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Trainer's Notes

Disaster Preparedness Training Programme

International Federation of Red Cross and Red Crescent Societies

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Workshop planner
Why this workshop planner? This planner is designed to help you plan and tailor the workshop to meet your specific training needs. These trainer's notes suggest one way to conduct a short two-hour workshop to introduce participants to the topic of disaster preparedness. Participants will get an opportunity to consider specific disaster preparedness measures and actions that would improve the state of disaster preparedness within their geographic area. You are encouraged to analyse your situation and adapt the course as necessary. Since each training situation is different, it is important for you to consider your specific course goals, training and learning objectives and time constraints. This planner can assist you in preparing and tailoring the course to fit the specific needs of your workshop. I. Overarching course objectives What are your overarching or broad reasons for holding this course? What do you hope it will accomplish? Reasons can include "pure" learning objectives, as well as objectives related to networking, team building, program promotion or political reasons. For each reason, list how this will be accomplished. List your reasons below.
Reasons for this workshop Ways this will be accomplished

Example: To build organisational links between National Society and civil defence disaster preparedness unit.

Invite participants from each organisation and use small work groups consisting of National Society and civil defence participants.

II. Training objectives and training methods A. Next, develop the specific objectives that you have for this training. To do this, ask yourself the following questions. After taking this course, 1. What should participants know about disaster preparedness that they don't know already?

2. What should participants do differently?

Disaster Preparedness Training Programme

International Federation of Red Cross and Red Crescent Societies

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June 2000

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In order to answer the above two questions, you must have an idea of your trainees' existing experience and knowledge of disaster preparedness. How will you assess their knowledge during the training design phase?

B. In the table below list your specific training objectives related to learning, knowledge acquisition and skill development. In the second column list the training methods that you will use to meet each objective.
Training objectives Training methods

Example: Improve presentation skills

Participants make presentations. (Learn by doing) Participants evaluate each other's presentations. (Learn by observing)

III. Workshop or session plan Based on your course and training objectives, you will need to determine how best to schedule your time. The following table is a useful way to draft your workshop agenda. The questions are useful to think about as you decide on the timing and the methods to be used.
Time Session theme, key points and procedures Materials required

Disaster Preparedness Training Programme

International Federation of Red Cross and Red Crescent Societies

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June 2000

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Additional points to consider

GHave you varied the workshop methods? (For example, a presentation is better
followed by a good group exercise than by another presentation.)

GHave you built in practical activities where participants can apply and discuss what
they have learned or heard in a presentation?

GIf networking is an important course objective, have you allowed enough time for
participants to meet informally during breaks and meal times?

GHave you prepared the materials (handouts, exercise instructions, flip charts, etc.) that
are required?

Disaster Preparedness Training Programme

International Federation of Red Cross and Red Crescent Societies

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June 2000

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Introduction to Disaster Preparedness 2 Hour Workshop

Workshop objectives
This training session suggests alternative ways for conducting a workshop on the topic of disaster preparedness. It will provide a common starting point for understanding and discussing disasters, disaster management, the potential scope of disaster preparedness measures, and disaster preparedness as part of a National Society's mission. Nine key elements of a comprehensive disaster preparedness strategy will also be presented, including community-based disaster preparedness. Finally, participants will be asked to think about and discuss specific disaster preparedness measures and actions which would improve their state of disaster preparedness.

Workshop audience
IFRC delegates and National Society staff or volunteers who want to increase their awareness of measures associated with disaster preparedness and of the National Society's potential role in disaster preparedness.

Pre-workshop planning
Arrange for workshop venue, logistics, training materials, etc. Send an invitation to participants and request that they come prepared to discuss disaster preparedness measures with which they are involved or are knowledgeable about.

Using the accompanying training module

This workshop/training session and the suggested trainer presentations are based on content found in the accompanying module. By studying and using the module, trainers who are not specialist in this theme should be able to prepare and present the points and concepts suggested in these trainer's notes.

Disaster Preparedness Training Programme

International Federation of Red Cross and Red Crescent Societies

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June 2000

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Introduction to Disaster Preparedness

Methods
Lectures, discussions Exercises Mini-presentations

Time
2 hours

Materials
"Introduction to Disaster preparedness" module Demonstration material Poster/flip chart paper and markers

Tips for the trainer

Review the Introduction to Disaster Preparedness module; be especially attentive to specific examples of disaster preparedness activities and the potential disaster preparedness and planning roles of National Societies.

Procedure
I. Introduction and mini-presentation A. Present the purpose and the general procedures for this session B. Pose the question, Can we, mere human beings, withstand the force of natural disasters? Answers will be both yes and noand both are right. For the most part, humans are powerless against the occurrence of natural hazards that cause disasters. However, human intellect, creativity and diligence give us the opportunity to prepare for and reduce the effects of these hazards on our lives, livelihoods and environment. C. Give examples, or ask participants for examples, of situations where humans are powerless against disasters, and where they are active in mitigating their effects. (Refer to the Introduction to Disaster Preparedness and Risk Reduction modules for ideas and examples.) 15 minutes

Disaster Preparedness Training Programme

International Federation of Red Cross and Red Crescent Societies

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June 2000

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D. Explain that hazard occurrences by themselves do not constitute automatic disasters. A landslide in a remote uninhabited mountain region affecting no one's life or livelihood is not considered a disaster. Stress that for there to be a disaster, the hazard must adversely affect peoples lives and livelihoods. E. Explain that disaster preparedness must begin with a proper assessment of the hazards and the elements which make certain people and structures particularly vulnerable to hazards. F. Ask participants to share the types of main hazards in their area, and to identify those people and structures that are most vulnerable to each type. G. Explain that disasters can be divided into two main categories: rapid onset and slow onset. Rapid onset disasters occur suddenly and include, for example, earthquakes. Ask for examples of others. H. Slow onset disasters evolve over a lengthy period of time and include, for example, drought. II. Mini-presentation: disaster preparedness framework 25 minutes

A. Ask participants the following two questions: What is disaster preparedness? What are typical disaster preparedness activities? B. Present and discuss the meaning of the following description and objectives of disaster preparedness, which are provided in the module. Ask participants to identify the key elements or points made in the following statement. The key points are underlined.

Disaster preparedness refers to measures taken to prepare for and reduce the effects of disasters. That is, to predict andwhere possibleprevent them, mitigate their impact on vulnerable populations, and respond to and effectively cope with their consequences. Disaster preparedness is best viewed from a broad perspective and is more appropriately conceived of as a goal, rather than as a specialised programme or stage that immediately precedes disaster response. Disaster preparedness is a continuous and integrated process resulting from a wide range of activities and resources rather than from a distinct sectoral activity by itself. It requires the contributions of many different areasranging from training and logistics, to health care to institutional development. Viewed from this broad perspective, disaster preparedness encompasses the following objectives: Increasing the efficiency, effectiveness and impact of disaster emergency response mechanisms at the community, national and Federation level. This includes: the development and regular testing of warning systems (linked to forecasting systems) and plans for evacuation or other measures to be taken during a disaster alert period to minimise potential loss of life and physical damage the education and training of officials and the population at risk the training of first aid and emergency response teams

Disaster Preparedness Training Programme

International Federation of Red Cross and Red Crescent Societies

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the establishment of emergency response policies, standards, organisational arrangements and operational plans to be followed after a disaster Strengthening community-based disaster preparedness through National Society programmes for the community or through direct support of the community's own activity. This could include educating, preparing and supporting local populations and communities in their everyday efforts to reduce risks and prepare their own local response mechanisms to address disaster emergency situations. Developing activities that are useful for both addressing everyday risks that communities face and for responding to disaster situationsfor example, health, first aid or social welfare programmes that have components useful for disaster reduction and response.

C. Explain that disaster preparedness is comprised of nine main activities that are presented in the module.
1. Hazard, risk and vulnerability assessments Coordination Resource mobilisation 2. Response mechanisms and strategies Information management Public education, training, & rehearsals 3. Preparedness plans Early warning systems Community-Based disaster preparedness

4. 7.

5. 8.

6. 9.

D. Provide a brief description of each of these nine activities, emphasising what each is, why it is important and using specific examples to illustrate each activity. (Refer to Part 4 of the module to help prepare this presentation.) III. Red Cross/Red Crescent National Societies 30 minutes It is important to show the specific role and responsibilities of the National Societies in disaster preparedness during different stages (before, during and after disaster occurrence) and at different levels (local, regional, national). It is also important to identify the need for interaction between National Societies, state structures and the population to arrive at solutions to the different problems of disaster preparedness. The instructor can either present this section using the Annex, Preparedness and Planning for National Societies, which outlines disaster preparedness roles and responsibilities for the National Societies, or s/he can draw the following table on the blackboard or flipchart paper and facilitate discussion on it:

Disaster Preparedness Training Programme

International Federation of Red Cross and Red Crescent Societies

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June 2000

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What are the Roles and Responsibilities of National Societies at the: National level? Regional level? Local level?

Before disasters

During disaster emergencies

After disaster emergencies

V. Group exercise: disaster preparedness measures

40 minutes

A. Divide participants into small groups and ask them to imagine that they are part of a disaster preparedness committee responsible for planning disaster preparedness in their region or town. B. Each group has 25 minutes to make a list of specific and necessary actions that would improve the state of disaster preparedness in their region or town. Avoid providing too much guidance since you want participants to show maximum imagination. The ideas generated should then be categorised and given a title or heading. C. Each group has 3 minutes to make their report back to the larger group. VI. Wrap-up 10 minutes

A. At the end of the study it is necessary to make conclusions. Compare their category headings with the nine provided in the "Disaster Preparedness Framework." B. Ask participants if they have any final remarks or comments on the topic. C. Summarise the main points, and conclusions arrived at during this session.

Disaster Preparedness Training Programme

International Federation of Red Cross and Red Crescent Societies