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Evidence Guide: CPPACC5016A - Provide expert access advice on renovations to private dwellings

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CPPACC5016A - Provide expert access advice on renovations to private dwellings

What evidence can you provide to prove your understanding of each of the following citeria?

Identify client's particular needs.

  1. Relevant health professionals and medical reports are consulted in regard to the client's functional abilities, using ethical practices.
  2. Client's current level of functioning is identified and discussed with the client and relevant health professionals.
  3. Functional features critical to maintaining independence are identified in consultation with the client using anthropometric, ergonomic and physiological methodology.
  4. Assistive equipment required by the client is identified.
  5. Situations requiring specialist advice are identified and assistance is sought.
  6. Client's current and long-term lifestyle needs are identified and discussed with the client and relevant health professionals.
  7. Client's understanding of the need for renovations is confirmed in accordance with ethical practices.
Relevant health professionals and medical reports are consulted in regard to the client's functional abilities, using ethical practices.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Client's current level of functioning is identified and discussed with the client and relevant health professionals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Functional features critical to maintaining independence are identified in consultation with the client using anthropometric, ergonomic and physiological methodology.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assistive equipment required by the client is identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Situations requiring specialist advice are identified and assistance is sought.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Client's current and long-term lifestyle needs are identified and discussed with the client and relevant health professionals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Client's understanding of the need for renovations is confirmed in accordance with ethical practices.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess building capacity in relation to the client's needs.

  1. Existing building is audited against client's needs and in accordance with relevant legislative requirements.
  2. The capacity of the building and surrounds to meet the client's functional needs is determined and documented.
  3. The capacity of the building and surrounds to meet the requirements of the client's assistive equipment is determined and documented.
  4. Building renovation strategies that meet the client's needs are developed and documented.
Existing building is audited against client's needs and in accordance with relevant legislative requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The capacity of the building and surrounds to meet the client's functional needs is determined and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The capacity of the building and surrounds to meet the requirements of the client's assistive equipment is determined and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Building renovation strategies that meet the client's needs are developed and documented.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Formulate response to client's current and long-term needs.

  1. Client's immediate needs are analysed with relevant health professionals and/or construction personnel.
  2. The client's changing longer-term needs are analysed in collaboration with relevant health professionals and/or construction personnel.
  3. The client's identified needs are documented in accordance with organisational requirements.
  4. Appropriate strategies for maximising client's independence in their home are identified.
  5. Specific fixtures, fittings, equipment and associated spatial requirements needed by the client are incorporated into the design of renovations.
  6. Proposed building renovations are discussed with the client and their feedback is incorporated into the proposed building strategies.
  7. Identified methodologies are communicated to appropriate personnel for implementation of design and construction of the renovations.
  8. Referral to other service providers is arranged in response to specific client requirements and instructions.
Client's immediate needs are analysed with relevant health professionals and/or construction personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The client's changing longer-term needs are analysed in collaboration with relevant health professionals and/or construction personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The client's identified needs are documented in accordance with organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Appropriate strategies for maximising client's independence in their home are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Specific fixtures, fittings, equipment and associated spatial requirements needed by the client are incorporated into the design of renovations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Proposed building renovations are discussed with the client and their feedback is incorporated into the proposed building strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identified methodologies are communicated to appropriate personnel for implementation of design and construction of the renovations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Referral to other service providers is arranged in response to specific client requirements and instructions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare report for the client and complete documentation.

  1. A report including associated documentation detailing the agreed building renovations is prepared to enable the client to communicate their access requirements to building and/or design professionals.
  2. A report and associated documentation are forwarded to the client and/or referring health professionals in accordance with contractual arrangements.
  3. A copy of the report and associated documentation are recorded and retained for future reference in accordance with organisational and legislative requirements.
A report including associated documentation detailing the agreed building renovations is prepared to enable the client to communicate their access requirements to building and/or design professionals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A report and associated documentation are forwarded to the client and/or referring health professionals in accordance with contractual arrangements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

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 a person with a disability to undertake daily living activities in their own home, and their right to do so

interpreting accurately information from reports and interviews to assist in determining the client's needs to live in their own home and developing home renovation strategies that optimise their capacity to do so

interpreting building legislation and applying it to the provision of appropriate renovation solutions to meet the client's needs

interpreting construction methodologies and applying them to the design of home renovation

developing effective and practical home renovation solutions to meet the client's needs

complying with OHS regulations applicable to workplace operations

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.

Required Skills and Knowledge

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

Required knowledge and understanding include:

anatomical and medical terminology

anthropometric and ergonomic principles of accessible building design and fitout

assistive equipment and resources

building terminology, definitions and hazard identification

commonwealth, state and territory anti-discrimination legislation and regulations

design, structural and construction principles of buildings

disability awareness

environmental issues impacting on material selection

industry codes of practice and ethics

international codes, standards, regulations and practices

limitations of work role, responsibility and professional abilities

nature of building materials and effect of performance

occupational health and safety (OHS) legislation and procedures

processes for generating design solutions for individual situations

processes for interpreting medical reports and terminology

processes for preparing and administering documentation

processes for interpreting reports, working drawings and specifications

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

research methodology and analytical processes

role, responsibilities and powers of building certifiers.

Required skills and attributes include:

analytical skills to:

interpret and apply legislative requirements

interpret reports and assessments of the client's ability to live in their own home

evaluate manufacturers' specifications and select suitable assistive equipment

develop a home renovation strategy

application skills to:

apply disability awareness to work processes

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

communication skills to:

provide information and explain issues relating to home renovations to the client, their family and carers

impart knowledge and ideas through oral, written and visual means

consult effectively with health and construction professionals

seek advice from other experts

make referrals to other service providers

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

provide advice in a sensitive, appropriate and timely 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:

read and understand medical terminology and medical reports

read and understanding construction terminology

read and interpret manufacturers' specifications for assistive equipment and building products

negotiation skills to:

clarify client requirements

ensure that building contractors comply with specified home renovation requirements

numeracy skills to:

perform measurement tasks and undertake associated calculations

organisational skills to:

prepare and administer documentation

implement organisational policies and procedures

develop and document building renovation requirements

prepare contracts and meet contractual obligations

report-writing skills to:

prepare a report on required home renovations to meet the contractual requirements of the client

prepare a report on required home renovations that meets organisational requirements

research and evaluation skills to:

source, analyse and interpret the functionality and suitability of building products and assistive equipment to meet the client's needs

teamwork skills to:

work effectively with other people

technical skills to:

read and interpret plans

read and interpret specifications

carry out measurements and calculations

produce diagrams and sketches to present ideas

technology skills to:

apply information technology and computer skills to prepare documentation and reports.

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.

Health professionals may include:

occupational therapists

ergonomists

physiotherapists

medical specialists.

Medical reports may include:

medical admission reports

discharge reports

health professional reports

rehabilitation reports.

Client refers to:

the individual person with a disability

the parent of a person with a disability

the person or organisation engaging the services of the access consultant.

Ethical practices may include:

industry codes of conduct and ethics

maintaining confidentiality.

Legislative requirements may include:

OHS requirements for carers

regulations not covered in the Building Code of Australia (BCA) e.g. plumbing and electrical provision

privacy.

Organisational requirements may include:

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

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

privacy and confidentiality of client relationship and documentation

quality assurance and procedures manuals

records and information management systems and processes

style guides and other guides used to prepare documents.

Other service providers may include:

assistive equipment suppliers

lift installers

structural engineers.

Associated documentation may include:

drawings

plans

design specifications

construction reports

referral reports and/or forms.