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Evidence Guide: PUAPOL034B - Analyse 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

 

PUAPOL034B - Analyse information

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

Reduce and describe information

  1. Information to be subjected to analysis is identified
  2. Information is reduced and described in a suitable form to support the development of interpretations
  3. The reduction and description processes are reviewed to determine their appropriateness, and improvements made where necessary
  4. Information not used in the reduction and description processes is archived to facilitate future reference
Information to be subjected to analysis is identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information is reduced and described in a suitable form to support the development of interpretations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The reduction and description processes are reviewed to determine their appropriateness, and improvements made where necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information not used in the reduction and description processes is archived to facilitate future reference

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse and interpret information

  1. Appropriate thinking processes are used to interpret the information
  2. Sound inductive reasoning is applied to ensure consistency of interpretations based on the information
  3. Interpretations are credible to facilitate user acceptance of interpretations and formulation of inferences based on the factual quantitative and qualitative information
Appropriate thinking processes are used to interpret the information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sound inductive reasoning is applied to ensure consistency of interpretations based on the information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interpretations are credible to facilitate user acceptance of interpretations and formulation of inferences based on the factual quantitative and qualitative information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop inferences

  1. Possible interpretations are tested to review credibility and consistency with new information
  2. Interpretations are refined and consolidated to strengthen inferences drawn
  3. Assumptions in the arguments leading to inferences are clearly stated to inform clients and users
  4. Sound inferences are formulated from facts and the tested interpretations
  5. The chain of reasoning in formulating inferences is clear to ensure transparency to users and clients
  6. Inferences are reviewed to identify and address any fallacies in reasoning
  7. The relationship between the information developed and the probable interpretations is assessed and reported to ensure validity and compliance with agency guidelines
  8. Sound recommendations are developed and reported to inform users of intelligence analysis outcomes
Possible interpretations are tested to review credibility and consistency with new information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interpretations are refined and consolidated to strengthen inferences drawn

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assumptions in the arguments leading to inferences are clearly stated to inform clients and users

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sound inferences are formulated from facts and the tested interpretations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inferences are reviewed to identify and address any fallacies in reasoning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The relationship between the information developed and the probable interpretations is assessed and reported to ensure validity and compliance with agency guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sound recommendations are developed and reported to inform users of intelligence analysis outcomes

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

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.

Required Skills and Knowledge

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

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.

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