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Evidence Guide: BSBCCO503A - Manage data interrogation

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

 

BSBCCO503A - Manage data interrogation

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

Provide guidance to interrogate data

  1. Identify information sources
  2. Assist personnel to collect and record information according to legislation, policy and procedures
  3. Assist personnel to collate, sort and analyse collected information in relation to the purpose for which it is being obtained
Identify information sources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist personnel to collect and record information according to legislation, policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist personnel to collate, sort and analyse collected information in relation to the purpose for which it is being obtained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist personnel to interrogate data

  1. Identify information that is to be analysed and identify analysis methodology and analysis processes
  2. Assist personnel to reduce and describe subject to support the development of interpretations
  3. Review the appropriateness of the reduced information according to organisational processes
  4. Inform personnel how to archive information not used in the reduction and description processes for future reference
  5. Implement supervisory processes and checks and measures to ensure work is completed within time available
Identify information that is to be analysed and identify analysis methodology and analysis processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist personnel to reduce and describe subject to support the development of interpretations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review the appropriateness of the reduced information according to organisational processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform personnel how to archive information not used in the reduction and description processes for future reference

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement supervisory processes and checks and measures to ensure work is completed within time available

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide suitable training and assessment opportunities

  1. 3.1 Identify learners' personal skill gaps
  2. Provide appropriate on-the-job training opportunities to fill identified skill gaps and improve work performance
  3. Provide opportunities for personnel to ask questions and seek clarification on training and work performance matters
  4. Provide assistance to personnel to ensure compliance with organisational requirements and to access suitable training and assessment
3.1 Identify learners' personal skill gaps

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide appropriate on-the-job training opportunities to fill identified skill gaps and improve work performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide opportunities for personnel to ask questions and seek clarification on training and work performance matters

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide assistance to personnel to ensure compliance with organisational requirements and to access suitable training and assessment

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, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

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

Evidence of the ability to:

collate information in area of responsibility

demonstrate knowledge of statutory, regulatory and legislative requirements with regard to data interrogation

manage and train personnel.

Context of and specific resources for assessment

Assessment must ensure access to:

information and databases for analysis activities

relevant legislation, standards and guidelines.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct questioning combined with review of portfolios of evidence and third-party workplace reports of onthejob performance by the candidate

review of statements or recording of details of calls

review of compliance with statutory, regulatory, legislative and organisational requirements

oral and/or written questioning to assess knowledge of storage and disposal of information.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Required Skills and Knowledge

Required skills

analytical skills to analyse information and data

communication skills to:

communicate with staff and stakeholders

use questioning and listening skills to understand and resolve issues raised

interpersonal skills to:

establish rapport and build relationships with customers, team members and stakeholders

establish relevant networks

literacy skills to:

prepare and compile statements and reports on complex concepts and ideas

write and interpret instructions

numeracy skills to test assumptions, taking the context of data and circumstances into account

planning and organising skills to manage own tasks within required timeframes

presentation skills to articulate information and ideas

problemsolving skills to find innovative solutions to problems that arise

risk assessment and management skills to:

cover problems and challenges that may arise

monitor an organisation’s compliance with service level targets

self-management skills to:

manage self and others

seek learning and development opportunities

technology skills to organise, manage and analyse data.

Required knowledge

benchmarking principles

customer expectations and processes for determining customer satisfaction with level of service

industry standards, best practice and regulatory requirements for service levels

organisational structure and key stakeholders

information types and their sources

procedures and security measures for accessing, storing, retrieving and sharing data from databases

range of contact data available and technology functionality and reporting capability

rights of individuals in relation to statement compilation

use of evidence of contact recording technology.

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, 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.

Information sourcesmay include:

community groups

community leaders

crime, accident or incident scenes

customers

fellow staff

general public

individuals

information databases

local government

local media

schools

specific target groups, in the case of opinion polls and surveys.

Informationmay include:

addressing public order and general community issues

assisting in an investigation

details of an incident or medical emergency

locating a specific person

location of witnesses

opinion poll or customer survey

progressing and supporting court hearings and matters.

Analysismay include:

causative or predictive

descriptive or explorative

quantitative and qualitative or both.

Analysis methodologymay include:

biographical analysis

comparative analysis

Delphi technique

demographic or geographic analysis

historical analysis

hypothesis development

link analysis

scenario generation.

Analysis processesmay include:

deductive: beginning with a hypotheses and testing it; lateral, critical or creative processes

inductive: interpreting raw information, identifying trends or patterns, and testing them

using problem-solving techniques and decision making.

Reduced informationmay include:

charts

diagrams

lists

summaries

tables.

Reduction and description processesmust include:

consideration of balance

critical evaluation of additional information collection

objectivity

testing of logical reasoning.

Supervisory processesmay include:

delegating

implementing

monitoring

overseeing

planning

reviewing

targeting.

Time availablemay include:

consideration of contingencies

consideration of past experiences

experience of operatives

methods to be employed

resources and equipment to be used.

Trainingmay include:

computer-based training

contracted training activity

demonstration

formal training

on-the-job training

reading

role play

vendor training.