Elements and Performance Criteria

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

RANGE STATEMENT
CATEGORIES
Action plans
[all categories]
short term
long term
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
Behaviour
[all categories]
positive
negative
conscious
unconscious
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
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
Facilitation guidelines
[all categories]
group position
role clarity
confidentiality
commitment
responsibility
time
single speaking
non-violence
participation
other ethical issues
Individual differences
[all categories]
gender
language
mental ability
physical ability
culture and values
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
Learning outcome
[one category]
recreational
educational
therapeutic
vocational
Learning transfer
[all categories]
technical, intellectual and/or emotional
specific, indirect, metaphoric
Models of adventure/experiential learning
[all categories]
types, for example
linear
cyclical
spiral
nested loop
structure
sequence
Phases within each model of the facilitation process
[all categories]
diagnosis
design
delivery
debriefing
detachment
Progression
[all categories]
in terms of attributes such as
physical
emotional
social
intellectual
techniques to monitor progress, for example
observation
planned reflection
feedback
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

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

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 ofthree (3) sessions with different client groupscoveringthe prescribed number ofcategories 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
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
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
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
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 ofthree (3) sessions with different client groupsin order to ensure consistency of performance over the RangeStatements and contexts applicable to conducting adventure based activities to facilitate learning for clients
Context for assessment
This unit of competency must be assessed in the context of an outdoorrecreation activityand 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 onrequired 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

KEY COMPETENCIES
Collect, Analyse&Organise Information
Communicate Ideas&Information
Plan&Organise Activities
Work with Others&in Teams
Use Mathematical Ideas&Techniques
Solve Problems
Use Technology
3
3
3
2
-
3
-
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 withinappropriate behaviour in group activities
Using technology - Not applicable
Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.