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 CHCDSP001, 'Facilitate dispute resolution in the family law context'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate dispute resolution in the family law context' 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 |
Elements define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Determine suitability for dispute resolution | 1.1 Obtain and analyse existing client information 1.2 Collaborate with colleagues and professional networks when additional information is needed and to support own understanding of the issues 1.3 Make an assessment of presenting issues with potential participants according to the family dispute resolution framework 1.4 Use the intake process to receive and share information that supports positive outcomes for potential participants 1.3 Identify situations where the dispute is beyond scope of own practice and make referrals accordingly |
2. Prepare for dispute resolution | 2.1 Analyse and prepare information to support the dispute resolution process 2.2 Explain the facilitated dispute resolution process to participants 2.3 Advise participants of the practitioner’s role, obligations and limitations 2.4 Explain limitations on confidentiality and obtain written agreement to participate in dispute resolution process |
3. Assist participants to define and clarify the issues | 3.1 Engage with participants using interpersonal skills and organisation resources to identify issues 3.2 Screen for significant matters that affect the ability of any party to negotiate freely in the dispute resolution process 3.3 Support participants to articulate concerns, negotiate and develop an agenda 3.4 Identify and select the most appropriate dispute resolution process for the client’s presenting circumstance 3.5 Explain the chosen process for dispute resolution 3.6 Document information and actions according to organisation policy and legal requirements |
4. Facilitate communication and information exchange | 4.1 Use facilitation skills to encourage active listening between participants 4.2 Manage interactions between participants in ways that ensure fair and respectful engagement 4.3 Ensure each participant has equal opportunity to speak, be heard and present needs, interests and concerns 4.4 Provide sufficient opportunity for participants to access advice and information from other experts 4.5 Identify the need for, and conduct, separate sessions according to client needs 4.6 Share information with others involved in the dispute in a timely way |
5. Invite the framing of disputes to increase the range of options | 5.1 Assist participants to develop agendas for the process that consider the broader range of issues 5.2 Frame and provide information in ways that assist the participants to view situations more broadly 5.3 Maintain impartiality, and client self- determination and refrain from advising on a particular outcome 5.4 Assist parties to communicate on issues that impact on children and to consider the best interests of the child |
6. Encourage mutual personal understanding between participants | 6.1 Encourage participants to acknowledge each other’s needs, fears and concerns using communication techniques 6.2 Identify and encourage cooperative behaviour and demonstrated and/or expressed intentions to commit to resolving disputes 6.3 Monitor and manage any disruptive behaviours and communications 6.4 Manage power imbalances in the dispute resolution session 6.5 Identify situations where continuation of the process has the potential for harm, and terminate or suspend the process according to organisation procedures |
7. Assist participants to generate and evaluate options | 7.1 Use techniques and strategies that assist participants to generate potential options for dispute resolution 7.2 Encourage discussion about the effects of each option on parties involved in the dispute, with particular consideration for children affected by the agreement to be made 7.3 Promote and monitor the best interests of the child in participants’ agreements, including assessment of risk to vulnerable parties |
8. Confirm and document outcomes and agreements | 8.1 Support participants to reach agreement using facilitation skills and confirm participant understanding of agreements reached 8.2 Ensure that participants reach agreement freely, voluntarily, without undue influence and on the basis of informed consent 8.3 Document outcomes and agreements according to organisation and legislative requirements and limitations of own role 8.4 Identify and explain legal obligations of agreements reached 8.5 Provide participants with appropriate referral to supports for post dispute resolution |