Training in Crisis Response

David AlexanderDavid AlexanderCESPRO - University of FlorenceCESPRO - University of Florence

Training and EducationTraining and Educationin Emergency Responsein Emergency Response

Crisis and emergency response:Crisis and emergency response:developing trends and tendenciesdeveloping trends and tendenciesCrisis and emergency response:Crisis and emergency response:developing trends and tendenciesdeveloping trends and tendencies

• new managerial and new managerial and professionalprofessional roles roles

• internationalisationinternationalisation of the field of the field

• ever greater use of informationever greater use of information and communications and communications technologytechnology..

• emergency work becomes more frequent,emergency work becomes more frequent, expensive, demanding and expensive, demanding and complexcomplex

The main international trendsin civil protection (1):

The main international trendsin civil protection (2):

• new emergencies, new new emergencies, new uncertaintiesuncertainties:: terrorism and emerging risksterrorism and emerging risks..

• modern modern humanitarianhumanitarian work work requires special trainingrequires special training

• new, adaptive forms of new, adaptive forms of managementmanagement

A note onA note onmethodologymethodologyA note onA note on

methodologymethodology

Kinds of trainingKinds of training

Orientation:-Orientation:-

• academic and theoreticalacademic and theoretical

• professional and practicalprofessional and practical..

Methods:-Methods:-

• classroom instructionclassroom instruction• participatory exercisesparticipatory exercises• presentations by trainees and speakerspresentations by trainees and speakers• computerised lessonscomputerised lessons• scenario modellingscenario modelling• group discussionsgroup discussions..

• training in use oftraining in use of equipment and softwareequipment and software• personal and group research exercisespersonal and group research exercises• site and field visitssite and field visits• field exercisesfield exercises• Internet-based distance learningInternet-based distance learning..

Methods:-Methods:-

How to make trainingHow to make trainingcourses courses relevantrelevant:-:-

• assess assess needsneeds• define define objectivesobjectives• develop develop methodsmethods and and materialsmaterials• conductconduct training training

• reviserevise course course..• evaluate evaluate resultsresults

Needs satisfied

Capacity not generated or utilised

Capacity not generated or utilised

Needs notsatisfied

Needs notsatisfiedDemand

for coursesDemand

for courses

Clientelefor coursesClientele

for courses

TrainingTrainingcoursescourses

- who?- who?- what?- what?- when?- when?- how?- how?- why?- why?

Supplyof coursesSupply

of courses

Organisationsthat offer courses

Organisationsthat offer courses

What What professional figureprofessional figure will be will becreated or enhanced by the training?created or enhanced by the training?What What professional figureprofessional figure will be will becreated or enhanced by the training?created or enhanced by the training?

What exactly will that person's What exactly will that person's rolerole be? be?What exactly will that person's What exactly will that person's rolerole be? be?

Therefore, what sort of Therefore, what sort of information,information,knowledge and expertiseknowledge and expertise need to be need to beoffered in the course?offered in the course?

Therefore, what sort of Therefore, what sort of information,information,knowledge and expertiseknowledge and expertise need to be need to beoffered in the course?offered in the course?

Wisdom:Wisdom: abilit ability to makey to makedecisions based on principles,decisions based on principles,

esperience and knowledgeesperience and knowledge

Knowledge:Knowledge: understand how things understand how thingsfunction (or should function)function (or should function)

Information:Information: describe describephysical and social situationsphysical and social situations

Data:Data: basic facts and statistics basic facts and statistics

COMMUNICATIONCOMMUNICATIONSource: Dr Ben WisnerSource: Dr Ben Wisner

Pedagogical modelsPedagogical modelsPedagogical modelsPedagogical models

Training model no. 1Training model no. 1

causes causes (hazards, risks)(hazards, risks)

impacts impacts (disasters)(disasters)

response response (civil protection)(civil protection)

Training model no. 2 (fundamental themes and concepts)Theme or concept ApproachHazard Analysis of eventsVulnerability Analysis of situationsRisk and exposure Analysis of probabilityPrediction Technology-user relationshipWarning and alert Relationship between technology

and the social systemPlanning Organisation of resourcesEvacuation Managerial skill developmentEmergency management Direction of operationsEmergency logistics Study of timing and organisationScenario construction Learning to predict consequences

Training model no. 3 (based on scenarios)Training model no. 3 (based on scenarios)

TechniquesTechniques::• begin with an emergency scenariobegin with an emergency scenario• assign roles to participantsassign roles to participants• introduce unexpected developmentsintroduce unexpected developments• the participants respond to the crisisthe participants respond to the crisisObjectivesObjectives::• utilise experience and knowledgeutilise experience and knowledge• acquire new competencies and capacitiesacquire new competencies and capacities• learn and try out new roleslearn and try out new roles• increase the understanding of problemsincrease the understanding of problems• identify emergency plan shortcomingsidentify emergency plan shortcomings..

• the use of one of the models does notthe use of one of the models does not exclude the employment of the othersexclude the employment of the others

• models models 2 (concepts)2 (concepts) and and 3 (scenarios)3 (scenarios) offer the greatest opportunity tooffer the greatest opportunity to involve students actively in lessonsinvolve students actively in lessons..

Ten principlesTen principles of ofemergency responseemergency response

training andtraining andeducationeducation

Ten principles of emergency management training/educationTen principles of emergency management training/education

Course should haveCourse should haveclear learning objectivesclear learning objectivesand be specific aboutand be specific aboutwhat the students arewhat the students are

expected to learnexpected to learn..

MEDIATIONMEDIATION

An idealAn idealcoursecourse

What theWhat thestudents wantstudents want

What theWhat theinstitutioninstitutioncan offercan offer

Courses should be concerned withCourses should be concerned withall phases of the all phases of the disaster cycledisaster cycle::

risk mitigationrisk mitigation, , preparation for disasterspreparation for disasters,,emergency actionemergency action, , recoveryrecovery and and

reconstructionreconstruction. Courses should be clear. Courses should be clearabout the about the relationship between the phasesrelationship between the phases..


Planning• scenarios• risk analysis• emergency plans• protocols

Organisation• comand structure• task forces• operations centres• communications

Preparation• education & training• exercises• plan dissemination• revision of plans

Resources• materials• vehicles, equipment• communications• manpower

Courses should seek an equilibriumbetween teaching theory and

recounting practical experiences.

Experiences in the fieldshould be described and interpreted

in the light of an ample bodyof theory and research.


Courses should seek to encourageCourses should seek to encouragethe direct the direct partecipation of studentspartecipation of students..

Passive forms of learningPassive forms of learning should shouldnotnot dominate the curriculum. dominate the curriculum.

Training and education should meanTraining and education should meandiscovery discovery andand learning to solve learning to solvepractical problemspractical problems, instead of, instead ofreceiving information passivelyreceiving information passively..


A civil protection course should drawconntections between the scientific,technical and social-organisationalaspects of emergency management.

It is equally important to make explicitthe links between the topics covered.


Scientists Scientists Scientists Scientists

Hazard Hazard

EvaluationEvaluation

Administrators Administrators Administrators Administrators

RiskRisk communicationcommunication

DecisionDecision to warn to warn

General General PublicPublic

General General PublicPublic

Warning Warning

Protective Protective actionaction

The warning processThe warning process

OrganisationalOrganisational SocialSocialTechnicalTechnical

A body of general informationon emergencies should be taught.

Students need to learn enough ofthis to be able to appreciatethe roles of other participants

in emergency situations.


For example,For example,even people who willeven people who willnever travel in anever travel in a

helicopter should knowhelicopter should knowhow such aircraft arehow such aircraft areutilised in emergencies.utilised in emergencies.

For example,For example,even people who willeven people who willnever travel in anever travel in a

helicopter should knowhelicopter should knowhow such aircraft arehow such aircraft areutilised in emergencies.utilised in emergencies.

No topic should betaught without explainingclearly its relevance to

civil protection activities.


Breadth of visionBreadth of vision is very is veryimportant in civil protectionimportant in civil protectionand students should finish aand students should finish a

course with a clear idea of thecourse with a clear idea of therelationships between therelationships between the

various parts of the systemvarious parts of the system(and of the course).(and of the course).


HAZARD,RISK &

DISASTERSTUDIES

SEVEN SCHOOLSOF THOUGHT

Criminal justice and forensic

science

and perhapsan eighth...

Sociology

Psychology& psychiatry

Economic &financial studies

Developmentstudies

Disaster medicine& epidemiology

Physical &construction

sciences

Geography & anthropology:

cultural (human)anthropology

EcologyGeology (& Geomorphology)Geophysics (inc. Seismology)Vulcanology

ClimatologyHydraulicsHydrologyMeteorology

ArchitectureCivil engineeringGeotechnical engineeringStructural engineeringMechanical & electrical engineering Information &

communication technology (ICT)Computer technologyRemote sensingRisk analysis (inc.risk identification,estimation,management & communication)

CartographyDevelopment studiesEconomicsGeography, HistoryJurisprudence & legal stdsUrban & regional planningMass media studiesPsychologySociology

EpidemiologyNursingNutritionPharmacologyGeneral medicineSurgery & emergency medicinePublic health, hygiene & epidemiologyVeterinary sciences

Health sciencesSocial & spatial sciences

Computational& analytical

sciences

Construction sciences

Atmospheric & water sciences

Earth & environmental sciences

HAZARD,RISK &

DISASTER

CONSTITUENTCONSTITUENTDISCIPLINESDISCIPLINES

Emergency management training and educationEmergency management training and education

B A

S I C

C O N C EP

T S

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E M E R G E N C YP L A N N I N G

E M E R G E N C YM A N A G E M E N T

DI S

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R E C O N S T R U C T I O N

P L A N N I N G

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MA

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Teachers should have agood understanding of the:• needs• experiences and• procedures

...of civil protection.


Lessons should be supported withample hand-out material,

which is sufficiently general,original and educational to

be useful to the students longafter the course has finished.


A question of standardsA question of standardsA question of standardsA question of standards

StandardisationStandardisation in emergency management in emergency managementtraining and education should involvetraining and education should involvedeveloping international protocols on:developing international protocols on:

• subjectssubjects and and topicstopics in the curriculum in the curriculum

• minimum minimum durationduration of courses of courses and modules (in contact hours)and modules (in contact hours)

• pedagogical forms of training, pedagogical forms of training, teachingteaching and the and the organisationorganisation of courses of courses..

Courses Minimumhours

Refreshercourses

Courses for civil protection volunteers

Entry level 24 8 hrs

Specialist level 27 8

Task-force level 30 8

Graduate emergency manager courses 200 36

Courses for municipal and provincial emergency planners

60 8

Seminars for municipal chief executives 4 --

Courses for mass media liaison personnel 20 8

Batchelor's and Master's degrees according to law

--

C.P. STANDARD

ConclusionsConclusionsConclusionsConclusions

Future trendsFuture trendsFuture trendsFuture trends• disasters will continue todisasters will continue to internationalise: internationalise: so must trainingso must training• disasters will continue todisasters will continue to internationalise: internationalise: so must trainingso must training

• information technologyinformation technology will play an ever will play an ever greater role in disasters greater role in disasters andand training training• information technologyinformation technology will play an ever will play an ever greater role in disasters greater role in disasters andand training training

• 'disaster manager''disaster manager' will eventually will eventually become an accepted role in societybecome an accepted role in society• 'disaster manager''disaster manager' will eventually will eventually become an accepted role in societybecome an accepted role in society

• The greatest current challenge is toThe greatest current challenge is to create a create a body of professional disasterbody of professional disaster respondersresponders who are able to who are able to involve theinvolve the public and the private sectorpublic and the private sector in in emergency and disaster preparednessemergency and disaster preparedness..

• The greatest current challenge is toThe greatest current challenge is to create a create a body of professional disasterbody of professional disaster respondersresponders who are able to who are able to involve theinvolve the public and the private sectorpublic and the private sector in in emergency and disaster preparednessemergency and disaster preparedness..

Training and education can:Training and education can:Training and education can:Training and education can:

• prepare trainees in psychologicalprepare trainees in psychological and practical terms to participate inand practical terms to participate in unexpected situationsunexpected situations that will tax that will tax their skills, endurance and nerves their skills, endurance and nerves

• prepare trainees in psychologicalprepare trainees in psychological and practical terms to participate inand practical terms to participate in unexpected situationsunexpected situations that will tax that will tax their skills, endurance and nerves their skills, endurance and nerves

• create group bonding and create group bonding and humanhuman interactioninteraction skills that will be skills that will be very valuable during emergencies very valuable during emergencies

• create group bonding and create group bonding and humanhuman interactioninteraction skills that will be skills that will be very valuable during emergencies very valuable during emergencies

• help people to understand theirhelp people to understand their own own rolesroles and those of other and those of other participants in an emergencyparticipants in an emergency..

• help people to understand theirhelp people to understand their own own rolesroles and those of other and those of other participants in an emergencyparticipants in an emergency..

Training processes should:Training processes should:Training processes should:Training processes should:

• use exercises & collective use exercises & collective problem solvingproblem solving• use exercises & collective use exercises & collective problem solvingproblem solving

• provide useful provide useful support materialsupport material that can be actively interpretedthat can be actively interpreted in the classroom and field in the classroom and field

• provide useful provide useful support materialsupport material that can be actively interpretedthat can be actively interpreted in the classroom and field in the classroom and field

• include include seminarsseminars conducted conducted by the participants by the participants • include include seminarsseminars conducted conducted by the participants by the participants

• encourage participants toencourage participants to share their experiencesshare their experiences• encourage participants toencourage participants to share their experiencesshare their experiences

• foster interaction, managerial skillsfoster interaction, managerial skills and and group spiritgroup spirit among participants among participants..• foster interaction, managerial skillsfoster interaction, managerial skills and and group spiritgroup spirit among participants among participants..

ConclusionsConclusionsConclusionsConclusions

• disaster management training mustdisaster management training must be severely practical - be severely practical - but withbut with an adequate content of theoryan adequate content of theory

• disaster management training mustdisaster management training must be severely practical - be severely practical - but withbut with an adequate content of theoryan adequate content of theory

• procedures are needed toprocedures are needed to evaluate its evaluate its effectivenesseffectiveness• procedures are needed toprocedures are needed to evaluate its evaluate its effectivenesseffectiveness

• courses must be tailored to thecourses must be tailored to the specific specific needs of participantsneeds of participants• courses must be tailored to thecourses must be tailored to the specific specific needs of participantsneeds of participants

• international minimum international minimum standardsstandards are are needed for course content and durationneeded for course content and duration• international minimum international minimum standardsstandards are are needed for course content and durationneeded for course content and duration

• several several modelsmodels exist for training courses exist for training courses..• several several modelsmodels exist for training courses exist for training courses..

Recognition plusRecognition plusan institutionalan institutionalrole for therole for the

professional figureprofessional figure

Recognition plusRecognition plusan institutionalan institutionalrole for therole for the

professional figureprofessional figure

CertificationCertificationof competenceof competenceCertificationCertification

of competenceof competence

TrainingTrainingprogrammesprogrammesTrainingTraining

programmesprogrammesEmergingEmerging

professionalprofessionalfigurefigure

EmergingEmergingprofessionalprofessional

figurefigure

Policies andPolicies andlegislationlegislation

ResearchResearch ExperienceExperience

Organi-Organi-sationsation

David AlexanderDavid [email protected]@unifi.it

Thank you forThank you foryour attention!your attention!Thank you forThank you foryour attention!your attention!

Training in Crisis Response

Education

Transcript of Training in Crisis Response