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

CHCGRP004 Mapping and Delivery Guide
Deliver structured programs

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CHCGRP004 - Deliver structured programs
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to prepare for and deliver already established short, one-off, structured programs according to format and timing requirements. Programs will have a focus on assisting participants to find solutions to specific challenges through access to information and education relevant to these challenges.This unit applies to any individual involved in planning and leading established, structured group educational sessions.The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

structured programs for delivery

organisation policies and procedures

modelling of industry operating conditions, including:

involvement of groups comprising at least 5 people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Prerequisites/co-requisites
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: Elements define the essential outcomes
       
Element: 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
       
Element: 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
       
Element: 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
       
Element: 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
       
Element: 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
       


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.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Conduct pre-program assessments

1.1 Review program information and discuss program objectives and format with potential group participants to assess program suitability

1.2 Identify and document special needs of potential group participants in pre-group assessment

1.3 Identify participant conditions potentially incompatible with program objectives

1.4 Select participants for group according to selection criteria and complete documentation accordingly

2. Confirm program process

2.1 Clearly communicate program objectives, learning outcomes and structure to participants

2.2 Establish and agree group process and participation guidelines with participants

2.3 Communicate boundaries and limitations of program

2.4 Identify and access resources required for program implementation

3. Implement program

3.1 Deliver program content according to the sequence and procedure identified

3.2 Manage pace of delivery to meet timeline requirements and overall objectives

3.3 Encourage group interaction and manage it to maintain relevancy and ensure equity of discussion amongst participants

3.4 Present material to accommodate relevant discussion and questions, while ensuring key information and processes are delivered within timing requirements

3.5 Use presentation tools and adult learning theories and models effectively

3.6 Provide communication and literacy support to participants as required to ensure equitable access to information

3.7 Summarise information and key learning throughout the program

3.8 Deliver program collaboratively with co-facilitator where required

4. Contain emotional responses

4.1 Ensure strong emotions expressed by participants are acknowledged and affirmed

4.2 Normalise and validate participant experience where appropriate and sensitively challenge where required

4.3 Refer participant to support services if required and encourage them to seek follow up support

4.4 Refocus group participants on program process

5. Review achievement of program objectives

5.1 Assess participants’ understanding of key concepts and achievement of learning objectives during delivery

5.2 Identify additional issues raised which are not addressed within the scope of the program and initiate referral or follow up action to address them

5.3 Conduct and document program evaluation according to program evaluation process and complete reporting in line with requirements

5.4 Gather and assess feedback on program to guide continuous improvement of delivery

5.5 Review effectiveness of implementation with co-facilitator or supervisor

5.6 Identify opportunities to improve program delivery

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.

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.


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.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Conduct pre-program assessments

1.1 Review program information and discuss program objectives and format with potential group participants to assess program suitability

1.2 Identify and document special needs of potential group participants in pre-group assessment

1.3 Identify participant conditions potentially incompatible with program objectives

1.4 Select participants for group according to selection criteria and complete documentation accordingly

2. Confirm program process

2.1 Clearly communicate program objectives, learning outcomes and structure to participants

2.2 Establish and agree group process and participation guidelines with participants

2.3 Communicate boundaries and limitations of program

2.4 Identify and access resources required for program implementation

3. Implement program

3.1 Deliver program content according to the sequence and procedure identified

3.2 Manage pace of delivery to meet timeline requirements and overall objectives

3.3 Encourage group interaction and manage it to maintain relevancy and ensure equity of discussion amongst participants

3.4 Present material to accommodate relevant discussion and questions, while ensuring key information and processes are delivered within timing requirements

3.5 Use presentation tools and adult learning theories and models effectively

3.6 Provide communication and literacy support to participants as required to ensure equitable access to information

3.7 Summarise information and key learning throughout the program

3.8 Deliver program collaboratively with co-facilitator where required

4. Contain emotional responses

4.1 Ensure strong emotions expressed by participants are acknowledged and affirmed

4.2 Normalise and validate participant experience where appropriate and sensitively challenge where required

4.3 Refer participant to support services if required and encourage them to seek follow up support

4.4 Refocus group participants on program process

5. Review achievement of program objectives

5.1 Assess participants’ understanding of key concepts and achievement of learning objectives during delivery

5.2 Identify additional issues raised which are not addressed within the scope of the program and initiate referral or follow up action to address them

5.3 Conduct and document program evaluation according to program evaluation process and complete reporting in line with requirements

5.4 Gather and assess feedback on program to guide continuous improvement of delivery

5.5 Review effectiveness of implementation with co-facilitator or supervisor

5.6 Identify opportunities to improve program delivery

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
 
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 
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 
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 
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 
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 

Forms

Assessment Cover Sheet

CHCGRP004 - Deliver structured programs
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

CHCGRP004 - Deliver structured programs

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: