Assessor Resource

PUARCV003
Work in a recovery context

Assessment tool

Version 1.0
Issue Date: May 2024


This unit of competency involves the skills and knowledge required to work with disaster-affected individuals and communities as part of recovery.

This unit applies to personnel who are required to have an awareness of the principles of recovery as outlined in the Australian Institute for Disaster Resilience (AIDR) Community Recovery Handbook (2018).

This unit may also be useful for community members who may participate in recovery efforts as a result of a disaster that affects their community.

It includes preparing to work in a recovery environment, confirming the context of recovery, applying the principles of disaster recovery, confirming recovery environments and supporting effective communication processes with disaster-affected individuals and communities.

This unit is not intended to assess performance of specific recovery roles. Recovery units of competency within the PUA Public Safety Training Package cover the roles for recovery.

No licensing, legislative or certification requirements apply to this 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)


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.

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1

Prepare to work in a recovery environment

1.1

Organisational self-care steps are identified as part of a personal work preparation plan

1.2

In readiness for pre-deployment, appropriate support resources for own health and wellbeing and work output are researched and documented

2

Confirm context of recovery

2.1

Interoperability between disaster recovery and prevention, preparedness and response is verified

2.2

Activities that can support recovery in the prevention, preparedness and response phases of emergency management are identified

2.3

Building of disaster resilience through all aspects of emergency management is identified

2.4

The recovery life cycle is described

3

Apply the principles of disaster recovery

3.1

Community-led approaches to recovery and their benefits are identified and documented

3.2

Importance of having a planned, coordinated and adaptive approach to a community-led recovery is verified

3.3

Principles of effective communication with disaster-affected individuals, communities and other stakeholders are implemented

3.4

Recovery activities that recognise, support and build individual, community and organisational capacity are confirmed

4

Confirm recovery environments

4.1

Social environment areas that may be subject to direct and indirect effects are identified

4.2

Built environment impact categories that may be subject to direct and indirect effects are identified

4.3

Economic environment sectors that may be subject to direct and indirect effects are identified

4.4

Components of the natural environment that may be subject to direct and indirect effects are identified

5

Communicate across the recovery environment

5.1

Communications approaches with disaster-affected individuals, communities and stakeholders is relevant, clear and targeted

5.2

Communication channels that may be used to establish and maintain two-way communication with disaster-affected people, communities and stakeholders are identified

5.3

Feedback on effectiveness of communications is sought and referred to appropriate personnel and changes are made where necessary

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria on at least one occasion and include the following as they relate to recovery scenarios:

communicating effectively with disaster-impacted individuals

following organisational policies and procedures

maintaining personal wellbeing and self-care

outlining recovery activities related to the emergency management phases of prevention, preparedness, response and recovery

supporting a diverse range of disaster-affected individuals and communities

working collaboratively with disaster-affected individuals, communities and other stakeholders.

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria and include knowledge of:

aspects of recovery:

early recovery

medium to longer-term recovery

preparedness and activation

relief - typically immediate

community-led recovery approaches

communication channels used in disaster recovery

definitions of disaster, recovery and resilience

disaster-affected people and communities

diversity and inclusion

effective communication principles

factors for consideration when working in a recovery environment

methods of communication used in disaster recovery

media policy

National Principles for Disaster Recovery

principles for communicating in recovery

prevention, preparedness, response and recovery (PPRR) phases of emergency management, their intersection and activities undertaken to support recovery and resilience

recovery environments

recovery stakeholders

self-care

transition from recovery to mainstream services/ongoing community development, renewal and regeneration

typical reactions that people exposed to a traumatic event may experience.

Assessors must hold credentials specified within the Standards for Registered Training Organisations current at the time of assessment.

Assessment must satisfy the Principles of Assessment and Rules of Evidence and all regulatory requirements included within the Standards for Registered Training Organisations current at the time of assessment.

Assessment must occur in workplace operational situations. Where this is not appropriate, assessment must occur in simulated workplace operational situations that reflect workplace conditions.

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Resources for assessment must include access to:

a range of relevant exercises, case studies and/or simulations

applicable documentation, including workplace procedures, regulations, codes of practice and operation manuals

relevant materials, tools, equipment and personal protective equipment (PPE) currently used in industry.

Submission Requirements

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)

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.

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1

Prepare to work in a recovery environment

1.1

Organisational self-care steps are identified as part of a personal work preparation plan

1.2

In readiness for pre-deployment, appropriate support resources for own health and wellbeing and work output are researched and documented

2

Confirm context of recovery

2.1

Interoperability between disaster recovery and prevention, preparedness and response is verified

2.2

Activities that can support recovery in the prevention, preparedness and response phases of emergency management are identified

2.3

Building of disaster resilience through all aspects of emergency management is identified

2.4

The recovery life cycle is described

3

Apply the principles of disaster recovery

3.1

Community-led approaches to recovery and their benefits are identified and documented

3.2

Importance of having a planned, coordinated and adaptive approach to a community-led recovery is verified

3.3

Principles of effective communication with disaster-affected individuals, communities and other stakeholders are implemented

3.4

Recovery activities that recognise, support and build individual, community and organisational capacity are confirmed

4

Confirm recovery environments

4.1

Social environment areas that may be subject to direct and indirect effects are identified

4.2

Built environment impact categories that may be subject to direct and indirect effects are identified

4.3

Economic environment sectors that may be subject to direct and indirect effects are identified

4.4

Components of the natural environment that may be subject to direct and indirect effects are identified

5

Communicate across the recovery environment

5.1

Communications approaches with disaster-affected individuals, communities and stakeholders is relevant, clear and targeted

5.2

Communication channels that may be used to establish and maintain two-way communication with disaster-affected people, communities and stakeholders are identified

5.3

Feedback on effectiveness of communications is sought and referred to appropriate personnel and changes are made where necessary

Range is restricted to essential operating conditions and any other variables essential to the work environment.

Non-essential conditions may be found in the PUA Public Safety Training Package Companion Volume Implementation Guide.

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria on at least one occasion and include the following as they relate to recovery scenarios:

communicating effectively with disaster-impacted individuals

following organisational policies and procedures

maintaining personal wellbeing and self-care

outlining recovery activities related to the emergency management phases of prevention, preparedness, response and recovery

supporting a diverse range of disaster-affected individuals and communities

working collaboratively with disaster-affected individuals, communities and other stakeholders.

Evidence required to demonstrate competence in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria and include knowledge of:

aspects of recovery:

early recovery

medium to longer-term recovery

preparedness and activation

relief - typically immediate

community-led recovery approaches

communication channels used in disaster recovery

definitions of disaster, recovery and resilience

disaster-affected people and communities

diversity and inclusion

effective communication principles

factors for consideration when working in a recovery environment

methods of communication used in disaster recovery

media policy

National Principles for Disaster Recovery

principles for communicating in recovery

prevention, preparedness, response and recovery (PPRR) phases of emergency management, their intersection and activities undertaken to support recovery and resilience

recovery environments

recovery stakeholders

self-care

transition from recovery to mainstream services/ongoing community development, renewal and regeneration

typical reactions that people exposed to a traumatic event may experience.

Assessors must hold credentials specified within the Standards for Registered Training Organisations current at the time of assessment.

Assessment must satisfy the Principles of Assessment and Rules of Evidence and all regulatory requirements included within the Standards for Registered Training Organisations current at the time of assessment.

Assessment must occur in workplace operational situations. Where this is not appropriate, assessment must occur in simulated workplace operational situations that reflect workplace conditions.

Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.

Resources for assessment must include access to:

a range of relevant exercises, case studies and/or simulations

applicable documentation, including workplace procedures, regulations, codes of practice and operation manuals

relevant materials, tools, equipment and personal protective equipment (PPE) currently used in industry.

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
Organisational self-care steps are identified as part of a personal work preparation plan 
 
Interoperability between disaster recovery and prevention, preparedness and response is verified 
 
 
 
Community-led approaches to recovery and their benefits are identified and documented 
 
 
 
Social environment areas that may be subject to direct and indirect effects are identified 
 
 
 
Communications approaches with disaster-affected individuals, communities and stakeholders is relevant, clear and targeted 
 
 

Forms

Assessment Cover Sheet

PUARCV003 - Work in a recovery context
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

PUARCV003 - Work in a recovery context

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: