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Teamwork for Integrated Emergency Management (TIEM)


The objectives for the course are:

• To be able to understand, assess, and manage risk to cultural heritage sites,

specifically as it relates to the participants' institution and region
• To identify methodologies for risk and vulnerability assessment
• To develop and implement emergency preparedness plans and strategies for
before, during, and after an emergency
• To create professional and technical alliances with local/national/regional
emergency preparation and response providers
• To create public awareness and social, political, and economic support .

Course Methodology
Teamwork for Integrated Emergency Management is a three-phase course that spans
an approximately eight-month period of collaborative learning and capacity building.

The First Phase of Teamwork is a two-week workshop carried out on a regional basis.
Programme topics for the first phase include:

• Module 1-Introduction
• Module 2-Risk Assessment
• Module 3-Emergency Planning
• Module 4-Risk Mitigation
• Module 5-Emergency Preparedness
• Module 6-Response and Recovery Procedures

The goals of Phase 1 are to provide a foundation of knowledge in risk assessment,

emergency preparedness, and response. The collaborative activities of the workshop
are also intended to create a sense of community and common purpose amongst
participants, allowing them to sustain the momentum of learning and practice
throughout the programme.

Phase 2 is a seven-month distance learning period during which participants, working

in their own institutions, follow a programme of practical work that takes them
through the processes of a museum risk assessment and the basic steps of an
emergency plan. The Phase 2 work assignments are designed to allow participants to
pursue their other job responsibilities at the same time.

At the end of this seven-month period of active learning, participants take part in
Phase 3, a follow-up workshop, in order to review progress and gain additional
information and support from their colleagues.

At all stages of this learning and work process, participants are able to share their
experience with their regional colleagues and be guided by teachers and mentors
with experience in risk assessments and emergency planning within museums.

Team Teaching strategy and curriculum

Team Teaching Strategy

Because risk management itself requires interdisciplinary team work on the part of
museum personnel, emergency professionals, and community interests, instructors,
and mentors will likewise work within a collaborative interdisciplinary framework
when developing the specific teaching and learning goals, content, and methodology
of the curriculum. A 'team teaching' approach figures into both classroom-based
teaching and the distance mentoring elements of the course. For the course, team
teaching will allow each section of the course to draw upon the expertise of several
instructors with complementary expertise. It is also a useful way to demonstrate
cooperation, negotiation, and teamwork methods that can be applied to real life


The topics that will be covered by the TIEM curriculum will elucidate the intellectual
and practical processes that museum personnel pursue in the course of developing
integrated emergency management for an institution. The curriculum will take into
account the fact that institutions have differences in resources, size, culture,
traditions, etc. Teaching will therefore emphasize how museum teams can adapt
approaches to integrated emergency management to their particular situations.

These are the curriculum topics that have been considered for the first pilot course
launched in Asia in August 2005, that, according to different context and regions, is
intended to be adapted and modified:

• introduction to the concept of integrated emergency management addressing

museum buildings
• collections and institutional operations
• terminology and definitions
• integrated emergency management process/cycle
• different types of risks and their nature
• risk analysis exercise
• methodologies for risk and vulnerability assessment
• risk perception
• creation of professional and technical alliances with local/national/regional
emergency preparation and response providers
• creation of local support and alliances: social, political, economic
• development and implementation of emergency plans and strategies before
the emergency (prevention and mitigation), during the emergency (response
actions), and after the emergency (recovery)
• risk transfer: insurance consideration for museums
• building maintenance strategies
• techniques for handling the collections
• aids for emergency response planning
• local tradition(s) for the mitigation of risks

Specificities of the TIEM course

The partners tried to develop a course which could offer something different and/or
complementary to other training offered on the same subject. For the time being,
some specificities have been identified, which give the TIEM course its "raison d'être"
towards the protection of cultural heritage:
Regional approach: South Asia, Southeast Asia and East Asia
This pilot TIEM course has been launched in Asia. Being a large and complex region,
it has turned out to be a perfect ground for testing the TIEM approach. The language
diversity has been transformed from an expected communication difficulty into an
asset for the development of meta-communication tools such as hands-on exercises,
mock exercises, simulations, illustrated case studies, etc.

Respect for local traditions

The TIEM approach emphasises the importance of respecting local traditions in risk
management. Throughout the whole course, traditional-and sometimes forgotten-
mitigation measures to manage risks will be identified, collected, and discussed. At
the end of the course they will be diffused at an international level.

Participation of two universities for local development and diffusion of

training methodology
In order to spread out the TIEM course approach and methodology at national and
regional levels, two universities have been invited to participate during the duration
of the course. By being training institutions, they will be able, during the overall
process and for the final evaluation, to contribute to the improvement of the
programme by identifying lacunas in the curriculum topics and the general course
approach and by giving more emphasis to the local geographical and cultural

Participation of two institutions from another country outside Asia

The participation of two institutions from another country outside Asia, in this
particular case from Canada, has contributed to an extra-regional dialogue and to
the identification of some issues that are common beyond borders and can be
approached in different ways in the risk management field.

Diversity among the participating museums

The participants of the course are institutions rather than individuals in order to
obtain a major local sustainable effect and to implicate the trained institutions in
training other museums in the same region.
The participating museums are all national museums with many common issues to
manage in spite of their diversity: different types of collections (natural science, fine
arts, ethnographic…); different socio-economic backgrounds; different sizes of staff
members; different organisational frameworks; different kinds of museums
(university, eco-museum, etc.); different building compositions (one single building
to many differentiated buildings); different ages of the buildings (recent to modern
or historic houses…)

Teamwork in the participating museums

Each participating museum creates a team of people who will act as the risk
management committee. This committee should be composed of people who
represent the main functions of the museum. They, in turn, will put together teams
with responsibility for safety/security, collections, the buildings (including its systems
and equipment), and administration/records.

Team of instructors: multidisciplinary, intercultural, etc.

Teachers for the workshops include professionals from the heritage and security/risk
management fields coming, especially but not exclusively, from the region where the
training activity has been put in place. Instructors for the TIEM course are specialists
with substantial experience in one or more of the topics covered by the curriculum.
Instructors associated with the Asia Disaster Preparedness Center are joined by
colleagues with experience in integrated emergency management for museums and
other types of heritage. Instructors and mentors with museum expertise are largely
drawn from ICOM International Committees for Security and Conservation. The
course's team of instructors therefore combines a range of experience, reflecting
regional as well as international perspectives and practice. Some participants of the
course organised in Asia could become instructors in a next course organised in
another region of the world.

Course facilities during the course

During the phase 1 workshop, a "MEP Library" was at the disposal of the participants
with specialised literature and examples of Emergency Plans from all over the world.
Instructors, mentors, and participants also have access to the MEP online project
bibliography, which includes citations of publications (in either print or web-format)
on various aspects of integrated emergency management. The bibliography has been
helpful to MEP partners and instructors in identifying a selected 'shelf list' of key
publications and other didactic resources for reference and/or teaching. The MEP
Bibliography is available on the Getty website (
The Teamwork for Integrated Emergency Management course web site-accessible to
the partners, instructors, and participants-has been set up to support the work of the
second phase of the course, serving as an important means of exchanging

Duration: 8 months through a combination of workshops and distance mentored

learning Acquiring knowledge and skill in integrated emergency management is a
long-term process that cannot be effectively supported through short courses or
workshops. For this reason, the TIEM curriculum is realized through an eight-month
course that combines two classroom-based workshops with a program of coordinated
and mentored capacity-building activities that is pursued by participants within their
own institutions. These activities allow participants to engage in the processes
associated with integrated emergency management, and to adapt, put into practice,
and test locally the various ideas and information presented during the workshops.
Throughout all phases of the courses, participants maintain contact with other
colleagues, particularly those who may be able to provide support through advice or
mentoring. This particular educational model will allow the heritage personnel who
participate in the TIEM course to gain knowledge, skill, and confidence within a
framework of increased thinking and problem-solving over time.

Theory, case studies, hands-on exercises

The Teamwork for Integrated Emergency Management curriculum is realized through
a combination of classroom-based teaching, mock exercises, and hands-on activities,
with distance learning and practical work that will be carried out at participants' own
institutions. The curriculum engages participants in the processes associated with
various aspects of integrated emergency management and allows them to adapt and
implement locally sustainable approaches to emergency preparedness. Participants
gain experience performing an institutional risk assessment, forming contacts with
emergency and security personnel, and developing an emergency plan corresponding
to the specific situation of the institution.

A national museum used for mock exercises, handling, etc.

The TIEM course has been conceived with the underlying idea of having a museum,
or part of it, available for use for the total duration of the training, including
beginning and ending workshops. During the distance mentoring phase, each
participant has his/her own museum available for use in risk assessment and other

Integrated approach
The TIEM curriculum has been developed considering all the aspects that are
associated to museum risk management, such as: the local landscape and
environment, the building, the premises, the staff, the public, the stakeholders, the
decision makers, and the collections.

Community involvement
Whether in a museum or another site within a community, the protection and
security of cultural heritage will be the responsibility of a diverse group of people
both within and outside of the institution. These include personnel responsible for
administrative, technical, and support duties, as well as local, national, or regional
emergency responders (i.e., fire and rescue departments, regional emergency
prevention units, the Red Cross, etc.), and various community 'stakeholders'. The
alliance of these groups of individuals is critical to the creation of viable and
sustainable integrated emergency management strategies for cultural heritage.
Therefore, while the TIEM curriculum will be developed primarily for the training of
museum personnel, it intends to bring them into contact with other cultural heritage
and emergency professionals as well as community representatives with whom they
must engage.

Upcoming Teamwork for Integrated Emergency Management Courses

After a successful regional TIEM project in Asia in 2005-2006, the target region for
TIEM 2007-2008 is South Eastern Europe, and especially the following countries:
Albania, Bulgaria, Bosnia & Herzegovina, Croatia, Macedonia, Montenegro, Moldavia,
Romania, Serbia, Slovenia. The Section of Museums and Cultural Objects of the
Division of Cultural Objects and Intangible Heritage of UNESCO is supporting the
initiative in the region.