PLAN AND CONDUCT AN EVACUATION OF PREMISES

PLAN AND CONDUCT AN EVACUATION OF PREMISES
Unit Code: D1.HSS.CL4.10 Trainer welcomes trainees to class.

Plan and conduct an evacuation of premises
This unit comprises five Elements : Prepare evacuation policies and procedures Prepare for evacuation situations Update evacuation/Emergency Management Plans Conduct evacuations Review evacuation/Emergency Management Plan after actual implementation. Trainer advises trainees this Unit comprises five Elements, as listed on the slide explaining: • Each Element comprises a number of Performance Criteria which will be identified throughout the class and explained in detail • Trainees can obtain more detail from their Trainee Manual • At times the course presents advice and information about various protocols but where their workplace requirements differ to what is presented, the workplace practices and standards, as well as policies and procedures must be observed.

Assessment Assessment for this unit may include: Oral questions
Written questions Work projects Workplace observation of practical skills Practical exercises Formal report from employer or supervisor. Trainer advises trainees that assessment for this Unit may take several forms all of which are aimed at verifying they have achieved competency for the Unit as required. Trainer indicates to trainees the methods of assessment that will be applied to them for this Unit.

Prepare evacuation policies and procedures
Performance Criteria for this Element are: Involve relevant personnel in the planning process Identify the legal implications in relation to planning for an evacuation Identify potential threats and risks facing the establishment (Continued) Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide.

Prepare evacuation policies and procedures
Develop a written set of evacuation and Emergency Management Plans Acquire necessary equipment to support implementation of the evacuation and Emergency Management Plans Locate evacuation and Emergency Management Plan and floor plans in prominent and necessary positions. Trainer continues to identify for trainees the Performance Criteria for this Element, as listed on the slide. Class Activity – General Discussion Trainer leads a general class discussion on preparing evacuation policies and procedures by asking questions such as: Why is it important to prepare evacuation policies and procedures? Who should be involved in preparing them? What do you think an ‘Emergency Management Plan’ is? What personal experience have you had in the workplace in dealing with an evacuation or emergency? How was the situation handled? Could it have been better handled? How?

Involve relevant personnel in the planning process
Evacuation and Emergency Management Plans (EMPs): Require proper planning Must address a variety of possible threats faced by the venue. Trainer emphasis to trainees: The need for proper planning in relation to the development of evacuation and Emergency Management policies and plans - if ‘you fail to plan, you plan to fail’ Every venue needs to develop a suite of plans to address a variety of threats or situations likely to be faced by the venue – to be discussed later.

In relation to EMPs: An evacuation plan is an EMP Not all emergencies will require an evacuation The purpose of an evacuation plan is to remove people from danger to a safe location ‘Relevant people’ should be involved in identifying the need for EMPs and in developing them. Trainer states to trainees: An evacuation plan is an EMP – may also be part of other EMPs: for example, an EMP for fire on the premises may automatically trigger or require an evacuation Not all emergency situations will require an evacuation – it depends on the type and scope of the emergency The aim of any evacuation plan is to move people (customers and staff) out of potential danger to a safe location – this means planning for an evacuation must address developing safe ways to remove people from rooms or areas in the event of an emergency situation Relevant people should be involved in developing EMPs and identifying the need for those plans – see following slides.

The following should be involved in identifying threats and developing appropriate EMPs: People with assigned emergency and evacuation responsibilities – Chief warden, area wardens, first aiders, communications officer Security staff (Continued) Trainer advises trainees the following should be involved when identifying threats facing the property and developing EMPs to address them: People with existing and specific assigned emergency and evacuation responsibilities – such as wardens, first aid providers and communications officers because they usually: Have an intimate knowledge of the property Have previous knowledge of how customers in the venue behave when there is an emergency Have a need to work together when an emergency or evacuation situation arises Are the first on the scene when an emergency or evacuation situation presents Security staff – because they have a sound knowledge of: Customer behaviour in an emergency situation The layout of the premises and the routes available for evacuation and escape Working with authorities in emergency situations Class Activity – Guest Speaker Trainer arranges for an experienced identified in the above slide to: Provide sample EMPs for sharing and discussion Attend and talk to trainees about: Their role in identifying threats How threats are identified, classified and rated Others involved in these processes Their role in developing EMPs in response to identified threats Specific contributions they made Tips and advice for identifying threats and developing EMPs

Building or centre management Maintenance department Fire services (Continued) Trainer continues identifying for trainees those who should be involved in identifying threats, and developing EMPs to address them: Building or centre management – because they: Have very useful links with other personnel and authorities whose expertise is required Often have ultimate control over what can and cannot be implemented in terms of emergency or evacuation action for a building or centre in which a venue is located Have a responsibility for every person and every business under their control May be able to draw on experience from other buildings or centres to assist in preparing plans for this building or centre Maintenance department staff – are commonly involved because they traditionally: Have intimate knowledge of internal equipment, systems and facilities required to address and evacuation/emergency situation: They know where items are located They know their capacity ability They can advise about what the limitations are for specific items and controls Will be able to provide insight into the viability of an item under adverse or stress conditions such as those likely to be present during an evacuation or emergency situation Can provide advice about items, systems and technology to be included or added in order to make a plan viable and practicable Fire services – because of: Their experience in dealing with fire-related emergencies and rescue The advice they can provide relating to fire detection, prevention and suppression The need for the property to cooperate with them in the event of a fire-related emergency Their capacity to advise about relevant training including drills. Class Activity – Guest Speaker Trainer arranges for an experienced identified in the above slide to: Provide sample EMPs for sharing and discussion Attend and talk to trainees about: Their role in identifying threats How threats are identified, classified and rated Others involved in these processes Their role in developing EMPs in response to identified threats Specific contributions they made Tips and advice for identifying threats and developing EMPs.

Ambulance Supplementary emergency services – Civil Defence Police (Continued) Trainer continues identifying for trainees those who should be involved in identifying threats, and developing EMPs to address them: Ambulance – because of: Their unique insight into the medical issues arising in various emergency and evacuation situations The need for internal first aid providers to work with professional medial help Their capacity to advise about (or provide) relevant first aid training Supplementary emergency services – such as Civil Defence personnel or similar because of their: Over-arching role during an emergency or evacuation situation Specialist rescue expertise Expertise in working cooperatively with other authorities and first-responders Training and planning expertise Police – because of their experience and expertise with: Rescue Crowd management and control Directing operations in emergency situations Army bomb disposal units – because of their specific knowledge and expertise about: Identifying bombs Training venue staff in first responses to situations where bombs are thought to exist The impact of explosions in buildings and built-up areas. Class Activity – Guest Speaker Trainer arranges for an experienced identified in the above slide to: Provide sample EMPs for sharing and discussion Attend and talk to trainees about: Their role in identifying threats How threats are identified, classified and rated Others involved in these processes Their role in developing EMPs in response to identified threats Specific contributions they made Tips and advice for identifying threats and developing EMPs.

Army bomb disposal units Anyone who could be expected to deal with an emergency – with a focus on night-time workers The Emergency Management Committee (EMC). Trainer continues identifying for trainees those who should be involved in identifying threats, and developing EMPs to address them: Army bomb disposal units – because of their specific knowledge and expertise about: Identifying bombs Training venue staff in first responses to situations where bombs are thought to exist The impact of explosions in buildings and built-up areas Anyone who could reasonably be expected to deal with a potential hazard. This will vary between venues but it should be remembered most fires in venues (the biggest cause of evacuations) occur at night so night-time staff should be well represented. Staff in this context should include: Night auditors Janitors working at night Night-time security personnel Front office personnel – especially where reception is open all night Conveners and members of the Emergency Management Committee (EMC) for the venue – this is a committee made up of personnel from the property for which the Emergency Management Plan (EMP) is being developed plus other professionals and experts who may be seconded to the Committee. These people may include: Owners – this may refer to owners of the business; owners of a building where the business is operating from (meaning this can include owners of building who have rented or leased the building to another person, business or tenant) Major shareholders Venue Managers Chief Executive Officers (CEOs) Senior management Section managers Department heads. Class Activity – Guest Speaker Trainer arranges for an EMC member from an appropriate and relevant property to: Provide sample EMPs for sharing and discussion Attend and talk to trainees about: Their role in identifying threats How threats are identified, classified and rated Others involved in these processes Their role in developing EMPs in response to identified threats Specific contributions they made Tips and advice for identifying threats and developing EMPs.

Identify the legal implications in relation to planning for an evacuation
Legal implications include Common law ‘duty of care’ requirements: To prevent ‘foreseeable’ harm All people in the property must have their safety and welfare protected Anyone injured may sue the property under ‘negligence’. Trainer informs trainees as well as the moral and social obligations on a business or venue to prepare for emergencies and evacuation there are also significant legal considerations. Common law obligations Under common law all business operators are under ‘duty of care’ obligations to ensure all people (staff, paying customers, members of the public, delivery drivers, service providers/technicians, anyone on the property) are provided with a safe environment. In short, people should be able to leave a property in the same condition they entered it This obligation requires the business to: Prepare effective plans to cope with any foreseeable event or emergency Install necessary systems, equipment and other items to effectively enable the plans to be implemented Train staff in the implementation of the plans by undertaking practice and drills The point being everyone on the premises is covered by this ‘duty of care’ requirement – there does not have to be any other contractual or legal contract in place If a person is injured (or their property lost/damaged) then the individual may, under tort law, (specifically ‘negligence’) take civil action against [that is, sue] (see following slides) the business or person who is believed to be negligent.

The legal system is divided into: Civil proceedings: Person sues a person or business Case decided ‘on the balance of probabilities’ Criminal proceedings: Government against person or business Decided on basis of ‘beyond all reasonable doubt’. Trainer advises trainees about ‘criminal’ and ‘civil’ action that may flow from an emergency situation: Civil proceedings: Civil proceedings occur when an individual or business or organisation takes legal action against another individual or business or organisation. This is called ‘suing’ the other party In the context of negligence, the action is taken if the individual or business or organisation believes the other party has failed to discharge their common law responsibility to take reasonable care for their safety and or for the safety of their belongings and personal property A civil case is decided in a court of law and may be decided by a judge sitting alone, or by a jury The case must be decided by listening to the evidence and determining what happened, and who is liable, ‘on the balance of probabilities’ Criminal proceedings: Criminal proceedings occur when the Government takes action against a person or business or organisation The case is heard in a court of law and (depending on the severity of the offence alleged) may be heard by a judge sitting alone or by a jury. A criminal case must be decided ‘beyond all reasonable doubt”, a much higher standard of proof that is required for deciding a civil case. This is because the ramifications of a criminal case can be much more severe. A person who is charged with an offence in a criminal trial is called the ‘defendant’ and if the case against them is proved, they are found ‘guilty’ (as opposed to ‘liable’ in a civil case) Penalties in a criminal case can include monetary fines and/or time in gaol. Trainer highlights to trainees the one event can give rise to both criminal and civil cases. For example, a person may be injured on the premises of a hotel or other business and: The authorities may charge the owner, management and or staff with an offence – for which there may be a fine or gaol time plus The person who was injured can initiate their own civil action to recover ‘damages’ In most situations the civil case will follow the criminal case because if the business or individual was found guilty (using the highest standard of proof), they will almost certainly be found liable in a civil case where the standard of proof is much lower (that is, ‘on the balance of probability’).

Civil outcomes may include one or more of the following: Business must pay ‘damages’ Must make an apology Must do a nominated act Must refrain from doing a specified activity. Trainer explains the possible outcomes of civil cases: If a decision is made in favour of the complainant or the plaintiff, the other party usually has to do one or more of the following: Pay ‘damages’ – meaning they have to give money to the complainant that will put them back in the same position before the incident at the root of the legal action occurred Make a formal and public apology Undertake a nominated action Refrain from doing a nominated act. Class Activity – Guest Speaker Trainer arranges for a solicitor to attend and talk to trainees about: The civil aspect of the legal system relating to what may have or has happened as a result of an emergency situation in a venue Possible situations that can give rise to civil cases What needs to be proven in a civil case for it to be successful Proof required for a successful civil case Examples of what a venue can do to protect itself from possible civil action.

If a person or business is found guilty of a crime, results may include: Warning Fine Gaol. Trainer explains the possible outcomes of criminal cases: A warning by the court – with no other action taken Fine – a monetary fine serving as a financial penalty for what was done/what was not done Gaol – serious cases can result in the guilty party or parties spending time in prison Combination – some penalties may include a fine as well as time in gaol. Class Activity – Guest Speaker Trainer arranges for police or a prosecutor to attend and talk to trainees about: Grounds for criminal action (relating to emergency situations) Evidence led in court to prove a case Obligations on witnesses Examples of cases they have been involved in (relating to emergency situations) Possible penalties.

OHS considerations: Provide specific safety and duty of care obligations on employers and venue Failure to comply can lead to criminal charges. Trainer informs trainees under OHS legislation all venues and employers must provide a workplace that is safe for workers explaining: Employers must provide in advance for emergencies and evacuations They must make appropriate plans, provide appropriate training and drills, and provide necessary equipment and systems Failure to meet the obligations imposed by OHS legislation can lead to criminal charges against the owner of the property, management, senior management and individual workers. Class Activity – Guest Speaker Trainer arranges for a representative from local OHS authority or agency and talk to trainees about: Requirements of applicable OHS legislation Assistance and information available through the authority or agency to help venues comply with legislated requirements Inspection and monitoring activities of the OHS authority or agency in relation to emergency and evacuation preparation and implementation Penalties available for individuals and venues failing to discharge their legislated obligations.

Identify potential threats and risks facing the establishment
A ‘risk’ or ‘threat’: Is anything with the potential to adversely impact on the safety of the people in the building The terms ‘risk’ and ‘threat’ can be seen to mean the same thing. Trainer tells trainees the basis of all EMPs and evacuation plans prepared by a property is identification of all the potential risks and threats facing the business stating: For the purposes of this unit, a threat or risk may be anything with the potential to adversely impact on the safety of the people in the building A ‘risk’ and a ‘threat’ can be regarded for the purposes of this unit as essentially the same thing.

You must take into account the following when identifying and determining risks/threats facing a business: Physical or geographical location Adjoining properties and businesses Local events (Continued) Trainer explains to trainees identification and determination of the nature of risks and threats must take into account: The physical or geographic location of the premises – a venue on the beach front will have different risks and threats than one in the middle of mountains or a jungle Adjoining properties and businesses, and the threats they potentially pose – a property next to a petrol station must factor in the potential for a petrol leak or explosion from their next-door neighbour Local events, happenings and problems – as these may flow-on and impact the business.

Size of the venue Activities taking place on the premises Number of people on-site Advice from authorities Legal liabilities. Trainer continues to present factors to take into account when identifying and determining threats and risks faced by a business or venue: The size of the building or premises – larger premises will house more people, be home to more activities and usually have more threats and risks The diversity of activities taking place within the property – a wider range of activities and facilities gives rise to increased threats and risks The number of people likely to be impacted – and the possible impact on them Advice and input from relevant authorities – about local and likely threats from their perspective, as a result of their intelligence, information gathering and previous experience Legal liabilities – as imposed by general duty of care obligations, legislated requirements and any contractual requirements (such as the stated promises in contracts with customers, and the requirements of insurance policies).

Risk analysis: Vital in risk identification Is the process of examining identified risk in order understand the totality of each risk in order to use this knowledge as the basis for calculating the risk level each risk presents to the business Is undertaken by the EMC Must be a thorough process Gives rise to disagreement over relevant and important issues. Trainer identifies for trainees risk analysis is an important aspect of risk identification, observing it is: The process of examining identified risk so the organisation can understand and appreciate the totality of each risk (considering factors such as scope, nature, impact) in order to use this information and knowledge as the basis for calculating the risk level each risk presents to the business Undertaken by relevant stakeholders and the EMC – and constitutes a major aspect of discharging duty of care obligations Must be thorough – it must not be rushed; sufficient time and resources must be allocated The process often gives rise to disagreement and discussion about issues between stakeholders who may hold different views on different topics, such as: Disagreement amongst participants regarding ‘likelihood’ of a risk occurring Disagreement amongst participants regarding ‘consequences’ if a risk actually occurs Disagreement amongst participants regarding previous risk management activities used by the business – regarding how effective or ineffective (including considerations regarding cost to control and to plan for a risk event). This debate should be seen as healthy and not a problem.

‘Consequences’ and ‘likelihood’: Risk analysis combines: Likelihood of a risk occurring, with Consequences of the risk occurring The result: Classifies the risk Indicates action to be taken. Trainer introduces trainees to the concepts of ‘consequences’ and ‘likelihood’ noting: Risk analysis involves combining the likelihood of a risk occurring with the consequences of that risk for the organisation to produce a risk level The risk level will determine whether the risk is acceptable or unacceptable and provide direction as to what risk management action should/could be taken in respect to that risk.

Likelihood may be described as (for example): Almost certain Likely Possible Unlikely Rare. Trainer tells trainees when considering the likelihood of risks various options exist but they are essentially variations on a theme, indicating one standard classification of likelihood is: Almost certain Likely Possible Unlikely Rare.

Classification must be done on the basis of: Information about ‘context’ of each risk Personal and venue experience with each risk Previous history relating to the risk Occurrences in similar businesses Anticipated frequency of the ‘risk’. Trainer explains to trainees: The classification of each risk into one of the identified categories must be done on the basis of: Information obtained from determining the context of the risk in relation to the individual business and the circumstances that apply (which can change over time and certainly from year-to-year or season-to-season) Personal experience with the identified risk – such as personal experience with how the risk materialised (the signs, warnings and/or indicators), the time taken for the a threat to translate into an actual problem, the way people (staff and customers) responded Previous history – regarding how often the risk has occurred; when and why it has occurred; how it was dealt with in terms of the risk management, emergency and evacuation plans that were in place at the time Occurrences that have occurred in similar businesses – where applicable, what lessons can be learned here from the experience of others? Consideration of ‘likelihood’ includes consideration of ‘frequency’ of the risk – that is, how often it is likely to occur. A risk with a ‘daily’ or ‘weekly’ frequency is more important than ‘once every 10 years’ if the ‘consequences’ are the same or similar.

‘Consequences’ of a risk may be labelled: Insignificant Minor Moderate Major Catastrophic. Trainer advises trainees when seeking to label the consequences flowing from a risk occurring there are a number of different options, all of which may be regarded as variations on a theme, identifying one commonly used classification of consequences is: Insignificant Minor Moderate Major Catastrophic. Trainer indicates to trainees consequences can be negative or positive – they are not always negative – and the one risk can have more than one consequence or set of consequences.

Risk assessment matrix: Used to calculate and display ‘severity of consequences’ Shows rating for each risk in a standard form across the venue: Numerical form (1 – 10) Colours (Red = high risk level: Green = low risk level) Word/letter form (L = Low risk; E = Extreme risk) Highest rated risks must be addressed first. Trainer presents to trainees a risk assessment matrix is frequently used to assist in determining the ‘Severity of Consequences’ for a risk explaining ‘Consequences’ are listed along one axis and ‘Likelihood of occurrence’ (probability) are listed along another for each identified risk and highlighting: Each identified risk needs to be assessed using this matrix. Ratings may be calculated and displayed in: Numerical form – such as 1 – 10: acceptable – unacceptable level Colour form where red = high risk level, amber = medium risk level and green = low risk level Other word or letter form – in which (as an example – variations exist): L = Low risk M = Medium H = High risk E = Extreme risk The highest rated risks are the ones that should be actioned first – that is, they should have emergency plans made for them first: these will be risks with the greatest potential to adversely impact (usually) a large number of people in a significant/sever way. Class Activity – Handout Trainer provides a sample risk assessment matrix for hand out to trainees – see Trainee Manual at ‘Risk assessment matrix’ for one option. Trainer: Distributes the matrix Discusses it with reference to: The Likelihoods determined The identified ‘Consequences’ The method of depicting ‘level of consequence’ Alternatives that could have been used for the wording on the matrix What the matrix means/reveals Identifying the risks or threats which would need to be addressed first.

EMPs should be prepared for: Fire Gas leak Bomb threat Suspicious package Robbery or armed hold-up Other? Trainer reminds trainees the exact types and numbers of threats or risks for each business or location will vary, and every business must be analysed on its individual set of circumstances to determine the exact nature of the threats and risks it faces. Trainer suggests to trainees there are several ‘standard’ risks a venue should consider preparing EMPs for, including: Terrorist attack Immediate personal threat situations – where staff feel threatened by a customer or customers Assault emergency Fire emergency Gas leak emergency Medical emergency Bomb threat Suspicious package Hostage situation Chemical spill Deranged customer Flooding Robberies or armed hold-ups Earthquake. Class Activity – Discussion Question Trainer asks trainees to identify and record other situations that could form the basis for developing EMPs. Possible other situations may include:

Develop written evacuation and Emergency Management Plans
EMPs: Are the basis for practice and responses to emergencies Must be workplace based – for individual venues Must reflect planning that has been done Must be in writing. Trainer advises trainees EMPs provide the basis for practising and conducting appropriate responses to emergencies including evacuations, highlighting: They must be workplace-based – for EMPs to be relevant to individual workplaces, specific workplace factors must be identified and integrated into the sample plans and directions They must reflect the planning undertaken – by the individuals and as identified previously They must be in writing as opposed to existing only in someone’s head – so there is surety about what is intended; so they can be shared; so everyone knows what is required and knows what others are doing and are required to do.

An emergency is: Unforeseen A threat Something demanding immediate attention. Trainer defines for trainees what an emergency is: An emergency is: Unforeseen – that is, while it may have been expected to occur ‘at some time’, it was not expected ‘now’ A threat – to people’s lives and or property Something that requires immediate response – to protect lives and or property.

Standard, non-negotiable requirements when an emergency arrives: Follow and implement workplace EMPs Saving people takes priority over saving property Never put yourself in harm’s way Get assistance; notify others immediately. Trainer provides trainees with several non-negotiable requirements when an emergency situation presents itself: Follow the EMPs for the workplace where they differ to what is presented in these notes Always put saving of lives before saving of property Never respond in a way that is dangerous Get help; notify others immediately – if there needs to be a decision made about contacting the fire brigade or fighting the fire, contact the fire brigade; if there needs to be a decision about addressing an issue or contacting the authorities, contact the authorities or a designated person within the organisation.

Roles of EMPs: Guide action to be taken Indicate sequence of actions Allocate roles and responsibilities to staff Provide contact details of key personnel and agencies Identify evacuation routes and assembly areas. All EMPs should be evaluated against these criteria. Trainer reminds trainees the roles of the EMPs are to: Guide action to be taken – in the event of an emergency Indicate the sequence of actions to be taken – it is not sufficient to take action; action must be properly ordered, and integrated with other action taken Allocate individual roles and responsibilities for taking action – so everyone knows what their tasks are and so all required tasks are undertaken Provide contact details of individuals and external organizations who may need to be involved – to facilitate contact and communication Prescribe evacuation routes and assembly points – primary and secondary.

There are several topics to address to customise EMPs to the needs of individual workplaces – these include: Preparing site plans – a detailed and grid-referenced site plans showing layout of rooms and location of emergency equipment and support infrastructure Preparing floor plans – showing access points and differentiating between various access options (Continued) Trainer presents to trainees essential considerations to ensure workplace EMPs are customised to suit the identified needs of the workplace. Preparing site plans Preparation of detailed and grid-referenced site plans showing layout of rooms and location of emergency equipment and support infrastructure such as: Alarms Fire detection devices and systems Fire suppression devices and systems Fire-fighting equipment Ingress and egress points Primary and secondary evacuation assembly points. Preparing floor plans Preparation must include development of detailed floor plans for each floor of the building including all underground floors showing location of: Entry and exit points to the building and each floor Identifying and differentiating between: Doors Tunnels Trap doors Roof access points.

Allocating positions, roles and responsibilities to individual staff for each EMP How people (‘head’) counts will be undertaken at evacuation assembly points to identify whether or not people are missing Providing for guest welfare in the immediate short-term (Continued) Trainer continues presenting to trainees essential considerations to ensure workplace EMPs are customised to suit the identified needs of the workplace. Allocating staff roles Attention must be paid to identifying positions required for staff to deal with an emergency and allocating individual staff to those positions Roles and responsibilities for each position must be determined along with an effective chain of command to guide the management of the response team – more on later slides about roles and responsibilities. Determining people counts Preparation must also include consideration of the method to be used to count the people who have evacuated from an area, a floor or the venue and how those numbers will be reconciled against people ‘in the premises’ at the time of the emergency or evacuation so an accurate figure of missing persons can be determined Emergency services will always want to know if there are missing persons so they know whether or not rescue operations need to be undertaken. Providing for guest welfare Planning must also determine how guest welfare as well as the well-being of staff will be catered for following an emergency or evacuation. This means identifying how they will be provided, in the immediate short-term, with: Refreshments – food and drink, including hot and cold beverages Clothing – for males and females, adults, children and babies Toilet facilities including bathroom and basic washing and cleaning facilities Transportation – to move individuals to alternative accommodation (where necessary) or to get people back to their homes Communication – so those impacted can contact friends and family Counselling – to help them cope with the stress or grief caused by the situation.

Oraganising media liaison – to enable control of information being given out to the media Preparing flip cards – to optimise compliance with requirements of plans Determining special needs assistance and how it will be provided (Continued) Trainer continues presenting to trainees essential considerations to ensure workplace EMPs are customised to suit the identified needs of the workplace. Organising media liaison Attention must be paid to determining who will talk to and handle the media following an emergency or evacuation situation. Given the nature of the industry it is to be expected an emergency or evacuation will attract media attention and it is important the information released to them is controlled and released only through a nominated person It is a standard requirement: Staff do not talk to the media – only the designated person (‘Media liaison’) should do this Scripted responses to predictable questions for a range of likely scenarios are prepared. Preparing flip cards Many premises convert their detailed EMPs and evacuation plans into more simplistic flip cards (or charts) for use by those involved in responding to an event to help them better adhere to the plans that have been developed. Theses cards or charts contain the essentials only of the plan and serve to provide: The basic responses identified as being necessary to cope with the emergency Basic yet essential information to assist in responding – such as telephone numbers, contact details, names of people, codes and other vital information A sequence for the action to be taken. Determining special needs assistance All plans should include consideration of what will be done to assist ‘special needs’ guests Special needs people include disabled persons, aged people and young people Attention needs to be paid to: Identifying special needs persons when they are on the premises Facilitating their evacuation by meeting their individual needs. Class Activity – Guest Speaker Trainer arranges for a management-level person from an appropriate venue to attend and: Discuss the planning activities their venue engages in as part of preparing evacuation and EMPs Discuss their arrangements for guest welfare during an emergency or evacuation Explain how head counts will be conducted Describe their media liaison protocols during an emergency or evacuation situation Provide sample flip cards Explain how special needs are addressed in their venue.

Obtaining MSDS for all on-site chemicals Preparing a ‘Bomb Threat’ checklist Developing ‘appropriate’ plans: Addressing identified threats and risks Allowing flexibility Incorporating training & drills (Continued) Trainer continues presenting to trainees essential considerations to ensure workplace EMPs are customised to suit the identified needs of the workplace. Obtaining MSDS All businesses will use chemicals of some sort As part of the planning and preparation for an emergency situation the EMP must: Obtain Material Safety Data Sheets for all chemicals used in the business Place a copy of every MSDS into the folder or file containing the evacuation/EMPs. Preparing a Bomb Threat Checklist A Bomb Threat Checklist is used to record information received when taking a phone call advising a bomb has been planted on the premises. A suitable checklist should be developed in advance (or copied from an existing source), and distributed to all telephones. Developing appropriate plans All the plans developed by the EMC must: Reflect and address the identified hazards and risk severity Be flexible to allow adjustment/s for unforeseen circumstances Detail the action to be taken so staff know what to do and can be trained in how to respond. Class Activity – Handouts and Discussion Trainer arranges for sample MSDS and Bomb Threat Checklist to be copied and distributed to trainees for: Discussion Comment Evaluation.

Creating warning and information protocols Audible alarms Public broadcast messages: Code red = Fire Code orange = Evacuation Code yellow = Explosion, person trapped, toxic emission Code purple = Bomb threat Code green = All clear. (Continued) Trainer continues presenting to trainees essential considerations to ensure workplace EMPs are customised to suit the identified needs of the workplace. Creating warning and information protocols Audible alarms Most venues will have a tiered system of alarms and they all sound different, indicating different things. For example: One tone or sequence of tones may indicate there is an incident which is being investigated and addressed – nothing needs to be done at this stage: it simply sends a warning something is happening and there may be a need to take further action and to evacuate. This tone simply warns of a potential problem and gives time to prepare to evacuate A different tone or sequence of tones indicates an immediate evacuation is required. Public broadcast message These messages are often coded to prevent panic amongst guests It is important to know what each code means – there are usually posters in the workplace to indicate what these messages mean.

Creating emergency communications Identifying necessary staff training (Continued) Trainer continues presenting to trainees essential considerations to ensure workplace EMPs are customised to suit the identified needs of the workplace. Creating emergency communications It is to be expected the ‘normal’ communications system may become inoperable or ineffective during an emergency so it is necessary to create an alternate communications infrastructure In practice this will mean supplementing the existing communications systems with: Additional equipment Portable equipment Battery-operated equipment. Identifying necessary staff training Staff training is essential so staff: Understand the plans Know their role in an emergency Can operate emergency systems, equipment and technologies Drills are necessary to determine the effectiveness of the plans that have been prepared More information on later slides.

Planning for evacuations: Immediate evacuations Pre-warned evacuations Obtaining feedback from authorities on plans. Trainer continues presenting to trainees essential considerations to ensure workplace EMPs are customised to suit the identified needs of the workplace. Planning for immediate evacuations and pre-warned evacuations The nature of many emergencies is some require immediate evacuation and some give time before an evacuation is required. Planning must identify what needs to be done in the case of a need to evacuate immediately – for example: Turn off power Evacuate Where a pre-warned evacuation applies, the requirements may be: Close windows and doors Secure cash from cash registers and cash drawers, tins and safes Gather important or nominated documents and or registers Download nominated electronic data to portable drives Evacuate. Obtaining feedback from authorities on plans It must be standard practice for all venues to: Submit their draft evacuation plans and EMPs to the authorities and emergency services Actively obtain their feedback on the draft plans – a meeting with them is essential in this regard Revise draft plans, as required, on the basis of the feedback received.

EMP – Responding to terrorist attack: Notify security Evacuate Shut down power and equipment Notify adjacent properties Maintain communication Allow professionals to do their job. Trainer presents to trainees sample EMP contents for responding to a terrorist attack stressing where workplace requirements differ from what is presented, the workplace EMP must be followed, and highlighting: The type of attack will determine the exact nature of the response Attack may be via chemical weapon, bomb, firearms or other means The EMP should include the following: Notify venue security – who will notify authorities Implement evacuation procedures Shut down equipment and power Notify neighbouring properties Maintain communication with security Leave dedicated responses to the professionals. Class Activity – Guest Speaker Trainer arranges for suitable person from an appropriate venue to visit and: Show, share and explain their EMP for the situation listed on the slide Provide an example of this EMP for their venue.

EMP – Responding to an immediate threat: Comply with what is being demanded Notify security Retreat Try to end the situation Note details of offender. Trainer presents to trainees sample EMP contents for responding to an immediate threat situation stressing where workplace requirements differ from what is presented, the workplace EMP must be followed, and highlighting when faced with an immediate personal threat the EMP should provide that staff: Comply (do not resist the offender; do not delay compliance) with instructions given by offender as quickly as possible Notify security as soon as safe to do so Retreat if possible Take necessary action to end the situation – which may include: Apologise to offender Follow directions given Hand over money or assets as instructed Encourage offender to leave Note details of offender. Class Activity – Guest Speaker Trainer arranges for suitable person from an appropriate venue to visit and: Show, share and explain their EMP for the situation listed on the slide Provide an example of this EMP for their venue.

EMP – Responding to an assault emergency: Call for internal assistance Give basic first aid Circulate description of attacker Provide location of attacker Implement ‘Respond to medical emergency’ EMP requirements. Trainer presents to trainees sample EMP contents for responding to an assault emergency stressing where workplace requirements differ from what is presented, the workplace EMP must be followed, and highlighting the following actions should be included in an EMP for responding to an assault emergency: Call for internal venue assistance immediately Render basic first aid as required Circulate description of attacker if known Circulate possible location of attacker if known. See also 'Respond to medical emergency' EMP (later slide). Class Activity – Guest Speaker Trainer arranges for suitable person from an appropriate venue to visit and: Show, share and explain their EMP for the situation listed on the slide Provide an example of this EMP for their venue.

EMP – Responding to fire: Call emergency services Implement evacuation plan Notify neighbouring businesses and properties Close doors and windows Turn off air conditioning Fight fire – if safe & if trained. Trainer presents to trainees sample EMP contents for responding to a fire on the premises stressing where workplace requirements differ from what is presented, the workplace EMP must be followed, and highlighting the EMP for responding to a fire on the premises should include: Call the emergency services to report the incident – tell emergency operator the cause of the fire – if known Implement evacuation plan for the area or for the building/venue – floors above the fire must be evacuated before lower floors Notify neighbouring properties Close doors and windows Shut off air conditioning Staff members trained to use fire equipment should use fire extinguishers and fire blankets to attack the fire if safe to do so. Class Activity – Guest Speaker Trainer arranges for suitable person from an appropriate venue to visit and: Show, share and explain their EMP for the situation listed on the slide Provide an example of this EMP for their venue.

EMP – Responding to a gas leak emergency: Call emergency services Turn off or remove ignition sources Notify neighbours Evacuate Open windows & doors Turn off gas – if safe to do so. Trainer presents to trainees sample EMP contents for responding to a gas leak on the premises stressing where workplace requirements differ from what is presented, the workplace EMP must be followed, and highlighting the EMP should address: Call the emergency services to report the incident – tell the operator the cause of the emergency, type of gas involved, if anyone is hurt or trapped, and if there are any further hazards that may cause explosions Turn off or remove possible ignition sources Notify neighbouring properties Implement evacuation from the area or building or venue Open windows and doors to disperse gas The appropriate person should turn off the gas, where applicable and safe to do so – at the mains, or using stop valve. Class Activity – Guest Speaker Trainer arranges for suitable person from an appropriate venue to visit and: Show, share and explain their EMP for the situation listed on the slide Provide an example of this EMP for their venue.

EMP – Responding to a medical emergency: Call an ambulance Never assume you know the cause Do not move the patient Do not ‘act in hope’ Keep public away Do not comment on the incident to anyone. Trainer presents to trainees sample EMP contents for responding to a medical emergency stressing where workplace requirements differ from what is presented, the workplace EMP must be followed, and highlighting ‘minor incidents’ are not considered ‘medical emergencies’ and should be dealt with using basic first aid. For serious incidents the EMP response should cover: Call an ambulance – or notify designated person to call an ambulance Never assume knowledge of what is wrong with a person – always seek professional medical advice Do not move the person unless he or she is in immediate danger Do not take any action in the ‘hope’ it might be the right thing to do Keep spectators away from the patient Do not comment on the incident to anyone except management or the authorities. Class Activity – Guest Speaker Trainer arranges for suitable person from an appropriate venue to visit and: Show, share and explain their EMP for the situation listed on the slide Provide an example of this EMP for their venue.

EMP – Responding to a bomb threat: Stay calm Listen for background noise and caller clues Ask questions and record answers – see Bomb Threat Checklist Do not hang up Advise designated person quickly and quietly Initiate evacuation – never assume it was a hoax. Trainer presents to trainees sample EMP contents for responding to a bomb threat stressing where workplace requirements differ from what is presented, the workplace EMP must be followed, and highlighting : When receiving a bomb threat over the telephone, handle the call calmly Listen for background noise and the caller’s accent, or any distinctive linguistic identifiers Ask questions to try to get as much information from the caller as possible: ‘Who are you?’ ‘What does the bomb look like?’ ‘When is the bomb due to explode?’ ‘Why did you plant the bomb?’ ‘How can we defuse it?’ Record answers on a specially prepared ‘bomb threat’ checklist or record pad, if possible: this helps prompt questions to ask and what details to record. Do not hang up the phone or disconnect the call After the call, immediately speak with the appropriate person about the threat. Talk in a quiet place away from others. Communicate the details in a calm and clear manner – to avoid panic Immediately start evacuation procedures Never think the call was a hoax – it is not worth risking lives on a mistaken interpretation of the situation. Class Activity – Guest Speaker Trainer arranges for suitable person from an appropriate venue to visit and: Show, share and explain their EMP for the situation listed on the slide Provide an example of this EMP for their venue.

EMP – Responding to a suspicious package: Decide quickly if it is a ‘suspicious package’ situation Do not touch it – leave it where it is Telephone police Move people away – initiate evacuation Turn off possible triggers. Trainer presents to trainees sample EMP contents for responding to a suspicious package stressing where workplace requirements differ from what is presented, the workplace EMP must be followed, and highlighting there is no definition of a suspicious package, and the EMP for a suspicious package should include the following directions: Decide quickly if the package is suspicious – err on the side of caution but use common sense Never touch it Telephone the police and report the situation – use landline telephone Leave the package where it is found Move people from away from the immediate vicinity – initiate evacuation plan Turn off anything likely to trigger an explosion, such as cell phones. Class Activity – Guest Speaker Trainer arranges for suitable person from an appropriate venue to visit and: Show, share and explain their EMP for the situation listed on the slide Provide an example of this EMP for their venue.

EMP – Responding to a hostage situation: Secure the area Notify designated workplace person Communicate information about the situation Implement evacuation Do not try to rescue hostages Never put yourself in danger. Trainer presents to trainees sample EMP contents for responding to a hostage situation stressing where workplace requirements differ from what is presented, the workplace EMP must be followed, and highlighting the EMP for dealing with a hostage situation should address: Secure the area – so others cannot be involved or put at risk Notify the nominated workplace person of the situation Communicate information (if known) to designated person: Number of hostage takers Number of hostages Age and gender of hostages Details of hostages (pregnant women, handicapped, foreigners) Whether or not hostage takers are armed Implement evacuation plan Do not threaten the hostage takers or attempt to rescue hostages Never place self or anyone else in harm’s way Leave negotiations to the experts. Class Activity – Guest Speaker Trainer arranges for suitable person from an appropriate venue to visit and: Show, share and explain their EMP for the situation listed on the slide Provide an example of this EMP for their venue.

EMP – Responding to a chemical spill: Call emergency services and report the situation Provide as much detail as possible Implement evacuation Open windows and doors Prevent access to area Obtain MSDS Contain the spill – if possible, safe to do so. Trainer presents to trainees sample EMP contents for responding to a chemical spill stressing where workplace requirements differ from what is presented, the workplace EMP must be followed, and highlighting the EMP should address: Call the emergency services to report the incident Provide the emergency operator with as much information as possible: Cause of the emergency Type of chemical involved (if known) If anyone is hurt If there are any further hazards that may cause explosions – such as gas cylinders, explosive chemicals, or live electrical wires Implement evacuation plan Open windows and doors to disperse fumes Prevent people entering the affected area Obtain Materials Safety Data Sheet for the chemical (if available) Make efforts to contain the spill to the best extent possible. Class Activity – Guest Speaker Trainer arranges for suitable person from an appropriate venue to visit and: Show, share and explain their EMP for the situation listed on the slide Provide an example of this EMP for their venue.

Develop written evacuation/Emergency Management Plans
EMP – Responding to a deranged customer emergency: Attempt to control the situation yourself Be prepared to contact & involve Supervisor &/or Security Remove people to a safe area Restrict access to the area Protect property. Trainer presents to trainees sample EMP contents for responding to a deranged customer emergency stressing where workplace requirements differ from what is presented, the workplace EMP must be followed, and highlighting the EMP should address: Dealing with the situation in the first instance – asking them to modify their behaviour or leave the area Contacting supervisor – and letting them determine the appropriate course of action Contacting security staff and asking them to deal with the situation. Where the above options are not appropriate or have failed to successfully address the situation: Remove other people from the area – to protect their safety Restrict access to the area by others Protect property from damage – after the safety of people has been optimised. Class Activity – Guest Speaker Trainer arranges for suitable person from an appropriate venue to visit and: Show, share and explain their EMP for the situation listed on the slide Provide an example of this EMP for their venue.

EMP – Responding to armed robbery: Comply – do not stall; do not stare at offenders Try to remember offender details Call police as soon as safe and possible Do not talk to anyone – record pertinent details Gather witnesses Close venue. Trainer presents to trainees sample EMP contents for responding to armed robberies or hold-ups stressing where workplace requirements differ from what is presented, the workplace EMP must be followed, and highlighting the EMP should address: Immediately obey the directions given by the offender Do not try to stall them – respond quickly to what they want: give them the money – do not try to be a hero Speak only when spoken to Do not obviously look or stare at the offender Try to remember anything of future use to police: Appearances of offenders Names they used when talking to each other Accents, tattoos, distinguishing features How they were dressed Vehicle they used to make their getaway After the robbery, call the police immediately – do not touch anything. Individually, take a moment to write down anything thought to be worthwhile Do not discuss things with other people, as this will interfere with, and distort recollection Gather together as many witnesses as possible Close the venue or business Never discuss with anyone how much money was stolen – a designated person should be the only person to speak with the media. Class Activity – Guest Speaker Trainer arranges for suitable person from an appropriate venue to visit and: Show, share and explain their EMP for the situation listed on the slide Provide an example of this EMP for their venue.

EMPs should identify ‘chain of command’ positions for: Chief Warden Deputy Chief Warden Communications Officer Floor or Area Wardens Wardens First Aid personnel Security. Trainer advises trainees the venue should develop a ‘chain of command’ for dealing with emergency and evacuation situations explaining positions in the chain of command should have nominated roles and responsibilities attached to them for positions such as: Chief Warden – see next slide Deputy Chief Warden – see following slides Communications Officer – see following slides Floor or Area Warden – see following slides Wardens – see following slides First aid givers – see following slides Security staff – see following slides.

Roles and responsibilities of Chief Warden: Determine emergency and the action to take Ensure emergency services have been notified Advise Area or Floor Wardens Initiate evacuation Monitor and coordinate responses Brief emergency services on arrival Cooperate with emergency services. Trainer tells trainees about the role and responsibilities of a Chief Warden in an emergency situation: Ascertain nature of the emergency and determine action Ensure the appropriate emergency service has been notified Ensure Area Wardens have been advised of the situation If necessary, initiate evacuation and controlled entry procedures monitor and coordinate response activities Brief emergency services upon their arrival, on the type, scope, and location of the emergency, and the status of the evacuation Act on the senior emergency services officer’s instructions. Class Activity – Guest Speaker Trainer arranges for person who undertakes the role identified on this slide to attend and talk to trainees about: Specifics about their role and responsibilities The training they undertake to enable them to do their job Examples of what they have done during an actual emergency or evacuation situation How they liaise with internal and external personnel.

Roles and responsibilities of Deputy Chief Warden : Carry out duties of Chief Warden – when Chief Warden is absent Assist the Chief Warden as required – where Chief Warden is present. Trainer describes to trainees the role and responsibility of a Deputy Chief Warden: Carry out role and responsibilities of Chief Warden where the Chief Warden is absent/unavailable Assist the Chief Warden as required when the Chief Warden is present. Class Activity – Guest Speaker Trainer arranges for person who undertakes the role identified on this slide to attend and talk to trainees about: Specifics about their role and responsibilities The training they undertake to enable them to do their job Examples of what they have done during an actual emergency/evacuation situation How they liaise with internal and external personnel.

Roles and responsibilities of Communications Officer: Ascertain details of emergency Notify relevant internal and external personnel Transmit instructions and directions Record action taken Detail progress of evacuation and responses including problems encountered. Trainer presents to trainees in an emergency the Communications Officer is responsible for: Ascertaining nature and location of the emergency – type of problem; size; possible spread and impact; responses required Notifying appropriate personnel – internal venue staff and external emergency services and agencies and authorities Transmitting and recording instructions and information – between Chief Warden and Area Wardens and others Recording the progress of the evacuation and action taken by the Area Wardens – including difficulties and problems. Class Activity – Guest Speaker Trainer arranges for person who undertakes the role identified on this slide to attend and talk to trainees about: Specifics about their role and responsibilities The training they undertake to enable them to do their job Examples of what they have done during an actual emergency or evacuation situation How they liaise with internal and external personnel.

Roles and responsibilities of Floor or Area Warden: Commence evacuation Implement emergency responses Communicate with Chief Warden Direct action of Wardens Advise Chief Warden of action taken Identify list of people on the premises Confirm evacuees. Trainer advises trainees in an emergency the Floor or Area Warden is responsible for: Commencing evacuation if circumstances in their area warrant it Implementing the emergency procedures for their area Communicating with Chief Warden and follow instructions received Directing Wardens under their control to check area for any abnormal situation Advising Chief Warden of circumstances and actions taken Providing lists of people to be accounted for Confirming persons are accounted for. Class Activity – Guest Speaker Trainer arranges for person who undertakes the role identified on this slide to attend and talk to trainees about: Specifics about their role and responsibilities The training they undertake to enable them to do their job Examples of what they have done during an actual emergency/evacuation situation How they liaise with internal and external personnel.

Roles and responsibilities of Warden: Act as Area or Floor warden when required Search areas, rooms, departments Oversee and facilitate evacuation Assist special needs persons Control evacuation assembly area Undertake first attack response, where safe and trained to do so Trainer explains to trainees in an emergency the Warden is responsible for Acting as Area Wardens in their absence Notifying the fire brigade or other emergency service Searching the area to ensure persons are accounted for Ensuring orderly evacuation to Evacuation Assembly Areas Assisting mobility impaired persons Maintaining control of persons at Evacuation Assembly Area Operating first attack fire-fighting equipment if trained to do so. Class Activity – Guest Speaker Trainer arranges for person who undertakes the role identified on this slide to attend and talk to trainees about: Specifics about their role and responsibilities The training they undertake to enable them to do their job Examples of what they have done during an actual emergency or evacuation situation How they liaise with internal and external personnel.

Roles and responsibilities of First Aid providers: Report to Warden Assist Warden with mobility impaired and special needs people Render basic first aid Communicate with Area Warden on proposed action and issues arising Record first aid provided. Trainer states to trainees in an emergency First Aid providers are responsible for: Reporting to the relevant Warden Assisting the Warden with mobility impaired persons Rendering first aid to injured persons when safe to do so Communicating with the Area Warden regarding actions to be taken and anticipated problems Recording first aid actions taken – what was done; where; to whom; hand-offs to professional medical help. Class Activity – Guest Speaker Trainer arranges for person who undertakes the role identified on this slide to attend and talk to trainees about: Specifics about their role and responsibilities The training they undertake to enable them to do their job Examples of what they have done during an actual emergency or evacuation situation How they liaise with internal and external personnel.

Roles and responsibilities of Security staff: Work as directed by chain of command Close doors and windows; turn off power and gas Remove patrons Control crowds Meet and assist emergency services on arrival Protect assets. Trainer explains to trainees in an emergency Security staff are responsible for: Working as directed by Wardens, Area Wardens, Floor Wardens, Deputy Chief Warden, Communications Officer and or Chief Warden Assisting with closing doors and windows, turning off power and gas Assisting with removal of customers and crowd control Assisting with meeting emergency services, on arrival Assisting with asset protection. Class Activity – Guest Speaker Trainer arranges for person who undertakes the role identified on this slide to attend and talk to trainees about: Specifics about their role and responsibilities The training they undertake to enable them to do their job Examples of what they have done during an actual emergency or evacuation situation How they liaise with internal and external personnel.

Acquire necessary equipment to support implementation of plans
Requirements of equipment to support EMP implementation: Must be suitable Must be sufficient Must be located at identified locations. Trainer informs trainees while planning and preparation are essential to effectively deal with emergencies and the need for evacuation, there is also a need obtain the necessary equipment to enable the plans to be successfully achieved. Trainer identifies basic requirements for equipment that may need to be acquired: The equipment must suitable – that is, of the required type, capacity, capability or rating There must be sufficient of them – to do the job required: for example, simply having one fire extinguisher in a venue with 300 rooms would not be sufficient They must be located at the required and identified locations – as determined by the planning process and as indicated on site maps.

Possible equipment required: Fire detection devices Installation of devices and wiring to boards Fire protection equipment Fire-fighting equipment. Trainer identifies for trainees the possible equipment needed to support EMP implementation: Fire detection devices – such as smoke and or heat detectors Wiring and installation for devices and integration into an alarm system – including audible, visible and electronic alarms Fire protection equipment – such as fire blankets, fire doors, fire boards, alarms Fire-fighting equipment (also known as ‘fire suppression’ equipment) – such as fire extinguishers, sprinkler systems, fire hoses. Class Activity – Excursion Trainer arranges excursion to supplier of fire-fighting and other emergency equipment to: Talk to representatives about what is available, what it will do (and cannot do) and cost View equipment and brochures Watch demonstrations Operate items.

‘Comms’ systems may require acquisition of: Internal communications system Portable comms units Megaphones. Trainer explains to trainees during an emergency it is critical to have excellent levels of communication between responders and throughout the business and to achieve this it may be necessary to purchase: An updated internal communications system – or an ancillary system working in conjunction with the existing system but designed to provide additional portability and capable of operating independently of the traditional power source Portable communications units – such as two-way radios and cell phones Megaphones – different types. Class Activity – Excursion Trainer arranges visit to supplier of communications equipment to: View options Test units Compare options Identify operating techniques.

Emergency lighting may include: Generator Emergency lights in nominated places Battery-powered lights Emergency ‘exit’ signs Emergency ‘evacuation route’ signs. Trainer explains to trainees given power may need to be turned off, or may become unserviceable during an emergency, there is always a need to provide for emergency lighting and this can include the need to acquire: A generator – to enable power if mains supply fails Emergency lighting – for rooms, passages and external areas Battery powered lights – such as torches Emergency ‘exit’ signs – and signs indicating evacuation routes.

A Command or Control centre (or room) should contain: Landline telephone Mobile phones and two-way radios Torches Complete set of EMPs Fax and photocopier Whiteboard. Trainer states to trainees larger businesses may decide to identify a room to be used as a ‘Command Centre’ (or ‘Operations Room’) during an emergency explaining this may be the Board Room or another suitable place such as a large office or space. Trainer notes care should be taken to choose a room or space unlikely to be impacted (or at least, to be the least affected) by an emergency, and a situation easily accessible to emergency services highlighting this room or space should contain: A landline telephone – preferable more than one Several mobile telephones Several two-way radios – pre-set to designated emergency channel Torches Copies of all evacuation plans and EMPs including folders with site plans, personnel listings , MSDS, roles and responsibilities, the chain of command structure for staff in the event of an emergency A fax machine and a photocopier At least one whiteboard with markers and erasers.

First aid requirements may include: Need to be able to deal with multiple casualties Oxygen Beds and cots Chemical showers Defibrillators. Trainer advises trainees it is to be expected there will be a need to render first aid as a result of most emergency situations so a substantial first aid kit is also an essential item for enabling a proper response, highlighting in practice, this ‘kit’ will need to contain more than the traditional workplace first aid kit required by many OHS authorities and consideration should be given to providing: For the need to care for multiple patients – as opposed to being able to treat just one patient as is the case when providing most workplace-based first aid Oxygen – bottles, regulators and masks Beds and cots – portable Chemical showers Defibrillators. Class Activity – Excursion Trainer arranges for visit to supplier of first aid equipment to: View first aid kits and first aid options Operate items Capture technical information on brochures Determine appropriate first aid requirements for a venue Identify use for different items.

Personal protective equipment and clothing required may include: Helmets, masks and goggles Respirators and Breathing Apparatus Batons Gauntlets Steel-capped boots Fire-proof clothing. Trainer informs trainees where staff are expected to actively respond to an emergency, the venue must provide them with necessary personal protective equipment and clothing to allow them to discharge their responsibilities indicating this may include purchasing items already mentioned (such as torches and radios, cell phones) as well as: Helmets Respirators Breathing Apparatus (BA) Masks Goggles Batons Gauntlets Steel-capped footwear Fire-proof clothing.

Locate plans in prominent and necessary positions
Evacuation, floor and EMPs should be located: On each floor In every EMP folder In each staff room On the intranet In all Command and Control rooms With each of the emergency services (Continued) Trainer advises trainees even though staff will be trained in the implementation of evacuation and EMPs it is a standard requirement these, and their supporting floor, plans are also located at key points throughout the property as this enables staff to have ready access to the plans in the event of an emergency, and also provides guests with basic emergency and evacuation information. Trainer indicates to trainees evacuation plans, EMPs and floor plans should be located: On each floor – in the same position on each floor – for example in each of the Floor Housekeeping stores In the Master ‘EMP folder’ – and in all duplicate copies of this folder In every staff room On the organisational intranet In all identified Command and Control rooms With each emergency services.

With each EMC member With each Chain of Command member Within established in-house training materials So ‘Bomb Threat Checklists’ are provided at each telephone. Trainer notes, in addition to the previous slide: Every member of the EMC must have their own copy The Chief Warden, the Deputy Warden and the Floor or Area Wardens must have their own copy The plans must be integrated within the staff training programs for the business The Bomb Threat Checklist must be distributed to every staff telephone.

For guests: Include information in ‘Function kits’ & draft contracts Post information on website Put evacuation posters behind each guest room door Place warning notices in elevators Insert material in the in-room guest compendium. Trainer explains to trainees for guests of the venue: Basic information should be included in Function kits and draft contracts sent to clients and potential customers Basic emergency and evacuation should be posted on the website Evacuation routes must be located on the back of each guest room – showing the route to take in the event an evacuation is required and indicating the assembly point for that room Notices must be placed warning them not to use the elevators when there is a fire The in-room compendium must contain information regarding: How they will be notified in the event of an emergency – including description of all tones (that is, the ‘alert’ tone, and the ‘evacuate’ tone), what they mean and what guests should do on hearing them How to notify the venue if they identify an emergency – by providing the in-house emergency telephone number Information to be supplied when reporting an emergency Telephone numbers for emergency services Indication of where fire hoses, buckets and extinguishers are located Detailed fire alarm procedures and expected responses by guests in the event of a fire alarm – including directions such as: Do not use lifts Do not take personal items Do not re-enter the building until the ‘all clear’ is given No smoking Do not leave evacuation assembly point until directed to do so.

Summary – Element 1 When preparing evacuation policies and procedures:
Identify and include relevant stakeholders including emergency services representatives Be aware of the legal obligations attaching to preparing effective plans to respond to foreseeable emergency situations Take time to identify all the threats, risks, hazards and dangers faced by the venue (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 1 Determine ‘likelihood’ and ‘consequences’ for all identified risks and threats Calculate the severity of consequences for all identified risks Begin by preparing plans for the highest rated risk (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 1 Develop written evacuation and emergency plans for all identified risks and threats Establish an internal chain of command (with roles and responsibilities) for staff to respond to emergencies Acquire the necessary resources (systems and equipment) to enable implementation of plans (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 1 Distribute plans and related information throughout the venue for staff and guests Provide plans to emergency services for their information. Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Prepare for evacuation situations
Performance Criteria for this Element are: Inform staff in relation to evacuation and Emergency Management Plans Test emergency and evacuation systems and equipment Train staff in emergency and evacuation procedures (Continued) Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide.

Prepare for evacuation situations
Undertake initial evacuation drill Undertake on-going evacuation drills. Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide. Class Activity – Discussion Trainer asks trainees questions regarding evacuation situations by asking questions such as: What situations do you think a venue would prepare evacuation and Emergency Management Plans for? What might be included in these plans? Who could the venue ask for advice and assistance when preparing their plans? How might a venue prepare its staff to respond effectively to an emergency situation? Why is it useful for a venue to conduct drills in relation to evacuations and emergencies?

Inform staff in relation to evacuation plans and EMPs
To ensure staff understand the evacuation/ plans and EMPs: Use dedicated sessions: Staff information sessions Staff briefings Staff Question and Answer sessions Feedback sessions (Continued) Trainer stresses to trainees to help ensure the evacuation and EMPs are properly understood and implemented by staff it is crucial workers are properly informed about the plans and their individual role in them indicating this can be achieved by: Conducting specific sessions with staff about the requirements of the plans: Staff information sessions – to disseminate details and requirements of new plans Staff briefings – suitable to communicate changes to existing plans Staff question and answer sessions – as follow-up to earlier sessions Feedback sessions – after earlier sessions or an event/incident where attention must be placed on: Responding to queries Addressing concerns Discussing issues arising Demonstrating the property welcomes input (and even criticism) from staff Clarifying points Update staff about ongoing issues/planning. Trainer advises trainees these sessions can be time consuming and will have to be repeated several times because it is (usually) impossible to get all staff together at the one time in the one place. It is important to assure staff at these sessions: Their questions are encouraged and expected Training will be provided to them so they can effectively discharge their responsibilities Their safety is always paramount The introduction of plans will be introduced gradually giving them sufficient time to gain the knowledge and skills required – all timelines for final implementation must be addressed so workers know what they are facing and what is expected.

Inspect items Tour of premises Identify and explain what items can and cannot do Handle, use and become familiar with items Name parts of the item or equipment (Continued) Trainer continues to indicate to trainees when staff have been introduced to new (or revised) evacuation plans and EMPs and had the plans and their roles and responsibilities explained to them it is useful to allow them to inspect items involved in the plans, which may involve: Tour the premises to identify locations of the equipment Explain what the items are used for and can do Explain the limitations of the items so staff are aware of what they cannot do Handle physical items and observe technologies and systems Familiarise staff with how items function Give staff an opportunity to use, interact with or view the items in use Name the parts of the items so staff can properly identify these parts to others.

Identify areas: Identify evacuation assembly areas – primary and secondary Describe factors likely to make evacuation assembly points unusable Tour venue to identify evacuation routes – primary and secondary. Trainer explains to trainees part of the process of ‘informing staff’ about EMPs should be escorting them around the workplace using a suitably and sufficiently informed person (such as a person from the EMC, or an Area or Department Manager who has been suitable trained and informed) to: Locate assembly areas for evacuees – identifying the people who are expected to meet there Identify at least one alternate evacuation assembly area for every nominated evacuation assembly area – in the event the primary area cannot be used Describe the factors likely to make primary evacuation assembly area unusable or dangerous Identify primary evacuation routes for the area, floor or section Tour the primary evacuation routes to gain an understanding of exactly where it is and where it goes Identify secondary evacuation routes for the area, floor or section and identify possible scenarios when they made need to be used.

Test emergency and evacuation systems and equipment
Systems, equipment and protocols that are part of an EMP must be tested: When installed On a regular, ongoing basis. Trainer instructs trainees all systems, equipment and protocols that are part of an evacuation or EMP must be tested before a need to use them in a genuine emergency arises highlighting these tests must occur: When items are installed and commissioned – to ensure they operate as required On a regular ongoing basis – following a pre-determined schedule (such as weekly, every two weeks or monthly).

Systems and equipment are tested to: Verify they work as expected Ensure they deliver the results required or expected Show staff how they work Identify where attention, service, replacement is required Discharge duty of care obligations. Trainer explains to trainees systems and equipment required to address an emergency or evacuation must be tested to: Verify they work as expected – so there are no unexpected problems when an actual emergency arises Ensure they deliver the results or outcomes anticipated by the plans – to validate the correct type and capacity of systems and equipment have been installed Demonstrate how they work to staff – so this can provide a basis for later, ‘proper’ training Prove to staff the plans are underpinned by effective resources – giving staff confidence in what the venue has developed to respond to emergencies Identify situations where alternative or replacement items need to be purchased – based on actual performance of these systems or pieces of equipment Discharge duty of care obligations – by proving appropriate arrangements have been taken to respond to foreseeable problems.

Always advise emergency services of intention to conduct workplace tests – tests can include: Testing communication systems and units Testing alarm systems Testing fire detection systems and equipment (Continued) Trainer gives instruction to trainees regarding testing of equipment and systems stressing emergency services must be notified in advance when a drill or test is to be undertaken, illustrating Generic examples of activities in this regard include: Testing communication systems and units – to: Verify they work Determine their limitations Identify ‘blind spots’ Testing alarm systems – to: Provide the workplace with ‘live’ sound tests of the variety of alerts provided by the system so staff can distinguish between (for example) warning tones and ‘evacuate immediately’ tones Determine if the system can be heard everywhere in the business Visually confirm visible alarms are working Provide staff with examples of visible alarms coupled with explanation of what they mean/indicate Testing fire detection systems and equipment – through: Running tests of control panels Activating ‘test’ options for individual items Conducting ‘live fire’ tests – that is, using a real (but controlled) fire to test the equipment and systems.

Testing fire suppression & fire-fighting equipment Trialling evacuation routes Trialling evacuation assembly points. Trainer provides trainees with more examples of generic testing that may be necessary for emergency systems, equipment and protocols: Testing suppression equipment and fire-fighting systems – through: Live exercises for hard-wired suppression equipment and systems – such as sprinkler systems, automatic fire control doors Using hand-held equipment (hoses, extinguishers and fire blankets ) – on live fires, or as simulation exercises Trialling utility of evacuation routes – to: Verify the selected routes are effective and efficient Identify need for alternate routes Identify items to be addressed along each of the identified primary and/or secondary evacuation routes Ensure they are suitable for ‘special needs’ people as identified by the venue Verify they lead to linked evacuation assembly points Trialling evacuation assembly points – to: Prove they are readily accessible via their designated evacuation routes Verify they are large enough to handle the expected peak numbers expected Check they are safe under a range of possible emergency conditions Identify and or confirm secondary or alternative evacuation assembly areas.

Train staff in emergency and evacuation procedures
Staff training can include: In-house training: May be mandatory May be delivered by an external provider Must include theory and practice Must be competency-based (Continued) Trainer informs trainees ‘training’ of staff takes place between the provision of verbal information to them about emergency and evacuation procedures, demonstration of systems and equipment and the necessary hands-on ‘drills’ which are fundamental to ensuring all plans are effectively implemented. Trainer advises trainees staff training can include: In-house training This is compulsory formal training for all staff It may be conducted by venue staff or be contracted out to equipment suppliers or emergency services This training should include both theoretical knowledge followed by practical application of this knowledge using the actual workplace systems and equipment. This training should focus on enabling staff to use emergency equipment, such as: Fire-fighting equipment Communications equipment First aid equipment It is important such training is competency based and vital all participants can be assessed as being ‘competent’ with all the items they are required to use.

Off-site training: Using an external, purpose-built facility Role plays: To reflect workplace situations & scenarios to the best extent possible At different times Must feature a debriefing session. Trainer continues to advise trainees about possible staff training mentioning: Off-site training Many employers send staff to an external, purpose-built facility for them to: Obtain first-hand practice with extinguishers and hoses Gain experience in actual fire-fighting in a safe and controlled environment View videos relating to the emergency type being addressed Talk to professionals with extensive experience in dealing with specific emergency types. Role plays Staff training in emergency/evacuation plans will often feature role plays simulating emergency and evacuation situations. Role plays are similar to ‘drills’ but differ in that they have a specific (as opposed to a generic) focus. Role plays: Feature a detailed emergency/evacuation scenario for the business developed by the EMC or its delegated personnel Reflect at least one established emergency evacuation situation for the business or a section or area of the business Should aim to duplicate actual workplace conditions to the best extent possible – for example they should: Include customers, playing the role of actual customers – a role play without guests is not very realistic Be conducted both at day and night times and at busy and quiet times – they should never simply be conducted at quiet times when no customers are present and there are lots of staff Feature the use of alarms, sirens and public address announcements – to replicate the noises of an actual situation: some venues will ‘make smoke’ when conducting fire-related role p[lays to add realism to the training Must allocate roles and responsibilities to those involved – these should reflect the roles and responsibilities for venue staff as laid down in the evacuation and EMPs Must feature a debriefing at the end of the role play – to optimise lessons learned and identify practices requiring improvement or change.

Chain of Command positions should receive specialist training – Chief Warden and Deputy Chief Warden: Decision making Leadership Communication Delegation Interacting with emergency services Knowledge of emergency services. Trainer notes to trainees that identified positions in the chain of command under the requirements of an emergency evacuation should receive specialist training as appropriate to their position – such as: Chief Warden and Deputy Chief Warden May be provided with special training to develop: Decision making skills – especially when ‘under pressure’; attention to factors to consider in an emergency situation when making operational decisions Leadership skills – regarding how to command obedience, respect, compliance under emergency situations Communication skills – in relation to using emergency communication equipment; protocols for communication Delegating skills – identifying the basics for delegating during an emergency and the factors to consider when delegating Ability to interact effectively with emergency services – by determining what they prefer, need and want in terms of information and communication Knowledge about the operation, terminology and structure of emergency services – through becoming familiar with how they work, operate and respond.

Training for a Communications Officer may include: Operation of all communication equipment, systems and units Communications protocols Options for communicating in emergency situations Knowledge of constraints and limitations. Trainer advises trainees of possible training a Communications Officer may receive: Operate all internal communication equipment, systems and units – including basic information (how to turn on and off; selecting channels; sending and receiving), and advanced activities (changing channels; patching calls through; squelching calls) Knowledge of communications protocols – when sending and receiving information/communications including communication terminology Options for communicating in emergency situations – as appropriate to the individual venue and circumstances applying at the time Knowledge of constraints and limitations – on venue communication units and systems.

Training for Wardens may feature: Knowledge about their roles and responsibilities Relationships with other chain of command personnel Venue knowledge Search and rescue skills. Trainer advises trainees of possible training for Wardens: Knowledge about their roles and responsibilities – as indicated by the venue EMPs for each identified situation Relationships with other personnel – in an ‘emergency’ context, and what the relationship means Knowledge about the venue – location of emergency equipment, evacuation routes, secondary plans and options, on-site hazards Search and rescue skills – to enable recovery of persons when safe to do so.

Training for First Aid providers should feature ‘advanced’ training : Treating burns Treating puncture wounds Dealing with stressed patients Operating a defibrillator Giving oxygen Working with emergency services. Trainer states to trainees the training for First Aid providers should extend them beyond ‘basic first aid’ to include treatment of injuries likely to be associated with emergency situations, such as: Treating burns – including chemical burns, electrical and severe burns and scalds Treating puncture wounds – as a result (for example) of stabbing Dealing with stressed patients – who have been affected by an incident Operating defibrillator – to re-start hearts Giving oxygen – including identification of when it should be given Cooperating with professional emergency medical providers – to optimise service delivery to patients.

Undertake initial evacuation drill
The ‘initial’ drill is vital to: Test the plan Trial evacuation routes Time the evacuation Enable staff practice/experience Discharge duty of care obligations Observe practice – to determine necessary changes. Trainer states to trainees evacuation drills are an important part of staff training in emergency responses and there is a need to conduct an ‘initial’ drill as well as ‘on-going’ drills (covered later). Trainer explains to trainees the initial drill is vital to: Test the evacuation plan – does it work? Does it operate as intended, expected or planned? Trial the primary evacuation routes – to ensure they are viable Time how long it takes to evacuate the building or area – to determine if time taken is acceptable Allow staff to implement their allocated roles and discharge their nominated responsibilities – to gain experience with what they are expected to do Discharge duty of care obligations – to prove the venue took appropriate action regarding foreseeable harm Observe implementation of procedures – with a view to revising and or confirming plans.

Requirements and concerns when conducting an initial drill: Advertise the drill to Staff Customers Emergency services Scheduling – daylight; week day (Continued) Trainer tells trainees about considerations and requirements regarding implementation of initial drills, highlighting: Need to advertise the drill Staff may be advised via: Staff briefings and meetings Verbal notification from supervisors, managers and or owners Memos, s and workplace posters Customers may be advised: Verbally – when they arrive to check-in Through notices posted around the premises – such as in elevators, at reception, in dining areas, in toilets Via public address announcements Using in-room options such as flyers in the in-room compendiums and television messaging Notices left on pillows, or elsewhere in guest rooms Emergency services can be notified of the drill: By telephone or fax Via In-person The attendance of emergency services observers should be encouraged at the initial drill Scheduling –the initial drill should be scheduled at an ‘appropriate’ time. For an initial drill an appropriate time is a relatively quiet time. Later drills (the on-going drills) will focus on conducting evacuations at more challenging times such as at busy times, on weekends, on a public holiday and or at night. The initial drill is more to demonstrate proof of concept for the evacuation plan/s Scheduling for the initial drill should therefore occur: During daylight hours On a week day.

Planning: Training has been delivered to staff Staff understand their responsibilities A simple evacuation scenario is identified The initial drill must focus on evacuation – not other responses allied to an evacuation (Continued) Trainer continues to identify considerations and requirements for initial drills stating the initial drill must ensure the following are addressed: All participating staff have received the identified training and preparation required for them to effectively discharge their roles and responsibilities under the plan Staff understand their roles and responsibilities – as stated in the plan A simple evacuation scenario has been identified, developed and explained to staff and other participants (such as ‘customers’ and the emergency services who are observing) – for example, this may be ‘a fire on the second floor in Room 204’, ‘a suspicious package has been discovered in the basement car park’, or ‘gas leak from the gas tank outside the gymnasium’ Note: the initial drill will focus exclusively on evacuating the building or area and not on addressing the cause of the evacuation (for example, by fighting a simulated fire) Subsequent (on-going) drills will extend this concept by including extra activities designed to provide the most comprehensive range of possible scenarios for staff to contend with.

