Assessor Resource

CHCGROUP302D
Support group activities

Assessment tool

Version 1.0
Issue Date: April 2024


This unit may be applied to group work in a range of community service settings

This unit describes the knowledge and skills required to participate in and provide general support for a range of informal and formal groups in a variety of settings

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable

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, 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

This unit is best assessed in the workplace or in a simulated workplace under the normal of range conditions

Assessment may be conducted on one or more occasions but must include the normal range of client groups, group activities and types of groups in the workplace

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

Resources required for assessment of this unit include access to:

an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment

Method of assessment:

Assessment may include observations, questioning or evidence gathered from the workplace

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.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Dynamics of groups and the different styles of group leadership and decision-making

Effective communication techniques

Conflict management

Organisation's policies, principles and procedures

Relevant organisation and community resources

Building and maintaining relationships

Relevant models such as stages of group development and stages of change model

Essential skills:

It is critical that the candidate demonstrate the ability to:

Support group activities for formal and informal groups

Participate in a variety of group activity types identified in the Range Statement or in the workplace

Provide support for appropriate target groups

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Apply oral communication skills including asking questions, clarifying issues/topics, providing information in the workplace setting:

language used may be English or community language, depending on the client group

Apply written communication competence to complete reports required by the organisation:

complexity of reports may vary from completing an organisation proforma, to completing a unstructured report

literacy support for completing reports may vary from the availability of support from a supervisor to no support available in the workplace

reports may be written in English or community language depending on the organisation requirements

Apply reading competence required to fulfil the job role:

this may vary from no competence required (if information on the availability of resources, materials etc for the group are conveyed verbally), to the ability to read work-related texts, which may include lists of available resources, names of group members, policy statements on use of equipment and resources etc

language in use may be English or community language depending on organisation

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.

Group activities may be:

Formal or informal

Structured

Semi structured

Unstructured

Group activities may relate to:

Discussions

Sporting and recreation activities

Research, planning and management

Informal and formal education

Community action

Special interest causes

Resources will include:

Information/referrals

Facilities

Equipment/materials

Administrative support

Facilitation of meetings

Worker skills/expertise

Support will include:

Resources managed by the organisation

Advice, information and facilitation

Individual or group supervision

Individual differences may include differences in:

Beliefs

Values

Age

Cultural background

Physical abilities

Clear communication will be:

Communication related to group purpose and aims

Communication that respects individual differences and abilities of group members

Reports may be:

Verbal or written according to organisation procedures

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
Identify and determine with members of the group, activities which meet the group purpose 
Discuss and establish with all group members, rules for group behaviour 
Identify, acknowledge and respect individual differences of workers and group members 
Seek, identify and accommodate goals, needs and expectations of participants according to available resources 
Define roles played by group members including the worker 
Encourage a suitable level of participation 
Inform group of resources available to meet group needs 
Assess capacity of the worker to respond to group's needs and communicate to the group, in an appropriate manner 
Identify and implement the most appropriate support to achieve the objectives of the activity 
Model clear communication to group members 
Encourage group members to use clear and appropriate communication 
Respect individual differences and needs in communication and interaction with group members 
Ensure communication and interactions with group are appropriate to aim and purpose of group 
Implement appropriate processes as necessary to address breaches of behaviour 
Encourage participants to agree on and abide by a set of appropriate guidelines 
Promote group achievements in a way which motivates and recognises participants' efforts 
Keep records of group interaction, where required, in a manner consistent with organisation's documentation requirements 
Work to ensure adequate resourcing is available 
Communicate to group availability of resources and guidelines for use 
Encourage cooperative approach to the use of resources 
Complete reports on use of resources if required 
Ensure reports are completed to standard required by organisation 

Forms

Assessment Cover Sheet

CHCGROUP302D - Support group activities
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

CHCGROUP302D - Support group activities

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: