NTISthis.com

Evidence Guide: ICAS5102B - Establish and maintain client user liaison

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

 

ICAS5102B - Establish and maintain client user liaison

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

Determine support areas

  1. Identify and record information technology used in the organisational unit
  2. Identify stakeholders of the system
  3. Identify organisational structure, culture and politics in relation to support requirements
  4. Determine what level of support is required by each organisational unit
Identify and record information technology used in the organisational unit

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify stakeholders of the system

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify organisational structure, culture and politics in relation to support requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine what level of support is required by each organisational unit

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop support procedures

  1. Contact organisational units, as required, to verify support needs
  2. Establish procedures for providing required support, including method of contact, frequency of meetings and reports
  3. Document agreed procedure (service-level agreement)
Contact organisational units, as required, to verify support needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish procedures for providing required support, including method of contact, frequency of meetings and reports

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document agreed procedure (service-level agreement)

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assign support personnel

  1. Identify IT skills required to assist each organisational unit with support activities
  2. Assign personnel according to human resource processes
  3. Verify availability of selected personnel
  4. Provide support using agreed procedures
  5. Obtain feedback from the appropriate person on a regular basis
Identify IT skills required to assist each organisational unit with support activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assign personnel according to human resource processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Verify availability of selected personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support using agreed procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain feedback from the appropriate person on a regular basis

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 establish and maintain client liaison in an IT environment. Evidence of communication and reporting mechanisms consistent with the identified role and as agreed between the parties must be demonstrated.

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

Service-level agreements

Documented support requirements

Context of and specific resources for assessment

The demonstration of this competency is most relevant in the post-implementation phase of a project when the allocation of personnel and specification of support activities is most prominent. This competency articulates and addresses the elements and steps that need to be carried out, in order to establish a more formalised approach to post-implementation support. It emphasises the three-way interrelationship between the user client, support staff and equipment.

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.

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.

Assessment must ensure:

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 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.

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

Required Skills and Knowledge

Required skills

Plain English literacy and communication skills in relation to analysis, evaluation and presentation of information such as reporting on service history issues are necessary. These could be in response to particular problems or in response to an approach to quality assurance processes aimed at a general improvement.

Teamwork skills involve the contribution to solutions and goals of a non-routine or contingency nature (e.g. when a major system upgrade is needed and a workgroup approach is employed to implement it).

Group facilitation and presentation skills in relation to transferring and collecting information and gaining consensus on concepts, such as when there are alternatives to decide upon, in installing new technology or in altering the service process for the current system.

Project planning skills in relation to how to deliver on scope, time, cost and quality, and how to promote communications and manage risk.

Negotiation skills in relation to other team members and applied to a defined range of predictable problems, such as organising equitable workloads for each team member when extra (weekend or night) work is necessary for a major network upgrade.

Report writing skills for business, requiring depth in some areas, analysis and evaluation of information in a defined range of areas (e.g. outlining possible alternatives in technology or equipment changes).

Customer service skills, including a semi-educational role when dealing with end-user problems, so that, by explaining relevant concepts, the learner can empower the end-user to attempt remedial action, the next time a similar problem occurs

Required knowledge

General knowledge of the role that IT plays in the client's business domain. Knowing what equipment supplies business-critical services (e.g. web server for e-business, internet file transaction security for client accounts)

Awareness of who the stakeholders are, what role they play in the organisation and how dependent they are on the IT infrastructure (e.g. salespeople and other mobile workforces may need a remote access communication service while travelling.)

Detailed knowledge of the IT system's current functionality in supplying the essential and desirable services to the organisation. (e.g. what servers are engaged in providing the services such as email, web, proxy, firewall, back-up)

Broad knowledge of quality assurance practices in relation to how the service is supplied (e.g. are response times for help desk issues adequate for maintaining the organisation's desired business activity level?)

Current industry-accepted hardware and software products, capabilities of IT devices, and detailed knowledge of areas related to the organisation's services, (e.g. specialised knowledge of website security, dynamic data exchange or on-line open file back-up system)

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.

Stakeholders may include:

sponsor

user

development team

project team

Humanresourceprocesses may include but is not limited to:

checking job and person specifications

observation of work activities

review of performance reports

professional recommendations or referrals

Service-level agreement

May exist for many different infrastructure services, including communications carriers, ISPs, ASPs and SLAs for vendor products

SLAs should consider business processes and requirements, clearly specify and quantify service levels, identify evaluation or audit of service levels. May include workload and performance considerations, expectations regarding servicing, penalties, charge back to business units

System may include but is not limited to:

databases

applications

servers

operating systems

gateways

application service provider (ASP)

ISP

Appropriate person may include:

supervisor

teacher

authorised business representative

client