Transition Card: Disaster Resilience Greenville
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Focus Area 1
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Focus Area 2
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Focus Area 3
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Focus Area 4
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Focus Area 5
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Focus Area 6
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Focus Area 7
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Focus Area 8
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Focus Area 9
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| Disaster Resilience Strategy | ||||||||||||||||||||||||||||||||||||
| Emergency Ready Communities | ||||||||||||||||||||||||||||||||||||
| Prepared and Alert program | ||||||||||||||||||||||||||||||||||||
| Community Resilience Action Plans | ||||||||||||||||||||||||||||||||||||
| Resilient Business Networks | ||||||||||||||||||||||||||||||||||||
| Small Business Resilience | ||||||||||||||||||||||||||||||||||||
| Volunteering Resilience Capacity Building | ||||||||||||||||||||||||||||||||||||
| Resilient communities | ||||||||||||||||||||||||||||||||||||
| Resilient school communities | ||||||||||||||||||||||||||||||||||||
| Climate Ready Communities Greenville | ||||||||||||||||||||||||||||||||||||
| Community-Led Emergency Resilience | ||||||||||||||||||||||||||||||||||||
| Resilience Leaders Program | ||||||||||||||||||||||||||||||||||||
| Resilience Gaming App | ||||||||||||||||||||||||||||||||||||
| Focus Group Program | ||||||||||||||||||||||||||||||||||||
| Resilience Framework for Greenville | ||||||||||||||||||||||||||||||||||||
| School Resilience Innovation Challenge | ||||||||||||||||||||||||||||||||||||
| Local Government Emergency Management Planning | ||||||||||||||||||||||||||||||||||||
| Natural Disaster Resilience Program | ||||||||||||||||||||||||||||||||||||
| People at Risk in Emergencies Framework for Greenville | ||||||||||||||||||||||||||||||||||||
| Prepared and Engaged Communities | ||||||||||||||||||||||||||||||||||||
| Resilience Roles and Responsibilities | ||||||||||||||||||||||||||||||||||||
| Greenville Emergency Management Communication and Engagement Framework | ||||||||||||||||||||||||||||||||||||
| 1.1 Highlight the need to organise communities differently | 1.2 Cultivate a passion for action | 1.3 Manage initial starting conditions | 1.4 Specify goals in advance | 1.5 Establish appropriate boundaries | 1.6 Embrace uncertainty | 1.7 Surface conflict | 1.8 Create controversy | 2.1 Enable safe fail experimentation | 2.2 Enable rich interactions in relational spaces | 2.3 Support collective action | 2.4 Partition the system | 2.5 Establish network linkages | 2.6 Frame issues to match diverse perspectives | 3.1 Create correlation through language and symbols | 3.2 Encourage individuals to accept positions as role models for the change effort | 3.3 Enable periodic information exchanges between partitioned subsystems | 3.4 Enable resources and capabilities to recombine | 4.1 Integrate local constraints | 4.2 Provide a multiple perspective context and system structure | 4.3 Enable problem representations to anchor in the community | 4.4 Enable emergent outcomes to be monitored | 5.1 Assist system members to keep informed and knowledgeable of forces influencing their community system | 5.2 Assist in the connection, dissemination and processing of information | 5.3 Enable connectivity between people who have different perspectives on community issues | 5.4 Retain and reuse knowledge and ideas generated through interactions | 6.1 Assist public administrators to frame policies in a manner which enables community adaptation of policies | 6.2 Remove information differences to enable the ideas and views of citizens to align to the challenges being addressed by governments | 6.3 Encourage and assist street level workers to take into account the ideas and views of citizens | 7.1 Assist elected members to frame policies in a manner which enables community adaptation of policies | 7.2 Assist elected members to take into account the ideas and views of citizens | 8.1 Encourage and assist street level workers to exploit the knowledge, ideas and innovations of citizens | 8.2 Bridge community-led activities and projects to the strategic plans of governments | 8.3 Gather, retain and reuse community knowledge and ideas in other contexts | 9.1 Encourage and assist elected members to exploit the knowledge, ideas and innovations of citizens | 9.2 Collect, analyse, synthesise, reconfigure, manage and represent community information that is relevant to the electorate or area of portfolio responsibility of elected members | |
Business + 1
Education
Federal government
Formal community group
Indigenous Business
Individual
Informal community group
Local government
Non-government Organisations
Not for profit
Social Enterprise
State government