Application
Not applicable.
Prerequisites
Not applicable.
Elements and Performance Criteria
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Establish group objectives and processes | 1.1 | The focus of the group process is researched, in consultation with the client and other stakeholders, where applicable and group participants are identified |
1.2 | Group input is initiated, confirming objectives | ||
1.3 | Group process techniques, activities and timelines are planned | ||
1.4 | Group purpose, processes, expectations and roles of members are discussed, negotiated and agreed to by the group as a whole | ||
1.5 | Resource requirements are identified and arranged | ||
1.6 | Recording processes are discussed and agreed by the group and confirmed with the client, where applicable | ||
1.7 | Appropriate evaluation methods are agreed upon and incorporated into the process to ensure group and client needs are met, where applicable | ||
2 | Manage facilitation | 2.1 | Issues/ideas/perspectives of group members are elicited using identified group process techniques that accurately reflect group member needs |
2.2 | Appropriate facilitation skills are used to explore issues/ideas/perspectives in a supportive environment that encourages participation and productive contributions from all group members | ||
2.3 | All interactions with group members reflect sensitivity to social and cultural differences and any individual needs | ||
2.4 | Information is provided which is designed to develop, extend and challenge group perspectives and frames of reference | ||
2.5 | Group members' knowledge, expertise and skills are acknowledged and utilised | ||
2.6 | Opportunities for group members to contribute additional information, learn from each other and develop knowledge/skills are provided | ||
2.7 | Group dynamics are monitored to maintain focus and direction, continuity, engagement, participation and timelines | ||
3 | Develop group outcomes | 3.1 | Proposed outcomes are sought from group members |
3.2 | Proposed outcomes are noted/documented for group to discuss and further develop | ||
3.3 | Facilitation skills are used to draw a collective and agreed outcome which responds to individual needs/perspectives | ||
3.4 | Outcomes are documented in accordance with agreed client/organisational and group requirements | ||
3.5 | Proposed actions arising from agreed outcomes are raised with the group and appropriate steps are taken to initiate these, where appropriate | ||
4 | Finalise group process | 4.1 | Feedback and reflection are used to identify and implement improvements to future practice in group processes |
4.2 | Evaluation methods are selected and used to identify effectiveness of group process | ||
4.3 | Stakeholders and clients are briefed, if relevant, on issues, developments and outcomes arising from group process | ||
4.4 | Records and reports of process and outcomes are documented, distributed and stored in accordance with established reporting requirements of client/organisation |
Required Skills
Not applicable.
Evidence Required
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
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
Sectors
Not applicable.
Employability Skills
Not applicable.
Licensing Information
Not applicable.