Elements and Performance Criteria

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.
Organisational goals and objectivesmay include:
budgetary targets
reporting deadlines
team and individual learning goals
team participation.
Assignment instructionsmay include:
assignment objectives and timeframes
personal protective clothing and equipment requirements
reporting and documentation requirements
resource and equipment requirements
specific client requirements
work schedules
work tasks and procedures.
Legislative requirements may relate to:
Australian standards and quality assurance requirements
general 'duty of care' responsibilities
licensing or certification requirements
privacy and confidentiality
relevant commonwealth, state, territory legislation, codes and national standards for:
anti-discrimination
cultural and ethnic diversity
environmental issues
equal employment opportunity
industrial relations
OHS
relevant industry codes of practice.
Organisational requirements may relate to:
access and equity policies, principles and practices
business and performance plans
client service standards
code of conduct, code of ethics
communication and reporting procedures
complaint and dispute resolution procedures
emergency and evacuation procedures
employer and employee rights and responsibilities
OHS policies, procedures and programs
own role, responsibility and authority
personal and professional development
privacy and confidentiality of information
quality assurance and continuous improvement processes and standards
resource parameters and procedures
roles, functions and responsibilities of security personnel
storage and disposal of information.
Contingenciesmay involve:
domestic considerations
impending leave
individual strengths and weaknesses
preferences
security risk situations
team dynamics and combinations.
Communication may be:
face-to-face
group interaction
in Indigenous languages
in languages other than English
oral reporting
participation in routine meetings
reading independently
recording of discussions
speaking clearly and directly
through the use of assistive technology
via an interpreter
visual or written
writing to audience needs.
Interpersonal techniques may involve:
active listening
being non-judgemental
being respectful and non-discriminatory
constructive feedback
control of tone of voice and body language
culturally aware and sensitive use of language and concepts
demonstrating flexibility and willingness to negotiate
effective verbal and non-verbal communication
maintaining professionalism
providing sufficient time for questions and responses
reflection and summarising
two-way interaction
use of plain English
use of positive, confident and cooperative language.
Social and cultural differences may relate to:
dress and personal presentation
food
language
religion
social conventions
traditional practices
values and beliefs.
Documentationmay include:
equipment and resource used
incident reports
operational reports
performance assessments
professional development recommendations
team roles and responsibilities
work schedules including team rotation details
written and electronic reports.
Constructive feedbackmay include:
comments from supervisors, colleagues or clients
formal and informal performance appraisals
personal, reflective behaviour strategies
workplace assessment.
Relevant personsmay include:
clients
colleagues
emergency services personnel and agencies
manager
security personnel.

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.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
A person who demonstrates competency in this unit must be able to provide evidence of:
acknowledging individual or team concerns and facilitating discussion and resolution within the group
assessing and monitoring team and individual performance against set measurable criteria, and creating opportunities to maintain or improve individual and team performance
clearly defining and communicating to team members individual and team roles and responsibilities, assignment instructions and organisational goals and objectives
communicating effectively on a one-to-one and group basis with colleagues, clients and supervisors and developing trust and confidence in workplace relationships
communicating performance expectations for a range of tasks and duties within the team and providing constructive feedback
selecting and allocating duties and responsibilities appropriate to individual knowledge, skill, aptitude and assignment requirements.
Context of and specific resources for assessment
Context of assessment includes:
a setting in the workplace or environment that simulates the conditions of performance described in the elements, performance criteria and range statement.
Resource implications for assessment include:
access to plain English version of relevant statutes and procedures
access to a registered provider of assessment services
access to a suitable venue and equipment
assessment instruments including personal planner and assessment record book
work schedules, organisational policies and duty statements.
Reasonable adjustments must be made to assessment processes where required for people with disabilities. This could include access to modified equipment and other physical resources, and the provision of appropriate assessment support.
Method of assessment
This unit of competency could be assessed using the following methods of assessment:
observation of processes and procedures
questioning of underpinning knowledge and skills.
Guidance information for assessment
Assessment processes and techniques must be culturally appropriate and suitable to the language, literacy and numeracy capacity of the candidate and the competency being assessed. In all cases where practical assessment is used, it should be combined with targeted questioning to assess the underpinning knowledge.
Oral questioning or written assessment may be used to assess underpinning knowledge. In assessment situations where the candidate is offered a choice between oral questioning and written assessment, questions are to be identical.
Supplementary evidence may be obtained from relevant authenticated correspondence from existing supervisors, team leaders or specialist training staff.