1Z0-931 Autonomous Database

Unit Pre-Assessment Checklist (UPAC) 

UAT 1 – Unit Knowledge Test (UKT)

Purpose of the checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

  • Please make sure you have completed the necessary prior learning before attempting this assessment.
  • Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
  • Please make sure you understand what evidence is required to be collected and how.
  • Please make sure you know your rights and the Complaints and Appeal process.
  • Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
  • Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
  • Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
  • Due date of this assessment task is according to your
  • In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
  • Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
  • Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

  • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
  • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
  • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
  • Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
  • Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
  • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category

Possible Issue

Reasonable Adjustment Strategy

(select as applicable)

¨ LLN

¨ Speaking

¨ Reading

¨ Writing

¨ Confidence

¨ Verbal assessment

¨ Presentations

¨ Demonstration of a skill

¨ Use of diagrams

¨ Use of supporting documents such as wordlists

¨ Non-English-Speaking Background

¨ Speaking

¨ Reading

¨ Writing

¨ Cultural background

¨ Confidence

¨ Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process

¨ Use methods that do not require a higher level of language or literacy than is required to perform the job role

¨ Use short sentences that do not contain large amounts of information

¨ Clarify information by rephrasing, confirm understanding

¨ Read any printed information to the student

¨ Use graphics, pictures and colour coding instead of, or to support, text

¨ Offer to write down, or have someone else write, oral responses given by the student

¨ Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs

¨ Indigenous

¨ Knowledge and understanding

¨ Flexibility

¨ Services

¨ Inappropriate training and assessment

¨ Culturally appropriate training

¨ Explore understanding of concepts and practical application through oral assessment

¨ Flexible delivery

¨ Using group rather than individual assessments

¨ Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.

¨ Age

¨ Educational background

¨ Limited study skills

¨ Make sure font size is not too small

¨ Trainer/Assessor should refer to the student’s experience

¨ Ensure that the time available to complete the assessment takes account of the student’s needs

¨ Provision of information or course materials in accessible format.

¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

¨ Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write

¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

¨ Changes to course design, e.g. substituting an assessment task

¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

¨ Educational background

¨ Reading

¨ Writing

¨ Numeracy

¨ Limited study skills and/or learning strategies

¨ Discuss with the Student previous learning experience

¨ Ensure learning and assessment methods meet the student’s individual need

¨ Disability

¨ Speaking

¨ Reading

¨ Writing

¨ Numeracy

¨ Limited study skills and/or learning strategies

¨ Identify the issues

¨ Create a climate of support

¨ Ensure access to support that the student has agreed to

¨ Appropriately structure the assessment

¨ Provide information or course materials in accessible format, e.g.  a textbook in braille

¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

¨ Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write

¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

¨ Changes to course design, e.g. substituting an assessment task

¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Unit Assessment Task (UAT)

Assessment Task 1 - Unit Knowledge Test (UKT)

Assessment type:

  • Written Questions

Assessment task description:    

  • This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency.
  • The Unit Knowledge Test is comprised of seventeen (17) written questions.
  • You must respond to all questions and submit them to your Trainer/Assessor.
  • You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task.
  • You will receive your feedback within two weeks - you will be notified by your Trainer/Assessor when results are available.

Applicable conditions:   

  • This knowledge test is untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test).
  • You must read and respond to all questions.
  • You may handwrite/use computers to answer the questions.
  • You must complete the task independently.
  • No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
  • As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor.
  • The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own

Resubmissions and reattempts: 

  • Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
  • You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
  • For more information, please refer to your RTO Student Handbook.

Location:

  • This assessment task may be completed in a learning management system (i.e. Moodle) or independent learning environment.
  • Your trainer/assessor will provide you further information regarding the location for completing this assessment task.

     

Instructions for answering written questions:

  • Complete a written assessment consisting of a series of questions.
  • You will be required to correctly answer all the questions.
  • Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what is really
  • Your answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills.
  • Be concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. Be careful, quantity is not quality.
  • Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
  • When you quote, paraphrase, summaries or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source.

How your trainer/assessor will assess your work?

