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 sessions with peers in a simulated environment AND a minimum ofthree sessions with different client groupscoveringthe prescribed number ofcategories from the Range Statements

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 units

SROABLB Take an assistant leadership role in the facilitation of adventure based learning activities

SROABL001B Take an assistant leadership role in the facilitation of adventure - based learning activities

SRXGROA Provide leadership to groups

SRXGRO003A Provide leadership to groups

This unit must be assessed in conjunction with the following units

Nil

For the purpose of integrated assessment this unit may be assessed in conjunction with the following units

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 adventurebased 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 ie SROABLB

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 SRXFADA SRXRIKA and SRXEMRA to ensure adequate risk management during the assessment

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 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 sessions with peers in a simulated environment AND a minimum ofthree 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

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 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 andor written questioning onrequired knowledge and skills and consideration of required attitudes

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 andor is required to be demonstrated over a period of time andor in a number of locations any evidence should be authenticated by colleagues supervisors clients or other appropriate persons

KEY COMPETENCIES

Collect AnalyseampOrganise Information

Communicate IdeasampInformation

PlanampOrganise Activities

Work with Othersampin Teams

Use Mathematical IdeasampTechniques

Solve Problems

Use Technology

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 and 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 clients 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

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

Action plans

Adventure-based learning activities

Behaviour

Facilitation activity

Facilitation approaches

cognitive hierarchy

Facilitation guidelines

Individual differences

Learning needs

Learning outcome

Learning transfer

Models of adventure/experiential learning

Phases within each model of the facilitation process

Progression

Roles and responsibilities of facilitator