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

CHCEDU013 Mapping and Delivery Guide
Facilitate adult learning and development

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCEDU013 - Facilitate adult learning and development
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to identify individual learning needs and develop a collaborative learning relationship in a one-on-one or small group context.This unit applies to community service workers who support others with learning in any context. Work may be voluntary and undertaken under the supervision of more experienced specialist trainers and supervisors.The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

• use of suitable facilities, equipment and resources, including learner information

• modelling of industry operating conditions, including scenarios that involve interactions with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors
Prerequisites/co-requisites
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: Elements define the essential outcomes
       
Element: Establish the learning relationship
  • Identify needs and goals for individual learning in collaboration with the learner and discuss with relevant colleagues
  • 1.2 Identify individual's learning style, learner characteristics and abilities, and context for learning
  • Select activities, techniques and processes to facilitate individual learning and explain and discuss with the learner
  • Clarify and agree on boundaries and expectations of the learning relationship
  • Develop and document individualised learning plan, and discuss with learner
  • Seek feedback and assistance from colleagues or supervisors according to specific needs
  • Obtainorganisation support for implementation according to the context for learning
       
Element: Maintain and develop the learning relationship
  • Prepare for each meeting or session according to learning plan requirements
  • Grow the relationship and sustain active participation using effective communication and interpersonal skills
  • Usestructured learning activities as plannedto support and reinforce new learning, build on strengths and identify areas for further development
  • Use 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 to monitor the effectiveness of the learning relationship
       
Element: Close and evaluate the learning relationship
  • Recognise readiness for closure of individual learning relationship
  • Seek feedback from the learner on the outcomes achieved and the value of the relationship
  • Evaluate whether the learning relationship met agreed 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 and organisation procedures
       


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.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Establish the learning relationship

1.1 Identify needs and goals for individual learning in collaboration with the learner and discuss with relevant colleagues

1.2 Identify individual's learning style, learner characteristics and abilities, and context for learning

1.3 Select activities, techniques and processes to facilitate individual learning and explain and discuss with the learner

1.4 Clarify and agree on boundaries and expectations of the learning relationship

1.5 Develop and document individualised learning plan, and discuss with learner

1.6 Seek feedback and assistance from colleagues or supervisors according to specific needs

1.7 Obtainorganisation support for implementation according to the context for learning

2. Maintain and develop the learning relationship

2.1 Prepare for each meeting or session according to learning plan requirements

2.2 Grow the relationship and sustain active participation using effective communication and interpersonal skills

2.3 Usestructured learning activities as plannedto support and reinforce new learning, build on strengths and identify areas for further development

2.4 Use leadership and motivational skills to enable the learner to take responsibility for learning, practising ethical behaviour at all times

2.5 Observe learner cues and change approach where necessary to maintain momentum

2.6 Acknowledge, respect and value individual differences and clients with particular needs

2.7 Schedule regular meetings to monitor the effectiveness of the learning relationship

3. Close and evaluate the learning relationship

3.1 Recognise readiness for closure of individual learning relationship

3.2 Seek feedback from the learner on the outcomes achieved and the value of the relationship

3.3 Evaluate whether the learning relationship met agreed learning needs and goals

3.4 Reflect on own performance in managing the relationship, identify areas for improvement and discuss with supervisor

3.5 Document outcomes as required by the learning relationship and organisation procedures

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

• worked collaboratively with at least 3 different people to support their learning and development using structured processes for identifying, and responding to individual learning needs

• established and developed positive learning relationships using interpersonal and communication skills.

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

• legal and ethical considerations, and how these are applied in organisations and individual practice

- codes of practice

- discrimination

- duty of care

- privacy, confidentiality and disclosure

- records management

- work role boundaries – responsibilities and limitations

- work health and safety

• principles of person-centred practice

• change processes, including:

- how people work through change

- behaviour associated with change

• needs and characteristics of individual learners and how they may be impacted by

- 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

• types of inclusions in an individualised learning plan

- contingency plans

- goals to be achieved

- logistics of the learning relationship

o period of relationship

o frequency of meetings and length of sessions

o location of meetings or contact

- structure of the learning relationship:

o activities to be undertaken

o monitoring processes

o tools and equipment needed

o shadowing

- WHS considerations

• techniques to facilitate individual learning

• different learning styles and their features, including

- activist

- auditory

- global and analytical

- kinaesthetic

- pragmatic

- reflective

- tactile

- theoretical

• effects of verbal and non-verbal communication, such as

- how to interpret behaviour

- how to model behaviour and values

• learner cues

- 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

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

• types of structured learning activities and how they are used, including

- 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

• 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

• sources and nature of external support services

• signs of readiness for closure of learning relationship, including

­ level of independence in learning

­ measure of improvement

­ readiness to maintain learning through other means or modes

­ self-assessment by the learner

­ severe or fixed blockages in the relationship

• tools to evaluate learning outcomes and broader impacts of learning

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.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Establish the learning relationship

1.1 Identify needs and goals for individual learning in collaboration with the learner and discuss with relevant colleagues

1.2 Identify individual's learning style, learner characteristics and abilities, and context for learning

1.3 Select activities, techniques and processes to facilitate individual learning and explain and discuss with the learner

1.4 Clarify and agree on boundaries and expectations of the learning relationship

1.5 Develop and document individualised learning plan, and discuss with learner

1.6 Seek feedback and assistance from colleagues or supervisors according to specific needs

1.7 Obtainorganisation support for implementation according to the context for learning

2. Maintain and develop the learning relationship

2.1 Prepare for each meeting or session according to learning plan requirements

2.2 Grow the relationship and sustain active participation using effective communication and interpersonal skills

2.3 Usestructured learning activities as plannedto support and reinforce new learning, build on strengths and identify areas for further development

2.4 Use leadership and motivational skills to enable the learner to take responsibility for learning, practising ethical behaviour at all times

2.5 Observe learner cues and change approach where necessary to maintain momentum

2.6 Acknowledge, respect and value individual differences and clients with particular needs

2.7 Schedule regular meetings to monitor the effectiveness of the learning relationship

3. Close and evaluate the learning relationship

3.1 Recognise readiness for closure of individual learning relationship

3.2 Seek feedback from the learner on the outcomes achieved and the value of the relationship

3.3 Evaluate whether the learning relationship met agreed learning needs and goals

3.4 Reflect on own performance in managing the relationship, identify areas for improvement and discuss with supervisor

3.5 Document outcomes as required by the learning relationship and organisation procedures

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
 
Identify needs and goals for individual learning in collaboration with the learner and discuss with relevant colleagues 
1.2 Identify individual's learning style, learner characteristics and abilities, and context for learning 
Select activities, techniques and processes to facilitate individual learning and explain and discuss with the learner 
Clarify and agree on boundaries and expectations of the learning relationship 
Develop and document individualised learning plan, and discuss with learner 
Seek feedback and assistance from colleagues or supervisors according to specific needs 
Obtainorganisation support for implementation according to the context for learning 
Prepare for each meeting or session according to learning plan requirements 
Grow the relationship and sustain active participation using effective communication and interpersonal skills 
Usestructured learning activities as plannedto support and reinforce new learning, build on strengths and identify areas for further development 
Use 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 to monitor the effectiveness of the learning relationship 
Recognise readiness for closure of individual learning relationship 
Seek feedback from the learner on the outcomes achieved and the value of the relationship 
Evaluate whether the learning relationship met agreed 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 and organisation procedures 

Forms

Assessment Cover Sheet

CHCEDU013 - 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

CHCEDU013 - 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: