Facilitator’s Guide

INTRODUCTION TO SHELTERING FOR MRC VOLUNTEERS

Table of Contents

Welcome

Goals and Objectives

Facilitator Expectations

Participant Expectations

Additional Materials

Course at a Glance

Preparations: Getting Started

A Note about Clock Management

Customizing the Training

Opening Remarks: Suggestions

Module 1 – Different Types of Shelters

Facilitator Notes

Module 2 – Individual Considerations before Deploying

Facilitator Notes

Breakout Session 1

Facilitator Notes

Module 3 – Shelter Roles and Responsibilities

Facilitator Notes

Module 4 – Client Interactions in a Shelter

Facilitator Notes

Breakout Session 2

Facilitator Notes

Resources, Acknowledgements, Evaluations

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Facilitator’s Guide

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Facilitator’s Guide

Welcome

This facilitator guide provides you with all you need to conduct the "Introduction to Sheltering for MRC Volunteers" classroom training course.

Goals and Objectives

Overall GoalThe goal of the training is to provide volunteers with basic training on sheltering and a measure of standardization for volunteer shelter training across Massachusetts.

Objectives

At the conclusion of this training, participants should be able to:

  • Describe the different types of shelters a volunteer may be deployed to.
  • Describe individual considerations before deploying.
  • Identify key functions within a shelter and likely roles and responsibilities.
  • Outline potential client interactions in a shelter setting.

Facilitator Expectations

The role of the facilitator is to guide the participants through the training.Your primary responsibilities include:

  • Read and understand this FacilitatorGuide prior to conducting the training.
  • Be familiar with the objectives of the training.
  • Thoroughly review accompanying PowerPoint presentation, including notes section of slides.
  • Establish and monitor a basic set of ground rules for participants to follow during discussion.
  • Keep the training on schedule.
  • Facilitate discussions by asking pertinent questions rather than offering your opinions.
  • Keep all discussions focused by bringing the group back on track if the conversation strays from the topic or if you need to keep on schedule.
  • Encourage the participants to share their experiences and ideas so that they can learn from one another.
  • Help the small groups during the breakout sessions if they have questions.
  • In most instances, it is best not to use a lectern as it creates a barrier between you and your audience.
  • Don’t read every slide word-for-word. Only include main points.
  • You are not expected to know everything. Offer to research the questions you cannot answer and follow-up afterwards.
  • Keep it real!

Participant Expectations

The following can be expected of participants:

  • Participants should have a working knowledge of the MRC Core Competencies, training in HIPAA/Confidentiality and Individual and Family Preparedness.
  • Participants are encouraged to complete training in Psychological First Aid and Incident Command System (ICS100 and NIMS700) before completing this course.
  • Participants are expected to participate and share experiences during the breakout sessions.

Additional Materials

A presentation with extensive speaker notes has been developed to help you facilitate the course.The full course can be found at

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Facilitator’s Guide

Course at a Glance

TIME / Program
8:30AM-9:00AM / Registration and Light Breakfast
9:00AM -9:10AM / Introduction, Housekeeping and Program Overview
9:10AM-9:30AM / Module 1 Different Types of Shelters
9:30AM-10:15AM / Module 2 Individual Considerations Before Deploying
10:15AM-10:30AM / Breakout Session #1: Deployment
10:30-10:40AM / Break
10:40AM-11:45AM / Module 3 Shelter Roles and Responsibilities
11:45AM-12:00PM / Module 4 Client Interactions in a Shelter
12:00PM-12:25PM / Breakout Session #2: Scenarios with Large Group De-Brief
12:25PM-12:30PM / Resources, Acknowledgements, Evaluation

Total Program Time: 3.5 hours

Preparations: Getting Started

The following items should be provided by the facilitator/planner:

  • List of participants and their affiliations
  • Training agenda
  • Name badge for each participant
  • Copies of the PowerPoint (you may want to print double sided, with a handout copy that has three slides and notes on each page)
  • Certificate of Attendance for each participant
  • The facilitator's business card
  • A sign-in sheet
  • CEU sign-in sheet (if credit is being offered)
  • Overhead projector/LCD
  • Laptop
  • Flash/Thumb Drive with the PPT (or saved to your computer)
  • Newsprint (large sheets of paper) or whiteboards for 2 breakout sessions of 3 groups (6 total)
  • Markers
  • Microphone (depending on size of the room)
  • Evaluation Forms, including online link if available
  • Links to online Resource Guide or handout of available Resources if applicable

The facilitator should arrive early enough (one half hour before the start of the training is recommended) to make sure that the room is set up properly and that the necessary documents and supplies are available. The facilitator should also conduct anaudio/visual test.

A Note about Clock Management

As the facilitator, you are responsible for keeping the training on schedule. Running behind schedule and finishing late will distract from the course goals and may detract from the learning experience. Also, cutting corners and rushing through the program may have equally negative effects, as the continuity of the learning can be greatly disrupted. Some helpful guidelines for you to consider are:

  • Prepare in advance to be familiar with the materials.
  • Rehearse the timing of each portion of the training.
  • Write notes on various slides with your “target” time. For example, it should be approximately 10:45 at slide 10.
  • Use the agenda — the timing has been calculated to effectively fit the allotted timeframe.
  • Always include a break in any training over 2 hours. We’ve calculated a 10min. break for this training.
  • If the training is scheduled for more or less time than the suggested timeframe, plan out a new agenda in advance.
  • Manage excessive conversation by asking participants to link their comments to the stated objectives.
  • “Park” lengthy discussions in a “Parking Lot,” and agree to return to them later (if time permits).

Customizing the Training

This training is intended to be tailored to the needs of your specific unit. You may decide to combine this training with another module and may need to adjust the agenda accordingly. This training could be tailored to include a walk-through of a potential shelter location or be held at the potential shelter location. When developing your specific training, be mindful of your unit’s resources. Some units may choose to offer an extended training, providing lunch or other refreshments. If this is not feasible, an advanced training could be offered at a later date, providing volunteers with an actual walk-through.

You may also want to add photos and other unit specific information to the slides.

Suggestions for customizing the PowerPoint include:

  • Try to use photos from your unit if you have them available.
  • Slide 15: Tailor based on your unit's protocols.
  • Slide 56: Use the specific contact information (facilitator and unit director) for your unit.

Opening Remarks: Suggestions

Facilitator Introduction – The facilitator should welcome everyone and introduce himself/herself to the participants.

Facility Points of Interest – Identify the locations of important places in the building like the restrooms, emergency exits, snack room or cafeteria, and other places that may be needed by the participants during the course of the tabletop exercise.

  • Ask attendees to turn cell phones off or put them on vibrate.
  • Explain that this is an overview, classroom course of basic sheltering training aimed at volunteers. This may be entirely new to some attendees or repetitive for others. The expectation is that many participants will receive additional training in shelter operations, medical shelters, etc. Suggestions for advanced training can be found in the Resource Guide.
  • The course is sponsored by the MA Department of Public Health (MDPH) Emergency Preparedness Bureau (EPB) through a grant provided through the NACCHO Special Project Awards for States.
  • Encourage participants to ask for clarification when needed.
  • Explain that there is one scheduled break planned and two breakout sessions.

Module 1 – Different Types of Shelters

Tell participants that Module 1 describes different types of shelters. You have 20 minutesto cover the material for Module 1 using the PowerPoint presentation.

Facilitator Notes

  1. Spend 20 minutes summarizing the module using the PowerPoint presentation.
  2. Use the Speaker Notes in the PowerPoint to highlight key information.

Module 2 – Individual Considerations before Deploying

Tell participants that Module 2 describes different reasons individuals may or may not deploy to a shelter. You have 45 minutesto cover the material for Module 2 using the PowerPoint presentation.

Facilitator Notes

  1. Spend 45 minutes summarizing the module using the PowerPoint presentation.
  2. Use the Speaker Notes in the PowerPoint to highlight key information.
  3. Before participants begin the breakout discussion, provide an opportunity to ask questions.
  4. Quickly review the expectations for the breakout session, and have participants begin their discussions.

Breakout Session 1

  • Break into small groups and conduct a brainstorming session for 5 minutes.
  • Have each group identify a "scribe" to record answers and ideas from the group; and identify someone to report back to the group.
  • List everything you should bring with you in your Go Kit.
  • Record those who you will be coordinating your deployment with as well as what you are expecting once notified of a deployment.
  • The larger group report-back should last approximately 10 minutes.

Facilitator Notes

  • Ask yourself what you will need for the next 24- to 48 hours!
  • Examples of needed items: identification (MRC ID, medical ID); deployment instructions; cell phone and charger; family contact information for phone calling; medical staff (stethoscope, pulse oximeter), PPE (Personal Protection Equipment), daily medications, eye glasses, contact lenses and cleaning solution, hearing aids and batteries, hand sanitizer, pillow (if you want to nap in your car), specific snacks, flashlight, etc.

Break

Take a 10-minute break before continuing with Module 3.

Module 3 – Shelter Roles and Responsibilities

Tell participants that Module 3 describes different roles and responsibilities MRC volunteers may have in a shelter. You have 65 minutesto cover the material for Module 3 using the PowerPoint presentation.

Facilitator Notes

  1. Spend 65 minutes summarizing the module using the PowerPoint presentation.
  2. Use the Speaker Notes to highlight key information.

Module 4 – Client Interactions in a Shelter

Tell participants that Module 4 describes client interactions in a shelter. You have 15 minutes to present the material in Module 4.

Facilitator Notes

  1. Spend 15 minutes summarizing the module using the PowerPoint presentation.
  2. Use the Speaker Notes in the PowerPoint to highlight key information.

Breakout Session 2

  • Have attendees count off by 3's.
  • Place attendees with corresponding numbers into 3 separate groups to review 1-2 scenarios (found on the scenario list).
  • Have each group identify a "scribe" to record answers and ideas from the group; and identify someone to report back to the group.
  • Encourage the group to respond to all of the questions listed and be specific in the responses.

Facilitator Notes

  1. You have 25 minutes in total for this breakout session.
  2. After 15 minutes, ask the participants in the breakout sessions to end their discussions so that the group can participate in the moderated discussion. Give the groups a 2 minute warning so that they can wrap up their discussions.
  3. Have each of the groups give a report of their discussions.
  4. Ask if there are any comments from other participants about the questions and answers reported.
  5. If a group is unable to answer a question, pose the question to the whole group and see if an answer can be found.
  6. Manage the clock, and keep the discussion on track.

Resources, Acknowledgements, Evaluations

In order to make future trainings even more successful, evaluations are used to get input from participants. These forms will provide details about the course, whether the objectives were met and areas that could be improved. Please encourage participants to be as candid as possible in their response. Use this evaluation to capture important feedback, including information to strengthen your facilitation skills. You may want to create an evaluation online, which allows you to track and analyze results as well as allowing attendees to fill out forms online if they need to or would prefer to complete them later. Online evaluations may be easier for some, but it is also recommended to have paper copies for attendees if desired that can later be input online.

After the wrap up discussion, the facilitator should have the participants complete anevaluation. These forms should be returned to the facilitator upon completion.

Thank participants for attending and for their contributions to the training.

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Facilitator Notes

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