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Evidence Guide: UEPOPS210A - Conduct First Response within a Workplace Team

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

 

UEPOPS210A - Conduct First Response within a Workplace Team

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

Identify emergency team roles and responsibilities

  1. The purpose of the team is identified and, where necessary, clarified with relevant personnel
  2. The duties and responsibilities of team members are identified
  3. Instructions from supervising team members are carried out in accordance with enterprise/site procedures
  4. Team members are supported in relation to duties and responsibilities
  5. Appropriate team member identification is displayed in accordance with procedures
The purpose of the team is identified and, where necessary, clarified with relevant personnel

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

The duties and responsibilities of team members are identified

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Instructions from supervising team members are carried out in accordance with enterprise/site procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Team members are supported in relation to duties and responsibilities

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Appropriate team member identification is displayed in accordance with procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Cooperate with other emergency service(s) personnel

  1. The roles and responsibilities of emergency service(s) personnel are clarified, where necessary
  2. Role and authority of emergency services is conveyed to other team members
  3. Instructions from relevant emergency services personnel are clarified and complied with
The roles and responsibilities of emergency service(s) personnel are clarified, where necessary

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Role and authority of emergency services is conveyed to other team members

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Instructions from relevant emergency services personnel are clarified and complied with

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate the emergency

  1. The emergency situation is identified and classified and appropriate action determined
  2. Advice is accessed from relevant personnel in evaluating the emergency
  3. Emergency evacuation procedures are followed where appropriate
  4. Requirement for special expert assistance is identified
  5. Incident is evaluated to prevent repetition of risk
  6. Location of emergency is identified and most effective route to emergency is determined
  7. Situations where first attack actions are not safe are reported according to enterprise/site procedures
The emergency situation is identified and classified and appropriate action determined

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Advice is accessed from relevant personnel in evaluating the emergency

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Advice is accessed from relevant personnel in evaluating the emergency

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Emergency evacuation procedures are followed where appropriate

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Requirement for special expert assistance is identified

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Incident is evaluated to prevent repetition of risk

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Location of emergency is identified and most effective route to emergency is determined

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Situations where first attack actions are not safe are reported according to enterprise/site procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Contain emergencies

  1. Emergencies are contained to their area of origin were possible, in accordance with procedures
  2. Emergency control equipment or facilities used to confine emergency are used in a safe manner, and with regard to other team members and personnel
  3. Emergency control equipment or facilities are used within limitations and relevant operating procedures
  4. Manufacturer's specifications, environmental requirements and enterprise procedures are identified, applied and monitored throughout the work procedures
  5. The anticipated behaviour and characteristics of the fire or emergency incident are taken into account in the directions and advice given to team members after appropriate site inspection
  6. A plan to ensure personnel safety and plant integrity is developed, in accordance with statutory, industry and site standards
  7. Relevant documentation is obtained in accordance with procedures
  8. Materials, equipment and resources required to satisfy the job are identified and obtained
  9. Effective lines of communication are established if required
Emergencies are contained to their area of origin were possible, in accordance with procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Emergency control equipment or facilities used to confine emergency are used in a safe manner, and with regard to other team members and personnel

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Emergency control equipment or facilities are used within limitations and relevant operating procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Manufacturer's specifications, environmental requirements and enterprise procedures are identified, applied and monitored throughout the work procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

The anticipated behaviour and characteristics of the fire or emergency incident are taken into account in the directions and advice given to team members after appropriate site inspection

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

A plan to ensure personnel safety and plant integrity is developed, in accordance with statutory, industry and site standards

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Relevant documentation is obtained in accordance with procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Materials, equipment and resources required to satisfy the job are identified and obtained

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Effective lines of communication are established if required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use emergency equipment

  1. Appropriate equipment is selected to attack emergency situation
  2. Equipment is checked in accordance with procedures or standards to ensure it is safe and ready for use
  3. Equipment is used in accordance with relevant procedures and standards
  4. Operation and location of others in the team are monitored to ensure the continuing communication, visual contact and safety in accordance with enterprise/site procedures
  5. Use of equipment is co-ordinated in conjunction with other emergency actions/responses
  6. Rescue and first aid procedures are applied as required and in accordance with procedures
Appropriate equipment is selected to attack emergency situation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Equipment is checked in accordance with procedures or standards to ensure it is safe and ready for use

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Equipment is used in accordance with relevant procedures and standards

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Operation and location of others in the team are monitored to ensure the continuing communication, visual contact and safety in accordance with enterprise/site procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use of equipment is co-ordinated in conjunction with other emergency actions/responses

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Rescue and first aid procedures are applied as required and in accordance with procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Report outcomes of emergency response

  1. Fire and emergency equipment is marked or positioned after use, in accordance with procedures, to indicate it requires servicing or replacing
  2. The use of emergency equipment is reported according to procedures
  3. De-briefing is attended and responded to in accordance with procedures
  4. Effectiveness of emergency response is evaluated and recommendations are submitted for consideration
Fire and emergency equipment is marked or positioned after use, in accordance with procedures, to indicate it requires servicing or replacing

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

The use of emergency equipment is reported according to procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

De-briefing is attended and responded to in accordance with procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Effectiveness of emergency response is evaluated and recommendations are submitted for consideration

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

8) This provides essential advice for assessment of the competency standard unit and must be read in conjunction with the Performance Criteria and the Range Statement of the competency standard unit and the Training Package Assessment Guidelines.

The Evidence Guide forms an integral part of this competency standard unit and shall be used in conjunction with all components parts of this unit and, performed in accordance with the Assessment Guidelines of this Training Package.

Overview of Assessment

8.1)

Longitudinal competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the Industry's preferred model for apprenticeships. However, where summative (or final) assessment is used it is to include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. It is recognised that, in some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accord with Industry and, Regulatory policy in this regard.

Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed.

The critical safety nature of working with electricity, electrical equipment, gas or any other hazardous substance/material carries risk in deeming a person competent. Hence, sources of evidence need to be 'rich' in nature so as to minimise error in judgment.

Activities associated with normal every day work have a bearing on the decision as to how much and how detailed the data gathered will contribute to its 'richness'. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package.

Critical aspects of evidence required to demonstrate competency in this unit

8.2)

Before the critical aspects of evidence are considered all prerequisites shall be met.

Evidence for competence in this unit shall be considered holistically. Each Element and associated Performance Criteria shall be demonstrated on at least two occasions in accordance with the "Assessment Guidelines - UEP06". Evidence shall also comprise:

A representative body of Performance Criteria demonstrated within the timeframes typically expected of the discipline, work function and industrial environment. In particular this shall incorporate evidence that shows a candidate is able to:

Implement Occupational Health and Safety workplace procedures and practices including the use of risk control measures as specified in the Performance Criteria and Range Statement

Apply sustainable energy principles and practices as specified in the Performance Criteria and Range Statement

Demonstrate an understanding of the Essential Knowledge and Associated Skills as described in 6) Essential Knowledge and Associated Skills of this unit

Demonstrate an appropriate level of skills enabling employment

Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures

Demonstrated performance across a representative range of contexts from the prescribed items below:

Knowledge and application of relevant sections of: Occupational, health and safety legislation; Statutory legislation; Enterprise/site safety procedures; Enterprise/site emergency procedures

Ability to communicate effectively with the appropriate personnel and agencies during an emergency

Knowledge and ability to apply first aid and resuscitation techniques

Knowledge of potential hazards during initial response

Knowledge and application of firefighting and rescue principles and techniques

Ability to respond to an emergency situation

Ability to use emergency equipment

Dealing with an unplanned event by drawing on Essential Knowledge and Skills to provide appropriate solutions incorporated in the holistic assessment with the above listed items.

Context of and specific resources for assessment

8.3)

This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include:

OHS policy and work procedures and instructions.

Suitable work environment, facilities, equipment and materials to undertake actual work as prescribed by this competency standard unit.

Competency Standards should be assessed in the workplace or simulated workplace and under the normal range of workplace conditions.

Assessment of this unit will be supported with documentary evidence, by means of endorsement stating type and application of work.

In addition to the resources listed above in Context of assessment', evidence should show competency working in confined spaces, with different types of plant and equipment as well as different structural/construction types and method and in a variety of environments.

Method of assessment

8.4)

This unit shall be assessed by methods given in Volume 1, Part 3 Assessment Guidelines.

Note:
Competent performance with inherent safe working practices is expected in the Industry to which this competency standard unit applies. This requires that the specified Essential Knowledge and Associated Skills are assessed in a structured environment which is primarily intended for learning/assessment and incorporates all necessary equipment and facilities for learners to develop and demonstrate the Essential Knowledge and Skills described in this unit.

Concurrent assessment and relationship with other units

8.5)

There are no recommended concurrent assessments with this unit, however in some cases efficiencies may be gained in terms of learning and assessment effort being concurrently managed with allied competency standard units where listed.

Key competencies

8.6)

Evidence that particular key competencies have been achieved within this competency standard unit is in the context of the following Performance Criteria of evidence. See Volume 2, Part 4 for an explanation of Key competencies and levels of this Training Package.

Key competencies

Example of Application

Performance Level

How are ideas and information communicated within this competency?

Refer to the following example of application:

1

Sharing information orally or in writing in simple English to confirm work requirements. Discussion may take place with supervisors or others in the work group.

How can information be collected, analysed and organised?

Refer to the following example of application:

1

Accessing information required for operating the plant / equipment, including operating procedures and work instructions.

How are activities planned and organised?

Refer to the following example of application:

1

Planning the required activity, to include co-ordination and use of equipment, materials and tools to avoid backtracking and rework.

How is team work used within this competency?

Refer to the following example of application:

1

Teamwork may be applied in communicating the methods and procedures for the operation of the plant and equipment.

How are mathematical ideas and techniques used?

Refer to the following example of application:

1

Calculation of time to complete tasks, estimation of distances, levels, loads and material requirements.

How are problem solving skills applied?

Refer to the following example of application:

1

Follow established operational procedures.

How is use of technology applied?

Refer to the following example of application:

1

Access, communicate, measure and record information with regard to operations and performance of plant and equipment.

Skills Enabling Employment

8.7)

Evidence that competency in this unit incorporates skills enabling employment is in the context of the following performance. See Volume 2, Part 5 for definitions and an explanation of skills enabling employment.

Skills for Employment

Example of Application

1

Developing and using skills within a real workplace

Refer to the following example of application:

Completion of tasks within an acceptable timeframe and performance under supervision.

2

Learning to learn in the workplace

Refer to the following example of application:

Recalling of knowledge and development of practical skills.

3

Reflecting on the outcome and process of work task

Refer to the following example of application:

Recognition that performance of a work task meets the accepted standard.

4

Interacting and understanding of the context of the work task

Refer to the following example of application:

Completion of work tasks to meet the team's goals.

5

Planning and organising the meaningful work task

Refer to the following example of application:

Achievement of work tasks in a timely manner which contributes to the team's objectives.

6

Performing the work task in non-routine or contingent situations

Refer to the following example of application:

Complete the assigned work task to meet timelines and to seek supervisor assistance as required.

Required Skills and Knowledge

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

Evidence shall show that knowledge has been acquired of conducting first responses within a workplace team.

The extent of the Essential Knowledge and Associated Skills required follows:

Evidence shall show that knowledge has been acquired for safe working practices of:

Relevant Occupational Health and Safety regulations

Relevant statutory legislation

Relevant enterprise/site safety procedures

Enterprise/site emergency procedures and techniques

Plant status

Relevant plant and equipment, its location and operating parameters

Site communications systems

First aid

Appropriate warning signs

Equipment appropriate for the task

Operation of emergency stations

Roles of the emergency team and its members

Classifications of fires and emergencies

Roles and responsibilities of emergency services

Firefighting and rescue principles and techniques

Communication principles

Human resources and management principles within a team

Material safety data sheets and emergency service

Specific skills needed to achieve the Performance Criteria:

Apply relevant Occupational Health and Safety regulations

Apply relevant statutory legislation

Apply relevant enterprise/site safety procedures

Apply enterprise/site emergency procedures and techniques

Locate relevant plant and equipment

Prepare emergency plant/equipment for operation

Communicate effectively

Plan and prioritise work

Work in a team

Apply first aid and resuscitation techniques

Apply emergency and evacuation procedures

Identify and operate appropriate emergency communications equipment

Apply emergency techniques and procedures.

Range Statement

7) This relates to the competency standard unit as a whole providing the range of contexts and conditions to which the Performance Criteria apply. It allows for different work environments and situations that will affect performance.

Incidents may include fire, rescue, hazardous substances, explosions, bomb alerts, terrorists, radiation, natural disasters, environmental, electrical storms/incidents, accidents, electrical equipment, structural, security related or wildlife related incidents.

Special assistance may be on site personnel (e.g. chemists, fire team), rescue team, environmental officer, safety officer, radiation officer, floor warden or equivalent, chief warden or equivalent and security staff.

External emergency groups may include police, fire fighting agencies, ambulance, state emergency service and supply authorities (such as water utility).

Communications may be by means of verbal, telephone system, two-way radio, pager, emergency public address system, radio, facsimile, computer (electronic mail) or enterprise/site log book.

Additional resources may include personnel, fire fighting equipment, fire fighting protective clothing, vehicles for transport of materials or personnel, communication equipment and ladders.

Site hazards may include power lines, trees, overhead service lines, abnormal weather conditions, dangerous materials/chemicals, earthworks/obstructions, underground services, hazardous substances and electrical, thermal, gas, explosive or structural hazards.

Information and documentation sources may include verbal and written communications; enterprise/site operating instructions; manufacturer's operating and maintenance manuals; dedicated computer equipment; enterprise/site log books; critiques - meetings, discussion, demonstrations and explanations; feedback - comments on suitability of procedures and effectiveness of control equipment; materials safety data sheets; drawings; and maps.

Personnel refers to all personnel and may include supervisory, maintenance, operational, contractors and administrative personnel, visitors and shift operatives.

Operating environment may be during inclement or otherwise harsh weather conditions, in wet/noisy/dusty/hot areas or during night periods.

Identification may include helmets, armbands, vests and other apparel.

Technical and operational indicators may include stimuli (audio, smell, touch, visual), computers and alarms (visible and or audible).

Safety standards may include relevant sections of Occupational Health and Safety legislation, enterprise safety rules and national standards for plant.

Limitations may refer to equipment and competencies of team members.

Generic terms are used throughout this Training Package for vocational standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms are given in Volume 2, Part 1