# Hazmat Planning Curriculum Guidelines - **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 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 consensus standard recommendations are provided to help managers improve the quality and effectiveness of hazardous materials incident response training. Issued Date: Thursday, January 19, 2017 <<>> Hazardous Materials Planning Curriculum Hazardous Materials Incident Response Curriculum Guidelines Planning Curriculum Overview Page 1 <<>> Hazardous Materials Planning Curriculum The goal of the Hazardous Materials Incident Response Planning Curriculum is to enhance the knowledge, skills, and attitudes of a broad spectrum of state and local training audiences, thus promoting better hazardous materials and terrorist incident planning by jurisdictions and facilities. The Planning Curriculum Guidelines are intended to assist public sector training managers and employers to understand the requirements for training public sector personnel involved in planning for hazardous materials and terrorist emergencies. Existing regulatory requirements are defined, and training recommendations are offered to help public sector training mangers improve the quality and effectiveness of hazardous materials and terrorist incident response planning. What is an Emergency Operations Plan? According to the Federal Emergency Management Agency (FEMA), an emergency operations plan (EOP) is a document that: • Assigns responsibility to organizations and individuals for carrying out specific actions at projected times and locations in an emergency. • Sets forth lines of authority and organizational relationships, and shows how all actions will be coordinated. • Describes how people and property will be protected in emergencies and disasters. • Identifies personnel, equipment, facilities, supplies, and other resources available for use during response and recovery operations. • Identifies steps to address mitigation concerns during response and recovery activities. The fundamental logic that underlies the development of emergency plans is that these and related decisions must be addressed before an incident occurs. During an emergency, no time exists to resolve such issues or to practice and refine roles and responsibilities. The complex analysis and preparation required to establish an effective emergency operations capability must be completed in advance so that public officials and response personnel can act quickly and decisively to control dangerous situations and protect the public. Given this rationale, an emergency plan must be more than just a document. To be effective, all personnel who will participate in a hazardous materials or terrorist incident response must know their roles and responsibilities and be competent in the tasks they will perform. This goal is greatly enhanced by participation of tasked organizations and the public in an integrated planning process, including exercising the plan and periodically revising the plan as needed. The elements covered in a hazardous materials or terrorist incident response plan and the approach to planning will vary, depending on the jurisdiction’s or facility’s unique needs. However, all plans should contain: (1) an analysis of the emergencies likely to occur; (2) an assessment of available resources and existing capabilities; (3) detailed Page 2 <<>> Hazardous Materials Planning Curriculum response operations strategies and assignments that address notification, command and control, life safety, and other functional requirements; and (4) identification of prevention measures that can mitigate the seriousness of an emergency or prevent it from occurring. The level of detail captured in the plan will also vary, but must be adequate to allow tasked organizations and individuals to develop comprehensive Standard Operating Procedures (SOPs) in their assigned areas. The Planning Process There is no single correct way to write a hazardous materials or terrorist incident emergency plan. Each entity must plan according to its own situation, based on such factors as geographic size, types of hazards, populations at risk, resources, and level of preparedness. Jurisdictions and facilities should choose the planning elements and processes most appropriate to their circumstances. However, every community and industry needs to evaluate its preparedness for hazardous materials incidents and plan accordingly. Various explanations of the planning process can be found in the literature, including those described in the Comprehensive Preparedness Guide 101: Developing and Maintaining Emergency Operations Plans (FEMA CPG 101); Comprehensive Preparedness Guide 201: Threat and Hazard Identification and Risk Assessment Guide (FEMA CPG 201); Hazardous Materials Emergency Planning Guide (NRT-1); Technical Guidance for Hazards Analysis (EPA/FEMA/DOT); Handbook of Chemical Hazard Analysis Procedures (FEMA/DOT/EPA); and Emergency Management Guide for Business & Industry (FEMA 141). These documents and approaches to planning, which are briefly described in the Appendix to the Planning Guidelines, incorporate the generic functional requirements of planning, although the steps and procedures may be defined somewhat differently. Jurisdictions and facilities should review these and/or other models to select a process that best meets their unique planning needs and preferences. Whatever model is adopted for the planning process, a team approach is strongly recommended. A planning team is the best mechanism for incorporating the various types of expertise needed in planning, building consensus among organizations, the business community, and individuals affected by the plan, and promoting professional relationships and understanding among responders. Team members can also help ensure that plans are adequately implemented, evaluated, and maintained after promulgation, and that personnel are given the training and tools they need to achieve competency in their assigned roles and responsibilities. No specific format is mandated for the results of hazardous materials or terrorist incident response planning. CPG 101 discusses format options for all-hazard and hazard-specific community plans. National Response Team’s Integrated Contingency Plan Guidance (see the Appendix to the Planning Guidelines) describes an approved format for consolidating multiple plans that facilities may have to prepare in compliance with various federal regulations. However, a format is “good” if users understand it, are comfortable with it, Page 3 <<>> Hazardous Materials Planning Curriculum and can extract the information they need. FEMA recommends that planning teams consider the following design characteristics when deciding upon a format: organization, progression, consistency, adaptability, and compatibility. The approach taken in these Planning Guidelines identifies two fundamental planning products, both of which are derived from a common hazards analysis and capability assessment base: • an emergency operations plan that addresses preparedness for, response to, and short-term recovery from hazardous materials or terrorist incidents; and • a prevention/mitigation section of the plan that addresses measures designed to eliminate or reduce the effects of potential emergencies (e.g., land use planning, building codes, inspections, equipment testing, release detection, site security, containment, and fail-safe engineering). Note that community development planning, long-term recovery, and organizational administrative planning (financial management, personnel management, record keeping, labor relations, etc.) are outside the intended scope of the Planning Guidelines. Requirements for Hazardous Materials and Terrorist Incident Response Planning The responsibility to plan for and, if possible, prevent or mitigate hazardous materials or terrorist emergencies is a fundamental extension of the civic responsibility of state and local organizations to ensure the safety of responders and to protect the public. Congress recognizes this government responsibility for emergency management in the Robert T. Stafford Disaster Relief and Emergency Assistance Act, as amended. Similarly, the Fixing America's Surface Transportation (FAST) Act streamlined and maximized the impact of PHMSA’s hazardous materials grants for emergency responders, hazardous materials professional and local communities. The FAST Act also promotes greater accountability and provides grantees more flexibility in administrating grants that help emergency responders prepare for and respond to incidents involving hazardous materials. Hazardous materials emergency planning is also required under a number of other federal laws and regulations. EPCRA and SARA Title III The Emergency Planning and Community Right-to-Know Act (EPCRA) & Title III of Superfund Amendments and Reauthorization Act of 1986 (SARA) EPCRA and Title III of SARA require the formation of State Emergency Response Commissions (SERCs), Tribal Emergency Response Commissions (TERCs), emergency planning districts, and Local Emergency Planning Committees (LEPCs). Each LEPC must develop, exercise, and maintain an emergency plan that identifies: (1) facilities and transportation routes related to specific chemicals; (2) response procedures of facilities and local emergency and medical personnel; (3) names of community and Page 4 <<>> Hazardous Materials Planning Curriculum facility emergency coordinators; (4) procedures for notifying officials and the public in the event of a hazardous material release; (5) methods for detecting a release and identifying areas and populations at risk; and (6) schedules for exercising the emergency plan. Occupational Safety and Health Administration (OSHA) 29 CFR § 1910.120 The OSHA regulations (29 CFR § 1910.120) require employers involved in hazardous waste operations to develop and implement an emergency response plan for employees. The elements of this plan must include: (1) Pre-emergency planning; (2) Personnel roles, lines of authority, training, and communication; (3) Emergency recognition and prevention; (4) Safety distances and places of refuge; (5) Site security and control; (6) Evacuation routes and procedures; (7) Decontamination procedures which are not covered by the site safety and health plan; (8) Emergency medical treatment and first aid; (9) Emergency alerting and response procedures; (10) Critique of response and follow-up; and (11) PPE and emergency equipment .Resource Conservation and Recovery Act (RCRA). Under subtitle C of RCRA, the Environmental Protection Agency (EPA) implements standards for the generation, transportation, treatment, storage, and disposal of hazardous wastes through permits issued by EPA or an authorized state. Permit requirements include a facility contingency plan, with required opportunities for local government and public comment and input into the plan development. FEMA Emergency Operations Plan Requirements Planning requirements for jurisdictions receiving FEMA funds are set forth in 44 CFR Part 206, effective May 12, 1986. This regulation requires states and local governments to prepare emergency operations plans (EOPs) that: (1) identify available personnel, equipment, facilities, supplies, and