- HLTPOP322C - Implement a disaster plan
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
HLTPOP322C Mapping and Delivery Guide
Implement a disaster plan
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | HLTPOP322C - Implement a disaster plan |
|---|---|---|---|
| Description | This unit describes the competencies required to fulfil the workers' roles and responsibilities in responding to a disaster, as set out in a prepared disaster plan | ||
| Employability Skills | This unit contains Employability Skills | ||
| Learning Outcomes and Application | Working in compliance with relevant legislation and regulations within which the worker's organisation operates is essential | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | Not Applicable | ||
| Competency Field | |||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
|---|---|---|---|---|---|---|---|---|
| Elements of Competency | Performance Criteria | |||||||
| Element: Identify existing local disaster planning strategies |
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| Element: Identify own role in the delivery of the disaster plan |
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| Element: Ensure role of community organisations in the delivery of the disaster plan is understood |
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| Element: Provide feedback on disaster plan |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package. | |
Critical aspects for assessment and evidence required to demonstrate this competency unit: | The individual being assessed must provide evidence of specified essential knowledge as well as skills |
Access and equity considerations: | All workers in the health industry should be aware of access and equity issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities |
Context of and specific resources for assessment: | The workplace is recommended including assessment by supervision and peers Information may be gathered from supervisors and peers, by observation and inquiries and from written and other sources. Off-the-job role plays and exercises may also be used |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
This describes the essential skills and knowledge and their level required for this unit. |
Essential knowledge: The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role This includes knowledge of: Local resources, suppliers and trades people Project development Relevant equipment and technology (types, sources, operation and maintenance) Relevant policies, protocols and procedures of the organisation Small group facilitation The content of the disaster plan |
Essential skills: It is critical that the candidate demonstrate the ability to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role This includes the ability to: Communicate effectively Demonstrate implementation skills related to the worker's role and responsibilities in implementing the disaster plan Network, negotiate |
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. | |
Disasters may include: | Floods Cyclones Nuclear Fires Riots/raids Earthquakes |
A disaster plan (and planning strategies or processes) means: | Guidelines and/or plans for responding to various types of disaster, detailing worker roles and responsibilities, resource needs and sources and situation management strategies |
The disaster plan coordinator refers to: | The person in the community/service/organisation (or another organisation) who is assigned the responsibility of co-ordinating the full implementation of the Disaster Plan |
Community organisations may include: | State/territory health department Police Social security Local government Emergency services Non-government organisations Service providers of various types Community groups who provide care to the community |
Lead agency means: | The organisation with primary co-ordination responsibility for managing the response to the disaster |
Cultural context: | The competency standards are based upon acknowledgment and support of the diverse cultural and traditional values of communities that the health worker works in Health workers are upholders of traditional and cultural values Their behaviour and practice must be culturally sensitive and supportive of traditional healing and health, knowledge and practices |
Community control: | Community participation and control in decision-making is essential to all aspects of health work, and the role of the health worker is to support the community in this process |
Supervision: | In this document, references to supervision describe supervision of work by more experienced workers, supervisors, managers or other health professionals, either directly or indirectly |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Identify local community organisations providing emergency services through discussions | |||
| Clarify disaster plan and/or strategies and disaster planning exercises for the community | |||
| Identify local disaster planning processes | |||
| Identify roles and responsibilities of the disaster planning coordinator and other persons and determine worker's own role | |||
| Identify relevant state/territory lead agency local representative and contact as appropriate | |||
| Put in place appropriate joint planning | |||
| Identify and explain roles and responsibilities of community organisation | |||
| Undertake assessment of skills and possible training of community organisation representatives | |||
| Undertake disaster planning exercises in line with community and organisation requirements | |||
| Asses the effectiveness of the disaster plan | |||
| Identify and document ways to improve the disaster plan | |||
| Provide supervisor/manager and disaster planning coordinator with information on the effectiveness of the disaster plan and suggested ways to improve |
Forms
Assessment Cover Sheet
HLTPOP322C - Implement a disaster plan
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
HLTPOP322C - Implement a disaster plan
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: