Assessing, Coding, and Marking of Highway Structures in Emergency Situations, Volume 1: Research Overview (2016)

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78 C H A P T E R 7 7.1 Overview This chapter describes the training materials developed as part of this project. The intent is that these materials will aid implementation of the assessment processes described in Volume 2: Assessment Process Manual and Volume 3: Coding and Marking Guidelines. The training materials comprise four workshops that tailor content to a specific audience based on their role in the emergency response: • General Training—created for anyone who needs a basic understanding of the process for assessing, coding, and marking of highway structures in emergency situations. • Specialized Managing Engineer Training—developed for the managing engineer and subject matter experts. • Basic PDAR Training—developed for anyone who will be a PDAR including maintenance, design engineers, and other personnel. • PDAR Quick Refresher—developed for PDARs when an emergency event is imminent or has just occurred. These training workshops vary in length from 30 minutes to 8 hours and are composed of up to 14 modules. Each module has been prepared as a Microsoft PowerPoint presentation with speaker notes for each slide. Training deliverables include all source PowerPoint files, as well as a set of PDF handouts with speaker notes for each training workshop. Figure 7-1 provides an example of the training module materials. The left side shows an example of the speaker notes provided while the right side highlights six slides and their content. Additional training resources are provided in NCHRP Synthesis of Highway Practice 468: Inter- active Training for All-Hazards Emergency Planning, Preparation, and Response for Maintenance and Operations Field Personnel. Although those resources are much broader in scope compared to the training materials developed in this research that focused on structures, it is recommended that training materials from this research be implemented in a framework consistent with the recommendations in NCHRP Synthesis 468. 7.2 General Training All SHA employees should be aware of their state’s emergency response plan and their role in emergency response. The General Training workshop can be completed in approximately 1 hour and was designed to provide an overview of the emergency response process for SHA employ- ees, or persons from other organizations, that may be interfacing with the structural assessment process but will not be directly performing PDAs. This module provides a quick summary of the entire process and can be used to foster discussion on how each employee fits in with the overall Training Materials and Recommendations

Training Materials and Recommendations 79 emergency response. This workshop is composed of a single module and could be delivered as a webinar to reach a large audience at minimal cost and disruption. 7.3 Specialized Managing Engineer Training The Managing Engineer Training workshop consists of 13 modules and was designed for man- aging engineers and those who will be responsible for implementing and overseeing the assess- ment process within the SHA. The training materials are expected to run nearly 8 hours in total duration and can be presented as a single 1-day workshop or spread across multiple days or weeks. Table 7-1 presents a sample agenda and learning objectives for each of the modules within the Managing Engineer Training workshop. 7.4 Basic PDAR Training The PDAR Training workshop consists of 14 modules and was designed for PDARs or those who will be responsible for performing the PDA. The training materials are expected to run approximately 6 hours in total duration and can be presented as a single 1-day workshop or spread across multiple days or weeks. Figure 7-1. Example of training module materials.

80 Assessing, Coding, and Marking of Highway Structures in Emergency Situations: Research Overview Module and Title Estimated Duration Description Learning Objectives Module 1: Overview 30 min. Presents an introduction to the project and objectives; discusses the organization of the manual, coding and marking guidelines, and training materials. Briefly introduces the topics discussed in each module and presents basic terminology. Be introduced to NCHRP Research Report 833: Assessing, Coding, and Marking of Highway Structures in Emergency Situations. Understand the purpose of – Volume 2: Assessment Process Manual – Volume 3: Coding and Marking Guidelines – NCHRP Web-Only Document 223: Guidelines for Development of Smart Apps for Assessing, Coding, and Marking Highway Structures in Emergency Situations. Become familiar with basic terminology used for coding and marking, assessment stages, response levels, element damage ratings, marking classifications, and emergency management roles. Review the response timeline starting from pre- planning stages through years after the event. Module 2: Emergency Events and Warning Systems 30 min. Describes basic types of hazards, intensity measures used to describe the hazards, and warning systems that are available for each. Establish your agency’s own damage matrix. Update emergency notification procedures using the provided links and services. Identify and review the applicable emergency events that are likely to occur in your state. Module 3: Structural Damages 15 min. Describes types of structural damages that are commonly observed during emergency events. Learn about – Structural damage – Geotechnical damage – Hydraulic damage – Special case damage. Module 4: Planning and Preparation 60 min. Discusses procedures to plan and prepare for emergency event. Review and refine current planning and preparation procedures. Establish a current and up-to-date database with structure inventory. Prepare what-if scenarios and analysis for applicable emergency events. Identify personnel that should attend training sessions. Module 5: Assessment Stages 45 min. Covers each of the assessment stages and describes how they interface with one another. Understand how each assessment stage works and functions together. Understand the outcomes and goals for – Fast Reconnaissance (FR) – Preliminary Damage Assessment (PDA) – Detailed Damage Assessment (DDA) Extended Investigation (EI) Module 6: Response Levels 30 min. Describes how to determine response levels based on the emergency events and important considerations for mobilizing personnel. Learn and define the differences between response levels I through IV. Become familiar with different response levels and associated resources to be used for each response. Establish your agency's own response levels for all applicable emergency events. Module 7: Fast Reconnaissance 30 min. Describes how to perform FR and tools available such as airborne imagery and crowdsourcing to help with effective, rapid reconnaissance. Become familiar with objectives and outcomes of FR. Identify personnel who will be in charge of conducting FR following an emergency event. Establish a list of possible FR technologies and methods. Module 8: Preliminary Damage Assessment 30 min. Presents an overview of the PDA process and how to coordinate responders for performing PDAs. Understand the objectives and outcomes of preliminary damage assessments. Learn the PDA process. Learn how to complete the PDA forms for each highway structure. Table 7-1. Modules available for the Managing Engineer Training.

Training Materials and Recommendations 81 Table 7-2 presents a sample agenda and learning objectives for each of the modules. While some content is repeated from the managing engineer training, the notes, level of detail, and arrangement of the content has been adapted to better suit the needs of the PDARs. For example, the planning module for the PDAR training is significantly shorter than for the managing engineer training. 7.5 PDAR Quick Refresher Training This workshop is intended to be delivered after an emergency event has occurred, or once it is clear that an emergency event is imminent, and will be delivered to PDARs who have already completed the full PDAR Training. This training workshop was designed to provide PDARs with a quick refresher of particularly valuable information just prior to performing structure assessments. This module provides information on the PDA background, PDA process, and the coding and marking system within a 30-minute time frame. 7.6 Suggestions for Effective Training While a variety of training materials were developed in this project, the effectiveness of the training will depend on the instructor’s knowledge of the target audience and tailoring the work- shop content to suit the needs of the audience. This section provides some suggestions to con- sider when providing the training workshops described previously. 7.6.1 Frequency of Offering The frequency of training offerings should be related to the frequency of the dominant emer- gency events in the state hosting the training and must be balanced with other state highway Module and Title Estimated Duration Description Learning Objectives Module 9: Coding and Marking 30 min. Introduces the placards and decals used in the coding and marking process. Understand the marking systems and associated marking codes. Familiarize managing engineers with element damage levels and the ratings. Review the elements to be evaluated for each highway structure. Module 10: Communication and Coordination 30 min. Discusses protocols and equipment available for communication during emergency events. Identify coordination command within your agency. Identify personnel to be given key emergency management roles. Establish backup plans for communication in the event that digital communications are unavailable. Module 11: Technologies and Equipment 30 min. Provides an overview of technologies used and helpful tips for appropriate technology usage. Identify useful technologies for FR and PDA. Prioritize field equipment to be used for PDAs. Begin discussions on developing and utilizing a smart app for the PDA process. Module 12: Exam Materials 60 min. Provides a set of questions from each of the modules covered in this training. Review the training modules presented. Discuss important questions and answers. Ask any remaining questions. Module 13: Conclusion 30 min. Contains review slides focused on the course learning objectives and most important materials. Review all training modules presented. Discuss important concepts within each training module. Ask any outstanding or remaining questions. Table 7-1. (Continued).

82 Assessing, Coding, and Marking of Highway Structures in Emergency Situations: Research Overview Module 7: Fast Reconnaissance 15 min. Describes how to perform FR and tools available such as airborne imagery and crowdsourcing to help with effective, rapid reconnaissance. Become familiar with objectives and outcomes of FR. Review the reconnaissance process. Module 8: Preliminary Damage Assessment 45 min. Presents an overview of the PDA process and how to perform PDAs on highway structures. Review the objectives and outcomes of PDAs. Learn the PDA process. Learn how to complete the PDA forms for each highway structure. Module 9: Coding and Marking 45 min. Introduces the placards and decals used in the coding and marking process. Understand the marking systems and associated marking codes. Become familiar with element damage levels and the ratings. Review the elements to be evaluated for each highway structure. Module and Title Estimated Duration Description Learning Objectives Module 1: Overview 30 min. Presents an introduction to the project and objectives; discusses the organization of the manual, coding and marking guidelines, and training materials. Briefly introduces the topics discussed in each module and presents basic terminology. Be introduced to NCHRP Research Report 833: Assessing, Coding, and Marking of Highway Structures in Emergency Situations. Understand the purpose of – Volume 2: Assessment Process Manual – Volume 3: Coding and Marking Guidelines – NCHRP Web-Only Document 223: Guidelines for Development of Smart Apps for Assessing, Coding, and Marking Highway Structures in Emergency Situations. Become familiar with basic terminology used for coding and marking, assessment stages, response levels, element damage ratings, marking classifications, and emergency management roles. Learn the response timeline starting from pre- planning stages through years after the event. Module 2: Emergency Events 15 min. Provides an overview of emergency events. Establish your agency’s own damage matrix. Identify and review the applicable emergency events that are likely to occur in your state. Review emergency event metrics. Module 3: Structural Damages 30 min. Describes types of structural damages that are commonly observed during emergency events. Learn about – Structural damage – Geotechnical damage – Hydraulic damage – Special case damage. Module 4: Planning and Preparation 15 min. Discusses procedures to plan and prepare for emergency event. Review and refine current planning and preparation procedures. Establish field safety procedures. Identify personnel that should attend training sessions. Module 5: Assessment Stages 30 min. Covers each of the assessment stages and describes how they interface with one another. Understand how each assessment stage works and functions together. Understand the outcomes and goals for – Fast Reconnaissance (FR) – Preliminary Damage Assessment (PDA) – Detailed Damage Assessment (DDA) Extended Investigation (EI). Module 6: Response Levels 15 min. Describes how to determine response levels based on the emergency events and important considerations for mobilizing personnel. Learn and define the differences between response levels I through IV. Become familiar with different response levels and associated resources to be used for each response. Establish your agency’s own response levels for all applicable emergency events. Table 7-2. Modules available for the PDAR Training.

Training Materials and Recommendations 83 priorities. Workshops should be offered at least once a year for General Training and Managing Engineer Training and at least every 3 years for PDAR Training. However, given the number of people who may need training, workshop organizers should consider offering the training more frequently to create some flexibility for the attendees and ensure that the training does not inter- fere with day-to-day priorities of the SHA. In addition, workshop organizers should consider integrating the training with regular planning meetings. For example, management could meet to discuss progress on emergency preparations and take a portion of the meeting for training. While the training materials developed for this project have been designed to be delivered in a single day if participants are geographically dispersed or have other challenges that make it diffi- cult to meet frequently, it may be difficult to digest all the content in a single sitting. Thus, instruc- tors should consider breaking the training workshops up into shorter sessions spread out over 1 or 2 weeks. This approach may allow participants to reflect on the material and allow instructors the opportunity to highlight important concepts several times over the duration of the workshop. It is recommended that each SHA have a single person responsible for organizing and coor- dinating the various training workshops for the whole state. Depending on the size of the SHA, this person may organize all of the workshops themselves or they may delegate this responsibil- ity to someone in each region or district of the state. The workshop organizer is responsible for ensuring the instructors for each workshop have the appropriate background and qualifications and that all SHA employees in their region are properly trained. 7.6.2 Instructor Speaker notes are provided on each slide in each presentation to assist the instructor with key ideas and talking points. Best practices indicate that instructors must be well prepared and able to instantly recall the talking points on each slide using their own words, and that instructors should avoid reading the speaker notes verbatim. This will ensure the instructor is fully engaged in the material and will go a long way in maintaining the focus of the audience. Module and Title Estimated Duration Description Learning Objectives Module 10: Communication and Coordination 15 min. Provides information on communication and coordination during emergency events. Identify coordination command within your agency. Establish backup plans for communication in the event that digital communications are unavailable. Module 11: Technologies and Equipment 30 min. Provides an overview of technologies used and helpful tips for appropriate technology usage. Identify useful technologies for FR and PDA. Prioritize field equipment to be used for PDAs. Begin discussions on developing and utilizing a smart app for the PDA process. Module 12: Case Studies 30 min. Provides several case studies highlighting damage types and severity. Become familiar with examples of damage types. Gain insight to reasoning behind component ratings. Module 13: Exam Materials 60 min. Provides a set of questions from each of the modules covered for this training. Review the training modules presented. Discuss important questions and answers. Ask any remaining questions. Module 14: Conclusion 30 min. Contains review slides focused on the course learning objectives and most important materials. Review all training modules presented. Discuss important concepts within each training module. Ask any outstanding or remaining questions. Table 7-2. (Continued).

84 Assessing, Coding, and Marking of Highway Structures in Emergency Situations: Research Overview Another option that may help maintain the audience’s attention is to have multiple instruc- tors deliver the content. For example, in delivering the PDAR Training workshop, various man- aging engineers can present individual modules of the training or experienced attendees can be asked to deliver a portion of the content. This approach will ensure that different voices, presentation styles, and perspectives are brought to each workshop. 7.6.3 Training Duration and Content A common rule of thumb to gauge the duration of a presentation is to estimate 1 minute for each slide (not including title slides). Based on this rule of thumb, several of the modules may run longer than the estimated duration indicated previously and on the title slide for the module. This is because the intention of these modules was to provide sufficient content to accommodate a variety of backgrounds and to allow the instructor the discretion to select the material that is most appropriate for their particular audience. The research team recommends that instructors select material based on the key learning objectives of each module and their knowledge of the needs of their audience and their SHA. Some content in the modules are placeholders or examples from other SHAs. These train- ing modules will be much more effective if the instructor tailors the modules and replace these examples with similar content that is specific to the region. For example, a peak ground accelera- tion map of the state of Oregon is of interest in Oregon but may not be of interest if the work- shop is for SHA employees in New York; therefore, a map of New York should be used instead. Similarly, it is recommended that instructors tailor the modules by focusing on the hazards that are most likely to occur in their region. To maximize the impact of the workshop, instructors should provide training materials, such as slide handouts, to attendees a few days prior to the workshop and encourage attendees to review the material. In addition, instructors should bring training material to the workshop and ensure that attendees have material to take home to review at their leisure. Alternatively the material can be posted online and accessible at all times by all SHA employees. Instructors should consider using a few minutes in the training workshops to discuss where their SHA is with regard to the various stages of emergency event planning and preparation. These training workshops are a good opportunity to reflect on what preparations have been completed since the previous training session and to identify emergency response priorities for the next year. 7.6.4 Interactive Discussion Best practices clearly indicate that training workshops have the most impact when attendees are actively engaged. Suggested active learning techniques include the following: • Repeatedly encouraging participants to ask questions • Allowing members of the audience to have the first chance at answering some of the questions asked, rather than the instructor immediately answering the question • Dividing participants into small groups of three or four to discuss important content and have each small group report back to the full workshop • Using case studies and handouts that participants must complete during the workshop to foster discussion • Strategically using quizzes with a discussion of the answers to ensure participants have mas- tered important concepts and that their responsibilities during an emergency event are clear While active participation and discussion is critical to a successful workshop, instructors should be mindful of the module objectives and should not allow side discussions or tangents that have little relevance to dominate valuable workshop time.

Training Materials and Recommendations 85 The training modules developed are scalable and can be effective for both large and small groups. However it is recommended that the workshops be organized for groups of 20 to 30 at a time. This size is optimal because it ensures a critical mass for discussion and is not too large that attendees shy away from participating or become disengaged. Furthermore, these training workshops should be viewed as an opportunity for team build- ing. One way to foster teams is to select training groups such that attendees who are likely to be paired together in an emergency response attend the same workshop. In addition, organizers should consider inviting representatives from other relevant agencies to attend training work- shops. This will allow attendees from different agencies, who are likely to be working together during an emergency event, to meet and interact in a more controlled setting. 7.6.5 Special Activities Training workshops are critical to properly preparing SHA employees for an emergency event. However, the procedures and guidelines described in the training workshops are likely to be more successful if they are part of a broader training strategy that includes one or both of the following activities: • Impromptu Field Trip—This is an unplanned field trip to a highway structure for an assess- ment. This periodic activity will help reinforce the concept that emergency events can happen at any time and often require SHA employees to drop what they are doing to respond. It is important to note that this technique should be used sparingly and timed strategically so that it does not disrupt day-to-day SHA operations and does not require significant resources to implement. An appropriate time for this activity may be a week or two after a training work- shop has ended to test if participants recall their training. • Simulated Emergency Event—This is a practice drill that is staged at a random time during the year when participants are not expecting it and is an opportunity for SHA employees to prac- tice what they are supposed to do immediately following an emergency event. This drill can also be used as an active learning technique during a training workshop to foster discussion. This drill is likely most effective for events that occur with little or no warning, such as an earth- quake, a tsunami, or a tornado and does not need to be longer than 30 minutes. When used effectively, this activity can be a wake-up call that highlights the importance of the training. 7.7 Additional Resources A variety of emergency response agencies provide training and other resources that may be useful to organizers and participants alike. These include, but are not limited to: • FEMA National Training and Education (training.fema.gov/)—provides a variety of courses in both preparedness and response; includes a Center for Domestic Preparedness (cdp.dhs. gov/), Emergency Management Institute (training.fema.gov/EMI), and National Training and Education Division (www.firstrespondertraining.gov/content.do). • ATC (www.atcouncil.org/)—periodic offerings of webinars, workshops, and seminars on a variety of topics. • American Society of Civil Engineers Infrastructure Resilience Division (www.asce.org/ infrastructure-resilience?/infrastructure-resilience-division/)—newly formed committee that is developing resources for disaster assessments. • FEMA NIMS (training.fema.gov/nims/)—provides online courses related to NIMS. The most important for SHA employees is likely Introduction to Incident Command System, ICS-100 (course code IS-100.B), and National Incident Management System, An Introduction (course code IS-700.A).