Unit of competency Outline
Date retreived
22/07/2026 6:34 AM AWST
22/07/2026 6:34 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Facilitate adult learning and development
Facilitate adult learning and development
Unit of competency
National Code
CHCCS427B
CHCCS427B
State Code
WC858
WC858
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
12/08/2014
Field of Education
070199 - Teacher Education, N.e.c.
Original Release Date
12/08/2014
Nominal Hours
35
Description
DescriptorThis unit describes the skills and knowledge required to facilitate individual learning by adults through a collaborative learning relationshipIdentifying which learners and learning contexts may benefit from individual learning forms part of this unitInterpersonal 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 criticalThe unit provides the skills and knowledge to do this, and to work with a supervisor in facilitating adult learning and development
Notes
Elements and 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
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. 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.
Learning area may be:
Generic skills
Life skills
Management skills
Organisational or individual
Program-specific
Skills for new or changed job role, work procedures or work skills
Technical skills
Relevant persons may include:
Learner
Language, literacy or numeracy specialist
Experienced trainer, teacher or tutor
Mentor
Supervisor or coordinator
Individual learning techniques and processes may include:
Coaching or tutoring techniques
Formal or informal process
Mentoring techniques
Ongoing or one-off process
Peer relationships
Single or double loop learning approaches
Specific circumstance or an integrated feature of the overall learning process
Organisational support may include:
Additional time with learner
Agreement by organisation to provide additional assistance to individuals through identified techniques
Venue and equipment support
Individual's learning style may include:
Activist
Auditory
Global and analytical
Kinaesthetic
Pragmatic
Reflective
Tactile
Theoretical
Visual
Learner characteristics may include:
Cultural background and needs
Employment status
Language, literacy and numeracy requirements
Length of time resident in Australia
Level of formal schooling in Australia or overseas
Level of maturity
Past learning experiences
Preferred learning styles
Specific physical or psychological needs
Context for learning may be:
Defined by time requirements and built into learning activities
Defined by the learning activities
Determined by the area of learning
Determined by the trainer and the learner
Impacted by the health, safety or welfare of the learner
In a classroom, tutorial room, meeting room, office, any agreed meeting place
In a home, training and/or assessment organisation, college, community, university or school
Additional support may include:
Aboriginal and Torres Strait Islander support
Community support
Counselling services
Disability support
English language, literacy and numeracy support
Ethnic support services
Interpreting services
Support for learners affected by displacement and other trauma
Individualised learning plan may include:
Contingency plans
Goals to be achieved that reflect learner interests, needs and abilities
Logistics of the learning relationship, for example:
period of relationship
frequency of meetings and length of sessions
location of meetings or contact
Structure of the learning relationship, for example:
activities to be undertaken
monitoring processes
tools and equipment needed
shadowing
WHS considerations
Structured learning activities may include:
Demonstrations and role plays
Direction, guidance and mutual discussion
Learning journal
Practice opportunities
Projects
Readings and research
Role modelling
Video and audio analysis
Written exercises
Learner cues may include:
Evidence of frustration, distraction, stress
Evidence of problems or issues which may be personal or related to the individualised learning
Level of communication and interaction
Level of dependence or independence
Level of ease or difficulty in undertaking learning activities
Level of engagement or disengagement
Regular or irregular attendance
Stagnation in learning
Tools and signals may include:
Agreed time period over
Level of independence in learning
Measure of improvement in a particular area
Readiness to maintain learning through other means or modes
Self-assessment by the learner
Severe or fixed blockages in the relationship
Feedback may be:
Formal and informal discussion with learner and others
Interview
Written questionnaire
Evaluation may look at:
Achievement of other outcomes as a result of the relationship
Development of new goals or skills
Development of or increase in the self-confidence and capacity to learn of the learner
Increased or new motivation to learn
Level of attendance by learner
Successful achievement, rate of achievement, or lack of achievement of identified goals
Reflection may include:
Asking critical questions about own ability, what worked, what did not work and how the relationship building process could be improved
Reviewing feedback from learner and identifying critical aspects and areas for improvement
Reviewing records and journals on sessions and critically evaluating own performance
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.
Learning area may be:
Generic skills
Life skills
Management skills
Organisational or individual
Program-specific
Skills for new or changed job role, work procedures or work skills
Technical skills
Relevant persons may include:
Learner
Language, literacy or numeracy specialist
Experienced trainer, teacher or tutor
Mentor
Supervisor or coordinator
Individual learning techniques and processes may include:
Coaching or tutoring techniques
Formal or informal process
Mentoring techniques
Ongoing or one-off process
Peer relationships
Single or double loop learning approaches
Specific circumstance or an integrated feature of the overall learning process
Organisational support may include:
Additional time with learner
Agreement by organisation to provide additional assistance to individuals through identified techniques
Venue and equipment support
Individual's learning style may include:
Activist
Auditory
Global and analytical
Kinaesthetic
Pragmatic
Reflective
Tactile
Theoretical
Visual
Learner characteristics may include:
Cultural background and needs
Employment status
Language, literacy and numeracy requirements
Length of time resident in Australia
Level of formal schooling in Australia or overseas
Level of maturity
Past learning experiences
Preferred learning styles
Specific physical or psychological needs
Context for learning may be:
Defined by time requirements and built into learning activities
Defined by the learning activities
Determined by the area of learning
Determined by the trainer and the learner
Impacted by the health, safety or welfare of the learner
In a classroom, tutorial room, meeting room, office, any agreed meeting place
In a home, training and/or assessment organisation, college, community, university or school
Additional support may include:
Aboriginal and Torres Strait Islander support
Community support
Counselling services
Disability support
English language, literacy and numeracy support
Ethnic support services
Interpreting services
Support for learners affected by displacement and other trauma
Individualised learning plan may include:
Contingency plans
Goals to be achieved that reflect learner interests, needs and abilities
Logistics of the learning relationship, for example:
period of relationship
frequency of meetings and length of sessions
location of meetings or contact
Structure of the learning relationship, for example:
activities to be undertaken
monitoring processes
tools and equipment needed
shadowing
WHS considerations
Structured learning activities may include:
Demonstrations and role plays
Direction, guidance and mutual discussion
Learning journal
Practice opportunities
Projects
Readings and research
Role modelling
Video and audio analysis
Written exercises
Learner cues may include:
Evidence of frustration, distraction, stress
Evidence of problems or issues which may be personal or related to the individualised learning
Level of communication and interaction
Level of dependence or independence
Level of ease or difficulty in undertaking learning activities
Level of engagement or disengagement
Regular or irregular attendance
Stagnation in learning
Tools and signals may include:
Agreed time period over
Level of independence in learning
Measure of improvement in a particular area
Readiness to maintain learning through other means or modes
Self-assessment by the learner
Severe or fixed blockages in the relationship
Feedback may be:
Formal and informal discussion with learner and others
Interview
Written questionnaire
Evaluation may look at:
Achievement of other outcomes as a result of the relationship
Development of new goals or skills
Development of or increase in the self-confidence and capacity to learn of the learner
Increased or new motivation to learn
Level of attendance by learner
Successful achievement, rate of achievement, or lack of achievement of identified goals
Reflection may include:
Asking critical questions about own ability, what worked, what did not work and how the relationship building process could be improved
Reviewing feedback from learner and identifying critical aspects and areas for improvement
Reviewing records and journals on sessions and critically evaluating own performance
EVIDENCE GUIDE
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.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Assessment should ensure the candidate addresses the elements and performance criteria on at least three occasions, over a period of time
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
Competency must be demonstrated in a realistic simulated or real work environment
Assessment requires access to a range of opportunities defined in the range statement, including access to:
individual learning plan
facilitation activities
evaluations from participants or organisation
evidence of self-evaluation and improvement of skills, for example, a learning journal
audio or video of a facilitation session
Method of assessment:
Assessment methods suitable for valid and reliable assessment of this competency may include a combination of:
case studies
demonstration
observation
oral and written questioning
scenarios, simulation or role plays
workplace projects
authenticated evidence
Assessment methods should reflect work demands, such as literacy, and the needs of particular individuals, such as:
people in rural and remote locations
people with disabilities
people from culturally and linguistically diverse backgrounds
Aboriginal and Torres Strait Islander people
women
young people
older people
Guidance information
This unit may be assessed independently, however holistic assessment with other units relevant to the industry sector, workplace and job role is recommended
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.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Assessment should ensure the candidate addresses the elements and performance criteria on at least three occasions, over a period of time
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
Competency must be demonstrated in a realistic simulated or real work environment
Assessment requires access to a range of opportunities defined in the range statement, including access to:
individual learning plan
facilitation activities
evaluations from participants or organisation
evidence of self-evaluation and improvement of skills, for example, a learning journal
audio or video of a facilitation session
Method of assessment:
Assessment methods suitable for valid and reliable assessment of this competency may include a combination of:
case studies
demonstration
observation
oral and written questioning
scenarios, simulation or role plays
workplace projects
authenticated evidence
Assessment methods should reflect work demands, such as literacy, and the needs of particular individuals, such as:
people in rural and remote locations
people with disabilities
people from culturally and linguistically diverse backgrounds
Aboriginal and Torres Strait Islander people
women
young people
older people
Guidance information
This unit may be assessed independently, however holistic assessment with other units relevant to the industry sector, workplace and job role is recommended
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| WB991 | CHCCS427A | Facilitate adult learning and development | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWB02 | CHCEDU013 | Facilitate adult learning and development | Unit of competency |