Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver PSPREG604, 'Coordinate multi-agency investigations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Coordinate multi-agency investigations' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENTS | PERFORMANCE CRITERIA |
1. Undertake coordination planning for multi-agency investigations | 1.1 The possible scope of each investigation is determined and investigation plans are developed and implemented to set the direction for each investigation. 1.2 Cross-organisational issues related to each investigation, are identified and incorporated into a functional case management system. 1.3 Aims, objectives and key issues are identified and documented to maintain operational focus. 1.4 Strategies to achieve the objectives are specified and tasks assigned to each agency to achieve a common understanding and minimise duplication. 1.5 Strategies and tasks are prioritised to ensure the most important aspects of investigations are not compromised if contingencies need to be handled or all required resources are not available. 1.6 Review or auditing mechanisms are included in investigation plans to ensure maximum use of resources and agency accountability. |
2. Plan budgets and resource allocations | 2.1 Estimated resources required for each investigation are documented in investigation plans. 2.2 Resources available within each agency are identified and access strategies identified. 2.3 Negotiations are undertaken with decision-makers who have responsibility for workforce deployment, to make resources available when required. 2.4 If all required resources are not available strategies are adjusted in accordance with priorities established in investigation plans. |
3. Assess and implement operational security requirements | 3.1 Potential risks are identified and assessed throughout investigations with respect to individuals, own organisation and support agencies. 3.2 Security classifications are considered for each investigation and assigned in accordance with organisational policy and procedures. 3.3 Security requirements are identified to ensure the integrity of each investigation, its information and the safety of its personnel. 3.4 Security strategies are determined to ensure conformity and compliance during multi-agency investigations. 3.5 Security arrangements are implemented to avoid/overcome breaches of security. 3.6 Security arrangements are monitored, reviewed and modified as required throughout the investigations. |
4. Coordinate cross-jurisdictional agency roles in the investigation of serious offences | 4.1 Communication channels between cross-jurisdictional agencies are formalised to facilitate immediate contact. 4.2 Command structures are formalised to facilitate effective control and coordination of each investigation and to initialise lead agency versus support agencies protocols. 4.3 All agencies are briefed on their obligations and outputs to support the investigation. 4.4 Organisation-specific requirements and procedures are identified and strategies implemented to ensure consistency throughout the investigative process. 4.5 A functional case management system is implemented that addresses requirements of all investigating agencies. 4.6 Expenditure and resource usage are monitored and controlled throughout investigations to minimise wastage and to ensure objectives can be achieved within timeframes and resource boundaries. |