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Evidence Guide: HLTPOP523C - Develop 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

 

HLTPOP523C - Develop a disaster plan

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

Liaise with relevant government agencies

  1. Identify and document government policies which affect the organisation
  2. Consult with government agencies in relation to different roles in the local disaster plan
Identify and document government policies which affect the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with government agencies in relation to different roles in the local disaster plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and liaise with appropriate community organisations

  1. Identify community organisations and develop an information database
  2. Establish contact through a variety of communication strategies
  3. Identify restrictions to effective liaison and develop processes to promote communication with other agencies
Identify community organisations and develop an information database

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish contact through a variety of communication strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify restrictions to effective liaison and develop processes to promote communication with other agencies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate local requirements for disaster planning and relief into a plan

  1. Collect information on local requirements and resources from the key people and organisations
  2. Clarify roles and responsibilities of other organisations are clarified
  3. Write plan
  4. Establish and implement a promotions strategy
Collect information on local requirements and resources from the key people and organisations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify roles and responsibilities of other organisations are clarified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Write plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and implement a promotions strategy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate volunteer support

  1. Seek volunteers for disaster plan designated roles, via identified organisations and public processes
  2. Clarify roles and responsibilities are clarified
  3. Identify team leaders by discussion with organisations
  4. Hold meetings to discuss disaster plan and personnel requirements
Seek volunteers for disaster plan designated roles, via identified organisations and public processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify roles and responsibilities are clarified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify team leaders by discussion with organisations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Hold meetings to discuss disaster plan and personnel requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure training for volunteers and staff

  1. Establish training requirements for volunteers and staff
  2. Develop training programs
  3. Undertake promotion of training
  4. Develop and promote training schedule
  5. Provide training
  6. Evaluate and modify training as required
Establish training requirements for volunteers and staff

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop training programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake promotion of training

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and promote training schedule

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide training

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate and modify training as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate and modify disaster plan

  1. Consult key people about effectiveness of the disaster plan
  2. Adapt the disaster plan to meet community needs
  3. Distribute the amended disaster plan to key people
  4. Provide additional training as required
Consult key people about effectiveness of the disaster plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt the disaster plan to meet community needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Distribute the amended disaster plan to key people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide additional training as required

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 for assessment including by supervisor 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:

Community networks

Community views on disaster management

Existing disaster plans (developed by other organisations who service the Community

Legislation relating to disaster management

Local disaster planning processes and networks

Local resources, suppliers and trades people

Project development

Relevant equipment and technology

Relevant Federal, State and Local government policies, guidelines and

Relevant policies, protocols and procedures of the organisation

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 communication and liaison skills

Apply negotiation skills

Apply skills in human resource management

Apply small group facilitation skills

Deliver training

Undertake networking

Undertake planning

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.

Disastersmay include:

Floods

Cyclones

Fires

Earth quakes

Nuclear accidents

Riots, raids

A disaster plan(s) is:

Guidelines and/or plans for responding to various types of disaster, detailing the roles and responsibilities of workers, resource needs and sources and situation management strategies

Government agencies may include:

State/territory health department

Police

Social Security

Local Government

Emergency Services

Community organisations may include:

Government and non-government agencies

Health care service providers

Other service providers

Tradespeople

Community groups who provide care to the community

Resources may include:

Premises

Grounds

Accommodation

Workplace equipment

Materials

Plant vehicles

Exclusive use

Occupation

Key people will include:

Those within and external to organisation

Community leaders and representatives

Agencies/service representatives

Trade and professional services

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.

Legislativerequirements:

Clinical practice may be governed by federal, state or territory legislation, which defines workers' roles and responsibilities
Implementation of the competency standards must reflect the legislative framework in which a health worker operates

Lack of resources, remote locations and community needs often require health workers to operate in situations which do not constitute "usual practice"
Because of this, health workers may need to possess more competencies than described by "usual practice circumstances"
Lack of resources or the environment in which the health worker works does not negate the requirement for the worker to work within a legislative framework, and be enabled by the employer to do so