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Evidence Guide: ICAS4022B - Determine and action client computing problems

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!

From the Wiki University

 

ICAS4022B - Determine and action client computing problems

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

Determine client problem

  1. Determine client problem by using questioning and/or other techniques
  2. Document responses of client for follow-up action
  3. Examine logged requests to determine specific requirements
  4. Take action where required to gain further information
  5. Refer to a database of known problems to identify possible resolution options
Determine client problem by using questioning and/or other techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document responses of client for follow-up action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examine logged requests to determine specific requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take action where required to gain further information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer to a database of known problems to identify possible resolution options

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prioritise client problems

  1. Determine the scale of the problem based on information gathered
  2. Establish and record relevant constraints
  3. Undertake an impact analysis of the problem to determine severity and risks
  4. Prioritise the problem according to the organisation's escalation procedures
  5. Provide adviceand support to the client from database of known problems, where appropriate
Determine the scale of the problem based on information gathered

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and record relevant constraints

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake an impact analysis of the problem to determine severity and risks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prioritise the problem according to the organisation's escalation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide adviceand support to the client from database of known problems, where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer problems where required

  1. Investigate and apply the appropriate process to follow when referring problems to third parties
  2. Provide third party with client and problem details as required
  3. Document the advice and support provided by third party according to organisational guidelines, where appropriate
Investigate and apply the appropriate process to follow when referring problems to third parties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide third party with client and problem details as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document the advice and support provided by third party according to organisational guidelines, where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Carry out maintenance

  1. Obtain appropriate components for resolution in line with organisational guidelines
  2. Complete maintenance in line with organisationalguidelines
  3. Store or dispose of used components following organisational environmental guidelines
Obtain appropriate components for resolution in line with organisational guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete maintenance in line with organisationalguidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Store or dispose of used components following organisational environmental guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare maintenance report

  1. Prepare a maintenance report including information about problems and resolution action
  2. Forward maintenance report to client for feedback
Prepare a maintenance report including information about problems and resolution action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Forward maintenance report to client for feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm problem resolution

  1. Obtain feedback from the client to ensure requirements have been met
  2. Forward client feedback to appropriate person for sign-off and record in known problems database as appropriate
Obtain feedback from the client to ensure requirements have been met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Forward client feedback to appropriate person for sign-off and record in known problems database as appropriate

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 record and prioritise client support activities, determining the required resources, solving the client problem or escalating according to organisational guidelines or practices.

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

Hardware

Software and diagnostic tools

Documentation for records and reports

Context of and specific resources for assessment

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 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:

ICAS4112B Optimise system performance

ICAS4113C Identify and resolve common database performance problems

ICAS4127B Support system software

ICAT4221B Locate equipment, system and software faults

An individual demonstrating this competency would be able to:

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

Customer service

Decision making involving discretion and judgement

Time management for self and others

Common problem identification and resolution

Questioning and active listening for conveying and clarifying information

Literacy skills for interpretation of technical manuals

Required knowledge

Principles of equal employment opportunity and anti-discrimination

Principles of OH&S

Broad general knowledge of operating systems functions and basic features

Current industry-accepted hardware and software products, with broad knowledge of general features and capabilities and detailed knowledge in some areas

Broad knowledge of escalation procedures

Hardware and software supported by the organisation

Work group procedures

In-house or vendor support available

Security and network guidelines and procedures

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.

Client may include but is not limited to:

internal departments

external organisations

individual people

employees

Problem may be in reference to:

business

system

network

people in the organisation

Requirements may be in reference to:

business

system

network

people in the organisation

Constraints may include but is not limited to:

time

budget

resource

hardware

software

policy

legal constraints

Advice and support may include provision of:

client documentation

manuals and documentation from vendor.

Advice on software used by the organisation may include but is not limited to formatting spreadsheets, creation of graphs, setting up of word processing documents for printing, setting up an email system; advice on hardware supported by the organisation, including but not limited to operation of printers, setting of screen resolution, formatting of disks, and configuration of printers and scanners.

Organisational guidelines may include but are not limited to:

use of emails and internet access

content of emails

downloading information and accessing particular websites

opening mail with attachments

virus risk

dispute resolution

document procedures and templates

communication methods

financial control mechanisms

Maintenance may include:

on-site response

remote diagnostics

return to depot

business hours only support

24 hour, 7 days per week support

telephone support

real-time on on-line support

second-level support

Components may include:

motherboards

CMOS battery

central processing unit (CPU)

CD and DVD drives

interface cards

drives

fax/modem cards

RAM upgrades

CPU upgrades

Environmentalguidelines may include but is not limited to:

recycling

safe disposal of packaging (e.g. cardboard, polystyrene, paper, plastic)

correct disposal of redundant hardware (e.g. hard-drives, circuit boards)

Appropriate person may include:

supervisor

teacher

authorised business representative

client