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Evidence Guide: CHCICS405A - Facilitate groups for individual outcomes

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

 

CHCICS405A - Facilitate groups for individual outcomes

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

Plan for group sessions

  1. Confirm information about the purpose of group sessions from appropriate community and health workers
  2. Obtain information about the desired individual outcomes
  3. Identify requirements outside scope of role and responsibilities as defined by the organisation and refer to supervisor
  4. Identify and confirm impact of the group activities to the person's overall plan
  5. Determine individual appropriateness according to their profile
  6. Determine group member's availability according to organisation protocols
Confirm information about the purpose of group sessions from appropriate community and health workers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain information about the desired individual outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify requirements outside scope of role and responsibilities as defined by the organisation and refer to supervisor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and confirm impact of the group activities to the person's overall plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine individual appropriateness according to their profile

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine group member's availability according to organisation protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare for group sessions

  1. Prepare group activities that are consistent with group member needs and recognise abilities and limitations of each person
  2. Prepare group activities that are consistent with the interests, preferences and beliefs of group members
  3. Prepare group activities with consideration of group members' pace and timing requirements
  4. Prepare group activities according to the size and composition of the group
  5. Prepare group sessions to maximise the involvement of all group members
  6. Establish a balance between tasks to be accomplished and the group process
  7. Identify possible risk to successful group activities and adjust plan to minimise risk
  8. Confirm group session plan with supervisor
  9. Gather and/or prepare materials required for the group session and check for safety and suitability
Prepare group activities that are consistent with group member needs and recognise abilities and limitations of each person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare group activities that are consistent with the interests, preferences and beliefs of group members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare group activities with consideration of group members' pace and timing requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare group activities according to the size and composition of the group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare group sessions to maximise the involvement of all group members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish a balance between tasks to be accomplished and the group process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify possible risk to successful group activities and adjust plan to minimise risk

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm group session plan with supervisor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather and/or prepare materials required for the group session and check for safety and suitability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct group sessions

  1. Arrange the environment to encourage full participation by all group members
  2. Seek agreement on the purpose, process and intended outcomes of the group activity with the group
  3. Discuss the group activity with the group to encourage as much participation as possible
  4. If appropriate, work with the group to establish ground rules
  5. Provide each group member with the necessary information, materials and support to participate in the group activity
  6. Ensure that the manner, level and pace of communication is appropriate for each group member
  7. Communicate with group members in a manner most likely to promote cooperation, dignity and self-esteem and encourage participation
  8. Use group skills to ensure the involvement of all group members
  9. Identify potential conflict within the group and manage to ensure ongoing involvement of individuals in group activities
  10. Monitor individual progress and provide constructive feedback to individual group member
  11. Follow process and directions to evaluate outcomes of the group session
Arrange the environment to encourage full participation by all group members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek agreement on the purpose, process and intended outcomes of the group activity with the group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss the group activity with the group to encourage as much participation as possible

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

If appropriate, work with the group to establish ground rules

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide each group member with the necessary information, materials and support to participate in the group activity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that the manner, level and pace of communication is appropriate for each group member

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate with group members in a manner most likely to promote cooperation, dignity and self-esteem and encourage participation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use group skills to ensure the involvement of all group members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential conflict within the group and manage to ensure ongoing involvement of individuals in group activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor individual progress and provide constructive feedback to individual group member

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow process and directions to evaluate outcomes of the group session

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete documentation

  1. Comply with the organisation's reporting requirements
  2. Complete documentation according to organisation policy and protocols
  3. Maintain documentation in a manner consistent with reporting requirements
  4. File documentation organisation policy and protocols
  5. Where appropriate, include report of absences from group activities for risk management purposes
Comply with the organisation's reporting requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete documentation according to organisation policy and protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain documentation in a manner consistent with reporting requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

File documentation organisation policy and protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where appropriate, include report of absences from group activities for risk management purposes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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

Range Statement

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