Contribute to an emergency risk management process Evidence Guide

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Evidence Guide: PUAEMR008B - Contribute to an emergency risk management process

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

PUAEMR008B - Contribute to an emergency risk management process

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

Develop a sustainable emergency risk management methodology

Own role, organisational responsibilities, limits of authority, scope of community knowledge and expertise are outlined to other group members
Organisational resources that can be provided to support the emergency risk management process are identified
Sources of useful, credible information are identified through stakeholders, community networks and interested parties
Practical consultation and decision making strategies are suggested and debated
Processes for accountability and timely communication of accurate, consistent information to stakeholders are developed
Feedback on the proposed project scope and objectives and emergency risk management process is obtained from own organisation/constituency
Draft project plan is jointly refined and finalised prior to communication with stakeholders

Own role, organisational responsibilities, limits of authority, scope of community knowledge and expertise are outlined to other group members

Completed
Date:

Teacher:

Evidence:

Organisational resources that can be provided to support the emergency risk management process are identified

Completed
Date:

Teacher:

Evidence:

Sources of useful, credible information are identified through stakeholders, community networks and interested parties

Completed
Date:

Teacher:

Evidence:

Practical consultation and decision making strategies are suggested and debated

Completed
Date:

Teacher:

Evidence:

Processes for accountability and timely communication of accurate, consistent information to stakeholders are developed

Completed
Date:

Teacher:

Evidence:

Feedback on the proposed project scope and objectives and emergency risk management process is obtained from own organisation/constituency

Completed
Date:

Teacher:

Evidence:

Draft project plan is jointly refined and finalised prior to communication with stakeholders

Completed
Date:

Teacher:

Evidence:

Clarify the community context

Information about known risks, safety concerns, expectations and desired outcomes is collected and analysed.
Safety concerns, drivers, recent events, community views and sensitivities are identified.
Relevant legislation, policies, procedures and existing emergency management documentation and arrangements are identified.
Input to building an initial picture of community characteristics, safety expectations and perceptions of risk is provided.
Significance of available information for own organisation/constituency is assessed and reported.
Scope and focus of a feasible emergency risk management project are determined.

Information about known risks, safety concerns, expectations and desired outcomes is collected and analysed.

Completed
Date:

Teacher:

Evidence:

Safety concerns, drivers, recent events, community views and sensitivities are identified.

Completed
Date:

Teacher:

Evidence:

Relevant legislation, policies, procedures and existing emergency management documentation and arrangements are identified.

Completed
Date:

Teacher:

Evidence:

Input to building an initial picture of community characteristics, safety expectations and perceptions of risk is provided.

Completed
Date:

Teacher:

Evidence:

Significance of available information for own organisation/constituency is assessed and reported.

Completed
Date:

Teacher:

Evidence:

Scope and focus of a feasible emergency risk management project are determined.

Completed
Date:

Teacher:

Evidence:

Apply the emergency risk management methodology

Own role, organisational responsibilities, limits of authority, scope of community knowledge and expertise are outlined to other group members.
Organisational resources that can be provided to support the emergency risk management process are identified.
Sources of useful, credible information are identified through stakeholders, community networks and interested parties.
Practical consultation, communicationand decision making strategies are agreed.
Processes for accountability and timely communication of accurate, consistent information to stakeholders are developed.

Own role, organisational responsibilities, limits of authority, scope of community knowledge and expertise are outlined to other group members.

Completed
Date:

Teacher:

Evidence:

Organisational resources that can be provided to support the emergency risk management process are identified.

Completed
Date:

Teacher:

Evidence:

Sources of useful, credible information are identified through stakeholders, community networks and interested parties.

Completed
Date:

Teacher:

Evidence:

Practical consultation, communicationand decision making strategies are agreed.

Completed
Date:

Teacher:

Evidence:

Processes for accountability and timely communication of accurate, consistent information to stakeholders are developed.

Completed
Date:

Teacher:

Evidence:

Develop risk statements and treatment options

Credibility, accuracy and currency of available risk information is assessed.
Additional information is sought from specialists, organisations and other stakeholders regarding information gaps and conflicting data or views.
Risk statements are jointly developed by considering sources of risk, elements at risk and vulnerability.
Risk statements are jointly analysed by considering the consequences and likelihood of occurrences.
Input is provided to help assess the effectiveness of existing treatment strategies.
Treatment options for risks are suggested that take into account implications for stakeholders, practical constraints and established assessment criteria.
Feedback on risks and treatment options is obtained from own organisation/constituency and other stakeholders.
Recommendations are jointly developed and submitted for approval.

Credibility, accuracy and currency of available risk information is assessed.

Completed
Date:

Teacher:

Evidence:

Additional information is sought from specialists, organisations and other stakeholders regarding information gaps and conflicting data or views.

Completed
Date:

Teacher:

Evidence:

Risk statements are jointly developed by considering sources of risk, elements at risk and vulnerability.

Completed
Date:

Teacher:

Evidence:

Risk statements are jointly analysed by considering the consequences and likelihood of occurrences.

Completed
Date:

Teacher:

Evidence:

Input is provided to help assess the effectiveness of existing treatment strategies.

Completed
Date:

Teacher:

Evidence:

Treatment options for risks are suggested that take into account implications for stakeholders, practical constraints and established assessment criteria.

Completed
Date:

Teacher:

Evidence:

Feedback on risks and treatment options is obtained from own organisation/constituency and other stakeholders.

Completed
Date:

Teacher:

Evidence:

Recommendations are jointly developed and submitted for approval.

Completed
Date:

Teacher:

Evidence:

Promote ownership for the process and outcomes

Comprehensive consultation is undertaken at all stages.
All positions and commitments are properly authorised before being communicated to others.
Management is kept informed of project progress, proposed variations in strategy, decisions and recommendations.
Variations to commitment of resources are negotiated with management.
All stages of the process, decisions and outcomes are documented in accordance with accountability, legislative, regulatory and organisational requirements.
Opportunities for improving emergency risk management processes are reported.

Comprehensive consultation is undertaken at all stages.

Completed
Date:

Teacher:

Evidence:

All positions and commitments are properly authorised before being communicated to others.

Completed
Date:

Teacher:

Evidence:

Management is kept informed of project progress, proposed variations in strategy, decisions and recommendations.

Completed
Date:

Teacher:

Evidence:

Variations to commitment of resources are negotiated with management.

Completed
Date:

Teacher:

Evidence:

All stages of the process, decisions and outcomes are documented in accordance with accountability, legislative, regulatory and organisational requirements.

Completed
Date:

Teacher:

Evidence:

Opportunities for improving emergency risk management processes are reported.

Completed
Date:

Teacher:

Evidence:

Work cooperatively with other participants and stakeholders

Commitment is demonstrated by sharing knowledge and expertise, completing allocated tasks on time and encouraging others to help achieve common goals.
Meeting procedures are observed.
Accurate information is provided at all times.
Opinions and advice are contributed while appreciating the boundaries and cultures of organisations and diverse views of other participants.
A wide range of reactions and views are actively sought.
Language used in meetings is appropriate to the broad range of participants.
Confidentiality and sensitivity of information and meeting processes are respected.
Conflicts are resolved constructively with a minimum of fuss.
Overall community safety outcomes are placed above personal or organisational/constituency interests.

Commitment is demonstrated by sharing knowledge and expertise, completing allocated tasks on time and encouraging others to help achieve common goals.

Completed
Date:

Teacher:

Evidence:

Meeting procedures are observed.

Completed
Date:

Teacher:

Evidence:

Accurate information is provided at all times.

Completed
Date:

Teacher:

Evidence:

Opinions and advice are contributed while appreciating the boundaries and cultures of organisations and diverse views of other participants.

Completed
Date:

Teacher:

Evidence:

A wide range of reactions and views are actively sought.

Completed
Date:

Teacher:

Evidence:

Language used in meetings is appropriate to the broad range of participants.

Completed
Date:

Teacher:

Evidence:

Confidentiality and sensitivity of information and meeting processes are respected.

Completed
Date:

Teacher:

Evidence:

Conflicts are resolved constructively with a minimum of fuss.

Completed
Date:

Teacher:

Evidence:

Overall community safety outcomes are placed above personal or organisational/constituency interests.

Completed
Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Assessment must confirm the ability to:

provide constructive information and advice based on expertise, knowledge and experience of an organisation, constituency or community

keep their organisation/constituency informed of the emergency risk management process and outcomes and seek their regular input and feedback

work collaboratively with other participants to achieve outcomes that contribute to improved community safety

provide constructive input and gain organisational/constituency support for the outcomes through effective consultation and feedback

Consistency in performance

Competency should be demonstrated in a range of contexts throughout the life of a community emergency risk management project, or during components of a number of projects.

Context of and specific resources for assessment

Context of assessment

Competency should be assessed participating in a group emergency risk management process and contributing to the joint development of a set of recommendations that address community safety in the workplace. Assessment is commonly undertaken in the context of an action learning project on-the-job.

Specific resources for assessment

Access to a community and the opportunity to contribute to an actual emergency risk management process and consider a range of community safety concerns.

Guidance information for assessment

This unit contains many transferrable skills, such as communication, consultation, research and analysis skills that can be applied in the emergency risk management context.

Assessors should use formative assessment strategies in a simulated environment to contextualise underpinning knowledge. Summative assessment requires application of the unit in a real-life project, often in an action-learning context.

Required Skills and Knowledge

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

Required Skills

analyse risks and implications and impacts of proposed treatments

demonstrate effective interpersonal interactions

ability to work effectively in small groups

negotiate commitment of organisation/constituency

promote two-way communication with organisation/constituency

research skills to identify sources of risk to the social, built, economic and natural environments

resolve conflicts constructively

summarise and explain key information clearly

value diversity of views and perceptions of risks

Required Knowledge

principles of risk management outlined in Australian Standard AS/NZS ISO 31000:2009 Risk management—Principles and guidelines

principles of emergency risk management outlined in National Emergency, Management Committee (2010), National Emergency Risk Assessment Guidelines

culture, diversity and history of communities, environments and associated concerns, issues and sensitivities, perception of risks

concepts and principles of emergency management

group dynamics, strategies for resolving conflict

legislative and regulatory requirements, agency/organisational arrangements relevant to emergency risk management

meeting procedures

organisational requirements for the provision of information, and authorisation of resources, and approval of reports/recommendations

roles and responsibilities of key response/recovery agencies and organisations

spatial information databases and presentation options

state/territory emergency risk management guidelines

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. Bold italicised wording in the Performance Criteria is detailed below.
Information may include:	characteristics of natural, local and built environments demographics (population distribution, social, cultural, health status and education data) details of key infrastructure and emergency/support services economic activity reports (employment, products, services, revenue) government reports (e.g. environmental impacts)
Known risks may include:	commercial activity and legal relationships economic human behaviour and individual activities management activities and controls natural events political circumstances technology/technical issues terrorism
Drivers may include:	changes in community characteristics changes in legislation, policies and disaster/emergency management plans changes in insurance policies and premiums new sources of risk or changed perception of risk planning deficiencies recent emergency incident reports/debriefs, safety issues recent judicial decisions strategic and corporate plans
Legislation, policies and procedures may include:	arrangements specified in emergency management, land-use, environmental or other legislation organisational or jurisdictional emergency risk management policies or procedures existing disaster plans, agreements or memoranda of understanding local planning regulations, development controls and environmental plans
Sources of useful, credible information may include:	community information booklets credible individuals, group and community leaders documented risk assessments by companies, organisations libraries, research reports, Australian bureau of statistics data, special needs groups, significant cultural organisations family and historical records media, council and emergency service personnel and records spatial information databases
Stakeholders may include:	staff client groups decision makers members of the public community groups industry groups public and private sector organisations non-government organisations elected officials
Treatment options may include:	avoidance of the risk removing a risk source changing the likelihood of an initiating event or source of risk occurring a hazard impacting on elements at risk changing the consequences of an identified hazard impact sharing the risk retaining the risk based on an informed decision
Practical constraints may include:	arrangements, roles and responsibilities set down in existing emergency management plans availability of technical expertise, technology, equipment budgets, time, availability and capability of people land use planning legislation covering emergency management, environmental management, safety standards, local government regulations limited community knowledge of emergency risk management processes and benefits political, social and cultural considerations

NTISthis.com

Evidence Guide: PUAEMR008B - Contribute to an emergency risk management process

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

PUAEMR008B - Contribute to an emergency risk management process

Develop a sustainable emergency risk management methodology

Clarify the community context

Apply the emergency risk management methodology

Develop risk statements and treatment options

Promote ownership for the process and outcomes

Work cooperatively with other participants and stakeholders

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _