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Evidence Guide: CPPSEC2005A - Work as part of a security team

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

 

CPPSEC2005A - Work as part of a security team

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

Develop effective team relationships.

  1. Relationships with team members are developed and maintained in accordance with organisational goals and objectives.
  2. Input of team members into planning, decision making and operational tasks of team are continually encouraged.
  3. Communication with others is conducted in a courteous manner which reflects sensitivity to individual social and cultural differences.
  4. Issues that may lead to, or involve conflict are recognised, discussed with team members, and referred to relevant persons as required.
Relationships with team members are developed and maintained in accordance with organisational goals and objectives.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Input of team members into planning, decision making and operational tasks of team are continually encouraged.

Completed
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Communication with others is conducted in a courteous manner which reflects sensitivity to individual social and cultural differences.

Completed
Date:

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Issues that may lead to, or involve conflict are recognised, discussed with team members, and referred to relevant persons as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in team assignments.

  1. Individual responsibilities within the team are identified and met in accordance with organisational requirements, assignment instructions and relevant legislation.
  2. Team members are assisted to ensure efficient and safe completion of work tasks.
  3. Relevant information is communicated to team members using appropriate communication skills, procedures and equipment.
  4. Assistance is provided to colleagues or sought as required to achieve work tasks within designated timeframes in accordance with Occupational Health and Safety (OHS) requirements.
Individual responsibilities within the team are identified and met in accordance with organisational requirements, assignment instructions and relevant legislation.

Completed
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Teacher:		 Evidence:

 

 

 

 

 

 

 

Team members are assisted to ensure efficient and safe completion of work tasks.

Completed
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Relevant information is communicated to team members using appropriate communication skills, procedures and equipment.

Completed
Date:

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Assistance is provided to colleagues or sought as required to achieve work tasks within designated timeframes in accordance with Occupational Health and Safety (OHS) requirements.

Completed
Date:

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Contribute to team development.

  1. Encouragement and support is given to other team members to identify and organise professional development opportunities.
  2. Feedback on individual and team performance is regularly sought from colleagues and supervisors.
  3. Personal work standards are maintained in a manner that supports the team and organisational goals and objectives.
  4. Positive contributions are made to the planning process to improve work practices.
Encouragement and support is given to other team members to identify and organise professional development opportunities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback on individual and team performance is regularly sought from colleagues and supervisors.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal work standards are maintained in a manner that supports the team and organisational goals and objectives.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Positive contributions are made to the planning process to improve work practices.

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.

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.

Required Skills and Knowledge

This section describes the skills and knowledge and their level required for this unit.

Required skills

basic information technology

communication to engage with minority groups (eg young people, old people, people with an addiction or disability, Indigenous Australians, people from Culturally and Linguistically Diverse (CALD) backgrounds)

complete basic workplace documentation

conflict resolution to diffuse or resolve individual and team issues

literacy skills to understand and communicate security information (reading, writing, speaking, numeracy and listening)

numeracy skills to estimate time to complete work tasks

observation

personal skills to relate to people from a range of social, cultural and ethnic backgrounds and varying physical and mental abilities

questioning to check understanding

solve routine problems

summarise information received

use of phonetic alphabet

work effectively on an individual basis and as part of a team.

Required knowledge

approved communication terminology and call signs

difference between negative and positive language

differences between reactive and proactive back-up

differences between written and spoken English

how to read and use body language to gain confidence of others

how to record information which may be used for legal purposes.

how to safeguard confidential information

how to use business equipment to present information

organisational communication channels and procedures

organisational standards for the presentation and maintenance of written information

procedures for receiving and providing back-up support

procedures for reporting information

types and uses of communications equipment.

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.