  • This assessment task requires the student to answer all the questions.
  • Answers must demonstrate the student’s understanding and knowledge of the unit.
  • If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
  • If at least one of the assessment tasks is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
  • Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
  • The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

 Purpose of the assessment

This assessment task is designed to evaluate student’s knowledge required to maintain, install new and upgrade existing operating systems (OS) in a medium to large organisation & Knowledge regarding to the following:

  • Knowledge to describe and explain the business planning process relevant to researching technology
  • Knowledge to outline and explain client business needs that can be satisfied by the provision of information and communications technology (ICT) products and services
  • Knowledge to describe and outline current business practices in preparing reports
  • Knowledge to identify and outline current industry and technology information sources
  • Knowledge to outline general features and capabilities of current industry accepted hardware, cabling and software products, and identify emerging trends and product design
  • Knowledge to discuss equipment performance benchmarking
  • Knowledge to identify industry networks, key individuals and organisations within the ICT industry
  • Knowledge to identify information gathering techniques
  • Knowledge to outline quality assurance practices to promote reliable investigation processes
  • Knowledge to identify vendor product directions


Assessment Task 1 - Unit Knowledge Test (UKT)

Instructions:

  • This is an individual assessment.
  • The purpose of this assessment task is to assess the students’ knowledge essential to connect network hardware devices, mainly personal computers (PCs), to an internet gateway.
  • To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners’ resources and slides.
  • All questions must be answered in order to gain competency for this assessment.
  • You may attach a separate sheet if required.
  • You must include the following particulars in the footer section of each page of the attached sheets:
    • Student ID or Student Name
    • Unit ID or Unit Code
    • Course ID or Course Code
    • Trainer and assessor name
    • Page numbers
  • You must staple the loose sheets together along with the cover page.
  • You must attach the loose sheets chronologically as per the page numbers.
  • Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words.

Resources required to complete the assessment task:

  • Computer
  • Internet
  • MS Word
  • Printer or e-printer
  • Adobe acrobat/reader
  • Learning management system


  • Answer the following questions.
  1. Explain how technology can improve business processes. Answer in 100-200 words.
  2. Explain business planning process related to ICT researching technology. Answer in 100-200 words.
  • Read the following scenario and answer the given question.

Scenario: One of your clients has seven employees. The client does not have any IT system and he want to setup printing services for all the staff within one network. The client also wants to add phone service to four employees.

Question i: Briefly explain the client business needs. Answer in 30-60 words.

Question ii: What ICT products and services will you obtain to satisfy client needs? Write two products and services.

  • What do you mean by the term strategic objectives or goals to meet client business needs? Answer in 70-100 words.
  • Explain the current business practices followed by ICT professional to prepare the following reports.
  1. Network performance report (Answer in 50-100 words)
  2. Vendor performance report (Answer in 100-150 words)
  • Summarise two information sources used by ICT professional to meet client business needs. Answer in 50-100 words.
  • Summarise the features and capabilities of the following current hardware, software and cabling products.
  1. Microsoft server 2016
  2. Cisco 800 series router
  • Optical fiber cable

Summarise two features and capabilities for above given products.

  • What are the emerging trends including product design in ICT industry?
  • Explain equipment performance benchmarking in your own 150-200 words.
  • Identify any two industry networks, organisations and their key individuals within the ICT industry?
  • Explain three information gathering techniques in researching and reviewing hardware technology options for organisations. Write you response in 200-300 words.
  • Summarise two quality assurance practices that you will follow to promote reliable investigation process for ICT system. Answer in 50-100 words.
  • Answer the following questions regarding identifying the vendor product directions:

12.1. Write four features for the following access and security products.

  • Cisco 880 series routers
  • NETGEAR modem D7000

12.2. What are next generation networks, explain in your own 100-150 words.

12.3. Explain self-configuring asymmetric digital subscriber line (ADSL) in your own 100-150 words.

12.4. Explain the following wireless standards.

  • IEEE 802.11
  • IEEE 802.11a
  • IEEE 802.11b
  • What are the five steps to select the best vendor for any organisation? Answer in 200-300 words.
  • What do you understand by the term “Testing Cabling infrastructure”? Write in about 80-100 words.
  • What are the different sources of information for collecting information about the vendors and suppliers? Write in about 100-200 words.
  • What document or template will you use to for risk management?
  • Describe the following terms in context to organisational strategic goals:
  1. Physical infrastructure
  2. Financial parameters

Write in about 100-150 words.

Unit Pre-Assessment Checklist (UPAC) 

UAT 2 – Unit Project (UP)

Purpose of the checklist

The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it.

Section 1: Information for Students

  • Please make sure you have completed the necessary prior learning before attempting this assessment.
  • Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed.
  • Please make sure you understand what evidence is required to be collected and how.
  • Please make sure you know your rights and the Complaints and Appeal process.
  • Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor).
  • Please make sure that you have access to a computer and the internet (if you prefer to type the answers).
  • Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT).
  • Due date of this assessment task is according to your
  • In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor.
  • Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work.
  • Request for an extension to submit your assessment work must be made before the due date of this assessment task.

Section 2: Reasonable adjustments

  • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
  • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
  • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
  • Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented.
  • Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
  • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)

Category

Possible Issue

Reasonable Adjustment Strategy

(select as applicable)

¨ LLN

¨ Speaking

¨ Reading

¨ Writing

¨ Confidence

¨ Verbal assessment

¨ Presentations

¨ Demonstration of a skill

¨ Use of diagrams

¨ Use of supporting documents such as wordlists

¨ Non-English-Speaking Background

¨ Speaking

¨ Reading

¨ Writing

¨ Cultural background

¨ Confidence

¨ Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process

¨ Use methods that do not require a higher level of language or literacy than is required to perform the job role

¨ Use short sentences that do not contain large amounts of information

¨ Clarify information by rephrasing, confirm understanding

¨ Read any printed information to the student

¨ Use graphics, pictures and colour coding instead of, or to support, text

¨ Offer to write down, or have someone else write, oral responses given by the student

¨ Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs

¨ Indigenous

¨ Knowledge and understanding

¨ Flexibility

¨ Services

¨ Inappropriate training and assessment

¨ Culturally appropriate training

¨ Explore understanding of concepts and practical application through oral assessment

¨ Flexible delivery

¨ Using group rather than individual assessments

¨ Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.

¨ Age

¨ Educational background

¨ Limited study skills

¨ Make sure font size is not too small

¨ Trainer/Assessor should refer to the student’s experience

¨ Ensure that the time available to complete the assessment takes account of the student’s needs

¨ Provision of information or course materials in accessible format.

¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

¨ Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write

¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

¨ Changes to course design, e.g. substituting an assessment task

¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

¨ Educational background

¨ Reading

¨ Writing

¨ Numeracy

¨ Limited study skills and/or learning strategies

¨ Discuss with the Student previous learning experience

¨ Ensure learning and assessment methods meet the student’s individual need

¨ Disability

¨ Speaking

¨ Reading

¨ Writing

¨ Numeracy

¨ Limited study skills and/or learning strategies

¨ Identify the issues

¨ Create a climate of support

¨ Ensure access to support that the student has agreed to

¨ Appropriately structure the assessment

¨ provision of information or course materials in accessible format, e.g.  a text book in braille

¨ Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures

¨ Supply of specialised equipment or services, e.g. a note taker for a student who cannot write

¨ Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue

¨ Changes to course design, e.g. substituting an assessment task

¨ Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Unit Assessment Task (UAT)

Assessment Task 2 – Unit Project (UP)

Assessment type:

  • Unit Project (UP)

Assessment task description:    

  • This is the second (2) assessment task you have to successfully complete to be deemed competent in this unit of competency.
  • This assessment task requires you to complete a project.
  • Student is required to complete five activities in this assessment task.
  • You will receive your feedback within two weeks - you will be notified by your trainer/assessor when results are available.
  • You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task.

Applicable conditions:  

  • You must read and respond to all criteria of the project.
  • You may handwrite/use computers to answer the criteria of the project.
  • You must complete the task independently.
  • No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory.
  • As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor.
  • The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work.

Resubmissions and reattempts:               

  • Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed.
  • You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment).
  • For more information, please refer to your RTO Student Handbook.

Location:

  • This assessment task may be completed in an independent learning environment or learning management system.
  • Your trainer/assessor will provide you further information regarding the location of completing this assessment task.

General Instructions for attempting the project:

  • You will be required to correctly attempt all the activities of this assessment task.
  • Instructions to attempt all the activities are provided within the assessment task.

How your trainer/assessor will assess your work?

