Flash Flood Risk Management â A Training of Trainers ... - ReliefWeb

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Flash Flood Risk Management – A Training of Trainers Manual • wall clock; • flipcharts, soft boards, different coloured meta cards (i.e., 6 x 8 cm pieces of coloured card), masking tape, ruler, a whiteboard or blackboard, board markers or chalk, soft pin board and pins, writing pads, pens, and other similar materials; • an appropriate number of copies of reading material for distribution to the participants. The training room should be set up every day. The materials required for the day should be available during the entire training period. Ensure that media presentations are prepared in advance and that equipment is set up and tested before the participants enter the training room. Suggestions for the facilitator • Set up the training room in advance to ensure that everything is in its right place. • Test equipment in advance to ensure that session time is not used up in making it work. • Acquaint yourself with the training methodology in advance. • Prepare exercises prior to the session. • Put a wall clock in the room and ask participants to align their watches with the clock to ensure that everyone arrives at the right time after breaks. • Make participants as comfortable as possible. • Seating arrangements should be made keeping aspects of human behaviour in mind. • Be aware of, and sensitive to, the culture and views of participants. • Group rules and norms should be made clear at the beginning of the training. Use of an interactive approach An interactive approach keeps the participants interested. Engage the class in short question and answer sessions throughout the day to keeps them alert. Interacting with the class also allows the presenter the opportunity to assess how well the class understands the material and, if needed, to clear up any misconceptions. Energising participants Observe participants’ level of engagement during the sessions and be aware when an energising activity is needed. Ask participants between sessions if they need an energiser and let them know that they should tell you if they feel they need one. Choose an energiser yourself or ask participants to suggest one. Always have an energiser exercise or game ready in case the participants cannot suggest one. Typical energisers can be found in HAA (2002) and Pike and Busse (2004). 4
Introduction Suggested Schedule The eight-day training schedule is based on an average day lasting from 9:30 to 17:00, with two breaks of 30 minutes each, morning and afternoon, and a one-hour break for lunch. Participants are expected to review the day’s material in the evening. The day can be extended (e.g., starting at 8:30 or ending at 18:00) if participants need more time to understand the material. Day 1 Morning Session 1 Introduction Session 2 Flash Flood Hazards in the HKH Region Afternoon Session 3 Types, Causes, and Impacts of Flash Floods Session 4 Flash Flood Hazard Analysis and Assessment Day 2 Morning Session 5 Vulnerability and Flash Flood Risk Assessment Session 6 Local Knowledge on Disaster Management Afternoon Session 7 Community-Based Flash Flood Risk Management Session 8 Gender Perspectives in Disaster Management Session 9 Social Hazard Mapping and Risk Assessment Day 3 Morning Session 10 Non-Structural Measures for Flash Flood Risk Management Session 11 Modelling Tools for Flash Flood Management Session 12 Integrated Flash Flood and Watershed Management Afternoon Session 12 Continued Session 13 Hazard-Specific Flash Flood Management: Intense Rainfall Floods Session 14 Hazard-Specific Flash Flood Management: Landslide Dam Outburst Floods Day 4 Morning Session 15 Country Presentations Session 15 Continued Afternoon Session 15 Continued Session 16 Hazard-Specific Flash Flood Management: Glacial Lake Outburst Floods Briefing for the Field Trip Days 5, 6, and 7 Field Trip Activities Day 8 Morning Session 17 Legal and Institutional Issues of Flash Flood Management Session 18 Flash Flood Management Cycle: Preparedness Session 19 Flash Flood Management Cycle: Response and Recovery Session 20 Overall Discussion Afternoon Session 21 Training Evaluation and Closing Session 5
Page 1: Flash Flood Risk Management A Train
Page 4 and 5: Published by International Centre f
Page 6 and 7: Foreword The Hindu Kush-Himalayan (
Page 8 and 9: Acronyms and Abbreviations CFFRMC D
Page 10 and 11: Flash Flood Risk Management - A Tra
Page 15 and 16: Introduction Day 1 Session/Activity
Page 17 and 18: Day 1 Suggestions for the facilitat
Page 19 and 20: Day 1 Suggestions for the facilitat
Page 21 and 22: Day 1 Session 2 Flash Flood Hazards
Page 23 and 24: Day 1 Session 2 Resource Materials
Page 25 and 26: Day 1 RM 2.4: Flash floods in the H
Page 27 and 28: Day 1 in flash floods during the pe
Page 29 and 30: Day 1 Activity 3.2: Identifying the
Page 33 and 34: Day 1 Figure 4: Categorisation of f
Page 35 and 36: Day 1 Session 4 Flash Flood Hazard
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Page 41 and 42: Day 2 Activity 5.2: Flash flood ris
Page 43 and 44: Day 2 In a physically vulnerable zo
Page 45 and 46: Day 2 Step 2 Show the short video o
Page 47 and 48: Day 2 Session 6 Handouts Handout 6.
Page 49 and 50: Day 2 Figure 8: The four pillars of
Page 51 and 52: Day 2 • As a result of rapid cha
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Page 55 and 56: Day 2 Step 4 Step 5 Discuss the dif
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Page 59 and 60: Day 2 • First-aid and health: Th
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Day 2 The CFFRMC also plays a role
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Day 2 Note to the trainer Clarify t
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Day 2 groups such as people with di
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Day 2 RM 9.3: Process of participat
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Day 3 Session/Activity Activity tim
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Day 3 Activity 10.3: Strategies for
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Day 3 RM 10.2: Various strategies f
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disseminated. The South Asian tsuna
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Day 3 Session 11 Resource Materials
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Day 3 Geospatial Stream Flow Model
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Day 3 Activity 12.2: Concept and co
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Day 3 perspective means looking for
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Day 3 their livelihoods. Watershed
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Day 3 Session 13 Hazard-Specific Fl
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Day 3 where Q = discharge A = area
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Day 3 There are two types of routin
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Day 3 Box 13: Exercise on flood rou
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Day 3 Activity 14.4: Measures that
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Day 3 Figure 15: Types of landslide
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Day 3 occurs). In most documented c
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Day 3 Figure 21: Tsatichhu landslid
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Day 3 Estimating downstream floodin
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Day 3 Strand (1977) uses the same e
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Day 4 Session/Activity Session 15:
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Day 4 Session 16 Hazard-Specific Fl
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Day 4 Figure 25: Development of the
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Day 4 RM 16.3: Impacts of GLOF even
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Day 4 Supra or englacial drainage.
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Day 4 Briefing for the Field Trip T
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Days 5, 6, and 7 Field Trip
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Flash Flood Risk Management - A Tra
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