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Evidence Guide: ICAS5105B - Coordinate change requests

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

 

ICAS5105B - Coordinate change requests

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

Classify and monitor change requests

  1. Receive and record change requests from the client
  2. Classify and prioritise change requests according to business guidelines and service-level agreements
Receive and record change requests from the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Classify and prioritise change requests according to business guidelines and service-level agreements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine priority settings

  1. Identify risks to business continuity and prioritise changes that reduce risks for implementation
  2. Evaluate the costs and benefits of implementing changes against the current system
  3. Examine the benefits and costs of how and when a change is made including risks to business continuity
  4. Schedule change analysis in accordance with business down periods and periods of business-critical activities
Identify risks to business continuity and prioritise changes that reduce risks for implementation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the costs and benefits of implementing changes against the current system

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examine the benefits and costs of how and when a change is made including risks to business continuity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Schedule change analysis in accordance with business down periods and periods of business-critical activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop change analysis work plan to develop and implement changes

  1. Analyse similar change requests that might be developed and implemented simultaneously
  2. Determine impact to the system and organisation of methodology and timing of change
  3. Notify the reason for the change to key stakeholders
  4. Determine the resources necessary to carry out the change development, taking into account time and cost constraints
  5. Develop a change plan based on change analysis
  6. Review the change plan documentation to ensure it is completed in accordance with system documentation standards
  7. Forward the change plan to the appropriate person for consideration and decision
Analyse similar change requests that might be developed and implemented simultaneously

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine impact to the system and organisation of methodology and timing of change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Notify the reason for the change to key stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the resources necessary to carry out the change development, taking into account time and cost constraints

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a change plan based on change analysis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review the change plan documentation to ensure it is completed in accordance with system documentation standards

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Forward the change plan to the appropriate person for consideration and decision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm change plan is complete and satisfies client

  1. Conduct feedback session with client groups to ensure change requirements are satisfactory
  2. Complete follow-up work and make recommendations for changes in procedures or documentation
Conduct feedback session with client groups to ensure change requirements are satisfactory

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete follow-up work and make recommendations for changes in procedures or documentation

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 sufficient knowledge of one or more change management systems and the ability to review change procedures and make appropriate recommendations.

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

Service-level agreements

Business requirements

Documentation standards

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.

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

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 business requiring depth in some areas, and analysis and evaluation of information in a defined range of 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

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 knowledge of the role of stakeholders and the degree of stakeholder involvement

Broad 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

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

Documentation may follow:

ISO/IEC/AS standards

audit trails

naming standards

version control

project management templates

report writing principles

Appropriate person may include:

supervisor

teacher

authorised business representative

client

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

ISP

Stakeholders may include:

sponsor

user

development team

project team