- HLTPOP505C - Build capacity to promote health
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
HLTPOP505C Mapping and Delivery Guide
Build capacity to promote health
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | HLTPOP505C - Build capacity to promote health |
|---|---|---|---|
| Description | This unit addresses the process of building capacity to promote health among individuals, groups, communities, organisations and coalitionsIt focuses on the ability to develop infrastructure, enhance sustainability and foster problem solving capabilities at an individual, team or organisation level | ||
| 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: Assess existing capacity for change |
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| Element: Clarify intended outcome |
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| Element: Select and implement appropriate capacity building strategy |
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| Element: Evaluate effectiveness of selected strategy |
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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 Consistent satisfactory performance of all elements of this unit must be demonstrated May need to be assessed in conjunction with other units of competency addressing capacity building strategies |
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: | This unit may be assessed in the workplace or in a simulated workplace under normal conditions The unit may be assessed in the classroom Access to: a range of government and non-government policy documents and reports and statistics journals, books and external expertise documents and other materials (charters, declarations, discussion papers, etc.) from international conferences on population health a range of government and non government policy documents and reports and statistics organisation policies and procedures |
Method of assessment may include: | Observation of performance Written tasks Interviewing and questioning Formal appraisal systems Staff client feedback Portfolio/CV Supporting statement of supervisors Evidence of relevant work experience/formal or informal learning Case studies and scenarios as a basis for the discussion of issues in population health project planning Project, exercise or investigation with relaxed time restraints requiring a significant part of the work to be carried out without close supervision and requiring the completion of a project report |
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: Equity issues in population health Evidence-based practice National, State and local health policies, goals, targets and priorities Overview of the stages in population health project planning Quality assurance Relevant international charters/declarations and documents (e.g. Alma Ata, Ottawa Charter, Jakarta Declaration, The Solid Facts by WHO) Social change and advocacy processes The various capacity building strategies Theory and practice of population health including health promotion, health protection and prevention of communicable and non communicable diseases Understanding of capacity building theory and framework |
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 analytical thinking, problem solving and critical appraisal Apply effective communication and interpersonal skills including: high level written or verbal negotiation and liaison consultation conflict resolution and mediation Engage and work collaboratively and/or in partnership Facilitate and contribute effectively to meetings, forums and other networks Undertake work planning and management Work as part of a multi-disciplinary team and/or autonomously |
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. | |
Context within which a capacity building program sits may include: | Physical environment Economic environment Political environment Organisational environment Socio-cultural environment |
Pre-existing capacities may include relevant: | Skills Structures Partnerships Resources |
Dimensions of capacity building include: | Development of infrastructure Enhancement of program sustainability Fostering problem solving capabilities |
Key action areas of capacity building include | Organisational development Workforce development Resource allocation Partnerships Leadership |
Principles of effective capacity building practice include: | Respecting and valuing pre-existing capacities Developing mutual respect Being responsive to context within which capacity building program sits Avoiding pre-packaged ideas and strategies |
Examples of capacity building strategies include | Canvassing opportunities for a program Lobbying for support Developing skills in others Supporting policy development Negotiating with management Guiding the establishment of partnerships Contributing to organisational planning Establishing relevant infrastructure (eg. community organisations) |
Relevant stakeholders may include: | Other health and/or non-government organisations Community advocates or change agents Population health professionals/Supervisors Policy and decision makers in the specific community Other individuals, groups or communities most likely to be affected by strategies or action plans Community/Organisation leaders Community elders Council members |
Different levels of target groups include: | Individuals Groups Communities Organisations Inter-organisation/coalitions |
Ethical considerations may include | Respect for individual and cultural differences Privacy and confidentiality issues relating to information collection, storage and dissemination |
Existing tools for evaluating capacity building efforts may include: | Indicators to Help with Capacity Building in Health Promotion (NSW Health, 1999, North Sydney) Community Capacity Index (Bush, Robert and Dower Jo, 2003, University of Queensland) Qualitative tools: focus groups, key informant group, surveys/interviews Quantitative tools: case study, surveys, experiments (RCT, cohort, case-control, cross-sectional) |
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 |
|---|---|---|---|
| Examine and respond to the context within which a program sits | |||
| Identify pre-existing capacities to support change | |||
| Assess practitioner's sphere of influence and role in achieving change | |||
| Identify the key action areas of capacity building that are to be addressed | |||
| Set goals and objectives that are specific, measurable, achievable and based on principles of effective capacity building practice | |||
| Identify and select appropriate capacity building strategies in consultation with relevant stakeholders and target group | |||
| Implement capacity building strategies according to relevant legislation, organisational policies or procedures and ethical considerations | |||
| Monitor and document results of implementation of capacity building strategies | |||
| Evaluate success of capacity building strategies against goals, using existing tools for evaluating capacity building efforts |
Forms
Assessment Cover Sheet
HLTPOP505C - Build capacity to promote health
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
HLTPOP505C - Build capacity to promote health
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: