Lead small teams in the security industry Evidence Guide

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Evidence Guide: CPPSEC3004A - Lead small teams in the security industry

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

CPPSEC3004A - Lead small teams in the security industry

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

Facilitate team planning.

Individual and team purpose, roles and responsibilities are clarified, agreed upon and defined in accordance with organisational goals and objectives.
Assignment instructions are identified and clearly communicated to team members in accordance with legislative and organisational requirements.
Contingencies are considered when allocating specific work duties and responsibilities to team members.
Open communication within the team is encouraged and facilitated to ensure full understanding and accurate exchange of information.
Effective communication and interpersonal techniques are used that reflect sensitivity to individual social and cultural differences.

Individual and team purpose, roles and responsibilities are clarified, agreed upon and defined in accordance with organisational goals and objectives.

Completed
Date:

Teacher:

Evidence:

Assignment instructions are identified and clearly communicated to team members in accordance with legislative and organisational requirements.

Completed
Date:

Teacher:

Evidence:

Contingencies are considered when allocating specific work duties and responsibilities to team members.

Completed
Date:

Teacher:

Evidence:

Open communication within the team is encouraged and facilitated to ensure full understanding and accurate exchange of information.

Completed
Date:

Teacher:

Evidence:

Effective communication and interpersonal techniques are used that reflect sensitivity to individual social and cultural differences.

Completed
Date:

Teacher:

Evidence:

Monitor team performance.

Duties, rosters and team rotation requirements are assessed and matched to individual capabilities.
Performance of the team and individual members is systematically monitored to ensure the satisfactory completion of assignment instructions.
Problems are identified and appropriate remedial action is implemented in accordance with organisational procedures.
Potential and actual security risk situations are identified and appropriate responses implemented in accordance with organisational procedures.
Performance expectations are clearly communicated and assistance provided to team members as required.
Relevant documentation is completed and processed in accordance with workplace procedures.

Duties, rosters and team rotation requirements are assessed and matched to individual capabilities.

Completed
Date:

Teacher:

Evidence:

Performance of the team and individual members is systematically monitored to ensure the satisfactory completion of assignment instructions.

Completed
Date:

Teacher:

Evidence:

Problems are identified and appropriate remedial action is implemented in accordance with organisational procedures.

Completed
Date:

Teacher:

Evidence:

Potential and actual security risk situations are identified and appropriate responses implemented in accordance with organisational procedures.

Completed
Date:

Teacher:

Evidence:

Performance expectations are clearly communicated and assistance provided to team members as required.

Completed
Date:

Teacher:

Evidence:

Relevant documentation is completed and processed in accordance with workplace procedures.

Completed
Date:

Teacher:

Evidence:

Develop team performance.

Effective working relationships are established and maintained through the provision of appropriate support, communication and feedback.
Constructive feedback on quality of performance is regularly provided to team members for integration into work practices.
Positive action to address deficiencies or areas for improvement in team performance is taken and handled sensitively.
Team is supported and encouraged to achieve its goals and changing priorities through active reflection and participation in team activities and communication processes.
Team concerns are acknowledged and addressed as required and wherever possible discussed and resolved within the team.
In the event of non-resolution, team concerns are constructively presented and discussed with relevant persons in a timely and objective manner using established dispute resolution procedures.

Effective working relationships are established and maintained through the provision of appropriate support, communication and feedback.

Completed
Date:

Teacher:

Evidence:

Constructive feedback on quality of performance is regularly provided to team members for integration into work practices.

Completed
Date:

Teacher:

Evidence:

Positive action to address deficiencies or areas for improvement in team performance is taken and handled sensitively.

Completed
Date:

Teacher:

Evidence:

Team is supported and encouraged to achieve its goals and changing priorities through active reflection and participation in team activities and communication processes.

Completed
Date:

Teacher:

Evidence:

Team concerns are acknowledged and addressed as required and wherever possible discussed and resolved within the team.

Completed
Date:

Teacher:

Evidence:

In the event of non-resolution, team concerns are constructively presented and discussed with relevant persons in a timely and objective manner using established dispute resolution procedures.

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: 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.

Required Skills and Knowledge

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

Required skills

acknowledge and resolve individual or team problems

apply conflict resolution and negotiation techniques

apply effective interpersonal techniques

communicate effectively with others

complete and maintain records and documentation

comply with applicable legislative, regulatory and licensing requirements

comply with organisational policies and standard operating procedures

modify work activities dependent on differing workplace continues, risk situations and environments

plan, organise and monitor work activities of team members

prioritise and schedule work tasks to meet designated schedules

provide constructive feedback and support to team members

provide effective informal performance counselling

provide leadership and work collaboratively with others

take appropriate initiatives concerning security incidents

use and maintain appropriate business and security equipment

use coaching and mentoring skills to provide support and build effective workplace relationships.

Required knowledge

applicable legislation and regulations including Occupational Health and Safety (OHS) and licensing requirements

conflict resolution and team building techniques

emergency and evacuation procedures

operational principles of a range of business and security equipment

organisational performance standards and assessment techniques

organisational policies and procedures

principles of effective communication

principles of time management

reporting and documentation requirements and procedures

rights and responsibilities of employers and employees

roles, functions and responsibilities of team members

site layout and standard operating procedures

teamwork principles and relationship-building techniques

types of problems and security risk incidents in the workplace and appropriate response procedures

workplace contingency procedures.

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.

NTISthis.com

Evidence Guide: CPPSEC3004A - Lead small teams in the security industry

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CPPSEC3004A - Lead small teams in the security industry

Facilitate team planning.

Monitor team performance.

Develop team performance.

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _