ACKNOWLEDGEMENTS... 3 EXECUTIVE SUMMARY. 4

Transcription

1 Final Report Haiti Operation - Second Learning Conference Panama, September 18-19,

2 TABLE OF CONTENTS ACKNOWLEDGEMENTS... 3 EXECUTIVE SUMMARY. 4 I. FINDINGS & OUTCOMES... 7 I.1. Synthesis of sessions 7. Haiti Operation Learning methodology and process: introduction and contextualization.. 7. National Society Development in large-scale operations: contributions to building stronger and more resilient NSs Learning and experience-sharing with other actors 8. Coordination, Cooperation and Humanitarian Diplomacy 10. Transition from Emergency to Recovery and Sustainable exit strategies 11. Reinforcing the Host National Society: Branch development Recovery in urban settings 12. Integrated approach of humanitarian action. 13. Understanding of local context and Community approach. 14. Management of a crisis within a crisis. 15. Human Resources management in large-scale Relief and Recovery operations Strategy and actions to support a Federation-wide Learning culture. 17. Monitoring mechanisms for the Institutionalization Road Map. 18. Lessons institutionalization within Haiti Operation and the Haitian Red Cross Transformation of data and information into institutional knowledge 19. Finance, risk-management and audit 20. Leadership reflection.. 21 I.2. Conference outcomes II. BACKGROUND.. 26 III. METHODOLOGY 30 IV. THE WAY FORWARD LEARNING IN ACTION IV.1. Institutionalizing the Lessons IV.2. Keeping the Learning Process going.. 38 IV.3. Developing an organizational Learning Culture APPENDICES Annex A. Report on the final online satisfaction survey Annex B. Identifying the specificities of the environment in which we learnt. 48 Annex C. Learning Conference documentation: where to find what? Annex D. Guiding principles and standards of Learning working groups or task forces.. 50 Annex E. List of National Societies represented during the Conference 51 Annex F. Acronyms 52 Annex G. Contacts 53 2

3 ACKNOWLEDGEMENTS The organization and success of the 2 nd Haiti Learning Conference was made possible through generous donations from the American Red Cross, Finnish Red Cross, German Red Cross, Norwegian Red Cross and Spanish Red Cross. IFRC is very grateful to all Red Cross Red Crescent components actively involved in the Haiti Operation who have documented and backed up the Learning process and thus significantly contributed to our becoming a learning organization. IFRC would also like to express its gratitude to the numerous colleagues and friends who travelled from all over the Americas and Caribbean and from Europe to share their learning experience and expectations. A very warm thank you goes to the colleagues in Haiti and Panama who relentlessly strived to make this two-day event a success : Camille Charrier, Juan Carlos Real, Diana Arroyo, Nadine Chavarria, Erika Diaz, Ileana Rodriguez, Nimio Alvarez, Jacqueline Polanco, Carlos Rojas, Margarita Griffith, as well as the Administration team in Haiti. We would also like to acknowledge the tremendous work done by the IT and Communications teams in documenting, capturing and connecting this Learning Conference with the rest of the world. Last but not least, IFRC is very grateful for the excellent work of Ambassadors, Consuls and Market Place facilitators, for their engagement and their meaningful intellectual and practical inputs during the sessions they facilitated, contributing greatly to the sharing of the knowledge acquired in Haiti and to the definition of concrete actions to institutionalize the lessons learnt from this unique operation. The diversity of their careers and experiences have brought to this Conference generous insights that, under the professionalism and methodological guidance of Juan Saenz Beltran, will give shape to the organization s learning for now and the future. The International Federation of Red Cross and Red Crescent societies wishes to acknowledge the participation and valuable contributions to the 2 nd Haiti Learning Conference of the following external partners : the United Nations Development Programme (UNDP), the Office for the Coordination of Humanitarian Affairs (OCHA) and the Spanish Agency for International Cooperation and Development (AECID), as well as the Groupe Urgence. Réhabilitation. Développement (URD). This report was produced by Charlotte Masselot, IFRC Haiti Evaluation, Accountability and Learning Movement Coordinator in collaboration with Luvini Ranasinghe, IFRC Haiti Communications Coordinator, and Lorenzo Violante, Haiti Support team Coordinator from the Americas zone Office. 3

4 EXECUTIVE SUMMARY The Haiti Operation 2 nd Learning Conference, gathering more than 150 senior leaders, managers and practitioners from field and regional offices as well as headquarters, aimed at collectively defining the way the lessons learnt from this unique operation would contribute to organizational learning and change. The Haiti Operation, for which the International Federation of Red Cross and Red Crescent Societies (IFRC) collectively raised more than 1.2 billion CHF to support the country s relief and recovery following the January 2010 earthquake, is the largest single-country response and a unique experience in the Red Cross Red Being here with you today is already a lesson learnt : besides that almost 4 years have passed since the earthquake, our presence demonstrates our solidarity for Haiti and the Haitian people. This first lesson is extremely important. IFRC Haiti Country Representative Reflection around the National Society s development in largescale operations Crescent recent history. Capitalizing on and learning from this operation was thus identified as a collective responsibility and major opportunity to foster the quality of future preparedness and recovery operations and to significantly contribute to achieving the collective objectives that are set forth in the IFRC global strategy and vision. Collaborating closely with the Haitian Red Cross (HRC), IFRC elaborated a Learning methodology and process to guide and frame the way the organization could improve its learning from Haiti. Key milestones to this process were the two Learning Conferences that took place in April 2012 and in September 2013, engaging the Movement in a dialogue on the lessons drawn from this unprecedented operation and in a reflection for their institutionalization. The objectives of this 2 nd Learning event were to: Share the knowledge, lessons and recommendations that emerged from the Haiti Operation to reinforce the Movement s capacity to respond to future large-scale disasters with greater efficiency, effectiveness and impact Collectively define how to mainstream, institutionalize and incorporate these knowledge, lessons and recommendations into the way we work To ensure participatory, constructive and meaningful sessions, the 2 nd Learning Conference targeted a diversity of stakeholders representing the Red Cross Red Crescent Movement, including : ü practitioners and senior managers willing to share their views, their experience and their expertise ü organizational and knowledge development advisers prone to encourage effective collective learning ü senior leaders ready to take endorsement of the lessons within their organization and across the Movement Aiming at encouraging mutual learning and sharing of experiences between sister national societies, the Learning Conference brought together 32 National Societies (among which 22 from the Americas and the Caribbean) 1, which will hopefully lead to further joint learning initiatives at regional and global levels. In addition, some external humanitarian actors actively involved in Haiti during the relief and recovery phases were invited to participate, sharing their significant experience in carrying out complex operations and development studies, providing their observations, lessons and recommendations. 1 The list of present National Societies is available in Annex E. 4

5 In-depth reflections, rich and open discussions alongside a palpable enthusiasm enabled: ü to identify a set of concrete and specific actions for the future ü to reach an overall consensus over six key Learning areas ü to agree on measures to be taken in order to pursue the Learning objectives ü to propose changes to be made in order to improve and systematize the way we learn as an organization Figure 1. The six key Learning areas for the institutionalization of improved practices The reflections and debates held in eight different thematic working groups brought out six key Learning areas where the institutionalization of improved practices based on the Haitian experience should happen: 1. READINESS being better prepared to respond to mega-disasters 2. RECOVERY planning to address longstanding vulnerabilities 3. HOST NATIONAL SOCIETY S RESILIENCE enabling the HNS to absorb, accommodate and recover 4. HUMAN RESOURCES having the right person in the right place at the right time 5. COMMUNITY WORK knowing the communities we assist and work with 6. HUMANITARIAN DIPLOMACY positioning as the Red Cross Red Crescent Learning Conference s participants acknowledged that the Red Cross Red Crescent faced internal weaknesses to overcome in order to more systematically learn and apply what has been learnt (e.g. structures or procedures made supportive to a learning in practice, acceptance and encouragement for change, provision of time or space for individual and collective learning). All participants recognized that every experience constitutes an opportunity to learn and that the organization has proved its willingness to seize such opportunities. Throughout this report, the reader will be provided with: ü background information on the Haiti Operation Learning process, its roll-out and the purposes it seeks to achieve, providing a better understanding of the gradual shift this learning process encourages to make, from learning lessons to actually applying lessons; ü an overview of the Learning Conference s methodological approach and the diverse learning environments that were created to enhance mutual and collective learning, allowing to grasp how participants interacted throughout these two days, how lessons were shared and what process lead to the outcomes of this conference; ü the main findings and achievements of the Learning Conference, summarizing the key elements debated in each specific topic the agenda allowed to tackle and presenting the main actions and recommendations that were identified to institutionalize lessons and foster organizational learning; ü an overview of the actions that remain to be undertaken, advising on how learning should occur in future: the report gives directions for the institutionalization to be fulfilled, it provides orientations on how the Red Cross Red Crescent could ensure learning is continuously happening and it seeks to define what learning culture should be promoted so each and every person constituting the Red Cross Red Crescent becomes an agent of change. 5

6 There is no doubt that the International Federation of Red Cross and Red Crescent societies is already a learning organization. Numerous examples demonstrate the Red Cross Red Crescent s ability to learn, highlighting examples of lessons learnt from the Indian Ocean Tsunami and applied in the Haiti Earthquake response. The IFRC emergency response to Typhoon Haiyan in the Philippines shows that learning is happening and that some key lessons that were learnt in Haiti are being applied. Mutual support among Zone offices is taking place to facilitate this process. This operation will undoubtedly contribute further to organizational learning, whether gleaning and generating new knowledge or appraising the extent to which the lessons and recommendations from Haiti contribute to a more effective and efficient disaster preparedness and response. Figure key lessons discussed during the Conference 1. Be ready to respond 2. Have the highest levels of leadership and judgement in decision-making 3. Build the Host National Society s resilience and auxiliary role ensuring business continuity 4. Think resilience : do not rebuild vulnerability 5. Think locally and trust beneficiaries 6. Give time and enhance expertise to understand and address urban specificities and dynamics 7. Plan and resource coordination and humanitarian diplomacy to increase collective strategic positioning and operational effectiveness 8. Enhance a collective approach to risk management 9. Set-up solid HR structures and processes from the very beginning of operations 10. Provide time and space for individual and collective learning opportunities to be seized Every new crisis and catastrophe happening around the world makes learning a must in order to provide a better assistance to populations in need and to support sister National Societies more effectively in times of turmoil. Every other Red Cross Red Crescent field operation and core activity around the globe also represent greater opportunities to standardize the way the organization learns, striving to expand from and with whom it learns. The main results that IFRC will endeavour to obtain in the coming months will be the continuation of the Learning process, seeking to capture and to share more knowledge as well as to incorporate the lessons it learns from every experience. Learning focal points identified in the IFRC Haiti delegation, the Americas zone Office and the Secretariat in Geneva will be responsible to monitor the realization of the Road Map and to evaluate achievements in order to measure actual change and gather evidence of the positive impacts of this learning in the implementation of improved practices. 6

7 I. FINDINGS & OUTCOMES I.1. Synthesis of Sessions Plenary Sessions Video recordings of plenary sessions can be watched on DesAprender, a portal for the promotion of learning based on experience: Issues tackled HAITI OPERATION LEARNING METHODOLOGY & PROCESS INTRODUCTION AND CONTEXTUALIZATION Gathering Movement-wide participants from several horizons and experiences, it was of utmost importance to launch this conference with a general understanding of the Haiti Learning methodology and process. This session was the occasion to: ü ensure the concept and objectives of Learning for a humanitarian organization are clear ü provide participants with an overview of the Learning process for Haiti Operation ü locate this event into the Learning process ü put this event, and the content presented and to be discussed upon during these two days, into the Haitian context in which it was designed and implemented Three main questions were answered during this session: Why is learning important? Why are we learning from Haiti and what for? How are we learning? Key messages - Designing a specific Learning process for Haiti meant to ensure that the lessons learnt from this operation would be gradually incorporated into the way we do things. Instead of adding another layer of information or publication, it seeks to include new knowledge and experience in what we already have. - Be careful: not all the learning that has emanated from this operation will be immediately applicable to all operations. There are some characteristics (it is a urban disaster, it is an earthquake, there are specific vulnerabilities in Haiti, etc.) that might not allow these lessons to be generalized and transferred to other parts of the world, although the learning and the results from this conference must be disseminated and exported to other parts of the world, especially when looking at nonprogrammatic lessons. Contextualizing the lessons is very important: we cannot just transfer them from one response operation to another. We have to make a reality-check to ensure their transfer and application into other countries and operations are relevant. IFRC Haiti Evaluation, Accountability and Learning Movement Coordinator - Introduction to Haiti operation Learning methodology and process 7

8 NATIONAL SOCIETY DEVELOPMENT IN LARGE-SCALE OPERATIONS CONTRIBUTIONS TO BUILDING STRONGER AND MORE RESILIENT NSs Issues The Haitian Red Cross outgoing and elected Presidents and the IFRC Haiti tackled Country Representative offered to us a reflection on the legacy of such an operation for the Host National Society, exposing some of the elements that contribute to building stronger national societies and fostering the ability to resist, absorb, accommodate to and recover from the effects of a hazard in a timely and efficient manner, including through the preservation and restoration of its essential basic structures and functions. Key messages - The first responsible actor for the development of a National Society is the National Society itself. - Haiti operation has undoubtedly contributed to reinforce the HRC operational capacities: the rapidity and effectiveness of the humanitarian aid deployment and the numerous relief and recovery programmes implemented by the Movement have de facto strengthened the skills of the Haitian Red Cross in health, water & sanitation, shelter, disaster risk reduction (DRR), but also in relief, logistics, human resources management It also provided the HNS an even greater visibility within the local and international communities. National societies are responsible for their own development: with limited or great means, we are receptive to the needs of our populations and it is our duty to always be an auxiliary to public authorities. HRC outgoing President Reflection around the National Society s development in largescale operations - Organizational structures have also been reinforced, though the understanding of what constitutes the Haitian Red Cross was and may remain weak on some aspects. Panellists affirmed the importance for response operations to revolve around three major components in order to strengthen HNSs effectively: 1. The National Society s core structure, the back information which determines the organization s characteristics: its history, its mandate, its vision, its strategic pillars, its structure, etc. 2. The environment in which this National Society is evolving: political, economic, social, climatic factors are critical to ensure the growth, the sustainable development and the resilience of the HNS to respond adequately to the needs and expectations. 3. The knowledge acquired throughout years of existence and work with the communities, understanding and addressing their needs, accomplishing the duties of public authorities auxiliaries, etc. Issues tackled LEARNING AND EXPERIENCE-SHARING WITH OTHER ACTORS Opening discussions and reflections with external humanitarian actors was identified as one of the main expectation for this 2 nd Learning Conference. Sharing our lessons with experienced humanitarian and development actors, whether intergovernmental, governmental or non-governmental, is of utmost importance: being prompted to coordinate and take action together in crisis response, the changes and improvements we will make should seek to guide or align with the efforts of the whole humanitarian systems. Three representatives from OCHA, UNDP and AECID were invited to share one of the main lesson they learnt from Haiti and the action that allowed to 8

9 institutionalize such lesson, offering a great opportunity for us to think out of the Red Cross Red Crescent Movement. Key messages This plenary debate brought to the Conference and to our learning a few key ideas: - Lessons Learnt vs. Lessons Applied: some of the errors made in the 2004 Indian Ocean Tsunami were repeated in the 2010 Haiti earthquake. Some lessons learnt prior to Haiti should have been applied there but were not, wherefore talking about the lessons learnt, but very little about the lessons actually applied. The Humanitarian community repeatedly refers to the before/after phases of every new major disaster it is confronted with (Pakistan earthquake, Indian Ocean Tsunami, Haiti earthquake...): it is high time to stop referring to this dichotomy and to start integrating the recommendations that have been made into the humanitarian structures and systems. Panellists also brought to our attention the fact that the Red Cross Red Crescent Movement, as the largest humanitarian organization in the world, is a majority shareholder in international humanitarian systems 2. The Movement as a whole was enjoined to learn from and share its lessons not just internally and with National Societies, but to extend it to the rest of the humanitarian community. - Decision-making: Panellists generally acknowledged the need to employ a more scientific and reasonable methodology: the humanitarian sector is unfortunately very accustomed to making decisions based on personal experiences rather than on scientific evidence. There is a need to change this way of doing things: being more scientific, having higher standards and employing more certified individuals alongside increasingly incorporating the local communities and local actors. The question is, how to achieve this? - Leadership: The need for the highest level of leadership in humanitarian institutions to bear a situation like Haiti s was highlighted. Haiti was a very different crisis that had to be dealt differently, notably because the national governmental and nongovernmental capacities were severely affected. From the UNDP and the Red Cross Red Crescent points of view, some of the internal capacities were even destroyed in some way. It made a tremendous challenge for all in the response, and called for crucial decisions to be made rapidly. One of the central lessons I learnt in Haiti is to not have any regrets in any way. Debate panellist The IASC transformative agenda 3 and the creation of Level 3 (L3) emergencies appeared during this debate as one of the key actions that resulted from the lessons learnt by the wider humanitarian community and systems in Haiti. This transformative agenda constitutes a response to leadership and decisionmaking issues (e.g. strengthened leadership allowing the activation of an 2 The Red Cross Red Crescent has accomplished one fourth of the humanitarian primary emergency response in Haiti. 3 The IASC Transformative Agenda is a set of concrete actions aimed at transforming the way in which the humanitarian community responds to emergencies. It focuses on improving the timeliness and effectiveness of the collective response through stronger leadership, more effective coordination structures, and improved accountability for performance and to affected people. More information by clicking here. 9

10 Humanitarian system-wide Emergency response with agreed mechanisms, tools and procedures specifically adapted to L3 emergencies, judging by their scale, complexity, urgency, the capacity required to respond and the reputational risk to humanitarian organisations) that IFRC as a whole might definitely have to look at. First Working Groups Session All working groups restitution videos can be watched on Fednet Learning Conference s page and on the IFRC Americas zone Office website. Issues tackled Main Learning topics discussed Main Lesson Main Actions proposed COORDINATION, COOPERATION AND HUMANITARIAN DIPLOMACY The Haiti earthquake Operation has been the largest in the RCRC history in a single country with 126 PNSs as main contributors, out of which 19 were represented on the field. This huge solidarity effort has been an important challenge for the IFRC Secretariat to effectively coordinate partners inside the Movement, to liaise with non RCRC partners and in some cases to coordinate humanitarian actors (within the IASC or the Shelter Cluster). In addition, the complexity of the disaster in a urban context required a multi-sectorial approach, questioning the capacity of the Red Cross Red Crescent to add value in many sectors of intervention. This complexity and the huge number of external actors, as well as the need for a multi layered presence of the public authorities, also made it necessary to build humanitarian diplomacy capacity. How can IFRC capitalize on this experience, improve its capacity to lead a good coordination within and outside the RCRC Movement and be able to lead on humanitarian diplomacy at the highest level of the relationship with the national authorities, the intergovernmental and non-governmental organisations? Key outputs Ø Strategy -> How can the RCRC maximize its impact to meet humanitarian needs? Ø Harmonization and Flexibility -> How can we overcome our differences to work together and to what extent do we yield and become one? Ø Accountability and Transparency -> How can the RCRC be more accountable and transparent both within the Movement and outside? RESOURCE COORDINATION AND HUMANITARIAN DIPLOMACY EARLY ON TO ACHIEVE SIGNIFICANT RESULTS IN COLLECTIVE STRATEGY AND OPERATIONAL EFFECTIVENESS 1) Preparation of Movement Coordination Frameworks (MCF) at regional levels in advance. 2) Development of Coordination & Cooperation guidelines. 3) Preparation of a Humanitarian Diplomacy (HD) plan of action at national and regional levels in advance, including disaster law issues and communication strategy upon results/impacts of the response. 4) Creation of IDRL global systems to regulate and effectively support emergency operations. 5) Framing of the HNS s leadership role in respect to the fundamental principles (HNS should be in the center and its integrity should be protected from any negative impact of large-scale operations). 6) Mapping of all stakeholders and all existing agreements between RCRC components, but also between the RCRC and external stakeholders (including the United Nations, local or national authorities, etc.) to assess our institutional and operational readiness to respond collectively in an effective manner. 7) Creation of a pool of Technical Movement coordinators and HD coordinators and elaboration of deployment policies for emergency and recovery operations (SOPs, job descriptions, etc.). 10

11 8) Promotion of peer-to-peer interactions between specialists of RCRC components to promote and engage into technical cooperation before a disaster occurs. 9) Establishment of SOPs for the Federation-Wide Reporting, supporting its generalization to other regions, other responses (including small or medium scale disaster responses), other areas (financial reporting) to monitor our progresses and inform on our achievements. TRANSITION FROM EMERGENCY TO RECOVERY & SUSTAINABLE EXIT-STRATEGIES Issues Disaster response models are commonly agreed to go through different tackled phases: the relief and emergency, recovery, and development, the final purpose being to exit with the assurance that communities are resilient to future disasters and have the capacities to rapidly return back to normal by themselves. But transiting from one phase to the other and implementing sustainable exit strategies is sometimes an overriding challenge for both humanitarian actors and local stakeholders, including the beneficiary communities themselves. Why is it important to, and how can we, plan and operate smooth transition and exit? Key outputs Main Learning topics discussed Main Lesson Ø Ø Ø Resilience mainstream across Relief and Recovery -> How can RCRC components achieve greater and meaningful results? Positioning -> How can we ensure the RCRC staffs and beneficiaries find their place through the transition process? Planning -> How should the RCRC prepare programs to transit from emergency to recovery in large-scale and complex operations? THINK RESILIENCE - DO NOT REBUILD VULNERABILITY Main Actions proposed 1) Increased use of participatory tools (such as BPI 4, VCA, PASSA ) to understand community dynamics and ensure that the response is viable in the immediate environment and assists cleverly, allowing beneficiaries to face potential new shocks and limit the likely negative impacts of our interventions. 2) Integration of early recovery criteria into the needs assessment teams and tools (RAT, FACT, etc.) so as to identify and develop recovery options that address immediate and longer-term needs of populations. 3) Enhanced communication and transparency with all team members, especially national staffs, and support services by sharing and discussing recovery options and the strategy towards this recovery process. 4) Definition of short and long-term objectives from the onset of the response to allow planning and implementation of recovery alongside the relief programs (resulting in a smoother transition of programs and service delivery). 5) Development of tools (logframes, ITTs, etc.) that will allow to implement and track recovery activities alongside emergency activities in an integrated and coherent manner. 6) Definition and allocation of a percentage of resources (Appeal funds ) to recovery/development from the beginning of the operation. 7) Diversification and systematization on the use of BenComs tools (SMS, IVR ) to provide families with clear information on the scope of relief and recovery. Also ensure all staffs are aware of this process and able to communicate it to the beneficiaries. 4 Better Programming Initiative: 11

12 Issues tackled Main Learning topics discussed Main Lesson Main Actions proposed REINFORCING THE HOST NATIONAL SOCIETY: BRANCH DEVELOPMENT After responding to a large-scale natural disaster that affected the Host National Society itself, we will be remembered on the long-term for the achievements in strengthening its operational and organizational capacities. Through the lens of its branches, the strength of a National Society, a Red Cross of proximity, is measured by its capacities to continuously provide services to the communities in a sustainable manner. How do we identify which capacities are prerequisites for the National Society s functioning and strengthening? What are the processes or systems needed? Key outputs Ø Accountability -> How can we support branches to become more accountable on their work? Ø Adaptation to the Local reality -> How do we make sure that organizational development (OD) and capacity-building (CB) are contextualized? Ø Resource Mobilization -> How to mobilize resources that will support and sustain service delivery? BUILD THE HNS s RESILIENCE AND AUXILIARY ROLE AT ALL LEVELS 1) Promotion of OD strategy definitions prior to crisis and mega-disasters pre-identifying where HNSs capacities should be scaled-up (rather than replaced) in times of turmoil. 2) Integration of OD/CB assessments into other existing diagnosis tools (e.g. damages, loss and needs assessments) to assess and frame where specific OD/CB supporting activities will be needed (sector, area, etc.). 3) Early identification of human resources (ERU, Technical coordinators, etc.) to support and protect the HNS until strategy and plans are established. 4) Introduction of community participation (especially volunteers) in the development of strategic, operational and technical plans of action. 5) Development of Movement-wide minimum standards for accountability at local and national levels. 6) Securing of emergency/long-term financial resources to ensure a continuity of the HNS s core structure and programs. 7) Participatory establishment of a sustainable plan for resource mobilization, involving Movement-wide components and incomegeneration experts. 8) Definition and management of a volunteering policy (including appeal, training, accountability, etc.) to frame and enforce volunteers mission and sense of ownership. Issues tackled Main Learning topics RECOVERY IN URBAN SETTINGS Urbanization creates spontaneous, unplanned, unregulated, densely populated, high-risk informal settlements with vulnerable populations. Urban environments are complex and there is a lack of specific experience and expertise around recovery in urban settings. Considering that more disasters will happen in the urban setting, urbanization needs to be made more prominent in our strategic planning and operations and to draw lessons from Haiti response in the capital city of Port-au-Prince for the next time. If there is a difference between recovery in rural and urban settings, what is it? Is urban recovery difficult, and if yes, why? What are the specific urban challenges and how can we address them? Key outputs Ø Planning and Leadership -> Are we sure program planning takes into account a completely holistic project management cycle and is lead appropriately by senior management? 12

13 discussed Main Lesson Main Actions proposed Ø Project Implementation -> Are the appropriate needs, capacity gaps, solutions and resources identified to implement the projects? Ø Participation -> How can both formal and informal stakeholders be fully integrated into programs? CONSIDER URBAN SPECIFICITIES AND DYNAMICS 1) Promotion of an integrated relief/recovery urban response to ensure response phases increase overall positive impacts (e.g. ERUs to be properly informed on the issues faced in the recovery phase and trained to take those into consideration when deploying). 2) Recruitment of urban risk reduction/urban response specialists with strong management skills ready to be deployed with immediate action and longer term plans. 3) Advocacy for the provision of directions and vision for the city from governmental structures and local authorities to the humanitarian system at the early stage of emergencies (even ideally before), allowing to strengthen effective and efficient collaboration in times of crisis (e.g. rules of law such as building codes, land tenure and cadaster issues, etc.). 4) Integration of sectors and streamlining of key issues such as VPMR and GBV, livelihoods and DRR in project cycle management tools, paying increased attention to city planning and overall resilience. 5) Advocacy by the RCRC senior leadership to other stakeholders (authorities, donors, etc.) on the lengthy process recovery and resilience takes in general and in urban areas specifically. 6) Constitution of teams of specialists presenting cross-cutting competencies or trained in the basics of other sectors for an increased relevance of programs (e.g. Livelihoods induction to Water & Sanitation or Settlement specialists; VPMR and gender-based violence (GBV) induction to Shelter specialists, etc.). 7) Increased working relations and experience-sharing with ICRC on issues such as dealing with gangs and understanding power structures in cities. Second Working Groups Session All working groups restitution videos can be watched on Fednet Learning Conference s page and on the IFRC Americas zone Office website. Issues tackled Main Learning topics discussed INTEGRATED APPROACH OF HUMANITARIAN ACTION Recent humanitarian crisis required large-scale responses implying diverse technical sectors and geographical areas, heterogeneous populations, etc. Developing a thorough understanding of complex dynamics became a major challenge in order to ensure quality and sustainability of interventions. In this context, an integrated approach was conceived in the view of providing adapted responses to complex humanitarian environments, seeking to better address beneficiaries needs compared to a standard project approach. Which practices derived from integrated approach would ensure durability of implemented projects as well as sustainable capacity building of targeted populations? Key outputs Ø Communication & Community Mobilization -> What are the specificities of integrated programs to foster community mobilization and communication systems? Ø Stakeholders and Partnerships -> Can inclusive participation ensure that our approach is integrated? Ø Management and Coordination -> How can management systems adapt to integrated approach and what are the core elements and benefits of such an approach? 13

14 Main Lesson Main Actions proposed PROMOTE INTERACTIONS TO ADDRESS NEEDS AND VULNERABILITIES IN A HOLISTIC MANNER 1) Identification of stakeholders and implementing partners and capacity assessment to be conducted by the HNS as lead RCRC actor in country will allow to determine cooperation agreements with these partners with pre-identified and adequately assigned responsibilities. 2) Harmonization of agreements and supporting tools to build effective partnerships and working relations with authorities and communities. 3) Development of standards or guidance for the set-up of community platforms and steering committees (e.g. inclusiveness, representativeness, local anchorage, etc.). 4) Integration of local and community structures and actors to lead monitoring and evaluations (guidelines and tools should reflect an increased role of and capacity-building for the community to take an active role in such activities). 5) Positioning of the HNS in the heart of the community mobilization process (HNS to lead integrated programs steering committee with authorities and community leaders; implementation to be jointly designed and conducted between HNS and RCRC partners). 6) Increased attention on transversal management and interdisciplinary capacity-building of staffs, allowing for stronger internal collaboration and coordination, decision-making, etc. Issues tackled Main Learning topics discussed Main Lesson Main Actions proposed UNDERSTANDING OF THE LOCAL CONTEXT & COMMUNITY APPROACH Beneficiaries are at the heart of Red Cross Red Crescent interventions. We are striving to respond to their needs in a participatory way to enhance their ownership of the interventions that are (or should be) designed with them and for them. However, unexpected negative effects or failure in humanitarian action should be anticipated. How do the habits and perceptions of the people and communities with whom we work affect the way we implement projects? And to what extent does it affect the way people and communities are implicated in project design and implementation, hence strengthening or threatening the success of these interventions? Key outputs Ø Knowing beneficiaries -> To what extent does the RCRC knows its beneficiaries? Ø Local anchorage -> Do we really make the most of being the world s largest humanitarian network and of our local and communitarian anchorage? Ø Ownership -> How can the RCRC increase the ownership of its projects and programs by the local population? THINK LOCALLY AND TRUST BENEFICIARIES 1) Revision of the project management cycle to reflect the requirements for sound participatory and community approaches: the revision should include concrete steps/actions that project managers must take at each point in the project management cycle, as well as training opportunities to increase their capacities to implement this project management cycle. 2) Allocation of appropriate time and space for the adaptation of tools and methodologies to the specific targeted community at the very beginning of the project cycle (e.g. CBHFA, VCA, PASSA, PHAST, etc.) ensuring projects are socially and culturally appropriate. 3) Inclusion of, or development of partnerships with, anthropologist/sociologist experts to review RCRC community-based tools, to create new tools (i.e. emergency requirements checklist), to be 14

15 deployed in emergency/recovery assessments, to conduct assessments and diagnosis, etc. 4) Shift in emergency/recovery assessments and project planning to the local population: this could include developing a guideline for field operations 5) Identification of options/choices to be given to local population in relation to RCRC programs (e.g. cash transfers CTP vs. in kind donations; provision of technical support and cash grants for reconstruction vs. RCRC constructing shelters). 6) Knowledge development of RCRC staffs and volunteers on social sciences processes and methods, including trainings on the use of community-based tools, community engagement processes, community mobilization methods, etc. 7) Advocacy and provision of support to NSs for the development of community profiles prior to the occurrence of disasters, uppermost in vulnerable areas (profiles should include demographic, social, economic and cultural information as well as a preliminary identification of local capacities, influences, etc.). Issues tackled Main Learning topics discussed Main Lesson Main Actions proposed MANAGEMENT OF A CRISIS WITHIN A CRISIS In its response to the 2010 Haiti earthquake, the Red Cross Red Crescent Movement deployed considerable resources to address the needs of the hundreds of thousands affected and displaced persons. In a country like Haiti where pre-existing vulnerabilities were exacerbated by the disaster, the Red Cross Red Crescent found itself being confronted with tremendous challenges to mitigate the risks of an even greater catastrophe, preparing for the rainy and hurricane season. In this context, amidst of the rainy season and 10 months after the earthquake, a cholera epidemic struck Haiti. How did the Red Cross Red Crescent manage this situation, and what lessons can be drawn from this experience? Key outputs Ø Preparation -> How can the RCRC better anticipate the next crisis while responding to the first one? Ø Long-term perspective -> How do we efficiently combine a new emergency response and immediate results with an already advanced recovery response and more sustainable achievements? Ø Procedures -> How can we find the right balance between emergency and recovery procedures? BE READY TO RESPOND ENSURING BUSINESS CONTINUITY 1) Preparation and regular updates of contingency planning and available resources estimations of RCRC components active in vulnerable areas to foster preparedness and readiness to deploy. 2) Systematization of SWOT analysis of stakeholders, including their capacities and vulnerabilities, including Movement components, leading to the establishment of preliminary agreements for action. 3) Preparation of business continuity plans to ensure adequate and balanced use of resources, especially in countries/areas where environmental or sanitary risks or sudden crisis constitute additional threats to the implementation of other core programs and activities. 4) Enhanced capitalization and sharing of knowledge, practices, tools, technical solutions, etc. to inform and support the effectiveness, efficiency and timeliness of additional crisis responses. 5) Definition and dissemination of emergency vs. normal procedures application criteria, especially in the case of mega-disasters or multiple disasters, with clear timeframes and identified responsibilities for the 15

16 Issues tackled Main Learning topics discussed delivery of services under each procedure. 6) Clear identification of which emergency procedures (e.g. procurement, staff recruitment and hiring, etc.) apply in the context of new crisis within a crisis. HUMAN RESOURCES MANAGEMENT IN RELIEF & RECOVERY OPERATIONS Large-scale emergencies affect tens of thousands of people who are counting on humanitarian professionals, volunteers or provisional workers to help them recover and rebuild. These helpers have to be recruited and given contracts, tasks, etc. Yet for some reason the people management aspect of emergencies has been receiving little attention, with sometimes unintended after-effects following humanitarian organizations for a long time, sometimes severely affecting their reputation. Many people now realize that the Human Resources (HR) profession has a prominent role to play in emergencies, but also in the transition phase to recovery and in planning exit strategies. Managing HR haphazardly and ad-hoc can damage the efficiency and effectiveness of an operation. A professional HR input early in an emergency helps, and the Haiti Operation taught us several lessons in that respect. What is specific about the role of HR in emergencies? How can we make HR management systems more efficient and really supportive to operations? Key outputs Ø Recruitment -> How can the RCRC undertake qualitative staff identification in outstanding emergency situations? Ø Talent retention -> How can we attract the best qualified and skilled staff and keep them on board? Ø Make the most of local capacities -> How do we make sure our HR policies take into consideration and enhance local capacities? Main Lesson Main Actions proposed SET-UP SOLID HR STRUCTURES, SYSTEMS, PROCESSES AND TOOLS FROM THE VERY BEGINNING OF OPERATIONS 1) Deployment of a highly qualified HR team member as part of FACT and filling-in of HR coordination position at the onset of a response operation: definition of deployment conditions and assignments, including notably to set-up systems according to the national Labor Law. 2) Advocacy for HR cluster and RCRC HR coordination mechanisms in large-scale emergency operations to align salary grids and standardize tools, recruitment procedures, etc. 3) Improvement of HR planning and management systems and procedures to ensure timely recruitments of skilled staffs. 4) Certification of standardized competencies across the different RCRC components through increased (e-)learning opportunities and effective access to these (time, language, etc.). 5) Recognition and constitution of new competencies rosters in areas of Urban Recovery, Community approach, etc. 6) Balancing of power on recruitment panels (hiring manager vs. technical manager) to improve the quality of recruitment (tests, references, etc.) and performance management. 7) Provision of specific support to the HNS for the management of increased volumes of staffs (e.g. via embedded delegates). 8) Increased induction and sensitization of national staffs on the RCRC voluntary service principle to encourage the creation of volunteers pools as a long-term strategy for human resources capacities retention. If we want to maintain our relevance as an organization in this world, the investment in volunteering development is a must and requires strong decision-making regarding what kind of volunteering organization we want to be. Director of IFRC Americas Zone Office Wrap-up session 16

17 Third Working Groups Sessions Learning All restitution videos can be watched on Fednet Learning Conference s page and on the IFRC Americas zone Office website. STRATEGY & ACTIONS TO SUPPORT A FEDERATION-WIDE LEARNING CULTURE Issues What are the Learning Strategy / Framework / Policy that we want to design tackled and implement and what is the Learning Culture 5 we want to have and convey throughout the organization? What actions do we need to undertake to ensure that 1) management and leadership, 2) resources and technology, 3) systems and structures are supportive to these Learning Strategy / Framework / Policy and Culture? Key outputs Ø Key characteristics of an organization that has a successful learning culture: Learning space: provide time and space to ensure that learning opportunities are seized individually and collectively. Let s do it attitude: do not only talk about learning but actually implement it and the proposed actions. Leadership : it is the individual, collective and senior leadership s responsibility to encourage and create space for learning. Linkages: learning is about people and encouraging strong people relations, in addition to technologies. Ø Obstacles to a successful learning culture: Limited fundraising and investment in learning Limited use of the learning platform and technologies Lack of commitment by the organization for learning Unclear learning goals and differing priorities/needs/opinions between departments and sectors General fear of change Ø Actions to overcome these obstacles: It is not the same thing to have twenty years of experience than to have one year of experience, and nineteen of doing the same mistakes. Conference facilitator Mobilize more staff exchange (e.g.: expend the Federation internship program) Mobilize and raise funds for learning activities Have learning sponsors i.e. people in the organization that champion learning Make plans for learning to be fully endorsed by the leadership Issues tackled MONITORING MECHANISMS FOR THE INSTITUTIONALIZATION ROADMAP Discussions held in the first and second working groups sessions allowed to identify some concrete actions to form an integral part of an Institutionalization Road Map that will guide the incorporation and application of Haiti Operation main lessons. What are the monitoring mechanisms to be put in place to ensure the proposed actions are actually undertaken? What are the mechanisms to ensure the knowledge from Haiti Operation is incorporated into the way we work and given shape in the next crisis the Red Cross Red Crescent will be responding to? How will we measure the successful achievement of this Road Map? 5 A SWOT analysis of IFRC s learning institutional and organizational learning and performance was conducted during the 1 st Learning Conference. The results of this exercise are available in the report from that Conference (p.12-13) available on the Learning Conference page on Fednet. 17

18 Key outputs Ø Key actions and products for an effective monitoring: Consolidation of the Institutionalization Road Map with realistic and feasible actions, timeframes, deadlines, responsibilities (names/positions). Elaboration of a M&E plan with performance indicators, means of verification, deadlines, responsibilities (names/positions). Constitution of a Monitoring Committee, composed at two levels: ü ü Strategic Level: high level strategic and institutional group Operational Level: ideally lead by the Head of Learning & Research in Geneva Definition of a Communication Plan allowing to inform Conference participants, senior managers and program implementers across the organization on the achievements, the changes, the impacts using the relevant platforms and channels. Elaboration of a Funding Plan to ensure the continuity of the Learning process, its monitoring and the implementation of the Road Map (sell the Learning process as a product). Adaptation of Performance Reviews/Appraisals to ensure the persons in charge (agents of change) have actually made Learning and Institutionalization a part of their objectives and daily work. LESSONS INSTITUTIONALIZATION WITHIN HAITI OPERATION AND THE HAITIAN RED CROSS Issues How can we achieve a sound integration of the lessons learnt from the tackled operation into the Haitian Red Cross, what responsibilities should be assumed by Movement components and by the Haitian Red Cross itself to support such integration and make it a real support to its fulfilling its mission in the longerterm? It is of utmost importance to identify the different options to ensure that the results from this 2 nd Learning Conference are actually shared in Haiti, with the volunteers, national staffs and delegates, in an accessible and participatory way that will enhance ownership and a sense of responsibility and willingness for everyone to integrate the lessons and recommendations. Key outputs Ø How can PNSs and the Movement in general support the HNS to implement lessons learnt into its own organization? Ø How can we develop a culture that will allow to have these recommendations and lessons learnt actually applied at operations, management and governance levels? At operations level Ensure volunteers receive the best education, adequate trainings and thorough induction from the RCRC to be in measure to apply lessons and recommendations in their work. At management level Ensure managers understand SOPs and adapt them to their direct/to the local work environment for an effective and efficient application of the underlying lessons. At governance level Provide adequate support to the HNS in its executive auxiliary work, reinforcing its capacity to advocate, convince, push the national legislation, local authorities, etc. to allow for these lessons to be effectively applied in the country. At all levels Strengthen working relations and collaborative partnerships with neighbor HNSs, PNSs, regional offices, the wider humanitarian systems, etc. for better results and improved performance. 18