TAADEL403B- Cert IV Training and Assessment (TAA) Course Unit TAADEL403B

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Cert IV TAA - Course Unit TAADEL403B

Facilitate individual learning

(information sourced from NTIS website http://www.ntis.gov.au/)

Description

This unit specifies the competency required to facilitate individual learning through a oneonone relationship between a learner and facilitator.

Employability Skills

This unit contains employability skills.

Application Of Unit

Learning facilitation relationships may take a number of forms including structured/semi-structured activities and formal/informal agreements. They may be independent of or part of a broad learning and delivery strategy. Identifying which learners and learning contexts may benefit from individual learning facilitation forms part of this competency.

Establishing an appropriate mutual relationship is critical, and the communication and interpersonal skills of the trainer/facilitator are paramount in creating the necessary preconditions for individual learning facilitation to be effective.

Two major techniques to facilitate individual learning are derived from mentoring and coaching methodologies. Other similar instructional techniques may also be appropriate, such as tutoring. The trainer/facilitator may use these techniques with one learner or with individual learners in a small group context.

Individual learning/facilitation relationships may be used to help an individual or individuals meet personal or job goals, learn new skills/knowledge or develop new learning/work behaviours. The role of the trainer/facilitator using these techniques is to advise, guide, support and respond to the needs of the individual learner.

The delivery mode may be face-to-face, online, via telecommunication or using a combination of media.

The competency specified in this unit is typically required by trainers/facilitators, supervisors, managers, leaders, practitioners, teachers, assessors and consultants.

Unit Sector

Delivery and Facilitation

Performance criteria

Element

Performance criteria

Identify individual learning facilitation requirements

1.1	The need for individual learning/facilitation in the learningarea is identified
1.2	The goalsfor learning for individual learning/ facilitation are identified and discussed with relevant persons
1.3	Appropriate individuallearning/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

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 andinterpersonal 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

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

Close and evaluate the learning/facilitation relationship

4.1	Toolsand 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

Skills and Knowledge

Required skills:

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

Required knowledge:

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

Range statement


Need for individual learning/ facilitation may 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 area may 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 learning may 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 persons may include:		the learner the workplace supervisor/coordinator/manager other team members other trainers/facilitators/teachers/lecturers
Individual learning/facilitation techniques and processes may 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 processes may 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 support may include:		agreement by organisation to provide additional assistance to individuals through identified techniques venue and equipment support additional time with learner
Individual's learning style may include:		auditory visual kinaesthetic tactile left/right brain global/analytical theoretical activist pragmatist reflective
Learner characteristics may 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 learning may 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
Selected is defined as:		where the trainer/facilitator has the capacity to independently determine which technique/process will be most appropriate
Organised is defined as:		where the trainer/facilitator is operating in circumstances where the technique/process is part of an existing delivery system
Boundaries and expectations may 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 skills must 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 skills must 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 needs may include:		English language, literacy and numeracy support disability support Aboriginal and Torres Straight Islander support ethnic support services interpreting services counselling services community support
An individualised learning plan includes:		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
Preparation may 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 activities may 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 skills may include:		maintaining focus transferring responsibility empowering the learner inspiring the learner visualising the learner's perspective using effective communication
Learner cues may 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 approach may include:		revision of individualised learning plan fresh approach/shift in technique problem solving shift in level of guidance/level of independence
Ethical behaviours include:		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 signals may 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
Feedback may 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 reflection may 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

Evidence guide


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.
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 whole competency standard refers to:

all parts of the competency standard, including dimensions of competency

Evidence guide


Overview of assessment		To demonstrate competency against this unit candidates must be able to provide evidence that they can source, analyse, interpret and use a Training Package and an accredited course to contextualise or adapt competency standards for an industry, organisation or individual.
Products that could be used as evidence include:		learning or organisational applications which have been developed using a Training Package and/or accredited courses as a framework
Processes that could be used as evidence include:		how different components of the Training Package and/or accredited courses were analysed how different parts of the competency standards were analysed how the Training Package/s and/or accredited courses were used to meet the needs of a particular industry or organisation how Training Package/s and/or accredited courses operate in vocational education and training
Resource implications for assessment include:		Training Packages and accredited courses access to appropriate personnel for consultation and advice
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 wherever 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 unpacking training specifications including at least one Training Package. The other may be another Training Package or accredited courses which meets the vocational outcomes of the learner. It is strongly recommended that this evidence be collected through integrated assessment with any of the units listed below. This may be in a real or simulated work environment.
Integrated assessment means that:		this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to: TAADES402B Design and develop learning programs TAADES501B Design and develop learning strategies TAADES502B Design and develop learning resources TAADES503B Research and design e-learning resources TAADES504B Develop and evaluate e-learning resources TAADES505B Research and develop competency standards TAAASS401B Plan and organise assessment TAAASS402B Assess competency TAAASS403B Develop assessment tools TAAASS404B Participate in assessment validation.