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CCCM camp coordination and camp management training package for national author

CCCM camp coordination and camp management training package for national authorities in Nepal International Organization for Migration | Nepal This publication has been made possible with he generous support provided by the Office of Foreign Disaster Assistance, Bureau for Democracy, Conflict and Humanitarian Assistance, US Agency for International Development, under the terms of Award No AID-OFDA-IO-14-00035. The content of this training package do not necessarily reflect the views of the US Agency for International Development. © International Organization for Migration, 2015 This training package has been prepared by the International Organization for Migration (IOM). All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher. The opinions expressed in the report are those of the author(s) and do not necessarily reflect the views of the International Organization for Migration. CCCM training package | trainer’s guide This CCCM training package was developed keeping in mind the principles of adult learning and a participatory learning approach. It was designed specifically for training targeting displaced communities and/or local authorities in Nepal, i.e. the local level, based on internationally recognized key principles of camp management. The CCCM training package’s intended use is primarily to support Nepal’s stakeholders in addressing issues related to human displacement management, contingency planning, and response caused by natural disasters. The CCCM training package consists of three main components:  trainer’s guide  training chapters (chapters 1-10)  toolbox (a diverse collection of 52 tools that supports the training chapters) These above components aim to increase an understanding of camp management using a practical approach guided by participatory adult learning methodologies. The use of the CCCM training package gives a good foundation for the trainer to plan and organize training sessions at local level in response to the specific and contextualized needs identified. In the trainer’s guide, you will find guidance on the foundations of facilitation and the main characteristics of an effective trainer, with recommendations on how to prepare and conduct training sessions. In this Guide you will find:  Background of the methodology used;  Examples of attitudes, knowledge and skills of an effective trainer;  Main steps to take for designing, and planning your training session/s;  Step by step guidance on how to structure a training session from opening to wrap-up and closure; and  Key indicators and suggestions on how to make optimum use of all three components of the CCCM Training Package (Trainer’s Guide, Training Chapters and Toolbox). The CCCM training package is further composed of ten training chapters. Each training chapter covers one dedicated topic, corresponding to one training session on different aspects of Camp Management. Each training chapter has an indication of its estimated length of time for facilitation with a dedicated group of learners. It is up to the trainer/s to plan and adjust the time accordingly based on the realities of the context and the particulars of the learners attending the training session. A trainer may want to take longer time to focus in on one topic more in detail or provide the participants with a chance to do more analysis and learning reflection. The training approach as designed and developed by the trainer/s will depend on the needs, expectations of the participants and the field- level context that the training session is responding to. The set of 52 training tools has been developed as a basis for reflection, to encourage brainstorming, and to help explain the concepts and key messages of CCCM in an interactive and practical manner. The tools have been developed, in line with participatory methodologies with the aim of enhancing the facilitation of adult learning in camp management. Methodology The CCCM training package includes activities and participatory tools, which can be used to train on and raise awareness about the key roles and responsibilities in a camp management response. The activities proposed for a trainer to use include a wide range of participatory approaches to encourage the direct involvement of the participants in a training session. The process suggested in this guide and individual training chapters will allow participants to learn through drawings, small group work, individual and group reflections, interactive plenary discussions, etc. thus drawing out and building on the participants’ own life experiences of natural disasters in contingency planning, displacement management and involvement in camps. As mentioned, the majority of the training tools have been developed using participatory learning and action (PLA) methodologies and approaches. PLA includes approaches and methods to enable communities to do their own assessments, analysis and planning and to take action to solve their particular challenges in conjunction to community-based issues that arise and in collaboration with other actors such as local authorities. The CCCM training package has been inspired by these techniques and approaches with the aim of illustrating the basics of camp management through active participation and structured reflection. In training for field-level mobilization, participatory approaches to learning foster ownership and encourage people to think and act for themselves. This process is not passive whereby participants receive information from outside experts, but a process that builds on the individual and communities’ collective contributions to the learning. This approach encourages participants to share information, to learn from each other, to reflect on their experiences while drawing options and conclusions that can be useful for them in the future. This participatory approach to learning is also used with the intent of giving a framework of skills and tools to participants that can be used within their community and in interaction with other stakeholders as a base for taking concrete action. Attitudes, skills, and knowledge In the participatory learning process, the role of the trainer is to support the learning through a combination of attitudes, skills and knowledge. A good trainer is both a listener and a mobilizer. Sometimes the trainer will need to be particularly dynamic to ensure that all points of view are taken into consideration in the discussion. Other times the trainer can step back and follow and guide a more participant-led session. Below are examples of attitudes, skills and knowledge, which focus on empowerment in the learning environment rather than disempowerment; facilitation rather than domination; participation rather than exclusion; and flexibility rather than rigidity. Attitudes  Engage actively with the participants, creating an atmosphere of mutual trust and an environment where participants feel comfortable to express their views and ideas. A good trusting and respectful environment allows participants to develop an understanding of the reality of their situation.  Demonstrate that each participant’s contribution is valuable, through active listening and effective questioning. The underlying principle for any participatory workshop is that all views count. Everyone brings different contributions to the process; this needs to be recognized.  Be open to re-adjust the activities, tailoring the style to be more appropriate to the issues under discussion or to the characteristics of the particular group and/or context – taking into account cultural specificities. Activities and tools may not work in the same way with different groups of participants, especially if the background of participants varies.  Revise your performance after each training session and learn from mistakes. If more than one trainer conducts the workshop, discuss with your training colleague strengths and weaknesses and identify areas for future improvements and change for the benefit of all experiencing the training session. Skills  Make sure that participants feel heard, but more importantly also understood. Some tips to reinforce active listening includes: o Looking at the person who is speaking o Using your body language and facial expressions to show interest, engagement and understanding o Posing probing questions to further explore the topic or opinion more in-depth o Summarizing and rephrasing what has been said to ensure a common understanding.  As a trainer, you can encourage people to share information, ideas, concerns and knowledge. Check the different opinions among participants and sub- groups among participants. Some tips to lead group discussion can include: o Paraphrase what a participant has said so that he or she feels understood and so that the other participants can hear a concise summary of what has been said. (What I hear you saying is that…) o Check your understanding of a participant’s statement and/or ask the participant to clarify what he or she is saying. (Are you saying that…) o Compliment an interesting or insightful comment. (That’s a good point…) o Elaborate on a participant’s contribution to the discussion with examples or suggest a new way to view the problem. (It could also be useful to consider…) o Disagree gently with a participant’s comments to stimulate further friendly discussion. (Has anyone else had an experience that is different...) o Mediate differences of opinion between participants and relieve any tension. (These different points of views bring out two different side of this issue…) o Summarize and record, if useful and possible, the major views of the group. 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