Elements and Performance Criteria

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. Bold italicised wording in the performance criteria is detailed below. 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.
Clients may include:
companies
government departments and agencies
building owners
service providers.
Organisational requirements may be outlined and reflected in:
access and equity policy, principles and practices
business and performance plans
client service policies, procedures and standards
codes of conduct and codes of practice
communication channels and reporting procedures
communication of services offered
complaint and dispute resolution procedures
compliance with legislation, codes and workplace standards
continuous improvement processes and standards
defined resource parameters
duty of care
employer and employee rights and responsibilities
ethical standards
legal policies and guidelines
occupational health and safety (OHS) policies, procedures and programs
organisational mission statement, goals, objectives, plans, systems and processes
policies and procedures relating to the setting of fees and the negotiation and management of contracts
policies and procedures relating to own role, responsibilities and delegation
privacy and confidentiality policies and procedures
quality assurance and/or procedures manuals
records and information management systems and processes
style guides and other guides used to prepare documents.
Interpersonal skills and communication techniques may include:
active listening to clarify and confirm understanding
control of tone of voice and body language
culturally aware/sensitive use of language and concepts
demonstrating flexibility and a willingness to negotiate
presenting options and consequences
providing constructive feedback
reflection
seeking feedback to confirm understanding of needs
summarising and paraphrasing to check understanding
using effective presentation aids (e.g. audiovisual slides, diagrams, photographs and pictures)
using language that is:
accurate, articulate and concise
positive, confident and cooperative
verbal or non-verbal.
Legislative requirements may relate to:
relevant commonwealth, state and territory legislation that affects organisational operation:
OHS
environmental
equal employment opportunity
industrial relations
anti-discrimination and diversity
licensing arrangements
trade practices
privacy requirements
freedom of information
Australian standards, quality assurance and certification requirements
relevant industry codes of practice and ethics
award and enterprise agreements.
Clientbrief may include:
written instructions detailing requirements of the access consultant.
Action Plan includes:
goals and targets to ensure that the results are measurable
timeframes
suggested evaluation techniques.
And is developed through:
a review of current business practices
devising policies and programs
setting goals, targets and timeframes
devising and incorporating evaluation strategies
appointing persons to be responsible for the implementation of the Action Plan
communicating the Action Plan to the people in the client's business.
Customer profile includes:
the range of potential customers
the changing nature of the potential customer base
the frequency of known use of services by customers with disabilities.
Communication barriers may be influenced by:
the portrayal of people with disabilities in information produced by the company
the availability of information produced by the company in alternative formats (e.g. large print, braille, computer disk and audio tape)
the availability of information in language suitable for people with learning disabilities or intellectual disabilities
captioning on video displays
company marketing strategies that advertise the availability of its business services to people with disabilities
the familiarity of company personnel with technology and practices such as telephone typewriters, audio-induction loops and sign language
the availability of company information in a format suitable for people who are blind or vision impaired.
Attitudinal barriers may:
be based on stereotypes that set people apart as being different or perceived as less capable
stereotype people according to their disabling condition rather than treating them as individuals.
And may include:
fear of the unknown or anxiety associated with being unsure of how to behave and what to expect from a person with a disability
fear of becoming disabled or feelings of vulnerability
guilt or why did this misfortune happen to this person and not to me, he/she is no more deserving of it
aversion to difficulties, weakness and a less than perfect body.
Physical barriers restrict access to premises and may involve:
all areas to which customers are entitled to have access
physical structures such as doors, steps and stairs
structures designed to deliver services or promote goods such as service counters, information counters and display units
confusing or inadequate signage
confusing décor that may disorientate customers with vision impairment
lack of non-visual guides to assist customers with vision impairment in wayfinding
lack of adequate paths of travel and warning systems, such as visual fire alarms to assist with emergency evacuation.
Policies and programs may include:
removal of physical barriers to access - supporting programs could include conducting an access audit and implementing the correctional renovations
removal of communication barriers - supporting programs could include providing information in alternative formats, improved information technology, appropriate signage for the vision impaired and training staff in sign language
increased disability awareness amongst staff - supporting programs could include regular disability awareness training for all existing staff, disability awareness training as a component of new staff induction procedures, mentoring staff, and the active recruitment and employment of people with disabilities

the review and evaluation of progress of the Action Plan - supporting programs could include program implementation monitoring against targets and timeframes, and evaluation against Action Plan goals
incorporation of the Action Plan into mainstream business planning - supporting programs could include the integration of Action Plan considerations into business marketing, communication and training programs
informing employees about the Action Plan - supporting programs could include disability awareness training to educate staff about their role in implementing the Action Plan, and supervisors being accountable for the performance of staff in relation to the Action Plan
publicising the organisation's commitment to people with disabilities - supporting programs could include the removal of physical access barriers, the removal of communication barriers, marketing the organisation's disability awareness initiatives, the employment of people with disabilities, and disability awareness training for staff
the development of a complaints procedure for staff and customers - supporting programs could include publicising the complaints procedure to staff and customers, and training staff to handle complaints appropriately.
Legislative objectives will be included in:
the DDA
commonwealth, state and territory anti-discrimination legislation and regulations.

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.
Overview of assessment
This unit of competency could be assessed on its own or as part of an integrated assessment activity involving other competencies relevant to the job function.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
A person who demonstrates competency in this unit must be able to provide evidence of:
recognising the needs and desires of people with disabilities to engage fully in all aspects of society, and their right to do so
interpreting accurately the impacts of the full range of disabilities and the limitations that each disability places on the individual's ability to access the environment
interpreting accurately how the full range of environmental barriers impact on any of the impairments that people with disabilities might have
interpreting accurately the requirements of the commonwealth DDA or state and territory anti-discrimination legislation covering the development of Action Plans or similar plans
applying an understanding of the access needs of people with disabilities to the Action Plan development process
identifying key stakeholders for inclusion in the consultation and development processes
using research techniques and consultation processes to obtain relevant data for input into the Action Plan
using effective interpersonal skills and communication techniques to facilitate the exchange of ideas and information to support the development of an Action Plan
applying organisational management policies and procedures, including quality assurance requirements.
Context of and specific resources for assessment
Resource implications for assessment include:
a registered provider of assessment services
competency standards
assessment materials and tools
suitable assessment venue/equipment
workplace documentation
candidate special requirements
cost and time considerations.
Validity and sufficiency of evidence requires that:
competency will need to be demonstrated over a period of time reflecting the scope of the role
where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice with a decision of competence only taken at the point when the assessor has complete confidence in the person's competence
all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence
where assessment is for the purpose of recognition (RCC/RPL), the evidence provided will need to be current and show that it represents competency demonstrated over a period of time
assessment can be through simulated project-based activity and must include evidence relating to each of the elements in this unit.