Cover Image
close this bookGuide to Developing Training Strategies (DHA/UNDRO - DMTP - UNDP, 55 p.)
View the document(introduction...)
View the documentAcknowledgements
close this folder1. Introduction
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View the document1.1 Learning objectives
View the document1.2 Why is training in disaster management necessary?
View the document1.3 What can be achieved by training?
View the document1.4 Who is to be trained?
close this folder2. Objectives of training programmes
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View the document2.1 General objectives of training programmes
View the document2.2 What resources are necessary to achieve the objectives?
close this folder3. Formulating training programmes
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View the documentPre-training
View the documentTraining
View the documentPost-training
close this folder4. Identifying needs
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View the document4.1 Why do we need to assess needs?
close this folder4.2 What do we assess?
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View the document4.2.1 At the national level
View the document4.2.2 At the organisational level (multi-sectoral)
View the document4.2.3 At the departmental level
View the document4.2.4 At the team level
View the document4.2.5 At the job level
View the document4.2.6. At the individual level
View the document4.3 How are needs assessed?
View the document4.4 List of general statements for classifying performance discrepancies
View the document4.5 Other types of needs assessment
View the document5. Formulating Objectives
close this folder6. Preparing training strategies
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View the document6.1 Training framework
View the document6.2 Other training alternatives
close this folder7. Sustainability of training programmes
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View the document7.1 Institutional Base for Training:
View the document8. Resistance to training in disaster management
close this folder9. Do’s and don’ts in establishing a disaster management strategy
View the document9.1 Do’s
View the document9.2 Don’ts
View the document10. Conclusions
View the document11. Bibliography
View the documentAppendix 1. Structures of national disaster management administration
View the documentAppendix 2. Case Study


Many training efforts are begun without any reason, continue with no purpose, and end in no results

McGehee and Thayer

A far reaching training programme can start in many ways. It can evolve from a humble beginning such as: a modest skill development or an enthusiastic staff meeting in a ministry department. It can also develop out of a high level commitment such as receiving EEC funds for setting up a disaster training centre. Either way, there is unfortunately no formula for success in rapid development and implementation of a comprehensive programme to address the widest training needs.

Continuity in training is a three-stage process of learning, practising and reviewing performance. For most training programmes this process is possible only if there are further targets to aim for. Such goals might include reaching out to other groups in areas where training is needed or updating skills and knowledge. These targets must reflect ‘real’ needs and must be based on realistic levels of expectation rather than aiming for further training activities per se.

While there may be a desire to continue training without a need or a purpose, the common attitude for institutions and individuals is to stop the process after a few training activities.


Some of the reasons could be:

· the initial training activities were carried out for the wrong reasons, by the wrong institution or people and were done badly

· motivation is lacking

· opportunity to continue is not available (e.g. lack of resources, leadership)

· antagonism or refusal by various parties to continue

· there is no visible improvement as a result of the training

· the process itself stops (possibly due to political, administrative reasons)

· training is viewed as distracting to the objective at hand, which is to get on with the work

· there are other, higher priority pressures for time, resources, etc.

· the expectations from continuing are not clearly understood or accepted

· institutions or individuals decide they have reached their peak

To put in positive terms continuity and sustainability of training depends on:

· commitment to the idea
· wide net of support
· good leadership
· continuity of financial and political support
· collaboration amongst various institution
· experienced training staff
· indigenous resource people
· improved performance due to training
· success stories that can be publicised and duplicated
· tangible results
· proved need for training