Assessor Resource

ICAI5086B
Scope implementation requirements

Assessment tool

Version 1.0
Issue Date: September 2018


This unit defines the competency required to define boundaries and deliverables of a system installation project in the context of an overall implementation plan.

The unit relates to implementation at one location although may involve building wide implementation. It is not intended that this unit include implementation of multiple sites across cities, states or countries.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Employability Skills

This unit contains employability skills.




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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

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

Evidence of the following is essential:

Assessment must confirm the ability to identify and convey a clear understanding of project deliverables, boundaries and roles across all involved parties.

Part of the assessment must determine the ability to consider, plan and document an implementation approach, having regard to implementation drivers, measures of success, implementation by functional area and coordination.

To demonstrate competency in this unit the person will require access to:

Project plan

Client expectations brief

Required hardware software and the related specifications

Context of and specific resources for assessment

The breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and coordination would be characteristic.

Assessment must ensure:

The demonstration of competency may also require self-directed application of knowledge and skills, with substantial depth in some areas where judgement is required in planning and selecting appropriate equipment, services and techniques for self and others.

Applications involve participation in development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team coordination may also be involved.

Method of assessment

The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1.

Competency in this unit should be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency.

Assessment of this unit of competency should include a review of documents developed by an organisation that relate to implementation approach, implementation drivers, measures of success, implementation by functional area and implementation coordination.

Supplementary questioning may be used during the summative assessment phase, where necessary, to ensure that all issues relating to the scope of the implementation have been considered and appropriate choices made given the implementation approach and measures of success.

Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

An individual demonstrating this competency would be able to:

Demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas

Analyse and plan approaches to technical problems or management requirements

Transfer and apply theoretical concepts and/or technical or creative skills to a range of situations

Evaluate information, using it to forecast for planning or research purposes

Take responsibility for own outputs in relation to broad quantity and quality parameters

Take some responsibility for the achievement of group outcomes

Maintain knowledge of industry products and services


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

Problem solving skills for a defined range of unpredictable problems involving participation in the development of strategic initiatives (e.g. when implementation areas to be developed further are identified with project team)

Plain English literacy and communication skills in relation to analysis, evaluation and presentation of information (e.g. when revised plans and documentation are confirmed with client users)

Teamwork skills involving the contribution to solutions and goals of a non-routine or contingency nature (e.g. when implementation areas to be developed further are identified with project team and when requests for revisions to scope are reviewed/negotiated with client users and system developers)

Group facilitation and presentation skills in relation to transferring and collecting information and gaining consensus on concepts (e.g. when agreed implementation plan is clarified with implementation team, and project plan and background information is presented and handed over according to project requirements)

Leadership skills in relation to guidance for achieving outcomes and transferring and collecting information and gaining consensus on concepts (e.g. when project plan and background information is presented and handed over according to project requirements)

Analysis and risk assessment skills in relation to analysis, evaluation and identification of issues (e.g. when key dates or events are specifically reviewed in terms of conflict with scheduled events, and when implementation plans are reviewed or developed, taking into account the scope of the system)

Project planning skills in relation to scope, time, cost, quality, communications and risk management (e.g. when project plan and other documentation are reviewed to determine installation requirements and issues, when project plan is signed off, and when technical advice is provided during implementation)

Required knowledge

General knowledge of IT-related services and issues (e.g. when confirming scope with parties and in handing off to implementation team

Specific knowledge of IT installation services and issues (e.g. when handing off to implementation team)

Broad knowledge of the role of stakeholders and the degree of stakeholder involvement

Current industry-accepted hardware and software products, with broad knowledge of general features and capabilities and detailed knowledge in some areas

Broad knowledge of the client business domain (e.g. when confirming scope with stakeholders)

Prerequisites needed for system installation (e.g. when confirming scope with stakeholders)

Vendor specifications and requirements for installation (e.g. when updating plans to account for scope)

Possible legislative requirements relating to cabling and building preservation (e.g. when updating plans to account for scope)

Broad knowledge of vendor product directions (e.g. when confirming scope with parties)

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.

Projectplan may include a number of project variables, including:

parties and their responsibilities

project scope

project objectives

schedule

project budget

Project scope may include but is not limited to:

Milestones and timeline

Project objectives

Project constraints

Financials

Resources required

Roles of involved parties

Equipment and software to be installed

Description of outcomes (deliverables)

Customer acceptance criteria

Appropriateperson may include:

supervisor

teacher

authorised business representative

client

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Review project plan and other documentation to determine installation requirements and other implementation issues 
Develop and document preliminary projectscope and submit to appropriateperson 
Review requests for revision to scope 
Identify areas for further development 
Prepare implementation plan and forward to appropriateperson 
Review implementation plan, taking into account the scope of the system 
Review key dates and events to determine if conflicts exist 
Confirm revised plans and documents with appropriateperson for final approval and sign-off 

Forms

Assessment Cover Sheet

ICAI5086B - Scope implementation requirements
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

ICAI5086B - Scope implementation requirements

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: