1. Identify individual learning facilitation requirements
   • The need for individual learning/facilitation in the learning area is identified
   • The goals for learning for individual learning/ facilitation are identified and discussed with relevant persons
   • Appropriate individual learning/facilitation techniques and processes are identified and documented to support individual learning needs and goals
   • Evaluation processes are developed and agreed
   • Organisational support for implementation is obtained, where relevant
2. Establish the learning/ facilitation relationship
   • The individual's learning style, learner characteristics and the context for learning are identified
   • 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
   • The boundaries and expectations of the learning/ facilitation relationship are clarified and agreed using effective communication and interpersonal skills
   • Any equity or additional support needs are clarified
   • An individualised learning plan is developed, documented and discussed with the learner
3. Maintain and develop the learning/facilitation relationship
   • Preparation for each meeting/session is evident
   • Effective communication and interpersonal skills are used to grow the relationship and sustain active participation
   • Structured learning activities are developed to support and reinforce new learning, build on strengths and identify areas for further development
   • Leadership and motivational skills are demonstrated to enable the learner to take responsibility for learning
   • Learner cues are observed and changes in approach are made, where necessary, to maintain momentum
   • Ethical behaviours are practised at all times
   • Regular meetings are agreed to by both parties and scheduled to monitor the effectiveness of the learning/facilitation relationship
   • Appropriate documentation to support the relationship is mutually developed and maintained
4. Close and evaluate the learning/facilitation relationship
   • Tools and signals are used to determine readiness for closure of individual learning/facilitation relationship
   • The closure is carried out smoothly using appropriate interpersonal and communication skills
   • Feedback is sought from the learner on the outcomes achieved and the value of the relationship
   • The impact of the learning/facilitation relationship is reviewed using identified evaluation processes
   • Self evaluation and reflection on own performance in managing the relationship is carried out and areas for improvement are identified
   • The outcomes of the learning/facilitation relationship and evaluation of the process are documented and filed in accordance with legal, organisational and personal requirements

Not applicable

The Evidence Guide provides advice to inform and support appropriate assessment of this unit It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competency The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency

Assessment must reflect the endorsed Assessment Guidelines of the TAA Training and Assessment Training Package

Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment 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 learningfacilitation relationship with an individual learner

The trainerfacilitator 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

leftright 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 stateterritory legislation for example

competency standards

licensing

industryworkplace 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 awardsenterprise 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 learningfacilitation 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 individuals 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 biasdiscrimination

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 facilitatinglearning particularly questioning techniques listening and interpretation and why

how the individuals 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 trainerfacilitator 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 ie the Elements Performance Criteria Range Statement Evidence Requirements and Key Competencies

a range of appropriate assessment methodsevidence 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 processestechniques 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 TAA Training and Assessment Training Package Suggested units include but are not limited to

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:

TAADELA Plan and organise group based delivery

- TAADEL401A Plan and organise group based delivery

TAADELA Facilitate group based learning

- TAADEL402A Facilitate group based learning

TAADELA Facilitate work based learning

- TAADEL404A Facilitate work based learning

TAADELA Facilitate e learning

- TAADEL501A Facilitate e learning.

The Evidence Guide provides advice to inform and support appropriate assessment of this unit It contains an overview of assessment followed by identification of specific aspects of evidence that will need to be addressed in determining competency The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency

Assessment must reflect the endorsed Assessment Guidelines of the TAA Training and Assessment Training Package

Assessment must reflect the endorsed Assessment Guidelines of the TAA04 Training and Assessment 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 learningfacilitation relationship with an individual learner

The trainerfacilitator 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

leftright 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 stateterritory legislation for example

competency standards

licensing

industryworkplace 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 awardsenterprise 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 learningfacilitation 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 individuals 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 biasdiscrimination

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 facilitatinglearning particularly questioning techniques listening and interpretation and why

how the individuals 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 trainerfacilitator 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 ie the Elements Performance Criteria Range Statement Evidence Requirements and Key Competencies

a range of appropriate assessment methodsevidence 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 processestechniques 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 TAA Training and Assessment Training Package Suggested units include but are not limited to

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:

TAADELA Plan and organise group based delivery

- TAADEL401A Plan and organise group based delivery

TAADELA Facilitate group based learning

- TAADEL402A Facilitate group based learning

TAADELA Facilitate work based learning

- TAADEL404A Facilitate work based learning

TAADELA Facilitate e learning

- TAADEL501A Facilitate e learning.

The Range Statement adds definition to the unit by elaborating critical or significant aspects of the performance requirements of the unit. The Range Statement establishes the range of indicative meanings or applications of these requirements in different operating contexts and conditions. The specific aspects which require elaboration are identified by the use of italics in the Performance Criteria.