- ICAA6149B - Implement quality assurance processes for business solutions
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
ICAA6149B Mapping and Delivery Guide
Implement quality assurance processes for business solutions
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | ICAA6149B - Implement quality assurance processes for business solutions |
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| Description | This unit defines the competency required to define and implement quality assurance processes and procedures to ensure that business solutions achieve quality performance expectations.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | |||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | |||
| Competency Field | |||
| Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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| Elements of Competency | Performance Criteria | |||||||
| Element: Plan business quality assurance process |
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| Element: Implement quality policies and plans |
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| Element: Control quality assurance processes |
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| Element: Improve quality |
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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 competency to plan and implement appropriate processes and procedures that ensure that quality expectations are met. Standards should be quantitative and applied universally wherever possible. Quality assurance standards should be well documented and disseminated. To demonstrate competency in this unit the following resources will be needed: Quality guidelines Access to related quality standards Data related to the business model |
Context of and specific resources for assessment | Managing processes related to business involves analysis, documentation and process re-engineering across a broad range of technical and managerial functions, including identifying technical and human processes interactions. Contribution to the development of a broad quality plan is involved and accountability and responsibility for self and others in achieving the outcomes is expected. Implementing quality assurance processes involves significant judgement in planning, design, evaluation, technical or leadership/guidance and communications functions related to products, services, operations, processes and procedures. The degree of emphasis on breadth as against depth of knowledge and skills may vary. The breadth, depth and complexity involving analysis, design, planning, execution and evaluation across a range of technical and/or management functions including development of new criteria or applications or knowledge or procedures would be characteristic. Assessment must ensure: application of a significant range of fundamental principles and complex techniques across a wise and often unpredictable variety of contexts in relation to either varied or highly specific functions. Contribution to the development of a broad plan, budget or strategy may be involved and accountability and responsibility for self and others in achieving the outcomes may also be characteristic. Applications involve significant judgement in planning, design, technical or leadership/guidance functions related to products, services, operations or procedures would be common. |
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 to 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: Provide clear concise plans for managing a quality process related to business Demonstrate understanding of knowledge related to business processes and quality assurance Analyse objective data related to business performance Demonstrate a command of wide-ranging decision making skills related to improving business performance Demonstrate accountability for personal outputs within broad parameters related to business Demonstrate accountability for group outcomes within broad parameters Manage and evaluate organisational performance in line with business key performance indicators Demonstrate understanding of specialised knowledge with depth in some areas Analyse, diagnose, design and execute judgement across a broad range of technical or management functions Generate ideas through the analysis of information and concepts at an abstract level Demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills Demonstrate accountability for personal outputs within broad parameters Demonstrate accountability for personal and group outcomes within broad parameters |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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 |
Website development Website analysis and security auditing Technical test design development Testing implementation data Testing evaluation data Evaluating feedback from a variety of key stakeholders Evaluation analysis |
Required knowledge |
Website architecture, including operating system Technical performance measurement Business model understanding Customer and business liaison Website privacy, accessibility and equity legislation ISO/IEC/AS standards Copyright and intellectual property Quality concepts Quality improvement processes |
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. | |
Quality standards may be specific to: | organisational standards international standards national standards internal or customer-supplied standards |
Client may include but is not limited to: | internal departments external organisations individual people employees |
Appropriate person may include: | supervisor teacher authorised business representative client |
System | databases applications servers operating systems gateways ASP ISP |
Stakeholders may include but is not limited to: | end user internal or external client government body corporate body community groups |
Documentation standards | May include but are not limited to policy relating to sign-off, storage, distribution, revision Standards may include ISO/IEC/AS standards, organisational standards, project standards (for further information refer to the Standards Australia website at: www.standards.com.au) May include tools for documenting (e.g. word processing packages, desktop publishing packages) |
Quality management plan may include: | Processes authorisations and responsibilities for quality control quality assurance continuous improvement communications and responsibilities may contain critical success factors, measurement criteria and inspection, audit, report and review procedures |
Standards may include: | ISO/IEC/AS standards organisational standards project standards (for further information refer to the Standards Australia website at: www.standards.com.au) |
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 |
|---|---|---|---|
| Determine business quality performance expectations and benchmark standards | |||
| Develop business standards and guidelines for achieving each benchmark | |||
| Allocate strategic quality responsibilities for meeting business standards and guidelines according to business procedures | |||
| Communicate quality policy and procedures to appropriate stakeholders | |||
| Document expectations, standards and benchmarks into a quality plan based on business documentationstandards | |||
| Identify appropriate quality management systems guides, including quality management plan for complex activities | |||
| Write quality policy for business directive | |||
| Create quality management plan for business process | |||
| Distribute quality management plan to key people for feedback | |||
| Analyse feedback to determine if corrective action needs to be taken | |||
| Make changes to quality management plan, if required, to incorporate corrective action | |||
| Allocate key quality tasks and functions to appropriate person as per the quality management plan | |||
| Establish and document a quality reporting and monitoring program | |||
| Check and document skills of staff to ensure that they are able to meet the quality standards required | |||
| Implement quality performance guidelines, procedures and processes as per the quality management plan | |||
| Obtain stakeholder feedback, including client satisfaction to monitor implementation of quality processes | |||
| Monitor quality process performance as per the qualitymanagement plan | |||
| Report on monitoring of quality performance to key decision makers | |||
| Identify and record breakdowns in the system and create corrective action requests | |||
| Take immediate corrective action, where necessary | |||
| Collect, analyse and measure quality performance results against benchmarks to determine quality standards | |||
| Determine the frequency of quality breakdowns through corrective action requests in order to identify whether defects are isolated incidents or require a wider analysis and corrective action | |||
| Determine corrective actions to be taken and assign responsibility for taking the action where appropriate | |||
| Identify who will be responsible for quality improvement | |||
| Implement corrective action solutions and measure performance | |||
| Review and adjust benchmark standards periodically in order to improve quality performance | |||
| Document quality performance results and disseminate the information to stakeholders as appropriate | |||
| Review business procedures at predetermined schedules as part of a management review process and quality reporting function |
Forms
Assessment Cover Sheet
ICAA6149B - Implement quality assurance processes for business solutions
Assessment task 1: [title]
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
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Assessment Record Sheet
ICAA6149B - Implement quality assurance processes for business solutions
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
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