Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCGROUP403D Mapping and Delivery Guide
Plan and conduct group activities

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CHCGROUP403D - Plan and conduct group activities
Description This unit describes the knowledge and skills required to participate in, establish and lead a range of informal and formal groups in a variety of settings
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit may be applied to group work in a range of community service settings
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Address resourcing issues for group activities
  • Plan group activities, including consideration of:
       
Element: the purposes, defined according to the identified needs of the client group
       
Element: the human, financial and physical resources required
  • Where required resources are not immediately and readily available, make appropriate submissions to potential sources of assistance and resources
  • Ensure formal submissions meet requirements of funding guidelines and organisation principles and practice
       
Element: Coordinate a group planning process
  • Actively seek opportunities for collaborative planning and promotion of group activities with clients and solicit, analyse and prioritise information about group's needs and expectations
  • Negotiate the purpose of group activities with the group in a manner that gives sufficient time and space for individuals to articulate their ideas and wishes and create opportunity for input to ownership of group processes
  • Translate purpose of proposed group activity into a set of aims and objectives
  • Analyse potential impact on group operation of the values and beliefs of both worker and client and clarify with those involved in planning and implementing group activities
  • Deal with contributions and suggestions to group planning processes so as to promote continued participation
  • Design group strategies that promote effective group operation and take into account specific characteristics of clients who will participate in the activity or program
       
Element: Manage group processes including responding to conflict
  • Promote opportunities for open dialogue and active listening between group members
  • Encourage and model sensitivity to participants, regardless of their gender, culture, ethnicity, subculture, sexuality and ability
  • When conflict threatens or arises:
       
Element: implement strategies to prevent it within own role, power and capacity
       
Element: identify and reinforce the outcomes of positive conflict
       
Element: clarify and confirm relevant principles and practices of conflict resolution and seek agreement to implement them
       
Element: encourage acknowledgment of respective rights and responsibilities and perceptions of all participants within the conflict situation
  • Offer opportunity to all participants for debriefing, support, mediation, consultation and facilitation throughout conflict resolution processes
       
Element: Evaluate group activities
  • Ensure aims and objectives of the group activity provide the basis for evaluation and feedback
  • Seek feedback from all group participants on leadership style, group process, achievement of objectives, other achievements and areas for development
  • Document evaluation data according to organisation procedures and distribute to relevant people
       


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 enable assessment in a variety of settings with a range of both formal and informal groups

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

simulation of realistic workplace setting for assessment

Method of assessment:

Assessment may include observations, questioning or evidence gathered from the workplace
e.g. testimonials from group members, portfolios


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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

Different styles of group leadership and decision

Effective communication strategies

Organisation's policies, principles and procedures

Organisation's and community resources

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

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 the group activity types identified in the Range Statement

Provide support for an appropriate target group, defined by factors as listed in the Range Statement

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:

Demonstrate application of skills in:

conflict management

developing and maintaining positive relationships

effective group management

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 about relevant issues

Sporting and recreation activities

Music and performing arts

Research, planning and management

Informal education

Community service and/or action

Special interest causes

Communication with young people may include:

Oral, written or visual means

Use of third party translation/interpretation

Any language

Ensure formal submissions meet requirements may refer to:

The aim and objectives of the proposed activity or program

Implementation and evaluation strategies

Management arrangements

Human, financial and physical resources available and required

Support will include:

Information and resources managed by the organisation and other organisations and agencies

Advice and information

Facilitations

Resources will include:

Information/referrals

Facilities

Equipment/materials

Administrative support

Facilitation of meetings

Worker skills/expertise

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
Plan group activities, including consideration of: 
 
Where required resources are not immediately and readily available, make appropriate submissions to potential sources of assistance and resources 
Ensure formal submissions meet requirements of funding guidelines and organisation principles and practice 
Actively seek opportunities for collaborative planning and promotion of group activities with clients and solicit, analyse and prioritise information about group's needs and expectations 
Negotiate the purpose of group activities with the group in a manner that gives sufficient time and space for individuals to articulate their ideas and wishes and create opportunity for input to ownership of group processes 
Translate purpose of proposed group activity into a set of aims and objectives 
Analyse potential impact on group operation of the values and beliefs of both worker and client and clarify with those involved in planning and implementing group activities 
Deal with contributions and suggestions to group planning processes so as to promote continued participation 
Design group strategies that promote effective group operation and take into account specific characteristics of clients who will participate in the activity or program 
Promote opportunities for open dialogue and active listening between group members 
Encourage and model sensitivity to participants, regardless of their gender, culture, ethnicity, subculture, sexuality and ability 
When conflict threatens or arises: 
 
 
 
Offer opportunity to all participants for debriefing, support, mediation, consultation and facilitation throughout conflict resolution processes 
Ensure aims and objectives of the group activity provide the basis for evaluation and feedback 
Seek feedback from all group participants on leadership style, group process, achievement of objectives, other achievements and areas for development 
Document evaluation data according to organisation procedures and distribute to relevant people 

Forms

Assessment Cover Sheet

CHCGROUP403D - Plan and conduct 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

CHCGROUP403D - Plan and conduct 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: