TAADEL403A

Facilitate individual learning

Unit Descriptor

This unit specifies the competency required to facilitate individual learning through a one‑on‑one relationship between a learner and facilitator.

Competency Field

Delivery and Facilitation

Application of the Unit

Learning facilitation relationships may take a number of forms including structured/semi‑structured activities and formal/informal agreements. They may be independent of or part of a broad learning and delivery strategy. Identifying which learners and learning contexts may benefit from individual learning facilitation forms part of this competency.

Establishing an appropriate mutual relationship is critical, and the communication and interpersonal skills of the trainer/facilitator are paramount in creating the necessary preconditions for individual learning facilitation to be effective.

Two major techniques to facilitate individual learning are derived from mentoring and coaching methodologies. Other similar instructional techniques may also be appropriate, such as tutoring. The trainer/facilitator may use these techniques with one learner or with individual learners in a small group context.

Individual learning/facilitation relationships may be used to help an individual or individuals meet personal or job goals, learn new skills/knowledge or develop new learning/work behaviours. The role of the trainer/facilitator using these techniques is to advise, guide, support and respond to the needs of the individual learner.

The delivery mode may be face‑to‑face, online, via telecommunication or using a combination of media.

The competency specified in this unit is typically required by trainers/facilitators, supervisors, managers, leaders, practitioners, teachers, assessors and consultants.

Element

Performance Criteria

Elements define the critical outcomes of a unit of competency.

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Italicised terms are elaborated in the Range Statement.

1.      Identify individual learning facilitation requirements

1.1

The need for individual learning/facilitation in the learning area is identified

1.2

The goals for learning for individual learning/ facilitation are identified and discussed with relevant persons

1.3

Appropriate individual learning/facilitation techniques and processes are identified and documented to support individual learning needs and goals

1.4

Evaluation processes are developed and agreed

1.5

Organisational support for implementation is obtained, where relevant

2.      Establish the learning/ facilitation relationship

2.1

The individual’s learning style, learner characteristics and the context for learning are identified

2.2

The appropriate technique/process to facilitate individual learning is selected or organised and the basis of the technique/process is explained and discussed with the individual learner

2.3

The boundaries and expectations of the learning/ facilitation relationship are clarified and agreed using effective communication and interpersonal skills

2.4

Any equity or additional support needs are clarified

2.5

An individualised learning plan is developed, documented and discussed with the learner

3.      Maintain and develop the learning/facilitation relationship

3.1

Preparation for each meeting/session is evident

3.2

Effective communication and interpersonal skills are used to grow the relationship and sustain active participation

3.3

Structured learning activities are developed to support and reinforce new learning, build on strengths and identify areas for further development

3.4

Leadership and motivational skills are demonstrated to enable the learner to take responsibility for learning

3.5

Learner cues are observed and changes in approach are made, where necessary, to maintain momentum

3.6

Ethical behaviours are practised at all times

3.7

Regular meetings are agreed to by both parties and scheduled to monitor the effectiveness of the learning/facilitation relationship

3.8

Appropriate documentation to support the relationship is mutually developed and maintained

4.      Close and evaluate the learning/facilitation relationship

4.1

Tools and signals are used to determine readiness for closure of individual learning/facilitation relationship

4.2

The closure is carried out smoothly using appropriate interpersonal and communication skills

4.3

Feedback is sought from the learner on the outcomes achieved and the value of the relationship

4.4

The impact of the learning/facilitation relationship is reviewed using identified evaluation processes

4.5

Self‑evaluation and reflection on own performance in managing the relationship is carried out and areas for improvement are identified

4.6

The outcomes of the learning/facilitation relationship and evaluation of the process are documented and filed in accordance with legal, organisational and personal requirements