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Evidence Guide: CPPACC5019A - Coordinate the development and implementation of Disability Discrimination Act Action Plans

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

 

CPPACC5019A - Coordinate the development and implementation of Disability Discrimination Act Action Plans

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

Establish client relationship.

  1. Contractual arrangements are negotiated and confirmed.
  2. A comprehensive client brief is developed in conjunction with the client.
  3. Information on client's business operations, services offered, staff profiles and business premises is obtained.
  4. A work plan for the coordination of the development of the Action Plan is prepared in collaboration with the client.
Contractual arrangements are negotiated and confirmed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A comprehensive client brief is developed in conjunction with the client.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information on client's business operations, services offered, staff profiles and business premises is obtained.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A work plan for the coordination of the development of the Action Plan is prepared in collaboration with the client.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage senior management in the development process.

  1. A strategy is developed for communicating with senior management in the preparation of an Action Plan.
  2. Processes to engage senior management in the Action Plan development are identified in conjunction with appropriate organisational personnel.
  3. The agreement of senior management to take a lead role in the development of the Action Plan is obtained.
  4. Training needs and human resources are identified to assist senior managers in taking a lead role in the development of the Action Plan.
  5. Identified training is delivered to senior management.
A strategy is developed for communicating with senior management in the preparation of an Action Plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Processes to engage senior management in the Action Plan development are identified in conjunction with appropriate organisational personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The agreement of senior management to take a lead role in the development of the Action Plan is obtained.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Training needs and human resources are identified to assist senior managers in taking a lead role in the development of the Action Plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identified training is delivered to senior management.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist the client to coordinate the development of the Action Plan.

  1. Assist in the identification of organisational staff to facilitate the development of the Action Plan.
  2. Training needs to assist staff to facilitate the development of the Action Plan are identified.
  3. Identified training is developed and delivered to staff.
Assist in the identification of organisational staff to facilitate the development of the Action Plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Training needs to assist staff to facilitate the development of the Action Plan are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identified training is developed and delivered to staff.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with client to monitor progress in the development of the Action Plan.

  1. Assist the client in managing the development of the Action Plan by providing expert advice to ensure satisfactory progress.
  2. Assist the client in developing policies and programs to support the Action Plan.
  3. Assist the client review the draft Action Plan in readiness for formal endorsement by senior management and subsequent lodgement with HREOC.
Assist the client in managing the development of the Action Plan by providing expert advice to ensure satisfactory progress.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist the client in developing policies and programs to support the Action Plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist the client review the draft Action Plan in readiness for formal endorsement by senior management and subsequent lodgement with HREOC.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with client to monitor the implementation of the DDA Action Plan.

  1. Assist the client to implement the Action Plan.
  2. Assist the client to monitor the achievement of the milestones identified in the Action Plan.
  3. Assist the client in managing the periodic review of the Action Plan.
Assist the client to implement the Action Plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist the client to monitor the achievement of the milestones identified in the Action Plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist the client in managing the periodic review of the Action Plan.

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 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 accurately the requirements of the commonwealth DDA or state and territory anti-discrimination legislation covering the development of Action Plans or similar plans

applying an understanding of the access needs of people with disabilities to the Action Plan development process

working with senior management to obtain commitment to the development of a DDA Action Plan

using effective interpersonal skills and communication techniques to coordinate the exchange of ideas and information to support the development and implementation of an Action Plan

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:

commonwealth DDA or similar state and territory anti-discrimination legislation and regulations requiring the completion of Action Plans or similar documents

consultation processes

disability awareness

efficient and effective customer service

industry codes of practice and ethics

international codes, standards, regulations and practices

limitations of work role, responsibility and professional abilities

occupational health and safety (OHS) legislation and procedures

organisational and professional procedures and business standards

privacy legislation and confidentiality requirements

processes for recording data and administering records

range of presentation formats for conveying information to participants in the Action Plan development process

report writing

research methods

principles and techniques associated with:

change management

coaching

communication

goal setting

group dynamics and processes

motivation

negotiation

planning.

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 individual's 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)

evaluate the provision of access in relation to legislative requirements

application skills to:

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

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

apply disability awareness to work processes

coaching skills to:

develop the skills of clients and their staff

communication skills to:

explain clearly information on issues relating to the provision of access

identify client needs

explain clearly benefits of the Action Plan

consult effectively with clients and their representatives

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

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 record data

negotiation skills to:

clarify client requirements

establish the contractual conditions with the client

organisational skills to:

assist in the implementation of organisational policies and procedures

prepare contracts and meet contractual obligations

respond to customer service expectations

prepare and administer documentation

problem-solving skills to:

develop strategies for addressing areas of access non-compliance for consideration by the client

report-writing skills to:

prepare working documentation and papers

assist in the preparation of the Action Plan documentation

research skills to:

collect and interpret valid and reliable data

teamwork skills to:

work effectively with other people

technical skills to:

advise on processes to facilitate the development of Action Plans

facilitate group processes

encourage and facilitate planning processes

provide guidance during the change-management process

develop appropriate policies and programs to achieve the legislative objectives of the DDA or similar state and territory legislation

technology skills to:

apply information technology and computer skills to prepare working 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.

Clientbrief may include:

written instructions detailing requirements of the access consultant.

Action Plan:

includes:

goals and targets to ensure that results are measurable

timeframes

suggested evaluation techniques

is developed through:

a review of current business practices

devising policies and programs

setting goals, targets and timeframes

devising and incorporating evaluation strategies

appointing persons to be responsible for the implementation of the Action Plan

communicating the Action Plan to staff in the client's organisation.

Policies and programs may include:

developing a complaints procedure for staff and customers - supporting programs could include publicising the complaints procedure to staff and customers, and training staff to handle complaints appropriately

incorporating the Action Plan into mainstream business planning - supporting programs could include integrating Action Plan considerations into business marketing, communication and training programs

increased disability awareness amongst staff - supporting programs could include regular disability awareness training for all existing staff, disability awareness training as a component of new staff induction procedures, mentoring staff, and the active recruitment and employment of people with disabilities

informing employees about the Action Plan - supporting programs could include disability awareness training to educate staff about their role in implementing the Action Plan, and supervisors being accountable for the performance of staff in relation to the Action Plan

publicising the organisation's commitment to people with disabilities - supporting programs could include removing physical access barriers, removing communication barriers, marketing the organisation's disability awareness initiatives, employing people with disabilities, and disability awareness training for staff

removing communication barriers - supporting programs could include providing information in alternative formats, improved information technology, appropriate signage for the vision impaired and training staff in sign language

removing physical barriers to access - supporting programs could include conducting an access audit and implementing the correctional renovations

reviewing and evaluating progress of the Action Plan - supporting programs could include monitoring program implementation against targets and timeframes, and evaluating it against Action Plan goals.