Unit Assessment Pack (UAP) – Cover Sheet

This document is the cover sheet for the Unit Assessment Pack (UAP) for the unit ICTICT813 - Manage ICT services. It includes student and trainer/assessor details, course and unit details, assessment submission method, student declaration, assessment plan, assessment conditions, unit purpose/application, and more.

1. Unit Assessment Pack (UAP) – Cover
Sheet
Student and Trainer/Assessor Details
Student ID
Student name
Contact number
Email address
Trainer/Assessor name
Course and Unit Details
Course code
Course name
Unit code ICTICT813
Unit name Manage ICT services
Assessment Submission Method
☐ By hand to trainer/assessor ☐ By email to
trainer/assessor
☐ Online submission via Learning
Management System (LMS)
☐ By Australia Post to RTO ☐ Any other method
___________________________
______________________
(Please
mention here)
Student Declaration
 I certify that the work submitted for this assessment pack is my own. I have clearly referenced any
sources used in my submission. I understand that a false declaration is a form of malpractice;
 I have kept a copy of this assessment pack and all relevant notes, attachments, and reference
material that I used in the production of the assessment pack;
 For the purposes of assessment, I give the trainer/assessor of this assessment the permission to:
o Reproduce this assessment and provide a copy to another member of staff; and
o Take steps to authenticate the assessment, including communicating a copy of this
assessment to a checking service (which may retain a copy of the assessment on its
database for future plagiarism checking).
Student signature: ________________________________
Date: ____/_____/______________

Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory in each of the
following assessment tasks.
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Final result C/NYC Date assessed
Trainer/Assessor
Signature
Assessment Conditions
Unit purpose/application
This unit describes the skills and knowledge required to apply the principles of service quality
management and to develop a code of practice for information and communications technology
(ICT) service management.

It applies to individuals who work in senior management positions and manage a wide range of ICT
projects, and lead the analysis, implementation and management of emerging, and converging, ICTs
as they are integrated into the business process to support organisational strategic goals.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
What the student can expect to learn by studying this unit of competency
 Prepare to manage ICT services
 Develop the quality requirements for ICT service management
 Develop a code of practice for ICT service management
Training and assessment resources required for this unit of competency
The student will have access to the following:
 Learner guide
 PowerPoint presentation
 Unit Assessment Pack (UAP)
 Access to other learning materials such as textbooks
Submission instructions
Your trainer/assessor will confirm assessment submission details for each assessment task.
Academic integrity, plagiarism and collusion
Academic Integrity
Academic Integrity is about the honest presentation of your academic work. It means acknowledging
the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
 undertake studies and research responsibly and with honesty and integrity
 ensure that academic work is in no way falsified
 seek permission to use the work of others, where required
 acknowledge the work of others appropriately
 take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism
Plagiarism means to take and use another person's ideas and or manner of expressing them and to
pass them off as your own by failing to give appropriate acknowledgement. This includes material
sourced from the internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used,
which includes:
 Paraphrasing and presenting work or ideas without a reference
 Copying work either in whole or in part
 Presenting designs, codes or images as your own work

 Using phrases and passages verbatim without quotation marks or referencing the author or
web page
 Reproducing lecture notes without proper acknowledgement.
Collusion
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with
other people. This occurs when a student presents group work as their own or as the work of
someone else.
Collusion may be with another RTO student or with individuals or students external to the RTO. This
applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
 Work with one or more people to prepare and produce work
 Allow others to copy your work or share your answer to an assessment task
 Allow someone else to write or edit your work (without rto approval)
 Write or edit work for another student
 Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and
academic misconduct in group work please refer to the RTO’s policy on Academic integrity,
plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who
engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could
lead to disciplinary action.
Other Important unit specific Information
N/A
Unit outcome
 This unit is not graded, and the student must complete and submit all requirements for the
assessment task for this cluster or unit of competency to be deemed competent.
 Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily completed (NS)
result for each individual unit assessment task (UAT).
 Final unit result will be recorded as competency achieved/competent (C) or competency not
yet achieved/not yet competent (NYC).
Prerequisite/s
Nil
Co-requisite/s
Nil

Foundation Skills
The Foundation Skills describe those required skills (learning, oral communication, reading,
writing, numeracy, digital technology and employment skills) that are essential to
performance. Foundation skills essential to performance are explicit in the performance
criteria of this unit of competency.
Relevant Legislation
 Australian Human Rights Commission Act 1986
 Age Discrimination Act 2004
 Disability Discrimination Act 1992
 Racial Discrimination Act 1975
 Sex Discrimination Act 1984
 The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
 Occupational Health and Safety Act 2004
 Work Health and Safety Act 2011
Principles of assessment and rules of evidence
All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered
to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent.
The rules of evidence state that evidence must be sufficient, valid, current and authentic.
AQF Level
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of
achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level
criteria. For more information, please visit http://www.aqf.edu.au/
Further Information
For further information about this unit go to https://training.gov.au/Training/Details/ICTICT813
Additional Information
• This information will be managed by the provisions of the Privacy Act and the Freedom of
Information Act.)
• Students are required to satisfactorily complete and submit all assessment tasks that
contribute to the assessment for a unit.
• Students will be provided with one more attempt to complete this Unit assessment pack
(UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit
assessment task (UAT).

• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure
the student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance
and quality assurance department/administration department in your RTO for
continuously improving our assessment and student resources.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to
justify to students how their competency was assessed, as well as to identify and reward specific
qualities in their work, to recommend aspects needing improvement, and to guide students on what
steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject.
At its best, feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning
needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning.
If students have not received proper feedback, they must speak to compliance and quality assurance
department/administration department in the RTO/person responsible for looking after the quality
and compliance services of the RTO.
For more information, please refer to RTO Student Handbook.

2. Unit Pre-Assessment Checklist (UPAC)
3. 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 timetable.
 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
 Discuss with the Student previous learning experience
 Ensure learning and assessment methods meet the
student’s individual need

Reasonable Adjustment Strategies Matrix
(Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
skills and/or
learning strategies
 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
Explanation of reasonable adjustments strategy used (If
required)
4. 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 ten (10) 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:
 All knowledge tests are 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 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 a classroom, learning management system (i.e.
Moodle), workplace, 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 needed.
 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, summarise 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 task:
 The purpose of this assessment task is to assess the students’ knowledge required to
manage ICT services.

Assessment Task 1 - Unit Knowledge Test (UKT)
Instructions:
 This is an individual assessment.
 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:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o 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:
Learner guide
PowerPoint presentation
Unit Assessment Pack (UAP)
Access to other learning materials such as textbooks
Access to a computer, the Internet and word-processing system such as MS Word.

Question 1: Answer the following:
A.) Explain any two ICT service management concepts and what is their importance. Answer within
100-200 words.
B.) Explain any two ICT service management processes and what is their importance. Answer within
100-200 words.
A.) ICT service management concepts
Service management portfolio
This concept can be said to be the accumulation of software applications as well as
tools designed for helping in management of IT service levels and identification,
modelling, communication, delivery and monitoring of IT or other business service
delivery to ensure enhancement of efficiency, quality and timeliness of business
service management. This encompasses processes such as asset management,
service catalogue creation, enterprise feedback management, SLA management
and so on.
Service-Oriented Architecture (SOA)
This is a software framework or structure which makes use of loosely integrated
software services for addressing the requirements of business process. SOA is
dependent upon services which are independent of one another and have clearly
defined interfaces which can be accessed for performing activities in a standard
manner. As SOA is independent of technology as well as platform, it can be
implemented via the usage of Web service, RPC, REST, DCOM, and so on. Thus,
SOA can be said to be an IT architecture style which enables a develop to form
application or business procedure tool through combination of loosely integrated
and interoperable services.
B.) ICT service management processes
Process enhancement
This can be referred to as a process encompassing development of some
enhancements alongside execution plans for IT service deliver procedures. Such
enhancements are generally based upon closely aligning those procedures with
identified best practices of industry as laid down by COBIT, CMM, ITIL, etc.
Data Validation
This can generally imply the capability of software in relation to checking for
acceptable input to a survey, along with rejecting wrong input, thereby providing a
suitable error message.
Question 2: What is meant by quality assurance and summarise any two quality assurance
methods/procedures in ICT services. Answer within 100-200 words.

Quality assurance can be referred to as the maintenance of a desirable extent of
quality within any product or service, especially by way of emphasising on each
phase of delivery or production procedure.
Methods of quality assurance in ICT services
Quality audit:
This is a method whereby the review as well as evaluation of every element
pertinent to ICT services takes place in a bid to ensure that the quality standards
are fulfilled. The standards can be set by an organisation or the industrial sector.
This method helps in identifying the deviations underlying within the premises of a
company between actual quality and desired quality. Corrective actions need to be
taken in case the deviations exceed an acceptable limit.
Training of Quality processes and Quality Standards:
This can be defined as a process whereby employees are provided with sessions
or guidance regarding quality standards and practices. This ensures the
maintenance of satisfactory level of quality. With the help of this, individuals get the
opportunity to enhance their knowledge levels, skills and competence in relation to
ICT services.
Question 3: Differentiate the following practices. Answer in 50-100 words.
A.) Incident management vs Problem management
B.) Asset management vs Change management
A) Incident management vs Problem management
The difference between incident management and problem management can be
identified by duly comprehending the distinction between problem and incident.
Problem is a potential cause behind 1 or many than one incident. On the other
hand, incident is any unplanned event which takes place and results into the
disruption of service.
Thus, incident management can be identified as the accumulation of procedures,
policies, workflow and documents which provide due assistance to IT teams in
managing an incident from beginning to end. This process encompasses
identification of an incident, logging it along with suitable data, diagnosis of the
challenge and restoration of service in due course of time. Opposed to this,
problem management can be referred to as the procedure including identification
of root cause resulting into 1 or more than one incident and thereby initiation of
actions for rectification of the problem. This process is aimed at minimisation of
effects of problem upon the organisation by undertaking a more organised
approach in terms of root cause analysis that is applied for pinpointing the
underlying challenge.
B) Asset management vs Change management
Asset management can be comprehensively referred to as the composition of

business practices which incorporate assets of IT throughout the business unit in
an entity. It gets along with contractual, financial, inventory and risk management
responsibilities for management of the overall asset life cycle inclusive of strategic
as well as tactical decision making. Opposed to this, ITIL change management
can be defined as the procedure inclusive of modification of IT infrastructure of a
company in a well defined and formal way. It is a planned procedure consisting of
many phases which IT changes often pass through.
Question 4: Explain the following terminologies:
A.) Agile service management. Answer within 50 words.
B.) Capability maturity model. Answer within 50 words.
C.) Service delivery management. Answer within 50 words.
A.) Agile service management
It is a branch of management that involves customers in designing and finalising
processes and services to ensures that it should meet the expectation and desires
of customers. Agile service management practises is mainly adopted at the time of
launch of new product where a small test for audience is conducted to make
changes and modification in services as per their feedback.
B.) Capability maturity model
It specifies an increasing series of levels associated with range of development of
software for an organisation. Under Capability maturity model, the higher level
indicates a better process of software development thus, reaching and achieving
higher level of Capability maturity model is more expensive and time consuming
process for a company.
C.) Service delivery management
It is associated with the management of delivery of services fore clients and end
user that is a complex and most vital task for every organisation to ensure
enhanced convenience and satisfaction for its customers. Service delivery
management comprises of managing projects, taking progress, managing budgets
and correcting reliability issues to ensure proper delivery of services to clients with
the help of professional charge.
Question 5: List any five principles of quality management.
The 5 principles of quality management in ICT are enlisted beneath:-
 Customer focus
 Leadership
 Engagement of people

 Process approach
 Improvement
Question 6: Explain any two types of the service process used in ICT services.
Answer within 50-100 words.
Information and Communications Technology services comprise of software
development; telecommunications activities; publishing activities, including
software publication; motion picture and sound recording activities; radio and TV
broadcasting and programming; and other information service activities. Two of
these are explained in a brief manner as follows:-
Software Development
This can be referred to as a procedure of writing as well as maintaining the source
code, however, in a wider sense, it encompasses everything which is involved
between conception of desirable software throughout to the actual manifestation of
software, often in a well defined and planned procedure.
Telecommunications activities
Telecommunications can be referred to as the exchange of data across substantial
distance by way of electronic means and includes all kinds of data, video and voice
transmissions.
Question 7: Explain the continuous improvement process. Answer within 50 – 80 words.
Continuous improvement process comprises of ongoing efforts of an organisation
to continuously improve quality of there product and services along with reaching
higher efficiency level in its operations. The main steps of continuous improvement
process comprises of following step:-
 Identification of improvement opportunity to select an appropriate process of
improvement
 Analysis and verification of root cause of issues and problem
 Taking action to overcome issues through implementation of correct plan
 Study of results to confirm reliability of taken solution to achieve the target.
Question 8: What are the eight steps that can be followed to improve IT service
management process?

The eight steps for improvement of IT service management process are:-
1. Assessing current ITSM maturity
2. Setting clear goals
3. Securing executive buy-in
4. Establishing a plan
5. Assembling the right team
6. Getting automated
7. Finding the right software
8. Implementing CSI
Question 9: Explain the term best practices. Answer within 50 words.
The term 'best practices' refers to the way or methodology of carrying out any
business activity which is acknowledged to be superior than the ones achieved
through the help of other means. Best practices can thus be said to be ideal
practices of industry which an organisation must strive to employ in order to
achieve success in rapid course of time. In this relation, benchmarking can be
identified to be a systematic procedure which is applied for the purpose of
identification of, adaptation to and implementation of best practices within the
bounds of an enterprise.
Question 10. What are the twelve steps that need to be followed to document the
processes?
Step 1: Identify and Name the Process
Step 2: Define the Process Scope
Step 3: Explain the Process Boundaries
Step 4: Identify the Process Outputs
Step 5: Identify the Process Inputs
Step 6: Brainstorm the Process Steps
Step 7: Organise the Steps Sequentially
Step 8: Describe who is Involved
Step 9: Visualise the Process
Step 10: Note down Exceptions to the Normal Process Flow
Step 11: Add Control Points and Measurements
Step 12: Review and Test the Process

5. Unit Assessment Result Sheet (UARS)
Assessment Task 1 – Unit Knowledge Test (UKT)
Student and Trainer/Assessor Details
Unit code ICTICT813
Unit name Manage ICT services
Outcome of Unit
Assessment Task (UAT)
First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student  First attempt:
 Second attempt:
Student Declaration  I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how the
assessment is structured. I accept that all work I submit must
be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor
Declaration
I hold: Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s

submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-
named candidate.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________

Unit Pre-Assessment Checklist (UPAC)
6. 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 timetable.
 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

Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
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
Explanation of reasonable adjustments strategy used (If required)
7.
8. 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 six activities.
 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:
9. This assessment task may be completed in a classroom, workplace, or independent learning
environment.
10. 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 activities of this assessment task.
11. You must concise to the point and write answers according to the given word-limit to each
question and do not provide irrelevant information.
12. You must 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.
How your trainer/assessor will assess your work?
 This assessment task requires the student to successfully complete and submit a project.
 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 task 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.

Assessment Task 2 - Unit Project (UP)
Instructions to complete this assessment task:
 Please write responses where applicable using a word processor.
 You must include the following particulars in the footer section of each page of the attached
sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o 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.
 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 answers and code.
 All RTO policies are in effect, including the plagiarism policy.

Scenario:
Future IT is providing IT services including networking, website, desktop and in-house IT support to
different small and medium-size business in Melbourne.
Future IT has 15 employees, including IT network specialist, System administrator, website
developers and graphics designer. The organisational chart of the Future IT looks like as given below:
You are working as an IT manager, and you mainly need to deal with different client and create
service level agreement, conduct meeting with client and relevant stakeholder and pass all the
technical information to relevant staff.
Future IT has a mission statement, which states that it wants to provide ICT services by covering all
the quality requirements.
Future IT is providing the following services to their clients at the moment:
 Security management
 Application management
 ICT management
 Security software
Future IT has some expectations from the services that it provides to its clients. The needs and
expectations of the ICT services are:

 Meets the quality requested by the clients
 Is available 24/7
 Resolve client’s problems
Future IT has implemented a continuous improvement process to understand the changes that can
be made in the services to meet the quality requirements. The process which Future IT is using are:
 Six Sigma
 Top-quality management
Future IT is not doing surveys and review of the continuous process due to which it is facing
problems in managing the ICT services. Future IT needs to align the continuous process with the
business, and for that, it has to review the process regularly that they need to decide in the meeting.
Future IT is using different service management processes which are helping it to deal with the
quality requirements. The processes used by Future IT are:
 Availability management
 Capacity management
 Change management
 Configuration management
 Continuity management
 Incident management
 Problem management
 Release management
 Security management
Future IT has come with some strategies that can help in controlling the IT services; the strategies
are:
 Move the services to the cloud
 Implement DevOps and agile practices
 Extend ITSM capabilities
Future It is trying to use the following strategies to support the ICT services which are provided to
the clients:
 Provide 24/7 support and mentoring
 Provide a secure platform to ensure that the third party will not access the services of clients
 Escalation of complex issues when the support staff is unable to resolve it
 Provide remote management, performance management and availability management
Moreover, it is using the following service management concepts to help align the ICT services with
the business:
 Six sigma

 CMMI
 TQM
Apart from this, Future It has also identified the best practices which can help in improving the
quality of the ICT services. The best practices identified by the company are:
 It’s all about clients
 ITSM is not ITIL
 Don’t wait for perfect time just implement
 Think holistically
 Use structured workflows
Future IT has planned to review the strategies after every three months once the changes are
implemented in the existing services.
As the IT manager, you need to go through the scenario and try to perform the following tasks to
manage the ICT services of Future IT.
Procedures of Future IT
Communication procedure
 Courtesy, friendliness, and a spirit of helpfulness are important and guide the Company’s
dealings with employees and customers.
 Differences of opinion should be handled privately and discreetly. Gossip and backbiting are
to be avoided. Communicate directly with the person or persons involved to resolve
differences.
 Conservative criticism that which will improve business by clarifying or instructing should be
welcomed when delivered with respect and tact. Destructive criticism that which is designed
to harm the business or another person is not to be practised.
 Employees should strive to maintain a civil work atmosphere at all times and refrain from
shouting, yelling, using vulgarities or swearing at co-workers or customers.
 All the email communication must be formal and no discriminatory.
Cancellation procedure:
 All the services provided by the Future IT have service level agreement
 All the employee and third party must follow the service agreement
 Service cancellation must be communicated in writing
 Cancellation will be valid from the communication day
 Manager will review the cancellation information and do the necessary follow up
Continuous improvement procedure:

 Future IT collect data and information from customer feedback, internal data, customer
complaints and market research.
 IT manager investigate data and information and prepare a report for improvements every
three months
 All the improvements will be discussed with the management team
 One project approve IT manager will prepare a project plan

Activity 1: Meeting to prepare ICT services
You need to read and understand the given scenario prior to start this activity.
In this activity, you need to conduct a meeting with Future IT’s IT manager, to discuss ICT services
and how to prepare and manage the services.
You will act as an IT manager of the company, and one of your classmates will act as a Manager with
whom you will discuss the services and requirements.
You need to discuss the following points during the meeting:
 Discuss organisational chart
 Discuss mission statement
 Discuss quality requirements for ICT services
 Discuss business needs and expectations
 Discuss current services and logs
 Discuss the continuous improvement process
 Highlight changes that need to make in the continuous improvement process
 Outline ways to align the continuous improvement process
 Discuss the service management processes
 Highlight the specific changes that can be made in quality requirements
 List the changes that can be made in the service management process
IT manager will discuss the organisational chart, mission statement, services and logs of the
organisation.
You need to complete the meeting in 7-10 minutes. Your trainer will observe your performance and
complete the following performance checklist. You also need to complete the following meeting
minutes template and write the information related to the meeting discussion.
Meeting minute template
Minutes of meeting 7 to 10 minutes
Meeting Objective Pass technical information to the relevant staff.
Attendees 15 employees
Venue Future IT company
Date 18th September 2020
No. Points
Discussed
Actions suggested Target
date
1 Organisationa
l chart
 Modification in the chart according to the
point of view of staff members so that they
can work productively.
 Analysing that the changes in chart are
appropriate or not by determining that the
chart will be able to guide employees to
work productively.
30th
September
2020
2 Mission
statement
 Provide ICT services by covering all the
quality requirements and meet quality
related expectations of clients.
5th October
2020
3 Quality  High quality of all the services that are 15th

requirements
for ICT
services
offered to the clients so that the level of
expectations of them could be matched.
 Using effective quality measures so that the
high quality of all the services could be
maintained.
October
2020
4 Business
needs and
expectations
• Meeting the level of quality which is
requested by clients
• Proving 24 / 7 availability to the clients
• Resolving all the issues that are faced by
the clients
20th
October
2020
5 Current
services and
logs
 ICT management Security management
 Application management
 Security software
30th
October
2020
6 Continuous
improvement
process
 Six Sigma
 Top-quality management
 CMMI
5th
November
2020
7 Changes
required to be
made in
continuous
improvement
process
 Evaluating whole process on continuous
basis
 Maintaining quality of all the services
 Monitoring the work of employees that they
are performing all the jobs according to the
predetermined guidelines or not.
14th
November
2020
8 Ways to align
the
continuous
improvement
process
 Proper planning for performing the
continuous improvement process.
 Measuring the availability of required
resources for executing the whole
procedure.
 Formulating specific schedule for execution
of process
 Focusing upon the changes that are
required to be made in the process
21th
November
2020
9 Service
management
processes
 Change management
 Problem management
 Security management
 Continuity management
 Configuration management
 Incident management
 Capacity management
 Release management
 Availability management
30th
November
2020
10 Specific
changes that
could be
 Using structured workflows
 Extending the ITSM capabilities
4th
December
2020

made in
quality
requirements
 Ignore waiting for perfect time and paying
attention towards implementation of the
changes
 It’s all about clients
 Thinking holistically
 ITSM is not ITIL
11 Changes that
can be made
in service
management
process
 Providing support and mentoring to all the
staff members as well as the clients for 24 /
7
 Providing a highly secure platform for
making sure that third party will not be able
to access services of customers
 Escalating the issues that are complex in
nature when the employees will not be able
to deal with them
 Providing performance, availability, and
remote management
15th
December
2020
Performance criteria check-list for unit assessment task:-
Trainer/ Assessor to complete
Does the candidate meet the following criteria Yes No Trainer/
Assessor
Comments
Conduct a meeting:
 Discussed organisational chart
 Discussed mission statement
 Discussed quality requirements for ICT services
 Discussed business needs and expectations
 Discussed current services and logs
 Discussed the continuous improvement process
 Highlighted changes that need to make in the
continuous improvement process
 Outlined ways to align the continuous improvement
process
 Discussed the service management processes
 Highlighted the specific changes that can be made in
quality requirements
 Listed the changes that can be made in the service
management process
 Completed the given meeting minutes template
 Completed the meeting in the given timeframe
 Use active listening to understand the manager’s point
of view

