Federal Democratic Republic of Ethiopia
OCCUPATIONAL STANDARD
WEB AND MULTIMEDIA
DESIGNING AND DEVELOPMENT
NTQF Level III and IV
Ministry of Education
July 2010
Introduction
Ethiopia has embarked on a process of reforming its TVET-System. Within the
policies and strategies of the Ethiopian Government, technology transformation – by
using international standards and international best practices as the basis, and,
adopting, adapting and verifying them in the Ethiopian context – is a pivotal element.
TVET is given an important role with regard to technology transfer. The new
paradigm in the outcome-based TVET system is the orientation at the current and
anticipated future demand of the economy and the labor market.
The Ethiopia Occupational Standards (EOS) is the core element of the Ethiopian
National TVET-Strategy and an important factor within the context of the National
TVET-Qualification Framework (NTQF).They are national Ethiopia standards, which
define the occupational requirements and expected outcome related to a specific
occupation without taking TVET delivery into account.
This document details the mandatory format, sequencing, wording and layout for the
Ethiopia Occupational Standard which comprised of Units of Competence.
A Unit of Competence describes a distinct work activity.
standard format that comprises:
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It is documented in a
Occupational title and NTQF level
Unit code
Unit title
Unit descriptor
Elements and Performance criteria
Variables and Range statement
Evidence guide
Together all the parts of a Unit of Competence guide the assessor in determining
whether the candidate is competent.
The ensuing sections of this EOS document comprise a description of the respective
occupation with all the key components of a Unit of Competence:

chart with an overview of all Units of Competence for the respective level
including the Unit Codes and the Unit Titles

contents of each Unit of Competence (competence standard)

occupational map providing the technical and vocational education and training
(TVET) providers with information and important requirements to consider when
designing training programs for this standards and for the individual, a career
path
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UNIT OF COMPETENCE CHART
Occupational Standard: Web and Multimedia Designing and Development
Occupational Code: ICT WMD
NTQF Level IV
ICT WMD4 01 0811
ICT WMD4 02 0811
ICT WMD4 03 0811
Plan and Organize
Work
Develop Website
Information
Architecture
Design Dynamic
Websites
ICT WMD4 04 0811
ICT WMD4 05 0811
ICT WMD4 06 0811
Apply Object-Oriented
Programming
Language Skills
Assist with Policy
Development for
Client Support
Migrate to New
Technology
ICT WMD4 07 0811
ICT WMD4 08 0811
ICT WMD4 09 0811
Establish Quality
Standards
Develop Team and
Individuals
Utilize Specialized
Communication Skills
ICT WMD4 10 0811
ICT WMD4 11 1012
Manage and Maintain
Small/Medium
Business Operations
Manage Continuous
Improvement System
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NTQF Level III
ICT WMD3 01 0811
ICT WMD3 02 0811
ICT WMD3 03 0811
Design Website to
Meet Technical
Requirements
Write Content for
Web Page
Use Development
Software and Tools
ICT WMD3 04 0811
ICT WMD3 05 0811
ICT WMD3 06 0811
Apply Web Authoring
Tools
Conduct Operational
Acceptance and Test
Website
Maintain Website
Performance
ICT WMD3 07 0811
ICT WMD3 08 0811
ICT WMD3 09 0811
Perform Database
Development
Design Program
Logic
Author and Test
Multimedia Product
ICT WMD3 10 0811
ICT WMD3 11 0811
ICT WMD3 12 0811
Setup and Operate
Basic Video Camera
Create Technical
Documentation
Monitor Implementation
of Workplan/Activities
ICT WMD3 13 0811
ICT WMD3 14 0811
ICT WMT3 15 0811
Apply Quality Control
Lead Workplace
Communication
Lead Small Teams
ICT WMT3 16 0811
ICT WMT3 17 1012
Perfor
Improve Business
Practice
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Maintain Quality
System and Continuous
Improvement Processes
(Kaizen)
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NQTF Level IV
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Occupational Standard: Web and Multimedia Designing and Development Level IV
Unit Title
Unit Code
Plan and Organize Work
ICT WMD4 01 0811
Unit Descriptor
This unit covers the knowledge, skills and attitude required in
planning and organizing work. It may be applied to a small
independent operation or to a section of a large organization.
Elements
Performance Criteria
1. Set
objectives
1.1
Objectives are consistent with and linked to work activities
in accordance with organizational aims
1.2
Objectives are stated as measurable targets with clear time
frames
1.3
Support and commitment of team members are reflected in
the objectives
1.4
Realistic and attainable objectives are identified
2. Plan and
2.1 Tasks/work activities to be completed are identified and
schedule
prioritized as directed
work activities 2.2 Tasks/work activities are broken down into steps in
accordance with set time frames achievable components in
accordance with set time frames
3. Implement
work plans
4. Monitor work
activities
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2.3
Resources are allocated as per requirements of the activity
2.4
Schedule of work activities is coordinated with personnel
concerned
3.1
Work methods and practices are identified in consultation
with personnel concerned
3.2
Work plans are implemented in accordance with set time
frames, resources and standards
4.1
Work activities are monitored and compared with set
objectives
4.2
Work performance is monitored
4.3
Deviations from work activities are reported and
recommendations are coordinated with appropriate
personnel and in accordance with set standards
4.4
Reporting requirements are complied with in accordance
with recommended format
4.5
Observe timeliness of report
4.6
Files are established and maintained in accordance with
standard operating procedures
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5.
Review and
evaluate
work plans
and
activities
Variable
Schedule of work
activities
Work methods
and practices
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5.2
Review is based on comprehensive consultation with
appropriate personnel on outcomes of work plans and
reliable feedback
5.3
Results of review are provided to concerned parties and
formed as the basis for adjustments/simplifications to be
made to policies, processes and activities
5.4
Performance appraisal is conducted in accordance with
organization rules and regulations
5.5
Performance appraisal report is prepared and documented
regularly as per organization requirements.
5.6
Recommendations are prepared and presented to
appropriate personnel/authorities
5.7
Feedback mechanisms are implemented in line with
organization policies
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
Resources
Standards
Work plans, strategies and implementation are reviewed
based on accurate, relevant and current information
Range
Objectives
Work plans
5.1
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


Specific
General
Personnel
 Supplies and materials
Equipment and
 Sources for accessing specialist
technology
advice
Services
 Budget
Daily
 Confidential
Work-based
 Disclosure
Contractual
 Non-disclosure
Regular
Work methods and practices may include but not limited to:
Legislated regulations and codes of practice
Industry regulations and codes of practice
Occupational health and safety practices
 Daily work plans
 Project plans
 Program plans
 Organization strategic and restructuring plans
 Resource plans
 Skills development plans
 Management strategies and objectives
 Performance targets
 Performance management and appraisal systems
 National competence standards
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Appropriate
personnel/
authorities
Feedback
mechanisms
 Employment contracts
 Client contracts
 Discipline procedures
 Workplace assessment guidelines
 Internal quality assurance
 Internal and external accountability and auditing requirements
 Training Regulation Standards
 Safety Standards
 Appropriate personnel include:
 Management
 Line Staff
Include:
 Verbal feedback
 Questionnaire
 Informal feedback
 Survey
 Formal feedback
 Group discussion
Evidence Guide
Critical Aspects
of Competence
Underpinning
Knowledge
Underpinning
Skills
Resource
Implications
Assessment requires evidence that the candidate:
 set objectives
 planned and scheduled work activities
 implemented work plans
 monitored work activities
 reviewed and evaluated work plans and activities
 Organization’s strategic plan, policies rules and regulations,
laws and objectives for work unit activities and priorities
 Organizations policies, strategic plans, guidelines related to
the role of the work unit
 Team work and consultation strategies
 Planning
 Leading
 Organizing
 Coordinating
 Communication Skills
 Inter-and intra-person/motivation skills
 Presentation skills
The following resources must be provided:
 Workplace or fully equipped location with necessary tools
and equipment as well as consumable materials
Assessment
Methods
Competence may be assessed through:
 Interview / Written exam
 Observation / Demonstration
Context for
Assessment
Competence may be assessed in the workplace or in simulated
work
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Occupational Standard: Web and Multimedia Designing and Development Level IV
Unit Title
Develop Website Information Architecture
Unit Code
ICT WMD4 02 0811
Unit Descriptor
This unit defines the competence required to develop
information architecture for a complex website that meets
current and future business requirements.
Elements
Performance Criteria
1. Identify content
needs
1.1 Strategic intent of website are identified from business
requirements and client expectations
1.2 Information requirements are develop based on the
website intent, intended audiences, types of client
interactions, and long- and short-term goals for the site
1.3 Required information are identified and grouped into
business schemes related to the business structure
1.4 Content requirements are determined for each process
2. Plan content
structure
2.1 Information and documents are clustered in related topics
2.2 Hierarchy of information is develop and data checked to
confirm sequence of hierarchy
2.3 Ensure that labels are clear, consistent, coherent and
relatively intuitive for client to access
3. Develop
navigation
system
3.1 Navigation system for overall website is built based on
business requirements
3.2 Ease of navigation on the site is ensured and provided
different ways of searching, while providing feedback to
client
3.3 Navigation system is ensured to give users the flexibility to
find the information and products they want
3.4 Consistent and logical labeling system is develop taking
into account client demographics
4. Test and sign
off
4.1 Prototype of information architecture design is constructed
4.2 Arrange for a subset of the client to test the prototype for
usability to determine if architecture meets client
expectations
4.3 Site content is ensured to be formatted correctly in the
business and client technical environment
4.4 Architecture is adjusted based on client feedback
4.5 Sign off prototype are met to confirm current and future
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business requirements
Variable
Range
Requirements
May be in reference to the business, system, application,
network or people in the organization
May include but is not limited to internal departments, external
organizations, individual people and employees
May include information and interactive features such as
product information, organizational information, copyright and
disclaimer notices, site map, frequently asked questions, what’s
new, customer-specific information, customer-only information,
error messages, instructions, feedback mechanisms, reference
pages, forms, background articles,
ratings/rankings/testimonials/quotes from reviews, hyperlink
titles
Client
Content
Evidence Guide
Critical aspects of
Competence
Underpinning
Knowledge and
Attitudes
Underpinning
Skills
Resources
Implication
Assessment
Methods
Context of
Assessment
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Assessment must confirm the ability to –
 develop the information architecture of a complex website
that meets current and future business requirements
 confidently and readily access the information required
Demonstrate knowledge of:
 website architecture and business process design and
linkages between processes
 client and business liaison and understanding how ebusiness sites fit into corporate strategy
 implications of technology connectivity and documentation of
technical specifications
Demonstrate skills of –
 website analysis
 use of site design software and hardware
 user analysis
 integrating on-line processes
The following resources must be provided:
 E-business website
 Business strategy
 Client demographics documentation
Competence may be assessed through:
 Interview / Written Test / Oral Questioning
 Observation / Demonstration
Competence may be assessed in the work place or in a
simulated work place setting
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Occupational Standard: Web and Multimedia Designing and Development Level IV
Unit Title
Design Dynamic Website
Unit Code
ICT WMD4 03 0811
Unit Descriptor
This unit defines the competence required to produce a plan
that analyses specified technical requirements and then
designs, builds and tests a dynamic website so that it meets
clients/user’s technical requirements.
Elements
Performance Criteria
1. Plan the design 1.1 Plan is produced to analyze the technical requirements
process
1.2 Process is planned and documented to design, build and
test the dynamic website so that it meets those technical
requirements, and web development standards which
allow for interactive development
2. Analyze
technical
requirements
2.1 Purpose, expectations and functionality of the website is
determined and documented.
2.2 Appropriate dynamic methodologies are determined and
documented.
2.3 Architecture requirements for the website are
determined and documented.
2.4 Hardware and software required to design the website is
determined and documented.
2.5 Requirements for documentation are determined.
2.6 Appropriate design methodologies, such as utilizing
software engineering life cycle models are determined and
documented.
3. Develop the
website to the
specified
design
3.1 Hierarchy of the website showing how it will be navigated
is produced.
3.2 Client side is designed, with consideration to appropriate
design concepts and specific requirements of dynamic
methodologies.
3.3 Server side is designed, considering the specific
requirements of the dynamic methodologies, such as
scripting and database selection.
3.4 Approved associated script program is designed.
3.5 Design process is documented.
4. Design website
4.1 Client and server sides are produced.
4.2 Graphics and associated sound, animation or video are
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produced.
4.3 Associated script program is produced.
5. Test the
website
5.1 Website is tested against the technical requirements and
record results.
5.2 Website on-line is tested against technical requirements
and with representative user and record results.
5.3 Technical documentation is completed.
Variable
Range
Technical
requirements
Architecture
requirements
May be in reference to the business, system, platform,
application, database, network or people in the organization
May include but not limited to:
 Operating system: Novell NetWare 5 or above or any
operating system that has multi-user ability, Linux, Mac OS,
Windows 2000 or above
 Database software: Oracle, Sybase, Microsoft SQL server,
Ingres, DB2, Informix, mSQL, MySQL, SQL server
 Configuration: small memory model, large memory model,
requests per second
May include but is not limited to:
 commercial, in-house, packaged or customized software
May be in reference to the business, system, platform,
application, network or people in the organization
May follow ISO/IEC/AS standards, audit trails, naming
standards, version control, project management templates and
report writing principles
May include but are not limited to :
 internal departments, external organizations, individual
people and employees
May include but is not limited to
• Application/web servers
• BEA Weblogic servers
• IBM VisualAge and WebSphere
• Novell NDS servers
• Email servers
• File and print servers
• FTP servers
• Firewall servers
• Proxy/cache servers
May include but is not limited to relational databases, objectrelational databases, proprietary databases and commercial off
the shelf (COTS) database packages
May include a person within a department, a department within
the organization or a third party
Software
Requirements
Documentation
Client
Server
Database
User
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Web development Web Content Accessibility Guidelines 1.0 (WCAG)
standards
 Authoring Tool Accessibility Guidelines 1.0 (ATAG)
 User Agent Accessibility Guidelines 1.0 (UAAG)
Tools and
May include but not limited to:
equipment
 Web servers
 e-business website
 Site server
 Site servers software
 Analysis software
 Requirements documentation
 Customer relationship model
Evidence Guide
Critical aspects of
Competence
Underpinning
Knowledge and
Attitudes
Underpinning
Skills
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Assessment must confirm the ability to –
identify the technical environment and human computer interface
select appropriate tools and procedures in order to develop an
effective dynamic website taking into account. current and future
technical needs
Demonstrates knowledge of:
 Website architecture
 Business process design
 Linkage between processes
 Customer and business liaison
 E-business sites and corporate strategy
 Implications of technology connectivity
 Stateless programming
 Copyright and intellectual property
 National Privacy Principle Guidelines
 The Commonwealth Privacy Act 1988 as amended by the
Privacy
 Amendment (Private Sector) Act 2000
 National Privacy Principles
 Documenting technical specifications
 Electronic Commerce Modelling Language
 • Australian Computer Society Code of Ethics
Demonstrates skills to:
 Website analysis
 HTML
 Scripting
 Information architecture
 Use of site design software and hardware
 User analysis
 Integrating on-line processes
 Ensuring site usability
 • Confirming accessibility of website design
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Resources
Implication
Assessment
Methods
Context of
Assessment
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The following resources must be access to:
• Web servers
• E-business website
• Site server
• Site server software
• Analysis software
• Requirements documentation
• Customer relationship model
Competence may be assessed through:
 Interview / Written Test / Oral Questioning
 Observation / Demonstration
Competence may be assessed in the work place or in a
simulated work place setting
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Occupational Standard: Web and Multimedia Designing and Development Level IV
Unit Title
Apply Object-Oriented Programming Language Skills
Unit Code
ICT WMD4 04 0811
This unit defines the competence required to undertake
programming tasks using an object oriented programming
language. Competence includes tool usage, documentation,
debugging and testing techniques in support of the
programming activity.
Unit Descriptor
Elements
Performance Criteria
1. Apply basic
language
syntax and
layout
1.1
Basic language syntax rules and best practices are
observed
1.2
Language data-types, operators and expressions are used
1.3
The appropriate language syntax for sequence, selection
and iteration constructs is used.
1.4
A modular programming approach is used
1.5
Arrays and arrays of objects are used
2. Apply basic
OO principles
in the target
language
2.1 A class that contains primitive member/instance variables
is implemented
2.2 A class that contains multiple options for object
construction is implemented
2.3 A class uses user defined aggregation
2.4 Inheritance is implemented to at least 2 levels of depth
2.5 Polymorphism is used at a simple level through inheritance
to enable easy code extension
3. Debug code
3.1 An integrated development environment is used,
particularly the language debugging facilities
3.2 Program debugging techniques are used to detect and
resolve errors.
4. Document
activities
4.1 Guidelines for developing maintainable code adhering to a
set of coding standard is followed
4.2 Internal documentation standards and tools are followed
and used
5. Test code
5.1 Simple tests are developed and conducted to confirm the
coding process meets design specification
5.2 The tests performed are documented
5.3 Corrections are made to the code and the documentation
as needed
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Variable
Range
Language
This may be any of the following languages, but is not limited to:
 Visual Basic
 Java
 C++
 Small Talk
 Eiffel
This may include but not limited to:
 Visual C++
 Visual Studio suite
 Eclipse
 J-Edit
 Code Warrior
 Jbuilder
Integrated
development
environment
Evidence Guide
Critical aspects of
Competence
Underpinning
Knowledge
Underpinning
Skills
Resources
Implication
Assessment
Methods
Context of
Assessment
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Assessment must confirm that:
 Application programs are designed and built in accordance
with systems and programming requirements and standards.
 Application or programs developed using object-oriented
language meets required user specifications
Knowledge includes:
 Understanding of Object oriented programming concepts
 Object oriented programming language
 Small size application development
 Using a GUI to interact with operator
Skills include:
 Reading and interpreting program specifications, translating
requirements from problem space to machine space
 Integrated Development environment usage
 Programming techniques
 Internal (code) documentation techniques
 Testing and debugging techniques
 Documentation techniques
To demonstrate this unit of competence the following resources
will be required:
 Programming language and development environment
 User requirements and specification
 Program and documentation standards
 Personal computer or workstation
Competence may be assessed through:
 Interview / Written Test / Oral Questioning
 Observation / Demonstration
Competence may be assessed in the work place or in a
simulated work place setting
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Occupational Standard: Web and Multimedia Designing and Development Level IV
Unit Title
Unit Code
Unit Descriptor
Assist with Policy Development for Client Support
ICT WMD4 05 0811
This unit defines the competence required to receive, review
and carry out change requests, while utilizing a change
management system according to client requirements.
Elements
Performance Criteria
1. Review
change
requests
1.1
Requests are received and documented for hardware
and software changes, utilizing a change management
system and according to organizational help desk
procedures.
1.2
System data are gathered and organized relevant to the
change requests, using available diagnostic tools.
1.3
The proposed changes are reviewed against current and
future business requirements.
1.4
System data are examined, with work team, in order to
select appropriate changes to be carried out.
1.5
Selected changes are discussed and e clarified with
client.
2.1
Potential solution is identified to solve problems.
2.2
Recommendations about possible solutions are
developed, documented, ranked and presented to the
appropriate person for decision.
2.3
Implementation and evaluation of solutions are planned.
2.4
Recommended solutions are technically documented and
submitted to appropriate person for confirmation.
2. Modify system
according to
requested
changes
3. Train on the
3.1
use of modified
system
3.2
Training is prepared to meet the needs of client in using
the changed system.
Prepared training is delivered appropriately for client
Variable
Range
Hardware
May include but not limited to:
 workstations, personal computers, modems or other
connectivity devices, networks, DSL modems, remote sites,
servers
May include but is not limited to commercial, in-house,
packaged or customized software
Software
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May include but not limited to:
 the hardware and software components that run a computer
 May be in reference to the business, system, application,
Requirements
network or people in the organization
May include but is not limited to internal departments, external
Client
organizations, individual people and employees
May include but not limited to:
Organizational
 personal use of emails and internet access, content of
guidelines
emails, downloading information and accessing particular
websites, opening mail with attachments, virus risk, dispute
resolution,
document
procedures
and
templates,
communication methods and financial control mechanisms.
 May include but not limited to:
Technical
 project specifications, reports, help references, technical
documentation
manuals, training materials and self-paced tutorials, on-line
help, user guides, brochures
May
include but not limited to:
Standards
 ISO/IEC/AS standards, organizational standards, project
standards
May follow ISO/IEC/AS standards, audit trails, naming
Documentation
standards, version control, project management templates and
report writing, maintaining equipment inventory; client training
and satisfaction reports
Occupational
May include but not limited to:
Health and Safety  correct posture, lighting, type of desk, type of monitor, style of
(OHS)
chair, typing position, repetitive strain injury prevention,
ventilation, light position, correct lifting method, and length of
time in front of computer
 May also include licensing-related and physical safety
considerations such as general electrical safety and cabling,
power supply and leads as they apply to computer and
peripheral installations.
System
Evidence Guide
Critical aspects of
Competence
Demonstrates skills and knowledge in:
 Modifying system according to requested changes
 Preparing and delivering training on use of modified system
Underpinning
Knowledge and
Attitudes
Demonstrates knowledge of:
 Broad knowledge of help desk practices
 Current industry-accepted hardware and software products,
with broad knowledge of general features and capabilities
and detailed knowledge in some areas
 Broad knowledge of the role of stakeholders and the degree
of stakeholder involvement
 General knowledge of the client business domain
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




Underpinning
Skills
Resources
Implication
Detailed knowledge of the system's current functionality
Broad knowledge of quality assurance practices
Change management tools
Broad knowledge of system testing
Broad knowledge of the organization’s service-level
agreements.
Demonstrates skills to:
 system and policy development
 review change request
 facilitate change request
 perform technical documentation
Access is required to real or appropriately simulated situations,
including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Assessment
Methods
Competency may be assessed through:
 Interview / Written Test / Oral Questioning
 Observation / Demonstration
Context of
Assessment
Competency may be assessed in the work place or in a
simulated work place setting
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Occupational Standard: Web and Multimedia Designing and Development Level IV
Unit Title
Migrate to New Technology
Unit Code
ICT WMD4 06 0811
Unit Descriptor
This unit defines the competence required to apply skills and
knowledge in using new or upgraded technology.
Elements
Performance Criteria
1. Apply existing
knowledge and
techniques to
technology and
transfer
1.1 Situations are identified where existing knowledge can be
used as the basis for developing new skills.
1.2 New or upgraded technology skills are acquired and used
to enhance learning.
1.3 New or upgraded equipment are identified, classified and
used where appropriate, for the benefit of the organization.
2. Apply functions
of technology
to assist in
solving
organizational
problems
2.1 Testing of new or upgraded equipment is conducted
according to the specification manual.
2.2 Features of new or upgraded equipment are and software
applied within the organization
2.3 Features and functions of new or upgraded equipment is
used for solving organizational problems
2.4 Sources of information is accessed and used relating to
new or upgraded equipment
3. Evaluate new
or upgraded
technology
performance
3.1 New or upgraded equipment is evaluated for performance,
usability and against OHS standards.
3.2 Environmental considerations are determined from new
or upgraded equipment.
3.3 Feedback is sought from users where appropriate.
Variable
Range
Equipment
May include but is not limited to workstations, personal
computers, modems and other connectivity devices, printers,
hard drives, DSL modems, monitors, switches, hubs, and other
peripheral devices. Technology skills New skills can include but
are not limited to hardware, PCs, networks, storage and
communications equipment
May include but are not limited to user-based software for new
business processes, customer relationship management,
integrated services (e.g. banking and financial services)
Software
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Sources of
information
OHS standards
Environmental
Considerations
Feedback
May include but is not limited to documents, test pages, web
pages, appliances software and technical connections guidance
and other outputs supplied by vendors and manufacturers.
May include:
 correct posture, lighting, type of desk, type of monitor, style of
chair, typing position, repetitive strain injury prevention,
ventilation, light position, correct lifting method, and length of
time in front of computer
 May also include physical safety considerations such as
general electrical safety and cabling, power supply and leads
as they apply to computer and peripheral installations.
May include but is not limited to recycling, safe disposal of
packaging (e.g. cardboard, polystyrene, paper, plastic) and
correct disposal of redundant hardware (e.g. motherboards,
hard drives, circuit boards) by an authorized body
May include surveys, questionnaires, interviews and meetings.
Evidence Guide
Critical aspects of
Competence
Underpinning
Knowledge and
Attitudes
Underpinning
Skills
Competence must confirm the ability to transfer the application
of existing skills and knowledge to new technology
Demonstrates knowledge of:
 Broad awareness of current technology trends and directions
in IT (e.g. software, hardware, services, new developments,
new protocols)
 Knowledge of vendor product directions
 Ability to locate appropriate sources of information regarding
IT and new technologies
 Current industry hardware and software products, with
knowledge of general features and capabilities
 Information gathering techniques
Demonstrates skills to:
 evaluate and apply new technology to assist in solving
organizational problems
 upgrade technology performance
Resources
Implication
Access is required to real or appropriately simulated situations,
including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Assessment
Methods
Competency may be assessed through:
 Interview / Written Test / Oral Questioning
 Observation / Demonstration
Context of
Assessment
Competency may be assessed in the work place or in a
simulated work place setting
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Occupational Standard: Web and Multimedia Designing and Development Level IV
Unit Title
Establish Quality Standards
Unit Code
ICT WMD4 07 0811
Unit Descriptor
This unit covers the knowledge, attitudes and skills required to
monitor quality of work, establish quality specifications for
service, participate in maintaining and improving quality at work,
assist in planning and implementing quality assurance
procedures, and report problems that affect quality.
Elements
Performance Criteria
1. Establish
quality
specifications
for service
1.1 Quality specifications are developed and agreed upon in
accordance with legislated requirements.
1.3 Quality specifications are documented and introduced to
organization staff / personnel in accordance with the
organization policy.
1.4 Quality specifications are updated when necessary.
2. Identify
hazards and
critical control
points
2.1 Critical control points impacting on quality are identified.
3. Assist in
planning of
quality
assurance
procedures
3.1 Procedures for each identified control point are developed
to ensure optimum quality.
2.2 Degree of risk for each hazard is determined.
2.3 Necessary documentation is accomplished in accordance
with organization quality procedures
3.2 Hazards and risks are minimized through application of
appropriate controls and OHS procedures and standards.
3.3 Processes to monitor the effectiveness of quality assurance
procedures are developed.
4. Implement
quality
assurance
procedures
4.1 Responsibilities for carrying out procedures are allocated to
staff.
4.2 Instructions are prepared in accordance with the sector
quality assurance program.
4.3 Staff is given induction training on the quality assurance
policy.
5. Monitor quality
of work
outcome
5.1 Quality requirements are identified
5.2 Inputs are inspected to confirm capability to meet quality
requirements
5.3 Process is conducted to produce required outcomes
5.4 Production processes are monitored to confirm quality of
output
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5.5 Process is adjusted to maintain outputs within specification.
6. Participate in
maintaining
and improving
quality at work
6.1 Work area, materials, processes and service are routinely
monitored to ensure compliance with quality requirements.
6.2 Non-conformance process is identified and reported
according to reporting requirements
6.3 Corrective action is taken within level of responsibility, to
maintain quality standards
6.4 Quality issues are raised with designated personnel
7. Report
problems that
affect quality
7.1 Recognize potential or existing quality problems.
7.2 Identify instances of variation in quality from specifications
or work instructions.
7.3 Report variation and potential problems to
supervisor/manager according to sector guidelines
Variable
Range
Legislated
requirements
May include but not limited to:
 Verification of work quality as part of sector legislation or
specific legislation related to process of work content or
composition.
It may include but not limited to:
 Use of tools and equipment
 Working place environment handling of material safety
 Following Occupational health and safety procedures
designated for the task
Safety
procedures
Evidence Guide
Critical aspects of
Competence
Underpinning
Knowledge and
Attitudes
Underpinning
Skills
Page 23 of 52
Demonstrates skills and knowledge in:
 Monitoring quality of work
 Establishing quality requirements for work
 Participating in maintaining and improving quality of work
 Assisting in planning of quality assurance procedures
 Reporting problems that affect quality
 Implementing quality assurance procedures
Demonstrates knowledge of:
 Applying federal and regional legislation within day-today
work activities
 Accessing and using management systems to keep and
maintain accurate records
Demonstrates skills to:
 Monitoring quality of work
 Establishing quality specifications for work
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 Participating in maintaining and improving quality at work
 Identifying hazards and critical control points in process of
production
 Assisting in planning of quality assurance procedures
 Reporting problems that affect quality
 Implementing quality assurance procedures
Access is required to real or appropriately simulated situations,
including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Resources
Implication
Assessment
Methods
Competency may be assessed through:
 Interview / Written Test / Oral Questioning
 Observation / Demonstration
Context of
Assessment
Competency may be assessed in the work place or in a
simulated work place setting
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Occupational Standard: Web and Multimedia Designing and Development Level IV
Unit Title
Develop Team and Individuals
Unit Code
ICT WMD4 08 0811
Unit Descriptor
This unit covers the skills, knowledge and attitudes required to
determine individual and team development needs and
facilitate the development of the workgroup.
Elements
Performance Criteria
1. Provide team
leadership
1.1
Learning and development needs are systematically
identified and implemented in line with organizational
requirements
1.2
Learning plan to meet individual and group training and
developmental needs is collaboratively developed and
implemented
1.3
Individuals are encouraged to self evaluate performance
and identify areas for improvement
1.4
Feedback on performance of team members is collected
from relevant sources and compared with established team
learning process
2. Foster
individual and
organizational
growth
3. Monitor and
evaluate
workplace
learning
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2.1
Learning and development program goals and objectives
are identified to match the specific knowledge and skills
requirements of competence standards
2.2
Learning delivery methods are appropriate to the
learning goals, the learning style of participants and
availability of equipment and resources
2.3
Workplace learning opportunities and coaching/ mentoring
assistance are provided to facilitate individual and team
achievement of competencies
2.4
Resources and timelines required for learning activities are
identified and approved in accordance with organizational
requirements
3.1
Feedback from individuals or teams is used to identify and
implement improvements in future learning arrangements
3.2
Outcomes and performance of individuals/teams are
assessed and recorded to determine the effectiveness of
development programs and the extent of additional support
3.3
Modifications to learning plans are negotiated to improve
the efficiency and effectiveness of learning
3.4
Records and reports of competence are maintained within
organizational requirement
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4. Develop team
commitment
and
cooperation
5. Facilitate
accomplishme
nt of
organizational
goals
4.1
Open communication processes to obtain and share
information is used by team
4.2
Decisions are reached by the team in accordance with its
agreed roles and responsibilities
4.3
Mutual concern and camaraderie are developed in the
team
5.1
Team members actively participated in team activities and
communication processes
5.2
Teams members developed individual and joint
responsibility for their actions
5.3
Collaborative efforts are sustained to attain organizational
goals
Variable
Range
Learning and
development
needs

















Organizational
requirements
Feedback on
performance





Learning delivery
methods





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Coaching, mentoring and/or supervision
Formal/informal learning program
Internal/external training provision
Work experience/exchange/opportunities
Personal study
Career planning/development
Performance appraisals
Workplace skills assessment
Recognition of prior learning
Quality assurance and/or procedures manuals
Goals, objectives, plans, systems and processes
Legal and organizational policy/guidelines and requirements
Safety policies, procedures and programs
Confidentiality and security requirements
Business and performance plans
Ethical standards
Quality and continuous improvement processes and
standards
Formal/informal performance appraisals
Obtaining feedback from supervisors and colleagues
Obtaining feedback from clients
Personal and reflective behavior strategies
Routine and organizational methods for monitoring service
delivery
On the job coaching or mentoring
Problem solving
Presentation/demonstration
Formal course participation / induction
Work experience
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 Involvement in professional networks
 Conference and seminar attendance
Evidence Guide
Critical Aspects of
Competence
Underpinning
Knowledge and
Attitude
Underpinning
Skills
Resource
Implications
Assessment
Methods
Context of
Assessment
Page 27 of 52
Assessment requires evidence that the candidate:
 Identified and implemented learning opportunities for others
 Gave and received feedback constructively
 Facilitated participation of individuals in the work of the team
 Negotiated learning plans to improve the effectiveness of
learning
 Prepared learning plans to match skill needs
 Accessed and designated learning opportunities
 Coaching and mentoring principles
 Understanding how to work effectively with team members
who have diverse work styles, aspirations, cultures and
perspective
 Understanding how to facilitate team development and
improvement
 Understanding methods and techniques for eliciting and
interpreting feedback
 Understanding methods for identifying and prioritizing
personal development opportunities and options
 Knowledge of career paths and competence standards
 Ability to read and understand a variety of texts, prepare
general information and documents according to target
audience; spell with accuracy; use grammar and punctuation
effective relationships and conflict management
 Communication skills including receiving feedback and
reporting, maintaining effective relationships and conflict
management
 Planning skills to organize required resources and equipment
to meet learning needs
 Coaching and mentoring skills to provide support to
colleagues
 Reporting skills to organize information; assess information
for relevance and accuracy; identify and elaborate on
learning outcomes
 Facilitation skills to conduct small group training sessions
 Ability to relate to people from a range of social, cultural,
physical and mental backgrounds
Access to relevant workplace or appropriately simulated
environment where assessment can take place
Competence may be assessed through:
 Interview / Written exam
 Observation / Demonstration
Competence may be assessed in the work place or in a
simulated work place setting
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Occupational Standard: Web and Multimedia Designing and Development Level IV
Unit Title
Utilize Specialized Communication Skills
Unit Code
ICT WMD4 09 0811
This unit covers the knowledge, skills and attitudes required to
use specialized communication skills to meet specific needs of
internal and external clients, conduct interviews, facilitate group
discussions, and contribute to the development of
communication strategies.
Unit Descriptor
Elements
Performance Criteria
1. Meet common
and specific
communicatio
n needs of
clients and
colleagues
1.1
2. Contribute to
the
development
of
communicatio
n strategies
2.1
Specific communication needs of clients and colleagues are
identified and met
1.2 Different approaches are used to meet communication
needs of clients and colleagues
1.3 Conflict is addressed promptly and in a timely way and in a
manner which does not compromise the standing of the
organization
2.2
2.3
2.4
2.5
2.6
3. Represent the
organization
3.1
3.2
3.3
3.4
3.5
3.6
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Strategies for internal and external dissemination of
information are developed, promoted, implemented and
reviewed as required
Channels of communication are established and reviewed
regularly
Coaching in effective communication is provided
Work related network and relationship are maintained as
necessary
Negotiation and conflict resolution strategies are used
where required
Communication with clients and colleagues is appropriate
to individual needs and organizational objectives
When participating in internal or external forums,
presentation is relevant, appropriately researched and
presented in a manner to promote the organization
Presentation is clear and sequential and delivered within a
predetermined time
appropriate media to enhance presentation is utilized
Differences in views are respected
Written communication is consistent with organizational
standards
Inquiries are responded in a manner consistent with
organizational standard
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4. Facilitate
group
discussion
5. Conduct
interview
Variable
Effective group
interaction
Interview
situations
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Mechanisms which enhance effective group interaction
is defined and implemented
4.2
Strategies which encourage all group members to
participate are used routinely
4.3
Objectives and agenda for meetings and discussions are
routinely set and followed
4.4
Relevant information is provided to group to facilitate
outcomes
4.5
Evaluation of group communication strategies is
undertaken to promote participation of all parties
4.6
Specific communication needs of individuals are identified
and addressed
5.1
A range of appropriate communication strategies are
employed in interview situations
5.2
Records of interviews are made and maintained in
accordance with organizational procedures
5.3
Effective questioning, listening and nonverbal
communication techniques are used to ensure that required
message is communicated
Range
Strategies
Types
Interview
4.1











of 







Recognizing own limitations
Referral to specialists
Utilizing techniques and aids
Providing written drafts
Verbal and non verbal communication
Identifying and evaluating what is occurring within an
interaction in a non judgmental way
Using active listening
Making decision about appropriate words, behavior
Putting together response which is culturally appropriate
Expressing an individual perspective
Expressing own philosophy, ideology and background and
exploring impact with relevance to communication
Related to staff issues
 Evidential
Routine
 Non disclosure
Confidential
 Disclosure
Establish rapport
Elicit facts and information
Facilitate resolution of issues
Develop action plans
Diffuse potentially difficult situation
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Evidence Guide
Critical Aspects of Assessment requires evidence that the candidate:
Competence
 Demonstrated effective communication skills with clients
accessing service and work colleagues
Underpinning
Knowledge and
Values
Underpinning
Skills
 Adopted relevant communication techniques and strategies
to meet client particular needs and difficulties
 Communication process
 Dynamics of groups and different styles of group leadership
 Communication skills relevant to client groups
 Full range of communication techniques including:
 Full range of communication
 Active listening
 Feedback
 Interpretation
 Role boundaries setting
 Negotiation
 Establishing empathy
 Communication skills required to fulfill job roles as specified
by the organization
Resource
Implications
Methods of
Assessment
Context for
Assessment
Page 30 of 52
Access to appropriate workplace where assessment can take
place
Competence may be assessed through
 Direct observation
 Oral Interview
This unit should be assessed on the job through simulation
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Occupational Standard: Web and Multimedia Designing and Development Level IV
Unit Title
Manage and Maintain Small/Medium Business Operations
Unit Code
ICT WMD4 10 0811
Unit Descriptor
This unit covers the operation of day-to-day business activities in
a micro or small business. The strategies involve developing,
monitoring and managing work activities and financial
information, developing effective work habits, and adjusting work
schedules as needed.
Elements
Performance Criteria
1. Identify daily
work
requirements
1.1 Work requirements for a given time period are identified
taking into consideration resources and constraints
1.2 Work activities are prioritized based on business needs,
requirements and deadlines
1.3 If appropriate, work is allocated to relevant staff or
contractors to optimize efficiency
2. Monitor and
manage work
2.1 People, resources and/or equipment are coordinated to
provide optimum results
2.2 Staff, clients and/or contractors are communicated within a
clear and regular manner, to monitor work in relation to
business goals or timelines
2.3 Problem solving techniques are applied to work
situations to overcome difficulties and achieve positive
outcomes
3. Develop
effective work
habits
3.1 Work and personal priorities are identified and a balance is
achieved between competing priorities using appropriate
time management strategies
3.2 Input from internal and external sources is sought and
used to develop and refine new ideas and approaches
3.3 Business or inquiries are responded to promptly and
effectively
3.4 Information is presented in a format appropriate to the
industry and audience
4. Interpret
financial
information
4.1 Relevant documents and reports are identified
4.2 Documents and reports are read and understood and any
implications discussed with appropriate persons
4.3 Data and numerical calculations are analyzed, checked,
evaluated, organized and reconciled
4.4 Daily financial records and cash flow are maintained
correctly and in accordance with legal and accounting
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requirements
4.5 Invoices and payments are prepared and distributed in a
timely manner and in accordance with legal requirements
4.6 Outstanding accounts are collected or followed-up
5. Evaluate work
performance
5.1 Opportunities for improvements are monitored according to
business demands
5.2 Work schedules are adjusted to incorporate necessary
modifications to existing work and routines or changing
needs and requirements
5.3 Proposed changes are clearly communicated and recorded
to aid in future planning and evaluation
5.4 Relevant codes of practice are used to guide an ethical
approach to workplace practices and decisions
Variable
Range
Resources may
include:







Business goals
may include:
Problem solving
techniques may
include:





Time
management
strategies may
include:




Internal and
external sources
may include:






Page 32 of 52
staff
 equipment
money
 space
time
sales targets
 production targets
budgetary targets
 reporting deadlines
team and individual goals
gaining additional research and information to make better
informed decisions
looking for patterns
considering related problems or those from the past and how
they were handled
eliminating possibilities
identifying and attempting sub-tasks
collaborating and asking for advice or help from additional
sources
prioritizing and anticipating
short term and long term planning and scheduling
creating a positive and organized work environment
clear timelines and goal setting that is regularly reviewed and
adjusted as necessary
breaking large tasks into smaller tasks
getting additional support if identified and necessary
staff and colleagues
management, supervisors, advisors or head office
relevant professionals such as lawyers, accountants,
management consultants
professional associations
Ministry of Education Web and Multimedia Designing and Development
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Evidence Guide
Critical Aspects
of Competence
Underpinning
Knowledge and
Attitudes
Underpinning
Skills
Resource
Implications
Methods of
Assessment
Context for
Assessment
Page 33 of 52
A person must be able to demonstrate:
 ability to identify daily work requirements and allocate work
appropriately
 ability to interpret financial documents in accordance with
legal requirements
 Federal and Regional Government legislative requirements
affecting business operations, especially in regard to
occupational health and safety (OHS), equal employment
opportunity (EEO), industrial relations and anti-discrimination
 technical or specialist skills relevant to the business operation
 relevant industry code of practice
 planning techniques to establish realistic timelines and
priorities
 identification of relevant performance measures
 quality assurance principles and methods
 relevant marketing, management, sales and financial
concepts
 methods for monitoring performance and implementing
improvements
 structured approaches to problem solving, idea management
and time management
 literacy skills to interpret legal requirements, company
policies and procedures and immediate, day-to-day demands
 communication skills including questioning, clarifying,
reporting, and giving and receiving constructive feedback
 numeracy skills for performance information, setting targets
and interpreting financial documents and reports
 technical and analytical skills to interpret business
documents, reports and financial statements and projections
 ability to relate to people from a range of social, cultural and
ethnic backgrounds and physical and mental abilities
 problem solving skills to develop contingency plans
 using computers and software packages to record and
manage data and to produce reports
 evaluation skills for assessing work and outcomes
 observation skills for identifying appropriate people,
resources and to monitor work
The following resources should be provided:
 Access to relevant workplace documentation, financial
records, and equipment
Competence may be assessed through:
 Interview / Written exam
 Observation/Demonstration with Oral questioning
Competence may be assessed in the workplace or in a
simulated work environment
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Occupational Standard: Web and Multimedia Designing and Development Level IV
Unit Title
Unit Code
Manage Continuous Improvement System
ICT WMD4 11 1012
Unit Descriptor
This unit describes the performance outcomes, skills and
knowledge required to sustain and develop an environment in
which continuous improvement, innovation and learning are
promoted and rewarded.
Elements
Performance Criteria
1. Review
programs,
systems and
processes
1.1 Establish strategies to monitor and evaluate performance
of key systems and processes
1.2 Undertake detailed analyses of supply chains,
operational and product/service delivery systems
1.3 Identify performance measures, and assessment tools
and techniques, and evaluate their effectiveness
1.4 Analyze performance reports and variance from plans for
all key result areas of the organization
1.5 Identify and analyze changing trends and opportunities
relevant to the organization
1.6 Seek advice from specialists, where appropriate, to
identify technology and electronic commerce
opportunities
2. Develop options
for continuous
improvement
2.1 Brief groups on performance improvement strategies and
innovation as an essential element of competition
2.2 Foster creative climate and organizational learning
through the promotion of interaction within and between
work groups
2.3 Encourage, test and recognize new ideas and
entrepreneurial behavior where successful
2.4 Accept failure of an idea during trialing, and recognize,
celebrate and embed success into systems
2.5 Undertake risk management and cost benefit
analyses for each option/idea approved for trial
2.6 Approve innovations through agreed organizational
processes
3. Implement
innovative
processes
3.1 Promote continuous improvement as an essential part of
doing business
3.2 Address impact of change and consequences for people,
and implement transition plans
3.3 Ensure objectives, timeframes, measures and
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communication plans are in place to manage
implementation
3.4 Implement contingency plans in the event of nonperformance
3.5 Follow-up failure by prompt investigation and analysis of
causes
3.6 Manage emerging challenges and opportunities
effectively
3.7 Evaluate continuous improvement systems and
processes regularly
3.8 Communicate costs and benefits of innovations and
improvements to all relevant groups and individuals
Variable
Range
Sustainability may
include:
 addressing environmental and resource sustainability
initiatives, such as environmental management systems,
action plans, green office programs, surveys and audits
 applying the waste management hierarchy in the
workplace
 complying with regulations and corporate social
responsibility considerations for sustainability to enhance
the organisation's standing in business and community
environments
 determining organisation's most appropriate waste
treatment, including waste to landfill, recycling, re-use,
recoverable resources and wastewater treatment
 implementing ecological footprint
 implementing environmental management systems, e.g.
ISO 14001:1996 Environmental management systems life
cycle analyses
 implementing government initiatives,
 improving resource and energy efficiency
 initiating and maintaining appropriate organisational
procedures for operational energy consumption
 introducing a green office program - a cultural change
program
 introducing green purchasing
 introducing national and international reporting initiatives,
 introducing product stewardship
 reducing emissions of greenhouse gases
 reducing use of non-renewable resources
 referencing standards, guidelines and approaches, such
as sustainability covenants and compacts or triple bottom
line reporting
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Supply chains
include:
Performance
reports may
include:
 supporting sustainable supply chain.
 network of facilities that procures raw materials, transforms
them into intermediate products or services and then
finished goods or service, and delivers them through a
distribution system
 procurement, production and distribution, viewed as
interlinked not as discrete elements
 budget or cost variance
 customer service
 environmental
 financial
 OHS
 quality
 other operating parameters
Evidence Guide
Critical Aspects of
Competence
Underpinning
Knowledge and
Attitudes
Underpinning Skills
Page 36 of 52
Evidence of the following is essential:
 demonostration of consultation processes to introduce or
evaluate an existing continuous improvement process or
system, including suggested actions or an action plan
 generation of an idea or concept which exhibits creative
thinking and which offers the possibility of advantaging the
organization
 how the concept or idea was introduced, tested and
evaluated - the idea or concept does not have to have
been shown to work or to be adopted by the business
 knowledge of quality management and continuous
improvement theories
Demonstrates knowledge of:
 quality management and continuous improvement theories
 creativity/innovation theories/concepts
 risk management
 cost-benefit analysis methods
 creativity and innovation theories and concepts
 organizational learning principles
 quality management and continuous improvement theories
 risk management
 sustainability practices
Demonstrates skills to:
 analytical skills to identify improvement opportunities in
relation to
 the services/products delivered or concepts/ideas
developed
 flexibility and creativity skills to think laterally
 leadership skills to foster a commitment to quality and an
openness to innovation
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Resources
Implication
Methods of
Assessment
 teamwork and leadership skills to foster a commitment to
quality and an openness to innovation
Access may be required to:
 workplace procedures and plans relevant to work area
 appropriate documentation and resources normally used in
the workplace
Competence in this unit may be assessed by using a
combination of the following to generate evidence:
 demonstration in the workplace
 suitable simulation
 oral or written questioning to assess knowledge of
principles and techniques associated with change
management
 evaluation of strategies established to monitor and
evaluate performance of key systems and processes
 review of briefing of groups on performance improvement
strategies and innovation
Those aspects of competence dealing with improvement
processes could be assessed by the use of suitable
simulations and/or a pilot plant and/or a range of case studies
and scenarios.
Context of
Assessment
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In all cases, practical assessment should be supported by
questions to assess essential knowledge and those aspects of
competence which are difficult to assess directly.
Competence may be assessed in the work place or in a
simulated workplace setting / environment.
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NQTF Level III
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Occupational Standard: Web and Multimedia Designing and Development Level III
Unit Title
Design Website to Meet Technical Requirements
Unit Code
ICT WMD3 01 0811
Unit Descriptor
This unit defines the competence required to design a website
to specifications within a particular technical and human
interface environment.
Elements
Performance Criteria
1. Define
technical
environment
1.1 Business requirements, hardware and software
requirements are identified following working procedures.
1.2 Software and hardware types are defined to ensure that
site is designed to meet business requirements.
1.3 Appropriate standards, software and hardware required to
develop the site are identified in accordance with business
requirements.
2. Define human
computer
interface
2.1 User analysis is conducted to determine a user profile and
user needs in line with work steps.
2.2 User content and requirements are determined in
accordance with business requirements.
2.3 Appropriate design principles are determined for site.
2.4 Appropriate operating system is identified in accordance
with user needs.
3. Determine site
hierarchy
3.1 Hierarchy of pages is identified according to site design.
3.2 Logic and accessibility of content to user is ensured
according to business requirements.
3.3 Consistency and clarity of navigation between pages is
ensured in line with site hierarchy.
4. Design
website
4.1 Appropriate information hierarchy is applied to site
design.
4.2 Appropriateness of design principles are ensured to
business and user in accordance with design procedure.
4.3 Development of process flow is ensured whether it is in a
logical and simple manner.
4.4 Site search engine, site map, frequently asked questions
and news sections are tested against user needs.
4.5 Design is completed and documented in accordance with
design specification.
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Variable
Range
Business
requirements
May include but not limited to:
 meeting customer needs
 organizational goals
 remote access and external interfacing to the organization
May include but not limited to:
 workstations
 personal computers
 modems and other connectivity devices
 networks, DSL modems
 remote sites and servers
May include
 XML standards
 Organization for the advancement of Structured Information
Standards,
 ISO and IEEE to web-oriented groups like IETF and W3C,
IEEE Std
May include
 a person within a department
 a department within the organization or a third party
May include but not limited to:
 Win 98/NT/2000/XP
 Sun Solaris/SunOS
 HP-UX,
 AIX
 Digital Unix
 Silicon Graphics IRIX
 DEC
 VMS
 Mac OSX
 Linux
 Netware
May include
 page layout
 technical specifications
 content structure
 secure access provisions and locations and links to other
internet resources where appropriate
May include but are not limited to :
 user compatibility
 product compatibility
 task compatibility
 workflow compatibility
 consistency
 familiarity
 simplicity
Hardware
Standards
User
Operating system
Information
hierarchy
Design principles
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Search engine
Tools and
equipment
 WYSIWYG
 Flexibility
 Responsiveness
 invisible technology
 robustness
 protection
 ease of learning
A website that allows the entry of a search parameter and
based on the request, searches through its list of websites for
the best match. It then displays the results for selection A wide
variety of search tools may be used, including
 Snap
 Netscape
 Quest finder
 Lycos
 Ask Jeeves
 Open Text
 Google
 WebCrawler
 Metacrawler
 Go To Dot Com
 Alta Vista
 Beaucoup
 Excite
 Meta Search
 Infoseek
 Search.com
 Findlink
 Go2Network
 Northern Light
 Savvy Search
 AOL Netfind
 Profusion
 Hotbot
 Dogpile
 LookSmart
 Met gopher
 Yahoo
May include but not limited to:
 Web servers
 e-business website
 Site server
 Site servers software
 Analysis software
 Requirements documentation
 Customer relationship model
Evidence Guide
Critical aspects of
Competence
Underpinning
Knowledge and
Attitudes
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Assessment confirmed that the candidate has  identified business requirements
 defined technical environment
 defined human computer interface
 determined site hierarchy
 designed website
Demonstrates knowledge of:
 website architecture
 website development tools and standards
 business process design
Ministry of Education Web and Multimedia Designing and Development
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Underpinning
Skills
Resources
Implication
 E-business sites and corporate strategy
 implications of technology connectivity
 documenting technical specifications
 Copyright and intellectual property
 basic information architecture
Demonstrates skills to:
 define the technical environment
 define the human computer interface
 determine site hierarchy
 design website
Access is required to real or appropriately simulated situations,
including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Assessment
Methods
Competence may be assessed through:
 Interview / Written Test / Oral Questioning
 Observation / Demonstration
Context of
Assessment
Competence may be assessed in the work place or in a
simulated work place setting
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Occupational Standard: Web and Multimedia Designing and Development Level III
Unit Title
Write Content for Web Page
Unit Code
ICT WMD3 02 0811
Unit Descriptor
This unit defines the competence required to write concise,
clear and Relevant content for web pages on behalf of a client.
Elements
Performance Criteria
1. Determine site
content
requirements
1.1 Customer information needs are identified with reference
to audience, site functionality and client requirements
1.2 Site purpose and functionality is confirmed with reference
to client specification.
1.3 Content channels and format are identified as part of
client requirements.
1.4 Relevant templates and style guides are identified
according to organizational procedures and client
requirements.
1.5 Relevant content is identified and analyzed with reference
to audience needs, maintenance requirements Information
architecture, and site design and functionality.
1.6 Alterations to site design are negotiated as required by the
content and client requirements.
2. Write site
content
2.1 Content is generated in accordance with content and client
requirements.
2.2 Accessibility, visibility, clarity of information flow and the
logical pattern of content is ensured in accordance with
client requirements.
2.3 Content is edited with reference to audience needs, site
functionality, and content and client requirements.
3. Upload
content
3.1 Server site is logged using either administrative or
anonymous file transfer protocol in preparation for upload.
3.2 File transfer protocol client is launched and then
navigated to destination directory, either graphically or by
using a command line interface.
3.3 Files are stored and ordered according to logical design
and user needs, using accepted file extension scheme.
3.4 Operation is demonstrated
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Variable
Range
Client
 business
 organizational policies
requirements may  system
 network
be in reference to  application
 people in the organization
 style
File transfer
 commercial software applications;
protocol client
 organization-specific software,
may include but is  packaged software
not limited to:
 in-house
 customized software
Evidence Guide
Critical Aspects of Assessment confirmed that the candidate has developed and
uploaded quality content for a website that meets audience and
Competence
client needs.
Underpinning
Demonstrates knowledge of:
Knowledge and
 Content features, such as clarity, ease of viewing (e.g. how
Attitudes
much scrolling is required to view the site),readability and
how intuitive or logical the navigation is from one content
detail to the next
 The functions and features of micro-content elements (e.g.
headings, highlighted words, link text) Relationship between
content and site design (e.g. giving the website a look in
harmony with or adopting the corporate style)
 Functions and features of style guides (e.g. using cascading
style sheets)
 Web design and usability (e.g. finding a balance between
visual impact elements and speed of downloads)
 Copyright and intellectual property legislation and application
principles (e.g. adopting the Harvard method for
content/document referencing or the protocols for seeking
permission to use from authors and sources
Underpinning
Demonstrates skills to:
Skills
 determine site content requirements
 write site content
 upload site content
Resources
Access is required to real or appropriately simulated situations,
Implication
including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Assessment
Competence may be assessed through:
Methods
 Interview / Written Test / Oral Questioning
 Observation / Demonstration
Context of
Competence may be assessed in the work place or in a
Assessment
simulated work place setting
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Occupational Standard: Web and Multimedia Designing and Development Level III
Unit Title
Use Development Software and Tools
Unit Code
ICT WMT3 03 0811
Unit Descriptor
This unit defines the competence required to build a website
that is consistent with design and technical requirements, and
develop cascading style sheets (CSS) that are attached to a
markup language document in order to externally define and
control styles to enhance and achieve commonality between
web documents.
Elements
Performance Criteria
1. Select and
analyze
website
structure and
development
tools
1.1 Business specifications are analyzed and appropriate
software selected based on work requirement.
1.2 Technical needs are identified and appropriate software
tools selected for the website.
1.3 Structure and navigation flow are identified and
understanding of functionality demonstrated.
1.4 Design documentation and design work are reviewed and
integrated with site structure and navigation in accordance
with web development standards.
2. Begin site
construction
2.1 Relevant actions are taken to ensure user input during
website construction.
2.2 Existing information and basic content are validated when
incorporating data on website.
2.3 Consistent design specifications are applied to all aspects
of the website.
2.4 Feedback from user on web design, content, accessibility
and structure are gathered using appropriate feedback
mechanism.
3. Complete and
validate
website
construction
and content
3.1 An evaluation of website against technical requirements
and design specification is undertaken.
3.2 Each function and process of website is tested against
business requirement.
3.3 Navigation tests and HTML compliance with website
standards are conducted.
3.4 The website is tested against design criteria and user load
inline with user requirements.
3.5 Testing results are recorded to ensure that the website
meets user requirements.
3.6 Sign-off/approval of user is obtained.
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4. Develop
cascading
style sheets
4.1 Styles are defined and CSSs produced according to
business requirements.
4.2 CSSs are attached to new and existing markup language
documents.
4.3 CSSs are edited according to business requirements.
Variable
Range
Specification
May include but is not limited to
 technical requirements
 user problem statement
 current system functionality
Software
May include but is not limited to
 text editors such as Word pad, Notepad
 commercial software applications
 Dream weaver
 other web development tools
Software tools
May include but is not limited to
 Macromedia
 FTP programs
 FrontPage.
Documentation
May follow
 ISO/IEC/AS standards
 audit trails
 naming standards
 version control
 project management templates
 report writing protocols
Web development May include:Standards
 Web content accessibility guidelines
 Authoring tool accessibility guidelines
Occupational
May include lighting, type of desk, style of chair, ventilation, light
Health and Safety position, correct lifting method, and length of time in front of
(OHS)
computer electrical safety.
Evidence Guide
Critical Aspects of Assessment verified that the candidate has –
 built a basic website
Competence
 Confirmed the ability to develop an appropriate Presentation
style for an HTML document using embedded or linked CSS.
Presentation conforms to web accessibility.
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Underpinning
Knowledge and
Attitudes
Underpinning
Skills
Resources
Implication
Demonstrates knowledge of:
 website design
 basic design principles
 web-specific technical attributes
 reading and interpretation of design specifications and
guidelines
 appropriate software and tools that meet required technical
specifications
 understanding of best practice communication, accessibility
and equity principles when building for diverse users
 website architecture
 using a mark-up language
Demonstrates skills to:
 selected and analyzed website structure and development
tools
 constructed site and content
 developed cascade style sheet
Access is required to real or appropriately simulated situations,
including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Assessment
Methods
Competence may be assessed through:
 Interview / Written Test / Oral Questioning
 Observation / Demonstration
Context of
Assessment
Competence may be assessed in the work place or in a
simulated work place setting
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Occupational Standard: Web and Multimedia Designing and Development Level III
Unit Title
Unit Code
Apply Web Authoring Tools
ICT WMT3 04 0811
Unit Descriptor
This unit defines the competence required to use web
development software to create website content and to use a
web authoring tool to convert text and images to appropriate
web protocols.
Elements
Performance Criteria
1. Create files
1.1 Files are created and saved in correct location/directory.
1.2 Text content is inserted and formatted according to
business requirements.
1.3 Images are inserted and optimized as required by design
specification of software application.
2. Create
formatting
templates
2.1 Basic external cascading style sheets (CSS) are created.
2.2 Styles for the required tags are defined according to the
business requirements.
2.3 CSS to the relevant files are linked and the relevant
formatting is displayed.
3. Define library
items
3.1 Items that recur on several pages are identified and
included in library.
3.2 Selected items are formatted according to CSS definition
3.3 Tags of the selected items are checked against working
guideline.
3.4 Selected library items are created and clearly named.
3.5 Items are updated and contained in library as required by
business Requirements.
4. Develop
templates
4.1 A file is created and saved as a template, and linked with
CSS.
4.2 Template is formatted, created and named editable regions.
4.3 Generic image icons are placed in page as required by
business image.
4.4 Templates are saved and modified.
5. Identify
authoring
requirements
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5.1 Preferred web authoring tool is selected according to
business requirements.
5.2 Preferences for the web authoring tool are set, including site
file transfer protocol client.
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5.3 Web author tool environment/workspace are customized
and navigated to meet individual requirements.
5.4 Buttons and tools are selected appropriately in accordance
to the application.
5.5 Root folders are defined and clearly named.
6. Create simple
forms
6.1 Form elements are added to page and element properties
are set for each form element.
6.3 Additional fields are inserted as required for processing form
6.4 Availability and location of CGI script are Identified.
6.6 Form is tested to ensure its appropriateness to the need.
7. Create simple
navigation
7.1 A site map is created to plan navigation.
7.2 Links are created between pages to reflect content structure
using both text and images.
7.3 Links are checked in multiple browsers for errors.
7.4 Website contents are checked across a number of different
browsers and browser versions to ensure consistency of
presentation, performance and accessibility.
Variable
Range
Browser may
include but is not
limited to -
 Netscape Navigator
 Internet Explorer
 Mozilla
 Opera
 Galleon Phoenix
 Konqueror, Lynx
May include but not limited to
 Graphics
 clipart or pictures
 Application/web servers
 Email servers
 BEA Web logic servers
 File and print servers
 IBM Visual Age and Web  FTP servers
Sphere
 Firewall servers
 Novell NDS servers
 Proxy/cache servers
May include
 Customer
 Supplier
 Payroll
 Inventory or tax requirements of the Organization.
May be in reference to
 the business
 system
Images
Server
Business
requirements
Requirements
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File transfer
protocol client
Tools and
equipment
Occupational
Health and Safety
 application
 network or people in the organization
May include
 FTP for Windows
 Linux and Unix
 Curl for Unix supports FTP
 HTTP
 Telnet
 WS-FTP, etc.
May include but not limited to:
 Application/web servers
 Email servers
 File and print servers
 FTP servers
May include lighting, type of desk, style of chair, ventilation and
length of time in front of computer electrical safety.
Evidence Guide
Critical aspects of
Competence
Underpinning
Knowledge and
Attitudes
Underpinning
Skills
Resources
Implication
Assessment
Methods
Context of
Assessment
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Assessment confirmed that the candidate:
 developed web content using authoring tools to meet
specifications
 authoring tools are applied to create cross browser web
documents
Demonstrates knowledge of:
 website architecture
 basic design principles
 authoring tool accessibility guidelines
 technical environment characteristics
Demonstrates skills to:
 create files
 create formatted templates
 define library items
 develop templates
 identify authoring requirements
 create forms
 create navigation
Access is required to real or appropriately simulated situations,
including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Competence may be assessed through:
 Interview / Written Test / Oral Questioning
 Observation / Demonstration
Competence may be assessed in the work place or in a
simulated work place setting
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Occupational Standard: Web and Multimedia Designing and Development Level III
Unit Title
Conduct Operational Acceptance and Test Website
Unit Code
ICT WMD3 05 0811
Unit
Descriptor
This unit defines the competence required to provide high-level
assurance that websites can be effectively and efficiently
provisioned and deployed live in a systematic manner as well as
evaluate and select an appropriate hosting service for current and
future business needs.
Elements
Performance Criteria
1. Prepare test
methods
1.1 Testing framework and schedule are established and
documented.
1.2 Processes and functions are determined to be tested and
assign quantitative and/or qualitative performance
benchmarks to each process and function.
1.3 Page templates, style guides and expected traffic loads are
benchmarked and documented.
1.4 Test methodology is determined and documented.
1.5 Testing panel on the conduct of the test is assembled and
briefed.
1.6 User/installation manuals are developed according to target
audience understanding and needs in developing the site.
2. Test
individual
pages
2.1 Pages are tested against style guides and templates
2.2 Pages are tested for structural and content consistency
2.3 Automatic testing software is applied.
2.4 Page gross statistics of all confirmed results of all tests are
documented.
3. Test page
relationships
3.1 Installation and examples listed in manual/instructions are
tested.
3.2 Page ‘navigability’ is tested using a variety of browsers.
3.3 Ease of use and functionality is tested against requirements.
3.4 All software interface points are tested against business and
technical requirements.
3.5 Site security, privacy and response time are tested against
business requirements.
3.6 Load simulation testing is conducted using single and
multiple independent browsers or automated load testing
tools
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3.7 Website's ability is tested to handle concurrent access.
3.8 Conformance is tested to applicable privacy, accessibility and
acceptable usage policy standards.
3.9 Automatic testing software is applied and results collected,
collated and documented.
4. Evaluate test
results
4.1 Results are consolidated and compared to benchmarks.
4.2 Result is identified that fail to meet benchmarks and conduct
site remedial iteration.
4.3 Test results are recorded and documented as the site
performance baseline, against which further development or
updating can be measured.
4.4 Evaluation feedback is provided to appropriate person
business.
4.5 Appropriate person sign off the site prior to go live date is
ensured.
5. Evaluate and 5.1 ISP is selected based on selection criteria approved by the
select a web
client.
hosting
5.2 Guarantee of permanent online presence is ensured.
service
5.3 Web host is ensured whether it meets technical
requirements.
5.4 Performance is benchmarked and tested against specified
criteria.
Variable
Range
Test
methodology
 unattended testing
 background testing
 exhaustive testing
 functional testing
 user acceptance testing
 distributed testing performance testing
 random testing and error recovery methodologies
May include:
 a person within a department
 a department within the organization or a third party
 spell check
 CSS check
 links
 link testers
 HTML validator
 Netscape Navigator
 Galleon
 Internet Explorer
 Phoenix
 Mozilla
 Konqueror
 Opera
 Lynx
User
Automatic
testing
software
Browsers
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Software
Tools and
equipment
Occupational
Health and
Safety
May include but is not limited to
 Commercial software applications
 organization-specific software
 packaged software
 in-house or customized software.
May include but not limited to:
• Web servers
• Site server
• Site server software
• Analysis software
• Requirements documentation
• Customer relationship model
• Manuals and instructions for the website
• Automatic testing software
May include lighting, type of desk, style of chair, ventilation, light
position, correct lifting method, and length of time in front of
computer electrical safety.
Evidence Guide
Assessment confirmed that the candidate:
 prepared an operational acceptance test that measures the
independent and integrated structural, content and technical
components of the site
Underpinning
Demonstrates knowledge of:
Knowledge and  Website architecture
Attitudes
 Website security
 Work load metrics
 Technical performance measurement
 Business process design
 Website accessibility and equity principles
Underpinning
Demonstrates skills to:
Skills
 Prepared test methods
 Tested pages
 Tested results
 Selected web hosting services
Resources
Access is required to real or appropriately simulated situations,
Implication
including work areas, materials and equipment, and to information
on workplace practices and OHS practices.
Critical aspects
of Competence
Assessment
Methods
Competence may be assessed through:
 Interview / Written Test / Oral Questioning
 Observation / Demonstration
Context of
Assessment
Competence may be assessed in the work place or in a simulated
work place setting
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Occupational Standard: Web and Multimedia Designing and Development Level III
Unit Title
Maintain Website Performance
Unit Code
Unit Descriptor
ICT WMD3 06 0811
This unit defines the competence required to ensure that a
website maintains its performance levels during peak traffic
times and during full utilization access.
Elements
Performance Criteria
1. Benchmark
website
performance
1.1 Client performance expectations are reviewed from
specifications and business requirements.
1.2 Administration and maintenance requirements are tested
against specifications and business requirements.
1.3 Performance benchmarks from specifications and
business requirements are established.
1.4 Performance benchmarks are tested and ensured.
1.5 Performance benchmarks are measured and recorded
against specifications.
2. Track website
performance
2.1 Actual website performance is measured against
performance benchmarks in key areas and outcomes are
recorded.
2.2 Procedures and policies are established for maintaining
stability of actions and processes related to the website.
2.3 Suggestions for improvements to the website are identified
and implemented according to business requirements and
in line with policies and procedures.
2.4 Automatic fault reporting procedures and processes are
established.
2.5 Website security measures are monitored and maintained
according to the level of security demands.
2.6 Administration and maintenance schedules are
implemented as pre-set plan.
2.7 Preventative maintenance and administration indicators
are established and an alert system is enabled and
ensured.
2.8 User activities are tracked and changes are made to
policies or procedures, depending on findings.
2.9 Relevant constraints are established and recorded.
2.10 An impact analysis of the problem is undertaken to
determine severity and risks.
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Ethiopia Occupational Standard
Version 3
August 2011
2.11 Problem is prioritized according to the organization’s
escalation procedures.
2.12 Advice and support is provided o the client from database
of known problems, where appropriate.
3. Tune
performance
3.1 Actual website performance is compared against
benchmarks over an appropriate period and makes
changes based on inconsistencies.
3.2 Performance inconsistencies are recorded and learning
incorporated into revised policies and procedures.
3.3 Diagnostic and software tools are used to identify and
correct website faults.
3.4 Preventative maintenance is planned and done on a
regular basis, to ensure continuous and consistent
performance of website.
3.5 Fault correction and maintenance reports are completed
and recorded as required.
3.6 Advice and support provided by third party is documented
according to organizational guidelines, where appropriate.
4. Initiate and
monitor
performance
improvement
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4.1
Mechanism for capturing client initiatives are established
to assist in identifying maintenance or administration
process performance problems.
4.2
Security tools and procedures are reviewed and
improvements are conducted where necessary.
4.3
Maintenance schedules are documented and
implemented.
4.4
Maintenance and administration documentation are
reviewed in line with policies and procedures, in order to
identify areas for performance improvement.
4.5
Website is updated on a regular basis, including
information, links, multi-media links and back-end
software.
4.6
A timely and appropriate response is provided to client to
provide improvement or maintenance suggestions.
Ministry of Education Web and Multimedia Designing and Development
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August 2011
Variable
Range
Specifications
May include but is not limited to
 technical requirements
 user problem statement
 current system functionality
May include but is not limited to
 internal departments
 external organizations
 individual people
 employees
May be in reference to
 the business
 system
 application
 network or people in the organization
May include
 customer
 supplier
 payroll
 inventory or tax requirements of the organization
May include
 organizational standards
 project
May include but is not limited to
 the hardware and software components that run a computer
May include but is not limited to
 Commercial
 in-house
 packaged or customized software
May follow
 naming standards
 version control
 project management templates
 report writing principles
Client
Requirements
Business
requirements:
Standards
System
Software
Documentation
Policies
Tools and
equipment
Occupational
Health and Safety
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May include:
 Incident response procedures,
 network intrusion detection systems
 forensic procedures
 training and awareness raising policy
May include but not limited to:
 Web servers and website
 Web traffic diagnostic tools, including timing tools to gauge
website response times
May include lighting, type of desk, style of chair, ventilation, light
position, correct lifting method, and length of time in front of
computer electrical safety.
Ministry of Education Web and Multimedia Designing and Development
Copyright
Ethiopia Occupational Standard
Version 3
August 2011
Evidence Guide
Critical aspects of
Competence
Underpinning
Knowledge and
Attitudes
Underpinning
Skills
Resources
Implication
Assessment confirmed that the candidate has –
 developed and maintained actual website performance
against benchmarks to ensure that the website meets
specifications
 where performance criteria are not met, faults are identified
and appropriate remedial action taken
 implemented scheduled and non-scheduled maintenance and
to effectively monitor and tune website performance
Demonstrates knowledge of:
 Website architecture
 Basic website security
 Basic workload (web traffic) metrics
 Basic business process design
 Customer and business liaison
Demonstrates skills to:
 Benchmarking website performance
 Tracking and tuning website performance
 Monitor website performance improvement
Access is required to real or appropriately simulated situations,
including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Assessment
Methods
Competence may be assessed through:
 Interview / Written Test / Oral Questioning
 Observation / Demonstration
Context of
Assessment
Competence may be assessed in the work place or in a
simulated work place setting
.
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Ministry of Education Web and Multimedia Designing and Development
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August 2011
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Occupational Standard: Web and Multimedia Designing and Development Level III
Unit Title
Perform Database Development
Unit Code
ICT WMD3 07 0811
Unit Descriptor
This unit defines the competence required to plan and carry out
the development of database for website purpose according to
organizational requirements and guidelines.
Elements
Performance Criteria
1. Model and
design
database
1.1 Requirements of the client relevant to organizational
needs are identified, clarified and organized following
organizational requirements.
1.2 Requirements are evaluated along with business needs in
order to translate into technical requirements.
1.3 Database is modeled according to the technical
requirements.
1.4 Database design documentation is prepared.
2. Build database
2.1 Database design documentation is reviewed, including
data structures, queries, reports and user interface.
2.2 Database access and security feature design are
compared with organizational security plan.
2.3 Prototype according to database design is developed.
2.4 Database tables are populated with suitable data, including
current business data.
2.5 Test data is developed to assess database features.
2.6 Functionality of prototype with client is assessed, including
identified errors in program code and modified screens and
reports.
2.7 Feedback is incorporated from client into prototype.
2.8 Client sign-off is obtained for the prototype.
Variable
Range
Client
May include but is not limited to
 internal departments
 external organizations
 clubs
 individual people
 internal employees
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Ministry of Education Web and Multimedia Designing and Development
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Requirements
May be in reference to
 the business
 system
 application
 network
 people in the organization
Organizational
May include but is not limited to
requirements
 how and what the organization wants in regard to work
environment
 problem solution processes
 preventative maintenance and diagnostic policy
 roles and technical responsibilities in the IT department
 vendor and product service-level support agreements
Tools and
May include but not limited to:
equipment
 database design documentation
 Computers , DBMS software
Occupational
May include repetitive strain injury prevention, light position,
Health and Safety length of time in front of computer. May also include licensingrelated and physical safety considerations such as general
electrical safety and cabling as they apply to computer and
peripheral installations.
Evidence Guide
Critical aspects of
Competence
Underpinning
Knowledge and
Attitudes
Underpinning
Skills
Resources
Implication
Assessment
Methods
Context of
Assessment
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Demonstrates skills and knowledge in:
 modeled and designed database
 built database
Demonstrates knowledge of:
 Broad knowledge of current industry-accepted hardware and
software products
 Broad knowledge of the client business domain, business
function and organization (e.g. when confirming
 client requirements and network equipment)
 Broad knowledge of database technologies incorporating
substantial depth in some areas
 Broad knowledge of organizational set up.
Demonstrates skills to:
 model and design database
 build database
Access is required to real or appropriately simulated situations,
including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Competence may be assessed through:
 Interview / Written Test / Oral Questioning
 Observation / Demonstration
Competence may be assessed in the work place or in a
simulated work place setting
Ministry of Education Web and Multimedia Designing and Development
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Occupational Standard: Web and Multimedia Designing and Development Level III
Unit Title
Design Program Logic
Unit Code
ICT WMD3 08 0811
Unit Descriptor
This unit defines the competence required to describe the
various processes in a program to ensure that there is
understanding of user and design requirements.
Elements
Performance Criteria
1. Select the
program logic
design
approach
1.1 Design documentation is obtained and the requirements
for the programs are reviewed and clarified.
2. Document the
program logic
or design
2.1 Diagrams of program flow and modules are structured
according to project standards
1.2 Design approach to be taken in coding and the modules
and links required is determined
2.2 Program scope and limits are documented according to
project standards
2.3 Special routines or procedures are documented or
referenced according to project standards
2.4 References for tables, files, inputs, outputs, and other
program functionalities are identified and revised according
to program requirements
2.5 Templates are used as applicable
3. Validate the
design
3.1 Program flow, states or conditions are checked for
interfaces and compliance to design documentation
requirements
3.2 Feedback/input is gained from appropriate person as
needed
Variable
Range
Design approach
may include, but
not limited to the
use of:
 pseudo codes
 data structures
 flowcharts
 RAD
 diagrams
 case tools
 ERDs
 prototyping
 HIPO Charts
 modular programming
 data flow diagrams
Any form of written documentation of the system or program
requirements received by a programmer from the systems
analyst, project manager or supervisor.
Design
documentation
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Appropriate
person
Project standards
This may be the:
 systems analyst
 supervisor
 another programmer
 teacher
 user
This may include, but not limited to:
 Client imposed systems development standards
methodologies
 Available commercial tools like: Visio, Smart draw, or case
tools
Evidence Guide
Critical Aspects of Assessment requires evidence that the candidate:
 Programming and program logic formulation or design skills.
Competence
 Assessment must confirm the ability to meet technical
requirements by successfully producing the required program
design.
Demonstrates knowledge of:
Underpinning
 Understanding of system specification and requirements
Knowledge and
 Knowledge of programming or coding
Attitudes
 Knowledge of programming using constructs/ modules/
objects
 Concepts of various program and system lifecycle options
 Knowledge of program design and structure
Demonstrates skills to:
Underpinning
 Use and application of various design documentation tools
Skills
 Coding programs
 Designing and debugging program logic and flow
The following resources must be provided:
Resource
 Program or design specifications
Implications
 Documentation tools
 Personal computer or workstation
Competence may be assessed through:
Methods of
 Observation of real or simulated work processes
Assessment
 Interviews
Context of
 Competence may be assessed in the workplace or in a
Assessment
simulated work environment.
TOP
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Ministry of Education Web and Multimedia Designing and Development
Copyright
Ethiopia Occupational Standard
Version 3
August 2011
Occupational Standard: Web and Multimedia Designing and Development Level III
Unit Title
Author and Test Multimedia Product
Unit Code
ICT WMD3 09 0811
Unit Descriptor
This unit describes the skills and knowledge required in
authoring and developing a strategy for testing and to conduct
the test of a complete multimedia product using an industry
standard authoring and testing tool for productions within the
cultural industries.
Elements
Performance Criteria
1. Identify
multimedia
elements
1.1
All relevant plans, storyboards, navigation designs and
design are obtained in brief.
1.2
All multimedia elements are located as required to meet
creative and production requirements and technical
specifications.
1.3
Issues of integration and formats of the multimedia
elements are discussed with appropriate personnel.
1.4
All multimedia elements are saved in the appropriate
format for inclusion, and store for each access.
2.1
Range of industry standard authoring software is
identified.
2.2
Software is assed in relation to specified multimedia
delivery platform.
2.3
Selection of software is discussed with relevant design
personnel to ensure selection will meet specified
Outcomes.
2.4
Authoring software is selected.
3.1
Authoring software is loaded following work procedure .
3.2
A new file for the specified task is created and named
appropriately.
3.3
Tools and features of software are displayed and used
relevant to authoring process.
4.1
Multimedia elements are imported and assembled in
appropriate sequence according to creative requirements
4.2
Interactive elements are created according to creative and
technical requirements.
4.3
Multimedia sequence conforms are checked to navigation
design and loading specifications.
4.4
Multimedia sequence is tested and run as a presentation
2. Identify scope
of authoring
software
3. Use authoring
software
4. Create
multimedia
sequence
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Ministry of Education Web and Multimedia Designing and Development
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to ensure the sequence meets creative, production and
technical requirements
5. Evaluate
multimedia
prototype
6. Transform
prototype into
final product
7. Determine
criteria and
method for
testing
8. Test and
review
multimedia
product at
agreed stages
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4.5
File formats are saved and identified for specified
purpose.
5.1
Final sequence is played back with relevant personnel.
5.2
Multimedia is evaluated against criteria including
achievement of a creative and user-friendly product.
5.3
Required changes are discussed and agreed.
5.4
Tests and user trials are assisted as required.
5.5
Feedback from user trials are evaluated
5.6
Endorsement from relevant personnel is confirmed to
develop prototype into complete product
6.1
Necessary changes are made as indicated by user trials.
6.2
All multimedia elements are integrated as required by
specifications.
6.3
Final checks are made to ensure all sequences conform
to the navigation design.
6.4
Files are saved into specified storage systems.
7.1
Criteria that are to be used for testing/evaluation are
defined
7.2
Points at which progress will be measured are identified,
documented and communicated to all involved in the
production.
7.3
Various methods and levels of testing for multimedia are
identified.
7.4
Characteristics and appropriateness of methods of testing
are determined during development and on completion.
7.5
A plan for testing the product is developed during
development and on completion.
8.1
Progress towards completion is determined at the
identified reporting points
8.2
Product is tested at the identified reporting points.
8.3
Feedback is provided to staff on progress and quality.
8.4
Testing strategy is used to ensure that the product
satisfies its aims and creative, production and technical
requirements.
8.5
Testing process are documented and problems are
recorded and remedial steps taken.
8.6
Problems and faults are detected during testing in
accordance with agreed project or industry practice.
Ministry of Education Web and Multimedia Designing and Development
Copyright
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August 2011
9. Evaluate final
product
9.1
On completion, the final product is evaluated against the
previously determined criteria.
9.2
Strategies that were successful and those that let to
difficulties are identified.
9.3
Findings are documented to inform subsequent projects.
Variable
Range
Appropriate
personnel may
include:
 project manager
 animator
 graphic interface designer  artist
 navigation designer
 instructional designers
 sound engineer
 programmers
 video producer
 graphic designers
 sound
 text
 video
 animation
 images
 graphic
may include a wide range of programs, some current examples
of which may be:
 Pagemill
 Frontpage
 Dreamweaver
 Flash
 Director
 Hyper Studio
 disc space
 Page mill
 delivery
 Front page
platform
 Dream weaver
 sound
 Flash
 video
 Director
 images
 Hyper Studio
 text
 world wide web
 animation
 CD-ROM
 graphic
 DVD
may include:
 check of data
 check of data sequence
 all navigation pathways explored
 all interactivity works
 user records faithful and accurate
 works on chosen platform
may be determined by:
 complexity of the project
 time available
 money available
 project specifications
Components
may include:
Industry
standard
authoring
software
Tools and
equipment may
include but not
limited to:
Detecting faults
Testing strategy
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August 2011
A multimedia
product may
include or be
included in:
Tools and
equipment
Occupational
Health & Safety
(OH&S)









aspects or sections of film/video production:
feature
documentary
short film and/or video
animations
commercials
live or pre-recorded performances
music video
television production of any type (music, drama, comedy,
variety, sport)
 live or pre-recorded television productions
 educational product
 game
 promotional product
 information product
 training product
 e-commence
 a range of others
May include but not limited to:
 graphics
 video and audio cameras
 videos
 audio
 animation (2D, 3D, models)
 photographs documentary
 short film
May include repetitive strain injury prevention, light position,
length of time in front of computer. May also include licensingrelated and physical safety considerations such as general
electrical safety and cabling as they apply to computer and
peripheral installations.
Evidence Guide
Critical aspects
of Competence
Page 65 of 52
Assessment confirmed that the candidate has
 customized to meet the needs of the particular sector in which
performance is being assessed
 developed a functional interactive multimedia product that
conforms to the navigation design and shows creativity
 developed of a testing strategy
 analyzed test results and used results to deal with problems
and faults detected during testing
Ministry of Education Web and Multimedia Designing and Development
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Underpinning
Knowledge and
Attitudes
Page 66 of 52
Demonstrates knowledge of:
 computers and computer operating systems
 elements of multimedia and range of multimedia file formats
 a range of multimedia delivery platforms
 skill to correctly interpret a design brief and navigation design
 scope and applicability of industry standard authoring software
 skills in using appropriate authoring software, including its
primary tools and features
 software used for web authoring, its application, advantages
and disadvantages
 and ability to make the types of adjustments requited when
converting artwork to a range of delivery platforms.
 internet-related issues such as band width ,platformindependence and screen
 types, and how they are resolved
 the purpose and process of validation and the role of
standards and extension
 knowledge of and ability to use the hardware, software and
configurations required to view completed work
 multimedia text software and ability to create, incorporate and
format text into a Multimedia product
 principles of analogue and digital audio and contemporary
digital audio formats
 methods for saving and producing digital audio outputs and
optimizing file size
 principles of editing audio tracks
 understanding of the technical requirements for preparing a
range of artwork for multimedia
 output which may include animation, graphics, text, video and
audio
 recognition and how to use and apply different technologies
for design purposes
 broad knowledge base incorporating theoretical concepts of
multimedia software packages
 sources of technical and design information
 principles of digital
 video and contemporary digital video formats
 methods for saving and producing digital video outputs
 digital components of multimedia, their distinguishing features
and functions
 electronic components of multimedia
 the scope and role of multimedia
 types of testing that may be used for multimedia products
 planning skills and the ability to communicate technical
 information
 stages at which testing should be done
 reasons for testing
Ministry of Education Web and Multimedia Designing and Development
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Ethiopia Occupational Standard
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August 2011
Underpinning
Skills
Resources
Implication
Demonstrates skills to:
 Identified multimedia elements
 Identified scope of authoring software
 Created multimedia sequence
 Evaluated multimedia prototype
 Transformed prototype into final product
 determined criteria for testing
 determined methods for testing
 reviewed multimedia products
 evaluated final product
Access is required to real or appropriately simulated situations,
including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Assessment
Methods
Competence may be assessed through:
 Interview / Written Test / Oral Questioning
 Observation / Demonstration
Context of
Assessment
Competence may be assessed in the work place or in a
simulated work place setting
Page 67 of 52
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Occupational Standard: Web and Multimedia Designing and Development Level III
Unit Title
Setup and Operate Basic Video Camera
Unit Code
ICT WMD3 10 0811
This unit describes the skills and knowledge required to set up
and operate a basic video camera and equipment for use in
small media productions which may not be intended for
commercial sale.
Unit Descriptor
Elements
Performance Criteria
1. Select and
prepare
camera
equipment
and materials
1.1 Equipment and stock requirements are confirmed for the
shoot.
1.2 Equipment are obtained, cleaned and ensured to make it
operational.
1.3 Faults and defects are recognized and referred to
specialist technicians.
1.4 All required stock and consumables is obtained and
ensured present in sufficient quantity to meet the filming
requirements
1.5 Required stock and consumables is available at the correct
location and time of the filming.
2. Charge and
maintain
batteries
throughout
shoot
2.1 Power supply is ensured to be appropriate and available.
2.2 Charger is ensured and is suitable for the batteries used.
2.3 Batteries are safely charged according to manufacturer’s
recommendations.
2.4 Charged batteries are maintained to meet the
requirements of filming duration.
3. Install or
3.1 Support requirements and position of camera are
check camera
determined
support
3.2 Supports are Installed in the appropriate position and at
equipment
the appropriate height to achieve the camera shot
required.
3.3 Support is ensured secured, avoids damage to any
equipment and provides satisfactory camera support.
4. Install
camera,
lenses and
other
accessories
4.1 Correct camera lens is selected, securely fitted and filtered
according to identified creative requirements.
4.2 Other camera accessories and special requirements are
stalled correctly.
4.3 Lift camera, using safe lifting and handling techniques and
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August 2011
secure to support, if required.
4.4 Camera is safely secured to avoid damage following safety
rules.
5. Test all
5.1 Recording functions of the video camera are checked to
operational
achieve accurate technical output.
aspects of the 5.2 Exposure, color and focus aspects of the camera are
camera
checked to achieve the desired artistic and technical
results.
5.3 Chosen filters are checked to ensure that they achieve the
desired artistic and technical results.
5.4 Pan and tilt movements are checked if required.
6. Prepare and
load
videotapes
6.1 All cassettes are labeled accurately using necessary
materials.
6.2 Videotape is loaded and checked into camera for
recording.
6.3 Readiness for shooting is confirmed with the relevant
personnel.
7. Operate
camera
7.1 Camera is operated in accordance with manufacturer’s
instructions and guidelines.
7.2 Camera shots and angles are considered to ensure filming
produces the desired result.
7.3 Photographic and composition techniques are employed to
achieve the creative requirements.
7.4 Any camera is ensured that movement is steady and
smooth throughout the duration of filming.
7.5 Equipment are adjusted and moved as required, during the
filming.
8. Disassemble
camera,
accessories
and support
equipment
8.1 Video camera, accessories are broken down and carried
and safe lifting techniques are employed.
8.2 All equipment are cleaned and safely packed into cases to
avoid damage and prepared for transport.
8.3 Any equipment that is damaged and requires maintenance
is reported and documented to the relevant personnel.
8.4 Filming site is left in the original or improved condition,
ensuring that there has been no adverse impact on the
site.
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Variable
Range
May include:
 in a studio
 on location – interior
 on location – exterior
 outside broadcast
 day/night
Shoots
 single camera
may include:
Types of
 short documentaries
production
 short films
 animated productions
 filmed events or performances
may include:
Equipment and
 any domestic type video camera
accessories
 lighting kit, eg lighting bulbs, lights
 mounts
 filters
 wide angle adaptor
may include:
Supports
 tripods
 fixed mounts
may include:
Operation of
 hand held operation
camera
 fixed camera
 zoom lens
may include:
Lenses
 zoom
 fixed
 macro
 micro
may include:
Power sources
 batteries
 AC
Requirements for may include:
 specific lighting conditions
the shoot
 technical
 creative
may include:
Relevant
 director
personnel
 lighting personnel
 technical director
 other technical staff
 other specialist staff
Environments
where cameras
may be set up
and maintained
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Reports
Documentation
Tools and
equipment
Occupational
Health and
Safety
 may be:
 computer generated
 manually written
may include:
 stock order forms
 fault reports
 film and battery labels
 shortlists
 script
 production schedule
 running sheet
May include but not limited to:
 Any domestic type video camera
 lighting kit, eg lighting bulbs, lights
 mounts
 filters
 wide angle adaptor
 tripods
 fixed mounts
 batteries
 AC
May include correct position, lighting, repetitive strain injury
prevention, ventilation, light position, correct lifting method,
electrical safety and cabling, power supply and other equipment
safety precautions.
Evidence Guide
Critical aspects of
Competence
Underpinning
Knowledge and
Attitudes
Page 71 of 52
Assessment confirmed that the candidate has
 applied photographic principles
 known technical aspects of a domestic type of video camera
Demonstrates knowledge of:
 basic concepts of camera maintenance and appropriate
cleaning techniques and cleaning materials
 domestic type video cameras and operational functions
 framing techniques and methods of composition
 lens theory and application including range
 camera to subject practice, ie lens to eye-line, crossing the
line, matching shots
 video types and differences and compatibility of stock to
equipment
 management of video stocks, storage and handling
 interpretation of creative requirements to technical operation
 relevant photographic principles such as exposure, tonal
relationships, light sources, sensitivity and
 balancing, camera’s interpretation of colour, and how this
Ministry of Education Web and Multimedia Designing and Development
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Underpinning
Skills
Resources
Implication
determines the selection of filters
 different types of light measuring devices and their use use of
light meters
 the effect of different light sources, diffusion materials, filters
and reflectors on the lighting environment which includes
both performers and set duty of care to colleagues and the
general public
Demonstrates skills to:
 selected and prepared camera equipment and materials
 installed camera support
 installed lenses and other accessories
 prepared and loaded videotapes
 operated camera
 disassembled and assembled camera, accessories and
support equipment
Access is required to real or appropriately simulated situations,
including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Assessment
Methods
Competence may be assessed through:
 Interview / Written Test / Oral Questioning
 Observation / Demonstration
Context of
Assessment
Competence may be assessed in the work place or in a
simulated work place setting
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Occupational Standard: Web and Multimedia Designing and Development Level III
Unit Title
Create Technical Documentation
Unit Code
ICT WMD3 11 0811
Unit Descriptor
This unit defines the competence required to create technical
documentation that is clear to the target audience and easy to
navigate.
Elements
Performance Criteria
1. Identify and
analyze
documentation
needs
1.1 Client is consulted to identify documentation requirements
1.2 Documentation requirements are interpreted and evaluated,
and details with the client confirmed
1.3 Industry and documentation standards are investigated for
requirements
1.4 Scope of work is defined and documented to be produced
1.5 Client is consulted to validate and confirm the scope of work
2. Design
documentation
2.1 Information requirements are identified with reference to
layout and structure documented
2.2 Document templates and style guides are created consistent
with information requirements
2.3 A review of the system is conducted in order to understand
its functionality
2.4 Content that meets information requirements is extracted in
accordance with relevant copyright restrictions
2.5 Structure of the technical documentation is developed
giving focus to the flow of information, style, tone and
content format
2.6 Technical documentation structure is validated with the client
3. Develop
documentation
3.1 Technical documentation is written based on the template
and scope of work using the information gathered
3.2 Technical terminology is translated into plain English where
appropriate
3.3 Content format and style is applied in accordance with
relevant documentation standards and templates
4.1 Technical documentation is submitted to appropriate person
4. Evaluate and
for reviewed
edit
Documentation 4.2 Feedback is gathered and analyzed
4.3 Alterations into the technical documentation is incorporated
4.4 Technical documentation is edited for technical and
grammatical accuracy
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Variable
Range
Client
May include but is not limited to internal departments, external
organizations, individual people and internal employees
Requirements
May be in reference to the business, system, application,
organizational policies, network or people in the organisation
May include but are not limited to policy relating to sign-off,
storage, distribution, revision. May include ISO/IEC/AS
standards, organizational standards, audit trails, naming
conventions, version control, project management templates and
report writing principles
May include but is not limited to network, application, software,
business, computers, financial system, management system and
information system
May include system or project specifications, system design,
system functionality, reports, help references, technical manuals,
operational procedures, training materials and self-paced
tutorials, on-line help, user guides and brochures.
May include text, audio, animation and graphics provided
through books, manuals, CD-ROMs, DVDs, computer-based
tutorials, help screens and the world wide web.
May include information and interactive features, such as
product information, company information, copyright and
disclaimer notices, site map, frequently asked questions, what's
new, customer-specific information, customer only information,
error messages, instructions, feedback mechanisms, reference
pages, forms, background articles,
ratings/rankings/testimonials/quotes from reviews, hyperlink
titles.
Word processing Software, Computers, Secondary storage
devices
Correct posture, lighting, type of desk, type of monitor, style of
chair, typing position, repetitive strain injury prevention,
ventilation, light position, correct lifting method, and length of
time in front of computer. May also include physical safety
considerations such as general electrical safety and cabling,
power supply and leads as they apply to computer and
peripheral installations.
Documentation
standards
System
Technical
documentation
Channels
Content
Tools and
equipment
Occupational
Health and
Safety
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Evidence Guide
Critical Aspects of Assessment must confirm the ability to create technical
documentation that meets business requirements, caters for a
Competence
diverse readership, is clear to the target audience and easy to
navigate such as
 identified and analyzed documentation needs
 designed documentation
 developed documentation
 evaluated and edited Documentation
Underpinning
Demonstrates knowledge of:
Knowledge and
 content features, such as clarity and readability
Attitudes
 instructional design principles
 functions and features of templates and style guides
 document design, web design and usability
 use of word processing software and multimedia authoring
tools
 identifying target audiences
 analyzing audience needs
 identifying relevant content
 determining appropriate content, formats and styles
 writing content
Underpinning
Demonstrates skills to:
Skills
 design documentation
 develop documentation
Resources
Implication
Access is required to real or appropriately simulated situations,
including work areas, materials and equipment, and to
information on workplace practices and OHS practices.
Assessment
Methods
Competence may be assessed through:
 Interview / Written Test / Oral Questioning
 Observation / Demonstration
Context of
Assessment
Competence may be assessed in the work place or in a
simulated work place setting
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Occupational Standard: Web and Multimedia Designing and Development Level III
Unit Title
Monitor Implementation of Workplan/Activities
Unit Code
ICT WMT3 12 0811
Unit Descriptor
This unit deals with the skills and knowledge required to
oversee and monitor the quality of work operations within an
enterprise. This unit may be carried out by team leaders,
supervisors or managers.
Elements
Performance Criteria
1. Monitor and
improve
workplace
operations
1.1 Efficiency and service levels are monitored on an ongoing
basis.
1.2 Operations in the workplace support overall enterprise
goals and quality assurance initiatives.
1.3 Quality problems and issues are promptly identified and
adjustments are made accordingly.
1.4 Procedures and systems are changed in consultation with
colleagues to improve efficiency and effectiveness.
1.5 Colleagues are consulted about ways to improve efficiency
and service levels.
2. Plan and
organise
workflow
2.1 Current workload of colleagues is accurately assessed.
2.2 Work is scheduled in a manner which enhances efficiency
and customer service quality.
2.3 Work is delegated to appropriate people in accordance
with principles of delegation.
2.4 Workflow is assessed against agreed objectives and
timelines.
2.5 Colleagues are assisted in prioritisation of workload.
2.6 Input is provided to appropriate management regarding
staffing needs.
3. Maintain
workplace
records
3.1 Workplace records are accurately completed and
submitted within required timeframes.
3.2 Where appropriate completion of records is delegated and
monitored prior to submission.
4. Solve problems
and make
decisions
4.1 Workplace problems are promptly identified and
considered from an operational and customer service
perspective.
4.2 Short term action in initiated to resolve the immediate
problem where appropriate.
4.3 Problems are analysed for any long term impact and
potential solutions are assessed and actioned in
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consultation with relevant colleagues.
4.4 Where problem is raised by a team member, they are
encouraged to participate in solving the problem.
4.5 Follow up action is taken to monitor the effectiveness of
solutions in the workplace.
Variable
Range
Workplace
records
May include but is not limited to:
 staff records
 regular performance reports
Evidence Guide
Description
Critical Aspects of  ability to effectively monitor and respond to a range of
common operational and service issues in the workplace
Competence
 understanding of the role of staff involved in workplace
monitoring
 knowledge of quality assurance, principles of workflow
planning, delegation and problem solving
Demonstrate knowledge of:
Underpinning
 the roles and responsibilities of those involved in monitoring
Knowledge and
work operations
Attitudes
 overview of leadership and management responsibilities
 principles of work planning
 typical work organisation methods appropriate to the industry
sector
 quality assurance principles
 time management
 principles of delegation
 problem solving and decision making processes
 industrial and/or legislative issues which affect short term
work organization as appropriate to industry sector
 Plan and organize workflow
Underpinning
 Maintain workplace record
Skills
 Solve problems and make decisions
 access to relevant workplace or appropriately simulated
Resource
environment where assessment can take place
Implications
 materials relevant to the proposed activity or task
Competence may be assessed through:
Methods of
 Interview / Oral questioning / Written Test
Assessment
 Observation/Demonstration
Context of
Competence may be assessed in the work place or in a
Assessment
simulated work place setting
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Occupational Standard: Web and Multimedia Designing and Development Level III
Unit Title
Apply Quality Control
Unit Code
ICT WMD3 13 0811
Unit Descriptor
This unit covers the knowledge, attitudes and skills required in
applying quality control on web and multimedia development.
Elements
Performance Criteria
1. Confirm quality
standards
1.1
Quality standard procedures document for hardware and
network services are acquired and confirmed.
1.2
Quality documents are disseminated to staff in accordance
with the organization policy.
1.3
Standard procedures are introduced and explained to
organizational staff / personnel.
1.4
Standard procedures are revised / updated when necessary
2.1
Services delivered are checked against organization
quality standards and specifications
2.2
Service delivered are evaluated using the appropriate
evaluation parameters and in accordance with organization
standards
2.3
Causes of any identified faults are identified and corrective
actions are taken in accordance with organization policies
and procedures
3.1
Basic information on the quality performance is recorded in
accordance with organization procedures
3.2
Records of work quality are maintained according to the
requirements of the organization
4.1
Causes of deviations from final outputs or services are
investigated and reported in accordance with organization
procedures
4.2
Suitable preventive action is recommended based on
organization quality standards and identified causes of
deviation from specified quality standards of final service or
output
5.1
Information on quality and other indicators of service
performance is recorded.
5.2
All service processes and outcomes are recorded.
2. Assess quality
of service
delivered
3. Record
information
4. Study causes
of quality
deviations
5. Complete
documentation
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Variable
Range
Quality check









Quality standards
Quality
parameters
Check against specifications
Visual inspection of final output
Physical inspection of service
materials
components
process
standard specifications
procedures
materials
Evidence Guide
Critical Aspects of Assessment requires evidence that the candidate:
Competence
 Checked completed work continuously against organization
standard
 Identified and isolated faulty or poor service
 Checked service delivered against organization standards
 Identified and applied corrective actions on the causes of
identified faults or error
 Recorded basic information regarding quality performance
 Investigated causes of deviations of services against
standard
 Recommended suitable preventive actions
 Relevant quality standards, policies and procedures
Underpinning
 Characteristics of services
Knowledge
 Safety environment aspects of service processes
 Relevant evaluation techniques and quality checking
procedures
 Workplace procedures and reporting procedures
 Interpret work instructions, specifications and standards
Underpinning
appropriate to the required work or service
Skills
 Carry out relevant performance evaluation
 Maintain accurate work records in accordance with
procedures
 Meet work specifications and requirements
 Communicate effectively within defined workplace
procedures
Resource
The following resources should be provided:
Implications
 Access to relevant workplace or appropriately simulated
environment and materials relevant to the activity/ task
Methods of
Competence may be assessed through:
Assessment
 Interview / Observation / Demonstration
Context for
Competence may be assessed in the work place or in a
Assessment
simulated work place setting
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Occupational Standard: Web and Multimedia Designing and Development Level III
Unit Title
Lead Workplace Communication
Unit Code
Unit Descriptor
ICT WMD3 14 0811
This unit covers the knowledge, attitudes and skills to lead in
the dissemination and discussion of information and issues in
the workplace.
Elements
Performance Criteria
1. Communicate
information
about
workplace
processes
1.1
Appropriate communication method is selected
1.2
Multiple operations involving several topics areas are
communicated accordingly.
1.3
Questions are used to gain extra information.
1.4
Correct sources of information are identified.
1.5
Information is selected and organized correctly.
1.6
Verbal and written reporting is undertaken when required.
1.7
Communication skills are maintained in all situations.
2.1
Response to workplace issues is sought.
2.2
Response to workplace issues are provided immediately.
2.3
Constructive contributions are made to workplace
discussions on such issues as production, quality and
safety.
2.4
Goals/objectives and action plan undertaken in the
workplace are communicated.
2. Lead
workplace
discussion
3. Identify and
communicate
issues arising
in the
workplace
3.1 Issues and problems are identified as they arise.
3.2 Information regarding problems and issues are organized
coherently to ensure clear and effective communication.
3.3 Dialogue is initiated with appropriate staff/personnel.
3.4 Communication problems and issues are raised as they
arise.
Variable
Range
Methods of
communication
 Non-verbal gestures
 Verbal
 Face to face
 Two-way radio
 Speaking to groups
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 Using telephone
 Written
 Using Internet
 Cell phone
Ministry of Education Web and Multimedia Designing and Development
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Evidence Guide
Description
Critical Aspects of Assessment requires evidence that the candidate:
Competence
 dealt with a range of communication/information at one time
 made constructive contributions in workplace issues
 sought workplace issues effectively
 responded to workplace issues promptly
 presented information clearly and effectively written form
 used appropriate sources of information
 asked appropriate questions
 provided accurate information
Underpinning
Demonstrates knowledge of:
Knowledge and
 organization requirements for written and electronic
Attitudes
communication methods
 effective verbal communication methods
Underpinning
Demonstrates skills to:
Skills
 organize information
 understand and convey intended meaning
 participate in variety of workplace discussions
 comply with organization requirements for the use of written
and electronic communication methods
Resource
The following resources must be provided:
Implications
 variety of information, communication tools, simulated
workplace
Methods of
Assessment
Competence may be assessed through:
 Interview
 Observation/Demonstration
Context of
Assessment
Competence may be assessed individually in the actual
workplace or through accredited institution
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Occupational Standard: Web and Multimedia Designing and Development Level III
Unit Title
Lead Small Teams
Unit Code
Unit Descriptor
ICT WMD3 15 0811
This unit covers the knowledge, attitudes and skills to lead small
teams including setting and maintaining team and individual
performance standards.
Elements
Performance Criteria
1. Provide team
leadership
1.1.
Work requirements are identified and presented to team
members.
1.2.
Reasons for instructions and requirements are
communicated to team members.
1.3.
Team members’ queries and concerns are recognized,
discussed and dealt with.
2.1.
Duties and responsibilities are allocated having regarded to
the skills, knowledge and aptitude required to properly
undertake the assigned task and according to company
policy.
2.2.
Duties are allocated having regard to individual preference,
domestic and personal considerations, whenever possible.
3.1.
Performance expectations are established based on client
needs and according to assignment requirements.
3.2.
Performance expectations are based on individual team
members duties and area of responsibility.
3.3.
Performance expectations are discussed and disseminated
to individual team members.
4.1.
Monitoring of performance takes place against defined
performance criteria and/or assignment instructions and
corrective action taken if required
4.2.
Team members are provided with feedback, positive
support and advice on strategies to overcome any
deficiencies
4.3.
Performance issues which cannot be rectified or
addressed within the team are referenced to appropriate
personnel according to employer policy
4.4.
Team members are kept informed of any changes in the
priority allocated to assignments or tasks which might
impact on client/customer needs and satisfaction
4.5.
Team operations are monitored to ensure that employer/
2. Assign
responsibilities
3. Set
performance
expectations
for team
members
4. Supervised
team
performance
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client needs and requirements are met
4.6.
Follow-up communication is provided on all issues affecting
the team
4.7.
All relevant documentation is completed in accordance with
company procedures
Variable
Range
Work
requirements
 client profile
 assignment instructions
Team member’s
concerns
 roster/shift details
Monitor
performance
 formal process
 informal process
Feedback
 formal process
 informal process
Evidence Guide
Description
Critical Aspects of Assessment requires evidence that the candidate:
 maintained or improved individuals and/or team performance
Competence
given a variety of possible scenario
 assessed and monitored team and individual performance
against set criteria
 represented concerns of a team and individual to next level of
management or appropriate specialist and to negotiate on
their behalf
 allocated duties and responsibilities, having regard to
individual’s knowledge, skills and aptitude and the needs of
the tasks to be performed
 set and communicated performance expectations for a range
of tasks and duties within the team and provided feedback to
team members
Demonstrates
knowledge of:
Underpinning
 company policies and procedures
Knowledge and
 relevant legal requirements
Attitudes
 how performance expectations are set
 methods of monitoring performance
 client expectations
 team member’s duties and responsibilities
 communication skills required for leading teams
Underpinning
 informal performance counseling skills
Skills
 team building skills
 negotiating skills
 access to relevant workplace or appropriately simulated
Resource
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Implications
Methods of
Assessment
Context of
Assessment
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environment where assessment can take place
 materials relevant to the proposed activity or task
Competence may be assessed through:
 Interview / Oral questioning / Written Test
 Observation/Demonstration
Competence may be assessed individually in the actual
workplace or through accredited institution
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Occupational Standard: Web and Multimedia Designing and Development Level III
Unit Title
Improve Business Practice
Unit Code
ICT WMD3 16 0811
Unit Descriptor
This unit covers the knowledge, skills and attitudes required in
promoting, improving and growing business operations.
Elements
Performance Criteria
1. Diagnose the
business
1.1 Data required for diagnosis is determined and acquired
1.2 Competitive advantage of the business is determined
from the data
1.3 SWOT analysis of the data is undertaken
2. Benchmark
the business
2.1 Sources of relevant benchmarking data are identified
2.2 Key indicators for benchmarking are selected in
consultation with key stakeholders
2.3 Like indicators of own practice are compared with
benchmark indicators
2.4 Areas for improvement are identified
3. Develop plans
to improve
business
performance
3.1 A consolidated list of required improvements is developed
3.2 Cost-benefit ratios for required improvements are
determined
3.3 Work flow changes resulting from proposed improvements
are determined
3.4 Proposed improvements are ranked according to agreed
criteria
3.5 An action plan to implement the top ranked improvements
is developed and agreed
3.6 Organizational structures are checked to ensure they
are suitable
4. Develop
marketing and
promotional
plans
4.1 The practice vision statement is reviewed
4.2 Practice objectives are developed/reviewed
4.3 Target markets are identified/refined
4.4 Market research data is obtained
4.5 Competitor analysis is obtained
4.6 Market position is developed/reviewed
4.7 Practice brand is developed
4.8 Benefits of practice/practice products/services are
identified
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4.9 Promotion tools are selected/developed
5. Develop
business
growth plans
5.1 Plans to increase yield per existing client are developed
5.2 Plans to add new clients are developed
5.3 Proposed plans are ranked according to agreed criteria
5.4 An action plan to implement the top ranked plans is
developed and agreed
5.5 Practice work practices are reviewed to ensure they
support growth plans
6. Implement and 6.1 Implementation plan is developed in consultation with all
monitor plans
relevant stakeholders
6.2 Indicators of success of the plan are agreed
6.3 Implementation is monitored against agreed indicators
6.4 Implementation is adjusted as required
Variable
Data required
includes:
Competitive
advantage
includes:
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Range
 organization capability
 appropriate business structure
 level of client service which can be provided
 internal policies, procedures and practices
 staff levels, capabilities and structure
 market, market definition
 market changes/market segmentation
 market consolidation/fragmentation
 revenue
 level of commercial activity
 expected revenue levels, short and long term
 revenue growth rate
 break even data
 pricing policy
 revenue assumptions
 business environment
 economic conditions
 social factors
 demographic factors
 technological impacts
 political/legislative/regulative impacts
 competitors, competitor pricing and response to pricing
 competitor marketing/branding
 competitor products
 services/products
 fees
 location
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Objectives should
be 'SMART' , that
Market research
data includes:
Competitor
analysis
SWOT analysis
includes:
Key indicators
may include:
Organizational
structures
include:
Market position
should
include data on:
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timeframe
Specific
Measurable
Achievable
Realistic
Time defined
data about existing clients
data about possible new clients
data from internal sources
data from external sources such as:
trade associations/journals
Yellow Pages small business surveys
libraries
Internet
Chamber of Commerce
client surveys and industry reports
secondary market research
primary market research such as:
telephone surveys
personal interviews
mail surveys
competitor offerings
competitor promotion strategies and activities
competitor profile in the market place
internal strengths such as staff capability, recognized
quality
internal weaknesses such as poor morale,
under-capitalization, poor technology
external opportunities such as changing market and
economic conditions
external threats such as industry fee structures, strategic
alliances, competitor marketing
salary cost and staffing
personnel productivity (particularly of principals)
profitability
fee structure
client base
size staff/principal
overhead/overhead control
legal structure (partnership, limited liability company, etc.)
organizational structure/hierarchy
reward schemes
product
the good or service provided
product mix
the core product - what is bought
Ministry of Education Web and Multimedia Designing and Development
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
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Practice brand
may include:
Benefits may
include:
Promotion tools
include:
Yield per existing
client may be
increased by:
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the tangible product - what is perceived
the augmented product - total package of consumer
features/benefits
product differentiation from competitive products
new/changed products
price and pricing strategies (cost plus, supply/demand,
ability to pay, etc.)
pricing objectives (profit, market penetration, etc.)
cost components
market position
distribution strategies
marketing channels
promotion
promotional strategies
target audience
communication
promotion budget
practice image
practice logo/letter head/signage
phone answering protocol
facility decor
slogans
templates for communication/invoicing
style guide
writing style
AIDA (attention, interest, desire, action)
features as perceived by the client
benefits as perceived by the client
networking and referrals
seminars
advertising
press releases
publicity and sponsorship
brochures
newsletters (print and/or electronic)
websites
direct mail
telemarketing/cold calling
raising charge out rates/fees
packaging fees
reduce discounts
sell more services to existing clients
Ministry of Education Web and Multimedia Designing and Development
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Evidence Guide
Critical Aspects The candidate must be able to demonstrate:
of Competence  ability to identify the key indicators of business performance
 ability to identify the key market data for the business
 knowledge of a wide range of available information sources
 ability to acquire information not readily available within a
business
 ability to analyze data and determine areas of improvement
 ability to negotiate required improvements to ensure
implementation
 ability to evaluate systems against practice requirements
 and form recommendations and/or make recommendations
 ability to assess the accuracy and relevance of information
Underpinning
Demonstrates knowledge of:
Knowledge and  data analysis
Attitudes
 communication skills
 computer skills to manipulate data and present information
 negotiation skills and problem solving
 planning skills
 marketing principles
 ability to acquire and interpret relevant data
 current product and marketing mix
 use of market intelligence
 development and implementation strategies of promotion and
growth plans
Underpinning
 data analysis and manipulation
Skills
 ability to acquire and interpret required data
 current practice systems and structures
 sources of relevant benchmarking data
 methods of selecting relevant key benchmarking indicators
 communication skills
 working and consulting with others when developing plans for
the business
 negotiation skills and problem solving
 using computers to manipulate, present and distribute
information
 planning skills
Resource
Access is required to real or appropriately simulated situations,
Implications
including work areas, materials and equipment, and to information
on workplace practices and OHS practices.
Methods of
Competence may be assessed through:
Assessment
 Interview / Written Test
 Observation / Demonstration
Context of
Competence may be assessed in the work place or in a simulated
Assessment
work place setting
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Ministry of Education Web and Multimedia Designing and Development
Copyright
Ethiopia Occupational Standard
Version 3
August 2011
Occupational Standard: Web and Multimedia Designing and Development Level III
Unit Title
Maintain Quality System and Continuous Improvement
Processes (Kaizen)
Unit Code
ICT WMD3 17 1012
Unit Descriptor
This unit of competence covers the skills and knowledge
required to prevent process improvements in their own work
from slipping back to former practices or digressing to less
efficient practices. It covers responsibility for the day- to-day
operation of the work/functional area and ensuring that
quality system requirements are met and that continuous
improvements are initiated and institutionalized.
Elements
Performance Criteria
1. Develop and
maintain quality
framework
within work area
1.1 Distribute and explain information about the enterprise's
quality system to personnel
1.2 Encourage personnel to participate in improvement
processes and to assume responsibility and authority
1.3 Allocate responsibilities for quality within work area in
accordance with quality system
1.4 Provide coaching and mentoring to ensure that
personnel are able to meet their responsibilities and
quality requirements
2. Maintain quality
documentation
2.1 Identify required quality documentation, including
records of improvement plans and initiatives
2.2 Prepare and maintain quality documentation and keep
accurate data records
2.3 Maintain document control system for work area
2.4 Contribute to the development and revision of quality
manuals and work instructions for the work area
2.5 Develop and implement inspection and test plans for
quality controlled products
3. Facilitate the
application of
standardized
procedures
3.1 Ensure all required procedures are accessible by
relevant personnel
3.2 Assist personnel to access relevant procedures, as
required
3.3 Facilitate the resolution of conflicts arising from job
3.4 Facilitate the completion of required work in
accordance with standard procedures and practices
4. Provide training
in quality
systems and
improvement
processes
4.1 Analyze roles, duties and current competency of
relevant personnel
4.2 Identify training needs in relation to quality system and
continuous improvement processes (kaizen)
4.3 Identify opportunities for skills development and/or
training programs to meet needs
4.4 Initiate and monitor training and skills development
programs
4.5 Maintain accurate training record
5. Monitor and
review
performance
5.1 Review performance outcomes to identify ways in which
planning and operations could be improved
5.2 Use the organization’s systems and technology to
monitor and review progress and to identify ways in
which planning and operations could be improved
5.3 Enhance customer service through the use of quality
improvement techniques and processes
5.4 Adjust plans and communicate these to personnel
involved in their development and implementation
6. Build continuous 6.1 Organize and facilitate improvement team
improvement
6.2 Encourage work group members to routinely monitor
process
key process indicators
6.3 Build capacity in the work group to critically review the
relevant parts of the value chain
6.4 Assist work group members to formalize improvement
suggestions
6.5 Facilitate relevant resources and assist work group
members to develop implementation plans
6.6 Monitor implementation of improvement plans taking
appropriate actions to assist implementation where
required.
7. Facilitate the
identification of
improvement
opportunities
7.1 Analyze the job completion process
7.2 Ask relevant questions of job incumbent
7.3 Encourage job incumbents to conceive and suggest
improvements
7.4 Facilitate the trying out of improvements, as appropriate
8. Evaluate
relevant
components of
quality system
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8.1 Undertake regular audits of components of the quality
system that relate to the work area
8.2 Implement improvements in the quality system in
accordance with own level of responsibility and
workplace procedures
Ministry of Education Web and Multimedia Designing and Development
Copyright
Ethiopian Occupational Standard
Version 2
July 2010
8.3 Facilitate the updating of standard procedures and
practices
8.4 Ensure the capability of the work team aligns with the
requirements of the procedure
Variable
Range
Coaching and
mentoring
May refer to:
 providing assistance with problem-solving
 providing feedback, support and encouragement
 teaching another member of the team, usually focusing on
a specific work task or skill
May include:
 cyclical audits and reviews of workplace, team and
individual performance
 evaluations and monitoring of effectiveness
 implementation of quality systems, such as International
Standardization for Organization (ISO)
 modifications and improvements to systems, processes,
services and products
 policies and procedures which allow the organization to
systematically review and improve the quality of its
products, services and procedures
 seeking and considering feedback from a range of
stakeholders
 Kaizen
 Enterprise-specific improvement systems
May include:
 computerized systems and software such as databases,
project management and word processing
 telecommunications devices
 any other technology used to carry out work roles and
responsibilities
May be:
 internal or external
 to existing, new or potential clients
Key process indicators may include:
 statistical process control data/charts
 orders
 lost time, injury and other OHS records
 equipment reliability charts, etc.
May include:
 statistics
 cause and effect diagrams
 fishbone diagram
 Pareto diagrams
Continuous
improvement
processes may
include:
Technology
Customer service
Key process
indicators
Continuous
improvement tools
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Ministry of Education Web and Multimedia Designing and Development
Copyright
Ethiopian Occupational Standard
Version 2
July 2010