  • This assessment task requires the student to correctly attempt all the activities of this assessment task.
  • You must perform all the activities correctly.
  • Answers must demonstrate the student’s understanding and skills of the unit.
  • You will be assessed according to the provided performance checklist/ performance criteria.
  • Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task.
  • If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
  • If at least one of the assessment tasks is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC).
  • Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
  • The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.

Purpose of the assessment task:

This assessment task is designed to evaluate student’s following skills and abilities:

  • Skills to analyse and plan approaches to technical problems and management requirements
  • Skills to access and convey conceptual information regarding emerging technology in relation to organisational needs
  • Skills to evaluate information, using it to forecast for planning or research purposes and research vendors, suppliers and ICT industry specialists and recommend technology options

Assessment Task 2 - Unit Project (UP)

Instructions to complete this assessment task:

  • You must carefully analyse the scenario provide to attempt these activities.
  • You must document their responses in the provided template.
  • You must write their responses within the given word limit. Trainer/assessor will assess your performance as per the performance criteria and checklist provided.
  • You may attach additional pages.
  • You must include the following in the footer section of each page of the attached sheets:
    • Student ID or Student Name
    • Unit ID or Unit Code
    • Course ID or Course Code
    • Trainer and assessor name
    • Page numbers
  • You must staple the loose sheets together along with the cover page.
  • You must attach the loose sheets chronologically as per the page numbers.
  • Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct
  • The premise of the project must be closely related to the previous assessment task.
  • This submission must be well presented and follow the guidelines and instructions provided.
  • Please follow the format as indicated in the template section below.
  • One of the most important steps that you can take: proofread your
  • Appropriate citations are required.
  • All RTO policies are in effect, including the plagiarism policy.

Scenario

Devon Technical College is a private Registered Training Organisation (RTO) with a campus based in Western Melbourne. It offers over 40 certificate and diploma level qualifications in the Vocational Education and Training (VET) sector for a large number of subject areas including business, community services, education, information technology, health, hospitality, and many others.

Students select from one of two study shifts (morning or afternoons) to undertake study which is self-directed in nature or trainer led, and to undertake assessments. With the self-directed courses, trainers/assessors are on hand to handle student’s queries, while other courses are trainer led.

There are currently 450 students that attend the institute across a wide range of classrooms. Depending on their studies, students who require access to a computer are given access Windows 10 desktop machine and a word processor and other software applicable to their studies plus access the internet. For classes that are self-directed, all learning materials are provided in print format, as are the assessments.

Devon Technical College use a mixture of laptops and desktop machines which all have Windows 10 and Microsoft Office 2016 installed on them. The network is managed by two servers:

  • An Admin server has Windows Server 2016 installed on it and is used by the employees of Devon Technical College. It include active directory, DNS, DHCP, and acts as the gateway to the internet. It also asks as an application server for the Student manager application and its associated database.
  • A Student server also has Windows Server 2016 installed on it and is used by the students for study purposes. It also has active directory on it, and a separate domain implementing DNS and DHCP services.

Network Attached Storage is used for accessing both staff and student files. A UPS is used to protect the network from power loss and electrical surges.

The current network diagram of how the network components fits together is shown as follows:

A portion of the organisations Strategic Plan containing strategic goals is provided below:

Mission

To provide quality education.

Vision

To become Australia’s number one education provider using modern technologies and teaching platforms.

Objectives

The current objectives are listed as follows:

  • To deliver first-class education using modern technologies
  • To provide customer service excellence beyond expectations
  • To implement sustainable practices

Strategic Goals

The current goals are listed as follows:

  • To offer students new ways of learning
  • Prepare new ICT lab
  • To expand throughout Australia
  • Increase student numbers for the 2019 year

Based on the strategic goals, the provider would like to phase out its print based learning, and implement an online model that it hosts in its network. This will provide a sustainable approach to teaching, and to also allow for expansion throughout Australia within the costs of opening new campuses.

Roger working as a help desk technician officer and his responsibilities includes:

  • Serve as the first point of contact for customers seeking technical assistance over the phone or email
  • Perform remote troubleshooting through diagnostic techniques and pertinent questions
  • Determine the best solution based on the issue and details provided by customers
  • Walk the customer through the problem-solving process
  • Direct unresolved issues to the next level of support personnel
  • Provide accurate information on IT products or services
  • Record events and problems and their resolution in logs
  • Follow-up and update customer status and information
  • Pass on any feedback or suggestions by customers to the appropriate internal team
  • Identify and suggest possible improvements on procedures

Charles is working as an IT manager and his responsibilities includes:

  • Develop and maintain clients’ products as per organization policies.
  • Design and implement strategies to organize Electronics Hardware Engineering Group to ensure maximum output.
  • Monitor and prepare reports for all R&D activities associate with Electronics Hardware development.
  • Prepare Hardware schedules for various development projects.
  • Develop and implement strategies to improve products for better yield and reliability.
  • Collaborate with Engineering Department to transform new product design into mass production.
  • Provide assistance to Manufacturing, Engineering and Quality departments and prepare reports for any defects.

Company has the following IT infrastructure:

  • Windows server 2016
  • Windows 10 for workstation
  • DELL computer
  • All the computer has minimum 4 GB RAM, 500 HDD and Core I5 processor.
  • LAN (2 switches, 2 router)
  • WAN (1 router)
  • Wireless network (Wi-Fi for all the staff, students and visitors, 3 access points)

Organisation policies and procedures:

  • Acceptable Use of Technology: Guidelines for the use of computers, fax machines, telephones, internet, email, and voicemail and the consequences for misuse.
  • Security: Guidelines for passwords, levels of access to the network, virus protection, confidentiality, and the usage of data.
  • Disaster Recovery: Guidelines for data recovery in the event of a disaster, and data backup methods.
  • Technology Standards: Guidelines to determine the type of software, hardware, and systems will be purchased and used at the company, including those that are prohibited.
  • Network Set up and Documentation: Guidelines regarding how the network is configured, how to add new employees to the network, permission levels for employees, and licensing of software.
  • IT Services: Guidelines to determine how technology needs and problems will be addressed, who in the organization is responsible for employee technical support, maintenance, installation, and long-term technology planning.

Overview of Industry standards

  • Make sure vendors and/or suppliers has valid ABN
  • Make sure vendors and/or suppliers follow the local and global legislation
  • Vendors and suppliers have a good reputation in the market
  • Make sure they use genuine software and hardware

Client/RTO requirements:

Your organisation needs to develop a new ICT/computer lab for the ICT students to perform practical tasks.

Collage need at least 15 computers, one server, printer, router, switch, cables and ICT softwares.

Budget: $35k


Activity 1: Meeting with IT manager

You need to read and understand the given scenario to perform the activity.

In this activity, you need to conduct a meeting with the IT manager regarding new ICT/computer lab.

You will act as a Roger (help desk technician). You need to discuss college needs related to the computer lab and discuss college strategic goals and how this project is aligned with the strategic goals. During the meeting, you need to discuss new technology and cost involved for the computer lab project and you need to take permission to access the computer lab to check the layout.

Your trainer will act as an IT manager. The trainer will provide input on new technology and budget of the project. Your trainer will provide you with the access to the computer lab.

You need to complete this activity in 10-15 minutes. Your trainer/assessor may provide you additional time if required.

Your trainer will observe you during the meeting and also complete the performance checklist.

You also need to complete the following meeting minutes template and submit to your trainer/assessor.

Minutes of Meeting

Meeting Objective:

Attendees:

Venue:

Date:

No

Points Discussed

Actions Suggested

Target Date

Signature of attendee 1:                                                Signature of attendee 2:

Signature of attendee 3:                                                Signature of attendee 4:

Performance checklist criteria

Trainer/ Assessor to complete

Does the candidate meet the following criteria

Yes

No

Trainer/Assessor Comments

Meet with IT manager and discuss:

  • Discuss college needs and strategic goals
  • Discuss the new technology required for this project and budget
  • Discuss regarding lab access for review
  • Complete the meeting minutes template
  • Uses effective listening and questioning techniques to understand the requirements


Activity 2: Research vendors, suppliers and ICT industry specialists

Part A: In this part, you need to conduct internet research regarding different vendors and suppliers for the college ICT/computer lab.

You need to provide at least two vendors details including organisation name, contact details, service or hardware, software and cost involved.

After selecting appropriate vendors and suppliers, you need to contact them and discuss college requirements. You also need to access vendors information against industry standards.

You need to complete the following template.

Vendors details

Organisation name

Contact details

Hardware, software and/or service details 

Cost

Performance checklist criteria

Trainer/ Assessor to complete

Does the candidate meet the following criteria

Yes

No

Trainer/Assessor Comments

  • Conduct internet research regarding different vendors and suppliers
  • Select at least two vendors and contacted them for further information
  • Access vendors information against industry standards.

Part B: Meeting with IT manager to review emerging standards and applications

This part is continuing from the previous activity.

You will act as a Roger (help desk technician). You need to present all the vendors and suppliers information to the IT manger and discuss the compatibility of the new lab with the existing network. You also need to discuss new ICT standards and supplication and how new lab will meet all the requirements.

Your trainer will act as an IT manager and discuss the compatibility issues with the current system.

You need to complete this activity in 10-15 minutes. Your trainer/assessor may provide you additional time if required.

Your trainer will observe you during the meeting and also complete the performance checklist.

You also need to complete the following meeting minutes template and submit to your trainer/assessor.

Minutes of Meeting

Meeting Objective:

Attendees:

Venue:

Date:

No

Points Discussed

Actions Suggested

Target Date

Signature of attendee 1:                                                Signature of attendee 2:

Signature of attendee 3:                                                Signature of attendee 4:

Performance checklist criteria

Trainer/ Assessor to complete

Does the candidate meet the following criteria

Yes

No

Trainer/Assessor Comments

  • Present all the vendors and suppliers information to the IT manger and discuss the compatibility of the new lab with the existing network.
  • Discuss new ICT standards and supplication and how new lab will meet all the requirements


Activity 3: Evaluate and report on hardware technology options

This activity is continuing from the previous activity.

In this activity, you need to review and test hardware to make sure it will meet the college requirements.

You need to conduct this task in a computer lab and your trainer will provide you the following hardware, software and documents to conduct the hardware test:

  • One hardware from existing network
  • One hardware for new lab
  • Instruction manual for the hardware

You need to review and test the following:

  • Existing hardware to make sure it is working according to the standards
  • New lab hardware to make sure it is working fine and compatible with the current system

Once, you complete the test you need to list possible project risks associated with the hardware. (You need to write at least two risks)

You need to complete the given template.

Risk associated with the hardware

Priority: High, Medium, Low

Your trainer will observe you during the activity and also complete the performance checklist.

Performance checklist criteria

Trainer/ Assessor to complete

Does the candidate meet the following criteria

Yes

No

Trainer/Assessor Comments

  • Test one existing hardware
  • Test one new hardware
  • Identified the risk associated
  • Complete the given template

Activity 4: Prepare a report on college new lab project

This activity is continuing from the previous activity.

In this report, you need to include the following information:

  • College needs and strategic goals
  • Selection criteria for new technology (Discuss in the ACT 1)
  • Hardware, software and cables required for the new lab project
  • Identify further requirements based on strategic goals
  • Supplier and/or vendor information including all the details
  • Emerging standards and applications
  • Risk associated with hardware testing (ACT 3)
  • Conclusion

You must use the attached template to document your findings:

Report on college new lab project

College needs and strategic goals:

Selection criteria for new technology (Discuss in the ACT 1)

Hardware, software and cables required for the new lab project

Identify the further requirements based on strategic goals

Supplier and/or vendor information including all the details

Emerging standards and applications

Risk associated with hardware testing (ACT 3)

Conclusion

Your trainer will assess your performance based upon the performance checklist.

Performance checklist criteria

Trainer/ Assessor to complete

Does the candidate meet the following criteria

Yes

No

Trainer/Assessor Comments

Complete the given template with all the necessary information.

Activity 5: Present report to the IT manager

This activity is continuing from the previous activity.

In this activity, you need to present the report prepared in activity 4 to your IT manager and answer the questions.

Your trainer will act as an IT manager.

You need to complete this task in 15-20 minutes. Your trainer will review your performance and complete the following checklist.

Performance checklist criteria

Trainer/ Assessor to complete

Does the candidate meet the following criteria

Yes

No

Trainer/Assessor Comments

Present the report to IT manager:

·         Explain all the sections of the report

·         Answer all the questions asked by the IT manager

·         Use effective listening techniques

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