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

FNSMCA304A Mapping and Delivery Guide
Locate subjects

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency FNSMCA304A - Locate subjects
Description This unit describes the performance outcomes, skills and knowledge required to investigate and locate subjects and determine appropriate means of approach.This unit may apply to job roles subject to licensing, legislative, regulatory or certification requirements so Commonwealth, State or Territory requirements should be confirmed with the relevant body.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to mercantile, agent job roles.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
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: Research/investigate case
  • Client's written instructions are accurately and clearly interpreted
  • Preliminary searches for subjects are thoroughly and comprehensively completed and all appropriate mercantile data are checked for relevant information
       
Element: Conduct searches/enquiries
  • Field calls are made as directed by client that also meet legislative requirements
  • Address is checked when necessary and any further leads are persistently followed to ascertain whereabouts of subject and alternative lines of approach developed and assessed to determine the most effective and applicable
  • Searches are conducted in a reasonable time period as specified by client with detailed field notes on times, dates, occurrences and results accurately maintained to obtain the best result from searches
       
Element: Formulate/report recommendations
  • Information gathered is reviewed with results used to determine a strategy for action
  • Outcomes are documented clearly and concisely then made accessible to all relevant staff
  • Links between the outcomes and the analysis of the debtor information are proposed as a basis for further action or non-action
  • Relevant reports are completed without delay and disseminated to appropriate staff and management
       


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.

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 ability to:

apply prior experience in searches and problem solving, such as patterns of behaviour and incidents, or trends, which indicate areas for investigation

develop constructive responses when confronted with problems and difficulties

operate reliably at all times and an awareness of client and community concerns

interpret and comply with current legislative requirements and general developments in process servicing.

Context of and specific resources for assessment

Assessment must ensure:

competency is demonstrated in the context of the financial services work environment and conditions specified in the range statement either in a relevant workplace or a closely simulated work environment

access to and the use of a range of common office equipment, technology, software and consumables

access to relevant information databases for locating subjects

access to relevant legal, industry and organisation documentation.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples, in combination, are appropriate for this unit:

evaluating an integrated activity which combines the elements of competency for the unit or a cluster of related units of competency

observing processes and procedures in workplaces or role plays

verbal or written questioning on underpinning knowledge and skills

setting and reviewing simulations or scenarios

accessing and validating third party reports.

Guidance information for assessment

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.

Required skills

well-developed communication skills to:

determine and confirm client requirements, using questioning and active listening as required

effectively use telephone investigation techniques

negotiate and resolve disputes

liaise with others, share information, listen and understand

use language and concepts appropriate to cultural differences

literacy skills to:

read and interpret documentation from a variety of sources and recording, gathering and consolidating investigation information

draft reports and letters

interpret and comply with legal and ethical principles and obligations,

well-developed research and analysis skills to locate subjects and determine appropriate approaches that comply with legal obligations, industry and organisational codes of practice and ethical principles

IT skills for:

accessing and using appropriate software such as spreadsheets and databases

using internet search systems

organisational skills, including the ability to plan and sequence work

Required knowledge

all relevant State and Commonwealth Acts

legal obligations on investigative processes

search techniques and relevant databases

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.

Clients may include:

banks

building societies

credit unions

employers:

managers

supervisors

team leaders

finance companies

financiers

government agencies

other commercial agents

private companies

solicitors.

Searches for subjects may include:

Australian Securities and Investments Commission (ASIC) information

Business Licence Centre

Consumer Affairs records

credit files (where Privacy Act allows)

electronic White Pages

databases

electoral rolls

Freedom of Information (FOI) Acts - Commonwealth and State or Territory

motor vehicle registrations

public telephone directories

rates searches

reverse order computerised telephone directories

State Library and Supreme Court library

titles office and council records.

Field calls may involve:

establishing the financial status of a subject

knocking on residence door within legal timeframes to establish whereabouts of people or particular assets

making demand for payment

making specific enquiries for the client to:

lawyers

financiers

other agencies.

Mercantile data may include:

agency file systems, including other commercial agencies

audit records

industry associations

law enforcement or prosecution agencies

past investigations

standards setting organisations.

Subjects may include:

debtors

persons subject to legal process.

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
Client's written instructions are accurately and clearly interpreted 
Preliminary searches for subjects are thoroughly and comprehensively completed and all appropriate mercantile data are checked for relevant information 
Field calls are made as directed by client that also meet legislative requirements 
Address is checked when necessary and any further leads are persistently followed to ascertain whereabouts of subject and alternative lines of approach developed and assessed to determine the most effective and applicable 
Searches are conducted in a reasonable time period as specified by client with detailed field notes on times, dates, occurrences and results accurately maintained to obtain the best result from searches 
Information gathered is reviewed with results used to determine a strategy for action 
Outcomes are documented clearly and concisely then made accessible to all relevant staff 
Links between the outcomes and the analysis of the debtor information are proposed as a basis for further action or non-action 
Relevant reports are completed without delay and disseminated to appropriate staff and management 

Forms

Assessment Cover Sheet

FNSMCA304A - Locate subjects
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

FNSMCA304A - Locate subjects

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: