This unit describes the skills and knowledge required to build resilience so that communities and organisations are better placed to manage threats and opportunities in a crisis. It applies to government and non-government roles with assigned accountability or responsibility for mitigation, preparedness and response and recovery functions of communities and/or organisations.

A crisis includes varying events of significant disruption having a broad effect on relationships among communities and/or organisations. It is characterised by high levels of adverse ambiguity, uncertainty, opportunity and change. Leaders in a crisis need to independently make sense of uncertain situations, creatively seek solutions and apply judgment and decision making in highly pressurised environments.

Emergency service leaders typically work autonomously, within collegiate environments, that require the ability to build and develop relationships and partnerships for mandated action within a broad range of informal and formal groups. Emergency service leadership roles are complex requiring the individual to make ethical decisions in variable, evolving and dynamic circumstances.

No licensing, legislative or certification requirements apply to unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the 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.

Range is restricted to essential operating conditions and any other variables essential to the work environment. Non-essential conditions may be found in the Companion Volume Implementation Guide.

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
Map community and organisational strengths, challenges and assets in all phases of a disaster
Demonstrate how to support and lead communities and/or organisations in deciding on their priority actions during a crisis
Create a plan of action to support communities and/or organisations to identify resilience activities following a crisis
Demonstrate the strategies that can be used when identifying leaders and connectors within a community and/or organisation during a crisis
Identify relationship and partnership synergies that can be used during and following a crisis that displays an awareness of potential interests, sensitivities, dependencies and responsibilities
Map community and organisational strengths, challenges and assets in all phases of a disaster
Design a model that demonstrates how to leverage social infrastructure networks and assets in support of resilience activities

Assessment Cover Sheet

PUAECL005 - Support communities for crisis

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

PUAECL005 - Support communities for crisis

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: