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

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Flash Flood Risk Management – A Training of Trainers Manual Session 1 Activity 1.5: General introduction to the training objectives and programme schedule Time: 10 minutes The facilitator makes a presentation: • Outlining the training objectives • Introducing the main topics/themes • Relating the expectations of the participants (as per their feedback on the meta cards) to the topics that will be covered in the training programme. • Introducing the programme schedule Suggestions for the facilitator Call attention to the programme schedule and briefly explain the content of the training and the way it is distributed over the days. When presenting the training objectives, make sure to correlate these with the expectations expressed by the participants. The comparison should give the participants an idea of the extent to which they already have a comprehensive, strategic overview of flood risk management and whether or not they have expectations outside the scope of the training. If some expectations are not covered in the objectives, make this clear. If the expectation is relevant but not explicitly covered, explain that it can be either discussed in private with the trainer or, if it is of general interest to this particular class, it can be discussed during a related session. Activity 1.6: Agreement on group rules and norms Time: 10 minutes The facilitator discusses the rules and norms to be observed to ensure a good atmosphere for the training and inquires whether these are acceptable to the participants as is, or whether they need to be modified. The facilitator writes down the points raised on a flip chart or white board. These can be summarised on one sheet of paper and display on the wall throughout the training. Some typical ideas that might be included are listed below. • Raise hand to ask a question • One speaker at a time • Respect for gender and culture. Do not use gender, racial, religious, or culturally sensitive words, or language. • Respect starting and ending times • Attend the sessions on time • Inform when absent • Switch off mobiles phones during the session • Deal with things that disturb participants first. No question or observation is weird • Responsible for your own learning • Responsible for your ‘yes’ and ‘no’ • Keep cases realistic 10
Day 1 Suggestions for the facilitator Use the parking lot – find time to answer all questions During any given presentation the participants may raise issues that are relevant in the context of the session but which it is not possible to address or clarified at the moment due to time or resource constraints. Such issues can be ‘parked’ by writing them on the chart paper provided for this purpose. The ‘parking lot’ chart paper is displayed by the presenter’s desk or in another convenient location. The trainer can then discuss these topics either one-on-one with the individual or with a group by arranging a mutually agreed time either during lunchtime or tea break or at the end of the day. Session 1 Activity 1.7: Other issues (housekeeping) Time: 10 minutes It is wise to keep aside some time to discuss any other issues that may need attention during the training. These issues may or may not be related to the technical aspects of the training. Letting participants know that any issues that are important to them will be looked after is reassuring and is a way of making participants feel comfortable and engaged. The facilitator may ask about time schedules, logistics, or any other issue. If a participant raises an issue, the facilitator should seek a solution by discussing with the group. The important thing is to assure participants that their needs will be taken into consideration. Items that may be of concern to the participants can include, for example: • Resource materials and data • Information regarding transportation from the place of residence to the training venue • Places for phone communication, internet access, etc. • Nearby market places for general shopping • Traffic and security regulations • Emergency contact person(s) and contact details After this discussion, the facilitator can continue with the next technical session. 11
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
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Page 15 and 16: Introduction Day 1 Session/Activity
Page 17: 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
Page 39 and 40: Day 2 Session/Activity Session 5: V
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
Page 53 and 54: Day 2 Session 7 Community-Based Fla
Page 55 and 56: Day 2 Step 4 Step 5 Discuss the dif
Page 57 and 58: Day 2 Figure 10: Framework for comm
Page 59 and 60: Day 2 • First-aid and health: Th
Page 61 and 62: Day 2 Session 8 Gender Perspectives
Page 63 and 64: Day 2 The CFFRMC also plays a role
Page 65 and 66: Day 2 Note to the trainer Clarify t
Page 67 and 68: 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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