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a minimum of 1,500 words (total assignment) and four scholarly sources.Please include references and in-text citationsAPA Style: Students are required to use APA Style. There are resources in the co
a minimum of 1,500 words (total assignment) and four scholarly sources.
Please include references and in-text citations
APA Style: Students are required to use APA Style. There are resources in the course and Online Library. American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington, DC.
each section of Complete assignments, should be free of spelling, grammar, and punctuation errors. Citation and listing of references are in the APA style.
For Week 2, we continue our journey into Homeland Security Assessment. Our Complete Assignment contains two (2) topics, which are as follows:
- If you are or were an appointed manager, would you be satisfied with the actions of the government in terms of preparedness for large-scale emergency events? What would be the greatest benefits and problems for you and your organization?
2. How would you conduct/complete the Organizational Overview? Why is completing the Organizational Overview the first step and why is it so critical to the Homeland Security Assessment process? Explain the eight-step process of implementing a Homeland Security Assessment for an organization? How would you setup a self-assessment team for the organization?
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************* of ******** *** the role *** have ** ******** security ******** ** **** ** be ***** ** how ** **** ****** and *** ** use ******** courses *** tools *** **** ***** one *** ** **** *** ******** contemplations ************ **** preparedness *** the *** they *** ****** **** *** ******** Have * ******* **** *** ******* that *** ** **** ** **** family **** survive any ******** like ***** **** depends ** *** ****** a working ***** ***** *** *********** ****** ***** ** ** **** on ****** an expert **** ********** ** **** ********* Having appropriate know-how *** ******** ** ** ******** ** meet *** *** ***** *** **** **** that *** **** ****** as well ** **** fellow ****** *** ***** ** *** ***** of * disaster ** emergency (Crichton ****** & Kelly ******* ************** overview ** *** ***** step due ** *** fact that it **** ******* * ******** of *** ******** security ***** to ***** *** ********** ************** *** *********** planning *** ****** ********* ************** ******** ******** ** **************** *********** ** * process noting *** ********* *** places **** **** *********** *********** *********** ********** *** ******* ** *** assessment process to ******* ******** ***** **** assign ************** for **** steps **** *** be ***** to ****** *********** *********** ******** ****** * *********** ******* *** ********** *********** actions ******** ********** as well as improved planning is ** ****** and important ** *** *********** ***** process ** assessing an organization’s ********** ******** security ********* *** growth ** advancement ***** ***** ******* ***** ******** ************ (Department of Homeland ******** 2007)Eight-step process **** * – **** *** Organize the ************* ******** for **** ** ****** *** **** **** ** is ********* ** **** ** ********** ********** ** is ******** to ******* ******** ******** *** ************ ********* ** ** ******** *** ******* ****** ******* ********* ********** ***** ********** an ********** **** ********** * lead ********* ********** ******** and ********* evaluators and ********** ** evaluator brief ** *** process ** assessing **** can ******** ****** **** *** develop * serious **** ***** on *** *** exercise **** ** assessed (Slattery Syvertson ***** Krill 2009) *** **** important *** as *************** lead evaluatorEarlier ** *** ******** process *** ******* ******* is expected to lead ********* to foresee *** ******* ** *** ********** process *** ********* **** be * ****** who ***** plays * **** ** *** ******** ******** ***** *** ****** **** **** *** management experience required to ********** a team of ********** ** *** ***** ******* as **** ** *** know-how and analytical ********** ** carry *** a ******* *** ******** ******* of all ************ ***** ****** ** *** ******* ********* ********* ***** Krill 2009) Define ********** ********************* ** assemble ** ********** **** *** ******** **** ****** ******* *** ********** ***** *** ***** ******* the ********* ***** and ********* required ** significantly ******* ******* data ** **** ** analyze ********* ********* ***** ***** 2009) ******* ****** and train ********************* *** ************** requirements have **** noted *** **** ********* **** ********** *** *********** ********** ******** with ******** ********** Every ****** *** ** ******* ** *** **** evaluator ** *** ***** ****** designated ** ** responsible *** ******* ** the **** ********* *** ********** ***** ** be discussed ***** *** * ******** **** in ********* *** **** evaluators ****** ** ********* *** **** ** ******* ****** ********* **** **** ** ******* *** *** **** *** assigned ** ***** of exercise *** *** kind ** ******** *** get ********* ********* ***** ***** ***** Step 2: ******* the Exercise and ******* DataThe ************ ** **** ** **** ********** *** ** ********* between ********** ***** ** ******** and the ********** ********* Discussion based ******** usually ***** on ******** ** ** **** ***** ********** *** ******** ********** based ******** deals **** collecting *** recording ********** ******* that **** *** investigative ***** *** examining ** ******** ***** **** certainly ******* *** ********** ******* were met ********* ********* ***** ***** ***** **** ** Analyze **** On **** analysis ** is ********* **** an ******** ** going ** consolidated *** *********** into ********** ***** ******* *** ******* ** the exercise **** ********* ********* ********* for advancement *** ******* ** *********** ****** for ********* in ** After-Action ****************** **** (Slattery ********* & Krill ***** **** ** ******* *** ***** *** **** **************** exercise and ********** based *** **** ****** in *** *********** ** ** AARIP *** **** ******** document ***** ****** ** explanation of **** occurred ***** any prototypical ********* ** ********* ********** ********* *** improvement **** ******** ** be looked **** and offer *************** *** ************ ********* ********* ***** Krill ***** **** ** ******* ** ************ ********** *** ****** ***** AARRight ***** ********** of draft *** *** **** ********* participants ** *** evaluation **** ** well ** ***** ****** ** the ******** ****** team must conduct ** After Action ********** ** ******* ******* *** refine the ***** *** together **** ********** ** ** *** ***** ** ** *********** ** ******* the *** to ***** a *********** ** *** ************ ** **** *** solicit ******** making necessary ************** ********* ********* ***** ***** 2009) **** 6: Identify Improvements to ** *********** To *** ** ******** *** ***** *** **** ** the *** **** be ******* ** ********** ******* actions ***** *** ************* organization should **** ** ******* *** ********* *** *********** seen in *** ***** AAR ********* Syvertson ***** ***** ***** **** 7: ******** the ****** ** this step ****** ****** ** *** exercise planning team **** to finalize the ****** ***** **** ** involves integrating the *********** ************* ** **** as ***** ******** ***** ** participants ** the AAC (Slattery ********* ***** ***** ***** **** ** ***** ImplementationTracking ****** ** **** and *********** ******** ** until completion *** ************ *** ** ****** ***** ** **** ******* answerable for ******** *** ********* ** ***** ******** ** ************ ********** ****** ********* ********* & ***** 2009) ************* ************ ************* **** *** organization’s leadership about ******** * *************** process ******* the scope ** authorization to bring ******** staff *** to ******* recommendations *** ****** ****** * team ** people **** ****** *** ************ *** **** ***** ******* ************ ** the assessment ******* The team ****** include ************** **** ****** ******** ******* *** ********** You *** choose to ******* board ******* ********** clients collaborative *********** and/or ***** ************ Schedule * ******** ** ******** at ***** ***** ******** of ** ******* *** *********** ** ******** *** assessment *** facilitator ****** *********** themselves with *** ********** **** ****** *** ***** ******* *** ***** ** least *** ****** ** the ********** ** *** ***** ******* ** ** *** recommended ** circulate the ********** **** ** ******* ** ******* ******** *** *********** *** facilitator should **** *** intentions or ********** **** **** *** members participate ****** *** *** differences ** ******** ** ****** The facilitator ***** ** ***** *** ******* ******* ** *** ********** *** ** *********** dialogue *** ********* ****** of view ******** *********** using this **** ** ******* ********** ******* *** ***** ideas generated *** change ********* **** *** ***** with *** **** ***** ** **** ******** ******* ****** 1997) References ******** * S ****** World ****** ************ Community Emergency ************* * Manual for ******** *** ********************** ** ******** Nursing38(5) ************** R (2008) Strategic planning *** ********* ************ M ************** * * Ramsay * * ***** ***** * ****** ********* organizational resilience ******* emergency ********* learnings **** cross‐sectoral ************** ** Contingencies and Crisis Management17(1) 24-37Sauter * ***** ******** * * ************** ********* * Complete ***** McGraw-HillDepartment of ******** ******** ************** ******** ******** and ********** ******* *** DepartmentConti * ******************** *************** SpringerSlattery C ********* * & Krill * ****** The eight-step ******** ****** ********* ******** ********** leadershipJournal of ******** ******** *** ********* **********************
