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Evidence Guide: SISOABL301A - Assist in the facilitation of adventure-based learning activities

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

SISOABL301A - Assist in the facilitation of adventure-based learning activities

What evidence can you provide to prove your understanding of each of the following citeria?

Assist in planning for adventure activity.

  1. Determine individual roles, tasks and responsibilities with the activity leader.
  2. Identify phases of an adventure-based learning cycle within the activity.
  3. Encourage and support participants to set realistic individual and group goals that are consistent with learning outcomes for the activity.
  4. Negotiate individual and group guidelines that will inform action and behaviour by all participants.
  5. Identify safetyissues for the adventure activity and the participants.
  6. Brief the group on safety issues and activity-specific participation requirements and techniques.
Determine individual roles, tasks and responsibilities with the activity leader.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify phases of an adventure-based learning cycle within the activity.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and support participants to set realistic individual and group goals that are consistent with learning outcomes for the activity.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate individual and group guidelines that will inform action and behaviour by all participants.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify safetyissues for the adventure activity and the participants.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Brief the group on safety issues and activity-specific participation requirements and techniques.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist in facilitation of the activity.

  1. Implement risk management strategies according to relevant legislation, organisational policies and procedures, and activity-specific requirements.
  2. Communicate ideas and information clearly and constructively and engender trust and confidence within the group.
  3. Encourage co-operation between individual group members.
  4. Implement strategies which develop trust between individuals within the group and with the leaders.
  5. Monitor and maintain compliance with agreed individual and group guidelines.
  6. Establish a supportive and constructive environment and respond to emergent issues that may require intervention.
Implement risk management strategies according to relevant legislation, organisational policies and procedures, and activity-specific requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate ideas and information clearly and constructively and engender trust and confidence within the group.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage co-operation between individual group members.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies which develop trust between individuals within the group and with the leaders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and maintain compliance with agreed individual and group guidelines.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish a supportive and constructive environment and respond to emergent issues that may require intervention.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in activity debriefing.

  1. Observe and monitor individual actions and group interactions during activities, and provide feedback to participants during and after the activity.
  2. Evaluate personal role as assistant facilitator within the activity, based on feedback from participants and activity leader and personal reflection.
  3. Review the conduct of the activity according to program, individual and group goals and outcomes.
Observe and monitor individual actions and group interactions during activities, and provide feedback to participants during and after the activity.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate personal role as assistant facilitator within the activity, based on feedback from participants and activity leader and personal reflection.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review the conduct of the activity according to program, individual and group goals and outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

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

Evidence of the following is essential:

assists in planning processes required for adventure-based learning activities and identifies individual and group roles, responsibilities, learning outcomes, and goals

interacts effectively with group members from diverse backgrounds and assists in the facilitation of adventure-based learning activities

communicates clearly and concisely with the group and implements strategies which encourage co-operation and develop trust

conducts a debriefing process which includes strategies and tasks to facilitate and enhance learning outcomes for individuals and the group

evaluates own performance to identify strengths, weaknesses and areas that need improvement.

Context of and specific resources for assessment

Assessment must ensure assisting in the facilitation of multiple adventure-based learning activities to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

diverse groups of participants to take part in adventure-based learning activities

an environment suitable for the conduct of adventure-based activities, this may include outdoor or indoor activities

equipment and resources required for adventure-based learning activities.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

observation of participation in planning, facilitating and debriefing processes under the guidance of an activity leader

oral and or written questioning to assess knowledge of the application of legislation and organisational policies and procedures required to maintain participant safety

third-party reports from a supervisor and or leader detailing performance.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

adventure activity specific units of competency.

Guidance information for assessment

Required Skills and Knowledge

Required skills

planning and organising skills to determine own roles, responsibilities and tasks within the activity

problem-solving skills to identify and address safety issues within own level of responsibility

communication skills to:

interact with different groups in a variety of situations and circumstances

brief groups on safety issues, activity requirements

communicate information throughout activity

teamwork skills to support leader and participants to achieve goals

self management skills to review and reflect on own performance.

Required knowledge

legislation and organisational policies and procedures to enable safe facilitation of activities

definitions of adventure-based learning and associated disciplines to implement suitable activities with relevant goals and outcomes

philosophical and psychological foundations for adventure-based learning to determine its relevance and significance to participants

debriefing techniques to enhance learning through adventure activities

models and stages of group formation to enable effective and constructive group support

factors impacting on group dynamics to enable response to group behaviour

facilitation techniques to assist the group to obtain the best outcomes.

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. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

Phases of an adventure-based learning cycle may include:

ice breaking and briefing

goal setting

development of trust

adventure activity participation

processing and debriefing

transfer of learning.

Safety issues may include:

physical

mental

emotional

individual or group.

Relevant legislation may include:

occupational health and safety

permits or permission for access

environmental regulations

marine regulations.

Organisational policies and procedures may include:

occupational health and safety

time and budget constraints

debriefing procedures

risk management

communication protocols

minimal impact environmental codes

code of ethics.

Feedback may include:

oral

written

direct

indirect.