The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competency. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency.
Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment 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 client/stakeholder/organisation.
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 Required
Required knowledge includes:
current techniques for group facilitation processes, such as:
- demonstrations
- explanations
- questioning
- modelling
- scene-setting
- interactive/dialogue
- problem setting/solving
- 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 Bono's 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
evaluation/revision techniques, for example:
- seeking feedback
- administering evaluation forms
- monitoring group's progress against agreed goals
relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:
- competency standards
- licensing
- industry/workplace requirements
- duty of care under common law
- recording information and confidentiality requirements
- anti-discrimination including equal opportunity, racial vilification and disability - discrimination
- workplace relations
- industrial awards/enterprise 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 people's non-verbal 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 processes/outcomes
- use electronic communication methods
integrative thinking skills to:
- explore issues from a number of contrasting points of view
- synthesise positions/points 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 and/or 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
cost/time 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 i.e. the Elements, Performance Criteria, Range Statement, Evidence Requirements and Key Competencies
a range of appropriate assessment methods/evidence 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
- record/report 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 TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:
- TAADEL502A Facilitate action learning projects
The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competency. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency.
Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment 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 client/stakeholder/organisation.
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 Required
Required knowledge includes:
current techniques for group facilitation processes, such as:
- demonstrations
- explanations
- questioning
- modelling
- scene-setting
- interactive/dialogue
- problem setting/solving
- 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 Bono's 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
evaluation/revision techniques, for example:
- seeking feedback
- administering evaluation forms
- monitoring group's progress against agreed goals
relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:
- competency standards
- licensing
- industry/workplace requirements
- duty of care under common law
- recording information and confidentiality requirements
- anti-discrimination including equal opportunity, racial vilification and disability - discrimination
- workplace relations
- industrial awards/enterprise 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 people's non-verbal 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 processes/outcomes
- use electronic communication methods
integrative thinking skills to:
- explore issues from a number of contrasting points of view
- synthesise positions/points 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 and/or 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
cost/time 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 i.e. the Elements, Performance Criteria, Range Statement, Evidence Requirements and Key Competencies
a range of appropriate assessment methods/evidence 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
- record/report 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 TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:
- TAADEL502A Facilitate action learning projects