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Evidence Guide: CSCORG402A - Gather and report complex information

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CSCORG402A - Gather and report complex information

What evidence can you provide to prove your understanding of each of the following citeria?

Gather information.

  1. Consult and validate information and documentation with key people and information systems promptly and in accordance with policy and practice.
  2. Use effective interpersonal and communication strategies to establish relationship of trust with key people.
  3. Identify negative responses and adopt strategies to respond constructively to them.
  4. Determine the purpose, process and expectations of inquiries and confirm agreement with key people.
  5. Research information with a focus on factual data, contributing behaviour, attitudes and principal issues.
  6. Use effective questioning strategies to enable a comprehensive and relevant exchange of information.
  7. Encourage key people to identify and acknowledge problems and issues relevant to the inquiry.
Consult and validate information and documentation with key people and information systems promptly and in accordance with policy and practice.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse information.

  1. Ensure the reliability of information by identifying and investigating contradictions, inconsistencies and lack of clarity.
  2. Sort, collate and prioritise information according to the purpose and issues of the inquiry.
  3. Formulate conclusions, recommendations and outcomes consistently with the information available, justified by the evidence and presented in a style and format required by the purpose.
Ensure the reliability of information by identifying and investigating contradictions, inconsistencies and lack of clarity.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Formulate conclusions, recommendations and outcomes consistently with the information available, justified by the evidence and presented in a style and format required by the purpose.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report on inquiries.

  1. Gather information on inquiries from a range of relevant and valid source material.
  2. Validate and authorise the information in the report, using a range of sources and methods.
  3. Use information from other source material ethically, accurately and in context.
  4. Use expression and language that is clear, concise and appropriate to the occasion and requirements.
  5. Prepare and distribute reports within agreed timeframes and according to organisation procedures.
  6. Communicate relevant and substantiated conclusions and recommendations to all relevant people in the time and format required.
  7. Promote service aims and objectives through consistency of conduct, behaviour and presentation in gathering information and preparing the report.
Gather information on inquiries from a range of relevant and valid source material.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare and distribute reports within agreed timeframes and according to organisation procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote service aims and objectives through consistency of conduct, behaviour and presentation in gathering information and preparing the report.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Overview of assessment

This unit will require extensive knowledge-based assessment relevant to the organisation and the defined work role. This may be done off the job, for example, through a structured learning process and through assessment of performance in the workplace against the range of variables relevant to the routine requirements of the workplace and the specified requirements of the defined work role.

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

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:

the knowledge requirements of this unit

the skill requirements of this unit

application of employability skills as they relate to this unit

ability to gather and report complex information in a range of (two or more) contexts or occasions, over time.

Context of and specific resources for assessment

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

copies of legislation, policies, procedures and guidelines relating to reporting complex information in the workplace

access to appropriate learning and assessment support when required.

Method of assessment

The evidence will be largely document-based and will be able to make use of self/team assessment and individual evidence portfolios or logbooks. Evidence must include observation and information generated in the workplace as well as observation of performance in routine work functions or, where this is not possible, in a simulated exercise.

The following assessment methods are suggested:

observation of performance in routine workplace activities within a range of agreed responsibilities and in various work locations

written and/or oral questioning to assess knowledge and understanding

completion of workplace documents and reports produced as part of routine work activities

third-party reports from experienced practitioners

completion of performance feedback from supervisors and colleagues

case studies

scenarios

simulations or role plays.

Guidance information for assessment

Assessment methods should reflect workplace demands, and any identified special needs of the candidate, including language and literacy implications and cultural factors that may affect responses to the questions.

In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge.

Required Skills and Knowledge

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

Required skills:

applying appropriate written communication techniques to workplace situations

researching and analysing information and extracting the important points

reading and summarising complex legal documents

checking and confirming with reliable sources inside and outside the organisation the accuracy and relevance of information

sorting information into a logical pattern and determining its relevance and priority

making conclusions that are clearly based on the information

providing information in the correct format, language and form required by the judicial agency and consistent with the organisation's reporting standards

presenting written material in the range of media used in the workplace, including information technology software (e.g. word processing packages)

recognising the urgency and high risk components of specific offender management reports

handling and storing information securely and safely

using the organisation's information management system.

Required knowledge:

organisation's policies, procedures, guidelines and practices regarding interviewing, recording and reporting

organisation's environmental and sustainability practices

protocols and procedures for communicating in writing with others

reporting requirements in offender management, including types of reports required in the justice system

sentencing conditions and requirements, including compliance and breaches of conditions

rules of evidence

security of information, freedom of information and confidentiality of information

relevant cultural practices within the organisation and community

identification of discriminative language

technical and professional language used in the government and community safety sectors

legislation and statutory obligations of reporting in own state or territory justice system, including legal requirements of own role and responsibilities.

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. Add any 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.

Information can be validated using a range of sources, including:

personal or written inquiries

internal and external records and documents

formal and informal contact with other internal and external services

significant people, such as police, family, employers, educationalists, psychologists, psychiatrists, medical professionals and institution personnel.

Documentation may include:

court papers

formal reports to courts

internal reports

justice and police records

medical and psychological reports

offending history

institutional records and files

organisational records and reports

reports from other agencies and services

case notes

media reports

independent research and reports.

Key people may include:

significant interested personnel

family

management and colleagues

specialists

clients

those in other justice system services

contractors.

Inquiries may contribute to the purpose of:

offender assessment and review

advising on offender management

advising on sentence management

advising on programs and services

review and evaluation of organisational activities and outcomes

review of administrative activities and services

performance reviews

supervision of staff.

Reports may be required for:

internal record keeping

case reports to other agencies and services

inquiries

case and offender management

classification review

reception and discharge

formal hearings, including Children's Court, Supreme Court, tribunal, local court, Offender Review Board, parole board, appeal and District Court.