Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCCS427B Mapping and Delivery Guide
Facilitate adult learning and development

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCCS427B - Facilitate adult learning and development
Description This unit describes the skills and knowledge required to facilitate individual learning by adults through a collaborative learning relationshipIdentifying which learners and learning contexts may benefit from individual learning forms part of this unitInterpersonal and communication skills to create the conditions necessary for effective individual learning and to advise, guide, support and respond to the needs of the individual learner, and so establish an appropriate relationship, are criticalThe unit provides the skills and knowledge to do this, and to work with a supervisor in facilitating adult learning and development
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit typically applies to adult language, literacy and numeracy tutors working with the support of a program supervisor as needed, with one learner or with individual learners in a small group contextThe learning relationship may be face-to-face, online, via telecommunication, or using a combination of mediaIt may take a number of forms, including structured or semi-structured activities and formal or informal agreements and may be independent of, or part of, a broad learning and delivery strategyIndividual learning relationships may be used to help an individual or individuals meet personal or job goals, learn new skills and knowledge, or develop new learning and work behaviour
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Identify individual learning requirements
  • In consultation with learner, identify needs and goals for individual learning in the learning area and discuss with relevant persons
  • Consult with supervisor to identify appropriate individual learning techniques and processes and document them to support individual learning needs and goals
  • Obtain organisational support for implementation, where relevant
       
Element: Establish the learning relationship
  • Identify individual's learning style, learner characteristics and abilities, and context for learning and discuss with supervisor
  • Select or organise appropriate technique or process to facilitate individual learning and explain and discuss the basis of the technique or process with the individual learner
  • Clarify and agree upon boundaries and expectations of the learning relationship
  • Clarify additional support required in consultation with supervisor
  • Develop and document individualised learning plan, and discuss with learner
       
Element: Maintain and develop the learning relationship
  • Prepare for each meeting or session
  • Grow the relationship and sustain active participation using effective communication and interpersonal skills
  • As planned with supervisor, develop structured learning activities to support and reinforce new learning, build on strengths and identify areas for further development
  • Demonstrate leadership and motivational skills to enable the learner to take responsibility for learning, practising ethical behaviour at all times
  • Observe learner cues and change approach where necessary to maintain momentum
  • Acknowledge, respect and value individual differences and clients with particular needs
  • Schedule regular meetings in consultation with both parties to monitor the effectiveness of the learning relationship
       
Element: Close and evaluate the learning relationship
  • Use tools and signals developed with supervisor to determine readiness for closure of individual learning relationship
  • Carry out closure using appropriate interpersonal and communication skills
  • Seek feedback from the learner on the outcomes achieved and the value of the relationship
  • Evaluate whether the learning relationship met learning needs and goals
  • Reflect on own performance in managing the relationship, identify areas for improvement and discuss with supervisor
  • Document outcomes as required by the learning relationship
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 and/or 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 self-evaluation 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

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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

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

Different learning styles and how to encourage different learners

Effects of verbal and non-verbal 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 non-verbal 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 non-verbal 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 learner-centred 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

Time-management skills to

structure sessions

drive the process to achieve goals

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

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
In consultation with learner, identify needs and goals for individual learning in the learning area and discuss with relevant persons 
Consult with supervisor to identify appropriate individual learning techniques and processes and document them to support individual learning needs and goals 
Obtain organisational support for implementation, where relevant 
Identify individual's learning style, learner characteristics and abilities, and context for learning and discuss with supervisor 
Select or organise appropriate technique or process to facilitate individual learning and explain and discuss the basis of the technique or process with the individual learner 
Clarify and agree upon boundaries and expectations of the learning relationship 
Clarify additional support required in consultation with supervisor 
Develop and document individualised learning plan, and discuss with learner 
Prepare for each meeting or session 
Grow the relationship and sustain active participation using effective communication and interpersonal skills 
As planned with supervisor, develop structured learning activities to support and reinforce new learning, build on strengths and identify areas for further development 
Demonstrate leadership and motivational skills to enable the learner to take responsibility for learning, practising ethical behaviour at all times 
Observe learner cues and change approach where necessary to maintain momentum 
Acknowledge, respect and value individual differences and clients with particular needs 
Schedule regular meetings in consultation with both parties to monitor the effectiveness of the learning relationship 
Use tools and signals developed with supervisor to determine readiness for closure of individual learning relationship 
Carry out closure using appropriate interpersonal and communication skills 
Seek feedback from the learner on the outcomes achieved and the value of the relationship 
Evaluate whether the learning relationship met learning needs and goals 
Reflect on own performance in managing the relationship, identify areas for improvement and discuss with supervisor 
Document outcomes as required by the learning relationship 

Forms

Assessment Cover Sheet

CHCCS427B - Facilitate adult learning and development
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCCS427B - Facilitate adult learning and development

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: