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Facilitation Guide: Humanitarian Civil Military Coordination Course, Philippines

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Facilitation Guide

Humanitarian Civil-Military Coordination Course, Philippines


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CONTENTS

INTRODUCTION ..................................................................................................................................................................... 4

BACKGROUND .......................................................................................................................................................................... 4 METHODOLOGY ....................................................................................................................................................................... 5 RESOURCES ............................................................................................................................................................................... 5 PARTICIPATION ......................................................................................................................................................................... 5 LOCATION AND HOSTING ........................................................................................................................................................ 5 OTHER REQUIREMENTS ........................................................................................................................................................... 6

AIM ........................................................................................................................................................................................... 6

SPECIFIC OBJECTIVES ........................................................................................................................................................... 6

REACTION AND PLANNED ACTION (RAPA)............................................................................................................................ 6 LEARNING AND CONFIDENCE (LAC) ....................................................................................................................................... 6 APPLICATION AND IMPLEMENTATION (AAI)......................................................................................................................... 7 MEASURING REACTION & PLANNED ACTION AND LEARNING & CONFIDENCE. ............................................................... 7

MODULE LEARNING OUTC OMES ....................................................................................................................................... 8

LEARNING STYLES ............................................................................................................................................................... 11

COURSE AGENDA ................................................................................................................................................................. 12

COURSE OPENING (30 MINUTES) ............................................................................................................................................. 13

COURSE INTRODUCTION (60 MINUTES) .................................................................................................................................... 13

MODULE 1: INTRODUCTION TO COORDINATION (120 MINUTES) ............................................................................................ 14

MODULE 2: NDRRMC STRUCTURE/ FUNCTIONS & ROLE OF AFP/PNP IN DISASTER PREPAREDNESS & RESPONSE (140 MINUTES) ................................................................................................................................................................................. 16

MODULE 3: INTERNATIONAL HUMANITARIAN COORDINATION (180 MINUTES) ..................................................................... 18

MODULE 4: HUMANITARIAN COORDINATION IN THE PHILIPPINES (90 MINUTES) ................................................................... 21

MODULE 5: THE HUMANITARIAN-MILITARY INTERFACE (80 MINUTES) .................................................................................. 22

MODULE 6: HUMANITARIAN CIVIL-MILITARY COORDINATION (90 MINUTES) ........................................................................ 24

MODULE 7: HUMANITARIAN CIVIL-MILITARY COORDINATION GUIDELINES (180 MINUTES)................................................... 27

MODULE 8 : CASE STUDY - TYPHOON HAIYAN/YOLANDA (80 MINUTES) ................................................................................. 30

MODULE 9: SUDDEN ONSET DISASTER EXERCISE: SIMEX (270 MIN) ........................................................................................ 31


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COURSE SUMMARY AND EVALUATION (75 MINUTES) .............................................................................................................. 35

COURSE CLOSING CEREMONY (30 MINUTES) ........................................................................................................................... 36

ADMINISTRATION ............................................................................................................................................................... 37

COURSE INVITE LETTER ......................................................................................................................................................... 37 COURSE APPLICATION FORM ............................................................................................................................................... 39 COURSE CONCEPT NOTE ....................................................................................................................................................... 40 PRE-COURSE LETTER .............................................................................................................................................................. 43 COURSE CERTIFICATE EXAMPLE ........................................................................................................................................... 45 COURSE EVALUATION FORM................................................................................................................................................. 46 BEFORE, DURING AND AFTER THE COURSE CHECKLIST ..................................................................................................... 48 MODULE RESOURCE CHECKLIST ........................................................................................................................................... 50


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INTRODUCTION

BACKGROUND

1. The Philippines is one of the most natural hazard-prone countries in the world. Apart from having active faults and 22 active volcanoes across the country, it is also visited by 22-25 weather disturbances of varying intensities every year. In every significant disaster that hits the country, the Armed Forces of the Philippines (AFP) acts as first responders in addressing the immediate impact of disasters.

2. This was the case in the past and was also the case in December 2012 when Typhoon (TY) Pablo (international name: Bopha) made landfall in Eastern Mindanao. It was the strongest weather disturbance and most destructive natural disaster in the world in 2012 in terms of lives lost.1 Its impact spawned varying degrees of challenges in coordination and capacity in the worst-hit areas. This included, on one hand, misconceptions and misunderstandings2 on the part of international and local NGOs on the role of the national military in the local government’s coordination and response efforts. On the other hand, it also highlighted the lack of understanding on the part of the national military of existing coordination mechanisms such as the clusters, how it is rolled-out at the regional and local government level, how it functions and how the military can plug into it to complement existing civilian capacity. A year later, through the response to the even larger Typhoon Yolanda (international name: Haiyan), significant best practices in civil military coordination were learned but a number of weaknesses in understanding prevailed.

3. It can be recalled that the clusters were first rolled out in the Philippines in December 2006 in response to the coordination challenges created by Typhoon Reming. It was later institutionalised in the government’s national disaster management system in 2007 through an NDCC Order, formalizing arrangements between the government and the Humanitarian Country Team (HCT). The clusters also served as a way of preparing coordination structures at various levels to absorb coordination challenges in the event of large-scale and/or worst-case scenarios. Since its promulgation, the cluster arrangement has evolved and has been amended at least once. A further review of the cluster arrangement has occurred in 2014, through the development of the National Disaster Response Plan.

BRIDGING THE UNDERSTANDING GAP

4. Under the leadership of the National Disaster Risk Reduction and Management Council (NDRRMC) and with the support of OCHA Philippines a Humanitarian Civil-Military Coordination (HumCMCoord) Course will be conducted on a regular basis. This course will provide understanding of the disaster response cluster system and civil military coordination arrangements, for situations not requiring, as well as those involving, international disaster response support.

5. The course will bring together key representatives from the government’s line departments that lead clusters at the national level, the Armed Forces of the Philippines (AFP) with representatives from the different services, the Philippine National Police (PNP), the humanitarian community, civil society organisations and private industry.

6. This course will be facilitated by the Office of Civil Defense together with other members of the NDRRMC and AFP, with support from OCHA Philippines as requested. The course will be 4 days long and will normally run from Tuesday to Friday from 0815 to 1630.

1 CRED EM-DAT

2 Due wholly or in part to differences in cultural perceptions and organisational relationships among actors on the ground


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METHODOLOGY

7. The methodology will include:

a. Pre-course email exchange, focusing on participants’ previous experiences on civ-mil interaction and expectations from the course.

b. Participatory approaches using facilitated discussions.

c. Group work/discussions and desk exercises to allow for practical application of information and concepts presented.

d. Presentations and discussions in plenary.

8. To prepare for the training course, participants will be asked to have reviewed the following background documents:

a. The course concept note, the agenda, and the module learning outcomes

b. National Disaster Response Plan

RESOURCES

9. The course management team will include:

a. One Course Coordinator/Facilitator

b. One general Facilitator

c. One Facilitator/Technical subject matter expert (OCHA Philippines, upon request)

d. One administrative support staff

10. The focal point for this course is the Training Division from OCD.

PARTICIPATION

11. Candidates should be willing volunteers for the course and undertake appropriate additional reading prior, during and after the training to obtain the greatest value. An appropriate mix of military, police, government civilian, humanitarian, civil society actors and private business personnel will enhance the learning experience for all participants.

12. A maximum of 40 participants is optimal for best learning. The participants are divided into four groups (of 10 maximum) for various activities throughout the course. Groups are varied on each day to increase interactivity and networking.

13. Priority for this course should be based on the following criteria:

a. Direct relevance of current functions and responsibilities to disaster preparedness and response, particularly those with key cluster coordination responsibilities.

b. Recent experience in response to a recent significant or large-scale emergency.

c. Excellent oral and written English is essential.

LOCATION AND HOSTING

14. OCD will host the course in partnership with the Disaster Risk Reduction and Management Councils (DRRMCs) and AFP, in various locations and at lower levels (including LGUs) within the Philippines to ensure a cascading and widespread understanding of the disaster response cluster system and civil military coordination arrangements, for situations not requiring as well as those involving international disaster response support.


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OTHER REQUIREMENTS

15. OCD will support the administration and logistics of the course.

AIM

COURSE AIM AND EXPECTED OUTCOMES

16. The course aims to improve the effectiveness of disaster preparedness and response operations in the Philippines and promote effective humanitarian-military relationships by creating mutual awareness and bolstered understanding of the roles and responsibilities of military and humanitarian actors in emergencies. At the end of the course, participants are expected to be able to describe:

a. the Humanitarian Civil-Military Coordination (HumCMCoord) concept, principles and how its practical applications could be adopted to the Philippine context;

b. the role of the national military and police in natural disaster preparedness and response, and how they are organised to carry out such tasks at different levels;

c. the cluster coordination process, and how the government leads and Humanitarian Country Team (HCT) co-leads work hand-in-hand in leading the coordination of efforts of cluster members (needs assessment and identification, who is doing what where, potential gaps or shortfalls in resources, etc);

d. the national military’s and police roles and how they can plug into the relevant cluster coordination processes, including contingency planning processes at the appropriate level, applying the HumCMCoord elements of information sharing, task division, and joint planning;

e. the need to have an institutionalised humanitarian civil-military coordination (HumCMCoord) doctrinal policy in the National Disaster Risk Reduction and Management System (NDRRMS).

SPECIFIC OBJECTIVES

REACTION AND PLANNED ACTION (RAPA)

17. After participation in the HumCMCoord course, participants will:

a. React positively to the training and buy-in to the philosophy of HumCMCoord in humanitarian response.

b. Confidently describe the HumCMCoord concept, the principles behind it and explain its practical applications in the Philippine context in their own words, and contribute to the learning of others.

c. Express confidence in working with a variety of other actors in highly challenging and evolving emergency environments.

LEARNING AND CONFIDENCE (LAC)

18. After completion of the HumCMCoord course, participants will be able to:

a. Define the concept of humanitarian civil-military coordination and outline 5 key principles of HumCMCoord that apply to the Philippine context.


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b. Describe in their own words the purpose of the Oslo Guidelines and outline the key messages/features that apply to the Philippine context.

c. Describe the roles and responsibilities of the government, the military and the HCT in preparedness and response in the Philippines.

d. Describe main civil-military coordination issues in a potential or ongoing emergency and how they may impact on the broader humanitarian coordination in the Philippines, including identifying possible approaches to address them (e.g. military support to humanitarian response in terms of transport, engineering, health, security, information, etc.)

APPLICATION AND IMPLEMENTATION (AAI)

19. When trained participants assume their function in a humanitarian emergency, they will be able to:

a. Exercise a key role in creating awareness and understanding of humanitarian civil-military coordination within their respective organizations, and as appropriate, operationalise it.

b. Advise their organizations on appropriate civil-military coordination structures and liaison strategies with other actors.

c. Uphold humanitarian civil-military coordination principles and advocate for the people in need of humanitarian assistance.

MEASURING REACTION & PLANNED ACTION AND LEARNING & CONFIDENCE

20. During the HumCMCoord course, participants acquire or re-acquire updated information, skills, and knowledge needed to become more effective in emergencies. This should translate into an improved, strengthened and sustainable humanitarian civil-military coordination mechanism guided by standards and principles during humanitarian emergencies.

21. To measure the learning impact during the training event, the course facilitation team will collect data on all three levels mentioned above. Data collection at the RAPA level starts measuring the impact of the training and is done immediately after the face-to-face training. Reaction will focus on content and the learning environment and, to a lesser extent, on the performance of the course management team.

22. It is expected that participants will use what they learned in their day-to-day work. While the two previous measures, RAPA (level 1) and LAC (level 2) occur mainly during the training event itself, measuring application and implementation (AAI) occurs later and captures the participants’ use of knowledge and skills on the job. Essentially, measures at this level reflect the degree of post-training course success. Although this level is not formally assessed during and immediately after the course, OCD and other course facilitators will remain in contact with the participants 6 to 12 months after the course to generate further AAI feedback.


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MODULE LEARNING OUTCOMES

Learning Outcomes

Course Introduction

Learning Outcome: By the end of the Module, participants will:

1. Have introduced themselves, know fellow course participants, and know the course management team

members

2. Have individually contributed to what the group will avoid doing to ensure the success of the course

3. Be aware of administrative arrangements in the venue for the duration of the course

4. Familiarise themselves with the methodology of the course and the linkages between sessions and modules

5. Understand the value of continuous learning, particularly in the field of humanitarian civil-military

coordination

Module 1: Introduction to Coordination

Learning Outcome: By the end of the Module, participants will be able to:

1. Identify skills and experience of team members

2. List 10 factors (5 from each) that help and hinder coordination

3. Outline the key elements of coordination

Module 2: NDRRMC Structure/Functions and the role of the AFP and PNP in Disaster Preparedness & Response

(This module should be presented by relevant Govt personnel)

Learning Outcome: By the end of the Module, participants are able to:

1. Describe the NDRRMC structure, levels, chairs and composition

2. Outline NDRP (National Disaster Response Plan) response coordination mechanism through clusters

3. Explain role of the Armed Forces of the Philippines (AFP) and Philippines National Police (PNP) in disaster

preparedness and response

Module 3: International Humanitarian Coordination

(This module should be presented by OCHA)


1. Describe briefly the elements of Humanitarian Regulatory Action

2. Know about OCHA and the Humanitarian Community

3. Outline International Disaster Response Coordination Mechanisms including the Cluster system

4. Identify the tools and services available for use in disaster response

5. Describe, in general terms, the Sphere project, Do No Harm Project and the Red Cross/NGO Code of Conduct


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Module 4: Humanitarian Coordination in the Philippines


1. Describe the humanitarian coordination mechanisms including the NDRP Cluster system in support of disaster

relief in the Philippines

2. Explain the complementarity between the Incident Command System (ICS) and the Clusters

Module 5: The Humanitarian-Military Interface


1. Challenge stereotypes of Military and Humanitarian actors

2. Define Military Culture, Structure and Characteristics

3. Explain the differences and similarities between military and humanitarian cultures

4. List 6 ways to interface with National Militaries (AFP) and Police (PNP)

Module 6: Humanitarian Civil-Military Coordination


1. Define Humanitarian Civil-Military Coordination (HumCMCoord)

2. Describe the key elements of HumCMCoord

3. Outline the applicable HumCMCoord strategies and liaison approaches

4. List four of the challenges related to HumCMCoord

5. Differentiate between CMO and HumCMCoord

Module 7: Humanitarian Civil-Military Coordination Guidelines


1. Describe the coverage of the global HumCMCoord guidelines

2. Describe the purpose and applicability of the APC MADRO guidelines

3. Outline the coordination mechanisms in support of disaster relief in the Philippines when international

humanitarians and foreign militaries are involved

4. Apply the Oslo and APC MADRO guidelines on MCDA in a natural disaster tabletop activity

Module 8: Case Study - Typhoon Haiyan/Yolanda

Learning Outcome: At the end of the case study, participants will have strengthened their knowledge and skills to:

1. Derive some observations and insights from the Haiyan response

2. Describe the distinct humanitarian civil-military coordination challenges in response operations and how the

elements of information sharing, task division and planning come into play

3. Review conceptual implementation of the six recommendations of the Typhoon Yolanda UN-CMCoord After

Action View


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Module 9: Sudden Onset Disaster Exercise: SIMEX


1. Analyse the key issues when responding to an impending disaster

2. Immerse themselves in the complexities of an evolving emergency situation and explore ways and alternatives

to deal with the situation

3. Apply HumCMCoord principles in a sudden onset disaster scenario activity, including implementation of the

Typhoon Yolanda CMCoord After Action Review recommendations

Course Summary and Evaluation


1. Describe the key learning highlights of the course

2. Describe HumCMCoord best practices and lessons learned

3. Complete the course evaluation


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LEARNING STYLES

You may, or may not have delivered training before. Regardless of previous experience it is recommended you read this page to assist you to deliver information that the participants will enjoy receiving. Adult versus child learning; whereas children soak up information and knowledge, adults need to be motivated and have a valid reason why they need to learn new skills or information. The responsibility to learn is actually on the learner, not you as the facilitator. Your job however is to facilitate the learning process in the most effective manner possible in the most conducive learning environment. When preparing your training session keep in mind the three main ways in which people learn best.

The AUDITORY learners (hear)

The VISUAL learners (see)

The KINESTHETIC learners (do)

prefer to hear the material being read out to them

prefer to read the training material

prefer to practice the task

asks lots of questions like to research the topic want to try first and ask questions later

like to watch someone to demonstrate and then copy them

jump into the deep end and just have a go at it

While instructing you won’t know everyone's learning style. The modules are aimed to incorporate all three styles into your delivery. FACTS to keep in mind as the facilitator

The adult attention span is reported to be only 7 minutes! The adult learner gets bored really quickly, so aim to get them involved throughout the training session. Allowing questions from participants, or you asking questions of the participants, is an excellent way to engage learners.

Adults learn best when the material is repeated. The more times you show a learner how something is done and get them to practice the better they learn.

Know your topic and be prepared! It increases your confidence but also increases the confidence the learner has in you as the instructor.

Be assertive! Assertiveness is ‘communicating clearly and with confidence your thoughts and instructions whilst acknowledging the needs of the learner’.

Practice the delivery of the material before you deliver it!

1. Read the entire module document first

2. Read the materials for your module thoroughly

3. Read the material out loud and check your timing

4. Ensure you have all training equipment and resources needed for your module

“Time spent on preparedness as a facilitator is NEVER wasted time”

Enjoy your teaching experience - if you do, so will your participants!!


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Day One Day Two Day Three Day Four 0800: Registration (30 min) 0815: Recap previous day (15 min) 0815: Recap previous day (15 min) 0815: Recap previous day (15 min)

Course Opening - Official Speech Course Photograph (30 min)

Course Introduction

Objectives, participants/staff introductions, Ground Rules (60 min)

Module 3: International Humanitarian Coordination

OCHA & the Humanitarian Community (40 min)

International Disaster Response Coordination (50 min)

Module 6: Humanitarian Civil-Military Coordination (HumCMCoord) Key Elements of HumCMCoord (35 min)

HumCMCoord Strategies & Liaison and Challenges & Benefits (20 min)

CMO vs HumCMCoord (5 min)

Typhoon Exercise (30 min)

Module 9: Sudden Onset Disaster Exercise: SIMEX (210 min)

1000-1030 Coffee Break

Module 1: Introduction to Coordination

Skills Inventory Activity (35 min)

Coordination Activity (20 min)

What helps/hinders coordination Activity (35 min)

Natural Disaster Response Mechanisms; tools & services (45 min)

Humanitarian Professionalism - Sphere, Code of conduct, Do no Harm (45 min)

Module 7: HumCMCoord Guidelines

Global CivMil Coordination Guidelines in Natural Disasters (Oslo) (40 min)

Regional - APC MADRO (20 min)

Global CivMil Coordination Guidelines in Complex Emergency (30 min)

1200-1300 Lunch

Coordination Elements (30 min) Module 2: NDRRMC Structure/Functions and the role of the AFP and PNP in Disaster Preparedness & Response (60 min)

Republic Act 10121

NDRRM Framework

NDRP

Module 4: Humanitarian Coordination in the Philippines

Coordination mechanisms in Philippines (60 min)

ICS and the cluster relationship (30 min)

Activity on the Use of MCDA (50 min)

Activity Debrief (40 min)

Activity Debrief (60 min)

1430-1500 Coffee Break

Role of Armed Forces (AFP) in Disaster Preparedness & Response (40 min)

Role of National Police in Disaster Preparedness & Response (40 min)

Module 5: The Humanitarian-Military Interface (80 min)

Perception Activity (10 min)

Structure, Culture & Actors

Military and humanitarian (40 min) difference/similarities

Interfacing with National Military (AFP) and Police Force (PNP) (30 min)

Module 8: Typhoon Haiyan/Yolanda (80 min)

Facilitated discussion led by PowerPoint

AAR Recommendations

Course Closure:

Best Practices/lessons learned (20 min)

Key Learning points/Summary (40 min)

Course Evaluation (15 min)

Closing ceremony presentation of Certificates (30 min)

End of Course

Lessons concluded at 1620 hours 1620-1630 hours Daily wrap up and hand out reading assignments

Wrap up of day (10 min) Hand out reading assignments



COURSE AGENDA


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Day 1

Time Content and goal/aim of session Method Requirements Remarks

COURSE OPENING (30 MINUTES)

0830 to 0840 (10 min)

National Anthem and Prayer played first Opening Remarks by the NDRRMC Executive Director or OCD/AFP representative

Speech Plenary

National flag, anthem & prayer on laptop Chairs for both speakers, microphone and podium

0840 to 0850 (10 min)

Message by the UN Resident Coordinator/Humanitarian Coordinator or representative (if necessary) Speech Plenary

0850 to 0900 (10 min)

Course Photo with Distinguished Guests Outdoor Camera and photographer, chairs for speakers, course facilitation team

COURSE INTRODUCTION (60 MINUTES) Learning Outcome: At the end of the introduction session, participants will:

1. Have introduced themselves, know fellow course participants, and know the course management team members 2. Have individually contributed to what the group will avoid doing to ensure the success of the course 3. Be aware of administrative arrangements in the venue for the duration of the course 4. Familiarise themselves with the methodology of the course and the linkages between sessions and modules

5. Understand the value of continuous learning, particularly in the field of humanitarian civil-military coordination

0900 to 0930 (30 min)

Course Coordinator welcomes participants Individual Introduction of participants and course facilitation team When it's your turn to introduce yourself tell us;

Your name, what you want to be called

Your current function

One expectation from the course

Your main challenge in Civ-Mil interaction?

Individual activity involving all participants introducing themselves Plenary

Course Introduction Powerpoint slide 1-3 Another facilitator to write participants’ course expectations onto a flip chart

Place completed flip chart on wall in classroom for analysis on last day of course

0930 to 0945 (15 min)

Using PPT facilitator to go through Course Aim, objectives, agenda Evaluation of learning, Course evaluation, Administration & Security

Presentation Plenary

Powerpoint slides 4-8 Agenda on powerpoint and in course handouts


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Day 1


0945 to 1000 (15min)

Ground Rules Option 1 Divide group into 4 teams ask them to come up with everything they could do to mess up the training event and write on cards (5 min) Then facilitator collects the cards and does a quick review mentally, proposes what is missing and then places a sticker on it "Let us Avoid" Option 2 If time is too short: General brainstorming, one of the other facilitators write down the contributions from the participants on cards or flip chart. Place cards/flipchart on wall Use PPT slide for summary of agreed rules

Topsy Turvy with card collection Plenary

PPT slides 9-10 Option 1

Oval cards & markers for topsy turvy

Prepare rules for writing on colour cards

Option 2 Oval cards and markers Or flip chart A 2nd facilitator

Introduce rules of writing on cards before you start

Use broad side of the marker

Three lines per card

Large letters visible at 8-10 meters

One idea per card

Use key words only

Upper and lower case letters

Aspects missing should be added by facilitator

1000-1030 Coffee Break 30 min MODULE 1: INTRODUCTION TO COORDINATION (120 MINUTES) Learning Outcome: By the end of the Module, participants will be able to:

1. Identify skills and experience of team members

2. List 10 factors (5 from each) that help and hinder coordination

3. Outline the key elements of coordination

1030 to 1105 (35 min)

Divide group into 4 teams - these will be their teams for the day. This needs to be worked out before hand from participant list to ensure group makeup is spread evenly, e.g. Military/Police, Govt, NGOs

Skills Inventory Exercise • The objective of this exercise is to “break the ice” in the different groups and get everyone talking. • The interaction process will highlight the diversity in the group in terms of experience, education,

language, countries they have worked in and the collective capacity in the group. • At the end of the groups’ presentations, the facilitator asks the question “Do you think you can

work as a team in the field?” – all groups are expected to say either “yes” or be silent.

Group Activity 35 min and plenary discussion Groups

Module 1 PPT slides Exercise Instruction on powerpoint slide or can be as a handout


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Day 1


• Facilitator highlights the reality that it is easy to say “yes” if you are in a very comfortable living and working environment such as the course venue. This may not be the case in the field. To test the groups, they will go to the field for an exercise (Rope Exercise or alternate Lego Exercise).

• Facilitator or course coordinator gives instructions on how to get to the “field”.

1105 to 1125 (20 min)

Field Coordination Activity with Rope and Blindfolds, or alternately with Lego Instructions are in computer file module 1 - Activity & Handouts file (2 options of Module 1)

Group Activity 20 min 4 groups

40 metres of rope in a bag Blindfolds for each participant Or alternately 2 bags of Lego

Plan A Outdoors Plan B Indoors

1125 to 1200 (35 min)

Field Coordination Activity debrief - What helps/hinders coordination

Put up PPT slide 9. Read out exercise instructions

Ask participants to reflect on the rope (or alternate lego) exercise and their past experiences working in emergencies when doing this exercise (15 min)

Then each group to briefly present back to other groups (3 min max each)

Group Activity 30 min and plenary discussion Groups

Flip Chart paper Marker pens

1200 -1300 Lunch 1 hour 1300 to 1330 (30 min)

Coordination Elements: Information Sharing, Task Division, Planning, Dialogue

Assign one element per group including Dialogue and generate specifics from each element; use one card per specific item and one colour for each element (10 min)

When completed go through each element on PPT slides acknowledging each group’s answers. They place cards on wall under each heading

Wrap up Coordination Module with quick summary

Group Activity and plenary discussion Groups

PPT Slides 14-17, colour cards and markers Info Sharing - blue card Task Division - green Planning - orange Dialogue - red


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Day 1


MODULE 2: NDRRMC STRUCTURE/FUNCTIONS & ROLE OF AFP/PNP IN DISASTER PREPAREDNESS & RESPONSE (140 MINUTES) Learning Outcome: By the end of the Module, participants are able to:

1. Describe the NDRRMC structure, levels, chairs and composition 2. Outline the National Disaster Response Plan (NDRP) response coordination mechanism through clusters 3. Explain role of the Armed Forces of the Philippines (AFP) and Philippines National Police (PNP) in disaster preparedness and response

1330 to 1430 (60 min)

Introduce module 2 learning outcomes and give module overview Work through PPT slides 1-23 NDRRMC Structure/Functions-

Republic Act 10121 - what does it do

NDRRMC - working group of various government, non-government, civil sector and private sector organizations of the Government of the Republic of the Philippines established by Republic Act 10121 of 2010. It is administered by the Office of Civil Defense under the Department of National Defense. The Council is responsible for ensuring the protection and welfare of the people during disasters or emergencies.

The Council utilizes the UN Cluster Approach in disaster management. It is the country's focal for the ASEAN Agreement on Disaster Management and Emergency Response (AADMER) and many other related international commitments.

NDRRM framework, plan, operating mechanisms and networks

National Disaster Response Plan (NDRP)

Group Activity - "In your groups brainstorm what you know about the NDRP - you have 3 mins then we will discuss your answers" -

Work through PPT slides, aim, overview

Briefly discuss the clusters (this will be more in-depth in Module 4)

Ask the question “Which cluster(s) would potentially require military assets to support cluster requirements?”

Group and Plenary Discussion

Group Activity

Module 2 PPT slides 1-23 Module 2 PPT slides 24-30

OCD speaker to lead. The methodology of this session will be a combination of powerpoint presentation and discussion.

1430-1500 Coffee Break 30 min

http://en.wikipedia.org/wiki/Department_of_National_Defense_(Philippines)

http://en.wikipedia.org/wiki/Disaster

http://en.wikipedia.org/wiki/Emergency


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Day 1


1500 to 1540 (40 min)

The Role of the Armed Forces of the Philippines (AFP) in Disaster Preparedness and Response

AFP's role in coordinating with the NDRP Clusters before, during and after a disaster

Group and plenary discussion Groups

Module 2 PPT slides 31-40

AFP Rep to lead. The methodology of this session will be a combination of powerpoint presentation and discussion.

1540 to 1620 (40 min)

The Role of Philippine National Police (PNP) in Disaster Preparedness and Response

PNP's role in coordinating with the NDRP Clusters before, during and after a disaster Wrap up Module 2 with brief summary

Group and plenary discussion Groups


PNP Rep to lead. The methodology of this session will be a combination of powerpoint presentation and Discussion.

1620 to 1630 (10 min)

Wrap up of the day and give out reading assignments Group Activity - Have one of the groups do a wrap of the day’s learning

Group Activity Plenary

Handouts on: OCHA, Code of Conduct, Sphere Project. Do No Harm


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Day 2


0815 to 0830 (15 min)

Welcome participants Recap of Day 1 - Brainstorm on Whiteboard or do Q&A as a game Introduction of the day’s agenda Change teams around

Brainstorm

Whiteboard & Marker pens

MODULE 3: INTERNATIONAL HUMANITARIAN COORDINATION (180 MINUTES)

Learning Outcome: By the end of the Module, participants are able to:

1. Describe briefly the elements of Humanitarian Regulatory Action 2. Know about OCHA and the Humanitarian Community 3. Outline International Disaster Response Coordination Mechanisms including the Cluster system 4. Identify the tools and services available for use in disaster response 5. Describe, in general terms, the Sphere project, Do No Harm Project, and the Red Cross/NGO Code of Conduct

0830 to 0910

(40 min)

Introduce module 3 learning outcomes and give module overview explaining this module is broken down into 4 sessions. OCHA and the Humanitarian Community

Regulatory Action - The first responders in any emergency are disaster-affected people and their governments. When governments request international support to respond to disasters, national legal systems are the main regulatory frameworks to ensure the protection of disaster-affected people. Humanitarian action is also regulated by international humanitarian and human rights law, as well as the humanitarian principles.

PPT 8 Humanitarian Principles: Ask "What are humanitarian principles?" discuss then click slide and recap, explain that OCHA's work is guided by these principles

PPT 9 GA Resolution Bullet 3 - In this context, humanitarian assistance should be provided with the consent of the affected country and, in principle, on the basis of the request to the affected country.

Work through PPT slides, playing OCHA video at Slide 14. Refer to OCHA hand out from previous day

PPT 21 - Group Activity: UN Agencies/NGO/Int'l Org - Ask groups to quickly list as many of these as possible that they have heard of. Discuss then present slides

Recap session with Q & A: Ask

'What is the purpose of Humanitarian agreements & guidelines'

'What are 4 humanitarian principles'

'What are the 3 entities that makeup the Red Cross Red Crescent Movement'

Plenary Group Activity 5 min Q & A

Module 3 PPT slides slides 1-4 slides 5-34 OCHA hand out Flipchart/Markers

OCHA guest lecturer to conduct if available

OCHA Video imbedded PPT Slide 14, 1:54 mins


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Day 2


0910 to 1000

(50 min)

International Disaster Response Coordination: Give overview of session stating that we will be looking at disaster response coordination from a Global level and a country level response including the bridging mechanisms (Clusters).

Explain the Disaster Management Cycle stating that we are concentrating on the response part of the cycle, however it is important to differentiate between disaster response and preparedness.

PPT 37 'Elements of a Disaster' - Brainstorm on whiteboard then backup answers given with PPT slides

Explain Tenets of Int'l disaster response and different forms of request for assistance

Group Activity: Coordination (PPT 46) - In your groups identify at least 4 reasons 'Why we need to have a coordinated approach during a disaster response (3 mins) - Feedback answers

Global & Country level mechanisms (check notes on PPT slide for in-depth information)

Global - Big picture, Emergency Relief Coordinator & IASC

Country level - UNCT & HCT, IASC & Government response phase coordination structure

Bridging Mechanisms - Clusters - Operational coordination is done through the clusters. There are 11 cluster leads at the global level.

Group Activity - Global Clusters (PPT 55) – Hand out pack to each group. Each group needs to match cluster leads to the Global clusters (10 min) then discuss

PPT slides - Discuss cluster aim and country level cluster responsibilities

Recap session briefly - then thank participants for their participation and attention, they can now have a well deserved break.

Group and plenary discussion Brainstorm Group Activity Group Activity

PPT Slides 35-58 Whiteboard/Markers Cluster Card Pack

Card template in Module 3 Activity/Handout folder. Can alternately do this activity as a plenary Q&A

1000 -1030

Coffee Break 30 min 1030 To

1115

(45 min)

Natural Disaster Response Mechanisms: Tools and Services

Welcome participants back after the break

Give overview of session with PPT slide and hold up book 'Disaster Response in Asia and the Pacific'. Explain that this is a valuable reference document which has been designed to help disaster managers in governments gain basic knowledge of how to use international tools and services.

Click on video icon on PPT Slide 59 to play video

Group Activity - Each team to be given activity instruction handout (same as PPT 60), 2 x 'Disaster Response in Asia and the Pacific' books and a tool or service to find out about (10 min)

Group 1 - Technical Teams

Group 2 - Technical Services

Group and plenary discussion Group Activity 30 min total


Have a copy available to hold up during overview and 8 copies for group activity

Disaster Response in Asia and the Pacific Video imbedded PPT Slide 59, 3:24 mins


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Day 2


Group 3 - Financial Resources

Group 4 - Information Management & Assessments

Instructions: Using the Disaster Response in Asia and the Pacific book answer these questions. Write you findings on flipchart paper

What are the elements of your tool/service

Where do these elements fit into the disaster scale (Small, medium, large)

Teams to present back to other groups (20 min - 5 min per team)

Continue with remaining slides referring back to information that came out of group activity

Recap session briefly

Activity Instructions x 8 (same as on PPT slide 60, so not absolutely required)

1115 to 1200

(45 min)

Humanitarian Professionalism: Do No Harm Principle, Sphere Project, Code of Conduct

Give overview of session with PPT slide

PPT 89, Ask participants - 'from the OCHA session can you remember what the humanitarian principles are'? - reinforce answers with PPT slide

PPT 90, Ask participants - Who has heard of the Humanitarian Imperative? reinforce answer with PPT slide

PPT 91, Ask participants - What is humanitarian aid? reinforce answer with PPT slide

Explain what humanitarian aid and the humanitarian imperative is (refer to PPT slide notes)

'Do No Harm' - from a HumCMCoord point of view simply means that Civil Military coordination activities will not knowingly contribute to further harm or endanger the beneficiaries of humanitarian assistance. Refer to handout provided previous day. Conduct 5 min group activity.

PPT 93 - Sphere Project - Hold up Sphere handbook - Ask - Has anyone seen, used or know about this handbook? Accept answers. Refer to hand out from previous day. Watch Sphere video. Click on icon to start video. When video finished ask if there are any questions - Conduct Sphere quiz using PPT slide.

Go through remaining PPT slides

PPT 100, Code of Conduct - Read info on PPT slide - click to play video. When video finished ask if there are any questions - Conduct quiz using PPT slide.

Wrap up Module 3 International Humanitarian Coordination with quick summary (3 min)

Group and plenary discussion Group activity 10 min total Quiz 5 min Quiz 5 min

PPT slides 88-102 Do No Harm handout

Sphere Handbook Sphere Handbook handout Code of Conduct handout

Sphere Handbook Video imbedded PPT Slide 93, 11 mins

Code of Conduct Video imbedded PPT slide 100, 6min

1200 -1300 Lunch 1 hour


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Day 2


MODULE 4: HUMANITARIAN COORDINATION IN THE PHILIPPINES (90 MINUTES) Learning Outcome: By the end of the Module, participants are able to:

1. Describe the humanitarian coordination mechanisms including the NDRP Cluster system in support of disaster relief in the Philippines 2. Explain the complementarity between the Incident Command System (ICS) and the Clusters

1300 to 1400 (60 min)

Welcome participants back after the lunch and introduce module 4 learning outcomes and give module overview PPT 1-3 Coordination Mechanisms in the Philippines

PPT 4 - Explain in depth the structure, the government organisations and national clusters

PPT 5 - Describe the history of clusters in the Philippines

PPT 6 - Group Activity: In one overall group, identify where each participant’s agency/organization fits within the Philippines cluster structure by having them post their agency/organization name on the cluster organization poster, then discuss in plenary - note differences from global clusters. Discuss goal of having one disaster response cluster structure, not two parallel systems (Philippines and International), using international agencies as co-leads and modifying the international system to complement the Philippines organizational arrangements.

Link together with PPT 7 Interoperability for Response

Group Activity 45 min

Module 4 PPT Slides 1-7 Cluster cards Post it notes Cluster Poster

1400 to 1430 (30 min)

ICS and the Cluster Relationship

PPT 8-10 - Ask " Does anyone have knowledge of or worked with ICS? (military personnel should have). Explain what ICS is and its purpose and how it relates to the cluster system in Philippines - ICS being a command and control system focused on life saving, both those affected and responders, whereas Cluster system is a coordination system, more so focused on longer term life sustainment activities. Also talk about the Emergency Operations Centre (part of ICS) and its linkage with the On-site Operational Coordination Centre (OSOCC, part of cluster coordination system).

Plenary discussion

PPT Slides 8-11

1430-1500

Coffee Break 30 min


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Day 2


MODULE 5: THE HUMANITARIAN-MILITARY INTERFACE (80 MINUTES) Learning Outcome: By the end of the Module, participants are able to:

1. Challenge stereotypes of Military and Humanitarian Actors 2. Define Military Culture, Structure and Characteristics 3. Explain the differences and similarities of military and humanitarian cultures 4. List 6 ways to interface with the National Military (AFP) and Police (PNP)

1500 to 1510 (10 min)

Welcome participants back after the break and introduce module 5 learning outcomes and give module overview

Group Activity: Perception - PPT slide 4 only click once to give title

Give out perception activity sheet to each participant, they are to fill in missing words with the first word that comes into their mind (3 min)

Click PPT slide for each question to appear - Ask participants for their answers

Finish activity with PPT slide 5 - soldier and hippy

Group Activity 8 min total

Module 5 PPT Slides 1-6 Perception Activity Handout for each participant

Handout In Module 5 Activity/HO folder

1510 to 1540 (25 min)

Structure, Culture and Characteristics of the Military

PPT 7- What do the Military do? - discuss

PPT 8- Ask "what are the different influences that shape military culture" e.g. uniform

PPT 9 - Ask "What are some characteristics of the military structure, think back to the perception activity you just did" e.g. hierarchical

PPT 10 - General Military (Army) structure, numbers down side are general number of personnel in each element PPT 11- is an outline of the AFP staff structure, found in the Force HQ. Can vary between different forces, particularly as they will be organized according to the task. But the core elements will be present. Note also the difference in the letter preceding the staff branch number – the letter is less relevant to the non-military. Highlighted here the main branches with which outsiders will normally first interface. If a Military person is a participant ask them to explain/clarify the structure.

PPT 12-14 - Discuss

PPT 15 - Recap main points


PPT Slides 7-15

1540 to 1555 (15 min)

Comparison of Humanitarian and Military Cultures

PPT 17-18 Discuss points however place emphasis on the interface - what we can learn

PPT 19 - the word 'protection' has quite a different meaning to each organisation

PPT 20 - This is quite funny so make light of it - Military get quite frustrated in humanitarian meetings as meetings can go for 3 hours and it seems nothing is achieved.

PPT 21- Discuss points however place emphasis on the interface - what we can learn


PPT 16-21


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Day 2


1555 to 1620 (30 min)

National Military (AFP)/Police (PNP) Interface

PPT 23 - In most natural hazard-prone countries, the national military responds to disasters; in the Philippines, the national military is the first responder.

PPT 24 Group Activity (18 min)- Coordination/Interface with AFP/PNP

In your groups list as many ways as possible in which coordination of humanitarians and government civilians with AFP and PNP could take place.

You have 5 minutes to list and put answers on flip chart paper and 3 minutes to feedback to class

Use PPT 25 to assist with answers

PPT 26 - Reinforce the fact that despite the differences, humanitarian and military cultures have much in common. Use these commonalities in establishing that essential dialogue and interface.

Wrap up Module 5 with quick summary (3 min)


PPT 22-27 Flipchart Marker Pens

1620 to 1630 (10 min)



Handouts on: Oslo Guidelines, Typhoon Haiyan Case Study, Guidance of Use of MCDA in Typhoon Haiyan


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Day 3 Time Content and goal/aim of session Method Requirements Remarks

0815H to 0830H (15 min)

Welcome participants Recap of day 2 - Brainstorm on Whiteboard or do Day 3 Good Morning Quiz Introduction of the day’s agenda Change team members

Brainstorm Whiteboard & Marker pens, or alternately Day 3 Good Morning Quiz

MODULE 6: HUMANITARIAN CIVIL-MILITARY COORDINATION (90 MINUTES) Learning Outcome: By the end of the Module, participants will be able to:

1. Define Humanitarian Civil-Military Coordination (HumCMCoord) 2. Describe the key elements of HumCMCoord 3. Outline the applicable HumCMCoord strategies & liaison approaches 4. List 4 of the challenges related to HumCMCoord 5. Differentiate between CMO and HumCMCoord

0830 to 0840 (10 min)

Introduce module 6 learning outcomes and give module overview Definition HumCMCoord

PPT 4 - Discuss definition stressing words that are underlined - Ask participants "what does this mean"

PPT 5 -Ask participants to recall the humanitarian principles, then click answers on PPT. Emphasize that these are the guiding principles of HumCMCoord also.

PPT 6 - Who is a HumCMCoord stakeholder?

PPT 7-8 - Discuss the 5 objectives of HumCMCoord – bullet 4 leads nicely into PPT 9

PPT 9 Use this analogy to explain: o Direct Assistance is the “cookie” that is handed out directly to the beneficiary o Indirect assistance is the “truck” that carries the “cookie” for it to reach the beneficiary o Infrastructure Support is the “bridge” that was repaired and allowed the “truck” to pass so

the “cookie” could reach the beneficiary

Presentation

Plenary

Module 6 PPT Slides 1-9

0840 to 0905 (25 min)

Key Elements of HumCMCoord

PPT 10 - Discuss, highlight that dialogue cuts across all elements, without dialogue we cannot link the other elements together

PPT 11 - To be effective in a natural disaster scenario, information sharing needs to be done proactively; coordinators need to reach out to other actors primarily to share information and, in return, also get information and updates.

PPT 12 - Group Activity (5 min): Pair up with person next to you and discuss

What type of humanitarian information can/should be shared with military/police actors?

What type of military information can/should be shared with humanitarian actors?


PPT Slides 10-20


Page | 25


Get answers from individuals (5 min total)

Answers could include: security information, humanitarian locations and activities, mine-action activities, population movements, relief activities of the military

PPT 13 - Task division between military and humanitarians. Who does what, when and are these actors capable?

PPT 14 - Joint planning between the different actors is only possible in certain situations.

PPT 15 - Dialogue is an element of coordination that cuts across all the other elements. It facilitates and enables the other elements to take place in a way that is acceptable to all parties given the prevailing circumstances

PPT 16 - The main idea presented is that national capacities must be fully exhausted before international capacities are brought in; should the government request for international assistance to include foreign MCDA, then MCDA should be there to fill the gaps that civilian capacities could not. Specific military capacity will be made available to meet specific humanitarian requirements for a pre-defined duration – the critical gap period.

PPT 17 - Information in disasters is patchy, constantly changing, conflicting, questionable. Stakeholders require timely, objective, reliable information to take decisions. Information is key to mounting an effective, targeted response. Constantly-updated and shared information improves common understanding, aids planning and dispels rumours. Information management is a central component of coordination.

PPT 18 - Explain briefly - Bilaterally-deployed forces could have different roles and missions

PPT 19 - Explain - Coordination of multiple foreign Military Forces in the field

PPT 20 – Explain RFA procedural flow, following humanitarian principles and making best use of foreign military assets.

Presentation

Plenary

0905 to 0915 (10 min)

HumCMCoord Strategies and Liaison

PPT 21 - Overview

PPT 22 - In this spectrum of coordination strategies, the use of MCDA could happen anywhere from a cooperation to a co-existence strategy. But regardless of the strategy, coordination needs to happen between humanitarian and military actors. While there are two extreme situations, any emergency could also fall anywhere in between the extremes. The default strategy for a natural disaster situation is cooperation. This is a situation where there is more openness to share information, divide and allocate tasks and share plans.

PPT 23 - OCHA brings humanitarian and military actors together and facilitates their interaction. There is more openness to work together. OCHA facilitates appropriate relationships between humanitarian and military actors; this is context dependent. OCHA acts as the interlocutor between the humanitarian community and the military actors.

PPT 24 - Co-location examples; Haiti and Roxas in Haiyan

Presentation

Plenary

PPT Slides 21-27


Page | 26


PPT 25-27 - Discuss and Ask participants for examples for each

0915 to 0925 (10 min)

HumCMCoord Benefits and Challenges

PPT 28 - Pose the question 'What are the Challenges?’ - take answers from participants

PPT 29 - Discuss - Increasing Role for Military Forces in Disaster Response: The scale of the Indian-Ocean Earthquake and Tsunami and the South Asia Earthquake disasters led to an unprecedented level of assistance being provided by national and international militaries to the affected States and humanitarian community. This assistance was central to the overall relief efforts in quickly accessing hard-to-reach areas and filling many technical gaps that civilian capabilities were unable to immediately provide. Shrinking Operational Environment: In most humanitarian emergencies (complex and natural disaster) humanitarian responders will encounter armed actors. Now, more than ever before, there are likely to be multiple types of forces, including domestic, foreign, international or multinational forces and when such actors are present there are also likely to be significant coordination challenges.

PPT 30 - Quick brainstorm on the benefits, accept answers then follow up with PPT slide

Presentation

Plenary

Brainstorm

PPT Slides 28-30

0925 to 0930 (5 min)

CMO versus HumCMCoord

PPT 31-32 - Compare, look at differences/similarities Recap

PPT 33 - Effective HumCMCoord

Discussion PPT Slides 31-33

0930 to 0955 (25 min)

Group Typhoon Activity - 10 min to discuss/write - 15 min for feedback - Total 25 min

PPT 34-35 - Give information to participants

PPT 36 - First divide group into 3 teams: 1. Military/Police, 2. Government, 3. Humanitarians/CSO - Second read task, clarify that everyone understands what to do.

Feedback from groups - 15 min total


PPT Slides 34-36 Or could be given as a hand out to each team (3 pages) Flipchart Marker Pens

0955 to 1000 (5 min)

Recap Module 6

PPT 37 - highlight each of the topics

PPT Slide 37

1000 to

1030 Coffee Break 30 min


Page | 27


MODULE 7: HUMANITARIAN CIVIL-MILITARY COORDINATION GUIDELINES (180 MINUTES) Learning Outcome: By the end of the Module, participants will be able to: 1. Describe the coverage of the global HumCMCoord guidelines

2. Describe the purpose and applicability of the APC MADRO guidelines

3. Outline the coordination mechanisms in support of disaster relief in the Philippines when international humanitarians and foreign militaries are involved

4. Apply the Oslo and APC MADRO guidelines on MCDA in a natural disaster tabletop activity

1030 to 1040 (10 min)

Welcome participants back after the break and introduce module 7 learning outcomes and give module overview PPT 1-3 Guidelines on Civil Military Interaction

PPT 4 - Explain there are 5 sets of guidelines but only first 2 are applicable in natural disaster

PPT 5 - Discuss each point - first point Ask ' What are the humanitarian principles again"?

Presentation

Plenary

Module 7 PPT Slides 1-5

1040 to 1110 (30 min)

Guidelines On The Use Of Foreign Military And Civil Defence Assets In Disaster Relief (OSLO Guidelines)

PPT 6 - Overview - hold up a copy of Oslo guidelines

PPT 7 - Give historical background to guidelines. Highlight clarification made in 2007 that guidelines now only cover ‘foreign’ military and civil defence assets, not national.

PPT 8 - Highlight that Oslo guidelines are used in peacetime in response to disasters

PPT 9 - All actors should be familiar with the principles, concepts and procedures set out in the Oslo Guidelines. Oslo Guidelines could also be used by decision-makers in Member States and regional organizations when considering the use of MCDA.

PPT 10-11 - Group Activity - Give each group a key paragraph from Oslo guidelines to discuss and present back the information explaining why they think it is a key paragraph. Group 1: para 5; Group 2: para 24 & 25; Group 3: para 27 & 28; Group 4: para 34 - (5 min to discuss) (10 min feedback) = Total 15 min

Presentation

Plenary


PPT Slides 6-11

8 x Copies of Oslo Guidelines (2 per group) Activity Instructions 1 x per group Flipcharts Marker Pens


Page | 28


1110 to 1130 (20 min)

Asia-Pacific Regional Guidelines For The Use Of Foreign Military Assets In Natural Disaster Response Operations (APC-MADRO Guidelines)

PPT 12 - Hold up a copy and Introduce APC MADRO guidelines

PPT 13 - Explain key points of APC MADRO

PPT 14 - Expand on points as below

Military capacities in Asia-Pacific Countries are often the first capabilities offered in responding to regional natural disaster emergencies. However, FMA should be seen as a tool complementing existing relief mechanisms in order to provide specific support to meet a critical humanitarian gap and when there is no comparable civilian alternative.

Centrality of the Affected State as authority for the overall direction, coordination and supervision of disaster response within its territory, through the National Disaster Management Office (NDMO).

Role of Regional organizations in disaster relief operations; established agreements and mechanisms to coordinate international disaster response, including foreign military support by its member nations.

Assisting States in the Asia-Pacific region will likely commit military assets on a bilateral basis. Efforts should be made to establish multilateral coordination.

Recognition among regional countries of the importance in fostering stronger civil-military and military-military collaboration in responding effectively to natural disasters.

PPT 15 - Explain last resort

PPT 16 - Talk through diagram -The structure of the coordination mechanism will be dependent on the Affected State’s national structure and unique circumstances. Responding militaries will need to remain flexible in integrating with existing structures. As an example, coordination mechanisms may be established through liaison arrangements between a civil-military operations centre (often established by military forces in large scale emergencies) and the humanitarian community, or through the placement of military liaison staff in humanitarian coordinating structures (or vice-versa). Depending on the operational context, the establishment of a joint humanitarian civil-military coordination centre might be appropriate and represent the preferred option

Presentation

Plenary

PPT Slides 12-16 4 copies of APC MADRO Guidelines (1 for each group – to familiarise themselves)

1130 to 1150 (20 min)

Civil Military Guidelines and References for Complex Emergencies

PPT 17 - Hold up CivMil Guidelines for Complex Emergencies and give overview. Explain that these guidelines and references apply in a complex emergency not a natural disaster however it is important to understand them.

PPT 18 - Definition of a complex emergency

PPT 19-22 - Go through background, scope, aim and principles of MCDA Guidelines. Highlight the 3 separate documents in the one booklet which complement each other. Also highlight these are confusingly termed ‘MCDA Guidelines’, but only relate to complex emergencies – but the acronym

Presentation

Plenary

PPT Slides 17-26 Have 2 copies of Complex Emergency Guidelines booklet available for personnel to familiarise themselves


Page | 29


MCDA relates to both natural disasters and complex emergencies.

PPT 23 - bullet 3 “A humanitarian operation using military assets must retain its civilian nature and character”; Ask participants "what does this mean" answer: Civilian Control: While military assets will remain under military control, the operation as a whole must remain under the overall authority and control of the responsible humanitarian organization. This does not infer any civilian command and control status over military assets.

PPT 24 - Hierarchy of Humanitarian Tasks: Participants have seen this in previous lesson - remember the cookie, the truck, the bridge? Recap 3 elements.

PPT 25 - Explain chart. The existing UN-CMCoord Guidelines identify situations where MCDA could be used to support humanitarian operations. The grey areas indicate situations where judgment call has to be made by actors on the ground, looking at the need, the life-saving aspect of the specific activity, and the implications for such activity.

PPT 26 - Run through the questions that should be considered in making a decision to use MCDA

1150 to 1200 (10 min)

Guidelines On The Use Of Foreign Military And Civil Defence Assets (MCDA) In Disaster Relief vs Civil Military Guidelines and References for Complex Emergencies

PPT - 27-28 Discuss differences between the two sets of guidelines highlighting the Key principles (common to both sets of guidelines): Humanitarian principles / Humanitarian imperative

PPT 29-32 – Internet addresses for participants to access Guidelines as well as other useful references

PPT 33 - Questions

PPT 34 - Explain that after lunch participants will be doing an activity on MCDA. These are the groups that they are in - please note.

PPT Slides 27-34

1200-1300 Lunch 1 hour

1300 to 1430 (90 min)

Group Activity - Use of MCDA (Oslo Guidelines)

Remind participants of groups using PPT slide

Handout activity instructions to each group

Groups have 50 mins to discuss Activity Debrief - 40 mins 10 min per group


MCDA Activity Handouts 1-4

Flipchart Marker Pens

1430-1500

Coffee Break 30 min


Page | 30


MODULE 8 : CASE STUDY - TYPHOON HAIYAN/YOLANDA (80 MINUTES) Learning Outcome: At the end of the case study, participants will have strengthened their knowledge and skills to:

1. Derive some observations and insights from the Haiyan response 2. Describe the distinct humanitarian civil-military coordination challenges in response operations and how the elements of information sharing, task division and planning come into

play 3. Review conceptual implementation of the six recommendations of the Typhoon Yolanda UN-CMCoord After Action Review

1500 to 1620 (80 min)

Case Study: Typhoon Haiyan/Yolanda

This case study is a facilitated discussion, led by Powerpoint., drawing out most of the aspects of HumCMCoord training of the past 3 days, through the experiences of the Typhoon Yolanda response. It also includes the lessons learned captured through the CMCoord After Action Review conducted four months after the disaster occurred and the implementation of these recommendations.

Case Study PPT Module 8 Video recorded on 01 Oct 14

The pre-recorded video of this session can be utilised if desired. Otherwise a person with appropriate experience from the response effort can deliver the module using the powerpoint slides.

1620 to 1630 (10 min)



Hand out pre-reading for the SIMEX


Page | 31

Day 4 Time Content and goal/aim of session Method Requirements

Remarks Visual input

0815 to 0830 (15 min)

Welcome participants Recap of Day 3 – Day 4 Quiz Introduction of the day’s agenda Change team members

Plenary Quiz

Day 4 Quiz, or Day 4 Alternate Quiz

MODULE 9: SUDDEN ONSET DISASTER EXERCISE: SIMULATION EXERCISE (270 MIN) Learning Outcome: By the end of the Module, participants will be able to:

1. Analyse the key issues when responding to an impending disaster 2. Immerse themselves in the complexities of an evolving emergency situation and explore ways and alternatives to deal with the situation 3. Apply HumCMCoord principles in a sudden onset disaster scenario activity, including implementation of the Typhoon Yolanda CMCoord After Action Review recommendations

Three alternative simulation exercises are available which have been used in past versions of this course: A. The Marikina Valley Fault System Shakes – based on The Metro Manila Earthquake Impact Reduction Study (MMEIRS) B. Cebu City Earthquake Scenario – using the same fundamental format but with varied information. C. Davao City Earthquake Scenario – also using the same fundamental format but with varied information. The description provided herein relates to the first option. If the second or third option is to be utilised, then simply replace the resource information used. The same process and timeline is followed in all cases.

Prior to starting the SIMEX

1. The night before hand out Metro Manilla Earthquake Impact Reduction Study (MMEIRS 2003-2005) -

1 page document for participants to read, the objective of which is to have a common understanding

among participants of what the MMEIRS is all about, its objectives and intended purpose.

2. Exercise Day - Group the participants into 3 teams: government, military and police, and

humanitarians/civil society (UN, NGOs, Red Cross, civil society actors). Ensure there is a leader

designated within each team, preferably as follows: Senior OCD member for government team;

Senior military officer for military and police team; an OCHA representative for humanitarian/civil

society team. Brief all team leaders the evening prior and include them in the SIMEX facilitator

team, making all aware of the SIMEX process and timeline. The OCHA representative (humanitarian

Function/Role play

Mod 9 SIMEX Instructions


Page | 32



0830-0930 0930-1015

team leader) will inject various questions and scenarios through the various meetings to drive the

SIMEX forward down the desired path for best learning.

Starting the SIMEX

3. Commence the SIMEX by briefing all participants on the organisation of the exercise and how it will

run time-wise. Inform them of the leadership arrangements and tell them not to ‘fight the injects’, so

they maximise their learning. They will role play based on the organisations/agencies/units they

belong to – some of them will cease role playing at certain times (as stated by the Lead Facilitator) to

witness core activities/meetings occurring. The focus is not to solve all the problems/issues that

arise, but rather to identify these and how /who would address them. Once all is briefed and

understood, tell them that based on their pre-reading from the night before they are to prepare for

the worst - "What are your main considerations in preparing for this disaster at the strategic and

national levels and why?“

4. Each group then works /discusses considerations for 15-20 mins.

5. Plenary presentations from each group and Q&A from other groups will be done by, first the

government, then mil/police, then humanitarians/CSOs - expectations from other groups should also

be covered in the discussions. This session starts the momentum and brings out real-life issues.

Groups then plenary presentations. (15 min)

Earthquake Hits 0-1 hour

1. Hand out Participant Update 1: Day 1 Morning 6 Sep and play video describing such an event

(www.youtube.com/watch?v=9uMtkrrNgzQ, first 3 minutes) - task is "what now? what do you do?

how do you deal with this information/impact?" priorities? strategy? who will do what, where?“

2. Lots of variables will come out of this session that should stop short of finger-pointing; there will be a

tendency to solve everything that comes out which is far from the reality - the main objective here is

to decide, prioritise and strategise for next steps. What are their immediate reactions?

3. Each group then works /discusses for 10-15 mins. At the 15 min mark handout Damage Report One

(0-1 hour) groups continue working for another 15 minutes

4. Plenary presentations from each group and Q& A from other groups will be done by, first the

Earthquake Scenario Pre-reading

Participant Update 1

Earthquake video

Damage Report 1

http://www.youtube.com/watch?v=9uMtkrrNgzQ


Page | 33



1015-1100 1100-1200

government then mil/police then humanitarians/CSOs - expectations from other groups should also

be covered in the discussions - 15 mins for all presentations

5. Facilitators need to inject additional questions during the presentations to ensure that the key

issues are being covered during the exercise

1-24 hours

1. Handout Participant Update 2: Day 1- 6 Sep, 4pm

2. Each group then works /discusses for 30 mins. At the 15 min mark handout Damage Report Two (1-24

hours). Groups continue working for another 15 minutes.

3. Their focus should be on Response Planning using immediately available resources.

4. Coordination meeting - Government represented by the N/R/LDRRMC should call for a coordination

meeting and provide directions, initial priorities, etc. Mil & police will also react accordingly.

Facilitators need to inject additional questions during the presentations and meetings to ensure

that the key issues related to civil military coordination are being covered during the exercise.

Contain coordination meeting to about 15 mins. All those not role playing in the coordination

meeting are to stop their activities and watch the proceedings.

Days 1-3

1. Hand out Participant Update 3: Day 2 Saturday 7 Sep

2. Each group then works /discusses for 30 mins. At the 15 min mark handout Damage Report Three (1-

3 days).

3. The focus should now be on longer term response planning, including international support.

4. Additional injects could be added here in the form of key decisions to be made such as

"is the government requesting for assistance? if so, what forms of assistance?

will the government accept foreign military forces into the country? if so, from which

countries?

what particular military capacity is the government requesting? are there clear priorities at


Damage Report 2


Damage Report 3


Page | 34



1200-1300

this stage?

What is/are the coordination mechanism(s) in place?

how will the international humanitarian community plug into the these

coordination mechanisms?

how will foreign military forces plug into these coordination mechanisms?

who is in charge of which?

5. Government led coordination meeting to be held.

6. Facilitators (especially those engaging in the meeting) need to inject additional questions to ensure

that the key issues are being covered during the exercise. The coordination meeting should go for

about 30 mins. to allow all the relevant issues to be raised and discussed. All those not role playing

in the coordination meeting are to stop their activities and watch the proceedings.

Days 3-7

1. Hand out Participant Update 4: Day 3-7 Sun-Tues 8-10 Sep

2. Each group then works /discusses for 30 mins. At the 15 min mark handout Damage Report Four (3-

7 days)

3. The focus should be on implementation actions being undertaken and forward planning. Who is

doing what, when and where?

4. As a wrap up, conduct plenary presentations from each group and Q& A from other groups, first the

government then mil/police then humanitarians/CSOs - expectations from other groups should also

be covered in the discussions - 30 mins for all presentations and discussions

5. Facilitators need to inject additional questions during the presentations to ensure that the key

issue are being covered during the exercise


Damage Report 4

1200-1330 Lunch 1.5 hours (flexible, while exercise is running)


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1330-1430

SIMEX Debrief - Suggestions:

1. The coordination mechanism for the disaster response must be emphasised - it will likely be the clusters - everyone should have an understanding of how the clusters should work in an emergency, who leads and provides direction, who supports and who plugs into the clusters (and what if the cluster leads are also victims? who will stand up the clusters? this drives home the point that coordination is not the responsibility of one person or organisation; whoever is around should be able to start things up - that is why this training is occurring);

2. The Civil-Military operational coordination mechanisms should also be emphasised - who will be responsible for standing it up - main effort? supporting effort? how to coordinate foreign military capacity coming in? how to plug into the broader humanitarian coordination effort?

3. Other dimensions/challenges that will likely happen within the government, military and humanitarians/CSO organisational arrangements in a disaster response environment should also be discussed, based on various first-hand observations of how relevant organisations react to emergencies.

4. During the exercise, there will be issues that participants may not be able to resolve - these issues should be consolidated and fed back to the appropriate offices for their information and reference and appropriate action

Plenary discussion

COURSE SUMMARY AND EVALUATION (75 MINUTES) Learning Outcome: By the end of the Module, participants will be able to:

1. Describe the key learning highlights of the course 2. Describe HumCMCoord best practices and lessons learned 3. Complete the course evaluation

1500 to 1540 (40 min)

Best practices and Lessons Learned

These are various lessons learned from the field over many and various operations

PPT 11 provides some additional resources from the home of Civil Military Coordination in the UN – the Civil Military Coordination Section (CMCS) located in OCHA Geneva

Plenary PPT Slides 1-11


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1540 to 1600 (20 min)

Key Learning Points/Summary

Group activity - each group to create mind maps highlighting the key learning points of the course on large flip chart paper then each group to present their mind map to other groups

Go thru participants objectives from Day 1 that are on flip chart on wall - tick off if achieved - 5 min

Alternatively, have each participant review the walls holding the various outputs from the course. Then have them identify the primary ‘take away’ for themselves and write it on a card. Have each person then present to the class their primary take-away, explaining why.

Plenary Group Activity 15 min

Participants Objectives from Day 1

Should be on wall in training room

1600 to 1615 (15 min)

Course Evaluation

Ask participants to complete evaluation forms. Explain that this is important as it allows the course facilitators to evaluate the course and make changes ensuring that the course evolves and will consistently meet the needs of participants

State that it is optional to put their name on evaluation form

Collect forms in – no completed evaluation form, no certificate!

Evaluation Forms 1 per participant

COURSE CLOSING CEREMONY (30 MINUTES)

1615 to 1645 (30 min)

Closing Ceremony and Presentation of Certificates

Speech by Host(s)

Speech by OCHA

Certificates

Speech

Presentation

Chairs for guests, Microphone and podium Certificates for participants

Make sure certificates are signed

As required

Debriefing with course management team General comments

Challenges

Positive aspects

Recommendations

Discussion


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ADMINISTRATION

COURSE INVITE LETTER

Place on letterhead

Date

Name and organization Dear (preferably identified by name), We are pleased to invite you (or your organization) to participate in the Humanitarian Civil-Military Coordination (HumCMCoord) Course for in-country actors that will be held from .....to ..... month/year at ......Location....... The National Disaster Risk Reduction and Management Council (NDRRMC) will host the event with lecturing support from the United Nations Office for the Coordination of Humanitarian Affairs (OCHA) Philippines. The course aims to bring together NDRRMC member agency representatives with cluster coordination responsibilities, representatives from the Armed Forces of the Philippines (AFP) and Philippines National Police (PNP) personnel who are involved in disaster response preparedness. and humanitarian, civil society and private business actors. At the end of the course, participants will have a clear understanding of the following: 1. the Humanitarian Civil-Military Coordination (HumCMCoord) concept, principles and

how its practical applications could be adopted to the Philippine context; 2. the role of the national military and police in natural disaster preparedness and

response, and how they are organised to carry out such tasks at different levels; 3. the cluster coordination process, and how the government leads and Humanitarian

Country Team (HCT) co-leads work hand-in-hand in leading the coordination of efforts of cluster members (needs assessment and identification, who is doing what where, potential gaps or shortfalls in resources, etc);

4. the role of the national military and police and how they can plug into the relevant cluster coordination processes, including contingency planning processes at the appropriate level, applying the HumCMCoord elements of information sharing, task division, and joint planning;

5. the need to have an institutionalised humanitarian civil-military coordination (CMCoord) policy or doctrine.

The course will have no more than 40 participants, with a view of having a balanced representation between civilian and military participants, as well as women and men in the course. Lunches and coffee breaks will be provided during the course. However, travel to and from the course venue will not be covered and hence, will be the participant’s responsibility. The agenda, along with the administrative facts and background documents, will be sent directly to the confirmed participants.

Please submit names of nominated participants, including telephone number and email address to the Course Administration focal point, Insert Name email: Insert email address on


Page | 38

or before ....Date..... For any questions, please contact the course coordinator, .....Name...., at telephone number: XXX-XXXX or e-mail: ....email address of course coordinator

With best wishes.

Yours sincerely,


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COURSE APPLICATION FORM

Humanitarian Civil-Military Coordination Course

Application Form (HumCMCoord)

Please return this form to:

.........................................................................

Organisation Name

Tel:

Fascimile No

Email

HumCMCoord Course

Date ............................... Venue: ....................................................

Return this form before:

Date

Availability Form - Personal Details

Family name: First name:

Title/Rank: Date of birth:

Nationality: Male: Female:

Organization:

Function:

Contact details

(Duty)

Street:

City/Postal code:

Country:

Telephone: Mobile:

Fax:

Email:

Contact details

(Private)

Street:

City/Postal code:

Country:

Telephone: Mobile:

Email:

Please describe your current function & responsibilities. This will help us in ensuring the right mix of participants in the groups as well as the exercises throughout the course.

Since (date)


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COURSE CONCEPT NOTE

Concept Note on the Humanitarian Civil-Military Coordination (HumCMCoord) Course for In-Country Actors in the Philippines

Background The Philippines is one of the most natural hazard-prone countries in the world. Apart from having active faults and 22 active volcanoes across the country, it is also visited by 22-25 weather disturbances of varying intensities every year. In every significant disaster that hits the country, the Armed Forces of the Philippines (AFP) acts as first responders in addressing the immediate impact of disasters. This was the case in the past and was also the case in December 2012 when Typhoon (TY) Pablo (international name: Bopha) made landfall in Eastern Mindanao. It was the strongest weather disturbance and most destructive natural disaster in the world in 2012 in terms of lives lost.3 Its impact spawned varying degrees of challenges in coordination and capacity in the worst-hit areas. This included, on one hand, misconceptions and misunderstandings4 on the part of international and local NGOs on the role of the national military in the local government’s coordination and response efforts. On the other hand, it also highlighted the lack of understanding on the part of the national military of existing coordination mechanisms such as the clusters, how it is rolled-out at the regional and local government level, how it functions and how the military can plug into it to complement existing civilian capacity. A year later, through the response to the even larger Typhoon Yolanda (international name: Haiyan), significant best practices in civil military coordination were learned but a number of weaknesses in understanding prevailed. It can be recalled that the clusters were first rolled out in the Philippines in December 2006 in response to the coordination challenges created by Typhoon Reming. It was later institutionalised in the government’s national disaster management system in 2007 through an NDCC Order, formalizing arrangements between the government and the Humanitarian Country Team (HCT). The clusters also served as a way of preparing coordination structures at various levels to absorb coordination challenges in the event of large-scale and/or worst-case scenarios. Since its promulgation, the cluster arrangement has evolved and has been amended at least once. A further review of the cluster arrangement has occurred in 2014, through the development of the National Disaster Response Plan. Addressing the Understanding Gap Under the leadership of the National Disaster Risk Reduction and Management Council (NDRRMC) and with the support of OCHA Philippines a Humanitarian Civil-Military Coordination (HumCMCoord) Course will be organised in Location............... from ..........to ........... 2014. The course will bring together key representatives from the government’s line departments that lead clusters at the national level, the Armed Forces of the Philippines (AFP) with

3 CRED EM-DAT

4 Due wholly or in part to differences in cultural perceptions and organisational relationships among actors on the ground


Page | 41

representatives from the different services, the Philippine National Police (PNP), the humanitarian community, civil society organisations and private industry. The course will be 4 days long and will run from Tuesday to Friday from 0815 to 1630 daily.

Expected Outcomes of the Course At the end of the course, participants will have a much better understanding of the following: a. the Humanitarian Civil-Military Coordination (HumCMCoord) concept, principles and

how its practical applications could be adopted to the Philippine context; b. the role of the national military and police in natural disaster preparedness and

response, and how they are organised to carry out such tasks at different levels; c. the cluster coordination process, and how the government leads and Humanitarian

Country Team (HCT) co-leads work hand-in-hand in leading the coordination of efforts of cluster members (needs assessment and identification, who is doing what where, potential gaps or shortfalls in resources, etc);

d. the national military and police roles and how they can plug into the relevant cluster coordination processes, including contingency planning processes at the appropriate level, applying the HumCMCoord elements of information sharing, task division, and joint planning; and

e. the need to have an institutionalised humanitarian civil-military coordination (CMCoord) policy or doctrine.

Course Arrangements & Responsibilities

Participants: Maximum of 40

Course Management and Facilitation: OCD will have 2 staff members co-facilitating the sessions with one as a designated course manager. UN-OCHA will also provide a guest lecturer who will also act as a facilitator. Every participant is a resource person in the course.

Location: ......................................................................

Certification: Upon successful completion (i.e. full attendance) of the course,

participants will receive a certificate of completion . The certificate will be awarded

by .....................................................................................................

Course Dates: The course will take place from ...........to ............, month 2014.

Final Planning Conference: The Final Planning Conference (FPC) for the Course will

take place on day/date/month at location

Funding: Organisation name will cover the cost of the venue, morning and

afternoon coffee breaks and lunches from Tuesday to Friday. Organisation name will

provide flipcharts, marking pens, white boards and other items needed for the

course. Participants will cover their own transport to and from the course venue.

Next Steps Invitations to pre-identified organisations/individuals are to be sent out by OCD. OCD will

finalize arrangements for the venue and setup providing four large table groupings able to

accommodate 10 persons comfortably. The basic course requirements are 5 flipcharts (with


Page | 42

stand), markers, masking tape (one each per table), LCD projector, screen, speakers, an

open space half the size of a basketball court for an outdoor exercise, spaces for lunch and

coffee breaks, a table behind the classroom for the course management team.


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PRE-COURSE LETTER

Letterhead or logos to go here

Humanitarian Civil Military Coordination (HumCMCoord) Course

Where......................................................... Dates....................to........................... 2014

Administrative Notes for Participants

Please read the entire 2 pages- they will provide answers to most of your questions

I. Points of Contact (PoC)

Course Coordinator Local PoC Other

II. Course Administrative Information

An Opening Ceremony is scheduled from 0830 to 0900 on Tuesday, xxx 2014 (participants

are requested to be in the classroom on or before 0815);

Classes will run from 0815 to 1630 from Tuesday to Friday;

The tentative agenda is attached;

Lunch and morning and afternoon coffee breaks will be provided by the organisers;

Smart casual is acceptable for most activities of the course. However, military and police

participants are requested to wear their uniforms (GOA) on Tuesday and Friday (Day 1 and

Day 4). Civilians can also wear their organisational shirt (if applicable);

The course will take place at Place............................... and the map of the venue is attached;

if, for some reason, you cannot find it, please contact:

Name................mobile........................

III. Course Methodology

All participants are resource persons in the course. As such, participants are expected to

actively participate in sharing their views, their experiences, their success stories as well as

not so successful ones – learning points are best generated from them

The course is heavy on interaction, dialogue, group and individual work, analysis and

discussions

Discussions will be in English; active participation is a requisite for successful completion of

the course


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Missing a maximum of two hours of course instructions is considered dropped from the

course

The course is composed of representatives from NDRRMC-member agencies, including the

AFP and the PNP and representatives of humanitarian, civil society and private business

agencies

The course facilitation team is composed of representatives from OCD, OCHA Philippines

add any others

IV. Course Venue

Below is a map of the course venue

Insert map of venue and any additional instructions to get to venue

Insert Map

of Venue


Page | 45

COURSE CERTIFICATE EXAMPLE


Page | 46

COURSE EVALUATION FORM

Humanitarian Civil Military Coordination

Course Evaluation Form

Training Location: _____________________________________________

Participant Name (optional): ____________________________________

Date: _______________

INSTRUCTIONS Please circle your response to the items. Rate aspects of the course on a 1 to 5 scale: 1 = "Strongly disagree," or the lowest, most negative impression 3 = "Neither agree nor disagree," or an adequate impression 5 = "strongly agree," or the highest, most positive impression Your feedback is sincerely appreciated. Thank you. ------------------------------------------------------------------------------------- COURSE CONTENT (Circle your response to each item.) 1=Strongly disagree 2=Disagree 3=Neither agree nor disagree 4=Agree 5=Strongly agree N/A=Not applicable 1. I was well informed about the objectives of this course 1 2 3 4 5 N/A 2. This course lived up to my expectations. 1 2 3 4 5 N/A 3. The content is relevant to my job. 1 2 3 4 5 N/A COURSE DESIGN (Circle your response to each item.) 4. The course objectives were clear to me. 1 2 3 4 5 N/A 5. The course activities stimulated my learning. 1 2 3 4 5 N/A 6. The activities in this course gave me sufficient practice and feedback. 1 2 3 4 5 N/A 7. The difficulty level of this course was appropriate. 1 2 3 4 5 N/A 8. The pace of this course was appropriate. 1 2 3 4 5 N/A COURSE INSTRUCTOR (FACILITATOR) (Circle your response to each item.) 9. The instructors were well prepared. 1 2 3 4 5 N/A 10. The instructors were helpful. 1 2 3 4 5 N/A COURSE RESULTS (Circle your response to each item.) 11. I will be able to use what I learned in this course 1 2 3 4 5 N/A SELF-PACED DELIVERY (Circle your response to each item.) 12. The course was a good way for me to learn this content. 1 2 3 4 5 N/A


Page | 47

13. Please identify the most/least valuable aspects of Day 1 (Course Introduction, Module 1 – Introduction to Coordination, Module 2 – NDRRMC Structure/Functions and the role of the AFP and PNP in Disaster Preparedness & Response): 14. Please identify the most/least valuable aspects of Day 2 (Module 3 – International Humanitarian Coordination, Module 4 – Humanitarian Coordination in the Philippines, Module 5 – The Humanitarian-Military Interface): 15. Please identify the most/least valuable aspects of Day 3 (Module 6 – Humanitarian Civil-Military Coordination, Module 7 – Humanitarian Civil-Military Coordination Guidelines, Module 8 – Typhoon Haiyan/Yolanda Case Study): 16. Please identify the most/least valuable aspects of Day 4 (Module 9 – Sudden Onset Disaster Exercise, Course Closure): 17. Are there any other improvements you would recommend in this course?


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BEFORE, DURING AND AFTER THE COURSE CHECKLIST

Before the Course

No Tasks Weeks before Person

Responsible Date

Completed

1 Find and confirm a suitable venue for the course 8 weeks

2 Draft & finalise course concept note 7-8 weeks

3 Identify & confirm course sponsor to cover lunches and coffee breaks

7-8 weeks

4 Draft Invitation letter for signature by NDRRMC Ex Director

7-8 weeks

5 Send invitation to the respective target participants and/or organisations

7-8 weeks

5 Identify Course Management Team (CMT) members and define roles & responsibilities

6 weeks

6 Draft administrative instructions, including directions to venue, map of venue, point of contact for questions and emergency procedures at the venue

5 weeks

7 Set up database and consolidate list of participants (name, organisaton, email, phone number) and enter into database (continuous process)

4 weeks

8 Send email to participants welcoming them and including pre-course information (admin instruction, agenda, learning outcomes & pre-course reading)

3 weeks

9 Invite Distinguished Guests to the opening and closing of the course

3 weeks

(the earlier the better)

10 Hold a meeting with Course Management Team 2 weeks

11 Prepare & print certificates for signature 2 weeks

12 Prepare course supplies: LCD projector and screen, microphones and speakers, 5 flipchart stands, 5 flipcharts, marker pens, 5 rolls of masking tape, whiteboard markers, 1 ream A4 paper, pens

2 weeks

HumCMCoord Course Checklist


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13 Print name tags and desk cards for participants and CMT

1 week

14 Determine any special dietary requirements and notify caterer

1 week before

15 Final planning meeting with CMT and facilitators Day before course

16 Inspect venue, ensure all equipment is there and in working order and all supplies are there

Day before course

17 Set up training room Day before course

18 Designate an official course photographer, possibly the admin support person. Photos to be taken throughout the course and organise (place) the course photo on the first day

Day before course

During the Course

19 Conduct a brief CMT meeting at conclusion of each day

20 Ensure training room tidied at end of each day and all equipment is in working order

21 Keep hard copy of all sessions in a master file in training room

22 Remind participants each day of pre-reading requirements particularly if case study next day

23 Conduct written course evaluation before closing ceremony

After the Course

24 Clean up training room, ensure all equipment return to right place.

After all participants have

gone

25 Conduct a course debrief with CMT PM hours of final day

26 Transfer information from evaluations onto excel spreadsheet to get overall result.

Within 1 week of course conclusion

27 Write course report 1 week after course conclusion


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MODULE RESOURCE CHECKLIST

HumCMCoord Session Resource List

No Module Equipment/Resources Required

Course Opening

Photograph

National anthem and prayer played from laptop computer. Flag. Chairs for both speakers, microphone and podium,

Camera and photographer, chairs for speakers, course facilitation team

Course Introduction Projector & screen, Course Intro PPT slides, Oval coloured cards and markers, or flip chart and flipchart paper A 2nd facilitator Course booklet for each participant

1 Intro to Coordination

Skills Inventory

Rope Activity

Coord Debrief Activity

Coordination Elements

Projector and screen, Intro to Coord PPT slides

Activity Handout or use PPT slide

40 metres of rope in a bag, Blindfolds for each participant in a bag, activity instructions for facilitator. Alternatively, 2 sets of Lego with instructions to players Flip Chart paper, Markers PPT Slides 14-17, colour cards and markers Info Sharing - blue card Task Division - green Planning - orange Dialogue - red

2 NDRRMC Structure Projector and screen, PPT slides, Speakers from OCD, AFP, PNP

3 International Hum Coordination

OCHA and the Community

International Disaster Response Coordination

Natural Disaster Response Mechanisms: Tools and Services Humanitarian Professionalism

Projector and screen, Int'l Hum Coord PPT slides, sound system interface from laptop (for playing of videos)

Flipchart/Markers

Cluster Card Pack

8 copies Disaster Response in Asia and the Pacific

Sphere handbook, Do No Harm handout, Code of Conduct handout


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4 Coordination Mechanisms in the Philippines

Cluster Poster and post it notes

5 The Military Hum Interface Mil Hum Interface PPT slides, Perception handout, flipchart paper and markers

6 Hum CivMil Coordination CivMil Coord PPT slides, flipchart paper and markers

7 Hum Civ Mil Guidelines

8 copies Oslo 4 copies APC MADRO 2 copies

Complex Emergency

Hum Civ Mil Guidelines PPT slides, flipchart paper and markers

8 copies MCDA Activity instruction handout (2 for each group)

8 Case Study Typhoon Haiyan Typhoon Haiyan PPT slides and video, sound system interface from laptop (for playing of video)

Copy of Haiyan AAR

9 Simulation Exercise Sudden Onset Disaster PPT slides (either scenario), scenario pre-

reading handout, flipchart paper and markers

All facilitator instructions and copies for each participant of injects for scenario

Course Closure

Key learning points

Course Summary

Course Evaluation

Formal Speeches

Flipchart paper, coloured marker pens

Course Closure PPT slides and participants objectives poster from Day 1

Evaluation forms for each participant

Chairs for both speakers, microphone and podium


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Course Booklet – order of contents

A course booklet is provided for each participant containing course agenda, all powerpoint slides, all

end of day handouts, all activity handouts, and Evaluation Form. The order of these items is as

provided below: 1. Course agenda

2. Course Introduction

3. Module 1

4. Module 2

5. Module 3

6. Module 4

7. Module 5

8. Module 6

9. Module 7

10. Module 8

11. Module 9

12. Course End Best Practices

13. OCHA Core business

14. Code of conduct Handout

15. Sphere Project handout

16. Do No Harm - the six lessons from the do no harm project

17. Perception Activity handout

18. APC-MADRO Guidelines

19. Haiyan Response case study

20. Haiyan Guidance on the use of MCDA

21. Oslo paragraph activity

22. MCDA Group Activity handout

23. SIMEX pre-reading

24. Evaluation form

Printing powerpoint slides two to each page, double sided, produces the most appropriate

document for participants to retain a readable record of the course information.

Facilitation guide - HumanitarianResponse...Facilitation Guide Humanitarian Civil-Military...

Documents

Transcript of Facilitation guide - HumanitarianResponse...Facilitation Guide Humanitarian Civil-Military...