Modification History
Not applicable.
Unit Descriptor
This unit has been developed for the Outdoor Recreation Industry Training Package.This unit covers the knowledge and skills required to independently facilitate learning through adventure activities. The learner is required to plan and conduct activities demonstrating a range of basic facilitation techniques. This unit deals specifically with the skills, knowledge and attitudes required to facilitate learning through adventure activities. Competencies required to plan and conduct adventure activities are detailed in other units.
Application of the Unit
Not applicable.
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Not applicable.
Employability Skills Information
Not applicable.
Elements and Performance Criteria Pre-Content
Not applicable.
Elements and Performance Criteria
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Elements and Performance Criteria |
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Element |
Performance Criteria |
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1 |
1 Plan and prepare an effective learning environment |
1.1 |
Identify individual and/or group learning outcomes to inform the planning and design of activities |
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1.2 |
Demonstrate two techniques to assess individual and group learning needs |
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1.3 |
Refer client learning needs beyond the capabilities of the enterprise and staff to alternate enterprises or contract specialist staff |
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1.4 |
Apply knowledge of client learning needs to establish a programme and sequence of activities that addresses these needs and meets the overall learning outcomes |
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1.5 |
Determine and select an adventure environment that will meet the learning outcomes of the group, the learning needs of individuals and satisfy local environmental requirements |
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1.6 |
Determine factors affecting a client's perception of risk and plan an appropriate balance between real and perceived risk, matched to the readiness of the client, in order to achieve the activity outcomes and meet the client's learning needs |
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1.7 |
Ensure technical equipment used in the activities complies with minimum safety standards |
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1.8 |
Ensure staff conducting the adventure activities are suitably qualified |
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1.9 |
Establish a working agreement through contractual leadership |
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2 |
2 Plan for progression and transfer of learning |
2.1 |
Select and apply a model of adventure/experiential learning in program design in order to meet learning outcomes |
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2.2 |
Structure and sequence learning experiences in accordance with the model and with activity-specific requirements that takes into account the learning needs of the client |
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2.3 |
Determine the focus of an adventure activity and use a facilitation technique to articulate it to the client in terms of the potential transfer of learning to different environments and contexts |
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2.4 |
Incorporate measures for monitoring individual and group progression or change in planned adventure activities |
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2.5 |
Establish contingency plans for adventure activities based on individual and/or group reflection and/or emergent issues such as conflict, misadventure |
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3 |
3 Manage learning activities in an outdoor environment |
3.1 |
Implement minimum impact practices and display a respect and understanding of the outdoor environment by personal example |
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3.2 |
Recognise and monitor the physical and emotional safety of individuals and the group |
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3.3 |
Implement facilitation approaches that establish group norms thereby allowing individuals to share in the responsibility for their learning and safety |
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3.4 |
Foresee situations of potential physical and emotional danger and take action to manage these dangers |
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3.5 |
Address the learning needs of individuals and the group through a variety of activities |
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3.6 |
Re-evaluate client needs throughout activities using appropriate models and techniques such as debriefing and "checking in" |
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4 |
4 Establish and maintain positive group dynamics |
4.1 |
Examine various leadership styles and approaches |
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4.2 |
Determine positive and negative influences of the group leader on group dynamics |
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4.3 |
Use communication techniques with individuals and groups that are sensitive to their perceptions, beliefs and values |
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4.4 |
Encourage and support clients to ask questions, give feedback and express feelings |
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4.5 |
Treat individuals and groups in a manner that is seen to be fair, just and consistent |
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4.6 |
Model own behaviour that avoids reinforcing negative stereotypes and is responsive to the feelings demonstrated by clients |
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4.7 |
Recognise and reinforce the value of individual differences in terms of their contribution within the group to stimulate collaborative work between clients |
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5 |
Facilitate the transfer of learning relevant to program outcomes |
5.1 |
Use knowledge, understanding and implementation of a suitable facilitation model to incorporate the transfer of learning |
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5.2 |
Select a type of facilitation activity that is relevant to the client and to program outcomes and conduct it in a manner which results in group and individual recognition of opportunities for learning transfer |
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5.3 |
Respond to situational demands and make changes to planned facilitated activities |
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5.4 |
Identify the behaviour of individuals and groups during adventure activity(s) to be used as part of a reflection phase |
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5.5 |
Identify and apply the roles and responsibilities of the facilitator and comply with facilitation guidelines in the conduct of reflective opportunities |
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5.6 |
Facilitate individuals and group to identify their future learning needs |
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5.7 |
Use a suitable facilitation activity to achieve the development of personal and group action plans |
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6 |
Evaluate adventure-based learning activities |
6.1 |
Monitor client participation in adventure activities to identify if and/or where changes are needed |
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6.2 |
Obtain feedback from a range of sources on program/activity delivery |
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6.3 |
Apply feedback to review all aspects of the adventure-based learning activity |
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6.4 |
Evaluate and review outcomes for all clients |
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6.5 |
Review outcomes against individual client goals for the program/activity |
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6.6 |
Use feedback from others, in consultation with professional supervision, to identify areas where own professional practice can be improved and ways of improving |
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Required Skills and Knowledge
Not applicable.
Evidence Guide
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The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements |
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Critical aspects of evidence to be considered |
Assessment must confirm sufficient knowledge of the factors influencing the planning and conduct of adventure activities to facilitate learning for clients in the workplace Assessment of performance should be over a minimum of two (2) sessions with peers in a simulated environment AND a minimum of three (3) sessions with different client groups covering the prescribed number of categories from the Range Statements. Assessment must confirm the ability to plan and lead adventure activities to suit different client learning needs different activity aims different types of client group |
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Interdependent assessment of units |
This unit must be assessed after attainment of competency in the following unit(s) SROABL001B Take an assistant leadership role in the facilitation of adventure - based learning activities SRXGRO003A Provide leadership to groups This unit must be assessed in conjunction with the following unit(s) Nil For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s) Units of competency that pertain to the conduct of an adventure activity |
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Required knowledge and skills |
Required knowledge Identification of client needs, eg, CHANGES and GRABBS models How to address learning needs through varied activities Methods for stimulating and assessing individual and group progression Theories on the transfer of learning and ways of transferring learning in different contexts Physical and psychological needs of clients Balance between real and perceived risk Motivation techniques and strategies Forms of reflective learning Programming and sequencing of activities within programmes Stages of group formation Required skills Skills in outdoor adventure activity Leadership skills to motivate and work with diverse groups Communication skills to enable effective facilitation Identifying group dynamics and interaction between group members Negotiation skills to resolve potential conflict situations Reflective learning techniques |
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Resource implications |
Physical resources - assessment of this unit of competency requires access to client groups environment suitable for the conduct of adventure-based activities. This may include outdoor or indoor activities Human resources - assessment of this unit of competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) must be competent in this unit but preferably be competent in the unit at the level above (i.e., SROABL003B) be competent, as a minimum, in the units SRXFAD001A, SRXRIK001A and SRXEMR001A to ensure adequate risk management during the assessment be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area have attained the mandatory competency requirements for assessors under the Australian Quality Training Framework (AQTF) as specified in Standard 7.3 of the Standards for Registered Training Organisations |
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Consistency in performance |
Due to issues such as behaviour, facilitation approaches and different learning needs, this unit of competency must be assessed over a minimum of two (2) sessions with peers in a simulated environment AND a minimum of three (3) sessions with different client groups in order to ensure consistency of performance over the Range Statements and contexts applicable to conducting adventure based activities to facilitate learning for clients |
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Context for assessment |
This unit of competency must be assessed in the context of an outdoor recreation activity and must be demonstrated when facilitating adventure activities with clients in a real workplace environment This unit of competency should be assessed through the observation of processes and procedures, oral and/or written questioning on required knowledge and skills and consideration of required attitudes Where performance is not directly observed and/or is required to be demonstrated over a "period of time" and/or in a "number of locations", any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons |
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KEY COMPETENCIES |
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Collect, Analyse&Organise Information |
Communicate Ideas&Information |
Plan&Organise Activities |
Work with Others&in Teams |
Use Mathematical Ideas&Techniques |
Solve Problems |
Use Technology |
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3 |
3 |
3 |
2 |
- |
3 |
- |
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These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices. The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task: Use routine approaches Select from routine approaches Establish new approaches Collecting , analysing and organising information - Collecting information on client's goals and desired outcomes Communicating ideas and information - Facilitating client learning during adventure activity Planning and organising activities - Planning activities that will promote learning Working with teams and others - Working with other staff and groups of clients during adventure based activities Using mathematical ideas and techniques - Not applicable Solving problems - Dealing with inappropriate behaviour in group activities Using technology - Not applicable Please refer to the Assessment Guidelines for advice on how to use the Key Competencies. |
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Range Statement
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Range Statements The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency |
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RANGE STATEMENT |
CATEGORIES |
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Action plans |
[all categories] short term long term |
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Adventure -based learning activities |
[all categories] programs or activities, either indoor or outdoor, which have an element of challenge, risk or adventure an experiential focus as a means of achieving learning programs or activities that seek to achieve values clarification, behaviour recognition and changes to achieve personal growth |
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Behaviour |
[all categories] positive negative conscious unconscious |
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Facilitation activity |
[all categories] includes but is not limited to learning by doing learning by telling (speaking for the experience) learning through reflection (debriefing) direction with reflection (direct frontloading) metaphoric framing |
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Facilitation approaches |
[all categories] funnelling review recall affect and effect summation application cognitive hierarchy sequenced questioning knowledge comprehension application analysis synthesis evaluation challenge by choice working agreements |
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Facilitation guidelines |
[all categories] group position role clarity confidentiality commitment responsibility time single speaking non-violence participation other ethical issues |
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Individual differences |
[all categories] gender language mental ability physical ability culture and values |
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Learning needs |
[all categories] attributes, for example knowledge and relevant skills in adventure activity development physical emotional articulated unarticulated preferred learning styles techniques to assess |
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Learning outcome |
[one category] recreational educational therapeutic vocational |
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Learning transfer |
[all categories] technical, intellectual and/or emotional specific, indirect, metaphoric |
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Models of adventure /experiential learning |
[all categories] types, for example linear cyclical spiral nested loop structure sequence |
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Phases within each model of the facilitation process |
[all categories] diagnosis design delivery debriefing detachment |
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Progression |
[all categories] in terms of attributes such as physical emotional social intellectual techniques to monitor progress, for example observation planned reflection feedback |
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Roles and responsibilities of facilitator |
[all categories] assessing individual and group needs maintaining neutrality providing mechanisms for change dealing with resistance producing solutions providing appropriate feedback listening establishing group guidelines fostering safe, honest group atmosphere |
Unit Sector(s)
Not applicable.
