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Evidence Guide: DEFIN001A - Process information into intelligence

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

 

DEFIN001A - Process information into intelligence

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

Organise information

  1. Instructions to conduct the processing activity are received and details are confirmed with supervisor as necessary
  2. Intelligence outputs are identified in accordance with user and client requirements
  3. Security requirements are maintained throughout the process in accordance with standard procedures
  4. Work timelines are confirmed to ensure that outputs will be available; if not advice is sought from supervisor
  5. Information or data is converted for use in the analytical process
  6. Collected information is evaluated in accordance with standard procedures
  7. Information gaps are identified and reported to supervisor
  8. Benchmarks and evaluation criteria appropriate to the intelligence requirement are identified
  9. Work health and safety (WHS) requirements, and safety precautions are applied throughout the process
  10. Legal requirements for activities are identified and applied during the process
Instructions to conduct the processing activity are received and details are confirmed with supervisor as necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Intelligence outputs are identified in accordance with user and client requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Security requirements are maintained throughout the process in accordance with standard procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work timelines are confirmed to ensure that outputs will be available; if not advice is sought from supervisor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information or data is converted for use in the analytical process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collected information is evaluated in accordance with standard procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information gaps are identified and reported to supervisor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Benchmarks and evaluation criteria appropriate to the intelligence requirement are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work health and safety (WHS) requirements, and safety precautions are applied throughout the process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Legal requirements for activities are identified and applied during the process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse and interpret information

  1. Appropriate thinking process is used to interpret the information
  2. Assumptions that have been made about the processing of information are stated in a way that is clear, justified and consistent with work objectives
  3. Analytical and diagnostic techniques are selected that are reliable and appropriate to the intelligence requirement
  4. Trends are identified and analysed in light of environmental and cultural factors relevant to the particular situation
  5. Analysed information is interpreted to identify relevance to the operation
  6. Interpretations are made based on the factual, quantitative, and qualitative information
  7. Possible interpretations are tested, refined and consolidated to review credibility and consistency with new information
Appropriate thinking process is used to interpret the information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assumptions that have been made about the processing of information are stated in a way that is clear, justified and consistent with work objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analytical and diagnostic techniques are selected that are reliable and appropriate to the intelligence requirement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Trends are identified and analysed in light of environmental and cultural factors relevant to the particular situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analysed information is interpreted to identify relevance to the operation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interpretations are made based on the factual, quantitative, and qualitative information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Possible interpretations are tested, refined and consolidated to review credibility and consistency with new information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop inferences

  1. Assumptions in arguments leading to inferences are clearly stated to inform clients and users
  2. Inferences are formulated from tested interpretations and facts
  3. Chain of reasoning in formulating inferences is clear to ensure transparency to clients and users
  4. Inferences are reviewed to identify and address any fallacies in reasoning
  5. Recommendations on intelligence analysis outcomes are developed and reported to inform clients and users
Assumptions in arguments leading to inferences are clearly stated to inform clients and users

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inferences are formulated from tested interpretations and facts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Chain of reasoning in formulating inferences is clear to ensure transparency to clients and users

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inferences are reviewed to identify and address any fallacies in reasoning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recommendations on intelligence analysis outcomes are developed and reported to inform clients and users

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review analysis processes

  1. Results and conclusions are reviewed with relevant person/s wherever possible
  2. Analysis processes and outcomes are evaluated in accordance with client and user requirements
  3. Processes are managed and adjusted in accordance with evaluation and feedback from clients and users
  4. Information and detail related to analysis and evaluation is reported to appropriate parties in accordance with standard procedures
Results and conclusions are reviewed with relevant person/s wherever possible

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analysis processes and outcomes are evaluated in accordance with client and user requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Processes are managed and adjusted in accordance with evaluation and feedback from clients and users

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information and detail related to analysis and evaluation is reported to appropriate parties in accordance with standard procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Assessment must confirm the ability to collect raw information or data and then to evaluate, process and convert this information into a useful intelligence product in accordance with specific client and user requirements.

Consistency in performance

Competency should be demonstrated over time and should be observed in a range of actual or simulated work contexts.

Context of and specific resources for assessment

Context of assessment

Competency should be assessed in the workplace or in a simulated workplace environment.

Specific resources for assessment

Access is required to:

computer and relevant software

legislation, guidelines, procedures and protocols relating to test and evaluation processes

plans

workplace documentation

Required Skills and Knowledge

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

Required Skills

develop instructions from given orders

extract and interpret geospatial data from maps and charts

give and receive workplace feedback

maintain security

manage own professional performance

operate computer packages

present logical and structured arguments

write reports

work as part of a team

work independently

Required Knowledge

data storage systems

databases

evaluation criteria

intelligence assessments and reports

intelligence community

legal responsibilities

organisational operational considerations

relevant legislation and procedures in relation to environmental requirements and rules of engagement

relevant WHS regulations/requirements, equipment, material and personal safety requirements

risk assessment techniques

security of classified information

workplace communication strategies

workplace equity and diversity

workplace safety procedures

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.

Processing activity may include:

Assessment

Collection and sorting

Evaluation

Integration

Interpretation

Registration

Standard procedures may include:

Australian Quality Training Framework

Australian Standards

Defence instructions

Doctrine pamphlets

Industry practices

Job guides and other publications

Maintenance schedules

Manufacturers' specifications, procedures and technical instructions

WHS requirements and regulations

Organisational instructions and journals

Organisational policies and procedures

Quality control

Regulatory requirements

Relevant local government by-laws

Routine orders

Security instructions and procedures

Standard Operating Procedures

Standing orders

Workplace agreements

Written and verbal orders

Information or data may include:

Decrypted information

Information broken down into data elements

Re-formatted information

Translated information

Evaluating collected information may include:

Relevance

Reliability

Timeliness

Utility

Validity

Evaluation criteria may include:

Information requirements

Organisational guidance

Terms of reference

Legal requirements may include:

Geneva conventions and protocols

International laws

Laws of Armed Conflict

National laws

Rules of Engagement

State/territory laws

Thinking process may include:

Assessment

Comprehension

Deductive reasoning

Inductive reasoning

Inference

Interpretation

Logic

Analytical and diagnostic techniques may include:

Association matrices

Data sorting

Link analysis

Qualitative analysis

Quantitative analysis

Statistical analysis

Trend analysis