- PUAPOL034B - Analyse information
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
PUAPOL034B Mapping and Delivery Guide
Analyse information
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | PUAPOL034B - Analyse information |
|---|---|---|---|
| Description | This unit covers the competency to analyse collated information for intelligence purposes.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. | ||
| Employability Skills | This unit contains employability skills. | ||
| Learning Outcomes and Application | The application for this unit has not been fully developed. It will be reviewed as part of the process of implementing the Design Model for Streamlined Training Package Material. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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| Prerequisites/co-requisites | Not applicable. | ||
| 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: Reduce and describe information |
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| Element: Analyse and interpret information |
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| Element: Develop inferences |
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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.
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 and/or 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. |
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.
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 re-evaluation computer and information system usage resource management including budgetary, human and physical resources and allocation/access 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 inductive/deductive 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 |
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 |
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 |
|---|---|---|---|
| Information to be subjected to analysis is identified | |||
| Information is reduced and described in a suitable form to support the development of interpretations | |||
| The reduction and description processes are reviewed to determine their appropriateness, and improvements made where necessary | |||
| Information not used in the reduction and description processes is archived to facilitate future reference | |||
| Appropriate thinking processes are used to interpret the information | |||
| Sound inductive reasoning is applied to ensure consistency of interpretations based on the information | |||
| Interpretations are credible to facilitate user acceptance of interpretations and formulation of inferences based on the factual quantitative and qualitative information | |||
| Possible interpretations are tested to review credibility and consistency with new information | |||
| Interpretations are refined and consolidated to strengthen inferences drawn | |||
| Assumptions in the arguments leading to inferences are clearly stated to inform clients and users | |||
| Sound inferences are formulated from facts and the tested interpretations | |||
| The chain of reasoning in formulating inferences is clear to ensure transparency to users and clients | |||
| Inferences are reviewed to identify and address any fallacies in reasoning | |||
| The relationship between the information developed and the probable interpretations is assessed and reported to ensure validity and compliance with agency guidelines | |||
| Sound recommendations are developed and reported to inform users of intelligence analysis outcomes |
Forms
Assessment Cover Sheet
PUAPOL034B - Analyse 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
PUAPOL034B - Analyse 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: