- MEM16010A - Write reports
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
MEM16010A Mapping and Delivery Guide
Write reports
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | MEM16010A - Write reports |
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Description | This unit covers writing technical or non-technical reports that include some level of analysis and/or research. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | The term report is used to denote any required written communication that goes beyond a simple recording of facts (such as completion of a pro forma shift production schedule) and which is based on a level of analysis and/or research. Where reports include technical information or details, then the writer would have the required technical knowledge/capability. Conclusions and/or recommendations where required are based on prior research or analysis of data. The analysis and conclusions should be consistent with the level of skill and knowledge of an employee working at that level. Simple analysis and research would be required.If data research and analysis is necessary to produce information for the report, Unit MEM16009A (Research and analyse engineering information should also be selected).For preparation of simple technical reports, see unit MEM16014A (Report technical information).Band: BUnit Weight: 2 | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | Path 1MEM14005A Plan a complete activity | ||
Competency Field | Communication |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Identify report requirements |
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Element: Prepare and produce report |
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Element: Finalise and distribute report |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | A person who demonstrates competency in this unit must be able to write reports. Competency in this unit cannot be claimed until all prerequisites have been satisfied. |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Assessors must be satisfied that the candidate can competently and consistently perform all elements of the unit as specified by the criteria, including required knowledge, and be capable of applying the competency in new and different situations and contexts. |
Context of and specific resources for assessment | This unit may be assessed on the job, off the job or a combination of both on and off the job. Where assessment occurs off the job, that is the candidate is not in productive work, then an appropriate simulation must be used where the range of conditions reflects realistic workplace situations. The competencies covered by this unit would be demonstrated by an individual working alone or as part of a team. The assessment environment should not disadvantage the candidate. This unit could be assessed in conjunction with any other units addressing the safety, quality, communication, materials handling, recording and reporting associated with writing reports or other units requiring the exercise of the skills and knowledge covered by this unit. |
Method of assessment | Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency. The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials. |
Guidance information for assessment |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills |
Look for evidence that confirms skills in: reading, interpreting and following information on written job instructions, specifications, standard operating procedures, charts, lists, drawings and other applicable reference documents following instructions checking and clarifying information sorting information/data assessing information/data for relevance using terminology and language appropriate to the target audience structuring and writing reports applying principles of report writing presenting findings and conclusions based on factual analysis making recommendations managing own time planning and sequencing information reviewing and editing |
Required knowledge |
Look for evidence that confirms knowledge of: principles of report writing report types and purposes structure, style and parts of a report use of language and expression in reports common pitfalls, such as ambiguity, truisms, tautology, verbosity, circumlocution etc. report numbering systems techniques for reviewing and editing importance and benefits of preparing reports appropriate for the intended audience referencing and the importance of acknowledging sources safe work practices and procedures |
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, if used in the performance criteria, is detailed below. 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) may also be included. | |
Requirements | Purpose, expected outcomes, scope and nature, timeframe, required resources |
Report | Reports types: accident/injury equipment report memo and letter reports information report analytical report Report structure: title page table of contents summary introduction body (findings and conclusions) recommendations references appendices glossary Report content: text graphs charts tables diagrams |
Principles of report writing | Use of headings, subheadings, sectioning and numbering Objectivity Expression Language and grammar Sentence and paragraph structure Logical ordering and sequencing Summarising and editing Layout and spacing Content relevancy Use of graphics, charts, tables, illustrations etc. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
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Requirements for a written report are identified and confirmed with appropriate persons. | |||
Information for the report is accessed according to workplace procedures. | |||
Information is assessed for currency, accuracy and relevance for inclusion in the report. | |||
A structure and outline of the report are developed according to identified report requirements. | |||
The report is written using terminology appropriate to the reader and established principles of report writing. | |||
Findings and conclusions are based on factual analysis. | |||
Recommendations, alternatives/suggestions are given, and supporting evidence supplied, where required. | |||
Protocols, conventions and legal requirements related to acknowledgements and intellectual property are applied where necessary. | |||
The report is checked for accuracy and edited as required. | |||
The completed report is consistent with objectives and requirements. | |||
The report is copied, distributed and stored according to instructions and workplace procedures. |
Forms
Assessment Cover Sheet
MEM16010A - Write reports
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
MEM16010A - Write reports
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: