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.
Elements and Performance Criteria
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 |
Evidence of Performance
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.
Evidence of Knowledge
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.
Assessment Conditions
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.
Foundation Skills
The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.