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Elements and Performance Criteria

  1. Reduce and describe information
  2. Analyse and interpret information
  3. Develop inferences

Required Skills

This describes the essential skills and knowledge and their level required for this unit

Required Skills

oral communication listening establishing rapport negotiation conflict resolution presentations

written communication in preparing intelligence analysis reports etc

deductive and inductive reasoning

constructing sound inductive arguments

evaluation and reevaluation

computer and information system usage

resource management including budgetary human and physical resources and allocationaccess

work safety

Required Knowledge

government and policy environments within which operations will be managed

different types of criminal activity and their elements eg general crime theft burglary assault drugs fraud embezzlement homicide etc

correct interpretation of all applicable laws policy and procedures Applicable law policy and procedures for all the jurisdictions are detailed in the comprehensive legislation appendix at the close of the police standards submission

available resources required to support the intelligence analysis process

security issues and classifications

the range of analytical techniques appropriate for information analysis

evaluation system such as the Admiralty Code or other system

thinking and inductivedeductive reasoning processes

the influence of human factors on information analysis eg prejudice and biases personalities in analysis construction of sound inductive arguments and fallacies in reasoning

criminal justice system procedures and evidentiary requirements

Evidence Required

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

It is essential for this unit that competence be demonstrated in analysis that must be logical valid reliable and relevant

Consistency in performance

Evidence of competency in this Unit will need to be gathered over time and from across a range of simulated andor actual workplace activities

Context of and specific resources for assessment

Context of assessment

Evidence should be gathered over a period of time in a range of actual or simulated workplace environments

Specific resources for assessment

No special requirements

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 in the Performance Criteria is detailed below.

Analysis can be:

quantitative and/or qualitative

It can be explorative, descriptive, causative or predictive

Methods of analysis can include:

hypothesis development

link analysis

comparative analysis

biographical analysis

demographics or geographic analysis

historical analysis

scenario generation

Delphi technique

morphological analysis

Thinking processes will be:

inductive (interpreting raw information, identifying trends or patterns and testing them)

deductive (beginning with a hypothesis and testing it), lateral, critical, or creative

thinking processes involve the use of problem solving techniques and decision making

Forms of reduced information include:

charts

lists

diagrams

tables

summaries

Testing of interpretations must be:

balanced

logical

sceptical

objective and comprehensive to be considered appropriate

testing must involve logical reasoning

and may involve critical evaluation of additional information collection

Refining and consolidating interpretations involves:

additional testing

re-evaluation

reformation or other activities aimed at conformation to a strong degree of probability

Sound inferences may include:

predictions and interpretations that are probable, estimates, and/or explanations

The assessment of the relationship:

between the information developed and the probable interpretations may be reported in written form, orally, formally or informally

Sound recommendations may address:

both strategies and tactical issues