ICAA4233B

Determine and apply appropriate development methodologies

ELEMENT

PERFORMANCE CRITERIA

1. Analyse behaviour of objects

1.1. Analyse behaviour scenarios and prepare documentation according to standards

1.2. Identify classes, objects and abstract data types according to requirements

1.3. Prepare class, object, module and process diagrams according to specifications

2. Prepare state model

2.1. Analyse data requirements and iterate data flows

2.2. Prepare state transition diagrams according to standards

2.3. Improve abstract data types and specifications

3. Describe roles and responsibilities of classes

3.1. Review functional requirements, assign responsibilities and update class structures

3.2. Specify interface and class communication requirements

3.3. Prepare interaction diagrams according to standards

4. Iterate and review the object model

4.1. Review current object model, class functionality and data transformation

4.2. Identify and develop class relationships, priorities and inheritance hierarchy

4.3. Review class service requirements and initial test criteria

4.4. Identify object processes and reuse classes

4.5. Document model and forward to appropriate person

Required skills

Problem solving skills for a defined range of unpredictable problems (e.g. when specifying and developing classes, objects and system abstract data types)

Plain English literacy and communication skills in relation to analysis, evaluation and presentation of information (e.g. when documenting behaviour scenarios according to documentation standards)

Research skills for specifying, analysing and evaluating broad features of a particular business domain and best practice in program development (e.g. when classes, objects and system abstract data types are identified and developed according to requirements)

Required knowledge

Detailed knowledge of object-oriented analysis tools and their use (e.g. when analysing object behaviour)

Detailed knowledge of current industry-accepted object-oriented methodologies, including broad knowledge of general features and capabilities (e.g. when preparing state model)

Broad knowledge of current program development methodologies (e.g. when iterating and reviewing)

Detailed knowledge of configuration management (e.g. when iterating and reviewing)

Detailed knowledge of data modelling techniques (e.g. when preparing state model)

Broad knowledge of quality assurance practices (e.g. when iterating and reviewing)

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 of object-oriented techniques.

Assessment must confirm the ability to specify and model abstract data types. Specifications need to be deliverable. Assessment must confirm the interface between classes and objects.

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

Simulated case study

UML modelling tool

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 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:

ICAA5050B Develop detailed component specifications from project specifications

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.

Documentation may follow:

ISO/IEC/AS standards

audit trails

naming standards

version control

project management templates and report writing

maintaining equipment inventory

client training

satisfaction reports

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)

Requirements may be in reference to:

business

system

network

people in the organisation

Specifications may include but are not limited to:

technical requirements

user problem statement

current system functionality

Appropriate person may include:

supervisor

teacher

authorised business representative

client

Unit sector

Analyse and Design

This unit contains employability skills.