ELEMENT

PERFORMANCE CRITERIA

1Assess client requirements.

1.1 Client's aspirations for the development project are elicited and confirmed using effective interpersonal skills and communication techniques and are documented for later reference in accordance with organisational requirements.

1.2 The design consequences of the client's aspirations are evaluated.

1.3 The impact of the class of development is determined in accordance with relevantlegislation.

1.4 Legislative requirements for access are determined in accordance with the class of development.

2Assess access limitations imposed by the development.

2.1 Topographical limitations to accessible design are identified.

2.2 Limitations to accessible design due to existing conditions are identified.

3Create an access design brief.

3.1 Client is interviewed and access design briefing questionnaire is completed in accordance with organisational requirements.

3.2 Initial access design brief incorporating the client's aspirations for the project is prepared.

3.3 Preliminary budget is prepared and incorporated into the access design brief in accordance with organisational requirements.

3.4 Access design brief is reviewed with appropriate person in accordance with organisational requirements.

3.5 Feedback received from the review process is incorporated into the access design brief.

4Discuss access design brief with client.

4.1 Access design brief is presented to client and the extent that it reflects the client's aspirations is checked and confirmed.

4.2 Access design brief is discussed with the client and agreed ideas are incorporated progressively.

4.3 Access design brief is reviewed in accordance with legislative requirements to ensure required disability access is provided.

5Distribute and store documentation.

5.1 Final agreed access design brief is prepared for client in accordance with contractual arrangements and organisational requirements.

5.2 The access design brief and associated documentation are forwarded to the client in accordance with contractual arrangements.

5.3 A copy of the access design brief and associated documentation are recorded and retained for future reference in accordance with organisational and legislative requirements.

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

analyse clients' information regarding their aspirations

application skills to:

apply relevant codes of practice 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:

obtain information from the client on their aspirations for the project

explain clearly information on issues and legislation relating to the provision of access

impart knowledge and ideas through oral, written and visual means

use workplace equipment and communication methods

interpersonal skills to:

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

consult and provide advice in a sensitive and appropriate manner

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

read and interpret legislation that could impact on the proposed design

organisational skills to:

prepare and manage documentation

develop communication strategies that ensure the client is kept informed during the design process

collect, store and retrieve data for inclusion in the documentation provided to the client

develop and implement organisational policies and procedures

technical skills to:

develop the design brief.

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

integrating an understanding of disability awareness into the design brief for the provision of access

communicating effectively with clients to establish their design requirements for access

identifying and applying relevant building and anti-discrimination legislation to ensure access

effectively using research to inform the design brief for the provision of access

providing a design brief that complies with legislative requirements and fulfils contractual requirements

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.

Aspirations may include:

purpose and function

financial return

general aesthetics of the building

impact of landscaping.

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.

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 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 procedures manuals

records and information management systems and processes

style guides and other guides used to prepare documents.

Relevant legislation may include:

town planning requirements:

traffic control

car parking

building heights

landscaping

heritage

signage

environmental considerations.

Legislative requirements for access may include:

Australian standards

BCA

DDA Education Standard

DDA Premises Standard

DDA Transport Standard

local government building regulations

state and territory building legislation.

Limitations may include:

easements

availability of services e.g. area without sewers

placement of existing services e.g. water mains, sewers and stormwater drains

soil type

presence of hidden rock.

Access design briefing questionnaire may include the following broad headings:

information on the client

agreements on fees

persons and firms involved in the project

general requirements

basic design factors

technical fact finding

records and preliminary investigations

deadlines.

Access design brief may include:

purpose and function of the proposed building

any limitations that impact on the design

intended site

construction methodology

materials and finishes

allocation of space

specific fixtures

fittings and furniture

budget estimate including construction, design and statutory costs.

Appropriate person may include:

another member of the design team

business partner or colleague

staff member.