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 CHCDISP801B, '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 |
1. Obtain participants' agreement to enter into facilitated dispute resolution | 1.1 Explain the facilitated dispute resolution process to potential participants 1.2 Advise participants of the practitioner's role and any limitations in relation to the provision of advice or other services 1.3 Discuss with the participants the family dispute resolution practitioner's specific procedures and practices 1.4 Explain limitations on confidentiality and obtain written agreement to participate in dispute resolution process |
2. Assist participants to define and clarify the issues | 2.1 Engage with participants using a range of interpersonal and effective communication skills and organisation resources to identify parenting and property or assets issues for consideration 2.2 Screen for family violence using a range of tools prior to the commencement of the dispute resolution process 2.3 Identify the most appropriate dispute resolution process for the client's presenting circumstance 2.4 Explain the practitioner's chosen process for dispute resolution 2.5 Document information and actions according to organisation policy and/or relevant legislation |
3. Assist communication and information exchange between participants | 3.1 Use a broad range offacilitation skills to encourage active listening between participants 3.2 Manage the interactions between participants to ensure fair and respectful engagement 3.3 Conduct separate sessions where appropriate 3.4 Manage power imbalances in the dispute resolution session |
4. Invite the framing of disputes so as to increase the range of options | 4.1 Assist participants to develop agendas for the process that consider the broader range of issues 4.2 Provide expert information in a facilitative role, whilst maintaining impartiality, and client self determination, refraining from advising on a particular outcome 4.3 Assist parties to communicate on issues that impact on children, with regard to practitioner's legislative requirements to consider best interests of the child |
5. Encourage mutual personal understanding between participants | 5.1 Encourage participants to acknowledge each other's needs, fears and concerns using communication techniques 5.2 Identify and encourage cooperative behaviour and demonstrated and/or expressed intentions to commit to resolving disputes 5.3 Monitor and manage any disruptive behaviours and communications |
6. Assist participants to generate and evaluate options | 6.1 Use techniques and strategies to aid participant to generate potential options for dispute resolution 6.2 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 6.3 Promote and monitor the best interests of the child in participants' agreements, including assessment of risk to vulnerable parties 6.4 Document outcomes and agreements according to organisation and legislative requirements. 6.5 Explain any legal obligations of agreements reached, if applicable 6.6 Provide participants with appropriate referral supports post dispute resolution |