- 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
Issue Date: July 2018
||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.
|Development and validation strategy and guide for assessors and learners||Student Learning Resources||Handouts
|Assessment 1||Assessment 2||Assessment 3||Assessment 4|
|Elements of Competency||Performance Criteria|
|Element: Contribute to determination of technical design features|
|Element: Contribute to design review|
|Element: Contribute to development of program specifications|
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:
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
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)
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.
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)
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:
Appropriateperson may include:
authorised business representative
Requirements may be in reference to:
people in the organisation
Client may include but is not limited to:
Feedbackmechanisms may include:
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.
|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|
Assessment Cover Sheet
ICAB4059B - Develop detailed technical design
Assessment task 1: [title]
I declare that the assessment tasks submitted for this unit are my own work.
Result: Competent Not yet competent
Feedback to student
Assessment Record Sheet
ICAB4059B - Develop detailed technical design
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent