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
What evidence can you provide to prove your understanding of each of the following citeria?
Conduct pre-program assessments
|
|
Discuss program objectives and format with potential group participants to assess the program's suitability for them Completed |
Evidence:
|
Identify special needs of potential group participants in pre-group assessment Completed |
Evidence:
|
Identify conditions potentially incompatible with program objectives Completed |
Evidence:
|
Select participants for group according to selection criteria Completed |
Evidence:
|
Communicate participant acceptance and confirm with client Completed |
Evidence:
|
Confirm program process
|
|
Clearly communicate program objectives, learning outcomes and structure to participants Completed |
Evidence:
|
Establish group process and participation guidelines with participants Completed |
Evidence:
|
Communicate boundaries and limitations of program Completed |
Evidence:
|
Identify and access resources required for program implementation Completed |
Evidence:
|
Implement program
|
|
Deliver program content according to the sequence and procedure identified Completed |
Evidence:
|
Manage pace of delivery to meet timeline requirements and overall objectives Completed |
Evidence:
|
Encourage group interaction and manage it to maintain relevancy and ensure equity of discussion amongst participants Completed |
Evidence:
|
Present material to accommodate relevant discussion and questions, while ensuring key information and processes are delivered within timing requirements Completed |
Evidence:
|
Use presentation tools and adult learning theories and models effectively Completed |
Evidence:
|
Provide communication and literacy support to participants as required to ensure equitable access to information Completed |
Evidence:
|
Summarise information and key learning throughout the program Completed |
Evidence:
|
Deliver program collaboratively with co-facilitator where required Completed |
Evidence:
|
Contain emotional responses
|
|
Ensure strong emotions expressed by participants are acknowledged and affirmed Completed |
Evidence:
|
Normalise and validate participant experience where appropriate and sensitively challenge where required Completed |
Evidence:
|
Refer participant to support services if required and encourage them to seek follow up support Completed |
Evidence:
|
Refocus group participants on program process Completed |
Evidence:
|
Review achievement of program objectives
|
|
Assess participants' understanding of key concepts and achievement of learning objectives during delivery Completed |
Evidence:
|
Identify additional issues raised which are not addressed within the scope of the program and initiate referral or follow up action to address them Completed |
Evidence:
|
Conduct program evaluation according to program evaluation process and complete reporting in line with requirements Completed |
Evidence:
|
Gather and assess feedback on program to guide continuous improvement of delivery Completed |
Evidence:
|
Review effectiveness of implementation with co-facilitator or supervisor Completed |
Evidence:
|
Identify opportunities to improve program delivery Completed |
Evidence:
|