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 in the application of managing the training development activities for relationship practitioners

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 with relationship practitioners in a supervisory coordination role providing coaching, mentoring and support for professional development

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 through the management of training and development activities for relationship practitioners

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

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 knowledge of:

Methods to assess training and development needs of practitioners working in a diverse range of programs with a wide range of client groups

Methods for assessing and evaluating professional development

Available training opportunities and resources

Professional development approaches and methodologies which are appropriate for relationship practitioners

Current trends and issues in relationship education

Good understanding of work in the area of relationship education

Budgeting, resource allocation

Models and roles and responsibilities of supervision, mentoring and coaching

Conflict resolution and mediation

Essential skills:

It is critical that the candidate demonstrate the ability to:

Analyse individual needs for training

Balance individual and organisation needs for training and development

Prioritise and allocate scarce resources to maximise the achievement of organisation and individual outcomes in the area of professional development

Provide effective coaching, mentoring and supervision for relationship practitioners

Facilitate educators to develop a self-reflective approach to accessing training for professional development

Integrate theory and practice of relationship education

Analyse and evaluate external sources of training for suitability

When working with relationship practitioners, model effective, respectful and inclusive communication skills, particularly in relation to providing them with expert support and guidance in relation to their own professional development, including:

listening

empathic responding

paraphrasing, summarising, questioning

body language

models of conflict resolution, assertiveness

sense of humour, tact and sensitivity

Give and receive constructive feedback

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Analyse develop and implement systems

Solve problems

Deal sensitively and assertively with conflict and potentially difficult situations

Work inclusively with the whole person, considering the range of possible influences in their lives including:

personality, culture, language, religion, age, gender, family of origin, education levels, learning abilities, economic situation, social context, health, disabilities and issues

the interplay and dynamics of each of the above

ability to respond respectfully to the whole person demonstrating inclusive practice through competently valuing each and every person as a whole unique individual

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.

Types of training and development may include but are not limited to:

Participation in training in groups

Access to education and training to individuals

Face-to-face formats

Distance education

Coaching/mentoring

On the job training

Training delivered from within the agency or by an external source

Undertaking formal and informal training including recognised training, on and off the job

Workplacements in other agencies or with other programs within own agency

Review of current journals, articles, texts

Undertaking supervision

Application of reflective work practice

Attendance at conferences, seminars, meetings

Through opportunities to network

Through membership of professional associations

Staff training and development may vary in accordance with:

agency/organisation funding policies and guidelines

the scope of the role of the educator

paid or volunteer, full time or part time nature of the educator's role