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Evidence Guide: HLTPOP322C - Implement a disaster plan

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

HLTPOP322C - Implement a disaster plan

What evidence can you provide to prove your understanding of each of the following citeria?

Identify existing local disaster planning strategies

  1. Identify local community organisations providing emergency services through discussions
  2. Clarify disaster plan and/or strategies and disaster planning exercises for the community
Identify local community organisations providing emergency services through discussions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify disaster plan and/or strategies and disaster planning exercises for the community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify own role in the delivery of the disaster plan

  1. Identify local disaster planning processes
  2. Identify roles and responsibilities of the disaster planning coordinator and other persons and determine worker's own role
  3. Identify relevant state/territory lead agency local representative and contact as appropriate
  4. Put in place appropriate joint planning
Identify local disaster planning processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify roles and responsibilities of the disaster planning coordinator and other persons and determine worker's own role

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify relevant state/territory lead agency local representative and contact as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Put in place appropriate joint planning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure role of community organisations in the delivery of the disaster plan is understood

  1. Identify and explain roles and responsibilities of community organisation
  2. Undertake assessment of skills and possible training of community organisation representatives
  3. Undertake disaster planning exercises in line with community and organisation requirements
Identify and explain roles and responsibilities of community organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake assessment of skills and possible training of community organisation representatives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake disaster planning exercises in line with community and organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide feedback on disaster plan

  1. Asses the effectiveness of the disaster plan
  2. Identify and document ways to improve the disaster plan
  3. Provide supervisor/manager and disaster planning coordinator with information on the effectiveness of the disaster plan and suggested ways to improve
Asses the effectiveness of the disaster plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and document ways to improve the disaster plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide supervisor/manager and disaster planning coordinator with information on the effectiveness of the disaster plan and suggested ways to improve

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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

Range Statement

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