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Evidence Guide: CSCORG403A - Report to a formal inquiry

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

 

CSCORG403A - Report to a formal inquiry

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

Prepare information.

  1. Determine the purpose and terms of formal inquiries and consider these in the selection of information to ensure relevance.
  2. Use a range of reliable and authorised sources of information in compiling reports.
  3. Collect and verify all relevant information for currency and accuracy.
  4. Identify and notify people required as witnesses or to provide evidence, of the inquiry and their need to attend.
Determine the purpose and terms of formal inquiries and consider these in the selection of information to ensure relevance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a range of reliable and authorised sources of information in compiling reports.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collect and verify all relevant information for currency and accuracy.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and notify people required as witnesses or to provide evidence, of the inquiry and their need to attend.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present information.

  1. Follow the procedures and directions of the inquiry precisely and accurately.
  2. Present information in a format that complies with rules of evidence and the purpose and terms of reference of the inquiry.
  3. Present information that is clear, specific, relevant and factual.
  4. Ensure personal presentation, manner and language are consistent with the protocol of a formal inquiry.
  5. Use correct forms of address and observe formal protocol.
Follow the procedures and directions of the inquiry precisely and accurately.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present information in a format that complies with rules of evidence and the purpose and terms of reference of the inquiry.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present information that is clear, specific, relevant and factual.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure personal presentation, manner and language are consistent with the protocol of a formal inquiry.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use correct forms of address and observe formal protocol.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and report.

  1. Check draft reports, remove all unnecessary material and edit content to meet the standards of the inquiry.
  2. Check that reports contain all relevant and valid information and are factual, complete and objective.
  3. Make recommendations that are clear and unambiguous, and consistent with the evidence and the constraints.
  4. Use language style and presentation appropriate for a formal legal document.
  5. Provide reports using the range of technology and media suitable and recommended for the context.
Check draft reports, remove all unnecessary material and edit content to meet the standards of the inquiry.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check that reports contain all relevant and valid information and are factual, complete and objective.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make recommendations that are clear and unambiguous, and consistent with the evidence and the constraints.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use language style and presentation appropriate for a formal legal document.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide reports using the range of technology and media suitable and recommended for the context.

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 should be assessed in the workplace with demonstrated application to the range of investigation and decision-making requirements encountered in the workplace. Some criteria for performance in this unit may have to be assessed in specially constructed exercises, such as simulations or projects.

The extent of the information and evidence required will depend on the requirements, protocol and reporting systems practised by different forms of inquiry.

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 report to a formal inquiry 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 reporting to a formal inquiry, including coping with difficulties, irregularities and breakdowns in routine

copies of legislation, policies, procedures and guidelines relating to planning, organising and presenting information to a formally constituted forum within the justice system

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 and oral 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 the relevance and priority of the information

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 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 and recording

organisation's environmental and sustainability practices

protocols and procedures for communicating in writing with others

types of reports required in the justice system for the management of offenders

sentencing conditions and requirements, including compliance and breaches of conditions

reporting requirements

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 your state or territory justice system, including legal requirements of your 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.

Formal inquiries should be:

inquiries conducted by the organisation or its agent, such as:

internal discipline

classification

appeals

parole applications

probation

inquiries conducted by the justice system through its courts

inquiries conducted for 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.

Reliable and authorised sources of information can include:

offender information system

offender family and support

structured interviews

case notes

specialist reports

justice system reports

colleagues.

Information for presentation at formal inquiries 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.

Reports may include a selection from:

pre-sentence reports

pre-release reports

probation reports

classification reviews

breaches or orders

parole board decisions and recommendations

appeals

disciplinary action reports

specialist reports, including health, psychiatric, attitude and behaviour, education and training.