This unit defines the competency required to ensure that the system is operational prior to hand over for client use.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
This unit contains employability skills.
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 confirm system integrity and that operational and maintenance procedures are in place and viable. To demonstrate competency in this unit the person will require access to: A customer computer site and system or suitable simulated system and environment Project plan Service-level agreements Implementation plan People involved in hand-over |
Context of and specific resources for assessment | Formal testing and trials are normally conducted to determine whether or not a system satisfies its acceptance criteria and to enable the client to determine whether or not to accept the system. Testing to determine whether systems or components meet the requirements specified in the contract or by the user is a critical aspect of hand over. User acceptance testing can be a formal, documented process in which users use the new system, verify that it works correctly under operational conditions, and note any errors that need to be fixed. The system implementer will generally undertake a range of processes to ensure the system's integrity and operational match with business requirements and earlier specifications before hand over. This forms part of the on-going customer relationship management process where a continuing relationship is an objective. 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 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 |
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)
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 |
Negotiation skills in relation to other team members and applied to a defined range of predictable problems (e.g. when shortcomings or problems are reviewed with client and an action plan is formulated) Project planning skills in relation to set benchmarks and identified scope (e.g. when shortcomings or problems are reviewed with client and an action plan is formulated) Problem solving skills for a defined range of predictable problems (e.g. when installed system is demonstrated to meet the standards identified in the agreed implementation plan, and is complete) Plain English literacy and communication skills in relation to analysis, evaluation and presentation of information (e.g. when further action items, training needs, amendments are discussed, documented and are submitted to relevant authority for action) Report writing skills for business, requiring depth in some areas, analysis and evaluation of information in a defined range of areas (e.g. when maintenance issues are discussed with the maintenance group and all supporting documentation is completed in accordance with standards and when further action items, training needs, amendments, etc., are discussed, documented and are submitted to appropriate person for action) |
Required knowledge |
Current business practices in relation to preparing reports (e.g. when confirming system integrity and handing over system) Current industry-accepted hardware and software products, with broad knowledge of general features and capabilities, to enable the person to optimise the value of a supply contract Broad knowledge of vendor product directions (e.g. when confirming system integrity or when determining the level of technology and expense to be implemented in a project) Broad knowledge of the client business domain (e.g. when shortcomings or problems are reviewed with client and an action plan is formulated according to project requirements) Broad knowledge of OH&S requirements in relation to work safety, environmental factors and ergonomic considerations (e.g. when heavy devices are carried into the system project area) Broad knowledge of the role of stakeholders and the degree of stakeholder involvement, so that levels of responsibility in a project can be clearly defined Broad knowledge of quality assurance practices (e.g. when undertaking thorough, comprehensive checking before confirming system integrity) A basic knowledge of information gathering techniques (e.g. when confirming system integrity and when providing operation and maintenance guidance) Broad general knowledge of change management systems (e.g. when confirming system integrity and when integrating the new system with the pre-existing one) Detailed knowledge of project plan, including constraints, guidelines and deadlines General operational procedures for IT systems |
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. | |
System may include but is not limited to: | databases applications servers operating systems gateways application service provider ISP |
Components may include: | Motherboards CMOS battery central processing unit (CPU) CD and DVD drives interface cards drives fax/modem cards RAM upgrades CPU upgrades |
Service-level agreements | Service-level agreements (SLAs) exist for many different infrastructure services, including communications carriers, ISPs, ASPs and SLAs for vendor products. SLAs should consider business processes and requirements, clearly specify and quantify service levels, identify evaluation or audit of service levels. |
Client may include but is not limited to: | internal departments external organisations individual people internal employees |
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.
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Check the functioning of systemcomponents in both a standalone and integrated environment | |||
| Specify shortcomings or problems and create an action plan | |||
| Review action plan with client | |||
| Document system components in accordance with standards and procedures | |||
| Identify and document operational issues and procedures | |||
| Discuss maintenance issues with technical support and document outcomes | |||
| Compare maintenance, operational and warranty considerations with service-level agreements and document discrepancies | |||
| Clarify outstanding issues with client | |||
| Demonstrate installed system to client | |||
| Obtain client sign-off to confirm satisfaction and acceptance of the installed system | |||
| Discuss and confirm short-term implementation support with client | |||
| Discuss and confirm further training needs with client | |||
| Document needs and submit to appropriate person for action |
Student name:
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I declare that the assessment tasks submitted for this unit are my own work.
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Result: Competent Not yet competent
Feedback to student
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Student name:
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Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
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