global health cluster health cluster co-ordination ... · approach to strengthen the humanitarian...

Global Health Cluster

Health Cluster Co-ordination Training Course

Training Team Pack As-Run

Jakarta

Monday 18 – Friday 22 October 2010

1. Introduction..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Methodology ................................................................................................................................................................................................. 1 Course outline.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2. Training Team..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 3. Participant details .... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 4. Participant questionnaire .... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Part B: In confidence - will not be shared with other participants .............................................................................................................. 5 5. Course materials .... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Resource material and pre-course reading (previous course in grey)........................................................................................................ 6 The training team.......................................................................................................................................................................................... 7 Acronyms, abbreviations and terms............................................................................................................................................................. 8

6. Aims & Objectives ..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Aims .............................................................................................................................................................................................................. 9 Course objectives ......................................................................................................................................................................................... 9 Session objectives and key messages ........................................................................................................................................................ 9 Course objectives mapped onto course sessions ..................................................................................................................................... 10

7. Training Team Meetings ..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Inception Meeting - Agenda ....................................................................................................................................................................... 11

8. Session Briefs .... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Participants arrival, registration, introductions........................................................................................................................................... 13 A0 Registration ........................................................................................................................................................................................... 13 A1: Opening session ................................................................................................................................................................................. 14 A2: Humanitarian Reform & Cluster Approach (as run BL updated) ....................................................................................................... 15 A3: Roles & responsibilities of the Health Cluster at Global & Country level, highlighting those of HCLA & HCC ............................... 16 A4: Key country cluster deliverables & timelines in emergency preparedness, response and recovery (acute and chronic crises).... 17 A5: Participant Workshop & Learning Review.......................................................................................................................................... 18 Participant learning review ......................................................................................................................................................................... 18 B0, C0, D0 & E0: Morning Reflection & Preview...................................................................................................................................... 19 B1: Role of NGO's; Co-cluster leads; Principles of partnership; Sub national coordination ................................................................... 20 B2a: Relationship and role of MOH and other national authorities........................................................................................................... 20 B2b: Role of Health Cluster in Emergency Preparedness ........................................................................................................................ 23 B3: Civil military collaboration including integrated missions................................................................................................................... 24 B4: Assessment and health situation monitoring: existing tools (IRA, HeRAMS, …) ............................................................................. 25 C1 - C4: Planning and resources, inter-cluster coordination .................................................................................................................... 26 C5: Participant Review .............................................................................................................................................................................. 29 D1: HCC Roles and Responsibilities: A day in the life of the HCC........................................................................................................... 30 D2: HCC Attitudes, Behaviours, Cluster Governance & Structure .......................................................................................................... 31 D3: Leadership and Coordination Skills, Appreciation and Development ............................................................................................... 32 E2: Simex Presentations ............................................................................................................................................................................ 34 E3: Simex Feedback .................................................................................................................................................................................. 35 E4: Park sheet, evaluation and closure ..................................................................................................................................................... 36

9. Simulation exercise material ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Simex Participant briefing sheet................................................................................................................................................................. 38 Scenario - Pakistan Earthquake 2005 ....................................................................................................................................................... 39 Insight sheets.............................................................................................................................................................................................. 40 Simex - requests for inputs from groups.................................................................................................................................................... 42 Map1 ........................................................................................................................................................................................................... 43 Map2 ........................................................................................................................................................................................................... 44 Initial Rapid Assessment ............................................................................................................................................................................ 45 Information sheet on Pakistan.................................................................................................................................................................... 46 Scenario - Pakistan Earthquake 2005, Part 2 (not used in Jakarta)......................................................................................................... 47 Guidance to participants on outputs .......................................................................................................................................................... 48 Panel checklist ............................................................................................................................................................................................ 49

10. Administrative checklist ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 Stationery .................................................................................................................................................................................................... 50 Training rooms ............................................................................................................................................................................................ 50 Printing ........................................................................................................................................................................................................ 51 Other ........................................................................................................................................................................................................... 51

HCCT Jakarta October 2010

Training Team Pack, As Run Page 1

1. Introduction This document is the “as-run” version of the training team pack for the course run in Jakarta and includes materials for facilitators, resource people and presenters contributing to the course. It is complemented by a Participants’ pack, power-point slides and other materials developed for the course. This manual is confidential to the course organisers.

Methodology The course is designed as an opportunity for participants to learn and prepare for their role in Health Cluster Coordination. There is a strong emphasis on solution finding, experience sharing and providing practical guidance on effective co-ordination. A mix of training methods is used, based on adult learning principles. Formal presentations are brief with a variety of presenters, including participants, resource people and health cluster representatives. Participants are encouraged to share their practical experiences to enhance the learning process. A simulation exercise gives participants an opportunity to practise key skills and approaches, to enhance their experience sharing and to embed their learning. Appropriate use is made of energisers, games and role-plays. Participants are encouraged to fix their learning by taking notes, reflection, discussion, practice and reinforcement. Throughout the course a park-sheet is maintained to capture issues that have been flagged but not fully addressed in particular sessions. These are reviewed by the training team periodically as the course develops to see how best they can be addressed. Space is created for sharing experiences by the participants during different sessions. Participants are asked prior to the course to share information with the training team by means of a simple survey, including their expectations of the course and their proposed contributions.


Training Team Pack, As Run Page 2

Course outline

Start time

A Monday Cluster Approach

B Tuesday Partnerships,

Preparedness, Tools

C Wednesday Plans and Money

D Thursday Attitudes, Skills,

Governance

E Friday Simulation Exercise

0830 Training team meeting Registration

Training team meeting Training team meeting Training team meeting Training team meeting

Opening Session Welcome (RO)

Participant Introductions

Course briefing Keynote address WR

Indonesia

Learning review Role of NGO's, Co-

cluster leads Principles of partnerships Sub national coordination

Costs and benefits

Learning review The Flash Universe Overview of Flash,

CAP, CHAP; CERF, ERF

HCG Ch 4-5

Learning review

Leadership, Management and

Coordination

Simulation Exercise Group work

0900 1

RO, WR (BL) RN & AM (BL) RO (BL) PG Facilitation team 1030 Coffee - Group Photo Coffee Coffee Coffee Coffee

Humanitarian Reform & Cluster Approach

Working with National Authorities

(RN/AM/BL)

Emergency Preparedness.(AP/PG)

Anatomy of Funding Mechanisms,

esp CERF and Flash

HCG Ch 4-5

Attitudes & Behaviours

Cluster Governance & Structure

Simulation Exercise Participant

presentations to panel

1100 2

IL (PG) AP (BL) JSB/RN (BL) Facilitation team 1230 Lunch Lunch Lunch Lunch Lunch

Roles and responsibilities of the Health Cluster Lead

Agency & Health Cluster Coordinator

HCG CH 1.2, 1.3, 2.1, 2.4

Civil-military collaboration

The process of developing Plans and

Funding Appeals: Key challenges e.g.

inter-cluster coordination HCG Ch 4-5

Skills needed and how to develop

Communication, Meetings

Management, Networking

Simulation Exercise Feedback & Debrief

1400 3

RO & AP (RC) RO/AP/RN (RC) RO (BL) PG (BL) Facilitation team 1530 Coffee Coffee Coffee Coffee Coffee

Key cluster deliverables &

timelines (acute and chronic crises)

Contingency planning Discussion

Assessment and health situation

monitoring: existing tools

(IRA, HeRAMS) HCG Ch 3

Plans & Money Dilemmas, Challenges

and Solutions Experience Sharing

Simulation exercise Briefing

Group work

Park Sheet Evaluation

Closure

1600 4

AM (BL) RO AP (PG/RC) RO, AP (BL) Facilitation team Facilitation team

1730 Participant Review Participant Review Participant Review Simex Trainer review meeting

1800 Trainer review meeting

Trainer review meeting Trainer review meeting

Trainer review meeting

Course dinner


Training Team Pack - as run version Page 3

2. Training Team Name Role Organisation Rudi Coninx, (RC):

Project Manager (PM): Responsible for project management of the event, Resource person for some sessions.

WHO / HAC

Roderico Ofrin (RO)

Overall responsibility for the course run by SEARO on behalf of the GHC Course Resource Person: available throughout the course for a range of sessions, presenting, answering questions,

WHO / SEARO

Arturo Pesigan (AP)

Course Resource Person: available throughout the course for a range of sessions, presenting, answering questions.

WHO / WPRO

Robin Nandy: (RN)

Course resource person: available throughout the course for a range of sessions, presenting, answering questions, bringing partner perspective

UNICEF

Arun Malik (AM)

Course Resource Person: available throughout the course for a range of sessions, presenting, answering questions (experienced HCC person)

WHO/Thailand

Phillipe Gasquet, (PG):

Co-Facilitator (with BL): Responsible with BL for the facilitation of the learning aspects of the whole event and of agreed individual sessions, SIMEX

WHO/ WMC

Bobby Lambert, (BL):

Course Facilitator (with PG): Responsible with PG for the facilitation of the learning aspects of the whole event and of agreed individual sessions.

Independent

Meriem Meddeb (MM)

Participant liaison WMC Support Person

WHO/WMC

Suci Melati Wulandari (SW)

WHO local focal person for the course WHO/Indonesia

Kania Safitri (KS)

WHO local administrative support person WHO/Indonesia

Session Resource People Ignacio Leon

OCHA input on session A2 - should attend for whole of Monday morning and best to meet on Friday or Saturday for briefing

OCHA Indonesia

3. Participant details See separate annex (pdf file).



4. Participant questionnaire This was issued to participants prior to the course as part of the participant survey. A copy was included in the participant pack issued on registration. Synchronise with participant roster self-evaluation form Full Name:

Known as / short name:

Email: Tel:

Organisation:

Based in:

Current Job title & Role

Profession:

Experience summary:

Number of years, main locations:

Recent Humanitarian Coordination Experience

Where, when, responsibilities:

1

2

My expectations of the course What I need

3

1

2

My contributions to the course What I can offer

3

Please supply photo - recent headshot



Part B: In confidence - will not be shared with other participants This was used to assess how well the course delivered against the objectives. Participants completed this at the start and at the end of the course. Copies were included in the participant pack.

1 = low, 5 high Please rate yourself against the course objectives by putting an X in the appropriate column - Level 1 implies basic awareness, Level 5 means fully prepared to take on the role of HCC

1 2 3 4 5

Knowledge and understanding of Humanitarian reform and the cluster approach

Knowledge and understanding of the role and responsibilities of the Health Cluster members and lead agency at the Global and Country level

Knowledge and understanding of the role of HCC as a coordinator, including key coordination functions

Appreciation of attitude and skills needed to carry out the HCC role

Familiarity with key IASC and GHC policy documents, the Health Cluster Guide and the key tools available to the health cluster

Ability to develop a Health Sector Strategy and Action Plan

Ability to mobilise resources through a Flash Appeal and other cluster funding mechanisms



5. Course materials A full set of resource materials was made available to participants at the end of the course on a CD, containing PowerPoint presentations, handouts, photographs etc. Presenters should arrange for hard-copies of their PowerPoint presentations to be distributed before each session so that participants can note comments/ brief points for future reference (suggest 4-6 slides per page). If presenters/ resource persons would like to distribute any other material during their sessions, they should contact the facilitators in advance so that arrangements can be made for copying and distribution. Electronic copies of all presentations should be given to the course administrators. If resource persons have any suggestions as to what they would like to see included in future versions of the participants’ and facilitators’ pack, please discuss with the facilitators.

Resource material and pre-course reading (previous course in grey) BL: This needs to be updated for next course Resource Source Notes Terms of reference etc. IASC Guidance Note on using the Cluster Approach to Strengthen the Humanitarian Response (Nov 2006)

Humanitarian Reform web site

Participants asked to read in confirmation letter Hard copy provided in Participant pack

Terms of Reference for Sector/Cluster Leads at the Country Level (November 2006)


Handout during course

Terms of reference, Health Cluster Coordinator

WHO site Participants asked to read in confirmation letter Hard copy provided in Participant pack

Guides Health Cluster Guide WHO site Participants asked to read in

confirmation letter Hard copy provided in Participant pack

Tools Global Health Cluster suggested set of core indicators and benchmarks by category


Hard copy provided in Participant pack for previous course

Initial Rapid Assessment (June 2009) Humanitarian Reform web site

Hard copy provided in Participant pack for previous course

Health Resources Availability Mapping System (HeRAMS & iHeRAMS)

Linda Larsson Hard copy provided in Participant pack for previous course

Health Information and Nutrition Tracking System (HINTS)

Linda Larsson Hard copy of explanatory note provided in Participant pack for previous course

Online learning IASC Gender e-learning course: “Different Needs, Equal Opportunities: Increasing Effectiveness of Humanitarian Action for Women, Girls, Boys, and Men”.

Interaction site WHO site

Participants asked in confirmation letter to complete and bring certificate to the course



The training team

Members The presenters, resource people, administrators and facilitators form the training team.

Team building and working An effective training team is essential to deliver a high quality course. Experience has demonstrated that this can best be achieved by the training team members: • Being available for two working days1 immediately before the course to get to know each other and

focus on preparations as a team. • Attending a final briefing half an hour before the first session each day to share last minute changes,

concerns and information. • Attending a review meeting immediately after the last session each day to:

o review feed back from the participants, facilitators and resource persons. o Address issues or concerns arising from the day o Discuss the next day’s sessions to clarify roles and any outstanding tasks. o Review how the training team is getting on.

• Participating in a final review meeting at the end of the course to summarise the overall feed back and agree on recommendations and next steps.

General conduct Each member of the training team is expected to prepare sessions, support other team members, contribute throughout and integrate into the course in a professional and committed manner. Any issues or concerns relating to the conduct of the course may be raised at the daily team meetings held before and immediately after the formal sessions each day. Any urgent matter should be raised immediately and discreetly with one of the facilitators.

Role of resource persons & presenters Resource persons and presenters should be familiar with the aims, objectives and general content of the course through reading the course packs and selected background documentation. The role of resource persons and presenters is to make their knowledge and experience available to participants through: • developing and delivering those sessions for which they have primary responsibility; • supporting other resource persons and presenters where indicated on the programme; • contributing throughout the running of the simulation exercise; • individual interaction with participants; • judicious interventions in group discussions.

Resource persons can not be expected to know the answers to all the questions put to them by participants. If they can not give a clear and concise answer to a participant’s question based on their own knowledge and experience, they should bring in another resource person or throw the question open to the participants: the answer is usually in the room somewhere.

1 The facilitators should arrive the day before to prepare for the arrival of the other team members, to confirm details with administration staff etc..



Role of course facilitators The role of the course facilitators is to: • Work closely with the course project manager (CPM) to design the overall structure of the course to

meet agreed learning objectives. • Support the resource people and presenters identified by the CPM in developing and delivering their

sessions. • Facilitate the smooth flow of the training during the course • Monitor and evaluate how the course meets the learning needs and objectives. • Submit a facilitators’ report and participate in a course review meeting or teleconference if required.

Timing, flexibility & breaks The facilitators will maintain the right balance between good timekeeping and flexibility. They will try to keep as close to the schedule as possible. However, they will be flexible so that adequate time is given to important topics. Breaks are an important part of the course and offer the participants the opportunity to network and learn from each other. Facilitators will ensure that they are given the time they are allocated. They may decide on an unscheduled break if needed. Resource persons/ presenters will be supported to maintain course timing. This may involve some discreet signals to move on, stop or in some cases, to extend the session.

Small group exercises, facilitators and rapporteurs See guidance in Participant Pack (appended below).

Acronyms, abbreviations and terms See Heath Cluster Guide



6. Aims & Objectives

Aims • To prepare the participants for their role in Health Cluster Coordination • To assess the roles that participants may play in Health Cluster Coordination

Course objectives The following learning objectives have been developed for this course on the basis of experience with previous courses. By the end of the course, participants should have a good: • Knowledge and understanding of Humanitarian reform and the cluster approach (HRCA) • Knowledge and understanding of the role and responsibilities of the Health Cluster members and lead

agency at the Global and Country level (RRHC) • Knowledge and understanding of the role of HCC as a coordinator, including key coordination functions

(HCCR) • Appreciation of attitude and skills needed to carry out the HCC role and a opportunity to reflect on how

their own attitudes and skills compare (A&S) • Familiarity with key IASC and GHC policy documents, the Health Cluster Guide and the key tools

available to the health cluster (HCP&T) • Ability to develop a Health Sector Strategy and Action Plan (Plan) • Ability to mobilise resources through a Flash Appeal and other cluster funding mechanisms (Money)

Session objectives and key messages These are contained in the session briefs.



Course objectives mapped onto course sessions Objective

Session HRCA RRHC HCCR A&S HCP&T Plan Money

A1. Opening Session: Welcome, Keynote Speech; Participant Introductions; Course briefing

A2. Humanitarian Reform & Cluster Approach

A3. Roles & responsibilities of the Health Cluster at Global & Country level, highlighting those of HCLA & HCC

A4. Key cluster deliverables & timelines in emergency preparedness, response and recovery

B1. Role of NGO's, Co-cluster leads; Principles of partnerships; Sub national coordination

B2a. Relationship and role of MOH and other national authorities

B2b. Emergency Preparedness

B3. Civil military collaboration including integrated missions

B4. Assessment and health situation monitoring: existing tools (IRA, HeRAMS, …)

C1. Strategy, Plan & Money




D1. Leadership

D2a. Coordination attitudes and behaviours

D2b. Cluster governance and structure

D3. Coordination Skills, Appreciation & Development

D4. Simulation Exercise

E1. Simulation Exercise



E4. Course evaluation and ongoing learning

Key: Primary focus of session Secondary



7. Training Team Meetings

Inception Meeting - Agenda Time & Place: 0900 London Time, Thursday 7 October 2010, Telecon Attendees: RC, PG, BL, RO, AP, NS Item Action: Who When 1. Attendance & Apologies:

2. Meeting conduct Agree Agenda, Chair (RC) & Minute-taking (BL)

3. Minutes & matters arising:

4. Confirm Jakarta Training team members, management and roles Review and confirm list in TT Pack Training team - functioning and ground rules (see TT Pack) On-site training team meeting - confirm date and time

5. Participants: List of confirmed participants, number and contact details Profile, Background, Experience and anticipated roles (HCC team members?) Overview of learning needs Participant Survey Participant arrival and departure times

6. Course content and approach Aims & Objectives: Confirm as TT Pack, noting participant profile difference Course outline: Confirm as sent by RC. Run through sessions quickly, agreeing facilitators and presenters Pedagogic approach: As with previous HCC, interactive, practical, maximise discussion, minimise lecturing especially Powerpoint (see Geneva course report) Participant self evaluation: Confirm if this is to be done and synchronise with survey and course evaluation Course welcome reception and dinner?

7. Training Team Pack, Participant Pack and Reading Materials Training Team Pack: BL will prepare and issue to training team - course Participant Pack: BL will prepare Reading materials

8. Course evaluation and review & Individual Participant Self Evaluation against

9. Administration: Venue facilities, Room layout, IT support

10. Any Other Business



Template for training team meetings MORNING MEETING Date: Time: Location: Participants: Item Action: Who When 1. Attendance & Apologies:

2. Meeting conduct (Agree Agenda, Chair & Minute-taker)

3. Minutes and matters arising

4. Review of activities so far

5. Programme ahead

6. Team functioning

7. Administration

8. Any Other Business



8. Session Briefs

Participants arrival, registration, introductions Participants arrive on the day before the course.

Session objectives By the end of this session, participants will: • Have arrived at the venue, checked in, registered their attendance and obtained participant packs • Have done a baseline self-assessment against course expectations • Begun to practise their networking skills - aim to meet other participants and remember their names and

some key memorable piece of information about them (Not done formally)

A0 Registration Session objectives : Participants feel welcomed to the course Session Time-plan 30’ (0830 - 0900) Mins Session Title Activity & Method Guidance Notes for facilitators / resource people 30 • Facilitator Review Notes Previously there was a reception the evening before and this was seen to be well worthwhile – participants appreciated opportunity to meet each other in informal setting



A1: Opening session Resource Persons: WR & RO Facilitator: BL

Contribution to course objectives This session contributes to all course objectives by preparing the participants to learn

Session objectives By the end of this session, participants will: • Have a knowledge of the background and experience of fellow participants and training team members

in the room • Have been reminded of the course aims, objectives & programme • Have been introduced to the Health Cluster Guide • Have been briefed on administrative matters • Understand the importance of the cluster approach for quality humanitarian response • Understand what is at stake for cluster partners & WHO as cluster lead agency Key Messages (draft by BL for WR & RC to amend) • Humanitarian coordination needs quality people - you! • Cluster now the way of doing business • The cluster is a partnership, not a WHO show

Time-plan (90’) 09:00 – 10:30 Time Mins Session Title Activity &

Method Guidance Notes for facilitators

5 Assemble and Welcome (RO)

Brief welcome Brief Welcoming Remarks to course Video clip

5 Session Overview Objectives, Key Messages, Structure, How it fits, Presenters 5 HCC Core skills Briefly mention - ASK: Communications, Meetings, Networking

Know, Show 30 Participant

introductions Including all members of the training team (BL)

Participants introduce themselves

The first communication exercise! Emphasise importance of networking & remembering names; and how to do (repeat name, memorable feature) Can be slow to get going but worthwhile investment. Challenge is timing – aim 45 seconds max, set the tone with first intros & bell. Encourage participants make it memorable & fun. Put instructions on flipchart, monitor and control timing tightly [Name, Country & Role, A career achievement; memory jog], move randomly around group (use paper ball?).

15 Course briefing (BL + admin)

Background, Aims, Objectives, Programme, Ground-rules M&E of Course, Evaluation forms - complete now Networking and Supporting each other in learning Participant expectations - met, gaps? Participant contributions Housekeeping (Emergency Exits, Toilets, Breaks)

20 Keynote (WR) Speech Covering key messages above 10 Questions 90 Total Mins Facilitator Review Notes: BL: As usual, important to allow adequate time for this. Good opportunity to set tone, light but firm (e.g. on timing). WR had to give talk earlier than planned, but worked fine.



A2: Humanitarian Reform & Cluster Approach (as run BL updated) Resource person and presenter: IL Facilitator: PG/BL It is assumed that participants will have read relevant resource material in advance of the course

Links to other sessions This session will have been introduced by the Keynote speaker and following session will go into the detail of the global and country level architecture of the Health Cluster. Note partnership will be dealt with in greater detail in another session.

Contribution to course objectives This session contributes to the following course objective: • Knowledge and understanding of Humanitarian reform and the cluster approach

Session objectives By the end of this session, participants will understand: • Background and rationale of reform agenda and cluster approach (brief) • Key aspects of the cluster approach: Sufficient global capacity; Predictable leadership, Concept of

partnerships; Accountability; Strategic field-level coordination and prioritization • Cluster architecture, gaps & overlaps, importance of inter-cluster coordination

Key Messages To be confirmed with Resource Persons – keep to three! • Ownership • Partnership • Leadership

Session Time-plan (90’) 1100 – 1230 Times Mins Activity Methodology 11.00 5 Session overview Objectives, Key Messages, Structure, How it fits, Presenters

11.05 10 Groups of 3

Brainstorming on costs and benefits of humanitarian reform, based on experiences in room Done in groups of three. Need to emphasise that this is changes both positive and not so positive which each participant has seen personally. Aim is not to question to cluster approach, rather to reflect on progress so far and challenges to overcome!

11.15 20 Plenary discussion Plenary feedback from groups on main changes- onto two flip charts and discussed. Take one plus and one minus point per group, move around quickly.

11.30 20 PPT (5 slides) Presentation on key points of Humanitarian Reform and Cluster. 12.15 30 Q&A Open floor, take 5 questions at a time, RP responds to these 5, then another round until time is up 5 Conclusion Summary, wrap and link to next sessions 90

Facilitator Review Notes: BL: Timing worked well, good engagement of participants in small groups and in feedback, IL good, brief, presentation and good answers to questions raised. Important to keep discussion moving, sets tone for further discussions. Resources: PowerPoint presentation - 5 slides max (Ignacio’s worked v well, aside from complicated detailed diagram. Preparation: Make contact with RP well in advance, brief and support them.



A3: Roles & responsibilities of the Health Cluster at Global & Country level, highlighting those of HCLA & HCC Resource Person: RO & AP Facilitator: RC

Links to other sessions This session builds on the previous session, going into detail of the Health Cluster at Global and Country level, especially the role of the HCC. Deliverables are dealt with in the following session.

Contribution to course objectives This session contributes to the following course objective(s): • Knowledge and understanding of the role and responsibilities of the Health Cluster members and lead

agency at the Global and Country level • Knowledge and understanding of the role of HCC as a coordinator, including key coordination functions

Session objectives By the end of this session, participants will understand: • The 10 functions of the HCC and how to implement them in practice • Roles, responsibilities and accountability of the Global Health Cluster Coordinator, Cluster Lead Agency

and partners. • ToR of HCC (compare with the ToR of a WHO EHA and possible clash in case of double-hatting) • The Health Cluster Guide is a key resource: Chapters 1.2 and 1.3, pp 28 - 38.

Key Messages As confirmed with Resource Persons: • Know the 10 functions • You can’t do it all - use the team (country team, cluster partners & external surge capacity) • Know the roles and responsibilities of EHA, WR, HCC & partners (see RASCI diagram)

Session Time-plan (90’ 13:30 – 15:00) Mins Session Title Method Guidance Notes for facilitators

5 Introduction

Plenary (RC) Objectives, Key Messages, Structure, How it fits, Presenters

5 Introduce Guide Remind participants that this is the bible/Koran. Refer to Chapters 1.2. - 1.3., p 28-38

10 Roles and responsibilities of CLA and HCC

Short presentation (RO) followed by group work

• RO has a slide on roles and responsibilities of the CLA and the HCC

25 Group work Divide in 3 groups 2 each will look at 3 functions Sharing Experience

• Question: How will go about to implement the 10 functions at country level

• Partnerships • Surge capacity • Coordination mechanism

15

TOR & 10 functions of the HCC

Plenary Group feedback

10 Plenary RPs Pull it together 15 Roles & Responsibilities

RASCI Presentation followed by Discussion

Roles and responsibilities of HCC - EHA -WR Examples from practices in country

5 Summary RC Key points to remember – keep to 3 Points or issues for Park sheet

90 Total Facilitator review notes: RC to comment here



A4: Key country cluster deliverables & timelines in emergency preparedness, response and recovery (acute and chronic crises) Resource Person: RO&AP; Facilitator: BL

Links to other sessions This session builds on the previous session, going into detail of what the Health Cluster has to actually deliver not only in the response phase but also in preparedness and recovery. Note preparedness will be dealt with in greater detail in another session.



Session objectives The trainees will have discussed and understood: • The key health cluster deliverables (add detail here – see RC email) for the Cluster Lead Agency,

members and coordinator, in acute emergencies, and their time line from preparedness, through response to recovery

• How these compare with those in a chronic emergency

Key Messages To be confirmed with Resource Persons – keep to three! • Be clear on your deliverables as HCC (for all phases) • Know how to focus and prioritise - can’t do everything at once

Session Time-plan (90’) Time Mins Session Title Activity & Method Guidance Notes for facilitators 5

Introduction Plenary briefing Objectives, Key Messages, Structure, How it fits, Presenters

Split participants into 6 groups of 5 Distribute a simple scenario/ case study for an acute emergency and 20 blank cards to each group.

20

Activity 1 6 groups of 5 (as previous session)

Participants identify top 20 deliverables for Health Cluster and write clearly, 1 per card Note HCC role in ensuring this deliverable Arrange cards as timeline on wall, Prioritising as needed

30

Activity 2 Plenary review Groups (selected randomly) to present briefly key points/issues in their timeline, moving around groups quickly to add missing points / identify gaps or issues

10

Activity 3 Present and discuss RP to review and comment according to their experience and current cluster thinking. Give examples of key deliverables. Discuss the need to plan, prioritize and implement in chronological order. Raise issues of Preparedness, Response and Recovery and difference between acute and chronic

20 Activity 4 Discussion, Q&A Sharing of experience with participants and handling their questions

5 Summary Plenary Key points arising, issues to be taken forward? 90 Total Resources: Scenario for exercise (Nepal earthquake - RO supplied) Preparation: RPs to think about key deliverables and be ready to comment on participants’ work Facilitator Review Notes: Group work went well but need to be clearer on what we mean by a deliverable (need to issue a briefing sheet for the exercise). In Activity 3 RP should feed back to the group (avoid getting into a Q&A) with examples - they want to hear voice of experience, not engage in another dialogue. Then open up to Q&A.



A5: Participant Workshop & Learning Review Facilitator: BL Session objectives : • Feedback on how the course is going – process and content • Identify any major issues & fine-tuning points • Identify learning acquired by participants

Session Time-plan 30’ Working in groups of 5-6, using 3x3 matrix format (see below) Each group to identify comments under “Keep”, “Change” or “Other” Each individual votes Agree or Disagree on each remark in their group and then on every other group’s chart. Facilitator Review Notes Very useful to get feedback at the end of the first day. Level of evaluation was about right in this course. Beware over evaluating! Keep the same Agree Disagree 1 2 3 Change or improve Agree Disagree 1 2 3 Other comments Agree Disagree 1 2 3

Participant learning review Identify 4 participants to form a learning review group to meet in the evening and prepare their set of learning points. They will then have 5 minutes to feedback on these to the group in the morning, in their own way. Ball of Questions The day 1 group chose to do this in a very interactive way. They selected some key learning points (about 7) and turned them into questions (e.g. what are the 3 pillars of humanitarian reform). They wrote each question on a sheet of paper, the first sheet crumpled into a small ball and each subsequent sheet wrapped around it to make a large ball of questions. In the morning they assembled the group into a circle and using a musical chairs approach (loud energetic music on a laptop), passed the ball around the group. When the music stopped the person holding the ball had to unwrap the top sheet and answer the question (with help from a friend or two). Good answers got a prize. Then one of the learning group gave the full answer. A good learning exercise and a good morning energiser.



B0, C0, D0 & E0: Morning Reflection & Preview Time: 20 Minutes:

Session objectives By the end of this session, participants will: • Have reflected on and shared their learning points from the previous day’s sessions • Received feedback from the training team on any points coming out of the previous days’ sessions and

evaluations • All be ready for the day ahead (reminder programme, announcements, housekeeping etc)

Session time plan 2 minutes – assemble 5 minutes - Facilitator response to 3x3 10 minutes – Participant feedback group shares their learning points or reflections from previous day 3 minutes - Facilitator announces day ahead, any changes in programme, admin issues Facilitator Review Notes A good way to kick off the programme for the day, and worth the time - but need to allow minimum of 20 minutes. Participants came up with their own variations on feedback: • Tues: Ball of questions • Wed: Pub quiz (teams) • Thurs: Can’t remember this



B1: Role of NGO's; Co-cluster leads; Principles of partnership; Sub national coordination and

B2a: Relationship and role of MOH and other national authorities Resource persons: RN; Facilitator: BL

Links to other sessions These sessions build on the previous sessions, going into detail of the role of partners especially NGOs and MOH



Session objectives By the end of this session, participants will have discussed and understood: • Principles & practicalities of partnership, WHO & NGOs, • Importance of role of MoH & Nat Authorities • Coordinating and being coordinated, rights, responsibilities & challenges • Levels of co-ordination & structures

Key Messages To be confirmed with Resource Persons – keep to three! • Focus on relationships • Be inclusive and pro-active • Know your partners and who will deliver what • Be transparent



B1-B2a Time-plan: 135’ (75’ + 60’), 0915-1030 and 1100-1200 Time Mins Session Title Activity & Method Guidance Notes for facilitators 0915 5’ Intro Plenary, BL Objectives, Key Messages, Structure, How it fits, Presenters 0920 30’ Identifying &

mapping cluster partners (who are they?)

Group work In small groups (of max 5 people) Scenarios: Haiti earthquake - show video clip (didn’t work!, RN gave verbal briefing) Map whom are you going to coordinate with?

1) Who they are, 2) Nature of relationship 3) Structure 4) If time, think about how you might manage this.

0950 20’ Plenary discussion Feedback - draw lots 3 groups to present , other 3 groups to add quick comments (noting value of discussion within group)

1010 20’ RP to comment, e.g. • Challenges of prioritising? • Expectations: partners of HCCT, HCCT of them • The first meeting…setting the tone • Functions, Levels, Geography • Informal arrangements initially, formalise later (discuss later in

course, governance and structure) 1030 Coffee 1100 30’ PoP 10’ presentation

20’ discussion Q&A (2-3 Qs then A)

RP to introduce Principles of Partnership Costs and benefits, Characteristics that encourage partnership Co-lead, Co-coordination, sub-national (terminology, ToR, who should it be, relationship with HCC, double-hatting) Comments from group on experience with partners.

1130 5’ MoH 5’ In pairs: one-on-one - MoH rep & HCC (how to chair first cluster meeting, WR or MoH, co-chairing not a option (see briefing sheet below)

1135 25’ Plenary Select 2-3 groups to feedback, others to add comments 1) Solution found; 2) how the MoH rep felt; 3) How the HCC felt? Discussion - questions Wrap up by RP: Challenges & top tips on working with MoH / National Authorities Summarise key points from whole session

1200 135 Resources: Video clip of Haiti response (Dana) - RC to provide Mapping exercise briefing note MoH / HCC meeting scenario Handout of RN PPT presentation Handouts from Chris (NGO Cluster Briefing, Working with National Authorities, Co-leadership) - RC has copies Facilitator review notes 191010: Mapping exercise went very well and nice diagrams produced. Participants getting used to managing time and feeding back quickly. Good points coming out (especially on organisation). Need to remind them that this is one of the deliverables of the HCC - mapping of partners. MoH exercise was very pertinent and animated and feedback from exercise then opened up a broader discussion on engagement with National Authorities and on meeting management. Good sharing of experience.



HCCTJKT10 B1: Briefing for HCC Work in pairs, 1 person takes the role of a senior MoH staff member, 1 takes the role of the HCC. Your specific task is to come to an

agreement on how the first cluster meeting is to be chaired. You are in a meeting to discuss arrangements for running the first cluster meeting and have reached the agenda item on meeting chairing. You both agree that co-chairing is not an option as the meeting will not

function properly. You have 5 minutes to review this and come up with a solution for chairing the meeting. You will then be asked to share this very briefly in plenary.

The background is that the cluster system has been announced and is being rolled out in all sectors. The WHO representative (WR) is keen to chair the meeting. You are new to the country, and need to maintain good relations with the WR but you are not confident in his chairing skills. You are aware that the government has had some concerns about the introduction of the cluster system.

HCCTJKT10 Briefing for MoH Rep

Work in pairs, 1 person takes the role of a senior MoH staff member, 1 takes the role of the HCC. Your specific task is to come to an agreement on how the first cluster meeting is to be chaired. You are in a meeting to discuss arrangements for running the first cluster meeting and have reached the agenda item on meeting chairing. You both agree that co-chairing is not an option as the meeting will not function properly. You have 5 minutes to review this and come up with a solution for chairing the meeting. You will then be asked to share this very briefly in plenary. You have previously been told that the cluster system has been announced and is being rolled out in all sectors. The Minister and you are not happy with the introduction of the cluster system, partly because you are both unfamiliar with the cluster system and are wary of it eroding the authority of the MoH (and you do not know why a new system needs to be introduced when your current coordination system appears to be working well). The Minister of Health will chair the meeting in person, but is very busy and may have to leave before it ends, and wishes you to continue chairing after she leaves. HCCT Jakarta 2010 B1 Partner Mapping and Management Exercise Task (25’): In small groups (of max 5 people), map the cluster partners & key external stakeholders, showing

1) Who the partners and stakeholders are 2) The nature of relationship as you see it and how it affects your role as HCC

e.g. accountable to, consult with, inform (refer to Guide p34). 3) Illustrate with a simple diagram or table. Consider using colour coding. 4) Identify one challenging but crucial relationship in your diagram and explain how you would

manage it.



B2b: Role of Health Cluster in Emergency Preparedness Resource person: AP Facilitator: PG: to be updated by PG

Links to other sessions This session builds on previous sessions especially that on deliverables.



Session objectives The trainees will have discussed and understood: • The Health Cluster’s role in emergency preparedness

Key Messages To be confirmed with Resource Persons – keep to three! • Health Cluster has a role for preparedness • Think outside the humanitarian "box" • Preparedness is a process not a plan

Time-plan: 30’ 13:45 – 14:30 Mins Session Title Activity & Method Guidance Notes for facilitators 5 Introduction Objectives, Key Messages, Structure, How it fits, Presenters 10 Presentation Role at:

• Global level • Country level

Issues • In countries where cluster not rolled out? • Resources

10 Plenary discussion Questions on presentation Sharing of experience

5 Summary Plenary Facilitator to summarise main points 30 Total Resources: PPT slides adapted from GVA10 Facilitator Review Notes: PG to update



B3: Civil military collaboration including integrated missions Resource persons RC & RN Facilitating: RC/BL

Links to other sessions This session builds on the earlier sessions on partnership, looking at collaboration with the military (a partner?)



Session objectives By the end of this session participants will have discussed and understood: • Humanitarian principles and space • Potential risks but also benefits of Civil Military collaboration • Know the principles for use of military and civil defence assets

Key Messages To be confirmed with Resource Persons – keep to three!

Time-plan 90’ Mins Title Activity & Method Guidance notes for facilitators 2 Introduction Plenary Objectives, Key Messages, Structure, How it fits, Presenters

Emphasise that there are both benefits and risks 3 Plenary Presentation of Case

study (RC) Brief presentation of discussions in Pakistan about using NATO flights for relief goods

30 Group work 5 groups of 5 Run as formal Cluster meeting, Participants allocate partner roles within group and choose the chair (HCC). (HCC, DFID, Govt, SCF, WHO, National NGO). Come up with a consensus decision (Yes/No) with rationale.

15 Feedback Plenary Definite Yes/No decision & key points of rationale 10 Presentation Short presentation (RN) GHC policy paper

What was decided in reality 15 Q&A Plenary

Discussion Summary

1. Questions of clarification on the policy paper 2. What does this mean for the HCC?

75 Total 15 Deliverables Plenary (AP) Used this 15 slot to present on key deliverables for HC (as we did not

address this in A4 and participants requested it). Preparation: Resources: Exercise briefing by RC PPT handout from RN Facilitator Review Notes from JKT10: Session worked well and exercise (formal cluster meeting) is a good one and builds on previous recommendations (GVA10). However participants did not want to spend so much time on the topic - maybe better to explain the dual objectives of the session (meeting management and Civil Military).



B4: Assessment and health situation monitoring: existing tools (IRA, HeRAMS, …) Resource persons: AP, RO; Facilitator: PG

Links to other sessions This session builds on previous sessions especially that on deliverables. It also links forward to Strategy and Action plan to address prioritized needs on Wednesday morning.

Contribution to course objectives This session contributes to the following course objective(s): • Familiarity with key IASC and GHC policy documents, the Health Cluster Guide and the key tools

available to the health cluster

Session objectives The trainees will have discussed and understood that: • Good information is needed for good response • Need to define task and then choose the right tools • GHC tools are available & what their current status is

Key Messages Information for Action

Time-plan (90’) 1530 - 1700 Mins Session Title Activity & Method Guidance Notes for facilitators 5 Intro Plenary Objectives, Key Messages, Structure, How it fits, Presenters

Emphasise the session deals with assessment and monitoring and will examine how the Guide tools can be used

10 Presentation Need for information to inform response – phasing Brief introduction of core indicators – discussion later Brief overview of IRA, HeRAMS etc – discussion later

15 Country Case Studies • Indonesia / Padang • Philippines / Katsana

In each case study, the participant will emphasize: • How did you conduct the assessment and monitoring • What are the top 2 challenges you encountered? • How did you address these?

15 Plenary Discussion Reactions and comments to the presentations 20 Group Work We have 2 tools available through the guide. Questions for the group work are

as follows: • Are you familiar with the tool? Have you used them and in what

circumstances? • Strengths and Weaknesses of the tools and recommendations. • What other tools have you used and how effective were these?

3 groups will focus on Rapid Assessment and IRA; 3 groups will focus on Monitoring and HeRAMS

20 Plenary Feedback from the group works in plenary 5 Summary Plenary Summarise main point 90 Total Facilitator Review Notes: This session went well, emphasis on sharing of experience and what helps them practically in the field.



C1 - C4: Planning and resources, inter-cluster coordination Resource persons: RO/AP; Facilitator: BL (with PG)

Contribution to course objectives This session contributes to the following course objective(s): • Ability to develop a Health Sector Strategy and Action Plan

Session objectives The participants will have discussed and understood: • How to develop and write an inter-agency coordinated sector-wide strategy and health action plan and

budget based on identified needs • The importance of ownership by partners • Clear link to assessment & analysis • Difference between high-level strategy and operational activities • HCC role in enhancing inter-cluster coordination

Key Messages To be confirmed with Resource Persons: • Identify main problem and key priorities • Ensure strategy is clearly focused on these priorities • How to implement this in an inter-agency environment (comparative advantage), within clusters and

between clusters (intra and inter) • Process - how can HCC facilitate this?

How it fits in course - links to other sessions • Core function of HCC - how to produce the Response Strategy • Walk through, then analyse • Practical tips • Practice run, then SIMEX, then real thing

Note from onsite meeting 161010: Decided with RO/AP/RCPG to restructure this day and integrate money and planning throughout. Morning focused on what we want to produce: a high quality plan that will attract funding Afternoon focused on practicalities of how to deliver this plan from HCC perspective Rounded off with dilemmas & challenges and solutions.



Time-plan Day C: Plans and Money Time Min

s Session Title Activity & Method Guidance Notes for facilitators

0915 5 Introduction Plenary, BL Objectives, Key Messages, Structure, How it fits, Presenters Emphasise centrality of this for HCC and links to SIMEX

30’ Flash Universe Plenary present, RO Overview of plans and money - Flash, CERF, CAP, CHAP What they are, when they are to be used Interactive presentation, but questions for clarification not long discussion as will come later

40’ Anatomy of Flash and CERF

Plenary, AP Dissecting and examining the component parts, using real case study material (RO & AP to supply) Opportunity for discussion (and “silly questions”), explaining what they are to the uninitiated and discussion on issues and challenges

1030 Coffee 1100 45 Exercise

Critique of real examples (Indonesia, Myanmar?)

6 Groups of 5 (diverse) Review the example of the Flash Appeal issued: • Note its strengths (good things to keep) • Note any weaknesses, and suggest how it could be improved

(think about the reality of getting) • Identify any key issues or questions arising The group output will be shared in plenary Facilitators to record on flips

20 Plenary feedback Groups to feedback (randomised, one strength per group, then one weakness etc). Facilitator captures on flip

20 Plenary Discussion RO & AP / BL

Open up for general discussion Q&A Ask experienced participants to make their inputs

5 Summary of morning RO/AP

Rod / Art to emphasise key messages & key points arising

1230 Lunch 1400 10 Energiser Fruit salad 1410 20 Do-it: Walk through

process Plenary overview (RO) Focus on Flash (most stressful, time pressure etc)

15 Key challenges in getting it done

Plenary- share experience Discussion in the round

Draw out challenges from experienced people in the group. Encourage less experienced to ask their “silly questions” Identify top challenges in process of developing

45 Getting it done Solutions

6 Diverse groups of 5 Allocate challenges to groups • Review the key challenges faced by HCC • How they will deal with them

Record on flips 1530 Coffee 20 Getting it done

Solutions Plenary Groups presenting their solutions to process of getting coherent

plans for Health Cluster Response and high quality Flash, CERF appeals

30 Getting it done Solutions

Plenary discussion Practical solutions - comments from Resource People Review any outstanding issues, unresolved questions Reminder about SIMEX tomorrow

30 Inter-cluster coordination

Plenary review - sharing experience

How to link Health Cluster Plan and Implementation with those of other clusters

10 Summary Plenary RO/AP Top tips - what makes for successful plans and appeals Focus on what the HCC can do to ensure this

Resources: Case studies to be supplied by RO & AP; PPT Handouts Facilitator Review Notes: Format worked very well. RO & AP v knowledgeable and with practitioner perspective. Challenge & solution session went down v well.



Exercise: Case study: critique of Flash and CERF Review the example of the Flash Appeal and CERF: • Strengths and weaknesses • Does it express the problem well • Do interventions match problems? Are they feasible, e.g. time, access, etc? • Is budget realistic? • What would you revise/delete/improve on. The group output will be shared in plenary



C5: Participant Review Facilitator: BL Session objectives : • Feedback on how the course is going • Identify any major issues & fine-tuning points

Session time-plan 30’ 1730 - 1800 Mins Session Title Activity & Method Guidance Notes for facilitators 20 Group

evaluation Group work Working in groups of 5-6, using 3x3 matrix format

[3 successes, 3 “Even betters”, 3 other remarks] Each individual votes Agree or Disagree on each remark in their group and then on every other group’s chart.

Keep the same Agree Disagree 1 2 3 Change or improve Agree Disagree 1 2 3 Other comments Agree Disagree 1 2 3



D1: HCC Roles and Responsibilities: A day in the life of the HCC This was a new session Facilitator: Philippe E. Gasquet; Support: Bobby Lambert

Links to other sessions This session builds on “Humanitarian Reform & Cluster Approach” and “Roles & responsibilities of the Health Cluster at Global & Country level, highlighting those of HCC”

Contribution to course objectives This session contributes to the following course objective(s): • Appreciation of attitude and skills needed to carry out the HCC role and a opportunity to reflect on how

their own attitudes and skills compare

Session objective By the end of the session, participants will be able to define and appreciate how to demonstrate effective leadership, management and coordination as a HCC

Key Message Leadership, Management and Coordination are key attributes to a HCC

Time-plan: 09:20 – 10:30 Time Mins Session Title Activity & Method Guidance Notes for facilitators Introduction Link of the session with the programme 10 Sharing of 2

experiences 2 x 5mn experiences - A typical day in the life of an HCC: Huey & James - Key challenges

30 Skills Exploration

Group work – 5 groups

Show diagram: leadership, management and coordination circles. Question to address: “Identify the attributes linked to the roles and responsibilities of an HCC as related to the concepts of leadership, management and coordination”. Reminder about the R&R covered and place of HCC: mandate from - 10mn: review the ToRs and list attributes - After 10mn, each table designates 2 ambassadors – move to other

tables to collect and share info on discussion - After 10mn, ambassadors come back and group fine tunes the

results 20 Plenary sharing of

group work Summary

Key ideas emerging out of the group work Debrief on attributes: - Leadership: vision, mission and developing a sense of ownership;

promoting innovation and learning - Management: planning, organizing, communication - Coordination: facilitation, mobilization of resources, convener,

building partnership, Resources: Preparation: Facilitator Review Notes: PG: Session needs to be strengthened, taking into account leadership and coordination aspects, pitched as a strategic view on the roles and responsibilities of HCCs. BL - “Day in the life” idea is a good one. However confusion between this session and later session on skills. Suggest we start morning off with Attitudes role-play and then work through to skills. Also some participants didn’t grasp the issue of comparing leadership, management and coordination (although some did - the more experienced?). PG & BL had little time to prepare this and integrate it with the next sessions, and it showed.



D2: HCC Attitudes, Behaviours, Cluster Governance & Structure Facili tator BL; Support PG

Links to other sessions

Contribution to course objectives This session contributes to the following course objective(s): • Appreciation of attitude and skills needed to carry out the HCC role and a opportunity to reflect on how

their own attitudes and skills compare

Session objectives Key Messages By the end of the session, participants will have discussed and understood: • What are the right attitude and behaviours for good cluster

coordination • How to adopt these (mask/uniform) • Cluster governance: structures and processes

• Attitude is crucial • Think team (HCC can’t do

everything alone) • Think structure

Session Time-plan 90’ 11:00 – 12:30 Time Mins Session Title Activity & Method Guidance Notes for facilitators 5 Objectives, Key Messages, Structure, How it fits, Presenters 10 Role-play In the round

2 groups in parallel Actors

2 groups of 4 participants organise their own role-play (night before) and run it for half the group. Task: to highlight the issue of the attitude of the HCC - ham it up to emphasise the issue of attitude, keep light and humorous

20 Attitudes Plenary, standing in the round

Participants to suggest helpful and unhelpful attitudes for HCC. Discuss how attitudes manifested: behaviour and body language Comments from HCCs on the issue of attitude. Link to ASK

10 Coordination styles Plenary Put up control – peer – service diagram (flip) Comments (is control viable?) - link to structure

20 Governance exercise Haiti - 1000 NGOs, 300 of them in health 1) Criteria for membership of cluster 2) Who appoints SAG 3) ToR of SAG

10 Governance and structure of the cluster

Plenary James SB with RO support

Walk through of real situations Governance: Membership? Decision-making? Authority? Examples on of structures & key procedures – beyond HCC going mad doing everything on own.

15 Q&A & summary Plenary Link to coordination style and attitude Link to next session on Skills

90 Preparation: Identify groups the night before for role play; Identify who talks about SAG Resources: None required Facilitator Review Notes: Participants enjoyed the role play but need to tighten up briefing so they manage the timing and preparation for their scenario - table? Location in room Etc). Participants wanted more on the structure and governance - and this could be expanded in future.



D3: Leadership and Coordination Skills, Appreciation and Development Presenter: PG; Support: Bobby Lambert

Session objectives By the end of the session, participants will be able to use to identify their own areas for personal development and develop peer support, ie: skills required to “survive” as a HCC

Key Messages • We all are responsible for our own development • Practice makes perfect

Time-plan 90’ (1330 – 1500) Time Mins Session Title Activity & Method Guidance Notes for facilitators 5 Introduction Plenary Objectives, Key Messages, Structure, How it fits,

Skills Inventory and Building Focus on HCC, but relates to other team members too

20 Skills Building Group work – 5 groups

Picked on 3 soft skills outlined as important to an HCC: Getting your message across; Listening Skills; Meeting Management • Groups focus on 1 skill; • Question 1: “based on what you observed through your own

experience and in the workshop, what are signs of good and poor skills performance in the relevant skill area;

• Question 2: what would be the top 3 additional skills that would be essential to an HCC? VIPP it!

20 Review critical behaviours and inventory

Plenary discussion • Review the critical behaviours for each skill and emphasize as potential areas for development and growth – where are the gaps?

• Major skills required as identified by the groups 10 Individual Reflection Individuals to review the needs for their own individual development

• Q1 How have you developed thus far? • Q2: what are your own gaps vis-a-vis HCC roles and

responsibilities? • Q3. How will you address your gaps?

Complete your self-analysis 20 Personal

Development Plan

Triads Share the results of your individual reflection in a small group: - Give each the time to share the key points of the individual reflection; - How could you support each other in moving forward with these

personal development goals? 10 Summary Plenary • Working with the HWCO;

• Health Cluster team functions 85 Total Resources: Preparation: Facilitator Review Notes: PG: Session needs fine tuning on personal development part and triads – build further the learning environment BL: Agree - this session is basically sound and needed, fine-tuning and avoid overlap with D1. BL reflection 2 Nov 2011: Consider rearranging as follows: D1 Cluster Governance & Structure, including HCC team D2 Attitude and Behaviours D3 Skills



D4-E1 Simulation exercise

Simex Management Team (SMT) Resource persons. 4 group monitors: AM, RN, RO, AP. 1 HQ Geneva person (RC), Facilitating: BL & PG

Contribution to course objectives This session contributes to all course objectives by giving the participants to embed learning by doing

Session objectives By the end of this session, participants will have had an opportunity to: • Know it, show it, embed it, improve it • Get structured feedback on their performance

Key messages To be confirmed with Resource Persons – keep to three! • Team work, organization and coordination • Prioritize • Importance of communication and presentation

Time plan Inputs Outputs Notes Thu 1600 Verbal Briefing

Participant briefing sheet in hard copy and presented by facilitator

Objectives, Key Messages, Structure, How it fits, Presenters The exercise, tasks and groups not the specific scenario

1615 Issue Scenario & Insight sheets Maps & Information sheet on Pakistan

SMT first meeting, agree group monitors

1630 Visit from SMT members to their groups Monitor group formation and processes and any questions on task, don’t interfere

1700 Issue Request for Sitrep: their assigned resource person, to be in by 1730

SitRep Template or guide

1720 Issue request for Talking Points to be in by 0915 the next day

Guidance on what is a talking point

1730 Sitrep 1 received SMT meeting 1800 Close for day 0900 Remind groups of expected outputs (5

min briefing in each group) SMT meeting - Review sitreps, and

programme 0915 Talking points deadline 1000 SMT final tour of groups Review sitreps and talking points, Revise

programme (Friday prayers) 1030 Flash Appeal (HC) and Cluster

Org

1030 Panel reviews docs Reserve items: HCC meeting Preparation: Monitors need to actively monitor their groups, observing process as well as outputs and keeping notes to feed back later. Also need to review SitReps and Talking Points to give feedback later. .



E2: Simex Presentations

Session plan 90’ 1300-1400 Note time change in Jakarta as participants needed to go to Mosque for Friday prayers from 1130-1230. Mins Session Title Method Guidance Notes for facilitators 60 Final

presentation Plenary Each group makes a 7’ presentation to the panel followed by 7’

for questions from panel. The order of presentation will be decided by drawing the group number out of a hat. No further modifications of presentations will be permitted during the meeting. Participants, resource people and facilitators take notes for feedback on the following day.

Panel briefing notes Scenario: High Level Inter-Cluster Meeting, chaired by HC Minimal presentational facilities and unreliable electricity supply. Panel consists of: Resource people will be assigned the following roles:

a) Humanitarian Co-ordinator (Chairing panel and discussion) b) Disaster Coordinator (Govt rep) c) Donor representative A d) Donor representative B

Your task as members of the panel is to: • Listen to the presentations, • Make notes on performance (for feedback later) • Ask questions on content (as in real Cluster Meeting),

Always act in role during panel session. Note that feedback on presentation skills etc will come later and is not to be given in this session. Facilitator Review Notes: BL: This session went like clockwork, participants kept time well, questions were crisp and to the point. Good level of formality. High quality presentations (aside from 1 group - cut and paste issue).



E3: Simex Feedback

Session Time-plan, 75’ 1415 - 1530 Mins Session Title Method Guidance Notes for facilitators 20 Self

evaluation Split Groups

In groups of 2-3 (SImex group split in 2) What they need to keep / change to be an effective HCC (note this is not an evaluation of the exercise - comes later)

30 Monitor feedback

Simex groups

Feedback by group monitor on what they saw during exercise and on SitRep and Talking Points submitted. Include process and outputs. Note - monitor is no longer be playing in the panel role.

• what worked well • what would make it even better • other comments.

5 Assemble Plenary Groups come together in plenary 20 Discussion Plenary Key points emerging

Development and Support Needs and Resources Note - not an evaluation of the SIMEX …. Focus on what participants

75 •

Facilitator review notes BL: This session worked very well - the feedback to each group by the group monitors, with specific comments on SitReps, Talking Points, Group Work, Documents and Presentation.



E4: Park sheet, evaluation and closure Resource persons, participants, Facilitator: BL

Session objectives By the end of this session, participants will have: • Received response to questions on the park sheet • Evaluated the course • Participated fully in the closure of the course

Time-plan, 60 before now 90 mins Time Mins Session

Title Activity & Method Guidance Notes for facilitators

Introduction Plenary Presentation of how session with be run Park sheet Responses in

plenary Facilitators and resource persons review and respond briefly to any outstanding questions on the park sheet

Evaluation Individual 2 forms (to be collected by one of training team) • One page evaluation against objectives • HCC roster self-evaluation

Group 3 x 3 evaluation of whole course Each group develops message to Global Cluster

Closing remarks

Plenary Closing remarks from • Participants (messages from above) • Facilitators • Resource persons • WHO representative

Facilitator Review Notes: Good solid closing session. Message works well. Need to be vigilant about collecting the evaluation forms from each participant.



9. Simulation exercise material

Simex Management Team (SMT) briefing sheet Brief overview The simulation will be run over 3 sessions (D4, E1, E2) starting on Thursday afternoon, ending with presentations to a panel of resource persons acting in role as a High Level Task Force (composition and allocation of roles to be agreed). Feedback on and evaluation of the exercise will be in session E3. Participants will work together collaboratively in separate teams (5-7 per team), each doing the same exercise, in parallel. There will be no restriction on inter-team collaboration (it is not a competition!). Their task is to develop and present to a panel the health components of a Flash Appeal and an overview on how the Health Cluster will be run To bring in the perspectives of key partners and stakeholders including inter-cluster issues, participants will be issued with short “Insight Sheets” and they will be expected to ensure that their team takes these stakeholder perspectives on board in the exercise. During the exercise, additional information and tasks will be given to participants. The teams will be supported (but not led or guided) by Resource People, particularly on content issues. The Facilitators will maintain an overview on the process of the exercise.

SMT Roles

Resource persons • Monitor and support groups in the exercise (1 group per RP) • Observe group and prepare feedback notes on the process to share with participants after presentations • Respond to requests • Develop and provide “live” input to participants • Act in occasional roles (e.g. HQ rep, WR role…) • Act as panel for receiving presentations from groups • Observe individual performance and feedback • Give feedback to their group on their process and deliverables.

Facili tators • Monitor overall process of Simex • Manage SMT and chair SMT meetings • Support “live input “

Support • Printing and copying documents to support the exercise • Collating feedback on participants for assessment purposes • Email facilities (wi-fi)

Locations • Each group in a breakout room/area • Simulation management team adjourns to TT room, out of bounds to participants during Simex.



Simex Participant briefing sheet Task You are required to develop: • The Health components of a Flash Appeal • An overview on how the Health Cluster will be run

You will • Submit these as a document by 10:30 on Friday • Present them to a panel of donors, government and senior UN officials in Islamabad at 11:00 on Friday The aim of the presentation is to persuade the panel to include what you are proposing in the upcoming Flash Appeal and to convince them that the Health Cluster will run effectively.

Your position You are members of the Health Cluster Coordination team recently arrived in Islamabad, Pakistan where there has been a major earthquake.

The exercise You will work in groups of 5-7 people. Within the group, you will work collaboratively with your colleagues. You will have to take account of a range of perspectives, details to be supplied.

Assessment You will be assessed on • Process including teamwork and support to colleagues • Document • Presentation

Resources Available You will be provided with very brief information on the crisis. Information is very limited and the situation is evolving very rapidly. Initial assessment teams have been deployed. Much of the information emerging from the media and informal sources is not considered to be reliable. HQ in Geneva is very keen to hear from you and has assured you of their full support. However, you know that they are already heavily committed due to a range of other emergencies that have occurred.

Presentation The panel will include senior government officials, representatives from some of the major donors and senior UN officials. In the interests of transparency, representatives of a range of stakeholders will attend as observers. Each cluster will have a maximum of 10 minutes to make their presentation. There will be time for questions from the panel immediately after each presentation.



Scenario - Pakistan Earthquake 2005 A magnitude 7.6 earthquake struck Pakistan, India, and Afghanistan, on 8th October, 2005, at 8:50 a.m. local time, according to the U.S. Geological Survey (USGS). The epicentre of the earthquake was located near Muzaffarabad, the capital of Kashmir, and approximately 60 miles north-northeast of Islamabad. The affected region has a remote and dispersed population. The fact that the epicentre was close to the surface combined with other geological risk factors has lead to immense destruction in the affected areas. Aftershocks continue in the most affected areas of North West Frontier Province (NWFP), Northern Punjab, and Pakistani-administered Kashmir in Pakistan (PAK), and Indian-administered Kashmir in India. Current estimates give: • 74,000 killed; • 70,000 injured; • 1.1 million homeless.

The high mortality and morbidity figures are due to the earthquake striking when government officials had just reached their offices, children had started school, and many women were inside their houses. The initial relief effort (focusing mainly on search and rescue) has been conducted by local people supported by the Pakistani military. The Pakistani Red Crescent Society and a number of local NGOs are also active. The earthquake caused enormous damage to infrastructure such as roads and bridges, cutting off huge areas from main road access. Electricity and water supplies have been severely affected. Military engineers are working around the clock to clear the main roads but road access to many remote areas will not be possible for many weeks. As a result it is extremely difficult to estimate how many casualties there have been and how many people will choose to stay in the high valleys over winter. It is 15th October 2005 and you have just arrived in Islamabad. You are the Health Cluster Coordinator. The WHO Country Representative is pressing you to demonstrate how the Health Cluster will respond to the emergency. Note 1 This fictional scenario and related material have been developed for training purposes. Although they have been adapted from accounts of actual events and issues related to the October 2005 Pakistan earthquake, the materials should not be taken as representing fact. Nor should the case be taken as a true description of any organisation or individual. Materials have been edited and adapted to fit the training exercise as has timing of the events.



Insight sheets

Insight sheet 1 WHO representative Each participant has one insight sheet so that they can bring to their group their insight of what a specific stakeholder may feel or think. You are expected to feed your insight into your group’s discussions in a realistic way. Do not read it out or give it to the other members of the group. You know the WHO Country Representative quite well personally from when you both started working with the organisation some years ago, and shortly after your arrival she invited you to her home to talk about old times. In private, she has been more open about some of her concerns. She has been promoted rapidly and this is her first posting as Country Representative. You have the impression that she feels that she needs to demonstrate that she deserved the promotion. Her attitude towards the cluster approach and WHO’s leadership role is very positive but it is unclear whether she has had the opportunity to think through how the cluster may work in practice. She has let on that her predecessor’s relationship with the Minister of Health was extremely good to begin with but deteriorated at the end. She is unsure why, but recognises that she needs to rebuild the relationship and hopes that the current emergency will be an opportunity to do so.

Insight sheet 2 Ministry of Health - Senior Official responsible for response Each participant has one insight sheet so that they can bring to their group their insight of what a specific stakeholder may feel or think. You are expected to feed your insight into your group’s discussions in a realistic way. Do not read it out or give it to the other members of the group. You went on a long field trip with the senior MOH official, now responsible for their response to this emergency, on a previous visit to the country and you got on well together. He agreed to meet you without other officials present and was prepared to share some of his concerns. The Ministry lost a lot of senior field staff in the earthquake and many of his staff from the capital are on temporary assignment to the worst affected areas. He is too busy himself to participate in cluster meetings and will assign another member of staff to attend. It is unclear whether this staff member will chair, co-chair or simply attend the meetings, although your contact is quite clear that the MOH will run the show. You have tried to find out from your contact how much he knows about the cluster approach, but only received very vague reassurances in response to your questions.

Insight sheet 3 WASH Cluster – Coordinator Each participant has one insight sheet so that they can bring to their group their insight of what a specific stakeholder may feel or think. You are expected to feed your insight into your group’s discussions in a realistic way. Do not read it out or give it to the other members of the group. You worked with the WASH cluster coordinator in a previous emergency. She is very much an NGO person: sometimes less than diplomatic; generally very quick to imply that the UN is a waste of money (even if she would be the first to admit that the UN was essential); and tends to work so hard that she risks losing her sense of perspective. You met her in her office and were treated to a long speech about the fact that the real challenge now was water, sanitation and hygiene in the camps, that there was no time for inter-cluster coordination and the WASH cluster would let the other clusters know when the situation in the camps was sufficiently improved to start thinking about other lesser priorities.



Insight sheet 4 Shelter Cluster’s Technical Officer with Working Group on winterisation Each participant has one insight sheet so that they can bring to their group their insight of what a specific stakeholder may feel or think. You are expected to feed your insight into your group’s discussions in a realistic way. Do not read it out or give it to the other members of the group. You met the technical officer in a restaurant on your first evening in town; the restaurant was packed and you were both patiently sipping an overpriced cold drink while you waited for a table. He was passionate that the real challenge was providing shelter assistance to those who had decided to stay in the high mountains over winter and was complaining that he was having difficulty securing space on helicopters for deliveries. When he finally realised who you were, he was quite open about his criticism of the number of people taking valuable space up on the few available flights to do yet another assessment. It was unclear whether he was referring to WHO staff in particular, UN staff in general or just anyone who was not a shelter person.

Insight sheet 5 Country representative and emergency coordinator of a major Health INGO Each participant has one insight sheet so that they can bring to their group their insight of what a specific stakeholder may feel or think. You are expected to feed your insight into your group’s discussions in a realistic way. Do not read it out or give it to the other members of the group. You studied together and your paths have crossed a number of times over the intervening years. He has been in the country for a number of years focused primarily on development work. They were able to respond very quickly to the current emergency and have generally excellent relationships at all levels within the MOH. His NGO is not formerly a part of the Global Health Cluster, and although he personally is not as anti-cluster as some in his organisation, he frankly does not feel he or any of his senior staff have the time to participate in further coordination meetings; his priority is to form, train, deploy and support his health teams as they push ever further into the previously cut off areas both assessing and bringing emergency health assistance.

Insight sheet 6 Local Health NGO – Chief Executive Officer Each participant has one insight sheet so that they can bring to their group their insight of what a specific stakeholder may feel or think. You are expected to feed your insight into your group’s discussions in a realistic way. Do not read it out or give it to the other members of the group. The WHO representative insisted that you met the CEO. He is a medical doctor and very proud of the NGO he has formed. He appears to be very influential within the medical profession and his NGO relies on private donations. He also appears to have considerable influence with the MOH. He assures you that his organisation and a number of other national NGO can, with the support and recognition from the cluster, have an immediate and long lasting health impact not only during the emergency but also during the recovery phase when he claims many of the international NGOs will already have abandoned this emergency for the next new-grabbing event. He provides you with a long list of organisations which must be invited to the Health cluster coordination meetings.

Insight sheet 7 Mili tary - Logistics and Transport section… rank of Colonel Each participant has one insight sheet so that they can bring to their group their insight of what a specific stakeholder may feel or think. You are expected to feed your insight into your group’s discussions in a realistic way. Do not read it out or give it to the other members of the group. You have a mutual friend who has asked the Colonel to make you welcome in his country. He has made time to meet you at your hotel although he is very busy. He is obviously a military man through and through, and does not understand why there can not be a clear command structure within the international community which then reports into the Pakistan military command structure. He expresses considerable frustration at what he sees as an excessive number of long coordination meetings he or one of his staff is expected to attend with where much is discussed but little is decided. He feels the military should be left to get on with the excellent job he feels they are doing. He suggests that emergency supplies coming into the country should be simply handed over to the military.



Simex - requests for inputs from groups

Request for Sitrep - issued at 1700 Please supply a Sitrep to by 1730. OCHA needs this for the daily intercluster sitrep bulletin. If it is not supplied by 1730 it won’t be included in this bulletin.

Request for talking points - by 0915 Friday The BBC, CNN and Al-Jazeera have joined up to organise a high profile special programme on the humanitarian response to the earthquake. The programme goes to air at 1000 tomorrow. Already there is media criticism of the slow response, particularly on the poor coordination in health, with many new agencies taking the field, such as Acupuncturists without Borders and Ayurvedic Assistance International. Cases of tetanus have been reported, including some deaths. The ADG has requested talking points for this programme and you need to supply them by 0915 tomorrow morning, Friday.

Meeting with the WR (Not used in Jakarta) The WR is to chair the first Health Cluster Coordination meeting but will be on mission until just before the meeting. You have been asked to organise the meeting on behalf of the WR. The WR has asked you to email instructions to [email protected] who will send out invitations to participants. The WR is keen to see coordination with the Nutrition, Shelter and WASH sectors addressed during the meeting. The instructions are required by 12:15



Map1 See PDF file



Map2 See PDF file



Initial Rapid Assessment This was not issued in Jakarta - but should have been! • A powerful earthquake (7.6 on the Richter scale) struck northeast of Islamabad, Pakistani Kashmir, near

the Indian border, just before 0900hrs local time. The affected area comprises forest-clad mountains about 92 km. from the border. The first quake was followed by a series of aftershocks of magnitudes between 5.4 and 5.9.

• The areas affected in Pakistan include a number of districts in NWFP, Punjab, and AJK where a number of villages have been reported destroyed

• Cities affected are : Islamabad, Muzaffarabad (Kashmir) and Rawalpindi, • Several buildings in residential areas have collapsed in Islamabad and a significant number of people

are feared to be trapped in the rubble. • Initial reports indicate significant damage to buildings in the disaster area; high mortalities and casualties

are expected. Pakistani authorities have indicated the death toll could run into thousands. • Several power lines have been broken resulting in power outage in most places and outbreaks of fire in

some places • Significant military and civilian resources have been deployed by the Pakistani authorities to provide

search and rescue measures. • Lacking detailed assessment, the immediate potential health concerns are related to high mortality

resulting mainly from trauma and asphyxia. Temperatures are also reported to be very low with thick dust noticed in the atmosphere.

• Shortage of surgical supplies and medicines has been reported by Government authorities as a result of a dramatic increase in numbers of trauma cases and the severe damages to health institutions. However, there is a risk that an un-coordinated inflow of medical supplies will result in duplication of efforts causing an unnecessary logistic burden.

• Massive damage to water and sewage systems. • Severe damage to health facilities has been reported. Major hospitals in the effected area have

collapsed and/or severely damaged with many health personnel lost. • Continued power outages can lead to disruption in the cold chain system, damaging stocks of vaccines

and specific medicines. • Ensuring that hospitals and health facilities are operational have the necessary equipment and supplies

to deal with the wounded • There are pressing needs in restoring emergency health services in the effected areas. Immediate

recovery of damaged health facilities and strengthening of health manpower and other alternative solutions are vital.

• Logistics and medical supplies mainly those needed for trauma and water and sanitation will remain vital for the initial period.

• Ensuring a coordinated international health response that is based on assessed needs. • A total of 23 hospitals and three Tuberculosis hospitals have been completely destroyed in the affected

areas. Of the more than 600 primary health care centres, including maternity health centres, leprosy clinics, etc., in the affected region, many have been destroyed or severely damaged. Assessments will take place soon.

• Because of the shifting of the earth’s crust after the earthquake, many water springs have dried up, causing insufficient quantity and quality of drinking water especially in Bagh.

• Large number of cadavers (only 100 per day can be “cleaned”) DO NOT form a health threat. For relatives of the deceased, it is important that these be identified previous to burial.

• The District HQ (DHQ) hospital (122-beds) in Mansehra although severely damaged is now overloaded with cases. Most patients in Mansehra are being treated in the open outside the hospital.

• MOH has established two cells of co-ordination – one in Mansehra and one in Muzaffarabad. • MOH has set up treatment center at Rural Health Center Shinkiari, 150 tents donated by UNFPA, will be

used at DHQ and Shinkiari • Ministry of Health has sent in Coordinators to different geographical locations for coordination:

o Mansehra – Dr. Zahid Larik (0300-8354837) to coordinate medical relief efforts for NWFP o Muzaffarabad – Dr. Zareef (0304-5187701; 0320-4904153) to coordinate medical relief efforts for

AJK o Battagram- Dr. Imtiaz (0300-8550796) o Dr. Nasima Jogezai, MOH (0300-5121568) is in charge of receiving all medical teams. o The Armed Forces Deputy Surgeon General Major General Farrukh Sahel to coordinate all field

hospitals (56130136; 56131433; 56133908)



Information sheet on Pakistan See PDF file



Scenario - Pakistan Earthquake 2005, Part 22 (not used in Jakarta) Further information in now available on the impact of the earthquake: The number of homeless has been revised upwards to 3.5 million. As much as 84% of the physical structures in AJK and 36% in NWFP collapsed. The high migration rate of able-bodied men from the earthquake-affected areas to cities in Pakistan and abroad for work has left women and elderly men with the responsibility for organising rescues within the villages and for making decisions on whether to leave the affected areas. Cultural practices normally require segregation of the sexes. With ‘visibility’ of women currently high, concerns over possible incidents of sexual or gender-based violence are increasing. Recognising that normal winter coping mechanisms have been compromised by the earthquake, GoP policy to date has been to set up ‘formal’ tented camps in the valleys for all who venture down, but not to allow out-migration from ‘areas of origin’. The huge access problems are complicating the relief effort. Spontaneous relief efforts from within Pakistan are seeing convoys of trucks, small and large, clogging all roads. Unable to reach their intended destinations, large quantities of un-sorted second-hand warm clothing is being dumped at the roadside. Perishable food commodities are similarly being dumped and being claimed by the ‘fittest’ for re-sale in the severely disrupted markets. Air transport is essential. Heavy rain and early snowfall in the immediate aftermath of the earthquake, combined with the expectation of a hard winter, resulted in a ‘race’ to get food, tents, blankets, and clothing distributed before the onset of winter. Relief agencies recognise that ‘winterization’ of tents is required, but have little idea of how to achieve this. The issue of ‘thermal protection’ (insulation and need for heating) needs to be clarified. Meanwhile, tens of thousands of poorly manufactured canvas tents have been thrown out of military helicopters as they hover above stranded villages at high altitude, with no records kept. On 20th October a special HOC meeting decided to advise GoP that its policy of inducing ‘affectees’ (as they are now known) to come down from the mountains is unrealistic as there is simply not enough valley floor space to house them all, and that they must be helped where they are to make best possible use of salvage. The next day, GoP agrees, and the shelter policy shifts. Operation “Winter Race” is borne: a race to supply adequate transitional shelter supplies, tools, food, utensils, and hygiene & sanitation materials in situ, starting with those living at the highest altitudes. It is now 22nd October and you are under pressure to demonstrate how the Health Cluster will under your leadership respond to the changing circumstances over the coming weeks and months. Note to facilitator – replaced by other documents produced by Michel Yao and Patricia Kormoss

2 This fictional scenario and related material have been developed for training purposes. Although they have been adapted from accounts of actual events and issues related to the October 2005 Pakistan earthquake, the materials should not be taken as representing fact. Nor should the case be taken as a true description of any organisation or individual. Materials have been edited and adapted to fit the training exercise as has timing of the events.



Guidance to participants on outputs There will be two outputs: • A document including:

o the health components of the Flash Appeal o how they propose to run the Health Cluster

• A presentation The HC has requested a soft-copy of the documents latest by 30mins before the meeting described below. The documents should be submitted to the TT room for printing. The presentations will be made at the inter-cluster meeting convened by the HC, time to be advised. The inter-cluster meeting will be attended by a panel of senior government officials, representatives from some of the major donors and senior UN officials. In the interests of transparency, representatives of a range of stakeholders will attend as observers. Each cluster will have a maximum of 10 minutes (note - subsequently changed to 7 minutes to cater for mosque Friday prayers) to make a presentation on their components of the Flash Appeal and how they propose to run their Cluster There will be 10 (changed to 7) minutes for questions from the panel immediately after each presentation. .



Panel checklist Group Number: Output – FA and presentation – to be filled out by panel for all groups

Format and content Flash Appeal

Format and content of Cluster organisation

Effectiveness of presentation

Evidence of well coordinated cluster

Overall Confidence in cluster’s ability to meet the health needs

Process– to be filled out by resource person only when assigned to that group

Evidence of teamwork and support

Comments on process of producing plan (e.g. team meetings, sitreps, WR meeting, group organisation etc)



10. Administrative checklist

Stationery The following items are required based on 30 participants, 15 training team members and 5 spares 50 folders (1.5 or 2 inch A4 ring binders) 50 sets of dividers each with 10 sections 50 name tags (with blank card - participants to write their own names with thick marker) 50 note pads 50 pens 50 pencils 2 pencil sharpeners Paper for Flip Charts - 6 sets Paper punch – 2 (one in training room for handouts etc and one in secretariat room) Staplers -2 Staples 1 boxes of 10 Removal Staples – 2 Scissors -2 Patafix UHU/Bluetak - 5 packs Scotch Tape 2 Masking tape 2 Photocopy paper - 30 reams Flip Chart Markers: 20 black, 20 red, 20 blue, 20 green. Ensure they are thick-tipped so writing can be easily visible from 10 metres. Markers – permanent – 1 box different colours (thin tip) – for CDs and files Memory sticks/CD 30 VIP Coloured VIP Cards 300 various colours (A5 size)

Training rooms

Rooms required A total of five rooms are required: • Main training room: One main training room with sufficient space for 30 participants to be seated

around 5 or 6 round tables in an arc (with no second row!) facing the presentation area. The presentation area should have sufficient space for the presenter to move freely in front of the screen with a table for a data projector and a table for his/her notes, handouts and props. At the back of the room there should be an area where 3-5 resource persons can sit and listen to the session without distracting the participants if they need to take notes etc. There should be sufficient space for group exercises (standing in a circle). There should be sufficient wall-space for flip-charts, VIPP cards etc.

• Coffee break space: Outside the main training room there should be space nearby for refreshments to be served during coffee breaks. Direct access to a terrace or garden for coffee breaks is desirable.

• Breakout rooms: Four breakout rooms adjacent to the main training room, each with sufficient space for 7-8 participants to be seated around one large round table.

• Training Team Room: One training team room close to the main training room with sufficient space for 10 training team members to be seated around one large table plus a minimum of three smaller tables for individual work.

• Secretariat room: for printing, etc. This can be combined with the training team room.



General requirements All rooms should be: • Secure so that equipment can be left unattended during breaks and overnight • Well ventilated and lit with natural light and ventilation wherever possible • Private and quiet enough so that participants and the training team can work without fear of being either

distracted by noise from without or being overheard by people passing by • Within walking distance from participant accommodation when provided but far enough away from any

offices, shopping malls etc to avoid any temptation to just “pop into the office” or “pick up that ….”. • WIFI is required in all rooms but it should be possible to turn it off in the training and break out rooms to

avoid participants being distracted by emails etc to do with their “day job”.

Equipment • 6 flip chart stands are needed. • One data projector, laptop and screen in the main room • One computer, printer and photocopier in the training team room

Printing The participant pack is a 20 page document including key references The training team pack is a 70 page document including all materials for the course These packs can only be printed immediately before the course and then have to be put into folders – see stationery – this will usually require that they are printed and copied in the training team room by administrative support staff. • Each participant receives one copy of the participant pack. • Each training team member receives one copy of the training team pack and one copy of the participant

pack.

Other Arrange for varied refreshments in coffee-breaks, varied selection of teas, soft drinks if possible.