Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCDISP802B, 'Implement family dispute resolution strategies'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Implement family dispute resolution strategies' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Respect and utilise other professionals | 1.1 Promote cooperation with other professionals 1.2 Encourage clients to use other professional resources 1.3 Inform co-facilitators and others involved of developments in the family mediation process |
2. Conduct the family dispute resolution process in a procedurally fair manner | 2.1 Ensure that participants reach agreement freely, voluntarily, without undue influence and on the basis of informed consent 2.2 Ensure each participant has equal opportunity to speak, be heard and present needs, interests and concerns 2.3 Assess the capacity for participants to engage in the dispute resolution process 2.4 Assist participants to understand the implications and ramifications of available options 2.5 Provide sufficient opportunity for participants to access advice and information from other experts 2.6 Intervene in manipulative or intimidating negotiation tactics 2.7 Obtain an undertaking from participants in financial and/or property disputes to disclose financial and related circumstances 2.8 Advise participants of the desirability and availability of independent legal advice 2.9 Encourage participants, where appropriate to obtain independent legal advice 2.10 Assist participants to assess the feasibility and practicality of any proposed agreements in both the long term and short term |
3. Advise on and/or determine the process whereby resolution is attempted | 3.1 Inform participants of own qualifications and experience in dispute resolution 3.2 Facilitate disputes within own limits of competence 3.3 Refer participants to professional experts for psychological, counselling and/or legal interventions 3.4 Facilitate participants' awareness of the interests of others affected by the dispute and proposed agreement 3.5 Assist participants to consider the needs and interests of other parties, especially children, to the dispute 3.6 Make available information about own training, education and expertise to aid participants' self determination in the dispute resolution process |
4. Respect confidentiality of participant information | 4.1 Discuss with participants their expectations of confidentiality before undertaking the family dispute resolution process 4.2 Include provisions for confidentiality in any written agreements to enter the process 4.3 Inform participants of the limitations of confidentiality 4.4 Explain obligations of confidentiality and seek agreement for private sessions with participants 4.5 Inform participants of any subpoena, or other notification to testify or to produce documents as soon as possible. 4.6 Obtain participants' consent to discuss the content of dispute resolution process with parties' lawyers and/or other expert advisors 4.7 Disclose to participants' representatives substance of agreements reached only after obtaining permission from the respective parties 4.8 Maintain confidentiality in the storage and disposal of client records |
5. Terminate a family disputeresolution process whenever continuation of the process is likely to harm or prejudice one or more participants | 5.1 Respond to issues of misuse of the dispute resolution process 5.2 Terminate or suspend the dispute process when it is being used for purposes other than mutual attempt to arrive at a fair solution or its usefulness has been exhausted 5.3 Withdraw from the dispute resolution process when a proposed agreement is being reached that is considered by the practitioner to be unconscionable 5.4 Assist participants to access further process options for dealing with their dispute |