run charts
X bar R charts
PDCA
Sigma techniques
balanced scorecards
benchmarking
performance measurement
upstream and downstream customers
internal and external customers immediate and/or final
Evidence Guide
Critical Aspects of
Competence
Underpinning
Knowledge and
Attitudes
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Evidence of the following is essential:
 taking active steps to implement, monitor and adjust
plans, processes and procedures to improve performance
 supporting others to implement the continuous
improvement system/processes, and to identify and report
opportunities for further improvement
 knowledge of principles and techniques associated with
continuous improvement systems and processes
 assist others to follow standard procedures and practices
 assist others make improvement suggestions
 standardize and sustain improvements
Assessors should ensure that candidates can:
 implement and monitor defined quality system
 requirements and initiate continuous improvements within
the work area
 apply effective problem identification and problem solving
techniques
 strengthen customer service through a focus on
continuous improvement
 implement, monitor and evaluate quality systems in the
work area
 initiate quality processes to enhance the quality of
performance of individuals and teams in the work area
 gain commitment of individuals/teams to quality principles
and practices
 implement effective communication strategies
 encourage ideas and feedback from team members when
developing and refining techniques and processes
 analyze training needs and implement training programs
 prepare and maintain quality and audit documentation
Demonstrates knowledge of:
 principles and techniques associated with:
 benchmarking
 best practice
 change management
Ministry of Education Web and Multimedia Designing and Development
Copyright
Ethiopian Occupational Standard
Version 2
July 2010
Underpinning Skills
Page 94 of 97
 continuous improvement systems and processes
 quality systems
 range of procedures available and their application to
different jobs
 applicability of takt time and muda to jobs
 identification and possible causes of variability in jobs
 continuous improvement process for organization
 questioning techniques
 methods of conceiving improvements
 suggestion and try out procedures
 relevant OHS
 quality measurement tools for use in continuous
improvement processes
 established communication channels and protocols
 communication/reporting protocols
 continuous improvement principles and process
 enterprise business goals and key performance indicators
 enterprise information systems management
 enterprise organizational structure, delegations and
responsibilities
 policy and procedure development processes
 relevant health, safety and environment requirements
 relevant national and international quality standards and
protocols
 standard operating procedures (SOPs) for the technical
work performed in work area
 enterprise quality system
Demonstrates skills to:
 coach and mentor team members
 gain the commitment of individuals and teams to
continuously improve
 innovate or design better ways of performing work
 communicate with relevant people
 prioritize and plan tasks related to encouraging and
improving use of standardized procedures
 negotiate with others to resolve conflicts and gain
commitment to standardized procedures
 facilitate other employees in improvement activities
 implement and monitor defined quality system
requirements
 initiate continuous improvements within the work area
 apply effective problem identification and problem solving
techniques
 strengthen customer service through a focus on
continuous improvement
 implement, monitor and evaluate quality systems
 implement effective communication strategies
Ministry of Education Web and Multimedia Designing and Development
Copyright
Ethiopian Occupational Standard
Version 2
July 2010
Resources
Implication
Methods of
Assessment
 encourage ideas and feedback from team members when
developing and refining techniques and processes
 analyze training needs and implementing training
programs
 prepare and maintain quality and audit documentation
Access may be required to:
 workplace procedures and plans relevant to work area
 specifications and documentation relating to planned,
currently being implemented, or implemented changes to
work processes and procedures relevant to the candidate
 documentation and information in relation to production,
waste, overheads and hazard control/management
 enterprise quality manual and procedures
 quality control data/records
Competence in this unit may be assessed by using a
combination of the following to generate evidence:
 demonstration in the workplace
 suitable simulation
 oral or written questioning to assess knowledge of
procedures and contingency management; principles and
techniques associated with change management
 review of the audit process and outcomes generated by
the candidates
Those aspects of competence dealing with improvement
processes could be assessed by the use of suitable
simulations and/or a pilot plant and/or a range of case
studies and scenarios.
Context of
Assessment
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In all cases, practical assessment should be supported by
questions to assess underpinning knowledge and those
aspects of competence which are difficult to assess directly.
Competence may be assessed in the work place or in a
simulated workplace setting / environment.
Ministry of Education Web and Multimedia Designing and Development
Copyright
Ethiopian Occupational Standard
Version 2
July 2010
Sector: Information and Communication Technology
Sub-Sector: Information Technology
Level V
Level IV
Level III
IT Service Management
Hardware and
Network Servicing
Hardware and
Network Servicing
Web and Multimedia Designing
and Development
Web and Multimedia Designing
and Development
Level II
IT Support Service
Level I
IT Support Service
Page 96 of 97
Ministry of Education
Copyright
Database
Administration
Database
Administration
Information Technology Support Service
Ethiopian Occupational Standard
Version 2
July 2010
Acknowledgement
We wish to extend thanks and appreciation to the many representatives of business,
industry, academe and government agencies who donated their time and expertise
to the development of this occupational standard.
We would like also to express our appreciation to the Staff and Experts of MoFED,
Ministry of Education (MoE) and Engineering Capacity Building Program (ecbp) who
made the development of this occupational standard possible.
This occupational standard was developed on July 2010 Addis Ababa, Ethiopia.
Page 97 of 97
Ministry of Education
Copyright
Information Technology Support Service
Ethiopian Occupational Standard
Version 2
July 2010