Regional Collaboration & Tribal Partnerships
Non-Procedure Instructor Guide
August 2008
Regional Collaboration & Tribal Partnerships
Training Support PackageInstructor Guide
Table of Contents
Regional Collaboration & Tribal Partnerships – Forward
Structure and Purpose of this Guide
Instructor Guide—Color Coding Key
Using PowerPoint
Facilitating Activities
Presenting Videos
Submitting Forms
Taking Notes
Course Length
Course Lesson Plan/Overview
Instructional Preparation
Purpose of the Course
Course Development
Course Overview
Course Goal
Target Audience
MODULE 1 - Administration Page
Module 1: Introductions
1.1: Background on WCPI and NNALEA
1.2: Course Overview
1.3: Course Goals and Objectives
1.4: Regional Collaboration Defined
1.5: Module 1 Wrap Up
1.6: PRE-TEST
MODULE 2 - Administration Page
Module 2: Opening Scenarios – Dynamic Introduction to Training
2.1: Capabilities-Based Planning
2.2: Interactive Exercise – “Thinking Regionally”
2.3: Module 2 Wrap-Up
MODULE 3 - Administration Page
Module 3: The Need for Regionalization
3.1: General Tenets About Homeland Security Regionalization
3.2: Doctrines and Policies Relevant to Regionalization
3.3: Interdependencies, Vulnerabilities, and Protection Incentives
3.4: Module 3 Wrap-Up
MODULE 4 - Administration Page
Module 4: Regionalization Stakeholder Background Information
4.1: Tribal Stakeholders
4.2: Non-Tribal Stakeholders
4.3: Module 4 Wrap-Up
MODULE 5 - Administration Page
MODULE 5: REGIONALIZATION START-UP PROCEDURES AND POLICIES
5.1: Bringing Together Regional Stakeholders
5.2: Developing a Unified Regional Strategic Plan
5.3: Implementing a Timeline for Achieving Homeland Security Regionalization
5.4: Preparation and Execution of Regional Operating Documents
5.5: Securing a Research Tool to Assess Regional Homeland Security Capabilities and Preparedness
5.6: Module 5 Wrap-Up
MODULE 6 - Administration Page
Module 6: Conclusion
6.1: Course Summary
6.2: Potential “Next Steps” in Regionalization
6.3: Module 6 Wrap Up
6.4: POST-TEST
APPENDIX
Administrative Structure of the Department of Homeland Security
Other Federal Agencies
WCPI & NNALEA Background Information
Capabilities Aggregation Method CAM3C
Exemplar Memorandum of Understanding (MOU)
Exemplar Organizational Structure and Modus Operandi
Pre- and Post Test
POWERPOINT SLIDES
PARTICIPANT GUIDE
REFERENCES
Instructor Worksheet
Participant Worksheet
This program was supported by Cooperative Agreement Number 2006-GT-T6-K013, administered by the U.S. Department of Homeland Security/FEMA. Points of view or opinions in this program are those of the author(s) and do not represent the position or policies of the U.S. Department of Homeland Security/FEMA.
August 2008Version 4.0Page 1
AWR
Regional Collaboration & Tribal Partnerships
Training Support PackageInstructor Guide
Regional Collaboration & Tribal Partnerships–Forward
Structure and Purpose of this Guide
This instructor guide is for delivering the eight-hour Regional Collaboration and Tribal Partnerships course to support the U.S. Department of Homeland Security’s increased focus upon and philosophy for regional homeland security capabilities and preparedness.
The general purpose and structure of this guide is to provide the instructors with the following:
- Facilitation guidelines for the delivery of the content in a detailed, but flexible format
- Detailed facilitation guidance of course activities and video clips
The course will better enable the participants to establish or expand a homeland security regionalization initiative in their region.
Instructor Guide—Color Coding Key
This Instructor Guide has been color-coded for specific purposes. Throughout the text of the Instructor Guide, color shading is used to indicate specific training delivery information, and this information is not included in the Participant Guide. Yellow-shaded text indicates supplemental or supporting information and facilitation instructions added for instructor clarification. All other non-shaded text is included in the Participant Guide
Using PowerPoint
A supporting PowerPoint presentation is provided for this course. This presentation should be used as a visual aid to support course content, and it is not intended to replace any of the required information to be delivered orally by the instructor.
Facilitating Activities
Activities are included in this course to support learning and to build and foster team collaboration. Where appropriate, ad hoc teams should be formed to facilitate discussion and sharing of discussion questions.
Presenting Videos
Video clips have been included throughout this course to illustrate specific concepts and ideas. Video set-up and debriefing is essential to help Participants relate the information contained in the video clip to what is being learned in this course.
Submitting Forms
Instructors are to ensure that the following forms are available, properly completed, collected, and submitted to WCPI at the close of this course.
- Sign-in Rosters
- Participant Worksheet
- Pre-Test
- Post-Test
- Course Evaluation Forms
Taking Notes
Throughout the training, Instructors should work collaboratively to thoroughly complete the Instructor Worksheet, which is based on the discussion responses and comments provided by the course participants. The Instructors who are not actively instructing should take special care to take notes when they are not assisting with other components of the course. The notes taken will be critical in subsequent training workshops geared toward establishing or expanding a homeland security regionalization initiative in the participant’s region.
Course Length
This 8 hour course is formatted for 1-day delivery.
Course Lesson Plan/Overview
Lesson Plan/OverviewDay One
Module 1: Introductions / 1.25 hours
Module 2: Opening Scenarios– Dynamic Introduction to Training / 0.75 hours
Module 3: The Need for Regionalization / 1.5 hours
Module 4: Regionalization Stakeholder Background Information / 2.0 hours
Module 5: Regionalization Start-Up Procedures and Policies / 1.0 hours
Module 6: Conclusion / 0.5 hours
*Lunch .50 hours / Breaks .50 hours
Instructional Preparation
Instructor Preparation
Instructors are required to read, review, and become familiar with all course materials and course delivery guidelines. Also, to meet the unique needs of each community, instructors should be prepared to provide the following information:
- Training venue information, including available water fountains, bathrooms, local restaurants, and emergency contact information
- Current or recent events in the community that may enhance the relevance of homeland security training
- Current “hot button” (highly controversial or politically charged) issues in the community that may need to be addressed with caution or placed in a “parking lot” (agreement to discuss at a later date) status
Classroom Technology
Each classroom should contain the following multi-media technology. This technology should be set up and tested prior to the delivery of this course to ensure that technology is visible/audible to all participants.
(NOTE: The instructor may have to bring this technology if it is not available.
- A computer capable of showing videos and Microsoft PowerPoint presentations
- Computer/Video projector and screen
- Sound system
- Chart-pack paper, easel, and markers
Classroom Preparation
All supplies, such as chart-pack paper and markers, Participant Guides, Participant Worksheets, sign-in rosters, course evaluation forms, and pens and pencils should be available and set up prior to the start of the course. The classroom should be arranged to promote interaction. This may include the use of "rounds" that accommodate six participants per table or a fan-shape set up (see Table Arrangement Figure1.1, below).
Figure 1.1
Instructor Teams
Instructor assignments for each module should be determined well in advance of the training. Those instructors who are not actively delivering a module are to be assigned to one or more participant teams to support team activities, to ensure that all participants can hear questions and comments – which may require passing microphones or repeating comments or questions, and to keep detailed notes on instructor worksheets. Therefore, it is essential that instructors are familiar with the entire course content, including activities, video clips, reference materials, and time guidelines. This course is schedule critical, and it is the responsibility of the Instructor to maintain the time guidelines for each module.
Evaluation Strategy
The evaluation strategy designed for this course includes pre- and post-tests and participant worksheets. The strategy also includes Instructor observation.
Participant Materials
Participants will be given the following materials to complete this course:
- Participant Guide
- Resource Handbook
Purpose of the Course
The United States Congress recognizes the need for Federal programs that create vigilant, prepared, and resilient communities. As the threats of terrorism increase and evolve and significant natural and man-made disasters continue to threaten our communities, the U.S. Government has expanded its efforts in addressing homeland security. The U.S. Department of Homeland Security, Office of Grants and Training, is supporting several major initiatives, this training being one of them, to improve the capabilities of the tribes, public safety personnel, governmental and non-governmental organizations, school and post-secondary education officials, medical professionals, community members, and tribal members in creating vigilant, prepared, and resilient communities with respect to homeland security. This course, developed by the Western Community Policing Institute (WCPI) and the National Native American Law Enforcement Association (NNALEA), is designed to provide initial awareness-level homeland training, which will be followed by continued training and support that builds community capacity in support of improving homeland security regionalization.
Course Development
This course was developed by the WCPI and NNALEA, to support DHS’s increased focus on and philosophy for regional homeland security capabilities and preparedness. This course supports the Vision of the National Preparedness Guidelines, by providing a comprehensive, DHS-FEMA-certified training program, designed to train, equip, and provide Tribal communities with the critical skills needed to coordinate capabilities to prevent, protect against, respond to, and recover from all hazards in a way that balances risk with resources and need.
This course is designed to assist participants to create regional partnerships for regional homeland security collaboration. Homeland security is presented as an issue that requires the best efforts and collaboration of the whole community across state, local, and tribal boundaries, including the public and private sector. This foundational one-day awareness level course provides participants with the information and structure needed to begin the development of regional collaboration between multiple sectors, jurisdictions, regions, and states in building cooperative capabilities, by incorporating the unique considerations facing Tribal communities in homeland security.
This course is designed as a stand-alone curriculum that can be delivered “off-the-shelf.” The course content is designed to be relevant to any all-hazards event; including terrorism and other events of national significance.Instructors are certified by the Western Community Policing Institute, following the established DHS guidelines for instructor certification. Please refer to the Office of Grants and Training (now TEI) Instructor Certification Program for ODP Training Partners.
Resources Utilized in Course Development
- Homeland Security Presidential Directives 5, 7, 8
- The National Strategy for Homeland Security
- The National Incident Management System
- The National Response Plan
- The National Preparedness Guidelines
- The National Response Framework
- The Stafford Act PL 93-288
- Public Law (PL) 93-638
- Public Law (PL) 83-280
- Indian Country Border Security and tribal Interoperability Pilot Program
- Tribal Lands Homeland Security Report
Course Overview
This course is the initial installment in a series of courses designed to establish and expand homeland security regionalization through the building of both tribal and non-tribal partnerships and collaboration in regions across the United States. This particular course is designed as an introductory course. Each subsequent course thereafter will draw from the information gleaned from delivery of this course and will be tailored more specifically to the particular region in which that training was delivered, to enable participation in the establishment and expansion of a homeland security regionalization initiative within that region.
This course is comprised ofsix modules. After the introductory module, the tone for the course is set with opening scenarios that set the stage forhomeland security regionalization. During the subsequent modules, participants examine and discuss the need for regionalization, background information about regionalization stakeholders, and the start-up procedures and policies recommended for a regionalization initiative. The concluding module provides final summary thoughts regarding regional homeland security collaboration.
This course will primarily utilize a lecture and discussion format. This is largely attributable to the introductory nature of the course and the course content. Subsequent courses in the series, however, will utilize a more “hands-on” and workshop-type approach.
Course Goal
This course is designed to provide participants with the foundational knowledge required to create, expand, and/or sustain regional homeland security collaboration initiatives.
Note: The information presented and the terminologies used in this course were correct at the time this course was developed.
Target Audience
Participant Profile
Typically, participants attending this course are community leaders, including tribal members and non-tribal individuals who come from the following types of organizations: offices of homeland security, public safety programs, governmental and non-governmental organizations, school and post-secondary education institutions, social service programs, tribal business entities, private sector corporations, and medical organizations.
Target Audience Needs
Members of the target audience are the front line of defense in preventing and deterring terrorist incidents and mitigating the effects of events of national and domestic significance. The ability of communities to create strong partnerships, enhanced networking capabilities, and organized community homeland security infrastructure are critical components in becoming vigilant, prepared, and resilient with respect to securing our homeland. Creating these abilities allows communities to overcome, or minimize, the potentially disruptive and destabilizing effects that terrorism and other events of local, regional and national significance can have on a community.
Prerequisite Knowledge, Skills, and Abilities
In order to attend, participants from the following types of backgrounds should have the criteria defined below:
Public Safety Personnel
- Attendance endorsed by the appropriate agency training supervisor
- Be currently assigned and functioning in the community as patrol officers, investigators, fire safety personnel, line supervisors, middle-managers or executives, EMTs, 911 dispatchers, telecommunicators, and emergency managers
- Must possess a background and understanding of local community issues (i.e. crime and criminal activity, important local medical issues, important local safety issues, homeland security issues)
- Ability to share and/or implement recommendations or strategies presented in the course
Governmental/Non-Governmental Organization Representatives
- Endorsement by the appropriate supervisor or manager
- Current, active involvement in community related issues such as local/state/Federal officials, school, and education officials
- Background and understanding of local community issues (i.e. crime and criminal activity, homeland security issues)
- Ability to share and/or implement recommendations or strategies presented in the course
Community/Tribal Members
- Current, active involvement, or interest in becoming involved, in homeland security efforts of their community
- Background and understanding of local community issues (i.e. crime and criminal activity, education, and homeland security issues)
- Ability to share and/or implement recommendations or strategies presented in the course
- Be from a tribe, tribal business entity, or work in partnership with tribes
August 2008Version 4.0Page 1
RCTP AWR
Regional Collaboration & Tribal Partnerships
Training Support PackageInstructor Guide
MODULE 1 - Administration Page
Duration
75 Minutes (1.25 Hours)8:30 – 9:45AM
Scope Statement
The scope of this module is to provide the participants with an introduction to the course providers and sponsor and to allow the participants to introduce themselves to the other participants. This modulealso provides participants with an overview of the course, including the background information on the course, the layout of the course, the key points of interest and opportunity in the course, including participant-identified “Next Steps” for homeland security regionalization, and how this courseand the information provided in the Participant Worksheets relates to the subsequent workshop-based courses in this project.
Terminal Learning Objectives (TLO)
At the conclusion of this module, participants will be able to explain how the topics covered in this course relate to Tribal partnerships and regional collaboration efforts in their area.
Enabling Learning Objectives (ELO)
At the conclusion of this module, participants will be able to:
1-1Define “regional collaboration”
1-2Define “region” for the purposes of a regional collaboration initiative
1-3Relate the topics covered in this course to participants’ roles in the community
Resources
- Instructor’s Guide, Participant Guide, and Resource Handbook, PowerPoint slides
- Name cards, note paper, and pens
- Chart paper and easel, markers
- Audio-visual equipment, including speakers, microphones, laptop, and LCD projector
- Participant and Instructor Worksheets
Instructor to Participant Ratio
1:20
Reference List
See Participant Guidepages 6-12
Practical Exercise Statement
Participants will briefly introduce themselves to other course participants, which will help facilitate the participants’ involvement in the interactive exercises and discussion questions set forth in the remainder of the course. Participants will also complete the course pre-test. At the close of this module – and all other modules, participants will reflect on what they have learning in this module to identify possible “Next Steps” for creating, expanding, and sustaining homeland security regionalization initiatives within their region.
Assessment Strategy
Learning will be assessed in the course through an evaluation of a pre-test and a post-test. Participants will also self-assess their learning, as they complete the “Next Steps” reflective exercise at the close of every module.
Instructor’s Note:
Instructors should be sure to follow each of the Instructor’s Notes set forth in this module.
Module 1: Introductions
Instructor’s Note: Show PPT Slide 1, which is the cover slide for this module. Welcome participants and provide the following quick summary of this course. More detailed information about this course will be provided in this module.
Welcome to Regional Collaboration & Tribal Partnerships the first in a three part program designed to create, expand, and sustain homeland security regionalization initiatives across the country. This course, developed by the Western Community Policing Institute (WCPI) and the National Native American Law Enforcement Association (NNALEA) is designed to provide initial awareness-level training. Participants in this training serve as representatives for their community/region, by providing useful feedback regarding the issues, challenges, resources, and existing initiatives within their region. Based on participants’ feedback, a subsequent workshop-based training will be delivered to each region. Finally, each region will have an opportunity to showcase their best practices and lessons learned at a national homeland security regionalization training symposium.