Description

Pre-requisites

• PUAEMR001A Establish context and develop risk evaluation criteria

Performance Criteria

1. Identify risk
1.1. Sources of risk are identified by considering the interaction of hazards, communities and the environment
1.2. Elements at risk are identified by examining the interaction of communities, the environment and the sources of risk which affect them
1.3. Organisations and communities are consulted to finalise a list of perceived risks

2. Analyse risk
2.1. Perceived risks are analysed by considering the likelihood of an occurrence, and the consequence of an impact on the community/environment
2.2. The vulnerability of communities and/or environments is determined by analysing their susceptibility and resilience to risks
2.3. Levels of risk are identified and documented according to organisational guidelines and procedures

3. Evaluate risk
3.1. Risks are prioritised using agreed risk evaluation criteria

4. Monitor and review
4.1. Evaluated risks are monitored in accordance with standards and guidelines
4.2. Evaluated risks are reviewed in accordance with standards and guidelines

Key Competencies

Communicating ideas and information

• Communicate ideas and information to reporting procedures (verbal and written) 

Collecting analysing and organising information

• Collect, organise and understand information related to recognising and reporting situations

 Planning and organising activities 

• Plan and organise activities which implement and follow standard procedures 

Working with others and in teams

• Work with others and in a team by assisting and cooperating with team members 

Using mathematical ideas and techniques 

• Use mathematical ideas and techniques to document and report numbers for emergency procedures

Solving problems 

• Establish diagnostic processes which recommend improvements for OH&S issues

Using technology 

• Use workplace technology related to the use of technology to assist with safe work practices

Range Statement

Sources of risk may include

• commercial and legal relationships
• economic
• human behaviour
• natural events
• political circumstances
• technology/technical issues management activities and controls
• individual activities

Communities which are groups with shared associations may include

• Geographically-based groupings of people such as:
  • households
  • neighbourhood
  • suburbs
  • towns
  • local government areas
  • cities
  • regions
  • states and the nation
• Shared-experience groupings of people such as:
  • particular-interest groups
  • ethnic groups
  • professional groups
  • language groups
  • age groupings
• Those exposed to a particular hazard
• Sector based groupings such as:
  • agriculture
  • manufacturing
  • commercial
  • mining
• Education sectors. It may be necessary to consider groups within these sectors (eg
  within the manufacturing sector The food processing group)
• Functionally-based groupings such as service providers responsible for systems or networks which provide for the movement of people
• Goods
• Services and information on which health, safety comfort and economic activity depends (lifelines)
• Organisationally-based groupings such as
  • Government organisations
  • non-government organisations
  • Members of Parliament

Hazards may include

• any situation, condition or thing that has the potential to disrupt
• damage or bring loss to things people value
• Natural hazards. These include events such as:
  • bushfire
  • severe storm
  • flood
  • cyclone
  • storm surge
  • earthquake 
  • extreme heat or cold
• Technological hazards are those events caused by the failure of socio-technical systems. These include events such as:
  • dam/levee failure and systems failures related to agriculture (eg drought)
  • food contamination
  • industrial sites
  • infrastructure and transportation
• Biological hazards. These include the spread of disease among plants, animals or people
• Civil/political hazards. These include events such as:
  • terrorism
  • sabotage
  • civil unrest
  • hostage situations and enemy attack

The environment

is a set of conditions or influences which surround or interact with communities and hazards

• Built Environment – elements such as buildings and infrastructure which provide for the movement of people, goods and services
• Physical Environment – elements from the natural environment such as:
  • topographical features
  • water bodies
  • vegetation communities
  • and ecosystems

Concepts of the environment include

• social environment elements such as:
  • politics
  • economics
  • commerce
  • culture and public safety service provisions which relate to how the community functions

Characteristics of hazards communities and environments include

• determination of information about significant fields such as:
  • likelihood
  • spatial distribution
  • intensity speed of onset
  • duration and the concern that the hazard arouses in the community

Standards and guidelines are to include

•  Australian Standard AS/NZS 4360
• Emergency Risk Management Guidelines 1999

Evidence Guide

Critical Aspects of Evidence

• It is essential that the interactions between hazards, communities and environments be fully identified and described. Evaluation of risk must be undertaken against established criteria in consultation with relevant communities

Underpinning Knowledge

• emergency management concepts
• knowledge of current principles and practices to conduct
• activities which exercise elements of public safety management
• principles and guidelines
• problem solving and decision making techniques
• research, demographic and economic analysis techniques

Underpinning Skills

• evaluate and prioritise risks
• facilitation
• identification of stakeholders
• negotiation with stakeholders
• problem definition
• risk analysis
• use emergency risk modelling processes to estimate risk

Resource implications

• For the demonstration of competence in this unit it will be necessary to work within a real life environment.
• Underpinning knowledge may be assessed through written assignments project reports, debriefings and action learning projects

Consistency in performance

• Candidates should be expected to present evidence from within a real environment

Context of assessment

• Evidence of competence in this unit should be collected from within a real environment