NTISthis.com

Evidence Guide: UEPOPS527A - Manage first response 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

 

UEPOPS527A - Manage first response team

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

Plan for the operation of the first response team

  1. The purpose of the response team is identified and, where necessary, clarified with relevant people or organisations
  2. The roles and responsibilities of emergency service(s) personnel are clarified, and where necessary conveyed to others.
  3. Team members are identified and supported in relation to duties and responsibilities
  4. Directions and advice are given to emergency service personnel and team members after appropriate site inspection
The purpose of the response team is identified and, where necessary, clarified with relevant people or organisations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The roles and responsibilities of emergency service(s) personnel are clarified, and where necessary conveyed to others.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Team members are identified and supported in relation to duties and responsibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Directions and advice are given to emergency service personnel and team members after appropriate site inspection

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage the operation of the first response team

  1. Incidents are investigated, assessed and evaluated to prevent repetition of risk
  2. Results and recommendations relating to incident investigations are documented and confirmed with the appropriate personnel and in accordance with enterprise procedures
  3. Guidance and assistance for emergency services is provided in accordance with enterprise/site procedures
  4. Materials, equipment and resources required to satisfy the job are identified obtained and assessed
  5. De-briefing is conducted and findings are responded to in accordance with procedures
Incidents are investigated, assessed and evaluated to prevent repetition of risk

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Results and recommendations relating to incident investigations are documented and confirmed with the appropriate personnel and in accordance with enterprise procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Guidance and assistance for emergency services is provided in accordance with enterprise/site procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

De-briefing is conducted and findings are responded to in accordance with procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report outcomes of emergency response

  1. Improvements to incident response procedures are identified and confirmed with the appropriate personnel.
  2. Results of debriefing are reported in accordance with procedures
  3. Improvements to incident response procedures are implemented.
Improvements to incident response procedures are identified and confirmed with the appropriate personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Results of debriefing are reported in accordance with procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Improvements to incident response procedures are implemented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

9) 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

9.1)

Longitude 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.

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 in the Assessment Guidelines of this Training Package.

Critical aspects of evidence required to demonstrate competency in this unit

9.2)

Before the critical aspects of evidence are considered all pre-requisites 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 – UEP12”. Evidence shall also comprise:

A representative body of work performance 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) of this unit

Demonstrate an appropriate level of employability skills

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 apply leadership skills

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

Knowledge of potential hazards

Knowledge and application of fire-fighting and rescue principles and techniques

Ability to manage the Teams response to an emergency situation

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

9.3)

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 limited spaces, with different types of plant and equipment as well as different structural/construction types and methods and in a variety of environments.

Method of assessment

9.4)

This unit shall be assessed by methods given in Section 1.3.00 Assessment Guidelines.Note: Competent performance with inherent safe working practices is expected in the Industry to which this 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

9.5)

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

Nil

Assessment of this unit should also confirm that other competencies required to underpin this unit are satisfied

Required Skills and Knowledge

8) This describes the Essential Skills and Knowledge and their level, required for this unit.

Evidence shall show that knowledge has been acquired managing first response team operations.

All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies.

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

KS01-PO527A First response team

T1 Evidence shall show that knowledge has been acquired for safe working practices of:

Relevant environmental, occupational health and safety legislation and regulations

Enterprise procedures

Plant drawings and manufacturers manuals

Introduction to and typical arrangements of power production plant

Relevant plant and equipment, its location and operating parameters

Relevant state and territory first response regulations

Interpersonal skills techniques

Performance management techniques

Stakeholder management techniques

Time management techniques

Leadership techniques

Meeting leadership techniques

Enterprise/site emergency procedures and techniques

Plant status

Site communications systems

First aid

Appropriate warning signs

Equipment appropriate for the task

Operation and maintenance of emergency response equipment

Operation of emergency stations

Roles of the first response team and its members

Classifications of fires and emergencies

Roles and responsibilities of emergency services

Fire fighting and rescue principles and techniques

Communication principles

Material safety data sheets and emergency services

T2 Specific skills needed to achieve the performance criteria:

Interpret plant drawings and manufacturers manuals

Apply relevant state and territory regulations

Apply enterprise/site emergency procedures and techniques

Locate relevant plant and equipment

Prepare emergency plant/equipment for operation

Communicate effectively

Plan and prioritise work

Identify and operate appropriate emergency communications equipment

Range Statement

10) 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 brigade, ambulance, State emergency service 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), enterprise/site log book, whistle or hand signal.

Additional resources may include personnel, fire fighting equipment, fire fighting protective clothing, chemical protective clothing, air cylinders for breathing apparatus, rescue equipment, fire retardant compounds, oil containment materials/equipment, vehicles for transport of materials or personnel, stand-by air compressors, storm water pumps, gas monitoring equipment, communication equipment, ladders, spill kits, salvage gear and forcible entry tools.

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, explosive and structural hazards.

Technical advice may include plant layout, plant location, isolation points, location and quantity of hazardous substances and location of fire hydrants, pumps and water supplies.

Information and documentation sources may include verbal and written communications, enterprise/site operating instructions, equipment manufacturer’s recommendations, dedicated computer equipment and enterprise/site log books.

Personnel refers to all people on site at the time of the emergency and may include supervisory, maintenance and operational staff, contractors, trainees and visitors.

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

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, national standards for plant and relevant state and federal legislation.

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

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 Section 2.1 Preliminary Information and Glossaries.