Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCGROUP410B Mapping and Delivery Guide
Deliver a structured program

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCGROUP410B - Deliver a structured program
Description This unit of competency describes the skills and knowledge required to deliver a short, one off, structured program according to the format and timing requirements of the program
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit applies to the delivery of a program where the material and processes to be covered are clearly identified and must be achieved within a given timeframeThe program will have a focus on assisting participants to find solutions to specific challenges through access to information and education relevant to these challenges
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Conduct pre-program assessments
  • Discuss program objectives and format with potential group participants to assess the program's suitability for them
  • Identify special needs of potential group participants in pre-group assessment
  • Identify conditions potentially incompatible with program objectives
  • Select participants for group according to selection criteria
  • Communicate participant acceptance and confirm with client
       
Element: Confirm program process
  • Clearly communicate program objectives, learning outcomes and structure to participants
  • Establish group process and participation guidelines with participants
  • Communicate boundaries and limitations of program
  • Identify and access resources required for program implementation
       
Element: Implement program
  • Deliver program content according to the sequence and procedure identified
  • Manage pace of delivery to meet timeline requirements and overall objectives
  • Encourage group interaction and manage it to maintain relevancy and ensure equity of discussion amongst participants
  • Present material to accommodate relevant discussion and questions, while ensuring key information and processes are delivered within timing requirements
  • Use presentation tools and adult learning theories and models effectively
  • Provide communication and literacy support to participants as required to ensure equitable access to information
  • Summarise information and key learning throughout the program
  • Deliver program collaboratively with co-facilitator where required
       
Element: Contain emotional responses
  • Ensure strong emotions expressed by participants are acknowledged and affirmed
  • Normalise and validate participant experience where appropriate and sensitively challenge where required
  • Refer participant to support services if required and encourage them to seek follow up support
  • Refocus group participants on program process
       
Element: Review achievement of program objectives
  • Assess participants' understanding of key concepts and achievement of learning objectives during delivery
  • Identify additional issues raised which are not addressed within the scope of the program and initiate referral or follow up action to address them
  • Conduct program evaluation according to program evaluation process and complete reporting in line with requirements
  • Gather and assess feedback on program to guide continuous improvement of delivery
  • Review effectiveness of implementation with co-facilitator or supervisor
  • Identify opportunities to improve program delivery
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

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

The individual being assessed must provide evidence of specified essential knowledge as well as skills in the application of the planning, delivery and review of short, structured programs within identified resources including timeframes

Evidence of competency in this unit will need to be assessed over a period of time in order to gather evidence of performance

This will include contexts applicable to the work environment, such as actual or simulated workplace situations involving a combination of direct, indirect and supplementary forms of evidence

Assessment must confirm sufficient ability to deliver short, structured programs to groups

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment include access to an appropriate workplace or simulation of realistic workplace setting where assessment can take place

Method of assessment:

Evidence for assessment of competence may be gathered by appropriate combination of the following:

demonstration of competency within the working environment through the facilitation of short structured groups selected through appropriate application of a selection process

realistic simulations, projects, previous relevant experience or oral questioning on 'what if?' scenarios, case presentations, written assessment

observation of processes and procedures, oral and/or written questions on essential knowledge and skills and consideration of required attitudes

where performance is not directly observed and/or is required to be demonstrated over a period of time and/or in a number of locations, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

The assessment environment should not disadvantage the candidate

Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language barriers other than English

Where the candidate has a disability, reasonable adjustment may be applied during assessment

Language and literacy demands of the assessment task should not be higher than those of the work role

Related units:

This unit is to be assessed after or in conjunction with the following related unit of competency:

CHCGROUP403D Plan and conduct group activities

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Group selection processes

Relevant subject matter of the delivery

The 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

Adult learning theory and models

Behaviours in group participants which may indicate difficulties with content or processes

Conflict resolution and mediation

Evaluation/revision techniques, for example:

development of assessment criteria

developing simple questionnaires and feedback forms

administering evaluation forms

using questioning for evaluation purposes

Specific resources and support services available for group participants including those with special needs

Organisation and program requirements for evaluation and reporting

Essential skills:

It is critical that the candidate demonstrate the ability to:

Effectively facilitate a group including being able to:

facilitate discussion and group interaction

maintain group cohesion

handle difficult situations

manage group activities

manage conflict

observe and interpret behaviour that puts others at risk

Apply adult learning theory and techniques

Apply different delivery and facilitation methods/ techniques, such as:

demonstration/modelling

instruction

presentations/lectures

guided facilitation of individual and group learning activities/group work/case studies

initiating and facilitating group discussions

brainstorming activities

enabling and supporting effective learner participation

Use time and process management skills within a group facilitation context

Model effective, respectful and inclusive communication skills including listening, empathetic responding, paraphrasing, summarising, questioning, body language, models of conflict resolution, assertiveness, tact and sensitivity

Maintain records appropriate to the group

Work effectively and inclusively with the whole client, considering the full range of possible influences in their lives including personality, culture, language, religion, age, gender, family of origin, education levels, learning abilities, health, disabilities and issues and the interplay and dynamics of group members

Demonstrate awareness of self, own values, beliefs and experiences which may impact on work practice

Engage in critical reflection and self-evaluation of work practice

Respond appropriately to group dynamics

Protect self whilst leading/ facilitating the group

Respond to strong emotional expression in the group

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Special needsmay include:

Those associated with:

potential for self-harm

disability

literacy level

travel

childcare

cultural influences or protocols

Pre-group assessmentmay include but is not limited to:

Phone interview

One-on-one discussions

Referral information

Conditions potentially incompatible with program objectives may include:

Mental illness

Domestic and family violence issues

Drug and alcohol abuse

Incompatibility with selection criteria

Language, literacy, numeracy and education abilities prevent effective engagement with program and achievement of program outcomes

Selection criteria may include

Location

Life circumstances or situations

Relevance to target issues

Age

Gender

Ability to commit to group process

Suitability for intervention focus

Boundaries and limitations of program may include:

That the program is designed to touch on many issues but not cover them in depth and is not designed to:

provide counselling

act as a support group

act as a forum for story telling

deal with advocacy issues

Presentation toolsmay include:

Overhead projector

Whiteboard

Flip paper

Butcher's paper

Powerpoint presentations

Case studies, scenarios

Pictures, photographs, diagrams

Support servicesmay include but is not limited to:

Other professionals within own service

Other programs offered by own or other services

Self-help/support groups

Counselling services

Alcohol and other drug support services

Mental health support services

Domestic and family violence support services

Financial assistance and counselling services

Child Support Agency

Family Magistrate Service

Centrelink/Family Assistance Office

Mediation centres

Australian Taxation Office

Family Court of Australia

Phone support services, e.g. Mensline

Family relationship centres

Other agencies providing support and counselling

Websites for example MENDS and Parenting Children

Stepfamily Association of Australia

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Discuss program objectives and format with potential group participants to assess the program's suitability for them 
Identify special needs of potential group participants in pre-group assessment 
Identify conditions potentially incompatible with program objectives 
Select participants for group according to selection criteria 
Communicate participant acceptance and confirm with client 
Clearly communicate program objectives, learning outcomes and structure to participants 
Establish group process and participation guidelines with participants 
Communicate boundaries and limitations of program 
Identify and access resources required for program implementation 
Deliver program content according to the sequence and procedure identified 
Manage pace of delivery to meet timeline requirements and overall objectives 
Encourage group interaction and manage it to maintain relevancy and ensure equity of discussion amongst participants 
Present material to accommodate relevant discussion and questions, while ensuring key information and processes are delivered within timing requirements 
Use presentation tools and adult learning theories and models effectively 
Provide communication and literacy support to participants as required to ensure equitable access to information 
Summarise information and key learning throughout the program 
Deliver program collaboratively with co-facilitator where required 
Ensure strong emotions expressed by participants are acknowledged and affirmed 
Normalise and validate participant experience where appropriate and sensitively challenge where required 
Refer participant to support services if required and encourage them to seek follow up support 
Refocus group participants on program process 
Assess participants' understanding of key concepts and achievement of learning objectives during delivery 
Identify additional issues raised which are not addressed within the scope of the program and initiate referral or follow up action to address them 
Conduct program evaluation according to program evaluation process and complete reporting in line with requirements 
Gather and assess feedback on program to guide continuous improvement of delivery 
Review effectiveness of implementation with co-facilitator or supervisor 
Identify opportunities to improve program delivery 

Forms

Assessment Cover Sheet

CHCGROUP410B - Deliver a structured program
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCGROUP410B - Deliver a structured program

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: