Unit of competency Outline
Date retreived
22/07/2026 5:06 PM AWST
22/07/2026 5:06 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Work effectively in the development and-or humanitarian assistance sector
Work effectively in the development and-or humanitarian assistance sector
Unit of competency
National Code
CHCDHA401B
CHCDHA401B
State Code
WC878
WC878
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
15/07/2014
Field of Education
090515 - Welfare Studies
Original Release Date
15/07/2014
Nominal Hours
55
Description
DescriptorThis 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
Notes
Elements and 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
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
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 designFor 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 designFor 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
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 designFor 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 designFor 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
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
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
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
No information
| State Code | National Code | Title | Type |
|---|---|---|---|
| J032 | CHC42812 | Certificate IV in Community Services (Development and or Humanitarian Assistance) | Qualification |