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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

1. Elements define the essential outcomes
2. Conduct pre-program assessments
   • Review program information and discuss program objectives and format with potential group participants to assess program suitability
   • Identify and document special needs of potential group participants in pre-group assessment
   • Identify participant conditions potentially incompatible with program objectives
   • Select participants for group according to selection criteria and complete documentation accordingly
3. Confirm program process
   • Clearly communicate program objectives, learning outcomes and structure to participants
   • Establish and agree group process and participation guidelines with participants
   • Communicate boundaries and limitations of program
   • Identify and access resources required for program implementation
4. Implement program
   • Deliver program content according to the sequence and procedure identified
   • Manage pace of delivery to meet timeline requirements and overall objectives
   • Encourage group interaction and manage it to maintain relevancy and ensure equity of discussion amongst participants
   • Present material to accommodate relevant discussion and questions, while ensuring key information and processes are delivered within timing requirements
   • Use presentation tools and adult learning theories and models effectively
   • Provide communication and literacy support to participants as required to ensure equitable access to information
   • Summarise information and key learning throughout the program
   • Deliver program collaboratively with co-facilitator where required
5. Contain emotional responses
   • Ensure strong emotions expressed by participants are acknowledged and affirmed
   • Normalise and validate participant experience where appropriate and sensitively challenge where required
   • Refer participant to support services if required and encourage them to seek follow up support
   • Refocus group participants on program process
6. Review achievement of program objectives
   • Assess participants’ understanding of key concepts and achievement of learning objectives during delivery
   • Identify additional issues raised which are not addressed within the scope of the program and initiate referral or follow up action to address them
   • Conduct and document program evaluation according to program evaluation process and complete reporting in line with requirements
   • Gather and assess feedback on program to guide continuous improvement of delivery
   • Review effectiveness of implementation with co-facilitator or supervisor
   • Identify opportunities to improve program delivery

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

prepared for and delivered at least 3 different structured programs within identified resources and timeframes applying adult learning principles and all of the following:

demonstration/modelling

instruction

presentations/lectures

guided facilitation of individual and group learning activities

initiating and facilitating group discussions

brainstorming activities

time and process management skills

used the following communication and interpersonal skills when facilitating group learning:

listening

questioning

effective non-verbal communication

empathetic responding

paraphrasing

summarising

negotiation

conflict resolution

techniques for maintaining group cohesion

debriefing

addressed planning and facilitation issues to meet the diverse needs of individuals, including those related to:

age

culture

gender

education level

learning ability.

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Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for group work, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations

work health and safety

subject matter knowledge

group selection processes

content and requirements of the learning program and/or delivery plan

learner group profile including characteristics and needs of individual learners in the group

different delivery methods and techniques appropriate to face-to-face group delivery, including:

demonstration/modelling

instruction

presentations/lectures

guided facilitation of individual and group learning activities

initiating and facilitating group discussions

brainstorming activities

time and process management skills

adult learning theory and models

dynamics of groups and group behaviour

behaviours in group participants which may indicate difficulties with content or processes

program evaluation/revision techniques, including:

development of assessment criteria

developing simple questionnaires and feedback forms

administering evaluation forms

using questioning for evaluation purposes

types of additional support that may be provided to groups, including:

information and resources (internal or external)

individualised services

referrals to further support

own values, beliefs and experiences which may impact on work practice.

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