CHCGRP002 Plan and conduct group activities
Assessment 1 Knowledge task
Assessment 1 Knowledge 3
Part A Short answer questions 3
Part B Scenario and questions 4
Part C Extended answer questions 4( 4
Assessment 1 Knowledge
of (number of events)
Type of Assessment
Conditions of Assessment
Skills must be demonstrated in the workplace or simulated environment that reflects workplace conditions
Resources/Materials to be used
Use of suitable facilities, equipment and resources including
· information about group needs
· organisation policies and procedures
Modelling of industry operating conditions, including
· scenarios that involve groups comprising at least 5 people
Relevant organisation policies and procedures
ent legislation, regulations and codes of practice
Recommended texts, resources and readings
Access to internet
Answer each question with an appropriate/co
Learner to acknowledge sources where relevant using Harvard or APA
Criteria for successful completion
To achieve a satisfactory result you must answer each question with an appropriate response.
This knowledge assessment is used by the assessor to assess the learner’s knowledge. This assessment forms one piece of evidence and should be used in conjunction with other forms of evidence in the assessment process.
The learner must answer each question with an appropriate response to achieve a satisfactory result.
Part A Short answer questions
In planning a group, how would you identify the needs of the group?
What are the work role boundaries of a group Facilitator?
Discuss three techniques for maintaining group cohesion?
What requirements are needed when choosing a venue for conducting a group? Discuss individual group needs, as well as privacy considerations. (150 words)
List the five stages of Tuckman’s Stages model of group development. Write two sentences about each of the five stages.
When would a Facilitator of a group require specialist expertise in planning and conducting group activities?
Discuss three different types of group leadership when conducting a group.
Discuss listening and empathetic responding when conducting a group.
What information and resources should a group Facilitator provide to the participants of a group?
Discuss information and refe
als to other services XXXXXXXXXXwords)
Part B Scenario and questions
Total 500 words
Jenny is the Facilitator of an Adoption Support Group run by the Benevolent Society for adoptees and birth parents. Meetings for adoptees only and birth parents only are held in alternate months. There is also a Mixed Group meeting of adoptees and birth mothers together. Jenny has explained that confidentiality and respectfulness are requirements of all who attend the groups.
Several adoptees have stated their reluctance to attend Mixed Group meetings. They say they feel uncomfortable with the birth mothers, as it
ings up feelings of abandonment for them. Jenny discusses these feelings and works through them in the group using the Storming stage from Tuckman’s Stages model of group development. However, at the next Mixed Group meeting, one of the adoptees
eaks the rule of respectfulness in the group by openly telling a birth mother she should never have given up her child for adoption. Several of the birth mothers end up in tears and the Mixed Group collapses. It is now Jenny’s role to re-form the Mixed Group for the benefit of the adoptees and birth mothers who want to continue meeting.
Using all the stages of Tuckman’s Stages model of group development (Forming, Storming, Norming, Performing, Adjourning), describe how Jenny would re-establish the Mixed Group. How would she re-establish the rules of the group and deal with the emotional conflict between the adoptees and the birth mothers?
Part C Extended answer questions
(750 words each)
‘Tuckman’s Stages model of group development includes two major aspects; interpersonal relationships and task behaviours.’
12 Discuss the interconnectedness between interpersonal relationships and task behaviours and how both of these are needed to effectively run a group.
‘All groups are different. Even the purpose of a group may change over time if the participants’ input when developing the group makes it clear that they want to do something else.’
13 Discuss this statement in relation to the process of planning for group activities. How should group Facilitators generate activities which respond to identified needs? How should a group Facilitator seek opportunities for collaborative planning and shared ownership of the group with clients?
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