• ICAB4059B - Develop detailed technical design

Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

ICAB4059B Mapping and Delivery Guide
Develop detailed technical design

Version 1.0
Issue Date: July 2018


Qualification -
Unit of Competency ICAB4059B - Develop detailed technical design
Description This unit defines the competency required to assist in the development of a detailed technical design.The following units are linked and form an appropriate cluster:ICAA4041C Determine and confirm client business expectations and needsICAD4043B Develop and present a feasibility reportNo licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Contribute to determination of technical design features
  • Select and revise design model based on iteration and design changes
  • Incorporate outstanding design points according to acceptance criteria
  • Distribute reports identifying changes and implications to appropriateperson for review
       
Element: Contribute to design review
  • Compare design against requirements and fix as necessary
  • Confirm design with appropriateperson
  • Use feedbackmechanisms to gather information on design changes from client
  • Incorporate design changes where required
       
Element: Contribute to development of program specifications
  • Implement modules by incremental development techniques
  • Identify user authority for each module
  • Prepare detailed specifications of module implementation for each module that will not be incrementally built
  • Prepare documentation according to requirements of the project
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 design fundamentals and processes.

Assessment must confirm the ability to prepare a clear and best-fit technical design for a set project.

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

Requirements model

Business requirements

Project deliverables

Acceptance criteria

Current IT blueprint

Context of and specific resources for assessment

Particular care must be exercised when developing technical designs to ensure that quality outcomes are generated. This includes gathering data to support the design and may involve access and use of information from previous projects or related organisational outcomes.

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:

ICAA4041C Determine and confirm client business expectations and needs

ICAD4043B Develop and present a feasibility report

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


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

Problem solving skills for a defined range of unpredictable problems involving participation in the development of strategic initiatives (e.g. when the design model is revised based on iteration and design changes and when design is compared against requirements model and tuned as necessary)

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

Problem solving skills in relation to developing algorithms (e.g. when contributing to the determination of technical design features and when contributing to the development of program specifications)

Required knowledge

Broad knowledge of design fundamentals and refinement (e.g. when contributing to the determination of technical design features)

Broad general knowledge of the client business domain (e.g. when contributing to design review)

Broad general knowledge of the client's critical business functions and processes (e.g. when contributing to design review)

Broad knowledge of current various life cycle options (e.g. when contributing to the determination of technical design features)

Broad knowledge of design quality metrics (e.g. coupling and metrics) e.g. when contributing to the determination of technical design features and when contributing to the development of program specifications

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.

Acceptancecriteria may include:

timeframe

cost implications

technical

logistical considerations

Appropriateperson may include:

supervisor

teacher

authorised business representative

client

Requirements may be in reference to:

business

system

network

people in the organisation

Client may include but is not limited to:

internal departments

external organisations

clubs

individual people

internal employees

Feedbackmechanisms may include:

surveys

questionnaires

interviews

meetings

Project may include:

a business involved in 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

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Select and revise design model based on iteration and design changes 
Incorporate outstanding design points according to acceptance criteria 
Distribute reports identifying changes and implications to appropriateperson for review 
Compare design against requirements and fix as necessary 
Confirm design with appropriateperson 
Use feedbackmechanisms to gather information on design changes from client 
Incorporate design changes where required 
Implement modules by incremental development techniques 
Identify user authority for each module 
Prepare detailed specifications of module implementation for each module that will not be incrementally built 
Prepare documentation according to requirements of the project 

Forms

Assessment Cover Sheet

ICAB4059B - Develop detailed technical design
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

ICAB4059B - Develop detailed technical design

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: