Unit of competency Outline
Date retreived
22/07/2026 7:33 PM AWST
22/07/2026 7:33 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.
Manage work in the development and-or humanitarian assistance sector
Manage work in the development and-or humanitarian assistance sector
Unit of competency
National Code
CHCDHA501B
CHCDHA501B
State Code
WC884
WC884
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
21/07/2014
Field of Education
090599 - Human Welfare Studies And Services, N.e.c.
Original Release Date
21/07/2014
Nominal Hours
60
Description
DescriptorThis unit of competency describes the skills and knowledge required to manage work in a development and/or humanitarian assistance context to achieve the most effective outcomes
Notes
Elements and Performance Criteria
1. Manage delivery of relief and/or development services and programs
- 1.1 Use appropriate management strategies and practices to ensure services provided address concepts and principles of aid effectiveness and community development
- 1.2 Align management practices with the goals and objectives of the organisation and/or program
- 1.3 Develop, maintain and apply knowledge and understanding of development strategies, institutions and procedures of partners in guiding delivery of services and programs
- 1.4 Support partners to develop effective policies and strategies to achieve identified goals and objectives
- 1.5 Support partners to exercise effective leadership in the implementation of their development policies and strategies
- 1.6 Support partners to coordinate development actions to achieve identified goals and objectives
- 1.7 Support personnel involved in service delivery, ensuring their safety and security in the field
- 1.8 Manage changing teams effectively to support service delivery
- 1.9 Make rapid situational assessments and complex and difficult decisions associated with service delivery, taking into account cultural and ethical considerations, power structures, organisation requirements and international standards and conventions
2. Use high level communication and interpersonal skills to manage effectively
- 2.1 Maintain and enhance skills in communication and interpersonal relationships as an ongoing priority to support effective management of aspects of development and/or humanitarian assistance work within scope of own work role
- 2.2 Exercise discretion in oral and written communication in relation to sensitive issues such as those of a personal, political, cultural and economic nature
- 2.3 Develop and apply protocols and procedures relevant to each particular situation to support accuracy and understanding of information provided and received
- 2.4 Take into account individual and cultural differences of stakeholders including differences related to disadvantage and/or disability
- 2.5 Ensure all communication is targeted to facilitate the achievement of identified outcomes and maintain an appropriately open and inclusive approach
- 2.6 Manage communication issues 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
3. Manage stakeholder relationships
- 3.1 Manage stakeholder relationships in a manner that supports achievement of identified development outcomes for partners
- 3.2 Establish and maintain relationships with other development and/or humanitarian assistance partners as a basis for more effective service delivery
- 3.3 Collaborate with partners to develop strategies and practices that add value and result in more effective development and/or assistance outcomes
- 3.4 Role model effective stakeholder relationships and support all workers to take a collaborative approach to development and/or humanitarian assistance work
4. Manage resources, systems and practices to achieve identified outcomes
- 4.1 Monitor and review aspects of development and/or humanitarian assistance work on an ongoing basis
- 4.2 Work with partners and other contributing organisations, where appropriate, to regularly evaluate ongoing effectiveness of the program in achieving identified outcomes
- 4.3 Contribute evaluation results for use in ongoing decision-making to ensure the most effective outcome possible in delivery of services
- 4.4 Adjust or amend systems and practices as required to improve development and/or humanitarian assistance outcomes throughout the 'life' of the program
- 4.5 Communicate evaluation results widely to provide all stakeholders with an evidence base to support effective decision making in the field
- 4.6 Use open and transparent participatory processes and practices in the use and management of resources for development and/or humanitarian assistance work
5. Manage risk in a development or humanitarian assistance context
- 5.1 Put in place appropriate measures to establish safety and security of personnel and manage their ongoing safety and security throughout development and/or humanitarian assistance work
- 5.2 Manage specific risks in relation to development or humanitarian assistance work
- 5.3 Manage risk associated with adverse publicity that may impact the success of the program relating to issues
- 5.4 Manage risk associated with personnel working under pressure and in difficult conditions, especially over extended periods of time
- 5.5 Manage risk associated with working in highly complex and rapidly changing contexts and needing to respond quickly and effectively to largely unpredictable and challenging issues
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
Partners may include:
Host governments
Donor agencies
Project participants
Other government and/or non-government organisations
Complex and difficult decision may include:
Decisions involving complex cultural and ethical considerations such as dealing with corruption, treatment of women, treatment of people with a disability
Managing issues relating to power structures and conflict between social, political, religious or ethnic groups
Responding to highly complex and rapidly changing contexts and challenges
International standards and conventions may include:
Universal Declaration of Human Rights (1948)
Convention on the Prevention and Punishment of the Crime of Genocide (1948)
European Convention on Human Rights (1950)
Convention on the Elimination of all forms of Racial Discrimination (1965)
International Covenant on Civil and Political Rights (1966)
International Covenant on Economic, Social and Cultural Rights (1966)
American Convention on Human Rights (1969)
The four Geneva Covenants of 1949 and their two Additional Protocols of 1977
Convention on the Status of Refugees (1951) and the Protocol Relating to the Status of Refugees (1976)
Convention on the Elimination of all forms of Discrimination Against Women (1979)
African Charter on Human and People's Rights
Convention against Torture and other Cruel, Inhuman or Degrading Treatment or Punishment (1984)
Convention on the Rights of the Child (1989)
Convention on the Status of Refugees (1994)
Guiding Principles on Internal Displacement (1998)
The Humanitarian Charter and Minimum Standards in Relief (The Sphere standards) organisational policy and procedure documents
The Oxfam Gender handbook (while not a formal standard or convention is clearly a well respected benchmark for many non-government organisations)
Convention on the rights of persons with disabilities
Principles of Aid effectiveness as embodied in the Paris Declaration (2005) and Accra principles (2008)
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
Specific risks may include:
Issues that may impact infrastructure, including transport, food security and communication systems
Emergency situations
Political instability and/or corruption
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
Partners may include:
Host governments
Donor agencies
Project participants
Other government and/or non-government organisations
Complex and difficult decision may include:
Decisions involving complex cultural and ethical considerations such as dealing with corruption, treatment of women, treatment of people with a disability
Managing issues relating to power structures and conflict between social, political, religious or ethnic groups
Responding to highly complex and rapidly changing contexts and challenges
International standards and conventions may include:
Universal Declaration of Human Rights (1948)
Convention on the Prevention and Punishment of the Crime of Genocide (1948)
European Convention on Human Rights (1950)
Convention on the Elimination of all forms of Racial Discrimination (1965)
International Covenant on Civil and Political Rights (1966)
International Covenant on Economic, Social and Cultural Rights (1966)
American Convention on Human Rights (1969)
The four Geneva Covenants of 1949 and their two Additional Protocols of 1977
Convention on the Status of Refugees (1951) and the Protocol Relating to the Status of Refugees (1976)
Convention on the Elimination of all forms of Discrimination Against Women (1979)
African Charter on Human and People's Rights
Convention against Torture and other Cruel, Inhuman or Degrading Treatment or Punishment (1984)
Convention on the Rights of the Child (1989)
Convention on the Status of Refugees (1994)
Guiding Principles on Internal Displacement (1998)
The Humanitarian Charter and Minimum Standards in Relief (The Sphere standards) organisational policy and procedure documents
The Oxfam Gender handbook (while not a formal standard or convention is clearly a well respected benchmark for many non-government organisations)
Convention on the rights of persons with disabilities
Principles of Aid effectiveness as embodied in the Paris Declaration (2005) and Accra principles (2008)
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
Specific risks may include:
Issues that may impact infrastructure, including transport, food security and communication systems
Emergency situations
Political instability and/or corruption
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 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 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 |
|---|---|---|---|
| J045 | CHC52312 | Diploma of Community Services (Development and or Humanitarian Assistance) | Qualification |
| J032 | CHC42812 | Certificate IV in Community Services (Development and or Humanitarian Assistance) | Qualification |