and Core Capability Ratings, describing overall performance relative to the entire Core Capability. (Performance Ratings are described as without challenges; S-performed with some challenges: with major challenges; and U-unable to be performed. When briefing evaluators using EEGs, be sure to tell them not to use the EEG simply as a checklist. In other words, you do not want them to mark a check when something is completed and left blank when it is not accomplished. It is vital that evaluators take notes and describe as much as possible. Problems encountered during an exercise lead to improvements that are based on the quality of information gathered about what happened. The more quality information gathered, the better solutions will be developed. Evaluators should not only be able to describe what happened, but why it happened. As evaluators work to document information during an exercise through their notes and EEGs, there are some key factors that evaluators should be aware of describing as they observe: If and how quantitative and qualitative targets or objectives were met Actual time required for exercise participants to complete critical tasks How a target was met or not met Decisions made and information gathered to make a decision Requests made and how requests were handled Resources utilized Plans, policies, procedures or statutory authority used or implemented Any other factors that contributed to outcomes. EEGs may be included in the Facilitator Guide used for discussion-based exercises. EEGs may also be included in a stand-alone Evaluation Plan or an Evaluation Plan included in the Controller/Evaluator Handbook. In the case of the Facilitator Guide and the Evaluation Plan and the Controller/Evaluator Handbook, evaluators will need instructions about: Where they report to and to whom
and Core Capability Ratings, describing overall performance relative to the entire Core Capability. (Performance Ratings are described as without challenges; S-performed with some challenges: with major challenges; and U-unable to be performed. When briefing evaluators using EEGs, be sure to tell them not to use the EEG simply as a checklist. In other words, you do not want them to mark a check when something is completed and left blank when it is not accomplished. It is vital that evaluators take notes and describe as much as possible. Problems encountered during an exercise lead to improvements that are based on the quality of information gathered about what happened. The more quality information gathered, the better solutions will be developed. Evaluators should not only be able to describe what happened, but why it happened. As evaluators work to document information during an exercise through their notes and EEGs, there are some key factors that evaluators should be aware of describing as they observe: If and how quantitative and qualitative targets or objectives were met Actual time required for exercise participants to complete critical tasks How a target was met or not met Decisions made and information gathered to make a decision Requests made and how requests were handled Resources utilized Plans, policies, procedures or statutory authority used or implemented Any other factors that contributed to outcomes. EEGs may be included in the Facilitator Guide used for discussion-based exercises. EEGs may also be included in a stand-alone Evaluation Plan or an Evaluation Plan included in the Controller/Evaluator Handbook. In the case of the Facilitator Guide and the Evaluation Plan and the Controller/Evaluator Handbook, evaluators will need instructions about: Where they report to and to whom
CH4-Exercises_NatlRev.docx