Modification History
CHC08 Version 3 |
CHC08 Version 4 |
Comments |
CHCCS427A Facilitate adult learning and development |
CHCCS427B Facilitate adult learning and development |
ISC upgrade changes to remove references to old OHS legislation and replace with references to new WHS legislation. No change to competency outcome. |
Unit Descriptor
Descriptor |
This unit describes the skills and knowledge required to facilitate individual learning by adults through a collaborative learning relationship Identifying which learners and learning contexts may benefit from individual learning forms part of this unit Interpersonal 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 critical The unit provides the skills and knowledge to do this, and to work with a supervisor in facilitating adult learning and development |
Application of the Unit
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 context The learning relationship may be face-to-face, online, via telecommunication, or using a combination of media It 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 strategy Individual 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 |
Licensing/Regulatory Information
Not Applicable
Pre-Requisites
Not Applicable
Employability Skills Information
Employability Skills |
This unit contains Employability Skills |
Elements and Performance Criteria Pre-Content
Elements define the essential outcomes of a unit of competency. |
The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Identify individual learning requirements |
1.1 In consultation with learner, identify needs and goals for individual learning in the learning area and discuss with relevant persons 1.2 Consult with supervisor to identify appropriate individual learning techniques and processes and document them to support individual learning needs and goals 1.3 Obtain organisational support for implementation, where relevant |
2. Establish the learning relationship |
2.1 Identify individual's learning style , learner characteristics and abilities, and context for learning and discuss with supervisor 2.2 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 2.3 Clarify and agree upon boundaries and expectations of the learning relationship 2.4 Clarify additional support required in consultation with supervisor 2.5 Develop and document individualised learning plan , and discuss with learner |
3. Maintain and develop the learning relationship |
3.1 Prepare for each meeting or session 3.2 Grow the relationship and sustain active participation using effective communication and interpersonal skills 3.3 As planned with supervisor, develop structured learning activities to support and reinforce new learning, build on strengths and identify areas for further development 3.4 Demonstrate leadership and motivational skills to enable the learner to take responsibility for learning, practising ethical behaviour at all times 3.5 Observe learner cues and change approach where necessary to maintain momentum 3.6 Acknowledge, respect and value individual differences and clients with particular needs 3.7 Schedule regular meetings in consultation with both parties to monitor the effectiveness of the learning relationship |
4. Close and evaluate the learning relationship |
4.1 Use tools and signals developed with supervisor to determine readiness for closure of individual learning relationship 4.2 Carry out closure using appropriate interpersonal and communication skills 4.3 Seek feedback from the learner on the outcomes achieved and the value of the relationship 4.4 Evaluate whether the learning relationship met learning needs and goals 4.5 Reflect on own performance in managing the relationship, identify areas for improvement and discuss with supervisor 4.6 Document outcomes as required by the learning relationship |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
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:
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Essential skills: It is critical that the candidate demonstrate the ability to:
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:
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Evidence Guide
EVIDENCE GUIDE |
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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. |
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Critical aspects for assessment and evidence required to demonstrate this unit of competency: |
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Access and equity considerations: |
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Context of and specific resources for assessment: |
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Method of assessment: |
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Guidance information |
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Range Statement
RANGE STATEMENT |
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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. |
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Learning area may be: |
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Relevant persons may include: |
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Individual learning techniques and processes may include: |
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Organisational support may include: |
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Individual's learning style may include: |
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Learner characteristics may include: |
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Context for learning may be: |
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Additional support may include: |
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Individualised learning plan may include: |
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Structured learning activities may include: |
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Learner cues may include: |
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Tools and signals may include: |
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Feedback may be: |
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Evaluation may look at: |
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Reflection may include: |
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Unit Sector(s)
Not Applicable