{"operation":"document","citation":"PHMSA Guidance, Hazmat Planning Curriculum Guidelines","title":"Hazmat Planning Curriculum Guidelines","source_type":"guidance","agency":"Pipeline and Hazardous Materials Safety Administration","status":"guidance","official":true,"published_on":"2017-01-19","effective_on":"2017-01-19","summary":"Hazmat Planning Curriculum Guidelines Document 01_Planning_2016_508_Compliant.pdf (6.31 MB) The Hazardous Materials Incident Response Curriculum Guidelines (Response Guidelines) are provided to assist public sector training managers and employers to understand the training requirements for public sector response personnel to hazardous materials emergencies. Existing regulatory requirements are defined and additional ","machine_formats":{"json":"https://regulus.evalyn.ai/document/phmsa-guidance-hazmat-planning-curriculum-guidelines-8e551cae.json","markdown":"https://regulus.evalyn.ai/document/phmsa-guidance-hazmat-planning-curriculum-guidelines-8e551cae.md"},"app_url":"https://regulus.evalyn.ai/document/phmsa-guidance-hazmat-planning-curriculum-guidelines-8e551cae","source_url":"https://www.phmsa.dot.gov/grants/hazmat/hazmat-planning-curriculum-guidelines","body":"Hazmat Planning Curriculum Guidelines\n\nDocument\n\n 01_Planning_2016_508_Compliant.pdf (6.31 MB)\n\n        The Hazardous Materials Incident Response Curriculum Guidelines (Response Guidelines) are provided to assist public sector training managers and employers to understand the training requirements for public sector response personnel to hazardous materials emergencies. Existing regulatory requirements are defined and additional consensus standard recommendations are provided to help managers improve the quality and effectiveness of hazardous materials incident response training.\n\n          Issued Date: Thursday, January 19, 2017\n\n<<<PAGE 1>>>\n\nHazardous Materials Planning Curriculum\nHazardous Materials Incident Response\nCurriculum Guidelines\nPlanning Curriculum\nOverview\nPage 1\n\n<<<PAGE 2>>>\n\nHazardous Materials Planning Curriculum\nThe goal of the Hazardous Materials Incident Response Planning Curriculum is to enhance\nthe knowledge, skills, and attitudes of a broad spectrum of state and local training\naudiences, thus promoting better hazardous materials and terrorist incident planning by\njurisdictions and facilities. The Planning Curriculum Guidelines are intended to assist public\nsector training managers and employers to understand the requirements for training\npublic sector personnel involved in planning for hazardous materials and terrorist\nemergencies. Existing regulatory requirements are defined, and training\nrecommendations are offered to help public sector training mangers improve the quality\nand effectiveness of hazardous materials and terrorist incident response planning.\nWhat is an Emergency Operations Plan?\nAccording to the Federal Emergency Management Agency (FEMA), an emergency\noperations plan (EOP) is a document that:\n• Assigns responsibility to organizations and individuals for carrying out specific\nactions at projected times and locations in an emergency.\n• Sets forth lines of authority and organizational relationships, and shows how all\nactions will be coordinated.\n• Describes how people and property will be protected in emergencies and\ndisasters.\n• Identifies personnel, equipment, facilities, supplies, and other resources available\nfor use during response and recovery operations.\n• Identifies steps to address mitigation concerns during response and recovery\nactivities.\nThe fundamental logic that underlies the development of emergency plans is that these\nand related decisions must be addressed before an incident occurs. During an\nemergency, no time exists to resolve such issues or to practice and refine roles and\nresponsibilities. The complex analysis and preparation required to establish an effective\nemergency operations capability must be completed in advance so that public officials\nand response personnel can act quickly and decisively to control dangerous situations\nand protect the public.\nGiven this rationale, an emergency plan must be more than just a document. To be\neffective, all personnel who will participate in a hazardous materials or terrorist incident\nresponse must know their roles and responsibilities and be competent in the tasks they\nwill perform. This goal is greatly enhanced by participation of tasked organizations and\nthe public in an integrated planning process, including exercising the plan and\nperiodically revising the plan as needed.\nThe elements covered in a hazardous materials or terrorist incident response plan and\nthe approach to planning will vary, depending on the jurisdiction’s or facility’s unique\nneeds. However, all plans should contain: (1) an analysis of the emergencies likely to\noccur; (2) an assessment of available resources and existing capabilities; (3) detailed\nPage 2\n\n<<<PAGE 3>>>\n\nHazardous Materials Planning Curriculum\nresponse operations strategies and assignments that address notification, command and\ncontrol, life safety, and other functional requirements; and (4) identification of prevention\nmeasures that can mitigate the seriousness of an emergency or prevent it from\noccurring. The level of detail captured in the plan will also vary, but must be adequate to\nallow tasked organizations and individuals to develop comprehensive Standard\nOperating Procedures (SOPs) in their assigned areas.\nThe Planning Process\nThere is no single correct way to write a hazardous materials or terrorist incident\nemergency plan. Each entity must plan according to its own situation, based on such\nfactors as geographic size, types of hazards, populations at risk, resources, and level of\npreparedness. Jurisdictions and facilities should choose the planning elements and\nprocesses most appropriate to their circumstances. However, every community and\nindustry needs to evaluate its preparedness for hazardous materials incidents and plan\naccordingly.\nVarious explanations of the planning process can be found in the literature, including\nthose described in the Comprehensive Preparedness Guide 101: Developing and\nMaintaining Emergency Operations Plans (FEMA CPG 101); Comprehensive\nPreparedness Guide 201: Threat and Hazard Identification and Risk Assessment Guide\n(FEMA CPG 201); Hazardous Materials Emergency Planning Guide (NRT-1); Technical\nGuidance for Hazards Analysis (EPA/FEMA/DOT); Handbook of Chemical Hazard Analysis\nProcedures (FEMA/DOT/EPA); and Emergency Management Guide for Business & Industry\n(FEMA 141). These documents and approaches to planning, which are briefly described\nin the Appendix to the Planning Guidelines, incorporate the generic functional\nrequirements of planning, although the steps and procedures may be defined somewhat\ndifferently. Jurisdictions and facilities should review these and/or other models to select\na process that best meets their unique planning needs and preferences.\nWhatever model is adopted for the planning process, a team approach is strongly\nrecommended. A planning team is the best mechanism for incorporating the various\ntypes of expertise needed in planning, building consensus among organizations, the\nbusiness community, and individuals affected by the plan, and promoting professional\nrelationships and understanding among responders. Team members can also help\nensure that plans are adequately implemented, evaluated, and maintained after\npromulgation, and that personnel are given the training and tools they need to achieve\ncompetency in their assigned roles and responsibilities.\nNo specific format is mandated for the results of hazardous materials or terrorist incident\nresponse planning. CPG 101 discusses format options for all-hazard and hazard-specific\ncommunity plans. National Response Team’s Integrated Contingency Plan Guidance (see\nthe Appendix to the Planning Guidelines) describes an approved format for consolidating\nmultiple plans that facilities may have to prepare in compliance with various federal\nregulations. However, a format is “good” if users understand it, are comfortable with it,\nPage 3\n\n<<<PAGE 4>>>\n\nHazardous Materials Planning Curriculum\nand can extract the information they need. FEMA recommends that planning teams\nconsider the following design characteristics when deciding upon a format: organization,\nprogression, consistency, adaptability, and compatibility.\nThe approach taken in these Planning Guidelines identifies two fundamental planning\nproducts, both of which are derived from a common hazards analysis and capability\nassessment base:\n• an emergency operations plan that addresses preparedness for, response to,\nand short-term recovery from hazardous materials or terrorist incidents; and\n• a prevention/mitigation section of the plan that addresses measures designed to\neliminate or reduce the effects of potential emergencies (e.g., land use planning,\nbuilding codes, inspections, equipment testing, release detection, site security,\ncontainment, and fail-safe engineering).\nNote that community development planning, long-term recovery, and organizational\nadministrative planning (financial management, personnel management, record keeping,\nlabor relations, etc.) are outside the intended scope of the Planning Guidelines.\nRequirements for Hazardous Materials and Terrorist Incident\nResponse Planning\nThe responsibility to plan for and, if possible, prevent or mitigate hazardous materials or\nterrorist emergencies is a fundamental extension of the civic responsibility of state and\nlocal organizations to ensure the safety of responders and to protect the public.\nCongress recognizes this government responsibility for emergency management in the\nRobert T. Stafford Disaster Relief and Emergency Assistance Act, as amended.\nSimilarly, the Fixing America's Surface Transportation (FAST) Act streamlined and\nmaximized the impact of PHMSA’s hazardous materials grants for emergency\nresponders, hazardous materials professional and local communities. The FAST Act\nalso promotes greater accountability and provides grantees more flexibility in\nadministrating grants that help emergency responders prepare for and respond to\nincidents involving hazardous materials. Hazardous materials emergency planning is\nalso required under a number of other federal laws and regulations.\nEPCRA and SARA Title III\nThe Emergency Planning and Community Right-to-Know Act (EPCRA) & Title III of\nSuperfund Amendments and Reauthorization Act of 1986 (SARA)\nEPCRA and Title III of SARA require the formation of State Emergency Response\nCommissions (SERCs), Tribal Emergency Response Commissions (TERCs),\nemergency planning districts, and Local Emergency Planning Committees (LEPCs).\nEach LEPC must develop, exercise, and maintain an emergency plan that identifies: (1)\nfacilities and transportation routes related to specific chemicals; (2) response procedures\nof facilities and local emergency and medical personnel; (3) names of community and\nPage 4\n\n<<<PAGE 5>>>\n\nHazardous Materials Planning Curriculum\nfacility emergency coordinators; (4) procedures for notifying officials and the public in the\nevent of a hazardous material release; (5) methods for detecting a release and\nidentifying areas and populations at risk; and (6) schedules for exercising the emergency\nplan.\nOccupational Safety and Health Administration (OSHA) 29 CFR § 1910.120\nThe OSHA regulations (29 CFR § 1910.120) require employers involved in hazardous\nwaste operations to develop and implement an emergency response plan for\nemployees. The elements of this plan must include: (1) Pre-emergency planning; (2)\nPersonnel roles, lines of authority, training, and communication; (3) Emergency\nrecognition and prevention; (4) Safety distances and places of refuge; (5) Site security\nand control; (6) Evacuation routes and procedures; (7) Decontamination procedures\nwhich are not covered by the site safety and health plan; (8) Emergency medical\ntreatment and first aid; (9) Emergency alerting and response procedures; (10) Critique of\nresponse and follow-up; and (11) PPE and emergency equipment .Resource\nConservation and Recovery Act (RCRA).\nUnder subtitle C of RCRA, the Environmental Protection Agency (EPA) implements\nstandards for the generation, transportation, treatment, storage, and disposal of\nhazardous wastes through permits issued by EPA or an authorized state. Permit\nrequirements include a facility contingency plan, with required opportunities for local\ngovernment and public comment and input into the plan development.\nFEMA Emergency Operations Plan Requirements\nPlanning requirements for jurisdictions receiving FEMA funds are set forth in 44 CFR\nPart 206, effective May 12, 1986. This regulation requires states and local governments\nto prepare emergency operations plans (EOPs) that: (1) identify available personnel,\nequipment, facilities, supplies, and other resources in the jurisdiction; and (2) describe\nthe method or scheme for coordinating actions taken by individuals and government\nservices in the event of emergencies, including those involving hazardous materials.\nCoordination with Federal Response\nState and local hazardous materials emergency preparedness should include plans for\ncoordination with, and support for, federal response to emergencies. The National\nContingency Plan (NCP) is coordinated by the National Response Team under section\n105 of the Comprehensive Environmental Response, Compensation, and Liability Act\n(CERCLA). The NCP provides for federal support to local responders during hazardous\nmaterials transportation and fixed facility incidents. The Federal Response Plan (FRP),\ncoordinated by FEMA, describes resources and support for state and local governments\nduring natural and man-made disasters, including major hazardous materials\nemergencies.\nPage 5\n\n<<<PAGE 6>>>\n\nHazardous Materials Planning Curriculum\nOther Facility Planning Requirements\nFacilities that store, handle, or transport certain types and quantities of hazardous\nmaterials may be subject to additional federal contingency planning regulations. In this\ncontext, the term “facility” is meant to have a wide connotation, and may include, but is\nnot limited to, any mobile or fixed onshore or offshore building, structure, installation,\nequipment, pipe, or pipeline. A particular facility may be subject to one or more of the\nfollowing federal regulations:\n• EPA’s Oil Pollution Prevention Regulation (SPCC and Facility Response Plan\nRequirements)— 40 CFR §§ 112.7(d) and 112.20 to 112.21\n• Bureau of Safety and Environmental Enforcement (BSEE)’s Facility Response\nPlan Regulation—30 CFR part 254\n• PHMSA’s Pipeline Response Plan Regulation—49 CFR part 194\n• US Coast Guard’s Facility Response Plan Regulation—33 CFR part 154, subpart\nF\n• EPA’s Risk Management Programs Regulation—40 CFR part 68\n• OSHA’s Emergency Action Plan Regulation—29 CFR § 1910.38(a)\n• OSHA’s Process Safety Standard—29 CFR § 1910.119\n• EPA’s Resource Conservation and Recovery Act Contingency Planning\nRequirements—40 CFR part 264, subpart D; 40 CFR part 265, subpart D; and 40\nCFR § 279.52\n• EPA’s 40 CFR parts 300 through 313\nIn addition, states and local jurisdictions may mandate regulatory requirements and\nprocedures that must be considered in hazardous materials and terrorist incident\nresponse planning. Local governments and facilities are encouraged to coordinate the\ndevelopment of hazardous materials and terrorist incident response plans with relevant\nstate and local agencies to ensure compliance with any additional regulatory\nrequirements.\nThe Need to Train\nThe skill and training of individual responders is only one aspect of safe and effective\nemergency operations. Terrorist and hazardous materials incidents are complex and\ninvolve the coordinated and timely actions of many different persons, often under\nstressful conditions. The quality of this coordination—based on clearly defined lines of\nauthority, adequate communication systems, availability of resources when needed,\netc.—may play a more important role than individual responder training in minimizing\ninjuries and maximizing control of the emergency.\nIn hazardous materials and terrorist instigated emergencies, the importance of pre-\nresponse planning cannot be overstated. Plans provide a mechanism for evaluating\noperational strategies, defining roles and procedures, communicating organizational\nassignments, and assessing the adequacy of responder training. The integrated team\nplanning process fosters trust and cooperation among individuals and organizations that\nPage 6\n\n<<<PAGE 7>>>\n\nHazardous Materials Planning Curriculum\nmust work together during an incident. Planning also leads to effective mitigation and\nprevention measures, thus providing communities and facilities with an opportunity to\neliminate or reduce the costly and tragic effects of hazardous materials incidents before\nthey occur.\nEffective response and prevention planning depends upon the ability of the people who\ndo the work. The quality of hazard analyses and capability assessments, and the\neffectiveness of response and prevention plans, are directly related to the competency of\nthe personnel assigned responsibility for performing related tasks—public and private\nsector officials, agency and program managers, planners, technical experts, and many\nothers.\nOSHA’s regulation 29 CFR § 1910.120(q) requires that all employees be properly\ntrained to perform their roles in response to hazardous materials emergencies. By\nconvention, this is extended to responders to terrorist incidents as well. Employers are\nnot currently required by federal law to train personnel involved in planning. However,\nfederal guidelines strongly recommend that all personnel who participate in the\nhazardous materials or terrorist incident response planning process at the state and\nlocal levels be trained to full competency to perform their roles.\nThe Scope of the Planning Curriculum\nThe Hazardous Materials Incident Response Planning Curriculum addresses training needed\nby persons who have a defined role in the development, implementation, evaluation, and\nmaintenance of hazardous materials and terrorist incident emergency plans and\nstandard operating procedures. These critical documents must be prepared by state\ngovernments, local communities/jurisdictions, community support services organizations\n(hospitals, schools, mass care, business/industry, etc.), public sector agencies, and\nprivate sector facilities that store, use, or transport significant quantities of hazardous\nmaterials. Training requirements for the curriculum span a tremendous variety of\nfunctions, skills, and audiences.\nPlanning Development, Implementation, Evaluation, and Maintenance\nIn the public sector, functional responsibilities include directing and controlling the\nplanning process, collecting data and managing information, identifying hazards,\nanalyzing related vulnerabilities, estimating risk, assessing capabilities, serving as\noperational experts in writing plans and SOPs, implementing and integrating the results\nwith other planning efforts, designing and evaluating complex exercises, and updating\nthe plan on a regular basis. Individuals performing this work include community officials,\nSERC, TERC and LEPC members, agency and program managers, emergency\nmanagers, fire service workers, police, emergency medical services personnel, public\nworks officials, community services and volunteer organization representatives,\nconsultants and technical experts, and many others.\nPage 7\n\n<<<PAGE 8>>>\n\nHazardous Materials Planning Curriculum\nPlanning for the Transportation and Storage of Hazardous Materials\nIn the private sector, similar roles and functions must be performed. Facilities that meet\ncertain criteria must also conduct technically sophisticated analyses for chemicals they\nstore, handle, or transport; develop production/process safety management plans and\nemployee safety plans; and comply with employee and community right-to-know\nrequirements and other reporting mandates. Potential training audiences include\nindustry owners and executives, business planners, production/process managers,\nfunctional managers (e.g., communications, public information, emergency response,\netc.), safety officers, technical experts, and others employed by the facility. Local\ngovernment personnel who have responsibilities for reviewing and approving facility\nplans and/or enforcing compliance with existing regulations and standards may also\nbenefit by training in this area.\nTraining Challenges\nThis diversity of audiences and roles presents a special challenge for managing training\nfor hazardous materials and terrorist response planning. Access to training audiences is\nmore complex because the interdisciplinary nature of the audience suggests a broad\nrange of possible training delivery mechanisms. Audience members may have limited\ntime available for training in planning because this role is often viewed as an ancillary\nduty to primary work responsibilities. Finally, hazardous materials and terrorist incident\ntraining resources may be limited, necessitating an emphasis on response training, with\ntraining in planning and prevention receiving a lower organizational priority.\nThe Planning Curriculum Model\nThe curriculum is organized into three training levels based on general skill requirements\nof the target audience: Planning Awareness, Core Planning Competencies, and Mission\nSpecific Planning Competencies.\nPlanning Awareness\nThe Planning Awareness curriculum area provides an introduction to hazardous\nmaterials and terrorist incident response planning, with an emphasis on the need for\neffective plans and the benefits to be derived. Instruction is designed to help individual\nstudents identify their roles and responsibilities in the planning process, and motivate\nthem to participate fully and effectively as planning team members. Desired training\ncompetencies include an awareness level understanding of general hazardous materials\nand terrorist incident planning concepts, processes, and legal requirements. No\nprerequisite knowledge of planning and emergency management concepts is assumed\nor required, and no skill development is attempted. Training should result in a positive\nattitudinal change and a general understanding of the planning function.\nPage 8\n\n<<<PAGE 9>>>\n\nHazardous Materials Planning Curriculum\nCore Planning Competencies\nThe Core Planning Competencies curriculum area provides participants with the\nknowledge and skills they need to develop a basic integrated hazardous materials and\nterrorist incident emergency plan for a jurisdiction or facility. The primary training\naudience is local planning team members. Training objectives cover a broad range of\ngeneral competencies, including the ability to function effectively in a team environment,\nassist in or conduct a basic hazards analysis and capability assessment, work with\nothers to analyze options and draft sections of the plan, and participate in plan\nimplementation, evaluation, and maintenance.\nThe Core Planning Competencies curriculum area addresses basic skills, with an\nemphasis on the student’s ability to interpret and use information provided by various\ntechnical specialists in developing the plan. More advanced planning skills are covered\nin the Mission Specific Planning Competencies curriculum area, discussed below.\nAudience members are assumed to already possess training competencies covered in\nPlanning Awareness and an expertise in the professional discipline that the student\nrepresents on the planning committee. Managerial, administrative, and logistic\nrequirements for organizing the planning process, including staff recruitment and\nassignments, are not addressed.\nMission Specific Planning Competencies\nRecognizing that many skills are needed to support the planning process above those\ninvolved in basic plan development, the Mission Specific Planning Competencies\ncurriculum area has been organized to articulate additional, often more advanced,\nlearning competencies. State and local planning needs and training requirements will\nvary considerably in these specialty areas. Hence, the curriculum supports selective,\nfocused training by jurisdictions and facilities in only those specialty skill areas where\ntraining is needed at any given time.\nThe Planning Curriculum Guidelines\nThe planning curriculum model presented in this Chapter reflects the general planning\nphilosophies and team approaches incorporated in FEMA and NRT guidance. The\ntraining requirements derived from this planning curriculum model support the tasks\nneeded to produce comprehensive OSHA and SARA Title III plans and facility plans. As\nnoted previously, the training requirements address a variety of audiences and needs.\nWhile these Planning Guidelines bring together the planning guidance of emergency\nmanagement agencies and the planning requirements of regulatory agencies, the\nchallenge for state, tribal, and local training managers will be to match the unique roles\nand responsibilities of personnel in their jurisdictions with the three curriculum areas (or\ncompetency levels) used in this model. Alternatively, training managers may tailor the\nmodel to meet their specific needs.\nPage 9\n\n<<<PAGE 10>>>\n\nHazardous Materials Planning Curriculum\nThe Chapters of the Planning Guidelines identify training requirements for each major\ncurriculum area: Planning Awareness, Core Planning Competencies, and Mission Specific\nPlanning Competencies. These requirements are defined primarily in the form of\nobjectives, which describe capabilities needed by audience members to successfully\nperform the basic competencies stated in the terminal objectives. An overview of the\ntarget audiences and recommended training methodologies is presented below. More in-\ndepth descriptions of the curriculum area, target audiences, subject matter content, and\nrecommended training methodologies are offered at the beginning of each chapter.\nPlanning Awareness\nTraining Audience\nThe primary training audience for Planning Awareness includes all potential participants in\nthe hazardous materials and terrorist incident planning process from jurisdictions,\ngovernment and response agencies, community services organizations, private sector\nfacilities and transporters, and other businesses and industries. Specifically included are\nelected and appointed officials, chief executive officers (CEOs), program managers, and\nothers who are able to influence jurisdictional and organizational planning priorities and\nresources. In addition, training is encouraged for the broad spectrum of persons who\nhave a “stake” in planning, i.e., they may be impacted by the results of planning,\nalthough they have no defined role in the actual development of emergency plans. Thus,\naudience members might include:\n• Jurisdiction and facility planning team members\n• LEPC, TERC, and SERC members\n• Local, tribal, and state government officials, including elected and appointed\n• Facility owners and managers\n• Representatives of government and response agencies, including SOP writers\n• Representatives of community support services and volunteer organizations\n• Emergency responders and mitigation/prevention personnel\n• Citizens in the impacted planning jurisdiction\n• Special interest and advocacy groups\n• Emergency program managers\nMethodology Recommendations\nThe typical training delivery format for Planning Awareness is a brief (one to four hours)\npresentation or seminar led by an experienced and dynamic facilitator. Whenever\npossible, the audience should include representatives from a broad range of\norganizations and disciplines, thereby promoting a heightened understanding of the\ndiverse interests and requirements associated with hazardous materials and terrorist\nincident response planning. Because training should motivate and encourage attitudinal\nchange, the use of presentation graphics and instructional media (slides, videotapes,\netc.) is particularly appropriate. Other considerations include:\nPage 10\n\n<<<PAGE 11>>>\n\nHazardous Materials Planning Curriculum\n• Training must be tailored to audience needs, recognizing that some students\nmay have no understanding of emergency management or the challenges\nassociated with interdepartmental planning and coordination.\n• When possible, training should permit group interactions and foster initial team\nbuilding.\n• Training experiences should be practical and constructive to promote positive\nattitudinal change. The discussion of hazardous materials and terrorist threats,\nwhich is important to focus attention and clarify program need, should emphasize\npositive solutions through community and industrial planning and cooperation.\n• Course materials should include local examples and issues to help generate\ninterest and participation in local planning processes.\n• Recruitment of students may be an issue due to lack of preexisting interest in the\nsubject (or local economic hardship prevails). “Teaser” programs and strategies\nto peak community interest and enrollment may be appropriate.\nCore Planning Competencies\nTraining Audience\nThe training audience for the Core Planning Competencies curriculum area includes planning\nteam members who have a defined responsibility in researching, preparing,\nimplementing, and maintaining hazardous materials and terrorist incident response plans\nfor jurisdictions or facilities. These persons generally represent their organization or\nfunctional specialty in an integrated planning process. Audience categories can be\nsummarized as follows:\n• For communities, training audiences may include local government emergency\nplanners, SERC/TERC/LEPC and Area Committee members, hazardous\nmaterials officers and team leaders, emergency program managers, public sector\nagency representatives, community support services and volunteer organization\nrepresentatives, and various technical specialists.\n• For private sector facilities, audience members may include industry owners and\nexecutives, general planners, production/process managers, functional\nmanagers (e.g., communications, public information, emergency response, etc.),\nsafety officers, technical experts, and others employed by the facility.\n• Personnel who have responsibilities for reviewing and approving facility plans\nand/or enforcing compliance with existing community regulations and standards\nmay also benefit by training.\nMethodology Recommendations\nIt is recognized that the planning needs of different jurisdictions and facilities, and the\nresulting training needs of planning team members, can vary greatly, depending on such\nfactors as geographic size, demographics, hazards, local resources, and political\npreferences. However, the Core Planning Competencies curriculum area is intended to\naddress the generic training requirements of all hazardous materials and terrorist\nPage 11\n\n<<<PAGE 12>>>\n\nHazardous Materials Planning Curriculum\nincident response planners. Training managers, course developers, and instructors may\nneed to tailor materials to meet the unique needs and interests of different audiences,\nincorporating elements covered in Planning Specialties, as appropriate.\nTraining can typically be accomplished in two to four days of classroom instruction led by\nan experienced facilitator. Breaking training into modules (e.g., Hazards Analysis) that\nare delivered at different times is also possible, and this approach may be beneficial if\ntimed to coincide with planning team assignments. However, team building is very\nimportant in the planning process, so continuity of student groupings throughout training\nis recommended. Other training considerations include the following:\n• Training should focus on the actual development of local plans, with the product\nand participation in the group planning process used to demonstrate student\nmastery of the objectives.\n• Audience should be heterogeneous, reflecting the diverse community members\nand professional disciplines involved in the planning process. It is highly\nrecommended that team members who will work together in subsequent planning\nefforts be trained together as a team.\n• Course methodology should emphasize group interactions, team building, and\nresolution of interpersonal conflicts, as well as the development of the plan\nproduct itself.\n• Course materials should be multi-tracked in terms of type of plan (OSHA, SARA,\netc.) to facilitate tailoring the instruction to the needs of the audience.\n• Instruction should include practical strategies for merging local plan requirements\nand needs (i.e., merging several plan requirements into one development effort)\nto foster more efficient planning efforts.\n• Instruction should emphasize the need for ongoing planning commitments by the\nteam and the organizations they represent.\n• Instruction should emphasize the need for ongoing evaluation at each step in the\nplanning process.\n• Instructors should emphasize that steps in the planning process, although taught\nsequentially, may actually be performed simultaneously.\nMission Specific Planning Competencies\nThe next eight chapters in the Planning Guidelines address training objectives that\nshould be achieved by public sector employees performing various hazardous materials\nand terrorist incident response planning functions. These training objectives are\norganized by specialty area, and are subsumed under the Mission Specific Planning\nCompetencies curriculum area.\n• Planning Specialties\n• Commodity Flow Study\n• Hazard Analysis\n• Capability Assessment\nPage 12\n\n<<<PAGE 13>>>\n\nHazardous Materials Planning Curriculum\n• Planning for Protective Actions\n• Plan Implementation and Maintenance\n• Facility Planning\n• Planning for Public Education\nThe list of mission specific specialty areas included in the curriculum is intended to\nreflect the prevailing needs of state and local training organizations. It is anticipated that\nmore mission specific specialty areas will be defined over time, and some may be\neliminated or modified as needs change. Some candidates for future topic areas include\nUsing Geographic Information Systems in Planning, Organizing the Planning Process,\nPlanning Information Management, Exercising the Plan, SOP Writing, Illicit Use of\nHazardous Materials, Liability Issues in Hazardous Materials, and Marketing the Plan.\nTraining Audience\nThe training audience for the Mission Specific Planning Competencies curriculum area\nincludes jurisdiction and/or facility hazardous materials planning team members that\nhave been assigned responsibilities requiring advanced level knowledge and skills, i.e.,\nexceeding those skills needed to develop a basic plan as defined in Planning Essentials.\nIncluded are representatives of local government and response agencies, community\nservices organizations, private sector facilities and transporters, and other businesses\nand industries. Because audience members will vary somewhat according to the topic,\nthey are defined in more detail for each specialty area. However, a generic listing might\ninclude:\n• Jurisdiction and facility planning team members\n• LEPC, TERC, and SERC members\n• Facility owners and managers\n• Representatives of government and response agencies\n• Representatives of community support services and volunteer organizations\n• Mitigation/prevention personnel\n• Consultants and technical experts\n• Emergency program managers\nMethodology Recommendations\nThe typical training delivery format for Mission Specific Planning Competency training is\na one to two day course led by an experienced instructor. However, more or less time\nmay be appropriate, depending on the subject area, degree of complexity, and related\nplanning requirements. Training managers may also wish to combine Planning\nSpecialties modules for audiences that need training in more than one area, or add one\nor more modules to Planning Essentials. Other training considerations include the\nfollowing:\n• Audience members are assumed to already possess basic competencies in\nhazardous materials plan development. Otherwise, experience and expertise\namong audience members may vary significantly.\nPage 13\n\n<<<PAGE 14>>>\n\nHazardous Materials Planning Curriculum\n• Training should be tailored to audience needs, focusing on the specific\njurisdiction’s or facility’s planning requirements and individual assignments in the\nplanning process.\n• Course materials should include local examples, and activities should be based\non local issues and data to the extent possible.\n• Where local teams are conducting complex studies, members should be trained\nconcurrently, and training should permit group interactions and foster team\nbuilding.\nMore information on training scope, audiences, and appropriate methodologies is\npresented on subsequent pages for each specialty topic area.\nPage 14\n\n<<<PAGE 15>>>\n\nHazardous Materials Planning Curriculum\nHazardous Materials Incident Response\nCurriculum Guidelines\nPlanning Awareness\nPage 15\n\n<<<PAGE 16>>>\n\nHazardous Materials Planning Curriculum\nIntroduction\nThe Planning Awareness curriculum area provides an introduction to hazardous\nmaterials incident response planning, with an emphasis on the need for planning and the\nbenefits to be derived. Instruction should help individual students identify their roles and\nresponsibilities in the planning process, and motivate them to participate fully and\neffectively as planning team members. Desired training competencies include an\nawareness level understanding of general hazardous materials and terrorist incident\nplanning concepts, processes, and legal requirements. No previous knowledge is\nassumed, and no skill development should be attempted. Training should result in a\npositive attitude change and the achievement of a general understanding of the planning\nfunction.\nTraining Audience\nThe primary training audience for Planning Awareness includes all potential participants\nin the hazardous materials incident planning process from jurisdictions, government and\nresponse agencies, community services organizations, private sector facilities and\ntransporters, and other businesses and industries. Specifically included are elected and\nappointed officials, CEOs, program managers, and others who are able to influence\njurisdictional and organizational planning priorities and resources. In addition, training is\nencouraged for the broad spectrum of persons who have a “stake” in planning, i.e., they\nmay be impacted by the results of planning, although they have no defined role in the\nactual development of emergency plans. Thus, audience members might include:\n• Jurisdiction and facility planning team members\n• LEPC, TERC, and SERC members\n• Local, tribal, and state government officials, including elected and appointed\n• Facility owners and managers\n• Representatives of government and response agencies, including SOP writers\n• Representatives of community support services and volunteer organizations\n• Emergency responders and mitigation/prevention personnel\n• Citizens in the impacted planning jurisdiction\n• Special interest and advocacy groups\n• Emergency program managers\nMethodology Recommendations\nThe typical training delivery format for Planning Awareness is a brief (one to four hours)\npresentation or seminar led by an experienced and dynamic facilitator. Whenever\npossible, the audience should include representatives from a broad range of\norganizations and disciplines, thereby promoting a heightened understanding of the\ndiverse interests and requirements associated with hazardous materials and terrorist\nincident response planning. Because training should motivate and encourage attitudinal\nPage 16\n\n<<<PAGE 17>>>\n\nHazardous Materials Planning Curriculum\nchange, the use of presentation graphics and instructional media (slides, videotapes,\netc.) is particularly appropriate. Other considerations include:\n• Training must be tailored to audience needs, recognizing that some students\nmay have no understanding of emergency management or the challenges\nassociated with interdepartmental planning and coordination.\n• When possible, training should permit group interactions and foster initial team\nbuilding.\n• Training experiences should be practical and constructive to promote positive\nattitudinal change. The discussion of hazardous materials and terrorist threats,\nwhich is important to focus attention and clarify program need, should emphasize\npositive solutions through community and industrial planning and cooperation.\n• Course materials should include local examples and issues to help generate\ninterest and participation in local planning processes.\n• Recruitment of students may be an issue due to lack of preexisting interest in the\nsubject. “Teaser” programs and strategies to peak community interest and\nenrollment may be appropriate.\nPage 17\n\n<<<PAGE 18>>>\n\nHazardous Materials Planning Curriculum\nRecommended Training Objectives\nThe following instructional objectives describe student competencies recommended for\norienting planning team members and others to the subject of hazardous materials and\nterrorist incident response planning. The legislative and regulatory basis for this training\ncan be found primarily in the requirements specified in OSHA 1910.120 for develop","truncated":true,"body_characters":197640}