- ICAS3031B - Provide advice to clients
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
ICAS3031B Mapping and Delivery Guide
Provide advice to clients
Issue Date: January 2019
||Unit of Competency||ICAS3031B - Provide advice to clients|
|Description||This unit defines the competency required to provide advice and support to clients including the communication of comprehensive technical information.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.
|Development and validation strategy and guide for assessors and learners||Student Learning Resources||Handouts
|Assessment 1||Assessment 2||Assessment 3||Assessment 4|
|Elements of Competency||Performance Criteria|
|Element: Analyse client support issues|
|Element: Provide advice on software, hardware or network|
|Element: Obtain client feedback|
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 convey comprehensive technical information to clients in a clear, concise and coherent manner. Assessment must confirm the ability to access technical manuals and help documentation and to convey this information to the client in a concise and jargon-free manner. Information conveyed enhances client efficiency.
To demonstrate competency in this unit the learner will require access to:
Peers and supervisors for obtaining information
Software, hardware and networks
Context of and specific resources for assessment
The breadth, depth and complexity of knowledge and skills in this competency would cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specified problems. This would be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available.
Assessment must ensure:
Performance of a defined range of skilled operations, usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgement is required in the section of equipment, services or contingency measures and within known time constraints would be characteristic.
Applications may involve some responsibility for others. Participation in teams including group or team coordination may 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 some relevant theoretical knowledge
Apply a range of well-developed skills
Apply known solutions to a variety of predictable problems
Perform processes that require a range of well-developed skills where some discretion and judgement is required
Interpret available information, using discretion and judgement
Take responsibility for own outputs in work and learning
Take limited responsibility for the output of others
Maintain knowledge of industry products and services
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)
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.
Writing macros and templates
Client needs assessment methods
Interpretation of technical manuals
Verbal and non-verbal communication skills for conveying and clarifying complex information
Customer service skills in a range of contexts at various levels
Operating systems supported by the organisation
Advanced features and functions of software
Contract and service agreements with vendors
Operating systems functions and basic features
Hardware and software supported by the organisation
Features of different types of hardware
Security and network guidelines and procedures
Available in-house and vendor support
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.
Client may include but is not limited to:
Advice and support may include:
provision of client documentation
identification of training need for referral to supervisor
documentation from vendor
advice on software supported by the organisation, including but not limited to use of macros, statistical functions of spreadsheets, creation of templates, generation of a complex report on a database, password and log-on procedure
advice on hardware supported by the organisation, including but not limited to printers, laptops, notebooks, CD-ROM, screens, disk drives, reconfiguration of settings, operation of scanners
Documentation may include:
a collection of records that describe the structure, purpose, operation, maintenance and data requirements for a computer program, operating system or hardware device
Investigation may include:
questions and answers
active listening to clients and colleagues
contacting vendor or maintenance organisations
reviewing technical advice about the organisation
Solution may include but is not limited to:
implementing a new system
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 for new problems logged by client|
|Check previous logs for similar problems or requests from client|
|Investigate and document the support issues affecting the client|
|Notify client of the results of investigation and provide adviceandsupport on findings|
|Obtain client feedback and make changes|
|Confirm software, hardware or network requirements with client|
|Investigate and document a solution|
|Document additional requirements discovered in the investigation and refer them to the client|
|Obtain approval from the client to implement the solution|
|Investigate and document the amount of technical support the client may require|
|Discuss and agree the level of technical support identified with the client|
|Arrange a time with the client when support will take place|
|Provide technical support as part of group or one-to-one instruction to the client|
|Provide manuals and help documentation to the client|
|Create an appropriate evaluation or feedback form or other mechanism to gather feedback about the solution and support provided|
|Provide client with instructions on how to complete the form or use other means of providing feedback|
|Distribute the evaluation or feedback to the client|
|Review the feedback from the client to identify areas for improvement|
Assessment Cover Sheet
ICAS3031B - Provide advice to clients
Assessment task 1: [title]
I declare that the assessment tasks submitted for this unit are my own work.
Result: Competent Not yet competent
Feedback to student
Assessment Record Sheet
ICAS3031B - Provide advice to clients
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent