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

ICAD3218B Mapping and Delivery Guide
Create user documentation

Version 1.0
Issue Date: January 2018


Qualification -
Unit of Competency ICAD3218B - Create user documentation
Description This unit defines the competency required to create user documentation that is clear to the target audience and is easy to navigate.No 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: Determine documentation standards and requirements
  • Determine documentation requirements
  • Investigate documentation and industry standards for requirements and determine appropriate application to user documentation
  • Design documentation templates using appropriate software and obtain approval from appropriate person
       
Element: Produce user documentation
  • Conduct a review of the subject system, program, network or application in order to understand its functionality
  • Gather existing technical, design or user specifications and supporting documentation
  • Create user documentation based on template to record the operation of the subject system, program, network or application
       
Element: Review and obtain signoff
  • Submit user documentation to target audience for review
  • Gather and analyse feedback
  • Make changes to user documentation
  • Submit user documentation to appropriate person for approval
       


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 the ability to create user documentation that meets business requirements, caters for a diverse readership, is clear to the target audience and easy to navigate

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

Documentation standards

Software tools for effecting documentation

Access to information about system, platform, network or application being documented

Context of and specific resources for assessment

The breadth, depth and complexity of knowledge and skills in this competency would cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specified problems. This would be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available.

Assessment must ensure:

Performance of a defined range of skilled operations, usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgement is required in the section of equipment, services or contingency measures and within known time constraints would be characteristic.

Applications may involve some responsibility for others. Participation in teams including group or team coordination may 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 some relevant theoretical knowledge

Apply a range of well-developed skills

Apply known solutions to a variety of predictable problems

Perform processes that require a range of well-developed skills where some discretion and judgement is required

Interpret available information, using discretion and judgement

Take responsibility for own outputs in work and learning

Take limited responsibility for 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

Selecting and using appropriate software and tools

Identifying target audiences

Analysing audience needs

Identifying relevant content

Determining appropriate content, formats and styles

Writing content

Required knowledge

Content features, such as clarity and readability

Instructional design principles

Functions and features of templates and style guides

Document design, web design and usability

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.

Documentation may include but are not limited to:

user manuals and procedure manuals

training materials in either hard copy

electronic copy

on-line help

internet/intranet

design specifications

Standards

May include but are not limited to policy relating to cataloguing, sign-off, storage, distribution, revision

May include ISO/IEC/AS standards, organisational standards, project standards. For further information refer to the Standards Australia website at: www.standards.com.au

Software may include but is not limited to:

commercial software applications; organisation-specific software, word processing packages, graphics packages, presentation applications, multimedia authoring tools and help file creation software

Appropriate person may include:

supervisor

teacher

authorised business representative

client

User documentation

User documentation can include project specifications, reports, help references, user manuals, training materials and self-paced tutorials, on-line help, user guides, brochures

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
Determine documentation requirements 
Investigate documentation and industry standards for requirements and determine appropriate application to user documentation 
Design documentation templates using appropriate software and obtain approval from appropriate person 
Conduct a review of the subject system, program, network or application in order to understand its functionality 
Gather existing technical, design or user specifications and supporting documentation 
Create user documentation based on template to record the operation of the subject system, program, network or application 
Submit user documentation to target audience for review 
Gather and analyse feedback 
Make changes to user documentation 
Submit user documentation to appropriate person for approval 

Forms

Assessment Cover Sheet

ICAD3218B - Create user documentation
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

ICAD3218B - Create user documentation

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: