STM Military Expert On Mission

Introduction to UN Pre-deployment Training Standards for Military Experts on Mission Pg.
Introduction to UN Peacekeeping Pre Deployment Training

Standards, Specialized Training Modules for Military Experts
on Mission 1st edition 2010
Table of Contents
Table of Contents..........................................................................................................1
Introduction and Rationale ............................................................................................2
Target audience ............................................................................................................2
Aim................................................................................................................................2
Training Objective .........................................................................................................3
Course contents............................................................................................................3
Duration and timing of the course: ................................................................................4
Methods of Training and Evaluation:.............................................................................4
Contact Person .............................................................................................................4
Future Updates .............................................................................................................4
Acknowledgements.......................................................................................................5
Annex A. Course specifications ....................................................................................6
Core Pre-deployment Training Materials ......................................................................6
Unit 1 A Strategic Level Overview of UN Peacekeeping...............................................6
Unit 2 the Establishment and Functioning of UN Peacekeeping Operations ................6
Unit 3 Effective Mandate Implementation .....................................................................7
Unit 4 Standards, Values and Safety of UN Peacekeeping Personnel .........................8
Specialized Training Material for Military Experts on Mission ..................................... 10
STM: MEoM Unit 1: Investigation, Verification and DDR ............................................ 10
STM: MEoM Unit 2: Mediation, Negotiation and the Use of Language Assistants...... 11
STM: MEoM Unit 3: Liaison and Media Relations....................................................... 11
STM: MEoM Unit 4: UN SOPs for reporting, correspondence drafting and briefing
techniques................................................................................................................... 12
Course Infrastructure/Resource Requirements Check List……………………..……….13
UN Peacekeeping PDT Standards, Specialized Training Material for Military Experts on Mission 1st
Edition 2010
Pg. 2 Introduction to UN Pre-deployment Training Standards for Military Experts on Mission
Introduction and Rationale

1. Current UN peacekeeping missions, especially those mandated to address
multidimensional challenges in a deteriorating or fragile security environment, present
complicated and often dangerous working environments for UN Military Experts on
Mission. Where there are insufficient UN or multinational security forces to establish a
safe and secure environment for the execution of the traditional roles of a Military
Expert on Mission (observation, monitoring, investigation, verification, liaison and other
tasks), these personnel are often reassigned to other roles within the mission that do
not require exposure to the insecure environment. Such situations will normally result
in critical gaps in the mission capability to gather information and liaise with actors on
the ground
2. In order to clarify the assignment of tactical level tasks for UN Military Experts on
Mission in peacekeeping missions, and facilitate the training of UN Military Experts on
Mission, this Training Standards provides an overview of the common and core roles of
UN Military Experts on Mission as described in several extant policy guidance
documents.
3. As the professional and personal requirements for successful work in a
peacekeeping operation are continuously increasing, Member States are mandated to
provide their selected military officers with the UN pre-deployment training standards
consisting of the Core Pre-Deployment Training Material (CPTM) and the Specialized
Training Material (STM) for Military Experts on Mission.
Target audience
4. This UN Pre-deployment Training Standards is targeted at all military personnel
selected by Member States to be individually deployed as Military Experts on Mission
in UN peacekeeping operations.
5. Military Experts on Mission are selected by the Member States and must satisfy the
selection criteria set by DPKO Office of Military Affairs (OMA). Military Experts on
Mission officers selected for service in a UN peacekeeping operation are expected to
be well trained, experienced and of the highest professional standards.
6. Training Standards for Staff Officers (SO) are provided separately.
Aim
7. The aim of the UN peacekeeping training standards for Military Experts on Mission
is to support pre-deployment training of military officers going to serve in UN
peacekeeping operations.
Edition 2010
Introduction to UN Pre-deployment Training Standards for Military Experts on Mission Pg. 3
Training Objective
8. The training objectives of the UN Pre-deployment Training Standards for Military
Experts on Mission are to generally prepare the participants for duties in a
peacekeeping operation so that they can:
• Fulfill military aspects of UN peacekeeping mandates in accordance with
DPKO/DFS principles and guidelines;
• Perform their military functions in an effective, professional and integrated
manner; and
• Demonstrate the core values and competencies of the United Nations.
9. The training is aimed to turn a capable and skilful military officer into a competent
peacekeeper.
Course contents
10. The course contents for the Military Experts on mission Pre-deployment Training
are based on the Core Pre-deployment Training Materials and Specialized Training
Material for Military Experts on Mission.
CPTM Unit 1 – A Strategic Level Overview of UN Peacekeeping
CPTM Unit 2 – The Establishment and Functioning of UN Peacekeeping Operations
CPTM Unit 3 – Effective Mandate Implementation
CPTM Unit 4 – Standards, Values and Safety of UN Peacekeeping Personnel
STM MEoM Unit 1: Investigation, Verification and DDR
1.1 Basic UN verification and investigation techniques
1.2 Verification of minefields, explosive remnants of war and crater analysis
1.3 Theatre weapons, vehicles and equipment recognition.
1.4 DDR processes.
STM MEoM Unit 2: Mediation, Negotiation and the Use of Language Assistants
2.1 Negotiation and Mediation
2.2 The use of language assistants
STM MEoM Unit 3: Liaison and Media Relations

3.1 Liaison
3.2 Interviewing techniques
3.3 Media relations
Edition 2010
STM MEoM Unit 4: UN SOPs for reporting, correspondence drafting and briefing
techniques
4.1 UN SOPs for reporting
4.2 Correspondence drafting and briefing techniques
For more a detailed description, please see the Course Specifications contained in
Annex A
Duration and timing of the course:

11. Military Experts on Mission Pre-deployment Training is delivered by Regional or
National Peacekeeping Training Institutes over a minimum period of three weeks.
Methods of Training and Evaluation:

12. Methods of training will be decided by the training staff. It is, however,
recommended that due attention is paid to principles of adult learning, guided by the
following:
• Adults are autonomous and self-directed
• Adults have accumulated a foundation of life experiences and knowledge
• Adults are goal-oriented
• Adults are relevancy oriented
• Adults are practical
The training sessions should therefore reflect these factors and be interactive; case
studies based and make use of the trainees’ experiences.
The UN pre-deployment training standards include a combination of methods, ranging
from knowledge-based areas (e.g. United Nations System) to skills-oriented activities
(e.g. Theatre weapons, vehicles and equipment recognition, Mediation, Negotiation
and the use of language Assistants), followed by questions, guided readings,
observations, online research, small group work, presentations, plenary discussions,
case studies, role plays and simulations.
Contact Person
13. Col David Caceres, caceresd@un.org
Future Updates
14. Because the aim of the aim of the UN Peacekeeping Training Standards for Military
Experts on Mission is to support pre-deployment training of military officers going to
serve in UN peacekeeping operations, ITS will ensure they are regularly updated to
reflect changes in UN peacekeeping policies and guidance. Any updates to different
units or sections will be posted and explained on the Peacekeeping Resource Hub
website (http://peacekeepingresourcehub.unlb.org). Instructors are encouraged to
check that site regularly. Approximately every two years ITS will also undertake a
Edition 2010
comprehensive review of UN Peacekeeping Pre-deployment Training Standards, and

the associated Core Pre-deployment Training Materials and the Military Experts on
Mission included in the Specialized Training Materials to ensure they meet the needs
identified in the Strategic Peacekeeping Training Needs Assessments
Acknowledgements
15. The ITS first words of gratitude are for General Patrick Cammaert and Mr. Adam
Day who jointly with the project leader after a thorough research and consultations
within the DPKO offices and peacekeeping missions in the field, drafted the Guidelines
on Roles and Training Standards for UN Military Experts on Mission that formed the
basis for the determination of the course scope.
ITS would like to thank the members of the Core Advisory Group (Farooque
Choudhury, Shayne Gilbert, Katja Hemmerich, William Stutt, Orisi Rabukawaqa,
Hawaa El-Tayeb, Jens Andersen and Terence Rolfe) who contributed with their
experience and provided the strategic direction of the project.
ITS would also thank the Department of Public Information (DPI), UN Mine Action
Service (UNMAS), and the relevant offices in DPKO including the Office of Military
Affairs (OMA) and the Disarmament Demobilization and Reintegration Unit of the
Office of Rule of Law and Security Institutions, for the constructive collaboration, which
have helped to ensure that the training material reflects the view of the United Nations
as a whole. ITS would also like to acknowledge the important contribution of the
Director of the Chilean Joint Peacekeeping Operations Centre (CECOPAC) who
collaborated providing the center’s facilities, instructors and participants for the piloting
course of MEoM. The valuable outcomes of that activity were incorporated into the final
text of the training materials.
The development of the training elements, i.e. the design, structure, educational
content, material slides and training activities was conducted with the invaluable work
of Colonel David Caceres, project leader.
ITS also wishes to thank the members of its Review Group (Michael Griesdorf RIP,
Zafar Ul-Haq, Karla Witte, Leonel Fuentes, Jonh Eric Jensen, Vanessa Kent, Rafael
Barbieri, Diego Mendieta, Anna Shotton, Reena Patel, Victor Briggs and Vicecomodor
Alejandro Gustavo Szejner the designer of the DDR training activity) who collaborated
in giving smooth language and cohesion to the course materials.
ITS would finally thank the Permanent Mission of Canada for making available the
Peace Support Operations Field Book Version 4—2008 of the Peace Support Training
Centre and Cedric de Coning for making available the Conflict Management for
Peacekeepers and Peacebuilders Handbook both transcendental publications and
must-read references in peacekeeping training.
Edition 2010
Annex A. Course specifications
Core Pre-deployment Training Materials

Unit 1 A The aim of this Unit is to provide a strategic level overview of UN
Strategic Level peacekeeping by familiarizing peacekeeping personnel with:
Overview of UN • The main United Nations (UN) bodies involved in UN peacekeeping
Peacekeeping • The different kinds of peacekeeping activities and peacekeeping
missions
• The key principles and ideals of UN peacekeeping and how to put them
into practice
• The qualities needed in UN peacekeeping personnel.
On completion of this unit participants will be able to:

Part 1 1. List the main bodies involved in UN peacekeeping
Introduction to 2. List the five types of peace and security activities used by the Security
UN Council
Peacekeeping 3. Explain the main differences between traditional and multidimensional
Suggested peacekeeping operations
Minimum Time
120 min
Part 2 1. List the basic principles of UN peacekeeping
Fundamental 2. Explain what is meant by the “credibility and legitimacy of UN
Principles of UN peacekeeping mission” and how peacekeeping personnel can support this
Peacekeeping in practice
3. Explain what national ownership means and why it is important to the
success of UN peacekeeping
Suggested
4. List the necessary qualities in UN peacekeeping personnel
Minimum Time
60 Min
Unit 2 the The aim of this Unit is to familiarize peacekeeping personnel with the process
Establishment for establishing a UN peacekeeping operation, strategic level direction of UN
and Functioning peacekeeping by the Security Council and Secretary-General and operational
of UN level structures of UN peacekeeping missions.
Peacekeeping
Operations Specifically, this section informs peacekeeping personnel on:
• how the Security Council establishes mandates for UN peacekeeping
operations and monitors their work;
• how the United Nations Secretariat transforms this strategic level guidance
into operational frameworks for peacekeeping operations and the roles of
different components in a mission;
• authority, command and control in UN peacekeeping operations;
• Mission management structures.
Part 1 1. Describe how the Security Council establishes a mandate for a UN
peacekeeping operation and monitors its implementation
The
2. Explain why all peacekeeping personnel must be familiar with the
Establishment &
mandate of their peacekeeping operation
Operationalizatio
Edition 2010
n of Security 3. Name at least three key documents which operationalize Security Council
Council mandates.
Mandates for
Peacekeeping
Operations
Suggested
Minimum Time
120 min
Part 2 1. Explain the relationship between the support and substantive components
How United of a peacekeeping operation and mandate beneficiaries
Nations 2. List at least four main positions of authority in a UN peacekeeping
Peacekeeping operation
Operations 3. Explain the main role of the military, police and civilian components of UN
Function peacekeeping operations
Suggested
Minimum Time
60 min
Unit 3 Effective
The aim of this Unit is to provide peacekeeping personnel with general
Mandate
knowledge on how peacekeeping missions can implement their mandates
Implementation
effectively.
Part 1 outlines the UN position (contained in Security Council resolutions and
UN policy) that conflict can only be addressed effectively when peacekeeping
operations ensure respect for international humanitarian law, human rights and
the rights of women and children in conflict. It then provides practical tools for
peacekeeping personnel to apply that knowledge in their daily work. Part 2
then familiarizes peacekeeping personnel with the key partners they must
engage to implement their mandate effectively and ensure that peacebuilding
carries on even after the peacekeeping operation has been withdrawn.
Part 1a On completion of Unit 3 – Part 1a, participants will be able to:
1. List the essential rules of international humanitarian law (IHL)
International Law
2. Define who is protected by international human rights law
Applicable to
Peacekeeping
On completion of Unit 3 – Part 1b, participants will be able to:
Operations
3. Define human rights;
Part 1b
4. Recognize and identify human rights violations or abuses that occur in the
Human Rights conflict or post-conflict mission environment;
Protection in UN
5. Discuss UN policies on human rights that are relevant to peacekeeping
Peacekeeping
Operations settings;
6. Describe the practical relevance of human rights to their work and ways to
Part 1c
promote and protect human rights through their tasks
The Promotion
of Gender 7. Explain the importance of coordinating human rights-related actions with
Equality in UN the mission’s human rights component.
Peacekeeping
Operations On completion of Unit 3 – Part 1c, participants will be able to:
Part 1d 1. Explain the different impacts of conflict on women/girls and men/boys
Edition 2010
Child Protection 2. Explain that women are both victims of conflict and key partners for
in UN peacekeeping and peace-building activities of UN peacekeeping operations
Peacekeeping 3. Provide examples of how peacekeeping personnel can help protect women
Operations. and support gender equality in their daily work
On completion of Unit 3 – Part 1d, participants will be able to:

1. Provide the definition of a “child” in international law
2. Explain how international law protects children affected by armed conflict
Suggested 3. Describe the impact of violent conflict on children
Minimum Time 4. Explain what peacekeepers can do to promote child protection and
250 min children’s rights in armed conflict.
Part 2 On completion of Unit 3 – Part 2, participants will be able to:

1. Explain the benefits of an integrated approach between a peacekeeping
Working with
Mission Partners operation and UN Country Team
2. Explain why national actors are key partners for UN peacekeeping
operations
Suggested 3. List the three humanitarian principles
Minimum Time Explain the role of a UN peacekeeping operation in the delivery of
humanitarian assistance
60 min
Unit 4 Unit 4 focuses on the responsibilities and obligations of individual

Standards, peacekeepers in relation to their service in a UN peacekeeping operation. It
Values and aims to familiarize UN peacekeeping personnel with the UN rules, core values
Safety of UN and standards on conduct and discipline, respect for diversity, HIV/AIDS and
Peacekeeping all aspects of safety and security.
Personnel
Part 1 1. List the three key principles governing the conduct of peacekeeping
personnel
Conduct and
2. Describe what constitutes misconduct with reference to serious
Discipline
misconduct and misconduct
3. Describe what constitutes sexual exploitation and abuse, with reference to
the uniform standards that peacekeeping personnel are expected to
uphold
4. Outline the consequences of misconduct - particularly sexual exploitation
Suggested and abuse - for peacekeeping personnel, the host population and the
Minimum Time mission
205 min 5. Outline the Department of Peacekeeping Operation’s three-pronged
approach to addressing sexual exploitation and abuse
Part 2 1. Explain how HIV is transmitted
2. List the ABCs of prevention of HIV/AIDS
HIV/AIDS in
3. Describe how to use a condom properly
Peacekeeping
4. Explain whether it is possible to tell if a person is infected with the HIV
Operations
virus from their appearance
Suggested
Minimum Time
80 min
Edition 2010
Part 3 1. Explain what is meant by “diversity” and “culture”

2. Describe how cultural differences and different kinds of diversity might be
Respect for
evident in the mission environment and in the host country
Diversity in UN
3. Describe what is involved in respecting diversity in relation to working
Peacekeeping
effectively in a multicultural peacekeeping environment
4. Describe strategies for effective communication
Suggested
Minimum Time
120 min
Part 4 1. Participants will be familiar with UN security Management System
Safety and including the UN security phases system;
Security 2. Participants will be familiar the procedures for security clearance for travel
to a UN mission will have been initiated by relevant personnel
3. Eligible personnel (required for civilians and individually deployed military
and police officers, and recommended for contingent and FPU
commanders) will have completed the Basic and Advanced Security in the
Field (B/ASITF) on-line course*
4. List the four basic UN rules of road safety; and
5. Explain that peacekeeping personnel require a UN driver’s permit in order
to drive a UN vehicle and how to obtain a UN driver’s permit.
6. Be familiar with appropriate personal and food hygiene measures and
personal behaviors that can protect their health while in mission;
7. Be familiar with, and have completed, all required and recommended
vaccinations for their mission;
8. Be familiar with, and have received, any required prophylaxis for their
mission deployment.
Edition 2010
Specialized Training Material for Military Experts on Mission
STM: MEoM Unit 1: Investigation, Verification and DDR

Aim: The aim of this unit is to provide peacekeepers with an understanding of
the procedures and techniques involved in conducting verifications and
investigations; provide peacekeepers with the basic information that will
enhance their ability to operate in a mined mission area, as well as the
basic tools for conducting a crater analysis; recognize equipment, aircraft
and vehicles that operates in the mission area; understand the scope of
DDR processes and programs and apply this knowledge in their roles and
tasks in the facilitation of the applicable phases and processes of such
programs in a complex United Nations peace operation.
Topic: Learning Outcome
Section 1.1 Basic UN On completion of this section, participants will be able to:
verification and
• Understand the definition, aim and phases of the verification process
investigation techniques
in a United Nations peace operation environment to allow
Suggested Time: peacekeepers to conduct verifications.
45 minutes plus 45
• Understand the definition, identify the types and be aware of United
minutes for role playing
Nations investigative procedures to allow peacekeepers to conduct
training activity
investigations.
Section 1.2 Verification On completion of this section, participants will be able to:
of minefields, explosive
• Understand and use basic information to operate in a mined mission
remnants of war and
area in a United Nations peace operation environment
crater analysis
• Be aware of the value of crater analysis and understand the basic
Suggested Time:
procedures for crater analysis.
45 minutes plus practical
training activity
Section 1.3 Theatre On completion of this section, participants will be able to:
weapons, vehicles and
• Understand the basics of weapons, vehicles and equipment
equipment recognition.
recognition.
Suggested Time:
• Understand the basics of aircraft recognition
50 minutes plus practical
training activity • Became aware of the weapons, vehicles and equipment operating in a
specific mission area.
Section 1.4 DDR On completion of this section, participants will be able to:
processes.
• Understand the UN approach to DDR
Suggested Time:
• Identify the participants, beneficiaries and actors of DDR
60 minutes plus 45
minutes for role playing • Understand the Military component contribution.
training activity
Edition 2010
STM: MEoM Unit 2: Mediation, Negotiation and the Use of Language

Assistants
Aim: The aim of this Unit is to enable participants to use negotiation and
mediation skills as necessary when employed in a UN peacekeeping
operation and work with language assistants.
Topic Learning Outcome
Section 2.1 Negotiation
On completion of this section, participants will be able to:
and Mediation
• Describe the characteristics of a conflict
Suggested Minimum • Define communication, negotiation and mediation
Time:
65 min plus 45 minutes • Identify the three principles of negotiation/mediation
for role playing training • Identify the phases of a negotiation/mediation process and list some
activity (together with needed action within the phases
Section 2.2)
• Apply negotiation/mediation skills in an exercise
Section 2.2 The use of
language assistants
Suggested Minimum • Describe preparation steps when working with language assistants
Time: • Apply the use of a language assistant skills in an exercise
55 min plus 45 minutes
for role playing training
activity (together with
Section 2.1)
STM: MEoM Unit 3: Liaison and Media Relations

Aim: The aim of this Unit is to provide Military Experts on Missions with the
necessary information to understand and familiarize about the concept and
responsibilities of liaison and the interviewing techniques within a
peacekeeping mission and to inform MEoMs about developing positive
media relations and managing interviews so that they can favorably
influence the outcome in a UN mission.
Section 3.1 Liaison On completion of this section, participants will be able to:
Suggested Minimum • Understand the definition, aim, tasks and apply the methods for
Time: conducting liaison in UN peacekeeping operations
45 minutes plus 45
training activity (together
with Section 3.2)
Edition 2010
Section 3.2 Interviewing On completion of this section, participants will be able to:
techniques
• Identify the techniques and conduct interviews in a complex
Suggested Minimum peacekeeping environment
Time:
30 minutes plus 45
training activity (together
with Section 3.1)
Section 3.3 Media On completion of this section, military experts on missions will be able to:
relations
• Understand the importance of media relations and how the media
Suggested Minimum affect the success of peace operations.
Time:
• Know what information can be released to the media and how to
60 minutes plus 45
handle a simple interview
training activity
STM: MEoM Unit 4: UN SOPs for reporting, correspondence drafting

and briefing techniques
Aim: The aim of this Unit is to provide Military Experts on Missions with the
necessary information to understand the UN operational reporting system,
its requirements and procedures and apply the drafting techniques, and
briefing procedures in a complex United Nations peace operation.
Section 4.1 UN SOP for On completion of this section, participants will be able to:
reporting
• Identify the reporting requirements at strategic, operational and tactical
Suggested Minimum
level in a United Nations peace operation environment
Time:
45 min plus 50 minutes • Understand and apply the general procedures for report writing and
for role playing training submission in a United Nations peace operation environment
Section 4.2)
Section 4.2 On completion of this section, participants will be able to:
Correspondence • Outline the importance of drafting techniques and apply them in UN
drafting and briefing correspondence.
techniques
• Understand and apply the UN military briefing procedures.
Suggested Minimum
Time:
45 min plus 50 minutes
for role playing training
Section 4.1)
Edition 2010
Section 1.1 Basic UN verification and investigation techniques Pg. 1
Section 1.1 Basic UN verification and investigation

techniques
Table of Contents
Preparatory Notes to Instructors ................................................................................. 2
Session Notes............................................................................................................. 6
Definition of Verification .............................................................................................. 6
Phases of a Verification/Inspection ............................................................................. 7
Investigations ............................................................................................................ 10
The Evidence ............................................................................................................ 13
Witnesses ................................................................................................................. 14
Basic UN Verification and Investigation Techniques................................................. 16
HANDOUT ................................................................................................................ 16
Learning Outcome Assessment ................................................................................ 21
Edition 2010
Pg. 2 Section 1.1 Basic UN verification and investigation techniques
Preparatory Notes to Instructors
Background
Current UN peacekeeping missions, especially those mandated to address
multidimensional challenges in a deteriorating or fragile security environment, present
complicated and often dangerous working environments for UN Military Experts on
Mission. Where there are insufficient UN or multinational security forces to establish
a safe and secure environment, MEoM are requested to execute the traditional roles
of investigation and verification.
In such environments UN Military Experts on Mission are required to conduct

comprehensive investigations to verify information concerning armed individuals or
groups in the mission area. They are also required to investigate incidents such as
firing violations, construction upgrading, entries into DMZ, hostage-taking, hijacking,
abductions or missing persons, assaults or murders and human rights violations or
any other matter directed by the Mission. MEoM are frequently required to work
alongside, or in conjunction with other UN components (military contingents, police
and civilians) in the field when conducting investigative and verification tasks.
Aim
The aim of this section is to provide peacekeepers with an understanding of the
procedures and techniques involved in conducting verifications and investigations in
a complex United Nations peace operation environment.
Learning Outcomes
• Understand the definition, aim and phases of the verification process in a
United Nations peace operation environment to allow peacekeepers to
conduct verifications.
• Understand the definition, identify the types and be aware of United
Nations investigative procedures to allow peacekeepers to conduct
investigations.
Training Sequence
The material contained in this module could be delivered over one or two training
units, depending on the number of learning activities the instructor decides to
incorporate. The instructor can modify the duration to suit national training
requirements and reflect the subject matter comprehension level of the
participants/learners.
Edition 2010
This module should be delivered in conjunction with or with due attention to the
modules on Working with Different Partners and Security.
Duration
The times shown below are the minimum recommended time periods. Additional
activities and discussions can be added as time permits.
Minimum Session Time Lecture/Presentation Questions/Discussion Session Activities

45 minutes 35 min. 10 min.
Additional Options Mission Specific Optional Film Optional Activity
45 min for role playing Time to be determined
Training Activity: 45
activity by necessary content
Methodology
This module contains learning activities to keep adult learners engaged. The
facilitation team should use as many of the learning activities as time allows and keep
them tailored to the target audience. Participants should be fully involved in the
learning process through practical exercises, brainstorming sessions, discussion of
case studies, working in small groups on specific tasks, etc.
The instructor should inform participants of content, format and timing. Knowing what
to expect, participants can improve their ability to focus on the subject and benefit to
a greater extent from the session.
Instructors are highly recommended to distribute the handout to participants the day
before the session to give them the necessary time to prepare the session’s topics.
Structure of the presentation
• Definition of verification
• Phases of a verification/inspection
• Investigations
• The Evidence
• Witnesses
*Please Note: It is up to the learning institution to decide whether the learning

assessment questions are used informally in a group question and answer session,
or if they are provided to the participants as a written quiz. In either case, it is
recommended that the correct answers be provided at the end of the assessment in
order to ensure participants are clear on the key messages.
Instructors are encouraged to add examples and mission-specific information related
to the specific deployment of participants, if known.
Instructor Profile
This module is best presented by an instructor who has experience in verification and
investigation in UN field missions, who could share his/her experience with the group.
Edition 2010
If there is more than one instructor, at least one should have practical experience.
The instructor should also encourage questions from the participants and aim for an
interactive discussion. All participants should be encouraged to contribute to the
group discussions, case study discussions and in any other activity.
Instructor Preparations
Required Readings
• UN DPKO/DFS Guidelines; Roles and Training Standards for UN Military
Experts on Mission, 2009
• Peace Support Operations Field Book Version 4 – 2008 Peace Support
Training Centre of Canada
General Preparations
Equipment:
1. Computer
2. Projector and Screen
3. Flip Chart
Materials:
1. Copies of handouts…etc.
2. Power Point presentations
Mission Specific
If Section 1.1 is being presented to prepare students for a particular UN
peacekeeping mission, then gather mission specific information from the mission
website (available at the UN DPKO internet website, through ‘current operations’:
http://www.un.org/Depts/dpko/dpko/index.asp). Additional mission specific
information is available at the UN DPKO Policy and Training internet website:
http://peacekeepingresourcehub.unlb.org/PBPS/Pages/Public/Home.aspx
Symbols Legend
) Note to the Instructor (Some background information for consideration)
> Speaking Points (The main points to cover on the topic. Ideally the
speaking points are presented in the instructor’s own words versus being
read to participants)
Edition 2010
Mission Specific (A point where the session will benefit from mission
specific information)
Example (Stories that illustrate a point or key message)
Sample questions (A list of potential questions to pose to participants)
Handout (Indicates a handout is provided to participants at this point)
Film (A film that is recommended as a core part of the training or an

option)
Core Learning Activity (An activity that is strongly recommended for

inclusion)
Optional Learning Activity (An activity that can be used if there is time
and it is appropriate for the participant group. Guidelines for these
activities are provided at the end of the unit, section or part – as indicated
in the text)
³ Key summary points (Key messages that are worth repeating at the end
of the session. Alternatively, the instructor can ask participants what are
the main messages they are taking from the session. Instructors can
then fill in any points that have been missed.)
Edition 2010
Session Notes
Slide 1
SECTION 1.1 BASIC UN VERIFICATION AND INVESTIGATION
TECHNIQUES
Aim Slide 2
The aim of this section is to provide peacekeepers with an
understanding of the procedures and techniques involved in
conducting verifications and investigations in a complex United
Nations peace operation environment.
Slide 3
Learning Outcome
• Understand the definition, aim and phases of the verification
process in a United Nations peace operation environment to
allow peacekeepers to conduct verifications.
• Understand the definition, identify the types, and be aware
of the investigative procedures to allow peacekeepers to
conduct investigations.
) Note to Instructor: Introduce the session by letting participants know the

intended learning outcomes of this section, as shown in the slide above. By the
end of the session, the participants will be able to answer each of the above
points.
> This session outlines the importance of having an understanding of what

verification is and how to perform it; to understand what an investigation is,
the different types of investigation, and how to perform an investigative
procedure; to exchange ideas and share experiences with other
peacekeepers in training or in your own work.
Definition of Verification
Slide 4
A definition
• Verification is “the process of establishing the truth or validity
of something”
Edition 2010
> Definition of verification

• Verification is “the process of establishing the truth or validity of something”
Verification Slide 5
• Aim
• Authority
• Scheduling a verification
Mission Specific. It is important to introduce and emphasize the mission

specific guidelines for conducting verifications in the mission area.
> Aim of verification The aim of verification is to support the success of the
mandate or agreement through an inspection and/or assessment to
establish compliance or non-compliance with that agreement.
> Authority to conduct verifications The authority to conduct verifications
will be defined in the mission mandate. Executing verification tasks will
depend on an agreement between the belligerent forces and the
peacekeeping mission.
> Scheduling of verifications Verifications may be conducted on either a
regular or irregular basis in accordance with the agreement. They may be
followed by an investigation, again in accordance with an agreement,
depending upon the results of the verification. The force may have an SOP
to govern the conduct of verification tasks.
Phases of a Verification/Inspection
Slide 6
Phases of a verification/inspection
• Phase 1 Planning, preparation and briefing
• Phase 2 Execution
• Phase 3 Debriefing and reporting
> Phases of a verification/inspection

There are three phases of a verification/inspection:
Phase 1 Planning, preparation and briefing
Phase 2 Execution
Phase 3 Debriefing and reporting
Edition 2010
Slide 7
Phase 1 Planning, Preparation and Briefing

• Clarify the aims and objectives.
• Plan the route and localities to be visited.
• Determine whether a Liaison Officer will be required.
• Check your vehicle and kit requirements, procedures, restrictions.
• Select and check the verification kit.
• Ensure you have your ID card.
• Mount the UN flag on the vehicle.
> Phase 1 Planning, Preparation and Briefing:

It is very important to attend the operations brief. It will cover all information
required (e.g. routes, special procedures and current restrictions or
limitations in your verification area). As part of the preparations:
• Clarify the aims and objectives of the verification.
• Plan the route and localities to be visited, and determine any
special radio procedures to be established.
• Check your vehicle and kit requirements, procedures, restrictions,
etc.
• Select and check the verification kit that normally includes portable
radio, laser-safe binoculars, detailed maps with all known
positions, compass, GPS, etc.
Slide 8
Phase 2 Execution
• Always enter positions through the main entrance. Count
armaments according to the agreement.
• Be sure you cover the entire area.
• Maintain continuous radio contact with your HQ.
• Log/note all figures in your file and ensure that all members sign
the file before dropping the LO off.
• Request from the operations centre the time they logged your
reports on restrictions and special incidents for ease of future
reference (“log-in time”).
• Never show maps, figures or results to non-mission personnel.
Edition 2010
• Report facts only; no speculations or guesswork.

• Be suspicious and cautious, yet polite. Never expose yourself to
unnecessary danger during the investigation.
• Be strictly impartial and do not yield to pressures from any party.
• In addition to your task, observe road conditions, terrain and the
presence of obstacles of any kind, especially minefields.
> Phase 2 Execution

Points to keep in mind are:
• Always enter positions through the main entrance. Count armaments
according to the agreement. The figures should be agreed upon by all
observers and the LO immediately after leaving the position.
• Maintain continuous radio contact with your HQ and report as directed.
• Log/note all figures in your file and ensure that all members sign the file
before dropping the LO off.
• Request from the operations centre the time they logged your reports
on restrictions and special incidents for ease of future reference (“log-in
time”).
• Be suspicious and cautious, yet polite. Never expose yourself to
unnecessary danger during the investigation.
• In addition to your task, observe road conditions, terrain and the
presence of obstacles of any kind, especially minefields.
Slide 9
Phase 3 Debriefing and Reporting
Complete a debriefing and patrol report immediately upon your
return from the verification mission.
> Phase 3 Debriefing and Reporting

Complete a debriefing and patrol report immediately upon your return from
the verification mission. Report any new positions, restrictions, etc., and
include them in a written report (time, location, description, etc.).
Edition 2010
Investigations
Slide 10
Investigations
MEoMs may be required to be the initial investigating authority
for an incident.
> Investigations
General:
Over and above mandated verifications, MEoMs may be required to be the
initial investigating authority for an incident. Observer teams may discover
an incident or be the nearest responding authority, and thus, be required to
conduct the initial investigation and/or secure the scene for handover to
another agency.
Slide 11
Types of investigations
• Firing violation
• Construction upgrading
• Entries into DMZ
• Hostage-taking, hijacking, abductions or missing persons
• Assaults or murders
• Human rights violations
> Types of investigations

The types of incidents the MEOMs could be called upon to investigate are:
Slide 12
Authority to conduct investigations
Authority to conduct complete investigations will be stipulated in the
Force agreement and mandate.
Edition 2010
Mission Specific. Introduce the mission specific information regarding the

authority to conduct investigations according to mission mandate and parties
agreement in place in the mission area.
> Authority to conduct investigations

MEoM will normally not be the lead agency in an investigation. MEoM will
turn a scene or investigation over to the CIVPOL and/or host nation police.
Authority to conduct complete investigations will be stipulated in the Force
agreement and mandate. Observers will often conduct initial investigations
at the direction of the CMO to determine what has happened and who will
take subsequent control.
Slide 13
Preparation s for investigations
• Clarify the aim of the investigation
• Conduct a map reconnaissance
• Assemble the required kit
• Collect and review pertinent information
• Identify, and if required, contact other parties
• Verify current restrictions
• Notify HQ of their destination/intentions
• Brief the investigative team
> Preparations for investigations

In preparation for an investigation, the MEoM will:
• Clarify the aim of the investigation and/or nature of the complaint
• Collect and review pertinent historical information
• Identify, and if required, contact other parties affected by the
investigation in the area
• Verify current restrictions in the area
Edition 2010
Slide 14
Investigative procedure
• Maintain radio contact and report movement progress
• Record all activity and details
• Upon arrival, isolate and protect the scene
• Designate responsibilities
• Then, attempt to determine what happened
• Draw conclusions
> Investigative procedure

The investigative procedure will include:
• Maintaining radio contact and reporting movement progress
• Recording all activity and details such as:
Weather conditions
The point of entry
The evidence that was found
Where the evidence was found
What was done with the evidence (e.g. was it moved, altered,
disturbed, etc.).
What was photographed
• Upon arrival, isolating and protecting the scene:
Assess the security of the scene (identifying the threat from
mines and UXO)
Determine the need for tactical security (are you safe?)
Protect the scene from onlookers
• Designate responsibilities for undertaking:
The primary investigation
Scene security
Evidence/exhibit recording
Witness identification/interviewing
• Then, attempt to determine what happened:
• Extent of the scene
Create a safe corridor
Methodically examine the scene and document what is seen,
and take photographs (for the overall scene and important
details, take three photographs – overview, mid-range and
close-up)
Remember, you are telling a story; provide a context for the
information
• Draw conclusions:
Balance and consider all evidence
Indicate if your conclusions are “best guesses”
Edition 2010
Remember:
Reports must be:
Complete
Accurate
Legible
Precise
Timely
Assumptions must be clearly indicated as such
The Evidence
Slide 15
Forms of Evidence
• Verbal
• Material
• Circumstantial
> Forms of Evidence

Verbal evidence:
• Is unreliable and subjective
• Requires corroboration
Material evidence, which cannot stand alone and requires forensic

assistance, includes:
• Footprints
• Tire marks
• Broken objects
• Trace elements
• Forensic items (e.g. blood or DNA samples and weapon or
ammunition fragments)
Circumstantial evidence, which may corroborate other evidence.
Evidence Handling
Evidence Handling Slide 16
• Record the location. If possible, photograph the evidence

• Do not disturb evidence
• Minimize the number of persons handling the evidence
• Maintain a record that defines the continuity of evidence
• Use a scale of reference when photographing evidence
Edition 2010
> Evidence Handling

There are a number of important considerations in evidence handling:
• Record the location of the recovered evidence in a sketch to define the
location where the evidence was found and the time and date it was found.
If possible, photograph the evidence.
• Do not disturb evidence. If it is absolutely necessary to recover it, use
gloves, secure it in a bag (not plastic), and tag it clearly (description,
location, date/time, who found/bagged it).
• Minimize the number of persons handling the evidence,
• Maintain a record that defines the continuity of evidence, i.e. who had
possession of each particular item (what, where, when).
• Use a scale of reference, such as a ruler or recognizable object, for sizes
and distances when photographing evidence.
Witnesses
Slide 17
Witnesses
• Confirm their identities
• Ascertain and record where they can be found or reached
• Separate witnesses
• A witness can become a suspect
• Consider a witness’s motivation to talk
> Witnesses
When dealing with witnesses you should:
• Confirm their identities though papers, such as passports or ID cards, or
personal or third-party confirmation
• Separate witnesses to be interviewed
• Be aware that a witness can become a suspect
• Choose a suitable but consider a witness’s motivation to talk
• If an interpreter is used, exercise caution. Establish interpreter ground rules,
and if possible, select an interpreter able to maintain impartiality
Edition 2010
Evidence Assessment
Slide 18
Evidence Assessment
• Compare notes
• Assess the credibility of witnesses
• Identify any corroborating information
• Identify any contradictory information
• Exercise caution in drawing conclusions
> Evidence Assessment

Points to consider when assessing collected information and evidence:
• Compare notes (yours and those of other interviewers)
• Assess the credibility of witnesses (if necessary, factor in interpreter bias)
Edition 2010
Basic UN Verification and Investigation Techniques

HANDOUT
Definition of verification
Verification is “the process of establishing the truth or validity of something”.
Aim of verification The aim of verification is to support the success of the mandate
or agreement through an inspection and/or assessment to establish compliance or
non-compliance with that agreement.
Authority to conduct verifications The authority to conduct verifications will be

defined in the mission mandate. Executing verification tasks will depend on an
agreement between the belligerent forces and the peacekeeping mission.
Scheduling the conduct of verifications Verifications may be conducted on either

a regular or irregular basis in accordance with the agreement. They may be followed
by an investigation, again in accordance with an agreement, depending upon the
results of the verification. The force may have an SOP to govern the conduct of
verification tasks.
Phases of a verification/inspection
There are three phases of a verification/inspection:
Phase 1 Planning, preparation and briefing
Phase 2 Execution
Phase 3 Debriefing and reporting
Phase 1 Planning, Preparation and Briefing

It is very important to attend the operations brief. It will cover all information required
(e.g. routes, special procedures and current restrictions or limitations in your
verification area). As part of the preparations:
• Clarify the aims and objectives of the verification.
• Plan the route and localities to be visited, and determine any special radio
procedures to be established.
• Check your vehicle and kit requirements, procedures, restrictions, etc.
• Select and check the verification kit that normally includes portable radio, laser-
safe binoculars, detailed maps with all known positions, compass, GPS, etc.
Phase 2 Execution
Points to keep in mind are:
• Always enter positions through the main entrance. Count armaments according to
the agreement. The figures should be agreed upon by all observers and the LO
immediately after leaving the position.
Edition 2010
• Maintain continuous radio contact with your HQ and report as directed.

• Log/note all figures in your file and ensure that all members sign the file before
dropping the LO off.
• Request from the operations centre the time they logged your reports on
restrictions and special incidents for ease of future reference (“log-in time”)
• Be suspicious and cautious, yet polite. Never expose yourself to unnecessary
danger during the investigation.
• In addition to your task, observe road conditions, terrain and the presence of
obstacles of any kind, especially minefields.
Phase 3 Debriefing and Reporting

Complete a debriefing and patrol report immediately upon your return from the
verification mission. Report any new positions, restrictions, etc., and include them in
a written report (time, location, description, etc.).
Investigations
General:
Over and above mandated verifications, MEoMs may be required to be the initial
investigating authority for an incident. Observer teams may discover an incident or be
the nearest responding authority, and thus, be required to conduct the initial
investigation and/or secure the scene for handover to another agency.
Types of investigations
The types of incidents the MEOMs could be called upon to investigate are:
Authority to conduct investigations

MEoM will not normally be the lead agency in an investigation. MEoM will turn a
scene or investigation over to the CIVPOL and/or host nation police. Authority to
conduct complete investigations will be stipulated in the Force agreement and
mandate. Observers will often conduct initial investigations at the direction of the
CMO to determine what has happened and who will take subsequent control.
Preparations for investigations

In preparation for an investigation, the MEoM will:
• Clarify the aim of the investigation and/or nature of the complaint
Edition 2010
• Collect and review pertinent historical information

• Identify, and if required, contact other parties affected by the investigation in the
area
• Verify current restrictions in the area
Investigative procedure
The investigative procedure will include:
• Maintaining radio contact and reporting movement progress
• Recording all activity and details such as:
Weather conditions
The point of entry
The evidence that was found
Where the evidence was found
What was done with the evidence (e.g. was it moved, altered, disturbed, etc.).
What was photographed
• Upon arriving at, isolating and protecting the scene:
Assess the security of the scene (mines UXO)
Determine the need for tactical security (are you safe?)
Protect the scene from onlookers
• Designate responsibilities for undertaking:
The primary investigation
Scene security
Evidence/exhibit recording
Witness identification/interviewing
• Then, attempt to determine what happened:
• Extent of the scene
Create a safe corridor
Methodically examine the scene and document what is seen, and take
photographs (for the overall scene and important details, take three
photographs – overview, mid-range and close-up)
Remember, you are telling a story; provide a context for the information
• Draw conclusions:
Balance and consider all evidence
Indicate if your conclusions are “best guesses”
Remember:
Reports must be:
Complete
Accurate
Legible
Precise
Timely
Assumptions must be clearly indicated as such
Edition 2010
The Evidence
Forms of Evidence
Verbal evidence:
• Is unreliable and subjective
• Requires corroboration
Material evidence, which cannot stand alone and requires forensic assistance,
includes:
• Footprints
• Tire marks
• Broken objects
• Trace elements
• Forensic items (e.g. blood or DNA samples and weapon or ammunition
fragments)
Circumstantial evidence, which may corroborate other evidence.
Evidence Handling
There are a number of important considerations in evidence handling:
• Record the location of the recovered evidence in a sketch to define the location
where the evidence was found and the time and date it was found. If possible,
photograph the evidence.
• Do not disturb evidence. If it is absolutely necessary to recover it, use gloves,
secure it in a bag (not plastic), and tag it clearly (description, location, date/time,
who found/bagged it).
• Minimize the number of persons handling the evidence.
• Maintain a record that defines the continuity of evidence, i.e. who had possession
of each particular item (what, where, when).
• Use a scale of reference, such as a ruler or recognizable object, for sizes and
distances when photographing evidence.
Witnesses
When dealing with witnesses you should:
• Confirm their identities though papers, such as passports or ID cards, or personal
or third-party confirmation
• Separate witnesses to be interviewed
• Be aware that a witness can become a suspect
• Choose a suitable but consider a witness’s motivation to talk
• If an interpreter is used, exercise caution. Establish interpreter ground rules, and if
possible, select an interpreter able to maintain impartiality
Edition 2010
Evidence Assessment
Points to consider when assessing collected information and evidence:
• Compare notes (yours and those of other interviewers)
• Assess the credibility of witnesses (if necessary, factor in interpreter bias)
Edition 2010
Learning Outcome Assessment

It is up to the learning institution to decide whether the learning assessment
questions are used informally in a group question and answer session, or if they are
provided to the participants as a written quiz. In either case, it is recommended that
the correct answers are provided at the end of the assessment in order to ensure
participants are clear on the key messages.
At the end of the entire unit and/or the conclusion of the STMs instructors may want
to choose some of the following questions for review.
Questions
1. What is the definition of verification?
2. What is the aim of verification?
3. What are the phases of a verification/inspection?
4. What are the types of investigations?
5. What are the forms of evidence?
) Learning Outcome
1. Verification is “the process of establishing the truth or validity of something”.
2. The aim of verification is to support the success of the mandate or agreement
through an inspection and/or assessment to establish compliance or non-
compliance with that agreement.
3. There are three phases of a verification/inspection:
• Phase 1 Planning, preparation and briefing
• Phase 2 Execution
• Phase 3 Debriefing and reporting
4. The types of incidents the MEOMs could be called upon to investigate are:
5. The forms of evidence are:
• Verbal
• Material
• Circumstantial
Edition 2010
Learning Activity: Basic Investigation and Verification Techniques

exercise: role playing
Learning Activity Time Required:
10 minutes for activity introduction and instructions and

reading the scenario
20 minutes for perform the role-playing exercise
05 minutes debrief in small groups
10 minutes debrief in the plenary group
Total time: 45 minutes
Edition 2010
Section 1.2 Verification of minefields, explosive remnants of war and crater analysis Pg. 1
Section 1.2 Verification of minefields, explosive remnants

of war and crater analysis
Table of Contents
Section 1.2 Verification of minefields, explosive remnants of war and crater analysis 1
Table of Contents........................................................................................................ 1
Background................................................................................................................. 2
Aim.............................................................................................................................. 2
Learning Outcomes..................................................................................................... 2
Training Sequence...................................................................................................... 3
Duration ...................................................................................................................... 3
Methodology ............................................................................................................... 3
Instructor Profile.......................................................................................................... 4
Instructor Preparations................................................................................................ 4
Session Notes............................................................................................................. 6
Aim.............................................................................................................................. 6
Identifying and Reducing the threat from Mines And UXO (HANDOUT)..................... 7
Areas to expect Mines (HANDOUT) .......................................................................... 8
Practical steps you can take to minimize risks (HANDOUT) ....................................... 9
Going away when you cannot identify your own safe footprints (HANDOUT)........... 12
Glossary.................................................................................................................... 29
Questions.................................................................................................................. 31
Edition 2010
Pg. 2 Section 1.2 Verification of minefields, explosive remnants of war and crater analysis
Background
The Military Experts on Mission who work in areas that have experienced armed
conflict may be confronted with the threat posed by land mines, unexploded or
abandoned ordnance, abandoned military vehicles and equipment, and other
explosive remnants of war (ERW).
Landmines may block access to project sites or pose a direct threat to safety even
years after a conflict has officially ended. When working in such areas, Military
Experts on Mission and organizations must be aware of the physical threats posed by
a huge variety of armaments left during and after conflict.
It is thus necessary to protect oneself, to be aware of the threat and to take
appropriate preventive action. This section aims to help identify mines and ERW (the
term includes UXO and abandoned ordnance but excludes landmines), and explains
how they work and their effects.
This section also explains the fundamentals of crater analysis. The projectile direction
of flight can be determined fairly accurately from its crater or ricochet furrow. It is also
possible to obtain the azimuth of a ray that will pass through or near the firing position
by accurately locating the crater and determining the direction of flight. While it is
possible to determine the direction of the firing weapons from one crater or ricochet
furrow, a firing unit may be located by plotting the intersection of the average
azimuths from at least three widely separated groups of craters.
By analyzing shell craters, one can: verify suspected locations that have been
obtained by other means; confirm the presence of firing artillery, rockets, or mortars
and obtain an approximate direction to them; and detect the presence of new types of
enemy weapons, new calibers, or new ammunition manufacturing methods.
Aim
The aim of this section is to provide peacekeepers with the basic information that will
enhance their ability to operate in a mined mission area, as well as the basic tools for
conducting a crater analysis in a complex United Nations peace operation.
Learning Outcomes
• Understand and use basic information to operate in a mined mission area
in a United Nations peace operation environment
• Be aware of the value of crater analysis and understand the basic
procedures for crater analysis
Edition 2010
Training Sequence
The material contained in this module could be delivered over one training unit,
depending on the number of learning activities decided upon by the instructor. The
instructor can modify the duration to suit national training requirements and reflect the
subject matter comprehension level of the participants/learners.
This module should be delivered jointly with the Basic and Advanced Security in the
field interactive course.
Duration
Practical session on
Time to be determined
(TBD) mines, ERW and
by necessary content
crater analysis
Methodology
This module contains a variety of suggested learning activities to keep adult learners
engaged. The training team should use as many of the learning activities as time
allows and keep them tailored to the target audience. Participants should be fully
involved in the learning process through practical exercises, discussion of case
studies, working in small groups on specific tasks, etc.
The instructor should inform participants of the content, format and timing. Knowing
what to expect, participants can improve their ability to focus on the subject and
benefit to a greater extent from the session.
The nature of content and training experience recommend that the best way to
deliver these learning outcomes is trough a practical session.
It is the responsibility of the learning institution to deliver this session in English to
assure the common understanding of this matter in the multinational mission area,
but as information about mines, ERW and crater analysis could be critical, it may be
taught in the participant’s mother tongue to ensure understanding.

• Identifying and reducing the threat from mines and UXO
• Practical steps one can take to minimize risks
• Emergency procedures in a minefield
• Mine/UXO incident drill
Edition 2010
• Crater Analysis

Instructor Profile
This module is best presented by an instructor who has had first hand professional
experience and expertise in the handling of explosives and minefield clearance in a
UN peacekeeping mission, who could share his/her experience with the group. If
there is more than one instructor, at least one should have practical experience. The
instructor should also encourage questions from the participants and aim for an
interactive discussion. All trainees should be encouraged to contribute to the group
discussions, case study discussions and in any other activity.
Required Readings
• UN MO Handbook 2001
• Appendix B Crater analysis and reporting of FM 6 -121 Tactics, techniques
and procedures for field artillery target acquisition US ARMY September
1990
Equipment:
1. Computer and section Power Point slides
3. Flip chart
Materials:
1. Print handouts of Section 1.2 slides. It is suggested that the handouts
be printed in the 3 slides per page format.
2. Print handouts of :
Edition 2010
• Identifying and reducing the threat from mines and UXO (handout)
• Areas to expect mines (handout)
• Practical steps you can take to minimize risks (handout)
• Going away when you cannot identify your own safe footprints
(handout)
• Crater Analysis
Mission Specific

peacekeeping mission, then gather mission specific information from the
mission website (available at the UN DPKO internet website, through ‘current
operations’: http://www.un.org/Depts/dpko/dpko/index.asp). Additional mission
specific information is available at the UN DPKO Policy and Training internet
website:
Symbols Legend
) Note to the instructor
> Speaking Points
A point where the session will benefit from mission specific information
Example (stories that illustrate a point)
Sample questions to pose to participants
Handout
Film
Learning activity
Optional learning activity available at the end of the section
³ Key summary points
Note: Questions commonly asked by participants during this session are listed at the
end of the section.
Edition 2010
Session Notes
Slide 1
SECTION 1.2 VERIFICATION OF MINEFIELDS, EXPLOSIVE
REMNANTS OF WAR AND CRATER ANALYSIS
Aim Slide 2
The aim of this section is to provide peacekeepers with the basic
information that will enhance their ability to operate in a mined mission
area, as well as the basic tools for conducting a crater analysis in a
complex United Nations peace operation.
Slide 3
Learning Outcome
• Understand and use basic information to operate in a mined
mission area in a United Nations peace operation
environment
• Be aware of the value of crater analysis and understand the
basic procedures for crater analysis

intended learning outcomes of this section, as shown in the slide above.
By the end of the session, the participants will be able to answer each of
the above points.
> The aim of this session is to provide basic information that will enhance
peacekeepers’ ability to operate in a mined mission area. This information
may save your life, but it:
• Will not replace common sense and observation skills
• Will not replace Basic and Advance Security in the field courses
• Will not provide technical information required to neutralize mines
and unexploded explosive ordnance (UXO) or render them safe
• Will not make you a land mine or mine clearance expert
This session also aims to convey the value of crater analysis and its
practical use in the mission area
Edition 2010
Slide 4
• Military Experts on Mission (MEoM) will often operate in mine and
UXO affected areas. Wherever possible they should prevent
exposure to mine affected areas. By applying basic safety
principles they can reduce the risk of accidents involving mines and
UXO.
• Mine clearance or de-mining entities, either UN, local military, non-
governmental organizations, or commercial companies should
always be sought for professional assistance in case of mine
accidents or when MEOM realize they have entered a mine field.
> Military Experts on Mission will often operate in mine and UXO affected
areas. They should adapt their procedures and activities to reflect the
threat and ensure their safety and security, wherever possible by
preventing exposure to mine affected areas. By applying basic safety
principles and procedures they can substantially reduce the risk of
accidents involving mines and UXO.
> Additionally, it should be noted that in most cases where military
observers operate in mine affected areas, there will likely be some form
of mine clearance or demining entities in existence, either UN, local
military, non-governmental organizations, or commercial companies.
These entities should always be sought for professional assistance in
case of a mine accident or when observers realize they have entered a
mine field. Self extraction, or attempts to rescue those injured from
minefields, should only be a last resort where no other form of assistance
is possible.
Identifying and reducing the threat from mines and UXO Slide 5
• Please add pictures of the list below
Handout
Identifying and Reducing the threat from Mines And UXO
(HANDOUT)
The following information is provided to assist in identifying and reducing the
threat from mines and UXO:
• Tripwires, usually low to the ground
• Tilt rods, usually 16 cm - 1 m length
• Disturbed surface, loose soil scattered about an area
• Dead animals with blast injuries
Edition 2010
• Damaged or cleared areas in vegetation

• Round regularly spaced potholes/craters (mine detonation points)
• Ammunition cans
• Bypasses or tracks around apparently good areas of road/track
• Mines accessories, fuzes, wrapping/packing material, clips, and pins
• Changes in local population movement patterns
• Vehicle tracks or footprints in a pattern out of the ordinary
• Local markings - for example, cloth tied to a fence, a can on a post,
small piles or circles of stones, rocks across a path or similar
Slide 6
Areas to expect mines
Remember:
Mines are designed to be hidden and hard to see
Handout
Areas to expect Mines (HANDOUT)
Areas to expect mines

• Military positions including confrontation lines
• Likely military targets including infrastructure, airports
• Near civilian locations such as river crossings, wells and water points
• Farmland, woods, vineyards and orchards
• Anywhere where there is a restriction on movement, especially where
recovery of a damaged vehicle is difficult
• Bridges, defiles and narrow roads are examples
• Likely ambush areas
• Areas that offer good concealment
• In rubble, debris or scrap on an otherwise clear route
• Near any obstruction of a route that causes traffic to move onto a
different surface
• Near demolition sites, road blocks and military sites
• Buildings that could be or have been likely command posts,
observation points, rest areas
• In doorways and room corners
• In likely resting spots
• In low ground where people might hide
• Around abandoned equipment
> Remember: Mines are designed to be hidden and hard to see
Edition 2010
Practical steps you can take to minimize risks Slide 7

Remember:
• Never run into an incident area
• Never enter a known mined area, even in the event of an
accident.
• Seek qualified help immediately
Handout
Practical steps you can take to minimize risks (HANDOUT)
Practical steps you can take to minimize risks

• Always obtain relevant, current and detailed information on the
mine/UXO threat in any area where UNMOs will be traveling.
• Also obtain current contact information for local mine action
organizations that may assist you in the event of an accident.
• Information can be obtained from local Mine Action Centers, UN
Security Officers, NGOs and aid agencies working in the area.
• Patrol in vehicle pairs and keep at least 100 m between vehicles. If
there is an incident then the team in the other vehicle can render
assistance.
• Do not travel in the dark.
• Observe local movement patterns before using an area.
• Speak to local people and listen to what they tell you. Often, what you
are not told is important.
• Do not use routes that have not been verified as clear of mines.
• Ensure all personnel in your patrol can assist a mine victim through
appropriate first aid and are aware of notification procedures for
medical and mine action organizations.
• No one should enter a minefield to assist a victim unless it is a last
resort.
• Send regular location statements to HQ.
• Do not look for or take souvenirs of ammunition, land mines or UXO.
• Expect changes in the use of mine laying techniques.
• When driving, stay in the well-traveled area of the road or track.
• When stopping, stay on the road. This also applies to calls of nature.
Do not go wandering off into unknown areas.
• Always carry appropriate first aid equipment in vehicles and when on
foot patrols. Regularly check the items for serviceability and to see if
they are complete. Check the expiry dates of the items.
Edition 2010
• Do not touch trip wires or suspicious objects. Remember: mark it,

record the location, report it and don't touch it.
• On foot, stay on hard surfaces and observe local movement patterns.
> Remember:
Never run into an incident area.
Never enter a known mined area, even in the event of an accident. Seek
qualified help immediately.
EMERGENCY PROCEDURES IN A MINEFIELD:
Slide 8
Emergency procedures in a minefield
STOP MINED!
M : MOVEMENT
I : INFORM
N : NOTE
E : EVALUATE
D : DON’T
> If you know or suspect you have entered a mined area the following procedures
are strongly recommended. They are designed to enable a clearly defined set
of actions that can be carried out to minimize risk and enable receipt of
assistance.
They are easily remembered using the following acronym:
STOP MINED!
M: MOVEMENT stops immediately. Stand still and remain calm, or if in a

vehicle, stop and do not attempt to reverse or move the steering wheel.
I: INFORM those around you of the threat, and your headquarters of your
situation and need for specialist assistance over the radio. Use the car horn to
attract attention if in a vehicle.
N: NOTE the area and visually identify any other threats such as tripwires, other
mines etc.
E: EVALUATE the situation and be prepared to take control to avoid additional
casualties and ensure those approaching are informed of the threat.
D: DON’T attempt to move from your position. Wait for qualified help to assist
you.
• If in a vehicle and it is absolutely necessary to extract yourself from it due
to fire etc, do so only through the rear of the vehicle using your own wheel
Edition 2010
tracks as a pathway, with at least 25 m between persons. Only go as far as

is necessary to be safe.
• When extracted from a mine affected area, you should inform headquarters
of the exact location of the threat.
• Wherever possible, do not attempt to extract yourself from a mined area.
Contact your headquarters and await qualified assistance.
Leaving when you can identify your own safe footprints Slide 9
• Visually identify the best route back

• Slowly retrace your steps placing your feet only in your
own identified footmarks
• Only one person should move at a time
> The following emergency procedures should only be undertaken if absolutely no

external help can be expected. They are considered extremely hazardous.
LEAVING WHEN YOU CAN IDENTIFY YOUR OWN SAFE FOOTPRINTS (In
soft and muddy ground):
• Visually identify the best route back to safe ground using the route you have
just traveled.
• If in soft and muddy ground and your footprints are easily visible, slowly
retrace your steps placing your feet only in your own identified footmarks.
• Only one person should move at a time, and leave at least 25 m between
personnel.
Slide 10
Going away when you cannot identify your own safe footprints:
• Visually scan for tripwires
• Remember, it is better to
spend days in a minefield waiting for assistance than to be
injured or killed trying to extract yourself
Mark – Record – Report – Don't touch!
Handout
Edition 2010
Going away when you cannot identify your own safe footprints
(HANDOUT)
Going away when you cannot identify your own safe footprints:
• If you cannot see your own footprints or exactly retrace your route then the
following procedures should be used:
Visually scan for tripwires
• Where possible feel for tripwires using a long blade of grass, flexible stalk or
wire that can bend under a very small amount of pressure. From a crouching or
kneeling position hold the feeler between thumb and forefinger horizontally and
raise it gently in front of you, until it is past the height of the tallest member of
your group. If you feel any obstruction or pressure, stop moving the feeler
immediately and attempt this drill in another direction until you find a route clear
of obstructions and wide enough for passage.
• Prod with a screwdriver, pen, knife or other sharp object at least 11 cm in
length.
• Where possible, always prod from the prone position. Clear an area large
enough to lie down, or if impossible, prod from a crouching or kneeling position.
• Holding a prodder at one end, push it into the ground at an angle of approx 30
degrees, applying minimum pressure needed to penetrate the earth.
• Pierce the ground from left to right at

intervals of two fingers (3 cm) until you
have probed a line at least 50-100 cm
across.
• Move forward three finger widths (5 cm)

and repeat the process.
• Where the ground is very hard, attempt to
soften with water, or carefully clear the
earth down to a depth of at least 5 cm.
• As you move forward, mark the edges of
the cleared area in an easily recognizable
manner.
• If you feel an object with your prodder,
gently brush away dirt from the side of the
object until you can identify it. Do not dig directly on top of the object or attempt
to lever it out of the ground.
• If you see metal or plastic, inform those around you, mark it with easily
identifiable items.
• Continue prodding a path around the marked item.
• Continue prodding until you reach the limit of the area checked for tripwires.
Repeat the tripwire drill and then continue probing.
Edition 2010
• If darkness falls, stop work and remain in location until it is light enough to
continue activities.
• Once in an area identified as safe, report the location of the mine field to
headquarters and any mine action operators in the vicinity.
• If you have appropriate materials and have been trained to do so, mark the area
of the minefield at the point that you reached safe ground.
• Remember, it is better to spend days in a minefield waiting for assistance
than to be injured or killed trying to extract yourself.
Mark – Record – Report – Don't touch!
Mine/UXO incident drill
Slide 11
Mine/UXO incident drill
• Personnel should never enter a minefield, unless it is as a last

possible resort.
• They should contact HQ and request MEDEVAC and
assistance to enable extraction.
• They should reassure the victim that assistance is en route, and
prepare first aid equipment in a known safe area.
• If absolutely no assistance is available, those entering a
minefield should do so using the procedures noted above for
extraction.
• Remember:
• Clear an area around a victim before providing assistance.
• Do not rush to assist a mine victim - call qualified
assistance.
• Don't touch mines or UXO.
> Mine/UXO incident drill
• It is generally accepted that personnel should never enter a minefield, even

to assist a casualty, unless it is the last possible resort.
• Instead, they should contact HQ and request MEDEVAC and assistance
from UN or local military, NGO or Commercial Mine Action organizations to
enable extraction.
• They should reassure the victim that assistance is en route, and prepare first
aid equipment in a known safe area.
• If absolutely no assistance is available, those entering a minefield should do
so using the procedures noted above for extraction.
Edition 2010
• It is important to clear an area around the victim that is large enough to

provide assistance.
• Remember, do not rush to assist a mine victim - call qualified
assistance.
Remember: Don't touch mines or UXO
IMPROVISED EXPLOSIVE DEVICE Slide 12
(Please add pictures of the subject)

• IEDs can be disguised as virtually any object,
• Remotely controlled devices allow the bomber to watch and target
forces from a distance.
Main charges can use any available type of explosives
> IMPROVISED EXPLOSIVE DEVICES

Improvised Explosive Device (IED) threat
IEDs can be disguised as virtually any object, and can function through a
multitude of actions. IEDs are only limited by the bomber’s imagination. IEDs
are unpredictable and extremely hazardous.
Remotely controlled devices allow the bomber to watch and target forces from a
distance. New techniques and devices that are more sophisticated are being
discovered daily.
A bomber can use a number of widely available explosives as main charges,
including commercial, military and homemade. Most types of recently
encountered IEDs use military ordnance.
PRIORITY FOR RESPONSE

PRIORITY FOR RESPONSE Slide 13
Priority Basis
Immediate Stops maneuver and mission capability
Indirect Slows maneuver and mission capability
Minor Reduces maneuver and mission capability
No threat Has little or no effect on capabilities or assets
> PRIORITY FOR RESPONSE
Edition 2010
Priority Basis
Immediate Stops maneuver and mission capability, or threatens critical assets

vital to the mission
Indirect Slows maneuver and mission capability, or threatens critical assets

important to the mission
Minor Reduces maneuver and mission capability, or threatens non-critical

assets of value
No threat Has little or no effect on capabilities or assets
COUNTERMEASURES
Slide 14
COUNTERMEASURES
• Vary the route and never travel as a single vehicle
• Watch and stay alert
• Increase your IED knowledge
• Employ your OPSEC
• Be aware that any manmade object can contain an IED
• Do not drive over or step on sandbags
• Assume all IEDs are remotely detonated
• Be on guard
• Drive defensively
> COUNTERMEASURES
In areas of high risk, there should be movement and route security patrols along
highly traveled roads. All movement should be treated as though in a combat
operation.
• Vary the route and never travel as a single vehicle wherever possible.
• Watch and stay alert. What appears to be abnormal? Know your
indicators.
• Increase your IED knowledge.
• Employ your OPSEC.
• Assume any man-made object encountered can contain an IED.
• Do not drive over or step on sandbags, garbage bags, burlap material,
boxes or garbage.
Edition 2010
• Assume all IEDs are remotely detonated.

• Be on guard. Be suspicious of individuals in the area of IEDs.
• Drive defensively and keep vigilance for the above-mentioned objects.
Driving at high speed can pose a greater hazard.
CRATER ANALYSIS
Value of analysis Slide 15
• Verify firing positions that have been established by other means

• Confirm the presence of belligerent artillery and approximate
direction to it
• Detect the presence of new types of weapons
CRATER ANALYSIS
> Value of analysis
By analyzing shell craters it is possible to:
• Verify previously identified or suspected firing positions that have been
established by other means
• Confirm the presence of belligerent artillery and obtain an approximate
direction to it
• Detect the presence of new types of weapons, calibers or ammunition
manufacturing methods
Equipment required
Slide 16
Equipment required
• Compass, stakes and wire
• A curvature template
• A still or video camera
> Equipment required

Three elements: direction, dimension and curvature must be measured for
crater analysis. The equipment you need to conduct the analysis is:
• Compass, stakes (metal if on hard surfaces) and wire/string to determine
the direction from the crater to the weapon that fired the projectile.
Edition 2010
• A curvature template (shown) to measure the curvature of the fragment to

determine the caliber of the shell. The template can be constructed of
heavy cardboard, acetate, wood or other appropriate material.
• A still or video camera to record images of the site and crater.
INSPECTION OF SHELLED AREAS
Slide 17
Inspection of Shelled Areas
• Shelled areas must be inspected as soon as possible
• Safety point
> INSPECTION OF SHELLED AREAS

Shelled areas must be inspected as soon as possible. Craters that are exposed
to the elements or are tampered with deteriorate rapidly, thereby losing their
value as a source of information.
Safety point: Be aware of the area in which the shell impacted and possible
reasons for targeting the area. Is the area safe? Are you being lured into the
site?
Edition 2010
SURVEY OF CRATER LOCATION

Survey of Crater Location Slide 18
• The site must be located for plotting on charts, maps or aerial

photographs.
• The global positioning system (GPS) will provide the highest

level of accuracy.
Direction can be determined by the use of a compass.
> SURVEY OF CRATER LOCATION

The site must be located accurately enough for plotting on charts, maps or
aerial photographs. The global positioning system (GPS) will provide the
highest level of accuracy, although hasty survey techniques, resection, or map
spotting will suffice. Direction can be determined by the use of a compass.
DETERMINATION OF PATTERN
Slide 19
Determination of Pattern
• Pattern
• Factors affecting pattern
• Marks on vegetation and other objects
• Drift and wind effects
• Ricochet furrows
> DETERMINATION OF PATTERN

Pattern A clear pattern produced on the ground by the detonating shell
indicates the direction from which the shell was fired.
Factors affecting pattern Because of terrain irregularities and soil conditions,
ideal shell crater patterns are the exception, not the rule. Side spray marks are
a principal part of the pattern caused by fragmentation; there is much less effect
from nose spray. Base spray is negligible from gun and howitzer projectiles, but
is appreciable from mortars. The width, angle and density of the side spray
pattern vary with the projectile, the angle of impact, the type of fuze, terminal
velocity of projectile, and soil composition. In determining direction, the following
are considered:
Edition 2010
• The effects of stones, vegetation, stumps and roots on the path of the
projectile
• Variations in density and type of soil
• The slope of the terrain at the point of impact
Marks on vegetation and other objects The direction from which a round was
fired is often indicated by the marks made as it passes though trees, snow,
fences and walls. The possible deflection of the shell upon impact with these
objects must be considered. Evidence of such deflection must not be
overlooked. Pause for a moment and conduct a visual reconnaissance of the
site.
Drift and wind effects Drift and lateral wind effects do not materially change
the direction of the axis of the shell during flight.
Ricochet furrows Often when an artillery round with a delay fuze is fired at a
low angle, it bounces or ricochets from the surface of the earth. In doing so, it
creates a groove called a ricochet furrow, which is an extension of the plane of
fire. Care must be taken to determine that the shell was not deflected before or
while making the furrow.
CRATER ANALYSIS
Slide 20
Crater Analysis
1. Locate a usable crater
2. Crater should be fresh and clearly defined
3. The grid coordinates of the crater should be precise
4. Direction to the firing weapon must be determined
5. Shell fragments must be collected for use in identifying the
type and caliber of the weapon
> CRATER ANALYSIS The initial step in crater analysis is to locate a usable
crater for use in determining the direction to the hostile weapon. The crater
should be reasonably fresh and clearly defined on the ground. Since the crater
is the beginning point for plotting the direction to the enemy weapon, the grid
coordinates of the crater should be determined as precisely as time and the
method used will allow. The direction to the firing weapon must be determined
by one of the methods described below, depending on the angle of the
trajectory and type of fuze fired. Shell fragments must be collected for use in
identifying the type and caliber of the weapon.
Edition 2010
TYPES OF CRATERS
Slide 21
Types of Craters
• Low-Angle Fuze Quick Craters (Artillery)
• Low-Angle Fuze Delay Craters (Artillery)
• High-Angle Shell Craters (Mortars)
> LOW-ANGLE FUZE QUICK CRATERS (ARTILLERY)
The detonation of a low-angle fuze quick projectile causes an inner crater. The
burst and momentum of the shell carry the effect forward and to the sides,
forming an arrow that points to the rear (toward the weapon from which the
round was fired). The fuze continues along the line of flight, creating a fuze
furrow. There are two methods of obtaining a direction to a hostile weapon from
this type of crater. These are the fuze furrow and center of crater method and
the side spray method. The best results are obtained by determining a mean, or
average, of several directions obtained by using both methods.
Fuze Furrow and Center of Crater Method
Slide 22
Fuze Furrow and Center of Crater Method
• Place a stake in the center of

the crater.
• Place a second stake in the
fuze furrow.
• Set up a direction-measuring
instrument in line with the
stakes and away from
fragments.
• Orient the instrument.
• Measure the direction to the
hostile weapon.
> Fuze Furrow and Center of Crater Method

In the fuze furrow and center of crater method, one stake is placed in the center
of the crater and another is placed in the furrow at the point where the fuze was
Edition 2010
blown forward to the front of the crater. A direction measuring instrument is set
up in line with the two stakes, and the direction to the hostile weapon is
measured. A variation of this method is to place a stake where the shell entered
the ground instead of in the fuze furrow and determine the direction in the same
manner. This variation method is rarely possible, however, since indications of
the point of entry are usually destroyed by the explosion of the shell. The five
steps of the fuze furrow and center of crater methods are as follows:
• Place a stake in the center of the crater.

• Place a second stake in the fuze furrow.
• Set up a direction-measuring instrument in line with the stakes and away
from fragments.
• Measure the direction to the hostile weapon.
Side Spray Method
Side Spray Method Slide 23

• Place a stake in the center of
the crater.
• Place two stakes, one at the
end of each line of side
spray, equidistant from the
center stake.
• Hold a length of
communications wire to each
side spray stake, and strike
an arc forward of the fuze
furrow.
• Place a stake where these
arcs intersect.
center stake and the stake at
the intersection of the arcs.
firing weapon
> Side Spray Method

Another method used to measure the direction to a hostile weapon is to bisect
the angle formed by the lines of side spray. The seven steps in measuring the
direction of a fuze quick crater by the side spray method are as follows:
Edition 2010
• Place a stake in the center of the crater.

• Place two stakes, one at the end of each line of side spray, equidistant from
the center stake.
• Hold a length of communications wire (or other appropriate article) to each
side spray stake, and strike an arc forward of the fuze furrow.
• Place a stake where these arcs intersect.
• Set up a direction-measuring instrument in line with the center stake and the
stake at the intersection of the arcs.
• Measure the direction to the firing weapon.
LOW-ANGLE FUZE DELAY CRATERS (ARTILLERY)
There are two types of low-angle fuze delay craters: ricochet and mine action.
Ricochet Craters
Slide 24
Ricochet Furrow Method
• Clean out the furrow.
• Place a stake at each end
of a straight portion of the
furrow.
• Set up a direction-
measuring instrument in
line with the stakes and
away from fragments.
• Measure the direction to
the weapon.
> Ricochet Craters

The projectile enters the ground in a line following the trajectory and continues
in a straight line for a few feet, causing a ricochet furrow. The projectile then
normally deflects upward. At the same time, it changes direction. The change of
direction usually is to the right as the result of the spin, or rotation, of the
projectile. The effect of the airburst can be noted on the ground. Directions
obtained from ricochet craters are considered to be the most reliable. The five
steps required to determine direction from a ricochet furrow are as follows:
• Clean out the furrow.

• Place a stake at each end of a usable straight of the furrow.
Edition 2010
• Set up a direction-measuring instrument in line with the stakes and away

from fragments.
• Measure the direction to the weapon.
> Mine Action Crater

Mine action occurs when a shell bursts beneath the ground. Occasionally, such
a burst will leave a furrow that can be analyzed in the same manner as the
ricochet furrow. A mine action crater that does not have a furrow cannot be used
to determine the direction to the weapon.
HIGH-ANGLE SHELL CRATERS (MORTARS)
Slide 25
High-Angle Shell Craters (Mortars) Method
• Main Axis
• Splinter Groove
• Fuze Tunnel
> HIGH-ANGLE SHELL CRATERS (MORTARS)
In a typical high-angle mortar crater, the turf at the forward edge (the direction
away from the hostile mortar) is undercut. The rear edge of the crater is shorn
of vegetation and grooved by splinters. When fresh, the crater is covered with
loose earth, which must be carefully removed to disclose the firm burnt inner
crater. The ground surrounding the crater is streaked by splinter grooves that
radiate from the point of detonation. The ends of the splinter grooves on the
rearward side are on an approximately straight line. This line is perpendicular
to the horizontal trajectory of the round. A fuze tunnel is caused by the fuze
burying itself at the bottom of the inner crater in front of the point of detonation.
Three methods may be used to determine direction from a high-angle mortar
shell crater: main axis, splinter groove, and fuze tunnel.
Edition 2010
Main Axis Method
Main Axis Method Slide 27

• Lay a stake along the main
axis of the crater, dividing
the crater into symmetrical
halves. The stake points in
the direction of the mortar.
• Set up a direction-
measuring instrument in
line with the stake and
• Measure the direction to
the weapon.
> Main Axis Method

The four steps used to determine direction by the main axis method are as
follows:
• Lay a stake along the main axis of the crater, dividing the crater into
symmetrical halves. The stake points in the direction of the mortar.
• Set up a direction-measuring instrument in line with the stake and away
from fragments.
Splinter Groove Method
Splinter Groove Method Slide 28

• Lay a stake along the ends of the
splinter grooves that extend from
the crater.
• Lay a second stake
perpendicular to the first stake
through the axis of the fuze
tunnel.
second stake and away from
fragments.
weapon.
Edition 2010
> Splinter Groove Method

The five steps used to determine direction by the splinter groove method are
as follows:
• Lay a stake along the ends of the splinter grooves that extend from the
crater.
• Lay a second stake perpendicular to the first stake through the axis of the
fuze tunnel.
• Set up a direction-measuring instrument in line with the second stake and
Fuze Tunnel Method
Fuze Tunnel Method Slide 29
• Place a stake in the fuze tunnel.

• Set up a direction-measuring instrument in line with the stake
and away from fragments.
NOTE: If the angle of fall is too great (a 90ø angle), the fuze tunnel
method cannot be used
Edition 2010
> Fuze Tunnel Method
The four steps used to determine direction by the fuze tunnel method are as
follows:
• Place a stake in the fuze tunnel.

• Set up a direction-measuring instrument in line with the stake and away from
fragments.
NOTE: If the angle of fall is too great (a 90ø angle), the fuze tunnel method
cannot be used.
ROCKET CRATERS
Slide 30
Rocket Craters
• A rocket crater resulting from a rocket impacting with a low or
medium angle of fall; is analyzed in the same manner as an
artillery crater
• If the rocket impacts with a high angle of fall, the crater is
analyzed in the same manner as a crater resulting from a mortar
round
> ROCKET CRATERS A rocket crater resulting from a rocket impacting with a
low or medium angle of fall is analyzed in the same manner as an artillery
crater resulting from a projectile armed with fuze quick. However, if the
rocket impacts with a high angle of fall, the crater is analyzed in the same
manner as a crater resulting from a mortar round fired with fuze quick. (See
paragraph on low-angle fuze quick craters). The tail fins, rocket motor, body,
and other parts of the rocket may be used to determine the caliber and type
of rocket fired.
Edition 2010
SHELL FRAGMENT ANALYSIS
Shell Fragment Analysis Slide 31

• Duds and Low-Order Bursts
• High-Order Bursts
• Rotating Bands and Band Seats
• Tail Fins
• Fuzes
> SHELL FRAGMENT ANALYSIS Identification by weapon type and

caliber may be determined from shell fragments found in shell craters.
Dimensions of the parts, as well as those of the complete shell, vary
according to the caliber and type of shell.
> Duds and Low-Order Bursts The most logical means of identifying the
caliber of a projectile is to inspect a dud of that caliber. However, since a
dud may not always be available or may be too dangerous to handle, a
low-order burst is the next best means of identification. When the
explosive filler is not completely detonated, a low-order burst occurs and
large shell fragments result. Such large pieces can be used to identify
thread count, curvature, wall thickness, and so forth.
> High-Order Bursts A high-order burst normally results in small
deformed fragments. These fragments are useless for identification
purposes unless they include a section of either the rotating band or the
rotating band seat. Fragments of either of these sections positively
identify the shell, since each shell has its own distinctive rotating band
markings.
> Rotating Bands and Band Seats A shell may be identified as to caliber,
type, and nation of origin from the:
• Pattern or rifling imprints on rotating bands.
Edition 2010
• Width, number, and size of rotating bands.

• Dimensions and pattern of keying or knurling on the rotating band
seat.
• Dimensions and pattern of rotating band seat and knurling impressed
on the rotating band.
NOTE: US and Soviet artillery require a rotating band or band seat for
spin-stabilized projectiles.
NOTE: Except for the rotating bands and band seats of the tail fins,
different types of shells may be identical in one dimension (such as wall
thickness) but seldom will be alike in two or more dimensions. Therefore,
it is necessary to obtain two or more dimensions to make a positive
identification.
> Tail Fins A mortar can be identified from the tail fins. Tail fins often are
found in the fuze tunnel of the crater. A mortar that is not fin-stabilized
may be identified from the pieces of the projectile on which the rifling is
imprinted.
> Fuzes Since the same type of fuze may be used with several different
calibers or types of projectiles, it is impossible to establish the type and
caliber of a weapon by this means.
Edition 2010
Glossary
This glossary provides simple explanations for technical terms.
The aim is to assist the reader and not to replace or amend in any way existing legal
or technical definitions, such as those found in the 1980 Convention on Conventional
Weapons and its annexed Protocols, or the 1997 Convention on the Prohibition on
the Use, Stockpiling, Production and Transfer of Anti-Personnel Mines and on their
Destruction.
Anti-handling Device
A device fitted to an anti-tank or anti-personnel mine that causes the mine to explode
when it is handled or disturbed. Anti-handling devices are intended to prevent the
clearing of mines by opposing forces.
Anti-personnel Mine
A landmine designed to injure or kill one or more persons. Anti-personnel mines are
usually detonated when they are stepped on or when a tripwire is disturbed, but they
can also be set off by the passage of time or by controlled means.
Anti-tank Mine
A landmine designed to disable or destroy vehicles, including tanks. Like anti-
personnel mines, anti-tank mines can be detonated by pressure (though normally
much greater weight is needed) or remote control, as well as by magnetic influence
or through the disturbance of a tilt rod (a sort of vertical tripwire).
Booby Trap
A device or material which is designed to injure or kill and which functions
unexpectedly when a person or vehicle approaches or disturbs an apparently
harmless object or performs an apparently safe act.
Bounding Mine
An anti-personnel mine which is set off by a tripwire or pressure and then explodes in
the air at a predetermined height and scatters fragments in all directions.
Fuze
A mechanism which sets off a mine or ammunition.
Mine Action
Activities intended to address a mine threat in a given area or in a given situation.
Examples are mine/UXO awareness initiatives, mine advocacy, mine victim
assistance, and mine clearance.
Mine Action Centre

A centre which coordinates mine action initiatives within a country. A government or
the United Nations usually runs such centers.
Edition 2010
Mine Marking
The organized marking of minefields. Standard, easily recognizable mine warning
signs are placed around the perimeter of the minefield to alert people to the presence
of mines.
Safe Path
A road or path which is known to be free of mines.
Tilt Rod
A post or pole attached to a fuze mechanism on the upper surface of a mine.
Pressure exerted on the tilt rod sets off the mine.
Tripwire
A thin, non-reflective metal or colored wire which can be used as a mechanism to
trigger an anti-personnel mine or a booby trap. A tripwire is usually stretched low
above the ground so that any passer-by will ‘trip’ over it, thus setting off the explosive.
Unexploded Ordnance (UXO)

Explosive munitions which have not yet been set off. UXO may already have been
fired, dropped, or launched, but it has failed to detonate as intended.
Edition 2010

the correct answers be provided at the end of the assessment in order to ensure
Questions
1. Does this session make you a land mine clearance expert?
2. Does this session replace Basic and Advanced Security in the field training?
3. What is the aim of this lecture?
4. Mention three areas to expect mines.
5. What are the emergency procedures in a minefield?
6. Can you use emergency procedures at all times?
7. What is the value of crater analysis?
8. Which are the types of craters?
) Learning Outcome
1. No.
2. No.
3. To provide peacekeepers with the basic information that will enhance the
ability to operate in a mined mission area.
4. Areas in which to expect mines are:
• Likely military targets including infrastructure, airports
• Near civilian locations such as river crossings, wells and water points
• Farmland, woods, vineyards and orchards
5. STOP MINED!
M: MOVEMENT stops immediately. Stand still and remain calm, or if in a
vehicle, stop and do not attempt to reverse or move the steering wheel.
I: INFORM those around you of the threat, and your headquarters of your
situation and need for specialist assistance over the radio. Use the car horn to
attract attention if in a vehicle.
N: NOTE the area and visually identify any other threats such as tripwires,
other mines etc.
E: EVALUATE the situation and be prepared to take control to avoid
additional casualties and ensure those approaching are informed of the threat.
D: DON’T attempt to move from your position. Wait for qualified help to assist.
6. Procedures should only be undertaken if absolutely no external help can be
expected. They are considered extremely hazardous.
Edition 2010
7. By analyzing shell craters it is possible to:

• Verify previously identified or suspected firing positions that have been
established by other means
• Confirm the presence of belligerent artillery and obtain an approximate
direction to it
• Detect the presence of new types of weapons, calibers or ammunition
manufacturing methods
8. Types of craters:
• Low-Angle Fuze Quick Craters (Artillery)
• Low-Angle Fuze Delay Craters (Artillery)
• High-Angle Shell Craters (Mortars)
Edition 2010
Section 1.3 Theatre weapons, vehicles and equipment recognition Pg. 1
Section 1.3 Theatre weapons, vehicles and equipment

recognition
Table of Contents
Preparatory Notes to Instructors ...................................................................................... 2
Session Notes.................................................................................................................. 6
Armored Fighting Vehicle Recognition............................................................................. 6
Artillery ............................................................................................................................. 9
Armored Personnel Carriers and Infantry Fighting Vehicles .......................................... 11
Reconnaissance Vehicles .............................................................................................. 12
Anti-Aircraft Vehicles...................................................................................................... 13
Combat Support Vehicles .............................................................................................. 13
Aircraft Recognition........................................................................................................ 14
Helicopters ..................................................................................................................... 22
Learning Outcome Assessment ..................................................................................... 24
UN Peacekeeping PDT Standards, Specialized Training Material for Military Experts on Mission 1st Edition
2010
Pg. 2 Section 1.3 Theatre weapons, vehicles and equipment recognition
Background
An order of battle was, in its original form during the European period of medieval
warfare, the order in which troops were positioned relative to the position of the Army
commander. Today it refers to a listing of military units, often with equipment, location
and other relevant information.
With standardization in organization of field forces as part of regiments, brigades,

divisions and Corps, the order of battle often became associated and confused with the
table of organization which is a permanent composition of a given unit or formation
according to army doctrine and to suit its staff administration operations. Napoleon
instituted the staff procedure of maintaining accurate information about the composition
of the enemy order of battle, and tables of organization, and this later evolved into an
important function and an organizational tool used by military intelligence to analyze
enemy capability for combat.
In its modern use the order of battle signifies the identification, command structure,
strength, and disposition of personnel, equipment, and units of an armed force during
field operations. Various abbreviations are in use, including OOB, O/B, or OB, while
ORBAT remains the most common.
In peacekeeping operations, the use of the term ORBAT is focused to the identification
and verification of locations of units and the organization of belligerent’s parties.
The peacekeepers’ capacity for theatre weapons, vehicle and equipment recognition is a
key aspect on the establishment and verification of parties’ ORBAT.
This section is primarily a basic reference to assist the peacekeeper in theatre weapons,
vehicle, equipment and aircraft recognition and identification.
Acquiring the ability to recognize theatre weapons, vehicle, equipment and aircraft
present in the field can be complicated, and some times extremely difficult. However, as
an expert on mission it is not important to know the precise name of the equipment, but
rather to know how to recognize its role. If you can recognize the role of the weaponry
you will be able to report the most important information about it.
Aim
The aim of this section is to provide peacekeepers with the necessary information that
will enhance their ability to recognize equipment, aircraft and vehicles that operate in the
United Nations mission area.
Learning Outcomes
2010
• Understand the basics of weapons, vehicles and equipment recognition.

• Became aware of the weapons, vehicles and equipment operating in a specific
mission area.
Training Sequence
depending on the number of learning activities upon which the instructor decides. The
instructor can modify the duration to suit national training requirements and reflect the
subject matter comprehension level of the participants/learners.
This module should be delivered following the module 1.1 Basic UN verification and
investigation techniques.
Duration
Presentation of
examples: 5
TBD TBD
Methodology
This module contains a lecture supported by a Power Point presentation as well as

suggested learning activities to keep adult learners engaged. The training team should
use as many of the learning activities as time allows and keep them tailored to the target
audience. Participants should be fully involved in the learning process through practical
exercises, demonstrative sessions, working in small groups on specific tasks, etc.
what to expect, participants can improve their ability to focus on the subject and benefit
better from the session.
Structure of the presentation:
• Armored Fighting Vehicle Recognition
• Aircraft Recognition

assessment questions are used informally in a group question and answer session, or if
2010
they are provided to the participants as a written quiz. In either case, it is recommended
that the correct answers are provided at the end of the assessment in order to ensure
Instructors are encouraged to add examples and mission-specific information related to
the specific deployment of participants, if known.
Instructor Profile
This module is best presented by an instructor who has experience in weapons, vehicles
and equipment recognition in a UN peacekeeping mission, who could share his/her
experience with the group. If there is more than one instructor, at least one should have
practical experience. The instructor should also encourage questions from the
participants and aim for an interactive discussion. All trainees should be encouraged to
contribute to the group discussions, case study discussions and in any other activity.
Required Readings
• UN MO Handbook 2001
• VISUAL AIRCRAFT RECOGNITION
http://www.aircav.com/recog/recogtoc.html
General
Equipment:
1. Computer and section slides
Materials:
Print handouts of Section 1.3 slides. It is suggested that the handouts are
printed in the 3 slides per page format.
Mission Specific

peacekeeping mission, then gather mission specific information from the mission
website (available at the UN DPKO internet website, through ‘current operations’:
http://www.un.org/Depts/dpko/dpko/index.asp). Additional mission specific
2010
information is available at the UN DPKO Policy and Training internet website:

Symbols Legend
> Speaking Points
Handout
Film
Learning activity
end of the section.
2010
Session Notes
Slide 1
SECTION 1.3 THEATRE WEAPONS, VEHICLES AND EQUIPMENT
RECOGNITION
Aim Slide 2
The aim of this section is to provide peacekeepers with the necessary
information that will enhance their ability to recognize equipment,
aircraft and vehicles that operate in the United Nations mission area.
Slide 3
Learning Outcome
• Understand the basics of weapons, vehicles and equipment
recognition
• Became aware of the weapons, vehicles and equipment
operating in a specific mission area

end of the session, the participants will be able to answer each of the above
points.
> The aim of this section is to provide peacekeepers with the basic information that
will enhance the ability to recognize equipment, aircraft and vehicles that operate
in the United Nations mission area.
Armored Fighting Vehicle Recognition

Slide 4
AFV primary roles
• Main battle tanks
• Self propelled artillery
• Armored personnel carriers / armored infantry fighting
vehicles (troop carriers)
• Reconnaissance vehicles
• Combat support vehicles
2010
> Armored fighting vehicle recognition

Acquiring the ability to recognize armored fighting vehicles (AFVs) can be
complicated. There have been thousands of different vehicles produced over the
years, with as many modifications, making identification extremely difficult.
However, as an expert on mission it is not important to know the precise name of
the vehicle, but rather to know how to recognize its role. If you can recognize the
role of a vehicle you will be able to report the most important information about it.
> AFV primary roles
There are five primary roles for armored vehicles:
• Armored personnel carriers / armored infantry fighting vehicles (troop
carriers)
Usually, vehicles in each category share a number of obvious characteristics.
Identifying these characteristics generally results in identifying an AFVs role.
Slide 5
AFV components – HATS
> AFV components – HATS

There are four major components of an AFV that you must examine to find the
characteristics that help determine the role. The simple acronym HATS will help
you to remember them:
• Hull – the lower part of vehicle, which contains the engine and supports the
suspension.
• Armaments – the vehicle’s weapons.
2010
• Turret – this is the rotating structure atop the hull, which usually contains the
main armament.
• Suspension – this is what the vehicle uses to move. An AFV can be wheeled
or tracked. On a tracked vehicle, the track rolls on “road wheels” and the
wheel with pointed teeth is the “drive sprocket” which is connected to the
engine and rotates the tracks.
Slide 6
Hull designs
> Hull designs There are two types of hull design for vehicles:
• Sponson, which offers more space
• Box
Slide 7
MAIN BATTLE TANKS
2010
> Main Battle Tanks fire directly at targets. They require heavy armor for protection
from other weapons. Armor is heavy. That is why all tanks are tracked, thereby
achieving lower ground pressure. Main battle tanks have the following
characteristics:
• All have tracked suspensions
• The engine is usually located at the rear of the hull (look for the drive sprocket)
• All have a large main armament, usually over 100 mm caliber
• All have turrets, usually centrally located on the hull
• All have sloped, angled or rounded armor on the front of the hull and turret
• All have low hulls and turrets in order to have a small silhouette
Artillery
> Unlike main battle tanks, artillery usually fires at targets indirectly. Therefore, they
are further behind the front line and do not need much armor protection. For
movement, artillery can be either self propelled or towed. Towed artillery are not by
definition AFVs but have been included here to ease recognition and reporting.
Slide 8
Self Propelled Artillery
> Self Propelled Artillery look like tanks but have the following characteristics:
• A large, box-like turret
• The turret is usually located towards the rear of the hull
• There is usually a muzzle brake on the barrel
• The armament is usually large caliber (between 122 mm and 155 mm)
• Almost all self-propelled artillery is on a tracked suspension
• Often they have a dead track suspension, with “slack tracks” that hang loose
along the top of the road wheels
• There is a travel lock for the main armament barrel at the front of the hull
• The engine is located in the front of the hull
• The hull is usually a sponson type
2010
• The recoil system is exposed
Slide 9
Towed Artillery
Main
armament
Carriage
Trail Firing
platform
> Towed Artillery is simply a large gun placed on a carriage and towed behind a
truck or “tractor”. The carriage will have a number of wheels and trails (or legs) to
stabilize the carriage
Slide 10
Multiple Launch Rocket Artillery
> Multiple Launch Rocket Artillery Another type of artillery is the multiple launch
rocket (MLR) system. The large number of tubes is the easiest way to identify this
type of artillery piece. It is usually placed upon a truck chassis but there are
versions mounted on AFVs.
2010
Armored Personnel Carriers and Infantry Fighting Vehicles

Slide 11
Armored Personnel Carriers
Small Main
Engine Armament
in front
Exit door
High sponson hull big at rear
enough to carry troops
APC Characteristics
Infantry Fighting Vehicles

Turret with large
main armament
Engine in
front
Exit door
at rear
High sponson hull big

enough to carry troops
Firing
ports
IFV Characteristics
> Armored Personnel Carriers (APCs) and Infantry Fighting Vehicles (IFVs)
are lightly armored vehicles that are used to transport troops; an IFV may also
fight. They have the following characteristics:
• A large sponson type hull
• Exit door is located at the rear
• The engine is typically in the front of the hull
• May be tracked or wheeled
• APCs may have a turret, while all IFV have turrets
• APCs may be armed, while IFVs will always be armed
• IFVs will have a main armament of 20 mm caliber or higher
• Both may have firing or observation ports along the side of the hull
2010
• Generally, they have a high hull that is large enough to carry troops, although
some former Warsaw Pact versions have rather low hulls to reduce their
silhouette
Reconnaissance Vehicles
Slide 12
Reconnaissance Vehicles
> Reconnaissance Vehicles are difficult to identify. This is because they often look
very similar to IFVs and sometimes share the same chassis. They will often have
the following characteristics
• Some are small in size (i.e. the size of a car), though many are larger
• Most lack room to carry additional troops
• Most are lightly armed; however, some may have a large main armament
• Most have a wheeled suspension as it is quieter than tracks
• Most are lightly armored
• Similar to APC/IFV in appearance
2010
Anti-Aircraft Vehicles
Slide
13
Anti-Aircraft Vehicles
> Anti-Aircraft Vehicles may have the following characteristics:

• Multiple small caliber guns (under 57 mm) or missiles (these may be in square
launch tubes)
• Either tracked or wheeled suspension
• Radar dish and/or antennas
Combat Support Vehicles
Slide 14
Combat Support Vehicles
Mine Roller
2010
Slide 15
Armored Recovery Vehicle
Recovery Dozer
Crane Blade
> Combat Support Vehicles These include vehicles such as bridge layers, mine
cleaners, recovery vehicles and engineering vehicles that support combat
formations. They can be identified by the various forms of specialist kit on each of
the vehicles that help accomplish their task, such as:
• A bridge on top of a vehicle hull is a bridge layer
• Cranes, dozer blades or scooping devices indicate recovery and engineer
vehicles
• Large rollers, ploughs and flails are found on mine clearing vehicles
Aircraft Recognition
Slide 16
Aircraft Recognition
Are we missing any type?
2010
> Aircraft Recognition The recognition of aircraft can be challenging. European,

American and Asian countries have built their own types of aircraft. It is important to
know the functional role of an aircraft more than its name. There are six main
aircraft types:
• Fighters
• Bombers
• Transports
• Airborne warning/electronic warfare aircraft
• Transport helicopters
• Attack helicopters
Slide 17
Aircraft Characteristics
> Aircraft Characteristics Most aircraft share similar characteristics. Identifying

these common elements will help to identify the role of the aircraft. There are four
major components on every aircraft that are analyzed to determine its role. To
facilitate aircraft identification, use the acronym WEFT:
• Wing: this is the lifting surface of the aircraft
• Engine: this is the propulsion system of the aircraft
2010
• Fuselage: this is the central body of the aircraft, designed to

accommodate the crew, passengers and cargo. Is the structural body to
which the wings, tail assembly, landing gear and engine are attached
• Tail: this area consists of the fixed vertical stabilizer, rudder, tail plane,
elevators and control devices
Slide 18
Wings
> Wings There are many variations in wing configurations. The three basic wing
types are fixed, variable geometry, and rotary. The following illustrations show
examples of wing types:
FIXED SLANTS Slide 19
2010
> Fixed
Fixed wings are attached permanently to the body of the aircraft and cannot be
moved. Until the development of the helicopter, all aircraft had fixed wings.
Position
The usual three wing positions for fixed-wing aircraft are high-, mid-, and low-
mounted (see the above illustration).
> Slant
Slant is the vertical angle of the wing, with respect to a horizontal line drawn
through the fuselage. The following illustration shows examples of wing slants.
Slide 20
Shape and Tapers
> Shape
There are many variations and shapes of wings. There are four basic wing shapes:
straight, swept-back, delta, and semi delta. The following illustration shows wing
shapes.
> Taper
The gradual diminishing of the width of a wing from its base to the tip is wing taper.
Aircraft may have the leading, trailing, or both edges of the wing tapered or the
wing may be untapered (see the following illustration).
2010
Slide 21
> Wing Tip Shapes

Wing tip shapes are determined by the manner in which the leading and trailing
edges of a wing meet. The following illustration shows wing tip shape
classifications.
Slide 22
2010
> Variable Geometry

A relatively new aircraft design feature is variable geometry wings. In the swept
position, the aircraft can increase its speed. Un-swept wings allow the aircraft
stability at low speeds. The following illustration shows three variable geometry
wing positions and high-mounted, mid- to low-mounted, and low-mounted wing
positions.
Slide 23
FIGHTER AIRCRAFT
> Fighter Aircraft can be used as interceptor, reconnaissance or ground attack

aircraft. Interceptors control airspace and deny enemy aircraft access to the
airspace. Reconnaissance aircraft locate targets visually or by using photographic
or electronic sensors. Ground attack aircraft conduct attacks against ground
targets, including interdiction and close air support missions. Fighter aircraft have
the following characteristics:
• Almost all have weapons mounted under or on top of the wings
• The engine(s) intakes are situated on the side or under the fuselage of the
aircraft
• Most fighters are smaller than other types of aircraft
• They can have one or two tails
• The horizontal stabilizer/elevators are situated on the fuselage
• The maximum crew capacity is normally two
Slide 24
Bomber Aircraft
2010
Slide 25
Bomber Aircraft
> Bomber Aircraft are designed to attack ground targets from high or low altitude.
They can deliver nuclear and conventional munitions. Compared to fighters,
bombers are usually bigger and slower. Bombers have the following
characteristics:
• They have weapons mounted under the wings or in a bomb bay
• All modern bomber aircraft have jet engines and often have multi-engines
• Most strategic bombers have longer wings than other types of aircraft
• All have long tails
• The cabin area is larger on this type of aircraft
• The fuselage is longer and thinner than on the other types of aircraft
Slide 26
Transport Aircraft
2010
> Transport Aircraft are employed to transport material, vehicles or personnel.

Compared to other types of aircraft, transports can usually operate from makeshift
airfields. Transport aircraft have the following characteristics:
• High mounted wings
• Engines are situated on or under the wings
• Either jet or turbo-prop engines, normally with multi-engines
• Wide fuselage
• Rear cargo ramp to facilitate loading and unloading of material or
personnel
• Large, high tail section
AWACS Aircraft Slide 27
> AWACS Aircraft Airborne warning and control system (AWACS) aircraft are
employed to conduct deep electronic surveillance and airborne warning and control
operations. AWACS aircraft have the following characteristics:
• A rotating dish or a dorsal pod situated on the top of the fuselage
• Usually based upon civilian pattern airframes
Slide 28
Electronic Warfare Aircraft
Tail sensor
EW Pod under wings
> Electronic Warfare Aircraft Electronic warfare (EW) aircraft often resemble
attack aircraft. Their mission is to jam enemy communications and air defense
radars. EW aircraft usually have an electronics pod and sensors on the tail or
under the wings
2010
Helicopters
Slide 29
Transport Helicopters
Machine guns or Pilots sit side

no weapons by side
Wide fuselage
One or two engines
or rotors
Rear ramp
or side door
> Transport Helicopters move equipment and troops and have the following
characteristics:
• They may be unarmed or have only machine guns
• Usually they have a wide fuselage to accommodate troops and/or
equipment
• Some have two rotors
• They are equipped with a rear ramp or a side door
• The pilot and copilot sit side by side
2010
Attack Helicopters Slide 30
Weapons pods
on winglets
Chin or nose mounted gun

Pilot and gunner seated in tandem
Long and thin fuselage
> Attack Helicopters are employed to conduct patrol, escort, counter-attack and
deep raid operations. Attack helicopters have the following characteristics:
• Long, thin fuselage
• Weapons pods mounted on the sides of the fuselage or on winglets
• Cannons or machine guns mounted on the nose (chin) of the helicopter,
often in a turret
• The gunner and the pilot are normally seated in tandem
2010

It is up to the learning institution to decide whether the learning assessment questions
are used informally in a group question and answer session, or if they are provided to
the participants as a written quiz. In either case, it is recommended that the correct
answers are provided at the end of the assessment in order to ensure participants are
clear on the key messages.
At the end of the entire unit and/or the conclusion of the STMs instructors may want to
choose some of the following questions for review.
Questions
1. What are the five primary roles for armored vehicles?
2. What are the four major components of an AFV?
3. How many hull designs do you know?
4. Mention three battle tank characteristics.
5. Mention three self propelled artillery characteristics.
6. How many main aircraft types there are?
7. What does the acronym WEFT stand for?
) Learning Outcome
1. The five primary roles for armored vehicles are:
• Armored personnel carriers / armored infantry fighting vehicles (troop
carriers)
2. The four major components of an AFV are:
• Hull
• Armaments
• Turret
• Suspension
3. There are two types of hull designs for vehicles:
• Sponson
• Box
4. Main battle tanks have the following characteristics:
• All have tracked suspensions
• The engine is usually located at the rear of the hull (look for the drive
sprocket)
• All have a large main armament, usually over 100 mm caliber
• All have turrets, usually centrally located on the hull
• All have sloped, angled or rounded armor on the front of the hull and turret
2010
• All have low hulls and turrets in order to have a small silhouette
5. Self propelled artillery look like tanks but have the following characteristics:
• A large, box-like turret
• The turret is usually located towards the rear of the hull
• There is usually a muzzle brake on the barrel
• The armament is usually large caliber (between 122 mm and 155 mm)
• Almost all self-propelled artillery is on a tracked suspension
• Often they have a dead track suspension, with “slack tracks” that hang loose
along the top of the road wheels
• There is a travel lock for the main armament barrel at the front of the hull
• The engine is located in the front of the hull
• The hull is usually a sponson type
• The recoil system is exposed
6. There are six main aircraft types:
• Fighters
• Bombers
• Transports
• Airborne warning/electronic warfare aircraft
• Transport helicopters
• Attack helicopters
7. To facilitate aircraft identification, use the acronym WEFT:
• Wing
• Engine
• Fuselage
• Tail
2010
Section 1.4 Disarmament, Demobilization and Reintegration processes Pg. 1
Section 1.4 Disarmament, Demobilization and Reintegration

processes
Table of Contents
Preparatory Notes to Instructor ................................................................................... 2
Session Notes............................................................................................................. 6
Introduction to DDR .................................................................................................... 6
What is DDR? ............................................................................................................. 6
The UN Approach to DDR........................................................................................... 7
DISARMAMENT ......................................................................................................... 8
DEMOBILIZATION.................................................................................................... 10
REINSERTION ......................................................................................................... 12
REINTEGRATION .................................................................................................... 13
Participants, Beneficiaries and Actors....................................................................... 16
Military component contribution ................................................................................ 23
Learning Activity: Disarmament, Demobilization and Reintegration processes
exercise: role playing ................................................................................................ 28
Definition of Disarmament, Demobilization, Reinsertion, Reintegration .................... 29
Section 1.4 Learning Outcome Assessment ............................................................. 30
Questions.................................................................................................................. 30
Annex 1: UN documents and legal instruments guiding DDR ................................... 31
Edition 2010
Pg. 2 Section 1.4 Disarmament, Demobilization and Reintegration processes
Preparatory Notes to Instructor
Background
Disarmament, Demobilization and Reintegration (DDR) plays an important role in

post-conflict efforts to prevent the resurgence of armed conflict and the creation of
conditions necessary for sustainable peace and longer term development. It forms
part of a broader post-conflict peacebuilding agenda which may include measures to
address small arms and light weapons (SALW), mine action activities or efforts to
redress past crimes and promote reconciliation through transitional justice.
In the typical operational environment in which United Nations (UN) peacekeeping
missions take place, the primary contribution by the military component of a mission
to the peacekeeping operation’s DDR program is to provide security. The military
component could also contribute through the gathering and distributing of information
specifically related to a DDR program, as well as by monitoring and reporting on
security issues. Specialist military ammunition and weapons expertise could
contribute to the technical aspects of disarmament. If spare capacity is available,
military capabilities could also be utilized to provide various aspects of logistical
support, including camp construction, communications, transport and health.
Essential to the successful employment of any military capability in a DDR program is
that it be included in planning, be part of the endorsed mission operational
requirement, be specifically mandated and be properly resourced.
Aim
The aim of this section is to provide Military Experts on Mission (MEoMs) with the
basic information that will enable them to:
• Understand the scope of DDR processes and programs
• Apply this knowledge in their roles and tasks in the facilitation of the
applicable phases and processes of such programs
Learning Outcomes

• Understand the Military component contribution to DDR programs
Training Sequence
depending on the number of learning activities upon the instructor decides to
Edition 2010
incorporate. The instructor can modify the duration to suit national training
requirements and reflect the subject matter comprehension level of the
participants/learners.
This module should be delivered in conjunction with or with due attention to the
module on Basic UN Verification and Investigation Techniques.
Duration
60 minutes 45 min. Presentation of
10 min.
examples: 5

45 min for role playing Time to be determined
Training Activity: 45
activity by necessary content
Methodology
Participants should be fully involved in the learning process through question and
answer sessions, examples, brainstorming sessions, etc.
benefit to a greater extent from the session.
Instructors are highly recommended to distribute the handout to participants the day
before the session to give them the necessary time to prepare the session’s topics.

• Introduction to DDR
• The UN approach to DDR
• Participants, Beneficiaries and Partners
• The Military Component Contribution

Edition 2010

Instructor Profile
This module is best presented by an instructor who has experience in DDR

processes – ideally a Staff Officer or MEoM who served in a UN peacekeeping
mission with a DDR mandate. If there is more than one instructor, at least one should
have practical experience. The instructor should also encourage questions from the
participants and aim for an interactive discussion. All trainees should be encouraged
to contribute to the group discussions, case study discussions and in any other
activity.
Required Readings
• UN Peacekeeping Operations, Principles and Guidelines
• Integrated Disarmament, Demobilization and Reintegration Standards 1
August 2006
Module 1.10 Introduction to the IDDRS
Module 2.10 The UN Approach to DR
Module 2.30 Participants, Beneficiaries and Partners
Module 4.40 UN Military Roles and Responsibilities
Equipment:
3. Flip chart
Materials:
1. Print handouts of Section 1.4 slides. It is suggested that the handouts
are printed in the 3 slides per page format.
2. Print handouts of :
• Elements of DDR
• Annex 1: UN documents and legal instruments guiding DDR
Mission Specific
Edition 2010
If Section 1.4 is being presented to prepare participants for a particular UN

website:
Symbols Legend
> Speaking Points
Handout
Film
Learning activity
end of the section.
Edition 2010
Session Notes
Introduction to DDR
Slide 1
SECTION 1.4: DISARMAMENT, DEMOBILIZATION AND
REINTEGRATION PROCESSES
Aim Slide 2
The aim of this section is to provide Military Experts on Mission with
the basic information that will enable them to:
• Understand the scope of DDR processes and programs
• Apply this knowledge in their roles and tasks in the facilitation
of the applicable phases and processes of such programs
Slide 3
Learning Outcome
• Understand the Military component contribution to DDR

end of the session, participants will be able to answer each of the above points.
> The aim of this section is to provide peacekeepers with the basic information
that will enable them to understand the full scope of DDR processes and
programs and apply their knowledge in their roles and tasks in the various
phases and processes of such programs.
What is DDR?
Slide 4
What is DDR?
The DDR of ex-combatants is a complex process, with political,
military, security, humanitarian and socio-economic dimensions.
Edition 2010
> What is DDR?

The objective of the DDR process is to contribute to security and stability in
post-conflict environments so that recovery and development can begin. The
DDR of ex-combatants is a complex process, with political, military, security,
humanitarian and socio-economic dimensions.
DDR aims to deal with the post-conflict security problem that arises when ex-
combatants are left without livelihoods or support networks - other than their
former comrades - during the vital transition period from conflict to peace and
development. Through a process of removing weapons from the hands of
combatants, taking the combatants out of military structures and helping them
to integrate socially and economically into society, DDR seeks to support ex-
combatants so that they can become active participants in the peace process.
> Technical language

The UN uses the concept and abbreviation ‘DDR’ as an all-inclusive term that
includes related activities, such as repatriation, rehabilitation and reconciliation
that aim to achieve sustainable reintegration.
The UN Approach to DDR
Slide 5
The UN Approach to DDR
DDR is based on a set of principles for planning and implementing
integrated DDR processes to guarantee coordination and synergy in
these processes among all UN actors.
> The UN Approach to DDR

Integrated disarmament, demobilization and reintegration (DDR) is part of the
United Nations (UN) system’s multidimensional approach to post-conflict peace-
building and reconstruction. It is based on a set of principles for planning and
implementing integrated DDR processes and concrete mechanisms to
guarantee coordination and synergy in these processes among all UN actors.
DDR within multidimensional UN peacekeeping
Slide 6
DDR within multidimensional UN peacekeeping
Integrated DDR originates from various parts of the UN’s core
mandate, as set out in the Charter of the UN, particularly the areas of
peace and security, economic and social development, human rights,
and humanitarian support.
Edition 2010
> DDR within multidimensional UN peacekeeping

Integrated DDR originates from various parts of the UN’s core mandate, as set
out in the Charter of the UN, particularly the areas of peace and security,
economic and social development, human rights, and humanitarian support. UN
departments, agencies, programs and funds are uniquely able to support
integrated DDR processes within multidimensional peacekeeping operations,
providing such operations with breadth of scope, neutrality, impartiality and
capacity-building through the sharing of technical DDR skills. Annex 2 provides
an overview of the UN’s mandate and the international legal documents that
define how DDR programs normally operate within a peacekeeping context.
DDR should also be linked to broader SSR, including judicial, police and military
restructuring.
Elements of DDR
Elements of DDR Slide 7

• DISARMAMENT
• DEMOBILIZATION
• REINSERTION
• REINTEGRATION
> Elements of DDR

The Secretary-General in his May 2005 note to the General Assembly
(A/C.5/59/31) defines the elements of DDR as set out in the box below. These
definitions are also used for drawing up budgets where UN Member States
have agreed to fund the disarmament and demobilization (including reinsertion)
phases of DDR from the peacekeeping assessed budget.
DISARMAMENT
DISARMAMENT Slide 8
Collection, documentation, control and disposal of small arms,

ammunition, explosives and light and heavy weapons of combatants
and often also of the civilian population.
> DISARMAMENT is the collection, documentation, control and disposal of small

arms, ammunition, explosives and light and heavy weapons of combatants and
often also of the civilian population. Disarmament also includes the
development of responsible arms management programs.
Edition 2010
How is Disarmament done?
How is Disarmament done? Slide 9

• Targeted groups
• Foreign irregulars
• Disarmament of police
• Mine clearance
• Disarmament by a neutral party
• The collection of weapons
• Light weapons
> Targeted groups. Potential target categories for disarmament include

government forces, opposition forces, civil defense forces, irregular armed
groups and armed individuals, as well as foreign forces and their weapons.
> Foreign irregulars who are to be escorted out of the country by international
monitors should be subject to the same disarmament requirements as nationals
under arms.
> Disarmament of police may not be accepted by all parties in a conflict. Other
methods of police disarmament must also be examined, and neutral ground
established to make it feasible.
For the past decades, United Nations peace operations have been deployed in
countries where internal civil conflicts are being waged with large numbers of
small arms and light weapons. Such conflicts have caused millions of deaths,
90 per cent of which were of civilians. Half of those civilians were children.
Several million have been disabled and many millions more made homeless by
the conflicts. Traditional inter-State armed conflicts have decreased and intra-
State armed conflicts (civil wars), together with crime-related conflicts and urban
violence, have increased. The weapons causing the majority of casualties and
suffering are small arms and light weapons.
> Mine clearance or demining also constitutes an important component of

disarmament.
Disarmament is normally done before entering a cantonment or holding area to

ensure safety. Please note that disposition of such heavy weapons as artillery,
tanks and planes is usually specified in the peace agreement and may be
monitored by United Nations military personnel.
The main reason for disarmament of combatants and civilians is to restore the
power monopoly of the State. Weapons distributed by warring factions and
militias have often created a situation in which no group is able to control the
use of arms.
Edition 2010
> Disarmament by a neutral party can only be conducted if all parties to the
conflict agree on disarmament of their combatants and civilians.
If either regular or irregular forces are disbanded, disarmament is an essential

first step of demobilization.
> The collection of weapons from civilians and militias is often conducted to
reduce the number of arms circulating in a territory or country after armed
conflict has ceased.
> Light weapons can be found in households, even years after the end of a
conflict. Experience from many countries shows that possession of such
weapons still leads to a high number of fatal shootings and that these weapons
are used in household and community violence.
DEMOBILIZATION
DEMOBILIZATION Slide 10
Is the formal and controlled discharge of active combatants from

armed forces or other armed groups.
> DEMOBILIZATION is the formal and controlled discharge of active combatants

from armed forces or other armed groups. The first stage of demobilization may
extend from the processing of individual combatants in temporary centers to the
massing of troops in camps designated for this purpose (cantonment sites,
encampments, assembly areas or barracks). The second stage of
demobilization encompasses the support package provided to the demobilized,
which is called reinsertion.
> The process of demobilization is varied; it can be transitionary or conducted at

purpose-built cantonments in time frames ranging from 5 to 10 days to longer
periods of up to 6 months, depending on the nature of the conflict and the
peace accord. It is frequently phased so that not all troops or guerrillas enter the
process at the same time. Encampment may be employed for massing troops
together in designated camps or barracks. They are registered, screened and
processed in the camps for reintegration programs to begin their transition into
civilian life - which may or may not begin immediately after the combatants have
been demobilized and discharged.
> Combatants may or may not receive benefits or some form of compensation
and other assistance to encourage their transition to civilian life. Their
“transitionary support allowance” covers subsistence and may include a
Edition 2010
transportation voucher to allow them to return to their home regions.

Demobilization takes place on a set time scale with benefits that are equivalent
to but not the same as those for rural or urban reintegration.
> When accommodation for demobilized soldiers is being prepared, United

Nations peacekeepers may be called on to assist and guide the contractors
undertaking the work for security and safety reasons. Different names may be
used for the temporary housing areas, such as cantonment site, encampment
site, quartering area, assembly area or verification centre. The United Nations
has recently adopted integrated DDR standards (IDDRS; reference 119) in an
attempt to standardize the terminology and approach in DDR programs.
> Experience has shown that if sufficient resources are not made available,
demobilization and reintegration are hard to achieve. Getting sufficient donor
funding for reintegration programs and the creation of jobs is a difficult task.
Photo - Left: Camp established for disarmed combatants. Right: Camp under
construction.
Demobilization Camps Slide 11
> Ex-combatants come from a range of political and economic backgrounds.

Reinsertion programs with briefings, counseling and training should take into
account different personal situations and offer targeted assistance for return to
civilian life.
> Effectiveness of the demobilization process chiefly depends on the period of
encampment, program goals, combatants’ expectations and appropriate design
of programs. Even a plan for short encampment should have a contingency
plan and a budget for activities, because of the inevitability of unplanned delays.
Planned activities help make encampment more productive and are key to
preventing boredom and disillusionment, limiting frustration and lessening the
risk of mutiny, riots and self-demobilization.
DEMOBILIZATION Slide 12
• Sports, recreation, entertainment

• Education
• Vocational skills and agricultural training
• Job counseling and referral
Edition 2010
> Sports, recreation, entertainment. Key programs on the encampment agenda

involve sports and recreation. The DDR experience in Mozambique, for
example, demonstrated that the budgetary investments in local cultural
activities, music, dance, drama and even soccer balls were low in cost yet
yielded high returns.
> Education. Classes in basic literacy and arithmetic, national language and
country-based information (geography, population and environment) help
prepare for reintegration.
The shorter the demobilization phase, the better the chances of a smooth
integration of combatants into civilian life. There are however, situations in
which, for political reasons, combatants have to remain in demobilization sites
for several months or a year. This time can be used for skills training. Such
programs should be linked to reintegration measures.
> Vocational skills and agricultural training help prepare for reintegration and
affirm the commitment of the government and international community to the
ex-combatants’ welfare.
> Job counseling and referral enable vocational skills, capacity and aptitude to
be assessed; ex-combatants to investigate their prospects; and referrals for
employment and social services.
Not all ex-combatants need everything. A good screening process can be a

cost-effective means of achieving processing objectives. The goal should be to
create circumstances whereby the ex-combatant becomes independent and
self-sustaining.
REINSERTION
REINSERTION Slide 13
Is the assistance offered to ex-combatants during demobilization but

prior to the longer-term process of reintegration.
> REINSERTION is the assistance offered to ex-combatants during

demobilization but prior to the longer-term process of reintegration. Reinsertion
is a form of transitional assistance to help cover the basic needs of ex-
combatants and their families and can include transitional safety allowances,
food, clothes, shelter, medical services, short-term education, training,
employment and tools. While reintegration is a long-term, continuous social and
economic process of development, reinsertion is short-term material and/or
financial assistance to meet immediate needs, and can last up to one year.
Edition 2010
REINTEGRATION
REINTEGRATION Slide 14
Is the process by which ex-combatants acquire civilian status and gain

sustainable employment and income.
> REINTEGRATION is the process by which ex-combatants acquire civilian

status and gain sustainable employment and income. Reintegration is
essentially a social and economic process with an open time-frame, primarily
taking place in communities at the local level. It is part of the general
development of a country and a national responsibility, and often necessitates
long-term external assistance.
> Types of assistance. In most demobilization and reintegration programs, ex-

combatants receive some form of material and financial assistance before
leaving the cantonment sites. The principal objective of such aid packages is to
assist the ex-combatants in their initial transition from a military to a civilian
environment.
Because the political, social and economic environment differs from country to
country and sometimes from region to region, there cannot be a blueprint for
the content of an ideal aid package that supports resettlement of ex-
combatants. All resettlement efforts, however, should include provisions for
some form of aid package to help ex-combatants in starting their civilian life.
The package should directly relate to such immediate, day-to-day needs as
food, clothing, shelter, transportation and education.
Example
Examples of resettlement aid packages:

Mozambique
♦ Civilian clothing
♦ Payment coupons for an additional 18 months of financial support in the
resettlement area
♦ Transport subsidy
♦ Rations for 2 weeks
♦ Seeds and agriculture tools
Nicaragua
♦ Rice and beans for a 7-month period
♦ Civilian clothing for ex-combatants and dependants
Edition 2010
♦ Housing materials
♦ Cooking utensils
♦ Agricultural tools
♦ Cash payments of US$ 50.00
> Reintegration programs. Different types of vocational training may be

conducted according to the availability of resources: mechanics, farming,
sewing, carpentry and computer training. Vocational (job) training in different
fields is important at the level of both the individual and his or her country.
Who is DDR for?
Slide 15
Who is DDR for?
• Male and female adult combatants
• Children associated with armed forces and groups
• Those working in non-combat roles (including women)
• Ex-combatants with disabilities and chronic illnesses
• Dependants
> Who is DDR for?

There are five categories of people that should be taken into consideration in
DDR programs:
• Dependants
> While provisions should be made for the inclusion of the first four groups in DDR
programs, the fifth group may, depending on resources and local
circumstances, be included in the reintegration phase of DDR. National
institutions will generally determine policy on the direct benefits this group will
receive during reintegration.
> Civilians and civil society groups in communities to which members of the
abovementioned groups will return need to be consulted during the planning
and design phase of DDR programs, as well as informed and supported in order
to assist them to receive ex-combatants and their dependants during the
reintegration phase.
Edition 2010
What are the key characteristics of DDR?
Slide 16
What are the key characteristics of DDR?
• People-centered
• Flexible, accountable and transparent
• Nationally owned
• Integrated
• Well planned
> What are the key characteristics of DDR?

The basic qualities that characterize UN DDR programs and activities are
discussed in this section. All UN DDR programs shall be: people-centered;
flexible, accountable and transparent; nationally owned; integrated; and well
planned.
> People-centered
UN programs shall be established taking into consideration:
• Criteria for participation/eligibility
• Inclusivity
• Gender equality
• Unconditional release and protection of children
• Human rights and humanitarian law and principles
> Flexible, accountable and transparent

Each UN or UN-supported DDR program shall strive to remain:
• Flexible and context-specific in approach
• Accountable and transparent
• Flexible, sustainable and transparent in funding arrangements
> Nationally owned

The primary responsibility for the successful outcome of DDR programs rests
with national and local actors, and national stakeholders are responsible for
planning, coordinating and running institutions set up to manage different
aspects of the peace agreement. However, because national capacity is
usually weak in post-conflict settings, it must be systematically developed, as
follows:
• Creating national institutional capacity: A primary role of the UN is to
supply technical assistance, training and financial support to national
authorities to establish credible, capable, representative and
sustainable national institutions and programs.
• Finding implementing partners: Besides national institutions, civil
society is a key partner in DDR programs.
Edition 2010
• Employing local communities and authorities: As these play an

important role in ensuring the sustainability of DDR programs,
particularly reintegration, their capacities for strategic planning and
program and/or financial management must be rebuilt.
> Integrated
From the earliest, pre-mission assessment phase and throughout all stages of
strategy development, program planning and implementation, it is essential to
encourage integration and unity of effort within the UN system and with
national players, and to coordinate the participation of international partners so
as to achieve a common objective.
> Well planned

Planning processes of UN or UN-supported DDR programs shall consider:
• Safety and security
• Assessment, planning, monitoring and evaluation
• Public information and community sensitization
• Transition and exit strategy
Participants, Beneficiaries and Actors

Slide 17
Participants, Beneficiaries and Actors
PARTICIPANTS
ACTORS
BENEFICIARIES
> Participants, Beneficiaries and Actors

A successful integrated DDR process leads to the transformation of individuals
from combatants to civilians and of societies from conflict to peace. These
complex changes are brought about by a range of local, national and
international actors working in partnership to achieve a common goal:
sustainable peace.
Edition 2010
Participants and beneficiaries (individuals)
Slide 18
Participants and Beneficiaries
Abductees
Dependants
Members
armed
forces Women
Youth
Civilian
returnees
Communities
Children Disabled
people
Participants and beneficiaries (individuals)
> Members of armed forces and groups

All those who are found to be members of an armed force or group, whether
they were involved in active combat or in support roles (such as cooks, porters,
messengers, administrators, sex slaves and ‘war wives’), shall be considered
part of the armed force or group and therefore shall be included in the DDR
program.
> Abductees
Abduction is a feature of modern conflicts and is a serious violation of
humanitarian and human rights law. Male and female youth and children, and
adult women are all vulnerable to abduction or forced recruitment by armed
forces and groups. They are forced to perform a number of military and non-
military support roles and are often exposed to extreme and long-term violence.
> Dependants
Dependants are civilians who rely on a combatant for their livelihood. Because
they are civilians, they do not directly participate in the disarmament and
demobilization phases of DDR.
Edition 2010
> Women
It is vital to ensure that women participate in all stages of DDR, from program
development to implementation, and are taken into account in all stages of the
DDR process, through representation in national institutions and decision-
making bodies, and through the planning, implementation, monitoring and
evaluation of DDR.
> Youth
While there is no internationally recognized legal definition of ‘youth’, young
people associated with armed forces and groups make up an important part of
society and can both fuel conflict and support post-conflict reconciliation and
recovery. Many young ex-combatants may have been recruited as children, but
not demobilized until they were young adults. They have therefore been denied
normal socialization by families and communities, they have missed educational
and vocational opportunities, and lack basic living skills.
> Children
The recruitment of children into armed forces and groups is a serious violation
of human rights and is prohibited under international law. The UN shall promote
the unconditional release of children associated with fighting forces at all times,
i.e., during open conflict, while peace negotiations are taking place and before
the establishment of a national DDR process.
> Disabled people

Ex-combatants suffering from disability, chronic illness or substance addiction,
because of their health status, will not be eligible for integration into new
national security forces. They will require specialized DDR assistance and
should be given opportunities to participate and have their concerns reflected in
decisions dealing with their treatment and reintegration.
> Civilian returnees

Individuals who have been associated with armed forces or groups are not
granted refugee status by the UN High Commissioner for Refugees (UNHCR) to
avoid aiding people who have been responsible for human rights violations and
war crimes. However, certain excombatants, possibly self-demobilized, may be
present among refugee and returnee populations. It will be necessary to identify
them in consultation with the general local population and with UNHCR and the
refugee/IDP or returnee committee, and then to determine whether they are
eligible to enter the DDR program.
> Communities
Where ex-combatants receive individual reintegration support, this assistance
should be limited in time and scope and delivered, as far as possible, through
programs and projects that benefit the broader community.
Edition 2010
This is a point where the session will benefit from mission specific
information.
) Note to the instructor: provide information about the Participants and

beneficiaries of DDR.
National actors
Slide 19
National actors
Political
parties
The
media
Governments
Civil The
society Non Military
signatory
armed
groups
National actors
> Political parties

DDR is one component of the wider peace-building and recovery framework.
This framework is often outlined in a peace agreement that lays out the way in
which national institutions will manage post-conflict governance, including the
respective roles that parties who signed the peace agreement will play in
establishing and running national institutions and formulating policy.
> Governments
National or transitional governments generally lead the establishment of
institutions for DDR such as a national commission on DDR (NCDDR). This
commission, or its equivalent, must be closely linked with government
ministries, which will be responsible for longer-term national recovery and
reintegration strategies. DDR must also be connected to other transitional
authorities such as ceasefire commissions, reintegration commissions, national
economic recovery strategies, truth and reconciliation commissions, etc.
Edition 2010
> The military

The success of DDR programs depends on adequate coordination among
civilian, police and military institutions, so it is important to include civilian, police
and military personnel in the DDR team to facilitate cooperation between the
peacekeeping mission and external partners, including UN funds, agencies and
programs, as well as national military authorities.
> Non-signatory armed groups

Ideally, the DDR of all armed forces and groups is discussed as part of the
peace accord and political agreement, and the different motivations and
interests of leaders, field commanders, and members of armed forces and
groups are understood before DDR planning begins. If other forces and groups
have not been represented in political processes or formal institutional
mechanisms for DDR and/or have not signed the peace accord, a framework
must be set up to secure their buy-in and participation. This is particularly
important in areas where informal militias and/or criminal gangs have been
active in conflict, but are not represented in political processes and
negotiations.
> Civil society

Civil society organizations based in local communities are stakeholders in the
policy development and planning phases of DDR, and should be consulted
through formal and informal mechanisms. During the implementation phase,
they are local partners and service providers. However, international assistance
will usually be necessary to build their capacity in networking, strategic
planning, program development, and financial management and
communications strategies.
> The media

Like other institutions in post-conflict societies, the capacities, infrastructure and
even neutrality of the local and national media will have been reduced. Yet the
media are crucial for the delivery of messages to armed forces and groups, and
members of the general public regarding post-conflict reconciliation and peace-
building strategies, including the implementation of DDR programs.
information.
) Note to the instructor: provide information about the National actors of

DDR.
Edition 2010
International actors
Slide 20
The UN system The region
Member States International non-

and bilateral Development governmental
partners banks organizations
International Research and

corporations policy centers
information.
) Note to the instructor: provide information about the International actors

of DDR present in mission AOR.
> The UN system

Where the Secretary-General has appointed a Special Representative (SRSG),
the latter will generally have overall responsibility for the UN system in-country,
as well as direct responsibility for the UN peacekeeping mission, including the
DDR unit. The SRSG may also represent the UN in political negotiations on
DDR, overseeing the provision of technical assistance and implementation of
UN support operations.
> The region

Regional actors and neighboring countries may have been direct or indirect
parties to the conflict, and DDR will have an impact on them when foreign
combatants are repatriated. Consultation with regional actors and neighboring
countries in the planning phases of DDR will establish the appropriate
mechanisms for dealing with such situations.
> Member States and bilateral partners

Member States and bilateral partners act as guarantors and supporters of
political transition processes and as donors for peace-building and recovery
Edition 2010
programs, and may even assume responsibilities as primary international

sponsors of particular components of DDR and security sector reform
processes.
> Development banks

Although the mandates of development banks do not generally allow them to
support disarmament or other security-related components of DDR programs,
the World Bank and regional development banks have been involved in the
financing, program development and monitoring of a number of DDR programs.
> International non-governmental organizations

Several international NGOs have developed experience in managing and
implementing various components of DDR programs (among others, German
Agro Action, World Vision, International Rescue Committee, Oxfam and
Gesellschaft für Zusammenarbeit ). They are also often engaged in
humanitarian and development activities in regions where DDR programs are
being established.
> International corporations

Where conflict has resulted from competition for natural resources or where
their exploitation fuels conflict, there can be direct and/or indirect links between
international commercial interests and local armed groups.
> Research and policy centers

A number of national and international research centers have made
contributions to the development, monitoring and review of past and current
DDR programs, and are a valuable external resource in the design and
implementation of new programs.
Edition 2010
Military component contribution
Slide 21
Military component contribution
Information-
gathering &
reporting
Security Logistic
support
Specialized Information
weapon & dissemination &
ammunition sensitization
expertise
Program
monitoring &
reporting
information
) Note to the instructor: provide information about the military component

contribution to DDR
> Military component contribution

Military capability, particularly in specialized capacities such as communications,
aviation, engineering, and medical and logistical support, is often difficult for the
UN to obtain, and may be used only where it is uniquely able to fulfill the task at
hand. Where civilian sources can meet an approved operational requirement
and the military component of a mission is fully employed, civilian resources
should be used. If mandated, and therefore resourced and equipped
appropriately, the military should be able to contribute to a DDR program in the
ways described below.
Security
Slide 22
Security
Is essential both to ensure former combatants’ confidence in a DDR

program, and to ensure the security of other elements of a mission
and the civilian population.
Edition 2010
> Security
Security is essential both to ensure former combatants’ confidence in a DDR
program, and to ensure the security of other elements of a mission and the
civilian population. A military component is often tasked with providing a secure
environment so that a UN mission can meet its overall objectives. If tasked and
resourced, military capability can be utilized to provide security that is
specifically related to a DDR program. This can include camp/cantonment
security, including security of weapons and ammunition that have been handed
in or stored as part of a DDR program, and security of disarmament and/or
demobilization sites. The military component can also be tasked with providing
security to routes that former combatants will use to enter the program, and
provide escorts to movement of those participating in the program. Experience
has shown that unarmed MILOBs do not provide security, although in some
situations they can assist by contributing to early warning, wider information-
gathering and information distribution.
The use of MILOBs in remote situations must be carefully balanced with their
security requirements. Unfortunately, the UN flag is not a guarantee of security
in many of the situations facing UN peacekeeping forces.
If the mandate and the concept of operations specify that military support to
DDR should carry out specific tasks, then the need for this must be factored into
the force structure when the concept is drawn up. It is preferable to provide a
single recommendation for the force requirement rather than going back to the
UN Security Council for additional forces once a mission has started.
Information-gathering and reporting
Slide 23
Information-gathering and reporting
The military component can contribute to DDR operations by seeking

information on the locations, strengths and intentions of former
combatants who may or will become part of a DDR program.
> Information-gathering and reporting

The military component can contribute to DDR operations by seeking
information on the locations, strengths and intentions of former combatants who
may or will become part of a DDR program. Parties to the conflict are often
reluctant to fully disclose troop strengths and locations, and it would also be
naive to assume that all combatants fully accept or trust a peace process. As a
result, accurate figures on weapons and ammunition which are expected to be
collected during the program may never be available; hence there must be
some degree of flexibility included in the technical part of the program.
Edition 2010
The information-gathering process can be a specific task of the military

component, but it can also be a by-product of its normal operations, e.g.,
information gathered by patrols and the activities of MILOBs. The military
component can be used to detect whether the withholding of information is
occurring, and can assist in dealing with this as part of the public information
and sensitization campaign associated with DDR. A mission’s Joint Operations
Centre (JOC) and Joint Mission Analysis Centre should coordinate the
information-gathering and reporting activities.
Information dissemination and sensitization
Slide 24
Information dissemination and sensitization
The military component is normally widely spread across the post-

conflict country/region, and can therefore assist by distributing
information on a DDR program to potential participants and the local
population.
> Information dissemination and sensitization

The military component is normally widely spread across the post-conflict
country/region, and can therefore assist by distributing information on a DDR
program to potential participants and the local population. This is particularly
useful when command chains and communications in armed factions are poor.
Any information campaign should be planned and monitored by the DDR and
wider mission public information staff. Depending on the security situation,
MILOBs may be particularly useful in fulfilling this function.
Program monitoring and reporting
Slide 25
Program monitoring and reporting
If involved in a program to provide security, the military component can

assist dedicated mission DDR staff by monitoring and reporting on
aspects of program progress.
> Program monitoring and reporting

If involved in a program to provide security, the military component can assist
dedicated mission DDR staff by monitoring and reporting on aspects of program
progress. This work must be managed by the DDR staff in conjunction with the
JOC.
Edition 2010
Specialized weapon and ammunition expertise
Slide 11
Specialized weapons and ammunition expertise
The military possesses specialized ammunition and weapons

expertise that will be useful as part of disarmament aspects of a DDR
program.
> Specialized weapons and ammunition expertise

The military possesses specialized ammunition and weapons expertise that will
be useful as part of disarmament aspects of a DDR program. Depending on the
methods agreed on in peace agreements and plans for future national security
forces, weapons and ammunition will either be destroyed or stored safely and
securely.
Logistical support
Slide 26
Logistical support
The logistics and related tasks may encompass:

• Administration (assistance with registration and disarmament
forms)
• Supply support (food, equipment/spare parts, petrol)
• Engineering support, if no civilian contractor is available
(including explosive ordnance disarmament)
• Medical support, if no civilian medical personnel are available
• Transport support including material handling, if host nation
support insufficient
• Communications
> Logistical support

Military logistical capabilities can be useful in a DDR program. Their support
must be coordinated with units that provide integrated services support to a
mission. Where the military is specifically tasked with providing certain kinds of
support to a DDR program, additional military capability may be required by the
military component for the duration of the task. A less ideal solution would be to
reprioritize or reschedule the activities of military elements carrying out other
mandated tasks. This approach can clearly have the disadvantage of degrading
wider efforts to provide a secure environment, perhaps even at the expense of
the security of the population at large.
The logistics and related tasks may encompass:
Edition 2010
• Administration (assistance with registration and disarmament forms)

• Supply support (food, equipment/spare parts, petrol)
• Engineering support, if no civilian contractor is available (including
explosive ordnance disarmament)
• Medical support, if no civilian medical personnel are available
• Transport support including material handling, if host nation support
insufficient
• Communications
Tasks for United Nations Military Observers (UNMOs)
Slide 27
Tasks for United Nations Military Observers (UNMOs)
Tasks for UNMOs generally include:
• Monitoring separation of forces

• Monitoring withdrawal and disbandment of irregular forces
• Manning reception centers
• Registering and collecting weapons, ammunition and
explosives
• Registering ex-combatants
• Performing investigations
> Tasks for United Nations Military Observers (UNMOs)

UNMOs are normally unarmed and provide liaison functions with warring
factions. They may also be involved in the organization and coordination of a
demobilization site. Their tasks generally include:
• Monitoring separation of forces

• Monitoring withdrawal and disbandment of irregular forces
• Manning reception centers
• Registering and collecting weapons, ammunition and explosives
• Registering ex-combatants
• Performing investigations
In addition, other groups of observers from regional organizations, international

organizations or NGOs may be participating in reintegration programs.
Edition 2010
Learning Activity: Disarmament, Demobilization and Reintegration

processes exercise: role playing

5 minutes Complete the DDR questionnaire
15 minutes For comparing the results of the different
groups
Edition 2010
Handout
Definition of Disarmament, Demobilization, Reinsertion,
Reintegration
DISARMAMENT is the collection, documentation, control and disposal of small arms,

ammunition, explosives and light and heavy weapons belonging to combatants and
often also to the civilian population. Disarmament also includes the development of
responsible arms management programs.
DEMOBILIZATION is the formal and controlled discharge of active combatants from

armed forces or other armed groups. The first stage of demobilization may extend
from the processing of individual combatants in temporary centers to the massing of
troops in camps designated for this purpose (cantonment sites, encampments,
assembly areas or barracks). The second stage of demobilization encompasses the
support package provided to the demobilized, which is called reinsertion.
REINSERTION is the assistance offered to ex-combatants during demobilization but

prior to the longer-term process of reintegration. Reinsertion is a form of transitional
assistance to help cover the basic needs of ex-combatants and their families and can
include transitional safety allowances, food, clothes, shelter, medical services, short-
term education, training, employment and tools. While reintegration is a long-term,
continuous social and economic process of development, reinsertion is short-term
material and/or financial assistance to meet immediate needs, and can last up to one
year.
REINTEGRATION is the process by which ex-combatants acquire civilian status and

gain sustainable employment and income. Reintegration is essentially a social and
economic process with an open time-frame, primarily taking place in communities at
the local level. It is part of the general development of a country and a national
responsibility, and often necessitates long-term external assistance.
Edition 2010
Section 1.4 Learning Outcome Assessment

the correct answers be provided at the end of the assessment in order to ensure
Questions
1. What is DDR?
2. What are the elements of DDR?
3. What are the key characteristics of DDR?
4. Who is DDR for?
) Expected outcome
1. The DDR of ex-combatants is a complex process, with political, military,
security, humanitarian and socio-economic dimensions
2. The elements of DDR are DISARMAMENT, DEMOBILIZATION,
REINSERTION and REINTEGRATION
3. The key characteristics of DDR are:
• People-centered
• Flexible, accountable and transparent
• Nationally owned
• Integrated
• Well planned
4. DDR is for:
• Dependants
Edition 2010
Annex 1: UN documents and legal instruments guiding DDR
Handout
1. UN documents
Each mission-specific mandate for DDR is established through a unique Security
Council resolution, but direction can also be drawn from the following:
• Statement by the President of the Security Council, S/PRST/2000/10, of 23
March 2000, in which “the Council notes that disarmament, demobilization and
reintegration must be addressed comprehensively so as to facilitate a smooth
transition from peacekeeping to peace-building”;
• Security Council resolution 1325 (2000) on Women, Peace and Security, in
which the Council “[e]ncourages all those involved in the planning for
disarmament, demobilization and reintegration to consider the different needs of
female and male ex-combatants and to take into account the needs of their
dependants” (para. 13);
• Resolutions 1379 (2001), 1460 (2003) and 1539 (2004) on Children in Armed
Conflict, in the last of which the Security Council “[r]eiterates its requests to all
parties concerned, including UN agencies, founds and programs as well as
financial institutions, to continue to ensure that all children associated with
armed forces and groups, as well as issues related to children are
systematically included in every disarmament, demobilization and reintegration
process, taking into account the specific needs and capacities of girls, with a
particular emphasis on education, including the monitoring, through, inter alia,
schools, of children demobilized in order to prevent re-recruitment” (art. 8);
• A series of statements and resolutions adopted by the Security Council on the
Protection of Civilians in Armed Conflict that are relevant to the planning and
implementation of DDR programs.
The Secretary-General and other UN bodies provide policy guidance on DDR in a

number of reports adopted by the Security Council and General Assembly, including:
• The Secretary-General’s report on The Role of UN Peacekeeping in

Disarmament, Demobilization and Reintegration, S/2000/101, of 11 February
2000, paras. 2 and 8, in which the Secretary-General lays out the UN’s basic
approach to DDR as a key element of stabilization in post-conflict situations to
facilitate a society’s transition from conflict to development. He establishes that
DDR cannot be viewed as a simple sequence of events, but rather, that each
activity forms a continuum whose elements overlap and mutually reinforce each
other;
• The Report of the Panel on UN Peace Operations, A/55/305; S/2000/809, of 21
August 2000, which reaffirms the importance of DDR to the achievement of the
UN’s peacebuilding objectives, the indivisibility of its component parts and the
importance of linking DDR programs to other elements of the peace-building
framework, such as the rule of law and democratic governance. In addition, the
Edition 2010
Report of the Panel on UN Peace Operations, A/55/502/2000, calls for an

integrated or team approach to be taken by the different departments, agencies
and programs of the UN system to achieve peace-building objectives; The
Secretary-General’s Study on Women, Peace and Security (2002), which
recommends that the UN system should incorporate the needs and priorities of
women and girls as ex-combatants, ‘camp followers’ and families of ex-
combatants in the design and implementation of DDR programs, in order: to
ensure the success of such programs, the participation of women and girls and
their full access to benefits; to pay attention to the specific needs of girl soldiers;
to develop programs on the prevention of domestic violence in the families and
communities of ex-combatants; and to recognize the contributions of women
and girls in encouraging ex-combatants to lay down their arms;
• The Secretary-General’s bulletin on Special Measures for Protection from
Sexual Exploitation and Sexual Abuse, ST/SGB/2003/13, of 9 October 2003,
which applies to the staff of all UN departments, programs, funds and agencies,
as well as to forces conducting operations under UN command and control, who
are prohibited from committing acts of sexual exploitation and sexual abuse and
who have a particular duty of care towards women and children. The bulletin
also establishes standards of conduct and the responsibility of heads of office,
mission or department in this regard;
• The Report of the High-level Panel on Threats, Challenges and Change,
A/59/565, of 2 December 2004, which concludes that “[d]emobilization of
combatants is the single most important factor determining the success of
peace operations” (paras. 227, 228), but notes that it is difficult to secure timely
funding for DDR operations. The Panel calls for the creation of a standing fund
for peace-building to be used to finance the recurrent expenditure of a newly
formed government and key agency programs in the areas of rehabilitation and
reintegration;
• The report of the Secretary-General on Disarmament, Demobilization and
Reintegration, A/60/705, of 2 March 2006, which discusses the UN’s increased
engagement in DDR processes as part of complex peacekeeping and non-
peacekeeping operations over the last five years, including lessons learned from
these operations. The report further discusses the development of the
Organization’s new approach to DDR within the United Nations system, based
on these lessons learned, which is articulated in the IDDRS.
2. International legal framework

The standards and provisions of international law operate both during and after
conflict, and establish the broad normative framework for peace-building and
recovery programs, including DDR. Legal regimes with particular relevance to DDR
operations include the following:
International humanitarian law

• The Geneva Conventions (1949) and Additional Protocols (1977) provide legal
definitions of combatants and armed groups, standards for the protection of
civilians, and rights to relief for the wounded, sick and children;
Edition 2010
• The International Criminal Court Statute (1998) establishes individual and

command responsibility for crimes against humanity, war crimes and genocide.
International human rights law

• The International Covenant on Civil and Political Rights (1978) recognizes the
right of all people to self-determination and establishes a range of civil and
political rights to be respected without discrimination, including rights of due
process and equality before the law, freedom of movement and association,
freedom of religion and political opinion, and the right to liberty and security of
person;
• The International Covenant on Economic, Social and Cultural Rights (1978)
establishes rights of individuals and duties of States to provide for the basic
needs of all persons without discrimination, including access to employment,
education and health care;
• The Convention Against Torture and Other Cruel Inhuman or Degrading
Treatment or Punishment (1984) establishes that torture is prohibited under all
circumstances, including a state of war, internal political instability or other
public emergency, regardless of the orders of superiors or public authorities;
• The Convention on the Elimination of All Forms of Discrimination Against
Women (1979) prohibits discrimination on the basis of sex and promotes equal
access for men and women to employment, education, and legal, political,
economic, social and cultural rights;
• The Convention on the Rights of the Child (1989) recognizes the special status
of children and establishes their economic, social and cultural rights, as well as
States’ duty to protect children in a number of settings, including during armed
conflict.
International refugee law

• The Convention Relating to the Status of Refugees (1951) establishes the rights
of refugees and duties of States in this regard, including the prohibition of forced
repatriation.
Statements of international principles and standards

• The Cape Town Principles and Best Practices (1997) establishes 18 as the
minimum age for recruitment in any form into any armed force or armed group
and encourages governments to ratify the Optional Protocol to the Convention
on the Rights of the Child, which raises the minimum age for recruitment from
15 to 18 years. Children associated with armed groups and forces are defined
as “any person under 18 years of age who is part of any kind of regular or
irregular armed force or armed group in any capacity, including but not limited to
cooks, porters, messengers and anyone accompanying such groups, other than
family members. The definition includes girls recruited for sexual purposes and
for forced marriage. It does not, therefore, only refer to a child who is carrying or
who has carried arms.”
Edition 2010
Section 2.1: Negotiation and Mediation Pg. 1
Unit 2.1 Negotiation and Mediation

Table of Contents
Preparatory Notes to Instructor ........................................................................ 2

Session Notes .................................................................................................. 6
Definition of Conflict ......................................................................................... 7
Typical responses to conflict ............................................................................ 9
Learning Activity: Define Communication, Negotiation and Mediation ........... 11
Purpose of Negotiation/Mediation .................................................................. 13
Phases of Negotiation/Mediation.................................................................... 14
Learning Outcome Assessment ..................................................................... 21
Learning Activity: Negotiation, Mediation and Use of Language Assistants
exercise: role playing ..................................................................................... 24
Edition 2010
Background
In the context of post-conflict societies, United Nations Peacekeeping
Operations can contain elements of both small and large scale confrontations
which have to be dealt with during the de-escalation efforts. In a
Peacekeeping Operation negotiation, mediation and even diplomatic activities
not only have to be covered on the management/command level but
especially on the practical level by all UN peacekeepers.
Indeed, peacekeepers might have to use operational and structural
techniques to prevent and manage conflict, and to de-escalate potential
violence whenever tension arises. The main objective is to support the peace
process in the post conflict society.
People often use negotiation and mediation techniques in their daily lives
without realizing it. This occurs in an environment that is known to them, in
their own language and in their own culture, and under circumstances that are
far from a conflict or post conflict environment.
Yet communication in a Peacekeeping Operation is much more complex.
Peacekeepers have to be prepared to negotiate and mediate conflicts on a
daily basis, with people from different cultures, many times in a language that
is not their mother tongue and often under tense or even threatening
situations.
Additionally peacekeepers often will have to deal with complaints, criticism
and demands, all of which will require good negotiation and mediation skills.
Negotiation and mediation skills will improve the peacekeepers’ potential to
de-escalate a conflict situation, promote a secure environment, and develop
peaceful and lasting solutions to a conflict on any scale.
Aim
To enable participants to:
• Use negotiation and mediation techniques as necessary when
employed in a UN peacekeeping operation
Learning Outcomes
On completion of Negotiation and Mediation Module, participants will be able
to:
1. Describe the characteristics of a conflict
2. Define communication, negotiation and mediation
3. Identify the three principles of negotiation/mediation
UN Peacekeeping PDT Standards, Specialized Training Material for Military Experts on

Mission 1st edition 2010
4. Identify the phases of a negotiation/mediation process and list some

needed action within the phases
5. Apply negotiation/mediation skills in an exercise
Training Sequence
The material contained in this module could be delivered over three to four
training units, depending on the number of learning activities upon which the
instructor decides. The instructor can modify the duration to suit national
training requirements and reflect the subject matter comprehension level of
the participants/learners.
This module should be delivered in conjunction with or with due attention to
the modules on Respect for Diversity, Working with Different Partners and
Security.
Duration
Minimum Lecture/Presentation Questions/Assessment Session Activities

Session Time
65 minutes 45 min 5 min. 15 min
Additional Mission Specific Optional Film Optional Activity

Options
45 min for role TBD by PKTC Unit 2 Training Activity
playing activity 45 (together with 2.2)
Methodology
This module contains suggested learning activities to keep adult learners
engaged. The facilitation team should use as many of the learning activities
as time allows and keep them tailored to the target audience. Participants
should be fully involved in the learning process through practical exercises,
brainstorming sessions, discussion of case studies, working in small groups
on specific tasks, etc.
It is advisable to distribute all handouts prior to the session, so participants
can take advantage from the information and ask instructors for clarifications.
The instructor should inform participants of the content, format and timing.
Knowing what to expect, participants can improve their ability to focus on the
subject and benefit better from the session.
• Definition of Conflict
• Typical responses to conflict
• Definition of communication, negotiation, mediation
• Purpose of Negotiation/Mediation
Edition 2010
• Phases of Negotiation/Mediation
• Learning Outcome Assessment

assessment questions are used informally in a group question and answer
session, or if they are provided to the participants as a written quiz. In either
case, it is recommended that the correct answers are provided at the end of
the assessment in order to ensure participants are clear on the key
messages.
Instructors are encouraged to add examples and mission-specific information
related to the specific deployment of participants, if known.
Instructor Profile
This module is best presented by an instructor who has experience in
negotiation and mediation, who could share his/her experience with the
group. If there is more than one instructor, at least one should have practical
experience. The instructor should also encourage questions from the
participants and aim for an interactive discussion. All trainees should be
encouraged to contribute to the group discussions, case study discussions
and in any other activity.
Required Readings
• Conflict Management for Peacekeepers and Peacebuilders. The
African Centre for the Constructive Resolution of Disputes
(ACCORD) January 2008: First Edition
Equipment:
1. Computer and PowerPoint slides
3. Flip Chart
4. Materials: Copies of handouts…etc.
Mission Specific
operations’: http://www.un.org/Depts/dpko/dpko/index.asp). Additional
mission specific information is available at the UN DPKO Policy and Training

internet website:
Symbols Legend
1. Speaking Points (The main points to cover on the topic. Ideally the

option)

inclusion)
activities are provided at the end of the unit, section or part – as
indicated in the text)
Edition 2010
Session Notes
Negotiation and Mediation Slide 1
) Note to Instructor: Give the participants a brief explanation why they

should pay special attention to this module. Refer to: Background in the
Preparatory Notes to the Instructor
Aim Slide 2

Use negotiation and mediation techniques as necessary
when employed in a UN peacekeeping operation
Learning Outcome Slide 3
On completion of the module, participants will be able to:

• Describe the characteristics of a conflict
• Define communication, negotiation and mediation
• Identify the three principles of negotiation/mediation
• Identify the phases of a negotiation/mediation process
and list some needed action within the phases
• Apply negotiation/mediation techniques in an exercise
Structure of the Presentation Slide 4
• Definition of Conflict
• Typical responses to conflict
• Definition of communication, mediation, negotiation
• Purpose of Negotiation/Mediation
• Phases of Negotiation/Mediation
• Learning Outcome Assessment

Definition of Conflict
Definition of Conflict Slide 5
Conflict is a state of human interaction where there is

disharmony or a perceived divergence of interests, need or
goals. There is a perception that interests, needs or goals
cannot be achieved due to interference from the other person
or people (ACCORD)
) Note to instructor: Even though negotiation/mediation skills are used in every

day life, participants should be aware that in a peacekeeping operation they are
going to be confronted with a conflict or post conflict environment. It is
important for them to understand the background of the conflict.
> Characteristics of a conflict

• Conflict is a state or relationship characterized by disharmony
• Conflict emerges when parties/people opinions differ over goals,
values and/or interests
• Due to the differences parties/people start to compete
• Parties/people confront each other
• The confrontation might escalate into violence, destruction and
devastation if not managed
• Management of conflict starts with communication, negotiation, and
mediation
• A managed conflict can create an opportunity for positive change
Conflict Management Continuum Slide 6
Informal Negotiation Mediation Arbitration Adjudication Force

discussion
Decision by the parties Decision by Decision

external party by force
Parties lose control of the process/content/solution
) Note to instructor: Before showing the slide above ask the participants
which options they have to respond to a conflict and which are the main
tools the participants will use in the mission.
Edition 2010
) Expected Outcome:
1. Decisions by the parties (ACCORD)
• Informal Discussion: An unstructured process, where parties
attempt to resolve their problems on their own (also useful to
prepare for formal negotiations)
• Negotiation: An informal or formal process, where parties actively
talk about their conflict for the purpose of reaching agreement and
bringing resolution to their problems.
• Mediation: A “facilitated negotiation”, where an independent third
party helps belligerents to come to a resolution of their problems,
but does not decide on their behalf.
2. Decision by external party (ACCORD)
• Arbitration: Parties jointly commit to a third party making a decision
about how to resolve the conflict, which will be binding on all
parties. This is often used in industrial or business conflicts.
Example The Eritrea-Ethiopia Boundary Commission was an example of this

mechanism. On 13 April 2002 in The Hague, the Commission conveyed to
representatives of the two governments its decision about delimitation of their
common border which was an important milestone in the peace process; the
decision of the Commission was "final and binding",
• Adjudication: A legal process, backed up by the power of institution

–e.g. a medical board governing doctors, or a court governing
society. The “adjudicator” makes a decision for the parties, which is
binding on the parties.
Example The International Court of Justice (ICJ) is the principal judicial organ
of the United Nations (UN). It was established in June 1945 by the Charter of
the United Nations and began work in April 1946.
The Court’s role is to settle, in accordance with international law, legal
disputes submitted to it by States and to give advisory opinions on legal
questions referred to it by authorized United Nations organs and specialized
agencies.
3. Decision by force (ACCORD)
This is the last resort, and the most destructive and costly way of
resolving conflicts. It often causes sexual and gender-based violence
(SGBV) and the collapse of structures/infrastructures. Use of force can
lead to loss of life; destruction of property and the social order; massive
financial costs associated with the financing of a war and peacekeeping

intervention; and the loss of trade, resources and functioning economic

systems
The participants will mainly use the first three options:
• Informal Discussion
• Negotiation
• Mediation
Typical responses to conflict
) Note to instructor: Before showing the slide bellow; ask the participants
which options they have to respond to a conflict and to provide examples of
situations from the mission in which responses are appropriate.
Typical responses to conflict Slide 7
FORCING/ JOINT PROBLEM

CONFRONTING SOLVING
I win, you lose I win; you win
Energy directed to Energy offered for
make others possibilities
change
COMPROMISING
I win and loose
some; you win and
loose some
WITHDRAWING
I loose, you loose YIELDING
I loose, you win
Energy directed
towards avoiding Energy added to
confrontation and others
controversy
> Typical responses to conflict

There are five basic “typical” styles that we use when responding to conflict.
Each style may be appropriate under circumstances, and we should make a
conscious choice which approach to use.
Edition 2010
> The Appropriate response

MEoM as part of a peacekeeping mission, probably do not have complete
freedom to respond to a conflict situation in any way they want and they may
need to follow protocol, lines of authority, and policy and guidelines. They may
also have to consider the safety and security of civilians or team members in a
dangerous situation. MEoM must select their response to a conflict according
to the particular demands of the environment in which they find themselves. A
joint problem solving approach might not always be the most appropriate
response. Following are some alternatives of responses to a conflict situation.
Handout: What is an Appropriate Response?

STYLE IS APPROPRIATE WHEN… IS INAPPROPRIATE WHEN…
Withdrawing • The issue is trivial • You care about both the relationship and
• The relationship is significant the issues involved
• Time is short and a decision is not • You use this style habitually for most
necessary issues
• Your only power is to block the other • Negative feeling may linger
person by not dealing with the issue • Others would benefit from caring
confrontation
Yielding • You really don’t care about the issue • You are likely to harbour resentment
• You have no wish to block the other • You use this style habitually in order to
person gain acceptance
• Others wish to collaborate and will feel
like enforcers if you simply accommodate
them
Forcing/ • A life-threatening emergency looms • Collaboration has not yet been attempted
confronting • You’re sure you’re right, and being right • Cooperation from others is important
matters more than preserving • This style is used routinely for most
relationships issues
• The issue is trivial and others don’t • Self-respect of others (losing face) is
really care what happens affected and is likely to have long-term
consequences on your relationship
Compromising • Cooperation is important, but the time • Finding the most creative solutions
or resources are limited possible is essential
• Finding some solution, even less than • You can’t live with the consequences
best, is better than complete stalemate
• Efforts to collaborate will be
misunderstood as forcing
Joint problem • The issues and relationship are both • Time is short
solving important • The issues are important
• Cooperation is important • The goals of the other person are
• A creative end is important incompatible with your mandate and/or
• Reasonable hope exists to meet all principles
interests

Definitions
Definitions Slide 8
• Communication
• Negotiation
• Mediation
Learning Activity: Define Communication, Negotiation and

Mediation
The purpose of this group discussion activity for participants is to find
their definition for communication, negotiation and mediation, and to
compare them with the expected outcome.
5 minutes for activity introduction and instructions

5 minutes for work small groups discussions
5 minutes for small group reports in plenary *
Total time: 15 minutes *total time dependent number of groups
) Activity Guidelines:
1. Divide participants into three small groups.
2. Ask each group to explain one of the terms in the slide.
3. Ask participants to present their results in the plenary.
4. Complement the results with the expected outcome
) Expected Outcome:
> Communication:
A process by which information is exchanged between individuals
through a common system of symbols, signs, or behaviours or a
technique for expressing ideas effectively as in:
• Speech
• Non verbal communication
• Body language
• Taking into consideration the Cross Cultural Communication
• Show of respect
Edition 2010
• Identify expectations in the cultural context
> Negotiation
• Involves two or more parties
• Happens when there is a problem, a conflict of interest or a
common concern between parties
• Appropriate when the parties have a more-or-less even power
balance
• Happens when the parties want to reach a joint agreement
• A verbal, interactive process
• Requires parties to identify the issues of a conflict, educate each
other about their needs and interests, come up with possible
settlement options and bargain over terms of a final agreement.
(ACCORD)
> Mediation
In most cases, mediation:
• Occurs following the invitation of the parties to a conflict
• Involves an acceptable, impartial third party whose role is to assist
the parties to reach their own mutually acceptable agreement, and
who has no authoritative decision-making power
• Happens when there is a problem, a conflict of interest or common
concern between parties
• Appropriate when the parties have an uneven power balance
• Can only occur when parties are willing to negotiate
• Requires a mediator to assist parties to identify the issues of
conflict, educate each other about their needs and interests, come
up with possible settlement options and bargain over terms of a
final agreement.
(ACCORD)

Purpose of Negotiation/Mediation
Purpose of Negotiation/Mediation Slide 9
• Identification and isolation of areas of conflict/disputes

• Prevention of escalation
• Reduce differences in areas of conflict/disputes
• Resolution of conflict/disputes
• Preventive action against recurrence of
conflict/disputes
Principles of Negotiation/Mediation Slide 10
• Understand your mandate

• Understand the interests of the people/parties
• Understand the cultural context
2. Principles of Negotiation/Mediation
Successful communication and negotiation/mediation depend on how well
peacekeepers understand the following three principles:
• Understand the mandate and role of the United Nations in the
conflict.
You need to have a clear understanding of the UN interests /
mandate in order to achieve a positive outcome.
• Understand the interest(s) of the people/parties
You need to know, anticipate and understand the peoples’/parties’
interests and their objectives. The focus should be on their real
interests, not their stated positions.
• Understand the cultural and historical context within which you
operate in order to evaluate the situation and the local needs.
Techniques of Negotiation/Mediation Slide 11
• Separate the people from the problem

• Focus on interests not positions
• Generate a variety of possibilities
• Result has to be based on objective criteria
Edition 2010
> The four bullet points describe techniques how to achieve a positive
result in the negotiation/mediation process.
• Separate the people from the problem

Be hard on the problem, easy on the people
• Focus on interests not positions
Positions are yes-or-no obstacles
Interests present problems to be solved, perhaps in more than
one way
• Generate a variety of possibilities
Look for ways to create value before trying to claim it
• Result has to be based on objective criteria
Build a joint model of the problem - kick your model of the
problem around, not each other
Phases of Negotiation/Mediation
Phases of Negotiation/Mediation Slide 12
• Preparation
• Conduct of negotiation/mediation
• Follow up
Negotiation
Preparation of Negotiation
Preparation of Negotiation Slide 13
• Advanced preparations/considerations
• Internal preparations
• Final preparations
> Preparation of Negotiation

As in all matters and tasks, the planning and preparation is key to

success. Therefore: Do your homework!
> Advanced preparations/considerations
• What is the conflict/dispute about?
• Who are the people/parties involved? Name, rank, personality,
authority, religion, ethnicity, culture, attitudes?
• Has the conflict/dispute been dealt with before?
• Why has it come up at this time?
• What is the background/history?
• Obtain all possible information about the immediate conflict/dispute
and outline the options for a settlement
• Read previous reports on the matter; what was the UN conclusion
and how does it relate to previous/future arrangements?
• What are your options, limitations, frame, mandate, etc.?
• When and where will the negotiation take place (get confirmation)
• Establish an agenda for the meeting
• What do you hope to achieve, what is the minimum desired result?
• What are the objectives/interests of the people/parties involved?
• Can you identify some common ground?
> Internal preparations
• Who is going to do the talking?
• Who is taking notes and writing minutes (can notes be taken – can
a tape recorder be used)?
• Decide on the role of the language assistant/interpreter
• Are you all going to attend the meeting (driver, extra team)?
• Decide on need for specialists (weapons, mines, economic,
cultural, etc.)
> Final preparations
• Be at the place for the meeting in due time, in good shape and well
dressed
• Make ready for seating, security, parking and communication
• Consider coffee, drinks, food
• Place agenda, pencils and writing pads on the table
Conduct of negotiation
Edition 2010
Conduct of negotiation Slide 14
• The opening talks

• The main talks
• Summary
> The opening talks

• Take your time and be patient
• Remember the customary salutations and exchanges of courtesies
(in accordance with the local habit)
• Some introductory small talk may be useful and polite (gives
everybody a chance to get used to the way the common language
is used and it offers a chance to assess the mood)
• Offer/take refreshments
• Introduce yourself and your team (wear name tag)
• Introduce the agenda of the meeting
• Find agreement on the agenda
• It is adviced to avoid using cellphones and keep them turned off.
> The main talks
• If possible let your counterpart start, and listen to him, do not
interrupt, be patient
• If incorrect information is given, state the actual facts (supported by
evidence) but do not argue
• State the UN point of view (facts only)
• If there are differences in points of view, note the view of the
counterpart and highlight the point of view of the opposite side
(eventually also the UN approach). Declare that you will come back
to the issue after an examination of the key problems. Carry out
your examination and negotiation in a similar manner with the other
party
• In some cases the task of the UN team includes conveying
complaints, either from the opposing party or from the UN itself.
Make sure that the complaint is clear in all its details - preferably
confirmed in writing
• Make no promises or admissions, unless the situation or your
mandate clearly states you can do so. Do not reveal anything about
one party that could be exploited by the other party. To be impartial
and correct is of the greatest importance

• Always be restrained if one of the parties expresses a negative

view about the UN, the opposing party's morale, politics or
methods. Try to make everybody accept the UN mandate and the
solution it promotes. Make careful reminders about agreements,
actual arrangements and past practices
> Summary
• Summarize the meeting
• Complete the meeting by repeating what has been agreed upon, if
possible have it confirmed in writing
• Agree upon a time and place for further negotiations
• Do not forget to give the final polite phrases, etc.
The follow up
The follow up Slide 15

• Post meeting analysis
• Prepare a short verbal briefing for your headquarters
• Prepare a detailed written follow-up on the
negotiation
• Contribute to other general information systems
> The follow up
The reporting of results and the follow-up on the meeting is very

important for the credibility of the UN operation:
• Post meeting analysis
• Prepare a short verbal briefing for your headquarters (involve all
UN members present at the meeting)
• Prepare a detailed written follow-up on the negotiation, facts,
conclusions, recommendations and arrangements
• Contribute to other general information systems in accordance with
the SOP
Mediation
Preparations of Mediation
Preparations of Mediation Slide 16
• Meet the parties separately before the meeting

• Discuss the conflict/dispute internally
Edition 2010
• Select a meeting-place
• Establish the conditions for the meeting
• Consider possible solutions to the main
conflict/dispute
> Preparations of Mediation
The technique applied in mediation is basically the same as for

negotiation. The most important difference is that representatives for
the opposing parties are present in the same location. This calls for
careful considerations concerning security measures as well as pre-
accepted subjects for the meeting.
• Meet the parties separately before the meeting
• Discuss the conflict/dispute internally, make an approved agenda
and distribute it before the meeting
• Select a meeting-place (neutral ground and/or secured area)
• Establish the conditions for the meeting - armed/unarmed - how
many persons – language assistants/interpreters - communications
- seating - who goes first - separate rooms
• Consider possible solutions to the main conflict/dispute
Conduct of mediation
Conduct of mediation Slide 17
• Start the meeting by reading the agreed agenda

• If there has been a previous meeting give the result and
the status of what has been implemented
• Appear impartial, observe objectivity and remain
respectful
• Try to balance the outcome
• Guide/mediate the parties through their negotiation
• If no agreement/result can be reached, agree to meet
again
> Conduct of mediation

• Start the meeting by reading the agreed agenda

• If there has been a previous meeting give the result and the status
of what has been implemented
• Appear impartial, observe objectivity and remain respectful
• Try to balance the outcome (“one for you and another one for me”)
• Guide/mediate the parties through their negotiation
• If no agreement/result can be reached, agree to meet again
No one can change the past, but you may be able to change the
future.
The follow up
(As mentioned under negotiation)
The follow up Slide 18

(As mentioned under negotiation)
General Tips for the Negotiator/Mediator
General Tips for the Negotiator/Mediator Slide 19

• Pay social compliments.
• Cordiality, dignity and respect
• Define the common ground
• Remain calm
• Avoid criticism
• Do not be arrogant
• Be fair
• Use terminology known by all
• Complaints are clear, complete and in writing
• Make no promises
• Do not reveal anything about any party
• If you make a statement that you will do something – do it
• Maintain eye contact with the speaker
> Negotiator’s tips

• Pay military and social compliments to all military, police and civilian
representatives involved in the negotiations. Take the time to welcome and
bid farewell to all of the key players.
• Encourage an air of cordiality, dignity and respect in the proceedings,
Edition 2010
• Define the common ground to reinforce the success already achieved. If

friction occurs, do not attempt to fill gaps in conversation. It may be more
productive to allow long pauses to occur. This is a psychological tool to
encourage the parties to take the initiative in speaking, and thereby revive
dialogue.
• Remain calm if one of the parties decides to criticize the mission, you as
an individual, or a third party. Never lose control of your emotions, this is
interpreted as a sign of weakness, and inhibit your ability to continue
effectively as a negotiator/mediator.
• Be tactful and avoid any inference that might be interpreted as criticism.
• Do not be arrogant or patronizing. This may backfire with justification.
• Be fair in your approach to all parties. Avoid circumstances that may lead
to a “loss of face”.
• Use the correct terminology known by all.
• If it is required to convey complaints, ensure that the particulars are clear,
complete and in writing.
• Make no promises or admissions, unless you have the authorization to do
so.
• Do not reveal anything about one party that could be exploited by the
other party. Maintain scrupulous impartiality in all speech and actions.
• If you make a statement that you will do something – do it; and if you
cannot, explain to the parties why.
• Maintain Eye Contact with the Speaker. During a translation of speech, it
will be essential to maintain eye contact with the person with whom you are
speaking (and not the interpreter) in order to identify cues to “non-verbal
communication” that indicate whether the objectives of the discussion are
being achieved, and opportunities for new initiatives are offered.
Summary of Key Points Slide 20
• Characteristics of a conflict and conflict management

continuum
• Communication, negotiation and mediation
• Be aware of the mandate, cultural context and
interests of people/parties


questions are used informally in a group question and answer session, or if
they are provided to the participants as a written quiz. In either case, it is
recommended that the correct answers are provided at the end of the
assessment in order to ensure participants are clear on the key messages.
At the end of the entire unit and/or the conclusion of the STMs instructors
may want to choose some of the following questions for review.
Questions
1. Define conflict and describe the characteristics of a conflict
4. Identify the phases of a negotiation/mediationprocess
) Expected outcome
1. Define conflict and describe the characteristics of a conflict
Definition
Conflict is a state of human interaction where there is disharmony or a
perceived divergence of interests, need or goals. There is a perception
that interests, needs or goals cannot be achieved due to interference
from the other person or people (ACCORD)
Characteristics
• Conflict is a state or relationship characterized by disharmony
• Conflict emerges when parties/people opinions differ over goals,
values and/or interests
• Due to the the differences parties/people start to compete
• Parties/people confront each other
• The confrontation might escalate into violence and escalate into
destruction and devastation if not managed
• Management of conflict starts with communication, negotiation,
mediation
• A managed conflict can create an opportunity to positive change
> Communication:
Edition 2010
A process by which information is exchanged between individuals

through a common system of symbols, signs, or behaviours or a
technique for expressing ideas effectively as in:
• Speech
• Body language
Show of respect
Identify expectations in the cultural context
> Negotiation
• Happens when there is a problem, a conflict of interest or a
common concern between parties
• Appropriate when the parties have a more or less even power
balance
• Requires parties to identify the issues of a conflict, educate each
other about their needs and interests, come up with possible
settlement options and bargain over terms of a final agreement.
(ACCORD)
> Mediation
In most cases, mediation:
• Occurs under the invitation of the parties to a conflict
• Involves an acceptable, impartial third party whose role is to assist
the parties to reach their own mutually acceptable agreement, and
who has no authoritative decision-making power
• Happens when there is a problem, a conflict of interest or common
concern between parties
• Appropriate when the parties have an uneven power balance
• Can only occur when parties are willing to negotiate

• Requires a mediator to assist parties to identify the issues of

conflict, educate each other about their needs and interests, come
up with possible settlement options and bargain over terms of a
final agreement.
(ACCORD)

Successful communication and negotiation/mediation depend on how
well peacekeepers understand the following three principles:
• Understand the mandate and role of the United Nations in the
conflict.
• Understand the interest(s) of the people/parties
• Understand the cultural and historical context within which you
operate in order to evaluate the situation on the local needs.
4. Identify the phases of a negotiation/mediation process

• Preparation
• Conduct of negotiation/mediation
Opening talks,
main talks
summary
• Follow up
Edition 2010
Learning Activity: Negotiation, Mediation and Use of Language

Assistants exercise: role playing

Total Time: 45 minutes

Section 2.2: the Use of Language Assistants Pg. 1
Unit 2.2 The Use of Language Assistants

Table of Contents
Preparatory Notes to Instructor ........................................................................ 2

Session Notes .................................................................................................. 6
Working with Language Assistants .................................................................. 7
Challenges of Working with Language Assistants............................................ 8
Preparation of Language Assistants ................................................................ 8
Working with Language Assistants - how the job should be done.................. 10
Learning Outcome Assessment ..................................................................... 12
Learning Activity: Negotiation, Mediation and Use of Language Assistants
exercise: role playing ..................................................................................... 13
Edition 2010
Background
Due to the multinational nature of peacekeeping operations, most
peacekeepers will not be able to communicate with local people of the host
country in their own language.
The UN will typically employ local people as language assistants to help
peacekeepers with translation and interpretation.
This unit provides some guidance on how to work with language
assistants/interpreters, and how to make use of a language assistant/
interpreter in a negotiation or conflict situation.
It will help participants to understand the cultural context that creates the
need for interpretation, and to understand the roles and importance of
language assistants/interpreters.
It will also include practical information and the “dos and don’ts” of working
with language assistants/interpreters.
Aim
• Work with language assistants/interpreters
Learning Outcomes
On completion of the module: use of language assistants, participants will be
able to:
1. Describe preparation steps when working with language assistants
2. Apply their knowledge how to use a language assistant in an exercise
Training Sequence
The material contained in this module could be delivered over one to two
training units, depending on the number of learning activities upon which the
instructor decides. The instructor can modify the duration to suit national
training requirements and reflect the subject matter comprehension level of
the participants.
This module should be delivered in conjunction with or with due attention to
the modules on Negotiation and Mediation, Respect for Diversity, Working
with Different Partners and Security.

Mission 1st Edition 2010
Duration
Minimum Lecture/Presentation Questions/Assessment Session Activities

Session Time
55 minutes 45 min 10 min.
Additional Mission Specific Optional Film Optional Activity

Options
45 min for role TBD by PKTI Unit 2 Training Activity
playing activity 45 min. (together with
2.1)
Methodology
This module contains suggested learning activities to keep adult learners
engaged. The facilitation team should use as many of the learning activities
as time allows and keep them tailored to the target audience. Participants
should be fully involved in the learning process through practical exercises,
brainstorming sessions, discussion of case studies, working in small groups
on specific tasks, etc.
The instructor should inform participants of the content, format and timing.
Knowing what to expect, participants can improve their ability to focus on the
subject and benefit better from the session.
• Working with Language Assistants
• Challenges of Working with Language Assistants
• Preparation of Language Assistants
• Working with Language Assistants - how the job should be done
Instructors are encouraged to add examples and mission-specific information

related to the specific deployment of participants, if known.

assessment questions are used informally in a group question and answer
session, or if they are provided to the participants as a written quiz. In either
case, it is recommended that the correct answers are provided at the end of
the assessment in order to ensure participants are clear on the key
messages.
Instructor Profile
This module is best presented by an instructor who has experience in
negotiation and mediation and the use of language assistants as MEoM, who
Edition 2010
could share his/her experience with the group. If there is more than one
instructor, at least one should have practical experience. The instructor
should also encourage questions from the participants and aim for an
interactive discussion. All participants should be encouraged to contribute to
the group discussions, case study discussions and in any other activities.
Required Readings
• Conflict Management for Peacekeepers and Peacebuilders. The
African Centre for the Constructive Resolution of Disputes
(ACCORD) January 2008: First Edition
Equipment:
3. Flip Chart
Materials:
Mission Specific

operations’: http://www.un.org/Depts/dpko/dpko/index.asp). Additional
mission specific information is available at the UN DPKO Policy and Training
internet website:
Symbols Legend
> Speaking Points (The main points to cover on the topic. Ideally the


option)

inclusion)
activities are provided at the end of the unit, section or part – as
indicated in the text)
Edition 2010
Session Notes
The Use of Language Assistants Slide 1
) Note to Instructor: Give the participants a brief explanation why they

should pay special attention to this module. Refer to: Background in the
Preparatory Notes to the Instructor
Aim Slide 2

• Work with language assistants
On completion of the module, participants will be able to:

• Describe preparation steps when working with
language assistants
• Apply their knowledge how to use a language
assistant in an exercise
Structure of the Presentation Slide 4
• Working with Language Assistants

• Challenges of Working with Language Assistants
• Preparation of Language Assistants
• Working with Language Assistants - how the job
should be done

Working with Language Assistants
Who are the Language Assistants? Slide 5
• Not professionally trained interpreters

• Language assistant are your host country
ambassador
Who are the Language Assistants?
> Most interpreters in peacekeeping operations are not professionally

trained. They have some knowledge of the mission language, which is
usually English, and the local languages, and have been hired by the
mission as “language assistants”. Very few language assistants would
have received any formal training in interpretation.
> Think of your language assistant as your ambassadors to the local
community. Language assistants are normally influential in their
communities because they are more educated than most others.
> Language assistants usually live and stay within their own communities
and will be asked by family and friends about the experience of
working with the United Nations. This can lead to potential security
risks for both the language assistant and the mission due to
confidential issues.
> Take care of your language assistant do not put him/her into
dangerous situations.
) Note to the instructor: Recall the definition of communication after slide 5 and
see slide below.
Communication Slide 6
A process by which information is exchanged between

individuals through a common system of symbols, signs,
or behaviours
> A technique for expressing ideas effectively as in:

• Speech
• Body language
Show respect
Edition 2010
Identify expectations in the cultural context

> The major impact (more than 50 %) of communication happens
through body language, postures, gestures, and eye contact, the tone
of voice has a high impact as well (app. 40 %), and the least impact
happens through the content or the words used. (research results, see
WIKIPEDIA)
Challenges of Working with Language Assistants
Challenges of Working with Language Assistants Slide 7
• Misunderstandings/misinterpretations
• Timing has to be adjusted
• Incomplete interpretation
> Interpreting a conversation between two people of different languages

and cultures requires special sensitivity to and knowledge of those
languages and cultures so that the words, together with the substance,
emotion and context of the statements, can be accurately
communicated. Due to these facts some of what you say to the other
party might not be conveyed and understood in the same way as you
said it or intended it to be understood. Likewise, you might not hear what
the other party wanted to communicate to you.
> Remember to devote twice the amount of a regular time estimate when
you conduct a meeting, negotiation or mediation with interpretation.
> Due to a lack of professional training the interpretation might not be
complete or accurate.
Preparation of Language Assistants
Preparation of Language Assistants I Slide 8
• Information in advance
• Written information where possible
• Proper briefing on the subject
) Note to the instructor: After having shown the slide brainstorm with the
participants how to prepare their language assistants for the meeting and what
has to be considered in advance. Complement the results with the expected
outcome.

) Expected Outcome:
> Inform the language assistant in advance – as many working days
ahead of time as possible to allow scheduling and preparation
> Provide as much written information as possible, as far ahead as

possible
This will allow familiarization with materials, checking for meaning and
context. Include:
• Agenda, list, titles and backgrounds of speakers
• Copies of speeches, talking points, documents to be distributed
• List of technical words
> Brief the language assistant about the event and the exact role expected
of him/her
• Will they be expected to provide simultaneous translation of an
unseen presentation?
• Will a copy of the presentation be provided ahead of time?
• Will there be interpretation into a number of different languages?
• How many people will be speaking?
• Will there be a panel, group or one speaker?
Preparation of Language Assistants II Slide 9
Security issues
• Be aware of the possibility of being in a location
where the language assistants might be at risk or
might be compromised.
• Ensure adequate security for language
assistants.
> Be aware of what potential security problems exist and inform the
language assistant.
• Be aware of the possibility of being in a location where the
language assistant’s ethnicity, role or relationship to others may put
them at risk or compromise. In some cases another language
assistant may be required.
• Ensure adequate security for language assistants.
Edition 2010
Preparation of Language Assistants III Slide 10
Sensitive issues
• Can they travel away from home?
• Is it appropriate to travel with females by
themselves?
• Are there separate toilet facilities at the venue?
• Is the venue one that is accessible and open to
women?
• What transport / security requirements need to take
place?
> Pay specific attention to needs of female language assistants.
Examples:
Can they travel away from home?
Is it appropriate to travel with females by themselves or should it
be separately or with another female or family chaperone?
Are there separate toilet facilities at the venue?
Is the venue one that is accessible and open to women?
What transport / security requirements need to take place?
) Note to the instructor Be aware of the sensitivity of a topic, questions /

answers. Language assistants/interpreters may be reluctant to interpret
these or change the meaning to avoid embarrassment or offence. It may
be culturally inappropriate or embarrassing for male / female interpreters
to interpret certain topics in public or in front of the opposite sex.
Working with Language Assistants - how the job should be done
Working with Language Assistants - how the job should be Slide 11

done
You have to brief him/her on how you want to conduct the

session.
• Instruct your language assistant on the physical position
you want him or her to take.
• Keep looking at the person to whom you are speaking.
• Instruct the language assistant to repeat what is being
said, not to give you a summary or evaluation.
• Brief the language assistant not to analyse, edit, purge or

“value-judge” any of the statements.

• Make the work of the language assistant as easy as
possible.
> Since your language assistant most likely hasn’t received formal training
as an interpreter, you have to brief him/her on how you want to conduct
the session.
• Instruct your language assistant on the physical position you want
him or her to take, such as 6 inches behind you on your right when
standing and talking, or seated to your left when sitting down.
• Keep looking at the person to whom you are speaking, not the
language assistant, and keep eye contact ― or show that you are
focused on the other person in whatever way may be culturally
appropriate under the circumstances.
• Instruct the language assistant to repeat what is being said, not to
give you a summary or evaluation.
• Brief the language assistant not to analyse, edit, purge or “value-
judge” any of the statements. The language assistant may,
however, explain the cultural nuances or context for you where
necessary, in addition to interpretation, and clearly distinguish the
interpretation from the contextualisation.
• The obligation of the negotiator/mediator is to make the work of the
language assistant as easy as possible:
Use short sentences and encourage others to do the same.
Avoid technical terms and abbreviations (where unavoidable,
discuss the issues with the language assistant/interpreters
beforehand so that they can prepare appropriate translations).
Avoid idioms and jokes that are culturally specific.
Summary of Key Points Slide 12
• Prepare your language assistant thoroughly
) Note to Instructor: If time allows divide class in three groups and hand out
exercises in the Optional Learning Activity which can be found at the end of
the module: IDP – Persons/Groups with special protection needs, Rape,
extortion, gang violence and mob justice and Protection for money
exchangers increasing violence.
Edition 2010

questions are used informally in a group question and answer session, or if
they are provided to the participants as a written quiz. In either case, it is
recommended that the correct answers are provided at the end of the
assessment in order to ensure participants are clear on the key messages.
At the end of the entire unit and/or the conclusion of the STMs instructors
may want to choose some of the following questions for review.
Questions
) Expected outcome
• Inform the language assistant in advance
• Brief the language assistant about the event and the exact role
expected of him/her
• Be aware of what potential security problems exist and inform the
language assistant.
• Be aware of the possibility of a risk situation for the language
assistant
• Ensure adequate security for language assistants.
• Pay specific attention to needs of female language assistants.
• Be aware of the sensitivity of a topic, questions / answers.

Learning Activity: Negotiation, Mediation and Use of Language

Assistants exercise: role playing

and reading the scenario
Is available in the STM MEoM Training Toolbox
Edition 2010
Section 3.1 Liaison Pg. 1
Section 3.1 Liaison

Table of Contents
Session Notes............................................................................................................. 6
Learning Activity: To define liaison, it Aim and tasks .................................................. 7
Liaison types ............................................................................................................... 9
Methods of Conducting Liaison................................................................................. 12
Learning Activity: Liaison and Interviewing Techniques exercise: Role Playing........ 15
Edition 2010
Pg. 2 Section 3.1 Liaison
Background
The Military Expert on Mission’s continuous work, parallel to other duties, is liaison
with all the “players” in the field.
Through liaison, meeting and discussing with people, MEoM pave the way to fulfilling
their other tasks. When you know the people and they know you. It is easier to start
actions needed to solve the problems.
The aim of liaison is to establish communication, build productive relationships and
create mutual understanding. Successful liaison will result in dispute resolution on
low level, increased credibility, easier access to important persons and information
and greater understanding of the situation and people in the mission area.
Conflict thrives on rumor, uncertainty and prejudice. Therefore liaison is a vital tool
and key factor to success, by presenting accurate information within parties built on
trust.
In order to be effective in liaison, MEoM have to record all people they meet, the
discussions they have and other information they gather.
Aim
The aim of this unit is to provide Military Experts on Missions with the necessary
information to understand and familiarize about the concept and responsibilities of
liaison within a peacekeeping mission.
Learning Outcomes
Understand the definition, aim, tasks and apply the methods for conducting
liaison in UN peacekeeping operations
Training Sequence
The training material contained in this unit is best presented after Unit 2 Negotiation
and Mediation. The necessary time for the delivery of the unit depends on the
number of training activities upon which the trainer/instructor decides; it also depends
on the modification on the duration of this material to fit in the national training
requirements and reflect the subject matter understanding level of the participants.
Duration
The times shown below are the minimum recommended time periods and subject to
above recommendations. Additional activities and discussions can be added as time
permits.
Edition 2010

45 minutes 25 min.
05 min. 15 min

45 min for role playing Training Activity 45
activity min (together with
Section 3.2)
Methodology
This session involves a slide-supported lecture followed by learning activities
(suggested and optional). It is recommended that instructor should inform participants
of the content, format and timing, this can improve participant’s ability to focus on the
subject and benefit better from the session, since as adult learners they need to be
kept engaged.
The structure of presentation is as follows:

• The definition, aim and tasks of liaison
• Liaison types
• The methods for conducting liaison in UN peacekeeping operations

recommended that the correct answers are provided at the end of the assessment in
Instructor Profile
This module is best presented by an instructor who has experience as Liaison Officer
of Force/UNMO HQ in a UN peacekeeping mission, who could share his/her
experience with the group. If there is more than one instructor, at least one should
have practical experience. The instructor should also encourage questions from the
participants and aim for an interactive discussion. All trainees should be encouraged
to contribute to the group discussions, case study discussions and in any other
activity.
Required Readings
Edition 2010

• Handbook on UN Multidimensional Peacekeeping Operations, November
2003
• UN MO Handbook 2001.
Equipment:
3. Flip chart
Materials:
Print handouts of Unit 3.1 slides. It is suggested that the handouts are
Mission Specific
website:
Symbols Legend
> Speaking Points
Edition 2010
Handout
Film
Learning activity
end of the section.
Edition 2010
Session Notes
Slide 1
SECTION 3.1 LIAISON
Aim Slide 2
The aim of this unit is to provide Military Experts on Missions with the
necessary information to understand and familiarize about the concept
and responsibilities of liaison within a peacekeeping mission.
Slide 3
Learning Outcome
• Understand the definition, aim, tasks and apply the methods
for conducting liaison in UN peacekeeping operations
Slide 4
Structure of presentation
• The definition, aim and tasks of liaison
• Liaison types
• The methods for conducting liaison in UN peacekeeping operations

intended learning outcomes of this section, as shown in the slide above. By
the end of the session, the participants will be able to answer each of the
above points.
> The Military Experts on Mission’s continuous work, parallel to other duties, is
liaison with all the players in the field. Through liaison, meeting and
discussing with people, having tea with the local population, etc MEoM pave
the way to fulfilling their other tasks. When you know the people and they
know you. It is easier to start actions needed to solve the problems.
Edition 2010
Learning Activity: To define liaison, it aim and tasks. Slide 5
Learning Activity Time Required
Two groups:
• Definition of liaison and it aim
• Liaison tasks
Learning Activity: To define liaison, it Aim and tasks

The purpose of this group discussion activity for participants is to find their
concepts for liaison tasks, and to compare them with the expected
outcome.

5 minutes for work small groups discussions
1. Divide participants into two small groups.
2. Ask each group to explain one of the terms in the slide.
3. Ask participants to present their results in the plenary.
4. Complement the results with the expected outcome
) Expected Outcome:
Definition of Liaison
> Definition of liaison

Liaison is defined as “communication or cooperation between military units.”
For MEoM, this definition is expanded to include communication and
cooperation with the local population, belligerents, non-governmental
organizations (NGOs), local government officials, police, etc acting in the
mission area.
The aim of Liaison
> The aim of Liaison

The aim of liaison is to establish communications, build productive
relationships, and create mutual understanding. Successful liaison will result
Edition 2010
in dispute resolution at lower levels, increased credibility of the MEOMs

greater access to important persons and information, and greater
understanding of the situation and the key players in the mission area.
Liaison tasks
Liaison tasks Slide 6
“P E A C E K E E P E R”
Propose liaison meetings.
Establish contact
All reports are handed according to the tasks.
Coordinate activities and cooperate with Force units
Ensure high level of cooperation
Keep force elements continuously informed
Ensure that liaison assistance requests are met promptly.
Ensure that volatile situations are defused as soon as possible .
Pay attention of the challenge of conducting liaison through an
interpreter.
Ensure that reports are complete and correct.
Records on all activities must be kept updated.
> Liaison tasks

Whenever MEOMs are tasked, their main liaison tasks will be to:
Propose and arrange liaison meetings.
Establish and maintain contact with:
Local authorities (e.g. village leaders, tribe heads, etc.).
Military elements at different levels
Police, gendarmerie and local militia(s)
Civilian organizations in the area.
NGOs and other UN/Force agencies.
Individuals of different religions, populations groups, etc.
All required reports are handed in according to the tasks and timings, together
with al additional material your team deems necessary to help understand
incidents and/or situations.
Coordinate activities and cooperate with Force units (e.g. commanding
officers, liaison teams/officers, operation section(s), etc.), especially where
language may be a barrier between different national elements within a Force
and with observer teams as required.
Ensure that a high level of cooperation is maintained between all elements of
the mission and the population throughout the AOR
Keep all concerned force elements continuously informed about conditions
and changing situations within and beyond the AOR.
Ensure that all the liaison assistance requests from both military units and
civilian population are met promptly.
Ensure that volatile situations are defused as soon as possible without
endangering peacekeeping personnel.
Edition 2010
Pay attention of the additional challenge of conducting liaison through an

interpreter.
Ensure at all times that reports, minutes of meetings, etc., are complete and
correct, stating clearly the differences between the facts and your assumptions
and assessments concerning liaison activities.
Records on all activities must be kept updated , meetings, contacts (including
personnel files), etc., Ensure that team members are always up to date on the
situation when starting their tour of duty.
Liaison types
Slide 7
Liaison types
• Cross-boundary liaison – friendly forces
• Liaison across the chain of command
• Liaison with civil authorities and international organizations
• Liaison with belligerent forces
Cross-Boundary Liaison – Friendly Forces
Slide 8
Cross-Boundary Liaison – Friendly Forces
This liaison will aim to:

• Maintain transparency of intentions
• Ensure that operations do not conflict
• Encourage cross-boundary support
• Assist commonality of force posture and military activity
• Ensure that cross-boundary operations can be conducted effectively
> Cross-Boundary Liaison – Friendly Forces
Most units involved in conducting operations will normally be allocated in

AOR. As such, there will be a need for considerable cross-boundary liaison
with neighboring units. This liaison will aim to:
• Maintain transparency of intentions and conduct
• Ensure that patrols and other operations do not conflict
• Encourage cross-boundary support and medical assistance,
particularly where a remote site in one area is adjacent to a friendly
location across the unit boundary; in such cases MEDEVAC will often
be more effective via the bordering unit.
• Assist commonality of force posture and military activity; a military
force has to have the ability to be effective and consistent in all AORs
• Ensure that cross-boundary operations, such as escorts or convoys,
can be conducted effectively
Edition 2010
Liaison across the Chain of Command
Slide 9
Liaison across the Chain of Command
Chain of command liaison will assist with two well-known liaison

challenges: planning and simply relaying future intentions.
> Liaison across the Chain of Command
The multinational and multilingual nature of a Force will often give chain of
command liaison a greater significance. This is particularly so if a military
contingent is not familiar with generic operating procedures used by the lead
military force such as NATO. Chain of command liaison will also assist with
two well-known liaison challenges: planning and simply relaying future
intentions.
Liaison with Civil Authorities and International Organizations
Slide 10
Liaison with Civil Authorities and International Organizations
Liaise with municipal civil authorities, international organizations, who

will help with shared initiatives and increase overall security
knowledge.
> Liaison with Civil Authorities and International Organizations
Where appropriate, liaise with municipal civil authorities such as the local
administration, police, coastguard, air traffic controllers, fire services and
hospitals. Liaise also with international organizations such as the UN High
Commissioner for Refugees (UNHCR), International Committee of the Red
Cross (ICRC), the Word Health Organization (WHO), UN Civilian Police (UN
CIVPOL), etc., who will help with shared initiatives and increase overall
security knowledge.
Liaison with Belligerent Forces
Slide 11
Liaison with Belligerent Forces
• Operations within an established framework
• Operations where No established Framework Exist.
> Liaison with Belligerent Forces
Edition 2010
• Operations within an established framework
All levels of command within the Military Component of Mission should

normally attempt liaison with belligerent forces. Depending on the military
structure there may well be involved by formation and unit level liaison
officers (Los) and UN MilObs. All will attempt to meet and provide liaison
with key civil, military and police commanders. A liaison plan has to be
developed to coordinate the responsibilities between different LOs and to
ensure timely and accurate passage of information up and down the chain
of command. In particular, responsibilities for liaison with specific belligerent
commands have to be established. For example, a unit LO may liaise with
belligerent brigades, a brigade LO may liaise with belligerent divisions, and
a divisional LO may liaise with belligerent corps HQ. Foot patrols, if
deployed, can be used for liaison with the civilian population and any local
belligerents.
• Operations where No established Framework Exist.
Where such a framework is not established there is potential for different

LOs to have meetings with the same belligerent commander several times
in a short space of time. In this case for example, a divisional LO wanting to
verify information at a lower level and in person should get the unit LO (or
whoever normally deals at that level) to arrange the meeting, accompany
the divisional LO, and provide introductions to the belligerent commander,
thus retaining continuity.
Probable liaison tasks with belligerent include:
Slide 12
Probable liaison tasks with belligerent include:
• Negotiations
• Ceasefire violations
• Protest/briefs
> Probable liaison tasks with belligerent include:
• Negotiations
The need to negotiate will depend on the mandate, the force structure,
and its level of dependency on host nation support or belligerent force
goodwill
• Ceasefire violations
The basing of LOs at belligerent force HQ will assist in the resolution of
any ceasefire violations. Not only will this allow a rapid assessment of
which party is de aggressor, but this will also assist the military
Edition 2010
commander in preventing an escalation of the violation or reprisals.

Coordinated and timely negotiations can be conducted concurrently with
opposing belligerent military commanders to bring about a return to
stability or a ceasefire.
• Protest/briefs
The requirement for briefings to host nations/belligerents concerning
future operations, and the requirement to protest breaches of any
ceasefire or peace agreement, will depend entirely on the nature of the
mandate.
Methods of Conducting Liaison

Slide 13
Methods of Conducting Liaison
• Formal liaison
• Informal liaison
> Methods of Conducting Liaison
Liaison is conducted in two ways:

• Formal liaison
Formal liaison is conducted through visits and meetings arranged in
advance and organized for the specific purpose intended
• Informal liaison
Informal liaison occurs through visits, social or casual contact. Informal
liaison must be conducted deliberately even when it is spontaneous.
Military Observer Liaison Teams
Slide 14
Military Observer Liaison Teams
• Deployment
• Team selection
• Liaison at different levels
> Military Observer Liaison Teams
• Deployment
UN MilObs are generally deployed across the whole mission AOR. The
mission AOR is usually divided into sectors with MilOb Teams assigned to
specific sectors. Periodically, teams from different sectors may operate in one
other’s area to learn the areas and standards tasks of neighboring teams and
enable them to provide assistance on short notice
Edition 2010
• Team selection
The teams and their members are usually appointed and coordinated by the
sector HQ or the observer mission HQ. Personality, experience in the field,
knowledge of language(s), etc., are taken into consideration when selecting
officers for liaison purposes. And since liaison is not an activity unto itself but
always coordinated, the flexibility of the individual is paramount.
Example
) Note to Instructor: At this point is highly recommended to place an

historical example to illustrate an example of Military Observer Liaison
Team.
• Liaison at different levels

Liaison at different levels (Force Commander) seldom involves MilObs.
However, in a large force:
• The freedom of action for unit or subunit commanders to liaise varies from
force to force according to the Force’s mandate, the political situation, and
the security threat. This freedom of action can change rapidly.
• In many forces, liaison at lower levels is encouraged. The aim is to settle
disputes and solve problems at the lowest level possible to prevent minor
violations, disagreements and even misunderstandings from escalating.
However, if problems cannot be solved at the lowest levels the involvement
of commanders up the chain of command, or the use of “outside” observer
teams, is requested.
• The link to belligerent command posts is most important. This is
accomplished through regular meetings and communication “hot-lines”
Edition 2010

Questions
1. What is the definition of Liaison?
2. What is the aim of Liaison?
3. Mention 3 liaison tasks
4. What types of liaison do you know?
) Expected outcome
1. “Communication or cooperation between military units”
2. To establish communications, build productive relationships, and create

mutual understanding
3. Ensure that a high level of cooperation is maintained between all elements of

the mission and the population throughout the AOR
Keep all concerned force elements continuously informed about conditions
and changing situations within and beyond the AOR.
Ensure that all the liaison assistance requests from both military units and
civilian population are met promptly.
4. Cross-boundary liaison – friendly forces

Liaison across the chain of command
Liaison with civil authorities and international organizations
Liaison with belligerent forces
Edition 2010
Learning Activity: Liaison and Interviewing Techniques

exercise: Role Playing

Edition 2010
Section 3.2 Interviewing techniques Pg. 1
Section 3.2 Interviewing techniques

Table of Contents
Session Notes............................................................................................................. 6
Techniques of Interviewing ......................................................................................... 7
Types of questions...................................................................................................... 9
Conducting the Interview .......................................................................................... 10
What to do in an interview?....................................................................................... 12
Some Things to Do ................................................................................................... 13
What not to do in an interview?................................................................................. 14
Some Things Not To Do ........................................................................................... 15
Interviewer ................................................................................................................ 16
Learning Activity: Liaison and Interviewing Techniques exercise: Role Playing........ 18
Edition 2010
Pg. 2 Section 3.2 Interviewing techniques
Background
The Military Expert on Mission’s continuous work, parallel to other duties, is liaison,
negotiation and mediation and information gathering in the field.
In order to be effective in their duties, MEoM have to record all people they meet, the
discussions they have and other information they gather.
Key instrument to collect information in duties activities are the interview techniques.
The information collected through interviewing techniques help in reporting to higher
HQ, finding persons whom to contact in critical moments and in briefings.
Success in interviewing is attained by discovering, mastering, and integrating the
specific skills and techniques required to formulate clearly the purpose of the
particular interview, to plan its course intelligently, and to carry through its successive
steps.
Proficiency in performing these phases of the interview can be acquired by formal
training and practical experience. Because of the varying demands of the situation in
a peacekeeping environment, the interviewing process must be flexible with due
regard for the cultural characteristics of the person interviewed and the use of
techniques so far as these are available and applicable.
Although it is impossible to reduce the interview process to a set of formulas and
rules, there are guideposts which will enable the MEoM interviewer to meet their
goals. Some of the abilities for successful interviewing come naturally after a period
of trial and error, but high competence is approached only by conscious attention to
details of method. Perfection of techniques comes from experience, directed training,
and study.
Aim
The aim of this unit is to provide Military Experts on Missions with the necessary
information to understand familiarize and utilize the interviewing techniques within a
peacekeeping mission.
Learning Outcomes
• Identify the techniques and conduct interviews in a complex peacekeeping
environment
Edition 2010
Training Sequence
The training material contained in this unit is best presented after Unit 2.1 Negotiation
and Mediation and Unit 3.1 Liaison. The necessary time for the delivery of the unit
depends on the number of training activities upon which the trainer/instructor
decides; it also depends on the modification on the duration of this material to fit in
the national training requirements and reflect the subject matter understanding level
of the participants.
Duration
permits.
Section 3.1)
Methodology
This session involves a slide-supported lecture followed by learning activities
(suggested and optional). It is recommended that instructor should inform participants
of the content, format and timing, this can improve participant’s ability to focus on the
subject and benefit better from the session, since as adult learners they need to be
kept engaged.
The structure of presentation is as follows:

• Techniques of Interviewing
• Types of questions
• Conducting the Interview

Instructor Profile
Edition 2010
This module is best presented by an instructor who has experience as military

Observer or Liaison Officer of Force/UNMO HQ in a UN peacekeeping mission, who
could share his/her experience with the group. If there is more than one instructor, at
least one should have practical experience. The instructor should also encourage
questions from the participants and aim for an interactive discussion. All trainees
should be encouraged to contribute to the group discussions, case study discussions
Required Readings
• The army interview. Pamphlet 611-1 August 65
Equipment:
3. Flip chart
Materials:
printed in the 3 slides per page format. Print copies of the list of Dos and
Don’ts for interviewing for each participant
Mission Specific
website:
Symbols Legend
> Speaking Points
Edition 2010
Handout
Film
Learning activity
end of the section.
Edition 2010
Session Notes
Slide 1
SECTION 3.2 INTERVIEWING TECHNIQUES
Aim Slide 2
The aim of this unit is to provide Military Experts on Missions with the
necessary information to understand familiarize and utilize the
interviewing techniques within a peacekeeping mission.
Slide 3
Learning Outcome
• Identify the techniques and conduct interviews in a complex
peacekeeping environment.
Slide 4
The structure of presentation
• Techniques of Interviewing
• Types of questions
• Conducting the Interview

above points.
Interviewing
Slide 5
How to Interview
This part will be devoted to the methods and techniques of conducting

interviews in a liaison environment
> Interviewing
How to Interview
Edition 2010
Success in interviewing is attained by discovering, mastering, and integrating the

many specific habits, skills, and techniques required to formulate clearly the
purpose of the particular interview, to plan its course intelligently, and to carry
through its successive steps. Proficiency in performing these phases of the
interview can be acquired by formal training and practical experience. Some of
the abilities for successful interviewing come naturally after a period of trial and
error, but high competence is approached only by conscious attention to details
of method. Subsequent paragraphs of this section will be devoted to the methods
and techniques of conducting interviews in a liaison environment.
Techniques of Interviewing
Slide 6
Techniques of Interviewing
• Directive technique.
• Nondirective technique
• The mixed approach.
> Techniques of Interviewing
Broadly speaking there are two categories of techniques. They are the directive
and nondirective types.
Slide 7
Directive technique
Frequent participation on the part of the interviewer.

Emphasis on the influence of past actions on present
behaviors.
Seeking specific information.
Making interpretations and judgments.
Varying of the pace by the interviewer.
The use of probing questions.
> Directive technique. The directive technique is a method of interviewing in

which the interviewer guides the course of the interview. Interviewers often use the
directive technique to aid interviewees to understand themselves, obtain objective
perspectives, and improve their personal adjustments. This technique is
distinguished by:
Frequent participation on the part of the interviewer.
Emphasis on the influence of past actions on present behaviors.
Seeking specific information.
Making interpretations and judgments.
Edition 2010
Varying of the pace by the interviewer.

The use of probing questions.
The nondirective technique
Slide 8
The nondirective technique
Avoidance of “yes” and “no” questions.
Use of questions calling for narrative type of responses.
Emphasis on the present rather than the past.
Frequent use of the silent question.
Reflection of the interviewee’s comments.
Viewing the interviewee from his frame of reference
instead of the interviewer’s.
> The nondirective technique. The nondirective technique is a method of

interviewing in which the interviewee does most of the talking and finds solutions
to problems with a minimum of assistance from the interviewer. The nondirective
approach is characterized by:
Avoidance of “yes” and “no” questions.
Use of questions calling for narrative type of responses.
Emphasis on the present rather than the past.
Frequent use of the silent question.
Reflection of the interviewee’s comments.
Viewing the interviewee from his frame of reference instead of the
interviewer’s.
The mixed approach
Slide 9
The mixed approach
The mixed or combined approach is one that borrows from all fields.
Interviewers are suggested to use the approach that is suited to the
occasion and the interviewee.
> The mixed approach.
The mixed or combined approach is one that borrows from all fields.
Interviewers are suggested to use the approach that is suited to the
occasion and the interviewee. It is the responsibility of interviewers to get
appropriate information and critical data, and evaluate them. In order to
accomplish this, interviewers must get the interviewees to talk. Whatever
technique enables the interviewer to do this effectively is a good one.
Edition 2010
Types of questions
Slide 10
Types of questions
• W-question
• Leading questions
• Probing questions
• “Yes”—“No” questions.
• Alternative questions
• The silent question
• Summary questions
• Questions for clarification and reflection
> Types of questions

The question is the most indispensable tool of the interviewer. It is essential, that
the interviewer be most familiar with the different types of questions needed to
elicit the kind of information and data required. The following types are applicable
in many interview situations.
> W-question. When coupled with “how,” constitute the most valuable tool of
the interviewer. The “What,” “When,” “Where,” “Who,” and “Why” type questions fit
most interview situations. Primary uses of the W-questions are to get detailed
answers, to determine missing information, and to save time.
> Leading questions. Is one which is worded so that it encourages the

respondent to give the answer that he thinks the interviewer wants. Leading
questions may be used to make a suggestion or indicate a desirable answer.
> Probing questions. Probes are questions used to get information in addition
to that given in response to a general question. Probing questions are of
tremendous value in obtaining additional information about an interviewee’s
interest in, preparation for, and participation in, an activity, or a specialty which
shows some promise of having a military application.
> “Yes”—“No” questions. In most interview situations, it is essential that

questions answerable by “Yes” or “No” be used sparingly.
> Alternative questions. May be used to force a decision by the interviewee or

for disposing of one topic and turning to another. Such question as, “Which do you
prefer?” or, “if not, what will you do?” will serve to control the interview and focus
attention upon the point at issue.
Edition 2010
> The silent question. It gives the respondent a chance to think and evaluate
what has been said so far, it also gives him/her opportunity to recall the
information you are seeking, to consider the question and to be sure he/she
understands it. Permitting a reasonable amount of occasional silence is a good
technique.
> Summary questions. Are commonly used to close an Interview; however, it

may be advisable to summarize the several phases of an extended interview.
Typical summary questions are: “Have we covered the main points?” and “What
conclusions have we reached?” A good summary will serve as a basis for any
recommendation the interviewer may have to make.
> Questions for clarification and reflection. Are essentially a “mirroring” of the
interviewee’s answers. Emphasis is on the feeling of what is being expressed
rather than on specific content. The interviewer captures and clarifies the essence
of what the respondent says and reflects it.
Conducting the Interview
> Conducting the Interview
Basically the interview is a communications system. It involves the transmission,

reception, and translation of messages. There are some techniques in addition to
the general considerations presented above that are applicable in many
interviewing situations and may serve as useful guides to avoid mistakes and
conserve efforts.
Specific techniques
Slide 11
Specific techniques
• Prepare in advance.
• Open the interview.
• Define the problem.
• Size up the individual
• Be selective and flexible in use of techniques.
• Active listening.
> The following specific techniques are suggested for handling individual cases
and for meeting special difficulties as they arise.
• Prepare in advance. Advanced preparation is basic to the conduct of a

successful interview.
Edition 2010
The interviewer assembles and studies information pertaining to the

individual to be interviewed and the situation.
Checks the interview site to ascertain that it is properly settled.
The interviewer establishes the objectives of the interview, decides on
techniques for achieving the objectives, sets time limits within which to
conclude the interview, and prepares a list of questions to guide the
interview.
• Open the interview. The interview should begin promptly, but not abruptly.
After he/she has introduced himself, the interviewer should state the purpose
of the interview. It is the responsibility of the interviewer to take the lead in
establishing a relationship of mutual confidence by showing acceptance,
letting the interviewee feel that his/her ideas are important, and that the
interviewer is interested in hearing and discussing them.
• Define the problem. The first step in solving a problem is to determine what
the problem is. It is essential that the interviewer and the interviewee have the
same understanding of the problem. If the interview is initiated by the
interviewer, it is the responsibility of the interviewer to outline the problem area
to the interviewee. When the interview is initiated by the respondent, the
interviewer through skillful questioning gets the interviewee to define the
problem.
• Size up the individual in the early stages. Appearances are often deceptive;
however, to insure a good start and to place the conversation upon a level that
will command respect of the interviewee, it will be necessary to appraise major
aspects of his personality early in the interview.
• Be selective and flexible in use of techniques. The skilled interviewer
varies his techniques. He remains flexible.
• Listen. It is the interviewer’s responsibility to get all the information on which
to base decisions, solve problems or make recommendations. To get all the
data he must listen. Listening is not a passive process. In active listening the
interviewer,
thinks ahead,
weighs the points,
reviews the ground covered,
Searches for “between the lines meaning.” Good listening implies a
genuine interest in what the individual has to say. Even if he rambles,
listen. It has been stated that, “Listening controls the flow of information in
more ways than one. It determines the amount of information that will filter
in from what the interviewee is saying. But less obviously—and more
important—the quality of listening can actually control another person’s
ability to talk.”
Edition 2010
What to do in an interview?
Slide 12
List of “To do in an interview?
• Respect for the integrity of each person
• Speak in a well-modulated normal tone of voice.
• Get the interviewee to talk.
• Get the facts
• Lead without show of authority.
• Make sure that the data is correct.
• Ask only one question at a time.
• Formulate easily understood questions.
• Restate the answer.
• Record data.
• Summarize.
• Terminate the interview.
Edition 2010
Handout
Some Things to Do
• Respect for the integrity of each person
• Speak in a well-modulated normal tone of voice. It is not only what you
say that is important but how you say it.
• Get the interviewee to talk. Interviews are conducted to get
information. The skilled interviewer induces interviewees to talk by
varying the type of questions and employing techniques such as
restatement of an answer, clarification and reflection, interpretation,
and short periods of expectant silences.
• Get the facts. It is the responsibility of the interviewer to get reliable
information and get all of it that is needed.
• Lead without show of authority. The interviewer will adjust the tempo
of the conversation to the mental alertness and speed of the person
being interviewed
• Make sure that the data is correct. Whenever the interviewer gives out
information, what he says is usually interpreted as being an official
statement.
• Ask only one question at a time.
• Formulate easily understood questions.
• Restate the answer. In restatement, the interviewer repeats the
answer and says, “Is that right?” If the answer is incorrect or
inadequate the interviewee has opportunity to clarify his meaning and
perhaps to give additional pertinent information.
• Record data. Record all pertinent data, promptly, and openly.
Thoroughness in recording information is essential. Complete all
necessary recording immediately after the interview.
• Summarize. In most cases before concluding the interview, a brief
summary of what has been accomplished.
• Terminate the interview. When it is apparent that the purpose of the
interview has been accomplished, the interviewer should take steps to
close the conversation and dismiss the interviewee in a graceful
manner.
Edition 2010
What not to do in an interview?

Slide 13
List of “Not to do in an interview?
• Do not sit on the edge of the chair.

• Do not fidget.
• Do not waste time.
• Do not hurry the interviewee.
• Do not imply answers to your questions.
• Avoid or limit use of the pronoun “I”.
• Do not carry a patronizing attitude.
• Do not ask unnecessary personal questions.
• Do not antagonize.
• Avoid shrewdness and cleverness.
• Do not make a promise to an interviewee.
Edition 2010
Handout
Some Things Not To Do
Interviewers are likely to get into bad habits. For the most part they are trivial
faults that can be easily corrected. If they are not corrected, they will interfere
with the efficiency of the interviewer.
“Do Nots”
The following “Do Nots” are typical instances of objectionable practices
common to many beginners and some experienced interviewers. The list is not
exhaustive. It will suggest to the reader other deficiencies which may, with
some attention, be eliminated to his advantage.
• Do not sit on the edge of the chair. This gives an impression that you are
impatient with the interviewee and anxious to be rid of him/her.
• Do not fidget. Pronounced and unnecessary body movements, limit the
ability of the interviewee to concentrate on the interview.
• Do not waste time. For satisfactory results it is essential that the interview
proceed with dispatch once it is started.
• Do not hurry the interviewee. It is unwise to hurry the interviewee. He
requires some time to get accustomed to the situation, to learn to feel at
ease, to get ready to talk.
• Do not imply answers to your questions. Experienced interviewers avoid
leading questions.
• Avoid or limit use of the pronoun “I”. The “I” pronoun is customarily used to
express an opinion or relate a personal experience.
• Do not carry a patronizing attitude. In an effort to be helpful, the interviewer
must maintain a climate of mutual respect.
• Do not ask unnecessary personal questions.
• Do not antagonize. Accurate information cannot be obtained by
antagonizing the interviewee.
• Avoid shrewdness and cleverness.
• Do not make a promise to an interviewee. The interviewer should not be
committed to a course of action after the interview is over.
Edition 2010
Interviewer
Slide 14
Personal qualities
• Personal appearance.
• Freedom from bias.
• Sincere interest in people.
• Ability to meet people.
> Interviewer
Interviewing is such a dynamic and complex activity that many diverse abilities
are needed for its adequate accomplishment.
Every interview situation differs from every other one and calls for application of
different character and personality qualities.
> Personal qualities

The following are some of the qualities in which any interviewer may make
improvements through constant self analysis and appraisal of his resources. This
list of qualities may be used as a guide for the selection of interviewers or by
experienced interviewers to improve their effectiveness.
• Personal appearance. The personal appearance and personality of the
interviewer should create a good impression. He should conduct interviews in
a dignified manner with respect for the courtesies which good military bearing
implies.
• Freedom from bias. Each mature person, over a period of years collects a
fair quota of likes and dislikes.
• Sincere interest in people. Genuine interest in people is a personal quality
which can be developed by associating with people from all levels of social,
economic, and cultural status, and by developing an understanding and
sympathetic appreciation of their interests and problems. By showing an
interest in the respondent, the interview develops an increased capacity for
gaining the respondent’s confidence and assuring his cooperation.
• Ability to meet people. He must possess personal dignity, be courteous,
serious, and conscientious. A mastery of these attitudes will enable him to
convey to others the sincerity of his purpose and will gain him wholehearted
cooperation.
Edition 2010

Questions
1. Which are the techniques of Interviewing?
2. Mention 3 types of questions to be used in an interview.
) Expected outcome
1. Directive technique, nondirective technique and the mixed approach.
2. W-question, Leading questions and Probing questions
Edition 2010
Learning Activity: Liaison and Interviewing Techniques exercise:

Role Playing

Edition 2010
Section 3.3 Media Relations Pg. 1
Section 3.3 Media Relations

Table of Contents
Session Notes............................................................................................................. 6
Peacekeeping and the News ...................................................................................... 6
Impacts of Media Reporting ........................................................................................ 9
Your Mission’s Public Information Office (PIO) ......................................................... 11
How You Can Relate to News Media ........................................................................ 12
How You Can Manage an Interview.......................................................................... 16
Sample Media Questions (How to manage a tough interview).................................. 17
Optional Learning Activity: Sample Media Questions Role Playing .......................... 21
Sample Media Questions Handout ........................................................................... 22
Learning Activity: Media Relations Exercise: role playing ......................................... 27
Edition 2010
Pg. 2 Section 3.3 Media relations
Background
While United Nations peacekeeping operations attract the attention of the media, not
all media reports are balanced and fair. Different media maintain different standards
of reporting. Some media may be biased and take sides. Local media, for example,
may be so close to the situation that they are unwilling or unable to report objectively.
International media may overlook or misunderstand local elements of vital
importance. They may be more interested in reporting on the conflict rather than on
the peace process itself.
To help the peace process succeed, a peacekeeping mission must ensure that it
produces public information that is truthful, credible and impartial. Information that is
inaccurate, unclear or untimely can harm the mission. Responsibility for producing
that information formally rests with the public information component. Informally,
however, all mission personnel communicate to the public — through their actions
and by the impressions they make on a person-to-person basis.
Hence, peacekeepers must be able to understand the impact of their actions on the
public. They must understand that their actions can have negative consequences for
their national contingent, for the United Nations and for the mission. If a negative act
is reported in the media, the level of damage can be amplified beyond an immediate
or local impact. Peacekeepers should remember that prevention is better than cure.
All peacekeepers must also keep the effect of their responses to the media in mind if
they are cleared to do so. Careful responses can have a positive effect. Negative
answers, irresponsible comments or unclear answers can quiet harmful. Sometimes
the media distort information or misquote the person they interview, which can be
harmful. For those reasons, peacekeepers need to know how to conduct themselves
wisely in their media relations.
Close cooperation between the public information component and the military
component is essential to help ensure that the mission speaks with one voice, that
information released to the public is accurate and that attempts to gain information by
dividing the ranks are frustrated.
Aim
The aim of this section is to familiarize military experts on missions with techniques
how to develop positive media relations and enable them to manage an interview, so
that they can favorably influence the outcome.
Learning Outcomes
On completion of this section, military experts on missions will be able to:
Edition 2010
• Understand the importance of media relations and how the media affect
the success of peacekeeping operations.
• Know what information can be released to the media and how to handle a
simple interview
Training Sequence
The material contained in this module could be delivered over two training units,
depending on the number of learning activities upon which the instructor decides.
The instructor can modify the duration to suit national training requirements and
reflect the subject matter comprehension level of the participants/learners.
This module should be delivered following to the module 3.1 Liaison and interviewing
techniques.
Duration
60 minutes 30 min. 15 min. 15 min
45 min for role playing Time to be determined # min. (film) Training Activity 45
activity by necessary content # min. (discussion) min
Methodology
This session includes a presentation with PowerPoint slides and should cover the
outline suggested for this section. Case studies, short film and practical exercises
should also be conducted, if possible with the help of a public information specialist
from the instructor’s organization or media reporters from a news organization. The
preferred method consists of random interviews of personnel on any occasion,
preferably during field and command post exercises. The showing of the recorded
interviews is thereafter discussed with the peacekeepers to identify dos and don’ts.
benefit better from the session.
• Peacekeeping and the news
• Impacts of media reporting
• Your mission’s Public Information Office (PIO)
• How you can relate to news media
• How you can manage an interview
Edition 2010
• Sample media Questions

Instructor Profile
Section 3.3 is best presented by an instructor who has personal experience in a
peacekeeping operation as a Staff Officer Public Information with a solid
understanding of media relations in the field, who could share his/her experience with
the group. If there is more than one instructor, at least one should have practical
experience. The instructor should also encourage questions from the participants and
aim for an interactive discussion. All participants should be encouraged to contribute
to the group discussions, case study discussions and in any other activities.
Required Readings
1. UN Peacekeeping Operations; Principles and Guidelines, 2008
2. UN DPI Policy and Guidance for Public Information in UN
Peacekeeping Operations, July 2006
3. UN DPKO SOP Press Statements, 3 April 2006
4. Handbook on UN Multidimensional Peacekeeping Operations,
November 2003
Equipment:
3. Flip Chart
Materials:
Mission Specific
Edition 2010
website:
Symbols Legend
> Speaking Points
Handout
Film
Learning activity
Edition 2010
Session Notes
Slide 1
Media Relations
Aim Slide 2
To familiarize military experts on missions with

techniques how to develop positive media relations and
how to manage an interview so that they can favorably
influence the outcome.
On completion of this section, military experts on missions will

be able to :
• Understand the importance of media relations and
how media affects the success of peacekeeping
operations.
• Know what information can be released to the media
and how to handle a simple interview
Slide 4
• Peacekeeping and the news

• Impacts of media reporting
• Your mission’s Public Information Office (PIO)
• How you can relate to news media
• How you can manage an interview
• Sample media Questions

aim, intended learning outcomes of this section, as shown in the slides
above. By the end of the session, the participants will be able to answer
each of the above points.
Peacekeeping and the News
Edition 2010
Media Slide 5
Giving the right kind of information to news media is a key to
mission success
> Media. The news media can play a significant role in the success of a
peacekeeping operation. What they report can have a positive or negative
impact on the mission, the implementation of its mandate and the peace
process itself. If the media are provided with accurate and timely
information, they might use it and therefore carry the right kind of message
from the United Nations to the public. If the peacekeeping operation itself
does not provide such information to the media, the media can find other,
perhaps less reliable, sources. Or, they will speculate about outcomes. In
either case, the result could harm the mission. That is why giving the
right kind of information to news media is a key to mission success.
) Note to Instructor: Introduce the film to participants highlighting how

officers of AU relate with the media, speaking about their tasks and how they
got positive comments from the interviewer even though they were facing
difficulties and short comes in the mission.
Film http://www.youtube.com/watch?v=hm3vpGep0Iw&feature=related
AlJazeera (English) The changing face of Darfur's peace missions - 26
Nov 07
Media Slide 6
• The media are always ready to report news
• Some journalists are sympathetic to UN, but others not;
some are impartial
• “Media” have changed. Besides traditional journalists,
there are stringers, bloggers and “citizen journalists” who
post on websites, social networking sites and new
platforms such as YouTube.
> The media are always ready to report news, but their reporting may not
always be accurate. Reporters may be impartial or partisan. They may be
independent thinkers or under the control of one side or the other. They
may be highly trained or unskilled. They may represent local media outlets
or international media organizations. Or they may be posting to blogs and
various websites. They may be reporting because they are interested in
the peace process or because the conflict is warming up, or because the
peace process is reaching a critical stage, or because they happen to be
there.
Edition 2010
> The media are interested in conflicts because conflicts are the basis of
news. Some journalists report the news professionally — that is to say,
impartially. Some are sympathetic to the United Nations and what it
stands for, but others are not. Some journalists, especially local
journalists, might be controlled or paid by one or other side in the conflict.
In some cases, their families might be threatened with reprisal or they
themselves may be under threat. The parties to the conflict may be trying
to manipulate the population through false information or hostile
propaganda.
> Note to Instructor: Introduce this film to participants making remarks on the
way media shows the new about rape, how the UN officer explained they
role in the problem and the positive impact UN have in this interview.
Film http://www.youtube.com/watch?v=KfITeYGd4mM
CNN Rape a way of life in Darfur 2008.06.19
Media Slide 7
• Be a reliable source of information
• Be informed about how to work with Public Information
Office (PIO) of the mission and the mission
Spokesperson(s).
• All peacekeepers must understand that their conduct will
have an impact on the mission whether they are on duty
or “off-duty”.
> Using its own information resources and the news media, the United
Nations peacekeeping operation must correct misinformation, counter
hostile reporting and provide accurate, reliable and impartial information
as it was shown in the film before. That helps the peace process. The
peacekeeping operation needs to explain to the local population why the
mission is in its country and what they can expect from the peace process.
> The mission must also inform the international community about its work.
One way to do so is through the media. The media, in turn, inform the
world about United Nations peacekeeping.
> The mission’s public information component deals with the local, regional
and international media and is equipped to handle most situations. You
should know how the Public Information Office (PIO) of the mission is
structured and how the military (or police) public information office, if
there is one, works with the PIO and the mission Spokesperson(s).
> All mission personnel are also sources of information for the media —
through their individual actions and interactions with the local population
and the media whether they are on duty or “off-duty”. All
peacekeepers must understand that their conduct and behaviour are
Edition 2010
scrutinized and reported to and by the media, and that will have an
impact on the mission. Nothing can do as much damage to the
reputation of the United Nations or a national contingent as irresponsible
acts by the peacekeepers themselves. When news of such acts becomes
public, the effect can be devastating. The reputation of the United Nations
and the mission is damaged and the national contingent is shamed. The
local population loses trust in the mission, and the ability of the mission to
carry out its tasks is hindered.
Slide 8
Prevention is better than cure ― all mission personnel
should
• Behave honourably and correctly at all times
• Show respect for their uniforms
• Do honour to their national flag, the flag of the United
Nations and the blue shoulder patch they all wear.
> Prevention is better than cure ― all mission personnel should

• Behave honourably and correctly at all times
• Show respect to local population
• Show respect for their uniforms
• Do honour to their national flag, the flag of the United Nations and the
blue shoulder patch they all wear.
> Honourable behaviour gives credit to the United Nations and the national
contingent. Good conduct and behaviour assists in maintaining a positive
image of the mission in the media.
Impacts of Media Reporting
Impacts of Media Reporting Slide 9

• News media work 24/7, often reporting in real time
• News—including photos and video-- can be disseminated
around the world almost instantaneously
• Positive behaviour can help make good news and prevent
negative reporting
• Negative behaviour and images can have negative effects
on the mission, the UN, the peace process
Edition 2010
> News media are interested in peacekeeping operations. They work 24

hours per day, 7 days per week, often reporting in real time. The
availability of satellite communications, web and social networking sites,
camera phones and portable audio and video equipment allow the media,
as well as individuals to transmit their reports directly from anywhere in the
world. News of an incident can be disseminated around the world
almost instantaneously, leaving the mission almost no time to verify the
facts, report to headquarters or prepare a response.
> Military experts on mission must get used to the idea of doing their jobs
while the media are watching as well as when no traditional media are
present. They must be careful to project the right image at all times.
Positive behaviour reinforces the ability of the United Nations to facilitate
the peace process and creates bonds of trust with the local population.
Negative behaviour, on the other hand, undermines the reputation of the
national contingent and the United Nations and weakens the peace
process. Bad news spreads fast. Where and when the news happens, a
reporter will be there! If not, the news can spread virally. Even your
personal photos will find their way to publication.
> Parties to the conflict can exploit negative behaviour and use it to delay
the peace process. When that happens, the local community’s
expectations of the United Nations presence in their country are
undermined and respect for the “blue helmets” is diminished.
Misconduct Slide 10
• Has immediate local and international impact
• Damages the image of United Nations and contingent
around the world
• Destroys the trust of local population
> Most peacekeepers follow the rules about behaviour and observe the
United Nations code of conduct for uniformed personnel. The best practice
to follow is to avoid any behaviour that violates the code. If peacekeepers
observe the code of conduct, the media have nothing negative to report.
> The effects of misconduct by a minority can be far reaching. Sexual
misbehaviour by a few peacekeepers can damage the reputation of a
whole contingent. Commercial sex workers, many of whom may be
below the age of 18, will try to attract the attention of peacekeepers — but
that will also attract the attention of news media. Incidents of sexual
misconduct by peacekeepers in United Nations missions in Bosnia and
Herzegovina, Kosovo, Timor-Leste, Sierra Leone, Ethiopia/Eritrea, and the
Democratic Republic of the Congo have been reported by the
Edition 2010
international media, sometimes extensively. Personal blogs are never

personal and those of senior UN officials have also made their way to
major media, with drastic results. The damage to the reputation of the
national contingents involved, the peacekeeping operation and the United
Nations has been considerable.
> Note to Instructor: Introduce the film to participants requesting to focus on
how a misconduct of a contingent directly affects the credibility of UN and
that particular TCC. Pay attention on how USG DPKO Mr Guehenno stated
that TCC have the ownership of the conduct of their troops since they trained
them before deployed to a mission.
http://www.youtube.com/watch?v=mbdWItfmbVg&feature=related
Your Mission’s Public Information Office (PIO)
Public Information Office (PIO) Slide 11

• Develops an overall communications strategy for the
mission to help implement the mandate
• Provides critical and advice information to mission
personnel and news media
• Produces information for all media, local and international
• Employs local journalists and other local staff
• Works with military PIO
• Conduct activities devised on the basis of information
strategies
> The mission’s PIO develops and manages the mission’s communications
strategy, assists the media and ensures that the local population is
informed about the mandate and the peace process. The PIO also
provides advice to mission officials and relevant offices at UN HQ
regarding trends and developments, potential crises or challenges.
> The PIO may operate its own radio station or broadcast on local stations,
produce video material for television and publish information brochures,
posters and pamphlets. The PIO maintains a mission website. The PIO
releases information in a number of local languages as well as the
appropriate languages for the international media.
> The PIO employs local staff, usually journalists, who have good knowledge
and understanding of local customs and traditions.
> The PIO accredits journalists and establishes procedures for them to
obtain press identity cards from the mission security office. The identity
Edition 2010
cards permit limited access to mission premises and can be checked by

contingents in the field.
> The PIO works closely with the mission’s military public information
structures — the military spokesperson and military public information
officers attached to contingents — to implement the communications
strategy and to be sure that all components of the mission speak with “one
voice” and their communications messages are coordinated. The military
spokesperson often maintains an office within the PIO and regularly
participates in mission press briefings conducted by the mission
spokesperson.
> The PIO is the peacekeepers’ resource for all sorts of information about
the mandate, the peace process and the mission. The PIO can help
contingents manage their media relations and promote a positive image of
peacekeepers who engage in activities to help the local community.
> In all cases PIO activities in support of military component must be
devised on the basis of information strategies mutually agreed within
the overall context of the mission mandate and concept of operations
> Members of the military can contribute to the PIO products with high-
resolution photos and material for feature stories, which the PIO and/or UN
New York feeds troop and police-contributing countries and other
audiences.
Public Information Office (PIO) Slide 12

Military experts on mission should not hesitate to ask the PIO for
information or assistance in all media related issues as well as
for the clearance process for public information materials.
How You Can Relate to News Media
How You Can Relate to News Media Slide 13

• The media view all peacekeepers as a potential source of
information
• You need not talk to the media if you prefer
• Be factual and positive
• Speak with respect about local people
> The media view all peacekeepers as a potential source of

information. For that reason, peacekeepers must follow certain guidelines
when they talk to the media. The United Nations has issued a set of
Edition 2010
guidelines to help mission personnel make their relations with the media
as effective as possible (required reading 2 and 3). The main principles of
these are set out below.
> The Secretary-General has encouraged transparency and openness with
the media. Peacekeepers may speak to reporters, if they are cleared*,
about their own work or area of personal responsibility in a factual manner.
The watchword is to be succinct in speaking with reporters. Peacekeepers
should understand, however, that they need not speak to the media if
they prefer not to do so. They may politely decline any request for
information or their personal views.
) Note to the instructor The clearance process for public information

materials is explained in the second required reading Operational Policy and
Guidance for Public Information in UN Peacekeeping Operations paragraph
98 and 99.
> Past experience shows that peacekeeping troops who talk to the media
about their work can be very effective in conveying positive messages.
When talking about their jobs, peacekeepers should convey a sense of
pride in what they do because they are working for the United Nations.
They should be positive about their role. They should always be factual
and impartial in the way they convey information.
> Peacekeepers should talk respectfully about the local population,
who often live in conditions of extreme poverty and hardship. They should
try to empathize with the situation of the local people and avoid remarks
that may sound condescending or patronizing.
Guidelines Slide 14
• Don’t forget, you are an ambassador for the UN
• Remember the name and organization of the reporter
• Tell your PIO whom you spoke with and what was said
> Peacekeepers must remember that they are ambassadors for their
own countries and the United Nations and should therefore present
themselves appropriately.
> If a reporter interviews you in the field, you should remember his or her
name as well as that of the media organization they represent. If you
do speak to a reporter about your work, you should let your mission’s
PIO know about it. Contact the military public information officer attached
to your contingent or your superior officer so they can pass on the
information.
Edition 2010
Don’t Slide 15
• Give personal opinions about the situation or the peace
process
• Answer questions that are speculative
• Reveal information related to security matters or
combatants
• Favour one side over another
Remember what you are allowed to talk about and what you cannot say.
Don’ts
> Do not offer your personal opinion about the peace process or United
Nations activities. Any answer you provide may be regarded as an official
opinion. If your answer does not accord with official policy, it may reflect
badly on the mission and the Organization.
> Do not answer questions that are speculative, such as “What would
happen if….?”. You might provide wrong information that could affect the
mission.
> Do not give any information about the mission’s security plans or
procedures. In any organization, even an open one like the United
Nations, some information is privileged and may not be disclosed.
Information affecting security is confidential.
> Do not discuss the state or activities of local or other combatant forces.
> Do not appear to support or favour one side over another. Remember at
all times that you are impartial.
Dos Slide 16
• Refer to your superiors or PIO if you don’t know answers
• Be polite and professional
• Stick to the facts
• Be brief and precise
Dos
> Always refer reporters to United Nations information personnel if they ask
you any questions that you are not authorized to answer. Referring to an
authorized person is always better than giving a wrong answer.
> Always be polite with media reporters, even if they appear rude or
unfriendly. They may be under pressure to get the news; you should keep
your professionalism and maintain an educated and polite attitude.
Edition 2010
> Stick to facts; they can’t be disputed.

> Be brief and precise. Time is the main limitation of modern media. There
is a limit how much news and images fit per minute. If you say too much or
if you are unclear, the opportunity to project a positive image might be lost.
Dos (cont.) Slide 17
• Your job is to support the mandate

• The mandate is authorized by the Security Council
• The mandate describes what the United Nations can do
• You should remember the basic points
• Refresh your knowledge by asking your PIO
> The mandate of a United Nations peacekeeping mission is your main

mission. Everything you have been tasked to accomplish is designed to
support the mandate.
> The mandate of every peacekeeping operation is contained in a
Security Council resolution. That document constitutes the legal
authority under which the United Nations mission operates. The mandate
describes the aim of the peacekeeping mission. It may be periodically
updated by the Security Council as circumstances change.
> While peacekeepers are not expected to remember all the details of a
mandate, they should be familiar with the main points. Those points
may include reference to the disarmament and demobilization of forces,
transitional power sharing arrangements, eventual elections, the
restoration of the rule of law, and so on.
> You might ask your mission’s PIO for a summary of the mandate. You
might find the mandate useful for your own understanding of your
country’s participation in the peacekeeping operation and in cases you talk
to journalists. This knowledge enables you to place your work in the
context of the mandate.
> Your mission website should have all the background documents,
press releases and facts and figures about the mission, updated on a
regular basis.
Dos (cont.) Slide 18
• Refer questions to PIO

• Be careful not to pass on to the media any information
about incidents
• Do not comment on critical incidents
Edition 2010
> When newsworthy events happen, the mission PIO is the only
component that is authorized to deal with the media. Reporters will,
however, try to get additional or new information from other sources,
including other mission personnel, especially eyewitnesses to the incident
or event.
> Peacekeepers should therefore be careful not to pass on to the media
any information about incidents or events being investigated by other
structures within the mission. Journalists asking questions about such
incidents or events must be referred to the mission’s PIO.
> For example, a traffic accident involving United Nations and local vehicles
is always a serious matter, especially if there are injuries. The mission
must investigate all accidents, but that takes time. Meanwhile, the media
may use the incident to discredit the United Nations, irrespective of who is
at fault. Because insurance liabilities are involved, any comment on such a
situation can be misconstrued or used against the United Nations.
Peacekeepers should not make any public statements about such an
incident. All media inquiries should be referred to the mission’s PIO.
Include here an example developed, from mission specific information
How You Can Manage an Interview
How You Can Manage an Interview Slide 19

• Look at the reporter, not the camera
• Listen carefully to the question
• Answer with facts
• Be brief and simple
• Always decline to answer questions you are not
authorized to answer.
> The basic rules for handling an interview are few and simple. The camera
or the reporter should not intimidate you. You are a professional and you
are executing your mission in a highly professional manner.
• Always look at the reporter. Never look at the camera. Looking at the
camera will give viewers the impression that you are not behaving
naturally.
• Listen carefully to each question, to avoid making mistakes or losing
face by giving a wrong answer. You may ask the reporter to repeat a
question, if you like. Gain time to compose your answer. Then stick to
what you know.
• Speak naturally and give facts, avoiding exaggerated movements with
your hands and face. Always decline to answer questions you are
not authorized to answer, or about which you may not be sure.
Edition 2010
In an interview Slide 20
• Never assume anything you say is “off the record”
• Don’t offer personal opinions
• Provide only information you are authorized to provide
> If You say “no comment”, the reporter and the public will have the
impression that you are trying to hide something. Your best answer would be
“I don’t know” or to refer to a qualified officer.
> Make small sentences rather than answer questions with a “yes” and “no”.
For example, do not answer “yes” to the question “Do you like your work?”
Just say “I enjoy my work with the United Nations” or give a similarly short
and clear answer.
> Avoid the expression “off the record” with a reporter. When you use it,
you are suggesting that what you say is meant only for that reporter and
should not be published or transmitted. That is not a wise practice — you
should never assume that anything you say will be considered “off the
record”. If you say something of interest, the reporter may decide to use it.
Also, in some countries, reporters are not familiar with that expression. If you
have any doubt about the matter, you should decline to answer.
> Because you are a peacekeeper, you represent the United Nations 24 hours
a day and seven days a week. Whatever you may say may be perceived
as the opinion of the Organization. Likewise, whatever you say on a blog
or post on a social networking site is also public. While these may be
personal activities, they are widely available and easily searched. So take
care!
> Provide only information you are authorized to provide according to the
guidelines. If you do not have complete guidelines, remember not to
compromise the security of the peacekeeping operation, its mission and its
people.
Sample Media Questions (How to manage a tough interview)
) Media Questions: the following questions are examples of what

peacekeepers might be asked. Treat the questions as an exercise. Try
making up other questions for practice
> All the instructor’s questions should test the participants’ understanding of
what they are allowed to talk about with a reporter.
Edition 2010
Questions about yourself Slide 21

— with generic answers:
♦ What is your name?
— My name is .....
♦ Where are you from?
— I come from .....
♦ How old are you?
— I am ..... years old.
♦ How long have you been here?
— I have been here ..... months.
> Questions about yourself — with generic answers:
Questions about your work Slide 22

♦ Why are you here?
— I am here to work with the United Nations. My country
is helping the United Nations to bring peace to this
country.
♦ What do you do here?

[Explain your duties: guard, transport, and medical.]
♦ Do you think that your presence is useful?

— We are working to help to bring peace and stability to
this country. I think that is useful.
> Questions about your work — with generic answers:

— I am here to work with the United Nations. My country is helping the
United Nations to bring peace to this country.
— We are working to help to bring peace and stability to this country. I
think that is useful.
Edition 2010
Questions seeking your opinion Slide 23

♦ Do you like being here?
— I miss my friends and family but I am glad if I can
help make things better here. It is a good experience
for me, even if the conditions are difficult.
♦ How soon will we have peace?
— I don’t know the answer to that. It depends on many
things. Please ask the mission’s public information
office.
♦ Fighting is still going on. What do you think will

happen?
— I can’t answer that question. The mission’s public
information office can help you with that.
♦ Aren’t you afraid that things will get worse?
— I’m a soldier/police officer and a United Nations
peacekeeper. I’ve been trained to do this job and I’m
confident that the mission is doing everything possible
to advance the peace process.
> Questions seeking your opinion — with generic answers:

— I miss my friends and family but I am glad if I can help make things
better here. It is a good experience for me, even if the conditions are
difficult.
— I don’t know the answer to that. It depends on many things. Please ask
the mission’s public information office.
♦ Fighting is still going on. What do you think will happen?

— I can’t answer that question. The mission’s public information office can
help you with that.
— I’m a soldier/police officer and a United Nations peacekeeper. I’ve been
trained to do this job and I’m confident that the mission is doing everything
possible to advance the peace process.
Tough Questions Slide 24
– with generic answers

• Why are you favouring the XX faction by giving
them arms?
---The UN is impartial. We neither favour any side nor
Edition 2010
do we give out arms.

• Your colleagues were seen with teenage
prostitutes in the BB bar last night and we have
photos: why are you taking advantage of our local
girls?
--Our rules are very strict: we can’t go out with
prostitutes. If you have evidence, please take it to the
Conduct and Discipline Office….
• What if you leave and the criminals return?
---It is no up to us when we leave, but our purpose
here is to give your local authorities the capacity to
take responsibility for your security
> Tough Questions – with generic answers

• Why are you favouring the XX faction by giving them arms?
---The UN is impartial. We neither favour any side nor do we give out arms.
• Your colleagues were seen with teenage prostitutes in the BB bar last
night and we have photos: why are you taking advantage of our local
girls?
--Our rules are very strict: we can’t go out with prostitutes. If you have
evidence, please take it to the Conduct and Discipline Office….
---It is no up to us when we leave, but our purpose here is to give your local
authorities the capacity to take responsibility for your security

• News media play a key role for the peacekeeping mission.
• A positive or negative image of the mission can emerge through the media.
• The mission’s PIO supports the peace process by working with the media.
• United Nations guidelines for media relations allow peacekeepers to speak to
reporters about their work and responsibilities.
• Peacekeepers should always speak “on record”.
• Take care when posting to blogs, social networking sites and other platforms
such as YouTube.
Edition 2010
Optional Learning Activity: Sample Media Questions Role Playing

The purpose of this group role paying activity is for participants to react to
an interview and to rely to the acquired knowledge.

5 minutes for work small groups role paying
1. Divide participants into three small groups appointing one reporter one
cameraman and the rest of the group the interviewed.
2. Provide with the list of questions to interviewers and encourage them to
play the roles as realistic as possible.
3. Ask participants to present their comments in the plenary on how they felt
while playing the roles.
Complement the comments with the guidelines on how to conduct an
interview.
Edition 2010
Sample Media Questions Handout

) Media Questions: the following questions are examples of what
peacekeepers might be asked. Treat the questions as an exercise. Try
making up other questions for practice
All the instructor’s questions should test the participants understanding of
what they are allowed to talk about with a reporter.
Questions about yourself — with generic answers:

Questions about your work — with generic answers:

— I am here to work with the United Nations. My country is helping the United
Nations to bring peace to this country.
— We are working to help to bring peace and stability to this country. I think that
is useful.
Questions seeking your opinion — with generic answers:
— I miss my friends and family but I am glad if I can help make things better here.
It is a good experience for me, even if the conditions are difficult.
— I don’t know the answer to that. It depends on many things. Please ask the
mission’s public information office.
♦ Fighting is still going on. What do you think will happen?

— I can’t answer that question. The mission’s public information office can help
you with that.
— I’m a soldier/police officer and a United Nations peacekeeper. I’ve been trained
to do this job and I’m confident that the mission is doing everything possible to
advance the peace process.
Tough Questions – with generic answers
Edition 2010
• Why are you favouring the XX faction by giving them arms?

---The UN is impartial. We neither favour any side nor do we give out arms.
• Your colleagues were seen with teenage prostitutes in the BB bar last
night and we have photos: why are you taking advantage of our local
girls?
--Our rules are very strict: we can’t go out with prostitutes. If you have evidence,
please take it to the Conduct and Discipline Office….
---It is no up to us when we leave, but our purpose here is to give your local
authorities the capacity to take responsibility for your security
Edition 2010
Handout/Note to instructor: Instructors may wish to provide participants

with the following handout which provides an overview of what you are
allowed to talk about and what you cannot say.
Dos and Don’ts when talking to the media

Dos Don’ts
• Always refer reporters to United • Do not offer your personal opinion

Nations information personnel if they about the peace process or about
ask you any questions that you are not United Nations activities. Any answer
authorized to answer. Referring to an you provide may be regarded as an
authorized person is always better official opinion. If your answer does not
than giving a wrong answer. accord with official policy, it may reflect
badly on the mission and the
• Always be polite with media reporters, Organization.
even if they appear rude or unfriendly.
They may be under pressure to get the • Do not answer questions that are
news; you should keep your speculative, such as “What would
professionalism and maintain an happen if….?”. You might provide
educated and polite attitude. wrong information that could affect the
mission.
• Stick to facts; they can’t be disputed.
• Do not give any information about the
• Be brief and precise. Time is the main mission’s security plans or procedures.
limitation of modern media. There is a In any organization, even an open one
limit how much news and images fit like the United Nations, some
per minute. If you say too much or if information is privileged and may not
you are unclear, the opportunity to be disclosed. Information affecting
project a positive image might be lost. security is confidential.
• Do not discuss the state or activities of

local or other combatant forces.
• Do not appear to support or favour one

side over another. Remember at all
times that you are impartial.
Edition 2010

Questions
1. What is the main role of news media in the success of a peacekeeping

operation?
2. What is the main impact of media reporting?
3. What is the main role of your mission’s Public Information Office (PIO)?
4. How you can relate to news media?
5. How you can manage an interview?
) Expected outcome
1. The news media can play a significant role in the success of a peacekeeping
operation. What they report can have a positive or negative impact on the
mission, the implementation of its mandate and the peace process itself.
2. News media work 24/7, often reporting in real time, they can be disseminated
around the world almost instantaneously. The peacekeeper’s positive
behaviour can help make good news and prevent negative reporting while
negative behaviour can have negative effects on the mission, the UN, and the
peace process.
3. Mission’s Public Information Office (PIO) main role is to provide critical

information to mission personnel and news media, produce information for all
media, local and international, to advice in PI issues to military PIO and to
conduct activities devised on the basis of information strategies.
4. I can relate to media taking in consideration the following:

♦ The media view all peacekeepers as a potential source of information
♦ I need not talk to the media if I prefer
♦ To be factual and positive
♦ To speak with respect about local people
Edition 2010
5. To manage an interview I must:

♦ Look at the reporter, not the camera
♦ Listen carefully to the question
♦ Answer with facts
♦ Be brief and simple
♦ Always decline to answer questions you are not authorized to answer.
Film UNIA Report of MINUSTAH title 21 3:38 min

Film UNIA Report of MONUC title 22 3:28 min
Film UNIA Report of UNAMSIL title 23 3:35 min
Film UNIA Report of UNAMID title 27 2:52 min
Film UNIA Report of MINUSTAH title 30 4:09 min
Edition 2010
Learning Activity: Media Relations Exercise: role playing


Edition 2010
Section 4.1 UN SOPs for reporting Pg. 1
Unit 4.1 UN Standard Operating Procedures for reporting

Table of Contents
Unit 4.1 UN Standard Operating Procedures for reporting Table of Contents ............ 1
Session Notes............................................................................................................. 6
The Reporting Requirement of the UN Operational Reporting System....................... 7
General procedures for SITREP writing and submission .......................................... 10
The Work of Information Centers .............................................................................. 14
Questions.................................................................................................................. 23
Learning Activity: UN SOP for reporting, correspondence drafting and briefing
Edition 2010
Pg. 2 Section 4.1 UN SOPs for reporting
Background
The principal challenge for any decision maker or commanding officer in an evolving
and complex peacekeeping operations environment is to provide the right decision at
the right time to his or her subordinates; subsequently, the aim of the peacekeeping
military reporting is to provide timely and reliable information and to advise the
decision maker about the general situation within the mission area of responsibility or
interest. .
The regulations governing the gathering of the information are stated in the Force
SOP at mission level, and in Head of Mission Component Directive.
Within the framework of the National Contingent, Military Observers Teams and
Headquarters specially appointed personnel are responsible for the collection,
collation and dissemination of information in order to provide the commander with
continuously updated and adequate information.
The information reporting system and particular reporting procedures are described
in the mission directives and SOPs.
Aim
The aim of this Unit is to provide Military Experts on Missions with the necessary
information to understand the UN operational reporting system, its requirements and
procedures in a complex United Nations peace operation.
Learning Outcomes
On completion of UN SOP for reporting, correspondence drafting and UN briefing
techniques, participants will be able to:
• Identify the reporting requirements at strategic, operational and tactical
levels in a United Nations peace operation environment
• Understand and apply the general procedures for report writing and
submission in a United Nations peace operation environment
Training Sequence
The training material contained in this unit is best presented after CPTM Unit 1 Part
One (Introduction to UN Peacekeeping). The necessary time for the delivery of the
unit depends on the number of training activities upon which the trainer/instructor
decides; it also depends on the modification on the duration of this material to fit in
the national training requirements and reflect the subject matter understanding level
of the participants.
Edition 2010
Duration
permits.
05 min.
examples: 05

Section 4.2)
Methodology
This session involves a slide-supported lecture followed by a learning activity (TBD).

It is recommended that the instructor should inform participants of the content, format
and timing. This can improve participants’ ability to focus on the subject and will
enable them to better benefit from the session.
The structure of the presentation is as follows:

• The reporting requirement of the UN Operational Reporting System
o Strategic reporting requirement
o Operational reporting requirement
o Tactical reporting requirement
• General procedures for SITREP writing and submission
• The work of information centers

Instructor Profile
This module is best presented by an instructor who has experience as a Staff
Member in a JOC or Force/UNMO HQ in a UN peacekeeping mission headquarters,
who could share his/her experience with the group. If there is more than one
instructor, at least one should have practical experience. The instructor should also
encourage questions from the participants and aim for an interactive discussion. All
Edition 2010
trainees should be encouraged to contribute to the group discussions, case study

discussions and in any other activity.
Required Readings
• Directive for the Head of Military Component in a peacekeeping mission.
2008
• Standard Operating Procedure for the Submission of Situation and Special
Incident reports by DPKO Field Missions 2006.
• STM training material for Force HQ reporting. 2006
• Joint Operations Centre and Joint Mission Analysis Centre Policy.
• Operational Reports and Returns
Equipment:
3. Flip chart
Materials:
Print handouts of Unit 4 slides. It is suggested that the handouts are
Mission Specific
If Unit 4 is being presented to prepare participants for a particular UN

website:
Symbols Legend
> Speaking Points
Edition 2010
Handout
Film
Learning activity
end of the section.
Edition 2010
Session Notes
Slide 1
UN SOP FOR REPORTING, CORRESPONDENCE DRAFTING
AND UN BRIEFING TECHNIQUES
Aim Slide 2
The aim of this Unit is to provide Military Experts on Missions with the
necessary information to understand the UN operational reporting
system, its requirements and procedures in a complex United Nations
peace operation.

• Identify the reporting requirements at strategic, operational and
tactical level in a United Nations peace operation environment
• Understand and apply the general procedures for report writing
and submission in a United Nations peace operation
environment.

above points.
Structure of Presentation Slide 4
• The reporting requirement of the UN Operational Reporting System

• General procedures for SITREP writing and submission
• The work of information centers
> The aim of this section is to provide Military Experts on Missions with the
necessary information to understand the UN operational reporting system,
its requirements and procedures in a complex United Nations peace
operation.
Edition 2010
The Reporting Requirement of the UN Operational Reporting

System
Slide 5
The Reporting Requirement of the UN Operational Reporting
System
Security Council
Secretary General
STRATEGIC
UN Secretariat
DPKO
Head of Mission
Mission Headquarters
& Leadership Team
OPERATIONAL
Component Heads
JOC
TACTICAL
Civilian units
Military units Police units
Regional Offices Reporting line
> Within the UN Headquarters, the Department of Peacekeeping Operations

(DPKO) is responsible for providing UN peacekeeping operations with policy
guidance and strategic direction at strategic level.
> In the field missions, the Head of Mission (HOM) exercises operational authority
over the UN peacekeeping operation’s activities, including military, police and
other civilian resources.
> In the case of military units and personnel provided by Member States, these
personnel are placed under the operational control of the UN Force Commander
or Head of Military Component (HOMC) at tactical level.
> Situation Reports (SITREPs) in general are a key element of the information
flow from field missions to United Nations Headquarters (UNHQ) at all levels.
They describe and assess, in summary form, events and developments
affecting the mission’s operations on a daily and weekly basis. They are
Edition 2010
supplemented by Special Incident Reports, in case of a crisis or rapidly

deteriorating situation.
> While Situation Reports play a critical role in keeping Headquarters staff
informed of developments in the field, they are not designed to provide the level
of depth and analysis needed for decision-making and follow-up action. For that
reason, they are supplemented by regular substantive and analytical reports
and other correspondence, at the most senior level, as well as working-level
communication between the mission and the UNHQ unit(s) concerned.
Strategic Reporting Requirement
Slide 6
Strategic Reporting Requirement
The Secretary- General will normally report to the Security Council on
each mission when appropriate or as directed by the Council
> Strategic Reporting Requirement The Secretary- General will normally report
to the Security Council on each mission when appropriate or as directed by the
Council. The Head of Mission (HOM) is responsible for reporting regularly to UN
Headquarters, through the USG DPKO, on the developments concerning the
activities of peacekeeping missions and the implementation of each mission’s
mandate. On matters that are predominantly military technical in nature, the
Head of Military Component (HOMC) is authorized to communicate directly with
the UN Military Adviser in UN Headquarters. UN field missions have differing
reporting requirements to the Security Council, but all have a standard reporting
requirement to the UN Headquarters with specific reporting requirements of the
Military Component.
Place a practical sample
) Note to Instructor: at this point is highly recommended to place an

historical example to illustrate a situation in which the Secretary General
needs to report to Security Council.
Operational Reporting Requirement

Operational Reporting Requirement Slide 7
• Military Daily and Weekly Situation Report (SITREP)
• Special Incident Report (SINCREP)
• Military Monthly and Annual Reporting
• Reporting following the Use of Force
• Operational Readiness Reporting
Edition 2010
> Operational Reporting Requirement

• Military Daily and Weekly Situation Report (SITREP). Is a military
specific report, provided on a daily and weekly basis, to the UN Military
Adviser, particularly in field missions that involve significant or critical
military operations or activities. For field missions that involve less
significant or critical military operations or activities, it is sufficient to include
a military specific report within the mission level daily or weekly SITREP
that is submitted to the DPKO/DFS Situation Center (SITCEN) in UN
Headquarters.
• Special Incident Report (SINCREP) is also referred to as “Flash Report”,
is used to provide short and operationally focused information in case of a
crisis or rapidly deteriorating situation. Flash Reports are required in all
cases of casualties among UN personnel (including serious accidents),
hostile action targeting UN personnel, and incidents significant enough to
affect the mission’s ability to implement its mandate.
• Military Monthly and Annual Reporting. Is a technical military report
provided every month to the UN Military Adviser, and include statistical and
evaluative data concerning Military Component and its operations in the
field mission.
• Reporting following the Use of Force. On every occasion that armed or
lethal force is used by a member of the military Component, regardless of
the circumstances, the HOMC is responsible for conducting an inquiry into
the incident and promptly transmitting this report to the UN Military Adviser
in UN HQ.
• Operational Readiness Reporting. During a mandated period or every
six months, the DMS/CMS is required to submit an Operational Readiness
Inspection Report to UN HQ. The HOMC is directed by HOM to formally
review the Military Component structure, in consideration of the current and
likely future operational situation. This review is necessary to revise the
material requirements for the Military Component and provide associated
inputs to the operational readiness report.
Tactical Reporting Requirement

Tactical Reporting Requirement Slide 8
• Battalion (or Force Troops Unit)

• Sector
• Force
• Military Component
Edition 2010
> Tactical Reporting Requirement Information about military activities within UN

PKOS is passed up to/though two chains: Force and Military Observers. The
information collected at Force HQ is received from the correspondent Sectors
up to Battalion level. The two reporting chains join at the JOC where a UN
PKOS Military SITREP is produced. The UN PKOS Military SITREP represents
the Military Component input to the daily UN PKOS SITREP to DPKO/DFS
Situation Center (SITCEN) and Office of Military Affairs in UN Headquarters in
New York.
General procedures for SITREP writing and submission

Daily SITREPs cover events, incidents or developments with a notable political or
operational impact (not routine meetings or activities).
Slide 9
Procedures for report writing and submission
TACTICAL OPERATIONAL STRATEGIC
B S F P
T H H H K D
L Q Q J O O P S S
O M K G C
S C C H O
M M Q
O O
DAILY/WEEKLY SITUATION REPORT
SPECIAL INCIDENT REPORTS
> Daily/Weekly Situation Reports at Tactical Level Reporting of

DAILY/WEEKLY Situation Report begins at Battalion (or major unit) level using
the format specified in the Force SOP.
• Battalion (or force troops unit). . The Battalion Operations Officer or an

officer delegated by him produces the battalion SITREP and submits it to
Sector HQ (or Force HQ for Force Troops units). The Battalion Commander
is responsible for ensuring that the daily SITREPs that his unit submits are
accurate and submitted on time.
• Sector. The Sector Operations officer or an officer delegated by him collates

all the battalion SITREPs and submits a single Sector SITREP to Force HQ.
Inconsistent or unclear information should be verified to the extent that time
allows and if unconfirmed by the time of release its status should be made
explicit. The Sector Commander is responsible for ensuring that the daily
Edition 2010
and interim SITREPs that his sector submits are accurate and submitted on
time.
• Force. The Force HQ Duty Officer is responsible for collating the Sector and
Force Troops SITREPS received in the previous 24 hrs to produce the Force
daily SITREP at the time specified in Force Mission SOP. Inconsistent or
unclear information should be verified to the extent that time allows and if any
uncertainty remains by the time of release its status should be made explicit
in the SITREP.
• Military Component. The COS(O) and COO(F) designate the staff officer
responsible for collating the UN PKOS Military SITREP. This officer will
collate the MILOBS and Force SITREP to produce the daily Military SITREP.
COS(F) is responsible for ensuring that the details of the daily SITREP are
correct. Format for the UN PKOS daily Military SITREP is showed in a
handout.
> Daily/Weekly Situation Reports at Operational Level
• SITREPs are compiled by a designated office in the mission in time to meet

the submission deadline for UNHQ, using the correspondent format.
• The designated office/officer must cross-check inputs from different
components to ensure the report is internally consistent and accurate. If
several components of the mission are reporting on the same incident, the
information should be consolidated into a single write-up in the SITREP.
• SITREPs can be signed by any civilian, military or police official provided with
the delegated authority to do so by the Head of Mission.
• Where a Joint Operations Centre (JOC) has been established in line with the
DPKO Policy Directive on Joint Operations Centers/Joint Mission Analysis
Centers (JOC/JMAC), the JOC will handle the preparation of Situation and
Special Incident Reports in their entirety. The Chief/JOC or the mission’s
Chief of Staff may sign the Situation and Special Incident Reports to UNHQ,
as determined by the Head of Mission.
• SITREPs are transmitted to the DPKO Situation Centre and Office of Military
Affairs, which monitors developments in the field on a 24-hour basis.
Deadlines
> Deadlines
• Daily Situation Reports cover the 24-hour period up to midnight Local Time
(LT) and must reach the DPKO Situation Centre and Office of Military
Affairs no later than 06:00hrs New York time (NYT) every morning Mondays
to Fridays. The Monday report should include relevant developments over
the weekend. Individual arrangements will be made to adjust submission
timelines for missions in the same time zone as New York.
Edition 2010
DEADLINES Slide 10
WEEK DAYS WEEKENDS
0600 AM
0600 AM
Monday
NEW NEW
YORK YORK
TIME TIME
• Weekly SITREPs cover the period from 00:01hrs Tuesday to 24:00hrs

Monday and must reach the DPKO Situation Centre and Office of Military
Affairs by 09:00hrs NYT on Tuesdays.
How to draft Daily/Weekly Situation Reports
Slide 11
How to draft Daily/Weekly Situation Reports
Who
To be followed up
What in next SITREP
Where
When Place name and
distance from the
Why
closest major town
INSUFFICIENT
“NSTR”
Weekly SITREPs
COORDINATES
not to reiterate the
OPERATIONAL operational details
DETAILS
A point where the session will benefit from mission specific information,
Edition 2010
) Note to Instructor: When delivering a mission specific training, distribute

DAILY/WEEKLY SITREPS formats of the mission where participants are to be
deployed.
> How to Draft Daily/Weekly Situation Reports They should be as short as

possible but still self-contained, based on the following criteria:
• The description of any event, incident or development must answer the
basic questions of “who, what, where, when, why”.
• If the available information is insufficient or remains to be verified, this
should be indicated and followed up in future SITREPs or, in urgent cases,
through Special Incident Reports.
• The designation “NSTR” (Nothing Significant To Report) can be used when
there has been no development of importance.
• Geographical locations, except for the main cities, must be identified
through the place name and distance from the closest major town or closest
UN position. Missions with GIS capacity should include either a map and/or
the geographic coordinates of a reported incident or operation.
• Weekly SITREPs should not reiterate the operational details contained in
the daily SITREPS but recap the most significant events with updates,
assessments and additional commentary, as appropriate.
SITREP Transmittal and Information Security
Slide 12
SMART Code cable

SYSTEM
security
> Transmittal SITREPs must be sent by encrypted e-mail using the secure
SMART system. In exceptional circumstances, when encrypted e-mail facilities
are not available or temporarily disabled, SITREPs can be sent by regular
code cable.
Edition 2010
> Information Security as SITREPs contain important details of UN operations

and other information not in the public domain, they are classified at the same
level of information security as a regular code cable. SITREPs are internal, UN
restricted documents and cannot be published, even in edited form, in any
open source environment.
Special Incident Reports
Slide 13
Special Incident Reports
• Meant to answer the basic questions of “who, what, where,
when, why”,
• Do not follow any prescribed format
• Keep the Secretary-General, the Security Council and
troop/police-contributing countries informed during a crisis.
> Special Incident Reports meet the need for speedy and increased information
flow during a crisis or rapidly deteriorating situation. Like daily SITREPS, they
are meant to answer the basic questions of “who, what, where, when, why”, and
need not provide any assessment of trends or implications. Geographic
information should be included as stated under SITREP.
> Special Incident Reports do not follow any prescribed format and are
transmitted to the DPKO Situation Centre by clear or encrypted e-mail,
depending on the sensitivity of the material.
> Special Incident Reports are vital to DPKO’s ability to keep the Secretary-
General, the Security Council and troop/police-contributing countries informed
during a crisis. They are supplemented by more detailed briefing notes and
background information provided to UNHQ through the regular channels.
regarding a situation in which a Special incident report was needed
The Work of Information Centers

Joint Operation Centre (JOC)
What is JOC? Slide 14
The JOC is a jointly staffed information hub established at mission

Headquarters to ensure mission-wide situational awareness through
integrating reporting on current operations as well as day to day
situation reporting.
Edition 2010
A point where the session will benefit from information about the
constitution of a JOC in a specific mission
> Joint Operation Centre (JOC) The JOC is a jointly staffed information hub
established at mission Headquarters to ensure mission-wide situational
awareness through integrating reporting on current operations as well as day
to day situation reporting. During a crisis, the JOC will operate as the primary
facility to support mission crisis management.
> The JOC provides the Head of Mission (HOM) and the Senior Management
Team (SMT) with a 24-hour information centre responsible to ensure full
situational awareness though timely and accurate monitoring and reporting.
Slide 15
What are the JOC responsibilities?
The JOC responsibilities are:
- Monitor implementation of mission operational activities
- Request and collect situation updates
- Collate and disseminate information
- Provide consolidated daily operational reports
- Provide a 24-hour communication link between the HOM, and
the various entities located at mission AOR, UN Headquarters
and others, as required
> The JOC is responsible as its day to day functions to:

• Monitor implementation of mission operational activities
• Request and collect situation updates from relevant entities in a timely
manner
• Collate and disseminate information of immediate operational interest
• Provide consolidated daily operational reports to senior mission managers
and UN Headquarters
• Provide a 24-hour communication link between the HOM, senior
management, the various missions entities, regional offices/sector
headquarters, UN agencies, programs and funds, UN Headquarters and
others, as required
Edition 2010
Slide 16
What does JOC do in case of emergency?
• Operate as the crisis management centre for the HOM and other
members of the mission Crisis Management Team (CMT)
• Support CMT decision-making through effective and
uninterrupted crisis communications and information
management, as a centralized location for crisis decision-making
> In the event of a crisis, the JOC shall:
• Operate as the crisis management centre for the HOM and other members
of the mission Crisis Management Team (CMT)
• Support CMT decision-making through effective and uninterrupted crisis

communications and information management, as a centralized location for
crisis decision-making
> All mission components provide the JOC with their regular situation reports
and reports on all operational activity. The provision of copies of all reports to
JOC is instituted in the Standard Reporting Procedures of all mission
components.
What are the C/JOC responsibilities? Slide 17
C/JOC responsibilities are:
- Day to day management of the JOC
- Relations with sector/regional offices and with UN HQ
- The processing and timely dissemination of operational reports
- Organization of the first response to emergencies;
- Direct operational information exchange with DPKO Situation
Centre in NY
> The Chief of JOC (C/JOC) reports to the HOM. The HOM may establish a
reporting line through either the Mission Chief of Staff or Deputy HOM.
C/JOC is responsible for:
• Day to day management of the JOC
• Relations with sector/regional offices and with UN HQ
• The processing and timely dissemination of operational reports
• Organization of the first response to emergencies;
• Direct operational information exchange with DPKO Situation Centre in
NY as required
Edition 2010
Joint Mission Analysis Centre (JMAC)

What is JMAC? Slide 18
The JMAC is a centre that provides the HOM and SMT with capacity to
collect and synthesize all-source information to produce medium and
long term integrated analysis
> Joint Mission Analysis Centre (JMAC) The JMAC provides the HOM and
SMT with capacity to collect and synthesize all-source information to produce
medium and long term integrated analysis. JMAC integrated analysis products
provide the HOM and SMT with improved understanding of issues and trends,
their implications and potential developments, as well as assessments of
cross-cutting issues and threats that may affect the mission. JMAC analytical
products provide the basis for enhanced mission planning and decision
making
Slide 19
What are the JMAC responsibilities?
The JMAC is responsible to:
• Merge and manage mission information from the HOM and SMT.
• Acquire and integrate information from all mission components and
other sources in order to develop analytical products.
• Analyze and synthesize information, including intelligence-related
material, to prepare integrated analyses and medium and long term
evaluations
• Prepare and disseminate operational and mission-level
assessments to support planning, decision making and
implementation of mission mandates
> JMAC is responsible to:

• Merge and manage mission information from the HOM and SMT.
• Acquire and integrate information from all mission components and other
sources in order to develop analytical products.
• Analyze and synthesize information, including intelligence-related
material, to prepare integrated analyses and medium and long term
evaluations
• Prepare and disseminate operational and mission-level assessments to
support planning, decision making and implementation of mission
mandates
Edition 2010
Handout
FORMAT FOR DAILY/WEEKLY SITUATION REPORTS
MISSION NAME
Daily Situation Report Covering Period: Date (00:01-24:00hrs)
Weekly Situation Report Covering Period: Tuesday (00:01hrs) to Monday

(24:00hrs)
HIGHLIGHTS
• Three or four bullet points should summarize the most significant events
during the reporting period. This is to ensure that readers will not overlook
key events.
POLITICAL
[This section should cover events, incidents or developments with a notable political
impact. It is applicable only in missions with a political mandate.]
OPERATIONAL
[This section should cover events, incidents or developments with a notable
operational impact, irrespective of the mission component(s) affected, e.g.
humanitarian, human rights, civil affairs, logistics, military, police, mine action and
others, as applicable.]
SECURITY/SAFETY
[This section should cover any new threats to personnel, special security measures
established or lifted during the reporting period, and an update on any personnel
missing, seriously wounded or killed during the reporting period, where applicable.]
[OTHER SUB-HEADINGS IF REQUIRED]

[Additional sections can be added if considered absolutely necessary for purposes of
clarity. However, the most simplified reporting format is preferable.]
COMMENTS
[This section is optional. Comments can also be added to specific events described
in the main text.]
Edition 2010
Handout
FORMAT FOR MONTHLY MILITARY SITUATION REPORT (SITREP)
Month of:
EXECUTIVE SUMMARY
1. INFORMATION / INTELLIGENCE UPDATE
- General information in Area of operations (AO)/Area of Interest (AOI)
- Analysis of the General Situation (Political and Security overview)
- Specific Area(s) of Interest
- UN Military Forces
- Other Military Forces (national security forces and informal or other armed
groups)
- Local Population (Presence, Attitude)
- Non Military Matters (Civil Affairs; Humanitarian; Public Information…)
- Assessment of Overall Situation
2. OPERATIONS UPDATE
- HOMC Intent
- Past operations (Analysis / Feedback / Comments)
- Current operations / Specific Incidents / Violations
- Current Military Component deployment – Map
- Planned operations (including expected accomplishments)
- Other mission operations involving or affecting the Military Component
(DDR / SSR / QIPs)
- Operations statistics update (if relevant)
3. PERSONNEL AND ADMINISTRATIVE UPDATE

- Personnel Return: Military Component strength to include Staff Officers,
Contingents and Units, Military Observers and Military Liaison/Adviser
Officers. More details may be included as an Annex to the Report and
reporting template is provided as Personnel & Administrative Monthly
Report below.
- Training (specific training courses conducted inside and outside the
mission area)
- Contingents / Units – specific personnel issues
Edition 2010
- Medical issues (repatriation / hospitalization / specific medical or health

issues)
- Casualties
- Disciplinary matters (statistics / cases of repatriation)
- Boards of inquiry (BoI)
- Security and safety of military personnel
- Military personnel welfare issues
4. LOGISTICS UPDATE
- Vehicle serviceability status (If affecting military operations)
- Equipment / weapons (If affecting operations)
- Communications (If affecting operations)
- Engineering issues
- Accommodation status for military personnel
- Supply
- Other mission support issues
5. MISCELLANEOUS
- General military issues
- HOMC meetings held/attended (of significance only)
- HOMC significant issues / forecast / intentions
- Any other issues
Note: * This format is indicative only and may be adapted by the HOMC to meet the
specific needs of each field mission. This monthly report should not just be
compilation of the previous Daily and Weekly SITREPs provided in the reporting
period but should include an overview of key events and developments that occurred
with the HOMC assessment and observations.
Edition 2010
Handout
Personnel & Administrative Monthly Report
1. PERSONNEL: Military Strength Report
Authorized Present Remarks

Strength Strength (including any repatriation on technical
grounds)
Headquarters
Contingent A
Contingent B
Special Unit X
Special Unit Y
Experts on Mission
(UNMOS/LOs/MilAd)
TOTAL
2. MEDICAL STATUS
Hospitalization Repatriation on Fatalities

Medical grounds
Headquarters
Contingent A
Contingent B
Special Unit X
Special Unit Y
Experts on Mission
(UNMOS/LOs/MilAd)
TOTAL
3. INCIDENTS / ACCIDENTS
Vehicle Accidents Shooting Incidents/ Others

Attacks
Headquarters
Contingent A
Contingent B
Special Unit X
Special Unit Y
Experts on Mission
(UNMOS/LOs/MilAd)
TOTAL
Edition 2010
4. DISCIPLINARY CASES
Sexual Exploitation Repatriation on Others

and Abuse Cases Disciplinary
grounds
Headquarters
Contingent A
Contingent B
Special Unit X
Special Unit Y
Experts on Mission
(UNMOS/LOs/MilAd)
TOTAL
5. CASUALTIES (NOTICAS)
Fatalities Injuries Remarks

Headquarters
Contingent A
Contingent B
Special Unit X
Special Unit Y
Experts on Mission
(UNMOS/LOs/MilAd)
TOTAL
6. TRAINING
Specific Military Specific Training Individual Training /
Training Sessions Courses
Headquarters
Contingent A
Contingent B
Special Unit X
Special Unit Y
Experts on Mission
(UNMOS/LOs/MilAd)
TOTAL
7. PERSONNEL EVALUATIONS (As necessary)
Edition 2010

Questions
1. TBD by trainers
2. TBD by trainers
) Expected outcome
1. TBD by trainers
2. TBD by trainers
Edition 2010
Learning Activity: UN SOP for reporting, correspondence

drafting and briefing exercise: role playing
50 Learning Activity Time Required:

10 minutes To draft a special incident report individually
Edition 2010
Section 4.2 Correspondence drafting and briefing techniques Pg. 1
Unit 4.2 Correspondence drafting and briefing techniques

Table of Contents
Unit 4.2 Correspondence drafting and briefing techniques ......................................... 1

Table of Contents........................................................................................................ 1
Session Notes............................................................................................................. 6
Drafting Correspondence ............................................................................................ 7
Briefings Techniques ................................................................................................ 10
Questions.................................................................................................................. 14
Learning Activity: UN SOP for reporting, correspondence drafting and briefing
Edition 2010
Pg. 2 Section 4.2 Correspondence drafting and briefing techniques
Background
The principal challenge for any decision maker or commanding officer in an evolving
and complex peacekeeping operations environment is to provide the right decision at
the right time to his or her subordinates; subsequently, the aim of the peacekeeping
military reporting is to provide timely and reliable information and to advise the
decision maker about the general situation within the mission area of responsibility or
interest. .
The regulations governing the gathering of the information are stated in the Force
SOP at mission level, and in Head of Mission Component Directive.
The information reporting system and particular reporting procedures are described
in the mission directives and SOPs.
Briefings are an essential procedure for the dissemination of information; they serve
various purposes. They are either intended to provide general information or
information to a specific audience, to facilitate the workflow or to prepare a decision.
Aim
The aim of this Unit is to provide Military Experts on Missions with the necessary
information to understand and apply the drafting techniques in UN operational
reporting system, and briefing procedures in a complex United Nations peace
operation.
Learning Outcomes
On completion of UN SOP for reporting, correspondence drafting and UN briefing
techniques, participants will be able to:
• Outline the importance of drafting techniques and apply them in UN
correspondence.
Training Sequence
The training material contained in this unit is best presented after CPTM Unit 1 Part
One (Introduction to UN Peacekeeping) and Unit 4.1 UN SOP for reporting. The
necessary time for the delivery of the unit depends on the number of training
activities upon which the trainer/instructor decides; it also depends on the
modification on the duration of this material to fit in the national training requirements
and reflect the subject matter understanding level of the participants.
Edition 2010
Duration
permits.
10 min.
examples: 05

Section 4.1)
Methodology
This session involves a slide-supported lecture followed by a learning activity (TBD).

It is recommended that the instructor should inform participants of the content, format
and timing. This can improve participants’ ability to focus on the subject and will
enable them to better benefit from the session.
The structure of the presentation is as follows:

• Drafting correspondence
• Briefings techniques

Instructor Profile
This module is best presented by an instructor who has experience as a Staff
Member of Force/UNMO HQ in a UN peacekeeping mission headquarters, who could
share his/her experience with the group. If there is more than one instructor, at least
one should have practical experience. The instructor should also encourage
questions from the participants and aim for an interactive discussion. All trainees
should be encouraged to contribute to the group discussions, case study discussions
Required Readings
Edition 2010

• Standard Operating Procedure for the Submission of Situation and Special
Incident reports by DPKO Field Missions 2006.
• STM training material for Force HQ reporting. 2006
Equipment:
1. Computer
3. Flip chart
Materials:
Section Power Point slides
Mission Specific
If Unit 4 is being presented to prepare participants for a particular UN

website:
Symbols Legend
> Speaking Points
Handout
Edition 2010
Film
Learning activity
end of the section.
Edition 2010
Session Notes
Slide 1
CORRESPONDENCE DRAFTING AND UN BRIEFING
TECHNIQUES
Slide 2
Aim
The aim of this Unit is to provide Military Experts on Missions with the
necessary information to understand and apply the drafting techniques
in UN operational reporting system, and briefing procedures in a
complex United Nations peace operation.
Slide 3
Learning Outcome
• Outline the importance of drafting techniques and apply them in
UN correspondence.
.

above points.
Slide 4
Structure of Presentation
• Drafting correspondence
• Briefings techniques
> The aim of this Unit is to provide Military Experts on Missions with the
necessary information to understand and apply the drafting techniques in
UN operational reporting system, and briefing procedures in a complex
United Nations peace operation.
Edition 2010
Drafting Correspondence
Slide 5
Guidelines for drafting
The correspondence of the United Nations must be concise, clear and
accurate in content, direct and dignified in style, correct in form and
attractive in appearance
> General guidelines for drafting To contribute effectively to the conduct of the
business of the United Nations, the correspondence of the Organization must
be concise, clear and accurate in content, direct and dignified in style, correct
in form and attractive in appearance. The following suggestions are intended
to help the drafter of correspondence meet these criteria.
Slide 6
Think before drafting
• “Why am I writing?
• To whom am I writing?
• What, if any, action do I expect as a result of what I have
written?”
> Think before drafting Regardless of the urgency; take time to answer the
questions
• “Why am I writing?
• To whom am I writing?
• What, if any, action do I expect as a result of what I have written?” This will
make it easier to draft more clearly and concisely.
> Why am I writing?

• Is it to give someone information? If so, what information? For what
purpose?
• Do I need information? If so, what information? For what purpose?
• Is some action needed? If so, what action? For what purpose?
> To whom am I writing?

• Who will the reader(s) be?
• What does (and doesn’t) the reader know about the situation?
• What does the reader need to know?
• What questions will the reader have in mind when reading my
communication?
Edition 2010
• How is the reader likely to react?

• What is my relationship to the reader?
Slide 7
Write simply, clearly and concisely
Once we know what we want to communicate, to whom and why, we
can draft correspondence clearly, correctly and concisely using a
simple style. It is unadorned, and therefore is easily understood.
> Write simply, clearly and concisely Once we know what we want to
communicate, to whom and why, we can draft correspondence clearly, correctly
and concisely, using a simple style that is neither simple-minded nor simplistic.
It is unadorned, avoiding arcane constructions and seldom-used words, and
therefore is easily understood. Nevertheless, a simple style can convey complex
ideas with subtlety and grace and without ambiguity.
Slide 8
Dos and Don’ts in writing
Dos Don’ts
• Be concrete • Don’t use any more words
than necessary
• State your facts or ideas • Don’t use a circumlocution
directly
• Use verbs in the active • Don’t use emphasis in
correspondence.
• Use concrete words. • Don’t use needless
adjectives and adverbs
• Use short words, short • Avoid anything which might
sentences, and short offend the sensibilities of
paragraphs the readers.
> Dos and Don’ts in writing Here are some positive and negative rules to be
followed whenever possible to achieve simplicity and clarity in writing:
> Dos
• Be concrete and specific, rather than vague and indirect.
• State your facts or ideas directly (subject-verb-object).
• Use verbs in the active rather than the passive voice.
• Use concrete rather than abstract words.
• Use short words, short sentences, and short paragraphs rather than long
words, long sentences and long paragraphs.
Edition 2010
> Don’ts
• Don’t use any more words than necessary to convey your meaning.
• Don’t use a circumlocution if a single word or phrase will do.
• Don’t use emphasis (bold, italics, underlining) in correspondence.
• Don’t use needless adjectives and adverbs (don’t overemphasize).
• Avoid anything which might offend the sensibilities of the readers.
Slide 9
Well-constructed papers; well-constructed paragraphs

• Well-constructed papers present reasoned propositions,
• Introductory paragraphs should normally begin with a statement
of the proposition to be presented in the paper.
• The narrative should be developed in a series of intermediate
• Concluding paragraphs should be very brief, recapitulating the
analysis, drawing conclusions and making recommendations
> Well-constructed papers; well-constructed paragraphs

• Well-constructed papers present soundly reasoned propositions, starting
with introductory paragraphs, followed by intermediate paragraphs to
develop the narrative point-by-point and ending with concluding paragraphs
to present recommendations, make requests or invite other forms of
response.
• Introductory paragraphs should normally begin with a statement of the
proposition to be presented in the paper. These paragraphs should be brief,
with no more than six lines of text; the major points to be covered in the
paper should be identified.
• The narrative should be developed in a series of intermediate paragraphs
analyzing the points in order of importance as set out in the introductory
paragraph.
• Concluding paragraphs should be very brief, recapitulating the analysis,
drawing conclusions and making recommendations, inviting comments or
whatever form of response is desired.
Edition 2010
Briefings Techniques
Slide 10
Some Guidelines for Briefings

• Briefings are either intended to provide general information or
information to a specific audience.
• Do not unnecessarily repeat information.
• Present facts
• Describe shortfalls, critical constraints or
• Recommendations for action should include What, When, Where,
Who and Why
• An agenda has to be established, and the areas of responsibility of
each individual briefer
> Some Guidelines for Briefings. Briefings pursue various purposes. They are
either intended to provide general information or information to a specific
audience, to facilitate the workflow or to prepare a decision. Do not
unnecessarily repeat information. Present facts - otherwise call it assumptions -
describe shortfalls, critical constraints or limitations with regard to your own
capabilities. Recommendations for action should include What, When, Where,
Who and Why (if applicable also How). One briefer or a group of briefers may
hold the briefing. In the latter case, an agenda has to be established, and the
areas of responsibility of each individual briefer have to be coordinated.
> The briefer should keep the following aspects in mind:

• Analyze the audience
• Decide on the purpose of the briefing and the desired outcome
• Be brief and concise under due consideration of the given time limit
• Decide on the focus of your briefing (or your part of the briefing)
• Do not go too much into detail if not requested to do so
• Use visual aids (slides, map, and sketches)
• Choose short, descriptive, precise words and pronounce them clearly
• Avoid words you find difficult to pronounce
• Don’t speak too fast (especially if you are a native speaker)
• Avoid lyrics and meaningless phrases
• Maintain eye contact with the audience
Edition 2010
Military Information Briefing
Slide 11
Military Information Briefing

Aim: To inform superiors or subordinated commanders on the current
situation.
• Mission
• Situation of the parties to the conflict, capabilities and
presumable intentions
• Situation of superior formation, adjacent units and other
organizations
• Situation of friendly forces in all basic functional areas
• Friendly intentions
• Special command and control problems
• Requests / recommendations
• Summary
Visitors Information Briefing
Slide 12
Visitors Information Briefing

Aim: To inform visitors or guests about the current situation or a
specific topic
• Introduction and purpose of the briefing
• Mission
• Situation of the parties to the conflict
• Situation of other organizations as applicable
• Situation of friendly forces in all basic functional areas as
applicable
• Friendly intentions
• Summary
Edition 2010
Staff Conference Briefing
Slide 13
Staff Conference Briefing

Aim: To inform staff personnel and to coordinate the workflow and
planning process. Several staff conferences may be needed to
develop courses of action or coordinate the planning process.
• Introduction, purpose and agenda
• Mission
• Development of the parties to the conflict, capabilities and
presumable intentions
• Situation of other organizations as applicable
• Development of friendly forces in all basic functional areas
• Decisions and guidelines
• Further friendly intentions
• Summary
Handout
Possible outline of an initial staff conference briefing
WHO WHAT
COS Introduction, Purpose, Agenda and Mission
OIO Initial Information Preparations

Terrain and Weather Analysis, Threat Evaluation, Capabilities,
Presumable Intentions
COO General Situation, HQ or Higher Commander’s Intent, Concept of

Operation, Centers of Gravity, Desired End-State.
COO Specified, Implied and Essential Tasks, Decisions, Guidelines Facts,

Assumptions, Limitations Conclusions: Shortfalls, Critical
Constraints, and Recommendations
CLO Logistic Estimate Conclusions: Shortfalls, Critical Constraints, and

Recommendations
Edition 2010
CMPO Personnel Estimate Conclusions: Shortfalls, Critical Constraints, and

Recommendations
Other Other Affairs Estimate Conclusions: Shortfalls, Critical Constraints,

and Recommendations
COS Further friendly intentions, summary

(And or request commander’s guidance)
Decision Briefing
Slide 14
Decision Briefing
Aim: To inform about courses of action and to prepare a commander’s
decision
• Introduction and purpose
• Mission and mission analysis
• Situation, estimate of the parties to the conflict,
• Situation, estimate of superior formation, adjacent units
• Situation, estimate of other organizations as applicable
• Situation, estimate of friendly forces in all basic functional areas
• Environmental conditions and their appreciation
• Comparison of forces (Force Ratio)
• Assessment and comparison of possible Courses of Action
(COA)
• Recommended decision
Learning activity
) Note to Instructor: Introduce a training activity on how to prepare and conduct

a briefing session.
Edition 2010

Questions
1. TBD by trainers
2. TBD by trainers
) Expected outcome
1. TBD by trainers
2. TBD by trainers
Edition 2010
Learning Activity: UN SOP for reporting, correspondence

drafting and briefing exercise: role playing
50 Learning Activity Time Required:

10 minutes To draft a special incident report individually
Edition 2010

STM Military Expert On Mission

Uploaded by

Copyright:

Available Formats

STM Military Expert On Mission

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

STM Military Expert On Mission

Uploaded by

Copyright:

Available Formats

Introduction to UN Pre-deployment Training Standards for Military Experts on Mission Pg.

Introduction to UN Peacekeeping Pre Deployment Training

Introduction and Rationale

6. Training Standards for Staff Officers (SO) are provided separately.

STM MEoM Unit 3: Liaison and Media Relations

Duration and timing of the course:

Methods of Training and Evaluation:

comprehensive review of UN Peacekeeping Pre-deployment Training Standards, and

Annex A. Course specifications

Core Pre-deployment Training Materials

On completion of this unit participants will be able to:

On completion of Unit 3 – Part 1d, participants will be able to:

Part 2 On completion of Unit 3 – Part 2, participants will be able to:

Unit 4 Unit 4 focuses on the responsibilities and obligations of individual

Part 3 1. Explain what is meant by “diversity” and “culture”

Specialized Training Material for Military Experts on Mission

STM: MEoM Unit 1: Investigation, Verification and DDR

STM: MEoM Unit 2: Mediation, Negotiation and the Use of Language

STM: MEoM Unit 3: Liaison and Media Relations

STM: MEoM Unit 4: UN SOPs for reporting, correspondence drafting

Section 1.1 Basic UN verification and investigation

Preparatory Notes to Instructors

In such environments UN Military Experts on Mission are required to conduct

Minimum Session Time Lecture/Presentation Questions/Discussion Session Activities

*Please Note: It is up to the learning institution to decide whether the learning

) Note to the Instructor (Some background information for consideration)

Example (Stories that illustrate a point or key message)

Sample questions (A list of potential questions to pose to participants)

 Handout (Indicates a handout is provided to participants at this point)

 Film (A film that is recommended as a core part of the training or an

Core Learning Activity (An activity that is strongly recommended for

) Note to Instructor: Introduce the session by letting participants know the

> This session outlines the importance of having an understanding of what

> Definition of verification

Mission Specific. It is important to introduce and emphasize the mission

> Phases of a verification/inspection

Phase 1 Planning, Preparation and Briefing

> Phase 1 Planning, Preparation and Briefing:

• Report facts only; no speculations or guesswork.

> Phase 2 Execution

> Phase 3 Debriefing and Reporting

> Types of investigations

Mission Specific. Introduce the mission specific information regarding the

> Authority to conduct investigations

> Preparations for investigations

> Investigative procedure

> Forms of Evidence

Material evidence, which cannot stand alone and requires forensic

Evidence Handling Slide 16

• Record the location. If possible, photograph the evidence

> Evidence Handling

> Evidence Assessment

Basic UN Verification and Investigation Techniques

Authority to conduct verifications The authority to conduct verifications will be

Scheduling the conduct of verifications Verifications may be conducted on either

Phase 1 Planning, Preparation and Briefing

• Maintain continuous radio contact with your HQ and report as directed.

Phase 3 Debriefing and Reporting

Authority to conduct investigations

Handout (Indicates a handout is provided to participants at this point)

Film (A film that is recommended as a core part of the training or an