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Evidence Guide: CHCGROUP403D - Plan and conduct group activities

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCGROUP403D - Plan and conduct group activities

What evidence can you provide to prove your understanding of each of the following citeria?

Address resourcing issues for group activities

  1. Plan group activities, including consideration of:
Plan group activities, including consideration of:

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

the purposes, defined according to the identified needs of the client group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

the human, financial and physical resources required

  1. Where required resources are not immediately and readily available, make appropriate submissions to potential sources of assistance and resources
  2. Ensure formal submissions meet requirements of funding guidelines and organisation principles and practice
Where required resources are not immediately and readily available, make appropriate submissions to potential sources of assistance and resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure formal submissions meet requirements of funding guidelines and organisation principles and practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate a group planning process

  1. 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
  2. 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
  3. Translate purpose of proposed group activity into a set of aims and objectives
  4. 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
  5. Deal with contributions and suggestions to group planning processes so as to promote continued participation
  6. Design group strategies that promote effective group operation and take into account specific characteristics of clients who will participate in the activity or program
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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Translate purpose of proposed group activity into a set of aims and objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deal with contributions and suggestions to group planning processes so as to promote continued participation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design group strategies that promote effective group operation and take into account specific characteristics of clients who will participate in the activity or program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage group processes including responding to conflict

  1. Promote opportunities for open dialogue and active listening between group members
  2. Encourage and model sensitivity to participants, regardless of their gender, culture, ethnicity, subculture, sexuality and ability
  3. When conflict threatens or arises:
Promote opportunities for open dialogue and active listening between group members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and model sensitivity to participants, regardless of their gender, culture, ethnicity, subculture, sexuality and ability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

When conflict threatens or arises:

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

implement strategies to prevent it within own role, power and capacity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

identify and reinforce the outcomes of positive conflict

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

clarify and confirm relevant principles and practices of conflict resolution and seek agreement to implement them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

encourage acknowledgment of respective rights and responsibilities and perceptions of all participants within the conflict situation

  1. Offer opportunity to all participants for debriefing, support, mediation, consultation and facilitation throughout conflict resolution processes
Offer opportunity to all participants for debriefing, support, mediation, consultation and facilitation throughout conflict resolution processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate group activities

  1. Ensure aims and objectives of the group activity provide the basis for evaluation and feedback
  2. Seek feedback from all group participants on leadership style, group process, achievement of objectives, other achievements and areas for development
  3. Document evaluation data according to organisation procedures and distribute to relevant people
Ensure aims and objectives of the group activity provide the basis for evaluation and feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback from all group participants on leadership style, group process, achievement of objectives, other achievements and areas for development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document evaluation data according to organisation procedures and distribute to relevant people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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

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. 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