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Evidence Guide: ICAW4026B - Coordinate and maintain work teams

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

 

ICAW4026B - Coordinate and maintain work teams

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

Establish team

  1. Select and identify suitable team members for a particular project or problem
  2. Secure agreement from appropriate persons for release of team members
  3. Identify the type of work team
  4. Determine time allocation for teammembers to suit team operations or nature of the project or problem
  5. Define team and individual responsibilities
  6. Define how team performance will be measured
Select and identify suitable team members for a particular project or problem

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Secure agreement from appropriate persons for release of team members

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify the type of work team

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine time allocation for teammembers to suit team operations or nature of the project or problem

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Define team and individual responsibilities

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Define how team performance will be measured

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Coordinate team

  1. Clarify and plan tasks in consultation with team
  2. Allocate tasks appropriately
  3. Determine and apply motivational factors
  4. Represent the team at meetings
  5. Work with team members to manage interpersonal conflict
Clarify and plan tasks in consultation with team

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Allocate tasks appropriately

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine and apply motivational factors

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Represent the team at meetings

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Work with team members to manage interpersonal conflict

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Conduct team activities and review team performance

  1. Regularly review team performance against objectives and take corrective action where necessary
  2. Regularly communicate with the team on policies, plans and other matters affecting the team
  3. Seek the input of team members during the decision making process
  4. Consult the team regarding proposed workplace changes and improvements to processes
  5. Recognise team and individual achievement
  6. Validate team objectives against targets
  7. Determine ongoing nature of the team and either disband, select new objective, incorporate new teammembers or change team profile
Regularly review team performance against objectives and take corrective action where necessary

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Regularly communicate with the team on policies, plans and other matters affecting the team

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek the input of team members during the decision making process

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Consult the team regarding proposed workplace changes and improvements to processes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Recognise team and individual achievement

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Validate team objectives against targets

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine ongoing nature of the team and either disband, select new objective, incorporate new teammembers or change team profile

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, coordinate and maintain work teams to meet organisation requirements and to coordinate teams to meet requests and prioritise work schedule to meet organisational guidelines.

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

Team members

Team projects or tasks

Context of and specific resources for assessment

Breadth, depth and complexity of knowledge and competencies 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 are 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.

Applications 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.

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

Required Skills and Knowledge

Required skills

Leadership skills in relation to guidance for achieving outcomes, transferring and collecting information and gaining consensus on concepts

Planning skills in relation to time and quality relations (e.g. when clarifying and planning team tasks to ensure effective team operation and efficient use of human resources)

Basic problem solving involving analysis, diagnosis, evaluation and the development of new criteria, knowledge and procedures

Problem solving skills involving participation in the development of team building initiatives (e.g. when delegating and encouraging participation and group work)

Communication skills in relation to analysis, evaluation and presentation of information (e.g. when communicating policies, plans, problems and solutions to the team)

Teamwork skills that involve 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

Required knowledge

Principles of EEO and anti-discrimination (e.g. when establishing, developing and improving teams)

Detailed knowledge of OH&S requirements in relation to work safety, environmental factors and ergonomic considerations

Broad knowledge of three or more current industry systems development methodologies

Current business practices in relation to preparing reports (e.g. when establishing, developing and improving teams)

Components of the business planning process relevant to the development of IT business solutions (e.g. when delegating responsibility and authority)

Current industry-accepted hardware and software products, with broad knowledge of general features and capabilities

Broad knowledge of vendor product directions

Broad general knowledge of the client business domain (e.g. when establishing, developing and improving teams)

Broad knowledge of quality assurance practices (e.g. when coordinating a team)

Basic knowledge of information gathering techniques

Broad general knowledge of change management systems (e.g. when establishing, developing and improving teams)

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.

Team members may include but are not limited to:

peers

supervisors and other members of the organisation

people from outside the organisation

people from a range of social, cultural or ethnic backgrounds

dynamics of team

autonomy and responsibility of the team

responsibility of team members

degree of delegation authorised

life of the team

size and diversity of team

English language, literacy and numeracy skills may vary

leadership style of team leader

communication style of team members

Problem may be in reference to:

business

system

network

people in the organisation

there may be a business need or opportunity that must be addressed

Team

May include organisational, workgroup based, interdepartmental

May be temporary or on-going; formal or informal

Tasks may include but are not limited to:

specific projects

work

activities

function

job