This unit has been developed for the Outdoor Recreation Industry Training Package.This unit covers the knowledge and skills required to independently facilitate learning through adventure activities. The learner is required to plan and conduct activities demonstrating a range of basic facilitation techniques.This unit deals specifically with the skills, knowledge and attitudes required to facilitate learning through adventure activities. Competencies required to plan and conduct adventure activities are detailed in other units.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not applicable.
Employability Skills
Not applicable.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements
Critical aspects of evidence to be considered
Assessment must confirm sufficient knowledge of the factors influencing the planning and conduct of adventure activities to facilitate learning for clients in the workplace
Assessment of performance should be over a minimum of two (2) sessions with peers in a simulated environment AND a minimum ofthree (3) sessions with different client groupscoveringthe prescribed number ofcategories from the Range Statements.
Assessment must confirm the ability to plan and lead adventure activities to suit
different client learning needs
different activity aims
different types of client group
Interdependent assessment of units
This unit must be assessed after attainment of competency in the following unit(s)
SROABL001B Take an assistant leadership role in the facilitation of adventure - based learning activities
This unit must be assessed in conjunction with the following unit(s)
Nil
For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)
Units of competency that pertain to the conduct of an adventure activity
Required knowledge and skills
Required knowledge
Identification of client needs, eg, CHANGES and GRABBS models
How to address learning needs through varied activities
Methods for stimulating and assessing individual and group progression
Theories on the transfer of learning and ways of transferring learning in different contexts
Physical and psychological needs of clients
Balance between real and perceived risk
Motivation techniques and strategies
Forms of reflective learning
Programming and sequencing of activities within programmes
Stages of group formation
Required skills
Skills in outdoor adventure activity
Leadership skills to motivate and work with diverse groups
Communication skills to enable effective facilitation
Identifying group dynamics and interaction between group members
Negotiation skills to resolve potential conflict situations
Reflective learning techniques
Resource implications
Physical resources - assessment of this unit of competency requires access to
client groups
environment suitable for the conduct of adventure-based activities. This may include outdoor or indoor activities
Human resources - assessment of this unit of competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) must
be competent in this unit but preferably be competent in the unit at the level above (i.e., SROABL003B )
be competent, as a minimum, in the units SRXFAD001A , SRXRIK001A and SRXEMR001A to ensure adequate risk management during the assessment
be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area
have attained the mandatory competency requirements for assessors under the Australian Quality Training Framework (AQTF) as specified in Standard 7.3 of the Standards for Registered Training Organisations
Consistency in performance
Due to issues such as behaviour, facilitation approaches and different learning needs, this unit of competency must be assessed over a minimum of two (2) sessions with peers in a simulated environment AND a minimum ofthree (3) sessions with different client groupsin order to ensure consistency of performance over the RangeStatements and contexts applicable to conducting adventure based activities to facilitate learning for clients
Context for assessment
This unit of competency must be assessed in the context of an outdoorrecreation activityand must be demonstrated when facilitating adventure activities with clients in a real workplace environment
This unit of competency should be assessed through the observation of processes and procedures, oral and/or written questioning onrequired knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a "period of time" and/or in a "number of locations", any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
KEY COMPETENCIES
Collect, Analyse&Organise Information
Communicate Ideas&Information
Plan&Organise Activities
Work with Others&in Teams
Use Mathematical Ideas&Techniques
Solve Problems
Use Technology
3
3
3
2
-
3
-
These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.
The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task:
Use routine approaches
Select from routine approaches
Establish new approaches
Collecting, analysing and organising information - Collecting information on client's goals and desired outcomes
Communicating ideas and information - Facilitating client learning during adventure activity
Planning and organising activities - Planning activities that will promote learning
Working with teams and others - Working with other staff and groups of clients during adventure based activities
Using mathematical ideas and techniques - Not applicable
Solving problems - Dealing withinappropriate behaviour in group activities
Using technology - Not applicable
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Not applicable.
Range Statements
The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency
CATEGORIES
Action plans
[all categories]
short term
long term
Adventure-based learning activities
[all categories]
programs or activities, either indoor or outdoor, which have an element of challenge, risk or adventure
an experiential focus as a means of achieving learning
programs or activities that seek to achieve values clarification, behaviour recognition and changes to achieve personal growth
Behaviour
[all categories]
positive
negative
conscious
unconscious
Facilitation activity
[all categories]
includes but is not limited to
learning by doing
learning by telling (speaking for the experience)
learning through reflection (debriefing)
direction with reflection (direct frontloading)
metaphoric framing
Facilitation approaches
[all categories]
funnelling
review
recall
affect and effect
summation
cognitive hierarchy
sequenced questioning
knowledge
comprehension
application
analysis
synthesis
evaluation
challenge by choice
working agreements
Facilitation guidelines
[all categories]
group position
role clarity
confidentiality
commitment
responsibility
time
single speaking
non-violence
participation
other ethical issues
Individual differences
[all categories]
gender
language
mental ability
physical ability
culture and values
Learning needs
[all categories]
attributes, for example
knowledge and relevant skills in adventure activity
development
physical
emotional
articulated
unarticulated
preferred learning styles
techniques to assess
Learning outcome
[one category]
recreational
educational
therapeutic
vocational
Learning transfer
[all categories]
technical, intellectual and/or emotional
specific, indirect, metaphoric
Models of adventure/experiential learning
[all categories]
types, for example
linear
cyclical
spiral
nested loop
structure
sequence
Phases within each model of the facilitation process
[all categories]
diagnosis
design
delivery
debriefing
detachment
Progression
[all categories]
in terms of attributes such as
physical
emotional
social
intellectual
techniques to monitor progress, for example
observation
planned reflection
feedback
Roles and responsibilities of facilitator
[all categories]
assessing individual and group needs
maintaining neutrality
providing mechanisms for change
dealing with resistance
producing solutions
providing appropriate feedback
listening
establishing group guidelines
fostering safe, honest group atmosphere
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice
Yes
No
Comments/feedback
Identify individual and/or group learning outcomes to inform the planning and design of activities
Demonstrate two techniques to assess individual andgroup learning needs
Refer client learning needs beyond the capabilities of the enterprise and staff to alternate enterprises or contract specialist staff
Apply knowledge of client learning needs to establish a programme and sequence of activities that addresses these needs and meets the overall learning outcomes
Determine and select an adventure environment that will meet the learning outcomes of the group, the learning needs of individuals and satisfy local environmental requirements
Determine factors affecting a client's perception of risk and plan an appropriate balance between real and perceived risk, matched to the readiness of the client, in order to achieve the activityoutcomes and meet the client's learning needs
Ensure technical equipment used in the activities complies with minimum safety standards
Ensure staff conducting the adventure activities are suitably qualified
Establish a working agreement through contractual leadership
Select and apply a model of adventure/experiential learning in program design in order to meet learning outcomes
Structure and sequence learning experiences in accordance with the model and with activity-specific requirements that takes into account the learning needs of the client
Determine the focus of an adventure activity and use a facilitation technique to articulate it to the client in terms of the potential transfer of learning to different environments and contexts
Incorporate measures for monitoringindividual and groupprogression or change inplanned adventure activities
Establish contingency plans for adventure activities based on individual and/or group reflection and/or emergent issues such as conflict, misadventure
Implement minimum impact practices and display a respect and understanding of the outdoor environment by personal example
Recognise and monitor the physical and emotionalsafety of individuals and the group
Implement facilitationapproaches that establish group norms thereby allowingindividuals to share in the responsibility for their learning and safety
Foresee situations of potential physical and emotional danger and take action to manage these dangers
Address the learning needs of individuals and the group through a variety of activities
Re-evaluate client needs throughout activities using appropriate models and techniques such as debriefing and "checking in"
Examine various leadership styles and approaches
Determine positive and negative influences of the group leader on group dynamics
Use communication techniques with individuals and groups that aresensitive to their perceptions, beliefs and values
Encourage and support clients to ask questions, give feedback and express feelings
Treat individuals and groupsin a manner that is seen to be fair, just and consistent
Model own behaviour that avoids reinforcing negative stereotypes and is responsive to the feelings demonstrated by clients
Recognise and reinforce the value of individual differences in terms of their contribution within the group to stimulate collaborative workbetween clients
Use knowledge, understanding and implementation of a suitable facilitation model to incorporate the transfer of learning
Select a type of facilitation activity that is relevant to the client and to program outcomes and conduct itin a manner which resultsin group and individual recognition of opportunities for learning transfer
Respond to situational demands and make changes to planned facilitated activities
Identify the behaviour of individuals and groups during adventure activity(s) to be used as part of a reflection phase
Identify and apply the roles and responsibilities of the facilitator andcomply with facilitation guidelines in the conduct of reflective opportunities
Facilitate individuals and group to identify their future learning needs
Use a suitablefacilitation activity toachieve the development of personal and group action plans
Monitor client participation in adventure activities to identify if and/or wherechanges are needed
Obtain feedback from a range of sources onprogram/activity delivery
Apply feedback to review all aspects of the adventure-based learning activity
Evaluate and reviewoutcomes for all clients
Review outcomes against individual clientgoals for the program/activity
Use feedback from others, in consultation with professional supervision, to identify areas where own professional practice can be improved and ways of improving