Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CPPSEC3103 Mapping and Delivery Guide
Determine and implement response to security risk situation
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | CPPSEC3103 - Determine and implement response to security risk situation |
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Description | |||
Employability Skills | |||
Learning Outcomes and Application | This unit specifies the skills and knowledge required to determine and implement responses to security risk situations.It includes: reviewing and complying with workplace procedures, policies and legal rights and responsibilities to implement security risk responses within specified legal and strategic limits and the scope of own competence and authority identifying and verifying security risk situations and exchanging information with others to clarify risk factors, assess risk and formulate response options appropriate to the degree of riskevaluating, selecting and implementing a preferred security response that maximise the safety and security of people, property and premisesreporting, securing and preserving the incident scene.It applies to people working independently or under limited supervision as members of a security team.This unit may form part of the licensing requirements for people engaged in security operations in those states and territories where these are regulated activities. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | |||
Competency Field |
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: Confirm, verify and communicate security risk situations. |
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Element: Assess security risk situations and formulate response options. |
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Element: Evaluate and implement security response. |
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