Elements and Performance Criteria

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.
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

Evidence Guide
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the 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 Requirements
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 Guide, Employability Skills
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:
TAADEL502B Facilitate action learning projects.