Community Driven Resilience (CDR) – Community Based Disaster Risk Management and Early Warning Systems – Master Facilitators Handbook ToT

Table 7: Hazard Analysis Table

Hazard Analysis Table

Hazard Impact Vulnerability Location

Poor Middle Better-off

51

Community Level Activity for Low-literacy Settings:
This activity can be conducted at community level. Explain that at the
community level you will break the community members into groups such
as women, youth depending on the cultural norms.

Activity 3c: Risk Analysis and Hazard Protection
Time: 90 minutes
Prep Work
Prior to the training day:
•Create a Risk analysis table on 2 sheets of flip chart paper of print the one in (Figure
14)(Appendix 17).

The goal of this activity is to have agreement on priority hazards that
impact on household food security and livelihoods will be anticipated in the
contingency plan. For this exercise, it is important to know that Risk
Analysis and Hazard Prioritization will feed into the development of
contingency plan. A contingency plan for a small community usually does not
have more than three to five scenarios and responses, as the purpose is to
concentrate on the most significant hazards, not to imagine every possible sit-
uation.
Figure 14: Risk Analysis Table

52

Key Points to Keep in Mind in Your Group Work:
•Risk analysis determines which hazards are elaborated into full
contingency planning.
•Risk is analyzed here with two criteria: Probability and Impact.
For example, if a hazard is high probability and high impact, then it will
surely be included in the contingency plan. But if another hazard is low
probability and low impact, then there is no need to invest in contingency
planning.
•The table can be drawn on two pieces of flip chart paper joined together.
Each hazard can be written on a card and read to the full plenary group.
•Each group will have one team lead to help team members carry out the
Risk Analysis and Hazard Prioritization. This team facilitator should then
have discussion with the group and come to consensus on where to place
each hazard in the table.
•As the community carries out this process, care must be taken to ensure
that the challenges faced by all community members are included.

Community Level Activity for Low-literacy Settings:
This activity can be conducted at community level.

Guidance to Master Facilitator:
Once all the hazards are placed on the table, it should be visibly obvious to
participants where the priority areas are for contingency planning. These
will be in the upper right portion of the table. If the groups have
difficulty starting, give an example and complete the table with the help
of the participants.

The session must conclude with agreement on which key hazards will be
prioritized in the contingency plan. Ensure that the participants understand
that once the community carries out this process, care must be taken to
ensure that the challenges faced by all community members are included.

53

Master Facilitator Speaker Notes:
Today you will work to use tools to help you support communities to
undertake Contingency Planning, Scenario Building, and Early Action via a
community-led process.

Contingency Planning is an emergency preparedness tool that looks at
potential future situations to increase readiness to deal with potential
crises. It identifies possible scenarios of humanitarian crisis, outlines
coordination and managerial mode of operation, establishes priorities for
action, identifies resources and capacities of actors.

Early action/ Anticipatory action/ Forecast-based action: Taking steps to
protect people before a disaster strikes based on early warning or
forecasts. To be effective, it must involve meaningful engagement with
at-risk communities.

Scenario Building is part of the Contingency Planning process and involves
defining:

• Range of plausible developments;
• Predicted impact on the people affected; and
• Related needs.

What is a Contingency Plan?
• It is an emergency preparedness tool
• Looks at potential future event or situation to increase readiness to

deal with potential crisis
• Identifies possible scenarios of humanitarian crisis, outlines
coordination and managerial mode of operation, establishes priorities for
action, identifies resources and capacities of actors

What are the objectives of a contingency plan?
• Effectiveness & timeliness of response
• Coordination- Clarification of Goal, strategies and roles
• Team building among organizations- new relationships and
strengthening old ones
• Avoids problems thru anticipation and overcoming difficulties
• Pre-positioning resources, staff & partners

Who should participate in contingency planning?
• The target community organization
• Multi agencies- those who operate within the area. Emphasis is placed

on the process- effective dialogue and engagement
• Establishment of common understanding of potential emergencies and

response plan
• An agency to provide leadership and coordination of the process
(mandated government body)

48Russell, C. (2009). Scenario building: How to build scenarios in preparation for or during humanitarian crises

54

Guidance to Master Facilitator:

Where to Plan/at which level?
• Community Level
• District level
• Sub-regional level
• Country level
• Regional (multi countries)

Key Principles of Contingency Planning:

• Practicability- realistic parameters, flexibility
• Demand driven and result oriented
• Participatory process
• Follow up of CP exercises
• Tested- through simulation exercises
• Regular updates

Key Logistical Tips for Community Level Implementation
• Agree on a target date to finalize the EWC membership and
contingency plans.
• Typically process takes 3 days or 3 days equivalent of time spread over

one week depending on community schedules.
• Keep in mind that contingency plans need to be regularly updated and

exercised.
Key Presentation Tips for Community Level Implementation
• Many will be unfamiliar with contingency planning, what it is, what it

involves, and why it’s done.
• This is an important opportunity to begin harmonizing the group for the

shared purpose it is about to undertake.
• This should not be a passive presentation, it should be a facilitated

discussion that explores what participants already know or expect from
each other. Give participants opportunities to listen to each other and,
as facilitator, establish what the overall capacity of participants is to
complete the contingency plan. This internal assessment will help you
guide the group through all stages of the process.
• Use flip charts to record responses as you probe the group for their
ideas. This will help keep the session more interactive and ensure you
can gauge how much or how little experience or theory participants are
bringing to the process.
Essential points to clarify as a group are:
• When to make contingency plans? Before hazards become
emergencies.
• Contingency planning is best done in ‘normal’ times when there is no
current emergency.
• Plans should be revised regularly. In general, it makes sense to update
plans at least twice each year, for example after each of the biannual
needs assessments are completed and humanitarian situations can be
better anticipated based on whether or not rains are good.
In your same group determine one hazard from the list you came up with
in the Hazard Analysis that you will work on to create a community CP for
that specific hazard.

55

Activity 4b: Co- Create a Seasonal Calendar
Time: 60 minutes
Prep Work
Prior to the training day: Print out a large example of the Seasonal Calendar
(Appendix 18).
Figure 15: Seasonal Calendar Sample from Somalia

56

Guidance to Master Facilitator:
Participants will work in small groups according to agro, pastoral, etc to
create a Seasonal Calendar for the communities that they have chosen.
Participants will also be given blank cards to add other important elements
as necessary. It is important that groups capture key seasonal features like
wet and dry periods for the community Participants will use the cards and
place on a year-long timeline such as in the sample from Somalia in
Figure 15.
Tip: If you anticipate teaching this module often, consider printing and
using a set of laminated cards which display basic information about rainy
seasons, harvest, labor demand etc. for the participants to use.
After each group has made a Seasonal Calendar, the groups will meet in
Plenary to discuss how the Seasonal Calendar can inform Contingency
Planning.

Community Level Activity for Low-literacy Settings:
This activity can be conducted at community level. Facilitators can use
flip charts and markers to capture the elements of the seasonal calendar.

57

Activity 4c: Household Economy Analysis (HEA) Baselines

Time: 40 minutes

Prep Work
Prior to the training day:

Guidance to Master Facilitator:
Have the groups to continue with the specific communities that they are
working on.

Define Household Economy Analysis: A Household Economy Analysis
(HEA) is a baseline assessment with three components: Livelihood zoning,
Wealth breakdown and an Analysis of livelihood strategies for each of the
identified wealth groups.

Master Facilitator Speaker Notes:
In your small groups Brainstorm on the HEA sections noted below for this
specific community. Write your answers on a flip chart. See the sample
from the fictional country of Atlas as a guide to what an HEA may
include in Figure 16. These are the standard reference for a region and
include a comprehensive overview of pastoral and agro-pastoral
livelihoods throughout specific districts or locations.

Figure 16: Sample HEA from Fictional Country of Atlas

Treeville Birdsville

Forest City Hill View Fort Habour
Old River

Fictional Country of Atlas - Household Economy Analysis49(HEA Overview)
Livelihood population
• 69.1% of people in Atlas live in poverty, and almost 80 percent of the

country’s population is under the age of 30 with an unemployment rate
of 15.1% by 2020. The adult literacy rate of Atlas stands at 41%, one
of the lowest in the world.
Livelihood activities = Agriculture, Pastoralism, Fisheries, Light-scale
manufacturing
• Significant food deficits exist in all pastoral livelihoods due to
consecutive failed rainy seasons and high staple food prices.
• Youth livelihood interventions are contributing to improved food
security in 2 urban areas.

58

Wealth group characteristics
• High economic gender inequality exists as women have fewer
employment opportunities, accounting for only 39.8 percent of the labor
force. There have been various microfinance schemes set up to encourage
women’s participation, however they often lack the collateral needed to
obtain credit. This leaves many women employed in vulnerable and
insecure informal sectors.

Food and income sources
• Agriculture
• Fisheries - coastal and riverine
• Light-scale manufacturing - boat-building, granary production, local

cooking stoves, water reservoirs

Seasonality
• Atlas is affected by seasonal variations in income sources,
• expenditures, and short term migration.

Vulnerabilities, risks, and responses
• Prices in the capital city of Hill View remain high and impact rural
prices as most of the food commodities come from the city. The current
basic expenditure basket for poor households remains 48% above the
five-year average.
• Most common causes of infant mortality are Diarrhea and Acute
Respiratory Infections (ARIs).
• Due to a lack of gender-related data, there are few national statistical

indicators related to needs of women, men, girls, and boys. This is
despite the establishment of the Ministry of Gender.
• Global acute malnutrition (GAM) is estimated 15% country wide
compared to 20% in the last severe drought of 2020. The Integrated Food
Security Phase Classification (IPC) threshold for Phase 5 (Famine) is 30%5.0

Indicators to monitor:
• Food expenditure basket
• GAM
• Youth unemployment

4590IHPECA(2(n02.d1.)).. Baseline assessment. https://www.heacod.org/en-gb/Pages/BSSAssessments.aspx
IPC Technical Manual https://www.ipcinfo.org/fileadmin/user_upload/ipcinfo/manual/IPC_Technical_Manual_3_Final.pdf

59

Activity 4d: Scenario Building

Time: 30 minutes

.
Background Reading
“Scenarios are stories about how the future might develop, aimed to stimulate
exploration, understanding, and discussion. Based on a coherent set of assumptions
about key deterministic relationships and driving forces, scenarios describe plausible
futures that are intended to be scrutinised and debated. In the context of risk,
scenarios provide a tool to cope with uncertainty, especially in the case of risks that
are not well understood or cannot be quantified or even identified. They provide a
systematic method for exploring how a complex and diverse array of risks may impact
a society; or in other words, how resilient these systems are to potential disruptions.
Scenarios question whether organisations or communities can adapt to, and even
capitalise on, future changes, and stress their existing capabilities to respond. This
understanding can be applied to support and rationalize decision making about the
future, and inform preparedness for, management, and mitigation of risks. Scenarios
are valued for supporting creative thinking about plausible futures, rather than.”

Guidance to Master Facilitator:
Use the same groups as previously, unless the hazard groups need to be
further divided according to more specific scenarios. If making new groups,
continue to be strategic in how the participants are distributed across the
groups. Each group will use their chosen community to build scenarios for
the list of 3 prioritized hazards.

There are five areas for which groups should provide information.
Encourage them to be as detailed as possible. Even if they write “early
warning report” they should at least specify which information they expect
to find in which specific report. Without this the scenario building can be
too general for an effective contingency plan.

These elements are often weak in contingency planning, but when
analyzing hazards, we should also anticipate their impact to ensure
our capacity to respond appropriately and effectively. It is essential that
participants concentrate on the ‘worst case’ scenario that could be
possible. Scenario building should reflect analysis of current seasonal
conditions and what might happen in the coming rain season.

Scenario building covers a range of activities including risk analysis and
forecasting. Scenario building should reflect analysis of current seasonal
conditions and what might happen in the coming rain season.
You will use the same groups as previously and each group will use their
chosen community to build scenarios for the list of 3 prioritized hazards.
There are five areas for which each of your groups should provide
information and you should be as detailed as possible. We will go through
the 5 areas step by step as we continue.

60

Activity 4e Early Warning Signs:
Time: 30 minutes
In your groups take 10 mins and brainstorm on indicators that a disaster might be
coming. These are the indicators that a disaster might be coming, usually based on:
• Seasonal performance, quantity, and quality of rain
• Bulletins
• Reports, observations, rumors
• Radio, television
• Elders
Be sure to include Indigenous Early Warning Signals. For example, in Ethiopia for flood
hazards communities noted EW signals as:
• Cloud cover: very dense and dark upstream
• The direction of the stars
• The moon bound by ring-type fog
• Noises produced by livestock and wild animals: hyenas
• Behavior of insects concentrated in large groups producing continuous sounds:

beetles, wasps, crickets, etc.
• Smell of soil predicts the intensity of the floods
Now in your groups brainstorm on these indicators and share your answers on a flip
chart paper.

Guidance to Master Facilitator:
Challenge participants to be specific here, not simply to say “early warning
report”. That is, look for specific indicators of a deteriorating situation,
such as the following examples:
Pasture availability declines to 30%
Animal body condition reduces to grade 3
Water Reservoir (Berkad) water levels reach 50%

Community Level Activity for Low-literacy Settings:
This activity can be conducted at community level.

61

Session 4 Introduction to Contingency
Planning

Objectives of the session
By the end of this session you will be able to:
Utilize key tools and methodologies (e.g. seasonal calendar, HEA, scenario building)
to assist communities in contingency planning.

Approach: Learning Games/Simulations, Small Group Activities

Tools for Master Facilitator:
Handouts, Flip charts / Stand, Marker pens, Cell tape, Printed Early Warning Game
Cards, Master Facilitator and Participant Handbooks, Treeville Profile, Appendices,
Seasonal Calendar example, Sample Household Economy Analysis (HEA)

Tools for Trainers at Community Level:
Marker pens, Flip charts, Cell tape

Time: 8 hours

Key Terminologies:

Contingency Planning: is an emergency preparedness tool that looks at potential
future situations to increase readiness to deal with potential crises. It identifies
possible scenarios of humanitarian crisis, outlines coordination and managerial mode
of operation, establishes priorities for action, identifies resources and capacities of
actors.

Early action/ Anticipatory action/ Forecast-based action: Taking steps to protect
people before a disaster strikes based on early warning or forecasts. To be effective,
it must involve meaningful engagement with at-risk communities.

Household Economy Analysis: A Household Economy Analysis (HEA) is a baseline
assessment with three components: Livelihood zoning, Wealth breakdown and an
Analysis of livelihood strategies for each of the identified wealth groups.

Scenario Building is part of the Contingency Planning process and involves defining:
A range of plausible developments; Predicted impact on the people affected; and
related needs.48

Activity 4a: Introduction to Contingency Planning

Time: 60 minutes

Prep Work
Prior to the training day: Ensure that you have clarity on contingency planning and
what types of responses to expect from participants.

62

Activity 4f Triggers for Response:
Time: 20 minutes
Table 8 Triggers for Response

Early Action Level 1 Action Level 2 Action Level 3
Action

Zero cost actions that Action Level 1 activities Level 2 actions lever- Level three actions
are focused around
information sharing, are focused on miti- age greater community include external
communicating and
preparedness planning gation of low levels of resources to cope with support for high

the hazard, and pre- the current shock and level of coping

ventative activities to prepare for level three activities

protect the rest of the actions and address a

community disaster scenario of

that hazard

63

Guidance to Master Facilitator:
It will be necessary first to discuss what is a trigger and how it differs from
an early warning indicator.

Master Facilitator Speaker Notes:
Triggers are the point when observation/monitoring tells us it is time to
activate the contingency plan and respond, either to everything or to
particular scenarios included in the plan. Triggers can be related to early
warning indicators, for example:
Figure 17: Example of a Trigger

Let’s look at 3 standard levels of Triggers and see some examples.
Trigger Level 1: Indicators are triggered that require the early warning
committee to take pre-emptive actions to mitigate the shock increasing
in its magnitude.
Trigger Level 2: Incrementally increased severity of trigger 1 indicators that
propel the EWC to take more trigger 1 indicators that propel the EWC to
take more comprehensive actions to manage the shock
Trigger Level 3: Level three triggers indicate that partners should scale up
and prepare for a shock that exceeds the ability of the community to cope
(a disaster).

64

Guidance to Master Facilitator:
Ensure that you spend adequate time sharing examples with participants.
For example, discuss Early warning of insufficient water: Water reservoir
(Berkad) water levels decline to 50% with the trigger to begin water
trucking when the water reservoir water levels reach 20%.
Take a look at the Early Warning Signs that you have just captured and
now work in your small group to brainstorm Triggers for Response. Write
your answers on a flip chart capturing the information in the Table 8
(Appendix 19: Triggers for Response).

Community Level Activity for Low-literacy Settings:
This activity can be conducted at community level.

Activity 4g Estimated Duration of the Hazard and Affected Population
Time: 20 minutes

Master Facilitator Speaker Notes:
In your small groups decide on the Estimated Duration of the Hazard for
the specific community by considering the following:
• Number of days, weeks, months
• Seasonality (when could this occur, which season and months?)
In your small groups -decide on the Estimated Population Affected by the
Hazard or the specific community by considering the following:
• Number of households, Location (Development Centre), Livelihood

group (pastoralist, agro-pastoralist, other), Wealth group (poor, middle,
better-off), Gender, Age
Write your answers on a flip chart.

65

Activity 4h Early Action Responses:
Time: 20 minutes

Table 9: Estimated Duration and Affected Population

51Chan, E.Y.Y. (2018). Building bottom-up health and disaster risk reduction Programmes
https://books.google.co.ug/books?id=ofpADwAAQBAJ&l

66

Master Facilitator Speaker Notes:
Creating an early action based on the Early Warning signs and Triggers for
Response, your team will now discuss what response. Begin by thinking of
what is the Objective of the Response.

Guidance to Master Facilitator:
What is the response trying to achieve? Saving lives or protecting
livelihoods? For whom? Guide participants to develop SMART objectives, if
possible, in terms of target groups, impact, timing, etc:
SMART Objectives are always: Specific, Measurable, Achievable, Realistic
and Time bound. To learn more see Chan (2018).51
Master Facilitator Speaker Notes:
Complete Table 9 with the information you have written on your flip chart.

67

Master Facilitator Speaker Notes:
In your small groups decide on the Estimated Duration of the Hazard for
the specific community by considering the following:
• Number of days, weeks, months
• Seasonality (when could this occur, which season and months?)
In your small groups -decide on the Estimated Population Affected by the
Hazard or the specific community by considering the following:
• Number of households, Location (Development Centre), Livelihood

group (pastoralist, agro-pastoralist, other), Wealth group (poor, middle,
better-off), Gender, Age
Write your answers on a flip chart.

Guidance to Master Facilitator:
Explain the following Levels of Early Action to participants and give
examples:
Zero cost actions that are focused on information sharing, communicating
and preparedness planning
Some Level O Early Actions may include:
• Cash / in-kind unconditional grants
• Conditional transfers
• Seasonal public works
• Vouchers for school fees, water, health care
• School lunches
• Support savings/financial institutions for services
Action Level 1 activities are focused on mitigation of low levels of the
hazard, and preventative activities to protect the rest of the community

68

Some Level 1 Early Actions may include5:2
Cash / in-kind unconditional grants
Conditional transfers
Increase scale of Seasonal public works
Increase value of Vouchers on a case-by-case basis
Consider two School meals for school children
Accelerate public health actions
Decrease tax or charges related to receiving remittances
Action Level 2 actions leverage greater community resources to cope with
the current shock and prepare for level three actions
Some Level 2 Early Actions may include5:3
External fund for increased number of beneficiaries for cash, food and
conditional
Number of employed for seasonal public works increased
Extend number of Vouchers
School lunches for all school children
Increase support for families, institutions caring for orphans, displaced, etc
Increase support for sending remittances
Action Level 3 Level three actions include external support for high level of
coping activities and address a disaster scenario of that hazard

69

(Optional)
Optional Exercise to capture more Detail:
Use the following exercise from the Climate Centre to capture the lead time of early
actions given days, weeks, months or years to prepare and place the answers in
Table 10.54

Table 10

Step 1. Discuss the following participants: What actions would you take to reduce the
impact of flooding (or other hazards) given days, weeks, months or years to prepare?
Step 2. Give participants five minutes to rapidly list those actions come to mind each
on a separate piece of card or sticky note.
• “If they knew a flood was certain (100% probability), would they do everything

possible to implement these actions? (They’re likely to answer: YES!)”
• “If they knew a flood was impossible (0% probability), would they do everything

possible to implement these actions? (They’re likely to answer: NO!)”
• Now, “What if the chance of heavy rains might lead to a flood was 30%, 25%,

55%, 60%, 45%? Ensure that participants understand the concept of percentages.
• What would you do? What actions would you take?”
• Forecasts are not certain but probabilistic, so we define triggers for action,
attached to particular levels of warning.

Step 3. Ask participants to share their cards and expect a lively debate; not all
discrepancies will be resolved. It is important that the facilitator explain the concept
of “lead time” which is needed tin advance of taking action. During this discussion,
explain the concept of actions that are: low-cost, no-regrets, beneficial even if the
disaster does not come. Such actions are important for low-probability events.
Step 4. Ask participants to place their cards on the table and explain that partnerships
are very important for Early Action. Delve into the kind of external support that
communities would need to work with. Participants should use cards to capture the
type of partnerships needed.

70

Master Facilitator Speaker Notes:
Take a look at the Early Warning Signs and Triggers that you have just
captured and now work in your small group to brainstorm Early Actions for
these triggers ensuring that you discuss Zero Cost Actions as well as Action
Levels, 1-3. Write your answers on a flip chart capturing the information
in the Table 11 (Appendix 20: Early Action Table).

Now in your groups fill out the complete table in order to complete a full
Contingency Plan for the community you have chosen. Leave out the
budget and we will complete in a separate session.

52SomReP Crisis Modifier V2 Dollow
53IBID
54Climate Centre (n.d.). Module 2c: Early warning, early action exercises https://www.climatecentre.org/downloads/modules/training_downloads/2b%20Exer-

cise%20using%20climate%20information.pdf

71

Community Level Activity for Low-literacy Settings:
This activity can be conducted at community level. Brainstorm, each team
must come up with as many early actions as they can. The teams will then
select the 8 most important early actions from the list they have
brainstormed. They write each action onto one piece of paper
(thus creating eight pieces of paper with one action each). Note – in low
literacy settings, the transfer to the early action cards may be done using
simple icons/drawings everybody acknowledges; allow some extra time for
this compared to when writing. The groups can use stones with the groups
to prioritize actions. Adapted from the Ready game.55

72

See Table 12 (Appendix 21) for the full Final Output Sample <Village Name>
Contingency Plan.

Hazard Name

Early Warning Trigger Level 1 Trigger Level 2 Trigger Level 3
Sign 1

Season or environmentally Indicators are triggered that Incrementally increasee Level three triggers indicate
predictive indicators of require the early warning severity of trigger 1 that partners should scale up
increased threat of hazard committee to take pre-emptive indicators that propel the and prepare for a shock that
EWS to take more exceeds the ability of the
actions to mitigate the shock comprehensive actions to community to cope a disaster
increasing in its magnitude. manage the shock.

Early Action Action Level 1 Action Level 2 Action Level 3

Zero cost actions that are Action Level 1 activities are Level 2 actions leverage Level 3 actions include
focused around focused on mitigation of low greater community resources external support for high
information sharing, levels of hazard and to cope with the current level of copping activities
communicating and preventative activities to shock and prepare for level and address a disaster
preparedness planning protect the rest of the 3 actions. scenario of that hazard
community.

RESPONSIBILITY: Which actors are responsible
for the actions above?

Budget Itemize a simple budget
Duration: required for each level of
actions

Consider the number of days,
weeks, months that the
hazard might occur. Identify
the seasonality of the hazard.
(when could this occur, which
season and months?)

Affected Population Identify number of vulnerable
households, location (villages/
District/Zone), livelihood
group (pastoralist, agro -
pastoralist, other), weath
group (poor, middle, better-
off), gender, age.

Objective of What is the response trying
Response to achieve? Saving lives or
protecting livelihoods? For
whom?

73

Guidance to Master Facilitator:
Ask each group to give a summary of their output. Additions can be made
on the basis of participant feedback, ensuring that the planning process
remains inclusive despite people working in separate groups. (NB: Plenary
Discussion is after the budgeting activity).

Community Level Activity for Low-literacy Settings:
This activity can be conducted at community level.
More Resources:
Video: What is Anticipatory Action56
https://www.fao.org/emergencies/resources/videos/video-detail/en/c/1302206/
Somalia Case Study - Understanding the role of anticipatory action in Somalia57
Activity 4i Budgeting
Time: 90 minutes
Table 13 Indicative Budget (Appendix 22)

74

Master Facilitator Speaker Notes:
In this activity your group’s objective is to draft representative cost
estimates for each response in the contingency plan. Use the same groups
as previously, unless the hazard groups need to be further divided
according to more specific scenarios. If making new groups, continue to be
strategic in how the participants are distributed across the groups.

After filling Table 13 for every Early Warning Action, add up all the costs
to get the total cost for every scenario and add to the Contingency Plan
table to complete the contingency planning process for the community
you chose.

Guidance to Master Facilitator:
It might not be possible to develop budgets for each scenario in this
workshop. It is better for every group to focus on one scenario. Where
there are literacy challenges, try to outline the basic costs of activities,
personnel, equipment, inputs, etc. that are necessary for every
scenario. The budget will be finalized after reviewing drafts at
community and regional levels, but the negotiation process will be easier
if draft budgets can be developed in advance. Finalization with community
and regional officials will also include agreement on cost sharing
arrangements for each response in the contingency plan.

Participants will share learning points in the plenary.

55Climate Centre (n.d.). Ready! https://climatecentre.org/downloads/modules/games/Ready!.pdf
56FAO (2020). What is anticipatory action. https://www.fao.org/emergencies/resources/videos/video-detail/en/c/1302206/
57Levine, S., Humphrey, A., & Weingärtner, L. with Abdi, M. (2021). Understanding the role of anticipatory action in Somalia https://www

anticipation-hub.org/Documents/Policy_Papers/Understanding_the_role_of_anticipatory_action_in_Somalia.pdf

75

Activity 4j PLENARY Revisions of the Contingency Plan
Time: 30 minutes

Master Facilitator Guidance:
This part is conducted at community level to ensure that the frequency and
rationale of contingency plans are agreed across stakeholders. For the
practice session in the ToT, you will form the participants into discussion
groups and brainstorm on the following in the relation to the communities
they have chosen.
After every group has completed filling their contingency plan table, ask all
members to return to the plenary session. This session shall focus on sharing
learning points from the small group discussions on contingency planning and
to agree on the following:
• How regularly should the contingency plan be revised/ updated? Should it

be after the results of each biannual assessment are released?
• Which stakeholders should participate in future revisions (that is, using the

current group as a reference, are there others that should have been
invited? Some whose participation proved unnecessary?
• In terms of community representatives, should they have been consulted in

separate discussions/fieldwork before coming to the workshop?
More generally, there is the question of finalizing the current version of the
contingency plan, once the report is drafted and all necessary assessments are
completed. A one-day workshop with community officials might be sufficient
for this purpose.

Community Level Activity for Low-literacy Settings:
This activity can be conducted at community level. This activity is to be
conducted at community level once all groups have come up with the
contingency plans and budgets to build consensus.

76

Session 5: Creating a Social Affairs
Committee

Objectives of the Session:
By the end of this session 5 you will be able to support communities to set up a Social
Affairs Committee for the sustainable community-led disaster resilience activities.
Approach:
Small Group Activities Discussion/QA
Tools for Master Facilitator:
Handouts, Flip charts / Stand, Marker pens, Cell tape, Sticky notes, Master Facilitator
and Participant Handbooks, Treevile Inclusion video, Terminologies
Tools for Trainers at Community Level:
Marker pens, Flip charts, Terminologies
Time: 60 minutes
Key Terminologies:
Accountability: Accountability is related to providing a description and justification for
your actions to others5.8 It involves being responsible to someone, or some organization
for what you do.
Community involvement: engaging all categories of the community in the
developmental activities of the community
Social Affairs Committee: This is an executive body of the village and oversees all
development initiatives of their respective villages.
Transparency: This is operating in such a way that it is easy for others to see what
actions are performed. Transparency implies openness, communication, and
accountability.

58Checkland, K. M Marshall1, M., Harrison, S. Re-thinking accountability: trust versus confidence in medical practice BMJ Quality & Safety 2004;13:130-135.
https://qualitysafety.bmj.com/content/13/2/130

77

Master Facilitator Speaker Notes:
Creating a budget for early warning activities is a key step for an EWC, but
the committee will also need to mobilize funds for the activities. In order
for a community to find needed funds, a community should establish or
revive the social affairs committee.
Let us start by learning more about the operations of the social affairs
committee (SAC). The SAC serves as a mechanism for managing the
community contributions to contingency funds that have been established
and operationalised. The SAC also is helpful to link with co-financing
mechanisms for the community social funds, and additionally serve to
manage co-financing from the diaspora to the Community Action and
Adaption Planning (CAAPs).

Figure 18 illustrates how the SAC fits with the other sub committees of the
community. Every village may need to have a SAC that oversees all development
initiatives of their respective villages.
In many cases the Village Development Committee (VDC) or Village Council (VC) will
have oversight over the SAC. Each SAC should be governed by the rules and
regulations that will be developed, agreed and ratified by the village general assembly
or another relevant authority in the area. The relevant authority should guide on the
actual number of members on the committee, however the core members on the SAC
committee are:

78

Figure 18

79

(a) One Chairperson and one Vice-chairperson elected by the people of the concerned
village
(b) Secretary and Deputy Secretary
(c) Treasurer
(d) Two/four members of the committee

The SAC is at the center and a key development mentor as well as mediator of all
relevant development efforts at village level. The philosophy is based on the
expectation that the SACs would be mobilized and capacitated through active
participation and implementation process and would act as community institution
even after phasing out of the respective program.

Functions/Roles of the SAC:
To raise various village development projects;
To mobilize community development;
To mobilize villagers to attend all prescribed meetings;
To supervise implementation of village laws and other local government laws in
general;
Fundraising and community mobilization for own in-kind contributions;
To prepare proper village revenue collection and expenditure;
Identification of vulnerable members of village and provide/mobilize for appropriate
support;
To ensure proper supervision of village finances; and
To ensure proper village legal trade activities are conducted in the village.

Master Facilitator Speaker Notes:
In order to formulate effective SAC committees, the following steps should
be followed as outlined by Gladys Peace Akello, Economic Empowerment
Technical Specialist, SomReP:

Step 1. Seek Commitment of Community Leaders
This will help ensure that the SAC and planning process be given a high priority within
the village. It is important to know who are the local leaders and community officials
that are ‘gatekeepers’ to your communities? Good to identify and know them and
seek their support otherwise it will not succeed. Include local government officials, but
ensure it is a community led process and no individual benefit is expected.

Step 2. Raise community awareness of SAC
A community/village meeting should be held to introduce the key concepts of SAC.
The meeting should be open to all interested parties, but village leaders and village
elders should be specifically invited (they may not necessarily be in the SAC). Brief the
community on the process to form a SAC, their roles in community development and
management and relationships with other community key structures. The aim is to
provide a group that fairly represents the range of people that exist in the community
and an institution that does not duplicate what others do. Emphasize this to create
understanding and harmony at the very outset of formation.

80

Step 3. Seek nominations/Election for the SAC
At the end of the meeting, seek election/nominations to participate in the SAC. These
can either be nominations by individuals themselves present, or nominations of people
not present. If nominations are made of people not present at the meeting, the
nominated individual should be approached to determine their interest in
participating in the SAC. It is also important to consider the involvement of
community members that are already pro-active in other committees/projects. Also,
it is important that marginalized people (e.g., elderly, disabled, women (particularly
women headed households), orphans, minority groups, and the very poor) are
included in SAC. Keeping in mind that the key drivers for the implementation of the
SAC activities will come from the consultation group, other forums/committees. Also
ensure it is a community led process and no individual benefit is expected.

Guidance to Master Facilitator:
If a refresher is needed, share the Treeville animated video on Inclusion.

After watching the video, lead the small groups in a discussion on the
following:
• How do we ensure that all categories of people in the community can

participate in the SAC committee?
• How can disabled persons be involved?
• How can marginalized or vulnerable people be involved?
• Who are the local leaders and community officials that are
‘gatekeepers’ to your communities?
• How can a village seek the support of gatekeepers, when appropriate,

in the formation of the SAC committees?
• Which local government officials should be included in the nomination

of the SAC committee members?

Step 4. Arrange Timing for SAC Process

Master Facilitator Guidance:
Plan to train the SAC in 3 days or 3 days equivalent of time spread over
one week on their roles and responsibilities.

Lead the small groups in a discussion on the major training areas for the
SAC committee; the discussion should focus on:
• Resource mobilization;
• Community participation/inclusion, accountability, and transparency;
• Financial tracking; and
• Contingency Fund, Community Social Funds, CAAP Fund.

Introduce a simple to use and understand financial tracking and recording
tool for the SAC if one is not already in use. Below is an example of such
a tool in Table 14.

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Table 14: SAC Incomes and Expenditure Financial Tracking and Recording Tool
Community Level Activity for Low-literacy Settings:
This activity can be conducted at community level.

82

Session 6: Workshop Planning and
Preparation

Objectives of the Session:
By the end of this session, you will be able to support communities to plan and carry
out a CBDRM Awareness and EW/EA workshop.
Approach:
Small Group Activities Discussion/QA
Tools for Master Facilitator:
Handouts, Flip charts / Stand, Marker pens, Cell tape, Sticky notes, Master Facilitator
and Participant Handbooks,
Tools for Trainers at Community Level:
Marker pens, Flip charts
Time: 60 minutes
Key Terminologies:
Activity 6a: Community Profile
Time: 90 minutes

Master Facilitator Speaker Notes:
As noted at the beginning of this module, you will create a Community
Profile for one of the communities that you work with. Collect all of the
materials that you have created and/or collected and share with other
participants in your small groups for feedback. Use the Community Profile
Checklist (Appendix 2) to help you check that you have all that is needed.

Master Facilitator Guidance:
Have the participants work in pairs to share their community profiles and
provide feedback to each other.

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Activity 6b Create Workshop Agenda
Time: 60 minutes
In this session you will practice some skills that you will use in supporting
communities to carry a CBDRM awareness and/or EW/EA workshop. During the
workshop you will need to work with leaders to ensure that ground rules are
established, that participants know each other and that you have helped the
community carry out the necessary preparations for the workshop.
In small groups, you will work to create a workshop agenda that you would use at
community level to carry CBDRM/ EW awareness. Ensure that you capture the
activities that you would use from this training and any needed modifications to the
tools and methodologies keeping in mind literacy issues. Then at the end you will
share in plenary for feedback.
As discussed throughout this module, as part of the CBDRM process, an awareness
raising workshop is held with local community members. The Workshop Objectives
may generally include:
• To introduce CBDRM key terminologies;
• To create awareness about the CBDRM approach and discuss how it can be used

to build community resilience;
• To introduce CBDRM tools (early warning, contingency planning, contingency

fund); and
• To introduce Early Warning and seek nominations for Early Warning Committees.

Master Facilitator Guidance:
Have the participants work in pairs to create a workshop agenda that
would work with the communities that they are working with. The goal
is to create living, actionable documents that can aid the participant in
supporting communities.

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Appendix 1: Glossary

Assets:Something tangible or intangible that you own, have a claim to, or have steady
access to.

Capacity:This is the combination of all the strengths and resources available within a
community, society or organization that can reduce the level of risk, or the effects of
a disaster.

Climate Change: That which is attributed directly or indirectly to human activity that
alters the composition of the global atmosphere and which is in addition to natural
climate variability observed over comparable time periods.1

Community-based Disaster Risk Management (CBDRM): A process which leads to a
locally appropriate and locally ‘owned’ strategy for disaster preparedness and risk
reduction.

Community Mobilization: “Community mobilization is the process of building
community capacity to self-identify priorities, resources, needs and solutions in such a
way as to promote representative participation, good governance, accountability and
peaceful change”.2

Contingency Funds: “The word ‘Contingency’ means: occurring or existing only if
(certain circumstances) are the case; dependent on”. “... highly specific, and illustrate
a strategic and proactive approach to managing specific risks. These are funds that are
contingent on specific events: Their release is triggered by a change in the
environment, as measured using agreed indicators, with previously set thresholds for
action. When an agreed threshold is crossed, this triggers both the release of funding
and the activation of contingency plans.”3

Contingency Planning: An emergency preparedness tool that looks at potential future
situations to increase readiness to deal with potential crises. It identifies possible
scenarios of humanitarian crisis, outlines coordination and managerial mode of
operation, establishes priorities for action, identifies resources and capacities of
actors.4

“A management process that analyses disaster risks and establishes arrangements in
advance to enable timely, effective and appropriate responses. Annotation:
Contingency planning results in organized and coordinated courses of action with
clearly identified institutional roles and resources, information processes and
operational arrangements for specific actors at times of need. Based on scenarios of
possible emergency conditions or hazardous events, it allows key actors to envision,
anticipate and solve problems that can arise during disasters. Contingency planning
is an important part of overall preparedness. Contingency plans need to be regularly
updated and exercised.”5

1The Intergovernmental Panel on Climate Change (IPCC) & UNISDR (n.d.). Terminology https://www.eird.org/esp/educacion2/we/inform/terminology.html#letter-c
2MercyCorps (2009). Community mobilization sector approach https://www.mercycorps.org/sites/default/files/2020-01/CommunityMobilizationSectorApproach_0.pdf
3https://www.droughtmanagement.info/literature/IFRC_Early_Warning_Early_Action_2014.pdf
4SomReP Guidance Notes; Introduction to CBDRM Early Warning Early Action Training Guide
5UNDRR (n.d.) Contingency Planning. https://www.undrr.org/terminology/contingency-planning

85

Crisis Modifier: This is a range of mechanisms and relationships that aim to strengthen
humanitarian programming within longer-term resilience programs. It is a mechanism
to divert development funds towards humanitarian assistance in a context of a
complex environment involving conflict. Within USAID, the Crisis Modifier is a funding
mechanism designed to support a timely response to crises by USAID implementing
partners who are already operational on the ground and running development
projects.6

Disaster: “A serious disruption of the functioning of a community or a society at any
scale due to hazardous events interacting with conditions of exposure, vulnerability
and capacity, leading to one or more of the following: human, material, economic and
environmental losses and impacts.”7

Disaster risk management: “Disaster risk management is the application of disaster
risk reduction policies and strategies to prevent new disaster risk, reduce existing
disaster risk and manage residual risk, contributing to the strengthening of resilience
and reduction of disaster losses.”8

Disaster Risk Reduction: The process of minimizing the risk of disaster for a given
society/group through taking action to minimize their vulnerability to, and maximizing
their capacity to cope with, a man-made or natural hazard.

Early action/ Anticipatory action/ Forecast-based action: Taking steps to protect
people before a disaster strikes based on early warning or forecasts. To be effective,
it must involve meaningful engagement with at-risk communities.9

Early Warning: This is issuing appropriate levels of hazard warning information to the
community according to the warming rules in order to enable early disaster prevention
intervention. Early warning should be done before disasters or catastrophes occurring
and within the broad hazard warning goal.

Early Warning Committees: EWCs are involved in key activities including co-creating
Early Warning Systems, Testing technology-based messaging systems (SMS,
loudspeakers), Monitor and input simple Early Warning indicators, Developing
contingency plans, Identifying Early Actions, Advocating for assistance from partners;
Creating and disseminating early warning information as well as developing budgets
for carrying out contingency plans.

Early Warning System: “An integrated system of hazard monitoring, forecasting and
prediction, disaster risk assessment, communication and preparedness activities
systems and processes that enables individuals, communities, governments,
businesses and others to take timely action to reduce disaster risks in advance of
hazardous events.

6https://www.alnap.org/system/files/content/resource/files/main/usaid-crisis-modifier-review_final_draft_jan_2016.pdf
7UNDRR (n.d.) Disaster https://www.undrr.org/terminology/disaster
8UNDRR (n.d.). Disaster Risk Management https://www.undrr.org/terminology/disaster-risk-management
9IFRC (2021). Early Warning Early Action https://www.ifrc.org/early-warning-early-action

86

Effective “end-to-end” and “people-centred” early warning systems may include four
interrelated key elements: (1) disaster risk knowledge based on the systematic col-
lection of data and disaster risk assessments; (2) detection, monitoring, analysis and
forecasting of the hazards and possible consequences; (3) dissemination and commu-
nication, by an official source, of authoritative, timely, accurate and actionable warn-
ings and associated information on likelihood and impact; and (4) preparedness at all
levels to respond to the warnings received. These four interrelated components need
to be coordinated within and across sectors and multiple levels for the system to work
effectively and to include a feedback mechanism for continuous improvement. Failure
in one component or a lack of coordination across them could lead to the failure of
the whole system.”10

Emerging Stakeholder: Stakeholders whose interest emerges at a particular time,
notably during a crisis.

Hazards: A hazard is a potential threat to a person or their welfare. Hazards can be
understood in terms of: cause, seasonality, frequency, location, intensity, trends and
history, impacts, and controllability.

Hazards Mapping: This is the process of using maps to synthesize data on natural
hazards and to combine these with socioeconomic data of area. The hazard map facil-
itates vulnerability and risk analysis and improves communications among participants
in the hazard management process and between planners and decision-makers. The
hazard map can also be used to design and evaluate development projects according
to the conditions of water scarcity and the potential for desertification.11

Household Coping Strategies: “Actions - coping mechanisms- that households take to
minimize the harm shocks to their wellbeing”.12 Such strategies can be negative and
“undermine the ability to recover from future shocks”13

Household Economy Analysis: A Household Economy Analysis (HEA) is a baseline
assessment with three components: L​ ivelihood zoning, Wealth breakdown and an
Analysis of livelihood strategies for each of the identified wealth groups.14

Inclusion: Inclusion is related to engaging with all societal groups, “to ensure that all
perspective (including those of minorities or marginalized groups are taken into
consideration.15

Man-made Disasters: These are extreme hazardous events that are caused by human
beings. Some examples of man-made disaster emergencies include chemical spills,
hazardous material spills, explosions, chemical or biological attacks, nuclear blast,
train accidents, plane crashes, or groundwater contamination.

10UNDRR (n.d.) Early Warning System. https://www.undrr.org/terminology/early-warning-system
11USAID (1990). Disaster, Planning and Development: Managing Natural Hazards to Reduce Loss https://pdf.usaid.gov/pdf_docs/Pnabi669.pdf
12Pulse Lab New York (2010). Monitoring Household Coping Strategies During Complex Crise
https://www.unglobalpulse.org/project/monitoring-household-coping-strategies-during-complex-crises-2011/
13Sagara, B. (2018). Resilience Measurement Practical Guidance Note Series 4: Resilience Analysis. Produced by Mercy Corps as part of the
Resilience Evaluation, Analysis and Learning (REAL) Associate Award. https://www.fsnnetwork.org/sites/default/files/GN04_Resilience%20Analy-
sis_Final508.pdf
14https://www.heacod.org/en-gb/Pages/BSSAssessments.aspx
15GNDR and USAID (2018). Cookbook on Institutionalising sustainable CBDRM
https://reliefweb.int/sites/reliefweb.int/files/resources/CBDRM_cookbook_A4_40pp_ENG.pdf

87

Menu of Actions: Indicators, trigger points, and predetermined actions. Appropriate
activités, tied to triggers, that can address needs per sector.16

Mitigation: “The lessening or minimizing of the adverse impacts of a hazardous event.
Annotation: The adverse impacts of hazards, in particular natural hazards, often
cannot be prevented fully, but their scale or severity can be substantially lessened by
various strategies and actions. Mitigation measures include engineering techniques
and hazard-resistant construction as well as improved environmental and social
policies and public awareness. It should be noted that, in climate change policy,
“mitigation” is defined differently, and is the term used for the reduction of
greenhouse gas emissions that are the source of climate change.”17

Monitoring: Detection, monitoring, analysis and forecasting of the hazards and
possible consequences. This continuous monitoring helps communities keep
up-to-date on how “risks and vulnerabilities change through time.”18

Multi-year assistance programs (MYAPs): MYAPs are planning tools used for to
coordinate the delivery of humanitarian aid in protracted crises.19

Natural Disaster: Natural Disaster is the consequences of a natural hazard and its
effects on a population. They result from natural processes of the Earth and
include events such as floods, earthquakes, tsunamis, storms, volcanic eruptions, and
droughts.20

Ongoing Stakeholder: Stakeholders who show an interest on a ‘business as usual’
basis.

Ownership: Ownership is related to ensuring the community’s buy-in through
coordination processes, government support and use of local knowledge.
Permanence Permanence refers to the fact that CBDRM activities occur through the
mobilization of the community and continue after significant external support has
ended.

Preparedness: “The knowledge and capacities developed by governments, response
and recovery organizations, communities and individuals to effectively anticipate,
respond to and recover from the of likely, imminent or current disasters. Annotation:
Preparedness action is carried out within the context of disaster risk management and
aims to build the capacities needed to efficiently manage all types of emergencies and
achieve orderly transitions from response to sustained recovery.

16IFRC (2014). Early warning early action mechanisms for rapid decision making:
17Drought preparedness and response in the arid and semi-arid lands of Ethiopia, Kenya and Uganda, and in the East Africa Region https://www.
droughtmanagement.info/literature/IFRC_Early_Warning_Early_Action_2014.pdf
UNDRR (n.d.). Mitigation. https://www.undrr.org/terminology/mitigation
18IBID.
19OCHA (n.d). Multi-Year humanitarian planning (MYP) tip sheet for OCHA country/regional offices
https://www.humanitarianresponse.info/en/programme-cycle/space/document/multi-year-humanitarian-planning-myp-tip-sheet-ocha-countryre-
gional
20https://www.usaid.gov/sites/default/files/documents/1880/Emergencies_Guide.pdf

88

Preparedness is based on a sound analysis of disaster risks and good linkages with
early warning systems, and includes such activities as contingency planning, the
stockpiling of equipment and supplies, the development of arrangements for
coordination,
evacuation and public information, and associated training and field exercises. These
must be supported by formal institutional, legal and budgetary capacities. The
related term “readiness” describes the ability to quickly and appropriately respond
when required.

A preparedness plan establishes arrangements in advance to enable timely, effective
and appropriate responses to specific potential hazardous events or emerging disaster
situations that might threaten society or the environment.”21

Prevention: Activities and measures to avoid existing and new disaster risks.
Annotations: “Prevention (i.e., disaster prevention) expresses the concept and
intention to completely avoid potential adverse impacts of hazardous events. While
certain disaster risks cannot be eliminated, prevention aims at reducing vulnerability
and exposure in such contexts where, as a result, the risk of disaster is removed.
Examples include dams or embankments that eliminate flood risks, land-use
regulations that do not permit any settlement in high-risk zones, seismic engineering
designs that ensure the survival and function of a critical building in any likely
earthquake and immunization against vaccine-preventable diseases. Prevention
measures can also be taken during or after a hazardous event or disaster to prevent
secondary hazards or their consequences, such as measures to prevent the
contamination of water.”22

Reconstruction: “The medium- and long-term rebuilding and sustainable restoration
of resilient critical infrastructures, services, housing, facilities and livelihoods required
for the full functioning of a community or a society affected by a disaster, aligning
with the principles of sustainable development and “build back better”, to avoid or
reduce future disaster risk.”23

Recovery: “The restoring or improving of livelihoods and health, as well as economic,
physical, social, cultural and environmental assets, systems and activities, of a
disaster-affected community or society, aligning with the principles of sustainable
development and “build back better”, to avoid or reduce future disaster risk.”24

Resilience: The ability of communities and households to manage change, by
maintaining or transforming living standards in the face of shocks or stresses –
particularly recurrent drought – without compromising their long-term prospects.25
“The ability of people, households, communities, systems, and countries to reduce,
mitigate, adapt to, and recover from shocks and stresses in a manner that reduces
chronic vulnerability and facilitates inclusive growth.”26

21UNDRR (n.d.). Preparedness. https://www.undrr.org/terminology/preparedness
22UNDRR (n.d.). Prevention. https://www.undrr.org/terminology/prevention
23UNDRR (n.d.). Reconstruction. https://www.undrr.org/terminology/reconstruction
24UNDRR (n.d.). Recovery https://www.undrr.org/terminology/recovery
25SomeRep
26USAID (2012). Building resilience to recurrent crisis. USAID Policy and Program Guidance https://www.usaid.gov/sites/default/files/docu-
ments/1870/USAIDResiliencePolicyGuidanceDocument.pdf

89

Response: “Actions taken directly before, during or immediately after a disaster in
order to save lives, reduce health impacts, ensure public safety and meet the basic
subsistence needs of the people affected. Annotation: Disaster response is
predominantly focused on immediate and short-term needs and is sometimes called
disaster relief. Effective, efficient and timely response relies on disaster risk-informed
preparedness measures, including the development of the response capacities of
individuals, communities, organizations, countries and the international community.
The institutional elements of response often include the provision of emergency
services and public assistance by public and private sectors and community sectors,
as well as community and volunteer participation. “Emergency services” are a critical
set of specialized agencies that have specific responsibilities in serving and protecting
people and property in emergency and disaster situations. They include civil
protection authorities and police and fire services, among many others. The division
between the response stage and the subsequent recovery stage is not clear-cut. Some
response actions, such as the supply of temporary housing and water supplies, may
extend well into the recovery stage.”27

Response Capacity: Preparedness at all levels to respond to the warnings
received.”28 This capacity is needed at multiple levels in order to “reduce risk once
trends are spotted and announced — this may be through pre-season mitigation
activities, evacuation or duck-and-cover reflexes, depending on the lead-time of a
warning.”29

Risk: “The potential for adverse consequences where something of value is at stake
and where the occurrence and degree of an outcome is uncertain.”30 Risk is a function
of vulnerability, exposure and the likelihood of a hazard occurring.

Risk Knowledge: Disaster risk knowledge based on the systematic collection of data
and disaster risk assessments. This knowledge helps communities to build a “baseline
understanding about risks (hazards and vulnerabilities) as well as priorities at a given
level.”31

Scenario Planning: Scenario planning is an engagement and planning method that
allows communities to prepare for uncertain futures. Through a SP process, planners
use best-available evidence to map out multiple plausible futures (e.g., scenarios) that
are then used to engage stakeholders about plans and policies. Scenario planning
embraces uncertainty, with the ultimate goal of identifying robust policies that will
help a community to thrive under multiple different conditions and circumstances.32

Seasonal Calendars: Traditional seasonal calendars or seasonal calendars as they are
known, provide documentation of the relationships that communities have with their
environment and the seasonal cycles especially given climate variability. The seasonal
calendars also help communities to synchronize livelihood activities with the variable
ecological processes.33

27UNDRR (n.d.). Response https://www.undrr.org/terminology/response
28WMO (2017). Multi-hazard early warning systems: A checklist: Outcome of the first
multi-hazard early warning conference – Cancún, Mexico https://library.wmo.int/doc_num.php?explnum_id=4463
29Robbins, J.P. (n.d.).
30IPCC, 2018: Annex I: Glossary [Matthews, J.B.R. (ed.)]. In: Global Warming of 1.5°C. An IPCC Special Report on the impacts of global warming
of 1.5°C above pre-industrial levels and related global greenhouse gas emission pathways, in the context of strengthening the global response
to the threat of climate change, sustainable development, and efforts to eradicate poverty [Masson-Delmotte, V., P. Zhai, H.-O. Pörtner, D.
31Roberts, J. Skea, P.R. Shukla, A. Pirani, W. Moufouma-Okia, C. Péan, R. Pidcock, S. Connors, J.B.R. Matthews, Y. Chen, X. Zhou, M.I. Gomis,
E. Lonnoy, T. Maycock, M. Tignor, and T. Waterfield (eds.)]. In Press
32Robbins, J. P. (n.d.). Early warning systems https://preparecenter.org/topic/early-warning-systems
https://planningforhazards.com/exploratory-scenario-planning

90

Situational Reports (SitReps): The Situation Report (SITREP) is a form of status
reporting that provides decision-makers and readers a quick understanding of the
current situation. It provides a clear, concise understanding of the situation focusing
on meaning or context, in addition to the facts.34 It does not assume the reader can
infer what is important or not, and what actions or decisions are needed. It calls out
what is needed.

Stakeholder: A person, group or organization with an interest in the activity, project,
or venture that is being undertaken.

Sustainability: refers to: (a) use of the biosphere by present generations while main-
taining its potential yield (benefit) for future generations; and/or (b) non—declining
trends of economic growth and development that might be impaired by natural re-
source depletion and environmental degradation.”

Sustainable Development: “Sustainable development is development that meets the
needs of the present without compromising the ability of future generations to meet
their own needs. It contains within it two key concepts: the concept of ‘needs’, in
particular the essential needs of the world’s poor, to which overriding priority should
be given; and the idea of limitations imposed by the state of technology and social
organization on the environment’s ability to meet present and future needs.”

Trigger(s): “It is an indicator used to determine the threshold at which a program need
to shift activities and/or require additional resources for new activities in response to
a slow-onset shock. Such an indicator helps direct program priorities in dynamic and
often unpredictable operating environments. It is the level of an indicator that, when
seen, signals the need for certain actions to be taken such as needs assessment, con-
tingency and response planning, request for emergency resources for a
program.”35

Trigger Indicators: Indicator used to determine the threshold at which MYAPs need to
shift activities and/or require additional resources for new activities in response to a
slow-onset shock. Such an indicator helps direct program priorities in dynamic and
often unpredictable operating environments. For example, in order to be aware of
when a population’s vulnerability has increased, a MYAP needs to monitor early
warning indicators such as prices or coping measures, clearly understanding which
coping measures indicate “normal times” and which indicate that the situation and
environment are becoming stressful and hazardous and may warrant additional …”
resources.“ The trigger indicator(s) advises that the community is being subjected to
unusual stress.36

Trigger Threshold: The level of a trigger indicator that, when seen, signals the need
for certain actions to be taken (such as needs assessment, contingency and response
planning, request for emergency resources for MYAP).37

33Chambers, L. E., Plotz, R. D., Lui, S., Aiono, F., Tofaeono, T., Hiriasia, D., Tahani, L., Fa’anunu, ‘., Finaulahi, S., & Willy, A. (2021). Seasonal
Calendars Enhance Climate Communication in the Pacific, Weather, Climate, and Society, 13(1), 159-172. https://journals.ametsoc.org/view/jour-
nals/wcas/13/1/wcas-d-20-0035.1.xml
34https://thepersimmongroup.com/situation-report-sitrep-template/
35USAID (2007). Trigger indicators and early warning and response systems in multi-year title ii assistance programs https://www.fsnnetwork.org/
sites/default/files/usaidtrigger-indicator.pdf
36USAID (2007).
37USAID (2007).

91

Vulnerability: “The extent to which a person, community or structure is likely to be
affected by hazard; this is a function of their capacity to anticipate it, cope with it,
resist it, and recover from the impact;
(weakness in the face of a threat/danger).38 Vulnerability can also be thought of as
the “conditions determined by physical, social, economic and environmental factors
or processes which increase the susceptibility of an individual, a community, assets or
systems to the impacts of hazard.”39

Warning Communication: Dissemination and communication, by an official source, of
authoritative, timely, accurate and actionable warnings and associated information on
likelihood and impact. It is important that these messages are “understood by those
that need, and are prepared, to hear them.”40

38https://higuide.elrha.org/humanitarian-parameters/humanitarian-principles-and-standards/
39https://higuide.elrha.org/humanitarian-parameters/humanitarian-principles-and-standards/
40IBID.

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Appendix 2: Community Profile Checklist

_______ Short Description
_______ Basic Demographics
_______ Disaster History
_______ Seasonal Calendar
_______ Maps
_______ Hazard Prioritization
_______ Risk Analysis
_______ Household Economic Analysis (HEA) Information
_______ Community Assets
_______ Stakeholder Map

Appendix 3: Quiz (Correct Answers are in Bold text)

Q1. Early warning and community based disaster risk management (CBDRM) are linked.
Early warning committees and CBDRM leaders should have a good understanding of
which of the following pieces of information:
a) Household bank accounts
b) Household economy rules and regulations
c) Household economy analysis
d) Household bank dynamics and patterns of use

Q2. Which of the following is NOT a rationale for a community to undertake
CBDRM and/or community-based early
a) Helps communities to assess levels of risk and make informed decisions to protect
their safety
b) Helps communities adopt measures to reduce their vulnerability
c) Helps communities to plan for early warning workshops
d) Helps communities to better prepare for and respond to disasters
e) Helps communities to undertake contingency planning and budgeting

Q3. The following are important in ensuring that there is community buy-in for ef-
fective CBDRM except:
a) NGO providing already finalized planning documents
b) Scenario building for communities
c) Community nomination of participants
d) Engage community in planning and organizing

Q4. An Early Warning Committee (EWC) plans to send out early warning information
(EWI) about the possibility of flooding in a low-lying area of the village. The EWC tries
to follow good practices and make the communication simple, clear, and accessible.
But it has a challenge in addressing all of the various language issues due to the influx
of internally displaced persons (IDP). So of the options below, the EWC’s best course
of action for this emergency would be to do the following:

93

a) Send all messages in the official language of the country and hope everyone can
find a translator
b) Discuss these issues next year when it is time to update the EWC policies
c) Ensure that official and informal leaders within the IDP camps have all urgent EWI
to pass on quickly to all displaced persons
d) Send messages in official language of the country and work with a IDP working
group to create a mechanism for translating for the next flood emergency

Q5. Carrying out regular Early Warning drills are aimed at achieving the following ex-
cept:
a) Simulation of emergency early warning
b) Causing fear and panic for community members so that they know what the real
situation will be like
c) Rehearsal in preparation of a crisis when quick information is needed
d) Exercising ahead of real emergency situations

Q6. The basic disaster lifecycle includes the following sequential stages:

a) Disaster risk reduction, Early action, Response, and Recovery
b) Disaster risk reduction, Resilience, Early action, and Recovery
c) Disaster risk reduction, Response, Resilience, and Early action
d) Early action, Disaster risk reduction, Response, and Recovery

​Q​ 7. Some Early Actions for drought may include all except:
a) Vouchers for school fees, water, health care
b) Closing schools for children fully
c) Cash / in-kind unconditional grants or conditional transfers
d) Increase scale of Seasonal public works
e) School lunch for school children
f) Accelerate public health actions

Q8. Some of the major roles of Early Warning Committees includes the following,
except:

Monitoring Early Warning indicators
Developing contingency plans
Identifying Early Actions
Setting up shelters to house disaster victims
Dissemination of EWI
Developing budgets for carrying out contingency plans

Q9. Stakeholder mapping for CBDRM activities involves:
a) Identifying ongoing stakeholders
b) Identifying emerging stakeholders
c) Validating CBDRM contingency plans
d) Both a and b
e) None of the above

94

Q10. The following are the core objectives of contingency planning, except
a) Increase readiness to deal with potential crises
b) Outlines coordination and managerial modes of operation
c) Documenting Disaster lessons for future reference
d) Establishes priorities for actions
e) Identifies resources and capacities of actors

Q11. Scenario Building involves defining:
a) Range of plausible developments
b) Predicted impact of disasters on the people affected
c) Related needs of the people affected
d) All the above
e) None of the above

Q12. The process of engaging all societal groups including those of minorities or
marginalized groups in community activities is best defined as:
a) Involvement
b) Inclusion
c) Participation
d) Engagement
e) Consideration

Q13. The following are the major roles of Social Affairs Committees except:
a) To raise various village development projects
b) To mobilize community development
c) To identify and employee vulnerable members of the village
d) To ensure proper supervision of village special funds such as contingency funds.

Q14. A key step in carrying out the CBDRM involves understanding risks. In order to
fully understand risk a community should do all:
a) Create Historical Timelines from past hazards and disasters
b) Prioritize from the list of hazards
c) Protect community from all possible hazards
d) Conduct a Hazard Analysis
e) Conduct a Risk Analysis

Q15. Communities should work to include a variety of stakeholders on an Early
Warning Committee:

a) Leaders
b) Persons of different genders
c) Persons with technical expertise
d) Internally displaced persons (IDPs) if living in the community
e) Youth
f) All of the above
g) Only a and c
e) None of the above

95

Pre-Quiz (Participant Version)

Name: _________________________Organization: __________________

Date: ________

Q1. Early warning and community based disaster risk management (CBDRM) are linked.
Early warning committees and CBDRM leaders should have a good understanding of
which of the following pieces of information:
1.Household bank accounts

2.Household economy rules and regulations

3.Household economy analysis

4. Household bank dynamics and patterns of use


Q2. Which of the following is NOT a rationale for a community to undertake
CBDRM and/or community-based early

1. Helps communities to assess levels of risk and make informed decisions to
protect their safety


2. Helps communities adopt measures to reduce their vulnerability

3. Helps communities to plan for early warning workshops

4. Helps communities to better prepare for and respond to disasters

5. Helps communities to undertake contingency planning and budgeting


Q3. The following are important in ensuring that there is community buy-in for
effective CBDRM except:
a) NGO providing already finalized planning documents
b) Scenario building for communities
c) Community nomination of participants
d) Engage community in planning and organizing

Q4. An Early Warning Committee (EWC) plans to send out early warning information
(EWI) about the possibility of flooding in a low-lying area of the village. The EWC tries
to follow good practices and make the communication simple, clear, and accessible.
But it has a challenge in addressing all of the various language issues due to the influx
of internally displaced persons (IDP). So of the options below, the EWC’s best course
of action for this emergency would be to do the following:
1. Send all messages in the official language of the country and hope everyone can
find a translator

2. Discuss these issues next year when it is time to update the EWC policies

3. Ensure that official and informal leaders within the IDP camps have all urgent EWI
to pass on quickly to all displaced persons

4. Send messages in official language of the country and work with a IDP working
group to create a mechanism for translating for the next flood emergency


Q5. Carrying out regular Early Warning drills are aimed at achieving the following
except:
a) Simulation of emergency early warning
b) Causing fear and panic for community members so that they know what the real
situation will be like
c) Rehearsal in preparation of a crisis when quick information is needed
d) Exercising ahead of real emergency situations

96

Q6.The basic disaster lifecycle includes the following sequential stages:

1.Disaster risk reduction, Early action, Response, and Recovery

2.Disaster risk reduction, Resilience, Early action, and Recovery

3.Disaster risk reduction, Response, Resilience, and Early action

4.Early action, Disaster risk reduction, Response, and Recovery


​Q​ 7. Some Early Actions for drought may include all except:
a) Vouchers for school fees, water, health care
b) Closing schools for children fully
c) Cash / in-kind unconditional grants or conditional transfers
d) Increase scale of Seasonal public works
e) School lunch for school children
f) Accelerate public health actions

Q8. Some of the major roles of Early Warning Committees includes the following,
except:

1.Monitoring Early Warning indicators

2.Developing contingency plans

3.Identifying Early Actions

4.Setting up shelters to house disaster victims

5.Dissemination of EWI

6.Developing budgets for carrying out contingency plans


Q9. Stakeholder mapping for CBDRM activities involves:
a) Identifying ongoing stakeholders
b) Identifying emerging stakeholders
c) Validating CBDRM contingency plans
d) Both a and b
e) None of the above

Q10. The following are the core objectives of contingency planning, except
a) Increase readiness to deal with potential crises
b) Outlines coordination and managerial modes of operation
c) Documenting Disaster lessons for future reference
d) Establishes priorities for actions
e) Identifies resources and capacities of actors

Q11. Scenario Building involves defining:
1.Range of plausible developments

2.Predicted impact of disasters on the people affected

3.Related needs of the people affected

4.All the above

5.None of the above


97

Q12. The process of engaging all societal groups including those of minorities or
marginalized groups in community activities is best defined as:

1. Involvement
2. Inclusion
3. Participation
4. Engagement
5. Consideration

Q13. The following are the major roles of Social Affairs Committees except:
1.To raise various village development projects
2.To mobilize community development
3.To identify and employee vulnerable members of the village

4.To ensure proper supervision of village special funds such as contingency funds.


Q14. A key step in carrying out the CBDRM involves understanding risks. In order to
fully understand risk a community should do all:
1.Create Historical Timelines from past hazards and disasters

2.Prioritize from the list of hazards

3.Protect community from all possible hazards

4.Conduct a Hazard Analysis

5.Conduct a Risk Analysis


Q15. Communities should work to include a variety of stakeholders on an Early Warn-
ing Committee:

1.Leaders

2. Persons of different genders

3. Persons with technical expertise

4. Internally displaced persons (IDPs) if living in the community

5. Youth

6. All of the above

7. Only a and c

8. None of the above


98

Post-Quiz (Participant Version)

Name: __________________________Organization: __________________

Date: ________

Q1. Early warning and community based disaster risk management (CBDRM) are linked.
Early warning committees and CBDRM leaders should have a good understanding of
which of the following pieces of information:
1.Household bank accounts
2.Household economy rules and regulations
3.Household economy analysis
4.Household bank dynamics and patterns of use

Q2. Which of the following is NOT a rationale for a community to undertake
CBDRM and/or community-based early
1.Helps communities to assess levels of risk and make informed decisions to protect
their safety
2.Helps communities adopt measures to reduce their vulnerability
3.Helps communities to plan for early warning workshops
4.Helps communities to better prepare for and respond to disasters
5.Helps communities to undertake contingency planning and budgeting

Q3. The following are important in ensuring that there is community buy-in for ef-
fective CBDRM except:
a) NGO providing already finalized planning documents
b) Scenario building for communities
c) Community nomination of participants
d) Engage community in planning and organizing

Q4. An Early Warning Committee (EWC) plans to send out early warning information
(EWI) about the possibility of flooding in a low-lying area of the village. The EWC tries
to follow good practices and make the communication simple, clear, and accessible.
But it has a challenge in addressing all of the various language issues due to the influx
of internally displaced persons (IDP). So of the options below, the EWC’s best course
of action for this emergency would be to do the following:
1.Send all messages in the official language of the country and hope everyone can
find a translator
2.Discuss these issues next year when it is time to update the EWC policies
3.Ensure that official and informal leaders within the IDP camps have all urgent EWI
to pass on quickly to all displaced persons
4.Send messages in official language of the country and work with a IDP working
group to create a mechanism for translating for the next flood emergency

Q5. Carrying out regular Early Warning drills are aimed at achieving the following ex-
cept:
a) Simulation of emergency early warning
b) Causing fear and panic for community members so that they know what the real
situation will be like
c) Rehearsal in preparation of a crisis when quick information is needed
d) Exercising ahead of real emergency situations

99

Q6.The basic disaster lifecycle includes the following sequential stages:

1.Disaster risk reduction, Early action, Response, and Recovery
2.Disaster risk reduction, Resilience, Early action, and Recovery
3.Disaster risk reduction, Response, Resilience, and Early action
4.Early action, Disaster risk reduction, Response, and Recovery

​Q7. Some Early Actions for drought may include all except:
a) Vouchers for school fees, water, health care
b) Closing schools for children fully
c) Cash / in-kind unconditional grants or conditional transfers
d) Increase scale of Seasonal public works
e) School lunch for school children
f) Accelerate public health actions

Q8.Some of the major roles of Early Warning Committees includes the following, ex-
cept:

1.Monitoring Early Warning indicators
2.Developing contingency plans
3.Identifying Early Actions
4.Setting up shelters to house disaster victims
5.Dissemination of EWI
6.Developing budgets for carrying out contingency plans

Q9. Stakeholder mapping for CBDRM activities involves:
a) Identifying ongoing stakeholders
b) Identifying emerging stakeholders
c) Validating CBDRM contingency plans
d) Both a and b
e) None of the above

Q10. The following are the core objectives of contingency planning, except
a) Increase readiness to deal with potential crises
b) Outlines coordination and managerial modes of operation
c) Documenting Disaster lessons for future reference
d) Establishes priorities for actions
e) Identifies resources and capacities of actors

Q11. Scenario Building involves defining:
1.Range of plausible developments
2.Predicted impact of disasters on the people affected
3.Related needs of the people affected
4.All the above
5.None of the above

100