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Professional Scepticism: What is it?

Professional Scepticism: What is it?. Presented by: Nonna Martinov -Bennie and Maria Cadiz Dyball 2013 Macquarie / ICAA Academic Series International Governance and Performance (IGAP) Research Centre.

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Professional Scepticism: What is it?

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  1. Professional Scepticism:What is it? Presented by: NonnaMartinov-Bennie and Maria Cadiz Dyball 2013 Macquarie / ICAA Academic Series International Governance and Performance (IGAP) Research Centre This research has been assisted by the Institute of Chartered Accountants in Australia through its 2012 Academic Research Grant Scheme, and by the research assistance of Jennifer Wilson and Paul Taylor.

  2. Motivation • Regulators (e.g. UK FRC, US PCAOB, IFAC, IAASB, ASIC, AUASB) are concerned that professional scepticism is not judiciously applied in audits of financial statements. • Based on inspection findings • Audit teams did not obtain sufficient appropriate evidence to support their audit opinions • Research suggests that professional scepticism is partly an individual trait, which can be influenced and moulded by the social and work environments in which an auditor is situated.

  3. Examples of professional scepticismrequirements Item Standards ASA 200 ASA 250; ASA 330 ASA 200; ASA 300 ASA 240 ASA 200 ASA 240 • Definition – an attitude and critical assessment of audit evidence • Responsibilities – • Maintain professional scepticism throughout the audit • Planning and performance of an audit; risk assessment; sufficiency of evidence and opinion formation • Recognise possibility of material misstatement • due to fraud • other circumstances • Investigate inconsistencies

  4. Aim covered today • To examine how firms perceive, recognise, develop and value professional scepticism • Semi-structured interviews of a sample of audit partners in large and medium-sized firms in metropolitan Sydney and Melbourne Method

  5. What is scepticism? • “…an abstract concept…” • “…the joker that the regulators can throw out there…” • …one of those buzzwords at the moment…” • “…a bit odd we are trying to set rules and parameters around what scepticism is ….I mean that is what an audit is about…”

  6. What is scepticism? – cont’d • “…not taking [what client tells you] on face value… understand not only mechanics of transaction but really what is the substance…” • “…part of decision process…part of your [audit] tools…” • “…scepticism is about challenging, about corroborating…” • “…just a mindset … having that questioning type of mind, don’t accept things on face value…critically assess what’s being represented…”

  7. Scepticism and Judgment • “…a definite relationship…applying scepticism…you have to exercise judgment as to what you’ll accept and what you won’t accept.” • “…scepticism is an input into process. The process is the judgment, the way you make that judgement and draw your conclusion is driven by the mindset you bring to that process.”

  8. Scepticism and Audit Quality • “…fundamentally important to getting [audit] quality…” • “…see scepticism as feeding into the performance of audit which is one of the drivers of audit quality”

  9. Scepticism and Independence • “…hard to separate the two…” • “If you are not independent, it can cloud your ability to be sceptical.” • “…need to have an independent mind in order to display professional scepticism…they are kind of married to each other.”

  10. Scepticism and Audit Risk • “…there is a base level [of scepticism] that you would apply no matter what…heightened by client context such as risk and complexity…” • “…high risks, need to be definitely more sceptical”

  11. Trait or Skill? • It’s in a person’s nature. If you don’t have that enquiring mind to begin with, you’re going to struggle regardless. • Some people are more sceptical than others innately. • Scepticism can be trained in over years as well. • It is a skill because it’s certainly something – I mean I certainly learnt it over time. • As an auditor, you are not going to be much good, if you are not sceptical.

  12. Enablers and Inhibitors

  13. Training • 75:25 • 25% - formal/ classroom training and self-directed learning • 75% - on the job training; coaching; review process • Doing the review, particularly in people of younger years, is to challenge them on – how did you get happy with it, how did you satisfy yourself? In my mind, the critical training of this in on-job training.

  14. Comments, questions?

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