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Evidence Guide: TAATAS504A - Facilitate group processes

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

 

TAATAS504A - Facilitate group processes

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

Establish group objectives and processes

  1. The focus of the group process is researched, in consultation with the client and other stakeholders, where applicable and group participants are identified
  2. Group input is initiated, confirming objectives
  3. Group process techniques, activities and timelines are planned
  4. Group purpose, processes, expectations and roles of members are discussed, negotiated and agreed to by the group as a whole
  5. Resource requirements are identified and arranged
  6. Recording processes are discussed and agreed by the group and confirmed with the client, where applicable
  7. Appropriate evaluation methods are agreed upon and incorporated into the process to ensure group and client needs are met, where applicable
The focus of the group process is researched, in consultation with the client and other stakeholders, where applicable and group participants are identified

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Group input is initiated, confirming objectives

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Group process techniques, activities and timelines are planned

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Group purpose, processes, expectations and roles of members are discussed, negotiated and agreed to by the group as a whole

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Resource requirements are identified and arranged

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Recording processes are discussed and agreed by the group and confirmed with the client, where applicable

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Appropriate evaluation methods are agreed upon and incorporated into the process to ensure group and client needs are met, where applicable

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Manage facilitation

  1. Issues/ideas/perspectives of group members are elicited using identified group process techniques that accurately reflect group member needs
  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
  3. All interactions with group members reflect sensitivity to social and cultural differences and any individual needs
  4. Information is provided which is designed to develop, extend and challenge group perspectives and frames of reference
  5. Group members' knowledge, expertise and skills are acknowledged and utilised
  6. Opportunities for group members to contribute additional information, learn from each other and develop knowledge/skills are provided
  7. Group dynamics are monitored to maintain focus and direction, continuity, engagement, participation and timelines
Issues/ideas/perspectives of group members are elicited using identified group process techniques that accurately reflect group member needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Appropriate facilitation skills are used to explore issues/ideas/perspectives in a supportive environment that encourages participation and productive contributions from all group members

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

All interactions with group members reflect sensitivity to social and cultural differences and any individual needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Information is provided which is designed to develop, extend and challenge group perspectives and frames of reference

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Group members' knowledge, expertise and skills are acknowledged and utilised

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Opportunities for group members to contribute additional information, learn from each other and develop knowledge/skills are provided

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Group dynamics are monitored to maintain focus and direction, continuity, engagement, participation and timelines

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop group outcomes

  1. Proposed outcomes are sought from group members
  2. Proposed outcomes are noted/documented for group to discuss and further develop
  3. Facilitation skills are used to draw a collective and agreed outcome which responds to individual needs/perspectives
  4. Outcomes are documented in accordance with agreed client/organisational and group requirements
  5. Proposed actions arising from agreed outcomes are raised with the group and appropriate steps are taken to initiate these, where appropriate
Proposed outcomes are sought from group members

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Proposed outcomes are noted/documented for group to discuss and further develop

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Facilitation skills are used to draw a collective and agreed outcome which responds to individual needs/perspectives

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Outcomes are documented in accordance with agreed client/organisational and group requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Proposed actions arising from agreed outcomes are raised with the group and appropriate steps are taken to initiate these, where appropriate

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Finalise group process

  1. Feedback and reflection are used to identify and implement improvements to future practice in group processes
  2. Evaluation methods are selected and used to identify effectiveness of group process
  3. Stakeholders and clients are briefed, if relevant, on issues, developments and outcomes arising from group process
  4. Records and reports of process and outcomes are documented, distributed and stored in accordance with established reporting requirements of client/organisation
Feedback and reflection are used to identify and implement improvements to future practice in group processes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluation methods are selected and used to identify effectiveness of group process

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Stakeholders and clients are briefed, if relevant, on issues, developments and outcomes arising from group process

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Records and reports of process and outcomes are documented, distributed and stored in accordance with established reporting requirements of client/organisation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competency. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency.

Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment 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 Required

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 Requirements and Key Competencies

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:

- TAADEL502A Facilitate action learning projects

The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competency. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency.

Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment 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 Required

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 Requirements and Key Competencies

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:

- TAADEL502A Facilitate action learning projects

Required Skills and Knowledge

Not applicable.

Range Statement

The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.

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

The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.

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