Work effectively in the development and/or humanitarian assistance sector

Formats and tools

Unit Description
Reconstruct the unit from the xml and display it as an HTML page.
Assessment Tool
an assessor resource that builds a framework for writing an assessment tool
Assessment Template
generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
Assessment Matrix
a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
Wiki Markup
mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
Evidence Guide
create an evidence guide for workplace assessment and RPL applicants
Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
Observation Checklist
create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)

Self Assessment Survey
A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
Moodle Outcomes
Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
Registered Training Organisations
Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCDHA401A, 'Work effectively in the development and/or humanitarian assistance sector'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Work effectively in the development and/or humanitarian assistance sector' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)


Elements and Performance Criteria

ELEMENT

PERFORMANCE CRITERIA

1. Work effectively in a development and/or humanitarian assistance context

1.1 Identify and apply concepts and principles of aid effectiveness and community development in relation to specific work being undertaken

1.2 Apply correct understanding of the goals and objectives of the organisation and/or development and/or assistance program

1.3 Address relevant organisation and/or program requirements in all development and/or humanitarian assistance work undertaken

1.4 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

1.5 Identify and comply with relevant duty of care and legal responsibilities in all work undertaken

1.6 Develop and maintain networks and work relationships in a manner that supports the goals and objectives of relevant organisation and/or program

1.7 Work in a professional manner and ensure own actions support and do not undermine local staff, community and partners

1.8 Recognise and work within scope of own work role and respond effectively to constraints and need to refer appropriately

2. Communicate effectively in a development and/or humanitarian assistance context

2.1 Develop, review and revise personal skills in communication as an ongoing priority to address work role requirements

2.2 Exercise caution and sensitivity in communicating personal information by oral and written means to address privacy and confidentiality requirements

2.3 Routinely apply workplace protocols and procedures in all workplace communication to support accuracy and understanding of information provided and received

2.4 Recognise individual and cultural differences of stakeholders including differences related to disadvantage and/or disability and take these into account in communication

2.5 Make any adjustments in communication needed to facilitate the achievement of identified outcomes and maintain an open and inclusive approach

2.6 Conduct interpersonal communication in a manner that enhances a community-centred approach consistent with development and/or humanitarian assistance work role requirements

2.7 Take appropriate measures to resolve conflict and interpersonal differences

2.8 Exercise caution in using body language which might not be appropriate to local culture and customs

2.9 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

2.10 Provide constructive feedback to others who demonstrate inappropriate cultural behaviour

3. Apply ethical standards and cultural sensitivity in a field environment

3.1 Identify the range of ethical and culturally sensitive concepts relevant to field environments

3.2 Identify and adhere to relevant international code of conduct

3.3 Identify and apply relevant international standards and conventions on ethical and culturally sensitive issues in a field environment

3.4 Identify ethical and culturally sensitive issues in specific field environment

3.5 Follow ethical guidelines in decision making in all work undertaken with an awareness of potential ethical complexity in own work role

3.6 Maintain awareness of the implications of ethical and culturally sensitive issues and model ethical values and cultural sensitivity in interactions with external parties

4. Address ethical and culturally sensitive issues in programs and projects

4.1 Address ethical issues appropriately within the context of a particular program or project in the field

4.2 Contribute to and/or review program design in line with own role to ensure ethical and culturally sensitive issues are appropriately addressed

4.3 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

4.4 Monitor and review program or project to ensure ethical and culturally sensitive issues are appropriately addressed

4.5 Ensure key stakeholders are made aware of the implications of ethical issues and culturally insensitive behaviour

5. Function effectively under stressful conditions

5.1 Be calm and steady in the face of stressful and unfamiliar situations

5.2 Accept and respond objectively to constraints, frustrations and negative behaviour from others

5.3 Adjust to rush situations and multiple conflicting priorities by synthesising information quickly and turning it into actions

5.4 Maintain self-discipline under stress and remain focussed on ensuring the most important tasks are done

5.5 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

5.6 Use effective decision making processes under pressure, demonstrating appropriate flexibility to address changing situations

5.7 Keep track of and communicate decisions under pressure and keep commitments on agreed actions

5.8 Keep written documentation as required to support decision making in the field

5.9 Make effective connections with people and ensure understanding of concepts, giving feedback constructively as actions proceed

6. Undertake operational decision making in a field environment

6.1 Explore the facts of each situation and determine possible options within the available timeframe

6.2 Make operational decisions in line with situational requirements and own work function

6.3 Consult with community representatives to ensure decision making reflects community participation

6.4 Make discretionary decisions in new situations where specific guidelines, policy and accepted practices do not dictate specific action

6.5 Make appropriate choices in relation to difficult decisions, with awareness of the broader implications of these decisions for the community and other stakeholders

6.6 Consciously follow through on a course of action to implement decisions within a reasonable timeframe

6.7 Ensure decisions are clearly communicated to relevant people within an appropriate timeframe

7. Reflect on own work practice in a field environment

7.1 Monitor and prioritise personal work goals in accordance with organisation and/or program requirements and personal capabilities

7.2 Undertake self-evaluation in conjunction with supervisors and/or peers

7.3 Develop awareness of own values, motivation and emotional triggers, especially in relation to the impact of work being undertaken

7.4 Provide and receive open and evaluative constructive feedback to and from co-workers

7.5 Actively seek constructive feedback relevant to work role and accept it non-defensively

7.6 Evaluate and amend own work practices as appropriate to reflect performance feedback and continuous improvement initiatives

7.7 Actively continue to strengthen own knowledge and skills to optimise work performance

7.8 Actively address personal behaviour that may compromise the safety of team members or jeopardise the mission/program