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Unit 1 Educating Senior Management on
the Importance of Emergency
Training.By the end of this unit you should be able to:
Methods and strategies that you can use to engage senior management.(SO1 AC1)
The imortance of training and education in the emergency management field. (SO1 AC!)
Building your business case.(SO1 AC")
As the emergency resonse coordinator you understand the imortance of
emergency training for your staff. #o$e%er ho$ can you aroach and educate
senior management to buy&in to your light'
Senior management in any organisations are ey staeholders in any inter%ention.
mergency training in mines is a ey asect of oerations. Mining oerations are
generally *risy+ and can be classified as high ris. ,n the more conser%ati%e
organisations- management is focused on rofits and they are biased on in%esting
in inter%entions that bring income and see emergency training as a cost that has no
direct rofits. This is not the case ho$e%er. mergency training is critical in
mining. As an emergency resonse coordinator in a mining entity- it is a ey result
area to sell the ides of emergency training to senior management. This should be
done strategically so that you secure by in. The M, #A/T# A0 SAT2 ACT-
1334 re5uires organisations to ha%e in lace disaster management lans as la$.
Methods and strategies that you can use to engage senior
management. (SO1 AC1)
A lot of disaster reco%ery rocedures and information security is handled the $rong
$ay by cramming fear- uncertainty- and doubt do$n managements6 throats. That
doesn6t $or long&term. COs or to managers are lie little boys: to attract their
attention- you ha%e to $a%e a fire truc in front of them- and if you as them if
they refer A or B- they7ll say 8both.8
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These t$o e9amles illustrate ho$ difficult it can be to lease your senior
management. #o$e%er- some cometiti%e intelligence analysts seem to get it: the
door of the CO7s office is al$ays oen for them- he or she returns their hone
calls- reads the e&mails they send- acts uon their recommendations- and the
analysts do not seem to ha%e any difficulty in getting their budget aro%ed. hat
is the recie'
The following are 9 steps to gain senior management buy-in
1. 0eli%er
1. O%er&deli%er
!. Be concise". ;o for it. #el in all asects of their role?. Be$are of their ego
!eli"er
The first rule to obtain senior management buy&in and to gain credibility is todeli%er on the three dimensions: #uality$ time and format. @uality means your end
roduct & a reort- a resentation or recommendations & ha%e to match
e9ectations- that the numbers ha%e to be %erified and be correct- and that you
are ans$ering the 5uestions. Time means you do not miss a deadline. ormat
means if you are to ro%ide a one&age summary- you should stic $ith your
commitment instead of roducing a 1=&age document.
%"er-deli"er
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Try to go beyond $hat has been re5uested. This is $hat maes the difference
bet$een a good analyst- and an analyst $ho $ill 5uicly mo%e to more
resonsibilities. hat you $ant to achie%e is to surrise senior management by
bringing in a more comlete ans$er than $hat they $ere e9ecting.
&e concise
0o you no$ the e9ression 8,f , had more time- it $ould be shorter'8 ,t is much
harder to $rite a short recommendation than a long one- and this is $hy you $ant
to aim for it.
se the yramid rincile: Al$ays ut the conclusions- or the insights- first in your
document. This $ill allo$ a reader $ho does not ha%e a lot of time to get the
highlights %ery raidly.
hen you meet $ith senior management- only ha%e one item on the agenda. They
get easily distracted.
'o for it
Be blunt: gi%e it a try. ,f you disagree on a conclusion- and ha%e the bac&u to
ro%e your oint- send the information or sit $ith management to share your
insight. ractice the oen&door olicy: re5uest a short meeting to share a oint.
ro%ide analysis on an ucoming decision e%en if this has not been ased: being
roacti%e $ill ay off. This $ill mean you thin %ery hard about $hat decisions
senior management is about to tae.
&ring facts$ not anecdotes
This is your secret $eaon: bringing in irrefutable facts is the ey to success. 2ou
ha%e to become the guardian of facts- the only erson in the room $ho does not
mae decisions based on anecdotes. ,f you stic to the facts- there is little chance
eole can contradict you.
("oid surprises
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,f you ha%e to remember one asect about senior management- it is that they hate
surrises. They $ant to be the first to no$ any maor ne$ de%eloment in the
organisation7s en%ironment- but often- eole in the field no$ it first.
Mae sure you sea to industry e9erts regularly. Some analysts schedule some
time each $ee to net$or and grab the latest trends. 2ou could e%en dedicate
half a day or a day each $ee for that urose.
Al$ays share a document you are resenting in ad%ance $ith the eole $ho are
attending the meeting. Share it esecially $ith those from $hom you e9ect
disagreement. ,t $ill allo$ you to highlight the oints for $hich you7ll need to
ro%ide strong bacu and to anticiate 5uestions.
)a"e an answer$ always
,t can be a temorary ans$er- or a artial one- but from day one al$ays ha%e the
ans$er to your analysis ready. ,t is recommended that you use the so called
8hyothesis dri%en8 roblem sol%ing strategy- and then $or to either ro%e or
disro%e their conclusion. This is a %ery o$erful $ay to aroach roblem sol%ing
& if you mae sure you do not fall in lo%e $ith your hyothesis.
&eware of their ego
Senior managers ha%e huge egos. So use it. Mae them loo good: they are the
ones $ho need to get the attention- so hel them be reared for it by ro%iding
them $ith the right facts- by maing sure they can find those facts easily $hen
resenting- or by heling them ans$er 5uestions ased.
/et them mae the decision: instead of finishing your analysis $ith a
recommendation- highlight the t$o or three alternati%es- and suggest $hich one
you $ould tae. But let them mae the decision.
0o not contradict them in ublic: related to the first oint- this means you should
a%oid contradicting them in ublicD ,t is better to issue a memo after$ards - or to
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communicate $here you thought their facts $ere $rong- but highlighting this in
ublic $ould ensure no one $ould $ant you in their team ...
*onclusion
;aining senior management buy&in is really about finding the right balance
bet$een the soft sills (no$ing ho$ to listen to them- ho$ to anticiate their
reactions) and hard sills (roc solid analysis- irrefutable facts- etc.). ,t is the ey
to the sur%i%al of your role in the organiEation as ultimately $ithout that buy&in-
you $ill be limited in your tass and resonsibilities. At the end of the day- you run
little ris in alying rinciles highlighted in the article so ... go for itD
(cti"ity 1
In pairs$ identify if the organisation you represent supports emergency rescue
and safety fully. If they do not$ suggest ways you could solicit for more
management buy-in into the inter"ention.
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The importance of training and education in the emergency
management field +S%1 (*,
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o$- $hen you ha%e a strategy on ho$ you $ill sell the idea to senior
management- it is imortant to educate them on the benefits of ha%ing training
and education in the emergency management field.
Besides the maor benefit of ro%iding guidance during an emergency- training and
education has other ad%antages. These include:
1. ,f ersonnel is $ell trained and educated on emergency management they
$ill be cometent enough toy disco%er unrecogniEed haEardous conditions
that $ould aggra%ate an emergency situation and an organisation can $or
to eliminate them.!. ell trained ersonnel are cometent enough to bring to light deficiencies-
such as the lac of resources (e5uiment- trained ersonnel- sulies)- or
items that can be rectified before an emergency occurs. ,n addition training
and educational inter%entions lay a sychological role of romoting safety
a$areness and sho$s the organiEation6s commitment to the safety of
$orers.". #a%ing oorly or incometent ersonnel in the emergency management field
could lead to se%ere losses such as multile casualties and ossible financial
collase of the organiEation. An attitude of 8it can6t haen here8 may be
resent. eole may not be $illing to tae the time and effort to train and
educate staff. #o$e%er- emergency management training is an imortant
art of comany oeration.A lac of trained ersonnel can lead to chaos
during an emergency.
hat is the o"erall ob/ecti"e of ha"ing well trained personnel0
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The obecti%e is to reduce the ossible conse5uences of the emergency by:
re%enting fatalities and inuriesG
reducing damage to buildings- stoc- and e5uimentG and
accelerating the resumtion of normal oerations.
ell trained ersonnel $ill be cometent enough to no$ :
ho$ liely a situation is to occur
$hat means are a%ailable to sto or re%ent the situation and
$hat is necessary for a gi%en situation.
rom this analysis- aroriate emergency rocedures can be established.
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Unit , Maintaining the Sills of 2our
Emergency Ser"ices3ersonnel
By the end of this unit you should be able to:
0e%eloing credible moc scenarios for training.(SO! AC1)
Training through in&house and e9ternal channels. (SO! AC!)
Building a training ground for your miners. (SO! AC")
Maintaining the Sills of 2our Emergency Ser"ices3ersonnel
,t is crucial to ensure that your staff is successfully trained in order to resond to
and manage an emergency on your mine site. ,n articular this session $ill
e9amine:
!e"eloping credible moc scenarios for training
Moc scenarios or drill refers to a rehearsal for a erformance or an emergency
situation.The mergency Moc Scenario concet ro%ides additional criteria
$ith $hich to e%aluate the lan and associated documentation by use of role
laying against a hyothetical emergency situation.
This role laying concet $ill also be used for subse5uent li%e testing. All
ortions of the reco%ery lan $hich cannot be 8li%e8 tested (e9. damage
assessment) rely hea%ily uon the role lay concet
4ormat
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The emergency moc scenario is resented in three stages or udates. The
udates are defined to corresond to the hases of reco%ery and to more closely
emulate actual emergency circumstances:
1. %ent
!. 0amage Assessment Team indings
". Subse5uent /ong Term Status changes
The subse5uent 0ry Hun Test lan re%ie$ $ill be done by reco%ery hases that
corresond to the scenario stages described
belo$.
M%*5 !6I77 %&8E*TIES (What do we hope to accomplish with each specific
scenario)
Moc scenarios are meant to achie%e the follo$ing :
1. ro%ide reco%ery caability re%ie$ and training
!. He%ie$ and refine reco%ery caability documentation". Ialidate untested or 8non&testable8 reco%ery lan comonents. %aluate the clarity of the lan in defining ho$ teams are to interact $ith
one another?. %aluate the accuracy of the team resonsibilities and resumtion
rocedures3. Mae suggestions to imro%e the team lan
1J.0ocument aroriate changes to the lan
(cti"ity ,
In groups of :$ e;plain what your organisation does it terms of moc scenarios.
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Training through in-house and e;ternal channels
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,n&house training is a training rogram for learning oortunities de%eloed by the
organiEation in $hich they are used. Training may be re5uired to be ro%ided to
emloyees as art of legislati%e re5uirements for industry erformance and safety
standards or continuing education re5uirements.
(d"antages of training in-house
1. E"eryone 'ets The Same Story
,t is imossible for one or t$o eole to attend an off&site seminar- come bac and
let the information 8tricle do$n8. Tricle do$n doesn6t haen because
i. eole come bac to their regular ob and don6t ha%e time.
ii. Most eole are not e9erienced trainers and cannot communicate the
information clearly.
iii. A good retention rate from a training class is >JK. ,f , tae training from
someone $ho $ent to the class- , $ill only retain L .>). The third
generation of trainee only gets "
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". Training *ustomi
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mloyees not taing it as seriously- e.g. they may not attend because they
thin it can be done another day
The need to ro%ide training facilities such as Cs- rooms- etc.
mloyees not being entirely honest about roblems and difficulties
(cti"ity =
In pairs$ discuss whether your organisation has a dedicated training
department that conducts in-house training or they rely on third part
outsourced consultants. hat are the benefits and challenges of these0
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FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF&uilding a training ground for your miners
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,n the business $orld- training is often an on&going rocess for comany emloyees
throughout the course of their career. Building a training ground for emloyees
begin is an essential art of successful training. nmoti%ated emloyees may not
rocess training materials $ell- and $ill lea%e training sessions $ith little
no$ledge or enthusiasm. As an emloyer- you in%est financial resources into
training and ho that training $ill boost rofitability and emloyee erformance.
#eling emloyees mae the most of training oortunities is the first ste to$ard
recei%ing a return on your in%estment.
1. Incenti"es
Offer incenti%es to emloyees $ho successfully comlete training rograms.
Because training is designed to assist emloyees and the comany- a small
incenti%e such as a raise- an e9tra %acation day or a secial day at the office
moti%ates emloyees to erform $ell during training.
,. (ssessment
@uiE them after training to determine $hether they aid attention- but let them
no$ there $ill be a 5uiE. ,f emloyees no$ they $ill be tested on the
information ro%ided during training sessions- they $ill be more moti%ated to ay
attention.
=. *ross train
Cross&train emloyees to erform tass $ithin the comany they are not already
trained to do. Allo$ing emloyees the oortunity to ad%ance their sill le%el
$ithin the comany moti%ates them to attend training and maes them more
%aluable to the comany.
:. *onsultation
As emloyees about the tye of training they $ould lie to undergo. ;i%ing your
emloyees a %oice $ill moti%ate them $hen you offer oortunities to train in
areas they are interested in.
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>. ?*arrot and stic@ approach
Con%ey the imortance of successful training as a career booster. 2ou are training
your emloyees to $or $ell $ithin your comany- but chances are they may need
to mo%e on in the future because of do$nsiEing or better oortunities. /etting
them no$ that the sills you are resenting them $ith are useful beyond
emloyment in your o$n comany moti%ates them to tae their career and training
oortunities more seriously.
(cti"ity :
(s a rescue and safety coordinator$ suggest ways you could use to build training
ground for employees. )ow would you promote a culture of understanding0
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Unit = *risis Management when
*hallenged with an Isolated Mine
Site.By the end of this unit you should be able to:
0e%eloing an understanding of your local community and its caabilities.(SO! AC1)
Connecting $ith local emergency management committees. (SO! AC!)
Contingency lanning for logistical roblems. (SO! AC")
!e"eloping an understanding of your local community and its capabilities
,n a emergency rearedness lan of an organisation- ey staeholders must be
identified. These staeholders include ey emergency ser%ices such as olice-
ambulance- hositals- and fire ser%ices. Se%eral magnitudes of the ossible
emergency must identified and rated as /O&M0,M,;# deending on
se%erity. The lo$er the rate then the less magnitude and thus the less resources
re5uired to attend to it. The higher the magnitude means also the more
resources re5uired.
hen these ha%e been identified- it is imortant no$ to assess if the local
community has enough caacity to ro%ide assistance in times of crisis. ,n South
America- mining comanies located in remote areas set u their o$n
indeendent stand&alone emergency rescue ser%ices comrising of fire stations-
hositals if they are located in remote areas $ith no caacity to cater for high
magnitude crisis.
*onnecting with local emergency management committees
,t is imortant to connect $ith local emergency management committees so that
a synergy can be established and they ha%e an understanding of the
organisations emergency rearedness lan and see $here they fit in and $hat
resources they re5uire to ha%e %aluable inut.*ontingency planning for logistical problems
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hen disaster stries logistics are critical. There is great need to carry sulies
into and also transort %ictims out of danger there has to be an effecti%e
logistical lan to cater for this esecially in remote areas. A good e9amle is
ha%ing a contingency lan to ut in effect if for e9amle the site is not
Accessible by road. Organisations ha%e to ha%e lans to cater for this.
(cti"ity >
In pairs$ identify if your organisations ha"e any operations in isolated
locations. hat challenges would liely be faced in emergencies at such
locations0 )ow does your organisation mitigates the challenges0
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Unit : *risis ManagementA !ealing with
4amily and Media.
By the end of this unit you should be able to: Crisis management.(SO! AC1)
0eli%ering u to date information to the families. (SO! AC!)
Sensiti%ity and the receti%e resonse to family and friends affected. (SO! AC")
*risis management
mergencies- 0isasters- and Catastrohes are not gradientsG they are searate-
distinct roblems that re5uire distinct strategies of resonse and crisis
management. 0isasters are e%ents distinguished from e%eryday emergencies by
four factors:
1. OrganiEations are forced into more and different inds of interactions than
normalG!. OrganiEations lose some of their normal autonomyG". erformance standards change- andG
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ffecti%e mergency Management relies on a thorough integration of emergency
lans at all le%els of the organiEation- and an understanding that the lo$est le%els
of the organiEation are resonsible for managing the emergency and getting
additional resources and assistance from the uer le%els.
!eli"ering up to date information to the families
amilies of %ictims ha%e to mae many adustments and changes in resonse to
the disaster- articularly if it is %ery serious and lasting. or e9amle- they may
ha%e to send time doing the tass the %ictim did before in the family. They also
send time going to %isit and trying to tae care of the %ictim. They may losemoney because of this tragedy.
The family members may be under a lot of stress. This may mae them
emotional and difficult at times. hen this haens it is imortant to thin
about ho$ they are feeling. Try to realiEe ho$ hard the situation is for them.
Mae time to tal to the %ictim6s family as soon as the crisis has occurredGthe sooner the better.
Ans$er their 5uestions simly but clearly. ,f they $ant more information
then you can gi%e them.
hene%er the family comes to %isit- tell them $hat has been haening to
their family member. Offer suort and encouragement.
0o not lie to the family. ,f they $ant to no$ more then you feel free to
tell them.
,f the ne$s is bad- you may $ish to tell the family first and not let them find out
from the media first.
,f a family member $ants to stay $ith the %ictims- mae this as easy as ossible.
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Unit > 7eadership in Emergency
Management and the Beed to
!e"elop 4undamental (reas.
By the end of this unit you should be able to:
Crisis management.(SO! AC1)
0eli%ering u to date information to the families. (SO! AC!)
Sensiti%ity and the receti%e resonse to family and friends affected. (SO! AC")
Emergency managerCs leadership theory
/eadershi sills ha%e a rominent and o$erful role in society and influences all
asects of life in normal as $ell as crisis situations. /eaders can emerge from
$ithin a grou and can also be formally aointed or elected. There are many
5ualities that a leader should ha%e such as intelligence- 5uic comrehension-
decisi%eness- courage- strength- confidence- education- no$ledge- ersonality-
charisma and abo%e all integrity.
There may be a long list of leadershi traits but the follo$ing fi%e attributes
ha%e strong correlation $ith leadershi in emergency management. There are:
1. 0ominance (ersonality)
!. ,ntelligence
". Self&confidence
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7E(!E6S)I3 IB !IS(STE6 SITU(TI%BS
/eadershi is defined as ability to influence or moti%ate a grou or community
to$ards achie%ement of certain goals. ,n normal circumstances- leadershi is
entirely different as all decisions are taenafter enough thining- after a rocess
of consideration and reconsideration as $ell as $ith the thoughtful ad%ice of
e9erts in the area.
On the other hand in crisis situations or under unstable and disruti%e conditions or
in disasters- tass of leaders usually becomes difficult.
/eaders themsel%es $ill also be affected by the disaster. They could get isolated
due to sudden breado$n of communications or become ineffecti%e under
traumatic condition due to the suddenness and se%erity of the situation.
/ac of information and disrution of communication become serious factors
hamering decision maing.
/oss or delayed a%ailability of human resources- e5uiment- transort and
other relief commodities delays action and creates a sense of hellessness.
,n crisis management- leaders often use ! aroaches namely :
i. D&oss-(pproachDin $hich one asses orders and e9ects that the
subordinates $ill act according to the orders.ii. DTeam-(pproachDin $hich full cooeration of all concerned emloyees
and eole is taen. ,n this case the leader $ill tae all concerned
officers into confidence- in%ol%e them in the decision maing- monitor
their $or and guide them from time to time for effecti%e relief
oerations. ,n disaster situation- the latter aroach $ill be more
effecti%e and gi%e better results.
7E(!E6S)I3 ST27ES
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i. 3ersonal #ualities and self-confidence
As mentioned abo%e- e%ery erson has some leadershi 5ualities. One should
identify them and try to de%elo and ugrade them to the best caability. Self&
confidence is an imortant characteristic of a leader $hich can be de%eloed by
increasing his o$n rofessional cometence and inter&ersonal abilities.in crisis
management most eole $ill lose hoe and confidence and a good leader is
e9ected to be strong and on their feet assisting subordinates.
ii. 3rofessional competence
This cometence means no$ing $hat to do and ho$ to do it. This can be
de%eloed by ac5uiring a high standard of no$ledge- sill and ability aroriate
to the tas and circumstances. #igher the rofessional cometence more is the
resect and trust that the leader $ould recei%e. As an emergencyNcrisis manager-
you $ould be e9ected to dislay sill in dealing $ith emergency situation.
iii. Sound /udgement and appropriate decision maing
There are %ery much related to the rofessional cometence and e9erience of a
erson. A leader $ith these t$o 5ualities $ill emerge successful $ith his team of
co&$orers in any disaster situation.
i". (bility to communicate
Clear and concise communication $ith eole $oring $ith the leader is %ery
much essential for roer functioning. ,n fact- this is an essential ingredient in
de%eloing good interersonal relations that generate good$ill and loyalty to the
leader leading to a high le%el of disciline in the team. 0uring emergency crisis
both internal and e9ternal communication is imortant and a good leader must be
cometent and no$s $hat to say and $hen to say it and to $ho.
(ppropriate style of emergency leadership
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Al$ays different tass re5uire different styles of leadershi. ,t is imortant for a
successful emergency leader to understand the dimensions and re5uirements of
the gi%en tas and adust the leadershi style to achie%e the desired results.
1. Tells The leader orders the team and $aits for results and action $hile
eeing an eye on the rogress. #e does not e9ect his subordinates to as
5uestions or gi%e suggestions. This style is adoted $hen the matter is urgent
and there is no time to lose. This is best suitable for mine emergency $here a
slit second matters.,. SellsCon%inces the team about the decision taen by analysing the ositi%e
and negati%e oints. ,t is lie selling ideas to the team members. Ob%iously-
this e9ercise taes some time.=. *onsults /eader consults the team and allo$s them to articiate in the
decision maing $ith the %ie$ to maing small adustments but the main
thrust of the decisions of the leader are more or less final. This style is
some$hat less time consuming than the *Sells+ style. This $ill not be best
suitable for emergency crisis.:. 8oins The leader discusses thoroughly the roblem and the liely course of
action. %ery member of the team is in%ol%ed in the discussion and finally the
consensus decision re%ails. This style consumes most time but later $or is
smooth.
Sometimes a multi&style or mi9ed&style aroach is more useful in disaster
situation. There are %arious different tass and each of such tass is assigned to a
different erson instead of all tass to one- there can be better results. ,n other
$ords- delegation of authority and $or is also an imortant asect of leadershi
style. Of course- the leader has to continue to monitor and coordinate $ith his
colleagues.
Another useful factor in the de%eloment of disaster management is the strong and
ositi%e lin bet$een leadershi and training. A high standard of training can
ugrade the rofessionalism in the leadershi so that they ha%e more no$ledge-
sill and confidence to tacle the liely disaster situations.
*oordination
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Coordination can be defined as combined efforts of %arious related organiEations
and agencies to achie%e the goalNtarget of a tas and is therefore %ery essential. ,n
fact- there is al$ays scoe for imro%ement in coordination bet$een %arious
agenciesNorganisations $oring in emergency management.
36IB*I37ES (B! TE*)BIUES %4 *%%6!IB(TI%B
,n Crisis Management- all the concerned arties ha%e common goals as discussed
belo$.
re&0isaster Situation& for disaster re%ention- mitigation and rearedness tominimiEe loss of life and roerty from the disaster. There are no set rinciles or
rigid techni5ues for coordination in emergency situations because each situation is
uni5ue in its o$n $ay. But- coordination is more effecti%e if $e follo$ the basic
rinciles of coordination gi%en belo$:
1. *lear 6ole (llocation
There should be clarity in roles of different articiant arties. They should no$their authority and limitations. There should not be dulication of roles.
,. Betworing
All concerned arties should ha%e roer net$oring. This $ill ro%ide them better
understanding of strengths and $eanesses of each other and $ill also ensure
roer coordination of efforts besides a%oiding dulication. All arties in%ol%ed
must ha%e an idea about the caacity and caabilities of each other. This
no$ledge is %ery essential for coordination and delegation of duties