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Evidence Guide: ICAS4109B - Evaluate system status

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

 

ICAS4109B - Evaluate system status

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

Determine scope and evaluation parameters

  1. Determine scope of the system evaluation
  2. Comply with organisational requirements when planning a 'change of status' test
  3. Review and demonstrate understanding of the reason for the evaluation, its objectives, deliverables and key performance indicators using appropriate capacity tools
  4. Plan and document status evaluation and factor in time, environment, internal and external issues
  5. Alert affected users if evaluation is likely to impact their operations
  6. Develop a plan for the evaluation and identify the resources and methods to be used
Determine scope of the system evaluation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Comply with organisational requirements when planning a 'change of status' test

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and demonstrate understanding of the reason for the evaluation, its objectives, deliverables and key performance indicators using appropriate capacity tools

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan and document status evaluation and factor in time, environment, internal and external issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Alert affected users if evaluation is likely to impact their operations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a plan for the evaluation and identify the resources and methods to be used

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Carry out evaluation

  1. Organise the required resources as outlined in the plan, and put in place manual or computerised evaluation methods
  2. Run the evaluation process in accordance with the agreed scope and evaluation parameters
  3. Record the status as per procedural parameters and plan
  4. Observe and document during evaluation the effects of changes to system status that are made in accordance with effect being evaluated
  5. Observe and record effects that are not listed and that may require further investigation
Organise the required resources as outlined in the plan, and put in place manual or computerised evaluation methods

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Run the evaluation process in accordance with the agreed scope and evaluation parameters

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record the status as per procedural parameters and plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and document during evaluation the effects of changes to system status that are made in accordance with effect being evaluated

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and record effects that are not listed and that may require further investigation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report on evaluation

  1. Prepare a report to the appropriate person indicating the results of the status check
  2. Highlight anomalies observed in the status check that are outside the expected results
  3. Make recommendations for changes to improve the system
Prepare a report to the appropriate person indicating the results of the status check

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Highlight anomalies observed in the status check that are outside the expected results

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make recommendations for changes to improve the system

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 identify comprehensive performance indicators to determine system performance and reliability in relation to both hardware and software.

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

Documentation standards

Back-up and recovery policies

Database package with data

Server and networked PC on which to conduct back-up and recovery procedures

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:

ICAS4107B Rectify system faults on a live system

ICAS4112B Optimise system performance

ICAS4127B Support system software

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

Problem solving skills for a defined range of unpredictable problems involving participation in the development of strategic initiatives

Plain English literacy and communication skills in relation to analysis, evaluation and presentation of information

Teamwork skills involving the contribution to solutions and goals of a non-routine or contingency nature

Group facilitation and presentation skills in relation to transferring and collecting information and gaining consensus on concepts

Negotiation skills in relation to other team members and applied to a defined range of predictable problems

Report writing skills for requiring depth in some areas

Change management skills in relation to maintaining the continuity of IT operations and business functions

Customer service skills in relation to reviewing change procedures

Skills in handling difficult clients in relation to reviewing change procedures

Conflict resolution skills in relation to reviewing change procedures

Risk analysis skills in relation to reviewing change procedures

Low-level training needs analysis skills

Low-level programming skills

Required knowledge

Broad knowledge of help desk and maintenance practices

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

Broad understanding of the role and level of stakeholder involvement

Broad general knowledge of the client business domain

Detailed knowledge of the system's current functionality

Broad knowledge of quality assurance practices

One or more change management tools

Broad knowledge of system testing

Broad knowledge of change control procedures

Detailed knowledge of the system under evaluation

Broad knowledge of capacity planning

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.

Scope may include:

personnel

hardware

software

warranty

maintenance

support

networks

data

processes

Organisational requirements may be in relation to:

work environment

problem solution processes

preventative maintenance and diagnostic policy

roles and technical responsibilities in the IT department

vendor and product service-level support agreements

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

Appropriate person may include:

supervisor

teacher

authorised business representative

client

System may include but is not limited to:

network

network operating system

software

software

business

computers

financial system

management system

information system

User may include:

a person within a department

a department within the organisation

a third party