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Evidence Guide: CPPACC4018A - Prepare, deliver and evaluate public education sessions on access

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

 

CPPACC4018A - Prepare, deliver and evaluate public education sessions on access

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

Identify the information requirements of the target group.

  1. The information requirements of the target groups of public education sessions are identified.
  2. Existing resources are reviewed for suitability in relation to the target group.
  3. The specific information requirements of the target group are researched.
The information requirements of the target groups of public education sessions are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Existing resources are reviewed for suitability in relation to the target group.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The specific information requirements of the target group are researched.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan and develop educational presentations on disability access.

  1. Presentation outcomes are determined with the sponsor or client and are agreed upon.
  2. Presentation strategies are chosen to match the characteristics of the target audience, the subject matter to be presented, the location and the delivery method.
  3. Presentation aids and materials are selected to enhance audience understanding of key concepts and ideas.
  4. Presentation text and aids are prepared using appropriate media and allowing time to review and revise prior to the presentation.
Presentation outcomes are determined with the sponsor or client and are agreed upon.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Presentation strategies are chosen to match the characteristics of the target audience, the subject matter to be presented, the location and the delivery method.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Presentation aids and materials are selected to enhance audience understanding of key concepts and ideas.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Presentation text and aids are prepared using appropriate media and allowing time to review and revise prior to the presentation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deliver the presentation.

  1. The desired outcomes of the presentation are explained and discussed with the target audience.
  2. Presentation aids, materials and examples are used effectively to support target audience understanding of key concepts and ideas.
  3. The verbal and non-verbal communication of participants are monitored to gauge participant engagement with the presentation.
  4. Variations in verbal and non-verbal communication are used to maintain participant involvement.
  5. Opportunities are provided for participants to seek clarification on key issues and concepts and the presentation is adjusted to meet participant needs and preferences.
  6. Key concepts and ideas are summarised to facilitate participant understanding.
The desired outcomes of the presentation are explained and discussed with the target audience.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Presentation aids, materials and examples are used effectively to support target audience understanding of key concepts and ideas.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The verbal and non-verbal communication of participants are monitored to gauge participant engagement with the presentation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Variations in verbal and non-verbal communication are used to maintain participant involvement.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Opportunities are provided for participants to seek clarification on key issues and concepts and the presentation is adjusted to meet participant needs and preferences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Key concepts and ideas are summarised to facilitate participant understanding.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the presentation.

  1. Audience understanding and response to the content and presentation format of the education session are assessed.
  2. Feedback from the audience and observers of the education session is sought and analysed.
  3. Adjustments necessary to improve the content and delivery of future presentations are considered and implemented as appropriate.
Audience understanding and response to the content and presentation format of the education session are assessed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback from the audience and observers of the education session is sought and analysed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjustments necessary to improve the content and delivery of future presentations are considered and implemented as appropriate.

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

applying organisational management policies and procedures, including quality assurance requirements, to the presentation of public education sessions

identifying organisational objectives for conducting public education sessions

identifying the information needs of target groups

developing effective public education sessions with available resources

ensuring the information presented in the public education sessions is current, relevant and appropriate to the needs of the target groups

monitoring the public education sessions' content and delivery methods to gauge audience response

conducting regular reviews of the effectiveness of the sessions.

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, state and territory anti-discrimination 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 e.g. 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 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)

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.

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.

Target group may include:

building developers, owners and managers

community and disability groups

educational institutions

organisations developing DDA Action Plans

professionals who interact with access consultants:

building certifiers

architects

building designers

regulatory authorities.

Presentation strategies may involve:

oral presentations

discussion

questioning

simulations and role play

demonstration.

Characteristics of the target audience may relate to:

language, literacy and numeracy needs

cultural background

educational background or general knowledge

gender

age

physical ability

previous experience with the topic.

Delivery method may include:

face to face

via video conference

computer-assisted methods.

Presentation aids and materials may include:

video and audio recordings

overhead projectors

data projectors

paper-based materials

photographs

models

diagrams and charts

posters

whiteboards.

Feedback can be obtained from:

interviews with participants and observers

focus group interviews

written feedback from participants

reviewing videotape of the presentation.