 Allow other people to discuss the issues

Activity 2: Develop the quality requirements for Future IT
This activity is continuing from the previous activity.
After conducting the meeting, your manager asked you to develop a report based on the information
that you have collected from the meeting (Activity 1).
The report will discuss how the quality requirements for managing services are developed.
The report needs to include the following information:
 Introduction
 Mission statement
 Organisational chart
 ICT services and products provided by Future IT
 Improvement that needs to be made in the IT services
 Technical issues faced by Future IT
 Concerns with the continuous improvement process
 Ways to overcome the issues
 Conclusion
Your trainer will provide you with the template of the report, and you need to complete the
template with the help of information gathered from activity one and by researching. Once the
template is complete, you need to submit it to your trainer.
Template 1: Development of quality requirements
Develop the quality requirements for Future IT
Introduction
The purpose of the current report is to discuss the following agendas:-
 Mission statement
 Organisational chart
 ICT services and products provided by Future IT
 Improvement that needs to be made in the IT services
 Technical issues faced by Future IT
 Concerns with the continuous improvement process
 Ways to overcome the issues
Mission statement
The mission statement of Future IT is “to provide ICT services by taking into consideration all the
quality requirements”
Organisational chart

ICT services and products provided by Future IT
Future IT is providing an array of services to the clients in order to gain high satisfaction from
them. In this regard, the services and product portfolio of the respective entity consists of:-
 Security management
 Application management
 ICT management
 Security software
Ways to control ICT services that can help Future IT
There are certain strategies that are currently being employed by the management of Future IT in
order to make sure that the ICT services provided by the organisation can be duly controlled.
 Moving all the services to the cloud platform.
 Implementation of agile practices along with DevOps
 Extension of the ITSM capabilities of the company
ICT support services to improve the quality of ICT services

Future It has identified the best practices which can help in improving the quality of the ICT
services. The best practices identified by the company are:
 It’s all about clients
 ITSM is not ITIL
 Don’t wait for perfect time just implement
 Think holistically
 Use structured workflows
Service management concepts that will align the services with business
The service management concepts which are leveraged by the top management of Future IT for
alignment of the services with the business are as follows:-
 Six sigma
It can be referred to as a method which is put to use by the organisation to gain access to tools
which can help in improving the capabilities of the business procedures. This implies increment in
productivity and performance alongside a simultaneous decrement in process variations within
the bounds of Future IT. This ultimately accounts to decline in number of defects and
enhancement of product / service quality, employee motivation and profit margins.
 CMMI
The Capability Maturity Model Integration (CMMI) can be duly defined as a
procedure as well as behavioural model which provides due assistance to
companies in streamlining the procedure improvement, thereby facilitating efficient
and productive behaviour aimed at decrement of risks within product & service
development and software.
CMMI Maturity Levels
The maturity levels of CMMI are defined as follows:-

Initial: In this stage, procedures are viewed unpredictable and reactive. At this
stage, "work gets completed, but it's often delayed and over budget."
Managed: Projects are "planned, performed, measured and controlled" at this
level, but there are still a lot of issues to address.
Defined: At this stage, organisations are more proactive than reactive. There's a
set of "organisation-wide standards" to "guide projects, programs and portfolios."
Quantitatively managed: The organisation is working off quantitative data to
determine predictable processes that align with stakeholder needs.
Optimising: Here, organisation will be in a constant state of improving and responding to changes
or other opportunities. The organisation is stable, which allows for more "agility and innovation,"
in a predictable environment.
 TQM
Total quality management (TQM) is the continual process of detecting and reducing or eliminating
errors in manufacturing, streamlining supply chain management, improving the customer
experience, and ensuring that employees are up to speed with training. Total quality
management aims to hold all parties involved in the production process accountable for the
overall quality of the final product or service.
Conclusion
On the basis of above discussion done in the report above, it can be
comprehensively stated that quality of business procedures in Future IT can be
duly maintained with the help of applying several concepts and processes. This
provides due assistance in enhancing the business efficiency and making it
achieve business excellence. In the long run, this would imply opportunities for the
company in terms of augmented levels of revenues as well as profits.

Activity 3: Delivery of ICT services
Note: This activity is in continuation with the previous activity.
After the completion of the activity 2, you need to write an email to the IT Head (Trainer) to update
him that the quality requirements for Future IT has been identified and strategies have also been
developed. In the email, you need to include the strategies that were identified to improve quality.
From: [e-mail]
To: [e-mail]
Subject: Quality requirements of Future IT and strategies to meet quality requirements
This is to inform you that the quality requirements for Future IT have been identified
through execution of thorough analysis and review. By providing quality services and
products, the respective organisation can ensure the derivation of maximum customer
contentment. To address the same, strategies have also been developed. These
strategies are given below:-
 It’s all about clients – Client centric products and services will be provided in
order to effectively address their needs and demands in market place.
 ITSM is not ITIL – ITSM is concerned with the management of services
delivered to the clients while ITIL can be said to be a best practice framework for
ITSM. It is not necessary that Future IT just focuses upon ITIL In order to carry
out ITSM.
 Don’t wait for perfect time just implement – This strategy implies that the
proposed actions of change would be implemented in a rapid course of time
without much lean time between proposing and implementation of course of
action.
 Think holistically – It is important to think about the big picture. This implies that
Future IT should emphasise upon long run rather short term course of action for
improvement of business efficiency.
 Use structured workflows – This is yet another important strategy for Future IT
that has been proposed with the aim of improving the quality of business
processes.
These practices are proposed to be implemented with the sole aim to streamline the
business operations while also ensuring the maintenance of quality at all times. You
can give your feedback or suggestions upon the same by replying to this mail.
Thanks & Regards
ABC
Future IT

Activity 4: Research and analyse best practices processes
This activity is in continuation with the previous activity.
In this activity, you need to prepare a report on best practices which can be useful for IT service
management.
The report needs to cover the following information:
 Introduction
 Research best practices in the ICT industry
 Explain any two best practices
 Conclusion
Your trainer will provide you with the template of the report, and you need to complete the
template with the help of information gathered from activity one and by researching. Once the
template is complete, you need to submit it to your trainer.
Template 2: Report on best practices and implementation
Report on best practices and implementation
Introduction
The purpose of the report is to discuss the best practices of industry which can be applied within
Future IT for IT service management. The implementation of these best practices in the company
would allow increment of business efficiency.
Best practices
The best practices pertinent to industry that can be applied within the bounds of
Future IT are enlisted below:-
 It’s all about clients
 ITSM is not ITIL
 Don’t wait for perfect time just implement
 Think holistically
 Use structured work flows
Description of best practices
 It’s all about clients – Client centric products and services will be provided in
order to effectively address their needs and demands in market place.
 ITSM is not ITIL – ITSM is concerned with the management of services
delivered to the clients while ITIL can be said to be a best practice
framework for ITSM. It is not necessary that Future IT just focuses upon ITIL
In order to carry out ITSM.
 Don’t wait for perfect time just implement – This strategy implies that the
proposed actions of change would be implemented in a rapid course of time
without much lean time between proposing and implementation of course of

action.
 Think holistically – It is important to think about the big picture. This implies
that Future IT should emphasise upon long run rather short term course of
action for improvement of business efficiency.
 Use structured work flows – This is yet another important strategy for Future
IT that has been proposed with the aim of improving the quality of business
processes.
These practices are proposed to be implemented with the sole aim to streamline
the business operations while also ensuring the maintenance of quality at all times.
Conclusion
On the basis of above discussion, it can be easily stated that best practices in
industry can be duly applied within the company to attain fruitful outcomes.

Activity 5: Implementation of best practices
Note: This activity is in continuation with the previous activity.
Additional scenario: You and your company IT head identified that we need to be more customer
centric and customer service team needs the training to improve customer satisfaction. The IT Head
asked you to prepare and implement a session related to customer service and discuss different
ways to improve customer service.
Task
You need to prepare for a session and create one-two page notes on how to prepare staff to
improve customer service. Your trainer will advise you to prepare notes related to the session in
advance.
You need to submit the prepared notes to your trainer and gain approval prior to delivery.
Now, you need to deliver the session to the customer service team. You will act as an IT manager of
the company, and three of your classmates will act as a customer service team.
You need to discuss the following points during the meeting:
 Discuss the best practices for customer service in the ICT industry
 Discuss the current customer service concerns
 Discuss how to improve customer service
 Provide an example of excellent customer service
You need to complete the session in 7-10 minutes. Your trainer will observe your performance and
complete the following performance checklist.
Ways to improve ICT services
Communication procedure
 Courtesy, friendliness, and a spirit of helpfulness are important and guide the Company’s
dealings with employees and customers.
 Differences of opinion should be handled privately and discreetly. Gossip and backbiting are
to be avoided. Communicate directly with the person or persons involved to resolve
differences.
 Conservative criticism that which will improve business by clarifying or instructing should be
welcomed when delivered with respect and tact. Destructive criticism that which is designed
to harm the business or another person is not to be practised.
 Employees should strive to maintain a civil work atmosphere at all times and refrain from
shouting, yelling, using vulgarities or swearing at co-workers or customers.
 All the email communication must be formal and no discriminatory.
Cancellation procedure:
 All the services provided by the Future IT have service level agreement

 All the employee and third party must follow the service agreement
 Service cancellation must be communicated in writing
 Cancellation will be valid from the communication day
 Manager will review the cancellation information and do the necessary follow up
Continuous improvement procedure:
 Future IT collect data and information from customer feedback, internal data, customer
complaints and market research.
 IT manager investigate data and information and prepare a report for improvements every
three months
 All the improvements will be discussed with the management team
 One project approve IT manager will prepare a project plan
Performance criteria checklist for unit assessment task:
Trainer/ Assessor to
complete
Does the candidate meet the following
criteria
Yes No Trainer/Assessor Comments
Prepare notes for the session:
 Prepared notes related to
customer service
 Research industry best practices
and included in the note
 Included a different way to
improve the customer service
 Completed the note and
submitted to the trainer for
approval
Deliver the session on customer service:
 Discussed the best practices for
customer service in the ICT industry
 Discussed the current customer
service concerns
 Discussed how to improve customer
service
 Provided example of excellent

customer service
 Completed the meeting in the given
timeframe
 Use active listening to understand
the team’s point of view
 Allow other people to discuss the
issues
 Voice tone was clear and easy to
understand
 Provide attendance to all the people
in the session

Activity 6: Evaluation and improvement of ICT services
Additional scenario:
It has been three months now to the services which were improved and implemented by Future IT
to meet the quality requirements.
You have seen the improvement in the customer service after the implementation session (Activity
5) and customer satisfaction level has been increased. You have noticed that customer need to wait
more than 10 minutes on average due to lack of customer service staff.
Task
In this activity, you need to conduct a meeting with the CEO to discuss the improvements that can be
made in the ICT services after you have monitored and evaluated, the services for three months.
You will act as IT manager of the company, and one of your classmates will act as a CEO with whom
you will discuss the improvements that need to be made in the ICT services.
You need to discuss the following points during the meeting:
 Discuss ICT services
 Outline how it worked over three months
 Outline the issues identified
 Discuss the changes that can be made
 Highlight the improvements for ICT services
You need to complete the meeting in 7-10 minutes. Your trainer will observe your performance and
complete the following performance checklist.
You also need to complete the following meeting minutes template and write the information
related to the meeting discussion.
Meeting minute template
Minutes of meeting
Meeting Objective To discuss the improvements that can be made in the ICT services after
monitoring and evaluating the services for three months
Attendees 15 employees
Venue Future IT company
Date 20th September 2020
No. Points
Discussed
Actions suggested Target date
1 ICT services The quality has been enhanced owing to
implementation of ICT services. However, it
has been further suggested that these can be
improved with application of more quality
frameworks and performing quality audit at
timely intervals
28th Sep, 2020
2 Issues
identified in
review
Customers still need to wait for more than 10 minutes
on average owing to deficiency of customer service
staff. To address this, it has been proposed that
recruitment of new candidates should be done.
6th Oct, 2020

Performance criteria check-list for unit assessment task:
Trainer/ Assessor to
complete
Does the candidate meet the following criteria Yes No Trainer/Assessor
Comments
Conduct a meeting:
 Discussed ICT services
 Outlined how it worked over three months
 Outlined the issues identified
 Discussed the changes that can be made
 Highlighted the improvements for ICT services
 Completed the given meeting minutes template
 Completed the meeting in the given timeframe
 Use active listening to understand the manager’s
point of view
 Allow other people to discuss the issues

13. Unit Assessment Result Sheet (UARS)
Assessment Task 2 – Unit Project
Student and Trainer/Assessor Details
Unit code ICTICT813
Unit name Manage ICT services
Outcome of Unit
Assessment Task (UAT)
First attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Second attempt:
Outcome (please make sure to tick the correct checkbox):
Satisfactory (S) ☐ or Not Satisfactory (NS) ☐
Date: _______(day)/ _______(month)/ ____________(year)
Feedback to Student  First attempt:
 Second attempt:
Student Declaration  I declare that the answers I have provided are my own work.
Where I have accessed information from other sources, I have
provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material
that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the consequences of
falsifying documentation and plagiarism. I understand how the
assessment is structured. I accept that all work I submit must
be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I
can appeal the assessment process, and either re-submit
additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor
Declaration
I hold: Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current, sufficient,
valid and reliable. I declare that I have conducted a fair, valid, reliable,
and flexible assessment. I have provided feedback to the above-

named candidate.
Trainer/Assessor Signature
Date
Office Use Only Outcome of Assessment has been entered onto the Student
Management System on _________________ (insert date)
by (insert Name) __________________________________