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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. Establish group objectives and processes
  2. Manage facilitation
  3. Develop group outcomes
  4. Finalise group process

Evidence Required

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

To demonstrate competency against this unit candidates must be able to provide evidence that they have the communication and interpersonal skills to effectively facilitate group processes by creating an environment that encourages active participation and results in an outcome for the clientstakeholderorganisation

The evidence must show how candidates can establish objectives use a variety of facilitation methods and group process techniques to explore the objectives and manage the group and synthesise contributions to develop an outcome

Evidence Requirements

Required knowledge includes

current techniques for group facilitation processes such as

demonstrations

explanations

questioning

modelling

scenesetting

interactivedialogue

problem settingsolving

experiential learning

group work

creative thinking techniques including

brainstorming

making associations

visualising

building on associations

telling stories

creative writing

lateral thinking games

mind mapping

drawings

de Bonos Six Thinking Hats

using prompts

a range of media and learning aides that can be used to promote discussion such as

graphic computer presentations

flipcharts

access and equity principles and practices such as

sensitivity to cultural differences

allowances for reasonable adjustment

instructional design including

sequencing information

supporting knowledge development

providing opportunities for practice

evaluationrevision techniques for example

seeking feedback

administering evaluation forms

monitoring groups progress against agreed goals

relevant policy legislation codes of practice and national standards including Commonwealth and stateterritory legislation for example

competency standards

licensing

industryworkplace requirements

duty of care under common law

recording information and confidentiality requirements

antidiscrimination including equal opportunity racial vilification and disability discrimination

workplace relations

industrial awardsenterprise agreements

National Reporting System

OHS relating to the facilitation of group processes including

assessment and risk control measures

reporting requirements for hazards

safe use and maintenance of relevant equipment

emergency procedures

sources of OHS information

role of key workplace persons

policies and procedures relevant to the learning environment

Required skills and attributes include

interpersonal skills to

establish trust

maintain appropriate relationships

use appropriate body language

actively listen and empathise

notice peoples nonverbal cues and signals

resolve conflict

communication skills to

project voice clearly

give constructive feedback

give clear instructions or directions

clearly explain ideas and opinions

clarify others ideas

team leading skills to

offer support and assistance

tactfully direct discussions back on track

ensure everyone feels heard in group discussions

technology skills to

search electronic information and reference sources

use software packages to produce visual learning aides

document processesoutcomes

use electronic communication methods

integrative thinking skills to

explore issues from a number of contrasting points of view

synthesise positionspoints of view

literacy skills to

read and interpret relevant information to design and facilitate group processes

prepare required documentation and information for stakeholders

analysis skills to

evaluate and act on feedback

administrative skills to

plan and organise meetings

access required resources

Products that could be used as evidence include

handouts to be given to group members

graphic presentations which have been developed using computer applications

feedback from colleagues and group members on facilitation styles

information passed onto group members regarding the outcomes of the session and any further actions to be undertaken

preparation notes andor response to client briefing

Processes that could be used as evidence include

how group session was structured

how feedback on facilitation skills was gathered

how new ideas were put into action

how group members were actively listened to

Resource implications for assessment include

access to groups of individuals to participate in group process

access to suitable assessment venue and equipment

workplace documentation

costtime considerations

personnel requirements

The collection of quality evidence requires that

assessment must address the scope of this unit and reflect all components of the unit ie the Elements Performance Criteria Range Statement Evidence Guide Employability Skills

a range of appropriate assessment methodsevidence gathering techniques is used to determine competency

evidence must be gathered in the workplace wherever possible Where no workplace is available a simulated workplace must be provided

the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice

assessment meets the rules of evidence

a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated

Specific evidence requirements must include

evidence collected from at least three separate group processes that address different purposes and include different groups of participants with evidence in each process reflecting

planning

resource requirements

information provided to the group

knowledge skills and techniques used in facilitation

group responsiveness and activities developed to engage the group

outcomes achieved

evaluation

recordreport of process

Integrated assessment means that

this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA Training and Assessment Training Package Suggested units include but are not limited to

this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:

TAADELB Facilitate action learning projects

TAADEL502B Facilitate action learning projects.


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. 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 candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Focus of the group process may include:

feedback and advice on product, policy, process, development, change

research

planning

change management/new directions

informal education

community action

special interest causes

staff development

industry/community liaison

Clients and other stakeholders may include:

contracted client

product developer

employer/organisation

government agency/department

community group/body

regulatory body

association

union

committee

management

Group participants may be:

self-selected/nominated

randomly selected

targeted

Group process techniques may include:

presentations

demonstrations

explanations

questioning

modelling

scene-setting

interactive/dialogue

problem setting/solving

experiential learning

group work

Group activities may be:

formal

informal

structured

semi-structured

unstructured

Resource requirements may include:

products, policies, procedures

research information/documentation

financing

subject experts

facilities

equipment/materials

written materials/handouts

administrative support

Evaluation methods may include:

formal or informal feedback mechanisms

surveys

conducting interviews

analysis of qualitative/quantitative data

questionnaires

personal, reflective behaviour strategies

routine organisational methods for monitoring service delivery

Facilitation skills may include:

using effective verbal and body language to:

maintain group cohesion

handle difficult situations

manage group activities

manage conflict

maintain focus

create interaction between group participants

manage individual and group engagement and participation

guide discussion

introduce content

obtain outcomes

using a variety of group process techniques

explaining and using a variety of creative thinking techniques

Supportive environment may include:

establishing trust

being open to opinions and ideas

allowing group members to have their say

asking questions of group/individuals

being flexible in approach

using appropriate interpersonal skills

being sensitive to individual differences

Social and cultural differences may include:

language barriers

physical impairment or disability involving hearing, vision, voice, mobility

intellectual impairment or disability

medical condition such as arthritis, epilepsy, diabetes, asthma

learning difficulties

psychiatric or psychological disability

religious and spiritual observances

cultural images/perceptions

age, gender and sexuality

Individual needs may include:

language, literacy, numeracy requirements

provision of personal support services

adaptive technology or special equipment

flexible sessions to allow for fatigue or administering of medication

physical environment adjustments

time adjustments to suit family needs

Outcomes may:

be derived from exploration of issues

emerge from facilitated group discussion/activities

be based on information provided to group and accepted

result from group creative thinking

incorporate expert input

encompass relevant research