OS Community Development MGT L5

Federal Democratic Republic of Ethiopia
OCCUPATIONAL STANDARD
COMMUNITY DEVELOPMENT
NTQF Level V
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
Community Development Supervision

Page 1 of 72 Ministry of Education Version IV
Management
Copyright April 2017
Ethiopian Occupational Standard
Modification History
Occupational Titling:
This occupational Standard is set for Community Development Management on Level V:
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 Management
Unit Code: LSA CDM5 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
CDM5 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
Management Level V
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

Management
Version Change
The version number is either changed or not, depending on the extent of the change. This
Occupational standard is organized in three levels with the same title Community
Development Management." 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: 3
Date of Development: May 2013
Modified Occupational level Name: Community Development Management

New Occupational Level: V
Version: IV
Date of Review: April 2017

Management
Occupational Changes on the units Justification/Remark
Level
V Endorsed Units: With some concept
• Support Clients in Decision- changes from the title to
Making Process the detail
• Provide Advocacy and
Representation Services for
Marginalized Groups
• Facilitate and Develop Community
Organizations
• Develop and Monitor Community
Programs
• Manage Programs to Meet Client
Needs
• Manage Case Planning and
Implementation
• Conduct Complex Assessment
and Arrange Referral System
• Analyze Impacts of Sociological
Factors on Clients
New units Added: Taken from the recent
• Support Workplace Coaching and benchmark
Mentoring
• Develop and Mentor Community
Leadership
• Manage Partnership Agreements
with Service Providers
• Manage Volunteer Workforce
Development
• Work Effectively with Culturally
Diverse Clients and Co-workers
• Manage Risk
Merged Units: None
Replaced Units: Replaced by:
• Facilitate and Capitalize on "Facilitate and Capitalize on
Change and Innovation and Change and Innovation"
• Establish and Conduct Business with revision
Relationships
Removed Units: As some are not by
• Implement Community themselves unit of
Development Strategies competences and others
• Work within a Structured are already addressed by
Counseling Framework core and generic unit of
• Reflect on and Improve Own competences

Management
Occupational Changes on the units Justification/Remark
Level
Professional Practice
• Address Complex Legal and
Ethical Issues in Professional
Practice
• Maintain Environment to
Empower People with Disabilities
• Provide a Range of Services to
People with Mental Health Issues
• Manage Limited Budgets and
Financial Accountabilities
• Recruit and Coordinate
Volunteers
• Develop and Provide Community
Education Projects
• Develop, Implement and Review
Services and Manage Programs
to Meet Client Needs
• Contribute to Policy Development
• Establish and Conduct Business
Relationships
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
This version unit of competence chart is presented in the chart below:

Management
UNIT OF COMPETENCE CHART
Occupational Standard: Community Development Management
Occupational Code: LSA CDM5
NTQF Level V
LSA CDM5 01 0417 LSA CDM5 02 0417 LSA CDM5 03 0417
Support Workplace Support Clients in Provide Advocacy and
Coaching and Decision-Making Representation
Mentoring Process Services for
Marginalized Groups

Facilitate and Develop Develop and Mentor Develop and Monitor
Community Community Leadership Community Programs
Organizations

Manage Programs to Manage Case Planning Conduct Complex
Meet Client Needs and Implementation Assessment and
Arrange Referral
System

Manage Partnership Manage Volunteer Work Effectively with
Agreements with Workforce Culturally Diverse
Service Providers Development Clients and Co-workers

Manage Risk Analyze Impacts of Manage Project Quality
Sociological Factors on
Clients
LSA CDM5 16 0417 LSA CDM5 17 0417

Facilitate and Capitalize Manage Continuous
on Change and Improvement Process
Innovation (Kaizen)

Management
Occupational Standard: Community Development Management Level V
Unit Title Support Workplace Coaching and Mentoring
Unit Code LSA CDM5 01 0417
Unit Descriptor This unit covers promotion and support for coaching and
mentoring in the organisation. It includes developing a
coaching/mentoring strategy, establishing a
coaching/mentoring framework, implementing and supporting
coaching/mentoring, monitoring coaching and mentoring
arrangements and consolidating opportunities for further
coaching/mentoring.
Elements Performance Criteria

1. Develop coaching/
1.1. The potential for coaching and mentoring within the
mentoring strategy
work group/organization is researched.
1.2. A strategy is developed to implement and promote a
coaching and mentoring framework, linked to other
human resource strategies in the organization.
1.3. Benefits to all parties involved in coaching and mentoring
are clearly outlined, consistent with the organization’s
philosophy and goals.
1.4. Ground rules established for coaching and mentoring in
the organization are contained within the strategy.
1.5. Timelines for the implementation of the strategy are
developed with key stakeholders.
1.6. Organizational support and resources are obtained for the
strategy in accordance with organizational procedures.
2. Establish a 2.1. A range of coaching/mentoring models are identified to
coaching/ mentoring
suit the organization’s needs.
framework
2.2. Training is arranged for those interested in being coaches,
coached, mentors and/or mentored.
2.3. The requirements of coaching and mentoring
contracts/agreements are developed and monitored in
accordance with the coaching and mentoring strategy.
2.4. The range of stages in coaching and mentoring
relationships are identified and flexibility is built in to the
framework to manage the stages where necessary.
2.5. Protocols for matching participants and dealing with
difficulties, disputes and grievances are formalized in
accordance with the organization’s existing procedures.

Management
3. Implement and
3.1. The value of coaching and mentoring is promoted at all
support coaching levels of the organization in accordance with
and mentoring
organizational policy and procedures.
3.2. Opportunities for mentoring and coaching are identified
and communicated to interested parties in accordance
with the strategy.
3.3. Internal and external networks are used to support
coaching and mentoring in accordance with legislation,
policy and procedures.
3.4. Techniques and practices are suggested for resolving
differences/problems without damaging relationships, or
assistance/referral is provided in accordance with
organisational policy and procedures.
4. Monitor coaching
4.1. People involved in coaching and mentoring are
and mentoring
encouraged to reflect on organisational processes,
arrangements
organisational support and their activities to identify
opportunities for improvement and innovation.
4.2. Recommendations made for improvements in the
coaching/mentoring strategy are evaluated and
implemented as necessary in accordance with
organisational policy and procedures.
5. Consolidate
5.1. The positive contributions of individuals to coaching and
opportunities for
mentoring arrangements are recognized and
further coaching and
acknowledged.
mentoring
5.2. Positive changes created through coaching and mentoring
arrangements are celebrated and rewarded in accordance
with organizational policy and procedures.
5.3. Ongoing opportunities for coaching and mentoring are
identified and promoted in accordance with individual and
organizational requirements.
Variable Range
Coaching May include, but not limited to:
• Has a focus on the acquisition of job skills and knowledge
and is generally short-term
• Is a defined relationship to enhance performance
• Is results oriented
• Is performance or goal directed
• Emphasizes action or improved performance in a specific
area
• Requires good interpersonal relations
Management
• Is identified on personal learning and development plans is
provided by a coach who:
Provides learning opportunities
Monitors performance
Provides constructive feedback
Maintains confidentiality
May have undertaken training/development to
undertake the role is not necessarily hierarchical
Mentoring May include, but not limited to:
• Generally has a longer-term focus on personal growth and
learning
• Includes a wide range of learning oriented to:
Exchange of wisdom
Provision of support
Guidance in personal or professional growth.
Building skills and knowledge for advancement
Facilitating growth of the person being mentored and
professional development
Other human resource May include, but not limited to:
strategies • Performance management
• Learning and development
• Succession planning
• Career management
Benefits May include but not limited for the organizations to:
• Increased productivity
• New competencies available
• More committed, involved and responsible personnel at all
levels
• Personal and trusting developmental relationships
• Knowledge sharing
• Safeguarding investment in high potential people
Culture change
• For the person being coached or mentored:
Empowerment
Opportunity to acquire competencies and professional
experience
Insights into the organisational culture, attitudes,
protocols and expected behaviours
Increased potential for career mobility and promotion
A supportive environment in which successes and
failures can be evaluated
Internal and external networking opportunities
Development of professional abilities and self-
confidence
Recognition and job satisfaction
Management
Mutual respect
• For the coach/mentor:
Renewed enthusiasm for the role (if an experienced
employee)
Challenging discussions with people who may have
fresh perspectives
Satisfaction from contributing to another's development
Opportunities to reflect upon and articulate the role of
coach/mentor
Improved ability to share experiences and knowledge
Opportunities to test new ideas
Being of service to others and Increased self-esteem
Ground rules May include, but not limited to:
• Relationship is voluntary, although the requirement to
participate in coaching may not be
• Mentoring partners should not be in the same chain of
command
• Supervisors of both partners must approve, if in-house
rather than out-sourced arrangement
• Guidance and counsel from a coach/mentor does not
supersede that of the supervisor in work-related matters
• Training for coaching and mentoring partners
• A formal agreement
• Active involvement of both partners in the process
• Commitment from the organization and both parties to the
arrangement
• Effectiveness measures
• Requirements to monitor/evaluate and report on outcomes
• Provision for either party can end the relationship any time
for any reason, or no reason
Stakeholders May include, but not limited to all those individuals and groups
both inside and outside the organization that have some direct
interest in the organization’s behavior, actions, products and
services such as:
• Employees at all levels of the organization
• Other public sector organizations
• Private sector organizations/businesses
• Non-government organizations
• Union and association representatives
• Boards of management
• Government and Ministers
Matching participants May include consideration of:
• Age
• Cultural background
Management
•Educational level
•Ethnicity
•Expertise
•Family responsibilities
•Gender
•Goals
•Interests
•Interpersonal approach
•Language
•Learning/thinking styles
•Life experience
•Marital status
•Personality
•Physical ability
•Religious belief
•Sexual orientation
•Socio-economic background
•Work experience
•Working style
•Coach/mentor with particular attributes depending on the
purpose and objectives of the arrangement
Mentoring opportunities May include, but not limited to:
• Relieving opportunities
• Work shadowing
• Project assignments
• Intra- and inter-departmental release
• Networks
Networks May include, but not limited to:
• Professional organizations
• Informal common interest groups
• Public sector management consultants
Legislation, policy and May include, but not limited to:
procedures • State/Territory and Commonwealth legislation and
regulations such as:
• Public sector management acts
• Privacy legislation
• Equal employment opportunity, anti-discrimination and
harassment legislation
• Occupational health and safety legislation
• Ethics and accountability standards
• Public sector standards
• Organizational policy, procedures and protocols

Management
Techniques and For resolving differences may include, but not limited to:
practices • Finding a mutually beneficial solution
• Inviting discussion
• Providing explanations
• Not taking it personally when information is rejected
• Not laying blame
• Using 'I' messages
• Self-disclosure
Evidence Guide
Critical Aspects of Assessment requires evidence that the candidate:
Competence • Understand the needs of particular groups, such as:
People with disabilities
People from culturally and linguistically diverse
backgrounds
Women
Young people
Older people
People in rural and remote locations.
Homeless
Beggers
Orphan and vulnerable children
Underpinning Demonstrate knowledge of:
Knowledge and Attitude • Legislation, regulations, policies, procedures and
guidelines relating to workplace coaching and mentoring
including privacy and freedom of information
• Equal employment opportunity, equity and diversity
principles
• Codes of ethics
• Code of conduct
• Policy and procedures for specific environment
• Human resource strategies that link to a
coaching/mentoring strategy
• Strategic goals and direction/plan
• Principles and practices of coaching and mentoring that
need to be addressed in the organisational strategy
• Coaching/mentoring methodologies and strategies
• Public sector legislation such as occupational health and
safety and the environment in the context of workplace
coaching and mentoring
Underpinning Skills Demonstrate skills of:
• Applying legislation, regulations and policies relating to
workplace coaching and mentoring
• Undertaking research and analysis
Management
Planning
•
Networking
•
Using effective communcication with a diverse workforce
•
including active listening, giving and receiving feedback
• Responding to diversity, including gender and disability
• Applying procedures relating to occupational health and
safety and the environment in the context of workplace
coaching and mentoring
Resource Implications These resources required include:
• Legislation, policy, procedures and protocols relating to
workplace coaching and mentoring
• Current theory and practice for workplace coaching and
mentoring
• Case studies and workplace scenarios to capture the
range of situations likely to be encountered when
supporting coaching and mentoring in the organization
Methods of Assessment Assessment methods suitable for valid and reliable
assessment of this competency may include, but are not
limited to, a combination of 2 or more of:
• Case studies
• Portfolios
• Projects
• Questioning
• Scenarios
• Authenticated evidence from the workplace and/or training
courses
Context of Assessment Valid assessment of this unit requires:
• A workplace environment or one that closely resembles
normal work practice and replicates the range of
conditions likely to be encountered when supporting
coaching and mentoring in the organisation, including
coping with difficulties, irregularities and breakdowns in
routine
• Coaching and mentoring supported in the organisation in a
range of (3 or more) contexts (or occasions, over time).

Management
Unit Title Support Clients in Decision-Making Process
Unit Descriptor This unit describes the knowledge and skills required to
support clients in planning a course of action.
Element Performance Criteria

1. Assist clients in
1.1. The policy on recordkeeping and confidentiality are clearly
clarifying their aims
explained to clients.
and requirements
1.2. Clients are encouraged to identify and explore overall
aims, requirements, and ideas for meeting them.
1.3. Clients are encouraged to feel at ease and express
themselves.
1.4. Practical goals and requirements are identified and
discussed with clients how these might be modified.
1.5. Potential courses of action are identified with clients for
meeting individual aims and requirements.
1.6. Where aims and requirements of clients cannot be met,
clients are referred to appropriate alternative sources of
guidance and support.
1.7. Indicators of client issues requiring referral are
identified and reported or referred appropriately, in line
with the organizational requirements.
2. Enable clients to 2.1. Clients factors which could influence the preference for
explore possible and ability are explored with to achieve a course of action.
courses of action
2.2. Clients features of and likely consequences of possible
courses of action are explored with.
2.3. Clients’ understanding of what is involved in each course
of action is checked.
2.4. Clients are helped to assess advantages and
disadvantages of each possible course of action, and their
overall appropriateness for meeting particular client
requirements.
2.5. Clients are encouraged to decide on a course of action
and to consider alternatives which could be used if
necessary.
2.6. Decisions and agreed support are documented in
accordance with the organizational guidelines.

Management
Variable Range
Client issues requiring May include, but not limited to:
referral • Child protection issues
• Domestic and family violence
• Mental health issues
• Alcohol and other drugs issues
• Disability
• Old age
• Homelessness
Referral May include, but not limited to:
• Medical
• Psychiatric
• Financial counseling
• Rehabilitation center
• Elderly shelter
Evidence Guide
Critical Aspects of Demonstrate knowledge and skills in:
Competence • Assist clients in clarifying their aims and requirements
• Enable clients to explore possible courses of action
Knowledge and • Referral protocols
Attitudes • Necessary self awareness including:
Role within the organization
Limits of competence and responsibility
Personal strengths and limitations
Individual needs for support and supervision
Capacity to be non-judgmental and/or difficulty with this
• Agency/organization model/s of counseling and
intervention
• Indication of physical or mental ill health
• Key and major psychology theories
• Obstacles to counseling process
• Human life stage development
• Policy and principles and procedures to secure and
maintain confidentiality including note-taking, record and
log keeping and identity protection
• Relevant legislation and ethical code of practice
• Development of a range of possible interventions
Underpinning Skills Demonstrates skills to:
• Work within the counseling framework.
• Manage own values so they do not impede effective work
and managing the stress of the work
Demonstrate application of skills in:
Management
• Solve problem
• Counsel processes and methods
• Respect for client strengths or particular needs
• Maintain and critique realistic limits for agency service and
client expectations
• Maintain documentation as required,
Resources Implication Resource requirements for assessment include access to an
appropriate workplace or an environment capable of
accurately simulating the workplace for assessment purposes
Methods of Assessment • For valid and reliable assessment of this unit, competency
should be demonstrated in a range of situations which may
include, but not limited to:
Observation of performance in an actual workplace or
in a setting that realistically simulates work conditions:
Observation should include key aspects described in
elements, performance criteria and relevant aspects of
the range statement of the unit
Where face-to-face observation is not possible, video
recordings may be provided
Candidate's critique of their 'performance' to
demonstrate cognitive understanding of theory
Written questioning
Relevant case studies and/or scenarios
Role play
Focused discussion
Context of Assessment • This unit can be delivered and assessed independently,
however holistic assessment practice with other
community services units of competency is encouraged

Management
Unit Title Provide Advocacy and Representation Services for
Marginalized Groups
Unit Descriptor This unit describes the knowledge and skills required by the
worker to represent the interests of service users, the
community and/or the community services and health
industries.

1. Establish the
1.1. Role, processes and conditions of representation are
representative role identified in consultation with individuals and key groups.
and process
1.2. The support of key people is sought.
1.3. Requirements are determined and implemented for
reporting and accountability.
2. Participate in
2.1. Relevant interests and concerns to be pursued are
decision making
identified in accordance with the organizational positions
forums
and priorities.
2.2. Work is undertaken to provide a framework for pursuing
promotion of relevant interests.
2.3. Create and respond routinely within work role to
opportunities to reflect, promote and represent relevant
interests.
2.4. The potential impact of developments and decisions is
calculated and assessed in terms of objectives and
priorities.
2.5. Reports and feedback are provided to key people
according to organization requirements.
3. Negotiate outcomes 3.1. Appropriate strategic alliances are identified and
and liaise with key
developed.
people
3.2. Collaborative planning and action are promoted and
supported.
3.3. Potential areas of conflict are identified and strategies
implemented to address them.
3.4. Purpose and objectives are clearly determined and
promoted.
3.5. Appropriate work is undertaken with the organizing
committees and board of management to maximize
effectiveness.
Management
4. Evaluate
4.1. Actual work outcomes and report are analyzed against
effectiveness of agreed objectives.
strategies
4.2. Adjustments to strategy are implemented according to the
evaluation.
Variable Range
Conditions of May include, but not limited to:
representation • Authorization, accountability and protocol
• Consultation and delegations
• Resources
• Terms of reference
• Scope, scale and parameters
• Role of key people
• Existing community structures, systems, networks,
processes
• Development of an industry position
• Requirements of industry mechanisms including:
• formal and informal networks
• advisory/steering/reference committees
• peak industry and professional organizations
• publications
• submissions
• conferences/seminars
• training
• education
• formal representative positions
Support of key people May include, but not limited to:
• Development of consultation and accountability structures
• Development of industry positions
Opportunities May include, but not limited to:
• Events
• Publicity
• Committee membership
• Public presentations
• Media
• Policy development
• Special meetings/delegations
Developments May include, but not limited to:
• Social/political/economic/industrial changes
• Within and outside the organization structures
• Government policy
• Ideology

Management
• Education
• Research findings
• Community change
Key people May include, but not limited to:
• Experts
• Service user peak bodies/ groups
• Policy/decision-makers
• Resource managers
• Media
• Researchers
• Trainers
• Teachers
• Community leaders
Evidence Guide
Critical Aspects of Demonstrate knowledge and skills has:
Competence • Provided formal advocacy and representation services to 2
individual clients or client groups and evaluated the
effectiveness of strategies used
Knowledge and • Legal and ethical considerations, including:
Attitudes Power of attorney
Guardianship
Legal status of parents and guardians of people under
the age of 18
Human rights
• Types of advocacy including:
Self
Individual
Systems
Citizen and parent
• Functions of advocacy:
Raising awareness
Acting and Writing
• Types of community consultation and decision-making
processes
• Industry and government processes and culture
• Models of support and negotiation
• Nature and structure of the community services and health
industries
• Processes and structures relevant to organisation goals
and objectives or work role
• Processes and systems to support advocacy, including
electronic campaigning
Management
• How representation and advocacy are different to decision-
making on behalf of a client or a service provider
• Processes of both individual advocacy and group
advocacy
• Demonstrate effective representation of individual and
group concerns and interests within the organization, the
community and the community services industry
• Participate in a range of influencing, decision forming
and/or decision-making forums
• Advocate for client oriented solutions to identified needs at
the service delivery level and at policy level
• Establish working relationship with clients, providers and
funders
• Develop client decision-making abilities and independence
and foster personal growth
• Support clients to be involved in advocacy and decision
forming/making forums
• Educate and assist clients to access appropriate services,
supports and resources
• Promote development/extension of services where service
gaps are identified
• Demonstrate skills in:
Information gathering and situation analysis
Negotiation
Presentation
Complex communication
Strategic planning and outcomes measurement
Consultation
Leadership/management
Resources Implication 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 Skills must have been demonstrated in the workplace or in a
simulated environment that reflects workplace conditions.
Where simulation is used, it must reflect real working
conditions by modelling industry operating conditions and
contingencies, as well as, using suitable facilities, equipment
and resources.

Management
Unit Title Facilitate and Develop Community Organizations
Unit Descriptor This unit describes the knowledge and skills required to work
with the community to establish new organizations and
networks.

1. Establish the need,
1.1. The need, purpose and philosophy are identified and
purpose and
assessed for establishment of a new organization in
philosophy for the
consultation with relevant stakeholders for the
organization organization.
1.2. Negotiations are carried out in a way which generates
support for the needs and rights of the target group and
which takes account of the relevant viewpoints and
perspectives.
1.3. The all established works are done based on defined
community development method.
1.4. Goals and objectives are clarified and negotiated with key
stakeholders, and consistent with the purpose and
philosophy of the organization.
2. Co-operate Review 2.1. The proposed purpose, scope, impact and process are
and develop
identified and assessed for change, for incorporation in
organization
planning.
structures
2.2. Appropriate reporting on all aspects of the proposed plan
is prepared and submitted for approval by the decision-
makers.
2.3. Appropriate consultation is undertaken to ensure all
stakeholders play a major role throughout the restructure
process.
2.4. Relevant organizations and stakeholders are consulted
about proposed structural changes and, where
appropriate, and arranged for consultation throughout the
process.
2.5. The strengths and weaknesses of a range of potential
forms and models of organizations are assessed.
2.6. An appropriate structure which is consistent with the
purpose, philosophy and roles of the organization and
which meet industrial, legal and policy requirements is
developed.
Management
2.7. Appropriate mechanisms are established to oversee the
task.
2.8. Ongoing advice is provided to decision-makers as
required on all aspects of the proposed changes and
implementation strategy.
2.9. Restructure is implemented in line with the approved
strategy.
3. Meet legal
3.1. Legal requirements are identified and adhered to establish
requirements to
the organization.
establish or develop
the organization 3.2. Records required are ensured to meet legal requirements
are prepared, authorized and handled appropriately.
4. Market and promote
4.1. The benefits of the new organization or organization
the organization
changes are promoted to stakeholders, target groups and
changes
within the organization to ensure maximum effectiveness.
4.2. Appropriate evaluation and monitoring processes are
implemented to ensure maximum effectiveness of the
changes.
Variable Range
Stakeholders May include, but not limited to:
• Individuals
• Families and care givers
• Members of the local community (including residents,
businesses, workers, representatives such as councilors or
politicians)
• Community groups (including services, interest groups,
cultural groups, churches, clubs and associations)
• Government at local, state and national levels in both
parliamentary, representative and bureaucratic officer
levels
• Government departments, agencies and service (including
human services public utilities, police)
• Other community services including workers, management
and networks of services)
• Unions
• Employers and employer groups
• Relevant peak bodies and networks
• Education and training providers
• Experts on the subject, issue, situation or service
Organizations May include, but not limited to:
• Specific organizations, services or programs

Management
• Government or non-government organizations
• Units or branches within larger organizations
• Community services/organizations which provide services
to young people as one of their target groups
Evidence Guide
Critical Aspects of Demonstrate knowledge and skills to:
Competence • Establish the need, purpose and philosophy for the
organization
• Co-operate Review and develop organization structures
• Meet legal requirements to establish or develop the
organization
• Market and promote the organization changes
Knowledge and • Consultation and research methodologies
Attitudes • Community development principles
• Organization design and management principles
• Community services and health networks and stakeholders
• Funding sources
• Principles of project management
• Depending on the work role or services provided, specific
knowledge of particular groups or issues may be required,
including:
Cultural and linguistic diversity
Risk of self-harm
Women
Alcohol and other drugs
Men
Community education
Ethiopian people and mental health
• Effective collaboration with communities and key
stakeholders to achieve an agreed outcome
• Establish and develop community organizations based on
identified community needs, community development
methodologies and in accordance with current accepted
best practice
• Apply complex communication skills including submission
writing
• Demonstrate application of skills in:
Research and analysis
Negotiation
Strategic organization planning
Publicity, marketing, public relations and promotion

Management
Networking
Financial analysis and management
Program review and planning
Context of Assessment Competence may be assessed in the work place or in a
simulated work place setting.

Management
Unit Title Develop and Mentor Community Leadership
Unit Descriptor This unit describes the knowledge, skills and attitude to
design, provide and promote systems that identify and
development both potential and existing leaders to build
capacity within the community. leaders may or may not have a
formalised leadership role within the community.

1. Use a participative
1.1. Potential and existing community leaders and leadership
approach to identify structures are identified as recognised and accepted by
community leaders
community
1.2. Previous, potential and existing community leaders are
engaged
1.3. Parameters are established for involvement of community
leaders
2. Develop and
2.1. A range of support mechanisms are designed to enable
maintain support
the identification of the role, responsibilities, context and
mechanisms
accountability of community leadership
2.2. Factors which might have an impact on the effectiveness
of community leadership are identified and addressed
2.3. Resources required is included to support community
leadership development in resource allocations
3. Promote community
3.1. Opportunities are created and responded to routinely
leadership
promote the importance of community leadership
3.2. The development of structures, processes and practice
are ensured to reflect the defined role and importance of
community leadership
4. Develop leadership
4.1. Learning programs aimed to develop leadership skills are
skills
designed and provided
4.2. A range of activities are implemented to assist the
development of community leadership
4.3. Individuals proactively are provided with structured and
supported opportunities to experience leadership
4.4. The expertise, skills and contributions of the community to
leadership are identified and acknowledged
Variable Range
Management
Community leaders May include, but not limited to:
• Elders
• Religious leaders
• Cultural institution leaders
• Community based organization leaders
Factors May include, but not limited to:
• Social
• Political
• Economic
• Cultural
• Personal
Opportunities May include, but not limited to:
• Good climate condition
• Willingness of the community
• Good social relationship
• Political support
Evidence Guide
Critical Aspects of Assessment requires evidence that the candidate has:
Competence • Identified and responded to at least 3 opportunities to
promote leadership within the community
• Developed and implemented at least 1 learning program or
activity aimed to support the development of leadership
skills
• Provided support for leadership structures on at least 3
different occasions
Knowledge and Attitude • Relevant legislation and public policies
• Social, community and youth issues
• Concepts of effective leadership
• Structure and nature of the community
• Cultural awareness, practices and protocol of the
community
• Availability of skills development training
• Support mechanisms and structures in the range of relevant
communities and cultural contexts
• Instructional design principles and options relating to
learning program design and structure
• Availability and types of different relevant learning
resources, learning materials and pre-developed learning
activities
• Methodology relating to developing and documenting new
learning activities and related learning materials
• Different delivery modes and methods
Management
• Identified and responded to at least 3 opportunities to
promote leadership within the community
• Developed and implemented at least 1 learning program or
activity aimed to support the development of leadership
skills
• Provided support for leadership structures on at least 3
different occasions
Resource Implications Skills must have been demonstrated in the workplace or in a
simulated environment that reflects workplace conditions.
Where simulation is used, it must reflect real working
conditions by modelling industry operating conditions and
contingencies, as well as, using suitable facilities, equipment
and resources.
Context of Assessment This unit can be delivered and assessed independently,
however holistic assessment practice with other community
services units of competency is encouraged.

Management
Unit Title Develop and Monitor Community Programs
Unit Descriptor This unit describes the knowledge, skills and attitude required
to develop community programs to ensure maximum
participation.

1. Develop program 1.1. Issues of wide community concern are analysed to
parameters develop an agency position and ascertain the priority for
new program and to refer clients
1.2. Appropriate work is undertaken to ascertain support,
capacity for a coordinated effort and factors which will
effect provision of services
1.3. Research is undertaken to identify key people, priorities to
be addressed, possible strategies and options for action
1.4. Measures and evidence of program plan success and
possible risks are identified
1.5. Appropriate plans are developed via participation of
relevant communities and stakeholders
2. Design programs 2.1. A program plan which reflects identified parameters are
with the community developed and an evaluation of a range of program
options incorporated within organisation policy
2.2. Stakeholder participation is engaged to determine
preferred program options particularly in areas of high
priority or with targeted communities
2.3. Relevant models of work that may address group issues
and needs are identified.
2.4. Promotion and marketing strategies are developed and
implemented
2.5. Systems and resources are developed and maintained
for administrative support of community programs
2.6. Resources are identified and sought
3. Monitor programs 3.1. Pilots are conducted and evaluated and adjustments
made to ensure the program achieves its objectives
3.2. Programs are monitored in accordance to the plan
4. Evaluate programs 4.1. Program design and outcomes are evaluated according to
criteria and specifications identified in the program plan
4.2. Results of evaluation are used for revision and ongoing
development
Management
4.3. Interested and/or relevant people are involved in program
evaluation
Variable Range
Referring May include, but not limited to:
• Both inside and outside the organization
• To other workers, service providers or organizations
• To specialist services
Issues and needs May include, but not limited to:
• employment
• Housing
• Financial support
• Access to education and training
• Health
• Child care
• domestic violence,
• aged care
• disability services,
• Human right issues
Strategies May include, but not limited to:
• Establishment of advocacy groups
• Promotion activities
• Lobbying
• Developing alliances
• Collaboration and cooperation
• Community awareness raising
• Submissions to social planning
• Political action and campaigns
• Participatory/collaborative research and
• Development
Resources May include, but not limited to:
• Skills/administrative support
• Physical, transport, venues, material, equipment
• Provision of training
• Financial
• Equipment
• Staff skills and time
• Provision of facilities
• Educational materials
• Funding
• Personnel

Management
Evidence Guide
Critical Aspects of Assessment requires evidence that the candidate has:
Competence • Developed, implemented and evaluated at least 1
community program
Knowledge and Attitude • Relevant legislation and public policies
• Social, community and youth issues
• Contemporary economics and politics and their impact on
community development
• Traditional community development approaches:
Needs-based
Strength based
• Principles and practices of contemporary community
development approaches and techniques for mobilisation
in relation to:
Asset-based (ABCD)
Rights-based
• Social movements
• Fundamentals of sociological concepts
• Commonly accepted social theories
• Social institutions and their functions
• Social inequality and class struggle
• Sociology of gender, including impacts of culture on
gender dynamics
• Language, literacy, numeracy and employment skills
Resource Implications Access is required to real or appropriately simulated

Management
Unit Title Manage Programs to Meet Client Needs
identify, develop, implement, monitor and review programs to
meet the needs of clients.

1. Identify programs and
1.1. Clients information is used to target service provision for
service requirements
clients and to enable quality service to be provided.
to meet client needs
1.2. The needs of clients are investigated according to the
organizational procedures.
1.3. Procedures are established and applied to monitor,
assess and report client satisfaction with service delivery
Interact and consulted with clients as required to monitor
changing needs so they can be addressed.
1.4. Advice or services is/are sought from other workers or
agencies or primary health practitioners as required.
2. Develop and 2.1. Appropriate planning is undertaken to ensure clients’
implement programs needs are met.
for meeting client
needs 2.2. Mechanisms are put in place to ensure client service
information is recorded, maintained and applied to future
client dealings so service developments are well
informed and appropriate.
2.3. Programs are developed as required.
2.4. Client services are reviewed in consultation with clients
and other relevant people including primary health
practitioners.
2.5. Client service delivery is monitored to ensure it upholds
the organization’s reputation addresses individual client
differences and meets duty of care responsibility.
2.6. Problems in addressing client need are identified and
addressed in accordance with the organization’s
procedures.
2.7. All relevant documentation relating to clients and service
delivery are maintained and communicated in
accordance with organization procedures.
2.8. High standards of client service delivery are maintained
in line with procedural and legislative requirements.
Management
2.9. Provision of services is sought from other workers,
agencies or primary health practitioners as required.
2.10. Strategies and opportunities are facilitated to meet the
needs of people and developed according to the
organization’s policies and procedures.
2.11. Individual differences, rights, needs and preferences
are facilitated within programs.
2.12. Special needs are incorporated in the development of
programs and services.
2.13. The needs of clients are communicated to careers and
other workers as required.
2.14. Available appropriate program resources are made.
3. Monitor and review
3.1. Changes to client service are ensured within policy and
programs
budgetary frameworks.
3.2. The provision of training is ensured as required for
implementation to meet changing client needs and
community expectations.
3.3. Specified aspects of the service or service delivery are
modified as needed to meet changing client and service
requirements.
3.4. Changes to client service are ensured within procedural
and legislative requirements and maintain high
standards of delivery.
3.5. Appropriate planning is undertaken to ensure client
needs are met.
3.6. Required programs are developed.
3.7. Referrals to external services are made as appropriate.
Variable Range
Clients May include, but not limited to:
• Individual members of the public
• Other organizations, community groups, individuals and
health providers
• Other work areas of the organization
• Senior management
• Service users
Client services May include, but not limited to:
• Rehabilitation services
• Elderly shelter
Management
• Financial support
• Psycho-social support
• Cash/food
• Health support
• School feeding
Evidence Guide
Critical Aspects of The candidate must be able to:
Competence • Identify programs and service requirements to meet client
needs
• Develop and implement programs for meeting client
needs
• Monitor and review programs
Underpinning Knowledge Demonstrate knowledge of:
and Attitudes • Design and development of client services and principles
of effective service delivery
• Specific client services provided by the organization and
associated policies and procedures
• Strategic planning and organization development
• Evaluation principles and practices
• Local, Commonwealth or State services and associated
Commonwealth or State regulations, acts or guidelines re
service provision
• Community resources
• Cultural differences and practices
• Common health problems encountered in clients
• Depending on the work role or services provided, specific
knowledge of particular groups or issues may be required,
such as:
Alcohol and Other Drugs (AOD)
Cultural and linguistic diversity
Risk of self-harm
Gender issues and specific needs of women and/or
men
Community education
Ethiopian nation and nationalities
Mental health
Homelessness
• Where clients are aged the following specific knowledge is
required:
Maximizing independence
Health promotion
Emotional, psychological and spiritual needs
Cultural, religious and ceremonial needs

Management
Maintenance of an adequate diet
Dementia
Personal hygiene
Dressing and grooming
Mobility and exercise
• Where clients may have disabilities the following specific
knowledge is required:
Relevant legislation relating to disability issues
Relevant specific culture and language used by people
with disabilities
Knowledge specific to working with families and family
systems
Understanding different client requirements according
to different disabilities
Networks in the disability sector
Structural, political and other social factors which
operate to maintain
Discrimination against people affected by mental
health problems
Structural, political and other social factors which can
be addressed to improve
• Mental health promotion, such as:
Gender
Language
Culture
Ethnicity
Age
Socioeconomic status
• Consult effectively with the client/s
• Respond to specific client needs
• Establish and maintain a network of service providers,
including health practitioners
and to information on workplace practices and OHS
practices.

Management
Unit Title Manage Case Planning and Implementation
facilitate all aspects of case planning.

1. Conduct case
1.1. Information sharing with the client is facilitated by
management
establishing an appropriate rapport with the client and
meetings
implementing appropriate procedures.
1.2. Boundaries and processes are identified and agreed
within service delivery.
1.3. Individual family and community needs and rights, and
organization responsibilities are defined and explored to
assure the rights are protected for all concerned.
2. Develop an
2.1. Case management processes appropriate to implement
appropriate
statutory requirements are developed and utilized.
approach to case
management 2.2. Appropriate processes are implemented to facilitate client
setting of goals and participation in case management
processes.
2.3. Appropriate cultural considerations are integrated into all
aspects of case management planning.
2.4. Information on rights of appeal and avenues of complaint
are provided so client understands their rights.
3. Develop an 3.1. A case management plan is developed to reflect initial
appropriate case assessment of needs.
management plan
3.2. The full range of appropriate immediate, short and long
term needs of the client and other relevant parties are
identified.
3.3. Action plans are developed to reflect.
3.4. Processes are established for monitoring and changing
case plan.
3.5. Strategies are identified to deal with complex or high risk
situations.
3.6. Requirements of case plan are matched to experience,
workload and geographical location of worker.
3.7. Plan is focused on assisting clients to set and achieve
realistic targets for change or action and to take personal
responsibility.
Management
4. Manage case work
4.1. Strategies are implemented to continually monitor the
activities and effectiveness of case management processes against
processes
agreed goals, relevant services and programs, client and
stakeholder satisfaction.
4.2. The need for changes in case plan, including the need for
ongoing intervention, and develop strategies is assessed
for alternatives as appropriate.
4.3. Successfully negotiate with relevant parties; any proposed
changes arising from case review.
4.4. Processes are utilized for case closure as appropriate, to
comply with organization procedures.
Variable Range
Evaluating ongoing May include, but not limited to:
implementation • Monitoring case plan implementation
• Facilitating review activities and feedback from
• workers on progress of intervention
• Liaison with service providers, clients, significant others
• Advising on how case plans can be modified,
• Ensuring that changes are communicated appropriately
Evidence Guide
Critical Aspects of Demonstrate knowledge and skills to:
Competence • Access and use a range of family and community
resources
• Identify and gain agreement on role boundaries
• Facilitate groups and support participants to engage in
information sharing and planning
• Apply organization statutory and legislative requirements
Knowledge and • Behavior change models and practices
Attitudes • Organization procedures and standards
• Formal meeting processes
• Relevant policy, procedures, legislation and statutory
mandates
• Cultural protocols and systems
• Family structure, dynamics, communication and decision-
making
• Relevant documentation protocols
• Range of available services
• Plan decision-making and goal setting

Management
• Manage group dynamics
• Conduct conflict resolution, negotiation and (where
required) mediation techniques
• Define boundaries
• Plan and goal setting
• Facilitation
• Assertion
• High level writing skills
• Interpersonal and communication
• Supervision and delegation where appropriate to job role

Management
Unit Title Conduct Complex Assessment and Arrange Referral
System
conduct an appropriate individual assessment and make
appropriate referrals where multiple issues present.

1. Prepare for the
1.1. Rapport is established with clients, by demonstrating
assessment
respect and non-judgmental attitude.
1.2. Need for assessment is identified based on organization
policy and procedure.
1.3. Appropriate assessment tools and processes are
identified and used according to organization policy and
procedures.
1.4. Appropriate time and place are organized for the
assessment in conjunction with the person being
assessed.
1.5. Privacy principles, organization policy and procedure are
explained and consent obtained from the person.
1.6. Appropriate interpreter is ensured to be available and has
been briefed.
2. Assess client needs
2.1. Own limitations are identified in assessing and addressing
client needs and, where appropriate, assistance is sought
from colleagues, senior staff and/or experts in the area.
2.2. Appropriate language and interpersonal skills are used to
identify the diverse needs of clients.
2.3. The assessment process is clearly explained to clients and
how information is used, including duty of care and
organization policy and processes for mandatory reporting.
2.4. Risk management processes are implemented, as
required, to ensure safety of client and worker.
2.5. The needs of people who have multiple and complex
issues are identified.
2.6. Clients are assisted to identify their own needs and any
risk factors.
2.7. Understanding of the potential impact of dual/multiple
issues is demonstrated on identifying and prioritizing need.

Management
3. Analyze client needs
3. 1. Work is performed with the client to analyze and prioritize
as a basis for their needs.
meeting them
3. 2. Secondary consultation is sought from specialists as
required to assist in assessment with clients.
3. 3. Information about client needs is assessed in accordance
with accepted organization procedures to inform decisions
about relevant services which can be provided to best
address client needs.
3. 4. Client information is assessed for complexity, urgency and
eligibility so priorities for service delivery can be identified.
3. 5. Decisions about client needs are made based on a full
range of relevant information and in conjunction with the
client.
4. Identify and refer to 4.1. Services which match client needs are identified from
appropriate services within and outside the organization.
to meet client needs
4.2. Relevant networks are identified and accessed to ensure
referral of clients to appropriate services.
4.3. Appropriate work is undertaken to assist clients to access
targeted services from within and outside the organization.
4.4. Information about other services is provided to clients to
assist their decision-making about referral to other
agencies.
4.5. Clients are empowered to identify services they prefer for
referral.
4.6. Consent and document are gained for referral to other
services.
4.7. Assistance is provided to complete referral forms and
access services, if required.
4.8. Clients are encouraged to advocate on their own behalf to
access services.
4.9. Active referrals are made to services identified in
conjunction with the client.
4.10. Referrals are made to protective services in
accordance with mandatory reporting legislation and
organization policy and procedure.
5. Evaluate
5.1. The allocation of services delivered is reviewed to meet
assessment and
client requirements routinely, or as required to ensure a
referral processes
continuing match.

Management
5.2. Changes in circumstances, environmental factors or
urgency of client needs are reviewed in accordance with
organization practices and procedures to ensure client
needs continue to be met.
5.3. Client feedback on adequacy of service delivery is
collected as required by the organization to inform revision
of service delivery arrangements.
5.4. Feedback is sought routinely on individual performance in
client service delivery from colleagues and clients.
Variable Range
Assessment tools and May include, but not limited to:
processes • Strengths-based assessment
• Domain based assessment
• Norm based assessment
• Competency based assessment
Safety of client and May refer to:
worker • Domestic violence
• Unpredictable client behavior (e.g. aggression, dementia,
mental health issues, Alcohol and Other Drugs
(AOD)issues)
• Hazardous environments
• Specific identified health and safety risks
Multiple and complex May include, but not limited to:
issues • Mental health
• Drug and alcohol
• Family violence
• Poverty
• Disability
• Challenging behavior
• Age
• Cultural diversity
• Discrimination
• Commercial sex work
• People living with HIV/AIDS
Evidence Guide
Critical Aspects of The candidate must be able to:
Competence • Prepare for the assessment
• Assess client needs
• Analyze client needs as a basis for meeting them
• Identify and refer to appropriate services to meet client
needs
Management
• Evaluate assessment and referral processes
Underpinning The essential knowledge include, but not limited to:
Knowledge and • Own work role and responsibilities
Attitudes • Validity and reliability requirements for assessment
• Assessment process requirements
• Types of assessment, including:
Domain based assessment
Norm based assessment
Competency based assessment
• Communication skills required to conduct an individual
assessment
• Organization policy and procedure associated with
individual assessment
• Reporting requirements of individual assessment
• Consent requirements for dissemination of a person’s
assessment results
• Conduct an assessment within defined guidelines
• Report on assessment results
• Manage the task and manage contingencies in the context
of the identified work role
• Follow organisation policies and protocols
• Liaise and report to appropriate persons/agencies
Resources Implication • This unit can be assessed independently, however holistic
assessment practice with other community services units
of competency is encouraged
• Resources required for assessment include access to:
An appropriate workplace or simulated workplace
where assessment can take place
Relevant organisation policy, protocols and
procedures
• Observation in the workplace
• Written assignments/projects
• Case study and scenario analysis
• Questioning
• Role play simulation

Management
Unit Title Manage Partnership Agreements with Service Providers
Unit Descriptor This unit describes the knowledge, skills and attitude
required to establish and monitor formal agreements and
partnerships with specialist support providers to meet client
needs.

1. Investigate
1.1. Partnership requirements are determined according to
partnership
organisation needs analysis and strategic directions
opportunities
1.2. Information on potential partners is gathered, researched
and analysed
1.3. Relationships and rapport are built with potential partners
2. Negotiate partnership
2.1. Partnership focus is maintained and client’s interests
agreement terms and
are protected throughout discussions and negotiations
conditions
2.2. Roles and responsibilities of each party, including level
and type of service provision are clearly defined
2.3. Confidentiality and privacy issues are identified and
addressed
2.4. Communication, dispute resolution, meeting, decision
making and reporting processes are determined
2.5. Partnership agreement is formalised and signed
3. Implement partnership
3.1. Regular meetings are scheduled with partners in
agreement
accordance with role
3.2. Clients are consulted at all stages of implementation and
ensure rights are upheld
3.3. Dispute resolution processes are implemented, if
required
3.4. Ensure all reporting requirements are met in accordance
with organisation procedures and partnership agreement
4. Evaluate partnership
4.1. Criteria is developed for evaluation of partnership
agreements
4.2. Stakeholder feedback is collected and included in the
evaluation process
4.3. Performance is measured against agreed criteria
4.4. Partnership agreements are amended and re-negotiated
with partner organisation where appropriate

Management
Variable Range
Partnership May include, but not limited to:
• Relationship between clients and partners
• Relationship between different organizations
Client’s interests May include, but not limited to:
• Working together
• Maximizing profit
• Basic necessities: food, shelter and cloth
• Wheelchair
• Home
Dispute resolution May include, but not limited to:
• Arbitration
• Mediation
• Negotiation
• Litigation
Stakeholder May include, but not limited to:
• Government organization
• CBO’s
• FBO’s
• Individuals
Evidence Guide
Critical Aspects of There must be demonstrated evidence that the candidate
Competence has:
• Established and maintained at least 1 partnership
agreement for service provision
• Conducted at least 1 partnership agreement evaluation
Knowledge and Attitude • Types and levels of partnerships and collaborations
• Partnership cycles and processes
• Partnership roles
• Funding and accountability guidelines
• Referral networks
• Legal and ethical considerations relevant to partnerships
and how they are applied in organisation, including:
Privacy, confidentiality and disclosure
Duty of care
Human rights
Rights and responsibilities of workers, employers,
clients and service providers
• Community needs and key issues for clients and/or
community
• Relationship between service providers
Management
• Negotiation and influencing strategies
• Conflict management principles and practices
• Relationship building techniques
• Information sharing benefits and risks
• Intellectual property
• Established and maintained at least 1 partnership
agreement for service provision
• Conducted at least 1 partnership agreement evaluation
practices.

Management
Unit Title Manage Volunteer Workforce Development
Unit Descriptor This unit describes the knowledge, skills and attitude
required to develop and support volunteer programs and
volunteer workforce in an organisation or agency. Workers at
this level will be responsible for coordinating and overseeing
volunteer programs across a range of contexts.

1. Review and develop
1.1. Volunteering trends impacting roles of volunteer are
volunteer program
researched
policies and systems
1.2. Strategies are developed for the inclusion of volunteering
into key organisation policies and strategies
1.3. Strategies are developed for the implementation and
review of volunteer programs systems and processes in
line with current national volunteering standards and/or
organisation requirements
2. Develop a volunteer
2.1. Volunteer positions are reviewed and contribution to the
workforce plan
organisation and service provision measured
2.2. Potential growth areas of volunteer involvement
opportunities are identified and developed
2.3. A demographic profile of the volunteer workforce is
developed
2.4. Analyse and respond to volunteer motivation and
satisfaction
2.5. A volunteer training needs analysis is implemented to
identify training opportunities
3. Develop strategies to 3.1. Findings regarding volunteer motivation and satisfaction
enhance the volunteer
are applied to volunteer retention strategies
workforce
3.2. Appropriate strategies are implemented to recognise
and/or reward volunteers
3.3. Volunteer recruitment opportunities are identified
3.4. Training opportunities for volunteers are developed
3.5. Additional volunteer retention strategies are developed
and implemented
4. Implement
4.1. Professional development opportunities are identified and
opportunities for
implemented for volunteer managers (paid and/or unpaid)
volunteer management
within the organisation
team development
Management
4.2. The success of volunteer management development
strategies is reviewed and opportunities are identified for
continuous improvement
Variable Range
Roles for volunteers May include, but not limited to:
• Agency management
• Direct service including reception, telephone advice lines,
service user support
• Caring for need groups
• Data collection
• Awareness raising
• Home visit and Advice
Volunteers May include, but not limited to:
• Unpaid workers who are in paid employment elsewhere
• Unpaid workers who are not in paid employment
• Skilled workers in need of serving their community
including different associations and community
organizations.
Evidence Guide
Critical Aspects of Assessment requires evidence:
Competence • Developed 1 volunteer workforce development plan
Knowledge and Attitude • Universal declaration on volunteering and current national
volunteering codes and standards
• Organisation standards, codes, policies, procedures and
processes
• Relevant state and national legislation, and public policies
relating to the engagement of unpaid workers
• Differentiation between paid and unpaid workers roles
• Impact of cultural or community attitudes on appropriate
roles, relationships and approaches of the volunteer
worker
• Implications of differences in attitudes and values towards
volunteers from management and staff
• Trends and characteristics impacting volunteer
involvement
• Volunteer motivations and how these will change through
involvement with a volunteer role or organisation, e.g.
‘honeymoon’ period, 6-12 months, 12 months plus
• Recognition strategies for volunteers, including events,
certificates, training, reimbursements, badges, rewards
and increased responsibilities
Management
• Review and develop volunteer program policies and
systems
• Develop a volunteer workforce plan
• Develop strategies to enhance the volunteer workforce
• Implement opportunities for volunteer management team
development
practices.

Management
Unit Title Work Effectively with Culturally Diverse Clients and Co-
workers
Unit Descriptor This unit deals with the cultural awareness required for
effective communication and cooperation with persons of
diverse cultures

1. Reflect cultural
1.1. Awareness of culture is demonstrated as a factor in all
awareness in work
human behaviour by using culturally appropriate work
practice
practices
1.2. Work practices that create a culturally and psychologically
safe environment are used for all persons
1.3. Work practices are reviewed and modified in consultation
with persons from diverse cultural backgrounds
2. Accept cultural
2.1. Respect for cultural diversity is showed in all
diversity as a basis
communication and interactions with co-workers,
for effective work colleagues and clients
place and
professional 2.2. Specific strategies are used to eliminate bias and
relationships discrimination in the workplace
2.3. Contribute to the development of work place and
professional relationships based on acceptance of cultural
diversity
3. Communicate
3. 1. Respect for cultural diversity is shown in all
effectively with
communication with clients, families, staff and others
culturally diverse
persons 3. 2. Communication constructively is used to develop and
maintain effective relationships, mutual trust and
confidence
3. 3. Where language barriers exist, efforts are made to
communicate in the most effective way possible
3. 4. Assistance is sought from interpreters or other persons
as required
4. Resolve cross-
4.1. Issues that may cause conflict are identified
cultural
misunderstandings 4.2. If difficulties or misunderstandings occur, the impact of
cultural differences is considered
4.3. An effort is made to sensitively resolve differences,
taking account of cultural considerations

Management
4.4. Any difficulties are addressed with appropriate people
and assistance sought when required
Variable Range
Work practices May include, but not limited to:
• Dealing with persons of diverse gender, sexuality and age
• Compliance with duty of care policies of the organisation
• Collection and provision of information
• Communication
• Provision of assistance
• Contact with families and carers
• Physical contact
• Care of deceased persons
• Handling personal belongings
• Provision of food services
Cultural diversity May include, but not limited to:
• Ethnicity
• Race
• Language
• Cultural norms and values
• Religion
• Beliefs and customs
• Kinship and family structure and relationships
• Personal history and experience, which may have been
traumatic
• Gender and gender relationships
• Age
• Disability
• Special needs
Strategies May include, but not limited to:
• Cross cultural work teams
• Cross cultural employee representation on posters,
signage
• Inclusion in decision-making
Communication May include, but not limited to:
• Verbal
• Appropriate gestures and facial and physical expressions
• Posture
• Written
• Sign language
• Through an interpreter or other person

Management
Evidence Guide
Critical Aspects of Demonstrate knowledge and skills in:
Competence • Understanding cultural awareness in work practice ,
• accept cultural diversity as a basis for effective work place
and professional relationships
• Communicate effectively with culturally diverse persons
Underpinning Demonstrate knowledge on:
Knowledge and • Availability of resources and assistance within and external
Attitudes to the organisation in relation to cultural diversity issues
• Own cultural conceptions and pre-conceptions and
perspective of diverse cultures
• Recognition of cultural diversity in Ethiopian society with
many individuals living in many cultures
• Recognition of cultural influences and changing cultural
practices in Ethiopia and its impact on diverse
communities that make up Ethiopian society
• Recognition of culture as a dynamic social phenomenon
• Recognition of culture as a range of social practices and
beliefs evolving over time
• Recognition of impact of cultural practices and
experiences on personal behaviour, interpersonal
relationships, perception and social expectations of others
• Recognition of the unique way individuals may experience
a culture and respond to past experiences
• Recognition that the word 'normal' is a value-laden,
excluding concept that often precludes acknowledgment of
the diversity of people, their life experiences and situations
• The principles of equal employment opportunity, sex, race,
disability, anti-discrimination and similar legislation and the
implications for work and social practices
• The role and use of language and cultural interpreters
Underpinning Skills Demonstrate skills to:
• Apply culturally respectful practices in the workplace and
to demonstrate respect and inclusiveness of culturally
diverse people in all work practices
• Form effective workplace relationships with co-workers
and colleagues of diverse backgrounds and cultures
• Participate in identifying and implementing culturally safe
work practices
• Respond respectfully and sensitively to cultural beliefs and
practices that may cause harm
• Sensitively and respectfully communicate with persons of
diverse backgrounds and cultures
• Use basic conflict resolution and negotiation skills
Management
• Use effective strategies to address and eliminate
discrimination and bias in the workplace

Management
Unit Title Manage Risk
Unit Descriptor This unit describes skills and knowledge required to manage
risks in a range of contexts across an organisation or for a
specific business unit or area in any industry setting.

1. Establish risk
1.1. Organisational processes, procedures and requirements
context
for undertaking risk management are reviewed in
accordance with current risk management standards
1.2. Scope for risk management process is determined
1.3. Internal and external stakeholders and their issues are
identified
1.4. Review political, economic, social, legal, technological
and policy context
1.5. Strengths and weaknesses of existing arrangements are
reviewed
1.6. Critical success factors, goals or objectives are
documented for area included in scope
1.7. Support is obtained for risk management activities
1.8. Relevant parties are communicated with about the risk
management process and participation is invited
2. Identify risks
2.1. Relevant parties are invited to assist in the identification
of risks
2.2. Risks that may apply to scope are researched
2.3. Tools and techniques are used to generate a list of risks
that apply to the scope, in consultation with relevant
parties
3. Analyse risks
3.1. Likelihood of risks occurring is assessed
3.2. Impact or consequence if risks occur is assessed
3.3. Risks are evaluated and prioritised for treatment
4. Select and
4.1. Most appropriate options are determined and selected for
implement
treating risks
treatments
4.2. An action plan is developed for implementing risk
treatment
4.3. Risk management processes are communicated to
relevant parties
Management
4.4. All documentation are ensured in order and appropriately
stored
4.5. Action plan is implemented and monitored
4.6. Risk management process is evaluated
Variable Range
Relevant parties May include, but not limited to:
• Government organizations
• Community based organizations
• Community care coalition
Consequence if risks May include, but not limited to:
• Physical
• Social
• Political
• Economical
Evidence Guide
Critical Aspects of Assessment requires evidence that the candidate:
Competence • Establish risk context; identify risk
• Analyze risks and implement treatments
Knowledge and Attitude • Key elements of current risk management standards
• Outline the legislative and regulatory context of the
organisation in relation to risk management
• Organisational policies, procedures and processes for risk
management.
• Analyse information from a range of sources to identify the
scope and context of the risk management process
including:
Stakeholder analysis
Political, economic, social, legal, technological and
policy context
Current arrangements
Objectives and critical success factors for the area
included in scope
Risks that may apply to scope
• Consult and communicate with relevant stakeholders to
identify and assess risks, determine appropriate risk
treatment actions and priorities and explain the risk
management processes
• Develop and implement an action plan to treat risks
Management
•Monitor and evaluate the action plan and risk management
process
• Maintain documentation.
• Practical application and management of using different
materials
• Trying organizations of risk management in a simulated
area Interview/Written Test

Management
Unit Title Analyze Impacts of Sociological Factors on Clients
Unit Descriptor This unit of competency describes the knowledge, skills and
attitude required to function independently and to plan and
undertake community work and associated services.

1. Identify social and 1.1. Major social and cultural institutions in Ethiopian society
cultural issues and their societal functions are identified
impacting on clients
in Ethiopian society 1.2. Ways in which major institutions in Ethiopian society can
impact clients as individuals and as part of community and
family groups are identified
1.3. Possible effects and consequences of conditions and
experiences of inequality on clients as individuals and as
part of community and family groups are examined and
identified
1.4. Impacts of long-term unemployment and associated issues
on clients as individuals and as family members are
identified
1.5. Where relevant, factors associated with age in Ethiopian
society and their impact on clients as individuals and in
family and community settings are identified
2. Analyse impacts of 2.1. Available information is used to identify and analyse social
social and cultural and cultural factors impacting on individual clients, groups
factors on clients or communities
2.2. Current health and wellbeing and associated needs are
clarified for individual clients, groups or communities
2.3. Informed decisions in relation to specific work to be
undertaken and/or services to be provided to client/s are
made
3. Monitor impact of 3.1. Impact of work undertaken and/or services provided to
social and cultural clients are monitored in line with scope of own work role
factors on and organisational policies and procedures
community work and
services provided to 3.2. Effectiveness of work undertaken and/or services provided
clients to clients is reviewed in relation to identified social and
cultural factors impacting on clients, groups or
communities
3.3. If required, aspects of work undertaken and/or services
provided to better address social and cultural issues and
enhance outcomes for clients, groups or communities are
revised
Management
Variable Range
Cultural institutions May include, but not limited to:
• Idir
• Equb
• Aged care system
• Education system
• Family
• Health system
• Labor market
• Legal system
• Media
• Political systems
• Religious systems
• Work
Age May include, but not limited to:
• Safe working Environment
• Good working relationship
• Appropriate use of resources
• Low conflict within a society
Needs May include, but not limited to:
• HIV/AIDS
• Cancer
• Disability
• Climate change
• Hypertensions
Aspects of inequality May include, but not limited to:
• Diminished quality of life
• Family breakdown
• Feminism
• Homelessness
• Impact of unemployment on society
• Loss of social contact
• Social isolation
• Social, personal and health outcomes of unemployment
• Sustainability
• Terrorism
• Unemployment
Stereotypes related to May include, but not limited to:
age • Societal beliefs about age and experience
• Development of stereotypes
• Positive and negative stereotypes
• Positive ways different age groups contribute to society

Management
Environment factors May include, but not limited to:
• Housing:
Homeless
Own home
Public housing
Rental property
Residential care
Rural
Urban
• Population density
• Employment factors
• Work structures
• Geographical location
• Social isolation
• Overcrowding and poor conditions
• Access to health and community services
• Workplace
Evidence Guide
Critical Aspects of Assessment requires evidence that :
Competence • Identify social and cultural issues impacting on clients in
Ethiopian society
• Analyse impacts of social and cultural factors on clients
• Monitor impact of social and cultural factors on community
work and services provided to clients
Underpinning Essential knowledge:
Knowledge and Attitude • Critical political and economic theory and systems
• Functions of social and cultural institutions within Ethiopian
society, including:
basic concepts of culture, institutions, social structures,
and power
families in Ethiopian society
gender roles especially in relation to the workforce
Major social institutions in Ethiopia
• Concept of inequality and its possible effects and
consequences in our society
• Effects and consequences of unemployment in our society,
including:
potential effects of unemployment on people's lives
range of outcomes of unemployment on society
how unemployment can impact on a person's health
and well being
• Factors associated with different age groups in our society,
including:

Management
cohorts of different ages (such as teenagers, older
people) and the ways they form their own micro
culture
societal perceptions of different aged groups
ways stereotypes and beliefs develop
positive ways various age groups contribute to our
society
• Factors that impact health and well being of our society,
including:
the relationship between environmental factors and
the general health and well being of a community,
family and/or person
• Awareness of own values and attitudes and their potential
impact on clients
• Contemporary frameworks and influences underpinning
social policy
Underpinning Skills It is critical that the candidate demonstrate the ability to:
• Describe the functions of major global social and cultural
institutions
• Describe concepts of inequality and how they impact on
individuals and society
• Identify different beliefs about various stratifications in our
society and the ways stereotypes develop and their impact
• Analyse ways that specific policy decisions impact on
community work

Management
Unit Title Manage Project Quality
Unit Descriptor This unit specifies the outcomes required to manage quality
within projects. It covers determining quality requirements,
implementing quality assurance processes, and using review
and evaluation to make quality improvements in current and
future projects.

1. Determine quality 1.1. Quality objectives, standards and levels are determined,
requirements with input from stakeholders and guidance of a higher
project authority, to establish the basis for quality
outcomes and a quality management plan.
1.2. Established quality management methods, techniques
and tools are selected and used to determine preferred
mix of quality, capability, cost and time.
1.3. Quality criteria are identified, agreed with a higher project
authority and communicated to stakeholders to ensure
clarity of understanding and achievement of quality and
overall project objectives.
1.4. Agreed quality requirements are included in the project
plan and implemented as basis for performance
measurement.
2. Implement quality 2.1. Results of project activities and product performance are
assurance measured and documented throughout the project life
cycle to determine compliance with agreed quality
standards.
2.2. Causes of unsatisfactory results are identified, in
consultation with the client, and appropriate actions are
recommended to a higher project authority to enable
continuous improvement in quality outcomes.
2.3. Inspections of quality processes and quality control
results are conducted to determine compliance of quality
standards to overall quality objectives.
2.4. A quality management system is maintained to enable
effective recording and communication of quality issues
and outcomes to a higher project authority and
stakeholders.
3. Implement project 3.1. Processes are reviewed and agreed changes
quality improvements implemented continually throughout the project life cycle
to ensure continuous improvement to quality.
Management
3.2. Project outcomes are reviewed against performance
criteria to determine the effectiveness of quality
management processes and procedures.
3.3. Lessons learned and recommended improvements are
identified, documented and passed to a higher project
authority for application in future projects.
Variable Range
Quality objectives May include, but not limited to:
• Requirements from the client and other stakeholders
• Requirements from a higher project authority
• Negotiated trade-offs between cost, schedule and
performance
• Those quality aspects which may impact on customer
satisfaction
Quality management May include, but not limited to:
plan • Established processes
• Authorizations and responsibilities for quality control
• Quality assurance and continuous improvement
Quality management May include, but not limited to:
methods, techniques • Brainstorming
and • Benchmarking
tools • Charting processes
• Ranking candidates
• Defining control
• Undertaking benefit/cost analysis
• Processes that limit and/or indicate variation
• Control charts
• Flowcharts
• Histograms
• Pareto charts
• Scatter gram
• Run charts
Quality control May include, but not limited to:
• Monitoring conformance with specifications
• Recommending ways to eliminate causes of
unsatisfactory
• Performance of products or processes
• Monitoring of regular inspections by internal or external
agents
Improvements May include, but not limited to:
• Formal practices, such as total quality management or
Management
• Improvement by less formal processes which enhance
both the product quality and processes of the project, for
example client surveys to determine client satisfaction
with project team performance
Evidence Guide
Critical Aspects of Demonstrates skills and knowledge in:
Competence • Lists of quality objectives, standards, levels and
measurement criteria
• Records of inspections, recommended rectification
actions and quality outcomes
• Management of quality management system and quality
management plans
• Application of quality control, quality assurance and
continuous improvement processes
• Records of quality reviews
• Lists of lessons learned and recommended improvements
• How quality requirements and outcomes were determined
for projects
• How quality tools were selected for use in projects
• How team members were managed throughout projects
with respect to quality within the project
• How quality was managed throughout projects
• How problems and issues with respect to quality and
arising during projects were identified and addressed
• How projects were reviewed with respect to quality
management
• How improvements to quality management of projects
have been acted upon
Underpinning Demonstrates knowledge of:
Knowledge and Attitudes • The principles of project quality management and their
application
• Acceptance of responsibilities for project quality
management
• Use of quality management systems and standards
• The place of quality management in the context of the
project life cycle
• Appropriate project quality management methodologies;
and their capabilities, limitations, applicability and
contribution to project outcomes
• Attributes:
Analytical
Attention to detail
Able to maintain an overview
Management
Communicative and positive leadership
• Ability to relate to people from a range of social, cultural
and ethnic backgrounds, and physical and mental abilities
• Project and quality management
• Planning and organizing
• Communication and negotiation
• Problem-solving
• Leadership and personnel management
• Monitoring and review skills
practices.

Management
Unit Title Facilitate and Capitalize on Change and Innovation
Unit Descriptor This unit specifies the outcomes required to plan and manage
the introduction and facilitation of change; particular emphasis
is on the development of creative and flexible approaches,
and on managing emerging opportunities and challenges.

1. Participate in 1.1. Concept, nature importance and objective of change are
planning the understood.
introduction and
facilitation of change 1.2. Steps tools and approaches of changes are planned and
made in consultation with appropriate stakeholders.
1.3. The relationship among innovation, quality, change and
cost is understood.
1.4. Environments that facilitate the expedition of change are
understood.
1.5. Change resistance reducing techniques are identified
and implemented.
2. Manage growth and 2.1. Needs for growth are identified.
transition of 2.2. Growth strategies are identified.
business
2.3. Selected growth strategies are implemented.
2 Develop creative 3.1. Concepts, types and nature of problem are understood.
and flexible
approaches and 3.2. Variety of problem solving techniques and approaches are
solutions identified and analyzed to manage workplace issues.
3.3. Risks are identified and assessed, and action initiated to
manage these to achieve a recognized benefit or
advantage to the organization.
3.4. Workplace is managed in a way which promotes the
development of innovative approaches and outcomes.
3.5. Creative and responsive approaches to resource
management are used to improve productivity and
services, and/or reduce costs.
3 Manage emerging 3.1. Future challenges and opportunities are identified in
challenges and reference to global business situation
opportunities
3.2. The role of technology and its value additions are
explained.
3.3. Technology and innovation based system is introduced
and implemented

Management
3.4. Individuals and teams are supported to respond effectively
and efficiently to changes in the organization’s goals, plans
and priorities.
3.5. Coaching and mentoring are made to assist individuals
and teams to develop competencies to handle change
efficiently and effectively.
3.6. Opportunities are identified and taken as appropriate to
make adjustments and respond to the changing needs of
customers and the organization.
3.7. Information needs of individuals and teams are
anticipated and facilitated as part of change
implementation and management.
3.8. Recommendations are identified, evaluated and negotiated
for improving the methods to manage change with
appropriate individuals and groups.
Variables Range
Appropriate May include, but not limited to:
stakeholders • Organization directors and other relevant managers
• Teams and individual employees who are both directly and
indirectly involved in the proposed change
• Union/employee representatives or groups
• OHS committees
• Other people with specialist responsibilities
• External stakeholders where appropriate - such as clients,
suppliers, industry associations, regulatory and licensing
agencies
Change resistance May include, but not limited to:
reducing techniques • Education and communication
• Participation and involvement
• Facilitation and support
• Negotiation and agreement
• Manipulation and cooptation
• Explicit and implicit coercion
Needs for growth May include, but not limited to:
• Survival
• Economies of scale
• Expansion of market
• Owners mandate
• Technology
• Government policy and Self sufficiency

Management
Growth Strategies May include, but not limited to:
• Franchising
• Outsourcing
• Sub-contracting and Merging
Risks May include financial and non-financial risks
Information needs May include, but not limited to:
• New and emerging workplace issues
• Implications for current work roles and practices including
training and development
• Changes relative to workplace legislation, such as OHS,
workplace data such as productivity, inputs/outputs and
future projections
• Planning documents
• Reports
• Market trend data
• Scenario plans and customer/competitor data
Evidence Guide
Critical Aspects of Demonstrates skills and knowledge to:
Competence • Participate in planning the introduction and facilitation of
change
• Manage growth and transition of business
• Develop creative and flexible approaches and solutions
• Manage emerging challenges and opportunities
Knowledge and • Relevant legislation from all levels of government that
Attitudes affects business operation, especially in regard to
occupational health and safety and environmental issues,
equal opportunity, industrial relations and anti-
discrimination
• Growth strategies
• The principles and techniques involved in:
Change and innovation management
Development of strategies and procedures to
implement and facilitate change and innovation
• Use of risk management strategies:
Identifying hazards,
Assessing risks and implementing risk control
measures
Problem identification and resolution
Leadership and mentoring techniques
Management of quality customer service delivery
Consultation and communication techniques
Record keeping and management methods
Management
The sources of change and how they impact
Factors which lead/cause resistance to change
Approaches to managing workplace issues
Underpinning Skills Demonstrate skills on:
• Communication, planning, managing and team works

Management
Unit Title Manage Continuous Improvement Process (Kaizen)
Unit Descriptor This unit describes the performance, outcomes, knowledge,
attitude and skills required to sustain and develop an
environment in which continuous improvement, innovation
and learning are promoted, rewarded and managed.

1. Diagnose the current 1.1. Parameters used for study current situation are obtained.
status.
1.2. Internal and external environment is analyzed.
1.3. Problems related to targeted environment is recognized
and identified.
1.4. Problems regarding to current situation are analyzed.
1.5. Alternatives are generated.
1.6. Best alternatives are selected.
2. Design an effective 2.1. The values, mission and goals of kaizen management
continuous system are clarified.
improvement
process (kaizen). 2.2. The kaizen management template and a visual
management logo full of purpose and meaning are
developed.
2.3. A clear action strategy (master and detailed plans) is
defined.
2.4. The most effective and proven kaizen tools are chosen
and applied.
2.5. A practical way is identified to involve all employees in
Gemba activities (top, middle and bottom).
3. Develop change 3. 1. Kaizen Promotion Team Structure is developed.
capability.
3. 2. The Kaizen Training Plan is defined and started.
3. 3. Supervisors’ kaizen capability and habits are developed.
3. 4. Key people are developed in terms of individual
leadership capability.
4. Implement improved 4.1. Sustainability/continuous improvement are promoted
processes.
as an essential part of doing business.
4.2. Impacts of change and consequences are addressed for
people, and transition plans implemented.
4.3. Objectives, time frames, measures and communication
plans are ensured in place to manage implementation.
Management
4.4. Contingency plans are implemented in the event of non-
performance.
4.5. Failure is followed-up by prompt investigation and analysis
of causes.
4.6. Emerging challenges and opportunities are managed
effectively.
4.7. Continuous improvement systems and processes are
evaluated regularly.
4.8. Improvements are communicated to all relevant groups
and individuals.
4.9. Opportunities are explored for further development of
value stream improvement processes.
5. Establish direction
5.1. A system audit tool is defined and implemented.
and control.
5.2. The kaizen management system is deployed across all
company levels and functions.
5.3. Results are checked and corrections made.
5.4. Standard operating procedures are developed and
maintained.
5.5. The recruit, training and evaluation systems are improved
and HR practices compensated.
Variables Range
Parameters May include, but not limited to:
• Working condition
• Resources May Include, but not limited to:
Human
Material and Machine
• Kaizen elements
Kaizen management May include, but not limited to:
template • Visual management board for:
Displaying characteristic figures, data and graphics
Depicting and controlling processes
Identifying and marking sources of risks, setting and
standards
Displaying company’s values and goals of kaizen
Kaizen tools May include, but not limited to:
• 5S (a visual workplace management)
• 7 QC tools( Cause and Effect Diagram, Check Sheet ,
Pareto Diagram , Histogram, Scatter Diagram, Control
Chart and Flow Chart )
Management
• Brainstorming
• Basic Industrial Engineering (IE) tools such as time study,
motion study, line balancing, work sampling
• JIT (JUST IN TIME) principles
• MUDA identification and elimination tools
• Kanban
• Poka-yoke and Takt- time
Gemba activities May include, but not limited to:
• Value-adding activities to satisfy the customer
• Employee autonomous operations (participating in team to
identify nonconformity, propose solutions and implement
them autonomously)
Individual leadership May include, but not limited to:
capability • Personal and interpersonal skills
• Courage
• Honour and integrity
• Energy and drive
• Strategic skills
• Operating and Organizational positioning skills
Sustainability/continuou May include, but not limited to:
s improvement • Improvements made by following PDCA (Plan, Do, Check
and Act) cycle for:
Improvements in one’s own work
Saving in energy, material and other resources
Improvements in the working environment
Improvements in machines and processes
Improvements in jigs and tools
Improvement in office work
Improvements in product quality
Ideas for new products
Customers services and customer relations
System audit tool May include, but not limited to:
• 5S audit
• Patrol system
• Kaizen board
• 5M check lists and Key Performance Indicators (KPIs)
Standard operating May include, but not limited to:
procedure • Administrative standards for:
Managing the business
Administration
Personnel Guidelines
Job Descriptions
Guidelines for preparing cost information
• Operation standards for:
Management
Describing the way a job is done.
Help realising Quality, cost, delivery.
Addressing the need to satisfy customers.
Using the process that’s the best.
Producing work in the most cost effective manner.
Assuring total quality for the customer.
HR practices May include, but not limited to:
• Resources May Include, but not limited to:
Recruit and retain high quality people with innovative
skills and a good track, record in innovation
• HR development is used for:
strategic capability and provide encouragement and
facilities for enhancing innovating skills and enhancing
the intellectual capital of the organization
• Reward will:
Provide financial incentives and rewards and
recognition for successful innovation
Evidence Guide
Critical Aspects of Demonstrates skills and knowledge competencies to:
Assessment • Establish policy and cross-functional goals for kaizen
• Deploy and implement goals as directed through policy
deployment and cross-functional management.
• Realize goals through deployment and audits.
• Build systems, procedures, and structures conducive to
kaizen.
• Use kaizen in functional capabilities.
• Introduce Kaizen as a corporate strategy
• Provide support and direction between allocating
resources
• Establish, maintain and upgrade standards.
• Make employees conscious through training programs.
• Assist employees develop skills and tools for problem
solving.
Underpinning Demonstrates knowledge of:
Knowledge and Attitude • Quality management and continuous improvement
theories
• Creativity/innovation theories/concepts
• Competitive systems and practices tools, including:
5S
JUST IN Time (JIT)
Mistake proofing
Process mapping
Establishing customer pull

Management
Setting of KPIs/metrics
SOP
Kaizen elements/targets.
Identification and elimination of waste/MUDA
Continuous improvement processes including
implementation, monitoring and evaluation strategies
for a whole organization and its value stream
Difference between breakthrough improvement and
Organizational goals, processes and structure
Approval processes within organization
Methods of determining the impact of a change
Customer perception of value
Define, Measure, Analyze, Improve and Control
(DMAIC) to sustain process
Underpinning Skills Demonstrates Skills to:
• Use leadership skills to foster a commitment to quality and
openness to improvement.
• Analyze training needs and implementing training
programs
• Prepare and maintain quality and audit documentation
• Undertake self-directed problem solving and decision-
making on issues of a broad and/or highly specialized
nature and in highly varied and/or highly specialized
contexts
• Communicate at all levels in the organization and to
audiences of different levels of literacy and numeracy
• Analyze current state/situation of the organization.
• Analyze individually and collectively the implementation of
competitive systems and practices tools in the organization
and determining strategies for improved implementation
• Solve highly varied and highly specialized problems
related to competitive systems and practices
implementation and continuous improvement to root cause
• Negotiate with stakeholders, where required, to obtain
information required for implementation and refinement of
continuous improvements, including management, unions,
employees and members of the community.
• Review relevant metrics, including all those measures
which might be used to determine the performance of the
improvement system, including:
Key Performance Indicators (KPIs) for existing
processes
Quality statistics
Delivery timing and quantity statistics
Management
Process/equipment reliability (‘uptime’)

Management
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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Thank you for your time and consideration to complete this. For additional comments, please
contact us on:
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OS Community Development MGT L5

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OS Community Development MGT L5

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Federal Democratic Republic of Ethiopia

Community Development Supervision

Character What it stands for:

LSA First three characters signify the priority/major

CDM5 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

Community Development Supervision

Modified Occupational level Name: Community Development Management

Community Development Supervision

Community Development Supervision

Level IV Community Development

Level III Community Development

Level II Community Development

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

Community Development Supervision

LSA CDM5 04 0417 LSA CDM5 05 0417 LSA CDM5 06 0417

LSA CDM5 07 0417 LSA CDM5 08 0417 LSA CDM5 09 0417

LSA CDM5 10 0417 LSA CDM5 11 0417 LSA CDM5 12 0417

LSA CDM5 13 0417 LSA CDM5 14 0417 LSA CDM5 15 0417

LSA CDM5 16 0417 LSA CDM5 17 0417

Community Development Supervision

Elements Performance Criteria

Community Development Supervision

Community Development Supervision

Community Development Supervision

Element Performance Criteria

Community Development Supervision

Community Development Supervision

Element Performance Criteria

Community Development Supervision

Community Development Supervision

Element Performance Criteria

Community Development Supervision

Community Development Supervision

Community Development Supervision

Elements Performance Criteria

Community Development Supervision

Elements Performance Criteria

Community Development Supervision

Community Development Supervision

Element Performance Criteria

Community Development Supervision

Community Development Supervision

Element Performance Criteria

Community Development Supervision

Community Development Supervision

Element Performance Criteria

Community Development Supervision

Community Development Supervision

Community Development Supervision

Elements Performance Criteria

Community Development Supervision

Community Development Supervision

Elements Performance Criteria

Community Development Supervision

Element Performance Criteria

Community Development Supervision

Community Development Supervision

Community Development Supervision

Elements Performance Criteria

Community Development Supervision

Elements Performance Criteria