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Evidence Guide: PUAEMR013B - Facilitate treatment strategy development and implementation

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

 

PUAEMR013B - Facilitate treatment strategy development and implementation

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

Confirm project context

  1. Project drivers/triggers, risks, risk management context, treatment options and priorities and practical constraints are clarified
  2. Applicable legislative/regulatory and organisational requirements, policies, procedures and relevant emergency management arrangements are identified
  3. Key stakeholders are identified along with their potential interests, sensitivities, roles and responsibilities
  4. Project brief is developed and refined with key stakeholders
Project drivers/triggers, risks, risk management context, treatment options and priorities and practical constraints are clarified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Applicable legislative/regulatory and organisational requirements, policies, procedures and relevant emergency management arrangements are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Key stakeholders are identified along with their potential interests, sensitivities, roles and responsibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Project brief is developed and refined with key stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish project process

  1. Working group is established with an appropriate balance of expertise, representation and authority for the project brief
  2. Purpose, scope and desired outcomes outlined in the project brief are confirmed with group members
  3. Project management plan is developed in consultation with the group
  4. Processes for negotiating outcomes and making decisions are developed within existing accountabilities
  5. Consultation strategies are developed for effective stakeholder input, commitment and ongoing ownership of outcomes
  6. Information management, reporting and accountability strategies are developed and agreed
Working group is established with an appropriate balance of expertise, representation and authority for the project brief

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Purpose, scope and desired outcomes outlined in the project brief are confirmed with group members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Project management plan is developed in consultation with the group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Processes for negotiating outcomes and making decisions are developed within existing accountabilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consultation strategies are developed for effective stakeholder input, commitment and ongoing ownership of outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information management, reporting and accountability strategies are developed and agreed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess and select treatment strategies

  1. Existing risk assessments, current treatment programs and other plans that may impact on the project are identified by group members and analysed for relevance
  2. Items from the risk register are selected for consideration
  3. A wide range of alternatives are considered when canvassing possible treatment strategies
  4. Input from relevant specialists and stakeholders is sought and analysed
  5. Each treatment strategy is assessed for the ability to reduce risk
  6. Preferred treatment strategy is selected and the reasons documented
  7. Broad tactics, roles, tasks, responsibilities, resource implications and timeframe for implementing the selected strategy are documented
  8. Support is developed by validating the strategy with agency/service providers and other stakeholders
Existing risk assessments, current treatment programs and other plans that may impact on the project are identified by group members and analysed for relevance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Items from the risk register are selected for consideration

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A wide range of alternatives are considered when canvassing possible treatment strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Input from relevant specialists and stakeholders is sought and analysed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Each treatment strategy is assessed for the ability to reduce risk

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Preferred treatment strategy is selected and the reasons documented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Broad tactics, roles, tasks, responsibilities, resource implications and timeframe for implementing the selected strategy are documented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support is developed by validating the strategy with agency/service providers and other stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan implementation of agreed strategy

  1. Treatment strategy is broken down into a logical sequence of manageable and time-related activities
  2. Ability and responsibility of agencies and service providers to undertake specific activities is jointly assessed
  3. Accountability for components of the strategy is negotiated and confirmed with the appropriate agency/service provider
  4. Project risks are assessed and contingencies developed for all key components of the strategy
  5. Performance criteria are established for monitoring and reviewing the effectiveness of the treatment strategy
  6. An overall implementation plan that identifies key activities, roles and responsibilities, resource requirements, management arrangements and timetable is developed and validated
  7. Agency implementation strategies are reviewed and refined as necessary
Treatment strategy is broken down into a logical sequence of manageable and time-related activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ability and responsibility of agencies and service providers to undertake specific activities is jointly assessed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Accountability for components of the strategy is negotiated and confirmed with the appropriate agency/service provider

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Project risks are assessed and contingencies developed for all key components of the strategy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Performance criteria are established for monitoring and reviewing the effectiveness of the treatment strategy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

An overall implementation plan that identifies key activities, roles and responsibilities, resource requirements, management arrangements and timetable is developed and validated

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Agency implementation strategies are reviewed and refined as necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate treatment strategy implementation

  1. Treatment tasks/activities are allocated in accordance with the implementation plan
  2. Effectiveness of treatment activities, adequacy of resources, project progress and expenditure is monitored against plans and recorded
  3. Effective communication between working group members is maintained
  4. Stakeholders are kept fully informed of progress, performance and any proposed variations in strategy or implementation
  5. Agreed variations to the treatment plan are introduced to accommodate changed circumstances or to achieve more effective outcomes
  6. Treatment tasks/activities are completed on time and within budget
Treatment tasks/activities are allocated in accordance with the implementation plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Effectiveness of treatment activities, adequacy of resources, project progress and expenditure is monitored against plans and recorded

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Effective communication between working group members is maintained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Stakeholders are kept fully informed of progress, performance and any proposed variations in strategy or implementation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Agreed variations to the treatment plan are introduced to accommodate changed circumstances or to achieve more effective outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Treatment tasks/activities are completed on time and within budget

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and maintain productive working relationships

  1. Influence and support for the treatment strategy is built by cultivating relationships with key stakeholders
  2. Clear and accurate information is provided
  3. Differences of opinion and the views of others are respected
  4. Negotiations are kept focussed on key issues and moving forward towards resolution
  5. Conflict is resolved in a timely, constructive manner
  6. Agreements are adhered to and commitments met
Influence and support for the treatment strategy is built by cultivating relationships with key stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clear and accurate information is provided

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Differences of opinion and the views of others are respected

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiations are kept focussed on key issues and moving forward towards resolution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conflict is resolved in a timely, constructive manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Agreements are adhered to and commitments met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review treatment strategy implementation

  1. Effectiveness of the treatment strategy is evaluated using agreed performance criteria
  2. Residual risk is identified and decisions made to accept this risk or re-examine treatment strategies
  3. Planning processes are reviewed to identify opportunities for improvement
  4. Project reporting requirements are completed
  5. Outcomes are disseminated to relevant stakeholders
Effectiveness of the treatment strategy is evaluated using agreed performance criteria

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Residual risk is identified and decisions made to accept this risk or re-examine treatment strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Planning processes are reviewed to identify opportunities for improvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Project reporting requirements are completed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Outcomes are disseminated to relevant stakeholders

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:

establish/maintain a network of key contacts

work collaboratively to secure stakeholder input, support and commitment

develop effective processes for cooperative planning and implementation of complex treatment strategies

develop and evaluate strategic options

develop feasible and effective plans, tactics and activities to achieve treatment objectives

coordinate and monitor multi-agency/service provider inputs to implementation of strategies

address the need to vary plans

address residual risk

maintain records of progress, decisions, stakeholder input and audit trail

manage project within resource allocation

establish a project and see it through to produce treatment outcomes that have broad community and stakeholder support

Consistency in performance

Competency should be demonstrated in a range of contexts throughout the life of a significant project, or during components of a number of projects

Context of and specific resources for assessment

Context of assessment

Competency should be assessed facilitating the development and implementation of a treatment strategy plan that involves the cooperation of multi-agencies, organisations and/or service providers in the workplace or in a simulated workplace environment

Specific resources for assessment

Access to complex emergency risk management treatment strategy or strategies

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

assess a range of alternatives, develop solutions and practical strategies that are 'outside the box'

communicate clearly with a range of audiences

compromise to achieve realistic/achievable outcomes

enhance input/feedback through active listening and effective questioning

harness cooperation, motivation and diversity of others

interpret and critically analyse complex information

liaise with key individuals, organisations, agencies

manage projects

negotiate and lobby persuasively

prepare for, participate in and lead meetings to achieve effective outcomes

resolve conflicts constructively

think strategically

Required Knowledge

Australian Standard AS/NZS 4360

cost benefit analysis

emergency management agencies, organisations, service providers and other key stakeholders

emergency management best practice models for benchmarking during implementation and review

emergency risk management guidelines (1999)

evaluation methods

government and budget processes, relevant public policy/programs

ISO 9000 and 14000 series quality standards

legislation, policy, budget development processes

political context (parties, platforms, processes)

problem solving and decision making techniques

project budgeting

project management techniques

protocols for the release of information and communicating with the media and public principles of negotiation, mediation, conflict resolution, incident de-escalation

relevant legislative and regulatory framework and emergency management arrangements

risk analysis and management

state/territory emergency risk management guidelines

strategic planning approaches

structured and inclusive meeting procedures

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.

Drivers/triggers 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

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

Legislative, regulatory and organisational requirements may include

Acts dealing with disasters, emergencies, occupational health and safety and the environment

Land use planning

Local government regulations

Privacy

Regulations for handling and transport of dangerous goods

Safety standards

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

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

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

Members of parliament and/or their advisers

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

School staff

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

Tourist operators

Venue operators

Consultation 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

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

Preparing media releases

Possible treatment strategies 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 strategies may include

Administrative efficiency

Compatibility with other treatment options

Continuity of effects

Cost

Creation of new risks

Economic and environmental impacts

Equity

Impact on individual's rights

Jurisdictional authority

Leverage

Political acceptability

Potential to reduce risk

Public and pressure group reaction

Timing

Plans may include

Aims and objectives of treatment strategies

Constraints, contingencies and alternatives

Monitoring and review procedures

Multi agency framework for planning, communication, consultation, decision making, accountability, information management, project management

Reporting requirements

Resources required including their availability

Roles, responsibilities of parties involved

Strategies to achieve objectives (communication, consultation, marketing, training)

Tactics to implement strategies

Treatment activities, key tasks, timeframe