Must include development of checklists – to assist observation and recording of action taken Must appoint ‘observers’ – to help with analysis of the evacuation/drill Must ensure the EMP as written is implemented – the aim is to test the plan, not to test the ability of staff to respond to ‘unforeseen circumstances’. Trainer continues to describe the activities involved in planning for an initial drill: A ‘checklist’ must be prepared and distributed to designated observers to guide observations of the drill – the checklist must cover: All vital aspects of the evacuation plan as relevant to the venue and or the area being used as the focus for the drill Generic issues, such as: Was the evacuation alarm activated? When? Who by? Did someone notify emergency services? Who? How? When? Was power turned off? Were doors and windows closed? Was a search of the property undertaken to ensure no-one remained inside? How did evacuees behave in response? Did designated personnel perform roles as required by the plan? What problems, difficulties and or unforeseen events occurred as part of the evacuation? How did emergency equipment and systems cope and perform under test conditions? Personnel must be identified as ‘observers’ and their role must be explained to them: To critically evaluate performance of individuals as identified in the plan and with reference to their emergency classification in the chain of command To assess the effectiveness of the plan To determine issues to be raised after the drill for further attention or revision To note the operation and performance of systems, technology and equipment The evacuation plan as written is implemented – the drill is to determine the effectiveness of the plan. The time to change the plan (if necessary) is after the drill, not during it. A debriefing session following the drill must be the time when ‘lessons learned’ are identified and discussed with a view to improving the initial evacuation plan.

Undertake on-going evacuation drills
On-going drills must be conducted to: Discharge duty of care obligations Involve new staff Determine effectiveness of plans Identify workplace changes impacting on plans. Trainer informs trainees all venues – without exception – must conduct on-going evacuation and emergency plan drills in order to: Discharge duty of care obligations – being able to demonstrate regular drills have been conducted can help a venue if they are facing legal charges relating to loss of life or property as a result of an emergency situation Allow new staff to experience and participate – the nature of the industry is such there is regular staff turnover: the staff ‘today’ will be different to the staff present at the initial drill Determine if revised plans are effective – in some ways on-going drills are really ‘initial’ drills especially where the evacuation plans have changed or been revised Identify changes in the workplace impacting on the effective implementation of established plans – most workplaces change over time and it is possible these changes can prevent a prepared plan from being implemented and effective.

Keys in participating in drills: Attend all drills Take them seriously Follow EMP directions Use designated protective equipment and clothing Take notes. Trainer reinforces to trainees that drills are practical training exercises in coping with emergencies and when participating in them they must: Be at work for all scheduled drills – even if not rostered it is a good idea to attend and participate Take all drills seriously – they are intended, ultimately, to save lives so treat them seriously Follow the directions laid down in the EMP – the drill is, in part, intended to identify aspects that do not work and need modification Wear the clothing designated – as part of the EMP: make the drill as realistic as possible Use the equipment designated as part of the EMP Make notes – of actions which worked or failed to work.

On-going drills should address: Increasing complexity A variety of scenarios Changing basic aspects – time, day of the week (Continued) Trainer advises trainees when considering on-going drills the following points must be addressed: Increasing the complexity of drills and the simulated scenarios – for example, the initial drill may require evacuation of an area; the next drill may require evacuation of the entire building Including a variety of scenarios – all the identified hazards and risks must be scheduled as the reason for drills. Never just repeat the same old drill, time and time again Changing basic aspects of the drill scenario – for example, changing: Time of day the drill is conducted Day of the week the drill is conducted Level of trade for the drill Occupancy levels.

Different sections of the building Involvement of all staff Conducting regular drills Adequate scheduling in advance of drills (Continued) Trainer continues to inform trainees of points to address when conducting on-going evacuation and EMP drills: Focussing on different sections of the building – on a rotational basis the drills may require evacuation of: Accommodation facilities and floors Public areas Departments (dining rooms, bars, business centres, function rooms) within the venue Involving all staff – this means the drills must include full-time staff, part-time workers and casual employees Conducting regular drills – at the very least, drills must be conducted at least once per year for every area of the venue Scheduling drills in advance – so sufficient notice can be given to all involved (staff and emergency services), and so management and the EMC can work towards developing a scenario for a given date.

Liaison with emergency services Realism – to the greatest extent possible Use of observers A debriefing. Trainer continues to inform trainees of points to address when conducting on-going evacuation and EMP drills: Liaising with emergency services – to obtain their input regarding the nature of scenarios to be developed, levels of complexity to be involved, timing of drills, and issues to be addressed Making all drills as realistic as possible – it is never sufficient to conduct a drill failing to replicate a real life situation. The more a drill can reflect what is likely to be encountered by staff, the better. For example, if an evacuation is to be conducted at night: All lights should be turned off to simulate power failure because this is likely to occur in an actual situation Some ‘guests’ must play the role of guests who are intoxicated and difficult to wake up Identifying internal observers (that is, personnel from the venue) and external observers (from emergency services) to monitor the evacuation, take notes and participate in a debriefing session – checklists should be prepared to assist their observations and record taking A debriefing – to identify lessons learned. Class Activity – Excursion Trainer arranges with a local venue for trainees to attend an emergency/evacuation drill so trainees can: Discuss planning of the drill with EMC and other relevant people Observe and experience the drill Evaluate the drill Discuss their experience and possibilities for improving for the next drill.

Summary – Element 2 When preparing for evacuation situations:
Inform staff about evacuation and EMPs using a variety of communication options focussing on the acquisition of knowledge and gaining of first-hand experience Trail established plans Test systems, technologies, equipment and protocols (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 2 Record the outcomes from trials, tests and drills for use in debriefings and revisions to plans Train staff as required by the plans and supporting equipment, systems and protocols required to implement them Provide speciality training to individual staff as required by their role and position when an emergency and the need for evacuation occurs (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 2 Schedule, plan and undertake an initial evacuation drill Revise plans and other arrangements on the basis of the outcome of the initial drill Schedule, plan and undertake ongoing evacuation drills varying the times, the focus, the parameters and the context of each. Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Update evacuation and Emergency Management Plans
Performance Criteria for this Element are: Identify schedule for communication between relevant personnel Inspect establishment to identify emerging factors that impact on the evacuation and Emergency Management Plans (Continued) Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide.

Update evacuation and Emergency Management Plans
Revise evacuation and Emergency Management Plans on the basis of feedback Disseminate revisions to evacuation and Emergency Management Plans. Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide. Class Activity – Discussion Trainer asks trainees questions regarding updating of evacuation and Emergency Management Plans by asking questions such as: Why is there a need to update evacuation plans and EMPs? When might these plans need to be updated? What might be involved in updating these plans? Who would be involved in updating them? What other activities might flow from updating evacuation plans and EMPs?

Identify schedule for communication between relevant personnel
EMPs: Must be regarded as ‘living’ documents Require regular, organised communication between key personnel Rely on EMC to arrange necessary communication. Trainer indicates to trainees all evacuation and EMPs: Must be treated as ‘living’ documents – meaning they need to be updated as circumstances and other demands dictate Must feature regular communication between key personnel (to maintain knowledge; update requirements; keep abreast of changes; discuss issues arising) – and this must be organised as opposed to simply allowing it to happen Rely on the EMC to arrange necessary and regular communication.

Keys to effective communication: Hold regular (monthly, minimum), formal meetings: Giving 2 weeks notice Identifying date, time and venue With an agenda Minutes should be taken (Continued) Trainer presents trainees with keys in the implementation of an effective schedule of communication relating to updating EMPs: Holding formal in-house meetings Formal meetings between relevant personnel should be scheduled well in advance, and identify: Date and day of the week – these meetings should occur at least every month Time – including start and finish time so attendees can plan the rest of their day The venue – so people know where the meeting is to be held A minimum two week’s notice should be given regarding these meetings A plan identifying details for each calendar year is preferable Monthly meetings may be appropriate, with extra meetings being scheduled where urgent matters are identified: where there is no identifiable need for a meeting, it can be easily cancelled, but a regular day and time for meetings encourages attendance and demonstrates commitment to the need for such discussions An agenda should be prepared for each meeting so attendees know what will be discussed Minutes should be taken – and filed for future reference.

Involve emergency services – as appropriate: Advise them in advance Encourage them to attend Invite them to nominate items and issues for discussion and inclusion on the agenda (Continued) Trainer continues to present trainees with keys in the implementation of an effective schedule of communication relating to updating EMPs: Involving emergency services Representatives from all emergency services should be involved in all formal, in-house meetings. They should be: Advised in advance of dates, times and venues for meetings Encouraged to attend – ask them to attend Invited to contribute items and topics for discussion.

Determine who should attend Wardens – all types First aid; Comms; Security; Maintenance Emergency services Department heads EMC members Co-opted individuals (Continued) Trainer continues to present trainees with keys in the implementation of an effective schedule of communication relating to updating EMPs: Determining personnel required to attend meetings The following should be involved in discussions relating to evacuation and EMPs:. Chief Warden (and Deputy) Communications Officer (and Deputy) Floor and Area Wardens Wardens First Aid Personnel Security Maintenance department personnel Representatives from emergency services Department heads and reception staff EMC members There should also be the capacity to co-opt any other persons as deemed necessary Where members fail to attend on a regular basis, their involvement as part of the emergency management team must be questioned and reviewed. It may be their work role has substantially changed meaning they are no longer able to commit to previous responsibilities, or perhaps they now have other priorities impinging on their emergency response participation ability.

Allocate meeting roles: Chairperson Secretary Communications officer (Continued) Trainer continues to present trainees with keys in the implementation of an effective schedule of communication relating to updating EMPs: Allocating meeting roles To facilitate the function of these formal meetings it is recommended roles are allocated to individual participants. Standard roles include: Chairperson – to run the meetings and control discussions and participation Secretary – to take the minutes of the meeting. The minutes must record: Topics discussed Who said what Votes taken – including numbers ‘for’ and ‘against’ and anyone who abstained Topics for future action or discussion Attendees and those who were absent (‘apologies’) Communications officer – to communicate information and decisions from the meeting to management, staff, trainers, external agencies, head office and other stakeholders as required. Class Activity – Guest Speaker Trainer arranges for a Chairperson of an EMC to attend and discuss with trainees: Their role and responsibilities as a member of the EMC Their role and responsibilities relating to communication between personnel when there is a need to review and or update EMPs Activities involved in reviewing and updating EMPs Examples of people who may be co-opted to assist with reviewing and updating EMPs How workplaces are inspected to identify threats which may translate into an EMP.

Record meetings: Secretary takes ‘minutes’ Minutes must be ‘passed’ at next meetings Distribute to all attendees and stakeholders File for future reference File all documents presented to the meeting (Continued) Trainer continues to present trainees with keys in the implementation of an effective schedule of communication relating to updating EMPs: Recording meetings It is important to record discussions and decisions of all meetings – hence the inclusion of a Secretary in the group. Standards requirements are: Secretary takes minutes of meetings Minutes are ‘passed’ at the next meeting – to verify their accuracy Minutes are distributed to all who attended the meeting, and all group members who were absent from the meeting Minutes are distributed to all relevant stakeholders Minutes are filed – for later reference, if necessary All materials, information, data, reports, letters, documents tabled or discussed at these meetings should also be filed. Class Activity – Handout Trainer obtains sample minutes from a suitable emergency meeting and: Distributes to trainees Discusses content Highlights nature of discussion and votes taken Draws attention to how minutes reflect what occurred in the meeting.

Identify issues to be addressed – may include: Reviews of drills New threats and hazards Draft responses to threats and hazards Feedback from relevant personnel and stakeholders (Continued) Trainer continues to present trainees with keys in the implementation of an effective schedule of communication relating to updating EMPs: Issues to be addressed at these meetings These meetings should have a free rein to address any issues identified as having an impact on venue and human safety and security. Examples of what these meetings can be expected to address include: Reviews of drills undertaken by the organisation – to identify lessons learned and issues for further attention Identification of new threats and hazards – all workplaces will have emerging threats and risks as the business operates and develops over time Discussion of draft responses to new threats and hazards – to identify what may be done to address identifies issues and new or changed threats Investigation of feedback from relevant persons – such as discussion about observations of drills, experiences at other venues from which the workplace may benefit, contributions made by emergency services personnel.

New drills New equipment, systems and technology New or revised protocols to address changed circumstances Training Workplace inspections. Trainer continues to present to trainees examples of issues which may be raised at regular communication meetings of EMP personnel/stakeholders: Arrangement and organisation of drills for the future – identifying dates and times, scenarios and focus Consideration of new emergency equipment and systems – such as communications systems, alarms, first attack fire-fighting equipment, protective equipment Development of appropriate protocols, policies and procedures for nominated new, changed or on-going circumstances – to ensure plans remain ‘current’ and reflective of current workplace need Arrangement of required training – in consultation with internal and or external training providers Timing of workplace inspections (more on following slides) – especially inspections of emergency equipment, evacuation routes, assembly points, and identification of workplace risks, threats and hazards.

Inspect to identify factors impacting on plans
Physical inspections of the workplace are essential to identify changed conditions and threats. Inspections should involve: Management EMC OHS agencies Emergency services. Trainer states to trainees inspections of the workplace to identify new and or changing conditions are vital to maintaining up-to-date evacuation and EMPs and illustrate the fact these documents are ‘living’ documents reflecting the dynamic nature of the venue. Trainer indicates the following should be involved in these physical inspections of the property: Management of the venue – as they carry ultimate responsibility for what happens Members of the EMC Representatives from OHS agencies Emergency services representatives.

Planning inspections should address: Scheduling of inspections to reflect need Notification to participants Provision of relevant information Creation and distribution of checklists Determination of focus and scope. Trainer identifies for trainees the planning requirements for emergency and evacuation-related inspections of the workplace: Scheduling inspections – a minimum of quarterly inspections is recommended, plus inspections: Following an actual workplace emergency and or evacuation After significant changes have been made to the physical workplace When significant changes have occurred in terms of workplace practices, facilities, equipment, levels of trade and similar When an issue is raised by staff, stakeholders or customers/guests Notifying participants – and advising them of: Their roles Times and dates – times and days should be determined to coincide with occasions when the venue is busy to optimise the likelihood of identifying problems, new issues, situations where existing plans and arrangements may be compromised. Sufficient time must be allocated to ensure a thorough inspection Assembly point for briefing before the inspection – and distribution and explanation of checklists Information relating to the scheduled inspection – such as (for example) a report from authorities, details of a workplace event/incident, copy of a customer complaint Creating workplace inspection checklists – these should be given to those conducting the inspections. They must be comprehensive and used to guide the inspection, covering issues such as: Presence of required and expected equipment (first aid kits, fire-fighting equipment) and documents (such as posters, plans, MSDS) Operational readiness of equipment and systems Access to equipment Determining a focus for the inspection – inspections may (for example) have an evacuation focus, or a focus on a specific hazard/risk or potential emergency facing the venue (such as responding to the petrol station adjoining the venue catching fire) Determining the scope of the inspection – most workplace inspections feature rotational inspections. This means each inspection focuses on one (or more) aspects/parts of the venue rather than the entire premises. It is important the entire organisation/building is inspected at least once every year: using a rotational approach is not an excuse for not inspecting any area.

When conducting the workplace inspection: Inspect all areas Address all identified requirements Inspect all evacuation routes Inspect all evacuation assembly areas (Continued) Trainer explains to trainees when the establishment is inspected, the following must be considerations: All areas of the premises must be inspected – at least annually The requirements of established checklists must be addressed – all checklists and all points on all checklists – without exception – must be addressed, inspected and completed Primary and secondary evacuation routes and evacuation assembly points must be inspected – to check and to /verify that they remain effective and viable. The inspection must always focus on identifying any risks or impediments to routes or assembly points that compromise their practicability and continued use.

Test systems and equipment Take notes and photographs of issues Hold a debriefing session. Trainer continues to provide trainees with examples of considerations when inspecting the workplace in relation to emergency requirements: Testing of equipment and systems should form part of the inspection – to verify items are working as required and intended Notes (and photographic evidence) must be taken of issues arising – such as: New dangers, threats, hazards or risks Changes to the extent, type or nature of existing previous dangers, threats, hazards or risks A debriefing session should conclude the inspection – to record issues identified during the inspection for later discussion, investigation and action. Class Activity – Excursion Trainer arranges with an appropriate venue for trainees to attend and: Participate in an actual or simulated workplace inspection where the focus is evacuation and EMPs Talk to relevant personnel about the inspection process, issues arising and action taken as a result of issues identified.

Revise plans on the basis of feedback
EMPs must be revised when a need arises – this can be: After an actual workplace incident According to venue policies When ordered to do so (Continued) Trainer highlights to trainees in order to maintain effective evacuation and EMPs there is a need to revise them whenever a legitimate need to do arises explaining plans may need to be revised: Following an actual workplace emergency and or evacuation When determined by workplace policy for the revision of plans, policies and protocols – where no changes are made to the plans themselves there may nonetheless be a requirement to update version control details to show the plans are (still) valid for the period in question: see later slides for more detail on ‘Version control’ When directed by authorities and or significant stakeholders – especially when suggestions and recommendations for change or improvement from emergency services have been received.

After significant physical changes to the workplace Following analysis of drills To address significant changes to relevant workplace characteristics – practices, trade, facilities When a legitimate concern has been raised. Trainer continues to identify for trainees instances when EMPs may need to be revised: After significant changes have been made to the physical workplace Following analysis of feedback from observers when drills, exercises and role plays were conducted When significant changes have occurred in terms of workplace practices, facilities, equipment, levels of trade and similar When a legitimate evacuation or emergency-related issue has been raised (by staff or customers) and responded to (by the venue/EMC).

EMP revisions may address: New plans to address new threats Revised plans to address changed threats New protocols New signage and or maps (Continued) Trainer tells trainees it is possible the following may need to be addressed when updating evacuation and or emergency plans: Creation and development of new plans to address new threats and hazards Development of revised plans to address changes in the workplace for existing plans Introduction of new protocols and or procedures – into plans to more effectively identified threats Creation of new workplace signage and maps to reflect new or revised requirements and directions.

Changes to roles and responsibilities New or revised evacuation routes and assembly points Different sequence of action to be taken New format for plans (Continued) Trainer continues to provide to trainees examples of changes that may need to be made to EMPs on the basic of feedback: Changes to the allocation of roles and responsibilities for staff involved in chain of command activities in response to identified emergencies Alterations to primary and secondary evacuation routes and evacuation assembly areas Changes to the sequence of activities previously identified in plans Changes to the layout of the plans – from time-to-time it can be felt the same plan in a different format will be a better document, be more easy to read and understand, and fit better with other plans and their layout.

New, more or different equipment New or revised training and drills Revised budget New terminology Revised version control protocols. Trainer continues to provide to trainees examples of changes that may need to be made to EMPs on the basic of feedback: Purchase of new, more or different equipment and systems to better address identified changed threats, risks and hazards Identification of required training to incorporate new or revised requirements – and to enable training on new equipment and systems Budgetary factors – such as obtaining necessary funds for new or more equipment, for manpower to enable the new revised plans and systems to be installed, trialled, tested and implemented Terminology – plans must be updated to reflect changes or innovations to workplace names for locations, rooms, departments, practices, systems, equipment or staff roles Version control protocols – to identify the version of each plan: see later slide. Class Activity – Guest Speaker Trainer arranges for suitable management person or EMC member to attend and: Talk to trainees about revisions to EMPs: Why they are done Why they need to be done Who is involved Frequency of revisions Impacts of revisions Provide samples of ‘old’ and revised EMPs explaining why they were changed.

Disseminate revisions to plans
Revisions to EMPs must be communicated to relevant others: Inserting revised pages into existing plans Updating EMP folders Changing workplace posters and signage Integrating changes into staff training (Continued) Trainer emphasises to trainees whenever changes are made to evacuation plans and EMPs, these revisions must be communicated and explained to other relevant parties. This can be achieved by the following means: Inserting revisions into existing plans – and removing dated pages and materials Updating Emergency Management folders with the new information – applying applicable version control protocols Updating workplace posters, where appropriate – such as: Evacuation route posters Directions for people to take in the event of an emergency Locations of items – such as fire-fighting equipment Position of emergency evacuation points Integrating changes into workplace training – by advising trainers and providing them with necessary details of changes.

Notifying emergency services Updating website and intranet Changing staff handbooks Updating policy and procedure manuals Holding staff meetings and briefings Trainer continues to present trainees with options for communicating EMP revisions to relevant others: Notifying emergency services (who often are involved in making the changes) – by giving them copies of revised plans and procedures Updating website and intranet with new and revised procedures and plans Changing staff handbooks to reflect new and revised requirements Updating policy and procedure manuals containing the evacuation and EMPs Conducting specific all-of-staff meetings to explain substantial changes that have been made to existing plans and requirements Using staff briefings (at the start of a shift) to communicate minor changes to existing arrangements Using version control protocols – to identify timing of changes.

Summary – Element 3 When updating evacuation plans and EMPs:
Develop a schedule of meetings between key emergency personnel Record the discussions and decisions of meetings of emergency personnel Develop a schedule for regular workplace inspections focussed on identifying issues impacting on or verifying emergency and evacuation plans (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 3 Conduct scheduled workplace inspections using established checklists to guide activities and record findings Use feedback from stakeholders and results of workplace inspections to revise existing evacuation and emergency plans and create new ones, where required Communicate changes to plans and new plans to staff and guests Update and circulate evacuation and emergency plans to stakeholders. Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Conduct evacuations Performance Criteria for this Element are:
Identify and assess need for evacuation Initiate evacuation in-line with evacuation plans and Emergency Management Plans (Continued) Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide.

Conduct evacuations Implement evacuation in compliance with evacuation plans and Emergency Management Plans Respond to unforeseen circumstances and situations and hazards arising. Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide. Class Activity – Discussion Trainer asks trainees questions regarding conduct of evacuations asking questions such as: When do you think an evacuation might be justified./required in a workplace? How might customers be advised an evacuation is being undertaken? What experience have you had with an evacuation in a business or workplace? What do think is involved in initiating an evacuation of a workplace? How do you think staff may respond to an evacuation where unforeseen circumstances and/or hazards arise? Should the safety of persons or the safety of their belongings (or venue belongings) be your priority in an evacuation/emergency situation?

Identify and assess need for evacuation
Initiating an evacuation must be a reasoned decision: It is sometimes not an easy decision to make – important factors are: Decide quickly Err on the side of caution Use common sense Involve others in the decision. Trainer states to trainees the initiation of an evacuation must be a reasoned response to identified factors highlighting: Making a decision about initiating an evacuation is often not an easy thing to do especially when it is not clear whether a genuine need to do so exists. Important keys at this stage include: Make the decision quickly – the sooner others and emergency services are advised of the situation, the better: a delay of 30 seconds can have devastating results Err on the side of caution – if unsure, raise the alarm Use common sense – take all the evidence into account and use best judgement Be prepared to involve others in the decision – never be afraid to ask others for help or advice, if time allows.

‘Obvious’ decisions requiring evacuation are instances where people are at risk based on evidence at the time: Visible evidence Olfactory evidence Auditory evidence. Trainer informs trainees regarding ‘obvious’ situations where the need for an evacuation exists will be based on their personal interpretation of evidence existing at the time: Visual evidence – meaning, for example: Flames have been seen A person with a weapon has been sighted Dangerous levels of water have been noticed Hostages have been seen being taken An explosive device has been identified Olfactory evidence – meaning, for example: Smoke has been smelt Gas or fumes have been smelt Auditory evidence – meaning, for example: An explosion has been heard Gunfire has been heard Cries for help or screams have been heard An alarm has been heard The sound of fire has been heard.

When determining whether to initiate an evacuation in a situation where the decision is not obvious: Is there a genuine threat? Can you identify the cause? Can the threat be dealt with in-house? (Continued) Trainer informs trainees where a decision about whether or not to initiate an evacuation in situations that are not ‘obvious’ consider the following should be considered: Is there a genuine threat? A genuine threat indicates the need to take action. Can the cause be identified or just the symptoms? The smell of smoke or the distinctive smell of burning electrical wiring can mean many things Can the threat be effectively and safely dealt with internally? If the venue cannot handle the situation, then an evacuation may be needed.

Does there appear a need for emergency services to be involved? Are people under immediate threat or at immediate risk? Do things look as if they are going to get worse? What do other more experienced staff think? Trainer continues to advise trainees regarding factors to consider when trying to make a decision to evacuate when the situation is not obvious: Do external emergency services need to be involved? If so, this supports a need for evacuation Are people under immediate threat? If so, an evacuation is warranted Does the situation look as if it can be contained or does it appear things will get worse and or spread to impact on the areas and persons? A potentially worsening situation indicates a need for evacuation What do other, more senior and experienced staff think? Make them aware of personal concerns and seek their input about making the decision.

House protocol may require, at least, activation of a ‘warning alarm’ as soon as threat is detected. ‘Best advice’ is to activate this alarm if unsure, because: It notifies others and triggers a response It is not seen as over-reacting It can be easily upgraded It may be the most appropriate response in certain situations. Trainer highlights to trainees some venues will automatically require activation of the ‘warning’ alarm (as opposed to the ‘evacuate now’ alarm) as soon as a potential threat is identified stressing the best advice when faced with a situation where the cause of a problem or its possible impact is unknown is to initiate a ‘warning’ alarm: This automatically notifies others and triggers a response It is a stage back from over-reacting – while still taking some form of action It can be easily up-graded if necessary, once more information is available A warning alarm may also be chosen as the best option where it is believed: The threat is limited There is no threat to persons The venue can effectively deal with the threat.

Activate the ‘evacuate now’ alarm when: An obvious and credible threat has been identified The potential for greater impact from the cause exists You believe the situation cannot be contained in the immediate short-term. Trainer advises trainees they should not be afraid to activate the ‘evacuate now’ alarm but it should only be activated when: It is obvious an emergency exists where the safety of people are at immediate and credible risk Factors exist at the time indicating the threat will get worse – spread to other areas, involve more people, impact on a wider area Taking into account the nature of the threat and local knowledge it is felt the venue cannot effectively address or eliminate the threat in the immediate short-term.

Initiate evacuation in accordance with plans
All EMPs must be implemented and followed when an emergency is identified – four basic requirements are: Activate ‘evacuate now’ alarm Notify emergency services Notify internal personnel Notify and assist patrons. Trainer reminds trainees evacuation and EMPs are designed to guide and govern action when the property and people in it are faced with a threat and it is vital they are complied with when a threat is identified. Trainer identifies four basic requirements to be addressed when an evacuation is necessary, in this order: Activate the ‘evacuate now’ alarm – see next slide Notify emergency services – see following slides Notify internal personnel – see following slides Notify and assist patrons – see following slides.

Activating ‘evacuate alarm’ now may require: Pushing a button Breaking glass and following instructions Verbal notification to another person requesting they activate the alarm. Trainer advises trainees activating the ‘evacuate now’ alarm may require: Pushing a button – on a panel, or incorporated into an alarm box Breaking alarm glass and pushing or pulling a button, pulling a lever or handle or flipping a switch Telling another person (by telephone or face-to-face) to activate the alarm. Class Activity – Internal Visit Trainer shows trainees how the alarm within the training venue is activated as an example of how alarms are activated.

Notifying emergency services: Never assume someone else has alerted the emergency services Plan and prepare: Know your EMPs Get advice from supervisor Know where emergency telephone lists are Pay attention to training and drills. Trainer provides instruction to trainees regarding notifying emergency services advising: Never assume someone has alerted them – check to confirm, or make the call personally There is a need to plan and prepare for this eventuality: Read and become familiar with EMPs Speak to supervisor and get them to advise who to contact in an emergency Find out where the list of telephone and other contact details for each of the emergency services is kept Pay attention to workplace training and drills.

When telephoning emergency services to report an emergency or to request assistance – call the emergency number: State you want to report an emergency Let the operator guide you regarding information required Speak clearly & calmly Do not hang up. Trainer instructs trainees when making initial contact with Emergency Services to obtain help the operator will require information about the incident before they send assistance, so standard procedure should be: Tell them you want to report an emergency – and let them take charge of the call from there Be guided by them – let them ask questions and answer them as required Speak clearly and calmly – never rush what you say as this makes the message hard to understand and wastes time as operators have to ask for a repeat of what has been said Do not hang up the telephone – until directed to do so.

Emergency services operators will want information about: Location of emergency Type of emergency Numbers involved and impacted Casualties and injuries. Never delay calling just because you do not have all the above information Trainer tells trainees when they contact emergency services the operators will want information about: The exact location of the emergency – name of property, street name and number, nearest cross street Type of emergency – fire, hostage, gas leak The number of people involved – approximate numbers are OK Number of casualties and types of injuries – if known. Trainer reminds trainees: While authorities will prefer to have all of the above information never delay calling them just because some information they will ask about is missing Always contact them and get them moving towards the scene. Class Activity – Guest Speaker and Role Play Trainer arranges for an emergency services operator or representative to attend and: Tell trainees how to make an emergency call notifying emergency services of a problem situation Demonstrate how to make such a call Conduct a series of role plays allowing trainees to make a simulated emergency call.

When reporting an emergency within your workplace: Follow house EMP protocols Identify self, position and location State you are reporting an emergency Describe the emergency (Continued) Trainer tells trainees when making contact with designated internal personnel regarding an emergency situation they must: Follow house EMP requirements Identify self, position and location – so the other person knows who you are, and where you are State an emergency is being reported – this will focus their attention Describe the nature of the emergency – as briefly and concisely as possible using clear, calm language.

Give location of emergency Identify the extent of threat Identify numbers impacted Describe relevant factors State action you believe is needed Stay until told to hang-up and leave. Trainer continues to advise trainees regarding requirements when reporting an emergency to internal personnel: Give the location of the emergency – stating (for example) room, floor, department, area Identify the threat being posed – by type and degree or extent Define the numbers of people impacted – that is, threatened or actually involved Describe any local factors – relevant to and impacting on the emergency Give personal opinion regarding the action required to address and respond to the threat Do not cease communication with this appointed person until instructed to do so.

Providing assistance to patrons during emergency may involve: Telephone designated numbers and rooms Visit nominated areas to verbally advise patrons Use a megaphone Knock on guest rooms doors Inspect and check nominated areas (Continued) Trainer notes for trainees the alarms will provide patrons with initial warning to evacuate, but there can be a need for trainees to provide additional assistance such as: Telephone nominated guest rooms to advise guests Visit nominated areas, floors, rooms, offices, departments or other locations to verbally advise people Stand in a designated location and use a loud hailer(megaphone) to notify people Knock on guest room doors – to advise guests: a master key should be available to gain entry to doors that are not opened Inspect and thoroughly check nominated areas – saunas, toilets, staff rooms.

Escort individuals Show people where to go Assist special needs people Urge people to evacuate Tell people to leave personal property behind Place safety of people above protecting assets or saving pets. Trainer continues to give trainees examples of action they may need to take when assisting patrons during an evacuation: Escort people from an area Show people where to go – evacuation routes and assembly points Assist disabled people Urge people to comply with the need to evacuate Encourage people to leave belongings Place the safety of people above the saving of assets, protection of property and securing of cash.

Implement evacuation in compliance with plans
Determine relevant environmental factors applying at the time of an emergency to help determine best response: Determine wind Verify threat type Identify location Count people involved Consider time, staff, venue resources. Trainer reminds trainees following the established evacuation plans and EMPs are the best option for dealing with an emergency situation stressing it is important to take time to determine environmental factors applying at the time of the emergency which may impact on the best response, explaining these may involve: Determining wind – direction and strength Verifying the type of threat being faced Identifying the location of the threat Counting the (approximate) number of people involved and likely to be impacted Taking into account other factors – such as: Time of day Staff available in the workplace Other threats occurring at the same time Ability of the venue (equipment, systems, previous drills and training) to respond Time it is likely to take emergency services to attend.

When implementing an evacuation plan or EMP: Safety of people must be the priority Plans must guide action Discharge assigned responsibilities (Continued) Trainer presents to trainees a number of generic factors for them to apply when implementing an evacuation plan or EMP: The safety of people must take priority over the protection of assets and cash. In practice this means, for example: Fighting a fire must wait until all people have been evacuated from a room or the building Saving an animal must take second place to saving a person or evacuating people Taking cash from a register or safe must take second place to saving lives Retrieving a vehicle must never take precedence over protecting people The established plans must direct the action you take to the greatest extent possible Discharge designated responsibilities – others will expect this, and these efforts are part of an integrated, bigger plan.

Never make the situation worse Seek greatest good for greatest number Follow chain of command direction Help others Put on safety clothing and equipment. Trainer continues to present to trainees generic factors for them to apply when implementing an evacuation plan or EMP: Never do anything to make the situation worse – this will waste resources Seek the greatest good for the greatest number – given the same set of circumstances if there needs to be a choice about saving or assisting one person or a group of people, always choose the largest number of people Follow instructions given to you by the Chain of Command ensuring no personal risk – responses should be: Prompt Complete Without question – but be prepared to question directions under certain circumstances (see later slide). Assist others – always be prepared and ready to help other staff where the opportunity or need to do so presents itself. Put on designated safety clothing and equipment – for protection; to identify self as a staff member who can help and provide information.

Close down items, systems and equipment Apply skills to avoid panic and maintain calm: Do not panic Speak clearly with authority Do not yell Exude confidence (Continued) Trainer continues to present to trainees generic factors for them to apply when implementing an evacuation/EMP: Close down items, systems, equipment – elevators, air conditioning, doors and windows Do not panic yourself – be confident in the training and drills you have participated in; know the plans will work Speak clearly and calmly but with authority – speak as if you expect people to comply with what you say: take charge, take control Do not to yell – unless it is necessary to overcome another noise: yelling generates unease and panic Exude confidence – in the way you stand, talk and hold yourself. Class Activity – Exercise Trainer uses training institution as the basis for an exercise requiring: Trainees to demonstrate appropriate skills when encouraging other trainees to evacuate the area following initiation of an emergency situation.

Provide clear instructions: Use simple words Give brief commands Use sign language Repeat yourself ‘Show and tell’ (Continued) Trainer continues to present to trainees generic factors for them to apply when implementing an evacuation plan or EMP: Provide clear instructions to guests, staff and others: Use simple words Give brief commands – for example ‘Get out now’, ‘Go there immediately’, ‘Do not run’ Use appropriate sign language and signals – to reflect the words you use Repeat instructions often and as necessary – never expect a single instruction, direction or command to be understood Be prepared to ‘show’ and not just ‘tell’ – escort people, accompany them, demonstrate what is required.

Secure premises – when safe and appropriate: Remove property from threat Rescue personal belongings Prevent access to area Stand guard (Continued) Trainer continues to present to trainees generic factors for them to apply when implementing an evacuation plan or EMP: Secure premises – which may require, when safe and appropriate to do so: Remove property assets (equipment, cash, items, documentation) to a safe and secure location Rescue personal belongings of guests (suitcases, jewellery, personal items, electronic equipment, travel and other documentation) Prevent unauthorised access to areas – to prevent looting Stand guard at nominated locations – to provide a physical presence to deter unauthorised entry and theft.

Activate Command, Control and Communications room (CCC room): Arrange furniture and equipment Set up, test and verify systems Distribute comms units Advise emergency services of CCC room (Continued) Trainer continues to present to trainees generic factors for them to apply when implementing an evacuation plan or EMP: Activate Command, Control and Communications room – where used. Activities involved in this may be: Arranging required furniture and equipment as identified in planning and drills Setting up and testing equipment and systems Distributing communications units to designated staff Advising emergency services of the establishment of the CCC room.

Capture required internal documentation Contact relevant personnel Record action Plan responses (Continued) Trainer continues to present to trainees activities in establishing a CCC room: Capturing internal documentation to assist with head counts and identification of persons on the premises Establishing contact with chain of command personnel Monitoring implementation of EMPs Recording action taken Planning responses to issues arising.

Advise CCC room: Report location Advise action taken Notify progress Notify changed circumstances Request assistance (Continued) Trainer continues to present to trainees generic factors for them to apply when implementing an evacuation plan or EMP. Advise CCC room – during an emergency there will be need to give CCC room information which may involve: Reporting personal location – within the venue Advising action taken – including completion of planned response actions as well as unplanned action necessary for effective response Notifying progress – or lack of it towards a successful resolution or effective response Notifying changed circumstances – see next Section Requesting assistance – such as requests for extra equipment, first aid, medical help, more manpower. Class Activity – Guest Speaker Trainer arranges for suitable person to attend and talk to trainees about: Their experience with identifying emergency situations and initiating alarms and evacuations Action taken following activation of an evacuation alarm Advice for responding effectively to emergencies and implementing evacuations.

Provide first response: When safe to do so If trained Avoid responses to designated situations (Continued) Trainer continues to present to trainees generic factors for them to apply when implementing an evacuation plan or EMP: Provide first response actions – which commonly includes: Fire-fighting Providing first aid Rescuing people Closing shut-off valves Removing ignition sources where there is a gas leak Activating response systems Moving people to a safe location Recovery of assets and property Do not respond to designated situations which pose high levels of danger – such as: Suspicious packages and bomb threats Hostage situations Armed robberies Terrorists Any situation posing a threat to personal safety or the safety and welfare of others.

Prepare for arrival of emergency services: Remove vehicles Remove obstructive items Usher people away from arrival zone (Continued) Trainer continues to present to trainees generic factors for them to apply when implementing an evacuation plan or EMP: Prepare for arrival of emergency services – such as: Removing vehicles parked outside or near the entry to the building or located near the event scene – the aim is to provide emergency services with unimpeded access to the best extent possible Removing items likely to impede the arrival of emergency services vehicles – furniture, trolleys, goods Ushering people away from areas where emergency services vehicles will need to park.

Assist emergency services on arrival: Meet services on arrival Provide relevant information and venue knowledge Follow their directions Assist and support their efforts Get out of their way if you cannot help. Trainer continues to present to trainees generic factors for them to apply when implementing an evacuation plan or EMP: Assist emergency services on arrival – actions in this regard include: Ensuring appropriate personnel meet emergency services on arrival – so they can: Provide necessary details including: Location of the emergency Action already taken Updates to previously advised information Escort or direct emergency service workers to areas – as required Supply ‘local knowledge’ – about the venue, layout, facilities Provide internal documentation as required – such as floor plans, registers of guests Assisting emergency service workers – if able to assist emergency service workers you must: Ignore the requirements of the EMP – the professional emergency service workers will know best what to do given their experience and training Follow directions given by emergency service professionals – do not question them except to clarify instructions given to you Alert them to any relevant special training, experience or knowledge you have – so they can use this Be prepared to act as ‘support’ rather than a first-line provider – be prepared to carry things, hold a hose, move objects as opposed to being actively engaged in primary response activities Being prepared to leave if unable to accommodate the stated needs of the emergency services workers. Class Activity – Guest Speaker Trainer arranges for representatives from emergency services to attend and talk to trainees about: What venues can do to prepare for the arrival of emergency services during an emergency Advice about what should be done to prepare for the arrival of emergency services and assist them on arrival Things a venue should not do in this regard The information emergency services want and need when they arrive on the scene The most common mistakes venues make when preparing for the arrival of emergency services, and helping them when they have arrived.

Questioning CCC directions: Never blindly obey all directions given Explain reason for not complying or not wanting to comply Never put self or others at risk. Trainer emphasises to trainees if they are directed to do something during an emergency they think is incorrect or unsafe they must question those directions: Never blindly obey directions – use common sense to determine what should be done and the directions that should or should not be followed: be prepared to say ‘No’ Explain to the person giving the direction why there is a reluctance to comply – and why their instruction is flawed or unsafe Never put self or others at risk – CCC room personnel are not ‘on the ground’ so they can never know the situation and the factors applying at the time. They have an overview and not a micro-view.

Respond to unforeseen circumstances, situations and hazards arising
You must notify ‘changed circumstances’ quickly to the chain of command - ‘changed circumstances’ include: Changed atmospheric conditions Numbers involved New threats Response results and failures Patron behavior. Trainer states to trainees the dynamic and unpredictable nature of emergencies means there will always be unforeseen circumstances to deal with regardless of how comprehensive the EMPs are, highlighting that changed circumstances must be passed on to chain of command as soon as possible. Trainer identifies ‘changed circumstances’ in an emergency situation can include: A variation in the environmental conditions An increase in the number of people involved and impacted New threats – or significant actual or expected changes to existing threats Failure of the first-attack to address the cause of the emergency Unexpected behaviour of people (panic; failure to obey directions), resources (lack of resources; failure of resources; inappropriate resources) or the actual emergency situation itself (unexpected spread of fire, gas or fumes; explosion).

Responses to unforeseen circumstances: Do not put self in danger Use common sense Act swiftly Adapt existing EMPs Seek approval for proposed action Notify CCC about action. Please Note Trainer presents trainees with generic responses to unforeseen circumstances during an emergency situation: Do not put yourself in danger; this only makes the bad situation worse and eats up limited emergency service responses in dealing with something that is not their primary objective Use common sense; always be prepared to rely on personal judgement, experience, gut feeling Act swiftly; it is important to make decisions and take action quickly Adapt existing known EMP responses; try to use existing plans as the basis for revised action Seek approval for action to respond to unforeseen circumstances but realise this may not always be possible Notify chain of command about intentions or about what has been done.

When responding to an emergency situation for which no EMP exists: Notify others including emergency services Assess situation Adapt existing EMP if possible Involve others (Continued) Please Note Trainer provides trainees with advice to assist in responding to situations for which no EMP exists: Notify emergency services, internal personnel and guests as soon as possible Assess the situation taking into account known factors and information Adapt existing EMPs where possible to serve as the basis for a response Involve others in deciding what needs to be done.

Prioritise the safety of people Contain the situation – as distinct from ‘responding’ to it Provide constant communication about the situation. Please Note Trainer continues to provide trainees with advice to assist in responding to situations for which no EMP exists: Ensure the safety of people is the first priority; save people, not property Be prepared to contain a situation rather than respond to it; meaning you may elect to limit or control the impact or spread of the threat rather than try to suppress or eliminate it Provide constant communication to internal chain of command personnel about the progress of the threat.

If people are trapped and or injured: Do not make situation worse Communicate details to chain of command Reassure people Provide basic first aid (Continued) Please Note Trainer provides trainees with basic information relating to response where people are trapped and or injured: Do not compound the situation by placing self in danger and also becoming trapped or injured Communicate with chain of command personnel to advise them of the situation – numbers involved, nature of the entrapment and or injuries, location, threats faced by the trapped or injured people, immediacy of the response required Reassure people involved – tell them they are OK, advise help is on the way, hold their hand Provide first aid – if able and qualified to do so. At this stage the first aid may be very basic and restricted to stemming bleeding, opening and clearing airways, monitoring vital signs.

Secure the area Clear rubbish and debris Look for ‘live’ wires Never enter a confined space. Please Note Trainer continues to provide trainees with basic information relating to response where people are trapped and or injured: Secure the area if safe to do so – to prevent the situation becoming worse or more difficult Clear rubbish and debris if safe to do so; never attempt to remove: Any items, structures or fittings supporting anything else Items resting on victims – unless it presents an immediate threat to life Be alert to the possibility of live electrical wires Never entered a confined space, even to rescue a person or provide first aid. Class Activity – Guest Speaker Trainer arranges for a representative from Civil Defence or similar organisation to attend and talk to trainees about: Responding to emergencies Dealing with special or unforeseen circumstances Tips for assisting trapped and injured victims Assessing situations Determining responses given conditions applying at the time Personal experience in dealing with emergencies.

When responding to a ‘falling debris’ situation: Advise chain of command about situation Retreat to safety Take shelter Prevent access Never risk personal safety. Please Note Trainer advises trainees regarding possible responses to a falling debris situation: Notify chain of command for assistance and advise of location, threat, persons involved and other relevant issues Retreat to a safe location – protect self Take shelter – under doorways, desks, tables Prevent access to the fall zone – by others (who may themselves become victims) Do not risk personal safety by attempting to reach or rescue people from the fall zone.

When faced by a ‘lack of information’ situation: Take action to get information: Observe, listen, smell Ask Use observers Monitor systems for information Use last known information as basis for response Pass on new information to chain of command. Trainer advises trainees regarding possible responses to an emergency situation where there is a lack of credible and relevant information: Take action to obtain information – which may include: Observing what is occurring – by watching, listening and smelling Asking others for information – what can they see, hear or smell? What do they know? Sending in an observer to provide feedback Monitoring systems for indicators of (for example) spread of fire and smoke, level of toxicity of gases, presence of people: CCTV is especially useful in this regard Formulate responses based on last known information factoring in best guess extensions to that information – regarding (for example) spread of the threat, anticipated responses by others, personal experience Ensure new information is passed on as it is obtained when faced with an information-poor situation.

When faced with blocked (or unusable) evacuation routes: Remove obstructions – if safe, ask others to help Use secondary routes Advise chain of command Use your venue knowledge to determine an alternative. Trainer advises trainees regarding possible responses to an emergency situation where there are blocked evacuation routes: Remove obstructions where safe to do so – ask others (including guests) for help where necessary Use previously designated secondary routes Advise chain of command about the blockage – and action (successful or not) to remove the blockage Ask chain of command for an alternate route Use personal and venue knowledge to determine alternative route.

Where evacuation assembly points are unsafe: Using secondary points Escort evacuees Notify chain of command Reassure evacuees. Trainer advises trainees regarding possible responses to an emergency situation where evacuation assembly points are unsafe or unusable: Use the secondary evacuation assembly points Escort evacuees to the secondary points – as opposed to letting them fend for themselves Notify chain of command regarding unsafe evacuation point – including: Reasons for assembly point being unsafe Secondary evacuation point to be used Reassure evacuees they are safe.

When faced with a situation where systems or equipment do not operate as expected: Notify chain of command Seek replacement item Persist with what is available Leave the area if there is total failure of an item or a system. Trainer advises trainees regarding possible responses to an emergency situation where equipment or systems fail to function as expected: Notify chain of command – identifying the item or system and the nature of the failure; they may be able to advise of a solution Seek a replacement item – if an extinguishers fails, there may be another one close by or in an adjacent room Determine if it is safe and appropriate to persist with the malfunctioning item – perhaps doing the best with what is available is better than no response at all: never put personal safety at risk even if this means abandoning people who are at risk or trapped Leave the area if item cannot be fixed – or if efforts are proving ineffective.

Summary – Element 4 When conducting evacuations:
Determine type and extent of the emergency ‘Act quickly and make prompt decisions Be prepared to involve others in making an evacuation decision (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 4 Always err on the side of caution
Never put yourself in danger Notify emergency services and designated internal personnel (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 4 Activate alarms Follow EMPs
Put the safety of people above the security of property and assets (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 4 Use common sense
Discharge your responsibilities under the applicable EMP Assist others where possible (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 4 Maintain constant communication with the chain of command Communicate changed, changing and unforeseen circumstances to chain of command. Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Review plans after actual implementation
Performance Criteria for this Element are : Debrief with staff and wardens Debrief with emergency services Revise evacuation plans and EMPs on the basis of feedback (Continued) Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide.

Review plans after actual implementation
Disseminate revisions to evacuation plan and EMP Provide for amended training and drills on the basis of revised evacuation plan and EMP. Trainer identifies for trainees the Performance Criteria for this Element, as listed on the slide. Class Activity – Discussion Trainer asks trainees questions regarding the review of evacuation and EMPs by asking questions such as: When do you think evacuation and EMPs should be reviewed? Why? Who might be involved in the review process? Why? What should happen to revised plans after the review has taken place?

Debrief with staff and wardens
All emergency situations merit a debriefing. Debriefing must be planned: Identifying dates, time and venue Identifying participants – internal and external Preparing agenda (Continued) Trainer tells trainees following all emergency situations there is a need to conduct a debriefing with internal staff and chain of command personnel explaining debriefing sessions must be planned and managed and the planning phase involves: Identifying dates, times and venues for the sessions – there may be a need for more than one session Identifying who should be invited or required to attend – this should embrace: Staff Chain of command personnel Guests Emergency services – see later slides Preparing an agenda – of items to be discussed, and the sequence of discussions.

Advising participants of need to attend Arranging the forum Reviewing on-site intelligence. Debriefing in session Trainer continues advising trainees about planning required for debriefing sessions: Notifying relevant individuals and advising them of need to attend – and provision of agenda, plus any other materials or documents deemed appropriate Arranging the forum, organising catering and for minutes to be taken Reviewing on-site intelligence – such as: Incident reports submitted – see below CCTV footage System analysis and reports or print-outs Site inspections and investigations.

The ‘right atmosphere’ must be created for debriefing sessions: Must be a search for truth Aim must be to determine cause, not allocate blame Must be a ‘no blame’ policy in effect Honesty must not equal loss of job. Trainer stresses to trainees it is vital the proper ‘atmosphere’ for debriefing sessions is created indicating this refers to: The fact the debriefing must be a search for the truth – meaning all those who participate must be made to feel free to feel, and be comfortable with, criticising management where it is legitimate to do so The intention of the sessions being to identify causes and determine future action – as opposed to allocating blame and searching for scape-goats A need for a no blame policy to apply – meaning if a staff member admits they messed up or did not follow the requirements of a plan then they will not lose their job or be otherwise penalised. The debriefing must acknowledge the honest and appreciate it is an essential part of the ‘discovery’ process for evaluating the venue response Honesty by a staff member by (for example) admitting they did not follow the plan, may mean the plan does not have to be revised, but only the allocation of responsibilities may need to be addressed and changed.

Emergency situations can result in the need for an ‘Incident Report’ or similar to be completed by all staff who were involved in the incident. Reports can be: Verbal Written Combination of both. Trainer informs trainees an emergency situation can mean there is a need to complete a formal report on the situation indicating reporting can be: Verbal – see following slide Written – see later slides Combination of both.

Verbal incident reports: Staff answer questions put to them by management and EMC ‘Supposition’ must be avoided – facts only Are quick and relatively simple to implement Usually involve a site inspection May require a supporting written report. Trainer provides trainees with information about verbal reports following an incident informing them as the name implies verbal reports involve talking about the situation: Staff answer questions put to them to the best of their knowledge and ability Respondents should be advised to avoid supposition – stick to the facts Verbal reports enable quicker follow up to occur Inspections of the site commonly accompany verbal reports Written reports can often also be required – to supplement the verbal account given and to serve as a cross-check. Class Activity – Guest Speaker Trainer arranges for a manager or EMC member to attend and talk to trainees about: The debriefing process following an incident How they prepare for a staff and warden debriefing Questions they might ask Reasons they undertake a debriefing.

Written ‘Incident Report’ forms may address: Facts of the emergency – date, time, location Names of those involved – staff, victims, casualties Cause Evaluation of response Suggestions for the future. Complete this report as soon as possible after the event. Trainer notes to trainees a written report may be required which can ask them to respond to standard questions relating to: Times, dates and locations People involved Cause of the emergency Individual action and contribution to the response The effectiveness of the venue response Suggestions for improvements to the EMP based on experience from the event. Class Activity – Handout Trainer obtains a sample Incident Report form and: Distributes to trainees Discusses each section with trainees Gives trainees sample answers to insert in each section to respond to each question asked.

Written incident reports may be needed to: Document the facts Comply with internal policy Support an insurance claim Learn from the incident. Trainer tells trainees written reports may be needed to: Document the event and the facts – in case there is legal action Comply with in-house policies Support an insurance claim Learn from the incident – so training, existing EMPs can be changed on the basis of actual events.

Objective 1 = Define the situation: Describe it in detail Locate it Name those involved List resources deployed Identify causes Determine duration. Objective 1 Trainer advises trainees a debriefing session has four primary aims and the first one is to define exactly what the emergency/evacuation situation was indicating attention and effort must be focused on: Describing the incident or event Locating where the incident occurred and where it impacted Naming those involved – as responders and victims Listing the resources involved in responding Identifying causes of the incident Determining duration of the event – identifying: Start time Identification (of the incident) time Notification (external and internal) of event Stop time for the incident.

Objective 2 = Identify responses: First and follow-up responses Response to unforeseen circumstances Name of respondents Which alarms were activated and when What in the EMP worked well and what did not Environmental and situational factors impacting responses Communication undertaken. Objective 2 Trainer advises trainee the second objective is to identify the responses taken which should detail: First response action taken Supplementary or follow-up action Reaction to unforeseen circumstances Names of those who responded When alarms were activated Identity and locations of alarms activated What worked well and as expected, and what did not – and, if possible, why or why not Specific situational, environmental and or other pertinent factors impacting on the event and its spread, control or management of the incident Communication with other businesses impacted by the event or incident.

Objective 3 = Evaluation of plans: Consider logistics Consider training and drills Consider ‘Command and control’ Consider factors impacting the incident (Continued) Objective 3 Trainer identifies for trainees the third objective of a debrief is to evaluate the EMPs that were implemented highlighting that this includes investigation into and or consideration of: The logistics (equipment, systems, technology) provided for emergency situations – to determine sufficiency, appropriateness and capacity to handle the situation with a view to identifying new, additional or alternative items required Training provided and drills conducted prior to the event – to determine applicability and lessons for future training and drills Command and control of the event – assessing the operation of the CCC room, communications, chain of command and the appropriateness of responsibilities assigned to individuals in the chain of command and under the EMPs that were used Factors that impeded the initiation and or implementation of the evacuation plan or EMPs – with reference to actual occurrences and problems focussing on the benefits that hindsight can provide.

Identify positive elements of the plans Identify aspects for revision Determine the extent to which the plan met the actual event or incident Determine why sub-standard performance occurred. Objective 3 Trainer continues to identify the factors involved in evaluating plans after an incident (the third objective of debriefing): Elements of plans that operated effectively – and should be retained and enhanced for future events Elements of the plans which, with the benefit of hindsight and experience, need to be altered to make the plans more effective and efficient The extent of the fit between the established plan and the need of the real-life emergency situation – to determine the degree to which planning actually addressed practical workplace need Why sub-standard performance occurred – in addressing the incident and or implementing the plan, was it a lack of suitable or sufficient equipment? Lack of personnel? A slow initial response?

Objective 4 = identifying lessons learned, such as: Need to revise plans Need to develop new plans Need to alter training and drills Need to buy more/different resources (Continued) Objective 4 Trainer discusses with trainees the fourth objective of a debriefing – ‘identifying lessons learned’ – stating this will seek to identify (as and if applicable): Need to revise specific plans – as identified by their inability to address the situation; difficulty in compliance; failure to achieve the desired outcome Need to prepare additional new plans – to address new situations or conditions Need to alter training and drills – to better prepare staff Need to buy more or different physical resources – to enable proper support for implementation.

Need for more or different workplace inspections Action or planning to prevent recurrence Need to change chain of command roles and responsibilities Need to amend evacuation routes and assembly points Suggestions to enhance or optimise response. A report is optional. Objective 4 Trainer continues to discuss the fourth objective of debriefings (identifying lessons learned) stating this will seek to identify (as and if applicable): Need to undertake more or different workplace inspections – including variations to frequency or timing of these (to identify potential threats and address them before they become actual emergencies) Action and or planning to prevent recurrence – of the previous emergency Need to amend responsibilities and actions – attached to chain of command and or specific staff positions Need to change evacuation routes and assembly points – primary and secondary Any suggestions or recommendations to optimise emergency responses by the venue.

The staff-warden debriefing is not the forum to discuss: Individual performance and compliance with EMP requirements Recognition of effort and or achievement Legal issues (Continued) Trainer indicates to trainees the staff-warden debriefing is not the forum for discussing: The performance or compliance level of individual staff – either ‘good’ or ‘bad’ Recognition of effort and achievement – by staff during the incident Legal issues – such as possible/actual prosecutions and/or civil action.

Debrief with staff & wardens
Media attention Budget Loss of property Operational issues Insurance. Trainer continues to indicate to trainees issues unsuitable for discussion at the staff-warden debriefing: Media attention and reporting regarding the incident Budget allocated to risk management and related affairs Loss of property, resources and or other items Operational issues such as reopening, rebuilding Insurance issues. Class Activity – Guest Speaker Trainer arranges for a suitable person from an appropriate venue to attend and talk to trainees about: Staff and warden debriefings after an incident How and where they are conducted How long they take What they look at, consider or seek to identify Things not addressed or not considered by these debriefings What happens if it is found a staff member has performed poorly and or failed to discharge their part of the EMP.

Debrief with emergency services
A debriefing must occur with emergency services after every evacuation or emergency ensuring: Truth and honesty from the venue All involved agencies are represented – single agency debriefings, or multiple agency debriefing? EMC members attend (Continued) Trainer insists where emergency services have been involved in an emergency or evacuation there is a need for the venue to hold a debriefing session with them stressing this should be a requirement rather than an option, with the following applying: Need for venue to provide only truthful and accurate information – there must be no attempt to cover-up short-comings or poor performance Need to make sure representatives from all emergency services involved are in attendance Decide if single agency debriefings should occur or if a multi-agency debriefing is preferred A multi-agency session allows for information to be corroborated, exchanged, compared, correctly sequence and verified but often results in the provision of limited/restricted information as agencies are commonly reluctant to disagree with, or criticise, another emergency service EMC members from the venue should be in attendance.

Findings from internal debriefing are available Reports from emergency services are available A tour of the site can be undertaken if required Coverage of the EMPs in place & used Responses by venue Initial notification of the incident to emergency services Feed back from emergency services on relevant topics. Trainer continues to present information to trainees regarding the holding of a debriefing with emergency services following an incident: Findings and evidence from the venue debriefing sessions should be available Reports and evidence from emergency services (results of investigations, video evidence, witness statements) should be available: many agencies take video and sound recordings at major events which can prove useful when de-analysing and debriefing A tour of the site where the incident occurred can help put evidence, propositions and general contributions into perspective Attention must be paid to feedback from the emergency services regarding: The EMPs that were in place Action and responses by venue staff Reporting of the incident to emergency services – evaluating: How the report was made; Details and information provided; Performance of individuals involved (if any) Problems encountered – for example: System and equipment failures and malfunctions; Unforeseen circumstances; Out-of-date or incorrect information and or plans Sequence of action taken On-scene communications Access to the venue, incident site and or other relevant areas (offices, control rooms, CCC room, alarms and alarm boards) and information (site or floor plans, guest registers) Advice received when they arrived on scene – regarding: Location and type of incident; Numbers of persons involved; Action already taken; Resources committed and or available; Assistance available.

Facts are compared with reports and internal debriefing Minutes and notes are taken Venue provides feedback to emergency services regarding their performance Coverage of how victims and casualties were treated A final report if prepared. Trainer continues to present information to trainees regarding the holding of a debriefing with emergency services following an incident: The ‘facts of the situation’ should be compared with internal debriefings – for the purposes of verifying details and statements Minutes and notes must be taken – to record what was said, suggested, recommended, discussed or considered Venue beliefs and thoughts about the attendance and response of the emergency services – the debriefing must always be a two-way flow of information; both emergency services and the venue can learn and benefit from these debriefing sessions Treatment of victims, evacuees, patients and others – including on-site provision and transport to appropriate facilities or other locations A final report should be produced – detailing the deliberations, findings and recommendations of the parties. Class Activity – Guest Speaker Trainer arranges for a representative from emergency services to attend and talk to trainees about: The need for and the importance of a debriefing with emergency services Topics to be covered Benefits and disadvantages of single agency debriefings or multi agency debriefings Things that should not be addressed at these debriefings Where the debriefings should be held and how long they may take Personal experience at these debriefings What should occur as a result of the findings of these debriefings.

In relation to EMPs standard practice is: Revise EMPs on basis of feedback and reviews where there is a need to do so – never ignore the need for change Review regularly – every 12 months Review after significant workplace change Involve emergency services. Trainer tells trainees in relation to EMPs it should be standard practice to: Revise all EMPs (where necessary) on the basis of reviews and debriefing sessions conducted internally and with emergency services following emergencies or evacuations and the feedback obtained Review regularly – at least annually Review whenever there is a significant workplace change – to equipment, protocols, layout, anything producing a new or altered threat, frequency or consequences Involve emergency services in reviews and revisions.

Before commencing revision of EMPs: Have a sound knowledge of the EMPs Gain a comprehensive knowledge of changed factors, conditions and other issues warranting a change in EMPs Know the amendments required by agencies, authorities or other stakeholders. Trainer advises trainees before a venue begins revising any EMP it must: Have an extremely sound, detailed and accurate knowledge about the EMPs that are inexistence – good knowledge of the EMPs is an essential ‘starting point’ for the revision Have a detailed knowledge of the need for change based on relevant factors such as: Feedback from debriefing sessions Have access to advice and direction from major stakeholders including differentiation between: Mandatory requirements – that is, changes the venue is legally obligated to make Recommendations – which are suggestions about what could or should change.

With EMPs, do not change what does not need changing – legitimate changes may relate to: Operational changes within plans ‘Cosmetic’ and ancillary changes to plans. Never ignore a legitimate need for change. Trainer informs trainees EMPs need not be changed unless there is a need to do so – advising ‘change for the sake of change’ is to be avoided, and indicating the following are two categories of possible legitimate change: Operational changes – to the contents of plans (see following slides) ‘Cosmetic’ and ancillary changes to plans – where alterations are made to the layout or look of the plan perhaps, for example, to make them easier to read and follow; see later slides for examples, and changes are made to supporting infrastructure/protocols.

Operational changes to EMPs may include: More detail – to a variety of issues, such as: Scope; purpose; action; logistics Additions, deletions and or amendments to steps, SOPs and or instructions Alterations to personnel and roles and responsibilities (Continued) Trainer provides trainees with examples of ‘operational change’ to EMPs: More detail – regarding: Scope Purpose Authority to act Action to be taken Administration Logistics Location of equipment Direction to be given to evacuees Addition and or removal of steps, supporting SOPs, instructions or action to be taken Alterations to personnel responsible for implementation.

Integration of new or different equipment into plans New or revised evacuation routes New or revised evacuation assembly points Amendments to sequence of activities Provision of links to other EMPs. Trainer continues to provide trainees with examples of ‘operational change’ to EMPs: Integration of new or different equipment, systems and or technology to be used following debriefing sessions New or revised primary and secondary evacuation routes – to respond (for example) to changes in the layout of the building New or revised primary and secondary evacuation assembly points – to (for example) reflect changed environmental conditions impacting on previous evacuation assembly points Alteration to sequence of activities to be taken – to make responses more effective Provision of links to other EMPs – so there is clear direction to other plans where there may be supporting or supplementary responses.

‘Cosmetic’ and ancillary changes to EMPs could include: Clearer layout Clearer fonts and larger font size Revisions to service and maintenance support Revision to membership of internal emergency groups or committees Re-scheduling of emergency group meetings Development of more and or different supporting materials. Trainer indicates to trainees possible ‘cosmetic’ and ancillary changes to plans could include: New layout – re-structuring the contents and better separating actions into appropriate ‘blocks’ for action New or clearer fonts and different size for type faces – to enhance legibility Revisions to service and maintenance of supporting technology, equipment and systems Revisions to membership of safety groups and EMC Different schedule for meetings of groups responsible for EMPs – to a ‘better’ time; to hold more frequent meetings Development of supporting documentation for revised EMPs, as required – see next Section.

Changes to EMPs may be subject to ‘version control’ protocols: To identify the version of the document being used To identify the date the document takes effect To identify who prepared the revised document To identify the file name for the update To indicate when the revision must be reviewed. Trainer informs trainees changes to EMPs should be subject to version control protocols indicating version control protocols are intended to identify: The version of the document being read – such as ‘First’, ‘Fourth’, ‘V2 [version 2] or 5.0 The date the document is introduced – which is the date from which it applies Name or initials of person who prepared the revised document A file identifier – to facilitate retrieval of the document on the internal system Date by which the document must be revised. Class Activity – Guest Speaker Trainer arranges for senior management person from an appropriate venue to visit and: Talk to trainees about their experience and protocols with review and revision of EMPs Give examples of changes they have made to operational aspects of EMPs following reviews Give examples of cosmetic changes they have made to EMPs following reviews Provide examples of ‘before’ and ‘after’ EMPs showing pre-revision plans and post-revision plans Discuss and show version control protocols for EMPs.

When updating EMPs remember to: Remove out-of-date pages when inserting new pages Double-check plans to ensure they are complete Archive all ‘out-of-date’ documents. Trainer reminds trainees when updating or changing EMPs in the workplace, the following must be complied with: Out-of-date pages of a document must be removed and replaced by the updated, version controlled document Double-check every plan after it has been updated – to ensure it is complete, reads correctly and there is nothing missing An archive of all previous documents (electronic or paper-based) should be established and maintained. Version Control

Items potentially requiring revision and dissemination include: Site maps Site plans Training notes Evacuation-related public signage and posters (Continued) Trainer highlights to trainees where there is a need to revise evacuation and EMPs, these revised documents must be prepared and distributed as necessary, indicating items potentially requiring revision and dissemination can include: Site maps – for evacuation routes and assembly areas Site plans – showing exits and equipment Training notes – to be integrate din staff evacuation and EMP on- and off-site training Evacuation and EMP posters and public signage – such as: Those behind the doors of guest rooms Those contained in in-room guest compendiums Those provided in public areas Those displayed in elevators.

Staff handbook Individual EMPs Website Intranet SOPs Checklists, forms, flip cards. Trainer continues to indicate the items potentially requiring revision and distribution: The staff handbook – changing material relating to evacuation and emergency procedures as mentioned in this standard reference for all staff Copies of evacuation and EMPs for: Inclusion at identified control and other points throughout the venue – training room, staff room, CCC room, behind reception Individual staff members – so their plans remain current Relevant website content – so the public can see the venue updates and revises its plans Organisation intranet where evacuation and EMP details are contained SOPs – as necessary to support revised actions required by EMPs Updates of supporting documentation – such as revisions to: Checklists Pro forma reports and forms Flip cards.

Distribution of EMPs: May be governed by a ‘distribution schedule’ May require distribution to: Emergency services and nominated authorities Head office Insurers Internal staff Nominated physical locations. Trainer explains to trainees the dissemination of revised EMPs: May be governed by a ‘distribution schedule – adhere to the requirements of this schedule when distributing revised plans and documents: only distribute to the people/locations listed in the schedule Can require distribution to nominated internal and external personnel and or locations, such as: Emergency services Authorities Head office Insurers All internal staff – all departments, all positions (owners, managers, supervisors and operational and administrative employees), casual, part-time and permanent, trainers Nominated locations and sites – such as: Replacing advisory signs in rooms, elevators and public areas Replacing advisory material in guest room compendiums.

Changes to EMPs should be accompanied by explanation: Why changes were necessary Who recommended the changes Of the details of the changes Of the impact of the changes Of timing Of support available to staff for the changes. Trainer suggests to trainees it is not sufficient to simply distribute or disseminate revised EMPs highlighting they must be explained to staff and this should involve: Describing why the changes were necessary – to provide reason and context Identifying who, and which agency or authority suggested or required the changes – to help provide legitimacy for the change Detailing all the changes made – individually, one-by-one Describing the impact of changes on individual staff – on a staff-by-staff basis Advising when the changed protocols will apply – by indicating the date and time of implementation Identifying the training and support available to support implementation of the revisions – including drills.

Provide for amended training and drills on basis of revisions
Are required to support all revised EMPs Should be recorded Can include on-site, one-off training Can feature external agencies or institutions May use ongoing, workplace training. Trainer reminds trainees training and drills are essential foundations for implementing all evacuation and EMPs, highlighting the need for training and drills extends to revised EMPs: All training and drills should be recorded – to provide evidence of same to assist with proving discharge of duty of care and due diligence requirements Can include on-site, one-off training – delivered to all staff; designed to advise staff of changes and new or revised requirements; must keep record of staff who participated Can use emergency services, external agencies or training institutions – these organisations should be contacted to discuss the changes with attention to: Advise of the changes Identify changes to required training Liaise with preparation of amended training notes and content – or provision of advice regarding integration of revised requirements into existing notes and content Determine required assessment May use ongoing, on-site training – featuring: Scheduled training Supporting materials (SOPs, site maps, checklists) – so staff are aware of them and know how to use them Changed knowledge requirements – about how systems operate; location of equipment; required responses Changed practical skills – such as the operation of systems and equipment.

Provide for amended training and drills on basis of revisions
Drills following EMP revisions could require: Introduction of new drills into the established schedule for drills Amendment to scheduled drills A new focus for drills Involvement of different emergency services Observers A debriefing session. Trainer stresses to trainees all drills must reflect the changes made to evacuation and EMPs indicating all revised plans can only be seen as ‘draft revisions’ until they have been tested in a practical situation, such as by a drill, which could require: Introduction of one or two new drills into the scheduled list of drills – to address and accommodate the changed requirements/revisions Alterations to scheduled drills – to, as appropriate: Incorporate the changed requirements Focus on a newly identified threat Concentrate on a specific aspect identified by the review and revisions – such as: A nominated part of the venue Specific responses A certain time of day Involvement of more or different emergency services – or other support organisations Use internal and external observers – to capture details of the drill which will form the basis of evaluation Feature a debriefing session – to assess effectiveness of the plans and determine changes to be made. Class Activity – Guest Speaker Trainer arranges for an appropriate manager or EMC member to attend and: Talk to trainees about their activities following revisions to EMPs Indicate how revisions to EMPs impact on venue documentation, signage, training and drills Provide examples of reviewed and revised EMPs and supporting materials Discuss the need for ongoing training and drills to reflect amendments to EMPs and related materials.

Summary – Element 5 When reviewing evacuation plans and EMPs after actual implementation: Require staff to complete internal reports regarding the emergency situation and use these as part of the basis for debriefing sessions Actively plan and prepare for the debriefing sessions – set dates and times, venue, invite participants, develop agenda Participate actively and honestly in all debriefing sessions (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 5 Debrief with internal staff and external authorities, agencies and emergency services Record minutes of debriefing sessions Aim to identify causes and learn lessons for the future rather than allocate blame (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 5 Review and revise evacuation plans and EMPs on the basis of feedback, direction and or recommendations and suggestions as a result of what happened during the actual incident Revise all items and documents supporting the evacuation plans and EMPs – EMPs are not independent, stand alone documents Advise stakeholders of changes to the evacuation & EMPs and explain why the changes were necessary (Continued) Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required.

Summary – Element 5 Distribute hard copy revisions to identified internal and external stakeholders Provide supporting training and drills regarding changes to evacuation plans and EMPs. Trainer provides a recap of the Element asking questions to check trainee understanding and responding to questions from trainees, as required. Trainer thanks trainees for their attention and encourages them to apply course content as required in their workplace activities.

PLAN AND CONDUCT AN EVACUATION OF PREMISES

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PLAN AND CONDUCT AN EVACUATION OF PREMISES

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