Elements and Performance Criteria

Element

Performance Criteria

1

Identify individual learning facilitation requirements

1.1

The need for individual learning/facilitation in the learning area is identified

1.2

The goals for learning for individual learning/ facilitation are identified and discussed with relevant persons

1.3

Appropriate individual learning/facilitation techniques and processes are identified and documented to support individual learning needs and goals

1.4

Evaluation processes are developed and agreed

1.5

Organisational support for implementation is obtained, where relevant

2

Establish the learning/ facilitation relationship

2.1

The individual's learning style, learner characteristics and the context for learning are identified

2.2

The appropriate technique/process to facilitate individual learning is selected or organised and the basis of the technique/process is explained and discussed with the individual learner

2.3

The boundaries and expectations of the learning/ facilitation relationship are clarified and agreed using effective communication and interpersonal skills

2.4

Any equity or additional support needs are clarified

2.5

An individualised learning plan is developed, documented and discussed with the learner

3

Maintain and develop the learning/facilitation relationship

3.1

Preparation for each meeting/session is evident

3.2

Effective communication and interpersonal skills are used to grow the relationship and sustain active participation

3.3

Structured learning activities are developed to support and reinforce new learning, build on strengths and identify areas for further development

3.4

Leadership and motivational skills are demonstrated to enable the learner to take responsibility for learning

3.5

Learner cues are observed and changes in approach are made, where necessary, to maintain momentum

3.6

Ethical behaviours are practised at all times

3.7

Regular meetings are agreed to by both parties and scheduled to monitor the effectiveness of the learning/facilitation relationship

3.8

Appropriate documentation to support the relationship is mutually developed and maintained

4

Close and evaluate the learning/facilitation relationship

4.1

Tools and signals are used to determine readiness for closure of individual learning/facilitation relationship

4.2

The closure is carried out smoothly using appropriate interpersonal and communication skills

4.3

Feedback is sought from the learner on the outcomes achieved and the value of the relationship

4.4

The impact of the learning/facilitation relationship is reviewed using identified evaluation processes

4.5

Self-evaluation and reflection on own performance in managing the relationship is carried out and areas for improvement are identified

4.6

The outcomes of the learning/facilitation relationship and evaluation of the process are documented and filed in accordance with legal, organisational and personal requirements

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of Assessment

To demonstrate competency against this unit candidates must be able to provide evidence that they can establish and maintain an effective learning/facilitation relationship with an individual learner.

The trainer/facilitator must demonstrate the development of a relationship, in one or more delivery modes which is learner-centred, adaptable to individual needs, and appropriate to the learning area or focus of the relationship. Demonstration of effective techniques, communication, interpersonal skills and problem solving skills are pivotal to demonstrated competency in this unit.

Evidence Requirements

Required knowledge includes:

the effects of verbal and non-verbal communication, for example:

how to interpret behaviours

how to model behaviours and values

sound knowledge of different learning styles and how to encourage different learners, for example:

theoretical learners

pragmatic learners

activist learners

reflective learners

kinaesthetic learners

audio learners

visual learners

tactile learners

left/right brain learners

the learning cycle, including:

concrete experience

observation and reflection

concept formation

testing new learning

learning principles, for example:

adults have a need to be self-directing and decide for themselves what they want to learn

adults have a range of life experience, and connecting learning to experience is meaningful

adults have a need to know why they are learning something

adults need to be respected

adults prefer learning to be relevant and practical

the needs and characteristics of the individual learner

change processes, for example:

how people work through change

behaviours associated with change

the organisational culture, for example:

how individualised learning is perceived and valued

workplace arrangements for individualised learning

industrial relations implications

regulatory requirements

current techniques to facilitate individual learning

how to create new learning activities

learner cues that may reflect difficulties with individual learning facilitation relationships

sources of external support

measurement or evaluation tool development

other learning options, learning activities and referrals

relevant policy, legal requirements, codes of practice and national standards including Commonwealth and state/territory legislation, for example:

competency standards

licensing

industry/workplace requirements

duty of care under common law

recording information and confidentiality requirements

anti-discrimination including equal opportunity, racial vilification and disability discrimination

workplace relations

industrial awards/enterprise agreements

National Reporting System

OHS relating to the work role, including:

reporting requirements for hazards

safe use and maintenance of relevant equipment

emergency procedures

sources of OHS information

Required skills and attributes include:

use of empathy to:

build rapport

communicate the feeling of threat and risk when facilitation begins

deal appropriately with a range of emotions

interpersonal skills to:

set up a comfortable environment

demonstrate awareness of own behaviour

use appropriate humour to lighten atmosphere

keep the sessions learner-centred

analysis skills to:

identify suitable learning/facilitation techniques and activities for the individual learner

flexibility to:

determine and alter a learning plan

negotiate with the learner to ensure facilitation is suitable

be patient with individual's learning ability

interpret information gathered and adapt own style accordingly

communication skills to:

give positive and negative feedback

demonstrate awareness of own behaviour

negotiate and manage conflict

confirm, clarify or repair understanding

build constructively on what has been said

learning and facilitation techniques to:

lead and motivate learners to take responsibility for their own learning

maintain momentum during the learning process

facilitate individual learning through a one-on one relationship

literacy skills to:

develop the learning plan

maintain records and other documentation

read and interpret relevant documentation

recognising and being sensitive to individual difference and diversity, for example:

being sensitive to and valuing culture

acting without bias/discrimination

responding to individuals with particular needs

recognising the importance of religion

time management skills to:

structure sessions

drive the process to achieve goals

Products that could be used as evidence include:

individual learning plan

facilitation activities

evaluations from participants or organisation

evidence of self-evaluation and improvement of skills, for example, a learning journal

audio or video of a facilitation session

Processes that could be used as evidence include:

how communication skills have been used in facilitating/learning, particularly questioning techniques, listening and interpretation, and why

how the individual's learning area, style and context were matched to the learning facilitation methods, process and activities utilised

how learning was structured to build new skills, and why

how reflection and insight into learning was developed in the learner

how the trainer/facilitator relationship was terminated, and why

Resource implications for assessment include:

materials and information for facilitation

permission of organisation for time and resources

The collection of quality evidence requires that:

assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills

a range of appropriate assessment methods/evidence gathering techniques is used to determine competency

evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided

the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice

assessment meets the rules of evidence

a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated

Specific evidence requirements must include:

a minimum of two examples of a learning facilitation relationship being conducted, with different individuals to demonstrate communication skills and flexibility; one or more of the processes/techniques identified must be demonstrated

Integrated assessment means that:

this unit can be assessed alone or as part of an integrated assessment activity involving other relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:

TAADEL401B Plan and organise group-based delivery

TAADEL402B Facilitate group-based learning

TAADEL404B Facilitate work-based learning

TAADEL501B Facilitate e-learning.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Need for individual learning/ facilitationmay be:

proposed by the learner, a manager/department in the organisation, or the trainer/facilitator

a requirement of management

part of the delivery strategy of a Training Package qualification, course or learning program

a request for additional support to enhance learning

based on observation

Learning areamay be:

organisational/individual

a new/changed job role

new or changed work procedures/work skills

technical skills

life skills

generic skills

management skills

units of competency in Training Packages

curriculums

Goals for learningmay include:

learning a new skill/area of knowledge or competency

defined through learning outcomes or objectives of a learning program

increasing productivity

career advancement or redirection

changes in life direction

setting personal directions/achievements

relationship development

Relevant personsmay include:

the learner

the workplace supervisor/coordinator/manager

other team members

other trainers/facilitators/teachers/lecturers

Individual learning/ facilitation techniques and processesmay include:

a formal or informal process

an ongoing or one-off process

a specific circumstance or an integrated feature of the overall learning process

coaching techniques

mentoring techniques

tutoring techniques

peer relationships

matching experienced workers/learners

single or double loop learning approaches

Evaluation processesmay include:

a formal evaluation tool

quantifiable measures such as increased productivity/achievement of new skills

level of attendance

critical feedback from learner and others

Organisational supportmay include:

agreement by organisation to provide additional assistance to individuals through identified techniques

venue and equipment support

additional time with learner

Individual's learning stylemay include:

auditory

visual

kinaesthetic

tactile

left/right brain

global/analytical

theoretical

activist

pragmatist

reflective

Learner characteristicsmay include:

language, literacy and numeracy requirements

specific needs, physical or psychological

preferred learning styles

employment status

past learning experiences

level of maturity

cultural background and needs

level of formal schooling in Australia or overseas

length of time resident in Australia

Context for learningmay be:

determined by the area of learning

determined by the trainer/facilitator and the learner

defined by the work/learning activities

in a classroom, tutorial room, meeting room, office, work in situ, any agreed meeting place

in a workplace, training and/or assessment organisation, college, community, university or school

defined by the time requirements for individual facilitation and how these will be built into learning activities

impacted by the health, safety or welfare of the learner

Selectedis defined as:

where the trainer/facilitator has the capacity to independently determine which technique/process will be most appropriate

Organisedis defined as:

where the trainer/facilitator is operating in circumstances where the technique/process is part of an existing delivery system

Boundaries and expectationsmay include:

the roles and responsibilities of the trainer/facilitator

the roles and responsibilities of the learner

extent/limits of the relationship

the techniques/processes to be used

confidentiality

the range of expertise of the trainer/facilitator

the involvement of others

organisational expectations

reporting requirements

Communication skillsmust include:

using icebreakers as appropriate

building rapport with the learner

using effective verbal and body language

demonstrating a capacity to communicate clearly to facilitate the learning

using critical listening and questioning techniques

providing constructive and supportive feedback

accurately interpreting verbal messages

assisting learners to paraphrase advice/instructions to the trainer/facilitator

providing clear and concrete options/advice

using appropriate terminology and language of the industry/profession

ensuring language, literacy and numeracy (LLN) used is appropriate to the learner

Interpersonal skillsmust include:

showing respect for the expertise and background of the learner

demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds

modelling facilitation and learning behaviours

engaging in two-way interaction

encouraging the expression of diverse views and opinions

negotiating complex discussions by establishing a supportive environment

using language and concepts appropriate to cultural differences

accurately interpreting non-verbal messages

Equity or additional support needsmay include:

English language, literacy and numeracy support

disability support

Aboriginal and Torres Straight Islander support

ethnic support services

interpreting services

counselling services

community support

Anindividualised learning planincludes:

the goals to be achieved

contingency plans

the logistics of the learning relationship, for example:

period of relationship

frequency of meetings/length of sessions

location of meetings/contact

the structure of the learning relationship, for example:

activities to be undertaken

monitoring processes

tools/equipment needed

shadowing

occupational health and safety (OHS) considerations

Preparationmay include:

planning for each meeting/session

being organised for each meeting/session

reflecting on outcomes of previous meeting/session

being punctual

identifying 'where we are' at the start

appearing relaxed and confident

enabling learner to identify his/her perspective

providing a relaxing, non-threatening environment

Structured learning activitiesmay include:

direction, guidance and mutual discussion

role-plays

written exercises

demonstrations

practice opportunities e.g. practicum or supervised teaching/facilitation

role modelling

projects

readings

research

video/audio analysis

a learning journal

Leadership and motivational skillsmay include:

maintaining focus

transferring responsibility

empowering the learner

inspiring the learner

visualising the learner's perspective

using effective communication

Learner cuesmay include:

level of engagement/disengagement

regular/irregular attendance/absences

evidence of frustration, distraction, stress

level of communication/interaction

level of ease/difficulty in undertaking learning activities

stagnation in learning

level of dependence/independence

evidence of problems/issues which may be personal, employment-based or related to the individualised learning

Changes in approachmay include:

revision of individualised learning plan

fresh approach/shift in technique

problem solving

shift in level of guidance/level of independence

Ethical behavioursinclude:

trust

integrity

privacy and confidentiality of the session

following organisational policies

knowing own limitations

having a range of other intervention referrals ready when needed

honesty

fairness to others

Tools and signalsmay include:

self-assessment by the learner

a measure of improvement in a particular area

readiness for formal assessment

level of independence in learning

readiness to maintain learning through other means or modes

severe/fixed blockages in the relationship

agreed time period over

Feedbackmay be:

interview

formal discussion

informal discussion

written questionnaire

Impact may be:

successful achievement/rate of achievement/lack of achievement of identified goals

achievement of other outcomes as a result of the relationship

development of new goals

increased/new motivation to learn

greater capacity to learn

development of or increase in the self-confidence of the learner

Self-evaluation and reflectionmay include:

asking critical questions about own ability, what worked, what did not work and how the relationship building process could be improved

reviewing records and journals on sessions and critically evaluating own performance

reviewing feedback from learner and identifying critical aspects and areas for improvement