other resources in the jurisdiction; and (2) describe the method or scheme for coordinating actions taken by individuals and government services in the event of emergencies, including those involving hazardous materials. Coordination with Federal Response State and local hazardous materials emergency preparedness should include plans for coordination with, and support for, federal response to emergencies. The National Contingency Plan (NCP) is coordinated by the National Response Team under section 105 of the Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA). The NCP provides for federal support to local responders during hazardous materials transportation and fixed facility incidents. The Federal Response Plan (FRP), coordinated by FEMA, describes resources and support for state and local governments during natural and man-made disasters, including major hazardous materials emergencies. Page 5 <<>> Hazardous Materials Planning Curriculum Other Facility Planning Requirements Facilities that store, handle, or transport certain types and quantities of hazardous materials may be subject to additional federal contingency planning regulations. In this context, the term “facility” is meant to have a wide connotation, and may include, but is not limited to, any mobile or fixed onshore or offshore building, structure, installation, equipment, pipe, or pipeline. A particular facility may be subject to one or more of the following federal regulations: • EPA’s Oil Pollution Prevention Regulation (SPCC and Facility Response Plan Requirements)— 40 CFR §§ 112.7(d) and 112.20 to 112.21 • Bureau of Safety and Environmental Enforcement (BSEE)’s Facility Response Plan Regulation—30 CFR part 254 • PHMSA’s Pipeline Response Plan Regulation—49 CFR part 194 • US Coast Guard’s Facility Response Plan Regulation—33 CFR part 154, subpart F • EPA’s Risk Management Programs Regulation—40 CFR part 68 • OSHA’s Emergency Action Plan Regulation—29 CFR § 1910.38(a) • OSHA’s Process Safety Standard—29 CFR § 1910.119 • EPA’s Resource Conservation and Recovery Act Contingency Planning Requirements—40 CFR part 264, subpart D; 40 CFR part 265, subpart D; and 40 CFR § 279.52 • EPA’s 40 CFR parts 300 through 313 In addition, states and local jurisdictions may mandate regulatory requirements and procedures that must be considered in hazardous materials and terrorist incident response planning. Local governments and facilities are encouraged to coordinate the development of hazardous materials and terrorist incident response plans with relevant state and local agencies to ensure compliance with any additional regulatory requirements. The Need to Train The skill and training of individual responders is only one aspect of safe and effective emergency operations. Terrorist and hazardous materials incidents are complex and involve the coordinated and timely actions of many different persons, often under stressful conditions. The quality of this coordination—based on clearly defined lines of authority, adequate communication systems, availability of resources when needed, etc.—may play a more important role than individual responder training in minimizing injuries and maximizing control of the emergency. In hazardous materials and terrorist instigated emergencies, the importance of pre- response planning cannot be overstated. Plans provide a mechanism for evaluating operational strategies, defining roles and procedures, communicating organizational assignments, and assessing the adequacy of responder training. The integrated team planning process fosters trust and cooperation among individuals and organizations that Page 6 <<>> Hazardous Materials Planning Curriculum must work together during an incident. Planning also leads to effective mitigation and prevention measures, thus providing communities and facilities with an opportunity to eliminate or reduce the costly and tragic effects of hazardous materials incidents before they occur. Effective response and prevention planning depends upon the ability of the people who do the work. The quality of hazard analyses and capability assessments, and the effectiveness of response and prevention plans, are directly related to the competency of the personnel assigned responsibility for performing related tasks—public and private sector officials, agency and program managers, planners, technical experts, and many others. OSHA’s regulation 29 CFR § 1910.120(q) requires that all employees be properly trained to perform their roles in response to hazardous materials emergencies. By convention, this is extended to responders to terrorist incidents as well. Employers are not currently required by federal law to train personnel involved in planning. However, federal guidelines strongly recommend that all personnel who participate in the hazardous materials or terrorist incident response planning process at the state and local levels be trained to full competency to perform their roles. The Scope of the Planning Curriculum The Hazardous Materials Incident Response Planning Curriculum addresses training needed by persons who have a defined role in the development, implementation, evaluation, and maintenance of hazardous materials and terrorist incident emergency plans and standard operating procedures. These critical documents must be prepared by state governments, local communities/jurisdictions, community support services organizations (hospitals, schools, mass care, business/industry, etc.), public sector agencies, and private sector facilities that store, use, or transport significant quantities of hazardous materials. Training