NTISthis.com

Evidence Guide: PUARCV005 - Apply recovery concepts and principles

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

 

PUARCV005 - Apply recovery concepts and principles

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

Commence recovery role

  1. Community context, together with the scope of work in the role, is confirmed and a briefing is sought
Community context, together with the scope of work in the role, is confirmed and a briefing is sought

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Impacts, consequences of the disaster and needs of the affected communities across the recovery environments are assessed and documented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant recovery roles and/or teams are identified and established across recovery environments

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Resources required and available to perform the recovery role are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant community groups are identified to support recovery activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Teams are established across the recovery environment based on impacts, consequence and roles required

  1. Relevant community groups are enabled through a range of communication pathways to engage in their recovery
Relevant community groups are enabled through a range of communication pathways to engage in their recovery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Existing community recovery processes are understood, and process gaps are identified and incorporated in plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recovery activities to address the affected communities recovery needs are developed and aligned to recovery plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Endorsement and approvals are sought and gained to support recovery activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Delivery of recovery activities is undertaken in line with agreed planning, governance and allocated funding

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Planning and activities are monitored against key deliverables and evolving community need and appropriate adjustments sought

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report(s) is/are provided to appropriate personnel in the recovery management structure and to the community, in accordance with preestablished arrangements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate and engage with others

  1. Communication arrangements for engaging and responding to disaster-impacted people, community groups and stakeholders are developed
Communication arrangements for engaging and responding to disaster-impacted people, community groups and stakeholders are developed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communication with communities is relevant, clear, accessible, accurate, targeted, credible and consistent

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Briefings, debriefings, and agency and interagency meetings are participated in

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain role effectiveness

  1. Signs of personal stress and overload on self and others are recognised and appropriate action is taken
Signs of personal stress and overload on self and others are recognised and appropriate action is taken

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work performance feedback is sought and responded to accordingly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Changes to workload and additional support required to maintain effectiveness in the role and personal wellbeing are documented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Required Skills and Knowledge