Application
Group facilitation is a competency involving the effective management of a group in circumstances where the facilitator provides a pathway for the group to achieve identified and agreed outcomes.
This competency requires high-level communication and interpersonal skills as well as knowledge of various group process techniques and activities to explore and analyse a focus/subject area, maximise group involvement and interaction and develop common/agreed solutions/outcomes.
Group facilitation may be applied in many circumstances including focus groups, workshops, meetings and change processes. Group facilitation can be used to resolves issues, find solutions, collaboratively develop ideas, develop new ways of working and explore problems/issues. It is relevant to community, educational and work situations. The process may be conducted for a client or may be internally focused.
While group facilitation is a clear part of the unit outcomes for TAADEL402B Facilitate group-based learning, the facilitation process in that unit is driven by the predetermined competency/learning outcomes to be achieved. In that unit, the facilitation process revolves around ensuring progression towards the desired outcomes.
In this unit, the focus is usually defined but the outcomes derive from the competency of the facilitator in guiding, informing, facilitating and monitoring the group.
The competency specified in this unit is typically required by trainers/facilitators, assessors, consultants, supervisors, managers and leaders.
Prerequisites
Not applicable.
Elements and Performance Criteria
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Establish group objectives and processes | 1.1 | The focus of the group process is researched, in consultation with the client and other stakeholders, where applicable and group participants are identified |
1.2 | Group input is initiated, confirming objectives | ||
1.3 | Group process techniques, activities and timelines are planned | ||
1.4 | Group purpose, processes, expectations and roles of members are discussed, negotiated and agreed to by the group as a whole | ||
1.5 | Resource requirements are identified and arranged | ||
1.6 | Recording processes are discussed and agreed by the group and confirmed with the client, where applicable | ||
1.7 | Appropriate evaluation methods are agreed upon and incorporated into the process to ensure group and client needs are met, where applicable | ||
2 | Manage facilitation | 2.1 | Issues/ideas/perspectives of group members are elicited using identified group process techniques that accurately reflect group member needs |
2.2 | Appropriate facilitation skills are used to explore issues/ideas/perspectives in a supportive environment that encourages participation and productive contributions from all group members | ||
2.3 | All interactions with group members reflect sensitivity to social and cultural differences and any individual needs | ||
2.4 | Information is provided which is designed to develop, extend and challenge group perspectives and frames of reference | ||
2.5 | Group members' knowledge, expertise and skills are acknowledged and utilised | ||
2.6 | Opportunities for group members to contribute additional information, learn from each other and develop knowledge/skills are provided | ||
2.7 | Group dynamics are monitored to maintain focus and direction, continuity, engagement, participation and timelines | ||
3 | Develop group outcomes | 3.1 | Proposed outcomes are sought from group members |
3.2 | Proposed outcomes are noted/documented for group to discuss and further develop | ||
3.3 | Facilitation skills are used to draw a collective and agreed outcome which responds to individual needs/perspectives | ||
3.4 | Outcomes are documented in accordance with agreed client/organisational and group requirements | ||
3.5 | Proposed actions arising from agreed outcomes are raised with the group and appropriate steps are taken to initiate these, where appropriate | ||
4 | Finalise group process | 4.1 | Feedback and reflection are used to identify and implement improvements to future practice in group processes |
4.2 | Evaluation methods are selected and used to identify effectiveness of group process | ||
4.3 | Stakeholders and clients are briefed, if relevant, on issues, developments and outcomes arising from group process | ||
4.4 | Records and reports of process and outcomes are documented, distributed and stored in accordance with established reporting requirements of client/organisation |
Required Skills
Not applicable.
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 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 Requirements | |
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 Guide, Employability Skills 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: 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 |
Sectors
Not applicable.
Competency Field
Training Advisory Services
Employability Skills
This unit contains employability skills.
Licensing Information
Not applicable.