
INSTEAD OF TERRACE
 ESCAPE ROUTE ACTIVITIES TO BE
IDENTIFICATION AND USE WATCHED
FIRE MITIGATION
 OUTCOME LEARNING
S.NO TYPE OF OBSERVATIONS LEARNING OUTCOME
MOCK
DRILL
1. Emergency contact There is a need of
1 • The mock drill has been conducted numbers to be exercise so as to
Fire in the during afternoon shift and security displayed at increase awareness
school area the response time was observed more places. amongst all concerns
good and appreciable. 2. List of first aiders to and rescue team
• Everybody involved in this exercise be displayed. members suggested
has taken necessary precautions in 3. The scheduled time of for more practice for
view of COVID19, maintained ambulance to reach is smooth and speedy
social distancing and used nose 10 minutes but it rescue operations.
mask all the time. reached the site Emergency contact
• Good use of latest communication in 15 minutes. numbers & First
system observed. 4. When discussed with aider lists to be
• All students involved in mock drill gathering after displayed at more
are observed following emergency clearance of places. Training on
plan prepared. emergency about 10% Emergency plan shall
• It is observed that all are aware are not aware about be given to all mine
about the handling of emergency and the exact flow of employees during
followed as per emergency information to be refresher training.
preparedness procedures . taken place during
• No panic situation at site and emergency.
emergency handled properly with
instructions from site controller.
 GAP ASSEMENT TEMPLATE
• Emergency Support Function team gaps (e.g. Early Warning, First aid,
Search & Rescue, Relief Shelter etc.)
• Nodal Officer (Name)
• Observer (Name) & Organization
• What was the First Reaction of the IC/Team Leader/Org on Receipt of
Information______
• What was their Initial & Subsequent Assessment of the Situation/s.

• Duties Undertaken by the Team Leader (Give Details of Duties)

• Resources Available and Carried for the Specific Tasks
• Was the organization able to carry out its assigned task? How would you
assess their performance, 100% Success/75% Success/50% Success/25%
Success______
• Observers Comments (Frank Opinion, Good Practice and
Weakness/Shortcomings Noticed )
• External agency participated and their gap if any_____________
• Any other relevant information____________
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