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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

  1. Identify individual learning requirements
  2. Establish the learning relationship
  3. Maintain and develop the learning relationship
  4. Close and evaluate the learning relationship

Required Skills

This describes the essential skills and knowledge and their level required for this unit

Essential knowledge

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit manage the task and manage contingencies in the context of the identified work role

These include knowledge and understanding of

Change processes for example

how people work through change

behaviour associated with change

Codes of practice standards and legal requirements relating to role such as

duty of care under common law

recording information and confidentiality requirements

antidiscrimination including equal opportunity racial vilification and disability discrimination

Different learning styles and how to encourage different learners

Effects of verbal and nonverbal communication such as

how to interpret behaviour

how to model behaviour and values

How to create or adapt new learning activities as well as other learning options learning activities and referrals

Learning cycle including

concrete experience

observation and reflection

concept formation

testing new learning

Adult learning principles

Learner cues that may reflect difficulties with individual learning relationships

Needs and characteristics of individual learners and current techniques to facilitate individual learning

Requirements of the support program including administrative and WHS

Roles and responsibilities of those providing language literacy and numeracy support and their specialist supervisors

Sources of external support

Tools to evaluate learning outcomes such as the ACSF

Essential skills

It is critical that the candidate demonstrate the ability to

Negotiate and manage a learning relationship while working with supervisors and learners

Demonstrate communication skills and flexibility using a range of processes and techniques

Use a range of methods to evaluate the learning relationship

In addition the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit manage the task and manage contingencies in the context of the identified work role

These include

Communication skills to

clarify and agree upon boundaries and expectations of the learning relationship

confirm clarify or repair understanding

provide constructive feedback

use verbal and nonverbal language and concepts appropriate to individual and cultural differences

Initiative and enterprise skills to

inform supervisor of learner progress and issues as required

identify suitable learning techniques and activities for the individual learner

model facilitation and learning behaviour

manage complex situations including conflict

Interpersonal skills to

interact with clients from a range of social cultural religious and linguistic backgrounds and with varying physical and mental abilities while

recognising and responding to verbal and nonverbal messages

recognising and responding to individual difference and diversity

acting without bias or discrimination

responding sensitively to diverse backgrounds and particular needs

facilitate individual learning through a collaborative and respectful relationship keeping sessions learnercentred and drawing on the expertise and background of the learner

establish a supportive environment that builds rapport

use appropriate humour to lighten atmosphere

Leadership and motivational skills to empower and inspire the learner

Literacy skills to

develop the learning plan

maintain records and other documentation

read and interpret relevant documentation

Planning and organising skills to

organise appropriate techniques and processes to facilitate individual learning

prepare for learning sessions

Teamwork skills to collaborate with supervisor to

analyse learner needs

apply appropriate model of learning to develop learners required skills

implement support strategies appropriate to learner needs

Technical skills to

determine and alter a learning plan in consultation with supervisor

negotiate with learners to ensure suitable learning

interpret information gathered and adapt own style accordingly

lead and motivate learners to take responsibility for their own learning

maintain momentum during the learning process

Technology skills to

use a range of technology to support numeracy learning

use software packages as part of the learning program

Timemanagement skills to

structure sessions

drive the process to achieve goals

Evidence Required

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria Required Skills and Knowledge the Range Statement and the Assessment Guidelines for this Training Package

Critical aspects for assessment and evidence required to demonstrate this unit of competency

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Assessment should ensure the candidate addresses the elements and performance criteria on at least three occasions over a period of time

Access and equity considerations

All workers in community services should be aware of access equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities workers should be aware of cultural historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues in particular relating to factors impacting on Aboriginal andor Torres Strait Islander clients and communities

Context of and specific resources for assessment

Competency must be demonstrated in a realistic simulated or real work environment

Assessment requires access to a range of opportunities defined in the range statement including access to

individual learning plan

facilitation activities

evaluations from participants or organisation

evidence of selfevaluation and improvement of skills for example a learning journal

audio or video of a facilitation session

Method of assessment

Assessment methods suitable for valid and reliable assessment of this competency may include a combination of

case studies

demonstration

observation

oral and written questioning

scenarios simulation or role plays

workplace projects

authenticated evidence

Assessment methods should reflect work demands such as literacy and the needs of particular individuals such as

people in rural and remote locations

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

Guidance information

This unit may be assessed independently however holistic assessment with other units relevant to the industry sector workplace and job role is recommended


Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.

Learning area may be:

Generic skills

Life skills

Management skills

Organisational or individual

Program-specific

Skills for new or changed job role, work procedures or work skills

Technical skills

Relevant persons may include:

Learner

Language, literacy or numeracy specialist

Experienced trainer, teacher or tutor

Mentor

Supervisor or coordinator

Individual learning techniques and processes may include:

Coaching or tutoring techniques

Formal or informal process

Mentoring techniques

Ongoing or one-off process

Peer relationships

Single or double loop learning approaches

Specific circumstance or an integrated feature of the overall learning process

Organisational support may include:

Additional time with learner

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

Venue and equipment support

Individual's learning style may include:

Activist

Auditory

Global and analytical

Kinaesthetic

Pragmatic

Reflective

Tactile

Theoretical

Visual

Learner characteristics may include:

Cultural background and needs

Employment status

Language, literacy and numeracy requirements

Length of time resident in Australia

Level of formal schooling in Australia or overseas

Level of maturity

Past learning experiences

Preferred learning styles

Specific physical or psychological needs

Context for learning may be:

Defined by time requirements and built into learning activities

Defined by the learning activities

Determined by the area of learning

Determined by the trainer and the learner

Impacted by the health, safety or welfare of the learner

In a classroom, tutorial room, meeting room, office, any agreed meeting place

In a home, training and/or assessment organisation, college, community, university or school

Additional support may include:

Aboriginal and Torres Strait Islander support

Community support

Counselling services

Disability support

English language, literacy and numeracy support

Ethnic support services

Interpreting services

Support for learners affected by displacement and other trauma

Individualised learning plan may include:

Contingency plans

Goals to be achieved that reflect learner interests, needs and abilities

Logistics of the learning relationship, for example:

period of relationship

frequency of meetings and length of sessions

location of meetings or contact

Structure of the learning relationship, for example:

activities to be undertaken

monitoring processes

tools and equipment needed

shadowing

WHS considerations

Structured learning activities may include:

Demonstrations and role plays

Direction, guidance and mutual discussion

Learning journal

Practice opportunities

Projects

Readings and research

Role modelling

Video and audio analysis

Written exercises

Learner cues may include:

Evidence of frustration, distraction, stress

Evidence of problems or issues which may be personal or related to the individualised learning

Level of communication and interaction

Level of dependence or independence

Level of ease or difficulty in undertaking learning activities

Level of engagement or disengagement

Regular or irregular attendance

Stagnation in learning

Tools and signals may include:

Agreed time period over

Level of independence in learning

Measure of improvement in a particular area

Readiness to maintain learning through other means or modes

Self-assessment by the learner

Severe or fixed blockages in the relationship

Feedback may be:

Formal and informal discussion with learner and others

Interview

Written questionnaire

Evaluation may look at:

Achievement of other outcomes as a result of the relationship

Development of new goals or skills

Development of or increase in the self-confidence and capacity to learn of the learner

Increased or new motivation to learn

Level of attendance by learner

Successful achievement, rate of achievement, or lack of achievement of identified goals

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 feedback from learner and identifying critical aspects and areas for improvement

Reviewing records and journals on sessions and critically evaluating own performance