Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CSCORG008 Mapping and Delivery Guide
Gather and report complex information

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CSCORG008 - Gather and report complex information
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills required to gather and analyse information and report on inquiries.This unit applies to those involved in an inquiry that is part of a formal and statutory process, an internal inquiry that is part of a supervision responsibility or an inquiry that is part of routine information collection and analysis for the purpose of offender management.The skills and knowledge described in this unit must be applied within the legislative, regulatory and policy environment in which they are carried out. Organisational policies and procedures must be consulted and adhered to, particularly those related to formal inquiries.Those undertaking this unit usually work autonomously, drawing upon support from a range of familiar and new resources.No licensing, legislative or certification requirements apply to unit at the time of publication.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Valid assessment of this unit requires a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when gathering and reporting complex information, including coping with difficulties, irregularities and breakdowns in routine.

This unit has been identified by industry as suitable for holistic assessment with:

CSCSAS014 Monitor and review security systems

CHCCM401D Undertake case management

Refer to advice in the CSC Assessment Guide.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.
Prerequisites/co-requisites
Competency Field Organisational administration and management
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Gather information
  • Consult and validate information and documentation with key people and information systems.
  • Use effective interpersonal and communication strategies to establish relationship of trust with key people.
  • Identify negative responses and adopt strategies to respond constructively to them.
  • Determine the purpose, process and expectations of inquiries and confirm agreement with key people.
  • Research information with a focus on factual data, contributing behaviour, attitudes and principal issues.
  • Use effective questioning strategies to enable a comprehensive and relevant exchange of information.
  • Encourage key people to identify and acknowledge problems and issues relevant to the inquiry.
       
Element: Analyse information
  • Ensure the reliability of information by identifying and investigating contradictions, inconsistencies and lack of clarity.
  • Sort, collate and prioritise information according to the purpose and issues of the inquiry.
  • Formulate conclusions, recommendations and outcomes consistent with the information available.
  • Justify conclusions and recommendations with the available evidence and present them in the required style and format.
       
Element: Report on inquiries
  • Gather information on inquiries from a range of relevant and valid source material.
  • Validate and authorise the information in the report, using a range of sources and methods.
  • Use information from other source material ethically, accurately and in context.
  • Use expression and language that is clear, concise and appropriate to the occasion and requirements
  • Prepare and distribute reports within agreed timeframes.
  • Communicate relevant and substantiated conclusions and recommendations to all relevant people in the required time and format.
       
Element: Gather information
  • Consult and validate information and documentation with key people and information systems.
  • Use effective interpersonal and communication strategies to establish relationship of trust with key people.
  • Identify negative responses and adopt strategies to respond constructively to them.
  • Determine the purpose, process and expectations of inquiries and confirm agreement with key people.
  • Research information with a focus on factual data, contributing behaviour, attitudes and principal issues.
  • Use effective questioning strategies to enable a comprehensive and relevant exchange of information.
  • Encourage key people to identify and acknowledge problems and issues relevant to the inquiry.
       
Element: Analyse information
  • Ensure the reliability of information by identifying and investigating contradictions, inconsistencies and lack of clarity.
  • Sort, collate and prioritise information according to the purpose and issues of the inquiry.
  • Formulate conclusions, recommendations and outcomes consistent with the information available.
  • Justify conclusions and recommendations with the available evidence and present them in the required style and format.
       
Element: Report on inquiries
  • Gather information on inquiries from a range of relevant and valid source material.
  • Validate and authorise the information in the report, using a range of sources and methods.
  • Use information from other source material ethically, accurately and in context.
  • Use expression and language that is clear, concise and appropriate to the occasion and requirements
  • Prepare and distribute reports within agreed timeframes.
  • Communicate relevant and substantiated conclusions and recommendations to all relevant people in the required time and format.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.

1. Gather information

1.1 Consult and validate information and documentation with key people and information systems.

1.2 Use effective interpersonal and communication strategies to establish relationship of trust with key people.

1.3 Identify negative responses and adopt strategies to respond constructively to them.

1.4 Determine the purpose, process and expectations of inquiries and confirm agreement with key people.

1.5 Research information with a focus on factual data, contributing behaviour, attitudes and principal issues.

1.6 Use effective questioning strategies to enable a comprehensive and relevant exchange of information.

1.7 Encourage key people to identify and acknowledge problems and issues relevant to the inquiry.

2. Analyse information

2.1 Ensure the reliability of information by identifying and investigating contradictions, inconsistencies and lack of clarity.

2.2 Sort, collate and prioritise information according to the purpose and issues of the inquiry.

2.3 Formulate conclusions, recommendations and outcomes consistent with the information available.

2.4 Justify conclusions and recommendations with the available evidence and present them in the required style and format.

3. Report on inquiries

3.1 Gather information on inquiries from a range of relevant and valid source material.

3.2 Validate and authorise the information in the report, using a range of sources and methods.

3.3 Use information from other source material ethically, accurately and in context.

3.4 Use expression and language that is clear, concise and appropriate to the occasion and requirements

3.5 Prepare and distribute reports within agreed timeframes.

3.6 Communicate relevant and substantiated conclusions and recommendations to all relevant people in the required time and format.

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified the candidate must demonstrate evidence of performance of the following on at least two occasions.

reading and summarising complex documents

submitting reports according to procedures related to urgency and risk

handling and storing information securely and safely

using the organisation’s information management system

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified the depth of knowledge demonstrated must be appropriate to the job context of the candidate.

organisation’s policies and procedures related to interviewing, documenting and reporting

security of information, confidentiality and right to information

discriminative language

technical and professional language used in the work environment

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.

1. Gather information

1.1 Consult and validate information and documentation with key people and information systems.

1.2 Use effective interpersonal and communication strategies to establish relationship of trust with key people.

1.3 Identify negative responses and adopt strategies to respond constructively to them.

1.4 Determine the purpose, process and expectations of inquiries and confirm agreement with key people.

1.5 Research information with a focus on factual data, contributing behaviour, attitudes and principal issues.

1.6 Use effective questioning strategies to enable a comprehensive and relevant exchange of information.

1.7 Encourage key people to identify and acknowledge problems and issues relevant to the inquiry.

2. Analyse information

2.1 Ensure the reliability of information by identifying and investigating contradictions, inconsistencies and lack of clarity.

2.2 Sort, collate and prioritise information according to the purpose and issues of the inquiry.

2.3 Formulate conclusions, recommendations and outcomes consistent with the information available.

2.4 Justify conclusions and recommendations with the available evidence and present them in the required style and format.

3. Report on inquiries

3.1 Gather information on inquiries from a range of relevant and valid source material.

3.2 Validate and authorise the information in the report, using a range of sources and methods.

3.3 Use information from other source material ethically, accurately and in context.

3.4 Use expression and language that is clear, concise and appropriate to the occasion and requirements

3.5 Prepare and distribute reports within agreed timeframes.

3.6 Communicate relevant and substantiated conclusions and recommendations to all relevant people in the required time and format.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Consult and validate information and documentation with key people and information systems. 
Use effective interpersonal and communication strategies to establish relationship of trust with key people. 
Identify negative responses and adopt strategies to respond constructively to them. 
Determine the purpose, process and expectations of inquiries and confirm agreement with key people. 
Research information with a focus on factual data, contributing behaviour, attitudes and principal issues. 
Use effective questioning strategies to enable a comprehensive and relevant exchange of information. 
Encourage key people to identify and acknowledge problems and issues relevant to the inquiry. 
Ensure the reliability of information by identifying and investigating contradictions, inconsistencies and lack of clarity. 
Sort, collate and prioritise information according to the purpose and issues of the inquiry. 
Formulate conclusions, recommendations and outcomes consistent with the information available. 
Justify conclusions and recommendations with the available evidence and present them in the required style and format. 
Gather information on inquiries from a range of relevant and valid source material. 
Validate and authorise the information in the report, using a range of sources and methods. 
Use information from other source material ethically, accurately and in context. 
Use expression and language that is clear, concise and appropriate to the occasion and requirements 
Prepare and distribute reports within agreed timeframes. 
Communicate relevant and substantiated conclusions and recommendations to all relevant people in the required time and format. 
Consult and validate information and documentation with key people and information systems. 
Use effective interpersonal and communication strategies to establish relationship of trust with key people. 
Identify negative responses and adopt strategies to respond constructively to them. 
Determine the purpose, process and expectations of inquiries and confirm agreement with key people. 
Research information with a focus on factual data, contributing behaviour, attitudes and principal issues. 
Use effective questioning strategies to enable a comprehensive and relevant exchange of information. 
Encourage key people to identify and acknowledge problems and issues relevant to the inquiry. 
Ensure the reliability of information by identifying and investigating contradictions, inconsistencies and lack of clarity. 
Sort, collate and prioritise information according to the purpose and issues of the inquiry. 
Formulate conclusions, recommendations and outcomes consistent with the information available. 
Justify conclusions and recommendations with the available evidence and present them in the required style and format. 
Gather information on inquiries from a range of relevant and valid source material. 
Validate and authorise the information in the report, using a range of sources and methods. 
Use information from other source material ethically, accurately and in context. 
Use expression and language that is clear, concise and appropriate to the occasion and requirements 
Prepare and distribute reports within agreed timeframes. 
Communicate relevant and substantiated conclusions and recommendations to all relevant people in the required time and format. 

Forms

Assessment Cover Sheet

CSCORG008 - Gather and report complex information
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CSCORG008 - Gather and report complex information

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: