The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills and application of this to work practice

Evidence of competency in this unit will need to be assessed over a period of time in order to gather evidence of performance

This will include contexts applicable to the work environment, such as actual or simulated workplace situations involving a combination of direct, indirect and supplementary forms of evidence

Assessment must confirm sufficient ability to work effectively in relationship and family work within an agency and the sector

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resource requirements for assessment include access to:

a relevant workplace or an appropriately simulated environment where assessment may take place

Method of assessment:

Evidence for assessment of competence may be gathered by appropriate combination of the following:

demonstration of competency within the working environment in the ability to work effectively within an agency and within the relationship sector

realistic simulations, projects, previous relevant experience or oral questioning on 'what if?' scenarios, case presentations, written assessment

observation of processes and procedures, oral and/or written questions on essential knowledge and skills and consideration of required attitudes

where performance is not directly observed and/or is required to be demonstrated over a period of time and/or in a number of locations, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

The assessment environment should not disadvantage the candidate

Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language barriers other than English

Where the candidate has a disability, reasonable adjustment may be applied during assessment

Language and literacy demands of the assessment task should not be higher than those of the work role

Related units:

This unit is to be assessed after or in conjunction with the following related units of competency:

CHCFAM406B Engage and resource clients to improve their interpersonal relationships

CHCFAM407B Work effectively in relationship work

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include:

Basic understanding of the current issues which impact on the sector

Own agency/organisation's history, mission, goals, philosophy and policies and own role in relation to these

The role and function of other agencies in relation to own agency

Own and other agencies'/organisations' service activities

Basic understanding of the relevant legal statutes and legislative requirements, e.g. Marriage Act, Family Law Act, Church Law, domestic and family violence legislation, Professional Codes of Ethics, Freedom of Information Act

Own administration policies and procedures

Data collection, collation and reporting requirements

Taking and maintaining case notes

Referral procedures for own and other agencies

Appropriate contacts within other agencies and programs

Essential skills:

It is critical that the candidate demonstrate the ability to:

Work collaboratively and effectively with diverse groups of professional colleagues including working effectively as part of a team

Model effective, respectful and inclusive communication skills including listening, empathic responding, paraphrasing, summarising, questioning, body language, models of conflict resolution, assertiveness, tact and sensitivity

Work effectively within own role within an agency/organisation context and within the program bounds

Apply high standards of confidentiality to all work

Work with empathy in a sensitive and non-judgemental way

Deal with conflict in an open, assertive and appropriate manner

Collect and store organisation information

Report on organisation and program activities and outcomes

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Current issues which impact on the sector may include but are not limited to:

Funding structures, models and constraints

Interagency collaboration

Community capacity building approaches

Emerging societal trends

Changes to relevant legislation

Current and emerging theoretical frameworks and models of working

Organisation's programs, may include:

Dedicated relationship education programs

Embedded programs addressing broader issues and containing elements of relationship and personal development

Programs targeting specific client groups

Programs targeting specific issues within the community or issues for specific client groups

One off programs

Extended programs over many weeks or months

Program objectives may include:

Provision of information

Skill development

Behavioural change

Enhancement of interpersonal relationships

Affective

Cognitive

Psychomotor

A combination of any or all of these objectives

Key client groups may include:

Women/mothers

Men/fathers

Couples

Families

Adolescents

People from diverse backgrounds including those from culturally, linguistically, religiously, and learning ability different backgrounds

Requirements and standards may include:

Organisation requirements

Accepted ethical standards

Legislative and duty of care requirements including fulfilling specific obligations in relation to completing mandatory training in issues relating to child abuse and domestic and family violence

Organisation's policies and procedures

Organisation or professional codes of conduct and ethical practice

Organisation's mission and goals

Potential sources of client referral may include:

Clergy, civil marriage celebrants

Other providers of marriage, family and relationship service activities

Organisations and other government authorities, e.g. Family Law Court, hospitals, schools

Information may include:

Case notes for service users

Statistics and information on use of service and profiles of service users

Evaluations from programs

Programs resources, promotion material

Data requirements for reporting to funders