Student Pack CHCGRP002 Plan and Conduct Group Activities CHCGRP002

Subject Code :
CHCGRP002

Student Pack

What is the purpose of this document?

The StudentPack is the document you, the student, needs to complete to demonstrate competency. This document includes the context and conditions of your assessment, the tasks to be completed by you and an outline of the evidence to be gathered.

The information includes the following:

Information related to the unit of competency
Guidelines and instructions to complete each task and activity
A student evaluation form

Student Evaluation Form

These documents are designed after conducting thorough industry consultation. Students are encouraged to evaluate this document and provide constructive feedback to their training organisation if they feel that this document can be improved.

Link to other unit documents

The Student Pack is a document for students to complete to demonstrate their competency. This document includes context and conditions of assessment, tasks to be administered to the student, and an outline of the evidence to be gathered from the student.
The Unit Mapping is a document that contains information and comprehensive mapping with the training package requirements.
The Unit Requirements is a document that contains information related to the unit of competency for the Training Organisation staff and students.

Document Usage

CAQA Resources

https://caqaresources.com.au/

Student Pack 2022 CAQA Resources, CAQA and RTO Training Resources

This template and all its including associated content is a copyrighted work under Australian and other copyright laws. Do not submit copies or modifications of this template to any website or any third parties. Please review the following license agreement to learn how you may or may not use this template.

License Agreement:

Copyright protects this material. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher to use for a specific intended purpose. The only exception is brief quotations embodied in critical reviews and certain other noncommercial uses permitted by Copyright Act 1968 (Cth). For permission requests, write to the publisher, addressed Attention: Permissions Coordinator, at the address below.

If you believe that information of any kind in this publication is an infringement of copyright, in the material in which you either own the copyright or are authorised to exercise the rights of a copyright owner, and then please advise us by contacting CAQA, Career Calling International Pty. Ltd. 2/10 Lawn Court, Craigieburn, Victoria 3064.

1.Student and trainer details

Student details
Full name:
Student ID:
Contact number:
Email address:
Trainer details
Full name:

2.Qualification and unit of competency

Qualification/Course/Program Details
Code:
Name:
Unit of competency
Code:	CHCGRP002
Name:	Plan and conduct group activities
Releases:	1.0
Release date:	08/Dec/2015

3.Assessment Submission Method

By hand to trainer/assessor

By email to trainer/assessor

Online submission via Learning Management System (LMS)

Any other method _________________________________________________

(Please describe here)

4.Student declaration

I have read and understood the information in the Unit Requirements prior to commencing this Student Pack
I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice;
I have kept a copy of this Student Pack and all relevant notes, attachments, and reference material that I used in the production of this Student Pack;

For the purposes of assessment, I give the trainer/assessor permission to:

Reproduce this assessment and provide a copy to another member of staff; and
Take steps to authenticate the assessment, including communicating a copy of this assessment to a plagiarism checking service (which may retain a copy of the assessment on its database for future plagiarism checking).

Student signature: ________________________________

Date: ____/_____/______________

5.Assessment Plan

The student must be assessed as satisfactory in each of the following assessment methods in order to demonstrate competence in a variety of ways.
Evidence number/ Task number	Assessment method/ Type of evidence/ Task name		Sufficient evidence recorded/Outcome
Assessment task 1	Knowledge Test		S / NS (First Attempt) S / NS (Second Attempt)
Assessment task 2	Case Study		S / NS (First Attempt) S / NS (Second Attempt)
Assessment task 3	Skills Test		S / NS (First Attempt) S / NS (Second Attempt)
Assessment task 4	Workplace Observation		S / NS (First Attempt) S / NS (Second Attempt)
Outcome	C ?NYC ?	Date assessed:	Trainer signature:

6.Completion of the Assessment Plan

Your trainer is required to fill out the Assessment Plan Outcome records above, when:

You have completed and submitted all the requirements for the assessment tasks for this cluster or unit of competency.
Your work has been reviewed and assessed by your trainer/assessor.
You have been assessed as either satisfactory or unsatisfactory for each assessment task within the unit of competency.
You have been provided with relevant and detailed feedback.

Every assessment has a Feedback to Student section used to record the following information. Your trainer/assessor must also ensure that all sections are filled in appropriately, such as:

Result of Assessment (satisfactory or unsatisfactory)
Student name, signature and date
Assessor name, signature and date
Relevant and detailed feedback

7.Unit Requirements

You, the student, must read and understand all of the information in the Unit Requirements before completing the Student Pack. If you have any questions regarding the information, see your trainer/assessor for further information and clarification.

Pre-Assessment Checklist: Task 1 - Knowledge Test

The purpose of this checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

Make sure you have completed the necessary prior learning before attempting this assessment.
Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
Make sure you understand what evidence is required to be collected and how.
Make sure you know your rights and the Complaints and Appeal process.
Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix - Appendix A and negotiate these with your trainer/assessor).
Make sure that you have access to a computer and the internet (if you prefer to type the answers).
Make sure that you have all the required resources needed to complete this assessment task.
The due date of this assessment task is in accordance with your timetable.
In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
The request for an extension to submit your assessment work must be made before the due date.

Section 2: Reasonable adjustments

I confirm that I have reviewed theReasonable Adjustments guidelines and criteriaas provided in Appendix A and attached relevant evidence as required and select the correct checkbox.

I do require reasonable adjustment
I do not require reasonable adjustment

Declaration (Student to complete)

I confirm that the purpose and procedure of this assessment task has been clearly explained to me.
I confirm that I have been consulted about any special needs I might have in relation to the assessment process.
I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.
I confirm I have accessed and understand the assessment information as provided in the Training Organisations Student Handbook.
I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.
I confirm that I am ready for assessment.

Student Name: ______________________________________

Student Signature: ___________________________________

Assessment method-based instructions and guidelines: Knowledge Test

Assessment type

Written Questions

Instructions provided to the student:

Assessment task description:

This is the first (1) assessment task you must successfully complete to be deemed competent in this unit of competency.
The Knowledge Test is comprised of ten (10) written questions.
You must respond to all questions and submit them to your Trainer/Assessor.
You must answer all questions to the required level, e.g. provide an answer within the required word limit, to be deemed satisfactory in this task
You will receive your feedback within two (2) weeks, and you will be notified by your Trainer/Assessor when your results are available.

Applicable conditions:

All knowledge tests are untimed and are conducted as open book assessment (this means you can refer to your textbook during the test).
You must read and respond to all questions.
You may handwrite/use a computer to answer the questions.
You must complete the task independently.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor.

Resubmissions and reattempts:

Where a students answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.

The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.

For more information, please refer to the Training Organisations Student Handbook.

Location:

This assessment task may be completed in:

?a classroom

?learning management system (i.e. Moodle),

?workplace,

?or an independent learning environment.

Your trainer/assessor will provide you with further information regarding the location for completing this assessment task.

Instructions for answering the written questions:

Complete a written assessment consisting of a series of questions.

You will be required to answer all the questions correctly.

Do not start answering questions without understanding what is required. Read the questions carefully and critically analyse them for a few seconds; this will help you to identify what information is needed in the answer.

Your answers must demonstrate an understanding and application of the relevant concepts and critical thinking.

Be concise, to the point and write answers within the word-limit given to each question. Do not provide irrelevant information. Remember, quantity is not quality.

You must write your responses in your own words.

Use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups based on attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender-inclusive language should be used.

When you quote, paraphrase, summarise or copy information from other sources to write your answers or research your work, always acknowledge the source.

Purpose of the assessment

This assessment task is designed to establish, lead and participate in a groups using a collaborative, strengths-based approach in a range of contexts and industry settings and knowledge regarding the following:

Knowledge of legal and ethical considerations for group work, and how these are applied in organisations and individual practice:

ocodes of conduct

odiscrimination

oduty of care

omandatory reporting

oprivacy, confidentiality and disclosure

orecords management

owork role boundaries responsibilities and limitations

owork health and safety

Knowledge of principles and processes of strengths-based practice

Knowledge of types and purposes of groups in the community services context

Knowledge of types of resources required for group activities, including:

ovenues

oequipment

oinformation materials

oadministrative support

ospecialist expertise

Knowledge of dynamics of groups and group behaviour

Knowledge of processes and techniques for engaging in, and managing group planning processes

Knowledge of communication techniques and how these are applied in working with groups, including:

ocollaboration

oconflict resolution

odifferent styles of group leadership

oeffective non-verbal communication

oempathetic responding

olistening

onegotiation

oparaphrasing

oquestioning

osummarising

otechniques for maintaining group cohesion

Knowledge of relevant models including stages of group development and stages of change

Knowledge of types of additional support that may be provided to groups, including:

oinformation and resources (internal or external)

oindividualised services

oreferrals to further support.

Task instructions

This is an individual assessment.

To ensure your responses are satisfactory, consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.

To be assessed as Satisfactory in this assessment task, all questions must be answered correctly.

Assessment Task 1: Knowledge Test

Provide your response to each question in the box below.

Q1:

Answer the following questions regarding the legal and ethical considerations for group work, and how these are applied in organisations and individual practice:

?codes of conduct

?discrimination

?duty of care

?mandatory reporting

?privacy, confidentiality and disclosure

?records management

?work role boundaries responsibilities and limitations

?work health and safety

Questions:

1.1. Define each of the following legal and ethical considerations for group work using 30-60 words:

a.codes of conduct

b.discrimination

c.duty of care

d.mandatory reporting

e.privacy, confidentiality and disclosure

f.records management

g.work role boundaries responsibilities and limitations

h.work health and safety

1.2. How are each of these legal and ethical considerations applied in organisations and individual practice? Answer using 50-100 words.

1.3. What are some of the challenges that can arise when working in groups? Answer using 30-60 words.

1.4. What are some of the benefits of working in groups? Answer using 30-60 words.

1.5. How are these applied in organisations and individual practice? Answer using 50-100 words.

1.6. What are some of the potential risks associated with group work? Answer using 30-60 words.

Satisfactory response

Yes?

No?

Q2:

Answer the following questions regarding the principles and processes of strengths-based practice

2.1. What are some of the key principles of strengths-based practice? Answer using 20-40 words.

2.2. What is the process of strengths-based assessment? Answer using 30-60 words.

2.3. What are some of the benefits of strengths-based practice? Answer using 30-60 words.

2.4. How can we use strengths-based practice in our lives? Answer using 40-80 words.

Satisfactory response

Yes?

No?

Q3:

Answer the following questions regarding the types and purposes of groups in the community services context

3.1. What are the different types of groups in community services? Answer using 50-100 words.

3.2. What is the purpose of each type of group? Answer using 50-100 words.

Satisfactory response

Yes?

No?

Q4:

Answer the following questions regarding the types of resources required for group activities, including:

?venues

?equipment

?information materials

?administrative support

?specialist expertise

4.1. What types of resources are required for group activities? Answer using 10-20 words.

4.2. How can you choose a venue for a group activity? Answer using 40-80 words.

4.3. What type of equipment you may need for a group activity? Answer using 10-20 words.

4.4. How can you ensure that my group activity is accessible for all participants? Answer using 40-80 words.

4.5. If you are not sure that a group activity requires any specialist expertise. Who should you ask? Answer using 40-80 words.

4.6. What are some common problems related to information materials and administrative support that can arise when planning group activities? nswer using 50-100 words.

4.7. How can you overcome these challenges and ensure that your group activities are successful? nswer using 50-100 words.

Satisfactory response

Yes?

No?

Q5:

Answer the following questions regarding the dynamics of groups and group behaviour

5.1. What exactly is meant by the terms "dynamics of groups" and "group behaviour"? Answer using 30-60 words.

5.2. How do these dynamics affect the way groups interact? Answer using 30-60 words.

5.3. What are three (3) common patterns of group behaviour?

5.4. How can group dynamics be used to improve group performance? Answer using 30-60 words.

5.5. What are some potential pitfalls associated with group dynamics? Answer using 40-80 words.

Satisfactory response

Yes?

No?

Q6:

Answer the following questions regarding the processes and techniques for engaging in, and managing group planning processes

6.1. What is group planning? Answer using 30-60 words.

6.2. What are three (3) common techniques for group planning?

6.3. Why is group planning important? Answer using 30-60 words.

6.4. What are some challenges that can occur during group planning? Answer using 30-60 words.

Satisfactory response

Yes?

No?

Q7:

Answer the following questions regarding the communication techniques and how these are applied in working with groups, including:

?collaboration

?conflict resolution

?different styles of group leadership

?effective non-verbal communication

?empathetic responding

?listening

?negotiation

?paraphrasing

?questioning

?summarising

7.1. Fill out the table below to describe each of the following terms and how they are applied while working with groups:

Term	7.1. (a) Explanation of the term (30-60 words)	7.1. (b) How is it applied while working with groups (50-100 words)
collaboration
conflict resolution
different styles of group leadership
effective non-verbal communication
empathetic responding
listening
negotiation
paraphrasing
questioning
summarising

Satisfactory response

Yes?

No?

Term	Explanation of the term (30-60 words)	How is it applied while working with groups (50-100 words)
Collaboration
Conflict resolution
Different styles of group leadership
Effective non-verbal communication
Empathetic responding
Listening
Negotiation
Paraphrasing
Questioning
Summarising

Q8:

Answer the following questions regarding the techniques for maintaining group cohesion

8.1. What are the different techniques for maintaining group cohesion? Answer using 10-20 words.

8.2. How do you know if a technique is effective? Answer using 20-40 words.

8.3. What are the benefits of maintaining group cohesion? Answer using 20-40 words.

Satisfactory response

Yes?

No?

Q9:

Answer the following questions regarding the relevant models including stages of group development and stages of change

9.1. What are the five (5) different stages of group development?

9.2. What are the five (5) different stages of change?

9.3. What are the different models of group development? Answer using 20-40 words.

9.4. What do you think are the biggest challenges groups face when trying to change? Answer using 70-140 words.

Satisfactory response

Yes?

No?

Q10:

Answer the following questions regarding the types of additional support that may be provided to groups, including:

?information and resources (internal or external)

?individualised services

?referrals to further support.

10.1. What are some of the types of support that may be available to groups? Answer using 50-100 words.

10.2. How do you know if a group needs additional support? Answer using 50-100 words.

Satisfactory response

Yes?

No?

Assessment Results Sheet

Outcome

First attempt:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ?or Not Satisfactory (NS) ?

Date: _______(day)/ _______(month)/ _______(year)

Feedback:

Second attempt:

Outcome (please make sure to tick the correct checkbox):

Satisfactory (S) ?or Not Satisfactory (NS) ?

Date: _______(day)/ _______(month)/ _______(year)

Feedback:

Student Declaration

I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and/or links to my sources.

I have kept a copy of all relevant notes and reference material that I used as part of my submission.

I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that the work I submit may be subject to verification to establish that it is my own.

I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed.

All appeal options have been explained to me.

Student Signature

Date

Trainer/Assessor Name

Trainer/Assessor Declaration

I hold:

?Vocational competencies at least to the level being delivered

?Current relevant industry skills

?Current knowledge and skills in VET,and undertake

?Ongoing professional development in VET

I declare that I have conducted an assessment of this students submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the student.

Trainer/Assessor Signature

Date

Office Use Only

The outcome of this assessment has been entered into the Student Management System

on _________________ (insert date)

by (insert Name) __________________________________

Pre-Assessment Checklist: Task 2 Case Study

The purpose of this checklist

Section 1: Information for Students

?Make sure you have completed the necessary prior learning before attempting this assessment.

?Make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.

?Make sure you understand what evidence is required to be collected and how.

?Make sure you know your rights and the Complaints and Appeal process.

?Make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).

?Make sure that you have access to a computer and the internet (if you prefer to type the answers).

?Make sure that you have all the required resources needed to complete this Assessment Task (AT).

?The due date of this assessment task is in accordance with your timetable.

?In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.

?The request for an extension to submit your assessment work must be made before the due date.

Section 2: Reasonable adjustments

I confirm that I have reviewed theReasonable Adjustments guidelines and criteriaas provided in Appendix A and attached relevant evidence as required and select the correct checkbox.

?I do require reasonable adjustment

?I do not require reasonable adjustment

Declaration (Student to complete)

?I confirm that the purpose and procedures of this assessment task has been clearly explained to me.

?I confirm that I have been consulted about any special needs I might have in relation to the assessment process.

?I confirm that the criteria used for this assessment has been discussed with me, as have the consequences and possible outcomes of this assessment.

?I confirm I have accessed and understand the assessment information as provided in the Training Organisations Student Handbook.

?I confirm I have been given fair notice of the date, time, venue and/or other arrangements for this assessment.

?I confirm that I am ready for assessment.

Student Name: ______________________________________

Student Signature: ___________________________________

Assessment method-based instructions and guidelines: Case Study

Assessment type

Case Study

Instructions provided to the student:

Assessment task description:

This is the second (2) assessment task you must successfully complete to be deemed competent in this unit of competency.
This assessment task is a case study.
You are required to answer the given questions based on the following case studies in the task.
You will receive your feedback within two (2) weeks, and you will be notified by your trainer/assessor when your results are available.
You must attempt all activities of the project for your trainer/assessor to assess your competence in this assessment task.

Applicable conditions:

This skill test is untimed and is conducted as an open book assessment (this means you are able to refer to your textbook or other learner materials during the test).
You will be assessed independently on this assessment task.
No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
As you complete this assessment task, you are predominately demonstrating your skills, techniques and knowledge to your trainer/assessor.
Your trainer/assessor may ask you relevant questions during this assessment task

Resubmissions and reattempts:

Where a students answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.

The student may speak to their trainer/assessor if they have any difficulty in completing this task and require reasonable adjustments.

For more information, please refer to the Training Organisations Student Handbook.

Location:

This assessment task may be completed in:

?workplace,

Your Trainer/Assessor will provide you with further information regarding the location for completing this assessment task.

Purpose of the assessment

The purpose of this assessment task is to establish, lead and participate in a group using a collaborative, strengths-based approach.

Skills to plan and conduct at least 3 different group activities for groups with diverse participant profiles, including:

identified the following resource requirements:

financial
human
physical

worked collaboratively with groups to plan activities

Skills to facilitate at least 3 different group sessions, each with a minimum group size of 5 people, using the following communication and interpersonal skills:

istening
questioning
effective non-verbal communication
empathetic responding
paraphrasing
summarising
negotiation
techniques for maintaining group cohesion
conflict resolution.

Task instructions

This is an individual assessment.

To ensure your responses are satisfactory you should consult a range of learning resources and other information such as handouts, textbooks, learner resources etc.

Your writing must be concise, to the point, not provide irrelevant information and according to the word limit given.

You must write your responses in your own words.

You will be required to complete all parts of this assessment task.

Assessment Task 2 Case Study

Read each of the following case studies and answer the following questions.

Case study 1 - Planning group activities and resources

Lisa is required to plan group activities and resources for ten people. She has been with the organisation for six months, and this is her first time leading a team. Lisa is not sure where to start, so she asks her team leader for advice.

Her team leader tells Lisa that the most important thing is to ensure that the team has enough resources to complete all activities. He also suggests that Lisa consider formal or informal group activities that will help the team bond and work together more efficiently.

Lisa is required to review available information and identify the needs of her group. In doing so, she will need to take into account the size of the group, its abilities and interests, as well as the facilities and resources available to them. She will also need to consider any health and safety implications of activities. Once she has done this, she will be able to plan appropriate group activities and resources.

Questions:

Q1: What three (3) aspects must Lisa explore to identify the group's needs?

Q2: What three (3) group activities can Lisa plan to suit the group's needs?

Q3: As Lisa is planning the group activities and resources. In order to do this, she must identify, calculate and document the resources required for each activity.

For example, if she is planning a group activity that involves renting a space for one week, she will need to calculate the delivery fee per head, the advertising fee, the audit fee, the overall management fee, the supervision fee, the rent for the week and the insurance. If security is required, she will also need to factor in the cost of tea/ coffee and stationery.

Read the following to identify, calculate, and document the resources required for a group activity.

It is estimated that the cost of renting a space for one week would be $2,000. The delivery fee would be $10 per head, the advertising fee would be $100, the audit fee would be $50, the overall management fee would be $200, the supervision fee would be $100 and the insurance would be $500. If security is required, the cost of tea/ coffee and stationery would be an additional $50.

What is the entire cost of the activity?
What is the per-person cost of the activity?

Case study 2 - Coordinate group planning processes

Mia is a community support worker who has been asked to facilitate a group activity for a new client. Mia is aware that it is important to seek input from the group in order to ensure that the activity meets their needs and expectations. The purpose of this activity is to allow individuals to articulate their ideas and wishes, and to negotiate the purpose of group activities with the group. This activity will take as long as it takes for the group to reach a consensus on the purpose of the activity. Depending on the size of the group and the complexity of the issue, this could take anywhere from a few minutes to an hour or more. The facilitator's role is to ensure that all voices are heard and that everyone has an opportunity to contribute to the discussion. Nia as a facilitator should not be taking sides or advocating for any particular outcome. If the group is unable to reach consensus on the purpose of the activity, the facilitator may suggest alternative purposes or activities that could be more successful. It is important to remember that not every activity will be successful for every group, and that it is okay to try something new.

Mia begins by soliciting information from the group about what they would like to do. She takes the time to listen to each individual and understands the different opinions and ideas that are being expressed. Mia then analyses this information and creates a set of documented aims and objectives for the activity based on the input she has received. This includes promoting knowledge sharing and improving skills and abilities.

Mia recognises that the values and beliefs of both herself as the facilitator and of the clients will impact on how the activity is run. The main values and beliefs she is focussed on are a commitment to helping others, a belief in social justice, and a dedication to making a difference in the lives of those they serve. She therefore designs group strategies that promote communication and collaboration. Mia also ensures that there is time and opportunity for each individual to express their ideas and wishes.

When she met with her team leader, the team leader emphasised many things to bear in mind when doing community service to clients. First, it is essential to be conscious of the cultural differences that may exist between you and the people you serve. Additionally, it is essential to be aware of the specific needs of the client group and to have the tools and assistance necessary to address those needs. Finally, it is essential to create a welcoming and safe environment for all clients.

Questions:

Q1: Why Mia should actively seek out opportunities for client collaborative planning and shared ownership? Answer using 30-60 words.

Q2: What strategies Mia is using to solicit, analyse and prioritise information about groups needs and expectations? Answer using 30-60 words.

Q3: What is the purpose of this activity?

Q4: How long will this activity take?

Q5: Who will be facilitating this activity?

Q6: What if group can't agree on the purpose of the activity?

Q7: What two (2) aims and objectives Nia documented after translating the purpose of proposed group activity?

Q8: According to the case study, what are the three (3) primary values and beliefs of both workers and clients?

Q9: What four (4) group strategies has she been tasked with designing that encourage effective group operation by taking the specific characteristics of participating clients into consideration?

Case study 3: Manage group processes and conflict

This case study shows that even groups with a history of conflict can turn things around if they're willing to put in the effort. With the right tools and guidance, any group can learn to resolve conflicts effectively.

Rit is a community support worker who has been asked to facilitate a group discussion on the topic of conflict resolution. Rit has experience in facilitation and has attended training on conflict resolution, but has never had to actually resolve a conflict within a group.

Group members were quick to judge and criticize each other, and there was very little open dialogue or active listening. The atmosphere was tense and uncomfortable, and it seemed like the group might not make it through its first month.

Rit's leaders knew they had to do something to turn the situation around. They started by modeling sensitivity to diverse participants and using strategies to prevent conflict within their own role, power, and capacity. Some ways that team members used to encourage and model sensitivity to diverse participants include:

Making an effort to learn about and understand the different backgrounds, cultures, and experiences of participants
Being aware of own biases and making an effort to avoid accidentally offending or excluding anyone
Creating a safe and welcoming environment where everyone feels like they can be themselves
Actively listening to and valuing the input of all participants, regardless of their background or identity

They also clarified and confirmed the principles and practices of conflict resolution in the group and sought agreement from all members to implement them. They discussed their own limitations and capabilities and also importance of being respectful of others' perspectives and needs. They asked them to be open to compromise and willing to change their position if necessary. Lastly, it is suggested to be able to effectively communicate with others in order to avoid misunderstandings or miscommunication.

Slowly but surely, the atmosphere started to improve. Group members began to open up more and listen to each other's perspectives. The level of conflict decreased, and the group was able to start making progress on its goals.

Questions:

Q1: What are some ways you can promote open dialogue and active listening within a group? Answer using 30-60 words.

Q2: What are some ways that you can encourage and model sensitivity to diverse participants? Answer using 50-100 words.

Q3: What is the most important thing to remember when preventing conflict within your own role, power and capacity? Answer using 50-100 words.

Q4: How can you create an environment that supports positive conflict? Answer using 50-100 words.

Q5: What are some principles of conflict resolution accoridng to the case study? Identify three (3).

Q6: Why do you think it is important to acknowledge and understand conflict? Answer using 30-60 words.

Q7: Why should you offer opportunities to all participants for debriefing, support, mediation, consultation and facilitation? Answer using 50-100 words.

Case study 4 - Evaluate group activities

Jhonson is a community support worker who has been asked to lead a group activity. He is new to this role, but is eager to make the most of it. Jhonson understands the importance of setting aims and objectives for the group activity, as well as seeking feedback from participants in order to evaluate his performance and identify areas for improvement.

Jhonson ensures that the aims and objectives of the group activity provide the basis for evaluation and feedback. He also seeks feedback from group participants on leadership style, group process, achievement of objectives, other achievements and areas for development. Jhonson documents evaluation information according to organisation procedures and distributes to relevant people by reviewing information for accuracy and completeness, identifying and matching the needs of the client cohort and client-focussed solutions. This allows him to receive constructive feedback which he can use to improve his skills as a group leader.

The aim of this activity is to promote teamwork and allow team members to practice working together towards a common goal. The objective is to complete the task within the allotted time frame. Evaluation and feedback are important in order to gauge how well the team worked together and identify areas for improvement. Feedback should be constructive and focus on what went well as well as what could be improved upon.

Questions:

Q1: What are the aims and objectives of the group activity? Answer using 20-40 words.

Q2: Why did Johnson want feedback from group members on his leadership style, group process, achievement of objectives, other achievements and areas for development? Answer using 30-60 words.

Q3: How Johnson documented the information before distributing to relevant personnel? Answer using 15-30 words.

Assessment Results Sheet

Outcome

First attempt:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ?or Not Satisfactory (NS) ?

Date: _______(day)/ _______(month)/ ____________(year)

Feedback:

Second attempt:

Outcome (make sure to tick the correct checkbox):

Satisfactory (S) ?or Not Satisfactory (NS) ?

Date: _______(day)/ _______(month)/ ____________(year)

Feedback:

Student Declaration

I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources.

I have kept a copy of all relevant notes and reference material that I used as part of my submission.

All appeal options have been explained to me.

Student Signature

Date

Trainer/Assessor Name

Trainer/Assessor Declaration

I hold:

?Vocational competencies at least to the level being delivered

?Current relevant industry skills

?Current knowledge and skills in VET,and undertake

?Ongoing professional development in VET

Trainer/Assessor Signature

Date

Office Use Only

The outcome of the assessment has been entered into the Student Management System

on _________________ (insert date)

by (insert Name) __________________________________

Pre-Assessment Checklist: Task 3 Skills Test