Deliver structured programs

Formats and tools

Unit Description
Reconstruct the unit from the xml and display it as an HTML page.
Assessment Tool
an assessor resource that builds a framework for writing an assessment tool
Assessment Template
generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
Assessment Matrix
a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
Wiki Markup
mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
Evidence Guide
create an evidence guide for workplace assessment and RPL applicants
Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
Observation Checklist
create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)

Self Assessment Survey
A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
Moodle Outcomes
Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
Registered Training Organisations
Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCGRP004, 'Deliver structured programs'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Deliver structured programs' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)


Elements and Performance Criteria

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