Elements and Performance Criteria

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.
Service delivery may include:
in the social environment:
community development
health and medical needs
pastoral care, counselling, mental health services
registration, public information, immediate relief services e.g. temporary accommodation, food, transport, relocation
cultural support and support for people with mobility, vision and hearing impairment and people with a cognitive disability
tourists and persons from interstate and overseas
in the built environment:
debris removal
structure assessment, stabilisation and demolition
restoration of essential services (power, water, hospitals, schools)
restoration of lifelines and communication services, transport links, public transport, supply chains
re-establish commercial and retail facilities
in the natural environment:
containment of hazards, decontamination and removal of hazards
habitat restoration/revegetation/rehabilitation
erosion stabilisation
threatened species
prevent further contamination e.g. weeds, fungal disease
in the economic environment:
restoration of banking and other financial services
appeals and donations
economic redevelopment strategies, business and industry recovery packages
employment issues
financial advice, insurance advice
grants and personal support programs e.g. financial relief
Stakeholders may include:
staff
client groups
decision makers
members of the public
community groups
industry groups
public and private sector organisations
non-government organisations
elected officials
Service providers may include:
architects, engineers, planners, builders
business recovery advisers
Australian/state/territory/local government program administration staff
financial advisers
bank officers
insurance assessors
non-government and community service organisation staff
personal support staff such as social workers, public health workers, and advocates
mental health professionals such as psychiatrists, psychologists, counsellors
suppliers of demolition and debris removal services
suppliers of earthworks, road making and revegetation services
utility workers (power, water, drainage, sanitation, garbage)
Collection of information may include:
collection strategies that recognise the diverse cultural, language and linguistic needs of the community
feedback from briefings and debriefings
phone calls and surveys about unmet community needs and service effectiveness
reports on expenditure, resource availability and use, staff welfare
summaries of damage assessments, service requests, jobs completed, daily/weekly logs
Organisational standards may include:
arrangements specified in legislation or regulation
organisational or jurisdictional emergency recovery policies or procedures
existing recovery plans, agreements or memoranda of understanding
Australian Emergency Management Handbook 2, Recovery

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Assessment must confirm the ability to:
deliver recovery services safely, effectively and efficiently
collect accurate information about community needs and services
monitor and adjust service delivery within agreed scope
communicate effectively with recovery managers, other service providers and the community
Consistency in performance
Competency should be demonstrated in at least two contexts (either simulated or real-life) such as:
throughout the life of a recovery operation
during components of a number of operations
Context of and specific resources for assessment
Context of assessment
Competency should be assessed delivering recovery services in the workplace or in a simulated workplace environment.
Specific resources for assessment
Access is required to community and the opportunity to deliver recovery services during an actual or simulated emergency.
Guidance information for assessment
This unit contains many transferable skills, such as communication, consultation, research and analysis skills that can be applied in the emergency recovery context. Assessors should use formative assessment strategies in a simulated environment to contextualise underpinning knowledge.
Summative assessment may not be possible in a real-world environment and assessors should confirm that simulated environments are sufficiently complex to be realistic.