requirements for the curriculum span a tremendous variety of functions, skills, and audiences. Planning Development, Implementation, Evaluation, and Maintenance In the public sector, functional responsibilities include directing and controlling the planning process, collecting data and managing information, identifying hazards, analyzing related vulnerabilities, estimating risk, assessing capabilities, serving as operational experts in writing plans and SOPs, implementing and integrating the results with other planning efforts, designing and evaluating complex exercises, and updating the plan on a regular basis. Individuals performing this work include community officials, SERC, TERC and LEPC members, agency and program managers, emergency managers, fire service workers, police, emergency medical services personnel, public works officials, community services and volunteer organization representatives, consultants and technical experts, and many others. Page 7 <<>> Hazardous Materials Planning Curriculum Planning for the Transportation and Storage of Hazardous Materials In the private sector, similar roles and functions must be performed. Facilities that meet certain criteria must also conduct technically sophisticated analyses for chemicals they store, handle, or transport; develop production/process safety management plans and employee safety plans; and comply with employee and community right-to-know requirements and other reporting mandates. Potential training audiences include industry owners and executives, business planners, production/process managers, functional managers (e.g., communications, public information, emergency response, etc.), safety officers, technical experts, and others employed by the facility. Local government personnel who have responsibilities for reviewing and approving facility plans and/or enforcing compliance with existing regulations and standards may also benefit by training in this area. Training Challenges This diversity of audiences and roles presents a special challenge for managing training for hazardous materials and terrorist response planning. Access to training audiences is more complex because the interdisciplinary nature of the audience suggests a broad range of possible training delivery mechanisms. Audience members may have limited time available for training in planning because this role is often viewed as an ancillary duty to primary work responsibilities. Finally, hazardous materials and terrorist incident training resources may be limited, necessitating an emphasis on response training, with training in planning and prevention receiving a lower organizational priority. The Planning Curriculum Model The curriculum is organized into three training levels based on general skill requirements of the target audience: Planning Awareness, Core Planning Competencies, and Mission Specific Planning Competencies. Planning Awareness The Planning Awareness curriculum area provides an introduction to hazardous materials and terrorist incident response planning, with an emphasis on the need for effective plans and the benefits to be derived. Instruction is designed to help individual students identify their roles and responsibilities in the planning process, and motivate them to participate fully and effectively as planning team members. Desired training competencies include an awareness level understanding of general hazardous materials and terrorist incident planning concepts, processes, and legal requirements. No prerequisite knowledge of planning and emergency management concepts is assumed or required, and no skill development is attempted. Training should result in a positive attitudinal change and a general understanding of the planning function. Page 8 <<>> Hazardous Materials Planning Curriculum Core Planning Competencies The Core Planning Competencies curriculum area provides participants with the knowledge and skills they need to develop a basic integrated hazardous materials and terrorist incident emergency plan for a jurisdiction or facility. The primary training audience is local planning team members. Training objectives cover a broad range of general competencies, including the ability to function effectively in a team environment, assist in or conduct a basic hazards analysis and capability assessment, work with others to analyze options and draft sections of the plan, and participate in plan implementation, evaluation, and maintenance. The Core Planning Competencies curriculum area addresses basic skills, with an emphasis on the student’s ability to interpret and use information provided by various technical specialists in developing the plan. More advanced planning skills are covered in the Mission Specific Planning Competencies curriculum area, discussed below. Audience members are assumed to already possess training competencies covered in Planning Awareness and an expertise in the professional discipline that the student represents on the planning committee. Managerial, administrative, and logistic requirements for organizing the planning process, including staff recruitment and assignments, are not addressed. Mission Specific Planning Competencies Recognizing that many skills are needed to support the planning process above those involved in basic plan development, the Mission Specific Planning Competencies curriculum area has been organized to articulate additional, often more advanced, learning competencies. State and local planning needs and training requirements will vary considerably in these specialty areas. Hence, the curriculum supports selective, focused training by jurisdictions and facilities in only those specialty skill areas where training is needed at any given time. The Planning Curriculum Guidelines The planning curriculum model presented in this Chapter reflects the general planning philosophies and team approaches incorporated in FEMA and NRT guidance. The training requirements derived from this planning curriculum model support the tasks needed to produce comprehensive OSHA and SARA Title III plans and facility plans. As noted previously, the training requirements address a variety of audiences and needs. While these Planning Guidelines bring together the planning guidance of emergency management agencies and the planning requirements of regulatory agencies, the challenge for state, tribal, and local training managers will be to match the unique roles and responsibilities of personnel in their jurisdictions with the three curriculum areas (or competency levels) used in this model. Alternatively, training managers may tailor the model to meet their specific needs. Page 9 <<>> Hazardous Materials Planning Curriculum The Chapters of the Planning Guidelines identify training requirements for each major curriculum area: Planning Awareness, Core Planning Competencies, and Mission Specific Planning Competencies. These requirements are defined primarily in the form of objectives, which describe capabilities needed by audience members to successfully perform the basic competencies stated in the terminal objectives. An overview of the target audiences and recommended training methodologies is presented below. More in- depth descriptions of the curriculum area, target audiences, subject matter content, and recommended training methodologies are offered at the beginning of each chapter. Planning Awareness Training Audience The primary training audience for Planning Awareness includes all potential participants in the hazardous materials and terrorist incident planning process from jurisdictions, government and response agencies, community services organizations, private sector facilities and transporters, and other businesses and industries. Specifically included are elected and appointed officials, chief executive officers (CEOs), program managers, and others who are able to influence jurisdictional and organizational planning priorities and resources. In addition, training is encouraged for the broad spectrum of persons who have a “stake” in planning, i.e., they may be impacted by the results of planning, although they have no defined role in the actual development of emergency plans. Thus, audience members might include: • Jurisdiction and facility planning team members • LEPC, TERC, and SERC members • Local, tribal, and state government officials, including elected and appointed • Facility owners and managers • Representatives of government and response agencies, including SOP writers • Representatives of community support services and volunteer organizations • Emergency responders and mitigation/prevention personnel • Citizens in the impacted planning jurisdiction • Special interest and advocacy groups • Emergency program managers Methodology Recommendations The typical training delivery format for Planning Awareness is a brief (one to four hours) presentation or seminar led by an experienced and dynamic facilitator. Whenever possible, the audience should include representatives from a broad range of organizations and disciplines, thereby promoting a heightened understanding of the diverse interests and requirements associated with hazardous materials and terrorist incident response planning. Because training should motivate and encourage attitudinal change, the use of presentation graphics and instructional media (slides, videotapes, etc.) is particularly appropriate. Other considerations include: Page 10 <<>> Hazardous Materials Planning Curriculum • Training must be tailored to audience needs, recognizing that some students may have no understanding of emergency management or the challenges associated with interdepartmental planning and coordination. • When possible, training should permit group interactions and foster initial team building. • Training experiences should be practical and constructive to promote positive attitudinal change. The discussion of hazardous materials and terrorist threats, which is important to focus attention and clarify program need, should emphasize positive solutions through community and industrial planning and cooperation. • Course materials should include local examples and issues to help generate interest and participation in local planning processes. • Recruitment of students may be an issue due to lack of preexisting interest in the subject (or local economic hardship prevails). “Teaser” programs and strategies to peak community interest and enrollment may be appropriate. Core Planning Competencies Training Audience The training audience for the Core Planning Competencies curriculum area includes planning team members who have a defined responsibility in researching, preparing, implementing, and maintaining hazardous materials and terrorist incident response plans for jurisdictions or facilities. These persons generally represent their organization or functional specialty in an integrated planning process. Audience categories can be summarized as follows: • For communities, training audiences may include local government emergency planners, SERC/TERC/LEPC and Area Committee members, hazardous materials officers and team leaders, emergency program managers, public sector agency representatives, community support services and volunteer organization representatives, and various technical specialists. • For private sector facilities, audience members may include industry owners and executives, general planners, production/process managers, functional managers (e.g., communications, public information, emergency response, etc.), safety officers, technical experts, and others employed by the facility. • Personnel who have responsibilities for reviewing and approving facility plans and/or enforcing compliance with existing community regulations and standards may also benefit by training. Methodology Recommendations It is recognized that the planning needs of different jurisdictions and facilities, and the resulting training needs of planning team members, can vary greatly, depending on such factors as geographic size, demographics, hazards, local resources, and political preferences. However, the Core Planning Competencies curriculum area is intended to address the generic training requirements of all hazardous materials and terrorist Page 11 <<>> Hazardous Materials Planning Curriculum incident response planners. Training managers, course developers, and instructors may need to tailor materials to meet the unique needs and interests of different audiences, incorporating elements covered in Planning Specialties, as appropriate. Training can typically be accomplished in two to four days of classroom instruction led by an experienced facilitator. Breaking training into modules (e.g., Hazards Analysis) that are delivered at different times is also possible, and this approach may be beneficial if timed to coincide with planning team assignments. However, team building is very important in the planning process, so continuity of student groupings throughout training is recommended. Other training considerations include the following: • Training should focus on the actual development of local plans, with the product and participation in the group planning process used to demonstrate student mastery of the objectives. • Audience should be heterogeneous, reflecting the diverse community members and professional disciplines involved in the planning process. It is highly recommended that team members who will work together in subsequent planning efforts be trained together as a team. • Course methodology should emphasize group interactions, team building, and resolution of interpersonal conflicts, as well as the development of the plan product itself. • Course materials should be multi-tracked in terms of type of plan (OSHA, SARA, etc.) to facilitate tailoring the instruction to the needs of the audience. • Instruction should include practical strategies for merging local plan requirements and needs (i.e., merging several plan requirements into one development effort) to foster more efficient planning efforts. • Instruction should emphasize the need for ongoing planning commitments by the team and the organizations they represent. • Instruction should emphasize the need for ongoing evaluation at each step in the planning process. • Instructors should emphasize that steps in the planning process, although taught sequentially, may actually be performed simultaneously. Mission Specific Planning Competencies The next eight chapters in the Planning Guidelines address training objectives that should be achieved by public sector employees performing various hazardous materials and terrorist incident response planning functions. These training objectives are organized by specialty area, and are subsumed under the Mission Specific Planning Competencies curriculum area. • Planning Specialties • Commodity Flow Study • Hazard Analysis • Capability Assessment Page 12 <<>> Hazardous Materials Planning Curriculum • Planning for Protective Actions • Plan Implementation and Maintenance • Facility Planning • Planning for Public Education The list of mission specific specialty areas included in the curriculum is intended to reflect the prevailing needs of state and local training organizations. It is anticipated that more mission specific specialty areas will be defined over time, and some may be eliminated or modified as needs change. Some candidates for future topic areas include Using Geographic Information Systems in Planning, Organizing the Planning Process, Planning Information Management, Exercising the Plan, SOP Writing, Illicit Use of Hazardous Materials, Liability Issues in Hazardous Materials, and Marketing the Plan. Training Audience The training audience for the Mission Specific Planning Competencies curriculum area includes jurisdiction and/or facility hazardous materials planning team members that have been assigned responsibilities requiring advanced level knowledge and skills, i.e., exceeding those skills needed to develop a basic plan as defined in Planning Essentials. Included are representatives of local government and response agencies, community services organizations, private sector facilities and transporters, and other businesses and industries. Because audience members will vary somewhat according to the topic, they are defined in more detail for each specialty area. However, a generic listing might include: • Jurisdiction and facility planning team members • LEPC, TERC, and SERC members • Facility owners and managers • Representatives of government and response agencies • Representatives of community support services and volunteer organizations • Mitigation/prevention personnel • Consultants and technical experts • Emergency program managers Methodology Recommendations The typical training delivery format for Mission Specific Planning Competency training is a one to two day course led by an experienced instructor. However, more or less time may be appropriate, depending on the subject area, degree of complexity, and related planning requirements. Training managers may also wish to combine Planning Specialties modules for audiences that need training in more than one area, or add one or more modules to Planning Essentials. Other training considerations include the following: • Audience members are assumed to already possess basic competencies in hazardous materials plan development. Otherwise, experience and expertise among audience members may vary significantly. Page 13 <<>> Hazardous Materials Planning Curriculum • Training should be tailored to audience needs, focusing on the specific jurisdiction’s or facility’s planning requirements and individual assignments in the planning process. • Course materials should include local examples, and activities should be based on local issues and data to the extent possible. • Where local teams are conducting complex studies, members should be trained concurrently, and training should permit group interactions and foster team building. More information on training scope, audiences, and appropriate methodologies is presented on subsequent pages for each specialty topic area. Page 14 <<>> Hazardous Materials Planning Curriculum Hazardous Materials Incident Response Curriculum Guidelines Planning Awareness Page 15 <<>> Hazardous Materials Planning Curriculum Introduction The Planning Awareness curriculum area provides an introduction to hazardous materials incident response planning, with an emphasis on the need for planning and the benefits to be derived. Instruction should help individual students identify their roles and responsibilities in the planning process, and motivate them to participate fully and effectively as planning team members. Desired training competencies include an awareness level understanding of general hazardous materials and terrorist incident planning concepts, processes, and legal requirements. No previous knowledge is assumed, and no skill development should be attempted. Training should result in a positive attitude change and the achievement of a general understanding of the planning function. Training Audience The primary training audience for Planning Awareness includes all potential participants in the hazardous materials incident planning process from jurisdictions, government and response agencies, community services organizations, private sector facilities and transporters, and other businesses and industries. Specifically included are elected and appointed officials, CEOs, program managers, and others who are able to influence jurisdictional and organizational planning priorities and resources. In addition, training is encouraged for the broad spectrum of persons who have a “stake” in planning, i.e., they may be impacted by the results of planning, although they have no defined role in the actual development of emergency plans. Thus, audience members might include: • Jurisdiction and facility planning team members • LEPC, TERC, and SERC members • Local, tribal, and state government officials, including elected and appointed • Facility owners and managers • Representatives of government and response agencies, including SOP writers • Representatives of community support services and volunteer organizations • Emergency responders and mitigation/prevention personnel • Citizens in the impacted planning jurisdiction • Special interest and advocacy groups • Emergency program managers Methodology Recommendations The typical training delivery format for Planning Awareness is a brief (one to four hours) presentation or seminar led by an experienced and dynamic facilitator. Whenever possible, the audience should include representatives from a broad range of organizations and disciplines, thereby promoting a heightened understanding of the diverse interests and requirements associated with hazardous materials and terrorist incident response planning. Because training should motivate and encourage attitudinal Page 16 <<>> Hazardous Materials Planning Curriculum change, the use of presentation graphics and instructional media (slides, videotapes, etc.) is particularly appropriate. Other considerations include: • Training must be tailored to audience needs, recognizing that some students may have no understanding of emergency management or the challenges associated with interdepartmental planning and coordination. • When possible, training should permit group interactions and foster initial team building. • Training experiences should be practical and constructive to promote positive attitudinal change. The discussion of hazardous materials and terrorist threats, which is important to focus attention and clarify program need, should emphasize positive solutions through community and industrial planning and cooperation. • Course materials should include local examples and issues to help generate interest and participation in local planning processes. • Recruitment of students may be an issue due to lack of preexisting interest in the subject. “Teaser” programs and strategies to peak community interest and enrollment may be appropriate. Page 17 <<>> Hazardous Materials Planning Curriculum Recommended Training Objectives The following instructional objectives describe student competencies recommended for orienting planning team members and others to the subject of hazardous materials and terrorist incident response planning. The legislative and regulatory basis for this training can be found primarily in the requirements specified in OSHA 1910.120 for develop - **truncated:** true - **body characters:** 197640