CHCGRP002 Plan and Conduct Group Activities: Summative Assessment

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Assessment Task - Written
Student Name Student Number
Unit Code/s &
Name/s CHCGRP002 Plan and conduct group activities
Assessment Type Written
Assessment Name Summative assessments Assessment Task No. AT4
Assessment Due
Date Date submitted
Assessor Name
Student Declaration: I declare that this assessment is my work. Any ideas and comments made by
other people have been acknowledged as references. I understand that if this statement is found to
be false, it will be regarded as misconduct and will be subject to disciplinary action as outlined in the
TAFE Queensland Student Rules. I understand that by emailing or submitting this assessment
electronically, I agree to this Declaration in lieu of a written signature.
Student Signature Date
PRIVACY DISCLAIMER: TAFE Queensland is collecting your personal information for assessment purposes. The
information will only be accessed by authorised employees of TAFE Queensland. Some of this information may be given to
the Australian Skills Quality Authority (ASQA) or its successor and/or TAFE Queensland for audit and/or reporting purposes.
Your information will not be given to any other person or agency unless you have given us written permission or we are
required by law.
Instructions to Student General Instructions: The following task tests your knowledge of key
concepts in this unit and skills in applying these learnings. You will need to
provide comprehensive responses to each of these questions in task 4A.
In 4B you will need to demonstrate skills required for this unit- ensure you
read the assessment criteria and work in conjunction with your teacher and
workplace supervisor to enable you to structure these small groups (at
least five members) activities.
Please ensure each criterion is addressed comprehensively
Information / Materials provided:
The skills and knowledge task is given below.
A PowerPoint presentation has been provided in the Supplementary
resources section to assist you with the revision of the content of the
Learner’s Guide.
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Assessment Criteria:
To achieve a satisfactory result, your assessor will be looking for your
ability to demonstrate the following key skills/tasks/knowledge to an
acceptable industry standard. Assessment 4A will enable you to
demonstrate your knowledge of:
 discussing legal and ethical considerations for group work
 identifying principles and processes of strength-based practice
 identifying types and purposes of groups in the community services
context
 outlining types of resources for group activities
 identifying the dynamics of groups and group behaviour
 identifying managing group planning processes
 outlining communication techniques in groups
 identifying relevant models and types of additional support for
groups.
Section B
Planned and conducted at least 3 different group activities for with a
minimum group size of 5 people with diverse participant profiles. Included
the following evidence for the activities:
 Name and Number of Activity.
 Date.
 Time.
 Number of people to be involved.
 Diversity Profile of the group.
 Outlined working collaboratively with groups to plan activities.
 Identified activities objectives.
 Identified the following resource requirements for each activity:
 Financial.
 Human.
 Physical.
 Outlined the implementation plan for the activity.
 Demonstrated the following communication and interpersonal skills:
 Listening.
 Questioning.
 Effective non-verbal communication.
 Empathetic responding.
 Paraphrasing.
 Summarising.
 Negotiation.
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 Techniques for maintaining group cohesion.
 Conflict resolution.
 Managed group processes including responding to conflict within
the group.
 Made the link between the objectives and the outcome of the group
activity.
 Provided evidence of feedback provided by the participants
leadership style, group process, achievement of objectives, other
achievements and areas for development.
.
Number of Attempts:
You will receive up to two (2) attempts at this assessment task as long as
these are submitted within the study period for this unit... Should your 1st
attempt be unsatisfactory (U), your teacher will provide feedback and
discuss the relevant sections / questions with you and will arrange a due
date for the submission of your 2nd attempt. If your 2nd submission is
unsatisfactory (U), or you fail to submit a 2nd attempt, you will receive an
overall unsatisfactory result for this assessment task. Only one re-
assessment attempt may be granted for each assessment task. For more
information, refer to the Student Rules.
Submission details Insert your details on page 1 and sign the Student Declaration. Include this
template with your submission.
Once you have completed all documents and saved them to your
computer, you will need to upload them for marking. To do this, follow
these instructions:
1. In the section below named 'Submissions', you have three options;
“Upload' button”, “Choose Existing” or “Record Audio”. (“Record
Audio” should only be used if agreed upon with your teacher.)
2. Browse for your file if using either of the first two methods.
3. Upload your file.
4. Repeat steps 1-3 to upload other files.
5. Enter any comments in the box provided, if necessary.
6. Click the 'Submit to Dropbox' button.
Assessment to be submitted via:
 TAFE Queensland Learning Management System: Connect url:
https://connect.tafeqld.edu.au/d2l/login
 Username; 10 digit student number
 For Password: Reset password go to
https://passwordreset.tafeqld.edu.au/default.aspx
Instructions for the
Assessor
Benchmarked responses are provided for this task. Teachers should
ensure that students complete all sections of this task.
Please note the Observation checklist Assessment two could be used to
observe Part B of this assessment
Note to Student An overview of all Assessment Tasks relevant to this unit is located in the
Unit Study Guide.
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Summative Assessment
Section 4A: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
Answer each question in as much detail as possible, considering your organisational requirements for
each one.
1. List three (3) legal and ethical considerations apply to group work.
The ethical and legal considerations that are applied in a group are:
 Beneficence: A group must promote the good abilities of others. It is also necessary to respect
each other in the group. Leaders and group members must work together and hard for the
improvement of the whole group.
 Justice: it is very necessary that there is fairness in a group and there is no discrimination
between members based on their visible and non-visible differences. There should be no
harassment and bullying in the group.
 Confidentiality: it is important to maintain confidentiality in the group and about the information of
group members that is private.
2. How can you employ the strength-based practice in your work? (Approximately 60 words.)
Group leaders can employ the strength-based practice in groups by motivating group members to
employ their strengths and persuade them to be positive and change their attitude positively. Groups
should focus on the potential of individuals and their abilities instead of problems and deficits. It is
necessary to focus on the individuals as a whole as well as involve each member of the group in the
decision making of the group.
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3. List three (3) purposes of group activities.
There are many purposes of group activities, some of them are:
 Group activities teach individuals to work together and help in their intellectual, emotional and
spiritual growth. Group activities also incorporate the values of cooperation and teach individuals
to work collaboratively and creatively.
 Group activities help in socializing and developing friendships. It also helps individuals to create
new relationships and help in fighting through mental traumas.
 Group activities enhance the self-confidence of people and help in self-empowerment and self-
enhancement. As people in group activities get the opportunities to share their ideas, talent, and
skills to everyone in the team.
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4. Give five (5) examples of resources you have used for group activities.
 For the group activity, I required a venue that is cost-efficient and has a ground for playing outdoor
games and a nice place for snacks and leisure.
 I required a rope as one of the group events was a tug of war and a carpet for everyone to sit and
eat.
 I also required the first-aid kit for some emergency.
 A facilitator who coordinated the event for us.
 Some cash for snacks and drink after play and some refreshment in the middle of the event.
5. List and explain how you manage group planning processes? (Give five (5) examples,
approximately 50 words for each example.)
The group planning processes can be managed in the following ways:
 Each member of the group should be allowed to speak and share the ideas in the group. For
example: during the brainstorming process, the leader can individually ask each member to
contribute some ideas relating to the central theme. By initiating the conversation and by informal
tone, the facilitator can maintain ease in the group to comfort the team members.
 Promote open dialog and also encourage individuals to actively listen. For example, the facilitator
can use an amiable tone to say to an individual that they have good ideas, but you cut the XYZ
person, XYZ would you like to continue what you were saying?
 It is necessary to use a group development model to form a good team because during these
processes people come to know each other and at last good relationships start to develop. For
example, forming is the period when people just come together and have certain discomfort and
anxiety. Storming is the stage where people fight for a power struggle. In the norming stage,
people start cooperating and the group becomes fun. In the synergy, that is a performing stage,
the group integrates and a certain bond between members is created. The last step is adjourning;
it is the process of dismantling the group.
 People should be encouraged to be sensitive to others. For example, if the group meeting is
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decided in a bar some people might feel uncomfortable joining it. Therefore, all the team members
should be sensitive to each other needs. The group can have a diverse range of people in terms
of race, caste, gender, age, etc. Discrimination against diversity should be restrained.
 Conflicts in the group should be resolved with voting, compromises, and negotiations. For
example, if two persons do not agree on the venue for the meeting. It is best to adopt the venue
which is closer to both of their suggestions to avoid conflict.
6. Give three (3) examples of how or when you can use negotiation within groups. (Approximately 60
words.)
 Negotiation within a group is the compromise that both parties make voluntarily and are happy
about the results. Negotiation in a group happens when two individual does not agree on the
same idea and have different views regarding it.
 Negotiation happens at the time of deciding group activities when everyone has different opinions.
 Negotiation happens after the conflict when two individuals solve the conflict with some discussion
and communication.
7. State the most desirable stage in the group development model and explain why? (Approximately
60 words.)
The most desirable state in the group development model is the Norming stage. It is also known as the
stage if cooperation and integration. In this stage, the group becomes fun and all the members start
enjoying each other. Although there is a requirement of a leader he/she can step back a little at this
stage. Even though conflicts arise in the group, these conflicts are easier to resolve. These conflicts can
be termed as positive conflicts and these can provide a direction for the group to perform efficiently.
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8. List three (3) resources you can obtain information from to support group processes.
 Conversation: Conversing with the group members about their needs and problems as well as
ideas and needs is an important resource to get information to support group processes. The
facilitator can provide time to individuals to think about their ideas and develop more concrete
ideas to present.
 Documentation: The information can also be collected through documentation and by asking to fill
the questionnaire or some interview questions.
 Existing records: The facilitator and team leader can find information about team members from
their existing records that can help in the planning process. It is important to keep the records
confidential unless the individual has agreed to share it.
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Section 4B: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance elements for this
unit.
This activity will need to be observed, and a signed record of this observation (completed by the
assessor or third party to be included with this assessment. You can provide the assessor with
Observation Assessment 2 or third party like your workplace supervisor with the Third-Party
Report Assessment 3.
This activity will enable you to demonstrate the following performance evidence.
Plan and conduct at least 3 different group activities for with a minimum group size of 5 people with
diverse participant profiles this can either be done on work placement or as a simulated activity in class.
You will need to record activities that have different purpose or focus e.g. health education, sport activity,
team membership.
Complete the following information for each activity:
 Name and Number of Activity.
 Date.
 Time.
 Number of people to be involved.
 Diversity Profile of the group.
 Outline how you worked collaboratively with groups to plan activities.
 Outcomes: What do you want the participants to achieve from this activity?
 Identify the following resource requirements for each activity:
 Financial.
 Human.
 Physical.
 Outline the implementation plan for this activity.
 How did you demonstrate the following communication and interpersonal skills?
 Listening.
 Questioning.
 Effective non-verbal communication.
 Empathetic responding.
 Paraphrasing.
 Summarising.
 Negotiation.
 Techniques for maintaining group cohesion.
 Conflict resolution.
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 How did you manage group processes including responding to conflict within the group?
 Did you achieve the objective of the group activities?
 Provide evidence of feedback provided by the participant’s leadership style, group process,
achievement of objectives, other achievements and areas for development.
 Give methods of reducing negative conflict in groups.
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