Elements and Performance Criteria

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.

internal departments
external organisations
individual people
employees

use of email and internet access
content of emails
downloading information and accessing particular websites
opening mail with attachments
virus risk
dispute resolution
document procedures and templates
communication methods
financial control mechanisms

advice and support on a one-to-one basis
provision of client documentation, manuals
instruction with software supported by the organisation, including but not limited to formatting spreadsheet, creation of graphs, setting up of word processing document for printing, using an email system, browser, server
instruction with hardware supported by the organisation, including but not limited to operation of printers, setting of screen resolution, formatting of disks, reconfiguration of printers and use of scanners
instruction does not include delivery of formal accredited training or general classroom/workshop situations
instruction does not include delivery to more than one individual

ISO/IEC/AS standards
audit trails
naming standards
version control
project management templates
report writing principles

supervisor
teacher
authorised business representative
client

on-site instruction
questions and answers
active listening to client and other employees
hand off to ICT technical expert area
policy and procedures relating to IT training

business
system
application
network
people in the organisation

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 convey technical information to an individual client for their specific use in a clear, concise and coherent manner with the meaning of technical jargon explained.

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

Client requirements either directly or through a peer or supervisor

Context of and specific resources for assessment
Providing one-to-one instruction requires sensitivity and skill in interpersonal communication and consideration should be given to privacy, cultural accommodations, and knowledge and understanding of the learner.
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

An individual demonstrating this competency would be able to:

Demonstrate empathy and understanding of the learner
Apply cultural accommodations when dealing with different cultures
Provide a set of solutions to a variety of predictable one on one problems
Perform one on one 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 outcomes when dealing with clients
Work may involve some responsibility for others
Participation in teams, including group or team coordination may be involved

Additionally, 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