1. Identify the information requirements of the target group.
   • The information requirements of the target groups of public education sessions are identified.
   • Existing resources are reviewed for suitability in relation to the target group.
   • The specific information requirements of the target group are researched.
2. Plan and develop educational presentations on disability access.
   • Presentation outcomes are determined with the sponsor or client and are agreed upon.
   • Presentation strategies are chosen to match the characteristics of the target audience, the subject matter to be presented, the location and the delivery method.
   • Presentation aids and materials are selected to enhance audience understanding of key concepts and ideas.
   • Presentation text and aids are prepared using appropriate media and allowing time to review and revise prior to the presentation.
3. Deliver the presentation.
   • The desired outcomes of the presentation are explained and discussed with the target audience.
   • Presentation aids, materials and examples are used effectively to support target audience understanding of key concepts and ideas.
   • The verbal and non-verbal communication of participants are monitored to gauge participant engagement with the presentation.
   • Variations in verbal and non-verbal communication are used to maintain participant involvement.
   • Opportunities are provided for participants to seek clarification on key issues and concepts and the presentation is adjusted to meet participant needs and preferences.
   • Key concepts and ideas are summarised to facilitate participant understanding.
4. Evaluate the presentation.
   • Audience understanding and response to the content and presentation format of the education session are assessed.
   • Feedback from the audience and observers of the education session is sought and analysed.
   • Adjustments necessary to improve the content and delivery of future presentations are considered and implemented as appropriate.

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

Required knowledge and understanding include

commonwealth state and territory antidiscrimination legislation and regulations

disability awareness

industry codes of practice and ethics

limitations of work role responsibility and professional abilities

organisational and professional procedures social and ethical practices and business standards

organisational policies and processes for preparing and presenting public education sessions

presentation techniques

principles of adult learning

principles and techniques associated with

communication

group dynamics and processes

motivation

planning

range of presentation formats and media for conveying information to participants

relevant commonwealth state and territory legislation applying to the specific public education session eg building legislation and codes

research methods

typical target groups of public education sessions

Required skills and attributes include

analytical skills to

interpret and apply legislative requirements pertaining to disability access

interpret the impacts of the full range of disabilities and the limitations that each disability places on the individuals ability to access the environment

interpret how the full range of environmental barriers impacts on people with disabilities who may have any of many impairments

application skills to

apply relevant codes of practice and other legislative requirements to work processes

apply disability awareness to work processes

maintain knowledge of current codes standards regulations practices and industry updates

communication skills to

explain clearly the objectives of the public education sessions to target audience

explain clearly information on existing and proposed policies and issues relating to the provision of access

explain clearly information on legislation relating to the provision of access and the relationship between the various pieces of legislation

impart knowledge and ideas through oral written and visual means

consult effectively with people interested in public education programs

interpersonal skills to

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

relate to participants in public education sessions

facilitate change for greater awareness of disability access

analyse own work practices and process outcomes critically

engage colleagues and share disability access knowledge

adapt to new workplace situations

literacy skills to

assess and use workplace information

interpret relevant legislation regulations and existing policy documents for inclusion in public education sessions

prepare and manage documentation

prepare presentations for public education sessions

organisational skills to

access the resources required for presenting public education sessions

implement guidelines for the delivery of public education sessions

research and evaluation skills to

identify the information needs of target groups for public education sessions

source and evaluate information relevant to target group needs

teamwork skills to

work effectively with other people

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

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.