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Evidence Guide: PUAEMR012B - Determine treatment options

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

 

PUAEMR012B - Determine treatment options

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

Establish the project and working group

  1. Applicable policies and procedures, reports, records and emergency risk assessments are located and analysed
  2. A working group is established with an appropriate balance of expertise, representation and authority
  3. Group's knowledge of emergency risk management principles, terminology and processes is confirmed
  4. A sustainable emergency risk management process is negotiated that suits the community context and capability, stakeholder needs and practical constraints
  5. Feasible consultation and project management strategies are developed with stakeholders
  6. Need for specialised information, additional skills and expertise is identified
Applicable policies and procedures, reports, records and emergency risk assessments are located and analysed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A working group is established with an appropriate balance of expertise, representation and authority

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Group's knowledge of emergency risk management principles, terminology and processes is confirmed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A sustainable emergency risk management process is negotiated that suits the community context and capability, stakeholder needs and practical constraints

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feasible consultation and project management strategies are developed with stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Need for specialised information, additional skills and expertise is identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm risks to be considered

  1. Existing risk assessment is reviewed for continuing relevance
  2. Sources of risk are identified
  3. Responsibility for single agency or multi-agency management of risks is identified
  4. Set of risks given to the group are considered and the group's composition and stakeholder needs are reassessed
Existing risk assessment is reviewed for continuing relevance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sources of risk are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Responsibility for single agency or multi-agency management of risks is identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set of risks given to the group are considered and the group's composition and stakeholder needs are reassessed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify possible treatment options

  1. Effectiveness of existing prevention, preparedness, response and recovery strategies is established through research and stakeholder consultation
  2. Community vulnerability is reconsidered as a basis for identifying treatment options
  3. A wide range of potential treatment options is identified through researching current best practice, alternative options, and seeking specialist opinion
Effectiveness of existing prevention, preparedness, response and recovery strategies is established through research and stakeholder consultation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Community vulnerability is reconsidered as a basis for identifying treatment options

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A wide range of potential treatment options is identified through researching current best practice, alternative options, and seeking specialist opinion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine feasible treatment options

  1. An agreed set of assessment criteria for treatment options that takes into account practical constraints, effectiveness and equity is developed
  2. Treatment options are assessed and the risks and implications for stakeholders are identified for each option
  3. Treatment options are documented so that they are understandable by a wide range of audiences
  4. Feedback on likely implications and impacts of treatment options is obtained from agencies, organisations, the community and other stakeholders
  5. Stakeholder needs are analysed, concerns considered and solutions negotiated
  6. A refined set of treatment options is developed that incorporates stakeholder feedback
An agreed set of assessment criteria for treatment options that takes into account practical constraints, effectiveness and equity is developed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Treatment options are assessed and the risks and implications for stakeholders are identified for each option

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Treatment options are documented so that they are understandable by a wide range of audiences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback on likely implications and impacts of treatment options is obtained from agencies, organisations, the community and other stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Stakeholder needs are analysed, concerns considered and solutions negotiated

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A refined set of treatment options is developed that incorporates stakeholder feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recommend preferred treatment options for each risk

  1. Preferred treatment options are selected in consultation with stakeholders and their commitment to the recommendations is obtained
  2. Preferred treatment options are documented, detailing the basis of recommendations, resource implications and commitment of stakeholders for each
  3. Recommendations are submitted for approval in accordance with applicable policies and procedures
Preferred treatment options are selected in consultation with stakeholders and their commitment to the recommendations is obtained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Preferred treatment options are documented, detailing the basis of recommendations, resource implications and commitment of stakeholders for each

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recommendations are submitted for approval in accordance with applicable policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote ongoing commitment and ownership for the process and outcomes

  1. Consultation is undertaken at all stages of the process using a wide range of networks and individuals
  2. A variety of communication strategies is used
  3. All stages of the process, decisions taken and outcomes are documented accurately in accordance with relevant policy and procedures
  4. Information is provided to the community in ways that suit their language, literacy and cultural needs
Consultation is undertaken at all stages of the process using a wide range of networks and individuals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A variety of communication strategies is used

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

All stages of the process, decisions taken and outcomes are documented accurately in accordance with relevant policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information is provided to the community in ways that suit their language, literacy and cultural needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and review the process

  1. All relevant data and contact information for key individuals and organisations is regularly reviewed for currency and updated
  2. Treatment options are reviewed for continuing relevance
  3. Opportunities for improving emergency risk management processes are reported
All relevant data and contact information for key individuals and organisations is regularly reviewed for currency and updated

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Treatment options are reviewed for continuing relevance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Opportunities for improving emergency risk management processes are reported

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:

explain emergency risk management concepts, the process and how to promote its benefits to a wide range of audiences

apply the risk management process Australian Standard AS/NZS 4360

develop an appropriate emergency risk management process in cooperation with the community and stakeholders

establish a project and see it through to produce a set of recommended treatment options that has broad community and stakeholder support

work with committee members to develop feasible and effective treatment options for a given set of risks

promote community cooperation, input and ownership for the emergency risk management process used and the recommended treatment options

obtain feedback, monitor and review the process and outcomes

maintain momentum and achieve the project outcomes within available resources

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 facilitating a group emergency risk management process where an agreed set of treatment options is produced for a given set of risks in the workplace or in a simulated workplace environment

Specific resources for assessment

Access to a community and the opportunity to facilitate an actual, or simulated emergency risk management process to determine a range of treatment options for a given set of risks

Guidance information for assessment

Information that will assist or guide assessment will be written during Phase II of the Review of the PUA00 Public Safety Training Package.

Required Skills and Knowledge

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

Required Skills

analyse implications and impacts of proposed treatments

analyse positions of group members and stakeholders, priorities of agencies and individuals

define and solve problems

demonstrate effective interpersonal interactions

listen actively

locate and interpret community information

manage projects

maximise the participation of committee members and input of stakeholders

monitor and enhance team work

negotiate commitment by individuals, agencies, organisations to collaborative treatment options

resolve conflicts between participants constructively

summarise and explain key information clearly

value diversity of views and perceptions of risks

Required Knowledge

Australian Standard AS/NZS 4360

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

culture, structure and responsibility for treatments of key response/recovery agencies and organisations

decision making techniques

Emergency Risk Management Guidelines (1999)

emergency risk management process (Australian Standard AS/NZS 4360) and the kinds of outcomes and benefits for communities

emergency risk management terminology, risk, PPRR concepts and principles, mitigation

group dynamics, strategies for team building and resolving conflict

ISO9000 and 14000 series quality standards

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

meeting procedures

organisational requirements for the submission and approval of recommended treatment options

state/territory emergency risk management guidelines

tools for generating and assessing treatment options

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.

Communities are groups with shared associations and may include

Geographic groups of people such as:

neighbourhoods

states/territories, cities, towns, suburbs

local government areas, regions, states/territories and the nation

Groups of people exposed to a particular hazard

Groups such as government organisations, non-government organisations, members of parliament

Providers of goods, services and information (lifelines):

transport, utilities, communications

health, safety, comfort

Shared-experience groups of people such as:

particular-interest groups, professional groups

age, ethnic groups, language groups

tourists

Workers in industry sectors such as:

agriculture

manufacturing (eg. food processing)

commercial

mining

emergency services

Policies and procedures may include

Agreements between agencies and/or organisations

Emergency management arrangements specified in legislation or policies

Existing disaster or emergency management plans

Standard operating procedures, operational manuals

Community context 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 (eg. environmental impacts)

Stakeholders may include

Emergency services (eg. fire, police, SES, ambulance, recovery agencies)

Event organisers (eg. concerts, car rallies, sport)

Hospital/medical personnel and care givers

Interest, community, professional and industry groups

Local business people

Local government (eg. elected representatives, shire engineers, community development officers)

Managers of high occupancy facilities (eg. shopping centres, high rise apartment/office blocks)

Managers of critical infrastructure (eg. telecommunications, mining, petrochemical and gas)

School staff

State/territory/commonwealth agencies (eg. public works, human services, health, transport, natural resources, primary industry, environmental protection, emergency management)

Providers of utilities (power, water, radio/TV)

Tourist operators

Venue operators

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

Consultation and project management strategies may include

Advertising in local media

Broadcast facsimile and email messages, web sites

Contacting individual organisations, professional bodies, unions and recreational/sport associations

Distributing pamphlets

Focus groups, workshops, surveys

Initiating media interviews

Letters and articles written for specific audiences

Meetings with groups, key individuals and leaders of minority/ethnic/cultural groups

Preparing media releases

Presentations to a variety of community groups; speaking at community functions

Information may include

Community information booklets

Credible individuals, group and community leaders

Documented risk assessments by companies, organisations

Family and historical records

Libraries, research reports, Australian Bureau of Statistics data

Media, council and emergency service personnel and records

Special needs groups, significant cultural organisations

Sources of risk 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

Possible treatments may include

All aspects of emergency management practices arising from considering prevention/mitigation, preparedness, response and recovery including:

building codes

community education

community restoration, reconstruction

critical incident stress management, personal support and counselling

emergency management planning

financial support

land use management

legislation and regulation

mutual aid agreements

safety standards

training and exercises

warning systems

Avoidance, transfer and acceptance of risk

Assessment criteria for selecting treatment options may include

Administrative efficiency

Equity

Compatibility with other treatment options

Continuity of effects

Cost

Creation of new risks

Economic and environmental impacts

Impact on individual's rights

Jurisdictional authority

Leverage

Political acceptability

Potential to reduce risk

Public and pressure group reaction

Timing