- ICAD4217B - Create technical documentation
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
ICAD4217B Mapping and Delivery Guide
Create technical documentation
Version 1.0
Issue Date: July 2024
Qualification | - |
Unit of Competency | ICAD4217B - Create technical documentation |
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Description | This unit defines the competency required to create technical documentation that is clear to the target audience and easy to navigate.The following units are linked and form an appropriate cluster:ICAA4041C Determine and confirm client business expectations and needsICAW4027B Relate to clients on a business levelNo 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. |
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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 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Identify and analyse documentation needs |
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Element: Design documentation |
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Element: Develop documentation |
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Element: Evaluate and edit documentation |
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Element: Prepare documentation for publication |
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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 technical 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: Technical specifications Documentation standards |
Context of and specific resources for assessment | Technical documentation provides a record of the functionality and processing of a system, program, network or application. The technical documentation should document how the system, program, network or application is structured, how it works and changes that have been made to it. 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 ICAW4027B Relate to clients on a business level 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 |
The use of word processing software and multimedia authoring 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. | |
Client may include but is not limited to: | internal departments external organisations individual people internal employees |
Requirements may be in reference to: | business system organisational policies network people in the organisation |
System may include but is not limited to: | network software business computers financial system management system information system |
Technical documentation may include: | system or project specifications system design system functionality reports help references technical manuals operational procedures training materials self-paced tutorials on-line help user guides brochures |
Appropriateperson may include: | supervisor teacher authorised business representative client |
Channels may include: | text audio animation and graphics provided through books manuals CD-ROMs DVDs computer-based tutorials help screens the world wide web |
Content may include information and interactive features, such as: | product information company information copyright and disclaimer notices site map frequently asked questions what's new customer-specific information customer only information error messages instructions feedback mechanisms reference pages forms background articles ratings/rankings/testimonials/quotes from reviews hyperlink titles |
Documentation standards | May include but are not limited to policy relating to sign-off, storage, distribution, revision. May include ISO/IEC/AS standards, organisational standards, audit trails, naming conventions, version control, project management templates and report writing principles (for further information refer to the Standards Australia website at: www.standards.com.au ) |
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 |
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Consult with the client to identify documentation requirements | |||
Interpret and evaluate documentation requirements and confirm details with the client | |||
Investigate industry and documentation standards for requirements | |||
Define and document the scope of work to be produced | |||
Consult with the client to validate and confirm the scope of work | |||
Identify information requirements with reference to layout and document structure | |||
Create document templates and style guides consistent with information requirements | |||
Conduct a review of the system in order to understand its functionality | |||
Extract content that meets information requirements in accordance with relevant copyright restrictions | |||
Develop the structure of the technical documentation giving focus to the flow of information, style, tone and content format | |||
Validate the technical documentation structure with the client | |||
Write technical documentation based on the template and scope of work using the information gathered | |||
Translate technical terminology into plain English where appropriate | |||
Apply content format and style in accordance with relevant documentation standards and templates | |||
Submit technical documentation to appropriate person for review | |||
Gather and analyse feedback | |||
Incorporate alterations into the technical documentation | |||
Edit the technical documentation for technical and grammatical accuracy | |||
Check that the completed technical documentation meets client requirements and scope of work | |||
Submit the technical documentation to appropriateperson for approval | |||
Prepare the technical documentation for publication and distribution utilising appropriate channels |
Forms
Assessment Cover Sheet
ICAD4217B - Create technical 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
ICAD4217B - Create technical 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: