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 CHCDHA502A, 'Manage humanitarian assistance operations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage humanitarian assistance operations' 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. Organise and lead a humanitarian assistanceteam | 1.1 Prepare preliminary estimates of human, financial and other resource needs based on the scope of likely humanitarian response 1.2 Coordinate with key organisation support units, including human resources, information technology and logistics for support and advice, and establish close working relationship with these units 1.3 Implement management information systems according to organisation guidelines 1.4 Provide orientation and briefing to the team in line with the concepts and principles of aid effectiveness and community development |
2. Plan the operation | 2.1 Develop operational plan and business plan that is aligned with program strategy, using appropriate tools 2.2 Determine key activities appropriate to the response level and according to organisational guidelines, program design, donor and grant requirements 2.3 Formulate immediate action steps to involve stakeholders 2.4 Gather data to determine program design and response, geographic targets, population targets and the range of other essential critical decisions required for program effectiveness 2.5 Ensure planning includes issues of stakeholders with special needs and disadvantages 2.6 Prepare schedules to ensure that resources are brought in at the right times |
3. Implement and manage the humanitarian assistance project cycle | 3.1 Conduct and lead team assessments in a timely manner 3.2 Implement planning and design processes according to organisation guidelines 3.3 Ensure that funding is available 3.4 Define roles and responsibilities of key external stakeholders 3.5 Delegate tasks to appropriate personnel 3.6 Ensure that design and management of relief response complies with organisational policies and other international humanitarian standards 3.7 Manage project cycle to maximise program effectiveness and to ensure processes are being followed 3.8 Monitor and assess changing and evolving needs as the situation develops 3.9 Monitor and assess initial response and its long term implications, and make decisions according to assessment 3.10 Monitor and assess expenditures according to organisation guidelines 3.11 Document project activities and progress and ensure documentation of best practice and innovation into project plans and budgets 3.12 Prepare update and situation reports |
4. Maintain local security strategy | 4.1 Conduct security assessments in coordination with security officer and other relevant key officers 4.2 Determine ways to protect and secure organisation and project assets and resources 4.3 Coordinate with security officer to ensure that critical documents such as evacuation and field security policy, operation and contingency plans are developed and updated 4.4 Ensure staff safety according to organisation standards and procedures |
5. Build strategic alliances with key stakeholders | 5.1 Build positive relationships with key stakeholders during the initial months of the response 5.2 Conduct regular consultations with key stakeholders and provide relevant updates 5.3 Advocate as required to ensure inclusion and engagement of stakeholders with special needs and disadvantages |