Unit of competency details

ICAB5068B - Build using rapid application development (Release 1)


ReleaseStatusRelease date
1 1 (this release)Current 08/Jul/2010

Usage recommendation:
Is superseded by and equivalent to ICAPRG509A - Build using rapid application developmentOutcomes deemed equivalent. Added application of unit. Changes to range statement, required skills and knowledge and evidence guide. Changes to performance criteria. 17/Jul/2011

Training packages that include this unit


SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 020103 Programming  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 020103 Programming  08/Jul/2010 
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Modification History

Not Applicable

Unit Descriptor

Unit descriptor 

This unit defines the competency required to build using rapid application development (RAD) tools.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Application of the Unit

Application of the unit 

Licensing/Regulatory Information

Refer to Unit Descriptor


Prerequisite units 

Employability Skills Information

Employability skills 

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

Elements and Performance Criteria



1. Construct application using RAD

1.1. Capture and record business rules using a methodology well-suited for the chosen RAD and RAD techniques 

1.2. Design application  with focus on modularity and future extension

1.3. Develop code by other RAD tools 

1.4. Build and demonstrate completed transaction to user  for revision within the agreed terms of reference

1.5. Take action to ensure that design caters for continuous change by involving user  in iteration process

1.6. Provide QA testing throughout the phase and provide feedback to appropriate person 

1.7. Demonstrate use of code optimisers and performance tools

2. Prepare handover stage

2.1. Track implemented modules and follow up where necessary with appropriate person 

2.2. Review user  and builds for each module in the deliverables as preparation for handover

2.3. Compare specifications  and implementation schedules for each module and confirm the functional requirements according to specifications 

Required Skills and Knowledge


This section describes the skills and knowledge required for this unit.

Required skills 

  • Communications where code is developed by CASE tool, code generator or industry standard tools and delivered within the 'timebox', and when specifications and implementation schedules for each module are compared and the functional requirements are confirmed according to project requirements
  • Evaluation and presentation of information (e.g. when each completed transaction is built and demonstrated to end-users for revision within the agreed terms of reference)
  • Ability to manage iterative changes in design by involving end-users in the development process
  • Prototyping tools skills for identifying, analysing and evaluating a range of solutions

Required knowledge 

  • Current industry-accepted prototyping tools, with broad knowledge of general features and capabilities and detailed knowledge in some areas
  • Broad general knowledge of the client business domain (e.g. when developing construction stage)
  • Broad knowledge of three or more programming languages
  • Broad knowledge of the role of stakeholders and the degree of stakeholder involvement
  • Broad knowledge of quality assurance practices (e.g. when developing construction stage)
  • Broad knowledge of three or more current industry development methodologies

Evidence Guide


The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment 

Critical aspects for assessment and evidence required to demonstrate competency in this unit 

Evidence of the following is essential:

  • Assessment must confirm sufficient knowledge of the fundamentals and features of RAD. Assessment must confirm the ability to build using RAD within the required timeframe and to technical and client specifications. High-quality code should be produced.
  • Supplementary questioning may be used during the assessment, where necessary, to ensure that all issues relating to quality issues were considered and appropriate choices made, given the chosen RAD technique.

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

  • CASE tools
  • Prototyping software
  • Detailed user requirements
  • CASE repository to facilitate the reuse of templates and components
  • Code generator
  • Requirements document, including model and scope

Context of and specific resources for assessment 

RAD building for a software project should be carefully managed to deliver maximum benefit for cost and quality. Selection of the most appropriate RAD tool will take into consideration the targeted platform or multi-platform options. The breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and coordination would be characteristic.

Assessment must ensure:

  • The demonstration of competency may also require self-directed application of knowledge and skills, with substantial depth in some areas where judgement is required in planning and selecting appropriate equipment, services and techniques for self and others.

  • Applications involve participation in development of strategic initiatives as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team coordination may also be involved.

Method of assessment 

The purpose of this unit is to define the standard of performance to be achieved in the workplace. In undertaking training and assessment activities related to this unit, consideration should be given to the implementation of appropriate diversity and accessibility practices in order to accommodate people who may have special needs. Additional guidance on these and related matters is provided in ICA05 Section 1.

  • Competency in this unit should be assessed using summative assessment to ensure consistency of performance in a range of contexts. This unit can be assessed either in the workplace or in a simulated environment. However, simulated activities must closely reflect the workplace to enable full demonstration of competency.

  • Assessment will usually include observation of real or simulated work processes and procedures and/or performance in a project context as well as questioning on underpinning knowledge and skills. The questioning of team members, supervisors, subordinates, peers and clients where appropriate may provide valuable input to the assessment process. The interdependence of units for assessment purposes may vary with the particular project or scenario.

Guidance information for assessment 

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

An individual demonstrating this competency would be able to:

  • Demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas
  • Analyse and plan approaches to technical problems or management requirements
  • Transfer and apply theoretical concepts and/or technical or creative skills to a range of situations
  • Evaluate information, using it to forecast for planning or research purposes
  • Take responsibility for own outputs in relation to broad quantity and quality parameters
  • Take some responsibility for the achievement of group outcomes
  • Maintain knowledge of industry products and services

Range Statement


The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Applications  may include but are not limited to:

  • commercial software applications
  • organisation-specific software; word processing, spreadsheet, database, graphic, communication packages and presentation functionalities

RAD tools  may include:

  • CASE tool
  • code generators

User  may include:

  • a person within a department
  • a department within the organisation
  • a third party

Appropriate person  may include:

  • supervisor
  • teacher
  • authorised business representative
  • client

Specifications  may include but is not limited to:

  • technical requirements
  • user problem statement
  • current system functionality
  • project plan
  • software requirements
  • metrics

RAD techniques  may include:

  • CASE tools
  • iterative life cycles
  • prototyping
  • workshops
  • SWAT teams
  • timebox development methodology; and reuse of applications, templates and code

Unit Sector(s)

Unit sector 


Co-requisite units

Co-requisite units 

Competency field

Competency field 

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