Silver Medallion Beach Management Learner Guide

Transcription

1 Silver Medallion Beach Management Learner Guide v4.0 July 2016 Silver Medallion Beach Management Learner Guide Page 1 of 44

2 Acknowledgements Surf Life Saving Australia (SLSA) would like to acknowledge the volunteers, contractors and staff members who contributed their time and expertise to support the development of this resource Surf Life Saving Australia Ltd This work is copyright, but permission is given to SLSA trainers and assessors to make copies for use within their own training environment. This permission does not extend to making copies for use outside the immediate training environment for which they are made, or the making of copies for hire or resale to third parties. For permission outside these guidelines, contact SLSA: Surf Life Saving Australia Locked Bag 1010, Roseberry NSW 2018 Ph: (02) Fax: (02) All resources developed by SLSA are reviewed regularly and updated as required. Feedback can be supplied through contacting SLSA using the details above. Version 4 July 2016 Silver Medallion Beach Management Learner Guide Page 2 of 44

3 Contents Acknowledgements 2 Course Introduction 4 Topic 1 The Beach Manager 5 Topic 2 The Beach Environment 14 Topic 3 Introduction to Search and Rescue (SAR) 24 Assessment Information 29 Silver Medallion Beach Management Learner Guide Page 3 of 44

4 Course Introduction This course is intended to prepare you for an entry-level beach management role within a lifesaving service. The course is aimed at first-time patrol captains and senior lifeguards. Course outcomes By the end of this course you will be able to: act as a team leader as required undertake work activities and accept responsibilities set performance requirements and maintain team performance contribute to team outcomes and support team cohesion participate in a work team and communicate with management prepare for beach surveillance and rescue undertake preventive actions complete beach surveillance and rescue recovery requirements respond to casualties in distress. You will also develop knowledge and skills to enable you to demonstrate competency in the nationally recognised units of competency: PUATEA002B Work autonomously PUAOPE027A Undertake beach safety management activities BSBFLM312C Contribute to team effectiveness These units form part of the nationally recognised qualification PUA31312 Certificate III in Public Safety (Aquatic Search and Rescue) Prerequisites To commence training for the Silver Medallion Beach Management course you must meet the following course prerequisites: be at least 17 years of age on the date of final assessment hold the Bronze Medallion award AND the Certificate II in Public Safety (Aquatic Rescue) be proficient in ONE of the following: - Bronze Medallion/Cert II in Public Safety (Aquatic Rescue) - First Aid - Radio Operator - Advanced Resuscitation Techniques - Spinal Management. What you need to complete this course: access to the online learning platform if you are undertaking the blended version of this course this learner guide access to your patrol service agreement and standard operating procedures (SOPs) access to SLSA, state/branch and club policies. Silver Medallion Beach Management Learner Guide Page 4 of 44

5 Topic 1 The Beach Manager How to use this learner guide Topic 1 is availble online and face to face. If you choose the online option, you will need to print your completion certificate and attach it to your assessment portfolio prior to submitting your assessment portfolio to your facilitator. All of the information online is replicated here. If you are doing this topic in face-to-face mode, you need to complete all the activities in your assessment portfolio for Topic 1 prior to submitting your assessment portfolio to your facilitator. Please note: you need to complete the activities only once, either online or face to face. Why we exist To save lives, create great Australians and build better communities Our goal (SLS2020) To reach zero preventable deaths by drowning by 2020 Our organisation structure national organisation, federated structure 310+ clubs and 63 support operations 170,000 members How we fulfil our mission The majority of our services are provided by surf lifesavers who complete surf patrols in their own time usually a half-day patrol every 3 to 4 weeks during the surf swimming season. We also operate the country s largest paid lifeguard service, contracting to local government and other coastal land managers. Patrols are made up of a team of lifesavers all working together to achieve a common goal. Like any other team, they have a team leader, called a patrol captain. Lifeguards typically work in smaller teams of one or two people and are often supervised remotely by a team leader responsible for a number of lifeguard teams at the same time. The content in this course focuses on the role of the beach manager; that is, the person who is directly in charge of managing the beach and their team s capacity to provide beach surveillance (the patrol captain or senior lifeguard). Service agreements The service agreement will outline: the dates on which your service has agreed to provide coverage (e.g., the first day of the September school holidays to Anzac Day) the areas that your service will cover (e.g., between the nearest southern cross-street to the surf club to the northern headland) Silver Medallion Beach Management Learner Guide Page 5 of 44

6 the minimum numbers of Bronze Medallion holders required to meet your agreement standards the specific awards that your team must hold. The service agreement will also specify: the Australian Beach Safety and Management Program (ABSAMP) reference number of your beach (ABSAMP is a program developed by SLSA and the University of Sydney to map every beach in Australia) how a service agreement may be altered (typically refers to your state Director of Lifesaving). The service agreement is central to how lifesaving and lifeguarding services are established. Not meeting your service agreement could result in compromised lifesaving services that are inadequate to the task required. Your responsibilities Beach managers are responsible for: people management beach management incident management. Beach managers are supported in these roles by: legislation (e.g., federal and state laws governing working with children; anti-discrimination; work, health and safety; dangerous goods; maritime safety; crimes) regulations (e.g., first aid kits, manual handling, accident reporting are all covered in more detail in regulations that support legislation) codes of practice (e.g., code of practice associated with the implementation of work, health and safety law or dangerous goods legislation) standards (e.g., water safety signs and flags, risk management and equipment specifications) local by-laws (e.g., council orders regarding dogs on the beach, breaches of the peace, drinking in public places, delegated authority given to lifeguards) SLSA policies (e.g., member protection, water safety, inclusive organisation) standard operating procedures (e.g., patrol sign-on, missing person, dangerous creatures, lightning). Question 1.1 Complete question 1.1 of Assessment Task 1 in your assessment portfolio. Daily tasks Below is a list of the daily tasks of the beach manager: understanding conditions planning surveillance activities identifying and controlling hazards setting the flags and other equipment monitoring conditions throughout your period of duty responding to changes in conditions liaising with other services (e.g., council lifeguards, police, ambulance etc.,) as required decision-making supporting your team resolving problems communicating with your team Silver Medallion Beach Management Learner Guide Page 6 of 44

7 communication with your chain of command (i.e., SurfCom or similar) record-keeping coordinating the response to incidents improving your own skills as a leader. Duty of care The overarching principles governing the supply of lifesaving services are covered by our duty of care. That means, so far as is reasonably practicable, to ensure the health and safety of people conducting activities in the workplace, which in this case, is defined as the area covered by your service agreement. Under WHS legislation, surf clubs and their surroundings are workplaces and volunteer lifesavers are workers. Note Having a duty of care does not mean that you have an automatic duty to rescue. Safety to the rescuer is the primary consideration in attempting a rescue. To learn more about duty to rescue, please refer to the Public Safety and Aquatic Rescue training manual (34 th edition). Code of conduct As a member of SLSA you are required to adhere to the SLSA Member Protection Policy. You can view it online here or through the SLS Members Portal. As a beach manager, you also have a specific code of conduct to adhere to that is part of the Member Protection Policy. This is reproduced below: An SLSA team leader will: agree to abide by the code of conduct be responsible for the overall safety and wellbeing of members of the patrol maintain a duty of care towards team members, an accountability for the management of the team and a responsibility for the actions of the team members have a sound knowledge of SLSA policies, responsibilities and lifesaving techniques, and ensure that the conduct of the patrol is in accordance with these policies and guidelines foster a collaborative approach to the management of the patrol treat the general public with respect and communicate with them in a professional manner be a positive role model for surf lifesavers and SLSA. Any breaches of the Member Protection Policy should be reported according to the SLSA Grievance Procedure. This is available on the SLS Members Portal. Breaches of the Member Protection Policy relating to children and young people are covered in Part D of the Member Protection Policy. This may include making reports to police, child protection organisations, your club officers or the SLSA grievance handler. Silver Medallion Beach Management Learner Guide Page 7 of 44

8 Showing respect for others The SLSA Member Protection Policy also includes the following statement: SLSA opposes all forms of harassment, discrimination and bullying. This includes treating or proposing to treat someone less favourably because of a particular characteristic; imposing or intending to impose an unreasonable requirement, condition or practice which has an unequal or disproportionate effect on people with a particular characteristic; or any behaviour that is offensive, abusive, belittling, intimidating or threatening. Harassment is defined as unwelcome and unreciprocated behaviour. Generally it is a comment, conduct or gesture directed towards an individual or group of individuals, which is insulting, intimidating, humiliating, malicious, degrading or offensive. Unlawful harassment is harassment that contravenes anti-discrimination law. In Australia, there are federal and state laws covering discrimination. Depending on where you live, it may be unlawful to harass someone on the basis of: age disability, impairment, disfigurement, illness, disease, medical history or viral status sex, gender, sexuality, transgender or intersex identity race, colour, descent, ethnicity, social origin or nationality religion, political views or trade union membership pregnancy, breastfeeding, caring/family responsibilities or marital status occupation, trade or calling. Where unlawful harassment is found to have occurred, a court may impose penalties that include orders to cease and desist the offending behaviour, redress any wrongs, provide financial compensation, reinstate an employee, alter the terms of a contract or determine that no further action will be taken. Leading by example As the team leader, you are setting the standard for behaviour for your team. How you behave will influence the behaviour of your team. To set a good example you should: follow all SOPs give clear instructions and assist your team in completing tasks support your team to learn new skills create and maintain a positive environment resolve conflict make everyone feel welcome show zero tolerance for harassment, discrimination or bullying. The guiding principle for determining whether a behaviour is harassment, discrimination or bullying should be: how would you feel if you were the subject of this behaviour? What if you were: left out of team activities? ignored or made to feel stupid? treated differently to other team members? subjected to jokes you didn t find funny about your race, religion, skin colour, gender, sexuality or marital status? Silver Medallion Beach Management Learner Guide Page 8 of 44

9 And What if this behaviour kept being repeated? Question 1.2 and Question 1.3 Complete question 1.2 and question 1.3 of Assessment Task 1 in your assessment portfolio. Pause and plan Being responsible for making decisions in an emergency can be daunting. Your SOPs will determine the sequence of actions that you should follow. However, situations may arise that are not covered by your SOPs. You should get into the habit of pausing and planning what your course of action will be when making decisions. In deciding on a course of action you should consider the following questions. Has this happened before? What are the risks of not acting? What options do you have? What are the risks and benefits of each option? Which option is the best? What support is available? When you execute your plan, write down all the steps that you took and what the outcomes were your notes may be needed later for: creating or improving SOPs police or coronial investigations debriefing your team your own skill development. Task allocation You can t do everything yourself. Appropriate delegating will: build trust in your team build rapport between you and your team develop the skills of your team develop the performance of your team develop the confidence and morale of your team. Here are some points to consider when allocating a task to someone. How much time do you have to complete the task? How much time will it take to explain the task? Has your team member done this before? How much supervision/support/guidance will they need in completing the task? Is there somebody on your team who is best at this task? Is there somebody on your team who really likes doing this task? Is there somebody on your team who wants to learn this task? Is this an opportunity for someone on your team to increase their capacity? Silver Medallion Beach Management Learner Guide Page 9 of 44

10 Communication for leaders As the team leader, you need to: sound confident people expect leaders to be confident in their decisions stay calm even in an emergency it is important that you keep your emotional responses in check speak clearly you may need to change the tone, pitch, speed or volume of your normal speaking voice use appropriate language swearing, acronyms and colloquialisms are all barriers to communication watch your body language smile, make eye contact and don t cross your arms, point or fidget when you re talking to people listen well keep an open mind. Don t interrupt, and seek clarification when you don t understand something manage information accurately take notes when being given information to relay to your team or chain of command. Complete all forms properly. Protect confidentiality and privacy. Managing meetings Briefings and debriefings are an integral part of SLS operations. A briefing is a type of meeting that allows you to: communicate goals share relevant information define responsibilities address questions from the team identify resources available to assist reinforce team purposes. A debriefing has a different purpose. Debriefings are typically held at the end of the patrol to: provide support and encouragement to the team give constructive feedback and praise (note: this is not the time to manage individual performance) determine any action required prior to the next team activity show enthusiasm for the work that the team does reinforce the purpose of the team. Other types of debriefs used in SLS include: critical incident debriefs emotive debriefs. Question 1.4 and Question 1.5 Complete question 1.4 and question 1.5 of Assessment Task 1 in your assessment portfolio. Setting performance expectations To ensure that your team are doing the best that they can: explain what you need done and check for understanding before sending someone off to complete a task ask if any assistance is needed to complete tasks after you have assigned a task, check in to see that it has been completed when you check in with your team, ask them if they have had any difficulties completing the task listen to what your team has to say about any problems encountered Silver Medallion Beach Management Learner Guide Page 10 of 44

11 reflect back your understanding of what your team has reported ask yourself and your team what could be done differently next time report back to management as per your SOPs as required. Activities that can help you to increase the capabilities of the team include: skills maintenance practice scenarios during quiet times patrol inspections (formal and informal). What is happening in your team? Monitoring the culture of your team will assist you to manage the performance of your team. Here are some points to consider. What is normal behaviour for your team? How would you know when someone has broken the rules of behaviour in your team? Is there an in-group and an out-group? Who are the most connected individuals in the team? What are some of the formal and informal roles in the team? As a team leader, you can change the culture of your team by using the knowledge you have identified above to help create expected standards of behaviour in your team. Some strategies you can use include: building rapport with key connected individuals actively encouraging informal role creation (if it is helpful) breaking down any internal divisions in the team through team building gaining the support of your team by consulting them in decision-making, acting fairly, being consistent in your actions and doing what you say you will. Who are your team? Taking the time to get to know your team and what motivates them can help you manage the dynamics of your group and improve the effectiveness of your team. Knowing and appreciating the different people in your team will help you plan, delegate and manage the activities of your team on the day. Here are some points to consider. What is each person s motivation for joining the team? What are their interests? What sort of personality do they have? What beliefs are important to them? How do they feel about their role in the team? Question 1.6 Complete question 1.6 of Assessment Task 1 in your assessment portfolio. Silver Medallion Beach Management Learner Guide Page 11 of 44

12 Influencing others Mentoring and coaching are two techniques you can use to support your team. Mentoring is usually a one-on-one relationship between a senior, older or more experienced person (the mentor) and a junior, younger or less experienced person (the mentee). Mentors typically: are people whom the mentee admires and/or respects in their role are a sounding board by listening to ideas from mentees and helping them to find solutions to difficulties not solving the problems themselves advise mentees when asked on appropriate steps and strategies to take in working towards their goals share their experiences willingly, including their mistakes, when asked are knowledgeable about their industry and continue to develop have the time to invest in mentoring it doesn t have to be a lot, but it does have to be free of distractions and competing demands. Coaching is an alternative to mentoring. Generally, coaching focuses on specific stages in skill development and can really home in on different aspects of technique and development. To be effective, coaching relies on these principles: awareness the coach needs to be able to break down the components of each task and teach the trainee the basic steps responsibility the trainee is the only person who can improve their performance self-belief the trainee has to have the confidence that they can improve. Giving feedback To be effective, feedback should be: given regularly the more often you give feedback the more receptive your team will be to receiving it. Make sure that feedback includes positive feedback whenever warranted given calmly if something has upset you or the team/team member, wait until you are all calm enough to discuss the issue before trying to give feedback timed appropriately ideally, as soon as possible after the activity, as long as you are all calm enough to be reasonable done respectfully be mindful that nobody wants to be criticised in front of their peers build rapport investing time in building a good working relationship with everyone in your team will make giving feedback easier focused on the skills not the person limited to only one or two items at a time. Further opportunities As the team leader, you should encourage your team to develop personally and professionally. There are a number of pathways in SLS, including moving into Support Operations, participating in Sports, assisting with Nippers and generally helping out with running the club. See the SLS Participation Pathways online for more details. Recognising members for their contribution to SLS is also important. There are a wide range of recognition programs offered to members from recognition for length of service to Australian Government honours. Full details on how to go about gaining formal recognition for your team members can be accessed via your state centre. Question 1.7 and Question 1.8 Complete question 1.7 and question 1.8 of Assessment Task 1 in your assessment portfolio. Silver Medallion Beach Management Learner Guide Page 12 of 44

13 Preparing for duty At a minimum, you need to know: what kind of beach you are managing (e.g. reflective, low tide terrace, bar and rip, longshore trough, dissipative) what the conditions will be on the day you will be managing the beach (e.g., check the Bureau of Meteorology website for weather, wind, tide, swell details and any warnings) what changes in conditions will mean for your beach (e.g., how an outgoing tide will affect the hazards in the surf zone, what will happen during the forecast afternoon storm) that you have enough members to meet your service agreement (e.g., ARTC, IRB crew and driver, Bronze qualified members) You should arrive early so that you can: observe the conditions and determine where you will set the flags assist your team with setting up any equipment required give your team a briefing on your patrol strategies for the day sign on as per your SOPs. Once you have started surveillance activities, you will need to continually monitor conditions, support your team in achieving their objectives, respond to emergencies and communicate with your chain of command. Managing individual performance Team members will generally take responsibility and perform well when they: are given clearly defined objectives feel comfortable asking questions or raising any problems have the support and resources they need to act, including coaching and mentoring in the skills they might need feel like their efforts are making a positive contribution to the organisation are given feedback regularly are trusted to carry out their assigned duties. You can help your team members take responsibility for their performance by: talking to them to identify what their concerns are giving them feedback about what you need them to improve on checking that they have the right support and resources to do what they need to do clarifying the objectives of the task emphasising the importance of the task to the strategic goals of the organisation. Question 1.9 Complete question 1.9 of Assessment Task 1 in your assessment portfolio. Silver Medallion Beach Management Learner Guide Page 13 of 44

14 Topic 2 The Beach Environment This topic is not available online. All candidates must attend a practical training session to complete this part of the course. The activities in the assessment portfolio must be completed and submitted to your facilitator. Activity 2.1 Complete activity 2.1 of Assessment Task 1 in your assessment portfolio Drowning prevention You will be familiar with the Drowning Prevention Chain from the Public Safety and Aquatic Rescue training manual. The beach manager s role is to support the goals of drowning prevention through the effective implementation of prevention, education, supervision and rescue strategies. Silver Medallion Beach Management Learner Guide Page 14 of 44

15 Public information The Australian Beach Safety and Management Program (ABSAMP), developed in conjunction with the University of Sydney and SLSA, provides detailed information on Australia s beaches. This information is used to populate the BeachSafe website and app (free from your app store). It includes basic information about access, weather and swell conditions, with links to any warnings used by the Bureau of Meteorology, a UV index and information on hazards and patrol status. Anyone can access the website or app and look up safety information for beaches they might want to visit. Managing access The Australian Coastal Public Safety Guidelines are also used in determining viable strategies for preventing drowning in the coastal environment. While they are not an Australian Standard, they are based on best practice from the international aquatic safety industry. The guidelines cover: safety in the natural environment (e.g., cliffs, dunes, rocks, watercraft) general operations for beaches operating procedures for lifesaving services lifesaving equipment emergency management storage and handling of dangerous goods safety of tour operators, leaders, guides and tour craft operators. The Australian Coastal Public Safety Guidelines also cover water safety signs and flags and their role in providing public information to beachgoers. Using standardised signs and flags is an important means of ensuring consistency in communication and minimising the possibility of misunderstandings. Standardised signs and flags also help in managing the beach environment. Water safety signs and flags used on patrol are a part of the Australian/New Zealand Standard 2416 water safety signs and beach safety flags. The standard includes specifications relating to all aspects of where the sign should be placed, including consideration of where they should be placed in relation to the hazard or at entrance points, visibility of the sign and availability of appropriate information. Some signs may be permanently erected by council (e.g., prohibited or permitted activities), whereas other signs may be used when needed (e.g., warning signs) and other signs may be the responsibility of local service providers. Sample signs used in the beach environment are displayed on the following page. Silver Medallion Beach Management Learner Guide Page 15 of 44

16 CLASS REGULATION PERMISSIBLE WARNING SAFETY SAFETY MANDATORY INFORMATION SYMBOL BACKGROUND Black Black Black White White White COLOUR White White Yellow Green Blue Blue ENCLOSURE Red Green Black White White White EXAMPLE Legislation must apply for this sign to be used. Enforceable by law. Used where legislation does not exist. Not enforceable warning only. Lifesaving coverage There are a number of strategies that patrol captains and beach lifeguards can use to ensure that safety is maximised in the beach environment. These include: identify the safest swimming area for beach users plan patrolling strategies to match the conditions of the day and the activities of beach users section different areas of the beach to accommodate different activities set up equipment so that it is ready to use ensure you have everything you need for appropriate patient care ensure you know how to access emergency services ensure you know where the best access points are for emergency services alert your chain of command when you are ready for duty (i.e., sign on) supervise the primary and secondary surveillance zones engage the public in preventive actions assist with water safety requirements for other SLS sanctioned activities (e.g., Nippers, carnivals, community events) liaise with council lifeguard as required call on support operations when needed know the availability and response times of any support operations. Silver Medallion Beach Management Learner Guide Page 16 of 44

17 Safer swimming When setting the flags, consider: where rip currents are located how rip currents are moving (e.g., direction, distance and speed) how waves are breaking (e.g., spilling, plunging or surging) existing weather conditions and forecast what hazards exist on the sea floor (e.g., gutters, holes and rocks) where to place your rescue equipment for the most efficient access where to position any supporting signage to help you manage the beach. Sometimes you will be able to set a large swimming area, other times you will be able to manage only a small area. The factors impacting on the size of the flagged zone will include tide, swell and forecast changes in conditions, along with the capacity of you and your team to manage the conditions. If you cannot manage the conditions, close the beach. Check your SOPs for what to do in this situation. Patrolling methods and scanning techniques are covered in the Public Safety and Aquatic Rescue training manual. Primary surveillance should focus on the surf zone inside the flagged areas and 200 m either side of the flags. Secondary surveillance should focus on all other water areas and beach-based activities, including the back of beach area. Marking sections of the beach or water out for some activities and excluding others assists in minimising the risk of any accidents. Use flags and signs to help mark your sections. Activities that are commonly zoned include: swimming surfing surf craft, including IRBs and RWCs paddle craft, including rescue boards, stand-up paddleboards, kayaks kitesurfing or other sailing craft. At minimum, keeping watercraft and surfboards out of the flagged area and having a clear path for the IRB to enter and exit the water is essential. Beach managers should use their judgement a small child with a foam body board in the flagged area should not be managed in the same way as a competent adult surfer who keeps entering the flagged area because that is where the waves are breaking. The IRB, rescue boards, rescue tubes and fins should all be positioned so that they are rescue ready. This will vary depending on your conditions. First aid equipment also needs to be easily accessible. The equipment you will need on patrol is covered by your SOPs. At minimum you should have: PPE for treating patients, including gloves and face masks a fully stocked first aid kit a defibrillator oxygen equipment incident report forms patient handover forms. Your rescue equipment and first aid equipment needs to be checked prior to starting duty to ensure that it is serviceable. When you have everything in place, sign on as per your SOPs. It is important that your activities are noted in this way. This will assist in allocating assistance if required. Silver Medallion Beach Management Learner Guide Page 17 of 44

18 Actively communicating with beach users is a key tool for preventing drowning. Techniques you can use include: signalling to swimmers to stay inside the flags making announcements over the public announcement system about hazards positioning patrol members inside the flagged zone to assist swimmers as required stopping people from entering a rip current positioning the IRB out the back of the surf zone to pick up any swimmers in trouble closing the beach if the conditions become too dangerous. Using whistles and the PA system on patrol, in addition to standard signs, flags and hand signals, can be effective methods of getting the attention of people in the water. Additional support You may be requested to release your team to provide water safety support to SLS sanctioned events (e.g., Nippers, member training, surf sports, community oceans swims or triathlons). Please refer to the SLSA Water Safety Policy and SLSA Water Safety Procedure on the SLSA website for the full details. Points to note for patrol captains: Members of on-duty patrol teams can be reallocated to water safety, provided that you continue to meet your minimum requirements of your patrol service agreement AND other demands of the day. The decision is up to the patrol captain. On-duty patrol captains CANNOT at any time take on the role of water safety supervisor. If you are the on-duty patrol captain your primary duty of care is public safety. There is an app that you can use for water safety. It is available by contacting SLSA IT Help via (ithelp@slsa.asn.au). In some regions around Australia, local councils provide lifeguard services at beaches. Lifeguards may be SLS employees under the Australian Lifeguard Service or be from other organisations entirely. Where a lifeguard service exists in conjunction with your local SLSC, it is important to build and maintain good working relationships between the two services. At minimum, where you are a beach manager in one of these locations, consult any lifeguards on duty at the start of your patrol and identify your respective responsibilities clearly. You can also request the assistance of SLS Support Operations, emergency services and other emergency response units at any time, in line with your local SOPs. They may not always be available, so be prepared to manage without them. Depending on your area, support operations may include: duty officer or similar rescue watercraft services offshore and jet rescue boat services helicopter services police, fire, ambulance or other volunteer emergency rescue groups. Activity 2.2 Complete Activity 2.2 of Assessment Task 1 in your assessment portfolio Silver Medallion Beach Management Learner Guide Page 18 of 44

19 Hazard identification and risk management A hazard is a source of potential harm. Risk is the likelihood that harm will occur as a result of exposure to hazard. Risk assessment involves evaluating both the chance of harm occurring and the severity of the consequences. For example, a hazard that is almost certain to result in death would be considered to be extremely high risk. Risk management involves implementing methods of minimising exposure to the hazard in order to reduce the risk of harm occurring. Harm may be caused to: people injury, incapacity or fatality property damage, destruction equipment damage, destruction environment contamination, pollution, damage to flora, injury to fauna, death to flora or fauna, disruption or damage to species life cycles, inherited damage due to toxic effects production/work processes where work is disrupted, delayed or has to be re-done organisation reputation, market position, infrastructure, corporate knowledge, internal culture, intellectual property, client information. The lifesaving environment has a range of hazards associated with: the beach, including the back of beach environment (e.g., car park, access roads, cliffs and sand dunes) the water (e.g., waves, water depth, rip currents, rocks and rock platforms, watercraft activities, wildlife) weather conditions (e.g., hot or cold air or water temperatures, sun exposure, dehydration) club or service facilities (e.g., stairs, buildings, toilets, grandstands, observation towers) lifesaving equipment (e.g., ATVs, IRBs, rescue boards, tents, trailers, ropes, oxygen bottles, fuel, painkillers, adrenaline auto-injectors, first aid materials) bodily fluids (e.g., blood, vomit from injuries) human error (e.g., training being forgotten or SOPs not being adopted correctly). Where SLSA has agreed to provide lifesaving or lifeguarding services, the organisation owes a duty of care to both members of the public and members of the organisation. Appropriate management of the risks associated with identifiable hazards will ensure that our operations are as safe as is reasonably practicable. Due to the nature of the beach environment, it is not possible to eliminate all risks entirely. SLSA has comprehensive risk management framework incorporating the following elements: national policies that outline the organisation s management of risks in the water, workplace (under WHS law volunteer organisations are defined as workplaces), events and organisation standard operating procedures that have been developed with a view to managing risks member training that reflects best practice in the public safety industry risk management tools for clubs and members to use incident reporting mechanisms. Risk management is everyone s responsibility. There are number of formal and informal procedures you can use for identifying hazards and mitigating risks, including: club hazard register reports from club members or members of the public reviews of any incidents consultation with stakeholders information provided by regulators, manufacturers, industry or professional organisations workplace information and experience media reports. The SLSA Risk Management Policy and Procedures can be found on sls.com.au Silver Medallion Beach Management Learner Guide Page 19 of 44

20 Safer Surf Clubs is also a comprehensive resource covering risk management in the SLS context. You can download a copy and/or access the online learning tool via the SLS Members Portal. The risk management process The following guidelines are based on the Australian Standard for risk management and will help you identify and treat risks. 1. Communicate and consult. This should occur at every stage of risk management. You should consult your team, council lifeguards and locals about their perceptions of hazard and risks and strategies to adopt in mitigating them. 2. Establish the context. For a patrol captain, this will be all the areas specified by your service agreement. 3. Identify risks. Identify all hazards, their associated risks and what mitigation strategies are currently in place. 4. Analyse risks. Think about all possible consequences and the likelihood that they will occur. If you are unsure of what consequences or chances to consider, discuss this with your team and other people involved. 5. Evaluate risks. Prioritise the risks you have identified based on your analysis. The highest risks will be the most urgent to manage. 6. Treat risks. Treatment of risk involves the implementation of strategies to reduce the level of risk for identified hazards. 7. Monitor and review. Any risk mitigation strategies you have adopted should be continuously monitored to ensure they are working effectively. If they are found to be not working, you will need to adapt your control strategies. AS NZS ISO Risk management Principles and guidelines Activity 2.3 Complete Activity 2.3 of Assessment Task 1 in your assessment portfolio. Silver Medallion Beach Management Learner Guide Page 20 of 44

21 Situational awareness In addition to managing a team and understanding the beach environment, there are some other factors that you may need to consider in your management of the beach. Laws affecting the lifesaving environment There are numerous laws supporting you in your role as a beach manager. At minimum, these include: work, health and safety child protection negligence anti-discrimination and harassment privacy environmental protection criminal code council by-laws. This seems like a long list of laws to remember. However if you follow your SOPs, act with common sense and do only what you are trained to do, then you should be fine. As the team leader, you should emphasise these key points to your team. Council by-laws that may be operating in your area include: delegated authority dog walking on the beach alcohol on the beach smoking on the beach vehicle access to the beach use of powered craft in your area. Your SOPs will detail what to do in situations where any of the above laws may have been breached. In some circumstances, council rangers may issue fines for breaches of the by-laws. Conflict management You are likely to come across conflict situations as a beach manager. Some tips for managing conflict include: do not ask people to calm down stay calm yourself. Watch your body language listen to each side of the situation before deciding on a course of action do not take sides acknowledge the feelings that are being conveyed do not disagree directly with the protagonists ask what solution each party wants identify a mutually beneficial solution and seek each party s consent to its implementation do not take the disagreement personally if the situation escalates in any way or becomes violent, call the police stay safe. Critical incidents Generally, crucial incidents are defined by SLS as one or more of the following: Silver Medallion Beach Management Learner Guide Page 21 of 44

22 death (including body recovery) serious injury (including resuscitation) when a child is the patient serious injury to self or another member exposure to gruesome sights a member of the public is injured by lifesaving personnel/equipment. Some incidents may be reportable to regulatory authorities such as WorkCover or your maritime authority. Beach managers are responsible for ensuring that critical incident debriefing is conducted in accordance with your local SOPs. Normally this would be done by the duty officer or peer support officer. Signs that someone may be at risk of developing critical incident stress include: feeling highly anxious or stressed being constantly on edge or irritable having difficulty performing tasks at home or at work using alcohol, gambling or drugs to cope difficulty sleeping withdrawal from others teariness, fatigue being unable to respond emotionally to others. Refer to your state SOPs for further information regarding what support services are available for people in your area. Alternatively, a GP can facilitate access to necessary support for patients. Paperwork Completing all relevant documentation as required is an important part of beach management. Depending on your SOPs, there may be: patrol and equipment logs incident reports and investigation forms patient handover forms. Accurate records assist with: patient management coronial and police investigations WorkCover and other insurance claims data collection for research into drowning prevention and service provision organisational improvements. While all record keeping is important for the organisation, some of the records you may be required to keep will be legal documents that are required for external purposes. Accuracy and legibility are important for good record keeping. Activity 2.4 Complete Activity 2.4 of Assessment Task 1 in your assessment portfolio. Silver Medallion Beach Management Learner Guide Page 22 of 44

23 Beach operations As a patrol captain, you will need to be able to: set up for patrol problem-solve during patrol respond to emergencies. Activity 2.5 Activity 2.6 and Activity 2.7 Complete Activity 2.5, Activity 2.6 and Activity 2.7 of Assessment Task 1 in your Assessment Portfolio. Silver Medallion Beach Management Learner Guide Page 23 of 44

24 Topic 3 Introduction to Search and Rescue (SAR) This topic is available online. All of the information online is replicated here. If you do this topic online, you will need to print out the completion certificate and attach it to your assessment portfolio prior to submitting your assessment portfolio to your facilitator. If you do this topic face to face, you will need to complete all of the activities for this topic in the assessment portfolio prior to submitting the assessment portfolio to your facilitator. What is a search and rescue (SAR) incident? Imagine this You are on patrol when a member of the public approaches you saying they can t find their child. What would you do next? In this topic you will learn the basics of handling situations like this. People going missing is a common occurrence on the beach mostly it s a simple case of wandering off without telling someone, or getting so caught up in what they re doing that they ve lost track of the time. Yet because of the inherent risk of the beach or coastal environment, we need to make sure that anyone who is reported as missing is okay before we assume that they will turn up later. Sometimes accidents do happen, and sometimes people do get into trouble and need help. Definitions Lifesaver The term lifesaver is used in this training material, but this may also refer to lifeguards. Search A search operation is defined as an activity that involves deployment of searchers to locate and assess the situation. Rescue A rescue operation is defined as an activity where the rescue team generally has the incident in direct view, or knows its exact location and is responding. Search and rescue A SAR operation is defined as a situation that involves the dispatch of a rescue team to an incident, the location of which may or may not be known. Silver Medallion Beach Management Learner Guide Page 24 of 44

25 Australasian Inter-service Incident Management System The Australasian Inter-service Incident Management System (AIIMS) is a nationally recognised method for managing accidents and disasters and is used by all emergency services in Australasia. Consistency in terminology and procedures enables more effective collaboration between agencies during an incident. In all states and territories in Australia, the local police are responsible for managing search and rescue (SAR) incidents. This means that, at minimum, you will be working with police and possible other agencies in the event of a SAR incident. You will learn some of the basic concepts and terminology of the AIIMS in this module. If you are doing this module as part of the Silver Medallion Aquatic Rescue course, your face-to-face and practical training will go into more detail as required. If you are doing this module as part of your Silver Medallion Beach Management course, you need to know only the material presented here and how it relates to your local SOPs. AIIMS terminology Incident controller Oversees the whole operation. Incident commander Coordinates the involvement of the agency they represent. NOTE Until the police (or more senior SLS personnel) arrive on the scene, the patrol captain is the incident controller. Stages of a SAR incident There are five broad stages to effective management of a SAR incident. Patrol captains will be responsible for the first two stages, police the middle two with assistance from SLS personnel and recovery will be managed by SLS personnel in accordance with local SOPs. The five stages are: 1. awareness knowing that an emergency situation exists or may exist 2. initial response preliminary action taken to alert SAR teams, conduct an initial search and obtain more information 3. planning development of operational plans to deliver a response, including a SMEAC 4. operations despatching SAR teams to scene, conducting searches and rendering assistance and care where applicable 5. recovery debrief, replenish resources, complete required documentation and prepare for future operations. Recognising an incident When someone goes missing either on the beach or in the water the patrol team is responsible for identifying and responding to the situation. The patrol captain will: collect all relevant information develop an initial action plan deploy the patrol team appropriately inform SurfCom and/or the duty officer. Silver Medallion Beach Management Learner Guide Page 25 of 44

26 Developing an initial action plan (IAP) There are three steps to an IAP. 1. Gather information what happened? When? Where? What else do you know about the person (e.g., age, gender, clothing, swimming ability, affected by drink, drugs or a medical condition)? 2. Identify last known location accurately identifying where they were last seen will help with estimating their movements since then. 3. Conduct an initial search of the scene one team member should be immediately deployed to the last known location to conduct a surface and underwater search (take care to avoid shallow water hypoxia i.e., blacking out in the water after prolonged deep breaths and breath-holding for an extended period of time). The Code X signal If a patient cannot be found after an initial search of their last known position the Code X signal is used to indicate that the submerged patient is missing. At this point the search becomes a major incident. The patrol captain will need to notify SurfCom, who will then notify the police (or notify police as per your local SOPs). SMEAC plans When the police arrive on the scene, they will take over control of the incident. The patrol captain then becomes the incident commander responsible for the SLS team s role in the operation and the police officer in charge will become the incident controller. The incident controller (i.e., the police) will develop a SMEAC plan (or use a similar tool) and provide a briefing on the plan. A SMEAC plan is essentially a checklist used for preparing for emergency management operations. A typical SMEAC plan includes: Situation what has happened? Mission objectives of the operation Execution action plan Administration and logistics sourcing and preparing personnel and logistics Command and communications reporting hierarchy and communication methods. Safety at an incident scene The patrol captain will need to identify, assess, control and monitor any hazards and risks to their team throughout the incident. However, all team members are responsible for safety. Typically, hazards for members of a SAR team will be related to the conditions of the time: challenging water or terrain high or low temperatures prolonged exposure to the elements fatigue, dehydration and hunger emotional impact of the situation. Silver Medallion Beach Management Learner Guide Page 26 of 44

27 Risk management strategies include: effective evaluation of conditions and likely impact on risks utilising all available personal protective equipment taking regular breaks for rest, hydration and nourishment debriefing and accessing appropriate psychological support. Preoperational procedures Check all equipment is in operational condition. Ensure all PPE fits properly. Participate in briefings. Establish communication methods and channels. Review location information and risk assessment details. Search patterns There are a number of different search patterns that can be used when looking for a missing person. They include: Line Creeping line Square Circular Underwater Working with powercraft Selection of a search pattern would normally be done by the police as part of the planning phase of the operation. Time, water conditions, wind drift and water currents can all impact on the location of the missing person and will influence decisions about which search patterns to use and where to search. Body retrieval An obviously deceased person should be retrieved only at the direction of the police. If in doubt as to whether a person is deceased, all attempts should be made to rescue the person as per standard operating procedures. Refer to the SLSA Body Retrieval policy and your standard operating procedures for further information. Preserving an incident scene There are two elements to preserving an incident scene. 1. Securing and preserving the scene this may include assessing the patient for treatment needs, ensuring the patient s privacy is respected, protecting people from gruesome sights and ensuring that the scene is not damaged by people moving through it. 2. Recording and reporting details of the scene as with all incidents, accurate record keeping is important. Write down what has happened and where. If you have to move something at the scene before police arrive (e.g., to assess a patient for treatment), make sure you record where it was and what action you took. Silver Medallion Beach Management Learner Guide Page 27 of 44

28 Dealing with the media All media enquiries should be directed to the relevant authorised media representative only. If you are unsure who that might be, refer any media requests to the incident controller. All information regarding incidents is confidential and should not be discussed outside the immediate requirements of your role. Deviating from these procedures could: compromise any police or coronial investigations breach the privacy of any patients or people missing or deceased bring the organisation into disrepute. Postoperational procedures Postoperational procedures should be carried out according to your standard operating procedures. These include: 1. Equipment cleaning, checking and restoring equipment completing any equipment logs 2. Documentation completing a patient handover form (if required) completing an incident report form completing your patrol log filling out any injury report forms (if required) completing any external forms (e.g., Maritime Incident form) 3. Team management operational debrief conducted by patrol captain critical incident debrief access to appropriate psychological support services as required Activity 3.1 Complete Activity 3.1 in your assessment portfolio. Silver Medallion Beach Management Learner Guide Page 28 of 44

29 Assessment Information There are two assessment tasks required to complete the Silver Medallion Beach Management course. Assessment Task 1: Theory Complete all the activities in the assessment portfolio. If you have done Topic 1 and/or Topic 3 online, you will need to print your completion certificate for each topic and attach them to your assessment portfolio. Topic 2 is not available online. For more information on how to print your completion certificate go to the SLSA elearning guide on the SLS Members Portal. Assessment Task 2: Practical Participate in a scenario as a patrol captain under the guidance of your facilitator. There is a checklist of all the requirements that you will need to meet. The forms you need to complete are in an Appendix at the back of your Assessment Portfolio. Silver Medallion Beach Management Learner Guide Page 29 of 44

30 Assessment Portfolio This portfolio is required evidence that you need to submit to your facilitator to demonstrate competence in the SLSA Silver Medallion Beach Management course and the related competencies listed below. Learner details First name Date of birth Surname Club Competency record SLSA course SLSA award requirements met? Tick for yes, leave blank for no. Date Facilitator initials Beach Management Assessment tasks Completed? Tick for yes, leave blank for no. Task 1: Theory Task 2: Practical Nationally recognised units of competency Competent? Tick for yes, leave blank for no. PUATEA002B Work autonomously PUAOPE027A Undertake beach safety management activities BSBFLM312C Contribute to team effectiveness Assessor name Assessor signature Date Silver Medallion Beach Management Learner Guide Page 30 of 44

31 Assessment Task 1: Theory Make sure you have answered all the questions before submitting your assessment portfolio. You have to answer the questions for Topic 1 and Topic 3 only once either online or here in the assessment portfolio. If you have done Topic 1 and Topic 3 online, ensure you have attached your completion certificate for each topic to your assessment portfolio. Topic 2 questions are not available online and must be completed here. Topic 1 The beach manager Online completion certificate attached? YES/NO Question 1.1 What are standard operating procedures (SOPs)? 4. Specifications that tell you what equipment you can use 5. Rules for competition 6. Documented processes for routine tasks 7. Scenarios to use in training Question 1.2 Consider the following scenario: Tom is a long-time lifeguard and can perform his duties with his eyes closed. During a shift he gives no briefing, does not give any instructions to other team members when delegating tasks and when a junior team member comes and asks him a question he tell them to work it out for yourself. Has Tom committed a breach of the code of conduct? Yes/No. Circle your answer. Question 1.3 Consider this scenario: Rebecca is looking forward to her first day as a lifeguard. Upon arriving she is given a kit with a uniform and a diary. When she opens her kit she notices that her shirt has Danger new lifeguard written on the back in thick marker. Her beach manager tells her not to worry it happens to all the new recruits. Is this an instance of harassment? Yes/No. Circle your answer. Question 1.4 What do you think is a key quality required of a beach manager? 8. To be calm 9. To be silent 10. To be tough 11. To be strong Silver Medallion Beach Management Learner Guide Page 31 of 44

32 Question 1.5 A team member arrives late for patrol. They have family visiting from interstate and they have brought their cousin an active patrolling member along for patrol. How could you manage this situation? 12. Welcome both to patrol. Give them an update on the briefing. Allocate them something to do. 13. Complain that they are late and ignore them until you have finished what you are doing. Give them a task to do. 14. Tell the cousin they can t patrol. Set your team member a surveillance task. Give a briefing at the end of patrol. Question 1.6 You are filling in for your friend as patrol captain. You have not worked with this team before. Your friend gives you a briefing about the team, noting the following points. The majority of the group are members in their mid-twenties who train and socialise together. They are very close-knit and like to joke and tease each other. There are also some new SRC team members who are committed to their patrol but don t always know what to do. Your friend is worried about how they are integrating into the larger group. What would be one strategy you could use in managing this team from the list below? 15. Just get through the patrol and not worry about it. 16. Pair up the SRCs with one of the in-group for patrolling activities. 17. Join in the laughing and joking. Question 1.7 One of your members completes a board rescue, picking up a young tourist who has got into trouble in a rip current, and bringing them back to shore. Although the rescue is a success, your team member is frustrated with themselves for not handling the board as well as they could have. What would you do to mentor them through this situation? 18. Congratulate them on a successful rescue. 19. Share with them one of your most embarrassing rescue attempts. 20. Suggest they attend board training next week. Question 1.8 During a quiet session on patrol, you set up some board training. Everyone does well, except one of the Nipper parents who has just completed their Bronze and is a new team member. How could you go about providing feedback? 21. Give them one or two points to work on. 22. Identify everything that they did wrong. 23. Tell them that you won t be letting them do any board rescues until they improve. 24. Don t mention anything you don t want to embarrass them. Question 1.9 What happens if you do not have the minimum numbers required for patrol? 25. You cannot patrol. 26. You need to find more members. 27. You need to advise SurfCom. 28. Nothing Silver Medallion Beach Management Learner Guide Page 32 of 44

33 Topic 2 The beach environment Activity 2.1 Revision from Topic What is the core strategic goal of SLSA? 30. Where do beach managers fit in the organisational structure? Draw a diagram below: 31. Name an award that you can do after your Bronze Medallion. Activity 2.2 Consider your local beach. Write down the answers to the following questions individually, then discuss in a group. Record your answers in the spaces provided. 32. What type of beach is it? a. Reflective b. Low tide terrace c. Bar and rip d. Longshore trough e. Dissipative 33. How do the following weather changes affect conditions? Condition Change High tide Low tide King tide Low pressure system High pressure system Strong winds Thunderstorms Silver Medallion Beach Management Learner Guide Page 33 of 44

34 34. Where are any rips and currents located? Draw a rough sketch. 35. What is your ABSAMP reference number? (Look up the BeachSafe app or website.) 36. Who are the typical users that attend your beach? 37. What activities would you normally need to accommodate on your beach? 38. What are some of the key preventive actions required on your beach? 39. What support services do you have in your area and what are their typical response times? Activity Discuss as a group the hazards that exist at your beach. Write your answers in the table on the following page. a. Identify the risks associated with each hazard. b. Determine both the likelihood and the consequences of harm occurring for each risk. c. Prioritise your risks based on your analysis in step 3. d. Work out how you can minimise the risks you have identified. Hazard Risk Consequence Likelihood Priority Control Silver Medallion Beach Management Learner Guide Page 34 of 44

35 41. In small groups, perform a risk assessment for one of the following scenarios then present your solutions to the whole group for discussion. Record your analysis in the table below. a. A large marine animal carcass washes up on the beach the morning of your duty. b. A surfing competition is happening on your beach. c. Powercraft training is about to begin on your beach. d. The tide has changed creating a massive shore dump and fast-moving rip currents in the flagged area. e. It is the hottest day of the year. Scenario chosen Hazard Risk Consequence Likelihood Priority Control Activity 2.4 Discuss the following situations and how they would be managed at your beach as a group. Record your answers in the space provided. 42. You see someone walking their dog along the beach even though there are signs displayed that prohibit dogs on the beach. What can you do? 43. A boardrider keeps entering the flagged area. What action can you take? 44. A member of the public reports that their bag has been stolen. What should you do? 45. You observe a beach goer taking photos of children playing in the shallows. They do not appear to know the children. What action can you take? 46. A group of men is yelling obscene and sexually explicit comments to women that walk past them. What can you do? Silver Medallion Beach Management Learner Guide Page 35 of 44

36 47. The beach is closed due to dangerous conditions. You see a group of young people about to go for a swim. What action can you take? 48. There was an unsuccessful resuscitation on your beach during your last patrol. How would you check in with your team? 49. This video is of an actual situation that occurred on patrol. STOP #1 a. What is the potential conflict situation? b. What policies/procedures might come into play in this situation? c. What would be your first steps in this situation? STOP #2 How will the arrival of the police assist in this situation and how will you assist them? STOP #3 Reg is about to confront youths drinking while in the water. How could he build a relationship with these youths in order to promote a successful and safe outcome for both parties? STOP #4 As a group, discuss how the conflict was resolved. 50. Which of the above situations and scenarios should be recorded and where? Silver Medallion Beach Management Learner Guide Page 36 of 44

37 Activity 2.5 After establishing that you have all the people and equipment that you need, your first practical activity will be setting the flags and establishing zones for different activities. 51. Draw a picture of your beach below. Mark on your map where you would put the flags and any other signage or equipment required for zoning. Mark any permanent hazards (e.g., rip currents, rocks etc.) on your beach. 52. Discuss in pairs what patrolling strategies you will use in the following circumstances. Write your answers in the table below. a. Calm weather, low tide, low number of users. No activities are scheduled for the day, just members of the public paddling and wading. b. Hot and windy, mid-tide, high users. A Nipper carnival is underway. The carparks are all full and there is hardly a spare patch of sand. c. Overcast and wet. A handful of dog walkers, some surfers and a group of club members going for an open-water swim. Scenario Strategies a. b. c. 53. As a group, discuss the following. Record your answers in the space provided. a. What is a typical day at your beach? b. What are the main types of patrolling strategies used? c. What are some key concerns in your area? Silver Medallion Beach Management Learner Guide Page 37 of 44

38 Activity 2.6 Discuss as a group, with reference to your SOPs, and record your answers in the space provided. 54. You are short an IRB driver. Whom should you advise? 55. Conditions have become dangerous and you need to close the beach. What do you do? 56. A fierce electrical storm is approaching. When do you need to close the beach? 57. A surf carnival is underway when a storm sets in during your patrol. It starts raining hard. What can you do? 58. A boat has overturned in the white wash. How would you manage this situation? Activity 2.7 Role-play the following scenarios in small groups and then discuss how you managed the situation. 59. Port Kembla Beach a. A team member informs you that they have seen a family with young children entering a rip current 1 km down the beach. b. SurfCom advises you that a swimmer is in difficulty over at Hills Park Beach. c. A group of surf ski paddlers returns to the beach and tells you they saw a 2 m shark swimming out at sea. d. A walker arrives at the patrol tent to tell you that a rock fisherman is badly injured on the rock platform. 60. Bronte Beach a. A surfer has tried to leap off the rocks but has been smashed back onto the rocks and is getting knocked around badly. b. While your team is attending to the surfer, a novice body boarder is in a similar situation at the opposite headland. c. A distressed man has come to the patrol tent saying his wife is unresponsive in the park. d. Tamarama SLSC advises that they ve spotted a group of ocean swimmers huddled together off the cliffs. e. After attending to a previous incident, your only IRB driver has reported a twisted knee. There are still three hours of patrol to go. f. Moments later a group of swimmers has been washed into a large rip and is in trouble. Silver Medallion Beach Management Learner Guide Page 38 of 44

39 Topic 3 Introduction to search and rescue (SAR) Completion certificate for Topic 3 attached? YES/NO Activity 3.1 The activity below describes different steps in a typical search and rescue incident. Select the correct answer for each question. 61. You are on duty at your club. The day is busy and there are a lot of people in the water. Your roving patrol reports to the patrol captain that a member of the public has just told them they saw a fisherman go missing when he was knocked over by a wave. He was standing on a rock platform at the north end of your beach when he was swept in to the water. What are the first three steps the patrol captain needs to take? a. Send someone into the water to look for the missing person. b. Notify SurfCom. c. Organise additional resources to look for the person. d. Collect as much information as you can about the situation. 62. After searching the victim s last known location, your team member returns the Code X signal. What should the patrol captain do next? a. Keep looking for the person while organising additional resources. b. Notify SurfCom/police (as per your SOPs). c. Monitor risks and hazards to your team. 63. The local police arrive. What happens next? a. Your patrol captain will make resources available to the police. b. The team will describe the situation, including what action has been taken. c. The police will develop a plan of action and tell the team what to do next. Silver Medallion Beach Management Learner Guide Page 39 of 44

40 Assessment Task 2: Practical In this task, you will demonstrate in a scenario what you would do for each of the items listed in the table below if you were the patrol captain. Your assessor will give you the scenarios. Task completed satisfactorily? Pre-patrol Check weather forecast. Confirm team availability and patrol obligations are met. Seek input from operational command. Evaluate current beach and surf conditions. Check and prepare all equipment required. Patrol briefing Tasks allocated to team members. Questions from team invited and addressed. Objectives for the patrol are clearly set. Responsibilities of patrol are articulated. Induct new team member. Patrol set-up Gear and equipment appropriately located (including flags and signs). Patrolling methods and surveillance activities are planned. Sign-on is completed as per SOPs. During patrol Public is proactively engaged via preventive actions. Respond to emergencies. Request assistance (where required). Team uses appropriate PPE. Team performance is monitored and maintained. Feedback is given to team members. Support team to resolve problems. Communication is maintained with operational command. Post-patrol All required documentation is completed. Operational debrief is conducted. Feedback is given to team. Critical incident debrief is conducted (where required). Gear and equipment is cleaned, checked and restored ready for use. Sign-off completed as per SOPs. Reflect on own performance. Candidate has successfully completed the task? Yes/No Assessor s name: Date of assessment: Silver Medallion Beach Management Learner Guide Page 40 of 44

41 Appendix 1 Forms for use in assessment Silver Medallion Beach Management Learner Guide Page 41 of 44

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