Section 5 - Orientation, training and briefing

It is good practice to provide thorough training, briefing and orientation in all relevant areas. The whole family should be involved and areas specifically relevant for parents and children covered. Training methods and timing of training should be carefully chosen [i] so training is not rushed and personnel are not overloaded with too much information at any one time.

Good practice includes:

5.1 Briefing about the sending organisation including

• An introduction to the values, vision, mission and structure of the sending organisation
• A report of how and where the sending organisation works
• An explanation of policies and procedures, including child protection [ii], evacuation policy, grievance procedures and disciplinary procedures, with personnel signing an agreement to adhere to these policies
• Access to an up-to-date handbook covering all key issues

5.2 Briefing about the work and role, including

• A clear job description where possible. Where that is not realistic, an outline of the expected work, with clear indications as to the level of uncertainty which exists and the need for flexibility
• Information about the project and their role
• Information on the team and relevant related issues
• Information on lines of accountability
• Discussion about how to keep a life-work balance covering areas such as adequate time off, holidays, leisure and rest [iii]

5.3 Briefing about the environment and the culture, including

• Specific information on the country and culture where personnel will be based
• Training on working in a cross-cultural context [iv]

5.4 Safety and security briefing and crisis contingency planning [v]

• Ensuring that policies and procedures relating to possible crises are in place and communicated. These should take as a basis the Global Connections ‘Guidelines for Crisis Management and Prevention Including Working in High Risk Areas’ and include contingency plans related to threats to security; evacuation; kidnapping; breaking bad news; death; serious injury; illness and other traumatic incidents
• Briefing personnel about safety and dealing with crises and danger
• Making sure insurance adequately covers the area visited and any possible crises [vi]
• Ensuring personnel have access to necessary funds in case of an emergency
• Keeping photocopies of passports, travel tickets and insurance details in a secure location known to a key contact
• Encouraging personnel to appoint a power of attorney and keep an up to date Will, covering key issues such as funeral arrangements and guardians for children
• Encouraging personnel to inform a nominated emergency contact person and their sending organisation about such arrangements and the location of their Will
• Taking particular care when assignments are in restricted access countries, informing personnel about how much information they should give others, and other precautionary procedures

5.5Health [vii] and stress management briefing

• Providing health briefing from medical professionals experienced in travel medicine [viii]
• Allowing sufficient time before departure to obtain necessary vaccinations and medications
• Providing HIV awareness and training, including guidelines about access to Post Exposure Prophylaxis (PEP) [ix]
• Ensuring access to first aid kits including needles and syringes, essential medical supplies, a travel health manual and /or membership of an accredited internet-based information service [x]
• Recommending that personnel know their blood group
• Providing training in first aid, where necessary
• Ensuring that personnel have adequate health insurance, and a health plan for any medical attention they may require while overseas
• Providing adequate briefing on stress management [xi]

5.6Spiritual preparation [xii]

• Helping personnel prepare spiritually so that they can grow while they are away from their usual support and resources
• Considering whether personnel should be offered additional theological training
• Considering how personnel can maintain spiritual vibrancy especially when local fellowship appears inadequate or absent [xiii]

5.7Training in leadership, team building and relationship skills

• Identifying potential leaders and providing training in leadership skills [xiv] as appropriate
• Offering training in team [xv] and relationship [xvi] issues, such as team dynamics, multi-cultural teams; conflict resolution, mediation, personality differences, and differences in theological viewpoints, forms of worship and learning styles

5.8Specific preparation for single people, couples and children

• Encouraging married personnel to maintain a fulfilling marriage and both single and married personnel to develop a network of supportive relationships. Useful tools might include books; courses; conferences; retreats; holidays; and meeting with a counsellor, spiritual director or mentor to review their specific and changing needs [xvii]
• Offering children age-appropriate information and training about the new culture and customs [xviii] and help in preparing for this major transition
• Encouraging parents to read relevant literature relating to Third Culture Kids (TCKs) [xix], for their own understanding and in order to help and support their children
• Alerting parents to the challenges of parenting in a cross-cultural context
• Agreeing a plan of support when concerns have been identified
• Discussing and drawing up long-term education plans for children

5.9Preparation relating to the extended family or nominated contact

• Providing opportunities for the extended family to be briefed, explaining policies clearly to them and ensuring they are aware of how they can communicate with the sending organisation and supporting church
• Ensuring that the sending organisation and supporting church are aware of any relevant issues among close friends or the extended family and discussing arrangements for compassionate leave, including funding for visits home
• Helping personnel to keep in regular contact with their support network
• Ensuring arrangements are in place for contacting next of kin or other nominated person in cases of emergency

[i] For teaching methods, see Learning to listen, learning to teach by J Vella and for learning styles, see www.nwlink.com/~donclark/hrd/styles/honey_mumford.html.

[ii] See www.globalconnections.co.uk/standards

[iii] See Work-life balance: guidelines for the aid sector by T Lankester and Supporting staff responding to disasters: recruitment, briefing and on-going care by D Lovell-Hawker available from www.peopleinaid.org

[iv] Books include The art of crossing cultures by C Storti and Foreign to familiar by S Lanier. College courses include “Across the cultures” (Redcliffe College www.redcliffe.org) and “En route” (All Nations Christian College www.allnations.ac.uk). The enroute course is available as an online resource www.allnations.ac.uk/index.php?pageid=138&section=Studying

[v] Good resources include: