CHCDHA401A - Work effectively in the development and/or humanitarian assistance sector Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCDHA401A Mapping and Delivery Guide Work effectively in the development and/or humanitarian assistance sector
Version 1.0 Issue Date: May 2024
Qualification
-
Unit of Competency
CHCDHA401A - Work effectively in the development and/or humanitarian assistance sector
Description
This unit of competency describes the skills and knowledge required to work ethically and give appropriate regard to the social, cultural, political and religious contexts in which a development or humanitarian assistance initiative is operating in the field
Employability Skills
This unit contains employability skills
Learning Outcomes and Application
This unit may be applied in a range of development and/or humanitarian assistance contexts and should reflect the concepts and principles of aid effectiveness and community development (i.e. ownership, alignment, harmonisation, managing for results and mutual accountability) as embodied in the Paris Declaration and Accra Agenda for Action (AAA)These skills and knowledge are to be applied within the scope of the person's role and authority
Duration and Setting
X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners
Student Learning Resources
Handouts Activities
Slides PPT
Assessment 1
Assessment 2
Assessment 3
Assessment 4
Elements of Competency
Performance Criteria
Element: Work effectively in a development and/or humanitarian assistance context
Identify and apply concepts and principles of aid effectiveness and community development in relation to specific work being undertaken
Apply correct understanding of the goals and objectives of the organisation and/or development and/or assistance program
Address relevant organisation and/or program requirements in all development and/or humanitarian assistance work undertaken
Assess own standards and values continually and critically to ensure that they are consistent with those of the organisation being represented or program being implemented
Identify and comply with relevant duty of care and legal responsibilities in all work undertaken
Develop and maintain networks and work relationships in a manner that supports the goals and objectives of relevant organisation and/or program
Work in a professional manner and ensure own actions support and do not undermine local staff, community and partners
Recognise and work within scope of own work role and respond effectively to constraints and need to refer appropriately
Element: Communicate effectively in a development and/or humanitarian assistance context
Develop, review and revise personal skills in communication as an ongoing priority to address work role requirements
Exercise caution and sensitivity in communicating personal information by oral and written means to address privacy and confidentiality requirements
Routinely apply workplace protocols and procedures in all workplace communication to support accuracy and understanding of information provided and received
Recognise individual and cultural differences of stakeholders including differences related to disadvantage and/or disability and take these into account in communication
Make any adjustments in communication needed to facilitate the achievement of identified outcomes and maintain an open and inclusive approach
Conduct interpersonal communication in a manner that enhances a community-centred approach consistent with development and/or humanitarian assistance work role requirements
Take appropriate measures to resolve conflict and interpersonal differences
Exercise caution in using body language which might not be appropriate to local culture and customs
Ensure behaviour outside business environment reflects and supports the profile and objectives of the organisation and/or program as required to avoid misinterpretation from local community
Provide constructive feedback to others who demonstrate inappropriate cultural behaviour
Element: Apply ethical standards and cultural sensitivity in a field environment
Identify the range of ethical and culturally sensitive concepts relevant to field environments
Identify and adhere to relevant international code of conduct
Identify and apply relevant international standards and conventions on ethical and culturally sensitive issues in a field environment
Identify ethical and culturally sensitive issues in specific field environment
Follow ethical guidelines in decision making in all work undertaken with an awareness of potential ethical complexity in own work role
Maintain awareness of the implications of ethical and culturally sensitive issues and model ethical values and cultural sensitivity in interactions with external parties
Element: Address ethical and culturally sensitive issues in programs and projects
Address ethical issues appropriately within the context of a particular program or project in the field
Contribute to and/or review program design in line with own role to ensure ethical and culturally sensitive issues are appropriately addressed
Address culturally sensitive issues appropriately within the context of a particular program or project in the field, within the operational constraints imposed by the field environment
Monitor and review program or project to ensure ethical and culturally sensitive issues are appropriately addressed
Ensure key stakeholders are made aware of the implications of ethical issues and culturally insensitive behaviour
Element: Function effectively under stressful conditions
Be calm and steady in the face of stressful and unfamiliar situations
Accept and respond objectively to constraints, frustrations and negative behaviour from others
Adjust to rush situations and multiple conflicting priorities by synthesising information quickly and turning it into actions
Maintain self-discipline under stress and remain focussed on ensuring the most important tasks are done
Maintain clarity of thinking under pressure to analyse situations and find solutions for problems, disaggregating complicated problems into components to resolve one at a time
Use effective decision making processes under pressure, demonstrating appropriate flexibility to address changing situations
Keep track of and communicate decisions under pressure and keep commitments on agreed actions
Keep written documentation as required to support decision making in the field
Make effective connections with people and ensure understanding of concepts, giving feedback constructively as actions proceed
Element: Undertake operational decision making in a field environment
Explore the facts of each situation and determine possible options within the available timeframe
Make operational decisions in line with situational requirements and own work function
Consult with community representatives to ensure decision making reflects community participation
Make discretionary decisions in new situations where specific guidelines, policy and accepted practices do not dictate specific action
Make appropriate choices in relation to difficult decisions, with awareness of the broader implications of these decisions for the community and other stakeholders
Consciously follow through on a course of action to implement decisions within a reasonable timeframe
Ensure decisions are clearly communicated to relevant people within an appropriate timeframe
Element: Reflect on own work practice in a field environment
Monitor and prioritise personal work goals in accordance with organisation and/or program requirements and personal capabilities
Undertake self-evaluation in conjunction with supervisors and/or peers
Develop awareness of own values, motivation and emotional triggers, especially in relation to the impact of work being undertaken
Provide and receive open and evaluative constructive feedback to and from co-workers
Actively seek constructive feedback relevant to work role and accept it non-defensively
Evaluate and amend own work practices as appropriate to reflect performance feedback and continuous improvement initiatives
Actively continue to strengthen own knowledge and skills to optimise work performance
Actively address personal behaviour that may compromise the safety of team members or jeopardise the mission/program
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
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
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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:
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
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice
Yes
No
Comments/feedback
Identify and apply concepts and principles of aid effectiveness and community development in relation to specific work being undertaken
Apply correct understanding of the goals and objectives of the organisation and/or development and/or assistance program
Address relevant organisation and/or program requirements in all development and/or humanitarian assistance work undertaken
Assess own standards and values continually and critically to ensure that they are consistent with those of the organisation being represented or program being implemented
Identify and comply with relevant duty of care and legal responsibilities in all work undertaken
Develop and maintain networks and work relationships in a manner that supports the goals and objectives of relevant organisation and/or program
Work in a professional manner and ensure own actions support and do not undermine local staff, community and partners
Recognise and work within scope of own work role and respond effectively to constraints and need to refer appropriately
Develop, review and revise personal skills in communication as an ongoing priority to address work role requirements
Exercise caution and sensitivity in communicating personal information by oral and written means to address privacy and confidentiality requirements
Routinely apply workplace protocols and procedures in all workplace communication to support accuracy and understanding of information provided and received
Recognise individual and cultural differences of stakeholders including differences related to disadvantage and/or disability and take these into account in communication
Make any adjustments in communication needed to facilitate the achievement of identified outcomes and maintain an open and inclusive approach
Conduct interpersonal communication in a manner that enhances a community-centred approach consistent with development and/or humanitarian assistance work role requirements
Take appropriate measures to resolve conflict and interpersonal differences
Exercise caution in using body language which might not be appropriate to local culture and customs
Ensure behaviour outside business environment reflects and supports the profile and objectives of the organisation and/or program as required to avoid misinterpretation from local community
Provide constructive feedback to others who demonstrate inappropriate cultural behaviour
Identify the range of ethical and culturally sensitive concepts relevant to field environments
Identify and adhere to relevant international code of conduct
Identify and apply relevant international standards and conventions on ethical and culturally sensitive issues in a field environment
Identify ethical and culturally sensitive issues in specific field environment
Follow ethical guidelines in decision making in all work undertaken with an awareness of potential ethical complexity in own work role
Maintain awareness of the implications of ethical and culturally sensitive issues and model ethical values and cultural sensitivity in interactions with external parties
Address ethical issues appropriately within the context of a particular program or project in the field
Contribute to and/or review program design in line with own role to ensure ethical and culturally sensitive issues are appropriately addressed
Address culturally sensitive issues appropriately within the context of a particular program or project in the field, within the operational constraints imposed by the field environment
Monitor and review program or project to ensure ethical and culturally sensitive issues are appropriately addressed
Ensure key stakeholders are made aware of the implications of ethical issues and culturally insensitive behaviour
Be calm and steady in the face of stressful and unfamiliar situations
Accept and respond objectively to constraints, frustrations and negative behaviour from others
Adjust to rush situations and multiple conflicting priorities by synthesising information quickly and turning it into actions
Maintain self-discipline under stress and remain focussed on ensuring the most important tasks are done
Maintain clarity of thinking under pressure to analyse situations and find solutions for problems, disaggregating complicated problems into components to resolve one at a time
Use effective decision making processes under pressure, demonstrating appropriate flexibility to address changing situations
Keep track of and communicate decisions under pressure and keep commitments on agreed actions
Keep written documentation as required to support decision making in the field
Make effective connections with people and ensure understanding of concepts, giving feedback constructively as actions proceed
Explore the facts of each situation and determine possible options within the available timeframe
Make operational decisions in line with situational requirements and own work function
Consult with community representatives to ensure decision making reflects community participation
Make discretionary decisions in new situations where specific guidelines, policy and accepted practices do not dictate specific action
Make appropriate choices in relation to difficult decisions, with awareness of the broader implications of these decisions for the community and other stakeholders
Consciously follow through on a course of action to implement decisions within a reasonable timeframe
Ensure decisions are clearly communicated to relevant people within an appropriate timeframe
Monitor and prioritise personal work goals in accordance with organisation and/or program requirements and personal capabilities
Undertake self-evaluation in conjunction with supervisors and/or peers
Develop awareness of own values, motivation and emotional triggers, especially in relation to the impact of work being undertaken
Provide and receive open and evaluative constructive feedback to and from co-workers
Actively seek constructive feedback relevant to work role and accept it non-defensively
Evaluate and amend own work practices as appropriate to reflect performance feedback and continuous improvement initiatives
Actively continue to strengthen own knowledge and skills to optimise work performance
Actively address personal behaviour that may compromise the safety of team members or jeopardise the mission/program
Forms
Assessment Cover Sheet
CHCDHA401A - Work effectively in the development and/or humanitarian assistance sector
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
CHCDHA401A - Work effectively in the development and/or humanitarian assistance sector
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent