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Evidence Guide: HLTPOP405C - Use media to disseminate information

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

 

HLTPOP405C - Use media to disseminate information

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

Determine appropriate media

  1. Select an appropriate medium that is readily accessible by the target group in response to the requirements of a specific health campaign or issue
  2. Assess potential interest of selected medium and make arrangements to provide appropriate information
  3. Follow organisation protocols when liaising with the media
Select an appropriate medium that is readily accessible by the target group in response to the requirements of a specific health campaign or issue

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assess potential interest of selected medium and make arrangements to provide appropriate information

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Follow organisation protocols when liaising with the media

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide information to the media

  1. Provide relevant and succinct information to the media with regard to new and specific health promotion initiatives
  2. Provide relevant and succinct information on health promotion initiatives to media on an ongoing basis
  3. Provide information relevant to target group
  4. Follow organisation protocols when providing information
Provide relevant and succinct information to the media with regard to new and specific health promotion initiatives

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide relevant and succinct information on health promotion initiatives to media on an ongoing basis

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide information relevant to target group

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Follow organisation protocols when providing information

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Publicise a campaign or issue

  1. Establish relationship with media contacts
  2. Gather campaign or issue details and support materials
  3. Present campaign or issue details and support materials in a logical, relevant and concise manner to the selected media
  4. Record information provided to media and maintain
Establish relationship with media contacts

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Gather campaign or issue details and support materials

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Present campaign or issue details and support materials in a logical, relevant and concise manner to the selected media

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Record information provided to media and maintain

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:

This unit is most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

Assessment may be conducted on more than one occasion to cover a variety of situations

A diversity of assessment tasks is essential for holistic assessment

Access is required to:

equipment such as overhead projector and other presentation aids, appropriate computer software

mock audience, if simulated case study

Method of assessment:

Assessment may include:

Observation of performance

Written tasks

Interviewing and questioning

Formal appraisal systems

Staff/client feedback

Portfolio

Supporting statement of supervisor(s)

Authenticated evidence of relevant work experience and/or formal/informal learning

Case studies and scenarios as a basis for discussion of issues and strategies to contribute to best practice in the work environment

Related units:

This unit can be assessed independently

However, holistic assessment practice with other appropriate units of competency is encouraged

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:

Equity issues in population health

Evidence-based practice

Media practices and procedures

Methods of establishing beneficial media relationships

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. Alm Ata, Ottawa Charter, Jakarta Declaration, The Solid Facts by WHO)

Requirements of different medium types

Social change and advocacy processes

The need to provide information which is accurate, particularly with regard to libel and discrimination issues

The role of media in disseminating information

The role of the media to present information in a newsworthy/ informative manner

The significance of organisation confidentiality in relation to the public release of information

Theory and practice of population health including health promotion, health protection and prevention of communicable and non communicable diseases

Working knowledge, consistent with the elements of competence, of the organisation's applicable media policy and procedures and relevant industry codes of practice

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:

Accurately communicate organisation policy

Apply procedures for liaising with media

Apply effective communication and interpersonal skills including:

language competence

literacy and reading competence

writing competence

Apply analytical thinking, problem solving and critical appraisal

Communicate information in a fluent, clear and interesting manner

Demonstrate public speaking and media presentation skills

Engage and work collaboratively and/or in partnership

Facilitate and contribute effectively to meetings, forums and other networks

Liaise with media and other organisation personnel

Undertake work planning and management

Work as part of a multi-disciplinary team and/or autonomously

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.

Organisations liaising with the media may include:

Health services

Government services and departments

Schools

Local community organisations

Clubs

Churches and associations

Industry

Organisational protocols may include:

Following organisational policies and procedures

Maintaining personal presentation standards and expectations

Ensuring media liaison person is fully briefed and prepared

Acknowledging support of other organisations

Seeking advice from superiors where appropriate

Observing relevant Federal and State legislation and regulations

Appropriate media may include:

Print (local and daily newspapers, business newspapers, generalist magazines, specialist magazines, articles or reviews)

Television (news interviews, commercials, programs or documentaries)

Radio (interviews, talk-back or commercials)

Internet (organisation web-sites, other government department and private web-sites, online forums)

Campaigns or issues may include:

Statewide initiatives

Locality wide interventions

Single setting interventions

Single location interventions

Long-term interventions

Requirements of the media may include:

Deadlines

Written reports

Verbal presentations

Photos

Amenities

Briefing area

Access to media liaison person

Bilingual personnel or bilingual information

Relevant and succinct information may include:

Information that according to protocol is available for public release

Information that is factual and avoids speculation

Language that can be readily understood by a majority of the audience, in order to avoid misinterpretation