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Evidence Guide: ICAA4233B - Determine and apply appropriate development methodologies

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

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ICAA4233B - Determine and apply appropriate development methodologies

What evidence can you provide to prove your understanding of each of the following citeria?

Determine and select appropriate methodology for a given activity

  1. Determine and define subject activity
  2. Define criteria for selection of development methodology
  3. Review and evaluate a range of traditional and non-traditional system development methodologies
  4. Select appropriate system development methodology to suit the activity
Determine and define subject activity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define criteria for selection of development methodology

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and evaluate a range of traditional and non-traditional system development methodologies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select appropriate system development methodology to suit the activity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply the selected development methodology

  1. Create an initial project plan to guide developmental processes
  2. Identify appropriate task types according to developmentmethodology
  3. Clearly describe and articulate tasks types
  4. Define appropriate control structures that need to be created during task type execution
  5. Associate each task type with a set of input/output parameters
  6. Identify resources to support methodology selection
  7. Apply appropriate methodology to solve tasks
  8. Monitor project flow and record effectiveness against project plan
  9. Review and document opportunities for improvement, lessons learned and recommendations for future projects
  10. Submit results to appropriate person for approval
Create an initial project plan to guide developmental processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify appropriate task types according to developmentmethodology

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clearly describe and articulate tasks types

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define appropriate control structures that need to be created during task type execution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Associate each task type with a set of input/output parameters

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify resources to support methodology selection

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply appropriate methodology to solve tasks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor project flow and record effectiveness against project plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and document opportunities for improvement, lessons learned and recommendations for future projects

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Submit results to appropriate person for approval

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 understand a variety of system development methodologies and apply this knowledge to a systems project or scenario.

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

Design specifications and current methodologies

Organisational standards for documentation and version control

Context of and specific resources for assessment

Detailed user requirements document, including model and scope

Evaluating systems development methodologies to a project or scenario clarifies the scope and tasks involved in a systems project.

This should enable several development methodologies to be evaluated in order to make a decision of the suitability of the model to a project.

The stages of the development methodology should be followed within the scope of a project or scenario and the relevant supporting documentation produced.

The breadth, depth and complexity of knowledge and skills in this competency would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance would be involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature.

Assessment must ensure:

Performance of a broad range of skilled applications including the requirement to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills would be characteristic.

Applications may involve responsibility for, and limited organisation of, others.

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:

ICAA4041C Determine and confirm client business expectations and needs

ICAA4047B Determine project specifications and secure client agreement

An individual demonstrating this competency would be able to:

Understand a range of development methodologies and their application to a project or scenario

Demonstrate theoretical knowledge of the methodologies investigated

Apply a methodology to a project or scenario

Produce documentation required by the chosen methodology

Demonstrate understanding of a broad knowledge base incorporating some theoretical concepts

Apply solutions to a defined range of unpredictable problems

Identify and apply skill and knowledge areas to a wide variety of contexts, with depth in some areas

Identify, analyse and evaluate information from a variety of sources

Take responsibility for own outputs in relation to specified quality standards

Take limited responsibility for the quantity and quality of the output of others

Maintain knowledge of industry products and services

Required Skills and Knowledge

Required skills

Planning skills in relation to system development

Communication skills in relation to evaluation

Presentation skills in relation to information and gaining consensus on concepts (e.g. when planning the application of the methodology to the project or scenario)

Problem solving skills for a defined range of predictable problems (e.g. when applying the development methodology to a given scenario or project)

Report writing skills for business requiring depth in analysis and evaluation of information in a defined range of areas (e.g. when determining the suitability of development methodologies)

Required knowledge

Broad knowledge of the client business domain (e.g. when determining suitable methodologies)

Role of stakeholders and the degree of stakeholder involvement in the development process

Two or more current industry development methodologies

Suitability of a given methodology to a client business context

Range Statement

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.

Traditional system development methodologies may include but are not limited to:

system development life cycle

structured systems analysis

design methodology

Non-traditional system development methodologies may include but are not limited to:

multi-view

prototyping

object-oriented analysis and design

soft system methodology

Methodology may include:

traditional and non-traditional methodologies

Task types may include but are not limited to:

cultural

organisational

procedural

developmental or processes

activities of the development process

Input/output

Inputs and outputs for a task may include pre-conditional and post-conditional options. For example, pre-conditions may be a check that inputs fulfil specific requirements. Post-conditions may check if the outputs have met quality requirements

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

Control Structures may include but are not limited to:

acceptance criteria

a review process

inspection

test plans

Appropriate person may include:

supervisor

teacher

authorised business representative

client