1

Assess client awareness of thermal efficiency features of residence.

1.1

Effective communication strategies are employed to establish rapport with client and respond to client questions and concerns.

1.2

Client awareness of thermal efficiency features of residence and the ways to maximise the benefits of those features is identified.

1.3

Influences that impact on client attitudes to thermal efficiency features of residence are identified.

1.4

Potential barriers to client maximising thermal efficiency features of residence are identified.

1.5

Information needs of client in relation to the thermal efficiency features of residence are identified.

2

Educate client about thermal efficiency features.

2.1

Information on thermal efficiency features of residence and potential benefits of these features is provided to client.

2.2

Practices and behaviours that maximise the effectiveness of the thermal efficiency features of residence are explained to client.

2.3

Proactive strategies for supporting client adoption of recommended practices and behaviours are identified.

2.4

Potential barriers to client adoption of recommended practices and behaviours, and strategies for overcoming these barriers, are identified in consultation with client.

3

Provide follow-up services.

3.1

Need for follow-up services is determined in consultation with client.

3.2

Required follow-up services are identified and provided as agreed with client.

Required skills

communication and interpersonal skills to interact in an ethical manner with clients from diverse social, economic and cultural backgrounds

decision-making and problem-solving skills to identify and suggest strategies for overcoming barriers to client adoption of practices and behaviours that maximise the thermal efficiency of residential buildings

literacy skills to read and interpret a variety of texts, including legislation, regulations, and conduct and ethical standards

numeracy and data analysis skills to:

analyse benefits of thermal efficiency measures

interpret information on potential energy savings associated with use of different measures designed to improve the thermal efficiency of residential buildings

planning, organising and scheduling skills to undertake work-related tasks, such as meeting with clients

research skills to identify and locate documents, reports and information relating to the information needs of clients on the types and benefits of thermal efficiency measures

technology skills to access online databases to gather information on thermal efficiency features of residential buildings

Required knowledge

behaviour change:

barriers to voluntary behaviour change

conditions necessary for behaviour change

factors that increase likelihood of voluntary behaviour change

models of behaviour change

personal and environmental factors that impact on behaviour change

stages of change

strategies for dealing with relapse

strategies to promote behaviour change

consultation models and approaches

patterns of occupant use of housing:

times of use

types of use

ways of determining types and times of use

thermal efficiency of residential buildings:

benefits of increasing thermal efficiency of residential buildings

role of assessor in promoting behaviour change

thermal efficiency features of houses

ways of optimising benefits of thermal efficiency installations in residential buildings

sources of information on thermal efficiency of residential buildings

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

This unit of competency could be assessed by candidates educating a client about the ways of maximising the effectiveness of the thermal efficiency features of a residential building. This would involve assessing client awareness of the thermal efficiency features of buildings, educating clients about these features, and providing follow-up services.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

A person should demonstrate the ability to:

apply effective communication and interpersonal skills to build rapport with clients

assess clients’ awareness of thermal efficiency features of their residenceand ways of maximising the effectiveness of those features

explain to clients how their practices and behaviours impact on the effectiveness of thethermal efficiency features of their residence

educate clients about thermal efficiency features of their residence, including promoting client practices and behaviours that encourage effective use of the energy-efficient features of their residence

provide clients with follow-up services.

Context of and specific resources for assessment

Assessment of this unit:

must be in the context of the work environment

may be conducted in an off-site context, provided it is realistic and sufficiently rigorous to cover all aspects of workplace performance, including task skills, task management skills, contingency management skills and job role environment skills

must meet relevant compliance requirements.

Resource implications for assessment include:

relevant codes, standards and government regulations

access to clients

computer equipment suitable for generating reports

technical reference library with current publications on behaviour change, thermal efficiency, communication strategies, and consulting models and strategies.

Method of assessment

Assessment for this unit must verify the practical application of the required skills and knowledge, using one or more of the following methods:

written and/or oral assessment

observed, documented and/or first-hand testimonial evidence of the candidate educating a client about the ways of maximising the effectiveness of the thermal efficiency features of a residential building.

Guidance information for assessment

This unit could be assessed on its own or in combination with other units relevant to the job function.

Reasonable adjustments for people with disabilities must be made to assessment processes where required. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.

Assessment processes and techniques should, as far as is practical, take into account the language, literacy and numeracy capacity of the candidate in relation to the competency being assessed.

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, if used in the performance criteria, is detailed below. 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) may also be included.

Effective communication strategies may include:

active listening

being non-judgemental

empathy

exploring problems

expressing an individual perspective

providing sufficient time for questions and responses

providing summarising and reflective responses in conflict situations

using appropriate words, behaviour, posture and tone

using clarifying and summarising questions

using clear and concise language

using culturally appropriate communication

using plain English

using verbal and non-verbal communication.

Client may include:

building professionals

end users of residence

tradespeople.

Thermal efficiency features may include:

construction materials

draught proofing

floor coverings

glazing

insulation levels

landscaping and planting

orientation

passive heating and cooling

shade

skylights

thermal mass

ventilation

window coverings

window size, location and type

zoning and layout.

Influences that impact on client attitudes may include:

advertising

age and gender

cost

education level

employment status

government funding

lifestyle

media

past experience

perceptions of:

benefits and limitations

impact on lifestyle

political and social leanings

socio-economic status

training

use of dwelling

views of others:

colleagues

family

friends

peers

significant others.

Barriers may include:

apathy

cost

expectations of high-consumption lifestyle

inaccurate and inadequate information

lack of engagement

lack of support from others

lack of time

medical needs

negative perceptions

past experience

poor communication

powerlessness

suitability of measures and property features to client needs.

Information needs may include:

benefits of thermal efficiency features:

contribution to improved environment

lifestyle

lower energy bills

reduced carbon footprint

reduced energy consumption

thermal efficiency features of residence

work practices.

Practices and behaviours may include:

accurate specification of thermal efficient materials and provision of advice to tradespeople and end users on thermal efficiency features of building by building professionals

use of residence by end users that maximises benefits of the thermal efficiency installations

work practices of tradespeople.

Follow-up services may include:

positive feedback and reinforcement

provision of information

review of strategies for reducing energy use

support and mentoring

tactics to deal with relapse.