CDC Responder Training Needs Assessment Overview of Findings

Gabrielle OrsquoMeara Public Health Advisor CAPT Gail Williams Health Communications Specialist

Silvia Trigoso Associate Service Fellow Office of Public Health Preparedness amp Response Learning Office

National Center for Disaster Medicine amp Public Health Webinar

March 28 2014 Formerly with OPHPR Office of Public Health Preparedness and Response Learning Office

CDC

Focuses on developing delivering and leveraging appropriate public health preparedness and emergency response education to best prepare the public health workforce

Office of Public Health Preparedness amp Response (OPHPR)

Committed to strengthening the Agencyrsquos capacity to respond to all public health threats

Learning Office (LO)

Systematically analyzes and assesses public health responder training needs and competencies to develop and evaluate learning strategies solutions and curricula to meet documented needs and federal training requirements

Background

bull

bull

bull

2

Overview of Responder Training Needs Assessment

Objective To identify perceived preparedness and response training needs for the

CDC workforce

Results will be used to Identify training gaps and needs Revise and customize course offerings and Guide decision-making to determine training portfolio that appropriately

reflects 20132014 Agency priorities

Primary Evaluation Questions How well does the current training system prepare CDC staff to respond

to emergency events What gaps exist in the current training system What trainings are essential and should be included in the FY13 (and

beyond) system 3

Timeline

Sept lsquo12 Contract Kick-Off amp Presentation to ECs

Oct July - Octlsquo13 Implementation Phase II

Incident Mgr Succession Planning

Develop Method amp Instruments that Align to Guidance Documents

Nov ndash Dec Octlsquo13 Jan - Mar Administer Instruments

Jan lsquo13 Final FG amp Begin Analysis

Results Analyzed

April - June Results

shared with stakeholders amp implementation

strategy determined 4

Recruitment of Participants

Two years of CDC activations (2010-2012) used to determine participants Multi-state Meningitis Outbreak Haiti Cholera Outbreak CDC Polio Response Hurricane Irene Japan Earthquake Pandemic Influenza Exercise

Participants were identified for recruitment via IMS staffing lists IMS organizational charts Deployment rosters

5

Category of Responder by Method

In-depth Interviews

Brief Interviews

Focus Groups

Personnel who have served as Incident Managers (IM)

Personnel who have served as key leaders in response (eg Team Leads Senior Advisors)

Personnel who have served as responders in EOC or deployed to field

6

Focus Group Structure

Description of Response Duties Focus Groups

Full-Time Preparedness and Response Duties (gt50 of day job)

bull PHPR Staff with full time public health preparedness and response (PHPR) roles

bull Agency-wide (non OPHPR) staff with full-time public health preparedness and response (PHPR) roles

Part-Time Preparedness and Response Duties (lt50 of day job)

bull Emergency Coordinators from various CDC Centers Institutes and Offices (CIO)

bull CDC Field staff (by phone)

Response Duties only when activated to support Event or Exercise

bull 5 amp 6 Staff deployed to field bull 7 amp 8 Staff deployed to EOCIMS Functional

Desk

7

Presentation of Results Themes with higher frequencies are presented

The number of interview participants who stated a particular comment within a theme is identified by ldquon=xy Questions posed

bull only to Incident Managers are identified by ldquon=x4rdquo bull only to responders who have served in a senior

command or lead role are identified by ldquon=x14rdquo bull to both groups are identified by ldquon=x18rdquo

The number of focus groups in which a given theme emerged is identified by nomenclature ldquoFG n=x8rdquo

8

How well does the current training system prepare CDC staff to respond to emergency events

Trainings offered are good or adequate (n=914) but can be difficult to access and complete

Trainings prepare new responders well and allow them to participate in a response with foundational or basic knowledge (n=614)

Prefer in-person classroom-based didactic training (n=714 FG n=78)

Also prefer experiential training including exercises (n=514 FG n=58) mentoring opportunities (n=614) and reviews of past responses (n=414)

Though not preferred participants acknowledged that web-based training has a place within the training system (n=614 FG n=58)

9

How well does the current training system prepare CDC staff to respond to emergency events

Incident Managers reported they were best prepared for their roles by having prior first-hand experience including experience on an incident management team (n=34)

When probed about specific helpful IM trainings the National Incident Management System (NIMS) courses were referenced (n=24)

ldquoTraining can only go so far You canrsquot make a leader through traininghellip What you have to do is find a way

to either mentor that into somebody give those people scenarios to practice or on-the-job trainingrdquo

10

What gaps exist in the current training system Incident Managers were unaware of efforts to recruit or prepare future

Incident Managers (eg no succession planning) (n=44)

Different types of training needs for responders deployed to field versus EOC is not adequately recognized within training system (n=914)

ldquoIn the EOC [there is] nice air-conditioning nice cafeteria downstairshellip But what about the people on the ground They are facing a totally

different environmentSo you need to build people to have those skillsrdquo

Limited trainings related to interagency relations and collaboration (n=714 FG n=48)

Trainings are foundational and do not adequately prepare responders for real-life events or do not prepare them to respond from one response to another (n=414)

11

What gaps exist in the current training system

Considerable time lapse between training and the opportunity to apply knowledge during a response (n=518)

There are limited opportunities to train with emergency responders from other organizations (n=214 FG n=28)

ldquoAny course that we put on should be open to our colleagues at FEMA at the federal level to our colleagues in local health

throughout Georgia In a real emergency hellipwersquore going to be working with these peopleThe only way to do thathellip is

through trainings during exercises and during responsesrdquo

12

What trainings are essential and should be included in the FY13 (and beyond) system

These existing trainings and educational opportunities were recommended most frequently by name

FEMArsquos NIMS Courses (n= 1418 FG n=68)

Emergency Operations Center (EOC) 101 (n=1218 FG n=38)

Pandemic Influenza Full-Scale Exercise (n=618 FG n=28)

Environmental Health Training in Emergency Response (n=414 FG n=38)

Deployment Safety and Resilience Training (n=414 FG n=28)

Public Health Readiness Certificate Program (n=214 FG n=48)

13

Nuances Among Groups

Responder Group Identified Need

Internationally deployed field responders

bull Instruction around overseas travel (ie water purification and medication distribution)

bull Cultural sensitivity training

Field responders stationed off-site from Atlanta

bull Responder trainings too ldquoAtlanta-centricrdquo need to find training solution to meet needs of responders stationed outside of Atlanta

Subject matter experts (SMEs)

bull SMEs need to be brought up to speed on emergency response activities (responders)

bull How much emergency response knowledge is needed for SMEs to perform their response role

Responders deployed to the EOC

bull Just-in-Time training for EOMS bull Importance of defining rolesresponsibilities to new

andor untrained responders

14

Strengths and Limitations (of RNA)

Discussion (Related to Conduct of RNA NOT Results) Strengths bull Senior Leadership support bull Participant support amp interest bull Focus on training ldquosystemrdquo and not response experience bull Implemented during Agency activations

Limitations bull Implemented during Agency activations bull Timing (ie holidays three responses ongoing) bull Resistance to participate bull Limited data on staffing lists (dependent on self-input

into EOMS) 15

Recommendations

Better Organize Existing Trainings amp Resources

Implement Succession Planning for Incident Managers

Move Beyond Foundational Learning

Learn About CrossndashAgency Connections

Make Trainings Accessible for Non-Atlanta Staff

16

Action Steps Submitted formal reports for internal stakeholders (DEO EC CDCU)

and external partners (EMAP)

Collaborate on visibility and promotion (via web communications) for Responder Training opportunities

CDCU piloted Leadership Training for Emergency Response Team Leaders

Implemented Phase II of the project Succession Planning for Incident Managers

Support and collaborate with CIOsother stakeholders to develop training for IM Succession Planning

17

Phase II Incident Manager (IM) Succession Planning

One of the prevalent themes from the Responder Needs Assessment was the need to develop and implement a training program specifically targeted at preparing responders for the IM role

Primary evaluation questions in IM Training Assessment 1 What are participantsrsquo visions for the development of future IMs 2 How can CDC select and foster future IMs

18

IM Training Assessment Methods

CDC staff who had served as IMs or had worked closely with IMs during a response in the previous 2 years were interviewed Staff had not participated in the RNA

25 staff were recruited and 22 participated 12 had served in an IM or Command Staff role 10 staff had routine interaction with IMs as part of CDCrsquos

Division of Emergency Operations Senior Staff or Subject Matter Experts

Phone interviews Conducted between August and September 2013

19

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

CDC

Focuses on developing delivering and leveraging appropriate public health preparedness and emergency response education to best prepare the public health workforce

Office of Public Health Preparedness amp Response (OPHPR)

Committed to strengthening the Agencyrsquos capacity to respond to all public health threats

Learning Office (LO)

Systematically analyzes and assesses public health responder training needs and competencies to develop and evaluate learning strategies solutions and curricula to meet documented needs and federal training requirements

Background

bull

bull

bull

2

Overview of Responder Training Needs Assessment

Objective To identify perceived preparedness and response training needs for the

CDC workforce

Results will be used to Identify training gaps and needs Revise and customize course offerings and Guide decision-making to determine training portfolio that appropriately

reflects 20132014 Agency priorities

Primary Evaluation Questions How well does the current training system prepare CDC staff to respond

to emergency events What gaps exist in the current training system What trainings are essential and should be included in the FY13 (and

beyond) system 3

Timeline

Sept lsquo12 Contract Kick-Off amp Presentation to ECs

Oct July - Octlsquo13 Implementation Phase II

Incident Mgr Succession Planning

Develop Method amp Instruments that Align to Guidance Documents

Nov ndash Dec Octlsquo13 Jan - Mar Administer Instruments

Jan lsquo13 Final FG amp Begin Analysis

Results Analyzed

April - June Results

shared with stakeholders amp implementation

strategy determined 4

Recruitment of Participants

Two years of CDC activations (2010-2012) used to determine participants Multi-state Meningitis Outbreak Haiti Cholera Outbreak CDC Polio Response Hurricane Irene Japan Earthquake Pandemic Influenza Exercise

Participants were identified for recruitment via IMS staffing lists IMS organizational charts Deployment rosters

5

Category of Responder by Method

In-depth Interviews

Brief Interviews

Focus Groups

Personnel who have served as Incident Managers (IM)

Personnel who have served as key leaders in response (eg Team Leads Senior Advisors)

Personnel who have served as responders in EOC or deployed to field

6

Focus Group Structure

Description of Response Duties Focus Groups

Full-Time Preparedness and Response Duties (gt50 of day job)

bull PHPR Staff with full time public health preparedness and response (PHPR) roles

bull Agency-wide (non OPHPR) staff with full-time public health preparedness and response (PHPR) roles

Part-Time Preparedness and Response Duties (lt50 of day job)

bull Emergency Coordinators from various CDC Centers Institutes and Offices (CIO)

bull CDC Field staff (by phone)

Response Duties only when activated to support Event or Exercise

bull 5 amp 6 Staff deployed to field bull 7 amp 8 Staff deployed to EOCIMS Functional

Desk

7

Presentation of Results Themes with higher frequencies are presented

The number of interview participants who stated a particular comment within a theme is identified by ldquon=xy Questions posed

bull only to Incident Managers are identified by ldquon=x4rdquo bull only to responders who have served in a senior

command or lead role are identified by ldquon=x14rdquo bull to both groups are identified by ldquon=x18rdquo

The number of focus groups in which a given theme emerged is identified by nomenclature ldquoFG n=x8rdquo

8

How well does the current training system prepare CDC staff to respond to emergency events

Trainings offered are good or adequate (n=914) but can be difficult to access and complete

Trainings prepare new responders well and allow them to participate in a response with foundational or basic knowledge (n=614)

Prefer in-person classroom-based didactic training (n=714 FG n=78)

Also prefer experiential training including exercises (n=514 FG n=58) mentoring opportunities (n=614) and reviews of past responses (n=414)

Though not preferred participants acknowledged that web-based training has a place within the training system (n=614 FG n=58)

9

How well does the current training system prepare CDC staff to respond to emergency events

Incident Managers reported they were best prepared for their roles by having prior first-hand experience including experience on an incident management team (n=34)

When probed about specific helpful IM trainings the National Incident Management System (NIMS) courses were referenced (n=24)

ldquoTraining can only go so far You canrsquot make a leader through traininghellip What you have to do is find a way

to either mentor that into somebody give those people scenarios to practice or on-the-job trainingrdquo

10

What gaps exist in the current training system Incident Managers were unaware of efforts to recruit or prepare future

Incident Managers (eg no succession planning) (n=44)

Different types of training needs for responders deployed to field versus EOC is not adequately recognized within training system (n=914)

ldquoIn the EOC [there is] nice air-conditioning nice cafeteria downstairshellip But what about the people on the ground They are facing a totally

different environmentSo you need to build people to have those skillsrdquo

Limited trainings related to interagency relations and collaboration (n=714 FG n=48)

Trainings are foundational and do not adequately prepare responders for real-life events or do not prepare them to respond from one response to another (n=414)

11

What gaps exist in the current training system

Considerable time lapse between training and the opportunity to apply knowledge during a response (n=518)

There are limited opportunities to train with emergency responders from other organizations (n=214 FG n=28)

ldquoAny course that we put on should be open to our colleagues at FEMA at the federal level to our colleagues in local health

throughout Georgia In a real emergency hellipwersquore going to be working with these peopleThe only way to do thathellip is

through trainings during exercises and during responsesrdquo

12

What trainings are essential and should be included in the FY13 (and beyond) system

These existing trainings and educational opportunities were recommended most frequently by name

FEMArsquos NIMS Courses (n= 1418 FG n=68)

Emergency Operations Center (EOC) 101 (n=1218 FG n=38)

Pandemic Influenza Full-Scale Exercise (n=618 FG n=28)

Environmental Health Training in Emergency Response (n=414 FG n=38)

Deployment Safety and Resilience Training (n=414 FG n=28)

Public Health Readiness Certificate Program (n=214 FG n=48)

13

Nuances Among Groups

Responder Group Identified Need

Internationally deployed field responders

bull Instruction around overseas travel (ie water purification and medication distribution)

bull Cultural sensitivity training

Field responders stationed off-site from Atlanta

bull Responder trainings too ldquoAtlanta-centricrdquo need to find training solution to meet needs of responders stationed outside of Atlanta

Subject matter experts (SMEs)

bull SMEs need to be brought up to speed on emergency response activities (responders)

bull How much emergency response knowledge is needed for SMEs to perform their response role

Responders deployed to the EOC

bull Just-in-Time training for EOMS bull Importance of defining rolesresponsibilities to new

andor untrained responders

14

Strengths and Limitations (of RNA)

Discussion (Related to Conduct of RNA NOT Results) Strengths bull Senior Leadership support bull Participant support amp interest bull Focus on training ldquosystemrdquo and not response experience bull Implemented during Agency activations

Limitations bull Implemented during Agency activations bull Timing (ie holidays three responses ongoing) bull Resistance to participate bull Limited data on staffing lists (dependent on self-input

into EOMS) 15

Recommendations

Better Organize Existing Trainings amp Resources

Implement Succession Planning for Incident Managers

Move Beyond Foundational Learning

Learn About CrossndashAgency Connections

Make Trainings Accessible for Non-Atlanta Staff

16

Action Steps Submitted formal reports for internal stakeholders (DEO EC CDCU)

and external partners (EMAP)

Collaborate on visibility and promotion (via web communications) for Responder Training opportunities

CDCU piloted Leadership Training for Emergency Response Team Leaders

Implemented Phase II of the project Succession Planning for Incident Managers

Support and collaborate with CIOsother stakeholders to develop training for IM Succession Planning

17

Phase II Incident Manager (IM) Succession Planning

One of the prevalent themes from the Responder Needs Assessment was the need to develop and implement a training program specifically targeted at preparing responders for the IM role

Primary evaluation questions in IM Training Assessment 1 What are participantsrsquo visions for the development of future IMs 2 How can CDC select and foster future IMs

18

IM Training Assessment Methods

CDC staff who had served as IMs or had worked closely with IMs during a response in the previous 2 years were interviewed Staff had not participated in the RNA

25 staff were recruited and 22 participated 12 had served in an IM or Command Staff role 10 staff had routine interaction with IMs as part of CDCrsquos

Division of Emergency Operations Senior Staff or Subject Matter Experts

Phone interviews Conducted between August and September 2013

19

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

Overview of Responder Training Needs Assessment

Objective To identify perceived preparedness and response training needs for the

CDC workforce

Results will be used to Identify training gaps and needs Revise and customize course offerings and Guide decision-making to determine training portfolio that appropriately

reflects 20132014 Agency priorities

Primary Evaluation Questions How well does the current training system prepare CDC staff to respond

to emergency events What gaps exist in the current training system What trainings are essential and should be included in the FY13 (and

beyond) system 3

Timeline

Sept lsquo12 Contract Kick-Off amp Presentation to ECs

Oct July - Octlsquo13 Implementation Phase II

Incident Mgr Succession Planning

Develop Method amp Instruments that Align to Guidance Documents

Nov ndash Dec Octlsquo13 Jan - Mar Administer Instruments

Jan lsquo13 Final FG amp Begin Analysis

Results Analyzed

April - June Results

shared with stakeholders amp implementation

strategy determined 4

Recruitment of Participants

Two years of CDC activations (2010-2012) used to determine participants Multi-state Meningitis Outbreak Haiti Cholera Outbreak CDC Polio Response Hurricane Irene Japan Earthquake Pandemic Influenza Exercise

Participants were identified for recruitment via IMS staffing lists IMS organizational charts Deployment rosters

5

Category of Responder by Method

In-depth Interviews

Brief Interviews

Focus Groups

Personnel who have served as Incident Managers (IM)

Personnel who have served as key leaders in response (eg Team Leads Senior Advisors)

Personnel who have served as responders in EOC or deployed to field

6

Focus Group Structure

Description of Response Duties Focus Groups

Full-Time Preparedness and Response Duties (gt50 of day job)

bull PHPR Staff with full time public health preparedness and response (PHPR) roles

bull Agency-wide (non OPHPR) staff with full-time public health preparedness and response (PHPR) roles

Part-Time Preparedness and Response Duties (lt50 of day job)

bull Emergency Coordinators from various CDC Centers Institutes and Offices (CIO)

bull CDC Field staff (by phone)

Response Duties only when activated to support Event or Exercise

bull 5 amp 6 Staff deployed to field bull 7 amp 8 Staff deployed to EOCIMS Functional

Desk

7

Presentation of Results Themes with higher frequencies are presented

The number of interview participants who stated a particular comment within a theme is identified by ldquon=xy Questions posed

bull only to Incident Managers are identified by ldquon=x4rdquo bull only to responders who have served in a senior

command or lead role are identified by ldquon=x14rdquo bull to both groups are identified by ldquon=x18rdquo

The number of focus groups in which a given theme emerged is identified by nomenclature ldquoFG n=x8rdquo

8

How well does the current training system prepare CDC staff to respond to emergency events

Trainings offered are good or adequate (n=914) but can be difficult to access and complete

Trainings prepare new responders well and allow them to participate in a response with foundational or basic knowledge (n=614)

Prefer in-person classroom-based didactic training (n=714 FG n=78)

Also prefer experiential training including exercises (n=514 FG n=58) mentoring opportunities (n=614) and reviews of past responses (n=414)

Though not preferred participants acknowledged that web-based training has a place within the training system (n=614 FG n=58)

9

How well does the current training system prepare CDC staff to respond to emergency events

Incident Managers reported they were best prepared for their roles by having prior first-hand experience including experience on an incident management team (n=34)

When probed about specific helpful IM trainings the National Incident Management System (NIMS) courses were referenced (n=24)

ldquoTraining can only go so far You canrsquot make a leader through traininghellip What you have to do is find a way

to either mentor that into somebody give those people scenarios to practice or on-the-job trainingrdquo

10

What gaps exist in the current training system Incident Managers were unaware of efforts to recruit or prepare future

Incident Managers (eg no succession planning) (n=44)

Different types of training needs for responders deployed to field versus EOC is not adequately recognized within training system (n=914)

ldquoIn the EOC [there is] nice air-conditioning nice cafeteria downstairshellip But what about the people on the ground They are facing a totally

different environmentSo you need to build people to have those skillsrdquo

Limited trainings related to interagency relations and collaboration (n=714 FG n=48)

Trainings are foundational and do not adequately prepare responders for real-life events or do not prepare them to respond from one response to another (n=414)

11

What gaps exist in the current training system

Considerable time lapse between training and the opportunity to apply knowledge during a response (n=518)

There are limited opportunities to train with emergency responders from other organizations (n=214 FG n=28)

ldquoAny course that we put on should be open to our colleagues at FEMA at the federal level to our colleagues in local health

throughout Georgia In a real emergency hellipwersquore going to be working with these peopleThe only way to do thathellip is

through trainings during exercises and during responsesrdquo

12

What trainings are essential and should be included in the FY13 (and beyond) system

These existing trainings and educational opportunities were recommended most frequently by name

FEMArsquos NIMS Courses (n= 1418 FG n=68)

Emergency Operations Center (EOC) 101 (n=1218 FG n=38)

Pandemic Influenza Full-Scale Exercise (n=618 FG n=28)

Environmental Health Training in Emergency Response (n=414 FG n=38)

Deployment Safety and Resilience Training (n=414 FG n=28)

Public Health Readiness Certificate Program (n=214 FG n=48)

13

Nuances Among Groups

Responder Group Identified Need

Internationally deployed field responders

bull Instruction around overseas travel (ie water purification and medication distribution)

bull Cultural sensitivity training

Field responders stationed off-site from Atlanta

bull Responder trainings too ldquoAtlanta-centricrdquo need to find training solution to meet needs of responders stationed outside of Atlanta

Subject matter experts (SMEs)

bull SMEs need to be brought up to speed on emergency response activities (responders)

bull How much emergency response knowledge is needed for SMEs to perform their response role

Responders deployed to the EOC

bull Just-in-Time training for EOMS bull Importance of defining rolesresponsibilities to new

andor untrained responders

14

Strengths and Limitations (of RNA)

Discussion (Related to Conduct of RNA NOT Results) Strengths bull Senior Leadership support bull Participant support amp interest bull Focus on training ldquosystemrdquo and not response experience bull Implemented during Agency activations

Limitations bull Implemented during Agency activations bull Timing (ie holidays three responses ongoing) bull Resistance to participate bull Limited data on staffing lists (dependent on self-input

into EOMS) 15

Recommendations

Better Organize Existing Trainings amp Resources

Implement Succession Planning for Incident Managers

Move Beyond Foundational Learning

Learn About CrossndashAgency Connections

Make Trainings Accessible for Non-Atlanta Staff

16

Action Steps Submitted formal reports for internal stakeholders (DEO EC CDCU)

and external partners (EMAP)

Collaborate on visibility and promotion (via web communications) for Responder Training opportunities

CDCU piloted Leadership Training for Emergency Response Team Leaders

Implemented Phase II of the project Succession Planning for Incident Managers

Support and collaborate with CIOsother stakeholders to develop training for IM Succession Planning

17

Phase II Incident Manager (IM) Succession Planning

One of the prevalent themes from the Responder Needs Assessment was the need to develop and implement a training program specifically targeted at preparing responders for the IM role

Primary evaluation questions in IM Training Assessment 1 What are participantsrsquo visions for the development of future IMs 2 How can CDC select and foster future IMs

18

IM Training Assessment Methods

CDC staff who had served as IMs or had worked closely with IMs during a response in the previous 2 years were interviewed Staff had not participated in the RNA

25 staff were recruited and 22 participated 12 had served in an IM or Command Staff role 10 staff had routine interaction with IMs as part of CDCrsquos

Division of Emergency Operations Senior Staff or Subject Matter Experts

Phone interviews Conducted between August and September 2013

19

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

Timeline

Sept lsquo12 Contract Kick-Off amp Presentation to ECs

Oct July - Octlsquo13 Implementation Phase II

Incident Mgr Succession Planning

Develop Method amp Instruments that Align to Guidance Documents

Nov ndash Dec Octlsquo13 Jan - Mar Administer Instruments

Jan lsquo13 Final FG amp Begin Analysis

Results Analyzed

April - June Results

shared with stakeholders amp implementation

strategy determined 4

Recruitment of Participants

Two years of CDC activations (2010-2012) used to determine participants Multi-state Meningitis Outbreak Haiti Cholera Outbreak CDC Polio Response Hurricane Irene Japan Earthquake Pandemic Influenza Exercise

Participants were identified for recruitment via IMS staffing lists IMS organizational charts Deployment rosters

5

Category of Responder by Method

In-depth Interviews

Brief Interviews

Focus Groups

Personnel who have served as Incident Managers (IM)

Personnel who have served as key leaders in response (eg Team Leads Senior Advisors)

Personnel who have served as responders in EOC or deployed to field

6

Focus Group Structure

Description of Response Duties Focus Groups

Full-Time Preparedness and Response Duties (gt50 of day job)

bull PHPR Staff with full time public health preparedness and response (PHPR) roles

bull Agency-wide (non OPHPR) staff with full-time public health preparedness and response (PHPR) roles

Part-Time Preparedness and Response Duties (lt50 of day job)

bull Emergency Coordinators from various CDC Centers Institutes and Offices (CIO)

bull CDC Field staff (by phone)

Response Duties only when activated to support Event or Exercise

bull 5 amp 6 Staff deployed to field bull 7 amp 8 Staff deployed to EOCIMS Functional

Desk

7

Presentation of Results Themes with higher frequencies are presented

The number of interview participants who stated a particular comment within a theme is identified by ldquon=xy Questions posed

bull only to Incident Managers are identified by ldquon=x4rdquo bull only to responders who have served in a senior

command or lead role are identified by ldquon=x14rdquo bull to both groups are identified by ldquon=x18rdquo

The number of focus groups in which a given theme emerged is identified by nomenclature ldquoFG n=x8rdquo

8

How well does the current training system prepare CDC staff to respond to emergency events

Trainings offered are good or adequate (n=914) but can be difficult to access and complete

Trainings prepare new responders well and allow them to participate in a response with foundational or basic knowledge (n=614)

Prefer in-person classroom-based didactic training (n=714 FG n=78)

Also prefer experiential training including exercises (n=514 FG n=58) mentoring opportunities (n=614) and reviews of past responses (n=414)

Though not preferred participants acknowledged that web-based training has a place within the training system (n=614 FG n=58)

9

How well does the current training system prepare CDC staff to respond to emergency events

Incident Managers reported they were best prepared for their roles by having prior first-hand experience including experience on an incident management team (n=34)

When probed about specific helpful IM trainings the National Incident Management System (NIMS) courses were referenced (n=24)

ldquoTraining can only go so far You canrsquot make a leader through traininghellip What you have to do is find a way

to either mentor that into somebody give those people scenarios to practice or on-the-job trainingrdquo

10

What gaps exist in the current training system Incident Managers were unaware of efforts to recruit or prepare future

Incident Managers (eg no succession planning) (n=44)

Different types of training needs for responders deployed to field versus EOC is not adequately recognized within training system (n=914)

ldquoIn the EOC [there is] nice air-conditioning nice cafeteria downstairshellip But what about the people on the ground They are facing a totally

different environmentSo you need to build people to have those skillsrdquo

Limited trainings related to interagency relations and collaboration (n=714 FG n=48)

Trainings are foundational and do not adequately prepare responders for real-life events or do not prepare them to respond from one response to another (n=414)

11

What gaps exist in the current training system

Considerable time lapse between training and the opportunity to apply knowledge during a response (n=518)

There are limited opportunities to train with emergency responders from other organizations (n=214 FG n=28)

ldquoAny course that we put on should be open to our colleagues at FEMA at the federal level to our colleagues in local health

throughout Georgia In a real emergency hellipwersquore going to be working with these peopleThe only way to do thathellip is

through trainings during exercises and during responsesrdquo

12

What trainings are essential and should be included in the FY13 (and beyond) system

These existing trainings and educational opportunities were recommended most frequently by name

FEMArsquos NIMS Courses (n= 1418 FG n=68)

Emergency Operations Center (EOC) 101 (n=1218 FG n=38)

Pandemic Influenza Full-Scale Exercise (n=618 FG n=28)

Environmental Health Training in Emergency Response (n=414 FG n=38)

Deployment Safety and Resilience Training (n=414 FG n=28)

Public Health Readiness Certificate Program (n=214 FG n=48)

13

Nuances Among Groups

Responder Group Identified Need

Internationally deployed field responders

bull Instruction around overseas travel (ie water purification and medication distribution)

bull Cultural sensitivity training

Field responders stationed off-site from Atlanta

bull Responder trainings too ldquoAtlanta-centricrdquo need to find training solution to meet needs of responders stationed outside of Atlanta

Subject matter experts (SMEs)

bull SMEs need to be brought up to speed on emergency response activities (responders)

bull How much emergency response knowledge is needed for SMEs to perform their response role

Responders deployed to the EOC

bull Just-in-Time training for EOMS bull Importance of defining rolesresponsibilities to new

andor untrained responders

14

Strengths and Limitations (of RNA)

Discussion (Related to Conduct of RNA NOT Results) Strengths bull Senior Leadership support bull Participant support amp interest bull Focus on training ldquosystemrdquo and not response experience bull Implemented during Agency activations

Limitations bull Implemented during Agency activations bull Timing (ie holidays three responses ongoing) bull Resistance to participate bull Limited data on staffing lists (dependent on self-input

into EOMS) 15

Recommendations

Better Organize Existing Trainings amp Resources

Implement Succession Planning for Incident Managers

Move Beyond Foundational Learning

Learn About CrossndashAgency Connections

Make Trainings Accessible for Non-Atlanta Staff

16

Action Steps Submitted formal reports for internal stakeholders (DEO EC CDCU)

and external partners (EMAP)

Collaborate on visibility and promotion (via web communications) for Responder Training opportunities

CDCU piloted Leadership Training for Emergency Response Team Leaders

Implemented Phase II of the project Succession Planning for Incident Managers

Support and collaborate with CIOsother stakeholders to develop training for IM Succession Planning

17

Phase II Incident Manager (IM) Succession Planning

One of the prevalent themes from the Responder Needs Assessment was the need to develop and implement a training program specifically targeted at preparing responders for the IM role

Primary evaluation questions in IM Training Assessment 1 What are participantsrsquo visions for the development of future IMs 2 How can CDC select and foster future IMs

18

IM Training Assessment Methods

CDC staff who had served as IMs or had worked closely with IMs during a response in the previous 2 years were interviewed Staff had not participated in the RNA

25 staff were recruited and 22 participated 12 had served in an IM or Command Staff role 10 staff had routine interaction with IMs as part of CDCrsquos

Division of Emergency Operations Senior Staff or Subject Matter Experts

Phone interviews Conducted between August and September 2013

19

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

Recruitment of Participants

Two years of CDC activations (2010-2012) used to determine participants Multi-state Meningitis Outbreak Haiti Cholera Outbreak CDC Polio Response Hurricane Irene Japan Earthquake Pandemic Influenza Exercise

Participants were identified for recruitment via IMS staffing lists IMS organizational charts Deployment rosters

5

Category of Responder by Method

In-depth Interviews

Brief Interviews

Focus Groups

Personnel who have served as Incident Managers (IM)

Personnel who have served as key leaders in response (eg Team Leads Senior Advisors)

Personnel who have served as responders in EOC or deployed to field

6

Focus Group Structure

Description of Response Duties Focus Groups

Full-Time Preparedness and Response Duties (gt50 of day job)

bull PHPR Staff with full time public health preparedness and response (PHPR) roles

bull Agency-wide (non OPHPR) staff with full-time public health preparedness and response (PHPR) roles

Part-Time Preparedness and Response Duties (lt50 of day job)

bull Emergency Coordinators from various CDC Centers Institutes and Offices (CIO)

bull CDC Field staff (by phone)

Response Duties only when activated to support Event or Exercise

bull 5 amp 6 Staff deployed to field bull 7 amp 8 Staff deployed to EOCIMS Functional

Desk

7

Presentation of Results Themes with higher frequencies are presented

The number of interview participants who stated a particular comment within a theme is identified by ldquon=xy Questions posed

bull only to Incident Managers are identified by ldquon=x4rdquo bull only to responders who have served in a senior

command or lead role are identified by ldquon=x14rdquo bull to both groups are identified by ldquon=x18rdquo

The number of focus groups in which a given theme emerged is identified by nomenclature ldquoFG n=x8rdquo

8

How well does the current training system prepare CDC staff to respond to emergency events

Trainings offered are good or adequate (n=914) but can be difficult to access and complete

Trainings prepare new responders well and allow them to participate in a response with foundational or basic knowledge (n=614)

Prefer in-person classroom-based didactic training (n=714 FG n=78)

Also prefer experiential training including exercises (n=514 FG n=58) mentoring opportunities (n=614) and reviews of past responses (n=414)

Though not preferred participants acknowledged that web-based training has a place within the training system (n=614 FG n=58)

9

How well does the current training system prepare CDC staff to respond to emergency events

Incident Managers reported they were best prepared for their roles by having prior first-hand experience including experience on an incident management team (n=34)

When probed about specific helpful IM trainings the National Incident Management System (NIMS) courses were referenced (n=24)

ldquoTraining can only go so far You canrsquot make a leader through traininghellip What you have to do is find a way

to either mentor that into somebody give those people scenarios to practice or on-the-job trainingrdquo

10

What gaps exist in the current training system Incident Managers were unaware of efforts to recruit or prepare future

Incident Managers (eg no succession planning) (n=44)

Different types of training needs for responders deployed to field versus EOC is not adequately recognized within training system (n=914)

ldquoIn the EOC [there is] nice air-conditioning nice cafeteria downstairshellip But what about the people on the ground They are facing a totally

different environmentSo you need to build people to have those skillsrdquo

Limited trainings related to interagency relations and collaboration (n=714 FG n=48)

Trainings are foundational and do not adequately prepare responders for real-life events or do not prepare them to respond from one response to another (n=414)

11

What gaps exist in the current training system

Considerable time lapse between training and the opportunity to apply knowledge during a response (n=518)

There are limited opportunities to train with emergency responders from other organizations (n=214 FG n=28)

ldquoAny course that we put on should be open to our colleagues at FEMA at the federal level to our colleagues in local health

throughout Georgia In a real emergency hellipwersquore going to be working with these peopleThe only way to do thathellip is

through trainings during exercises and during responsesrdquo

12

What trainings are essential and should be included in the FY13 (and beyond) system

These existing trainings and educational opportunities were recommended most frequently by name

FEMArsquos NIMS Courses (n= 1418 FG n=68)

Emergency Operations Center (EOC) 101 (n=1218 FG n=38)

Pandemic Influenza Full-Scale Exercise (n=618 FG n=28)

Environmental Health Training in Emergency Response (n=414 FG n=38)

Deployment Safety and Resilience Training (n=414 FG n=28)

Public Health Readiness Certificate Program (n=214 FG n=48)

13

Nuances Among Groups

Responder Group Identified Need

Internationally deployed field responders

bull Instruction around overseas travel (ie water purification and medication distribution)

bull Cultural sensitivity training

Field responders stationed off-site from Atlanta

bull Responder trainings too ldquoAtlanta-centricrdquo need to find training solution to meet needs of responders stationed outside of Atlanta

Subject matter experts (SMEs)

bull SMEs need to be brought up to speed on emergency response activities (responders)

bull How much emergency response knowledge is needed for SMEs to perform their response role

Responders deployed to the EOC

bull Just-in-Time training for EOMS bull Importance of defining rolesresponsibilities to new

andor untrained responders

14

Strengths and Limitations (of RNA)

Discussion (Related to Conduct of RNA NOT Results) Strengths bull Senior Leadership support bull Participant support amp interest bull Focus on training ldquosystemrdquo and not response experience bull Implemented during Agency activations

Limitations bull Implemented during Agency activations bull Timing (ie holidays three responses ongoing) bull Resistance to participate bull Limited data on staffing lists (dependent on self-input

into EOMS) 15

Recommendations

Better Organize Existing Trainings amp Resources

Implement Succession Planning for Incident Managers

Move Beyond Foundational Learning

Learn About CrossndashAgency Connections

Make Trainings Accessible for Non-Atlanta Staff

16

Action Steps Submitted formal reports for internal stakeholders (DEO EC CDCU)

and external partners (EMAP)

Collaborate on visibility and promotion (via web communications) for Responder Training opportunities

CDCU piloted Leadership Training for Emergency Response Team Leaders

Implemented Phase II of the project Succession Planning for Incident Managers

Support and collaborate with CIOsother stakeholders to develop training for IM Succession Planning

17

Phase II Incident Manager (IM) Succession Planning

One of the prevalent themes from the Responder Needs Assessment was the need to develop and implement a training program specifically targeted at preparing responders for the IM role

Primary evaluation questions in IM Training Assessment 1 What are participantsrsquo visions for the development of future IMs 2 How can CDC select and foster future IMs

18

IM Training Assessment Methods

CDC staff who had served as IMs or had worked closely with IMs during a response in the previous 2 years were interviewed Staff had not participated in the RNA

25 staff were recruited and 22 participated 12 had served in an IM or Command Staff role 10 staff had routine interaction with IMs as part of CDCrsquos

Division of Emergency Operations Senior Staff or Subject Matter Experts

Phone interviews Conducted between August and September 2013

19

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

Category of Responder by Method

In-depth Interviews

Brief Interviews

Focus Groups

Personnel who have served as Incident Managers (IM)

Personnel who have served as key leaders in response (eg Team Leads Senior Advisors)

Personnel who have served as responders in EOC or deployed to field

6

Focus Group Structure

Description of Response Duties Focus Groups

Full-Time Preparedness and Response Duties (gt50 of day job)

bull PHPR Staff with full time public health preparedness and response (PHPR) roles

bull Agency-wide (non OPHPR) staff with full-time public health preparedness and response (PHPR) roles

Part-Time Preparedness and Response Duties (lt50 of day job)

bull Emergency Coordinators from various CDC Centers Institutes and Offices (CIO)

bull CDC Field staff (by phone)

Response Duties only when activated to support Event or Exercise

bull 5 amp 6 Staff deployed to field bull 7 amp 8 Staff deployed to EOCIMS Functional

Desk

7

Presentation of Results Themes with higher frequencies are presented

The number of interview participants who stated a particular comment within a theme is identified by ldquon=xy Questions posed

bull only to Incident Managers are identified by ldquon=x4rdquo bull only to responders who have served in a senior

command or lead role are identified by ldquon=x14rdquo bull to both groups are identified by ldquon=x18rdquo

The number of focus groups in which a given theme emerged is identified by nomenclature ldquoFG n=x8rdquo

8

How well does the current training system prepare CDC staff to respond to emergency events

Trainings offered are good or adequate (n=914) but can be difficult to access and complete

Trainings prepare new responders well and allow them to participate in a response with foundational or basic knowledge (n=614)

Prefer in-person classroom-based didactic training (n=714 FG n=78)

Also prefer experiential training including exercises (n=514 FG n=58) mentoring opportunities (n=614) and reviews of past responses (n=414)

Though not preferred participants acknowledged that web-based training has a place within the training system (n=614 FG n=58)

9

How well does the current training system prepare CDC staff to respond to emergency events

Incident Managers reported they were best prepared for their roles by having prior first-hand experience including experience on an incident management team (n=34)

When probed about specific helpful IM trainings the National Incident Management System (NIMS) courses were referenced (n=24)

ldquoTraining can only go so far You canrsquot make a leader through traininghellip What you have to do is find a way

to either mentor that into somebody give those people scenarios to practice or on-the-job trainingrdquo

10

What gaps exist in the current training system Incident Managers were unaware of efforts to recruit or prepare future

Incident Managers (eg no succession planning) (n=44)

Different types of training needs for responders deployed to field versus EOC is not adequately recognized within training system (n=914)

ldquoIn the EOC [there is] nice air-conditioning nice cafeteria downstairshellip But what about the people on the ground They are facing a totally

different environmentSo you need to build people to have those skillsrdquo

Limited trainings related to interagency relations and collaboration (n=714 FG n=48)

Trainings are foundational and do not adequately prepare responders for real-life events or do not prepare them to respond from one response to another (n=414)

11

What gaps exist in the current training system

Considerable time lapse between training and the opportunity to apply knowledge during a response (n=518)

There are limited opportunities to train with emergency responders from other organizations (n=214 FG n=28)

ldquoAny course that we put on should be open to our colleagues at FEMA at the federal level to our colleagues in local health

throughout Georgia In a real emergency hellipwersquore going to be working with these peopleThe only way to do thathellip is

through trainings during exercises and during responsesrdquo

12

What trainings are essential and should be included in the FY13 (and beyond) system

These existing trainings and educational opportunities were recommended most frequently by name

FEMArsquos NIMS Courses (n= 1418 FG n=68)

Emergency Operations Center (EOC) 101 (n=1218 FG n=38)

Pandemic Influenza Full-Scale Exercise (n=618 FG n=28)

Environmental Health Training in Emergency Response (n=414 FG n=38)

Deployment Safety and Resilience Training (n=414 FG n=28)

Public Health Readiness Certificate Program (n=214 FG n=48)

13

Nuances Among Groups

Responder Group Identified Need

Internationally deployed field responders

bull Instruction around overseas travel (ie water purification and medication distribution)

bull Cultural sensitivity training

Field responders stationed off-site from Atlanta

bull Responder trainings too ldquoAtlanta-centricrdquo need to find training solution to meet needs of responders stationed outside of Atlanta

Subject matter experts (SMEs)

bull SMEs need to be brought up to speed on emergency response activities (responders)

bull How much emergency response knowledge is needed for SMEs to perform their response role

Responders deployed to the EOC

bull Just-in-Time training for EOMS bull Importance of defining rolesresponsibilities to new

andor untrained responders

14

Strengths and Limitations (of RNA)

Discussion (Related to Conduct of RNA NOT Results) Strengths bull Senior Leadership support bull Participant support amp interest bull Focus on training ldquosystemrdquo and not response experience bull Implemented during Agency activations

Limitations bull Implemented during Agency activations bull Timing (ie holidays three responses ongoing) bull Resistance to participate bull Limited data on staffing lists (dependent on self-input

into EOMS) 15

Recommendations

Better Organize Existing Trainings amp Resources

Implement Succession Planning for Incident Managers

Move Beyond Foundational Learning

Learn About CrossndashAgency Connections

Make Trainings Accessible for Non-Atlanta Staff

16

Action Steps Submitted formal reports for internal stakeholders (DEO EC CDCU)

and external partners (EMAP)

Collaborate on visibility and promotion (via web communications) for Responder Training opportunities

CDCU piloted Leadership Training for Emergency Response Team Leaders

Implemented Phase II of the project Succession Planning for Incident Managers

Support and collaborate with CIOsother stakeholders to develop training for IM Succession Planning

17

Phase II Incident Manager (IM) Succession Planning

One of the prevalent themes from the Responder Needs Assessment was the need to develop and implement a training program specifically targeted at preparing responders for the IM role

Primary evaluation questions in IM Training Assessment 1 What are participantsrsquo visions for the development of future IMs 2 How can CDC select and foster future IMs

18

IM Training Assessment Methods

CDC staff who had served as IMs or had worked closely with IMs during a response in the previous 2 years were interviewed Staff had not participated in the RNA

25 staff were recruited and 22 participated 12 had served in an IM or Command Staff role 10 staff had routine interaction with IMs as part of CDCrsquos

Division of Emergency Operations Senior Staff or Subject Matter Experts

Phone interviews Conducted between August and September 2013

19

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

Focus Group Structure

Description of Response Duties Focus Groups

Full-Time Preparedness and Response Duties (gt50 of day job)

bull PHPR Staff with full time public health preparedness and response (PHPR) roles

bull Agency-wide (non OPHPR) staff with full-time public health preparedness and response (PHPR) roles

Part-Time Preparedness and Response Duties (lt50 of day job)

bull Emergency Coordinators from various CDC Centers Institutes and Offices (CIO)

bull CDC Field staff (by phone)

Response Duties only when activated to support Event or Exercise

bull 5 amp 6 Staff deployed to field bull 7 amp 8 Staff deployed to EOCIMS Functional

Desk

7

Presentation of Results Themes with higher frequencies are presented

The number of interview participants who stated a particular comment within a theme is identified by ldquon=xy Questions posed

bull only to Incident Managers are identified by ldquon=x4rdquo bull only to responders who have served in a senior

command or lead role are identified by ldquon=x14rdquo bull to both groups are identified by ldquon=x18rdquo

The number of focus groups in which a given theme emerged is identified by nomenclature ldquoFG n=x8rdquo

8

How well does the current training system prepare CDC staff to respond to emergency events

Trainings offered are good or adequate (n=914) but can be difficult to access and complete

Trainings prepare new responders well and allow them to participate in a response with foundational or basic knowledge (n=614)

Prefer in-person classroom-based didactic training (n=714 FG n=78)

Also prefer experiential training including exercises (n=514 FG n=58) mentoring opportunities (n=614) and reviews of past responses (n=414)

Though not preferred participants acknowledged that web-based training has a place within the training system (n=614 FG n=58)

9

How well does the current training system prepare CDC staff to respond to emergency events

Incident Managers reported they were best prepared for their roles by having prior first-hand experience including experience on an incident management team (n=34)

When probed about specific helpful IM trainings the National Incident Management System (NIMS) courses were referenced (n=24)

ldquoTraining can only go so far You canrsquot make a leader through traininghellip What you have to do is find a way

to either mentor that into somebody give those people scenarios to practice or on-the-job trainingrdquo

10

What gaps exist in the current training system Incident Managers were unaware of efforts to recruit or prepare future

Incident Managers (eg no succession planning) (n=44)

Different types of training needs for responders deployed to field versus EOC is not adequately recognized within training system (n=914)

ldquoIn the EOC [there is] nice air-conditioning nice cafeteria downstairshellip But what about the people on the ground They are facing a totally

different environmentSo you need to build people to have those skillsrdquo

Limited trainings related to interagency relations and collaboration (n=714 FG n=48)

Trainings are foundational and do not adequately prepare responders for real-life events or do not prepare them to respond from one response to another (n=414)

11

What gaps exist in the current training system

Considerable time lapse between training and the opportunity to apply knowledge during a response (n=518)

There are limited opportunities to train with emergency responders from other organizations (n=214 FG n=28)

ldquoAny course that we put on should be open to our colleagues at FEMA at the federal level to our colleagues in local health

throughout Georgia In a real emergency hellipwersquore going to be working with these peopleThe only way to do thathellip is

through trainings during exercises and during responsesrdquo

12

What trainings are essential and should be included in the FY13 (and beyond) system

These existing trainings and educational opportunities were recommended most frequently by name

FEMArsquos NIMS Courses (n= 1418 FG n=68)

Emergency Operations Center (EOC) 101 (n=1218 FG n=38)

Pandemic Influenza Full-Scale Exercise (n=618 FG n=28)

Environmental Health Training in Emergency Response (n=414 FG n=38)

Deployment Safety and Resilience Training (n=414 FG n=28)

Public Health Readiness Certificate Program (n=214 FG n=48)

13

Nuances Among Groups

Responder Group Identified Need

Internationally deployed field responders

bull Instruction around overseas travel (ie water purification and medication distribution)

bull Cultural sensitivity training

Field responders stationed off-site from Atlanta

bull Responder trainings too ldquoAtlanta-centricrdquo need to find training solution to meet needs of responders stationed outside of Atlanta

Subject matter experts (SMEs)

bull SMEs need to be brought up to speed on emergency response activities (responders)

bull How much emergency response knowledge is needed for SMEs to perform their response role

Responders deployed to the EOC

bull Just-in-Time training for EOMS bull Importance of defining rolesresponsibilities to new

andor untrained responders

14

Strengths and Limitations (of RNA)

Discussion (Related to Conduct of RNA NOT Results) Strengths bull Senior Leadership support bull Participant support amp interest bull Focus on training ldquosystemrdquo and not response experience bull Implemented during Agency activations

Limitations bull Implemented during Agency activations bull Timing (ie holidays three responses ongoing) bull Resistance to participate bull Limited data on staffing lists (dependent on self-input

into EOMS) 15

Recommendations

Better Organize Existing Trainings amp Resources

Implement Succession Planning for Incident Managers

Move Beyond Foundational Learning

Learn About CrossndashAgency Connections

Make Trainings Accessible for Non-Atlanta Staff

16

Action Steps Submitted formal reports for internal stakeholders (DEO EC CDCU)

and external partners (EMAP)

Collaborate on visibility and promotion (via web communications) for Responder Training opportunities

CDCU piloted Leadership Training for Emergency Response Team Leaders

Implemented Phase II of the project Succession Planning for Incident Managers

Support and collaborate with CIOsother stakeholders to develop training for IM Succession Planning

17

Phase II Incident Manager (IM) Succession Planning

One of the prevalent themes from the Responder Needs Assessment was the need to develop and implement a training program specifically targeted at preparing responders for the IM role

Primary evaluation questions in IM Training Assessment 1 What are participantsrsquo visions for the development of future IMs 2 How can CDC select and foster future IMs

18

IM Training Assessment Methods

CDC staff who had served as IMs or had worked closely with IMs during a response in the previous 2 years were interviewed Staff had not participated in the RNA

25 staff were recruited and 22 participated 12 had served in an IM or Command Staff role 10 staff had routine interaction with IMs as part of CDCrsquos

Division of Emergency Operations Senior Staff or Subject Matter Experts

Phone interviews Conducted between August and September 2013

19

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

Presentation of Results Themes with higher frequencies are presented

The number of interview participants who stated a particular comment within a theme is identified by ldquon=xy Questions posed

bull only to Incident Managers are identified by ldquon=x4rdquo bull only to responders who have served in a senior

command or lead role are identified by ldquon=x14rdquo bull to both groups are identified by ldquon=x18rdquo

The number of focus groups in which a given theme emerged is identified by nomenclature ldquoFG n=x8rdquo

8

How well does the current training system prepare CDC staff to respond to emergency events

Trainings offered are good or adequate (n=914) but can be difficult to access and complete

Trainings prepare new responders well and allow them to participate in a response with foundational or basic knowledge (n=614)

Prefer in-person classroom-based didactic training (n=714 FG n=78)

Also prefer experiential training including exercises (n=514 FG n=58) mentoring opportunities (n=614) and reviews of past responses (n=414)

Though not preferred participants acknowledged that web-based training has a place within the training system (n=614 FG n=58)

9

How well does the current training system prepare CDC staff to respond to emergency events

Incident Managers reported they were best prepared for their roles by having prior first-hand experience including experience on an incident management team (n=34)

When probed about specific helpful IM trainings the National Incident Management System (NIMS) courses were referenced (n=24)

ldquoTraining can only go so far You canrsquot make a leader through traininghellip What you have to do is find a way

to either mentor that into somebody give those people scenarios to practice or on-the-job trainingrdquo

10

What gaps exist in the current training system Incident Managers were unaware of efforts to recruit or prepare future

Incident Managers (eg no succession planning) (n=44)

Different types of training needs for responders deployed to field versus EOC is not adequately recognized within training system (n=914)

ldquoIn the EOC [there is] nice air-conditioning nice cafeteria downstairshellip But what about the people on the ground They are facing a totally

different environmentSo you need to build people to have those skillsrdquo

Limited trainings related to interagency relations and collaboration (n=714 FG n=48)

Trainings are foundational and do not adequately prepare responders for real-life events or do not prepare them to respond from one response to another (n=414)

11

What gaps exist in the current training system

Considerable time lapse between training and the opportunity to apply knowledge during a response (n=518)

There are limited opportunities to train with emergency responders from other organizations (n=214 FG n=28)

ldquoAny course that we put on should be open to our colleagues at FEMA at the federal level to our colleagues in local health

throughout Georgia In a real emergency hellipwersquore going to be working with these peopleThe only way to do thathellip is

through trainings during exercises and during responsesrdquo

12

What trainings are essential and should be included in the FY13 (and beyond) system

These existing trainings and educational opportunities were recommended most frequently by name

FEMArsquos NIMS Courses (n= 1418 FG n=68)

Emergency Operations Center (EOC) 101 (n=1218 FG n=38)

Pandemic Influenza Full-Scale Exercise (n=618 FG n=28)

Environmental Health Training in Emergency Response (n=414 FG n=38)

Deployment Safety and Resilience Training (n=414 FG n=28)

Public Health Readiness Certificate Program (n=214 FG n=48)

13

Nuances Among Groups

Responder Group Identified Need

Internationally deployed field responders

bull Instruction around overseas travel (ie water purification and medication distribution)

bull Cultural sensitivity training

Field responders stationed off-site from Atlanta

bull Responder trainings too ldquoAtlanta-centricrdquo need to find training solution to meet needs of responders stationed outside of Atlanta

Subject matter experts (SMEs)

bull SMEs need to be brought up to speed on emergency response activities (responders)

bull How much emergency response knowledge is needed for SMEs to perform their response role

Responders deployed to the EOC

bull Just-in-Time training for EOMS bull Importance of defining rolesresponsibilities to new

andor untrained responders

14

Strengths and Limitations (of RNA)

Discussion (Related to Conduct of RNA NOT Results) Strengths bull Senior Leadership support bull Participant support amp interest bull Focus on training ldquosystemrdquo and not response experience bull Implemented during Agency activations

Limitations bull Implemented during Agency activations bull Timing (ie holidays three responses ongoing) bull Resistance to participate bull Limited data on staffing lists (dependent on self-input

into EOMS) 15

Recommendations

Better Organize Existing Trainings amp Resources

Implement Succession Planning for Incident Managers

Move Beyond Foundational Learning

Learn About CrossndashAgency Connections

Make Trainings Accessible for Non-Atlanta Staff

16

Action Steps Submitted formal reports for internal stakeholders (DEO EC CDCU)

and external partners (EMAP)

Collaborate on visibility and promotion (via web communications) for Responder Training opportunities

CDCU piloted Leadership Training for Emergency Response Team Leaders

Implemented Phase II of the project Succession Planning for Incident Managers

Support and collaborate with CIOsother stakeholders to develop training for IM Succession Planning

17

Phase II Incident Manager (IM) Succession Planning

One of the prevalent themes from the Responder Needs Assessment was the need to develop and implement a training program specifically targeted at preparing responders for the IM role

Primary evaluation questions in IM Training Assessment 1 What are participantsrsquo visions for the development of future IMs 2 How can CDC select and foster future IMs

18

IM Training Assessment Methods

CDC staff who had served as IMs or had worked closely with IMs during a response in the previous 2 years were interviewed Staff had not participated in the RNA

25 staff were recruited and 22 participated 12 had served in an IM or Command Staff role 10 staff had routine interaction with IMs as part of CDCrsquos

Division of Emergency Operations Senior Staff or Subject Matter Experts

Phone interviews Conducted between August and September 2013

19

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

How well does the current training system prepare CDC staff to respond to emergency events

Trainings offered are good or adequate (n=914) but can be difficult to access and complete

Trainings prepare new responders well and allow them to participate in a response with foundational or basic knowledge (n=614)

Prefer in-person classroom-based didactic training (n=714 FG n=78)

Also prefer experiential training including exercises (n=514 FG n=58) mentoring opportunities (n=614) and reviews of past responses (n=414)

Though not preferred participants acknowledged that web-based training has a place within the training system (n=614 FG n=58)

9

How well does the current training system prepare CDC staff to respond to emergency events

Incident Managers reported they were best prepared for their roles by having prior first-hand experience including experience on an incident management team (n=34)

When probed about specific helpful IM trainings the National Incident Management System (NIMS) courses were referenced (n=24)

ldquoTraining can only go so far You canrsquot make a leader through traininghellip What you have to do is find a way

to either mentor that into somebody give those people scenarios to practice or on-the-job trainingrdquo

10

What gaps exist in the current training system Incident Managers were unaware of efforts to recruit or prepare future

Incident Managers (eg no succession planning) (n=44)

Different types of training needs for responders deployed to field versus EOC is not adequately recognized within training system (n=914)

ldquoIn the EOC [there is] nice air-conditioning nice cafeteria downstairshellip But what about the people on the ground They are facing a totally

different environmentSo you need to build people to have those skillsrdquo

Limited trainings related to interagency relations and collaboration (n=714 FG n=48)

Trainings are foundational and do not adequately prepare responders for real-life events or do not prepare them to respond from one response to another (n=414)

11

What gaps exist in the current training system

Considerable time lapse between training and the opportunity to apply knowledge during a response (n=518)

There are limited opportunities to train with emergency responders from other organizations (n=214 FG n=28)

ldquoAny course that we put on should be open to our colleagues at FEMA at the federal level to our colleagues in local health

throughout Georgia In a real emergency hellipwersquore going to be working with these peopleThe only way to do thathellip is

through trainings during exercises and during responsesrdquo

12

What trainings are essential and should be included in the FY13 (and beyond) system

These existing trainings and educational opportunities were recommended most frequently by name

FEMArsquos NIMS Courses (n= 1418 FG n=68)

Emergency Operations Center (EOC) 101 (n=1218 FG n=38)

Pandemic Influenza Full-Scale Exercise (n=618 FG n=28)

Environmental Health Training in Emergency Response (n=414 FG n=38)

Deployment Safety and Resilience Training (n=414 FG n=28)

Public Health Readiness Certificate Program (n=214 FG n=48)

13

Nuances Among Groups

Responder Group Identified Need

Internationally deployed field responders

bull Instruction around overseas travel (ie water purification and medication distribution)

bull Cultural sensitivity training

Field responders stationed off-site from Atlanta

bull Responder trainings too ldquoAtlanta-centricrdquo need to find training solution to meet needs of responders stationed outside of Atlanta

Subject matter experts (SMEs)

bull SMEs need to be brought up to speed on emergency response activities (responders)

bull How much emergency response knowledge is needed for SMEs to perform their response role

Responders deployed to the EOC

bull Just-in-Time training for EOMS bull Importance of defining rolesresponsibilities to new

andor untrained responders

14

Strengths and Limitations (of RNA)

Discussion (Related to Conduct of RNA NOT Results) Strengths bull Senior Leadership support bull Participant support amp interest bull Focus on training ldquosystemrdquo and not response experience bull Implemented during Agency activations

Limitations bull Implemented during Agency activations bull Timing (ie holidays three responses ongoing) bull Resistance to participate bull Limited data on staffing lists (dependent on self-input

into EOMS) 15

Recommendations

Better Organize Existing Trainings amp Resources

Implement Succession Planning for Incident Managers

Move Beyond Foundational Learning

Learn About CrossndashAgency Connections

Make Trainings Accessible for Non-Atlanta Staff

16

Action Steps Submitted formal reports for internal stakeholders (DEO EC CDCU)

and external partners (EMAP)

Collaborate on visibility and promotion (via web communications) for Responder Training opportunities

CDCU piloted Leadership Training for Emergency Response Team Leaders

Implemented Phase II of the project Succession Planning for Incident Managers

Support and collaborate with CIOsother stakeholders to develop training for IM Succession Planning

17

Phase II Incident Manager (IM) Succession Planning

One of the prevalent themes from the Responder Needs Assessment was the need to develop and implement a training program specifically targeted at preparing responders for the IM role

Primary evaluation questions in IM Training Assessment 1 What are participantsrsquo visions for the development of future IMs 2 How can CDC select and foster future IMs

18

IM Training Assessment Methods

CDC staff who had served as IMs or had worked closely with IMs during a response in the previous 2 years were interviewed Staff had not participated in the RNA

25 staff were recruited and 22 participated 12 had served in an IM or Command Staff role 10 staff had routine interaction with IMs as part of CDCrsquos

Division of Emergency Operations Senior Staff or Subject Matter Experts

Phone interviews Conducted between August and September 2013

19

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

How well does the current training system prepare CDC staff to respond to emergency events

Incident Managers reported they were best prepared for their roles by having prior first-hand experience including experience on an incident management team (n=34)

When probed about specific helpful IM trainings the National Incident Management System (NIMS) courses were referenced (n=24)

ldquoTraining can only go so far You canrsquot make a leader through traininghellip What you have to do is find a way

to either mentor that into somebody give those people scenarios to practice or on-the-job trainingrdquo

10

What gaps exist in the current training system Incident Managers were unaware of efforts to recruit or prepare future

Incident Managers (eg no succession planning) (n=44)

Different types of training needs for responders deployed to field versus EOC is not adequately recognized within training system (n=914)

ldquoIn the EOC [there is] nice air-conditioning nice cafeteria downstairshellip But what about the people on the ground They are facing a totally

different environmentSo you need to build people to have those skillsrdquo

Limited trainings related to interagency relations and collaboration (n=714 FG n=48)

Trainings are foundational and do not adequately prepare responders for real-life events or do not prepare them to respond from one response to another (n=414)

11

What gaps exist in the current training system

Considerable time lapse between training and the opportunity to apply knowledge during a response (n=518)

There are limited opportunities to train with emergency responders from other organizations (n=214 FG n=28)

ldquoAny course that we put on should be open to our colleagues at FEMA at the federal level to our colleagues in local health

throughout Georgia In a real emergency hellipwersquore going to be working with these peopleThe only way to do thathellip is

through trainings during exercises and during responsesrdquo

12

What trainings are essential and should be included in the FY13 (and beyond) system

These existing trainings and educational opportunities were recommended most frequently by name

FEMArsquos NIMS Courses (n= 1418 FG n=68)

Emergency Operations Center (EOC) 101 (n=1218 FG n=38)

Pandemic Influenza Full-Scale Exercise (n=618 FG n=28)

Environmental Health Training in Emergency Response (n=414 FG n=38)

Deployment Safety and Resilience Training (n=414 FG n=28)

Public Health Readiness Certificate Program (n=214 FG n=48)

13

Nuances Among Groups

Responder Group Identified Need

Internationally deployed field responders

bull Instruction around overseas travel (ie water purification and medication distribution)

bull Cultural sensitivity training

Field responders stationed off-site from Atlanta

bull Responder trainings too ldquoAtlanta-centricrdquo need to find training solution to meet needs of responders stationed outside of Atlanta

Subject matter experts (SMEs)

bull SMEs need to be brought up to speed on emergency response activities (responders)

bull How much emergency response knowledge is needed for SMEs to perform their response role

Responders deployed to the EOC

bull Just-in-Time training for EOMS bull Importance of defining rolesresponsibilities to new

andor untrained responders

14

Strengths and Limitations (of RNA)

Discussion (Related to Conduct of RNA NOT Results) Strengths bull Senior Leadership support bull Participant support amp interest bull Focus on training ldquosystemrdquo and not response experience bull Implemented during Agency activations

Limitations bull Implemented during Agency activations bull Timing (ie holidays three responses ongoing) bull Resistance to participate bull Limited data on staffing lists (dependent on self-input

into EOMS) 15

Recommendations

Better Organize Existing Trainings amp Resources

Implement Succession Planning for Incident Managers

Move Beyond Foundational Learning

Learn About CrossndashAgency Connections

Make Trainings Accessible for Non-Atlanta Staff

16

Action Steps Submitted formal reports for internal stakeholders (DEO EC CDCU)

and external partners (EMAP)

Collaborate on visibility and promotion (via web communications) for Responder Training opportunities

CDCU piloted Leadership Training for Emergency Response Team Leaders

Implemented Phase II of the project Succession Planning for Incident Managers

Support and collaborate with CIOsother stakeholders to develop training for IM Succession Planning

17

Phase II Incident Manager (IM) Succession Planning

One of the prevalent themes from the Responder Needs Assessment was the need to develop and implement a training program specifically targeted at preparing responders for the IM role

Primary evaluation questions in IM Training Assessment 1 What are participantsrsquo visions for the development of future IMs 2 How can CDC select and foster future IMs

18

IM Training Assessment Methods

CDC staff who had served as IMs or had worked closely with IMs during a response in the previous 2 years were interviewed Staff had not participated in the RNA

25 staff were recruited and 22 participated 12 had served in an IM or Command Staff role 10 staff had routine interaction with IMs as part of CDCrsquos

Division of Emergency Operations Senior Staff or Subject Matter Experts

Phone interviews Conducted between August and September 2013

19

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

What gaps exist in the current training system Incident Managers were unaware of efforts to recruit or prepare future

Incident Managers (eg no succession planning) (n=44)

Different types of training needs for responders deployed to field versus EOC is not adequately recognized within training system (n=914)

ldquoIn the EOC [there is] nice air-conditioning nice cafeteria downstairshellip But what about the people on the ground They are facing a totally

different environmentSo you need to build people to have those skillsrdquo

Limited trainings related to interagency relations and collaboration (n=714 FG n=48)

Trainings are foundational and do not adequately prepare responders for real-life events or do not prepare them to respond from one response to another (n=414)

11

What gaps exist in the current training system

Considerable time lapse between training and the opportunity to apply knowledge during a response (n=518)

There are limited opportunities to train with emergency responders from other organizations (n=214 FG n=28)

ldquoAny course that we put on should be open to our colleagues at FEMA at the federal level to our colleagues in local health

throughout Georgia In a real emergency hellipwersquore going to be working with these peopleThe only way to do thathellip is

through trainings during exercises and during responsesrdquo

12

What trainings are essential and should be included in the FY13 (and beyond) system

These existing trainings and educational opportunities were recommended most frequently by name

FEMArsquos NIMS Courses (n= 1418 FG n=68)

Emergency Operations Center (EOC) 101 (n=1218 FG n=38)

Pandemic Influenza Full-Scale Exercise (n=618 FG n=28)

Environmental Health Training in Emergency Response (n=414 FG n=38)

Deployment Safety and Resilience Training (n=414 FG n=28)

Public Health Readiness Certificate Program (n=214 FG n=48)

13

Nuances Among Groups

Responder Group Identified Need

Internationally deployed field responders

bull Instruction around overseas travel (ie water purification and medication distribution)

bull Cultural sensitivity training

Field responders stationed off-site from Atlanta

bull Responder trainings too ldquoAtlanta-centricrdquo need to find training solution to meet needs of responders stationed outside of Atlanta

Subject matter experts (SMEs)

bull SMEs need to be brought up to speed on emergency response activities (responders)

bull How much emergency response knowledge is needed for SMEs to perform their response role

Responders deployed to the EOC

bull Just-in-Time training for EOMS bull Importance of defining rolesresponsibilities to new

andor untrained responders

14

Strengths and Limitations (of RNA)

Discussion (Related to Conduct of RNA NOT Results) Strengths bull Senior Leadership support bull Participant support amp interest bull Focus on training ldquosystemrdquo and not response experience bull Implemented during Agency activations

Limitations bull Implemented during Agency activations bull Timing (ie holidays three responses ongoing) bull Resistance to participate bull Limited data on staffing lists (dependent on self-input

into EOMS) 15

Recommendations

Better Organize Existing Trainings amp Resources

Implement Succession Planning for Incident Managers

Move Beyond Foundational Learning

Learn About CrossndashAgency Connections

Make Trainings Accessible for Non-Atlanta Staff

16

Action Steps Submitted formal reports for internal stakeholders (DEO EC CDCU)

and external partners (EMAP)

Collaborate on visibility and promotion (via web communications) for Responder Training opportunities

CDCU piloted Leadership Training for Emergency Response Team Leaders

Implemented Phase II of the project Succession Planning for Incident Managers

Support and collaborate with CIOsother stakeholders to develop training for IM Succession Planning

17

Phase II Incident Manager (IM) Succession Planning

One of the prevalent themes from the Responder Needs Assessment was the need to develop and implement a training program specifically targeted at preparing responders for the IM role

Primary evaluation questions in IM Training Assessment 1 What are participantsrsquo visions for the development of future IMs 2 How can CDC select and foster future IMs

18

IM Training Assessment Methods

CDC staff who had served as IMs or had worked closely with IMs during a response in the previous 2 years were interviewed Staff had not participated in the RNA

25 staff were recruited and 22 participated 12 had served in an IM or Command Staff role 10 staff had routine interaction with IMs as part of CDCrsquos

Division of Emergency Operations Senior Staff or Subject Matter Experts

Phone interviews Conducted between August and September 2013

19

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

What gaps exist in the current training system

Considerable time lapse between training and the opportunity to apply knowledge during a response (n=518)

There are limited opportunities to train with emergency responders from other organizations (n=214 FG n=28)

ldquoAny course that we put on should be open to our colleagues at FEMA at the federal level to our colleagues in local health

throughout Georgia In a real emergency hellipwersquore going to be working with these peopleThe only way to do thathellip is

through trainings during exercises and during responsesrdquo

12

What trainings are essential and should be included in the FY13 (and beyond) system

These existing trainings and educational opportunities were recommended most frequently by name

FEMArsquos NIMS Courses (n= 1418 FG n=68)

Emergency Operations Center (EOC) 101 (n=1218 FG n=38)

Pandemic Influenza Full-Scale Exercise (n=618 FG n=28)

Environmental Health Training in Emergency Response (n=414 FG n=38)

Deployment Safety and Resilience Training (n=414 FG n=28)

Public Health Readiness Certificate Program (n=214 FG n=48)

13

Nuances Among Groups

Responder Group Identified Need

Internationally deployed field responders

bull Instruction around overseas travel (ie water purification and medication distribution)

bull Cultural sensitivity training

Field responders stationed off-site from Atlanta

bull Responder trainings too ldquoAtlanta-centricrdquo need to find training solution to meet needs of responders stationed outside of Atlanta

Subject matter experts (SMEs)

bull SMEs need to be brought up to speed on emergency response activities (responders)

bull How much emergency response knowledge is needed for SMEs to perform their response role

Responders deployed to the EOC

bull Just-in-Time training for EOMS bull Importance of defining rolesresponsibilities to new

andor untrained responders

14

Strengths and Limitations (of RNA)

Discussion (Related to Conduct of RNA NOT Results) Strengths bull Senior Leadership support bull Participant support amp interest bull Focus on training ldquosystemrdquo and not response experience bull Implemented during Agency activations

Limitations bull Implemented during Agency activations bull Timing (ie holidays three responses ongoing) bull Resistance to participate bull Limited data on staffing lists (dependent on self-input

into EOMS) 15

Recommendations

Better Organize Existing Trainings amp Resources

Implement Succession Planning for Incident Managers

Move Beyond Foundational Learning

Learn About CrossndashAgency Connections

Make Trainings Accessible for Non-Atlanta Staff

16

Action Steps Submitted formal reports for internal stakeholders (DEO EC CDCU)

and external partners (EMAP)

Collaborate on visibility and promotion (via web communications) for Responder Training opportunities

CDCU piloted Leadership Training for Emergency Response Team Leaders

Implemented Phase II of the project Succession Planning for Incident Managers

Support and collaborate with CIOsother stakeholders to develop training for IM Succession Planning

17

Phase II Incident Manager (IM) Succession Planning

One of the prevalent themes from the Responder Needs Assessment was the need to develop and implement a training program specifically targeted at preparing responders for the IM role

Primary evaluation questions in IM Training Assessment 1 What are participantsrsquo visions for the development of future IMs 2 How can CDC select and foster future IMs

18

IM Training Assessment Methods

CDC staff who had served as IMs or had worked closely with IMs during a response in the previous 2 years were interviewed Staff had not participated in the RNA

25 staff were recruited and 22 participated 12 had served in an IM or Command Staff role 10 staff had routine interaction with IMs as part of CDCrsquos

Division of Emergency Operations Senior Staff or Subject Matter Experts

Phone interviews Conducted between August and September 2013

19

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

What trainings are essential and should be included in the FY13 (and beyond) system

These existing trainings and educational opportunities were recommended most frequently by name

FEMArsquos NIMS Courses (n= 1418 FG n=68)

Emergency Operations Center (EOC) 101 (n=1218 FG n=38)

Pandemic Influenza Full-Scale Exercise (n=618 FG n=28)

Environmental Health Training in Emergency Response (n=414 FG n=38)

Deployment Safety and Resilience Training (n=414 FG n=28)

Public Health Readiness Certificate Program (n=214 FG n=48)

13

Nuances Among Groups

Responder Group Identified Need

Internationally deployed field responders

bull Instruction around overseas travel (ie water purification and medication distribution)

bull Cultural sensitivity training

Field responders stationed off-site from Atlanta

bull Responder trainings too ldquoAtlanta-centricrdquo need to find training solution to meet needs of responders stationed outside of Atlanta

Subject matter experts (SMEs)

bull SMEs need to be brought up to speed on emergency response activities (responders)

bull How much emergency response knowledge is needed for SMEs to perform their response role

Responders deployed to the EOC

bull Just-in-Time training for EOMS bull Importance of defining rolesresponsibilities to new

andor untrained responders

14

Strengths and Limitations (of RNA)

Discussion (Related to Conduct of RNA NOT Results) Strengths bull Senior Leadership support bull Participant support amp interest bull Focus on training ldquosystemrdquo and not response experience bull Implemented during Agency activations

Limitations bull Implemented during Agency activations bull Timing (ie holidays three responses ongoing) bull Resistance to participate bull Limited data on staffing lists (dependent on self-input

into EOMS) 15

Recommendations

Better Organize Existing Trainings amp Resources

Implement Succession Planning for Incident Managers

Move Beyond Foundational Learning

Learn About CrossndashAgency Connections

Make Trainings Accessible for Non-Atlanta Staff

16

Action Steps Submitted formal reports for internal stakeholders (DEO EC CDCU)

and external partners (EMAP)

Collaborate on visibility and promotion (via web communications) for Responder Training opportunities

CDCU piloted Leadership Training for Emergency Response Team Leaders

Implemented Phase II of the project Succession Planning for Incident Managers

Support and collaborate with CIOsother stakeholders to develop training for IM Succession Planning

17

Phase II Incident Manager (IM) Succession Planning

One of the prevalent themes from the Responder Needs Assessment was the need to develop and implement a training program specifically targeted at preparing responders for the IM role

Primary evaluation questions in IM Training Assessment 1 What are participantsrsquo visions for the development of future IMs 2 How can CDC select and foster future IMs

18

IM Training Assessment Methods

CDC staff who had served as IMs or had worked closely with IMs during a response in the previous 2 years were interviewed Staff had not participated in the RNA

25 staff were recruited and 22 participated 12 had served in an IM or Command Staff role 10 staff had routine interaction with IMs as part of CDCrsquos

Division of Emergency Operations Senior Staff or Subject Matter Experts

Phone interviews Conducted between August and September 2013

19

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

Nuances Among Groups

Responder Group Identified Need

Internationally deployed field responders

bull Instruction around overseas travel (ie water purification and medication distribution)

bull Cultural sensitivity training

Field responders stationed off-site from Atlanta

bull Responder trainings too ldquoAtlanta-centricrdquo need to find training solution to meet needs of responders stationed outside of Atlanta

Subject matter experts (SMEs)

bull SMEs need to be brought up to speed on emergency response activities (responders)

bull How much emergency response knowledge is needed for SMEs to perform their response role

Responders deployed to the EOC

bull Just-in-Time training for EOMS bull Importance of defining rolesresponsibilities to new

andor untrained responders

14

Strengths and Limitations (of RNA)

Discussion (Related to Conduct of RNA NOT Results) Strengths bull Senior Leadership support bull Participant support amp interest bull Focus on training ldquosystemrdquo and not response experience bull Implemented during Agency activations

Limitations bull Implemented during Agency activations bull Timing (ie holidays three responses ongoing) bull Resistance to participate bull Limited data on staffing lists (dependent on self-input

into EOMS) 15

Recommendations

Better Organize Existing Trainings amp Resources

Implement Succession Planning for Incident Managers

Move Beyond Foundational Learning

Learn About CrossndashAgency Connections

Make Trainings Accessible for Non-Atlanta Staff

16

Action Steps Submitted formal reports for internal stakeholders (DEO EC CDCU)

and external partners (EMAP)

Collaborate on visibility and promotion (via web communications) for Responder Training opportunities

CDCU piloted Leadership Training for Emergency Response Team Leaders

Implemented Phase II of the project Succession Planning for Incident Managers

Support and collaborate with CIOsother stakeholders to develop training for IM Succession Planning

17

Phase II Incident Manager (IM) Succession Planning

One of the prevalent themes from the Responder Needs Assessment was the need to develop and implement a training program specifically targeted at preparing responders for the IM role

Primary evaluation questions in IM Training Assessment 1 What are participantsrsquo visions for the development of future IMs 2 How can CDC select and foster future IMs

18

IM Training Assessment Methods

CDC staff who had served as IMs or had worked closely with IMs during a response in the previous 2 years were interviewed Staff had not participated in the RNA

25 staff were recruited and 22 participated 12 had served in an IM or Command Staff role 10 staff had routine interaction with IMs as part of CDCrsquos

Division of Emergency Operations Senior Staff or Subject Matter Experts

Phone interviews Conducted between August and September 2013

19

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

Strengths and Limitations (of RNA)

Discussion (Related to Conduct of RNA NOT Results) Strengths bull Senior Leadership support bull Participant support amp interest bull Focus on training ldquosystemrdquo and not response experience bull Implemented during Agency activations

Limitations bull Implemented during Agency activations bull Timing (ie holidays three responses ongoing) bull Resistance to participate bull Limited data on staffing lists (dependent on self-input

into EOMS) 15

Recommendations

Better Organize Existing Trainings amp Resources

Implement Succession Planning for Incident Managers

Move Beyond Foundational Learning

Learn About CrossndashAgency Connections

Make Trainings Accessible for Non-Atlanta Staff

16

Action Steps Submitted formal reports for internal stakeholders (DEO EC CDCU)

and external partners (EMAP)

Collaborate on visibility and promotion (via web communications) for Responder Training opportunities

CDCU piloted Leadership Training for Emergency Response Team Leaders

Implemented Phase II of the project Succession Planning for Incident Managers

Support and collaborate with CIOsother stakeholders to develop training for IM Succession Planning

17

Phase II Incident Manager (IM) Succession Planning

One of the prevalent themes from the Responder Needs Assessment was the need to develop and implement a training program specifically targeted at preparing responders for the IM role

Primary evaluation questions in IM Training Assessment 1 What are participantsrsquo visions for the development of future IMs 2 How can CDC select and foster future IMs

18

IM Training Assessment Methods

CDC staff who had served as IMs or had worked closely with IMs during a response in the previous 2 years were interviewed Staff had not participated in the RNA

25 staff were recruited and 22 participated 12 had served in an IM or Command Staff role 10 staff had routine interaction with IMs as part of CDCrsquos

Division of Emergency Operations Senior Staff or Subject Matter Experts

Phone interviews Conducted between August and September 2013

19

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

Recommendations

Better Organize Existing Trainings amp Resources

Implement Succession Planning for Incident Managers

Move Beyond Foundational Learning

Learn About CrossndashAgency Connections

Make Trainings Accessible for Non-Atlanta Staff

16

Action Steps Submitted formal reports for internal stakeholders (DEO EC CDCU)

and external partners (EMAP)

Collaborate on visibility and promotion (via web communications) for Responder Training opportunities

CDCU piloted Leadership Training for Emergency Response Team Leaders

Implemented Phase II of the project Succession Planning for Incident Managers

Support and collaborate with CIOsother stakeholders to develop training for IM Succession Planning

17

Phase II Incident Manager (IM) Succession Planning

One of the prevalent themes from the Responder Needs Assessment was the need to develop and implement a training program specifically targeted at preparing responders for the IM role

Primary evaluation questions in IM Training Assessment 1 What are participantsrsquo visions for the development of future IMs 2 How can CDC select and foster future IMs

18

IM Training Assessment Methods

CDC staff who had served as IMs or had worked closely with IMs during a response in the previous 2 years were interviewed Staff had not participated in the RNA

25 staff were recruited and 22 participated 12 had served in an IM or Command Staff role 10 staff had routine interaction with IMs as part of CDCrsquos

Division of Emergency Operations Senior Staff or Subject Matter Experts

Phone interviews Conducted between August and September 2013

19

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

Action Steps Submitted formal reports for internal stakeholders (DEO EC CDCU)

and external partners (EMAP)

Collaborate on visibility and promotion (via web communications) for Responder Training opportunities

CDCU piloted Leadership Training for Emergency Response Team Leaders

Implemented Phase II of the project Succession Planning for Incident Managers

Support and collaborate with CIOsother stakeholders to develop training for IM Succession Planning

17

Phase II Incident Manager (IM) Succession Planning

One of the prevalent themes from the Responder Needs Assessment was the need to develop and implement a training program specifically targeted at preparing responders for the IM role

Primary evaluation questions in IM Training Assessment 1 What are participantsrsquo visions for the development of future IMs 2 How can CDC select and foster future IMs

18

IM Training Assessment Methods

CDC staff who had served as IMs or had worked closely with IMs during a response in the previous 2 years were interviewed Staff had not participated in the RNA

25 staff were recruited and 22 participated 12 had served in an IM or Command Staff role 10 staff had routine interaction with IMs as part of CDCrsquos

Division of Emergency Operations Senior Staff or Subject Matter Experts

Phone interviews Conducted between August and September 2013

19

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

Phase II Incident Manager (IM) Succession Planning

One of the prevalent themes from the Responder Needs Assessment was the need to develop and implement a training program specifically targeted at preparing responders for the IM role

Primary evaluation questions in IM Training Assessment 1 What are participantsrsquo visions for the development of future IMs 2 How can CDC select and foster future IMs

18

IM Training Assessment Methods

CDC staff who had served as IMs or had worked closely with IMs during a response in the previous 2 years were interviewed Staff had not participated in the RNA

25 staff were recruited and 22 participated 12 had served in an IM or Command Staff role 10 staff had routine interaction with IMs as part of CDCrsquos

Division of Emergency Operations Senior Staff or Subject Matter Experts

Phone interviews Conducted between August and September 2013

19

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

IM Training Assessment Methods

CDC staff who had served as IMs or had worked closely with IMs during a response in the previous 2 years were interviewed Staff had not participated in the RNA

25 staff were recruited and 22 participated 12 had served in an IM or Command Staff role 10 staff had routine interaction with IMs as part of CDCrsquos

Division of Emergency Operations Senior Staff or Subject Matter Experts

Phone interviews Conducted between August and September 2013

19

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

What are participantsrsquo visions for the development of future IMs

The ideal IM possesses the following characteristics Leadership and management skills (n=1222) Familiarity with the public health threat though they may not

necessarily be an expert (n=1322) However the ideal IM does not have subject matter expertise alone it must be coupled with leadership and management skill and a will to lead (n=822)

Experience in emergency response and management (n=722) Decisiveness (n=422) Skilled communicator (n=422) Knowledge about the ICS structure and how CDC fits into the National

Framework (n=422)

20

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

What are participantsrsquo visions for the development of future IMs

An IM training program should include content on the following topics The National Framework for Response including ICS and NIMS

(n=1422) Communication (n=1122) Working with partners and other agencies (n=922) Leadership and management (n=922)

Experiential trainings were recommended for inclusion in an IM training program Participation in responses (n=2022) Future IMsrsquo participation in

responses may be structured as a ldquoprogressive assignment of rolesrdquo Shadowing experienced IMs (n=1522)

21

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

How can CDC select and foster future IMs Individuals with the following characteristics would make

good candidates for the IM role Holds a mid- to senior-level position at CDC (n=1622) Are subject matter experts (or are at least familiar) with the public

health threat (n=1222) Have supervisory or management experience (n=1122) Are experienced in emergency response (especially in leadership)

(n=1122)

The following were discussed as ways of encouraging participation in an IM training program Introduce emergency response duties and training to job descriptions

andor personnel development plans (n=1022) Obtain buy-in and support from CDC leaders on the IM training

program (n=722) 22

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

IM Succession Planning

Convene a cross-cutting and cross-divisional Emergency Responder Training Workgroup (proposed)

Purpose of Workgroup To create a technically sound sustainability strategy for CDCrsquos Office of Public Health Preparedness and Response Senior Leadership that includes broad public and expert support and guides emergency preparedness training for the CDC responder workforce

Objective 1 Improve preparation of CDC responders

Objective 2 Improve communication to CDC responders

Objective 3 Improve planning and training of CDC response leaders

23

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

Other Parallel Effortshellip

CDC Leadership amp Management Institute0089 Emergency Management Specialist

Set of Core Competencies

Set of Learning Objectives

Recommended Training Plan

Relative course work Training Experiential assignments

Not just about NIMS Comprehensive development plan

24

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

LMI Team Recommendations 0089 Emergency Management Specialist

Learning Portal (Proposed) Upload 0089 competencies and matching courses Incorporate a learning plan-CDC amp FEMA courses

Program that supports experiential learning (Proposed) Phase 1- Explore Feasibility Phase 2- Pilot Program

PHPR Certificate Program(Proposed) Blended learning model

25

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

Acknowledgements

Dr Robyn Sobelson amp Dr Joan Cioffi Learning Office OPHPR

Division of Emergency Operations OPHPR CDC University School of Preparedness and Response

CDC Emergency Coordinators SciMetrika LLC

26

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

Questions Comments Feedback

27

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention

QuestionsCommentsDiscussion

OPHPR ODLearning Office Joan Cioffi (vzc1cdcgov)

Gabrielle OrsquoMeara (mgo0cdcgov) Robyn Sobelson (fnp4cdcgov)

Silvia Trigoso (kje0cdcgov) Gail Williams (gdw5cdcgov)

Formerly with Office of Public Health Preparedness and Response OPHPR 28 Learning Office

For more information please contact Centers for Disease Control and Prevention 1600 Clifton Road NE Atlanta GA 30333 Telephone 1-800-CDC-INFO (232-4636)TTY 1-888-232-6348 E-mail cdcinfocdcgov Web wwwcdcgov

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention