Conduct a rapid assessment in a humanitarian assistance context Evidence Guide

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Evidence Guide: CHCDHA411A - Conduct a rapid assessment in a humanitarian assistance context

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

CHCDHA411A - Conduct a rapid assessment in a humanitarian assistance context

What evidence can you provide to prove your understanding of each of the following citeria?

Establish a team for a rapid assessment in a humanitarian assistance context

Identify key people for conducting rapid assessment according to field requirements and organisation guidelines
Work with understanding of the application of the concepts and principles of aid effectiveness and community development
Collect secondary data in the area
Coordinate with key organisation units and line management
Form a multi-sectoral team responsible for conducting rapid assessment
Provide orientation or training on data collection to volunteers as required

Identify key people for conducting rapid assessment according to field requirements and organisation guidelines

Completed
Date:

Teacher:

Evidence:

Work with understanding of the application of the concepts and principles of aid effectiveness and community development

Completed
Date:

Teacher:

Evidence:

Collect secondary data in the area

Completed
Date:

Teacher:

Evidence:

Coordinate with key organisation units and line management

Completed
Date:

Teacher:

Evidence:

Form a multi-sectoral team responsible for conducting rapid assessment

Completed
Date:

Teacher:

Evidence:

Provide orientation or training on data collection to volunteers as required

Completed
Date:

Teacher:

Evidence:

Plan for rapid assessment

Identify objectives for the rapid assessment
Determine all sectors and all likely affected areas that need to be covered in the assessment
Identify and assess key factors, issues and constraints which may affect the conduct of rapid assessment
Identify information needs and sources of reliable data
Identify key informants for coordination, data gathering or collection
Explain objective of assessment to key informants
Identify appropriate and culturally sensitive data collection methods for the assessment
Prepare and submit the assessment plan according to organisation guidelines

Identify objectives for the rapid assessment

Completed
Date:

Teacher:

Evidence:

Determine all sectors and all likely affected areas that need to be covered in the assessment

Completed
Date:

Teacher:

Evidence:

Identify and assess key factors, issues and constraints which may affect the conduct of rapid assessment

Completed
Date:

Teacher:

Evidence:

Identify information needs and sources of reliable data

Completed
Date:

Teacher:

Evidence:

Identify key informants for coordination, data gathering or collection

Completed
Date:

Teacher:

Evidence:

Explain objective of assessment to key informants

Completed
Date:

Teacher:

Evidence:

Identify appropriate and culturally sensitive data collection methods for the assessment

Completed
Date:

Teacher:

Evidence:

Prepare and submit the assessment plan according to organisation guidelines

Completed
Date:

Teacher:

Evidence:

Conduct rapid needs assessment

Identify, characterise and quantify 'populations at risk' in the disaster
Identify local environmental conditions and document likely impact of conditions in appropriate and efficient format
Gather existing and available baseline data on the relevant sector
Conduct focused group discussions, interviews and appropriate data collection tools with key informants, stakeholders and other agencies operating in the area and record data appropriately
Consult existing community social structures
Identify and document immediate and longer term needs of local community members
Conduct rapid quality checks on the collection, evaluation and dissemination of data and key findings

Identify, characterise and quantify 'populations at risk' in the disaster

Completed
Date:

Teacher:

Evidence:

Identify local environmental conditions and document likely impact of conditions in appropriate and efficient format

Completed
Date:

Teacher:

Evidence:

Gather existing and available baseline data on the relevant sector

Completed
Date:

Teacher:

Evidence:

Conduct focused group discussions, interviews and appropriate data collection tools with key informants, stakeholders and other agencies operating in the area and record data appropriately

Completed
Date:

Teacher:

Evidence:

Consult existing community social structures

Completed
Date:

Teacher:

Evidence:

Identify and document immediate and longer term needs of local community members

Completed
Date:

Teacher:

Evidence:

Conduct rapid quality checks on the collection, evaluation and dissemination of data and key findings

Completed
Date:

Teacher:

Evidence:

Undertake capacity assessment

Identify and assess local response capacity including organisational, medical and logistics resources
Identify skilled, semi-skilled personnel, youth and women groups and existing organisations in the community
Identify and assess capacities of all affected local communities, using culturally appropriate interview or survey techniques and other methods as required by relief or cultural context
Identify and assess vulnerabilities of local communities or individuals in appropriate and efficient format
Assess coping mechanism of affected population

Identify and assess local response capacity including organisational, medical and logistics resources

Completed
Date:

Teacher:

Evidence:

Identify skilled, semi-skilled personnel, youth and women groups and existing organisations in the community

Completed
Date:

Teacher:

Evidence:

Identify and assess capacities of all affected local communities, using culturally appropriate interview or survey techniques and other methods as required by relief or cultural context

Completed
Date:

Teacher:

Evidence:

Identify and assess vulnerabilities of local communities or individuals in appropriate and efficient format

Completed
Date:

Teacher:

Evidence:

Assess coping mechanism of affected population

Completed
Date:

Teacher:

Evidence:

Analyse and interpret data

Use a range of analysis tools and techniques which are appropriate to the local context and data being analysed
Confirm and validate data against existing baseline information
Assess the value of data, reliability of the source and accuracy of data
Synthesise data in a logical manner
Gather additional information as required
Conduct analysis sessions to determine key program interventions and strategies based on the information gathered
Identify risks to various populations

Use a range of analysis tools and techniques which are appropriate to the local context and data being analysed

Completed
Date:

Teacher:

Evidence:

Confirm and validate data against existing baseline information

Completed
Date:

Teacher:

Evidence:

Assess the value of data, reliability of the source and accuracy of data

Completed
Date:

Teacher:

Evidence:

Synthesise data in a logical manner

Completed
Date:

Teacher:

Evidence:

Gather additional information as required

Completed
Date:

Teacher:

Evidence:

Conduct analysis sessions to determine key program interventions and strategies based on the information gathered

Completed
Date:

Teacher:

Evidence:

Identify risks to various populations

Completed
Date:

Teacher:

Evidence:

Prepare and submit report

Identify key findings of the rapid assessment
Define and prioritise the actions and resources needed to reduce immediate risks
Estimate the additional support required from national and international sources for relief and recovery
Provide recommendations regarding priority needs, further action needed, short term and long term goals
Prepare detailed plans according to interventions including general project goals, dollar amounts required and key assumptions for implementation

Identify key findings of the rapid assessment

Completed
Date:

Teacher:

Evidence:

Define and prioritise the actions and resources needed to reduce immediate risks

Completed
Date:

Teacher:

Evidence:

Estimate the additional support required from national and international sources for relief and recovery

Completed
Date:

Teacher:

Evidence:

Provide recommendations regarding priority needs, further action needed, short term and long term goals

Completed
Date:

Teacher:

Evidence:

Prepare detailed plans according to interventions including general project goals, dollar amounts required and key assumptions for implementation

Completed
Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide



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 Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances

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 (relief operations manual, international and local, including donor manuals) relevant documents (such as interview and meeting notes, and assessment reports) and standards documents relevant equipment (such as office equipment and communications equipment) managers, co-workers and local staff

Method of assessment:	Assessment needs to take into consideration the practical difficulties associated with attempting on-job assessment in the humanitarian assistance environment Assessment methods must be by direct observation of tasks and include questioning on underpinning knowledge Assessment may be applied under project related conditions (real or simulated) and require evidence of process Assessment should be supported by supplementary evidence from a wide range of sources, preferably including evidence from one or more field situations

Required Skills and Knowledge

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:

General understanding of different sectors

Social, cultural and political context of the specific humanitarian assistance environment

Organisation structure, including formal lines of reporting and responsibility

Organisation internal politics and informal influence or power relationships

Organisation support systems and personnel and software relevant to sector

Donor priorities and capabilities and the ways in which they act upon incoming information

Donor organisation structures, key staff, funding guidelines and reporting requirements

Data collection techniques

Participatory Learning and Action (PLA)

Capacity and Vulnerability framework (i.e. People Oriented Planning)

Local Capacities for Peace (LCP) / Do No Harm framework

Basic logframe

Analytical tools and techniques appropriate to local context and data being analysed

Rapid assessment techniques (e.g. 10 seed technique)

Participatory Rural Appraisal (PRA)

General project cycle

Organisation policies and procedures relating to issues such as:

assessment

personal security

reporting procedures

donor relations

data collection

Relief to development transition issues

Agency guidelines, such as:

Australian Agency for International Aid (AusAID) guidelines, including Development for All (Disability) Strategy and Child Protection Policy

U.S. Agency for International Development Field Operational Guide (USAID FOG)

United Nations High Commissioner for Refugees (UNHCR) guidelines

The Sphere standards (particularly on relevant sector being assessed)

Common complex humanitarian emergency (CHE) field operational practices

Common complex humanitarian emergency (CHE) field living conditions

Essential skills:

It is critical that the candidate demonstrate the ability to:

Effectively conduct rapid assessment in relief situations which includes planning, conducting needs and capacity assessment, analysing data and reporting key findings.

Effectively use culturally appropriate and sensitive assessment techniques and analysis tools, prepare and produce an assessment plan and report (with findings and recommendations)

Effectively communicate with and work safely with assessment team, community and other relevant key stakeholders

Comply with relevant organisation and international policies, procedures and requirements

Make rapid and accurate situational assessments, while under stress

Use investigative skills, including analysis and deduction

Make rapid quality checks on data gathered

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:

Adapt to different environments and respond effectively to challenges

Initiate new ideas or work methodologies

Accurately plan and organise work activities

Efficiently manage self responsibilities and timelines for completion of work

Use thinking, problem solving and conceptual techniques

Build rapport with others, including donors, local officials and community members

Use appropriate communication and interpersonal techniques with colleagues and others

Participate in a team environment to complete tasks

Identify problems and demonstrate appropriate response procedures

Apply skills in:

interviewing

observation

planning

networking

access organisational records and information sources

set priorities

undertake new tasks quickly

communicate effectively with a range of different audiences

work with people from culturally and linguistically diverse backgrounds

personal management, including initiative, self motivation and direction

respond to identified areas for personal improvement or training in self and others

project management and evaluation

continued ...

Essential skills (contd):

Use 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

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

Use computing equipment and common software programs

Use administration and routine office procedures

Range Statement



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

Multi-sectoral team may include:	Specialists or technical experts from a variety of sectors with appropriate skills and experience in emergency relief, which may include: emergency relief practitioners health or nutrition specialist program officer commodity officer water and sanitation specialist logistics officer communications officer disaster management officer relief coordinator relief manager Area Development Program (ADP) staff planning staff evaluation staff finance staff A diversity of perspectives and knowledge that will enhance the feasibility and quality of the findings and recommendations

Orientation or training may refer to:	Orientation or training required for data collection in the field which may include: locating sponsored children seeking information regarding impact of disaster upon households doing survey on damage, needs and capacity data collection techniques including: how to conduct focus groups interviewing techniques for validating data

Objectives may include:	Verifying numbers, locations and the needs of affected communities Determining nutritional status of children under five Assessing food security including: agricultural, veterinary and fishery services availability of food in the community and nearby markets Assessing the health of the population (general diseases especially among children), services and health facilities available (including immunisation) Assessing the water and sanitation situation Assessing situations of local conflicts in the communities Assessing education services and facilities Assessing protection related problems in the area

Sectors may include:	Emergency medical care Livelihood Food and agriculture Health Shelter and housing needs Agricultural needs Economic needs Water and sanitation Environment

Key factors, issues and constraints may include:	Security of location Population figures are not verifiable Language Political instability Cooperation and accessibility of community Rebel groups Lack of communication, infrastructure structures or systems Hierarchies of power in the community Time constraints Size of affected community Limited movement and access Team lacks inadequate specialists

Key informants may include:	Field staff Local community leaders Government officials Local officials Non-government officials

Data collection methods may include:	Standard survey techniques Questionnaires, checklists and procedures Interviews or semi structured interviews Participatory rural appraisal (PRA) techniques, including: proportional piling tool visual inspection direct observation Secondary data review Surveillance Technical inspections Critical sector analysis Household visits Transect walks

Assessment plan may include:	Guidelines and standard working procedures Identified information needs Data collection methods and data gathering procedures Areas of responsibility and accountability Designated reporting points and reporting procedures Designated field investigation teams Analysis of data Presentation of information Recording and dissemination of results Contingency plan

Needs assessment may include:	Internally displaced populations and their means of survival Protection issues Coping mechanisms Food security and food situation Health Shelter needs Water and sanitation Education Status of relief operations Community structures

Populations at risk may include:	Children Women Elderly People with physical and/or mental disability

Baseline data may include:	Area affected Number of people requiring immediate help Condition of the affected population such as: health expressed priorities of the affected people number of homes completely destroyed and homes requiring partial repair number of homeless families and individuals household structures including: family size extended family structures sites being used as temporary shelters number of those residing in temporary shelters existing resources and services for emergency measures availability of food services available and health facilities water and sanitation facilities local conflicts in the communities education services and facilities protection related problems or concerns in the area

Stakeholders may include:	Community leaders Community groups Individual households Families residing at temporary shelter Local authorities counterparts Children Women People with a disability

Response capacity may refer to:	Level of response by the affected country or region to cope with the situation Level of response of different organisations

Capacities may refer to:	Local skills Local environment Technical skills Financial status and capacity Management skills Resource generation Networking skills

Vulnerabilities may refer to:	Potential areas for harm or injury Potential areas for damage or destruction Attitude Social and organisation vulnerability

Coping mechanism may refer to:	A variety of ways and means through which people respond to crisis or emergency situations, difficulties and problems in life

Analysis tools and techniques may include:	Problem tree analysis Gender analysis Strengths, weaknesses, opportunities and threats (SWOT) analysis Nutritional assessment Household food economy analysis Health assessment Cost and benefit analysis Capacity and vulnerability analysis 'Do No Harm' framework (Local Capacities for Peace) Network analysis Environmental impact assessment

Risks may include:	Depleted household food stocks Inadequate supply of essential foods Malnutrition Inadequate supply of emergency clinical medical services Severe climatic conditions aggravated by lack of shelter, warm clothing or heating fuel and/or water shortages

Key findings of the assessment report may include:	An analysis of the most predominant threat Areas that are most at risk Distribution of most vulnerable population Main characteristics of the affected population Total number affected by the disaster Mortality and morbidity rates Total number and types of injuries (minor, severe) and illness Emergency health situation Damage to: economic resources properties road or infrastructures community structures Shelter needs Food supply situation Water and sanitation situation Psychosocial and mental well being Impact on major livelihood Other organisations present in the target zone including secondary sources of information Level of continuing or emerging threat Level of response from different organisations Level of response by the affected country and capacity to cope with the situation

Actions may include:	Medical aid Food distribution Immunisation Supplementary feeding Child protection Latrine construction Water supply Housing projects Temporary shelter

NTISthis.com

Evidence Guide: CHCDHA411A - Conduct a rapid assessment in a humanitarian assistance context

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CHCDHA411A - Conduct a rapid assessment in a humanitarian assistance context

Establish a team for a rapid assessment in a humanitarian assistance context

Plan for rapid assessment

Conduct rapid needs assessment

Undertake capacity assessment

Analyse and interpret data

Prepare and submit report

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _