ELEMENT

PERFORMANCE CRITERIA

1. Review and confirm requirements information and existing models

1.1. Review requirements information and clarify areas that are not understood

1.2. Identify organisational standards for developing models, and check the model development method for consistency with organisational goals

1.3. Identify assumptions and incorporate into modelling process

1.4. Identify goals and resolve into tasks required to be performed to obtain the goals

1.5. Define internal tasks needed to perform identified goals

2. Resolve conflicts and inconsistencies

2.1. Identify missed opportunities arising from previous and current model development

2.2. Identify bottlenecks, overlooked functionalities and other issues and resolve with client input as required

3. Build and test model

3.1. Develop model based on existing architecture

3.2. Document details of model according to agreed project or organisational standards

3.3. Develop model according to project deliverables and acceptance criteria and within a determined timeframe and project constraints

3.4. Test model against the test plan

3.5. Document test data to ensure test procedures accurately and thoroughly validate performance of model

4. Ensure that the model represents a workable solution

4.1. Ensure a consensus view of key IT stakeholders is represented in the model

4.2. Ensure the model is checked by key IT stakeholders to confirm common understanding of the model and the proposed solution

4.3. Submit the model to appropriate person for sign-off

Required skills

Problem solving skills for a defined range of unpredictable problems (e.g. when resolving conflicts and inconsistencies)

Plain English literacy and communication skills in relation to dealing with clients and team members (e.g. when documenting details of system model)

Negotiation skills in relation to other team members and applied to a defined range of predictable problems (e.g. when representing a consensus view of key IT stakeholders in the model)

Questioning and active listening skills (e.g. when reviewing requirements information gathered to date and clarifying areas that are not understood)

Research skills for specifying, analysing and evaluating broad features of a particular business domain and best practice in system development (e.g. when specifying latent assumptions and incorporating them into modelling process, and for considering missed opportunities in the model development)

Project planning skills in relation to set benchmarks and identified scope (e.g. when developing model according to project deliverables and acceptance criteria, and within a determined timeframe and project cost constraints)

Required knowledge

Broad knowledge of modelling techniques and methodologies for evolving requirements information and existing models

Broad knowledge of systems development methodologies (e.g. when evolving requirements information and existing models, and for resolving conflicts and inconsistencies)

Broad general knowledge of the client business domain, particularly the business function and organisation (e.g. when ensuring model represents a workable solution)

Current industry-accepted hardware and software products, including broad knowledge of general features and capabilities (e.g. when building and testing model)

Detailed knowledge of a range of development tools (e.g. when building and testing model)

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 sufficient knowledge and use of two or more development tools.

Assessment must confirm the ability to meet client requirements by developing specific areas of the system for further information or to confirm a software/hardware direction.

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

Client requirements

Technical specifications

Organisational and process goals

Standards for model development

Acceptance criteria

Project deliverables

Future organisational business processes

Test plan

Project budget

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:

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 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, for example:

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

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.

Requirements may be in reference to:

business

system

network

people in the organisation

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)

Client may include but is not limited to:

internal departments

external organisations

individual people

employees

Existing architecture may vary from:

systems based around mainframes to networks of mid-range machines and desktop computers. Networks may be local, intranet, virtual private network, wide or based on the internet, with vendor products and network protocols

Documentation may follow:

ISO/IEC/AS standards

audit trails

naming standards

version control

project management templates

report writing principles

Project may include:

a total organisational change

a systems-only change

a business improvement process

an e-business solution involving the total organisation or part of the organisation

Stakeholders may include:

May include sponsor, user, development team and project team

Constraints may include but is not limited to:

May include but are not limited to time, budget, resource, hardware, software, policy and legal constraints

Solution may include but is not limited to:

new hardware

hardware upgrades

new software

software upgrades

user training

implementing a new system

Appropriate person may include:

supervisor

teacher

authorised business representative

client

Unit sector

Analyse and Design

This unit contains employability skills.