- HLTPOP523C - Develop a disaster plan
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
HLTPOP523C Mapping and Delivery Guide
Develop a disaster plan
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | HLTPOP523C - Develop a disaster plan |
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Description | This unit describes the competencies required to develop in consultation with other agencies and key people, a plan which sets out the roles and responsibilities of workers and others in the community, for responding to a disaster | ||
Employability Skills | This unit contains Employability Skills | ||
Learning Outcomes and Application | This unit applies to work in a public health context | ||
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 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Liaise with relevant government agencies |
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Element: Identify and liaise with appropriate community organisations |
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Element: Incorporate local requirements for disaster planning and relief into a plan |
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Element: Coordinate volunteer support |
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Element: Ensure training for volunteers and staff |
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Element: Evaluate and modify 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 for assessment including by supervisor 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: Community networks Community views on disaster management Existing disaster plans (developed by other organisations who service the Community Legislation relating to disaster management Local disaster planning processes and networks Local resources, suppliers and trades people Project development Relevant equipment and technology Relevant Federal, State and Local government policies, guidelines and Relevant policies, protocols and procedures of the organisation |
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: Apply communication and liaison skills Apply negotiation skills Apply skills in human resource management Apply small group facilitation skills Deliver training Undertake networking Undertake planning |
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. | |
Disastersmay include: | Floods Cyclones Fires Earth quakes Nuclear accidents Riots, raids |
A disaster plan(s) is: | Guidelines and/or plans for responding to various types of disaster, detailing the roles and responsibilities of workers, resource needs and sources and situation management strategies |
Government agencies may include: | State/territory health department Police Social Security Local Government Emergency Services |
Community organisations may include: | Government and non-government agencies Health care service providers Other service providers Tradespeople Community groups who provide care to the community |
Resources may include: | Premises Grounds Accommodation Workplace equipment Materials Plant vehicles Exclusive use Occupation |
Key people will include: | Those within and external to organisation Community leaders and representatives Agencies/service representatives Trade and professional services |
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. |
Legislativerequirements: | Clinical practice may be governed by federal, state or territory legislation, which defines workers' roles and responsibilities Lack of resources, remote locations and community needs often require health workers to operate in situations which do not constitute "usual practice" |
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 |
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Identify and document government policies which affect the organisation | |||
Consult with government agencies in relation to different roles in the local disaster plan | |||
Identify community organisations and develop an information database | |||
Establish contact through a variety of communication strategies | |||
Identify restrictions to effective liaison and develop processes to promote communication with other agencies | |||
Collect information on local requirements and resources from the key people and organisations | |||
Clarify roles and responsibilities of other organisations are clarified | |||
Write plan | |||
Establish and implement a promotions strategy | |||
Seek volunteers for disaster plan designated roles, via identified organisations and public processes | |||
Clarify roles and responsibilities are clarified | |||
Identify team leaders by discussion with organisations | |||
Hold meetings to discuss disaster plan and personnel requirements | |||
Establish training requirements for volunteers and staff | |||
Develop training programs | |||
Undertake promotion of training | |||
Develop and promote training schedule | |||
Provide training | |||
Evaluate and modify training as required | |||
Consult key people about effectiveness of the disaster plan | |||
Adapt the disaster plan to meet community needs | |||
Distribute the amended disaster plan to key people | |||
Provide additional training as required |
Forms
Assessment Cover Sheet
HLTPOP523C - Develop 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
HLTPOP523C - Develop 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: