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

CHCICS405A Mapping and Delivery Guide
Facilitate groups for individual outcomes

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCICS405A - Facilitate groups for individual outcomes
Description This unit describes the knowledge and skills required by the worker to plan and conduct group activities to meet individual group member outcomes
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application Work performed requires a range of well developed skills where some discretion and judgement is required and individual workers will take responsibility for their own outputs
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: Plan for group sessions
  • Confirm information about the purpose of group sessions from appropriate community and health workers
  • Obtain information about the desired individual outcomes
  • Identify requirements outside scope of role and responsibilities as defined by the organisation and refer to supervisor
  • Identify and confirm impact of the group activities to the person's overall plan
  • Determine individual appropriateness according to their profile
  • Determine group member's availability according to organisation protocols
       
Element: Prepare for group sessions
  • Prepare group activities that are consistent with group member needs and recognise abilities and limitations of each person
  • Prepare group activities that are consistent with the interests, preferences and beliefs of group members
  • Prepare group activities with consideration of group members' pace and timing requirements
  • Prepare group activities according to the size and composition of the group
  • Prepare group sessions to maximise the involvement of all group members
  • Establish a balance between tasks to be accomplished and the group process
  • Identify possible risk to successful group activities and adjust plan to minimise risk
  • Confirm group session plan with supervisor
  • Gather and/or prepare materials required for the group session and check for safety and suitability
       
Element: Conduct group sessions
  • Arrange the environment to encourage full participation by all group members
  • Seek agreement on the purpose, process and intended outcomes of the group activity with the group
  • Discuss the group activity with the group to encourage as much participation as possible
  • If appropriate, work with the group to establish ground rules
  • Provide each group member with the necessary information, materials and support to participate in the group activity
  • Ensure that the manner, level and pace of communication is appropriate for each group member
  • Communicate with group members in a manner most likely to promote cooperation, dignity and self-esteem and encourage participation
  • Use group skills to ensure the involvement of all group members
  • Identify potential conflict within the group and manage to ensure ongoing involvement of individuals in group activities
  • Monitor individual progress and provide constructive feedback to individual group member
  • Follow process and directions to evaluate outcomes of the group session
       
Element: Complete documentation
  • Comply with the organisation's reporting requirements
  • Complete documentation according to organisation policy and protocols
  • Maintain documentation in a manner consistent with reporting requirements
  • File documentation organisation policy and protocols
  • Where appropriate, include report of absences from group activities for risk management purposes
       


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

This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

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:

appropriate workplace where assessment can take place

relevant organisation policy, protocols and procedures

Method of assessment may include:

Observation in the workplace

Written assignments/projects

Case study and scenario analysis

Questioning

Role play simulation

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:

Own work role and responsibilities

Legal and organisation requirements on equity, diversity, discrimination, rights, confidentiality and sharing information when supporting individual's to develop and maintain skills

Principles of group dynamics

Nature of group learning

Factors that affect behaviour in groups

Understanding of group roles, leadership and facilitatory techniques

Understanding of role within a multidisciplinary team and when and how to provide feedback about group members

A working knowledge of record-keeping practices and procedures in relation to conducting groups for individual outcomes

Occupational health and safety (OHS) policies and procedures that relate to conducting group sessions

Supervisory and reporting protocols of the organisation

Essential skills:

It is critical that the candidate demonstrate the ability to:

Use planning skills

Manage individual outcomes in a group setting

Apply group skills, including:

identifying and managing issues of equality of opportunity and non-discriminatory practices in group activities

eliciting views and addressing individual needs in groups

putting groups at ease

managing different individual styles within a group

interpreting non-verbal communication

gauging the appropriateness of language for individuals in a group

balancing the needs of the task with the group process

dealing with issues of power, influence and authority in group

Work under direct and indirect supervision

continued ...

Essential skills (contd):

In addition, the candidate must be able 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 the ability to:

Follow organisation policies and protocols

Communicate effectively with supervisors and co-workers

Use appropriate technology for communication

Work within a multi-disciplinary team

Use time management, personal organisation skills and establishing priorities

Undertake evaluation processes

Apply reading and writing skills required to fulfil work role in a safe manner and as specified by the organisation/service:

this requires a level of skill that enables the worker to follow work-related instructions and directions and the ability to seek clarification and comments from supervisors, clients and colleagues

industry work roles will require a literacy level that will enable workers to interpret international safety signs, read client service delivery plans, make notations in client records and complete workplace forms and records

Apply oral communication skills required to fulfil work role in a safe manner and as specified by the organisation:

this requires a level of skill and ability to follow work-related instructions and directions and to seek clarification and comments from supervisors, clients and colleagues

Apply verbal and non-verbal communication skills:

industry work roles will require effective verbal and non-verbal communication skills to ask questions, clarify understanding and meaning, recognise and interpret non-verbal cues, adapt communication styles to meet specific needs, provide information and express encouragement and support including active listening and empathy

Apply basic problem solving skills to resolve problems within organisation protocols

Work effectively with clients, social networks, colleagues, supervisors and other services/agencies

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.

Group sessions may include:

Social skills training

Communication groups

Health related groups

Support groups

Health promotion groups

Sources of information about group members may include:

Individualised plan

Rehabilitation plan

Referral information

Case notes

Application form

Skilled observation

Strategies to determine availability may include:

Face-to-face

Telephone

Written

Flyer

Potential conflict may be indicated by:

Non-participation and withdrawal

Personal comments and attacks

Raised voices

Rushed speech

Agitation

Group skills may include:

Identifying and managing issues of equality of opportunity and non-discriminatory practices in group activities

Eliciting views and addressing individual needs in groups

Putting groups at ease

Managing different individual styles within a group

Interpreting non-verbal communication

Gauging the appropriateness of language for individuals in a group

Balancing the needs of the task with the group process

Dealing with issues of power, influence and authority in the group

Reporting may include:

Verbal:

telephone

face-to-face

Non-verbal (written):

progress reports

case notes

incident reports

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
Confirm information about the purpose of group sessions from appropriate community and health workers 
Obtain information about the desired individual outcomes 
Identify requirements outside scope of role and responsibilities as defined by the organisation and refer to supervisor 
Identify and confirm impact of the group activities to the person's overall plan 
Determine individual appropriateness according to their profile 
Determine group member's availability according to organisation protocols 
Prepare group activities that are consistent with group member needs and recognise abilities and limitations of each person 
Prepare group activities that are consistent with the interests, preferences and beliefs of group members 
Prepare group activities with consideration of group members' pace and timing requirements 
Prepare group activities according to the size and composition of the group 
Prepare group sessions to maximise the involvement of all group members 
Establish a balance between tasks to be accomplished and the group process 
Identify possible risk to successful group activities and adjust plan to minimise risk 
Confirm group session plan with supervisor 
Gather and/or prepare materials required for the group session and check for safety and suitability 
Arrange the environment to encourage full participation by all group members 
Seek agreement on the purpose, process and intended outcomes of the group activity with the group 
Discuss the group activity with the group to encourage as much participation as possible 
If appropriate, work with the group to establish ground rules 
Provide each group member with the necessary information, materials and support to participate in the group activity 
Ensure that the manner, level and pace of communication is appropriate for each group member 
Communicate with group members in a manner most likely to promote cooperation, dignity and self-esteem and encourage participation 
Use group skills to ensure the involvement of all group members 
Identify potential conflict within the group and manage to ensure ongoing involvement of individuals in group activities 
Monitor individual progress and provide constructive feedback to individual group member 
Follow process and directions to evaluate outcomes of the group session 
Comply with the organisation's reporting requirements 
Complete documentation according to organisation policy and protocols 
Maintain documentation in a manner consistent with reporting requirements 
File documentation organisation policy and protocols 
Where appropriate, include report of absences from group activities for risk management purposes 

Forms

Assessment Cover Sheet

CHCICS405A - Facilitate groups for individual outcomes
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

CHCICS405A - Facilitate groups for individual outcomes

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: