Assessor Resource

CPPACC6001A
Participate as an access expert on an Access Panel

Assessment tool

Version 1.0
Issue Date: April 2024


This unit of competency supports the access consulting service of serving on a BCA Access Panel. It involves the application of analysis, planning and evaluation to complex technical issues.

This unit specifies the competency required to participate as an access expert on an Access Panel. Access Panels are created within state and territory jurisdictions under the Process to Administer Access to Buildings (The Protocol) for the purpose of considering Building Upgrade Plans.

The unit requires the ability to interpret the performance requirements of the Disability Discrimination Act (DDA) Premises Standard the Building Code of Australia (BCA) and all relevant Australian standards. Access consultants also require the ability to apply knowledge of contemporary Australian and international literature, developments and trends regarding access issues. The unit requires a high level of communication skills and the skills to contribute effectively to a team situation.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 the role and responsibilities of the Access Panel and its members as set out in relevant legislation

analysing the evidence presented in case arguments, other information obtained by the Access Panel and relevant legislative requirements

forming realistic decisions based on the structured analysis of all relevant data and the application of relevant legislation

researching and referring to recognised national and international data sources and publications on access issues

interpreting the financial and social costs and benefits of Building Upgrade Plans and maintenance activities to provide access

applying Access Panel 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.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This section describes the essential skills and knowledge and their level, required for this unit.

Required knowledge and understanding include:

Access Panel structures

anthropometric principles of accessible building design and fitout

the difference between common law, judicial precedents and legislation

commonwealth, state and territory anti-discrimination legislation and regulations

commonwealth, state and territory Heritage Acts

design, structural and construction principles of buildings

disability awareness

environmental issues impacting on material selection

ergonomic principles

functional systems of the human body

industry codes of practice and ethics

international standards on building access

jurisdiction of Access Panels

legislative requirements of presenting evidence to Access Panels

limitations of work role, responsibility and professional abilities

nature of building materials and effect of performance

occupational health and safety policies and procedures

processes for interpreting reports, working drawings and specifications

preparation of a current comprehensive curriculum vitae

principles and techniques associated with:

group dynamics and processes

leadership

communication and negotiation

planning

decision making

procedures and protocols for Access Panels

processes for recording data, administering records and preparing reports

relevant commonwealth, state and territory building and other legislation, local government regulations and Australian standards

research methodology and analytical processes

role of legal personnel on Access Panels

role, responsibilities and powers of building certifiers

state and territory Planning and Development Acts

relevant terminology and definitions in hazard identification

types of allowable evidence raised in Access Panels

types of issues raised in Access Panels.

Required skills and attributes include:

analytical skills to:

analyse, evaluate and apply legislative requirements pertaining to disability access

analyse and evaluate the impacts of the full range of disabilities and the limitations that each disability places on the individual's ability to access the environment

analyse and evaluate how environmental barriers impact on people with disabilities

review and evaluate arguments presented in Access Panel case documentation

application skills to:

apply relevant anti-discrimination and building legislation

apply industry building codes of practice and ethics and other legislative requirements to work processes

apply disability awareness to work processes

apply current Australian and international building codes, standards, regulations and practices

communication skills to:

discuss issues relating to the provision of access presented in Access Panel case documentation and the relevant legislation with other Access Panel members

present arguments to other Access Panel members based on legislation and other research activities

seek alternative advice from other experts within own field

seek advice from experts in areas outside own expertise

literacy skills to:

assess and use workplace information on Access Panel role and responsibilities

read and interpret plans, specifications and structural drawings

read and use anatomical and medical terminology

read and use building and construction terminology

read and comprehend Access Panel case documentation

organisational skills to:

confirm that all relevant Access Panel case documentation is provided

research, reference, store and retrieve data for use in Access Panel processes

interpersonal skills to:

relate to people from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities

seek and obtain information in a sensitive and appropriate manner

facilitate change for greater awareness of disability access

participate in a team environment to complete tasks

analyse own work practices and process outcomes critically

engage colleagues and share disability access knowledge

adapt to new workplace situations

personal attributes relating to:

impartiality

fairness

independence

objectivity

confidentiality

respect

report-writing skills to:

prepare reports and other Access Panel documentation following Access Panel style policy, procedures and guidelines

research skills to:

initiate investigative research relating to specific Access Panel cases

source, analyse and evaluate building legislative requirements

source, analyse and evaluate legislative requirements for the provision of access

technical skills to:

identify problems and develop solutions

participate in decision-making processes

facilitate effective group processes to:

provide leadership

provide innovative responses to emerging access issues.

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.

Case documentation may include:

reports and documents from previous Access Panel hearings.

Legislation and codes may include:

BCA

DDA Premises Standard

international legislation, codes and standards

state and territory building legislation.

Relevant person may include:

state and territory officers responsible for Access Panel affairs.

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.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Case documentation is checked upon receipt to ensure it is full and complete. 
Case documentation is read and interpreted for the adequacy of access provision in accordance with the relevant legislation and codes. 
Ambiguities in the documentation are clarified with relevant persons. 
Research is conducted on matters pertaining to the case using all relevant databases. 
Advice from other access experts is sought to complement and supplement own expertise in relation to the specific case. 
All research findings and their sources are referenced fully using recognised methods and documented for later retrieval and use. 
Arguments on issues relating to the case to be considered by other Access Panel members are developed based on own expertise and research findings. 
Developed arguments are documented fully and all relevant supporting evidence is assembled and retained in a suitable manner for consideration by other Access Panel members. 
The extent of own competencies in relation to the case are examined and recognised in accordance with industry codes of practice and ethics. 
Information and advice on potential solutions to the adequacies of access provision are provided to all Access Panel members. 
Effective interpersonal skills and communication techniques are utilised to contribute to all discussions in a participative and constructive manner. 
Advice on access issues is provided in an agreed format. 
Agreed decisions are documented for future personal reference. 
Agreed decisions are documented in accordance with the Access Panel reporting guidelines. 
The development and preparation of the Access Panel's reporting document for each case is assisted in accordance with Access Panel reporting guidelines. 

Forms

Assessment Cover Sheet

CPPACC6001A - Participate as an access expert on an Access Panel
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CPPACC6001A - Participate as an access expert on an Access Panel

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: