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Evidence Guide: PSPSOHS405A - Contribute to the implementation of emergency procedures

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

 

PSPSOHS405A - Contribute to the implementation of emergency procedures

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

Identify potential emergencies

  1. A knowledge of OHS hazards and standards is applied to identify causes of potential emergencies.
  2. Input of stakeholders is sought in identifying potential emergencies.
  3. Appropriate specialist advisors and emergency agencies are identified and liaised with to identify causes of potential emergencies.
  4. A risk register is developed to identify potential emergencies and their causes.
A knowledge of OHS hazards and standards is applied to identify causes of potential emergencies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Input of stakeholders is sought in identifying potential emergencies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Appropriate specialist advisors and emergency agencies are identified and liaised with to identify causes of potential emergencies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A risk register is developed to identify potential emergencies and their causes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify options for initial response

  1. Major types of emergencies are categorised.
  2. Actions required to contain or limit potential emergencies are identified.
  3. Actions required to limit effect on personnel, property and the environment are identified.
  4. Requirements for liaison with emergency agencies are identified.
  5. Actions to be taken during emergencies are prioritised.
Major types of emergencies are categorised.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Actions required to contain or limit potential emergencies are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Actions required to limit effect on personnel, property and the environment are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Requirements for liaison with emergency agencies are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Actions to be taken during emergencies are prioritised.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan initial response procedures

  1. Resources available and required for immediate response are identified.
  2. Emergency equipment is checked to ensure serviceability, accessibility, cleanliness and correct location.
  3. Actions required for a number of major types of emergency are documented, taking account of standards, current industry practice, specialist advice and input by emergency agencies.
  4. Training needs and appropriate providers are identified.
Resources available and required for immediate response are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Emergency equipment is checked to ensure serviceability, accessibility, cleanliness and correct location.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Actions required for a number of major types of emergency are documented, taking account of standards, current industry practice, specialist advice and input by emergency agencies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Training needs and appropriate providers are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement initial response procedures

  1. Actions for initial response are documented and displayed.
  2. Own role in emergency response is known and implemented.
Actions for initial response are documented and displayed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Own role in emergency response is known and implemented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to post event activities

  1. Other personnel in second response phase are identified and supported.
  2. Contributions are made to debriefing processes, including specialist advice and input by emergency agencies.
Other personnel in second response phase are identified and supported.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contributions are made to debriefing processes, including specialist advice and input by emergency agencies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor emergency response and address deficiencies

  1. Responses to emergencies are monitored for efficiency and timeliness in consultation with stakeholders and, as appropriate, specialist advisors and agencies.
  2. Results of monitoring are documented and promptly and appropriately reported to managers and key personnel.
  3. Areas for improvement in response are identified and recommendations made for improvement.
Responses to emergencies are monitored for efficiency and timeliness in consultation with stakeholders and, as appropriate, specialist advisors and agencies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Results of monitoring are documented and promptly and appropriately reported to managers and key personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Areas for improvement in response are identified and recommendations made for improvement.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the unit descriptor, performance criteria, The range statement and the Assessment Guidelines for the Public Sector Training Package.

Units to be assessed together

Co-assessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include:

PSPETHC401A Uphold and support the values and principles of public service

PSPGOV402B Deliver and monitor service to clients

PSPGOV406B Gather and analyse information

PSPGOV412A Use advanced workplace communication strategies

PSPGOV422A Apply government processes

PSPPOL404A Support policy implementation

PSPSOHS401A Contribute to the implementation of a systematic approach to managing OHS

PSPSOHS407A Ensure compliance with OHS and other relevant laws.

Overview of evidence requirements

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:

knowledge requirements of this unit

skill requirements of this unit

application of employability skills as they relate to this unit.

The assessment environment should not disadvantage the candidate and where the person has a disability the principle of reasonable adjustment should be applied during assessment.

Resources required to carry out assessment

These resources include:

legislation, policy, procedures and protocols relating to the implementation of emergency procedures

case studies and workplace scenarios to capture the range of situations likely to be encountered when contributing to the implementation of emergency procedures.

Where and how to assess evidence

Valid assessment of this unit requires:

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when contributing to the implementation of emergency procedures, including coping with difficulties, irregularities and breakdowns in routine

contribution to the implementation of emergency procedures in a range of three or more contexts or occasions, over time.

Assessment methods should reflect but not exceed workplace demands, such as literacy, and the needs of individuals who might be disadvantaged.

Assessment methods suitable for valid and reliable assessment of this unit must use authenticated evidence from the workplace and/or training courses and may include a combination of two or more of:

workplace projects

simulation or role plays

case studies and scenarios

observation

portfolios.

The assessment environment should not disadvantage the candidate and where the person has a disability the principle of reasonable adjustment should be applied during assessment.

For consistency of assessment

Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments.

Required Skills and Knowledge

This section describes the essential skills and knowledge and their level, required for this unit.

Required skills:

Look for evidence that confirms skills in:

relating to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities

communicating effectively with personnel at all levels of the organisation, OHS specialists and, as required, emergency service personnel

managing own tasks within a time frame

analysing relevant workplace information and data, making observations including of workplace tasks and interactions between people, their activities, equipment, environment and systems

using basic computer and information technology skills to access internal and external information and data on OHS

issuing instructions in an authoritative manner during unusual circumstances.

Required knowledge:

Look for evidence that confirms knowledge and understanding of:

State/Territory/Commonwealth OHS legislation (Acts, regulations, codes of practice, associated standards and guidance material) including prescriptive and performance approaches and links to other relevant legislation such as industrial relations, equal employment opportunity, workers compensation, rehabilitation etc

internal and external sources of OHS information and data

how the characteristics and composition of the workforce impact on risk and the systematic approach to managing OHS e.g.

labour market changes

structure and organisation of workforce - part-time, casual and contract workers, shift rosters, geographical location

language, literacy and numeracy

communication skills

cultural background/workplace diversity

gender

workers with special needs

the role, responsibility and authority of emergency response personnel

the principles of building compartmentation including identification and role of smoke and fire doors

emergency alerting systems, signals and instructions typically used in workplaces

emergency response processes typically used in workplaces, including roles and responsibilities

priorities and limitations of workplace response to emergencies

hazards and precautions during an emergency, including during an evacuation

situations when evacuation is required and when evacuation is inappropriate, including circumstances where evacuation processes may need to be modified

principles and priorities for evacuation, including checking and accounting procedures

circumstances or actions that may block, damage or inhibit function or use of emergency equipment

information needs of emergency response agencies at the time of reporting an emergency, arrival of response and during management of emergency

method of use, including hazards and limitations, of relevant emergency equipment, including communication equipment

principles of effective liaison with emergency service personnel including ensuring that there is no interference or hindrance to their action

knowledge of organisational OHS policies and procedures

nature of workplace processes (including work flow, planning and control) and hazards relevant to the particular workplace

key personnel, including identifying 'change agents', within workplace management structure

formal and informal communication and consultation processes and key personnel related to communication

language, literacy and cultural profile of the work group

organisational emergency procedures, including various roles of the workplace emergency personnel

essential actions of self/other key personnel in emergency

location of emergency procedures, equipment and evacuation assembly areas

Range Statement

The range statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The range statement also provides a focus for assessment. It relates to the unit as a whole. Text in bold italics in the Performance criteria is explained here.

A hazard is:

a source or a situation with a potential for harm in terms of human injury or ill-health, damage to property, damage to the environment, or a combination of these

Standards may include:

international, Australian and industry-specific standards

Emergencies may include:

serious injury events

emergencies requiring evacuation

fires and explosions

hazardous substance and chemical spills

explosion and bomb alerts

security emergencies, such as armed robberies, intruders and disturbed persons

internal emergencies, such as loss of power or water supply and structural collapse

external emergencies and natural disasters, such as flood, storm and traffic accident impacting on the organisation

Stakeholders may include:

managers

supervisors

health and safety and other employee representatives

OHS committee

employees

the community

Specialist advisors may include:

internal or external advisors in safety, chemicals, engineering, security and emergency response

Emergency agencies may include:

fire, police, ambulance, government departments, hazardous materials response teams (Hazmat) and OHS authorities

A risk register contains:

list of hazards

their location

a range of possible scenarios or circumstances under which an emergency could occur, including natural disasters

the outcomes of any risk assessment or risk ranking

Resources may include:

emergency response personnel and equipment

first aid personnel and equipment

emergency services personnel

Emergency equipment may include:

fire extinguishers and equipment

communication equipment

evacuation alarms

evacuation equipment, especially that for disabled persons

torches

clothing items such as coloured hats and vests

Second response phase is after the emergency service(s) attend and may include:

first aid

containment of personnel in evacuation area

support/counselling of personnel involved or affected

actions required if building cannot be re-occupied