Assessor Resource

SISXCAI306A
Facilitate groups

Assessment tool

Version 1.0
Issue Date: March 2024


This unit applies to those who work with groups in a range of settings in the sport, fitness and recreation industry. This may include those working in after-school or holiday-care programs in a range of locations, those assisting with community coaching activities, or those undertaking a supporting role in indoor and outdoor recreation activities, such as camps and other guided activities as well as those working in fitness venues.

This unit describes the performance outcomes, skills and knowledge required to establish a functional group within the context of a sport, fitness and recreation activity. The unit focuses on the ability to facilitate a group of clients participating in a sport, fitness and recreation activity or a group of people within a sport, fitness or recreation organisation.

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, 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

Evidence of the ability to:

identify and clarify group and individual goals and interact effectively with group members who have diverse styles, aspirations, cultures and perspectives

establish a functional group in line with organisational policies and procedures

analyse problems and barriers to group development and participation and develop appropriate strategies to address and resolve them

communicate clearly and concisely with the group and handle uncertainty and conflict in a positive manner before it adversely affects group performance

encourage group to openly propose, discuss and resolve issues and create opportunities to celebrate and promote group and individual success by providing positive leadership.

Context of and specific resources for assessment

Assessment must ensure:

interaction with and facilitation of a group of clients participating in a sport and recreation activity on multiple occasions to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

diverse groups of clients participating in a sport, fitness and recreation activity, or persons within a sport, fitness or recreation organisation.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

observation of planning for a group activity

observation of interacting with a range of groups, including facilitating group processes

observation of applying effective conflict-resolution techniques

oral and or written questioning to assess knowledge of techniques and activity skills in relation to the session

third-party reports from a supervisor detailing appropriate work performed by the individual.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

SISXCAI303A Plan and conduct sport and recreation sessions.


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

problem-solving skills to address activity-specific problems and client interaction or conflict

communication and interpersonal skills to enhance interaction with clients

conflict-resolution and negotiation skills to enable smooth functioning of the group

literacy skills to enable the creation of written plans and performance records.

Required knowledge

theories of group dynamics to understand and respond to group behaviour

stages of group formation, such as forming, norming, storming, performing and adjourning to enable effective and constructive group support

leadership styles, categories and types

facilitation techniques to assist the group to obtain the best outcomes.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the individual, accessibility of the item, and local industry and regional contexts) may also be included.

Group dynamics may include:

communication

decision making

conflict resolution

trust

safety

respect.

Barriers may include:

conflict of interest

conflict between individual and group goals

personality clashes

poor communication skills

lack of group cohesion and commitment to goals

poorly defined roles and responsibilities.

Group performance may include:

monitoring and assessment methods

factors that may contribute to optimal performance, such as:

task allocation

mentoring.

Collaborative approaches may include:

group management skills

group decision making

listening skills

negotiation techniques

defining roles and responsibilities.

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 the activity goals of the individuals and group. 
Identify group dynamics and potential barriers to group development and performance. 
Establish a group performance plan to meet needs and activity outcomes. 
Develop group effectiveness through active participation of all group members. 
Establish systems and mechanisms to monitor and review group development and performance. 
Develop and implement strategies to reduce and eliminate barriers. 
Demonstrate use of open communication to establish trust, confidence and ownership in group decision-making, feedback and problem-solving processes. 
Demonstrate use of collaborative approaches to develop effective working relationships. 
Facilitate individual and collective engagement while maintaining group cohesion. 
Devolve responsibility and accountability to group members, where appropriate to the activity context, program aims and group members’ abilities. 
Implement effective conflict-resolution strategies where appropriate. 
Demonstrate routine use of inclusive communication strategies. 
Monitor the performance of group members using established review systems. 

Forms

Assessment Cover Sheet

SISXCAI306A - Facilitate groups
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

SISXCAI306A - Facilitate groups

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: