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Evidence Guide: CHCGRP004 - Deliver structured programs

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

 

CHCGRP004 - Deliver structured programs

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

Elements define the essential outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct pre-program assessments

  1. Review program information and discuss program objectives and format with potential group participants to assess program suitability
  2. Identify and document special needs of potential group participants in pre-group assessment
  3. Identify participant conditions potentially incompatible with program objectives
  4. Select participants for group according to selection criteria and complete documentation accordingly
Review program information and discuss program objectives and format with potential group participants to assess program suitability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and document special needs of potential group participants in pre-group assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify participant conditions potentially incompatible with program objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select participants for group according to selection criteria and complete documentation accordingly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm program process

  1. Clearly communicate program objectives, learning outcomes and structure to participants
  2. Establish and agree group process and participation guidelines with participants
  3. Communicate boundaries and limitations of program
  4. Identify and access resources required for program implementation
Clearly communicate program objectives, learning outcomes and structure to participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and agree group process and participation guidelines with participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate boundaries and limitations of program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and access resources required for program implementation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement program

  1. Deliver program content according to the sequence and procedure identified
  2. Manage pace of delivery to meet timeline requirements and overall objectives
  3. Encourage group interaction and manage it to maintain relevancy and ensure equity of discussion amongst participants
  4. Present material to accommodate relevant discussion and questions, while ensuring key information and processes are delivered within timing requirements
  5. Use presentation tools and adult learning theories and models effectively
  6. Provide communication and literacy support to participants as required to ensure equitable access to information
  7. Summarise information and key learning throughout the program
  8. Deliver program collaboratively with co-facilitator where required
Deliver program content according to the sequence and procedure identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage pace of delivery to meet timeline requirements and overall objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage group interaction and manage it to maintain relevancy and ensure equity of discussion amongst participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present material to accommodate relevant discussion and questions, while ensuring key information and processes are delivered within timing requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use presentation tools and adult learning theories and models effectively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide communication and literacy support to participants as required to ensure equitable access to information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Summarise information and key learning throughout the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deliver program collaboratively with co-facilitator where required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contain emotional responses

  1. Ensure strong emotions expressed by participants are acknowledged and affirmed
  2. Normalise and validate participant experience where appropriate and sensitively challenge where required
  3. Refer participant to support services if required and encourage them to seek follow up support
  4. Refocus group participants on program process
Ensure strong emotions expressed by participants are acknowledged and affirmed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Normalise and validate participant experience where appropriate and sensitively challenge where required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer participant to support services if required and encourage them to seek follow up support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refocus group participants on program process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review achievement of program objectives

  1. Assess participants’ understanding of key concepts and achievement of learning objectives during delivery
  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
  3. Conduct and document program evaluation according to program evaluation process and complete reporting in line with requirements
  4. Gather and assess feedback on program to guide continuous improvement of delivery
  5. Review effectiveness of implementation with co-facilitator or supervisor
  6. Identify opportunities to improve program delivery
Assess participants’ understanding of key concepts and achievement of learning objectives during delivery

Completed
Date:

Teacher:		 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
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct and document program evaluation according to program evaluation process and complete reporting in line with requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather and assess feedback on program to guide continuous improvement of delivery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review effectiveness of implementation with co-facilitator or supervisor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify opportunities to improve program delivery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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

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.

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.