Application
This unit describes the skills and knowledge required to provide high-level facilitation, including reflective and continuous improvement practices, in a vocational education and training (VET) context.
It applies to experienced teachers, trainers and assessors utilising a range of techniques, across a range of contexts, to create the best learning outcomes for learners within a vocational education context such as a Registered Training Organisation (RTO).
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Extend facilitation practices | 1.1 Update knowledge of learning methods, facilitation techniques and learning theories, to improve delivery and facilitation practices 1.2 Maintain currency of vocational competencies and related subject matter expertise 1.3 Practise flexibility, innovation and responsiveness in facilitation practice 1.4 Reflect on own practice and experiences as a facilitator, to determine and document potential improvements to delivery approaches |
2.Prepare for complex environments | 2.1 Identify environmental conditions and their potential impact on teaching 2.2 Manage constraints to delivery with relevant personnel 2.3 Review, and adjust, training and assessment strategies to address the constraints of complex environments |
3. Prepare for learners with complex needs | 3.1 Research the characteristics of learners with complex needs, and identify potential barriers to learning 3.2 Develop, and adjust, training and assessment strategies, and customise learning materials to meet needs |
4. Develop learner independence | 4.1 Enhance learner experiences using a range of learning methods and inclusive practices 4.2 Acknowledge and address potential barriers to learning 4.3 Encourage learners towards self-directed learning by establishing enabling processes |
5. Reflect on, and improve practice | 5.1 Seek input from other relevant personnel regarding teaching, facilitation and learning practices 5.2 Review teaching, facilitation and learning practices to identify and document opportunities for improvement 5.3 Implement the documented improvement plan, review, and adjust as required |
Evidence of Performance
The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:
facilitating groups of learners and demonstrating:
the selection and use of different teaching and delivery methods, applied in different delivery modes that are relevant and appropriate to different learners and their needs
integration of theory and practice in own performance and in supporting learners to develop competency
a variety of strategies to support increased learner independence
documentation of reflective practice and proposed changes to practice
collecting feedback from observers such as supervising teachers/trainers, peers, colleagues, learners or clients
analysing feedback from a range of sources, and reflecting on the success of the training delivery, as well as own performance.
The candidate must be able to show evidence of having conducted a minimum of 100 hours of group facilitation, in addition to any evidence provided of work with individual learners, or in a different learning context.
The candidate must show evidence of feedback from at least two peers and 10 learners, and evidence of reflection on this feedback.
Evidence of Knowledge
The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:
the main branches of learning theory incorporating behavioural learning theory, cognitive learning theory, experiential learning theory, information processing theory, and current research on learning as it relates to teaching in an adult environment
different delivery modes and facilitation techniques, and their appropriateness for different learners and learning situations
the code of practice and/or ethics relevant to the vocational education and training (VET) sector
ways in which components of Training Packages, accredited curricula and learning resources can be contextualised to meet the needs of individual learners, without compromising standards.
Assessment Conditions
Assessment must take place within a VET workplace, and include access to the full range of physical resources usually provided to a facilitator of a training program, in a registered training organisation (RTO).
Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill | Performance Criteria | Description |
Learning | 1.1, 1.2, 1.4 | Undertakes research activities and reflects on performance to identify opportunities for own learning, development and extension of practice and experience |
Reading | 1.1, 1.2, 2.3, 3.1, 5.2 | Sources, analyses and interprets text-based information to learn, develop and continuously improve |
Writing | 1.4, 2.3, 3.2, 5.2, 5.3 | Appropriately documents potential improvements |
Oral Communication | 1.3, 5.1 | Uses appropriate communication techniques to interact effectively with learners and staff, to respond to barriers, ensure engagement and facilitate effective learning. |
Navigate the world of work | 1.3 | Takes steps to practise skills relevant to facilitation role |
Interact with others | 2.2, 4.1-4.3 | Cooperates and consults with others to build rapport, understanding and an enhanced learning environment |
Get the work done | 1.1-1.4, 2.1-2.3, 3.1, 3.2, 4.1-4.3, 5.1-5.3 | Plans, organises and completes work according to defined requirements, taking responsibility for decisions and sequencing tasks to achieve efficient outcomes Identifies and responds to problems, and opportunities for improvement, considering options for different approaches |
Sectors
Delivery and facilitation