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 objectives may include:
budgetary and business targets
client requirements
continuous improvement
professional development goals
reporting deadlines
team and individual learning goals.
Social and cultural differences may be expressed in:
beliefs, values or practices
conventions of gender or sexuality
cultural stereotypes
dress
food or diet
language
religious and spiritual observances
social conventions
traditional practices and observations.
Relevant personsmay include:
clients
other colleagues
supervisor
team leader
team members
technical specialists.
Organisational requirementsmay 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.
Assignment instructionsmay relate to:
assignment objectives and timeframes
back-up
client identification and information details
communication equipment and procedures
instructions from client, supervisor or colleagues
legislative requirements relating to work tasks
OHS including use of personal protective equipment
resource and equipment needs
site layout including access points
use of force
use of workplace documentation
verbal and non-verbal reporting
work schedules including budget
work tasks and procedures.
Work tasksmay involve:
control of access to and exit from premises
control room operation
crowd control
escort of people and property
operation, installation and storage of security equipment
screening or inspection of property and people
security monitoring or guarding of premises.
Relevant informationmay relate to:
changed work arrangements
client needs
handover notes or reports
incidents
location of team members
positive or negative feedback
potential risks, hazards or changing safety requirements
resource or equipment availability and instructions
status of work tasks
team goals, objectives and tasks.
Communication skillsmay include:
active listening
comprehension
note-taking
positive body language
questioning
reading accurately
speaking clearly
summarising
writing.
Communication proceduresmay include:
abbreviations
call codes
call signs
use of phonetic alphabet
written or verbal reporting.
Communication equipmentmay include:
mobile telephones
pager
portable or mounted two-way radio.
Assistancemay involve:
explaining or clarifying issues or tasks
problem solving
providing back-up support
providing encouragement
providing feedback to another team member
taking on extra tasks.
Occupational Health and Safety (OHS) requirementsmay relate to:
identifying hazards or risks
safety of self and others.
Professional development opportunitiesmay include:
career planning or development
internal or external training provision
participating in formal or informal learning programs
performance appraisals
personal study
quality assurance assessments and recommendations
Recognition of Prior Learning assessment
work experience or exchange opportunities
workplace coaching, mentoring or supervision
workplace skills assessment.
Feedbackmay be sought from:
comments from supervisors, colleagues or clients
formal or informal performance appraisals
personal reflection
workplace assessment.

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:
working effectively with and encouraging team members to complete assignments within designated timeframes and legislative requirements
identifying minority groups and discussing issues that may lead to conflict with team members using communication which reflects sensitivity to individual social and cultural differences
actively seeking and providing feedback on quality of team work and performance and identifying opportunities for own and team professional development
using communication skills to ensure regular exchange of information within the team and provision or receipt of back-up support and assistance.
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 a registered provider of assessment services
access to a suitable venue and equipment
access to plain English version of relevant statutes and procedures
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 should be assessed using 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.