Professional Documents
Culture Documents
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
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:
Level I
Community Development
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
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• 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
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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
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•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
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
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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).
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
Underpinning Demonstrate knowledge of:
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:
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• 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
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
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
Underpinning Demonstrate knowledge of:
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
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• 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
Underpinning Skills Demonstrates skills to:
• 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.
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
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
Underpinning Demonstrate knowledge of:
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
Underpinning Skills Demonstrates skills to:
• 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
Variable Range
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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
Underpinning Demonstrate knowledge of:
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
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Underpinning Skills Demonstrate skills of:
• 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.
Methods of Assessment Competence may be assessed through:
• Interview/Written Test
• Observation/Demonstration with Oral Questioning
Context of Assessment This unit can be delivered and assessed independently,
however holistic assessment practice with other community
services units of competency is encouraged.
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
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
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• 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
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
Underpinning Demonstrate knowledge of:
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
Underpinning Skills Demonstrates skills to:
• Plan decision-making and goal setting
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
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• 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
Underpinning Skills Demonstrates skills to:
• 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
Methods of Assessment Competence may be assessed through:
• Observation in the workplace
• Written assignments/projects
• Case study and scenario analysis
• Questioning
• Role play simulation
Context of Assessment Competence may be assessed in the work place or in a
simulated work place setting.
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
Underpinning Demonstrate knowledge of:
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
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• Negotiation and influencing strategies
• Conflict management principles and practices
• Relationship building techniques
• Information sharing benefits and risks
• Intellectual property
Underpinning Skills Demonstrate skills of:
• Established and maintained at least 1 partnership
agreement for service provision
• Conducted at least 1 partnership agreement evaluation
Resource Implications Access is required to real or appropriately simulated
situations, including work areas, materials and equipment,
and to information on workplace practices and OHS
practices.
Methods of Assessment Competence may be assessed through:
• Interview/Written Test
• Observation/Demonstration with Oral Questioning
Context of Assessment Competence may be assessed in the work place or in a
simulated work place setting.
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
Underpinning Demonstrate knowledge of:
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
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Underpinning Skills Demonstrate skills of:
• 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
Resource Implications Access is required to real or appropriately simulated
situations, including work areas, materials and equipment,
and to information on workplace practices and OHS
practices.
Methods of Assessment Competence may be assessed through:
• Interview/Written Test
• Observation/Demonstration with Oral Questioning
Context of Assessment Competence may be assessed in the work place or in a
simulated work place setting.
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
Variable Range
Relevant parties May include, but not limited to:
• Government organizations
• Non-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
Underpinning Demonstrate knowledge of:
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.
Underpinning Skills Demonstrate skills of:
• 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
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•Monitor and evaluate the action plan and risk management
process
• Maintain documentation.
Resource Implications Access is required to real or appropriately simulated
situations, including work areas, materials and equipment,
and to information on workplace practices and OHS practices.
Methods of Assessment Competence may be assessed through:
• Practical application and management of using different
materials
• Trying organizations of risk management in a simulated
area Interview/Written Test
• Observation/Demonstration with Oral Questioning
Context of Assessment Competence may be assessed in the work place or in a
simulated work place setting.
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:
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
continuous improvement
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• 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
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Communicative and positive leadership
Underpinning Skills Demonstrate skills of:
• 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
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 Competence may be assessed in the work place or in a
simulated work place setting.
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
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
Underpinning Demonstrate knowledge of:
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
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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
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 Competence may be assessed in the work place or in a
simulated work place setting.
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 )
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• 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:
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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
Level I
Community Development
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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