Elements and Performance Criteria

RANGE STATEMENT

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.


Bias or conflict of interest may include:
Relationships of a personal nature with one or more participants to the dispute
Prior knowledge of or involvement with the client on a professional level which would be seen to be a conflict of interest
Real and/or perceived conflicts
Religious or cultural issues that compromise impartiality of practitioner
Personal values that prevent impartiality of the practitioner
Practitioner seeking to make inappropriate personal gain monetary or otherwise from the vulnerability of the client and/or their information.
Practitioners refraining from becoming involved in relationships with parties
Client's inappropriate attempt to exchange information


Impartiality means:
Freedom from favouritism or bias either in word or action or the omission of action, or the appearance of such favouritism or bias


Professional code of ethics may include but is not limited to:
Social workers
Psychologists
Lawyers
Counsellors
Community and welfare workers
Dispute resolution practitioners


Referral to other services may include:
Lawyers
Counsellors
Community health
Mental health
Community welfare agencies
Child support
Centrelink
Child protection agencies
Children's contact services
Family relationship centres
Parent educators
Domestic and family violence services

EVIDENCE GUIDE

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
Observation of workplace performance is essential for assessment of this unit
Consistency of performance should be demonstrated over the required range of client situations or scenarios relevant to the workplace including:
facilitated family dispute resolution
family conciliation
co-facilitated dispute resolution
with voluntary and involuntary participants
case of parenting and property disputes
multi-party dispute resolution
complex cases


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:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning 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 workplace settings, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons


Method of assessment
Observation in the workplace
Written assignments/projects or questioning should be used to assess knowledge
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice
Dispute resolution skills involving actual client contact are to be assessed initially in simulated settings. If successful, further assessment is to be conducted during workplace application under direct supervision of an experienced and qualified dispute resolution practitioner
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