Module 4: Multidisciplinary Team Management

Individual Study Notes

By Luna Maria Uriel M. Nunez
5 AB DS - 183543
Tags: dynamics of multidisciplinary organizations in systems thinking, planning, designing of actions, implementation and continuous learning

Modified: Mar 8, 2023

Competence Area & Learning Outcomes

3: Develop systems thinking in analyzing and evaluating multidisciplinary
approaches to humanitarian assistance
3.1 Learning Outcome 1 (Knowledge): Identify success indicators for the
multidisciplinary interventions used in illustrative humanitarian cases.
3.2 Learning Outcome 2 (Skill): Assess the level of effectiveness of
interdisciplinary interventions and expertise applied in illustrative
humanitarian
cases
3.3 Learning Outcome 3 (Attitude): Practices openness in improving the
weaknesses of some applied multidisciplinary approaches in the
illustrative
humanitarian cases
Activity
1. Formulate strategic goal for each cluster of services based on your identified
desired outcome/s
2. Identify the different professions needed for each type of service/assistance
needed, that will compose the multidisciplinary team.
3. Assign role/position for each profession identified to compose the
multidisciplinary team.
4. Identify discipline -based functional knowledge and skills on account of their
respective assigned role/position.

Case: Taal Eruption January 2020

Cluster: Education

Desired Outcomes Strategic Goal/s Professional/s Role/Position of Discipline-Based Discipline-Based Humanitarian

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 needed Professional/s in the Team Knowledge Skills Professional Traits

Strategic Goal 1: Social Workers Coordinate and ensure that Crisis Reflexive, Goal oriented,
children will have appropriate Management, Coordinated, great
The clusters must [Humanitarian and sufficient means (e.g. Needs Sensitive, communication
ensure access to Response Cluster temporary learning spaces, Assessment Communicative, skills, responsible
quality education for on Education educational materials, WASH Goal-oriented, professionalism,
all children affected (Department of and health facilities, safe Accountable results-driven,
by the crisis. Education and spaces) towards transitioning goal-oriented,
Education educational processes of Prepared
Clusters)] children from camps as well as
in transferring to other
educational institutions

Children and minors

Policy Officers Policy-making, Coordination for Coordinated, can
affected by disasters
intraorganizational policy making, prioritize, decisive,
are provided with
Relationships, Detail-oriented critical thinking,
transitionary resources
Needs results-driven
to sustain learning
Assessment
processes important to
educational
development

Local Teachers and Giving assistance on the Child Education Communicative, Prepared, can
Education front-line of many Sensitive, Results prioritize, great
Professionals (e.g. humanitarian education oriented, Process facilitator, great
Training projects and bridge between oriented communication
coordinator for HREC and local communities skills,
education in crisis)

2
 Logisticians Overseeing the supply chain Resource Coordination, Coordinated,
for temporary learning spaces Management Accountability, goal-oriented,
and ensuring that every minor Resourceful, results-driven
and adolescent receives their Efficient
supplies in a timely manner
(e.g. including setting up
temporary learning spaces,
rehabilitating damaged
schools, or constructing new
ones)

MEAL Officers and Supervisor for temporary Monitoring and Attentive, Can prioritize,
Camp Manager learning spaces and spaces of evaluation, Communicative, open-minded,
children Development Intrapersonal Skills, communication
Reporting Detail-oriented, skills, intrapersonal
Reflexive relations

Strategic Goal 2: Local Government, Responsible for coordinated Crisis Policy, Goal oriented,
Department of protection of children from Management, Coordination, results driven, open
Safe and protective Education, danger zones and Monitoring and Communication, minded,
learning DOST/NDRRMC, strengthening partnerships Evaluation, Accountability communication,
environments, with local communities, Development, responsible
including schools and government agencies, and Protection professionalism,
other learning spaces other stakeholders in decisive, make no
that are free from response to the disaster excuses
ashfall, toxic gases,
and other hazards Camp Managers Monitors safety in evacuation Crisis Crisis management, Prepared,
related to the disaster zones and temporary learning Management, resourceful, coordinated,
must be provided. spaces, ensures safety and Monitoring and efficient responsible
security in temporary living Evaluation professionalism
and schooling zones
Protection Officers Protection, Detail oriented Prepared,
Monitoring and coordinated, make

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 Evaluation no excuses

Strategic Goal 3: Cultural Mediator, Monitors that delivery of Crisis Detail- Oriented, Great Facilitator,
Local communities MEAL and Training needed resources for Management Reflexive, Open-Minded, Goal
and government Officers education and child safety and Advising and Communicative Oriented, Can
partners shall be recovery are context specific Coaching Prioritize
coordinated with to and all citizens concerned are
ensure that education identified
responses are
context-specific and
tailored to the
specific needs and
challenges faced by
affected populations.

Strategic Goal 4: Department of Recognized the emotional Policy, Crisis Reflexive, Open-minded,
Education, UNICEF, impact of the disaster on Management, Communicative, great facilitator,
Identify and track Local Government, children and teachers and Advising and Intrapersonal skills can prioritize,
Child development and children affected by Social Workers aimed to provide psychosocial Coaching, Goal-oriented, responsible
social integration is disaster and support to help them cope Documentation, Policy, Coordinated professionalism,
ensured through the separated from their through the provision of Needs able to deal with
provision and families and provide counseling services and assessment stress, coordinated
identification of PSS and emotional training for teachers on how to
psychosocial support and health services to support children's emotional
services (PSS) for children. needs
children, as well as set
up of safe and collaborate with other
child-friendly spaces humanitarian actors, such as
where children and mental health professionals,
adolescents have social workers, and community
opportunities for safe leaders, to ensure a
play, recreation and coordinated and
non-formal education comprehensive response to
children's emotional needs

4
Psychologists Provides psychosocial Psychology, Accountability,
support Emotional Reflexive,
Processing, Communicative,
Psychoanalysis Sensitive

Physicians providing emergency care, Health Accountability,

creating treatment plans for Detail-oriented,
illnesses, and establishing results driven
health programs for affected
children

Education Support initiatives for Needs Reflexive,

Professional/Local children's emotional needs. Assessment, Child Intrapersonal skills,
Teachers This can include training on Care Sensitive, Child
topics such as Care, Process
trauma-informed care, oriented
psychosocial support, and
self-care for children and also
in coordination with their
families