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Evidence Guide: SISXCAI306A - Facilitate groups

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

 

SISXCAI306A - Facilitate groups

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

Plan for the establishment of a group.

  1. Identify the activity goals of the individuals and group.
  2. Identify group dynamics and potential barriers to group development and performance.
  3. Establish a group performance plan to meet needs and activity outcomes.
Identify the activity goals of the individuals and group.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify group dynamics and potential barriers to group development and performance.

Completed
Date:

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Establish a group performance plan to meet needs and activity outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop group commitment and cooperation.

  1. Develop group effectiveness through active participation of all group members.
  2. Establish systems and mechanisms to monitor and review group development and performance.
  3. Develop and implement strategies to reduce and eliminate barriers.
  4. Demonstrate use of open communication to establish trust, confidence and ownership in group decision-making, feedback and problem-solving processes.
Develop group effectiveness through active participation of all group members.

Completed
Date:

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Establish systems and mechanisms to monitor and review group development and performance.

Completed
Date:

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Develop and implement strategies to reduce and eliminate barriers.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate use of open communication to establish trust, confidence and ownership in group decision-making, feedback and problem-solving processes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate group processes and performance.

  1. Demonstrate use of collaborative approaches to develop effective working relationships.
  2. Facilitate individual and collective engagement while maintaining group cohesion.
  3. Devolve responsibility and accountability to group members, where appropriate to the activity context, program aims and group members’ abilities.
  4. Implement effective conflict-resolution strategies where appropriate.
  5. Demonstrate routine use of inclusive communication strategies.
  6. Monitor the performance of group members using established review systems.
Demonstrate use of collaborative approaches to develop effective working relationships.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate individual and collective engagement while maintaining group cohesion.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Devolve responsibility and accountability to group members, where appropriate to the activity context, program aims and group members’ abilities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement effective conflict-resolution strategies where appropriate.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate routine use of inclusive communication strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor the performance of group members using established review systems.

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, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

identify and clarify group and individual goals and interact effectively with group members who have diverse styles, aspirations, cultures and perspectives

establish a functional group in line with organisational policies and procedures

analyse problems and barriers to group development and participation and develop appropriate strategies to address and resolve them

communicate clearly and concisely with the group and handle uncertainty and conflict in a positive manner before it adversely affects group performance

encourage group to openly propose, discuss and resolve issues and create opportunities to celebrate and promote group and individual success by providing positive leadership.

Context of and specific resources for assessment

Assessment must ensure:

interaction with and facilitation of a group of clients participating in a sport and recreation activity on multiple occasions to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

diverse groups of clients participating in a sport, fitness and recreation activity, or persons within a sport, fitness or recreation organisation.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

observation of planning for a group activity

observation of interacting with a range of groups, including facilitating group processes

observation of applying effective conflict-resolution techniques

oral and or written questioning to assess knowledge of techniques and activity skills in relation to the session

third-party reports from a supervisor detailing appropriate work performed by the individual.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

SISXCAI303A Plan and conduct sport and recreation sessions.

Required Skills and Knowledge

Required skills

problem-solving skills to address activity-specific problems and client interaction or conflict

communication and interpersonal skills to enhance interaction with clients

conflict-resolution and negotiation skills to enable smooth functioning of the group

literacy skills to enable the creation of written plans and performance records.

Required knowledge

theories of group dynamics to understand and respond to group behaviour

stages of group formation, such as forming, norming, storming, performing and adjourning to enable effective and constructive group support

leadership styles, categories and types

facilitation techniques to assist the group to obtain the best outcomes.

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 individual, accessibility of the item, and local industry and regional contexts) may also be included.

Group dynamics may include:

communication

decision making

conflict resolution

trust

safety

respect.

Barriers may include:

conflict of interest

conflict between individual and group goals

personality clashes

poor communication skills

lack of group cohesion and commitment to goals

poorly defined roles and responsibilities.

Group performance may include:

monitoring and assessment methods

factors that may contribute to optimal performance, such as:

task allocation

mentoring.

Collaborative approaches may include:

group management skills

group decision making

listening skills

negotiation techniques

defining roles and responsibilities.