OS Community Development L1-3

Federal Democratic Republic of Ethiopia
OCCUPATIONAL STANDARD
COMMUNITY DEVELOPMENT
NTQF Level I-III
Ministry of Education
April 2017
Introduction
Ethiopia has embarked on a process of reforming its Technical and Vocational
Education and Training (TVET) System. Within the policies and strategies of the
Ethiopian Government, technology transformation by using current international
standards and international best practices as the basis, and, adopting, adapting and
verifying them in the Ethiopian context – is a pivotal element. TVET is given an
important role with regard to technology transfer. The new paradigm in the outcome-
based TVET system is the orientation at the current and anticipated future demand
of the economy and the labor market.
The Ethiopian Occupational Standard (EOS) is the core element of the Ethiopian
National TVET Strategy and an important factor within the context of the National
TVET Qualification Framework (NTQF). They are national Ethiopian standards,
which define the current and future occupational requirements and expected
outcome related to a specific occupation using distinct Unit of Competences without
taking TVET delivery into account.
The whole package EOS document for an occupation is an integrated set of

nationally endorsed core generic Unit of Competences organized in to different
qualification levels built one upon the other below or side wise to make full
occupational profile.
This document details the mandatory format, sequencing, wording and layout for the
Ethiopia Occupational Standard which comprised of Units of Competence.
A Unit of Competence describes a distinct work activity. It is documented in a

standard format that comprises:
• Occupational title and NTQF level
• Unit title
• Unit code
• Unit descriptor
• Elements and Performance criteria
• Range and Variables
• Evidence guide
Together all the parts of a Unit of Competence guide the assessor/curriculum

developer in determining the candidate training and assessment.
The ensuing sections of this EOS document comprise a description of the

occupation with all the key components of a Unit of Competence:
• Chart with an overview of all Units of Competence with their Unit Codes and
Titles
• Detail contents of each Unit of Competence
• Occupational map providing the TVET providers with information and important
requirements to consider when designing training programs using this
standards and show a career path
Page 1 of 208 Ministry of Education Community Development Version IV

Copyright Ethiopian Occupational Standard April 2017
Modification History
Occupational Titling:
This occupational Standard is set for Community Development ranging from Level I-III:
Unit Coding:
There are agreed conventions for the unit codes used for unit of competences
organized for any specific occupational standard. Codes are given by considering
international and national benchmarks.
Unit Title: Community Development
Unit Code: LSA CDV1 01/02/... 0417
Unit Coding is Described Here Under:
Character What it stands for:
LSA First three characters signify the priority/major

industry/sector acronym. E.g. Labour and Social
Affairs
CDV1 Four characters in the second group signify the acronym

of the occupational title expressed as a work function
and qualification level written in numerical form shows
the unit belongs. E.g. Community Development Level
I-III
01 Third group with two numbers signify the numerical order

of the specific unit
0417 Fourth group of four characters signify the month and

year of development. E.g. April 2017
Version Change
The version number is either changed or not, depending on the extent of the change
made. This Occupational standard is organized in three levels with the same title
Community Development." Those who are responsible to undertake competence
assessment and provide training should check for the version review of the document
to confirm the latest version number before developing assessment tools and
commence training respectively. Users are also advised to contact the agency for any
doubts they have on the document or may refer to our website.
The development date is the time the document is prepared and validated by relevant
industry experts and approved by relevant sector leading the industry. It indicates the
effective date to use the document for training and assessment purposes and
termination of use of the previous version for any purposes.
The endorsed occupational standards and their components remain current until they
are reviewed or replaced.
Users of this occupational standard are advised strictly to read and understand the table
below for the changes made on the occupational standard during revision process.
Name: Community Services Works
Previous Occupational Level: I-V
Version: III
Date of Development: May 2013
Modified Occupational level Name: Community Development
New Occupational Level: I-III
Version: IV
Date of Review: April 2017
Occupational Changes on the units Justification/Remark
Level
I Endorsed Units: By making some changes
• Prepare for Work in the in the title and contents
Community Sector like removing health from
• Apply Basic Knowledge on Health, the second, including
Sanitation and Nutrition updating unit codes
• Apply Quality Standards
• Receive and Respond to
Workplace Communication
• Demonstrate Work Values
• Develop Understanding of
Entrepreneurship
• Apply53
New units Added: Taken from the recent
• Work with Diverse People benchmark
• Provide First Point of Contact
• Provide Volunteer Services
• Provide Basic Emergency Life
Support
• Prepare for Work in the
Community Sector
Merged Units: None
Replaced Units: Replaced by:
• Operate and Utilize Personal " Operate Personal
Computer Computer "
• Develop Understanding of The same " Develop
Entrepreneurship Understanding of
Entrepreneurship" with
some enrichment in the
content
Removed Units: As some are not by
• Apply Basic Communication Skills themselves unit of

Level
• Provide Ethical and Pastoral competences and others
Advice are already addressed by
• Participate in a Rescue Operation generic unit of
competences
II Endorsed Units: With some concept
• Promote Community Awareness of changes from the title to
Domestic Family Violence the detail
• Prepare for Disability Work
• Support Community Resources
• Support Group Activities
• Participate in Workplace
Communication
• Work in Team Environment
• Develop Business Practice
• Standardize and Sustain 3S
New units Added: "Assess Available Local
• Assess Available Local Services Services" moved to
• Visit Client Residence appropriate level from level
• Support the Rights and Safety of I and the rest are taken
Children from the recent benchmark
• Engage Respectfully with Young
People
• Provide Parenting, Health and
Well-Being Education
• Provide Loss and Grief Support
• Provide Sexual and Reproductive
Health Information to Clients
Merged Units: None
• Develop Business Practice The same " Develop
Business Practice " with
content
• Follow Occupational Health and themselves unit of
Safety Procedures competences and others
• Follow the Organization’s Policies, are already addressed by
Procedures and Programs core and generic unit of
• Communicate with People competences
Accessing the Services of the
Organization
• Orient Aged Care Work
• Maintain Effective Relationship
with Client/Customers
III Endorsed Units: With some enrichment with
• Address Community Cross-Cutting the content
Level
Issues
• Recognize and Respond to
Domestic and Family Violence
• Support Community Participation
and Social Inclusion
• Work Effectively with People with
Disability
• Monitor Implementation of Work
Plan/Activities
• Prevent and Eliminate MUDA
• Apply Quality Control
• Lead Workplace Communication
• Lead Small Teams
• Improve Business Practice
New units Added: Newly added as distinct
• Assist the Implementation of unit of competences from
Planned Educational Programs new benchmark and the
• Respond to Suspected Abuse last moved to appropriate
• Implement Interventions with Older level from level IV
People at Risk
• Provide Individualized Support
• Support Independence and
Wellbeing
• Support Young People to Create
Opportunities in their Lives
• Work with People Experiencing or
at Risk of Homelessness
• Recognize and Respond to Crisis
Situations
• Address the Needs of People with
Chronic Disease
• Work with People with Mental
Health Issues
• Work on Forced and illegal
migration
• Identify and Respond to Children
and Young People at Risk
Merged Units: None
• Improve Business Practice The same " Improve
Business Practice " with
content
• Work within Administration themselves unit of
Protocols of the Organization competences and others
Level
• Communicate Appropriately with already addressed by
Clients and Colleagues generic unit of
• Follow Safety Procedures for competences
Direct Care Work
• Use Business Technology
• Meet Information Needs of the
Community
Occupational Map
The following occupational map indicates the current occupational structure in this
sector. It also shows titles of occupations, vertical pathways and the level of
qualifications.
Level V Community Development
Management
Level IV Community Development

Supervision
Level III Community Development
Level II Community Development
Level I
Community Development
This version unit of competence chart is presented in the chart below:

UNIT OF COMPETENCE CHART
Occupational Standard: Community Development
Occupational Code: LSA CDV
NTQF Level I
LSA CDV1 01 0417 LSA CDV1 02 0417 LSA CDV1 03 0417
Prepare for Work in the Work with Diverse Operate Personal
Community Sector People Computer

Apply Basic Knowledge Provide First Point of Provide Volunteer
on Sanitation and Contact Services
Nutrition

Provide Basic Apply Quality Work with Others
Emergency Life Standards
Support

Receive and Respond Demonstrate Work Develop Understanding
to Workplace Values of Entrepreneurship
Communication
LSA CDV1 13 0417

Apply 3S

NTQF Level II
Assess Available Local Promote Community Visit Client Residence
Services Awareness of Domestic
Family Violence

Prepare for Disability Support the Rights and Support Community
Work Safety of Children Resources

Engage Respectfully Support Group Provide Parenting,
with Young People Activities Health and Well-Being
Education

Provide Loss and Grief Provide Sexual and Participate in
Support Reproductive Health Workplace
Information to Clients Communication

Work in Team Develop Business Standardize and
Environment Practice Sustain 3S

NTQF Level III
Address Community Assist the Identify and Respond to
Cross-Cutting Issues Implementation of Children and Young
Planned Educational People at Risk
Programs

Implement Recognize and Respond to Suspected
Interventions with Older Respond to Domestic Abuse
People at Risk and Family Violence

Support Community Provide Individualized Support Independence
Participation and Social Support and Wellbeing
Inclusion

Support Young People Work Effectively with Work with People
to Create Opportunities People with Disability Experiencing or at Risk
in their Lives of Homelessness

Recognize and Address the Needs of Work with People with
Respond to Crisis People with Chronic Mental Health Issues
Situations Disease

Work on Forced and Monitor Implementation Apply Quality Control
illegal migration of Work Plan/Activities

Lead Workplace Lead Small Teams Improve Business
Communication Practice
LSA CDV3 22 0417

Prevent and Eliminate
MUDA

NTQF Level I

Occupational Standard: Community Development Level I
Unit Title Prepare for Work in the Community Sector
Unit Code LSA CDV1 01 0417
Unit Descriptor This unit describes the knowledge and skills required by
those people who may be undertaking preliminary training to
enter the community services industry.
It requires the ability to access industry information and
applicable legislative guidelines as well as knowledge of
identifying and accessing future learning opportunities.
Elements Performance Criteria

1. Identify and apply 1.1. Current issues that impact on the work area/organization
industry information and different models of work are identified in
community services.
1.2. A range of legislation and procedural requirements
relevant to employment are accessed in the community
services industry.
1.3. Key community services industry organizations that able
to provide information and assist individuals and
enterprise are identified.
1.4. Various roles are identified and an understanding of
rights and responsibilities of employee and employer
is demonstrated.
1.5. Commitment is demonstrated to comply with applicable
legislative and procedural requirements through own
conduct and/or ethics.
2. Demonstrate 2.1. Work undertaken, consideration and understanding of
commitment to
the underpinning values and philosophy of the sector are
values and demonstrated.
philosophies
underpinning work in 2.2. A commitment to access and equity principles in
the sector work is demonstrated in the sector.
2.3. Personal values and attitudes are identified and taken
into account when implementing work activities.
3. Identify future career
3.1. Key industry sectors and occupations are identified.
opportunities
3.2. Possible career directions are identified in the community
services industry or organization and discussed with
appropriate persons.
3.3. When planning future work/career directions are taken
into account personal values and attitudes regarding
work and business.
3.4. Current skills and knowledge are assessed against a
checklist of target competencies.

3.5. Opportunities for additional skills are identified in
consultation with appropriate persons.
4. Work in a team 4.1. Courteous and helpful manner are displayed at all times.
4.2. Allocated tasks are completed as required.
4.3. Assistance is sought when difficulties arise.
4.4. Questioning is used to clarify instructions or
responsibilities.
4.5. Non-discriminatory attitudes are identified and
displayed.
4.6. Work and personal priorities are identified and a
balance achieved between competing priorities is
demonstrated.
4.7. Time-management strategies are applied to work duties.
4.8. Appropriate dress and behavior are observed in the
workplace.
Variable Range
Different models of work May include, but not limited to:
• Developmental
• Service delivery
• Client-centred
• Participatory
• Community development
• Community education
• Case management and working with families
Rights and May relate to:
responsibilities of • The right to dismiss you if you (see the Commonwealth
employer Workplace Relations Act 1996):
commit a criminal offence
are negligent, careless or cause an accident
commit acts of disloyalty, such as revealing
confidential information
• Responsibility for providing a safe environment free from
discrimination and sexual harassment (see relevant
state/territory and Commonwealth anti-discrimination
legislation)
Applicable legislative May relate to:
and procedural • Relevant Commonwealth/state/territory legislation which
requirements affect organisation operation:
WHS
equal employment opportunity
industrial relations
anti-discrimination and diversity
• Ethiopian standards, quality assurance and certification
requirements
• Relevant industry codes of practice
• Award and enterprise agreements
Commitment to access Must be demonstrated by:
and equity principles • A non-discriminatory approach to all people using the
service, their family and friends, the general public and
co-workers
Appropriate persons May include, but not limited to:
• Supervisors
• Colleagues
• Trainer and Assessor
Opportunities for May include, but not limited to:
additional skills • Coaching, mentoring and/or supervision
• Formal/informal learning programs
• Internal/external training provision
• Work experience/exchange opportunities
• Personal study
• Career planning/development
• Workplace skills assessment
• Quality assurance assessments and recommendations
• Recognition of prior learning assessment
• Recognition of current competency assessment
Non-discriminatory May include, but not limited to:
attitudes • All contacts with other staff, clients or management
• Verbal or non-verbal communication
Work and personal May include work and other commitments including:
priorities • School/homework
• Home/family/parties/friends
• Other jobs
• Culture and Disability
Appropriate dress and May include, but not limited to:
behavior • Personal dress, presentation and hygiene
• Demeanour in the workplace and attitude displayed to
customers and other team members
• And may vary according to:
Organisation requirements
Type of work
Degree of client/customer contact
Evidence Guide
Critical Aspects of Demonstrates skills and knowledge to:
Competency • Identify and apply industry information
• Demonstrate commitment to values and philosophies
underpinning work in the sector
• Identify future career opportunities and work in a team
Underpinning These include knowledge of:
Knowledge • Approaches to work in the industry and a range of
activities which support this

• Holistic and client-centred care
• Client needs and rights including duty of care
• Principles of access and equity
• Current issues facing clients and the sector
• Basic knowledge responsibilities in relation to child
protection
• Awareness of own biases and beliefs
• Basic understanding of legal and ethical framework in the
community services industry
• Limitations of work role and responsibilities
• Legislation, regulations and codes or practice applicable
to specific community services functions
• Types of community services organizations and functions
• Organisation structure and reporting channels
• Terms and conditions of employment
• Workplace communication channels and procedures
• Principles of effective communication
• Work Health and Safety (WHS) issues and requirements
Underpinning It is critical that the candidate demonstrate the ability to:
Skills • Demonstrate interpersonal communication with clients
and other stakeholders
• Accurately interpret organisation information to ensure an
effective understanding of various roles and
responsibilities and organisation processes and
procedures
• Access, interpret and comply with a range of relevant
legislative and procedural requirements
• Develop effective and personal relationships through the
application of organisation social, ethical and operational
standards and use of appropriate interpersonal styles and
techniques
• Work on an individual basis and within a team
Resource Implications Access is required to real or appropriately simulated
situations, including work areas, materials and equipment,
and to information on workplace practices and OHS
practices.
Methods of Assessment Competence may be assessed through:
• Interview/Written Test
• Observation/Demonstration with Oral Questioning
Context of Assessment Competence may be assessed in the work place or in a
simulated work place setting.

Unit Title Work with Diverse People
Unit Descriptor This unit describes the knowledge, skills and attitude
required to work respectfully with people from diverse social
and cultural groups and situations.
Element Performance Criteria

1. Reflect on own 1.1. Own social and cultural perspectives and biases are
perspectives
identified and reflected
1.2. Awareness of own limitations in self and social
awareness is worked
1.3. Reflection is used to support own ability to work
inclusively and with understanding of others
1.4. Ways are identified and acted on to improve own self and
social awareness
2. Appreciate diversity 2.1. Diversity and inclusiveness across all areas of work are
and inclusiveness,
valued and respected
and their benefits
2.2. Contribute to the development of work place and
professional relationships based on appreciation of
diversity and inclusiveness
2.3. Work practices that make environments safe for all are
used
3. Communicate with 3.1. Respect for diversity is shown in communication with all
people from diverse people
backgrounds and
situations 3.2. Verbal and non-verbal communication is used
constructively to establish, develop and maintain
effective relationships, mutual trust and confidence
3.3. Where a language barrier exists, effective strategies
used to communicate in the most efficient way possible
3.4. Assistance from interpreters or other persons are sought
according to communication needs
4. Promote 4.1. Issues that may cause communication
understanding across misunderstandings or other difficulties are identified
diverse groups
4.2. Where difficulties or misunderstandings occur, the impact
of social and cultural diversity is considered
4.3. An effort is given to sensitively resolve differences by
taking account of diversity considerations
4.4. Any difficulties are addressed with appropriate people
and assistance is sought when required
Variable Range

Social and cultural May include, but not limited to:
perspectives and biases • Tolerating cultural and social differences like:
Dressing style
social status
linguistic difference
Age difference etc.
Diversity May include, but not limited to:
• Ethnic
• Religious
• Language
• Culture
Inclusiveness May include, but not limited to:
• Accessibility
• Physical accessibility: physical structure of service
delivering organizations like hospitals, schools, etc
• Social accessibility: health service, justice, livelihood
promotion, care and support, education, employment
opportunity
• Political accessibility: Political participation
Effective strategies • Using Verbal and nonverbal communication, sign
languages, etc
Evidence Guide
Critical Aspects of Assessment must confirm:
Competence • Reflect on own perspectives
• Appreciate diversity and inclusiveness, and their benefits
• Communicate with people from diverse backgrounds and
situations
• Promote understanding across diverse groups
Underpinning Demonstrates knowledge of:
Knowledge and Attitudes • Concepts of cultural awareness, cultural safety and
cultural competence and how these impact different work
roles
• Concepts and definitions of diversity
• Own culture and the community attitudes, language,
policies and structures of that culture and how they impact
on different people and groups
• Features of diversity in Ethiopia and how this impacts
different areas of work and life:
Political
Social
Economic
Cultural
• Legal and ethical considerations (international, national,
state/territory, local) for working with diversity, how these
impact individual workers, and the consequences of
breaches:
Discrimination:

Age
Disability
Racial
Sex
Human rights:
Universal declaration of human rights
Relationship between human needs and human
rights
Frameworks, approaches and instruments used in
the workplace
Rights and responsibilities of workers, employers and
clients, including appropriate action when rights are
being infringed or responsibilities not being carried out
Key areas of diversity and their characteristics,
including:
Culture, race, ethnicity
Disability
Religious or spiritual beliefs
Gender, including transgender
Intersex
Generational
Sexual orientation/sexual identity - lesbian, gay,
bisexual, heterosexual
Key aspects, and the diversity, of Ethiopia’s Aboriginal
and/or Torres Strait Islander cultures, including:
Social, political and economic issues affecting
Aboriginal and/or Torres Strait Islander people
Own culture, western systems and structures and
how these impact on Aboriginal and/or Torres Strait
Islander people and their engagement with
services
Potential needs of marginalised groups, including:
Protective factors
Physical, mental and emotional health issues/care
needs
Consideration of impacts of discrimination, trauma,
exclusion and negative attitudes
Resources that support individuals and
organisations to embrace and respond to diversity
Language and cultural interpreters
Imagery
Influences and changing practices in Ethiopia and
their impact on the diverse communities that make
up Ethiopian society
• Impact of diversity practices and experiences on personal
behaviour, interpersonal relationships, perception and
social expectations of others
Underpinning Skills Demonstrate skills to:
• Apply own cultural and social perspectives

• Appreciate different cultural and social perspectives
• Use work practices that make environment safe for all
• Apply appropriate communication strategies
• Undertake a structured process to reflect on own
perspectives on diversity
• Make an effort to resolve differences taking into account
diversity considerations
• Recognise situations where misunderstandings may arise
from diversity and formed appropriate responses
practices.

Unit Title Operate Personal Computer
Unit Descriptor This unit defines the competency required to operate a
Personal Computer (PC) with its basic software programs
and to communicate via electronic data interchange

1. Identify the functions 1.1. Hardware components are identified in terms of device
of PC hardware type and functions
components
1.2. The interaction of components is identified in terms of the
flow of data between them
2. Understand operation 2.1. System software is identified and described in terms of
of the system and
its purpose and operation
application software
2.2. Application software is identified and its purpose stated in
terms of outputs
2.3. The interaction between system software and application
software is described
3. Perform basic
3.1. Basic components of a PC system are connected to
operation and
enable it to be operated safely
maintenance
procedures 3.2. A PC system is powered up according to organisational
requirements
3.3. Simple hardware faults are identified and corrected or
reported according to organisational requirements
3.4. A PC system is cared for and maintained according to
organisational requirements
4. Operate a printer
4.1. Data from a personal computer is displayed on printed
output media based on instructions
4.2. Simple printer hardware faults and printer related error
messages are identified and remedied according to
manuals
5. Apply ergonomic 5.1. Ergonomic principles are explained in terms of user
principles for safe
physical well-being
operation.
5.2. Ergonomic requirements are explained in terms of
environment
Variable Range
Hardware components May include, but not limited to:
• Central processing unit
• Motherboard
• Keyboard
• Mouse
• Display monitor
• CD drives,
• Random Access Memory (RAM),
• Read Only Memory (ROM),
• Printer,
• Digital camera,
• Scanner,
• Modem,
• Wi-Fi, connection to a network or the Internet.
System software Common software applications may include but are not
limited to:
• Word processing,
• Spread sheet
• Database
• Desktop publishing
• Graphics
• Communication
• Multimedia
• Web browser.
Printer May include, but not limited to:
• Data from different applications is printed
• Remedies must be demonstrated or explained
Ergonomic May include, but not limited to:
• Desk dimensions,
• Posture in chair and seating height;
• Feet placement
• Position of monitor
• Keyboard and mouse relative to user
• Rest periods and exercise
Evidence Guide
Critical Aspects of To demonstrate competency in this unit the person will
Competence require access to:
• Personal computer
• Printer
• Mouse and keyboard
• Monitor
• Basic software
Underpinning Must demonstrate knowledge of:
Knowledge • Basic keyboarding skills
• Computer functions
• Basic parts of a computer and various hardware
components
• Storage devices and basic categories
• Basic software operation

Underpinning Skills Must demonstrate skills of:
• Saving and retrieving files to various locations
• Mouse management (button usage) for different
applications
• Reading and writing at a level where basic workplace
documents are understood
• Ability to communicate with peers and supervisors
• Seeking assistance and expert advice
• Interpretation of user manuals and help functions
• The ability to input user access details for accessing a
Personal Computer (PC), possibly a networked
environment
Resources Implication Access is required to real or appropriately simulated
practices.
Assessment Methods Competency may be assessed through:
Context of Assessment Competency may be assessed in the work place or in a

Unit Title Apply Basic Knowledge on Sanitation and Nutrition
Unit Descriptor This unit covers the knowledge, attitudes and skills required
to assist designated individuals and families in maintaining
basic sanitation and Nutrition in the home/ other places.

1. Identify gaps in home
1.1. Client assessment and support plan are referred for
sanitation and information.
nutrition.
1.2. The identified gaps are described to family members,
including why it is important to address these.
1.3. Encouragement is provided with proper knowledge,
attitudes and skills, and the situation can be improved.
1.4. When concerns of illness or impairment arise, they are
referred to appropriate personnel.
1.5. When concerns arise about (possible) client malnutrition
they are referred to appropriate food and nutrition
providers.
2. Explain the benefits 2.1. Understanding of relevant Government’s standards is
to clients of good demonstrated for historical, social, political and
personal hygiene and economic context.
nutrition.
2.2. Understanding variety of ways is demonstrated to
improve personal hygiene.
2.3. How to apply this knowledge is explained and clarified to
individuals and families, in person and in their place of
residence.
attitudes and skills, and good personal hygiene can be
improved.
2.5. When concerns of illness or impairment arise, they
referred to appropriate care providers.
referred to appropriate food and nutrition providers.
3. Practice good 3.1. The exercise of keeping better household and sanitation
household sanitation is demonstrated.
and nutrition.
3.2. How to apply this knowledge to individuals and families is
explained and clarified in person and in their place of
residence.
3.3. Encouragement consideration of the interrelationship
of issues affecting clients is provided.
4. Adapt healthy living.
4.1. Understanding of ways is demonstrated to improve
healthy living in the home.
4.2. How to apply this knowledge to individuals and families is
explained and clarified in person and in their place of
residence.
attitudes and skills, and healthy living can be achieved.
referred to appropriate Care providers.
Variable Range
Historical, social, political includes:
and economic context • Changing social context of work e.g. changing
government and societal views of sanitation and
nutritional use and approaches to working with clients
• Economic context e.g. the current economic situation as it
relates to and affects sanitation and nutrition use and the
subsequent impact on client needs
• Historical context of work e.g. changing attitudes to
sanitation and nutrition use; changing approaches to
working with clients
• Political context e.g. government policies and initiatives
affecting, sanitation and nutrition work including early
intervention and promotion
• Statutory framework within which work takes place in the
sector
Consideration of the May include, but not limited to:
interrelationship of • Community development approach
issues affecting clients • Empowerment of the community
Essential values and May include, but not limited to:
philosophy of the sector • A focus on harm minimisation including harm prevention;
harm reduction; promotion and harm management
• A holistic and client-centred approach -
i.e. well-being; delivery of appropriate services;
commitment to meeting the needs and upholding the
rights of clients; commitment to empowering the client
Models of work in the May include, but not limited to:
sector • Case management
• Community development and education
• Working with families
Settings May include, but not limited to:
• Any community setting
• Day program
• Home based withdrawal

• Home via telephone/email/internet
• Inpatient
• Outreach and Residential rehabilitation
Evidence Guide
Critical Aspects of Demonstrate to:
Competence • Identify gaps in home sanitation and nutrition
• Explain the benefits to clients of good personal hygiene
and nutrition
• Practice good household sanitation and nutrition.
• Adapt healthy living
Underpinning Knowledge Demonstrate knowledge of:
and Attitudes • Awareness of risk and co-morbidity issues, including
theoretical frameworks about motivation to change
individual and family sanitation and nutrition
• Basic pharmacology relevant to the work being
undertaken, including:
Types of drugs
Dose levels
Effects of specific drugs
Misuse and abuse of benzodiazepines and other
pharmaceutical drugs
Tolerance
Treatment approaches broadly
Client needs and rights including duty of care
Current issues facing clients and existing services to
address their needs and rights
Holistic and client-centred care
In depth knowledge of alcohol and sanitation issues
and their impact on individuals and the community
Principles and practices of community support
Principles and practices of ethics and values
Principles of access and equity
Principles of client and community
empowerment/disempowerment
Relevance of the work role and functions to
maintaining sustainability of the workplace, including
environmental, economic, workforce and social
sustainability
Underpinning Skills Demonstrate skills of:
• Apply an in depth knowledge of sanitation issues and
their impact on individuals and the community
• Apply an understanding of the appropriateness of a range
of different settings
• Manage the task and manage contingencies in the
context of the identified work role
• Demonstrate interpersonal communication with clients

• Prepare reports so that the information and the
organisation of this information is appropriate to its
purposes and audience
• Recognise and act upon opportunities to enhance
sustainability in the workplace
• Work individually or as part of a team
practices.

Unit Title Provide First Point of Contact
Unit Descriptor This unit describes the knowledge, skills and attitude required
to greet clients and exchange routine information, to prioritise
the individual’s needs, and to respond to immediate needs

1. Greet and observe 1.1. Client is listened and acknowledged in a pleasant and
client accepting way
1.2. Distressed people are responded in a relaxed and calm
manner
1.3. Observations about client are reported to appropriate
person/s within the organisation
2. Collect routine 2.1. Identifying information is collected and documented in
information from the
accordance with organisation procedures
client
2.2. Reasons for contact with the service are discussed with
client in accordance with organisation procedures
2.3. Client confidentiality is maintained in accordance with
organisation policies and procedures
2.4. Client rights and responsibilities are explained and
observed in accordance with organisation policy
3. Identify priority of
3.1. Client is referred to appropriate persons according to
need for service
urgency and nature of need and organisation guidelines
3.2. Personal safety of self, client and others are assessed in
accordance with organisation procedures and policies and
within own role
3.3. Assistance is sought as appropriate
4. Provide information 4.1. Client is provided with current, relevant and culturally
to clients about the appropriate information on the service and other
service and other relevant services and what each provides
relevant services
4.2. Clients are assisted to contact other agencies/services as
appropriate to obtain further information
Variable Range
Observations about May include, but not limited to:
client • Orientation to person, place, time
• Level of coherence
• Ability to communicate
• Unusual behaviour/communication
• Aggression - physical or verbal
• Signs of physical injury/distress

• Levels of personal distress and anxiety
Appropriate person/s May include, but not limited to:
• Immediate supervisor
• Case manager
• Clinician
• Representative of other services
Identifying information May include, but not limited to:
• Name
• Contact information
Information May be collected:
• By speaking to others
• From written sources
• By observation
• From inside the organisation
• From external sources
• From clients
• Carer/consumer groups
• Government and non-government services e.g. Health,
accommodation, education/training, employment,
social/recreation, counselling, financial, self-help,
advocacy, transport, torture/trauma
• People with relevant special qualities, knowledge and/or
expertise
• Government allowances, pensions and benefits
• Program activities/timetables
• Clinical mental health services
• Acquired brain injury services
• Cross cultural
Service May include, but not limited to:
• Making an appointment to see someone in the
agency/organisation
• Providing information on existing services
• Referral e.g. doctor, financial counsellor, women's refuge,
youth services
Safety Takes into account:
• Body language
• Tone of voice
• Location
• Proximity to other people
• Stress/anxiety
• Aggression
Assistance May be sought from:
• Other staff
• Consumer groups
• Acquired brain injury services
• Specialists

• Other community based support services
• Hospitals
• Ambulance
• Police
Information on the May be delivered in the form of:
service and other • Informal discussion
relevant services • Leaflets/brochures
• Correspondence/written reports
• Audio-visual
• Newsletters/circulars
• Published material
• Posters/graphic representation
Response to requests Will take into consideration the inquirer's:
for information • Language and style
• Literacy level
• Cultural factors
• Previous contact
• Disabilities
Provide information Is:
• Current
• Relevant
• Culturally and linguistically appropriate
• Supportive of the reduction of stigma and discrimination
Evidence Guide
Critical Aspects of There must be demonstrated evidence that the candidate has:
Competency • Provided information to 3 people presenting with multi-
faceted needs collected and documented identifying
information for 3 people accessing the service used
communication and problem solving skills to respond
appropriately to the behaviours of each of the following
individuals at least once:
A person demonstrating aggressive behaviour
A person who is distressed
A person with a cognitive impairment
Underpinning This includes knowledge of:
Knowledge • Stigma/prejudice
• Local community needs
• Normal behaviour/unusual behaviour/impact of cognitive
impairment on behaviour
• Agency role, agency target group in the community
• Basic knowledge of culturally specific behaviour
• Agency procedures and policies relating to provision of
first point of contact for potential clients
• Understanding of relationships between service providers
• Other services and networks
• Requirements for client registration

• Waiting times for the service
• Organisation polices and procedures for confidentiality
• Organisation storage and recording systems
• Organisation activities and timetables
• Organisation requirements for monitoring services and/or
attendance
• Clients rights and responsibilities in the organisation
• Workers' rights and responsibilities in the organisation
• Knowledge specific to working with people from culturally
and linguistically diverse backgrounds
• Knowledge specific to working with people at risk of self-
harm
Underpinning It is critical that the candidate demonstrate the ability to:
Skills • Demonstrate an understanding of staff responsibilities in
the organisation and own role within this, in terms of
obtaining information from clients and referring them to
workers within the organisation
• Manage the task and manage contingencies in the context
of the identified work role
• Demonstrate a non-judgemental approach to working with
people
• Demonstrate application of skills in:
Reporting skills
Observation skills
Cultural sensitivity
Verbal and non-verbal communication
Liaison/referral
Confidentiality
Resolving aggression
Basic negotiation
Safety awareness
Predicting violence
Listening and referral
and to information on workplace practices and OHS practices.

Unit Title Provide Volunteer Services
required to work effectively as a volunteer in a variety of
capacities and contexts.

1. Prepare for volunteer 1.1. The rights and responsibilities of the organization are
work identified and applied to work
1.2. Rights and responsibilities of the volunteer are identified
and applied to work
1.3. Relevant policies and procedures are identified and
applied to work
1.4. The organization’s structure, lines of communication and
authority and boundaries of work roles are identified and
applied to work
1.5. Participate in required background checks in accordance
with organization and legislative requirements
2. Work as a volunteer 2.1. Own time and work tasks are managed and organized
2.2. Work is done as part of a team to meet organization
needs
2.3. Appropriate communication networks, processes and
relationships between paid and unpaid staff are
maintained in relation to volunteers work
2.4. Available support structures are identified and accessed,
as required
2.5. Respond to problems and contingencies related to the
workplace in accordance with role
3.Check and complete 3.1. Feedback on own performance is sought and received
work in consultation
with supervisor 3.2. Advice, assistance, clarification and further information
are requested as required
3.3. Any issues and/or unresolved problems are reported to
supervisor
3.4. Relevant reports or workplace documentation are
completed, as required
Variable Range
Organisation May include, but not limited to:
• Mission and vision statement
• Strategic and business plans (particularly relating to the
volunteer program)
• Structure of the organisation including lines of
communication, roles, responsibilities and authority
• Aim of volunteer involvement in the organisation
• Rights and corresponding responsibilities of the
organisation to volunteers
• Rights and corresponding responsibilities of volunteers to
the organisation
• Expectations of volunteers by the organisation
• Expectations of the organisation/volunteer work by
volunteers
Policies and procedures May relate to:
• Policies and procedures including:
WHS
Equal opportunity, harassment and discrimination
Privacy - personal, organisation and client
Confidentiality - personal, organisation and client
Insurance - coverage
Risk management
Out of pocket expenses/reimbursement of expenses
Grievance and disciplinary
Relationship/difference between paid and unpaid staff
Use of motor vehicles
Duty of care
Orientation, education and training for volunteers
Employment and recruitment procedures of volunteers
Minimum/maximum time commitments of volunteer
staff
Pre-employment reference audits/checks (i.e. Police
etc)
Volunteer involvement, appropriate roles and position
descriptions
Orientation program for volunteers
Recognition of volunteer contribution to the
organisation
Support structures/mechanisms for volunteers
Volunteers May include, but not limited to:
• Unpaid workers who are in paid employment elsewhere -
part-time or full-time
• Unpaid workers who are not in paid employment
Appropriate persons May relate to:
volunteers • Supervisors
• Paid and unpaid colleagues
• Trainer
• Clients/customers
• General public
Principles of volunteering May include, but not limited to:
• Philosophy of volunteering
• Definition and principles of volunteering
• Awareness of:
Volunteer Ethiopia's national standards for involving

volunteers in not-for-profit organisations
National Agenda on Volunteering: Beyond the
International Year of Volunteers
Ethiopian Association for Volunteer Administrators
(EAVA)
• Volunteer infrastructure includes peak bodies at
state/national level, resource and referral centres,
websites and National Volunteer Skills Centre
Diversity May relate to differences and May include, but not limited to:
• Languages
• Educational background
• Experience
• Skills and knowledge
• Gender
• Race or cultural origin
• Physical capability
• Age
• Socioeconomic status
• Religious affiliation
• Marital status
• Sexual orientation
• Personality styles
• Learning styles
• Working styles
• Motivations for volunteering
• Expectations of volunteer work
• People new to volunteering
Evidence Guide
Critical Aspects of There must be evidence that the candidate has:
Competency • Volunteered as part of a team with paid and/or unpaid
staff for a period of at least 20 hours in an organisation
with a structured volunteer program
Underpinning This includes knowledge of:
Knowledge • Legal and ethical considerations for volunteer work and
how these are applied in organisations, including:
Rights and responsibilities of volunteer, colleagues,
organisation and customers and/or consumers
Privacy, confidentiality and disclosure
Mandatory reporting
• Volunteering as a choice and as being based on
reciprocity
• How personal values and attitudes may impact on work
as a volunteer
• The need for relevant background checks to be
undertaken by the organisation
• Mandatory training requirements
• Organisation expectations of volunteers
• Valuing self as a volunteer
• Personal motivations for volunteering
• Personal expectations to be gained from volunteer work
• The volunteering sector including the nature of volunteer
work, the importance of volunteer work to the community
and principles of volunteering
• Organisation structure, processes, policies and
procedures
• Universal declaration on volunteering and current national
volunteering codes and standards
Underpinning These include the ability to:
Skills • Follow organization policies and protocols
• Adhere to own work role and responsibilities
• Comply with a range of relevant legislative and procedural
requirements
• Demonstrate the application of interpersonal relationships
of organization social, ethical and operational standards
and use of appropriate interpersonal styles and
techniques
• Communicate in a clear and concise manner in both
written and verbal modes
• Literacy skills to identify work requirements and process
basic, relevant workplace documentation
• Respond to routine problems related to the workplace,
working under supervision - appropriate to the job role
• Request advice, assistance, clarification and/or further
information
• Seek and receive feedback
• Adhere to policies and procedures
• Work as part of a team with paid and unpaid staff
• Use information technology appropriate to specific tasks
• Follow instructions/directions
• Maintain confidentiality
• Relate to people in a way which appropriately
acknowledges diversity
• Organize and manage one’s own time
• Demonstrate safe and effective use of workplace
technology in line with occupational Health and Safety
(OHS) guideline
practices.
Unit Title Provide Basic Emergency Life Support
to recognize and respond to life-threatening emergencies in
line with the Ethiopian Disaster Risk Management Policy
(EDRMP)

1. Respond to an
1.1. An emergency situation is recognized
emergency situation
1.2. Immediate hazard is identified, assessed and minimized
to health and safety of self and others
1.3. The casualty is assessed and the need for first aid
response recognized
1.4. The situation is assessed and assistance sought from
emergency response services
2.Apply appropriate first
2.1. First aid is provided in accordance with established first
aid procedures
aid principles
2.2. Respectful behavior towards casualty is displayed
2.3. Consent from casualty is obtained where possible
2.4. Available resources and equipment are used to make
the casualty as comfortable as possible
2.5. First aid equipment are operated according to
manufacturer’s instructions
2.6. The casualty’s condition is monitored and responded in
accordance with first aid principles
3.Communicate details 3.1. Incident details are accurately conveyed to emergency
of the incident response services
3.2. Details of incident are reported to workplace supervisor,
as appropriate
3.3. Confidentiality of records and information is maintained in
line with statutory and/or organizational policies
Variable Range
A hazard Is:
• A source or situation with the potential for harm in terms of
human injury or ill-health, damage to property, the
environment, or a combination of these
Resources and May include, but not limited to:
equipment • First aid kit
• Resuscitation mask or barrier

• Casualty's medication
• Manikin
• AED (if available)
• Auto-injector
• Puffer/inhaler
Condition of the Must include, but is not limited to:
casualty • Severe bleeding
• Absence of signs of life:
Unconscious
Unresponsive
Not moving
Not breathing normally
• Choking/airway obstruction
• Severe allergic reaction
Identified first aid Must May include, but not limited to:
procedures • Cardiopulmonary Resuscitation (CPR)
• Control severe bleeding
• Airway management
• Provide assistance with self-administered medications,
such as auto-injector, puffer/inhaler in line with
state/territory regulations, legislation and policies and any
available medical/pharmaceutical instructions
• Care of the unconscious person
Appropriate clinical May include, but not limited to:
expert • Supervisor/manager
• Ambulance officer/paramedic
• Other medical/health worker
Evidence Guide
Competence • Followed DRSABCD in line with ARC guidelines, including:
Performed at least 2 minutes of uninterrupted single
rescuer cardiopulmonary resuscitation (CPR) (5 cycles
of both compressions and ventilations) on an adult
resuscitation manikin placed on the floor
Performed at least 2 minutes of uninterrupted single
rescuer CPR (5 cycles both compressions and
ventilations) on an infant resuscitation manikin placed
on a firm surface
Responded appropriately in the event of regurgitation
or vomiting
Managed the unconscious breathing casualty
Followed single rescue procedure, including the
demonstration of a rotation of operators with minimal
interruptions to compressions
Followed the prompts of an Automated External
Defibrillator (AED)
• Responded to at least one simulated first aid scenario

contextualised to the candidate’s workplace/community
setting, including:
Demonstrated safe manual handling techniques
Provided an accurate verbal or written report of the
incident
• Applied first aid procedures for the following:
Allergic reaction
Anaphylaxis
Bleeding control
Choking and airway obstruction
Respiratory distress, including asthma
Shock
Knowledge and • State/Territory regulations, first aid codes of practice and
Attitudes workplace procedures including:
ARC Guidelines relevant to provision of CPR and first
aid
Safe work practices to minimise risks and potential
hazards
Infection control principles and procedures, including
use of standard precautions
Requirements for currency of skill and knowledge
• Legal, workplace and community considerations, including:
Awareness of potential need for stress-management
techniques and available support following an
emergency situation
Duty of care requirements
Respectful behaviour towards a casualty
Own skills and limitations
Consent
Privacy and confidentiality requirements
Importance of debriefing
• Considerations when providing basic emergency life
support, including:
Airway obstruction due to body position
Appropriate duration and cessation of CPR
Appropriate use of an AED
Chain of survival
Standard precautions
• Principles and procedures for first aid management of the
following scenarios:
Allergic reaction
Anaphylaxis
Bleeding control
Cardiac conditions, including chest pain
Chocking and airway obstruction
Respiratory distress, including asthma
Shock
Stroke
• Basic anatomy and physiology relating to:
Considerations in provision of first aid for specified
conditions
Chest
How to recognise a person is not breathing normally
Response/consciousness
• Upper airway and effect of positional change
Underpinning Skills This includes the ability to:
• Assess vital signs and responses of casualty
• Call an ambulance and/or medical assistance, according
to circumstances and report casualty's condition
• Demonstrate first aid casualty management principles:
Assess and minimise danger
Check for response
Maintain casualty's airway, breathing and circulation
Consideration of the welfare of the casualty
Correct procedures for CPR on a resuscitation manikin
Implementation of standard precautions
Safe manual handling of casualty
• Identify and minimise hazards to health and safety of self
and others in the immediate workplace or community
environment
• Plan an appropriate first aid response in line with
established first aid principles, policies and procedures,
ARC Guidelines and/or state/territory regulations,
legislation and policies and industry requirements and
respond appropriately to contingencies in line with own
level of skills and knowledge
• Report details of emergency incident and first aid provided
Resource Implications • Adult and infant resuscitation manikins in line with ARC
Guidelines for the purpose of assessment of CPR
procedures
• Adrenaline auto-injector training device
• AED training device
• Placebo bronchodilator and spacer device
• Roller bandages
• Triangular bandage
• Workplace First Aid kit
• Workplace injury, trauma and/or illness record, or other
appropriate workplace incident report form
• Wound dressing

Unit Title Apply Quality Standards
Unit Descriptor This unit covers the knowledge, attitudes and skills required in
applying quality standards in the operational activities.

1. Assess own work
1.1. Completed work is checked against organization
standards relevant to the activity being undertaken.
1.2. An understanding is demonstrated on how the work
activities and completed work relate to the next process
and to the final appearance of the service / product.
1.3. Faulty service is identified and isolated in accordance with
policies and procedures.
1.4. Faults and any identified causes are recorded and
reported in accordance with standard procedures.
2. Assess quality of 2.1. Services rendered are quality checked against standards
service rendered
and specifications.
2.2. Service rendered are evaluated using the appropriate
evaluation parameters and in accordance with standards.
2.3. Causes of any identified faults are identified and
corrective actions are taken in accordance with policies
and procedures.
3. Record information 3.1. Basic information on the quality performance is recorded
in accordance with organization procedures.
3.2. Records of work quality are maintained according to the
requirements of the organization/enterprise.
4. Study causes of 4.1. Causes of deviations from final outputs or services are
quality deviations
investigated and reported in accordance with standard
procedures.
4.2. Suitable preventive action is recommended based on
organization quality standards and identified causes of
deviation from specified quality standards of final service
or output.
5. Complete 5.1. Information on quality parameters and other indicators of
documentation service performance is recorded.
5.2. All service processes and outcomes are recorded.
Variable Range
Quality check May include, but not limited to:
• Visual inspection
• Physical measurements
• Check against specifications/preferences
Quality standards May include, but not limited to:
• Materials
• Service
• Output and processes/procedures
Quality parameters May include, but not limited to:
• Style/design/specifications
• Durability
• Service variations
• Materials, damage and imperfections
Evidence Guide
Competency • Check completed work continuously against standard
• Identify and isolate faulty service / workmanship
• Check service rendered against organization standards
• Identify and apply corrective actions on the causes of
identified faults
• Record basic information regarding quality performance
• Investigate causes of deviations of services against
standard
• Recommend suitable preventive actions
Knowledge • Relevant quality standards, policies and procedures
• Characteristics of services
• Safety environment aspects of service processes
• Relevant evaluation techniques and quality checking
procedures
• Workplace procedures
• Reporting procedures
Underpinning Skills Demonstrates skills to:
• Interpret work instructions, specifications and standards
appropriate to the required work or service
• Carry out relevant performance evaluation
• Maintain accurate work records in accordance with
procedures
• Meet work specifications
• Communicate effectively within defined workplace
procedures

Unit Title Work with Others
Unit Descriptor This unit covers the knowledge, skills, and attitudes required
to develop workplace relationship and contribute in
workplace activities.

1. Develop effective 1.1. Duties and responsibilities are done in a positive
workplace manner to promote cooperation and good relationship
relationship
1.2. Assistance is sought from workgroup when difficulties
arise and addressed through discussions
1.3. Feedback on performance provided by others in the
team is encouraged, acknowledged and acted upon
1.4. Differences in personal values and beliefs are respected
and acknowledged in the development
2. Contribute to work 2.1. Support is provided to team members to ensure
group activities
workgroup goals are met
2.2. Constructive contributions to workgroup goals and tasks
are made according to organizational requirements
2.3. Information relevant to work are shared with team
members to ensure designated goals are met
Variable Range
Duties and May include, but not limited to:
responsibilities • Job description and employment arrangements
• Organization’s policy relevant to work role
• Organizational structures
• Supervision and accountability requirements including
OHS
• Code of conduct
Work group May include, but not limited to:
• Supervisor or manager
• Peers/work colleagues
• Other members of the organization
Feedback on May include, but not limited to:
performance • Formal/Informal performance appraisal
• Obtaining feedback from supervisors and colleagues and
clients
• Personal, reflective behavior strategies
• Routine organizational methods for monitoring service
delivery
Providing support to May include, but not limited to:
team members • Explaining/clarifying
• Helping colleagues
• Providing encouragement
• Providing feedback to another team member
• Undertaking extra tasks if necessary
Organizational May include, but not limited to:
requirements • Goals, objectives, plans, system and processes
• Legal and organization policy/guidelines
• OHS policies, procedures and programs
• Ethical standards
• Defined resources parameters
• Quality and continuous improvement processes and
standards
Evidence Guide
Competence • Provide support to team members to ensure goals are met
• Acton feedback from clients and colleagues
• Access learning opportunities to extend own personal
work competencies to enhance team goals and outcomes
Knowledge and Attitudes • Relevant legislation that affects operations, especially with
regards to safety
• Reasons why cooperation and good relationships are
important
• The organization’s policies, plans and procedures
• How to elicit and interpret feedback
• Workgroup member’s responsibilities and duties
• Importance of demonstrating respect and empathy in
dealings with colleagues
• How to identify and prioritize personal development
opportunities and options
• Understand the organization’s policies and work
procedures
• Write simple instructions for particular routine tasks
• Interpret information gained from correspondence
• Request advice, receive feedback and work with a team
• Organize work priorities and arrangement
• Select and use technology appropriate to a task
• Relate to people from a range of social, cultural and
ethnic backgrounds
practices.


Unit Title Receive and Respond to Workplace Communication
Unit Descriptor This unit covers the knowledge, skills and attitudes required
to receive, respond and act on verbal and written
communication.

1. Follow routine
1.1. Required information is gathered by listening attentively
spoken messages and correctly interpreting or understanding
information/instructions.
1.2. Instructions/information is properly recorded.
1.3. Instructions are acted upon immediately in accordance
with information received.
1.4. Clarification is sought from workplace supervisor on all
occasions when any instruction/information is not clear.
2. Perform workplace 2.1. Written notices and instructions are read and
duties following interpreted correctly in accordance with organizational
written notices guidelines.
2.2. Routine written instruction is followed in sequence.
2.3. Feedback is given to workplace supervisor based on the
instructions/information received.
Variable Range
Written notices and May include, but not limited to:
instructions • Handwritten material
• printed material
• Internal memos
• External communications
• Electronic mail
• Briefing notes
• General correspondence
• Marketing materials and Journal articles
guidelines • Information documentation procedures
• Company policies and procedures
• Organization and service manuals
Evidence Guide
Competence • Demonstrate knowledge of organizational procedures for
handling verbal and written communications
• Receive and act on verbal messages and instructions
• Record instructions/information
Knowledge and • Organizational policies/guidelines in regard to processing
Attitudes internal/external information
• Ethical work practices in handling communications
• Communication process
• Receive and clarify conciseness
messages/information/communication
• Record messages/information accurately
Resource Implications Access is required to real or appropriately simulated situations,
including work areas, materials and equipment, and to
information on workplace practices and OHS practices.

Unit Title Demonstrate Work Values
Unit Descriptor This unit covers the knowledge, skills and attitude required in
demonstrating proper work values.

1. Define the purpose of 1.1. One’s unique sense of purpose for working and the
work ‘whys’ of work are identified, reflected on and clearly
defined for one’s development as a person and as a
member of society.
1.2. Personal mission is achieved in harmony with company’s
values.
2. Apply work 2.1. Work values/ethics/concepts are classified and
values/ethics
reaffirmed in accordance with the transparent company
ethical standards, policies and guidelines.
2.2. Work practices are undertaken in compliance with
industry work ethical standards, organizational policy and
guidelines
2.3. Personal behavior and relationships with co-workers
and/or clients are conducted in accordance with ethical
standards, policy and guidelines.
2.4. Company resources are used in accordance with
transparent company ethical standard, policies and
guidelines.
3. Deal with ethical 3.1. Company ethical standards, organizational policy and
problems
guidelines on the prevention and reporting of unethical
conduct are accessed and applied in accordance with
transparent company ethical standard, policies and
guidelines.
3.2. Work incidents/situations are reported and/or resolved
in accordance with company protocol/guidelines.
3.3. Resolution and/or referral of ethical problems identified
are used as learning opportunities.
4. Maintain integrity of 4.1. Personal work practices and values are demonstrated
conduct in the consistently with acceptable ethical conduct and
workplace company’s core values.
4.2. Instructions to co-workers are provided based on ethical,
lawful and reasonable directives.
4.3. Company values/practices are shared with co-workers
using appropriate behavior and language.

Variable Range
Work values/ethics/ May include, but are not limited to:
concepts • Commitment/ Dedication
• Sense of urgency
• Sense of purpose
• Love for work
• High motivation
• Orderliness
• Reliability and Dependability
• Competence
• Goal-oriented
• Sense of responsibility
• Being knowledgeable
• Loyalty to work/company
• Sensitivity to others
• Compassion/Caring attitude
• Balancing between family and work
• Sense of nationalism
Work practices May include, but are not limited to:
• Quality of work
• Punctuality
• Efficiency
• Effectiveness
• Productivity
• Resourcefulness
• Innovativeness/Creativity
• Cost consciousness
• 5S
• Attention to details
Company resources May include, but are not limited to:
• Consumable materials
• Equipment/Machineries
• Human
• Time and Financial resources
Work incidents/ May include, but are not limited to:
Situations • Violent/intense dispute or argument
• Gambling
• Use of prohibited substances
• Pilferages
• Damage to person or property
• Vandalism
• Falsification
• Bribery
• Sexual Harassment and Blackmail

Evidence Guide
Competence • Define one’s unique sense of purpose for working
• Clarify and affirm work values/ethics/concepts consistently
in the workplace
• Demonstrate work practices satisfactorily and consistently
in compliance with industry work ethical standards,
organizational policy and guidelines
• Demonstrate personal behavior and relationships with co-
workers and/or clients consistent with ethical standards,
policy and guidelines
• Use company resources in accordance with company
ethical standard, policies and guidelines.
• Follow company ethical standards, organizational policy
and guidelines on the prevention and reporting of
unethical conduct/behavior
Knowledge and Attitudes • Occupational health and safety
• Work values and ethics
• Company performance and ethical standards
• Company policies and guidelines
• Fundamental rights at work including gender sensitivity
• Work responsibilities/job functions
• Corporate social responsibilities
• Company code of conduct/values
• Balancing work and family responsibilities
Underpinning Skills Demonstrates skills in:
• Interpersonal skills
• Communication skills
• Self awareness, understanding and acceptance
• Application of good manners and right conduct
practices.

Unit Title Develop Understanding of Entrepreneurship
Unit Descriptor This unit covers knowledge, skills and attitude required to
understand the concepts, principles, functions, strategies and
methods of entrepreneurship. It also covers identifying and
developing the entrepreneurial competencies.

1. Describe and explain 1.1. The concept and principles of entrepreneurship are
the concept, analyzed and discussed.
principles, and scope
of entrepreneurship 1.2. Entrepreneurial traits and distinguishing features,
entrepreneurial motivations and types of entrepreneurs
are identified and discussed.
1.3. The role of entrepreneurship development for the
Ethiopian economy is explained and discussed.
1.4. Entrepreneurship for women and disables is
discussed and analyzed.
2. Discuss how to 2.1. The positive mind set, attitude towards poverty and “can
become an do mentality” is developed.
entrepreneur
2.2. Self-employment as an individual economic
independence and personal growth is discussed and
analyzed.
2.3. Advantages and disadvantages of self-employment and
being an employee are explained and discussed.
2.4. Major competencies of successful entrepreneurs are
identified and explained.
2.5. Self-potential is assessed to determine if qualified to
become an entrepreneur.
2.6. The behaviors of successful entrepreneurs are identified
and discussed.
2.7. Business ideas are generated using appropriate tools,
techniques and steps.
2.8. Business opportunities are identified and assessed.
3. Discuss how to start 3.1. The concepts and legal forms of business enterprises
and organize an in Ethiopia are identified and discussed
enterprise
3.2. Business Ethics is understood and developed.
3.3. Facts about micro, small and medium enterprises are
discussed, clarified and understood.
3.4. Key success factors in setting up micro, small and
medium businesses are identified and explained.

3.5. Procedures for identifying suitable market for business
are discussed and understood.
3.6. Major factors to consider in selecting a location for a
business are identified and discussed.
3.7. Amount of money needed to start an enterprise is
estimated and various sources of finance identified and
discussed.
4. Discuss how to
4.1. Processes of hiring and managing people are explained
operate an enterprise
and discussed.
4.2. The importance, techniques and application of self-
management skills, negotiation skills and time
management skills, decision skills are discussed and
understood.
4.3. The techniques and procedures of managing sales are
explained and discussed.
4.4. Factors to be considered in selecting suppliers and the
steps to follow when doing business with them are
identified and discussed.
4.5. Awareness of how new technologies can affect micro,
small and medium business is developed, and
Characteristics of appropriate technology for use are
explained and discussed.
4.6. Risk assessment and management of business
enterprise are performed regularly.
4.7. Qualities are properly inspected and inventories properly
managed.
4.8. Basic concepts of Monitoring and Evaluation are
explained and understood.
5. Discus how to 5.1. Importance of financial source documents and record
prepare and use
keeping is discussed.
financial records
5.2. Financial recording documents are identified and
prepared.
5.3. Different types of cost and expense that occur in a
business and how to manage them are discussed and
understood.
5.4. Factors and procedures in knowing the cost and
expense of the enterprise are discussed and understood.
5.5. Simple financial statements are prepared and
understood.
6. Develop one’s own 6.1. The concept, importance and process of preparing/
business plan writing a business plan are discussed and understood

6.2. Feasibility of the business idea is made clear and
understood.
6.3. Findings of the feasibility study are interpreted, assessed
and analyzed.
6.4. Standard structure and format are applied in preparing
business plan.
6.5. Problems that may arise or encounter when starting a
business are identified and understand.
Variables Range
Legal forms May include, but not limited to:
• Sole proprietorship
• Partnership
• Cooperatives
• Private Limited Company
Business Enterprises May include, but not limited to:
• Micro
• Small
• Medium
Major factors May include, but not limited to:
• Economics (local economy)
• Population
• Competition
Financial source May include, but not limited to:
documents • Cash book
• Vouchers
• Invoices
• Receipts
• Check
Financial recording May include, but not limited to:
documents • Journal
• Ledger
• Fixed asset records
• Inventory record
• Payroll sheet
• Account receivable
• Account payable
• Daily sales record
Feasibility of the May include, but not limited to:
business • Opportunities available
• Market competition
• Timing/ cyclical considerations
• Skills available
• Resources available
• Location and/ or premises available
• Risk related to a particular business opportunity, especially
• In regard to occupational health and safety and
• Environmental considerations
Evidence Guide
Competence • Explain principles and concept of entrepreneurship
• Discuss how to become entrepreneur
• Discuss how to organize an enterprise
• Discuss how to operate an enterprise
• Discus how to prepare and use financial records
• Develop business plan
Underpinning Demonstrate knowledge of:
Knowledge and Attitudes • Entrepreneurship concepts, principles, roles and types
• Entrepreneurial traits, motivation and distinguishing
features
• Types of entrepreneurs
• Entrepreneurial competencies
• Entrepreneurial behaviors
• Business ideas and business opportunities
• Self potential assessment
• Types of enterprises
• Legal forms of business ownership
• Risk assessment and evaluation
• Self-employment and employment
• Managing sales, people and time
• Facts about micro, small and medium enterprises
• Micro, Small and Medium Enterprises
• Key success factors for setting up micro, small and
medium enterprises
• Procedures for identifying suitable markets
• Business location
• Major factors for selecting business location
• Quality control
• Inventory management
• Monitoring and evaluation
• New technologies
• Startup capital
• Investment capital
• Working capital
• Financing options
• Financial records
• Costs and expenses
• Business plan and Feasibility study
• Planning, organizing, hiring and leading skills
• Self-management skills
• Negotiation skills
• Time management skills
• Problem solving skills
• Decision making skills
• Selling skills
• Risk assessment skills
• Presentation skills
• Inventory controlling skills
• Using technology
• Financial record keeping skills
• Preparing simple financial statement
• Financial reporting skills
• Managing money
• Suppliers selection skills
• Monitoring and evaluation skills
practices.

Unit Title Apply 3S
Unit Descriptor This Unit Title covers the knowledge, skills and attitudes
required by a worker to apply 3S techniques to his/her
workplace. The unit assumes the worker has a particular job
in the allocated workplace known by the individual.

1. Organize junior 1.1. Basics, principles and stages of KPT are identified using
Kaizen Promotion appropriate procedures.
Team (KPT).
1.2. Structure of Junior KPT is established in accordance
with the organizational procedures.
1.3. Effective and appropriate contributions are made to
complement team activities and objectives using
individual skills and competencies.
1.4. Effective and appropriate forms of communications are
used and undertaken with KPT members who contribute
to know KPT activities and objectives.
1.5. Kaizen Board (Visual Management Board) is prepared
and used in harmony with different workplace contexts.
2. Prepare for work. 2.1. Work instructions are used to determine job
requirements, including method, material and equipment.
2.2. Job specifications are read and interpreted following
working manual.
2.3. OHS requirements, including dust and fume collection,
breathing apparatus and eye and ear personal protection
needs are observed throughout the work.
2.4. Appropriate materials are selected.
2.5. Safety equipment and tools are identified and checked
for safe and effective operation.
3. Sort items. 3.1. Plan is prepared to implement sorting activities.
3.2. Cleaning activities are performed.
3.3. All items in the workplace are identified following the
appropriate procedures.
3.4. Necessary and unnecessary items are listed using the
appropriate format.
3.5. Red tag strategy is used for unnecessary items.
3.6. Unnecessary items are evaluated and placed in an
appropriate place other than the workplace.
3.7. Necessary items are recorded and quantified using
appropriate format.
3.8. Performance results are reported using appropriate
formats.
3.9. Necessary items are regularly checked in the workplace.
4. Set all items in
4.1. Plan is prepared to implement set in order activities.
order.
4.2. General cleaning activities are performed.
4.3. Location/layout, storage and indication methods for items
are decided.
4.4. Necessary tools and equipment are prepared and used
for setting in order activities.
4.5. Items are placed in their assigned locations.
4.6. After use, the items are immediately returned to their
assigned locations.
formats.
4.8. Each item is regularly checked in its assigned location
and order.
5. Perform shine 5.1. Plan is prepared to implement shine activities.
activities.
5.2. Necessary tools and equipment are prepared and used
for shinning activities.
5.3. Shine activity is implemented using appropriate
procedures.
formats.
5.5. Regular shining activities are conducted.
Variable Range
Junior KPT May include, but not limited to:
• 3S
• 3MU (Mura, Muri and MUDA)
• 4P (Policy, Procedure, People and Plant)
• 4M (Material, Method, Man and Machine)
• PDCA (Plan, Do, Check and Act)
OHS requirements May include, but not limited to:
• Legislation/ regulations/codes of practice and enterprise
safety policies and procedures. This may include
protective clothing and equipment, use of tooling and
equipment, workplace environment and safety, handling of
material, use of fire fighting equipment, enterprise first aid,
hazard control and hazardous materials and substances.
• Personal protective equipment is to include that prescribed
under legislation/regulations/codes of practice and
workplace policies and practices.

• Safe operating procedures are to include, but are not
limited to the conduct of operational risk assessment and
treatments associated with workplace organization.
• Emergency procedures related to this unit are to include
but may not be limited to emergency shutdown and
stopping of equipment, extinguishing fires, enterprise first
aid requirements and site evacuation.
Safety equipment and May include, but not limited to:
tools • Dust masks / goggles
• Glove
• Working cloth
• First aid and safety shoes
Items May include, but not limited to:
• Tools
• Jigs/fixtures
• Materials/components
• Machine and equipment
• Manuals
• Documents
• Personal items (e.g. Bags, lunch boxes and posters)
• Safety equipment and personal protective equipment
• Other items which happen to be in the work area
The appropriate May include, but not limited to:
procedures • Steps for implementing 3S (sort, set in order and shine)
activities.
• Written, verbal and computer based or in some other
format.
Unnecessary items Are not needed for current production or administrative
operation and include but not limited to:
• Defective or excess quantities of small parts and inventory
• Outdated or broken jigs and dies
• Worn-out bits
• Outdated or broken tools and inspection gear
• Old rags and other cleaning supplies
• Electrical equipment with broken cords
• Outdated posters, signs, notices and memos
• Some locations where unneeded items tend to accumulate
• In rooms or areas not designated for any particular
purpose
• In corners next to entrances or exists
• Along interior and exterior walls
• Next to partitions and behind pillars
• Under the eaves of warehouses
• Under desks and shelves and in desk and cabinet drawers
• Near the bottom of tall stacks of items
• On unused management and production schedule boards
• In tools boxes that are not clearly sorted

Appropriate format May include, but not limited to:
• All items, necessary and unnecessary items.
Red tag A format prepared with a red color paper or card which is filled
and attached temporarily on the unnecessary items until
decision is made. The red tag catch people’s attention
because red is a color that stands out. So to fill and attach red
tag on items, asks the following three questions:
• Is this item needed?
• If it is needed, is it needed in this quantity?
• If it is needed, does it need to be located here?
Necessary items Are required in the workplace for current production or
administrative operation in the amount needed.
Tools and equipment May include, but not limited to:
• Paint
• Hook
• Sticker
• Signboard
• Nails
• Shelves
• Chip wood
• Sponge
• Broom
• Pencil
• Shadow board/ tools board
Shine activity May include, but not limited to:
• Inspection
• Cleaning
• Minor maintenance May include, but not limited to:
Tightening bolts
Lubrication and Replacing missing parts
Evidence Guide
Competence • Discuss how to organize KPT.
• Describe the pillars of 5S.
• Implement 3S in own workplace by following appropriate
procedures.
Knowledge and • Kaizen principle, pillars and concept
Attitudes • Key characteristic of Kaizen
• Elements of Kaizen
• Wastes/MUDA
• Basics of KPT
• Aims, benefits and principles of KPT
• Stages of KPT
• Structure and role of the components of Junior KPT
• Concept and parts of Kaizen board

• Concept and benefits of 5S
• The pillars of 5S
• Three stages of5S application
• Benefits and procedure of sorting activities
• The concept and application of Red Tag strategy
• OHS procedures
• Benefits and procedure of set in order activities
• Set in order methods/techniques
• Benefits and procedure of shine activities
• Inspection methods
• Planning and reporting methods
• Method of Communication
Underpinning Skills Demonstrates skills of:
• Participating actively in KPT
• Technical drawing
• Planning and reporting own tasks in implementation of 3S
• Following procedures to implement 3s in own workplace
• Using sorting formats to identify necessary and
unnecessary items
• Improving workplace layout following work procedures
• Preparing labels, slogans, etc.
• Reading and interpreting documents
• Observing situations
• Gathering evidence by using different means
• Recording activities and results using prescribed formats
• Working with others
• Solving problems by applying 3S
• Preparing and using kaizen board
• Preparing and using tools and equipment to implement 3S

NTQF Level II

Occupational Standard: Community Development Level II
Unit Title Assess Available Local Services
Unit Descriptor This unit provides instruction on how to identify available
local resources that can meet individual and family needs;
and refer individuals and families to these resources and
provide follow-up, based on identified needs or gaps.

1. Identify local service 1.1. Key information about local resources is identified both in
providers. government and non-governmental – that may meet
client needs, e.g. the location, operating hours, eligibility
criteria, costs and contact name and numbers.
1.2. Information is listed as part of a directory and/or on a
community asset map for the local district, e.g. the
Kebele.
1.3. Additional information about supplementary resources
inside or outside the district that may help meet the
individual or family needs is gathered.
1.4. Information is renewed and updated regularly, e.g.at
least annually.
2. Match the unmet 2.1. Locally available resources which may be able to fill a
needs of clients to gap or meet a client’s needs are determined
available resources.
2.2. Resource outside the community which may be able to
help the client, if locally available resources are not
suitable or available is determined.
2.3. Option is discussed with the client(s) to ensure
understanding.
2.4. The client(s) is/are encouraged to pursue the referral, but
the client’s right is respected to refuse.
2.5. If the situation calls for an emergency action is
immediately reported to superior.
3. Make a referral, 3.1. The type of referral best fits the client’s needs is
based on client’s determined in oral and written referrals
desire toseek from an
identified local 3.2. The referral is prepared, by providing the appropriate
resource. information about the service provider to the client .
3.3. The service provider (or ensuring that others will inform
the service provider) that the referral is coming is
informed.
3.4. The care needed appears to be urgent (needing
immediate attention) is indicated.
3.5. The client is confirmed to go to the resource in
accordance with the referral, in some cases by
accompanying the client in-person.
4. Motivate client to
4.1. Client is followed up to ensure that she/he pursued the
implement
referral, as instructed.
recommended
referral actions. 4.2. Determine what the actions the client has been asked to
take by the referral source.
4.3. The client is motivated to undertake these actions, as
instructed.
4.4. The referral and the recommended follow-up actions are
documented.
Variable Range
Non-governmental May include, but not limited to:
• Charity organizations
• Local elders
• The people in the community
• Religious institutions
• Local community leaders
Community asset May include, but not limited to:
• Human power
• Non-utilized natural and manmade resources
• Financial resources
• Indigenous wisdoms of community etc.
• Locally available resources
Type of referral May include, but not limited to:
• Oral referral and
• Written referral
Service provider May include, but not limited to:
• Government and non-government institutions like
hospitals, schools, bank, legal services , social affairs and
police stations etc.
Evidence Guide
Critical Aspects of Evidence of the ability to:
Competence • Identify local resources
• Use appropriate referral format
• To follow organizational procedures
• Identify appropriate resources
• link whit identified stakeholders
Knowledge and Attitudes • Basic technical terminology related to local resources
• Different types of service providers
• Procedures for using referral
• Procedures for evaluating and assessing local resources
• Structure local resources addresses
• Organizational guidelines
• Communication skills to:
Communicate with client, co-workers and supervisors
Seek assistance and expert advice
• Literacy skills to:
Reading and writing skill
Interpret manuals
Read and interpret basic documents
Read and write basic workplace documents
• Problem-solving skills to address common problems
when using local resources
• Assessment skills to locate varied resources
practices.

Unit Title Promote Community Awareness of Domestic Family
Violence
Unit Descriptor This unit describes the knowledge and skills required to
identify gaps in existing information, services and resources
and to promote community awareness of domestic and family
violence issues which will enable the community to work
towards the prevention of domestic and family violence.

1. Identify information, 1.1. Appropriate evaluation methods are employed to
resource and service
evaluate domestic violence information, resources and
requirements services available in the community.
1.2. Relevance of existing community activities and
materials is reviewed based on changing community
needs and organizational philosophy.
1.3. Gaps and inadequacies in existing information, resources
and services are accurately identified in accordance with
organization standards and procedures.
1.4. Assessment/Validation/Research is undertaken to ensure
that information reflects the underpinning values and
philosophies of domestic violence including a domestic
violence prevention focus.
2. Support community
2.1. Community participation is supported in line with the
participation organizational standards and procedures.
2.2. Appropriate interpersonal and networking skills are
used to enlist support from key people and groups
influencing community values.
2.3. Ensure the participation of the needy groups(elders,
children , people with disabilities…etc) is made effective
2.4. Opportunities are provided for key people and groups to
participate in designing and evaluating programs, policies
and strategies to address the changing needs of the
community.
2.5. Cooperative planning is undertaken to develop
appropriate policies and strategies which address the
identified community service education needs.
3. Promote domestic 3.1. The family stability is improved according to the normal
violence awareness
needs of the family
3.2. Relevant opportunities are identified and utilized to
formally and informally communicate and promote
awareness of domestic violence in line with community
needs.

3.3. Strategies are implemented to address identified gaps
and inadequacies in information, resources and services
in accordance with the organizational standards and
procedures.
3.4. Opportunities are identified for community education
programs and/or resources/services, and clarified and
evaluated with key people and groups.
3.5. Community activities are evaluated and discussed with
key people and groups to determine future directions.
3.6. Service delivery and activities are promoted in a way that
facilitates understanding and gains support
Variable Range
Evaluation methods May include, but not limited to:
• Qualitative and quantitative
• Consultative and participatory
• Diagnostic or summative
• Any combination of the above
• Sampling techniques such as:
• Observation of work activities
• Workshops and meetings
• Questionnaires
• Surveys
• Interviews with clients, family, significant others and
careers
• Questionnaires
• Applications and other forms
• Case documentation
• Using specialist communicators
• Classification tools
• Information from professionals including medical reports
• Information from service providers
• Previous file records & Client consent (verbal and written)
Community activities May include, but not limited to:
• Seminars and workshops
• Victim support groups/networks
• Public forums
• Community safety plans
• Focus groups on relevant issues
• Health promotion activities
• Users of violence behavior change groups
• Community awareness programs
• Community education and support programs
Organization standards May include, but not limited to:
and • Collection and storage of information
procedures • Code of conduct/code of ethics
• Departmental, inter-departmental regulations, protocols
and procedures relevant to work role and responsibilities
• Organization mission statement and/or philosophy
• Minimum practice standards
• Assessment for eligibility to access particular services
• Legal frameworks
• Use of interpreter or interpreter services
• Financial plan
• Community development models
Underpinning values and May include, but not limited to:
philosophies • All individuals have the right to be free from violence
• The community has a responsibility to work toward the
prevention of domestic violence and to demonstrate the
unacceptability of all forms of domestic violence
• All forms of domestic violence are unacceptable in any
group, culture or creed
• Those who use violence should take responsibility for
their behavior and have access to programs to assist
them change their behavior to ensure the safety of their
family
• Domestic violence is widespread and complex
• Domestic violence impacts on the physical, emotional,
social, and financial well-being and safety of individuals in
families
• Domestic violence and abuse has devastating effects on
family members and results in significant social, emotional
and economic costs to the community
Interpersonal and May include, but not limited to:
networking • Means for communicating with people with disabilities or
skills where English is not the first language
• Methods of communicating with different age, gender and
sexual identity groups
• Cultural and sub-cultural awareness/sensitivity
• Using appropriate body language
• Demonstrating empathy
• Liaison with regional and specialist associations
• Liaison with other service providers and key stakeholders
• Liaison with key community contacts
Key people and groups May include, but not limited to:
• Various community groups representing cultural, sub-
cultural, religious, social, ethnic, gender, sexual identity,
and age groups within the community
• Policy and decision-makers in the specific community
• Funding bodies
• Service providers
• Individuals, groups or communities most likely to be
affected by strategies or action plans

• Organization management, colleagues, supervisor, team
members
Policies and strategies May include, but not limited to:
• Strategies to increase access to facilities, services or
decision-making
• Providing direction, advice and information
• Development of community facilities
• Development of community education programs
• Development of advocacy groups
• Development of support networks/groups
• Development of users of violence behavior change groups
• Improved community liaison and networking
• Education programs to improve workers’ skills and
knowledge
• Simple informal communication regarding the service’s
activities, through internal and external networks
• Lobbying relevant persons and agencies
• Public communication, such as public speaking
opportunities, local media interviews/press releases etc.
• Specific materials such as flyers, brochures,
‘advertisement’ type articles in local newspapers
• Use of existing own or other organization/agency
information channels such as notice boards/bulletin
boards, newsletters, pamphlets, etc.
• Use of community meetings and meetings with community
leaders, both formal and informal
• Use of audio-visual materials and web-sites
• Any combination of the above and others
Community service May include, but not limited to:
education • Skills development
needs • Preventive, pro-active strategies
• Community consciousness raising exercises
• Opportunities to reflect on attitudes and beliefs
• Knowledge building
• Behavioral change communication skill.
Community service May include, but not limited to:
education programs • Government agencies/departments
• Non-government organizations
• Charity/voluntary organizations
• Church/ mosque/ groups
• Service organizations
• Political parties
• Committees
• Culturally appropriate literature and media that is relevant
to specific needs groups e.g. Visually impaired
• Skills/administrative support
• Facilities, educational materials, equipment

• Funding
• Developmental training
• Staff development programs, community development
programs
• Single events, such as information stalls in shopping
centers
• Complex series of activities that involves coordinated
elements, such as education campaigns involving mass
media information
• Multi session education and skill development programs
• Peer education and mentoring programs
• Ongoing involvement with local community events (e.g.
Sporting, cultural, religious events)
• Programs that promote ownership of domestic violence
issues by the community/group and its leaders
Community May include, but not limited to:
• Individuals and groups defined by the organization’s
programs and services
• Other agencies providing services to individuals and
groups
• People with specific needs and interests
• People using the organization’s services/programs
• Groups, such as those representing cultural, sub cultural,
gender, religious, age and sexual identity
Evidence Guide
Critical Aspects of Demonstrate knowledge and skills in:
Competence • The individual being assessed must provide evidence of
specified essential knowledge as well as skills
• This unit will be most appropriately assessed in the
workplace or in a simulated workplace and under the
normal range of workplace conditions
• Assessment of performance should be over a period of
time covering all categories within the Range statements
that are applicable in the learning environment
• This will include contexts applicable to the work
environment, such as actual or simulated workplace
situations involving a combination of direct, indirect and
supplementary forms of evidence
and Attitudes • The general principles and practices of community
development, education and consciousness raising
• The cultural and language groups represented within the
local/regional community, and a respect for their values
and beliefs
• The key people and groups within the community who
are able to influence community values
• Current theory and research knowledge in the domestic
violence area
• The processes used to formally and informally
communicate the domestic violence prevention needs of
the community
• The social, historical, political and economic context of
domestic violence, including types and nature of domestic
violence, power and gender issues, child abuse, and
associated criminal issues
• The prevalence of myths, unhelpful beliefs, attitudes and
practices in the broader society relating to domestic
violence and their impact
• The organization’s current domestic violence activities,
programs and services
• Current organization procedures, protocols and practice
for promotion of services
• The impacts of cultural, sub-cultural, social, sexual
identity, religious, gender, age, disability, language issues
etc on attitudes towards domestic violence
• Community development principles and strategies and
their application and particularly the Ottawa charter,
partnership and community consultation approaches to
community development
• Specific limitations of work role, responsibility and
professional abilities
• Promote community awareness of domestic violence, in
particular, to:
Research and identify strategies to address
inadequacies in existing community information and
resources
Develop working relationships with key people within
the organization and other services, including the
community to encourage their cooperation and
participation in the promotion of domestic violence
issues
Depend on the work program or services provided
apply specific knowledge of particular groups or issues
(e.g. Alcohol and Other Drugs (AOD), same-sex
relationships, religious, survivors/victims of domestic
violence, users of violence, Ethiopian people, mental
health etc.)
Effectively communicate and promote awareness of
domestic violence (including services and activities)
using methods which are appropriate to the
community
Research involving analysis and evaluation for
identifying domestic violence information and resource
requirements of the community
Networking in relation to establishing and maintaining
relationships with key people and groups in the
community
Facilitation and presentation in relation to transferring
and collecting information and gaining agreement on
concepts, for example presenting to community
groups
Facilitation relating to providing guidance to achieve
outcomes and gain agreement on concepts and for
enlisting support from key people and groups within
the community
Report writing requiring analysis and evaluation of
information in a defined range of areas, for example
when bringing together results of research for
recommending policies and strategies to address
community needs
Problem solving for a broad range of problems
involving analysis, assessment and evaluation for the
development of new ways of addressing domestic
violence issues which address changing community
needs and attitudes and help to raise community
awareness
Project planning in relation to scope, time, cost,
quality, and communication requirements when
planning new community education activities
practices.
Context for Assessment Competence may be assessed in the work place or in a

Unit Title Visit Client Residence
to make visits to clients to assess needs and/or deliver
services in their place of residence.

1. Prepare for visit 1.1. Check that the person is expected and prepared for a visit
at the agreed (appropriate) time
1.2. Purpose of visit and history of the person is clarified in
relation to unexpected issues and needs
1.3. Equipment, resources and/or documents required for
the purpose of the visit and contingencies are prepared
1.4. Time is allowed in schedule for contingencies
1.5. Factors related to security of the place of residence are
assessed and checked that entry to the place is ensured
1.6. Co-worker(s) is/are ensured to be aware of intended time
and place of visit and mobile contact details
2. Undertake visit 2.1. Entry to the place of residence is obtained, checked for
hazards to own and others’ health and safety and
implement controls to manage risk
2.2. Standard precautions are taken to control infection and,
where required, additional precautions taken
2.3. Respect and sensitivity toward the person and the place
of residence are demonstrated
2.4. Appropriate risk management practices are followed when
delivering services in an unfamiliar and potentially unsafe
environment
3. Establish relationship 3.1. The person is communicated with to provide information,
in the place of clarify purpose of visit and confirm the person’s consent
residence
3.2. Opportunity for the person is providedd to identify and
express any issues or concerns in relation to the visit
and/or associated matters
3.3. Engage appropriately with others in the place of residence
in accordance with organisation policies
3.4. Ethical dilemmas and behaviours of concerns are dealt
with in accordance with relevant policies and procedures
3.5. Difficult or challenging situations are dealt with
appropriately and in accordance with relevant policies and
procedures

3.6. Any health issues or areas of concern that might place
the person or others at risk are identified
4. Follow up visit 4.1. All aspects of the visit are documented in line with
organisation policies and procedures
4.2. Any health issues and areas of concern are referred
promptly to a supervisor
4.3. Statutory and organisation reporting requirements are
complied with
4.4. Ensure any arrangements for follow up visits are recorded
and implemented
Variable Range
Unexpected issues and May include, but not limited to:
needs Questions raised beyond capacity and capability of the
visitors
• Economic or money may raised
• un appropriate social relationship (affection) might be
raised
Equipment, resources May includes but not limited to:
and/or documents • Checklists
• Working manuals
• Kits
Hazards May includes but not limited to:
• Easily transmitted diseases
• Taking unsafe water and food
• Conflict in the family
• Contagious diseases
Ethical dilemmas May includes but not limited to:
• Cultural shocks
• Values and belief
• Communication barriers
• Breaking of social norms
Evidence Guide
Competence • Prepared and undertaken visits to 5 different people in
their place of residence
• Accurately documented all aspects of the visit and
referred appropriately
Knowledge • Issues relevant to visiting a client residence
• Different types of residence
• Organisation policies and procedures relating to:
• Infection control
• Reporting issues observed during visits
• Working in unfamiliar and unpredictable environments
Working alone
•
Working in home environments
•
Duress
•
Basic home fire safety and applicable state and/or
•
territory smoke alarm legislation
• Legal and ethical requirements and how these are
applied in an organisation and individual practice,
including:
Duty of care
Dignity of risk
Human rights
Discrimination
Mandatory reporting
Practice standards
Work role boundaries – responsibilities and
limitations
Work Health and Safety (WHS)
Work as part of a multi-disciplinary team
Underpinning Skills Must demonstrate skills to:.
• Good Communication skills
• Ethical approach
• Skill of understanding diversity
• Skill of Appreciation of other ideas
• Reasonable problem solving skill
practices.
Methods of Competence may be assessed through:
Assessment • Interview/Written Test

Unit Title Prepare for Disability Work
Unit Descriptor This unit describes the knowledge and skills required as an
introduction to working with people with disabilities.

1. Demonstrate an 1.1. Understanding of key issues facing people with disabilities
understanding of the and their careers is demonstrated.
delivery of quality
services for people 1.2. Understanding of the policy, regulatory, legislative and
with disabilities legal requirement context applying to disability work is
demonstrated.
1.3. Commitment to access and equity principles is
demonstrated.
1.4. Account personal values and attitudes regarding disability
are taken into when planning and implementing work with
people with disabilities.
1.5. Understanding of different impacts on clients of specific
disabilities, including acquired and developmental
disabilities is demonstrated.
2. Demonstrate the
2.1. Understanding of strategies that assist in people with
capacity to support disabilities is demonstrated to exercise their rights and
rights, interests and
independence.
needs of people with
disabilities 2.2. Different client requirements are acknowledged.
2.3. Legal responsibilities and duty of care are complied.
2.4. Situations that may pose a health or safety issues, are
reported according to organization procedures.
2.5. A range of models for working in the sector are applied
to meet different client needs.
Variable Range
Issues May include, but not limited to:
• Access to services for people with disabilities and their
carers
• Meeting individual needs and personal goals of people with
disabilities
• Family and carer issues
• Grief and loss
Context May include, but not limited to:
• The relevant statutory framework
• Historical context of work e.g. changing attitudes, changing
approaches to working with clients
• Changing social context of work e.g. consumer centred
approach, changing government and societal views,

relates to and affects people with disabilities and the
• Facts/myths about disability
Commitment to access May include, but not limited to:
and equity principles • Creation of a client oriented culture
• A non-discriminatory approach to all people using the
service, their family and friends, the general public and co-
workers
• Ensuring the work undertaken takes account of and caters
for differences including: cultural, physical, religious,
economic, social, developmental, behavioural, emotional
and intellectual
Rights May include, but not limited to:
• Charters of rights
• Outcomes standards documents
• General human rights
• Freedom from discrimination
• Freedom of information
• Privacy
• Confidentiality
• Common law
• To be treated in a dignified, safe and comfortable manner
• To express own feelings
• Friendship
• Freedom of association
• Choice to participate
• Access to complaint mechanisms
Different client May include, but not limited to:
requirements • Type of disability such as:
physical
sensory
intellectual
psychiatric
• Support availability including:
Family
Financial
physical and emotional
employment
education and training
presence of a terminal illness/condition
Models for working in May include, but not limited to:
the sector • Community development and education
• Health promotion
• Case management
• Working with families
• Peer support/self help
• Residential services
• Respite care
• Home based support
• Community access
• Advocacy
• Employment support
• Lifestyle support
• Business services
• Support
Evidence Guide
Critical Aspects of Demonstrates skills and knowledge in:
• This unit is best assessed in the workplace or in a
simulated workplace under the normal range of conditions
• Consistency in performance should consider the particular
workplace context
Knowledge and • Developmental and acquired disabilities
Attitudes • Different client requirement according to different disabilities
• Networks in the disability sector
• Holistic and client-centred care
• Consumer needs and rights including duty of care
• Principles of empowerment/disempowerment in relation to
people with disabilities
• Principles of access and equity
• Principles and practices of confidentiality
• Awareness of discriminatory actions
• Common risks to safety
• Role of guardianship board, public trustee and independent
advocate
• Awareness and understanding of consent and strategies
utilized to determine ability to consent
Underpinning Skills It is critical that the candidate demonstrate the ability to:
• Demonstrate an understanding of the rights and
responsibilities of people with disabilities, stereo types that
may exist about people with disabilities and awareness of
the impact of own attitudes on working with people with
disabilities
• Demonstrate application of skills in interpersonal
communication with clients and other stakeholders

Unit Title Support the Rights and Safety of Children
address duty of care requirements, working within an ethical
framework and applying relevant legislation, codes of conduct,
international agreements (such as CRC – Convention on the
Rights of the Child), policies and procedures in identifying,
responding and supporting children’s rights and safety.

1. Implement work 1.1. Lawful instructions, regulations, duty of care and
practices which boundaries of practice in all work activities are complied
support the
with.
protection of children
1.2. Child focused work practices are routinely employed to
uphold the rights of children to participate in decision
making where it is age appropriate.
1.3. Communication and information gathering techniques
with children are employed in accordance with current
recognized good practice.
1.4. Ensure decisions and actions are taken within own level
of responsibility, work role and legislative requirements.
1.5. Own knowledge and skills are maintained as required to
work effectively and participate in practice supervision
processes.
1.6. Confidentiality is maintained as appropriate.
1.7. An appropriate response is provided as determined by
the organizational procedures, legal and work role of
organization.
2. Identify indicators of
2.1. Children at risk of harm are identified by routinely
abuse and act implementing child protection procedures, when
appropriately appropriate.
2.2. Disclosure is responded in accordance with accepted
standards techniques, and legislative obligations.
2.3. Information about the child behavior are gathered in order
to identify uncharacteristic behavior or other indicators
which may indicate abuse.
2.4. The circumstances of children who are identified as highly
vulnerable to abuse are monitored.
2.5. Indicators of abuse are identified and indications of
possible risk of harm reported.
2.6. Relevant specific and general circumstances surrounding
risk of harm are accurately recorded in accordance with
organization procedures, ethics and legal requirements.
2.7. Risk of harm indicators is promptly reported in accordance
with statutory and organization procedures.
2.8. Work is done collaboratively with relevant agencies to
ensure the report has maximum effectiveness of report.
3. Apply ethical 3.1. The rights of children are protected in the provision of
practices and services.
safeguard the
rights and interests 3.2. Supervision support for issues of ethical concern is
of children identified and sought in practice with children.
3.3. Ethical practices are developed for implementing
professional boundaries consistent with child protection
legislation in relevant jurisdiction.
3.4. Indicators for potential ethical concerns are recognized
when working with children.
3.5. Unethical behavior of others is responded to by reporting
to the appropriate person.
Variable Range
Lawful instructions and May include, but not limited to:
regulations • Restraining orders
• Supervision and custody orders
• Legislation
Child focused work May include, but not limited to:
practices • Legislation
• Policies of organization
• Client self determination
• Appropriate use of language considering the age and
developmental stage of the child
• Surroundings appropriate for a child
• Child person-directed communication
Information gathering May include, but not limited to:
techniques • Observation
• Consultation with appropriate persons including child
• Consulting documentation and records held by the
organization or from third party
• Media access
Response May include, but not limited to:
• Reporting to relevant child protection authority
• Reporting to police
• Reporting to appropriate supervisors
• Giving advisory services
• Community mobilization activities
Child protection Will be determined and defined by:
procedures • The specific job role
• Organization procedures
• Interagency agreements & Legislation within jurisdictions
Evidence Guide
• Assessment may occur both in the workplace and in off-
the-job learning contexts through methods that present
workplace practice situations, using case studies,
simulations etc.
• Competence in this unit must be assessed over a period of
time in order to ensure consistency of performance across
contexts applicable to the work environment
• Consistency in performance should consider the work
environment in the work place
Knowledge and • Tasks of families in raising children (physical care,
Attitudes emotional nurture, socialization, education)
• Support needs of families (practical and emotional)
• The link between supporting families and promoting well
being of families
• Factors that place children at risk of harm
• Range of prevention strategies to address risk factors
• Strategies of family and interagency collaboration in
promoting the well being of children
• Research, develop and implement strategies which
promote the safety, well being and welfare of children 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
• These include the ability to demonstrate application of
skills in research, networking, providing information and
referral

Unit Title Support Community Resources
Unit Descriptor This unit applies to the work performed in providing and
maintaining support to community groups.

1. Develop an 1.1. Relevant information about the community, its
information base organizations and services are collected and stored
according to the organizational practices so ongoing work
is facilitated.
1.2. A current directory of community resources is maintained
so it is useable and accessible.
2. Establish 2.1. Appropriate contact is established and maintained with
relationship with key key people using a range of communication strategies to
people
ensure that the outcomes from work in the community are
maximized.
2.2. The roles and responsibilities of key people and services
are defined so that work is effective and coordinated.
3. Apply strategies for 3.1. Appropriate work is undertaken to create opportunities to
linking people
develop supportive connections between key people
including arranging and conducting meetings.
3.2. Obstacles to effective contact between people are
identified and appropriate strategies developed to
overcome these.
3.3. Appropriate levels of ongoing support are provided to
promote community interaction.
4. Maintain community
4.1. All relevant records are maintained and made available
facilities and
as required to facilitate community interaction.
resources
4.2. Appropriate work is undertaken to ensure that
maintenance of community resources is carried out
according to agreed procedures and budget allocations.
4.3. Appropriate action is taken to ensure public and
communal areas are accessible and meet community
needs.
Variable Range
Relevant information May include, but not limited to:
about the community • Composition and social/cultural profile
• Cultural characteristics
• Scope defined by organization’s objectives and priorities
• Size
• Nature and history of issues and interests

• Range and nature of other services
• Existing practice, process and protocol
• Data base of key people
• Details of other services/agencies
• Networks, support systems, groups
• Resources
• Protocols for communication
Community May include, but not limited to:
• Individuals and groups defined by organization programs
and services
• Other agencies providing services to individuals and
groups
• People with specified needs and interests
• People using the organization’s services/programs
Key people May include, but not limited to:
• People with an interest in the purpose of the organization
• Designated groups in the community
• Community leaders, representatives
• Other providers
• People using the services of the organization
• Specialist providers
Evidence Guide
Competence • Provision of a range of types of support to communities
according to organizational procedures
• Ability to communicate with a range of people in the
community
• Ability to maintain and access effective networks which
contribute to the achievement of objectives
• Capacity to motivate individuals and groups to work
cooperatively to address common concern.
Knowledge and • Nature of the community and significant relationships and
Attitudes resources including cultural
• Organization’s policies and program/service objectives
• Relevant agencies programs and criteria
• Communication strategies
• Principles of social organization and structures
• Depending on the work role or services provided, specific
knowledge of particular groups or issues may be required,
including:
• Alcohol and other drugs
• Cultural and linguistic diversity
• Risk of self harm
• Women
• Men

• Community education
• Mental health
• Oral communication competence required.
• Assessors should look for the ability to ask questions,
listen to information, and seek clarification. Language used
may be English or a community language
• Reading competence required if worker is using pamphlets
or written information, to determine if an organization or
service is relevant to a particular group.
• Information may be written in English or a community
language
• Writing skills will be needed if organizations require a
written list of community facilities and resources
• Assessors should look at documentation that is required by
the organization.
• Reports and documentation may be required in English or
a community language depending on the group

Unit Title Engage Respectfully with Young People
required to communicate effectively with young people in
work roles with a specific focus on young people.

1. Communicate
1.1. The young person is listened to gain understanding of
effectively with young their experiences
people
1.2. Communication exchanges that support the development
of trust and rapport are fostered
1.3. Information about the young person’s situation is
processed from their perspective
1.4. A range of appropriate communication strategies are
used to engage with young people
1.5. Cultural sensitivities are considered in communication
techniques and style and language adapted to
accommodate different cultural values and practices
1.6. Young person’s confidentiality is maintained in the
context that the young person is the primary stakeholder
2. Reflect 2.1. Youth culture and subcultures of the young person are
understanding of
considered in all actions and decisions
youth cultures and
subcultures and 2.2. The young person’s individual development are
young person’s own considered in all actions and decisions
development 2.3. Issues are evaluated in relation to young person’s culture
and approaches modified appropriately
2.4. Activities and resources are selected to promote
awareness, the young person is respected and diversity
valued
2.5. Guidelines that are relevant to the culture and
background of the young person are established
2.6. The impact of own cultural values, cultural lens and
ethnocentrism is assessed in youth work
3. Work with the young 3.1. Youth-centred practices are applied when working
person as the focus with young people
3.2. The rights, needs and responsibilities of the young
person are respected
3.3. Worker rights and responsibilities are explained to the
young person as necessary
3.4. A professional relationship and boundary expectations
are established with the client

3.5. Power inequities in the professional relationship are
identified and managed
3.6. Principles of ethical decision-making are applied in
working with young people
4. Reflect on own 4.1. Opportunities are identified to reflect on own interactions
practice and values and practices with young people
4.2. Areas where own biases, background and opinions may
have impacted on work are recognized with the young
person
4.3. Opportunities are sought to address any concerns or
areas for development
Variable Range
Appropriate May include, but not limited to:
communication • Effective communication techniques including:
strategies and Active listening (reflecting and questioning)
techniques Adaptation to purpose
Body language
Community languages
Complexity of content
Language levels and styles
Normalising and summarising
Physical and sensory contact
Reframing and challenging
Tone
• Use communication strategies that are appropriate to the
young person, including:
Access to hidden populations of young people via third
party peers
Consideration of abilities and any technical aids
Cultural protocols, sensitivities and awareness
Gestures
Interpreters
Language
Location and proximity
Relevant content
Signed and Visual
Youth culture and sub May include, but not limited to:
cultures • As defined by the groups of young people with whom
worker has contact and can include:
Shared experiences within ethnicity based groups
Shared interest and ideologies
Shared social practices and rituals, religion and
spirituality
Other
• Value the importance youth cultures challenge and
promote change to broader community
Development of the May include, but not limited to:
young person • Core themes could include:
Autonomy and agency
Experimentation and risk taking behaviour
Identity
Interests, different personalities and abilities
Personal and collective meaning
Sexuality
Supportive networks, friendships, family and other
• Physical development
• Psychological and emotional development
Activities and resources May include, but not limited to:
• Avoid stereotypes and generalisations about young people
• Challenging assumptions of existing world views e.g.
Hetero-sexism, racism
• Enjoyment of young people and a genuine commitment to
the well being and value of young people in the community
• Establish welcoming and inclusive youth spaces, work
environment and community settings
• Inclusive attitudes and behaviours of staff and volunteers
• Inclusive organisation policies that promote cultural
competence, inclusion and anti-discrimination
• Not under-estimating or over-estimating young people
• Promote positive images that represent diversity in work
practices e.g. Printed resources, art works, posters etc
• Where appropriate seek to understand and challenge
discriminatory behaviours and attitudes of young people
and other key stakeholders
• Work creatively to celebrate diversity
Youth centred practices May include, but not limited to:
• Always seek to engage with young people to hear and
understand their perspective in all issues related to them
• Commitment to the young person as primary client and all
other stakeholders as secondary
• Consideration of the young person and the ir experiences
as unique
• Prioritise the young person's experiences, goals and
concerns in all work practices
Work with the young May include, but not limited to:
person • Community education with young people
• Community work with young people
• Education support work
• Group work with young people and Individual youth work
Power inequities in the May include, but not limited to:
professional relationship • Age and physical appearance
• Authoritative positioning
• Developmental imbalances
• Economic disadvantage
• Information and life skills
• Perceived or real power differentiation
• Vulnerability and experiences of the young person
Principles of ethical Includes:
decision-making • Appropriate use of professional and person power
• Commitment and skills to be able to work within the
organisation ideology, culture and belief system when
making ethical decisions
• Identify the organisation culture and ideology
• Recognise the impact of values and beliefs upon practice
Diversity of young Includes:
people • Ethiopian young people
• Culturally and linguistically diverse young people
• Cultures associated with differing socioeconomic
backgrounds
• Diverse family experiences and family of origin
• Diverse sexualities - heterosexual, bisexual, gay and
lesbian
• Gender differences - young women, young men,
transgender young people
• Young migrants, refugees and asylum seekers
• Young people from diverse geographical locations, urban,
suburban, rural, remote, regional, transient
• Young people from diverse youth cultures, and sub
cultures
• Young people with a disability
• Young people with diminished health status
Evidence Guide
Critical Aspect of Demonstrates skills and knowledge to:
Competence • Applied youth-centred practices when working with young
people, including:
Using interpersonal skills to engage with at least three
young people
Applying engagement skills with young people with
diverse range of presenting issues and experiences
Applying principles of ethical decision-making to ethical
dilemmas when the young person is the primary client
• Establishing and maintaining a professional relationship
with at least one group of young people.
Knowledge and • Aspects of human behaviour and development related to
Attitudes young people, their personal and social development and
relationships
• Current issues facing young people and existing services
to address their needs and rights
• Different world views and the interrelationship of society,
culture and the young person
• Diversity in all forms – across cultural, sexuality, ability,
socioeconomic and geographic spheres, and the
experiences of migrants, refugees and asylum seekers
• Own cultural values, cultural lens and ethnocentrism
• Own work role within the context of the youth sector
• Access and equity principles
• Principles of ethical decision-making
• Statutory frameworks in which the work role functions
• The impact of judgement-making skills in working with
young people
• Youth-centred practices with focus on the young person as
the primary stakeholder
• Youth cultures, social, political and economic and
professional frameworks.
Underpinning Skills Demonstrate the skills to:
• Demonstrate interpersonal communication with diversity of
young people
• Work as part of a team or as a sole worker in working with
young people
of the identified work role. These include the ability to:
Advocate for young people as the primary client
Apply engagement skills with young people with
diverse range of presenting issues and experiences
Apply principles of ethical decision-making to ethical
dilemmas when the young person is the primary client
Appreciate and critique difference
Celebrate diversity and value uniqueness
Establish and maintain a professional relationship with
young people

Unit Title Support Group Activities
Unit Descriptor This unit of covers the knowledge, skills and attitude
(outcomes) required to participating in and providing general
support for a range of informal and formal groups in variety of
setting.

1. Identify the 1.1. Group activities which meet the purpose of the group are
purpose of the identified and determined with the members of the group.
group
1.2. Rules for group behavior are discussed and established
with all group members.
1.3. Individual differences of workers and group members are
identified, acknowledged and respected.
1.4. The goals, needs and expectations of the participants are
sought, received and accommodated according to
available resources.
2. Establish 2.1. Roles played by group members including the worker are
relationship with defined.
the group
2.2. A suitable level of participation is encouraged.
2.3. Group is informed of resources available to meet group’s
needs.
2.4. The capacity of the worker to respond to group’s needs is
assessed and communicated to the group, in an
appropriate manner.
2.5. The most appropriate support is selected and implemented
to achieve the objectives of the activity.
2.6. Ear communication is modeled to group members.
2.7. Group members are encouraged to use clear and
appropriate communication.
2.8. Communication and interactions with group members are
made to respect individual differences and needs.
2.9. Communication and interactions with group members are
made appropriate to aim and purpose of group.
2.10. Appropriate processes are implemented as necessary to
address breaches of behavior.
2.11. Participants are encouraged to agree on and abide by
a set of appropriate guideline.
3. Organize resources 3.1. Work is undertaken to ensure adequate resourcing is
for group available.
3.2. Availability of resources and guidelines for use are
communicated to group.
3.3. A cooperative approach to the use of resources is
encouraged.
3.4. Reports on the use of resources are completed, if required.
3.5. Reports are completed to standard required by
organization.
Variable Range
Group activities May include, but not limited to:
• Formal or informal
• Structured
• Semi structured
• Unstructured
May related to:
• Discussions
• Sporting and recreation activities
• Research, planning and management
• Informal and formal education
• Community action
• Special interest causes
Evidence Guide
Competence • Support group activities for formal and informal groups
• Participate in for a variety of group activity types identified
in the Range Statement or in the workplace
• Provide support for appropriate target groups
Knowledge and • Dynamics of groups and the different styles of group
Attitudes leadership and decision making
• Effective communication techniques
• Conflict management
• Organization’s policies, principles and procedures
• Relevant organizational and community resources
• Building and maintaining relationships
• Relevant models such as stages of group development
and stages of change model
• Oral communication skills including asking questions,
clarifying issues/topics, providing information in the
workplace setting. Language used may be English or
community language, depending on the client group
• Written communication competence to complete reports
required by the organization. The complexity of reports
may vary from completing an organizational proforma, to
completing a unstructured report. Literacy support for
completing reports may vary from the availability of support
from a supervisor to no support available in the workplace.
Reports may be written in English or community language
depending on the organizational requirements
• Reading competence required to fulfill the job role. This
may vary from no competence required (if information on
the availability of resources, materials etc. for the group
are conveyed verbally), to the ability to read work related
texts, which may include lists of available resources,
names of group members, policy statements on use of
equipment and resources etc. Language in use may be
English or community language depending on organization

Unit Title Provide Parenting, Health and Well-Being Education
to identify client needs and provide education in a small group
or one to one setting regarding effective parenting behaviour,
general health and well-being issues.

1. Identify client 1.1. Available information is evaluated to determine nature of
priorities and client education and support needs
interests
1.2. Key issues of concern are investigated and confirmed
1.3. Stage in client decision is determined to seek information
or change
1.4. Current skills and expectations for skill development are
reviewed
1.5. Strategies are developed to match client educational
needs
1.6. Resources required to support strategies are identified
and organised
1.7. Additional assistance and expertise are sought, as
required
2. Communicate with 2.1. Information and the way it is presented to the specific
clients about
needs of the group and the community are tailored
parenting, health and
well-being 2.2. Client strengths are acknowledged and supported
2.3. Information on key knowledge and skill sets that support
positive parenting, health and well-being and which aligns
with current policy are provided
2.4. Information on factors that can impact on family capacity
to function effectively are provided
2.5. The interrelationships between different behaviours,
attitudes and beliefs and their impact on family well-being
are explored
2.6. Clients are encouraged to share experiences
2.7. Ongoing assessment of client skills, knowledge and
attitudes is conducted
3. Support the practice 3.1. Awareness of health and well-being issues is raised with
of new behaviours clients not contemplating change
3.2. Clients are encouraged to develop active support
networks and further development options

3.3. Effective parenting techniques and healthy lifestyle habits
are promoted
3.4. Clear feedback is provided to clients on progress in skill
development
3.5. Client difficulties in changing behaviours are identified and
responded in a supportive way
3.6. Issues that may require referral to professional support
are identified and discussed with the client
4. Communicate 4.1. Possible professional support services available to clients
professional support are identified
services to clients
4.2. Information on referral pathways are provided to
professional support services
4.3. Clients are encouraged to seek professional support, if
appropriate
5. Evaluate education 5.1. Feedback is sought from clients regarding services
support provided
provided
5.2. The success of support services is assessed in meeting
objectives
5.3. Potential improvements are identified and integrated into
future practice
Variable Range
communication • Use of interpreters
strategies to respond to • Privacy
a family member's • Number of people who participate is decided
concern
A family member's May be about a child's:
concerns • Health
• Behaviour
• Development
• Social interaction
• Homework
• Life skills
• Emotional well being
Grievances and May be received from:
complaints • Users of service
• People denied access to service
• Ministers of government departments
• Local members of parliament
• Local community members
• Media
• Service or person advocating on behalf of child/family
• Licensing bodies
• Advisory/support organisations
• Workers of the service
Complaints May be about:
• Quality of the service
• Problems in the service
• Inadequate level of service provision e.g. Hours, times
• Children in the service
• Financial matters
• Staffing
• Behaviour management strategies
• Attitude of worker
• Insensitivity to cultural practices of child/family
Mediation between May be between:
parties to effect • Worker and parent
resolution of a • Worker and child
complaint • Parent and service
Guidelines for May include, but not limited to:
addressing complaints • Organisation procedures, policies and guidelines
• Legal obligations
• Guidelines of funding body/government bodies who have a
regulatory role
Evidence Guide
Competence • Provided parenting, health and well-being education to at
least 2 different clients or client groups, using processes
to:
Identify specific needs and tailor education to address
needs
Evaluate program against identified needs of each
client or client group.
Underpinning DemonstratesKnowledge of:
Knowledge and • Legal and ethical considerations for education in
Attitudes parenting, health and well-being, and how these are
applied in organisations and individual practice:
Children in the workplace codes of conduct
Discrimination
Duty of care
Human rights
Mandatory reporting
Records management
Work role boundaries – responsibilities and limitations
for those without legal qualifications
Work health and safety
• Factors that affect the capacity of families to function
effectively
• Key stages of child development and needs at different
stages
• Features of a healthy lifestyle, including:
Role of nutrition and diet
Exercise and physical activity
Safety and security
• Different models of parenting including cultural differences
• Different models of parents/families, including:
Traditional
Non-traditional
Opposite sex
Same sex
• impact of positive parenting in regards to formation of
healthy lifestyle behaviours of children
• support networks available to parent and families.
• Resolve conflicts with users of the service balancing
organisation guidelines with client needs
• Facilitate discussions when competing views and interests
exist
• Demonstrate communication which is direct, authoritative
and listening to competing viewpoints
Conflict resolution techniques
Negotiation skills
Problem solving skills
Good communication including listening, empathy
responding, questioning
Capacity for managing differences in point of view
Resources Implication • Use of suitable facilities, equipment and resources,
including:
Client information
Organisation policies and procedures
• Modelling of industry operating conditions, including:
• Scenarios that involve interactions with other people.

Unit Title Provide Loss and Grief Support
to recognise and respond to the needs of people who are
experiencing loss, grief and bereavement.

1. Recognise reactions 1.1. Reactions to loss and grief are recognised
to loss and grief
1.2. Social, cultural, ethnic and spiritual differences are taken
into account
1.3. Situations where there may be risk to the health and/or
safety of the person or other people are identified and
appropriate referrals made
1.4. An individual’s suicide risk is identified and assessed and
where necessary referred to appropriate services
2. Engage empathically
2.1. Individuals are interacted with empathy, sensitivity,
professionalism and courtesy
2.2. Social, cultural, ethnic and spiritual differences are
identified and respected
2.3. Verbal and non-verbal communication approaches that
acknowledge the individual’s emotional needs are
selected and used
3. Offer support and 3.1. Individuals experiencing difficulty in coping with grief and
information
trauma are identified and linked or referred to options for
further help as needed
3.2. Information about grief and bereavement support services
and resources are provided
3.3. Strategies are identified, suggested or used for formal and
informal grief and bereavement support
3.4. Feedback is obtained from individual to confirm that
options are clearly understood
3.5. Confidentiality is maintained in line with organisation
practices
4. Care for self
4.1. Own stress level is monitored in relation to working in the
area of grief and loss
4.2. Risks to self associated with grief and bereavement
support are recognised and minimised
4.3. The need for supervision and debriefing is identified and
responded
5. Review support 5.1. Outcomes reflected during and after support are provided
provided

5.2. Further support required is identified
5.3. Practices are reviewed for continuous improvement
Variable Range
Grief and loss May include, but is not limited to:
• Significant loss for example:
Relationships
Employment
Missed opportunities
Goals and visions
Infertility
Range of responses to May include, but is not limited to:
grief and loss • Different responses to grief will be evident depending on
circumstances of loss, e.g. post loss, suicide, homicide,
disaster, indirect loss, vicarious traumatisation. Responses
May include, but not limited to:
Disbelief
Avoidance
Anger
Sadness
Withdrawal
Dissociation
Suicidal ideations
Self-harming
Stress reactions
Post traumatic stress disorder
Depression
Numbing
Denial
Anxiety
Support strategies May include, but is not limited to:
• Depth of knowledge and levels of application of
counselling approaches and theories is presented at the
Essential knowledge and skills section of this unit of
competency:
Narrative therapy
Grief and loss model
Group therapy
Gestalt therapy
Person-centred therapy
Existential therapy
Research-informed practice
Safety and assessed May include, but is not limited to:
risks • Processes for proactively enquiring about the presence of
family domestic violence with the intention of preventing
further violence or harm
• Processes for evaluating the nature of specific risks to
safety for individual clients including depression, using
assessment and structured clinical judgement
• The content of risk may relate to:
Exposure to further violence
Mental health issues
Children's and parenting issues
Other support services May include, but is not limited to:
• Crisis intervention services
• Legal or medical services
• Family domestic violence services
• Child support services
• Culturally specific services
• Accommodation services
• Access to services/information
• Financial services
• Child support agency
• Mediation services
• Living skills and problem solving programs
• Educational programs
• Specialist services (include GP and psychiatrist)
• Grief support for grief and loss (therapeutic and self help)
Terminate counselling May include, but is not limited to:
sessions • Planned termination of counselling
• Dealing with client decision to terminate the sessions
• Counsellor assessing and identifying issues of concern in
a client case where to continue counselling would be
unethical and/or place the client and/or others at risk
Interruptions to May include, but is not limited to:
counselling • Counsellor illness
• Counsellor planned leave
• Counsellor changes employment
• Interruptions due to organisation change
• Counsellor ceases practice
• Other external factors e.g. client illness, expert
recommendations that counselling cease
Feedback strategies May include, but is not limited to:
• Interviews with colleagues
• In session feedback (with longer term work of grief)
• Evaluation forms
• Complaints
• Recommendations
• Suggestions
• Focus group work
Evidence Guide
Critical Aspects of Assessmentmay provide evidence that the candidate:
Competence • Responded effectively to at least 3 diverse situations of
loss, grief, bereavement or trauma

• Engaged with people using effective communication skills
at least once that included:
Empathic listening skills
Verbal and non-verbal techniques
Providing information clearly and sensitively
Obtaining feedback to confirm understanding
Knowledge and • Spectrum of loss situations, including:
Attitudes Primary loss
Secondary loss
Cumulative loss
Integration of loss
• Potential impacts at the individual, family and community
level, of grief, bereavement and trauma
• Features and expressions of grief and how these may
vary, including:
Complex grief
Disenfranchised grief
• Reactions that may indicate risk of suicide and required
responses
• How loss, grief and bereavement can impact on social and
emotional health and well being
• Social, cultural, ethnic and spiritual differences in
responses to loss, grief and bereavement
• Different contexts and circumstances that may be present
prior to loss and their impact on grief and bereavement
• Strategies and communication techniques for formal and
informal grief and bereavement support
• Grief and bereavement care services and information
resources
• Stress vulnerability model and its application to loss and
grief support
• Self care strategies and support services for workers
• Legal and ethical considerations and how these are
applied in an organisation and individual practice,
including:
Duty of care
• Identify and adhere to legislative requirements of
counselling in a broad range of contexts including Family
Law and counselling couples, families and children
• Explain counselling goals and action plans and outline
counselling process and agreements
• Assess and screen for domestic and family violence and
child abuse using a range of processes
• Monitor own competence through counselling supervision

and be willing to consider the views expressed by clients
and by counsellor colleagues
• Manage the counselling role within an ethical context and
discuss processes for client referral where necessary
• Comprehend a variety of individual and systemic
therapeutic approaches and their application, including
evidence-based therapies and culturally sensitive
approaches
• Recognise the strengths limitations and contraindications
of specific therapeutic approaches, including risk of harm
associated with approaches that incorporate assumptions
of family dysfunction
• Assess grief and loss relating to cultural and spiritual
differences
• Apply advanced counselling interventions and explain the
contribution of counselling to the therapeutic process
• Compare and contrast grief counselling theories and
approaches
• Identify common client concerns in the provision of
counselling processes
• Work in a multidisciplinary environment where appropriate
• Manage confidentiality of information obtained from clients
during the counselling process
• Maintain a solid theoretical base for effective and
contemporary counselling practice
• Manage the dynamics of counselling groups and family
groups experiencing high levels of ongoing conflict.
• Respect and promote client self determination and ability
to make own decisions within the clients value, beliefs and
context.
• Demonstrate sensitivity when counselling individual and
groups from diverse backgrounds
• Apply age appropriate communication and counselling
interventions when working with children and young
people
• Work with child and parental loss
• Counsel and intervene for complicated grief and loss
situations
including organisation policies, procedures and related
documentation to assist in the provision of grief and loss
support

Provide Sexual and Reproductive Health Information to
Unit Title
Clients
to communicate with and provide information to others in the
area of sexual and reproductive health in one to one or small
group environments.

1. Ensure the rights of 1.1. Participate in personal and professional development
clients are observed activities to ensure own attitudes and values are
identified
1.2. Develop and implement strategies which enable delivery
of a service to clients that ensures own attitudes and
values are not imposed on clients and clients feel their
attitudes and values are respected
1.3. Ensure all interactions with clients have demonstrated
respect and dignity for their rights
1.4. Employ a range of non-verbal and verbal techniques to
ensure own attitudes and values are not communicated to
or imposed on clients and clients feel their attitudes and
values are respected
2. Employ appropriate 2.1. Referrals are provided in situations where own personal
techniques with clients and professional abilities do not match client priorities
2.2. An appropriate model of sexuality development is applied
in assessing clients priorities
2.3. Information about relevant legal issues are provided in
appropriate situations
2.4. Operation is done in accordance with legal obligations to
ensure compliance with duty of care obligations
2.5. Strategies which facilitate clients to express their own
attitudes and values are developed and implemented
3. Provide information 3.1. Planning is undertaken to ensure client priorities will be
about sexual and met by the information provided
reproductive health
3.2. Information that is age and culturally appropriate in a
non-judgemental way are provided
3.3. The effectiveness of the information offered is routinely
evaluated.
3.4. Approach and activities are reviewed and adjusted
accordingly
3.5. Appropriate, relevant and accurate resources and
materials are provided to enable clients to effectively
maintain their sexual and reproductive health
Variable Range
Attitudes and values Include in relation to:
• Sexual orientation
• Sexuality and ageing
• Sexuality and disability
• Sexual harassment
Information May be provided as part of education programs relating to, for
example:
• HIV
• Hepatitis
• Sexually transmitted infections
• Safe sex practices
• Human reproduction
• Pregnancy
• Contraception
• Sexual health
• Relationships and intimacy
Evaluation Refers to:
• Client survey instruments
• Seeking verbal feedback and affirmation from clients
• Follow up interviews with clients, their family and carers
Impact of attitudes and May be via:
values • Body language
• Verbal
• Choice of contact
• Choice of activities
• Structure of group dynamics
Evidence Guide
Competence • Determined the sexual and reproductive health information
needs of at least 2 clients with varying needs and provided
appropriate information in a non-judgemental manner
Knowledge and • Own personal and social values and attitudes and their
Attitudes potential impact on information provision
• Positive self-esteem and self concept
• Community resources and referral networks
• Sources of information
• Human rights and responsibilities
• Heteronormativity
• Fundamentals of sexuality development across the
lifespan, including:
Anatomy and physiology of human sexuality
Sexual function and dysfunction
Pregnancy, birth and contraception

Reproductive and sub-fertility issues
Sexually Transmissible Infections (STIs), Human
Immunodeficiency Virus (HIV) and safer sex issues
sexuality events in the life cycle
diversity including sexual orientation and gender
identity
• Provide appropriate information about sexual and
reproductive health in a non-judgemental manner
• Communicate about sexuality effectively and comfortably
• These include the ability to:
• Create a positive learning environment and practise basic
skills in group facilitation
• Prepare and provide appropriate information about sexual
and reproductive health to address needs of individual and
groups of clients
• Work with cultural diversity
• Work with parents and young people
• Apply language, literacy and numeracy competence
appropriate to the work role

Unit Title Participate in Workplace Communication
Unit Descriptor This unit covers the knowledge, skills and attitudes required
to gather, interpret and convey information in response to
workplace requirements.

1. Obtain and convey 1.1. Specific and relevant information is accessed from
workplace appropriate sources.
information
1.2. Effective questioning, active listening and speaking skills
are used to gather and convey information.
1.3. Appropriate medium is used to transfer information and
ideas.
1.4. Appropriate non- verbal communication is used.
1.5. Appropriate lines of communication with supervisors and
colleagues are identified and followed.
1.6. Defined workplace procedures for the location and
storage of information are used.
1.7. Personal interaction is carried out clearly and concisely.
2. Participate in
2.1. Team meetings are attended on time.
workplace meetings
and discussions 2.2. Own opinions are clearly expressed and those of others
are listened to without interruption.
2.3. Meeting inputs are made consistent with the meeting
purpose and protocols established.
2.4. Workplace interactions are conducted in a courteous
manner.
2.5. Questions about simple routine workplace procedures
and matters concerning working conditions of
employment are asked and responded.
2.6. Meetings outcomes are interpreted and implemented.
3. Complete relevant 3.1. Range of forms relating to conditions of employment is
work related
completed accurately and legibly.
documents
3.2. Workplace data is recorded on standard workplace forms
and documents.
3.3. Basic mathematical processes are used for routine
calculations.
3.4. Errors in recording information on forms/documents are
identified and properly acted upon.
3.5. Reporting requirements to supervisor are completed
according to organizational guidelines.

Variable Range
Appropriate sources May include, but not limited to:
• Team members
• Suppliers
• Trade personnel
• Local government and Industry bodies
Medium May include, but not limited to:
• Memorandum
• Circular
• Notice
• Information discussion
• Follow-up or verbal instructions & Face to face
communication
Storage May include manual filing and computer-based filing systems
Protocols May include, but not limited to:
• Observing meeting
• Compliance with meeting decisions
• Obeying meeting instructions
Workplace interactions May include, but not limited to:
• Face to face
• Telephone
• Electronic and two way radio
• Written including electronic, memos, instruction and
forms, non-verbal including gestures, signals, signs and
diagrams
Forms May include but not limited to personnel forms, telephone
message forms, safety reports
Evidence Guide
Competency • Prepare written communication following standard format
of the organization
• Access information using communication equipment
• Make use of relevant terms as an aid to transfer
information effectively
• Convey information effectively adopting the formal or
informal communication
Knowledge and Attitudes • Effective communication
• Different modes of communication
• Written communication
• Organizational policies
• Communication procedures and systems
• Technology relevant to the enterprise and the individual’s
work responsibilities

• Follow simple spoken language
• Perform routine workplace duties following simple written
notices
• Participate in workplace meetings and discussions
• Complete work related documents
• Estimate, calculate and record routine workplace
measures
• Do basic mathematical processes of addition, subtraction,
division and multiplication
• relate to people of social range in the workplace
• Gather and provide information in response to workplace
Requirements
practices.

Unit Title Work in Team Environment
Unit Descriptor This unit covers the skills, knowledge and attitudes to identify
role and responsibility as a member of a team.

1. Describe team role 1.1. The role and objective of the team are identified from
and scope available sources of information.
1.2. Team parameters, reporting relationships and
responsibilities are identified from team discussions and
appropriate external sources.
2. Identify own role and 2.1. Individual role and responsibilities within the team
responsibility within environment are identified.
team
2.2. Roles and responsibility of other team members are
identified and recognized.
2.3. Reporting relationships within team and external to team
are identified.
3. Work as a team 3.1. Effective and appropriate forms of communications are
member
used and interactions undertaken with team members
who contribute to known team activities and objectives.
3.2. Effective and appropriate contributions are made to
complement team activities and objectives, based on
individual skills and competencies and workplace
context.
3.3. Protocols are observed in reporting using standard
operating procedures.
3.4. Contribution is made to the development of team work
plans based on an understanding of team’s role and
objectives and individual competencies of the members.
Variable Range
Role and objective of May include, but not limited to:
team • Work activities in a team environment with enterprise or
specific sector
• Limited discretion, initiative and judgment maybe
demonstrated on the job, either individually or in a team
environment
Sources of information May include, but not limited to:
• Standard operating and/or other workplace procedures
• Job procedures
• Machine/equipment manufacturer’s specifications and
instructions
• Organizational or external personnel
• Client/supplier instructions
• Quality standards
• OHS and environmental standards
Workplace context May include, but not limited to:
• Work procedures and practices
• Conditions of work environments
• Legislation and industrial agreements
• Standard work practice including the storage, safe
handling and disposal of chemicals
• Safety, environmental, housekeeping and quality
guidelines
Evidence Guide
Competence • Operate in a team to complete workplace activity
• Work effectively with others
• Convey information in written or oral form
• Select and use appropriate workplace language
• Follow designated work plan for the job
• Report outcomes
Knowledge and Attitude • Communication process
• Team structure
• Team roles
• Group planning and decision making
• Communicate appropriately, consistent with the culture of
the workplace
practices.

Unit Title Develop Business Practice
establish a business operation from a planned concept. It
includes researching the feasibility of establishing a business
operation, planning the setting up of the business,
implementing the plan and reviewing operations once
commenced, customer handling, developing and maintaining
business relationships.

1. Identify business 1.1. The concept of paradigm shift and means of divergent
opportunities and thinking are elaborated and strategies to look beyond the
business skills boundaries are discussed.
1.2. Unusual business opportunities are identified.
1.3. Feasibility on business skills and personal attributes is
assessed and matched against those perceived as
necessary for a particular business opportunity.
1.4. New behavior on how problems can be the pivotal source
of business opportunity is elaborated and experience
taken.
1.5. Assistance sought with feasibility study of specialist and
relevant parties is discussed, as required.
1.6. Impact of emerging or changing technology, including e-
commerce, on business operations is evaluated.
1.7. Practicability of business opportunity is assessed in line
with perceived business risks, returns sought, personal
preferences and resources available.
1.8. Business plan is revised in accordance with the identified
opportunities.
2. Plan for the 2.1. Organizational structure and operations are determined
establishment of
and documented.
business operation
2.2. Procedures are developed and documented to guide
operations.
2.3. Financial backing is secured for business operation.
2.4. Business legal and regulatory requirements are identified
and compiled.
2.5. Human and physical resources required to commence
business operation are determined.
2.6. Recruitment and procurement strategies are developed.

3. Implement business
3.1. Physical and human resources are obtained to implement
development plan
business operation.
3.2. Operational unit is established to support and coordinate
business operation.
3.3. Simulations on the development plan are well discussed
and understood.
3.4. Implementation manual is discussed and understood.
3.5. Marketing the business operation is undertaken.
3.6. Monitoring process is developed and implemented for
managing operation.
3.7. Legal documents are carefully maintained and relevant
records kept and updated to ensure validity and
accessibility.
3.8. Contractual procurement rights for goods and services
including contracts with relevant people are negotiated
and secured as required in accordance with the business
plan.
3.9. Options for leasing/ownership of business premises are
identified and contractual arrangements completed in
accordance with the business plan.
4. Review implementation 4.1. Review process is developed and implemented for
process and take
implementation of business operation.
corrective measures
4.2. Improvements in business operation and associated
management process are identified.
4.3. Identified improvements are implemented and monitored
for effectiveness.
5. Establish contact
5.1. Persuasion strategies are developed and discussed.
with customers and
clarify needs of 5.2. Welcoming customer environment is maintained and
customer Customer is greeted warmly according to enterprise
5.3. Information is provided to satisfy customer needs.
5.4. Information on customers and service history is
gathered for analysis.
5.5. Customer data is maintained to ensure database
relevance and currency.
5.6. Customer needs are accurately assessed against the
products/services of the enterprise.
5.7. Customer details are documented clearly and accurately
in required format.
5.8. Negotiations are conducted in a business-like and
professional manner.
5.9. Benefits for all parties are maximized in the negotiation
through use of established techniques and in the
context of establishing long term relationships.
5.10. The results of negotiations are communicated to
appropriate colleagues and stakeholders within
appropriate timeframes.
5.11. Opportunities to maintain regular contact with
customers are identified and taken-up.
6. Develop and 6.1. Features and benefits of products/services provided by
Maintain Business the enterprise are described/ recommended to meet
Relationship
customer needs.
6.2. Alternative sources of information/advice are discussed
with the customer.
6.3. Information needed is pro-actively sought, reviewed and
acted upon to maintain sound business relationships.
6.4. Agreements are honored within the scope of individual
responsibility.
6.5. Adjustments to agreements are made in consultation with
the customer and information shared with appropriate
colleagues.
6.6. Relationships are nurtured through regular contact and
use of effective interpersonal and communication styles.
Variable Range
Unusual Business May include, but not limited to:
opportunities • Public holidays
• Ceremonies
• Natural disaster
• Campaigns
Business opportunities May include, but not limited to:
• Expected financial viability
• Skills of operator
• Amount and types of finance available
• Returns expected or required by owners
• Likely return on investment
• finance required
• Lifestyle issues
Business skills and May include, but not limited to:
personal attributes • Technical and/ or specialist skills
• Managerial skills
• Entrepreneurial skills
• Taking calculated risk skills
• Willingness to take calculated risks
• Willingness to work under pressure

Specialist and relevant May include, but not limited to:
parties • Chamber of commerce
• Financial planners and financial institution
representatives, business planning specialists and
marketing specialists
• Accountants
• Lawyers and providers of legal advice
• Government agencies
• Industry/trade associations
• Online gateways
• Business brokers/business consultants
Business risks May include, but not limited to:
• Occupational health and safety
• Environmental risks
• Relevant legislative requirements
• Security of investment
• Market competition
• Security of premises/location
• Supply and demand
• Resources available
Human and physical May include, but not limited to:
resources • Software and hardware
• Office premises and equipment
• Communications equipment
• Specialist services through outsourcing, contracting and
consultancy
• Staff
• Vehicles
Operational unit May include, but not limited to different departments,
sections, teams, divisions, etc. staffed with required
personnel and equipped to service and support business
Legal documents May include, but not limited to:
• Partnership agreements, constitution documents,
statutory books for companies (register of members,
register of directors and minute books), certificate of
Incorporation, franchise agreements and financial
documentation, appropriate software for financial records
• Occupational Health and Safety (OHS)
• Recordkeeping including personnel, financial, taxation,
and environmental
Contracts with relevant May include, but not limited to:
people • business owners, suppliers, employees, agents, land
owners, distributors, customers or any person with whom
the business has, or seeks to have, a performance-based
relationship
Negotiation techniques May include, but not limited to:
• Identification of goals, limits

• Clarification of needs of all parties
• Listening and questioning
• Non-verbal communication techniques
• Appropriate language and situation
• Bargaining
• Developing options
• Appropriate cultural behavior
• Confirming agreements
Opportunities to to maintain regular contact with customers May include, but
maintain not limited to:
regular contact • Informal social occasions
• Ceremonies
• Exhibitions
• Industry functions
• Association membership
• Co-operative promotions
• Program of regular telephone contact
Evidence Guide
Critical Aspects of Demonstrates knowledge and skills in:
Competence • That a business operation has been planned and
implemented from initial research of feasibility of the
business and completion of the plan, through
implementing the plan and commencing operations
• The ability to evaluate the results of research and assess
the likely viability and practicability of a business
opportunity, taking into account the current
business/market climate and resources available
• Treating customers in a courteous and professional
manner
• Building and maintaining relationships to achieve
successful business outcomes
and Attitudes • Paradigm shift
• Unusual business opportunities
• Feasibility study
• Business structure
• Federal and regional government legislative requirements
affecting business operations, especially in regard to
OHS, EEO, industrial relations and anti-discrimination
• Procurement and recruitment strategy
• Operational unit
• Monitoring process
• Business systems and operations
• Relevant marketing, management, sales and financial
concepts
• Options for financing

• Business premises and ownership
• Lease
• Methods for researching business opportunities
• Methods of identifying relevant specialist services to
complement the business
• Advertising and promotion
• Distribution and logistics
• Terms and conditions in contractual agreement
• Record keeping duties
• Operational factors relating to the business (provision of
professional services, products)
• Customer need assessment
• Source of information
• Operational knowledge of enterprise policies and
procedures in regard to:
Customer service
Dealing with difficult customers
Maintenance of customer databases
Allocated duties/responsibilities
• General knowledge of the range of enterprise
merchandise and services, location of telephone
extensions and departments/sections
• Basic operational knowledge of industry/workplace codes
of practice in relation to customer service
• negotiation and communication techniques appropriate to
negotiations that may be of significant commercial value
• Hunting and exploiting unusual business opportunities
• Interpreting legal requirements, company policies and
procedures and immediate, day-to-day demands
• Conducting feasibility study
• Developing new behavior
• Using technology
• Marketing skills
• Business planning skills
• Entrepreneurial skills
• Time management skills
• Customer handling skills
• Communication skills including questioning, clarifying,
reporting, and giving and receiving constructive feedback
• Technical and analytical skills to interpret business
documents, reports and financial statements and
projections
• Ability to relate to people from a range of social, cultural
and ethnic backgrounds and physical and mental abilities
• Problem solving skills to develop contingency plans
• Using computers and software packages to record and
manage data and to produce reports
• Interpreting business information, numeracy skills for data
analysis to aid research
• Negotiation to conduct business activities
• Research to identify a business opportunity and to
conduct a feasibility study
• Analytical skills to assess personal attributes and to
identify business risks
• Observation skills for identifying appropriate people,
resources and to monitor work
• Persuasion and networking skills
• Welcoming customers
• Information seeking skills to collect, organize and
understand information related to collating and analyzing
customer information to identify needs
• Establish diagnostic processes which identify and
recommend improvements to customer service
practices.

Unit Title Standardize and Sustain 3S
Unit Descriptor This unit of competence covers the knowledge, skills and
attitudes required by worker to standardize and sustain 3S to
his/her workplace. It covers responsibility for the day- to-day
operations of the workplace and ensuring that continuous
improvements of Kaizen elements are initiated and
institutionalized.

1. Prepare for work. 1.1. Work instructions are used to determine job
requirements, including method, material and equipment.
working manual.
1.5. Tools and equipment are prepared and used to
implement 3S.
2. Standardize 3S. 2.1. Plan is prepared and used to standardize 3S activities.
2.2. Tools and techniques to standardize 3S are prepared
and implemented based on relevant procedures.
2.3. Checklists are followed for standardize activities and
reported to relevant personnel.
2.4. The workplace is kept to the specified standard.
2.5. Problems are avoided by standardizing activities.
3. Sustain 3S.
3.1. Plan is prepared and followed to standardize 3S
activities.
3.2. Tools and techniques to sustain 3S are discussed,
prepared and implemented based on relevant
procedures.
3.3. Workplace is inspected regularly for compliance to
specified standard and sustainability of 3S techniques.
3.4. Workplace is cleaned up after completion of job and
before commencing next job or end of shift.
3.5. Situations are identified where compliance to standards
is unlikely and actions specified in procedures are taken.
3.6. Improvements are recommended to lift the level of
compliance in the workplace.

3.7. Checklists are followed to sustain activities and report to
relevant personnel.
3.8. Problems are avoided by sustaining activities.
Variable Range
• Are to be in accordance with legislation/regulations/codes
of practice and enterprise safety policies and procedures.
This may include protective clothing and equipment, use
of tooling and equipment, workplace environment and
safety, handling of material, use of firefighting equipment,
enterprise first aid, hazard control and hazardous
materials and substances.
• Personal protective equipment is to include that
prescribed under legislation/regulations/codes of practice
and workplace policies and practices.
tools • Dust masks/goggles
• Glove
• Working cloth
Tools and equipment May include, but not limited to:
• Paint
• Hook
• Sticker
• Signboard
• Nails
• Shelves
• Chip wood
• Sponge
• Broom
• Pencil
• Shadow board/Tools board
Tools and techniques May include, but not limited to:
• 5S Job Cycle Charts
• Visual 5S
• The Five Minute 5S
• Standardization level checklist
• 5S checklist
• The five Whys and one How approach(5W1H)
• Suspension
• Incorporation and Use Elimination
Relevant procedures May include, but not limited to:
• Assign 3S responsibilities
• Integrate 3S duties into regular work duties
• Check on 3S maintenance level
• OHS measures such as signage, symbols / coding and
labeling of workplace and equipment
• Creating conditions to sustain your plans
• Roles in implementation
Reporting May include, but not limited to:
• Verbal responses
• Data entry into enterprise database
• Brief written reports using enterprise report formats
Relevant personnel May include, but not limited to:
• Supervisors, managers and quality managers
• Administrative, laboratory and production personnel
• Internal/external contractors, customers and suppliers
• 5S slogans
• 5S posters
• 5S photo exhibits and storyboards
• 5S newsletter
• 5S maps
• 5S pocket manuals
• 5S department/benchmarking tours
• 5S months
• 5S audit
• Awarding system
• Big cleaning day
• Patrolling system May include, but not limited to:
Top management Patrol
5S Committee members and Promotion office Patrol
Mutual patrol
Self-patrol
Checklist and Camera patrols
Evidence Guide
Competence • Discuss the relationship between Kaizen elements.
• Standardize and sustain 3S activities by applying
appropriate tools and techniques.
Knowledge and Attitudes • Elements of Kaizen
• Ways to improve Kaizen elements
• Benefits of improving kaizen elements
• Relationship between Kaizen elements

• The fourth pillar of 5S
• Benefits of standardizing and sustaining 3S
• Procedures for standardizing and sustaining 3S activities
• Tools and techniques to sustain 3S
• Relevant Occupational Health and Safety (OHS) and
environment requirements
• Plan and report
• Method of communication
• Improving Kaizen elements by applying 5S
• Standardizing and sustaining procedures and techniques
to avoid problems
• Technical drawing
• Procedures to standardizing 3S activities
• Analyzing and preparing shop layout of the workplace
• Standardizing and sustaining checklists
• Preparing and implementing tools and techniques to
sustain 3S
• Working with others
• Reading and interpreting documents
• Observing situations
• Solving problems by applying 5S
• Preparing labels, slogans, etc.
• Gathering evidence by using different means
• Using Kaizen board properly in accordance the procedure
• Reporting activities and results using report formats
practices.

NTQF Level III

Occupational Standard: Community Development Level III
Unit Title Address Community Cross-Cutting Issues
organizing people for action towards prevention and control of
HIV/AIDS, promoting gender equality, Assist implementation
of environmental protection activities and performing family
planning activities.

1. Organize people for 1.1. Felt needs of the community are identified.
action
1.2. The support of community leaders is identified and sought
in development efforts.
1.3. A simple survey of natural and man-made
resources that can be mobilized for development
purposes is conducted.
1.4. Demographic data is collected.
1.5. A preliminary study of the social structure and value
systems governing the life in the community are
conducted.
1.6. A Community Development Council on which the different
parts of the community are represented by elected
members is established.
1.7. Link between the community leaders and government
officials is created.
1.8. Community awareness on the importance of organized
action is raised for development.
1.9. Establish working relationships with NGOs and other civil
society institutions for the purpose of securing their
support to development efforts.
1.10. Community groups are organized on the basis of group
interest.
2. Work towards
2.1. High risk groups are identified.
prevention and
control of HIV/AIDS 2.2. The community is mobilized to provide support.
2.3. Community conversation is facilitated.
2.4. HIV/AIDS clubs are established.
2.5. Training is conducted for CBOs and FBOs on the impact
of HIV/AIDS.
2.6. HIV/AIDS programs implementing organizations are
identified.
2.7. Guidance and counseling service are provided to PLWHA
according to guidelines.
2.8. The establishment of associations of PLWHA is facilitated.
2.9. Home based care providers are organized for PLWHA.
2.10. The establishment of network among HIV/AIDS
program implementing organizations is facilitated.
2.11. The establishment of income generating schemes is
facilitated for PLWHA.
2.12. The HIV/AIDS policy is promoted.
2.13. Training is facilitated to home-based care givers.
2.14. Assistance is conducted survey on causes of the
spread of HIV/AIDS.
2.15. Community awareness on prevention and control of
HIV/AIDS is raised.
3. Promote gender 3.1. Women organization activities are facilitated.
equality
3.2. Gender sensitive development work is promoted.
3.3. Participate in campaigns to eliminate harmful traditional
practices.
3.4. Awareness is created to eliminate gender bias.
3.5. Women assertiveness is promoted.
3.6. Work is done effectively on gender mainstreaming.
4. Assist 4.1. Community awareness is raised on the importance of
implementation of protecting the environment.
environmental
protection activities 4.2. Work is done towards an environmentally sustainable
society through the promotion of sustainable
development.
4.3. Mobilize the community to be involved in maintaining
green areas.
4.4. Members of the community are mobilized towards natural
resource conservation.
4.5. The public is educated on the benefits environmental
hygiene.
4.6. Environment protection clubs are established and
assisted.
5. Work towards the 5.1. Existing Harmful Traditional Practices (HTPs) are
elimination of harmful identified.
traditional practices
5.2. The community is made to be aware on the effects of
HTPs.
5.3. Traditional practitioners are made to be aware the
negative effects of HTPs.
5.4. Training is conducted on HTP for CBO leaders, FBOs and
community representatives.
5.5. Identified HTPs are reported to the higher body.
5.6. The link between HTP victims and service providers is
facilitated.
5.7. Psycho-social support is provided for HTP victims.
6. Perform family 6.1. The reproductive age group is identified.
planning activities
6.2. Demographic data on family size is collected.
6.3. The existing tradition is identified regarding FP.
6.4. Aware the community on the importance of family
planning.
6.5. Aware community on the negative impact of population
explosion.
6.6. Identity, aware and work with community leaders.
6.7. Family planning clubs are established and assisted.
6.8. Network is created with family planning service providers.
Variable Range
Development May include, but not limited to:
• Refers to development activities which are based on
renewable energy resources
• Optimal use of resources
• Apply environmental friendly approaches
• Environmental impact assessment
PLWHA May include, but not limited to:
• People living with HIV/AIDS
HTP May include, but not limited to:
• Female genital –mutilation
• Early marriage
• Food taboo
• Work taboo
• Abduction
• Uvular cutting. Etc
Psycho-social support May include, but not limited to:
• Non-discrimination
• Social inclusion
• Psychological treatment
• Focus on victims strength
Reproductive age • An age interval within which a person can give birth
Evidence Guide
Competence • Resource mobilization
• Guidance and counseling
• Awareness creation

Knowledge and • Working policies, strategies and guidelines
Attitudes • Causes and effects of cross cutting issues
• Means of transmission of HIV/AIDS
• Change of behavior
• Group dynamics
• Facilitation
• Communication
• Training
• Team work
• Resource mobilization

Unit Title Assist the Implementation of Planned Educational
Programs
required to assist a worker to support the teacher/s in
delivering planned education programs. Classroom-level
support is provided to ensure the learning environment is
inclusive and relevant, and appropriately resourced and
maintained.

1. Contribute to planning 1.1. Contribute to implementation, planning and preparation
and preparation of in accordance with lesson plan/s and educational
educational program requirements under guidance of teacher or other
education professional
1.2. Understanding of objectives and outcomes of
educational programs and their relationship to current
curriculum documents are shown clearly
2. Assist in the 2.1. Notes and students’ work are organized and distributed
implementation of
planned educational 2.2. Students are guided in the location and use of relevant
program materials needed to participate in the lesson or activity
2.3. Assistance is provided with general activities
2.4. Classroom strategies are implemented to support
students’ individual needs under teacher direction
2.5. The teacher is assisted in identifying educational needs
of students
3. Contribute to a 3.1. Requirements are clarified and classroom routines
consistent and stable
implemented appropriately
learning environment
3.2. Responsibilities and duties are undertaken in a positive
manner to promote cooperation and good relationships
3.3. Possible environmental modifications are identifiedto suit
the individual needs of students in accordance with
established guidelines
4. Contribute to 4.1. Observations are recorded and reported as specified in
individual and group the job role
assessment in
consultation with the 4.2. Contributions are provided to reviews and case
teacher conferences of students when requested
4.3. Constructive teacher feedback is encouraged,
acknowledged and acted upon
Variable Range
Educational May include, but not limited to:

requirements Students from a range of ethnic backgrounds
•
Ethiopian students
•
Students with a disability or disabilities
•
Students who are learning English as their second or later
•
language
• Students with special social, emotional, health and or
psychological needs
• Age and ability of students
• Personal characteristics of students
• Individual learning styles of students
Educational programs May include, but not limited to:
• Literacy and numeracy
• Remediation skills
• Life skills
• Communication and speech
• Individual and class social skills
• Arts
• Health and physical education
• Society and environment
• Technology and enterprise
• Therapy programs
Classroom strategies May include, but not limited to:
• Peer tutoring
• Multi-level teaching
• Cross-curricular teaching
• Small group instruction
• Individualized instruction
• Intensive instruction
• Demonstration
• Vertical grouping
• Peer modeling
• Individual/group assessment
Assessment May include, but not limited to:
• Related to planned learning outcomes
• Integrated within and/or across sequences of learning
experiences
• Designed to be inclusive of all students and allow
students to demonstrate achievements in a variety of
ways
• Designed to provide students with clear and constructive
feedback on performance within an appropriate timeframe
• Designed to encourage student/peer monitoring and
reflection where appropriate
• Planned and conducted in accordance with school/centre
policies
Education environments May include, but not limited to:
• Government school (pre-primary, primary and secondary)

• Private/non-government school (pre-primary, primary and
secondary)
• Education centre
• Kindergarten
• Special educational centre
• Community educational centre
Evidence Guide
Critical Aspects of There must be demonstrated evidence that the candidate
Competence has completed the following tasks:
• Contribute to the preparation and implementation of
classroom programs and lesson plans on at least three
occasions, including:
Assisting in guiding students with classroom activities
and programs on at least three occasions
Supporting teacher to identify individual student
learning needs and requirements
Implementing strategies to support the needs to
students as required
Performing the activities outlined in the performance
criteria of this unit during a period of at least 100 hours
within at least one education provider.
Underpinning Knowledge These include knowledge of:
and Attitudes • Education system’s policies and procedures
• School/centre’s policies and procedures
• Curriculum use in the classroom
• Potential hazards and risks for students
• Professional language and feedback that may be required
for student reviews and case conferences.
• Identify educational needs of students
• Implement classroom strategies to support students’
• Organize and distribute notes and students’ work
• Show clear understanding of objectives and outcomes of
educational programs
• Follow school/centre policies and procedures
• Communicate effectively with other adults in the working
environment
• Apply knowledge of learning and development to role and
responsibilities
• Support the implementation of planned education
programs
• Contribute to the assessment of students
• Support and encourage a positive approach to learning
• Communicate with children/young people verbally and
non-verbally, including:
Team work
Negotiation
Communication/interpersonal skills of questioning,
informing, listening and discussing
Organization planning, administrative support skills
Time management skills
Active listening
Study skills
practices.
Context of Assessment In addition, simulations and scenarios must be used where
the full range of contexts and situations cannot be provided in
the workplace or may occur only rarely. These are situations
relating to emergency or unplanned procedures where
assessment in these circumstances would be unsafe or is
impractical

Unit Title Identify and Respond to Children and Young People at
Risk
address duty of care requirements, working within an ethical
framework and applying relevant legislation, policies and
procedures in responding to children and young people.

1. Implement work 1.1. Children and young people are identified at risk of harm
practices which by observing signs and symptoms, asking noninvasive
support the questions, being aware of protective issues and using
protection of children
child protection procedures where appropriate.
and young people
1.2. Respond to disclosure, information or signs and
symptoms in accordance with accepted standards,
techniques, and legislative obligations.
1.3. Comply with lawful instructions, regulations and duty of
care in all work activities.
1.4. Child focused work practices are routinely employed to
uphold the rights of children and young peoples to
participate in decision-making where it is age appropriate.
1.5. Employ communication and information gathering
techniques with children and young people in accordance
with current recognized good practice.
1.6. Ensure decisions and actions are taken within own level
of responsibility, work role and legislative requirements.
1.7. Own knowledge and skills are maintained as required to
work effectively and participated in practice supervision
processes.
1.8. Confidentiality is maintained as appropriate.
1.9. An appropriate response is provided as determined by
organizational procedures, legal and work role obligations.
2. Report indications of
2.1. Relevant specific and general circumstances surrounding
possible risk of harm risk of harm are accurately recorded in accordance with
the organizational procedures, ethics and legal
requirements.
2.2. Risk of harm indicators is promptly reported accordance
with statutory and organization’s procedures.
2.3. Work collaboratively with relevant agencies to ensure
maximum effectiveness of report.
3. Apply ethical and 3.1. The rights of children and young people are protected in
nurturing practices in
the provision of services.
work with children
and young people 3.2. Supervision support is identified and issues of ethical
concern sought for in practice with children and young
people.
3.3. Ethical and nurturing practices are developed in
accordance with professional boundaries when working
with children and young people.
3.4. Indicators for potential ethical concerns are recognized
when working with children and young people.
3.5. Unethical behavior of others is responded by reporting to
the appropriate person.
Variable Range
Lawful instructions May include, but not limited to:
• Licensing authorities
• Organization supervisor
• Courts of Law
• Police
Lawful instructions and May include, but not limited to:
regulation • Restraining orders
• Supervision and custody orders
• Legislation
Evidence Guide
Critical Aspects of Demonstrate knowledge and skills to:
Competence • Provide an appropriate response to indications of risk of
harm
Knowledge and • Statutory and policy requirements relating to job role
Attitudes • Ethical obligations as stated in relevant codes of practice,
licensing, accreditation registration to professional bodies,
service agreements
• Ethical approaches that incorporate the conventions on the
rights of the child, and human rights
• Responsibilities to clearly define worker and client roles
and responsibilities in regard to ethical conduct and
professional relationship boundaries
• State/territory requirements and processes for notifying
suspected abuse and reporting process
• Child protection system: including reporting protocols,
responses to reporting, interagency policies
• Organization guidelines and policies for responding to risks
of harm to children and young people
• Duty of care responsibilities
• Ethical obligations as defined by the job specification and
employing organization
• Principles of ethical decision-making

• Recording procedures appropriate to job role
• Common risks to child’s safety
• Indicators of the different types and dynamics of abuse
including as they apply to age, gender, disability, culture,
sexuality
• The different types of abuse:
Serious psychological, physical, sexual, neglect,
domestic violence
Impact of risk of harm
Appropriate responses to disclosure
Overview of legal system and it pertains to the job role
• Outline of common legal issues as relevant to work
undertaken with children and young people such as:
Abuse in all forms
Domestic and family violence
Neglect
Exploitation
Alcohol and Other Drugs (AOD) concerns
Systems abuse
• Apply indicators of abuse to make judgments about risks of
harm
• Follow procedures and instructions
• Apply principles of ethical decision-making
• Maintain professional boundaries in work with children and
young people
• Provide required reports and records, including effective
use of relevant information technology in line with
occupational Health and Safety (OHS) guidelines

Unit Title Implement Interventions with Older People at Risk
Unit Descriptor This unit describes the knowledge and skills required by the
worker to work in partnership with older people and their
careers to implement interventions in the context of an
Individualized plan to reduce the risk .

1. Prepare for an 1.1. Assessment requirements are confirmed with
assessment of the risk supervisor or relevant health professional
of falls
1.2. Assessment requirements outside scope of roles and
responsibilities are identified and reported to supervisor
or relevant health professional
1.3. Work with the older person and their carer to establish
their involvement in the assessment and further actions
1.4. Information is provided to clarify own role,
responsibilities and accountability
1.5. Information is provided to clarify the assessment
process, information that will be obtained and stored
1.6. Information is provided to clarify relevant others who
might see the assessment results
1.7. A supportive and encouraging manner that is respectful
of the older person and their carer's level of
understanding and cultural background are
communicated
1.8. The older persons are informed consent to the
assessment process
2. Conduct an
2.1. Assessment is conducted in a manner respectful of the
assessment of the risk older person's privacy, dignity, wishes and beliefs
of falls
2.2. The older person's concerns about falling are
determined
2.3. How the older person has coped with any previous fall/s
are determined
2.4. Factors in the older person's lifestyle that might affect
their level of risk are identified and explored
2.5. The older person's physical indicators of risk of falls are
determined using appropriate tools and methodologies
2.6. The assessment is conducted in a manner that
minimises unnecessary discomfort to the older person
2.7. The assessment is conducted in a manner that
maximises the participation of the older person

2.8. Any condition/s that the older person has that might
affect their level of risk is/are determined in collaboration
with supervisor and/or or relevant health professional
2.9. Where appropriate, the support of carers is used during
the assessment process
2.10. The older person's risk factors are determined
based on measurements and findings in collaboration
with supervisor and/or or relevant health professional
2.11. The older person's needs, issues and concerns
outside scope of practice are identified and referred to
appropriate supervisor and health professional
3. Implement fall 3.1. Options are identified and explained to minimise the risk
minimisation of falls
strategies
3.2. Work with the older person and their carers to identify
strategies that are consistent with their safety needs,
priorities and specific requirements
3.3. Strategies are implemented in a safe and effective
manner
3.4. Strategies are implemented in a manner that minimises
the older person's discomfort
3.5. Where appropriate, support to the career is provided to
contribute to the strategy
4. Monitor fall 4.1. The effects of the strategies on the older person are
minimisation strategies monitored
4.2. Indicators of increased risk are identified
4.3. Strategies are not having the desired result and possible
reasons for this are identified
4.4. More appropriate strategies are reassessed and
identified
4.5. Work with the older person and their carers to assess
the outcomes of falls minimisation strategies and
discuss with supervisor and/or or relevant health
professional
5. Complete 5.1. The organisation's reporting requirements are complied
documentation with
5.2. Documentation is completed according to organisation
policy and protocols
5.3. Documentation is maintained in a manner consistent
with reporting requirements
5.4. Documentation organisation policy and protocols are
filed

Variable Range
The assessment Is:
• A structured needs assessment using recognised
assessment tools, which enables health professionals to
systematically identify, record and promote the health and
well being of individuals
Relevant others May include, but not limited to:
• Health professionals
• Supervisor
Assessment process includes:
• Worker role
• The purpose of the assessment
• The approximate duration of the assessment
• The type of information required for the assessment
• Any specific assessment tools that will be used
• The role of others in the assessment
• What will happen after the assessment
• The records associated with the assessment
• Referrals
• Role of client's GP
Wishes May include, but not limited to:
• Who conducts the assessment
• Who else might need to be present
• Preparation for assessment activities
Lifestyle May include, but not limited to:
• Physical activity
• Diet
• Alcohol
• Psychological concerns, e.g. fear of falling and loss of
confidence in being able to move about safely
• Environmental hazards
Risk factors May include, but not limited to:
• Falls history
• The ageing process
• Balance, gait or mobility problems, including those due to
degenerative joint disease and motor disorders such as
stroke or Parkinson's disease
• Medications, particularly sedating or blood pressure
lowering medications
• Postural hypotension
• Visual impairment
• Impaired cognition
• Confusion
• Depression
• In continence
• Environmental hazards

Indicators of increased May include, but not limited to:
risk • Adverse reactions, including:
Physical
Psychological
Emotional
• Contra-indicators
• Withdrawal of consent
• Non-compliance
Fall minimisation May include, but not limited to:
strategies • Diagnostic
• Therapeutic
• Preventative
• Rehabilitative
• Social support
Evidence Guide
Competence • Assist with the assessment of risk and the implementation
and evaluation of risk minimization strategies for at least 2
older people, 1 in a simulated environment and 1 in the
workplace, in a manner that is respectful of the older
person’s dignity and privacy.
Knowledge and • Own work role and responsibilities
Attitudes • The ethics concerning consent and confidentiality, and
the tensions which may exist between an individual's
rights and the organisation's responsibility to individuals
• The major issues, trends and policies relating to the
health and well being of older people
• The ageing process and how it might affect the risk of
falls for older people
• The physical and psychological effects of falls on older
people and their carers
• Factors contributing to the risk of falls and their impact on
older people and their carers
• Normal posture, gait and balance and how to recognise
deviations
• Medical causes of falls and how to recognise them
• The importance of explaining the significance of medical
causes of falls to older people and their carers and the
actions they should take in response to indicators of
medical causes
• How to interpret physical indicators of risk of falls
• How to interpret the results of tests and measurements in
relation to the risk of falls
• How to evaluate the older person's level of risk of falls
• Range of strategies that reduce the risk of falls
• Indicators that a strategy should be halted
• When to make referral and seek advice
• Follow organisation policies and protocols
• Access supervision, advice and support
• Interpret physical indicators of risk of falls
• Identify indicators of a medical cause for falls
• Interpret the results of tests and measurements in relation
to the risk of falls
• Evaluate the older person's level of risk of falls
• Referral to appropriate other in an appropriate and timely
manner
• Encourage the older person and their carers to participate
in strategies and monitor their effectiveness
• Implement a range of strategies in a manner that is
respectful of the older person's dignity and privacy
• Manage the task and manage contingencies in the
Use communication strategies to:
• Develop a trusting relationships
• Provide appropriate information
practices.

Unit Title Recognize and Respond to Domestic and Family Violence
Unit Descriptor This unit is concerned with identifying and responding to
domestic violence during professional contact with clients. It
requires a knowledge and understanding of domestic and
family violence and an awareness of its effects together with
an ability to promote confidence whilst responding
appropriately, including providing relevant and timely
information and referral.

1. Work within a 1.1. Work practices are planned to ensure maximum
domestic violence consideration is given to client and worker safety.
framework
1.2. All works are undertaken according with prevention
strategies and accepted models of intervention and
demonstrates consideration and understanding of the
underpinning values and philosophies of domestic
violence work and the nature of domestic violence,
including its effects, its social, historical, political and
economic context and its place in the criminal justice
system.
1.3. Support processes are participated in to obtain
professional feedback and to monitor occupational health
and stress.
1.4. All works are demonstrated with an understanding of the
rights and responsibilities of the individual, the family, the
community, and society to prevent domestic violence.
2. Promote 2.1. Appropriate interpersonal skills that develop rapport and
confidence with
promote confidence, allowing accurate and relevant
clients affected by exchange of information are used.
domestic violence
2.2. All works are made to reflect sensitivity to client’s specific
needs and any cultural, family and individual differences.
2.3. Interviews and interactions with clients are conducted in a
safe environment and in a manner which allows the client
to explore their issues/options.
2.4. Clients and worker’s rights and responsibilities are
explained and promoted throughout client contact where
appropriate.
2.5. All works are made reflects organizational standards and
procedures and complied with legislative and statutory
requirements.
3. Identify client 3.1. Appropriate interpersonal skills are employed to ensure
needs that the client’s safety needs and other needs are
accurately identified.
3.2. Mechanisms are employed to ensure that all relevant
client information is collected.
3.3. Information is assessed for complexity, urgency and
eligibility so that priorities for service delivery and safety
can be identified.
3.4. Any indications of nature of risk or threats to safety are
analyzed and responded to.
3.5. Worker’s and workplace’s limitations in addressing and
assessing client needs are identified and assistance is
sought from appropriate persons to best meet the needs
of the client and their family.
4. Respond to client 4.1. The response is made prioritize the physical and
needs emotional safety of clients, their family and workers.
4.2. The client is provided with information about available
services for meeting their needs.
4.3. Support is sought and appropriate referrals are made
which cater for clients needs according to organizational
standards and procedures.
4.4. All works are made to reflect sensitivity to client’s specific
needs and any cultural, family and individual differences.
4.5. Advice on client services is given in accordance with
organizational standards and procedures.
4.6. Record keeping and reporting are undertaken in
accordance with organizational standards and
procedures.
Variable Range
Work May include, but not limited to:
• Specific groups, issues or communities e.g. Health issues
of young people from particular cultural, religious, sub-
cultural backgrounds and/or geographical areas
• Monitoring, evaluation and research activities
• Policy development
• Primary intervention and assessment
• Advocacy
• Individual casework
• Referrals
• Child protection work
• Provision of information/materials
• Service development towards systems change
• Project development and implementation
Client May include, but not limited to:
• Individuals (inclusive of children, youth, adults and the
aged)
• Those referred or self-referred
• Voluntary and involuntary
• People with specific needs seeking access to services
• Survivors/victims of domestic violence, their families and
friends
• Users of violence and their families
Social, historical, May include, but not limited to:
political and • Statutory framework within which work takes place
economic context • Historical context of work e.g. Changing attitudes to
domestic violence; changing approaches to working with
people affected by domestic violence
• Changing social context of work e.g. Previous, current and
changing government and societal view of domestic
violence and approaches to working with clients
• Political context e.g. Government policies and initiatives
affecting domestic violence work
• Economic context e.g. The current economic situation as it
relates to and affects domestic violence and the
subsequent impact on client needs and the effects of
economic deprivation and control on clients attempting to
escape domestic violence
Appropriate persons May include, but not limited to:
• Organizational management, colleagues, supervisor, team
members
• Acknowledged domestic violence issue specialists
• Various community groups representing cultural, sub-
cultural, religious, social, ethnic, gender, sexual identity,
and age groupings within the community
• Government representatives and service providers
• Police
• Family members, friends, care-givers
• Specialist support services for people with specific needs
• Behavior change groups, such as users of violence
groups, drug and alcohol groups
• Support groups such as survivors/victims of violence
groups, community houses, women’s networks and
refuges, professional associations
• Authorities responsible for provision of community and
justice administration services, for example, local councils,
legal services, such as legal aid, and state and
commonwealth agencies
Evidence Guide
Critical Aspects of Demonstrate knowledge and skills to:
Competence • Maintain confidentiality and manage subtleties of
confidentiality whilst following policy and procedures in all
aspects of responding to domestic violence
• Establish confidence with clients through appropriate
interpersonal styles and methods
• Identify and assess client needs including consideration of
the physical and emotional safety of clients and their family
• Assist clients to select appropriate services from a range
provided by the organization and other agencies which
match client needs
• Depending on the work program or services provided
apply specific knowledge of particular groups or issues
(eg. Alcohol and other drugs, same-sex relationships,
religious, survivors/victims, users of violence,
• Interpret accurately and comply with legal and procedural
requirements
• Understand limitations of their own work role and
responsibilities in relation to service delivery
• Refer clients to other relevant agencies in a professional
manner giving enough relevant information to maximize
the possibility of the client taking up the referral
Knowledge and • The social, historical, political and economic context of
Attitudes domestic violence, including types and nature of domestic
violence, power and gender issues, child abuse and
associated criminal issues
• The prevalence of myths, unhelpful beliefs, attitudes and
practices in the broader society regarding domestic
violence and their effects on individuals’ rights to safety
and autonomy
• Current organizational procedures, practices and
standards for client assessment, allocation of services,
case management, interviewing, code of conduct,
confidentiality, use of resources, programmed intervention
and duty of care requirements
• Legal obligations, particularly in relation to child protection
issues
• the various groups represented within the local community
(e.g. Cultural, religious, language, sexual identity, age and
disability) and an understanding of the issues that arise
when working with those groups
• The appropriate range of referral sources and associated
protocols
• Legislative requirements and provisions relevant to area of
service delivery and delegated responsibility
• Awareness of own values and attitudes and the potential
impact on clients
• Specific limitations of work role, responsibility and
professional abilities
• Response skills, for example, responding sensitively and
appropriately to disclosure, responding sensitively to
cultural issues, and maintaining confidentiality for people

who have experienced domestic violence.
• Questioning and active listening skills that establish client
confidence and facilitate disclosure
• Problem solving skills for a defined range of predictable
problems, for example when client needs are identified as
lying outside a worker’s particular professional role the
worker should offer the client accurate and current
information about
• Collaboration skills between worker, client, client’s family
and co-workers and with other service providers
• Ability to validate client’s experience of violence Literacy
and communication skills in relation to analysis, evaluation
and presentation of information including preparing
documents and reports related to client needs and service
delivery issue

Unit Title Respond to Suspected Abuse
Unit Descriptor This unit describes the knowledge and skills required by the
worker to identify signs of possible abuse, take appropriate
action according to role and responsibilities and minimise the
risk of abuse to vulnerable people

1. Support improved 1.1. The types of abuse that might occur in relation to the
awareness of the setting and the range of needs of the client are identified
nature of abuse
1.2. Indicators and behaviours of clients that might raise
suspicion of possible abuse are identified
1.3. The range of relevant people who may need to be aware
of the suspected abuse are identified
1.4. Appropriate strategies are identified to manage or report
abusive behaviour without harm to the person and
relevant others
1.5. Organisation policy and guidelines relevant to the setting
are identified to manage a response to suspected abuse
1.6. Government policy and guidelines relevant to the setting
are identified to address abuse
2. Identify suspected 2.1. A supportive relationship with the person, identifying signs
abuse
and possible reasons for suspected abuse are established
and maintained
2.2. Work in a sensitive manner with the person and relevant
others using awareness raising methods to determine
the level of understanding of suspected abuse
2.3. Work with the person and relevant others in a way that
empowers them to seek clarification of relevant
procedures, information and advice
2.4. All relevant government policy, legal and organisation
requirements including reporting are complied with
2.5. Concerns and actions taken relating to the care and
support of the person and the suspected abuse, are
clearly recorded according to organisation requirements
3. Implement systems 3.1. understanding of organisation's systems and procedures
and procedures to is demonstrated for managing suspected abuse and
respond to suspected
disclosure of abuse, in a range of settings
or alleged abuse
3.2. Any problems with systems and procedures
established to manage suspected abuse are identified
and reported
3.3. The establishment of systems and procedures is made
participatory to identify, record and manage suspected
and disclosed abuse
3.4. Work is done with relevant people to ensure awareness of
their responsibilities to act on suspicion and disclosure of
abuse, including use of appropriate systems and
procedures
3.5. Monitor to ensure records of suspected and disclosed
abuse are compiled and maintained correctly, including
review of the person's care plan
4. Act to support person 4.1. All available relevant information are reviewed
experiencing
suspected abuse 4.2. Person's understanding of the situation and interpretation
of what has happened or is happening to them are
explored
4.3. The actual and potential effects of suspected abuse on
the person are assessed
4.4. Work with the person and relevant others to determine
whether a course of action is required and if the person
agrees to this
4.5. Informed consent is obtained, if appropriate, from the
person or their legal representative, for any action to be
taken on their behalf
4.6. Follow strategies, where appropriate, that have been
developed to manage the perpetrator
4.7. Any legal requirement is identified for reporting and/or
other action
4.8. Ensure action is monitored and reviewed in accordance
with organisation policy and procedures
5. Complete reporting
5.1. The organisation's and legal reporting requirements are
documentation
complied with
5.2. Documentation is completed, filed and maintained
according to organisation policy and protocols
Variable Range
Abuse May include, but not limited to:
• Financial and material
• Neglect
• Physical
• Psychological
• Sexual
• Social isolation
• Misuse of power toward vulnerable people, such as those
with disabilities
Setting May include, but not limited to:
• School
• After school care
• Own home
• Social groups
• Group home
• Residential aged care
• Respite care
• Recreational activities
• Community environments
• Health services
Relevant people May include, but not limited to:
• Workers from within own organisation/service
• Workers from other organisations/services
• Spouse or partner
• Other family members
• Friends, neighbours and social contacts
• Managers
• Other people in the setting
• Organisations such as:
• Police
• Health consumer and/or complaints organisations
• Relevant government departments
• Health services such as general practice, hospital, allied
health
Awareness raising May include, but not limited to:
methods • Demonstrations
• Events and meetings
• Leaflets, video, audio messages
• Publicity campaigns
• Training courses
• Supervision/mentoring
• Work practices
• Local public discussions and forums
Support May include, but not limited to:
• Investigation
• Maintain status quo
• Referral
• Removal of possible abuser
• Removal of the person
• Action appropriate reporting requirements
Problems with systems May include, but not limited to:
and procedures • Absence of systems and procedures
• Failure to implement systems and procedures
• Inadequate guidance and training
• Lack of equipment and resources
• Misunderstanding of the systems and procedures
• Time constraints
• Systems and procedures not maintained or updated
Signs of possible abuse May include, but not limited to:
• Change in behaviour of person, carer and/or family
members
• Failing to thrive
• Social withdrawal
• Observable evidence
• Verbal and written complaints
• Aggression, discomfort, fear
Information and advice May include, but not limited to:
on abuse • Government policies
• Legislation
• Organisation policy
• Research findings
• Specialist service advice, such as legal, guardianship,
cultural and linguistic diversity, Aboriginal and Torres Strait
Islander
Evidence Guide
Competence • Recognized and responded to 3 different types of
suspected abuse in accordance with legal and
organization requirements
Knowledge and • Understanding of own work role and responsibilities
Attitudes • Understanding of the values, rights and ethics concerning
consent and confidentiality and tensions which may arise
between an individual's rights and the organisation's
responsibility to the individual
• The rights of people to make decisions for themselves and
take risks in the context of their own lives
• Legal reporting requirements associated with suspected or
alleged abuse
• When and how to obtain informed consent from vulnerable
people and how to confirm that sufficient information has
been provided on which to base this judgement
• How to recognise when a person is unable to exercise
their rights to make informed choice and strategies to deal
with suspected abuse situations
• How to deal with issues of confidentiality and who has the
right to access information
• Key legislation and government policy relating to abuse
• How to obtain information to assist in working with people
in abusive situations and authoritative resources and
sources of guidance
• Types of abuse and how to identify them
• The nature of people who may be more vulnerable to
abuse
• Statistics and characteristics of abuse
• Key issues and debates relating to abuse
• Indicators of abuse
• Different interpretations of abuse and the importance of
recognising different value systems in relation to abuse
• Actions to take if abuse is suspected
• How to conduct an investigation into possible abuse
• Systems and procedures for monitoring and identifying
abuse
• Evaluation of abuse safeguards
• Methods to raise awareness of abuse
• The social model of disability
• The impact of social devaluation on an individual's quality
of life
• Competency and image enhancement as a means of
addressing devaluation
• The application of 'human rights', particularly in relation to
older people
• Access supervision, advice, support and debriefing
• Manage the tension between the rights of the person and
responsibility to the individual
• Develop systems and procedures to identify and manage
abuse
• Identify key indicators of abuse
• Implement support strategies for suspected and alleged
abuse
• Apply understanding of government policies in relation to
abuse
• Use communication strategies to:
Develop a trusting relationships
Provide appropriate information
Engage all relevant people
Work cooperatively with a range of stakeholder
organisations
Work within legal requirements and scope of own work
role
including:
• Organisation policies, protocols and procedures for
responding to abuse
• Government policies and guidelines


Unit Title Support Community Participation and Social Inclusion
to assist with supporting people with disability in community
participation and social inclusion using a person-centred
approach. This involves enabling people to make choices to
maximise their participation in various community settings,
functions and activities to enhance psychosocial well-being
and lifestyle in accordance with the person’s needs and
preferences.

1. Identify opportunities 1.1. Identifying interests, abilities, preferences and
for community requirements of the person with disability are assisted to
participation and engage with a social network
social inclusion
1.2. Information on community participation options, networks
and services are provided to meet the needs, wants and
preferences of the person with disability
1.3. Appropriate community participation resources, programs,
agencies, transport services, aids and equipment are
identified and accessed according to the person’s
preferences and needs
1.4. The cultural and religious needs of the person with
disability are recognised and accommodated
2. Implement strategies 2.1. The person is assisted to identify and access community
for community options that will meet needs identified in their
participation and Individualized plan
inclusion according
to the Individualized 2.2. The person is supported to access opportunities to
plan establish connections through shared interests
2.3. Feedback is sought from the person with disability, family
and/or carers and/or relevant others and/or colleagues
and/or supervisor to ensure that the support continues to
meet the current and changing needs and preferences of
the person
2.4. Ensure strategies for community participation and social
inclusion are regularly reviewed with the person and
supervisor to enable positive outcomes
2.5. Level of engagement is monitored in consultation with
supervisor
3. Identify, address and 3.1. Physical, skill and other barriers to community participation
monitor barriers to and social inclusion are recognised
community
participation and 3.2. The person with disability is collaborated with to identify
social inclusion solutions to overcome barriers, in consultation with
supervisor

3.3. The person is supported to implement strategies to
address barriers to community participation according to
their Individualized plan
3.4. The success of strategies is monitored to address barriers
in consultation with the person and supervisor
3.5. Own limitations are recognised in addressing issues and
advice is sought when necessary
Variable Range
Working with the May include, but not limited to:
community • Health promotion
• Community service delivery
• Community projects
• Community action
• Community planning
• Consultative and planning committees
• Sector development structures
Key people May include, but not limited to:
• Advocacy groups
• Policy and decision makers in the specific community
• Individuals, groups or communities most likely to be
affected by strategies or action plans
• Community leaders
• People with formal and informal representative roles
Opportunities for May include, but not limited to:
consumers, • Systems within and outside the organization
community members • Activities at program, operative and management levels
and groups • Formal and informal systems
to participate • Focus groups on relevant issues
• Inviting community participation on organizational
committees e.g. Quality assurance committees, ethics
committees
• Through publications
• Group facilitation
• Peer education/training
• Seminars and workshops
Information and May include, but not limited to:
resources • Equipment
• Staff skills and time
• Provision of facilities
• Educational materials
• Funding
• Skills/administrative support
• Physical, transport, venues, material, equipment
• Developmental training and Financial

Evidence Guide
Competence • Supported at least 1 person with disability, by working with
them to identify skills and interests and find matching
options within the broader community
Knowledge and • Rights and responsibilities of people with disability
Attitudes principles of:
Strengths-based practice
Person-centred practice
Community inclusion and best practice examples
• Strategies for strengthening options, networks and
services for people with disability
• Local agencies and services, and resources to obtain
community information about sporting, cultural and
specific-interest groups
• Active citizenship and what this means for people with a
disability
• Role of carers and/or families and/or relevant others
Underpinning Skills Demonstrates skills to/in:
• Research relating to the community
• Policy development
• Report writing
• Ability to evaluate effectiveness of community based
activities
• Budgeting
• Negotiation, liaison, networking
• Marketing
• Facilitation
Resources Implication Use of suitable facilities, equipment and resources:
• Individualized plans and any relevant equipment outlined
in the plan
• Access to details of appropriate and local resources,
programs, agencies, transport services, aids and
equipment

Unit Title Provide Individualized Support
to organise, provide and monitor support services within the
limits established by an individualized plan. The individualized
plan refers to the support or service provision plan developed
for the individual accessing the service and may have many
different names in different organizations.

1. Determine support 1.1. Own role in implementing individualized plan is
needs interpreted and clarified and appropriate support for
aspects outside scope of own knowledge, skills or job role
sought
1.2. Individualized plan details are confirmed with the person,
family and careers when appropriate
1.3. The person is ensured to be aware of their rights and
complaints procedures
1.4. Work with the person to identify actions and activities that
support the Individualized plan and promote the person’s
independence and rights to make informed decision-
making
1.5. Support activities are prepared according to the person’s
Individualized plan, preferences and organisation policies,
protocols and procedures
2. Provide support 2.1. Exchanges are conducted with the person in a manner
services
that develops and maintains trust
2.2. Support is provided according to the Individualized plan,
the person’s preferences and strengths, and organisation
policies, protocols and procedures
2.3. Equipment are assembled as and when required
according to established procedures and the
Individualized plan
2.4. The family and/or career are/is respected and included as
part of the support team
2.5. Support is provided according to duty of care and dignity
of risk requirements
2.6. Assistance is provided to maintain a safe and healthy
environment
2.7. Assistance is provided to maintain a clean and
comfortable environment
2.8. Individual differences are respected to ensure maximum
dignity and privacy when providing support
2.9. Assistance is sought when it is not possible to provide
appropriate support
3. Monitor support 3.1. Own work is maintained to ensure the required standard
activities of support
3.2. The person is met in discussions about how support
services their needs and any requirement for change
3.3. Aspects of the individualized plan that might need review
and discuss with supervisor are identified
3.4. Discussion is made participatory with the person and
supervisor in a manner that supports the person’s self
determination
4. Complete reporting 4.1. Confidentiality and privacy of the person are maintained in
and documentation all dealings within organisation policy and protocols
4.2. The organisation’s informal and formal reporting
requirements, including reporting observations are
complied with to supervisor
4.3. Situations of potential or actual risk within scope of own
role are identified, responded and reported to supervisor
as required
4.4. Signs of additional or unmet needs of the person are
identified, reported and referred in accordance with
organisation and confidentiality requirements
4.5. Documentation are completed and maintained according
to organisation policy and protocols
4.6. Information is stored according to organization policy and
protocols
Variable Range
Individualized plan May include, but not limited to:
• Support provision plan developed
• Service provision plan developed
Maintain confidentiality May include, but not limited to:
and privacy • Need to gain consent for collection of information
• Securing information
• Providing individual’s right to access information
Evidence Guide
Competence • Used Individualized plans as the basis for the support of 3
individuals
Knowledge and • Rationale and processes underpinning Individualized
Attitudes support planning and delivery:
Basic principles of person-centred practice, strengths-
based practice and active support
Documentation and reporting requirements
• Roles and responsibilities of different people and the
communication between them:
Carers and family
Person being supported
Health professionals
Individual workers
Supervisors
• Service delivery models in the relevant sector
• Legal and ethical requirements and how these are applied
in an organisation and individual practice, including:
Duty of care
Dignity of risk
Human rights
Discrimination
Mandatory reporting
• Factors that affect people requiring support
• Practices that support skill maintenance and development
• Indicators of unmet needs and ways of responding
• Risk management considerations and ways to respond to
identified risks
Underpinning Skills Demonstrate skill of:
• Confirm individualized plan details
• Identify actions and activities that support the
individualized plan
• Maintain a safe and healthy environment
• Ensure maximum dignity and privacy when providing
support
Resources Implication Use of suitable facilities, equipment and resources, including:
• Individualized plans and equipment outlined in the plan
• Infection control policies and procedures
• Modeling of standard industry operating conditions and
contingencies, including involvement of real people when
using relevant equipment

Unit Title Support Independence and Wellbeing
required to provide Individualized services in ways that
support independence, as well as, physical and emotional
wellbeing.

1. Recognise and 1.1. The person’s social, cultural and spiritual differences are
Support individual recognised and respected
differences
1.2. Imposing own values and attitudes on others are avoided
and the person is supported to express their own identity
and preferences
1.3. The person’s individual needs, stage of life, development
and strengths are considered when engaging in support
activities
1.4. The person’s expressions of identity and sexuality are
recognised, respected and accommodated as
appropriate in the context of their age or stage of life
1.5. Opportunities for participation in activities that reflect the
person’s individual physical, social, cultural and spiritual
needs are promoted and facilitated
2. Promote
2.1. The person is supported to identify and acknowledge
independence
their own strengths and self-care capacity
2.2. The person is assisted to identify opportunities to utilise
their strengths, while communicating the importance of
using available support when required
2.3. Information and assistance are provided to the person in
order to facilitate access to support services and
resources when needed
2.4. Support that allows the person to self manage their own
service delivery is provided as appropriate
2.5. The person is encouraged to build, strengthen and
maintain independence
3. Support physical 3.1. Daily living habits that contribute to healthy lifestyle are
wellbeing promoted and encouraged
3.2. The person is supported and assisted to maintain a safe
and healthy environment
3.3. Hazards are identified and reported according to
organisation procedures
3.4. Variations in a person’s physical condition are identified
and reported according to organisation procedures
3.5. Indications that the person’s physical situation is affecting
their wellbeing are recognised and reported according to
organisation procedures
3.6. Physical health situations beyond scope of own role are
identified and reported to relevant person
4. Support social, 4.1. Self-esteem and confidence are promoted through use of
emotional and positive and supportive communication
psychological
wellbeing 4.2. Contribute to the person’s sense of security through
use of safe and predictable routines
4.3. Participation in social, cultural, spiritual activities is
encouraged and facilitated using existing and potential
new networks and as per the person’s preferences
4.4. Aspects of supporting a person’s wellbeing outside scope
of knowledge, skills and/or job role are identified and
appropriate support is sought
4.5. Variations to a person’s wellbeing are identified and
reported according to organisation procedures
4.6. Any cultural or financial issues impacting on the person’s
wellbeing are identified
4.7. The person’s risk and protective factors are identified in
relation to mental health
4.8. Possible indicators of abuse are recognised, reported or
neglected and reported according to organisation
procedures
4.9. Situations beyond scope of own role are identified and
reported to relevant person
Variable Range
Healthy lifestyle May include, but not limited to:
• Health eating
• Physical activities
• Weight management
• Stress management
Promote self-esteem May include, but not limited to:
and confidence • Positive self talk
• Focus on things we can change
• Positive thinking
• Know our self
Person’s sense of May include, but not limited to:
security • Feeling safe from physical attack
• Psychological sense that everything will be all right
• Having confidence that material needs will be met

Evidence Guide
Competence • Safely supported at least 3 people to enhance
independence and wellbeing
• Performed the activities outlined in the performance
criteria of this unit during a period of at least 120 hours of
direct support work in at least one aged care, home and
community, disability or community service organization
Knowledge and • Basic human needs:
Attitudes Physical
Psychological
Spiritual
Cultural
Sexual
• Concept of self-actualisation
• Human development across the lifespan
• Wellbeing, including:
Physical
Psychological
Social
Spiritual
Cultural
Financial
Career/occupation
• Individual differences, how these may be interrelated and
impact on support provided
• Basic requirements for good health for the person,
including:
Mental health
Nutrition and hydration
Exercise
Hygiene
Lifestyle
Oral health
• Mental health issues and risk and protective factors
• Indications of neglect or abuse:
Physical
Sexual
Psychological
Financial
• Reporting requirements for suspected abuse situations
• Service delivery models and standards
• Relevant funding models
• Issues that impact health and well being
• Impacts of community values and attitudes, including
myths and stereotypes
• Issues surrounding sexuality and sexual expression

• Indicators of emotional concerns and issues
• Support strategies, resources and networks
• Legal and ethical requirements and how these are applied
in an organisation and individual practice, including:
Duty of care
Dignity of risk
Human rights
Discrimination
Mandatory reporting
• Avoid imposing own values and attitudes
• Support the person to identify and acknowledge their own
strengths
• Provide support that allows the person manage self and
facilitate participation in social, cultural, spiritual activities
Resources Implication • Individualized plans and any relevant equipment outlined
in the plan
• Modeling of industry operating conditions including real
interactions with the person and their carers
Methods of Assessment Competence may be accessed through:

Support Young People to Create Opportunities in their
Unit Title
Lives
to assist young people to identify the challenges and
opportunities in their lives and to work towards their goals on
an individual or group level.

1. Create a relationship 1.1. Principles of youth work practice are applied to
of trust and respect facilitate safe individual or group processes for interaction
1.2. The conditions necessary for young people to change and
grow are identified
1.3. The young person’s stories experiences, and behaviour
are listened and observed to clarify concerns and needs
1.4. Young people are encouraged and supported to identify
relationships between their issues and social structures
1.5. The young person’s culture/s and way of interacting are
respected
2. Work with young 2.1. A range of communication skills are used to identify and
people to identify
explore the young person’s challenges, strengths and
their needs, rights, resources
strengths, hopes and
opportunities 2.2. The client is encouraged to reframe their current
circumstances and support their own understanding
2.3. Circumstances outside the young person’s control are
identified and acknowledged
2.4. The young person is supported to communicate their
issues or problems in a way appropriate to their individual
needs, background and culture
2.5. Appropriate action is taken to address immediate issues
or concerns
2.6. Own understanding of issues and opportunities is
confirmed with the young person
3. Identify goals with the
3.1. Creative methods, processes and questions are used to
young person consider and create possibilities
3.2. The young person is established with their desired
outcomes
3.3. Young people are assisted to explore future possibilities
and ways of being
3.4. Barriers that hinder the way young people would like
changes to take place are identified
4. Develop and 4.1. A range of youth work interventions are used to create
implement action
future opportunities
plans
4.2. Additional resources needed are explored to achieve
goals
4.3. Proposals and strategies are developed for action plans
4.4. Measure and ensure change is noticed
4.5. Intervention work is documented, as required
Variable Range
Principles of youth work May include, but not limited to:
practice • Being non-judgemental
• Considering the whole context of the young person
• Engaging with diversity and difference
• Focusing on the strength and capacities
• Integrity, acceptance, equity and equality
• Noticing change and achievement
• Recognising the person first not just the issues
• Self agency/young person directed practice
• Social justice, rights, access, equity and youth
participation, fairness, honesty and respect
• Transparency and transparent boundaries
• Valuing the person
• Working collaboratively
• Working towards 'power with' rather than 'power over'
young people
• Working with young people in partnership
Barriers May include, but not limited to:
• Age
• Behaviours and attitudes of others
• Cultural
• Financial and other resource constraints
• Geographical
• Health
• Intellectual
• Limited opportunities
• Linguistic
• Political
• Self belief
• Situational
• Social
• Societal stereotypes
• Young person's behaviours and choices
Youth work May include, but not limited to:
interventions • Brief interventions

• Facilitating change
• Group work
• Individual work
• Problem solving
Additional resources May include, but not limited to:
• Ethiopian liaison
• Counsellors
• Drug and alcohol services
• Education/training/skills development
• Employment/career development
• Intervention and behaviour management programs
• Medical
• Physical, mental, social and emotional developmental
programs and strategies
• Program coordinator
• Recreation/sporting groups
• Religious/spiritual adviser
• Resources in the client's natural networks
• Special support needs
• Specialist cultural liaison and support
• Welfare organisations
Document intervention May include, but not limited to:
• Assists good practice
• Assists, compliments and demystifies the change process
• Enable the young person or groups story to emerge
• Enable young people and groups to own the records
• Enable young people or the group to write, participate in
and keep records
• Ensure the young person or group knows about the
records
• Keep records open and available to young people
• Maintain youth work accountability to the young person or
group
• Record in a manner that benefits the young person, the
youth workers and the organisation
Safe group work May include, but not limited to:
practices • Advocating for groups of young people
• Basic conflict management skills
• Basic group dynamics
• Basic negotiation skills
• Basic stages of group development
• Different types of groups
• Empowering young people in groups
• Facilitation skills
• How different people learn
• Responding to the dynamics between young people
• Situational analysis skills
Creative methods and May include, but not limited to:
processes • Creative use of questioning, hypothetical and 'what if'
questions
• Creative visualisation, future imagining,
• Identify the young person's relationship with hope and use
processes that ensure safety and respect
• Other creative processes and activities to validate young
people's experiences and explore other possible
perspectives for the same event, experience or story
• Story telling, writing, drawing, arts, music, and other forms
of creative expression
Evidence Guide
Critical Aspects of There must be demonstrated evidence that the candidate has
Competence completed the following tasks:
• Interacted, encouraged and supported at least two young
people in both an individual and a group setting, including:
• Supporting the young people according to their
circumstances and the objectives of each individual’s
desired goals, individual needs, risks and circumstances,
including education and employment
• Supporting vulnerable young people and those with
special needs and risks to participate in the decision-
making and planning of actions and opportunities
• Creating future opportunities for the individuals using a
range of youth work interventions and documented
measures of change.
Knowledge and • Aspects of human behaviour and development related to
Attitudes young people, their personal and social development and
relationships
• Statutory requirements and application of the concept of
duty of care and child protection
• Organisation reporting procedures and practice
• Case planning practices and principles
• Principles of effective communication and cultural
practices, and customs of the community and the young
people in the service
• Relevant organisation procedures and policies related to
program, service and personal support for young people,
referral, reporting of young people’s issues and
experiences
• Support services and specialists and their guidelines for
access and service provision.
• Demonstrate knowledge and application of relevant
organisation procedures and policies related to individual
and group support/interventions with young people

• Identify personal values and their impact on performance
• Interact with young people from different cultural
backgrounds in individual and group settings
• Support vulnerable young people and those with special
needs and risks to participate in the decision-making and
planning of actions and opportunities
• Support young people according to their circumstances
and the objectives of the young persons desired goals,
individual needs, risks and circumstances, including
education and employment
Demonstrate application of skills in:
• Case planning skills
• General counseling strategies/techniques
• Group facilitation skills
• Listening and assessing information presented by young
people in individual or group setting
• Negotiation and conflict management skills
• Referral and advocacy
• Maintain documentation as required, including effective
use of relevant information technology in line with
occupational Health and Safety (OHS) guidelines

Unit Title Work Effectively with People with Disability
Unit Descriptor This unit describes the knowledge and skills required as an
introduction to working and communicating with people with a
disability.

1. Demonstrate an 1.1. Understanding of key issues facing people with disabilities
understanding of the and their careers is demonstrated.
delivery of quality
services for people 1.2. Work with understanding of the context of policy,
with disabilities regulatory, legislative and legal requirements as they apply
to the area of disability work.
1.3. Commitment is demonstrated to access and equity
principles.
1.4. Account personal values and attitudes regarding disability
are taken into when planning and undertaking work with
people with disabilities.
1.5. Understanding of different impacts on clients of specific
disabilities, including acquired and developmental
disabilities is demonstrated.
2. Communicate
2.1. Specific communication needs of people with a disability
effectively with
including, where appropriate; identifying and using
people with a
techniques, devices and aids specific to each person with
disability
a disability; translation and language interpreters; cultural
interpreters; referral to specialists are identified.
2.2. Areas of mistrust or conflict that may require conflict
resolution are identified.
2.3. Need to include additional people including trusted friends,
case workers, family members or adults are identified.
2.4. A range of appropriate communication strategies are
selected and employed to establish rapport; exchange
information; facilitate resolution of issues and defuse
potentially difficult situations.
2.5. Effective communication is applied where appropriate to
provide a brief intervention.
2.6. Feedback and advice are given in a way which reflects
current identified good practice.
2.7. Due regard is shown to individual differences, needs and
rights in communicating with clients and colleagues.
2.8. Referrals are communicated to other staff, manager or
specialist services as appropriate to ensure duty of care
responsibilities are met in situations where break downs in
communication occur.
3. Demonstrate the
3.1. Understanding of strategies that assist people with
capacity to support
disabilities is demonstrated to exercise their rights and
rights, interests and independence.
needs of people with
disabilities 3.2. Different client requirements are acknowledged and
approach is adapted to address specific requirements of
each person, using positive practices in all interactions
with people with disabilities.
3.3. Legal responsibilities and duty of care are complied with.
3.4. Situations that may pose health or safety issues are
reported according to the organizational procedures.
3.5. Different models are applied for working in the sector as
required to meet clients’ needs Community Services
Training.
4. Demonstrate the
4.1. Fundamental knowledge of physical and psychological
capacity to provide stages of human development is applied.
support across a
range of disability 4.2. Fundamental knowledge of factors that may enhance or
types inhibit human development is applied.
4.3. Understanding of a range of support practices is
demonstrated for people with an intellectual disability,
sensory disability, neurological impairment, acquired brain
injury, physical disability or developmental delay.
4.4. Understanding and application of support practices are
demonstrated for a range of types of disability.
5. Respond to situations 5.1. Situations of risk are identified, responded and reported to
of risk or potential appropriate people.
risk to people with
disabilities 5.2. Uncharacteristic or inappropriate behavior is reported in
the appropriate context.
5.3. Situations of risk which may adversely affect the health of
people with disabilities are reported.
5.4. Indications of possible abuse and/or neglect and report are
identified according to the organizational policy and
protocol.
Variable Range
Stages of human May include, but not limited to:
development • Stages of physical development
• Stages of psychosocial development
• Stages of cognitive development
Context May include, but not limited to:
• The relevant statutory framework
• Historical context of work e.g. changing attitudes, changing
• Changing social context of work e.g. consumer centered

approach, changing government and societal views,
• Economic context e.g. The current economic situation as it
relates to and affects people with disabilities and the
• Facts/myths about disability
Evidence Guide
Competence • Demonstrate understanding of:
The rights and responsibilities of people with disabilities
Stereotypes that may exist about people with
disabilities
The impact of own attitudes on working with people
with disabilities
• Respond to situations of risk or potential risk
• Make informed observations and report appropriately
Knowledge and • Fundamental knowledge of stages of biological and
Attitudes psychological development of the human being throughout
the lifespan
• Varying emotional, relationship building and dependence
and independence issues and
• Responses associated with differing life stages
• A range of developmental and acquired disabilities,
including:
Intellectual disability
Neurological impairment
Acquired brain injury
Developmental delay
Physical disability
Sensory disability, including hearing, vision impairment
Cognitive disability
Speech/language disability
Autism spectrum disorder
• Different types of requirements likely to be associated with
different disabilities
• Networks in the disability sector
• Consumer needs and rights including duty of care
• Communication needs, strategies and resources in relation
to people with disabilities
• Underpinning philosophies and values, including:
The social model of disability
The impact of social devaluation on an individual’s
quality of life
Competency and image enhancement as a means of
addressing devaluation

Practices which focus on the individual person
Holistic and client-centered approach
Community education and capacity building
Delivery of person-centered services
Commitment to meeting the needs and upholding the
rights of clients
• Self determination
• Strengths-based support
• Commitment to empowering clients
• Rightful place in community
• Principles and practices of:
• Empowerment/disempowerment in relation to people with
disabilities
• Access and equity
• Confidentiality
• Communicate effectively with people with a range of
different disabilities
• Apply skills in interpersonal communication with clients

Work with People Experiencing or at Risk of
Unit Title
Homelessness
to work with people who are experiencing homelessness or at
risk of becoming homeless, including women and children
experiencing family violence.

1. Address issues 1.1. Be aware of own personal values and attitudes regarding
associated with
homelessness and taken in to account when planning and
people who are
implementing work activities
experiencing
homelessness or risk 1.2. Barriers are identified in accessing safe, and securing
of becoming housing for people in specific circumstances
homeless experiencing homelessness or at risk of becoming
homeless
1.3. Where appropriate, ensure opportunities are provided for
the person to participate in service planning and support
activities
1.4. The personal safety of those experiencing homelessness
or at risk of becoming homeless, including young
homeless are assessed to ensure they are not in an
unsafe situation and reported and referred appropriately
1.5. Issues impacting on the person’s homelessness risk or
situation are assessed and the approach is modified to
service delivery
1.6. Work with the person to identify and discuss potential
solutions to complex issues raised, including referral to
appropriate services and personnel
1.7. Advice and assistance are provided on housing options
2. Support and 2.1. Services are advocated and negotiated for in conjunction
advocate for people with the person and according to the person’s needs
who are experiencing
homelessness or at 2.2. The person is supported to advocate and/or negotiate on
risk of becoming their own behalf and deal with discrimination
homeless 2.3. Access pathways are negotiated and created to support
services and the full range of social and private housing
providers
2.4. A range of advocacy techniques that take into account
differing cultural backgrounds, are age appropriate and
gender sensitive are used
2.5. The community is advocated to facilitate addressing
issues on behalf of people who are experiencing
homelessness or at risk of becoming homeless
Variable Range
People in specific May include, but not limited to:
circumstances • Young people
• Indigenous people
• Gay, lesbian, bisexual, transgender and inter-gender
people
Context includes:
• Statutory framework within which work takes place
• Historical context of work e.g. changing role of social
housing in the overall context of housing provision;
changing approaches to working with clients/service
users/members/tenants
• Changing social context of work e.g. client-centred
approach, changing government and societal views of not-
for-profit housing, approaches to working with
clients/service users/members/tenants
affecting social housing work
relates to and affects social housing and the subsequent
impact on client needs
• International/United Nations conventions, such as Human
Rights and Convention on the Rights of the Child - CROC
• State based Human Rights Charters
Different models of work May include, but not limited to:
in the sector • Community development and education
• Case management
• Social housing provision
• Housing information and referral
• Outreach work
Stakeholders and May include, but not limited to:
representatives • Clients/service users/members/tenants
• Local community
• Community organisations
• Government representatives and service providers
• Peak bodies and networks in the sector
• Management, colleagues, team members
The underpinning May include, but not limited to:
values and philosophies • A social justice perspective
• Community development approach
• Housing as a right not a privilege
• A holistic and client-centred approach
• Commitment to meeting the needs and upholding the
rights of clients
• Commitment to empowering the client
A commitment to includes:
access and equity
principles • Creation of a client oriented culture
• A non-discriminatory approach to all people using the
service, their family and friends, the general public and co-
workers
• Ensuring the work undertaken takes account of and caters
for differences including: cultural, physical, gender,
religious, economic, social
Experience of May impact:
homelessness • Those who are homeless
• Those at risk of becoming homeless
• Young people
• Older people
• Families
• Those exiting institutions - prisons, hospital
• Those with mental health issues
• Those with alcohol and/or other drug issues
• Those who are experiencing financial hardship
Evidence Guide
Competence • Worked collaboratively with 3 people (including women
and children experiencing family violence) who are
experiencing homelessness or are at risk of becoming
homeless, to identify and address barriers and issues
impacting on their ability to secure housing
• Provided advice to 3 people in relation to options for key
agencies and services that provide appropriate housing
and accommodation services
• Identified 1 child at risk of homelessness and followed
organisation and legislative requirements for referral and
reporting
• Advocated on behalf of 1 person and supported the person
to advocate on their own behalf to negotiate options,
services and pathways to address barriers and issues
impacting on their ability to secure or sustain housing
Knowledge and • Context within which the system of housing has developed
Attitudes in Ethiopia
• Different levels of government and their role in provision of
housing
• Legal and ethical considerations (national, state/territory)
relevant to social housing and how these are applied in
organisations and in individual practice:
Human rights
Child protection
Mandatory reporting
Duty of care requirements and the law of negligence in
delivering services to those experiencing

homelessness or risk of becoming homeless
Access and equity
Privacy, confidentiality
• Legal system:
Courts
Police powers
Court reports
Relevant state/territory residential tenancy tribunals
• Principles and practice of:
Community delivered service provision
Holistic and client-centred service
Client empowerment and disempowerment
• Underpinning values and philosophies relevant to working
with people who are experiencing homelessness or risk of
becoming homeless
• Cultural issues which impact on housing system for
minority groups including newly arrived migrants and for
aboriginal and/or torres strait islander people
• Changing social, political and economic context in which
homelessness occurs
• Current and historical factors which impact on provision of
housing
• Gender context of homelessness
• Range of consumers, consumer groups and stakeholders
in relation to the ethiopian housing system, their
demographics, needs, complexity of issues
• Primary, secondary and tertiary definitions of
homelessness
• Structural causes which allow and maintain homelessness
• Range of issues impacting on people who are
experiencing homelessness or risk of becoming homeless
• Specific issues facing individuals and existing services and
outreach programs available to address their needs and
rights
• Risk and contributing factors of homelessness
• Indicators of family violence, mental health issues,
substance abuse and child protection issues
• The complexity surrounding family violence and legal
requirements when dealing with people who are
experiencing family violence
• Housing options, range of tenures and the pathways of the
homelessness service system, including crisis, transitional,
community housing, public housing, housing associations,
cooperatives
• Private rental system
• Own work role within the context of delivering services to
homeless people
• Organisation’s role within the context of the sector

• Access pathways for transient, marginalised individuals
• Case management framework
• Work within the case management framework
• Work within relevant legislation
• Demonstrate a range of communication styles to engage a
broad cross section of those experiencing homelessness
for example young people, those with cultural differences,
women and children experiencing family violence
• Conduct interpersonal communication with clients and
other stakeholders
• Prepare reports so that the information and organisation of
information is appropriate to its purposes and audience
• Work individually or as part of a team
• Demonstrate the application of skills in:
problem solving
effective use of relevant information technology in line
with Work Health and Safety (WHS) guidelines
create access pathways for transient, marginalised
clients
recognising indicators of family violence, mental health
issues, substance abuse and child protection issues

Unit Title Recognize and Respond to Crisis Situations
to recognise situations where people may be in imminent
crisis, and then to work collaboratively to minimise any safety
concerns and make plans to access required support
services.

1. Identify imminent 1.1. Recognise and respond to signs indicating that there may
crisis situations be safety issues for people
1.2. Indicators are considered from direct and indirect
communications that suggest the presence of safety
issues
1.3. Safety issues are asked directly about whenever there are
grounds for concern, and immediate action is taken based
on organisation’s procedures
2. Address immediate 2.1. Details of current crisis situation are listened
safety concerns
empathetically
2.2. Links are affirmed and strengthened to safety and living
2.3. Structure and strategies are provided for dealing with the
immediate crisis through enabling thoughts and
behaviours
2.4. Collaboration and direction are balanced according to the
person’s current capacity for decision-making and coping
2.5. Actions are identified and agreed to reduce immediate
danger and risk to others, including mobilisation of
emergency assistance as required
2.6. Actions are confirmed that they are legal, ethical,
consistent with organisation policy and duty of care
requirements met
2.7. Advice or assistance is sought from supervisor as
required
3. Provide referral for
3.1. Person is empowered to make informed choices about
crisis intervention further help
support
3.2. Possible barriers are explored to seek or accept help and
responses developed
3.3. A plan is developed with the individual that includes
agreed first steps to access and use informal supports
and professional help
3.4. Appropriate professionals are referred, as required

3.5. Accurate documentation is completed and maintained
4. Care for self
4.1. Risks to self associated with crisis support are recognised
and minimised
4.2. The need for supervision and debriefing is identified and
responded
Variable Range
Critical situations Will include actions and events:
• From others which jeopardise the safety and welfare of
young people
• Which jeopardise the safety and welfare of the public
• Which jeopardise the safety and welfare of staff and
colleagues
• Issues of child protection
• Criminal actions
• From themselves (including self-harm and suicidal
behaviour)
Response and action May include, but not limited to:
designed to minimise • Separation/isolation/searches
risk • Defusing strategies
• Counselling
• Specialists/experts
• Intervention or mediation
• Special intervention
• Cultural support specialists
• Referrals
• Negotiation
• Specialist response teams
Incidents or conflict May include, but not limited to:
• Potential or actual causes
• Young people expressing violence towards themselves or
others
• Young people experiencing violence
• Intense anger or despair
Evidence Guide
Competence • Been involved in crisis intervention activities on at least 3
occasions
Underpinning Demonstratesknowledge of:
Knowledge and • Legal and ethical consideration relevant to recognising and
Attitudes responding to crisis situations including:
Duty of care
Work role boundaries, responsibilities and limitations
Mandatory reporting and codes of practice

• Organisation policies and procedures for responding to
crisis situations
• Types of crisis situations, including:
Potential suicide
Threats to harm others
Self harm
Received threats
Abuse, including child abuse
Domestic and family violence
• Common indicators or signs of crisis in other people
• Personal values, beliefs and attitudes that facilitate or
impede crisis care:
Assumptions about who may be at risk
Common notions about crisis situations
• Principles and practices of crisis intervention:
Critical incident procedures
Facilitating emergency interventions
Addressing safety concerns
• Referral options and procedures for accessing services
• Principles and practices of self-care and supervision
• Demonstrate knowledge and application of organisation
policies and procedures for responding to critical situations
• Demonstrate knowledge and relevance of statutory
obligations and duty of care including child protection
reporting
• Assess risks to client safety and welfare and selecting
approved and effective responses
• Use effective communication skills and techniques under
pressure
• Use protective and first aid techniques and equipment
• Demonstrate knowledge of organisation's delegations,
accountability and reporting processes related to critical
situations
• Demonstrate application of effective communication skills
across a range of situations relevant to the work role
• Maintain documentation as required, including effective
use of relevant information technology in line with Work
Health and Safety (WHS) guidelines
Resources Implication Use of suitable facilities, equipment and resources, including
organisation policies, procedures and resources

Unit Title Address the Needs of People with Chronic Disease
to determine and address specific issues faced by people who
have a chronic disease, in the context of contributing to a
holistic approach to support.

1. Determine the 1.1. The person’s chronic disease conditions are identified
person’s needs and information about its possible impacts on health, well
being and ability to achieve maximum performance in
everyday situations sought
1.2. Current treatments, and other inputs and supports are
determined by seeking information from the person or
other health professionals
1.3. The level and type of support and assistance required by
the person are determined within scope of own role
1.4. Services and support are adjusted to meet the specific
nature of the chronic disease
1.5. The person is actively involved in the development of
strategies to self manage their chronic disease
2. Support the person in 2.1. The person, their family and other careers are discussed
a holistic manner
with the full range of issues that could have an impact on
their well being
2.2. The range of issues are responded in an integrated way
2.3. The person is supported to understand their chronic
disease condition
2.4. The person is facilitated to self-manage through provision
of advice and resources
2.5. Any unmet needs and requirements are identified and
discussed and appropriate referral made
3. Contribute to a 3.1. Awareness of current contribution of other agencies and
coordinated service professionals is maintained in supporting the person
approach
3.2. The level and type of contribution made by family and
other careers and the effects it has on the person are
identified
3.3. Communication and reporting responsibilities are
identified and met within the support system and own role
3.4. Variations in the person’s needs are responded in the
context of a coordinated service approach

Variable Range
Chronic disease May include, but not limited to:
conditions • Asthma
• Cancer
• Cardio vascular diseases
• Chronic obstructive pulmonary disease
• Depression
• Diabetes
• Haemoglobin disorders
• HIV/AIDS
• Obesity
• Osteoarthritis, rheumatoid arthritis
• Physical disabilities
• Stroke
• Viral hepatitis (Hepatitis C and Hepatitis B)
Appropriate referral May include, but not limited to:
• Disability support workers
• Education sector
• Family member
• Health and community professionals
• Other services
• Primary care health professional
• Rehabilitation
Client variables May include, but not limited to:
• Emotional status
• Financial status
• Fluctuation or recurrence of condition
• Health status
• Lifestyle needs and aspirations
• Psychological status
• Relationship status
• Stigma
Work role May include, but not limited to:
• Aged care worker
• Allied health worker
• Disability worker
• Division 2 nurse
• HACC worker
• Mental health worker
• Rehabilitation professional
Strategies for worker May include, but not limited to:
self care • Debriefing
• Mentoring
• Reflection
• Self care

Evidence Guide
Competence • Determined and addressed the needs of at least 3 people
presenting with different types of chronic disease and
lifestyle situations
Knowledge • Broad context for chronic disease:
• World Health Organisation and other models of chronic
disease management
• Continuum of chronic disease
• Life variables that have an impact on health and well being
• Impacts of chronic disease:
Social
Emotional
Physical
Psychological
Financial
• Strategies to address and manage chronic disease in the
relevant work context:
Prevention
Treatment types
Principles and practice of client focused practice
• Maintenance of positive life roles
• Stages of change, to establish readiness for attitudinal and
behavioural change
• Ways to communicate appropriately and effectively with a
person with a chronic disease
• Roles and responsibilities of different people in chronic
disease management and their contribution to coordinated
service delivery
• Support a client to identify options across a range of
variables such as support and service requirements,
access requirements, lifestyle options
• Observe changes in a client's condition and/or well being
and report to appropriate health professional
• Use facilitation skills to foster client focused and strengths-
based practice
• Liaise and report appropriately to supervisor and/or health
professionals
• Identify and respond to risks associated with providing
personal care
• Use appropriate communication strategies and tools
• Follow the relevant WHS guidelines
Apply reading and writing skills required to fulfil work role
•
in a safe manner and as specified by the
organisation/service:
This requires a level of skill that enables the worker to
follow work-related instructions and directions and the
ability to seek clarification and comments from
supervisors, clients and colleagues
Industry work roles will require workers to possess a
literacy level that will enable them to interpret
international safety signs, read client's service delivery
plans, make notations in clients records and complete
workplace forms and records
• Apply oral communication skills required to fulfil work role
in a safe manner and as specified by the organisation:
This requires a level of skill that enables the worker to
follow work-related instructions and directions and the
ability to seek clarification and comments from
supervisors, clients and colleagues
Industry work roles will require workers to possess oral
communication skills that will enable them to ask
questions, clarify understanding, recognise and
interpret non-verbal cues, provide information and
express encouragement
• Apply numeracy skills required to fulfil work role in a safe
manner and as specified by the organisation:
Industry work roles will require workers to be able to
perform basic mathematical functions, such as addition
and subtraction up to three digit numbers and
multiplication and division of single and double-digit
numbers
• Apply basic problem solving skills to resolve problems of
limited difficulty within organisation protocols
• Work effectively with clients, colleagues and supervisors
• Demonstrate safe and effective use of workplace
technology in line with WHS guidelines

Unit Title Work with People with Mental Health Issues
Unit Descriptor This unit describes the knowledge, skills and attitudes
required by workers in community services and health
settings to work in a consumer directed and oriented way
with consumers who are living with mental health issues.

1. Apply knowledge of 1.1. Basic knowledge of mental health organisations and
the mental health services is demonstrated
sector
1.2. An understanding of different service approaches in
mental health is reflected in work
1.3. Basic knowledge of common mental health issues and
associated signs and symptoms is applied
1.4. Basic knowledge of how is applied to respond
appropriately to changes in mental health and mental
distress and to report appropriately
1.5. Statutory requirements and duty of care responsibilities
applying to own work, including role, responsibilities,
accountabilities and potential consequences of own
actions are clarified
2. Establish appropriate 2.1. Understanding of and commitment to a consumer's right
working relationships
to self define and direct their own recovery are
with consumers who demonstrated and applied
are living with mental
health issues 2.2. Strategies are used to ensure all contacts with
consumers reflect appropriate expression of value
systems and consideration of emotional impact of
intervention
2.3. Appropriate communication and relationship
building processes are used to facilitate strong positive
relationships
2.4. The consumer possibilities and options for responding to
their needs are discussed with and preferred action is
determined and prioritised
2.5. Respond promptly and supportively to consumers in
distress or crisis, respecting the consumer's wishes to
the extent possible in the circumstances, and in
accordance with organisation policies and procedures
2.6. Work in collaboration with consumer and their support
network to routinely ensure that:
• The consumer's desires, preferences, experiences,
knowledge and life skills directly influence the nature
and type of services are provided
• The consumer's needs and goals are met
• Individual and cultural differences are addressed
• Potential barriers and challenges to achieving positive
outcomes are identified and appropriately resolved
• Appropriate levels of consultation are implemented
• Relevant information is collected
2.7 Statutory requirements and duty of care responsibilities
are consistently complied
3. Clarify the needs and 3.1. Consumer's current needs, wants and preferences are
issues of consumers
identified and documented
3.2. The consumer is discussed with their abilities to address
their own needs and aspirations and support they require
identified
4. Provide non-clinical 4.1. Their experience, knowledge, skills and abilities aree
services to meet
considered and ensured that they are taken into account
consumer in determining strategies to address the impact of their
aspirations and mental distress in collaboration with the consumer
needs
4.2. The use of appropriate strategies, services and resources
are facilitated in consultation with the consumer,
4.3. Short and long term strategies are negotiated and
implemented, as appropriate
4.4. Services are provided in a manner which supports and
encourages independence and consumer self direction
4.5. Organisation policy and procedures are followed
particularly in relation to consumer and career rights, best
practice principles, record keeping, confidentiality and
privacy
4.6. Progress and effectiveness of strategies are reviewed
with consumer, supervisor and others as appropriate
4.7. Limits of own knowledge, abilities and work role are
acknowledged and appropriate referral is made to other
services as required in accordance with organisation
policies
4.8. Emergency assistance is sought, as required
5. Apply self-care 5.1. A positive work life balance is maintained
strategies
5.2. Supervision and peer support is regularly sought and
undertaken
5.3. Awareness of strategies is demonstrated to address
personal physical and emotional needs and applied, as
appropriate

5.4. Debriefing is undertaken and access to employee
assistance programs sought, as required
Variable Range
Different service May include, but not limited to:
approaches in mental • Medical models
health • Psychosocial rehabilitation models
• Recovery oriented practice
Strategies May include assistance with:
• Accessing peer support
• Education about recovery
• Elimination of discrimination
• Encouraging a person's sense of hope and personal
value
• Enhancing a person's own sense of agency
• Enhancing and supporting the care network
• Identifying and exploring positive and negative risks with
consumers
• Promoting self advocacy and self determination
• Promoting the right of equal and full citizenship with
access to all community resources and opportunities
• Removal of barriers to participation
• Supporting people to develop and pursue their recovery
goals and aspirations
• Trauma and trauma informed care
• Working with consumers with their choices to live, and
work in their community of choice
communication and • Collaborative consultation
relationship building • Empathy
processes • Engagement
• Giving hope
• Listening and responding to the person verbal and
nonverbal communication
• Non judgemental and sensitive approach
• Rapport building
• Respect
• Valuing and responding to the uniqueness of each person
• Working with the person's own understanding of their
experience
Needs May include, but not limited to:
• Cultural
• Disability
• Emotional
• Employment
• Financial and economic
• Grief and loss
• Health
• Housing
• Legal
• Mental health
• Physical
• Problematic alcohol and other drugs use
• Sexuality
• Social
• Spiritual
• Trauma informed care
Goals May be:
• Flexible, regularly reviewed and changed
• Formally or informally negotiated
• Generated in accordance with consumer's wishes and
aspirations
Emergency assistance May be sought from:
• Ambulance
• Cultural consultants
• Hospitals
• Other organisations
• Peer workers
• Person's care network
• Police
• Workers within the organisation
Information is shared Such as:
within the bounds of • Care network
confidentiality, and • Case managers
wherever possible, with • Consumers
the consent and • Family members
knowledge of a • Other services
consumer, with people • Other staff
• Supervisor
Services provided Take into account:
• Available resources
• Benefit to a consumer and their care network
• Contingency plans
Recordkeeping • Ideally all records should be developed in collaboration
with the consumer
Records of service May include, but not limited to:
provision • Advanced directive
• Advocacy letters
• Assessment records
• Care and service plans
• Complaints
• Consent letters
• Consumer's own records of their recovery
• Evaluation forms
• Feedback and satisfaction forms
• File notes
• Individual program plans
• Individual service plans
• Initial contact forms
• Personal records
• Recovery wellness plans
• Referral letters
Evidence Guide
Critical Aspects of Assessment requires evidence that the candidate:
Competence • Working with people with mental health issues to meet
aspirations and needs
• Supporting the person to express their own identity and
preferences
Knowledge and Attitude • Common mental health sector terminology
• Facts/myths about mental illness and psychiatric disability
• Impact of mental illness and/or psychiatric disability on:
self esteem, motivation, daily living skills and relationships
• Impact of stigma and discrimination
• Principles and practices of duty of care
• Recovery and recovery oriented practice
• Relevant policy, regulatory, legislative and legal
requirements relating to mental health service provision
• Rights and responsibilities of workers, consumers and
their care network
• Signs and symptoms of common mental illness
• Access consumer and carer workers, resources and
services
• Actively listen
• Communicate effectively
• Complete documentation
• Consult
• Display awareness of self and the impact of self on
relationships
• Effective referral including identification of circumstances
in which referral to a health or other professional is
appropriate
• Facilitate consumer directed collaboration
• Interpret verbal and non verbal communication
• Maintain confidentiality
• Mediate and negotiate
• Network
• Question

• Resolve conflict
• Respond to crisis appropriately
• Use inclusive and person first language
• Use consumer's preferred language, terminology,
personal meaning and interpretations
• Write reports
practices.

Unit Title Work on Forced and illegal migration
Unit Descriptor This unit describes the knowledge and skills required to work
with and for refugees within an ethical, social, political and
economic context.

1. Develop a 1.1. Interpersonal communication is conducted in a manner
professional rapport
that enhances a client-centered approach consistent with
with people who are organization standards
forced and illegal
migration 1.2. Communication is conducted with clients in a manner that
builds trust as a basis for establishing a trusting and
respectful relationship
1.3. Cultural sensitivities are considered in communication
techniques and style and language adapted to
accommodate different cultural values and practices
1.4. How one’s own ethnicity, religion, class and gender will
affect interactions with clients is recognized
1.5. Recognize the communication needs of clients who are
newly arrived, traumatized and confused
1.6. Identify where an interpreter is needed and work to
ensure that appropriate interpreter services are
accessed
1.7. Work is done effectively with interpreters where required
1.8. Boundaries are defined and managed appropriately in the
relationship
1.9. Appropriate measures are made to resolve conflict and
interpersonal differences
2. Plan settlement 2.1. An understanding of the role and scope of settlement
services services is applied
2.2. Work is ensured to reflect the current and historical
context of the sector
2.3. A knowledge of the current issues which may impact on
own work or organization is applied
2.4. A basic knowledge of different frameworks that underpin
work within the sector is developed
2.5. Work is ensured to reflect consideration of the social,
political and economic context in which the sector
operates
2.6. Relevant stakeholders and their particular roles and
responsibilities are identified
2.7. The views of key stakeholders and representatives are
collected and used from relevant target groups when
collecting information about the sector
2.8. Access to relevant, up-to-date information about policy,
services and programs is maintained
2.9. Links are developed and maintained with workers with
complementary roles in the provision of settlement
services
3. Address issues 3.1. Client needs and issues are evaluated in relation to
associated with person’s culture, family background and interest and
people who are approach modified appropriately
Forced and illegal
migration 3.2. The culture, religion, class, gender and experiences of the
person are taken into account in all actions and decisions
3.3. Trauma is recognized and referred to appropriate
personnel or services
3.4. Clients are supported to deal with loss and grief
3.5. Clients are supported to deal with discrimination from both
the mainstream community and from other ethnic groups
3.6. Work is done with client to identify potential solutions to
complex issues raised
4. Demonstrate 4.1. Consideration and understanding of the underpinning
commitment to the
values and philosophy of the sector are demonstrated in
central philosophies all work undertaken
of the settlement
sector 4.2. A commitment is demonstrated to access and equity
principles in all work in the sector
4.3. Client participation is encouraged in all aspects of service
planning and activities are supported where appropriate
4.4. Personal values and attitudes regarding Forced and
illegal migration are identified and taken into account
when planning and implementing all work activities
5. Understand the
5.1. An understanding of the role of settlement plans and how
process of they are developed
acquisition of life
skills 5.2. An understanding of the principles of teaching life skills is
demonstrated to clients from diverse backgrounds in a
respectful and effective way.
Variable Range
Cultural sensitivities May include, but not limited to:
• Recognition of the impact of forced migration on the
person and the family
• Recognition of the impact of one's own ethnicity, gender,
class and religion will have on the client

Appropriate interpreter May include, but not limited to:
services • Those that are sensitive to the client's ethnicity, gender
and religion
• Those that ensure that the client is able to understand the
dialect spoken by the interpreter
The role and scope of May include, but not limited to:
settlement services • Supporting migrants, in particular Forced and illegal
migration, to adjust to their new life in Ethiopia
• Ensuring Forced and illegal migration are linked to relevant
supports and services
• Assisting Forced and illegal migration to understand the
range of services available for them in Ethiopia and the
importance of utilising these services
• Empowering Forced and illegal migration to advocate
appropriately for themselves
• Assisting Forced and illegal migration to feel secure and to
regain their dignity and a sense of control over their lives
• Assisting Forced and illegal migration to make appropriate
links to others within their community and in the general
community
• Facilitating community development in forced migrant
communities
Current issues May include, but not limited to:
• Current issues in relation to international protection
• Resettlement trends
• Size and composition of Ethiopia's migration program
• Government settlement policy
• The settlement service delivery framework
• Community and social attitudes to migrants and refugees
Different frameworks May include, but not limited to:
• Case management
• Empowerment
• Social action
• Client-centred
• Strengths-based
• Rights based and Community development
Client needs and issues May include, but not limited to:
• Initial orientation
• Settlement advice
• Access to secure and affordable accommodation
• Linkages with appropriate services (including income
support, health care, education, employment etc)
• Financial planning support
• Family support
• Torture and trauma counselling
• Language support and training
• Educational and professional advice

• Linkages with appropriate services (including income
support, health care, education, employment etc) that
address their specific needs
Appropriate personnel May include, but not limited to:
or services • Specialist counselling services
• Torture and trauma services
• Financial planners
• Translators and interpreters
• English teachers
• Accommodation workers
• Specialist workers within own organisation
Potential solutions May include, but not limited to:
• Basic settlement milestones met
• Family members engaged in meaningful activity
• Family functioning as cohesive unit
• Entrants linked to their own community
• Entrants acting as their own advocates
Forced and illegal Include people with:
migration • Refugee or special humanitarian visas, those granted
refugee status in Ethiopia, business and skilled migrants
whose prime motivation for leaving their country was to
escape violence and/or persecution, and the immediate
family members of anyone from the aforementioned
groups
Evidence Guide
Competence • Develop, delivered and monitored the delivery of a
settlement plan for 3 groups of Forced and illegal migration
Underpinning Demonstratesknowledge of:
Knowledge and • Legal and ethical considerations (national, state/territory,
Attitudes local) relevant to settlement services and how these are
applied in organisations and individual practice:
Mandatory reporting
Conflict of interest and maintaining professional
boundaries
Discrimination
Access and equity
• Drivers and issues associated with migration and forced
migration, including:
What migration is and what forms it takes
Causes and impacts of forced migration
Knowledge of the international protection regime
Ethiopia’s response to forced migration
Immigration processes, including how and why people
selected to come to Ethiopia
Meaning of various visa subclasses

The profile of the current humanitarian program
entrants, their experience and the impact of this on
their settlement needs
• Settlement process, practices and policies in Ethiopia,
including:
Current and historical context of work in this sector
Social, political and economic context in which the
sector operates
What is settlement: current theories, phases and
indicators
Practical and emotional settlement needs of new
migrants
Services available to new migrants and how these
services can be accessed
Settlement plans and how they are developed
Government service principles
• Service delivery frameworks
• Refugee experience and recognising effects of grief, loss,
stress, torture and trauma
• Post traumatic stress disorder
• The impact of migration on the family and the impact of
change roles within the family
• The importance of identity, including recognising the
significance of giving clients a chance to define themselves
according to either their ethnicity or their current
circumstances
• Availability of resources and assistance within, and
external to, the organisation, including relevant referral
networks and how to access their services
• Strategies for the worker to maintain their own well being
and to support the well being of colleagues and clients
• International and Ethiopian perspectives on gender, class,
culture and religion
• Provide services within established timeframes
• Sensitively communicate with people from diverse
backgrounds and cultures
• Form effective workplace relationships with co-workers
and colleagues from diverse backgrounds and cultures
• Participate in identifying and implementing safe work
practices
• Employ basic conflict resolution and negotiation skills
• Complete relevant government and other documentation
and forms
• Communicate sensitively with clients to establish needs
• Develop, deliver and monitor the delivery of a settlement
plan
• Teach life skills in a way that:

Is respectful assessment of prior knowledge and
abilities
Creates an environment where people are able to
admit they don't know
Creates a safe space in which people can try new
things
Prioritises the teaching of new skills
Supports people who have no conceptual constructs to
which new learning can be attached
Builds clients' confidence and independence
Assesses clients' acquired competencies
• Involve clients in decision-making processes
• Maintain a distance between self and client in service
provision
• Refer appropriately
• Provide effective advocacy
• Problem solve in the context of finding solutions to
complex issues
• Work effectively with interpreters

Unit Title Monitor Implementation of Work Plan/Activities
Unit Descriptor This unit covers competence required to oversee and monitor
the quality of work operations within an enterprise. This unit
may be carried out by team leaders or supervisors.

1. Monitor and improve
1.1. Efficiency and service levels are monitored on an
workplace operations ongoing basis.
1.2. Operations in the workplace have been supported overall
enterprise goals and quality assurance initiatives.
1.3. Quality problems and issues are promptly identified and
adjustments made accordingly.
1.4. Procedures and systems are changed in consultation
with colleagues to improve efficiency and effectiveness.
1.5. Colleagues are consulted about ways to improve
efficiency and service levels.
2. Plan and organise
2.1. Current workload of colleagues is accurately assessed.
workflow
2.2. Work is scheduled in a manner which enhances
efficiency and customer service quality.
2.3. Work is delegated to appropriate people in accordance
with principles of delegation.
2.4. Workflow is assessed against agreed objectives and
timelines and colleagues are assisted in prioritisation of
workload.
2.5. Input regarding staffing needs is provided to appropriate
management.
3. Maintain workplace 3.1. Workplace records are accurately completed and
records
submitted within required timeframes.
3.2. Where appropriate, completion of records is delegated
and monitored prior to submission.
4. Solve problems and
4.1. Workplace problems are promptly identified and
make decisions considered from an operational and customer service
perspective.
4.2. Short term action is initiated to resolve the immediate
problem where appropriate.
4.3. Problems are analysed for any long term impact and
potential solutions assessed and actioned in consultation
with relevant colleagues.
4.4. Where problem is raised by a team member, they are
encouraged to participate in solving the problem.

4.5. Follow up action is taken to monitor the effectiveness of
solutions in the workplace.
Variables Range
Problems May include, but not limited to:
• Difficult customer service situations
• Equipment breakdown/technical failure
• Delays and time difficulties
• Competence
Workplace records May include, but is not limited to:
• Staff records and regular performance reports
Evidence Guide
Critical Aspects of Demonstrates skills and knowledge in:
Competence • Ability to effectively monitor and respond to a range of
common operational and service issues in the workplace
• The role of staff involved in workplace monitoring
• Quality assurance, principles of workflow planning,
delegation and problem solving
and Attitude • Roles and responsibilities in monitoring work operations
• Overview of leadership and management responsibilities
• Principles of work planning and principles of delegation
• Typical work organization methods appropriate to the
sector
• Quality assurance principles and time management
• Problem solving and decision making processes
• Industrial and/or legislative issues which affect short term
work organization as appropriate to industry sector
• Monitor and improve workplace operations
• Plan and organize workflow
• Maintain workplace records
practices.

Unit Title Apply Quality Control
Unit Descriptor This unit covers the knowledge, attitudes and skills required
in applying quality control in the workplace.

1. Implement quality 1.1. Agreed quality standard and procedures are acquired
standards
and confirmed.
1.2. Standard procedures are introduced to organizational
staff/personnel.
1.3. Quality standard and procedures documents are
provided to employees in accordance with the
organization policy.
1.4. Standard procedures are revised / updated when
necessary.
2. Assess quality of 2.1. Services delivered are quality checked against
service delivered organization quality standards and specifications.
2.2. Service delivered are evaluated using the appropriate
evaluation quality parameters and in accordance with
organization standards.
2.3. Causes of any identified faults are identified and
corrective actions taken in accordance with organization
3. Record information 3.1. Basic information on the quality performance is recorded
in accordance with organization procedures.
3.2. Records of work quality are maintained according to the
requirements of the organization.
4. Study causes of 4.1. Causes of deviations from final outputs or services are
quality deviations
investigated and reported in accordance with
organization procedures.
4.2. Suitable preventive action is recommended based on
organization quality standards and identified causes of
deviation from specified quality standards of final service
or output.
5. Complete
5.1. Information on quality and other indicators of service
documentation performance is recorded.
5.2. All service processes and outcomes are recorded.
Variable Range
Quality check May include, but not limited to:
• Check against design/specifications
• Visual and Physical inspection
Quality standards May include, but not limited to:
• Materials
• Components
• Process
• Procedures
Quality parameters May include, but not limited to:
• Standard Design / Specifications
• Material Specification
Evidence Guide
Competence • Check completed work continuously against organization
standard
• Identify and isolate faulty or poor service
• Check service delivered against organization standards
• Identify and apply corrective actions on the causes of
identified faults or error
• Record basic information regarding quality performance
• Investigate causes of deviations of services against
standard
• Recommend suitable preventive actions
Underpinning Knowledge Demonstrates knowledge of:
and Attitude • Relevant quality standards, policies and procedures
• Characteristics of services
• Safety environment aspects of service processes
• Evaluation techniques and quality checking procedures
• Workplace procedures and reporting procedures
• Interpret work instructions, specifications and standards
appropriate to the required work or service
• Carry out relevant performance evaluation
• Maintain accurate work records
• Meet work specifications and requirements
• Communicate effectively within defined workplace
procedures
practices.

Unit Title Lead Workplace Communication
Unit Descriptor This unit covers the knowledge, attitudes and skills needed to
lead in the dissemination and discussion of information and
issues in the workplace.

1. Communicate 1.1. Appropriate communication method is selected.
information about
workplace processes 1.2. Multiple operations involving several topics areas are
communicated accordingly.
1.3. Questions are used to gain extra information.
1.4. Correct sources of information are identified.
1.5. Information is selected and organized correctly.
1.6. Verbal and written reporting is undertaken when
required.
1.7. Communication skills are maintained in all situations.
2. Lead workplace 2.1. Response to workplace issues is sought.
discussion
2.2. Response to workplace issues are provided immediately.
2.3. Constructive contributions are made to workplace
discussions on such issues as production, quality and
safety.
2.4. Goals/objectives and action plan undertaken in the
workplace are communicated.
3. Identify and
3.1. Issues and problems are identified as they arise.
communicate issues
arising in the 3.2. Information regarding problems and issues are organized
workplace coherently to ensure clear and effective communication.
3.3. Dialogue is initiated with appropriate staff/personnel.
3.4. Communication problems and issues are raised as they
arise.
Variable Range
Methods of May include, but not limited to:
communication • Non-verbal gestures
• Verbal
• Face to face
• Two-way radio
• Speaking to groups
• Using telephone
• Written
• Using Internet
• Cell phone
Evidence Guide
Competence • Deal with a range of communication/information at one
time
• Make constructive contributions in workplace issues
• Seek workplace issues effectively
• Respond to workplace issues promptly
• Present information clearly and effectively written form
• Use appropriate sources of information
• Ask appropriate questions
• Provide accurate information
Knowledge and Attitude • Organization requirements for written and electronic
communication methods
• Effective verbal communication methods
• Organize information
• Understand and convey intended meaning
• Participate in variety of workplace discussions
• Comply with organization requirements for the use of
written and electronic communication methods
practices.
• Observation / Demonstration with Oral Questioning

Unit Title Lead Small Teams
Unit Descriptor This unit covers the skills, knowledge and attitudes required
to determine individual and team development needs and
facilitate the development of the work group.

1. Provide team 1.1. Learning and development needs are systematically
leadership identified and implemented in line with organizational
requirements.
1.2. Learning plan is collaboratively developed and
implemented to meet individual and group training and
developmental needs.
1.3. Individuals are encouraged to self-evaluate performance
and areas identified for improvement.
1.4. Feedback on performance of team members is collected
from relevant sources and compared with established
team learning process.
2. Foster individual and 2.1. Learning and development program goals and objectives
organizational growth
are identified to match the specific knowledge and skills
requirements of competence standards.
2.2. Learning delivery methods are made appropriate to the
learning goals, the learning style of participants and
availability of equipment and resources.
2.3. Workplace learning opportunities and coaching/ mentoring
assistance are provided to facilitate individual and team
achievement of competencies.
2.4. Resources and timelines required for learning activities
are identified and approved in accordance with
organizational requirements.
3. Monitor and evaluate 3.1. Feedback from individuals or teams is used to identify and
workplace learning
implement improvements in future learning arrangements.
3.2. Outcomes and performance of individuals/teams are
assessed and recorded to determine the effectiveness of
development programs and the extent of additional
support.
3.3. Modifications to learning plans are negotiated to improve
the efficiency and effectiveness of learning.
3.4. Records and reports of competence are maintained within
organizational requirement.
4. Develop team 4.1. Open communication processes are used by team to
commitment and
obtain and share information.
cooperation
4.2. Decisions are reached by the team in accordance with its
agreed roles and responsibilities.
4.3. Mutual concern and camaraderie are developed in the
team.
5. Facilitate 5.1. Team members are made actively participatory in team
accomplishment of activities and communication processes.
organizational goals
5.2. Individual and joint responsibility has been developed
teams members for their actions.
5.3. Collaborative efforts are sustained to attain organizational
goals.
Variable Range
Learning and May include, but not limited to:
development needs • Coaching, mentoring and/or supervision
• Formal/informal learning program
• Internal/external training provision
• Work experience/exchange/opportunities
• Personal study
• Career planning/development
• Performance appraisals
• Workplace skills assessment & Recognition of prior
learning
requirements • Quality assurance and/or procedures manuals
• Goals, objectives, plans, systems and processes
• Legal and organizational policy/guidelines and
requirements
• Safety policies, procedures and programs
• Confidentiality and security requirements
• Business and performance plans
• Ethical standards
• Quality and continuous improvement processes and
standards
Feedback on May include, but not limited to:
performance • Formal/informal performance appraisals
• Obtaining feedback from supervisors and colleagues
• Obtaining feedback from clients
• Personal and reflective behavior strategies
• Routine and organizational methods for monitoring service
delivery
Learning delivery May include, but not limited to:
methods • On the job coaching or mentoring
• Problem solving
• Presentation/demonstration
• Formal course participation

• Work experience and Involvement in professional networks
• Conference/seminar attendance and induction
Evidence Guide
Competence • Identify and implement learning opportunities for others
• Give and receive feedback constructively
• Facilitate participation of individuals in the work of the team
• Negotiate learning plans to improve the effectiveness of
learning
• Prepare learning plans to match skill needs
• Access and designate learning opportunities
Knowledge and Attitude • Coaching and mentoring principles
and Attitude • How to work effectively with team members who have
diverse work styles, aspirations, cultures and perspective
• How to facilitate team development and improvement
• Methods and techniques for eliciting and interpreting
feedback
• Methods for identifying and prioritizing personal
development opportunities and options
• Career paths and competence standards in the industry
• Read and understand a variety of texts, prepare general
information and documents according to target audience;
spell with accuracy; use grammar and punctuation
effective relationships and conflict management
• Receive feedback and report, maintain effective
relationships and conflict management
• Organize required resources and equipment to meet
learning needs
• Provide support to colleagues
• Organize information; assess information for relevance
and accuracy; identify and elaborate on learning outcomes
• Facilitation skills to conduct small group training sessions
• Relate to people from a range of social, cultural, physical
and mental backgrounds
practices.
• Interview/Written exam
Context of Assessment Competence may be assessed in the workplace or in a
simulated workplace setting

Unit Title Improve Business Practice
Unit Descriptor This unit covers the knowledge, skills and attitudes required in
promoting, improving and growing business operations.

1. Diagnose the 1.1. Sources data is identified; data required for diagnosis is
business
determined and acquired based on the business
diagnosis toolkit.
1.2. Value chain analysis is conducted.
1.3. SWOT analysis of the data is undertaken.
1.4. Competitive advantage of the business is determined
from the data.
2. Benchmark the 2.1. Product or service to be benchmarked is identified and
business
selected.
2.2. Sources of relevant benchmarking data are identified.
2.3. Key indicators are selected for benchmarking in
consultation with key stakeholders.
2.4. Key indicators of own practice are compared with
benchmark indicators.
2.5. Areas of improvements are identified.
3. Develop plans to
3.1. A consolidated list of required improvements is
improve business
developed.
performance
3.2. Cost-benefit analysis is determined for required
improvements.
3.3. Work flow changes resulting from proposed improvements
are determined.
3.4. Proposed improvements are ranked according to agreed
criteria.
3.5. An action plan is developed and agreed to implement the
top ranked improvements.
3.6. Organizational structures are checked to ensure they
are suitable.
4. Develop marketing
4.1. The practice vision statement is reviewed.
plans
4.2. Practice objectives are developed/ reviewed.
4.3. Market research is conducted and result is obtained.
4.4. Target markets are identified/ refined.
4.5. Market position is developed/ reviewed.
4.6. Practice brand is developed.
4.7. Benefits of products or services are identified.
4.8. Promotion tools are selected and developed.
5. Develop business 5.1. Plans are developed to increase profitability
growth plans
5.2. Proposed plans are ranked according to agreed criteria.
5.3. An action plan is developed and agreed to implement the
top ranked plans.
5.4. Business work practices are reviewed to ensure they
support growth plans.
6. Implement and 6.1. Implementation plan is developed in consultation with all
monitor plans relevant stakeholders.
6.2. Success indicators of the plan are agreed.
6.3. Implementation is monitored against agreed indicators.
6.4. Implementation is adjusted as required.
Variable Range
Data sources May include primary data and secondary sources
Data required May include, but not limited to:
• Organization capability
• Appropriate business structure
• Level of client service which can be provided
• Internal policies, procedures and practices
• Staff levels, capabilities and structure
• Market and market definition
• Market changes/market segmentation
• Market consolidation/fragmentation
• Revenue
• Level of commercial activity
• Expected revenue levels, short and long term
• Revenue growth rate
• Break even data
• Pricing policy
• Revenue assumptions
• Business environment
• Economic conditions
• Social factors
• Demographic factors
• Technological impacts
• Political/legislative/regulative impacts
• Competitors, competitor pricing and response to pricing
• Competitor marketing/branding and products
SWOT analysis May include, but not limited to:
• Internal strengths such as staff capability, recognized
quality

• Internal weaknesses such as poor morale, under-
capitalization, poor technology
• External opportunities such as changing market and
economic conditions
• External threats such as industry fee structures, strategic
alliances, competitor marketing
Competitive advantage May include, but not limited to:
• Quality
• Pricing
• Cost
• Location
• Technology
• Delivery
• Timeframe
• Promotion
• Niche marketing
• Support from government
Key indicators May include, but not limited to:
• Staffing
• Cost and expenses
• Personnel productivity (particularly of principals)
• Goodwill
• Profitability
• Price structure
• Customers base
• Productivity
• Quality
• System
structures • Lines of authority and reporting relationship
Objectives May include, but not limited to:
• Market share growth
• Revenue growth
• Profitability
• Productivity
• Innovation
Market position May include, but not limited to:
• The goods or service provided
• Product mix
• The core product - what is bought
• The tangible product - what is perceived
• The augmented product - total package of consumer
• Features/benefits
• Product differentiation from competitive products
• New/changed products
• Price and pricing strategies (cost plus, supply/demand,
ability to pay, etc.)
• Pricing objectives (profit, market penetration, etc.)
• Cost components
• Market position
• Distribution strategies
• Marketing channels
• Promotion
• Target audience
• Communication
Practice brand May include, but not limited to:
• Practice image
• Practice logo/letterhead/signage
• Phone answering protocol
• Facility decor
• Slogans
• Templates for communication/invoicing
• Style guide
• Writing style
• AIDA (Attention, Interest, Desire and Action)
Benefits May include, but not limited to:
• Features as perceived by the client
• Benefits as perceived by the client
Promotion tools May include, but not limited to:
• Networking and referrals
• Seminars
• Sales promotion
• Advertising
• Personal selling
• Press releases
• Publicity and sponsorship
• Brochures
• Newsletters (print and/or electronic)
• Websites
• Direct mail
• Telemarketing/cold calling
Ranking May include, but not limited to:
• Importance
• Urgency
• Technology
• Resource availability
Relevant stockholders May include, but not limited to:
• Micro and Small Enterprises development
• Non-Government Organizations (NGOs)
• Finance institutions
• Capital goods leasing enterprise
Evidence Guide

Critical Aspects of Demonstrates skills and knowledge of:
Competence • Identifying the key indicators of business performance
• Identifying the key market data for the business
• A wide range of available information sources
• Acquiring information not readily available within a
business
• Analyzing data and determine areas of improvement
• Negotiating required improvements to ensure
implementation
• Evaluating systems against practice requirements
• Forming recommendations and/or make recommendations
• Assessing the accuracy and relevance of information
Knowledge and Attitude • Data gathering and analysis
• Value chain analysis
• SWOT analysis
• Competitive advantage
• Cost benefit analysis
• Target market
• Marketing principles
• Organizational structure
• Marketing mix
• Promotion mix
• Market position
• Branding
Profitability demonstrates knowledge of:
• Data gathering and analysis
• Value chain analysis
• SWOT analysis
• Competitive advantage
• Cost benefit analysis
• Target market
• Marketing principles
• Organizational structure
• Marketing mix
• Promotion mix
• Market position
• Branding
• Profitability
Underpinning Skills Demonstrates skill in:
• Benchmarking skills
• Computers kills to manipulate data and present information
• Preparing action plan
• Conducting market research
• Identifying target market
Identifying suitable marketing mix
•
Preparing promotional tools
•
Problem solving
•
Planning skills
•
Monitoring and evaluation
•
Ability to acquire and interpret relevant data
•
Use of market intelligence
•
Development and implementation strategies of promotion
•
and growth plans
• Ability to acquire and interpret required data, current
practice systems and structures and sources of relevant
benchmarking data
• Applying methods of selecting relevant key benchmarking
indicators
• Working and consulting with others when developing plans
for the business
• Using computers to manipulate, present and distribute
information

Unit Title Prevent and Eliminate MUDA
Unit Descriptor This unit of competence covers the knowledge, skills and
attitude required by a worker to prevent and eliminate
MUDA/wastes in his/her their workplace. It covers
responsibility for the day-to-day operation of the work and
ensures Kaizen elements are continuously improved and
institutionalized.

1. Prepare for work. 1.1. Work instructions are used to determine job requirements,
including method, material and equipment.
working manual.
1.4. Appropriate material is selected for work.
2. Identify MUDA.
2.1. Plan of MUDA identification is prepared and implemented.
2.2. Causes and effects of MUDA are discussed.
2.3. Tools and techniques are used to draw and analyze
current situation of the work place.
2.4. Wastes/MUDA are identified and measured based on
relevant procedures.
2.5. Identified and measured wastes are reported to relevant
personnel.
3. Eliminate
3. 1. Plan of MUDA elimination is prepared and implemented.
wastes/MUDA.
3. 2. Necessary attitude and the ten basic principles for
improvement are adopted to eliminate waste/MUDA.
3. 3. Tools and techniques are used to eliminate
wastes/MUDA based on the procedures and OHS.
3. 4. Wastes/MUDA are reduced and eliminated in
accordance with OHS and organizational requirements.
3. 5. Improvements gained by elimination of waste/MUDA are
reported to relevant bodies.
4. Prevent occurrence 4.1. Plan of MUDA prevention is prepared and implemented.
of wastes/MUDA.
4.2. Standards required for machines, operations, defining
normal and abnormal conditions, clerical procedures and
procurement are discussed and prepared.
4.3. Occurrences of wastes/MUDA are prevented by using
visual and auditory control methods.
4.4. Waste-free workplace is created using 5W and 1Hsheet.
4.5. The completion of required operation is done in
accordance with standard procedures and practices.
4.6. The updating of standard procedures and practices is
facilitated.
4.7. The capability of the work team that aligns with the
requirements of the procedure is ensured.
Variable Range
• Are to be in accordance with legislation/ regulations/codes
of practice and enterprise safety policies and procedures.
This may include protective clothing and equipment, use
of tooling and equipment, workplace environment and
safety, handling of material, use of firefighting equipment,
enterprise first aid, hazard control and hazardous
materials and substances.
• Personal protective equipment is to include that
prescribed under legislation/regulations/codes of practice
and workplace policies and practices.
tools • Dust masks/goggles
• Glove
• Working cloth
• Plant Layout
• Process flow
• Other Analysis tools
• Do time study by work element
• Measure Travel distance
• Take a photo of workplace
• Measure Total steps
• Make list of items/products, who produces them and who
uses them & those in warehouses, storages etc.
• Focal points to Check and find out existing problems
• 5S
• Layout improvement
• Brainstorming
• Andon
• U-line
• In-lining
• Unification
• Multi-process handling & Multi-skilled operators
• A.B. control (Two point control)
• Cell production line
• TPM (Total Productive Maintenance)
Relevant procedures May include, but not limited to:
• Make waste visible
• Be conscious of the waste
• Be accountable for the waste and Measure the waste.
The ten basic principles May include, but not limited to:
for improvement • Throw out all of your fixed ideas about how to do things.
• Think of how the new method will work- not how it won.
• Don’t accept excuses. Totally deny the status quo.
• Don’t seek perfection. A 5o percent implementation rate is
fine as long as it’s done on the spot.
• Correct mistakes the moment they are found.
• Don’t spend a lot of money on improvements.
• Problems give you a chance to use your brain.
• Ask “why?” At least five times until you find the ultimate
cause.
• Ten people’s ideas are better than one person’s.
• Improvement knows no limits.
Visual and auditory May include, but not limited to:
control methods • Red Tagging
• Sign boards
• Outlining
• Andons
• Kanban, etc.
5W and 1H May include, but not limited to:
• Who
• What
• Where
• When
• Why and How
Evidence Guide
Competence • Discuss why wastes occur in the workplace
• Discuss causes and effects of wastes/MUDA in the
workplace
• Analyze the current situation of the workplace by using
appropriate tools and techniques

• Identify, measure, eliminate and prevent occurrence of
wastes by using appropriate tools and techniques
• Use 5W and 1H sheet to prevent
Knowledge and Attitude • Targets of customers and manufacturer/service provider
• Traditional and kaizen thinking of price setting
• Kaizen thinking in relation to targets of
manufacturer/service provider and customer
• value
• The three categories of operations
• the 3“MU”
• waste/MUDA
• wastes occur in the workplace
• The 7 types of MUDA
• The Benefits of identifying and eliminating waste
• Causes and effects of 7 MUDA
• Procedures to identify MUDA
• Necessary attitude and the ten basic principles for
improvement
• Procedures to eliminate MUDA
• Prevention of wastes
• Methods of waste prevention
• Definition and purpose of standardization
• Standards required for machines, operations, defining
normal and abnormal conditions, clerical procedures and
procurement
• Methods of visual and auditory control
• TPM concept and its pillars.
• Relevant OHS and environment requirements
• Plan and report
• Method of communication
• Draw & analyze current situation of the work place
• Use measurement apparatus (stop watch, tape, etc.)
• Calculate volume and area
• Use and follow checklists to identify, measure and
eliminate wastes/MUDA
• Identify and measure wastes/MUDA in accordance with
OHS and procedures
• Use tools and techniques to eliminate wastes/MUDA in
accordance with OHS procedure
• Apply 5W and 1H sheet
• Update and use standard procedures for completion of
required operation
• Work with others
• Read and interpret documents
• Observe situations

• Solve problems
• Communicate
• Gather evidence by using different means
• Report activities and results using report formats
practices.

Level V
Management
Level IV Community Development

Supervision
Level III Community Development
Level II Community Development
Level I
Acknowledgement
We wish to extend thanks and appreciation to the many representatives of business,
industry, academe and government agencies who donated their time and expertise
to the development of this occupational standard.
We would like also to express our appreciation to the Experts of Ministry of Labour
and Social Affairs, Oromia Bureau of Labour and Social Affairs and Federal
Technical and Vocational Education and Training who made the development of this
Occupational Standards possible.
This occupational standard was developed on April 2017 at Oromia Region, Bishoftu
Town.
Roll No. Participants' Full Organizations Represented Cell phone Numbers
Name
1. Tamirat Worku MoLSA 0911892973
2. Tewodros Shumet MoLSA ----------------
3. Teshome Dugasa BoLSA 0941561733
4. Almaz Dinqayehu BoLSA 0911842188
5. Hirko Belay BoLSA 0911960318
6. Said Sultan BoLSA 0913251142
7. Teferi Teshome BCDTC 0910745697
8. Legese Tekilu Bis.TVT 0912230707
9. Ketema Tole BCDTC 0918118065
10. Tsedale Genete BCDTC 0911668290
11. Gadisa Ebisa BCDTC 0917032019
12. Dejene Cuqalaa BCDTC 0912837283
13. Abera Mengesha BCDTC 0913343266
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Federal Democratic Republic of Ethiopia

NTQF Level I-III

The whole package EOS document for an occupation is an integrated set of

A Unit of Competence describes a distinct work activity. It is documented in a

Together all the parts of a Unit of Competence guide the assessor/curriculum

The ensuing sections of this EOS document comprise a description of the

Page 1 of 208 Ministry of Education Community Development Version IV

LSA First three characters signify the priority/major

CDV1 Four characters in the second group signify the acronym

01 Third group with two numbers signify the numerical order

0417 Fourth group of four characters signify the month and

Page 3 of 208 Ministry of Education Community Development Version IV

Level IV Community Development

Level III Community Development

Level II Community Development

This version unit of competence chart is presented in the chart below:

Page 6 of 208 Ministry of Education Community Development Version IV

LSA CDV1 04 0417 LSA CDV1 05 0417 LSA CDV1 06 0417

LSA CDV1 07 0417 LSA CDV1 08 0417 LSA CDV1 09 0417

LSA CDV1 10 0417 LSA CDV1 11 0417 LSA CDV1 12 0417

LSA CDV1 13 0417

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LSA CDV2 04 0417 LSA CDV2 05 0417 LSA CDV2 06 0417

LSA CDV2 07 0417 LSA CDV2 08 0417 LSA CDV2 09 0417

LSA CDV2 10 0417 LSA CDV2 11 0417 LSA CDV2 12 0417

LSA CDV2 13 0417 LSA CDV2 14 0417 LSA CDV2 15 0417

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LSA CDV3 04 0417 LSA CDV3 05 0417 LSA CDV3 06 0417

LSA CDV3 07 0417 LSA CDV3 08 0417 LSA CDV3 09 0417

LSA CDV3 10 0417 LSA CDV3 11 0417 LSA CDV3 12 0417

LSA CDV3 13 0417 LSA CDV3 14 0417 LSA CDV3 15 0417

LSA CDV3 16 0417 LSA CDV3 17 0417 LSA CDV3 18 0417

LSA CDV3 19 0417 LSA CDV3 20 0417 LSA CDV3 21 0417

LSA CDV3 22 0417

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Elements Performance Criteria

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Element Performance Criteria

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Elements Performance Criteria

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Elements Performance Criteria

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Elements Performance Criteria

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Elements Performance Criteria

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