Unit of competency Outline
Date retreived
22/07/2026 9:44 PM AWST
22/07/2026 9:44 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Manage training and development activities for relationship practitioners
Manage training and development activities for relationship practitioners
Unit of competency
National Code
CHCFAM523B
CHCFAM523B
State Code
D2506
D2506
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
17/07/2014
Field of Education
080303 - Human Resource Management
Original Release Date
17/07/2014
Nominal Hours
30
Description
This unit of competency describes the skills and knowledge required to monitor the training and development of educators to facilitate the delivery of quality programsIt also includes competencies related to the design and delivery of training and development activities for educators
Notes
Elements and Performance Criteria
1. Monitor training and professional development undertaken by relationship practitioners
- 1.1 Consult with practitioner to determine the types of training and development needed in order to help the practitioner meet the demands of their role in program delivery and to meet agency/organisation/ funding body requirements
- 1.2 Provide advice and information on the most appropriate training and development for practitioners
- 1.3 Evaluate training to be undertaken by practitioner against identified program needs, practitioner needs and available resources
- 1.4 Encourage practitioner undertaking training to raise problems or difficulties
- 1.5 Encourage practitioner to evaluate their progress towards achieving their learning goals for the training and development undertaken
- 1.6 Provide opportunities for training and development for practitioner within approved budgets
- 1.7 Provide further guidance and recommendations for future training and development based on practitioner evaluations and current performance
- 1.8 Maintain appropriate training and development records for practitioners in accordance with organisation or funding body guidelines and requirements
2. Plan and facilitate access to professional development for practitioners
- 2.1 Identify specific training and development needs of practitioners
- 2.2 Develop professional development plans in consultation with practitioners
- 2.3 Identify resources required for professional development
- 2.4 Organise resources to ensure efficient and effective access to professional development
- 2.5 Apply a systemic approach to professional development to ensure processes are revised and modified as necessary to meet the stated learning needs of practitioners
- 2.6 Provide support and feedback to practitioners to encourage the development of a critically reflective approach to work
- 2.7 Provide opportunities for practitioners to practice and utilise their learning in order to achieve the specific outcomes stated for the professional development
- 2.8 Collect and document evidence of satisfactory performance by the practitioner against the stated objectives for the professional development activity
3. Plan and conduct professional development activities
- 3.1 Clarify the purposes and objectives of professional development activity to determine if they are achievable
- 3.2 Develop professional development activity in line with purposes and objectives
- 3.3 Estimate costs and compare against proposed budgets for professional development activity
- 3.4 Establish promotion and engagement strategies and provide information within designated timelines
- 3.5 Make contingency arrangements to ensure the smooth running of the professional development activity
- 3.6 Produce required resources and other products within required timeframes
- 3.7 Evaluate products and processes of professional development activity
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.
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
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
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 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
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
No information
| State Code | National Code | Title | Type |
|---|---|---|---|
| J043 | CHC51912 | Diploma of Relationship Education | Qualification |