The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

The application of competency is to be assessed in the workplace or realistically simulated workplace

Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints

Consistency of performance should be demonstrated over the required range of situations relevant to the workplace

The circumstantial or unsolicited testimony of project participants, governments or other non-government organisations regarding ethical behaviour should be considered as significant evidence in relation to this unit

Access and equity considerations:

All workers in development and humanitarian assistance should be aware of access, equity and human rights issues in their own area of work

All workers should develop their ability to work in a culturally diverse environment

In particular workers should be aware of cultural, historical and current issues facing the people and culture in which they are working

Assessors and trainers must take into account relevant access and equity issues relating to the culture in which they are working

Context of and specific resources for assessment:

This unit may be assessed independently, however holistic assessment practice with other related units of competency is encouraged

Assessment of essential underpinning knowledge, other than confirmatory questions, will usually be conducted in an off-site context

Resources required for assessment include access to:

workplace location or simulated workplace

specifications and work instructions

policy manuals and procedure manuals (international and local, including sector specific manuals)

relevant documents (such as project documents, trip reports, staff assessments, memos, leave records and performance reviews)

relevant equipment (such as vehicles, office equipment and communications equipment)

managers, co-workers and other staff

Method of assessment:

Assessment needs to take into consideration the practical difficulties associated with attempting on-job assessment in the field

Given the nature of this unit, candidates should be expected to present evidence from within a real field environment

If this is not possible, demonstration of some performance criteria in this unit may be achieved through observing the behaviour and responses of the candidate under a stressful situation similar to those likely to be encountered in the field

While it is unethical and inappropriate to place a candidate in real danger, a life-like simulation may provide the best opportunity to observe 'near-real' responses

Underpinning knowledge may be assessed through:

written assignments

project reports

debriefings

action learning projects

Assessment should be supported by supplementary evidence from a wide range of sources, preferably including evidence from one or more field situations

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

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes:

Values, principles and ethics underpinning work in the sector, including the Paris Declaration and Accra Principles

International conventions and legal obligations and responsibilities arising from them

Core values and standards of behaviour expected of workers in the development and humanitarian work context

Legal and ethical responsibilities, including occupational health and safety (OHS) and environmental regulations, equal employment and anti-discrimination requirements as well as responsibilities in the field context

Principles of 'Do No Harm'

Cultural and country context of specific field projects and some knowledge of local language/s

Awareness of a range of cultures and peoples and of cultural and political insensitivity as an issue for communities and programs

Donor priorities and requirements in relation to worker behaviour

Partner country's national development strategies, institutions and procedures

Basic understanding of the country's politic and power structure

Broad knowledge of theoretical thinking and topical issues related to humanitarian relief and development

Broad knowledge of the general project cycle, including situation analysis, design, implementation, monitoring, evaluation and reflection

Relief to development transition issues

Relevant policies and procedures relating to issues such as:

ACFID's Code of Conduct and Effectiveness Framework

Australian Agency for International Development (AusAID) Development for All (Disability) Strategy and Child Protection Policy

access and equity in commodities distribution, project interventions and in recruiting and employment

cash management

design, monitoring and evaluation standards

document storage and security

environmental management

ethical behaviour

financial standards, cash management and donor relations

handling stakeholder complaints

continued ...

Essential knowledge (contd):

Relevant policies and procedures relating to issues such as (contd):

issues of gender and for stakeholders with special needs and disadvantages, such as refugees, internally displaced people, children, the elderly, widowed and people with disabilities

personal security and safety

positive discrimination

reporting standards

representing an organisation and using specific protocols, templates and software

service standards

Awareness of agency guidelines, such as:

AusAID

U.S. Agency for International Development Field Operational Guide (USAID FOG) and United Nations High Commissioner for Refugees (UNHCR)

other relevant agencies

The Humanitarian Charter and Minimum Standards in Relief (The Sphere standards)

Essential skills:

It is critical that the candidate demonstrate the ability to:

Identify ethical issues, concepts and standards relevant to field environments

Effectively demonstrate ethical standards and practices in the workplace and in interactions with others

Effectively communicate with and work safely with others in the work area, and access organisation and/or program support systems when necessary

Comply with relevant policies, procedures and requirements on OHS, staff welfare, security and related issues

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Use appropriate communication and interpersonal techniques with colleagues and others

Work as part of a team environment to complete tasks

Identify and clearly define problems and demonstrate appropriate response procedures

Initiate new ideas or work methodologies

Accurately plan and organise work activities

Efficiently manage own responsibilities and timelines for completion of work

Demonstrate personal management, including initiative, self motivation and direction

Retain clear sense of personal values and ethics in ambiguous or stressful situations

Identify areas for personal improvement or training in self and others

Make situational assessments

continued ...

Essential skills (contd):

Demonstrate ethical handling of service delivery issues

Work with people from culturally and linguistically diverse backgrounds, showing sensitivity to cultural and political differences, including:

awareness and understanding of cultural differences and issues associated with disadvantage and disability

ability to express that awareness and understanding clearly and concisely

ability to build rapport with others, including participants, community leaders, donors, government representatives and other organisations involved in development assistance work

use basic strategies to overcome language barriers (fluency in more than one language would be a major asset)

no political bias in own conduct

ability to use culturally appropriate verbal and nonverbal communication

Use emotional state control

Cope with stressful work environment

Demonstrate adaptability and the ability to deal with ambiguous situations

Use communications equipment, including telephone, radio, satellite phone, fax and email

Use computing equipment and common software programs

Use administration and routine office procedures

Select and use appropriate technology

Apply skills in:

accessing relevant records and information sources

adapting to different environments and responding effectively to challenges

basic financial management

capacity building

communicating effectively with a wide range of different audiences

interviewing and recording

networking

report writing

setting priorities

undertaking new tasks

working safely and encouraging a safe workplace

language, literacy and numeracy skills such as those required to:

collect, analyse and organise data

communicate in spoken and written form with a range of audiences

adjust spoken and written language to suit audience

prepare or customise materials

calculate and estimate times, costs and quantities

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Concepts and principles of aid effectiveness and community development include:

Ownership, including:

using delivery processes that support partner countries to exercise effective leadership over their development policies and strategies

coordinating development actions

involving communities and local government in decision making, implementation, monitoring and evaluation

encouraging community's and local government's contribution to problem solving

Alignment, involving maintaining a comprehensive understanding of partner countries' national development strategies, institutions and procedures to guide program delivery

Harmonisation:

actively seeking to collaborate with other Official Development Assistance (ODA) partners to create added value and greater development effectiveness

Managing for results, including continuous improvement of systems to:

manage for development results

support evidence-based decision making

Mutual accountability, involving demonstration of:

full transparency and accountability for the use of development resources in program delivery

Ethical concepts relevant to field environments may include:

The right to life with dignity

The distinction between combatants and non-combatants

The principle of non-refoulment

No sectarian discrimination in providing field assistance

Non-partisanship

Culturally sensitive concepts relevant to a field situation may be very complex and include issues such as:

Social issues

Gender relations

Cultural relationships

Religious beliefs

Cultural practices

Political issues and sensitivities

Relevant international code of conduct may include, for example:

ACFID Code of Conduct and Effectiveness Framework

Code of Conduct for the International Red Cross and Red Crescent Movement and Non-Governmental Organisations (NGOs) in Disaster Relief

People In Aid Code of Good Practice

International Code of Conduct on the Human Right to Adequate Food

International standards and conventions may include:

African Charter on Human and People's Rights

American Convention on Human Rights (1969)

Convention against Torture and other Cruel, Inhuman or Degrading Treatment or Punishment (1984)

Convention on the Elimination of all forms of Discrimination Against Women (1979)

Convention on the Elimination of all forms of Racial Discrimination (1965)

Convention on the Prevention and Punishment of the Crime of Genocide (1948)

Convention on the rights of persons with disabilities

Convention on the Rights of the Child (1989)

Convention on the Status of Refugees (1951) and the Protocol Relating to the Status of Refugees (1976)

Convention on the Status of Refugees (1994)

European Convention on Human Rights (1950)

Guiding Principles on Internal Displacement (1998)

Humanitarian Accountability Partnership - International (HAP-International)

Hyogo Framework for Action (2005)

International Covenant on Civil and Political Rights (1966)

International Covenant on Economic, Social and Cultural Rights (1966)

People in Aid

Principles of Aid effectiveness as embodied in the Paris Declaration (2005) and Accra principles (2008)

The four Geneva Covenants of 1949 and their two Additional Protocols of 1977

The Humanitarian Charter and Minimum Standards in Relief (The Sphere standards) organisation policy and procedure documents

The Oxfam Gender handbook (which while not a formal standard or convention is clearly a well respected benchmark for many organisations)

Universal Declaration of Human Rights (1948)

Culturally sensitive issues refer to:

Many ways in which cultures vary

While very different cultures present obvious challenges to those moving into them, cultures which, on the surface, appear to be more closely related can also be challenging because the differences are more subtle

Culturally sensitive issues may include:

clothing preferences

cultural imperialism

decision making processes

directness in conversation (or not

disadvantage and disability

evangelism or proselytism

food and drink preferences

form of government

gender of interviewed

gender of interviewer

gifts

greetings

identification (with self, family, community, religion, cultural or ethnic group and country)

introductions

non verbal communication such as facial expression, gestures, eye contact and personal space

options for expressing disagreement or disapproval

preferences relating to positions offered to women or elders

requirement of single or multiple gender team

role of political parties

role of religious authorities

role of royal family or traditional rulers

role of the military

sensitive topics for conversations

Implications may include:

Misunderstanding and conflict

Real and important needs of target community may not be addressed

Image and reputation of the organisation may be affected

Program procedures may be less efficient and effective

Lack of participation of affected communities

External parties may include:

Host governments

Donor agencies

Project participants

Other non-government organisations

Monitor and review program or project may include:

How identified ethical issues are considered and incorporated in the program design
For instance, in designing a project in a conflict environment, considering if provision of aid will:

have a positive effect on the conflict (i.e. help people to stop fighting)

add to the conflict (i.e. increase competition and mistrust)

How identified culturally sensitive issues are considered and incorporated in the program design
For instance, in designing a program efforts are made to ensure that:

the program assists the affected people without political, religious or gender discrimination

programs are carried out in a way that uses and enhances local knowledge and skills

Program goal and purpose

Program outputs

Project activities

Implementation plan and schedule,

Program inputs or resources required

Program impacts

Management of risks

Constraints and assumptions

Program sustainability

Management structure and staffing requirements

Addressing principles of development and/or aid effectiveness

Financial management and use of resources

Culturally insensitive behaviour may refer to:

Inability to be aware of, understand and show respect for cultural values, practices and differences, views, norms and religious beliefs