- AHCCCF502A - Facilitate development of group goals and projects
Assessor Resource
AHCCCF502A
Facilitate development of group goals and projects
Assessment tool
Version 1.0
Issue Date: April 2024
This unit applies to those dealing with groups and communities involved in a Landcare or similar program and covers the facilitation role to assist a group to develop its direction and role in terms of goals, action plans and projects, and to prepare submissions for funding on relevant projects.
This unit covers facilitating development of group goals and projects and defines the standard required to: identify and discuss land management issues with local groups; work with groups to identify local actions that they can become involved in to promote improved land management outcomes; provide support to a group in preparing project proposals and submissions.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | The evidence required to demonstrate competency in this unit must be relevant to workplace operations and satisfy holistically all of the requirements of the performance criteria and required skills and knowledge and include achievement of the following: identify and discuss land management issues with local groups work with groups to identify local actions that they can become involved in to promote improved land management outcomes provide support to a group in preparing project proposals and submissions. |
Context of and specific resources for assessment | Competency requires the application of work practices under work conditions. Selection and use of resources for some worksites may differ due to the regional or enterprise circumstances. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills |
facilitate groups present to groups develop strategic plans promote the identification of land management issues assist in setting priorities for action support a group to identify and evaluate potential projects use literacy skills to fulfil job roles as required by the organisation. The level of skill may range from reading and understanding documentation to completion of written reports use oral communication skills/language competence to fulfil the job role as specified by the organisation including questioning, active listening, asking for clarification, negotiating solutions and responding to a range of views use numeracy skills to estimate, calculate and record complex workplace measures use interpersonal skills to work with others and relate to people from a range of cultural, social and religious backgrounds and with a range of physical and mental abilities. |
Required knowledge |
the range of group facilitation styles previous group history regional and national environmental issues regional community, groups and cultures local and broader politics strategic planning principles program guidelines national, State and regional funding priorities legislative requirements community and sector perspectives. |
The range statement relates to the unit of competency as a whole. | |
Goals, action plans and projects may range from: | a small area to a sub-catchment plan. |
Environment issues for this standard may include: | issues associated with the preservation of quality of soil, water and air, with protection of ecosystems or species, or the management of disturbance or degradation. |
Group activities may include: | previous and current range of activities of group interests expressed by group members who may be independent or in co-operation with other groups may relate to small area up to a sub-catchment plan, may address one or more issues. |
Stakeholders may include: | indigenous cultures. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Group members are encouraged to identify local environmental issues within the context of the group's activities and program scope. | |||
| Identified issues are developed in terms of the problem(s), the cause(s), and actions required. | |||
| Group members are given opportunities to learn about environmental matters and to acquire additional related skills. | |||
| Group members are facilitated to develop potential action strategies from identified issues to comply with program scope. | |||
| Different action strategies are given priorities in terms of members' interests and skills, the impact in terms of solving environmental issues and promotion of solutions to environmental issues, and compliance with the program guidelines. | |||
| Facilitation processes used are sensitive to the level of group development. | |||
| Group members are facilitated to develop goals of the group in terms of the locality and region environmental contexts, and to link these to action strategies to develop a cohesive action plan. | |||
| Group is encouraged to document their goals and action strategies and to obtain membership approval. | |||
| Group is encouraged to review previous goals and action plans as part of the development of new goals and action plans. | |||
| Role of facilitator/coordinator in group development and management is clearly identified to reduce unrealistic expectations and conflict. | |||
| Minority views and interests are managed to ensure group cohesion is maintained. | |||
| Group is facilitated to develop its goals and projects within its rules of association and program guidelines. | |||
| Goals and action strategies are correlated to regional plans and initiatives. | |||
| Group is facilitated to identify a range of potential projects within goals and action strategy. | |||
| Group is facilitated through an evaluation process of alternative projects to determine: compliance with members' interests and skills, project scope within the resources of the group or network of regional groups, compliance within program scope, available funding and potential for acceptance. | |||
| Group is encouraged to review the results of previous projects and submissions for funds as part of the development of new projects. | |||
| Facilitation process is sensitive to individual members viewpoints, perspectives and cultures, and considerate of community goals and plans to manage any potential conflict. | |||
| Group is facilitated to develop broad project plan within program guidelines and to develop costing. | |||
| Group is assisted to prepare project proposal in terms of the program requirements and to complete submission for lodgement by the due date to the authorities. | |||
| Group is assisted to document project evaluation requirements in accordance with program and proposal requirements. | |||
| Relevant information is sourced to assist the group in the submission. |
Forms
Assessment Cover Sheet
AHCCCF502A - Facilitate development of group goals and projects
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
AHCCCF502A - Facilitate development of group goals and projects
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: