GRF 2nd One Health Summit 2013: Presentation by Kubilay Kaptan, Istanbul Aydin University

1. Development of a European Training
Curriculum for International Crisis
Management
(FP7 SEC-2011.7.6-1)
GRF Davos One Health Summit 2013
One Health - One Planet - One Future
Risks and Opportunities
17 - 20 November 2013 in Davos, Switzerland
Asst. Prof. Kubilay Kaptan
Disaster Education, Application and Research Center,
Istanbul Aydin Univerity

2. Contents
of the presentation
Natural Disasters
DITAC Project
•Natural Disasters
•Scope of the Project.
•Organization
•Outputs
Competency Based Curriculum

3. AFAM
Excellence in Research, Education and Service

4. In Turkey AFAM
travelled to primary
schools to help
children learn
disaster and
increase their
understanding of
disaster recovery

AFAM
Excellence in Research, Education and Service

7. The causes of disasters 1980- 2007

9. AFAM
Excellence in Research, Education and Service

10. DITAC Project Scope
•
Actors like first responders and strategic crisis managers confronted to a
large scale crisis such as (large) natural disasters, humanitarian crisis
(e.g. displaced populations), conflict
•
•
Prevention, mediation or security sector reform.
•
•
networking of existing training institutes
•Development of a set of European standards, concepts, methods and
doctrines
The European dimension and the involvement of concerned public
authorities, international organisations (e.g. UN) and NGOs are essential.
It is important to take into account existing initiatives, and, if possible,
involve a wide range of stakeholders.
AFAM
Excellence in Research, Education and Service

11. DITAC Project
Scope
•
Assessing the state-of-the- European standards for
professional crisis response and identification the main
didactical and procedural challenges.
•
Development a novel, integrated concept for set of European
standards, concepts, methods and doctrines.
•
Improving management of large disasters
•
This capability/integrated project should aim at: Improved the
preparation and the availability of trained personal facilitate
coordination and effective management of large crisis.
AFAM
Excellence in Research, Education and Service

12. The action
aims
develope European training
curricula for professional crisis
response

13. Key Masseges in the Call
•
Scenarios: major diseases like earthquakes,
flood disease Natural & manmade disasters to
be covered
•
Creation a concensus European Training
Curriculum for Disaster and Crisis
Management to bringing standardiced help to
the people in need
•
Requested are novel standards and methods,
new concepts and doctrines
AFAM
Excellence in Research, Education and Service

14. Specific objectives
1
Development a strategy to formulate the common curriculum
2
Scenarios, Standard Analysis
3
Actors identification
4
Requirements for improving the training
5
Focus of the curriculum will be research, recognizing that
teaching and reform are directly related to the primary aim.
Analysis of EM
Competencies
AFAM
Excellence in Research, Education and Service

15. Specific objectives
6.
Both "top down" and "bottom up" approaches should be used to develop the curriculum .
7
The proposed curriculum framework aims to accommodate all these topics, and also exploit
the latest educational technologies including the internet to disseminate this knowledge
among the present and future global first responders and crisis managers.
8
Any emergency Standardized education concept
9
Evaluation of the Training Curriculum
10
Demonstration the novel concept and it’s success

16. Partners
•
Italy
•
Romania
•
Germany
•
UK
•
Sweden
•
Turkey
•
Netherlands
•
Greece
•
Croatia

17. Project
approach
Awareness
Laying the Foundation for Change DITAC teams build the
awareness that high-quality, inquiry-oriented instructional materials
matter in the learning process for first responders and strategic
crisis managers.
Selection
Making Evidence-based Decisions DITAC teams establish selection
criteria based on research and the needs of rescue forces, first
responders and medical personal. During the decision-making
process, they build consensus to select instructional materials for
the Curriculum.
Scalling up
Designing Support for Implementation DITAC teams use a
comprehensive design process to construct a professional
development program that supports the effective implementation of
inquiry-based instructional materials.
Sustainability
Monitoring Reform Efforts DITAC teams collect and use data to
evaluate progress and inform decisions about teaching and learning
the new Curriculum.

18. Timeline conception phase
Scenarios,
Standard Analysis
Conception of
Curriculum
2st phase
1st phase
Strategy
Analysis
Requirements
Actors identification
Standardized
education concept
research
research
"top down"
"top down"
and "bottom
and "bottom
up"
up"
approaches
approaches
validation
validation
AFAM
Excellence in Research, Education and Service
Demonstration of
Curriculum
Results
Final Concept
Demonstration

19. WP Outputs
WP100 (Scenarios, Standard Analysis)
•
To analyze the today’s situation of education and training for disaster relief operations from
an end user perspective. (Literature Review of large Disasters, Meta Analysis of Existing
Training Curricula))
•
To analyse and define the relevant European standards, concepts, methods, and doctrines
reacting on a disaster.
In Turkey AFAM travelled to
primary schools to help
children learn disaster and
increase their understanding
of disaster recovery

AFAM
Excellence in Research, Education and Service

20. WP Outputs
WP200 (Requirements for improving the training)
•
Weakness analysis for the domains of Didactic, practical training and education.
•
Analysis of the requirements of the actors in education in Disaster Medicine and
management, local authorities, NGOs, Training Institutes, scientific societies etc.
Identification of the needs of relevant actors and the resulting end user requirements for
significant improvement of the education of international crisis management.
•
•
Development Learning goal definition
Didactic Concept
AFAM
Excellence in Research, Education and Service

21. WP Outputs
WP300 (Common Concept)
•Organising of Consensus Conferences and Focussing of common standard for disaster training
education.
•gap definition and prioritization of requirements and common standards
•Development of Common Concept
•Organising Collaboration of Trainíng Institutes.
AFAM
Excellence in Research, Education and Service

22. WP Outputs
WP400 (Dissemination)
•Demonstrator platform for networking of existing Training Institutes
•Demonstrator European Curriculum for international crisis management
AFAM
Excellence in Research, Education and Service

23. Project Needs
Partners needed providing the following competences:
•Domain knowledge (e.g. end users like NGO, first-aid organizations, first responders)
•Process analysis / concepts development (e.g. research institutes, system integrators, )
•Research project management (e.g. research institutes)
•Demonstration & technology assessment (e.g. research organizations, system integrators)
•Didactic and Training knowledge
AFAM
Excellence in Research, Education and Service

24. Disaster Education, Implementation and Research Center (AFAM)
Developing Competency-Based Disaster
Training Programs
Kubilay Kaptan, Ph.D.
Assistant Professor, Disaster Education, Implementation and Research Center
Istanbul Aydin University
E-mail: kubilaykaptan@aydin.edu.tr
24

25. Objectives
• Analyzing changing environments of disasters and
emergencies
• Identifying core competencies for emergency &
disaster managers
• Sharing experience in emergency management
academic program development
• Developing emergency management programs based
on core competencies
• Discussing curriculum design and delivery strategies
AFAM 25

26. Context
• Disasters have changed in scope and severity
• Today’s disasters overwhelm the capacity, capabilities
and skills of emergency management leaders and
practitioners
• Adjustment is imperative through training and more
responsive academic programs
AFAM 26

27. Literature Review
• Over the years, the effectiveness of disaster management tools,
techniques, and strategies has waned, and to address this issue
more up-to-date disaster management skills are required
(Waugh & Tierney, 2007)
• New skills and competencies are needed because of:
- increased scope and diverse nature of the disasters
- heightened expectations and demands by societies and
communities to serve them during catastrophic events
- advancements and innovations in technology demanding more
sophistication
- impact of globalization demanding networking with different
societies across the world
AFAM 27

28. DM in Public Affairs & Administration
• Significant attention to Disaster Management in the field of
public administration over the last three decades
• Increased research and publications on DM:
- Public Administration Review (PAR) has devoted three issues to emergency
and disaster management (1985, 2002 – on the Implications of September
11 terrorist attacks, and 2007– on Administrative Failure in the Wake of
Hurricane Katrina)
• Increase in academic programs: master’s, certificates, minors,
and concentrations have been developed in
schools/departments of public affairs and administration
AFAM 28

29. DM Programs
• According to FEMA
Emergency Management
Institute (2009), there are
173 college DM
programs:
- 59 certificates,
minors, diplomas,
tracks, and foci
- 39 associate degrees
- 26 bachelor degrees
- 42 masters-level
programs
- 7 doctoral-level
programs
Source: FEMA Emergency Management Institute, 2009
AFAM 29

30. DM Context
• Disasters are characterized by several factors:
-
Uncertainty
Complexity
Time pressure
Lack of necessary information
Fast decision-making under stress
Networks & complexity
AFAM 30

31. Core Competencies Analysis
• Core competencies derived from reports, national and local
plans, as well as DM research
• Barbera et al. (2005) describe competency as a “specific
capability required for effective performance, within the
context of a job’s responsibilities, which achieves the
objectives of the organization” (p. 3)
• Competencies should enable and empower disaster managers
to perform in most effective, efficient, and proactive way
AFAM 31

32. Levels of Analysis of DM Competencies
DEPTH
- Awareness: understanding of knowledge, skills, and abilities
encompassed by a specific competency
- Operations: knowledge, skills, and the necessary abilities to
effectively perform assigned tasks, functions, and activities
within an organizational system, including technicality of the
process
- Expertise: operations-level proficiency, as well as knowledge,
skills and abilities required for judgmental and analytical
processes and complex decision-making situations
AFAM 32

33. Levels of Analysis of DM Competencies
SCOPE
- Small Scope: competency limited only to a scientific/ academic
knowledge base
- Medium Scope: added understanding of psychological, social and
political environment and realities when performing his/her job
- Large Scope: implementation and application stage in which
emergency managers combine their competencies pertaining to the
two scopes above and deliver their services; entails effective
application of the four emergency management phases
AFAM 33

34. Levels of Analysis of EM Competencies
NATURE
- Core Competencies: required for technicians and practitioners to
perform emergency management functions
- Critical Understanding: critical understanding required by managers
to address a problem at hand in a holistic perspective and to direct
lower-level functions in that regard
- Integrated Solutions: creation of integrated solutions by senior
policy makers who address problems at a systemic level and come
up with fundamental changes and implementations throughout the
emergency management field
- Critical Research: critical research by relevant emergency
management scholars who present research and studies to establish
a better and sound base for implementation in light of past
experiences
AFAM 34

35. Levels of Analysis of EM Competencies
TYPE
- Knowledge: what emergency managers should know
- Skills: what emergency managers should do
- Tools: what emergency managers should use
AFAM 35

36. Levels of Analysis of EM Competencies
AFAM 36

37. Core Competencies Identified
• Clarity of Role: Responsibilities and duties are easy and
manageable as long as they are clearly defined for
respective disaster operation actors to effectively perform
their job (especially for routine disasters, not for
catastrophic ones)
• Effective Organizational Management: Disaster
Management should start from effective internal
organizational management including resource and
personnel management, budgeting, strategic planning, etc.
AFAM 37

38. Core Competencies Identified (con’t)
• Technology and Research-integrated Applications: Disaster
Management should benefit from relevant technology
education/training in order to effectively address natural and
manmade disasters. This approach should be strengthened by
contemporary developments and improvements in related sciences
• Interdisciplinary Approach to Problem Solving: Disaster Management
should not be limited to emergency management operations only, but
should also address social, political, legal, policy, and ethical issues
related to mitigation, preparedness, response and recovery. Likewise,
the field should focus on and incorporate issues relating to other
disciplines and entities when needed
AFAM 38

39. Core Competencies Identified (con’t)
• Effective Leadership through Communication and Analytical Skills:
Effective Disaster Management is only possible through effective
leaders who know the power of communication in affecting and
convincing others. Effective leaders also possess strong judgmental
and analytical skills needed to make quality decisions in times of
uncertainty, time pressure and limited information
• Effective Networking, Coordination, Partnerships, and Collaboration:
Because of the nature and scope of disasters faced by communities
today, it is impossible for local governments to effectively respond to
disasters alone, and it is imperative to collaborate in terms of such
parameters as information, resources, personnel, etc. Such
collaboration also necessitates coordination and interoperability skills
to successfully perform assigned tasks and functions
AFAM 39

40. Core Competencies Identified (con’t)
• Environment and Community-sensitive Practices:
Effective leadership is inevitably possible only through
thorough analysis and consideration of political, social,
economic, and environmental factors and their
incorporation into the general picture of the disaster
situation faced
• All-hazards, Holistic, and Proactive Approach to
Emergency Situations: Disaster Management needs an
all-hazards and holistic approach, which not only
addresses issues in an environment-sensitive way, but
also tries to progressively solve problems during all
phases of the disaster management cycle
AFAM 40

41. Core Competencies Identified (con’t)
•
•
•
Knowledge, Training and Experience-based Critical Decision-making: Since
Disaster Management is an applied and practical field, ample resources should be
invested in developing knowledge and theory-based training, along with
empowering the inexperienced and employing the experienced personnel so that
disaster operations do not suffer from lack of experience while conducting and
managing disaster management operations
Horizontal, Egalitarian, and Trustful Relationships: This factor is especially
important when networking and collaborative efforts are considered. A
collaborative initiative would be ineffective and most probably fail when there is
lack of inter-actor trust and acceptance, as well as when imbalanced power
relationships exist between actors. This is true for both intra- and interorganizational relationships in disaster management
Rule-oriented though Flexible Structures, Operations, and Thinking: Any disaster
operation should follow a certain chain of command and rules described by
organizational norms and culture, though such practice should be easily avoided
when and if needed for achieving a higher goal for the organization or public.
Flexible structures and innovative thinking do not imply disorderly actions, but
instead imply alternative approaches to solve problems
AFAM 41

42. DM Programs at IAU-AFAM
Minor in Disaster Management
18 credit hours:
- 5 core courses
- AFM 4110 Intergovernmental Administration
- AFM 4392 Disaster Management
- AFM 4712 Information Systems for Public Managers and Planners
- AFM 4395 Disaster Response and Recovery
- AFM 4390 Hazard Mitigation and Preparedness
- 1 restricted elective course
- ESS 4012 Conflict and Terrorism
- ESS 4013 Homeland Security and Criminal Justice
- HRS 4938 Health Issues in Disasters
AFAM 42

43. DM Programs at IAU-AFAM
AFAM 43

44. Delivery: Collaborative Learning
• Collaborative learning refers to an instruction method in which
learners at various performance levels work together in small
groups toward a common goal
– Active class contribution
– Work with other students on projects during class
– Work with classmates outside of class
– Participate in a community-based projects (advisory council)
– Discuss ideas from readings/classes with others
– Involvement and experience
– Ability to learn from peers (co-learning)
AFAM 44

45. Hierarchical vs. Collaborative Model
Hierarchical Model
• Teachers detain knowledge
while students consume
knowledge
• Instructional methods
based on memorization of
information and individual
study
Collaborative Model
• Students and teachers are,
at the same time,
producers and consumers
of knowledge
• Instructional methods
based on teams of
students working together
toward
AFAM 45

46. Collaborative Learning Activities
• Discussions
• Games/Simulations
• FEMA Professional Development Series
• On Hand Courses
• Case studies
• Discussion groups
– Position & response papers
• Brainstorming
• Group projects
– community-based service-learning projects
AFAM 46

47. Analytical Reasoning: Basics of Network
Measures
• Centrality
– Degree
– Closeness
– Betweenness
– Flow Betweenness
• Cliques & Sub-groups
– N-cliques
– N-Clans
AFAM 47

48. Friendship Network Analysis
Before
After
AFAM 48

49. Advice Network Analysis
Before
After
AFAM 49

50. Affiliation Networks
Before
After
AFAM 50

51. Conclusion
• Disaster Management field needs effective, skillful and
competent leaders and disaster managers to deal with
complex emergencies and disasters
• Respective DM programs need to meet the current need of
the practice
• Collaborative, inter-governmental, and inter-sector
practices are to be included in the curriculum
• Collaborative nature of DM should be reflected in
curriculum design and delivery
AFAM 51

52. Thank You!
Questions & Comments?
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