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Evidence Guide: CPPSEC3014A - Control persons using baton

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

 

CPPSEC3014A - Control persons using baton

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

Present baton.

  1. Applicable provisions of legislative and organisational requirements relevant to the use of batons are identified and complied with.
  2. The need and opportunity to present baton is assessed and evaluated against risk factors.
  3. Hold is appropriate to baton type and grip is securely maintained to ensure continuous control during presentation.
  4. Stance adopted during presentation is confident, assertive, balanced and allows for additional tactical positioning.
  5. Personal safety needs are identified and assistance sought as required in accordance with organisational procedures.
  6. Protective equipment is selected and used in accordance with organisational and Occupational Health and Safety (OHS) requirements
Applicable provisions of legislative and organisational requirements relevant to the use of batons are identified and complied with.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The need and opportunity to present baton is assessed and evaluated against risk factors.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Hold is appropriate to baton type and grip is securely maintained to ensure continuous control during presentation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Stance adopted during presentation is confident, assertive, balanced and allows for additional tactical positioning.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal safety needs are identified and assistance sought as required in accordance with organisational procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Protective equipment is selected and used in accordance with organisational and Occupational Health and Safety (OHS) requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Direct persons.

  1. Communication is maintained with subject and reflects sensitivity to individual social and cultural differences.
  2. Effective interpersonal techniques are used to facilitate an effective exchange of information.
  3. Intention to use baton is clearly and assertively communicated to subject.
  4. Baton is used to restrain subject using recognised techniques.
  5. Alternative response options are assessed and implemented where possible to minimise the use of force or prevent continuance of aggressive behaviour.
Communication is maintained with subject and reflects sensitivity to individual social and cultural differences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Effective interpersonal techniques are used to facilitate an effective exchange of information.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Intention to use baton is clearly and assertively communicated to subject.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Baton is used to restrain subject using recognised techniques.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Alternative response options are assessed and implemented where possible to minimise the use of force or prevent continuance of aggressive behaviour.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply defensive strikes.

  1. Subject is continually observed to anticipate movement and aggressive actions.
  2. The response initiative is carried out promptly and accurately in accordance with organisational procedures.
  3. Baton contact with the subject is minimised and restricted to appropriate target areas of the subject's body.
  4. Force of strike is controlled and limited to preventing continuance of aggressive force by the subject.
  5. Factors which may affect the provision of first aid treatment are assessed with assistance from relevant persons when required.
Subject is continually observed to anticipate movement and aggressive actions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The response initiative is carried out promptly and accurately in accordance with organisational procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Baton contact with the subject is minimised and restricted to appropriate target areas of the subject's body.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Force of strike is controlled and limited to preventing continuance of aggressive force by the subject.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Factors which may affect the provision of first aid treatment are assessed with assistance from relevant persons when required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review use of baton.

  1. Effectiveness of response is reviewed and evaluated against circumstances of the incident.
  2. Incident observations are provided accurately and constructively.
  3. Review findings identify areas for improvement and recommendations for amendment of response procedures are provided for future practice.
  4. Baton is inspected and faults are identified and reported in accordance with organisational procedures.
  5. Relevant documentation is completed and securely maintained with due regard to confidentiality in accordance with organisational procedures.
  6. Effects of stress and other issues related to own well-being are recognised and managed using appropriate stress management techniques.
Effectiveness of response is reviewed and evaluated against circumstances of the incident.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incident observations are provided accurately and constructively.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review findings identify areas for improvement and recommendations for amendment of response procedures are provided for future practice.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Baton is inspected and faults are identified and reported in accordance with organisational procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant documentation is completed and securely maintained with due regard to confidentiality in accordance with organisational procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Effects of stress and other issues related to own well-being are recognised and managed using appropriate stress management techniques.

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:

applying defensive strikes that avoid vital areas of the body

demonstrating correct procedures for selecting, fitting, wearing and maintaining protective equipment including soft body armour

demonstrating safe baton handling skills including maintaining consistent accuracy when striking with baton

identifying current and potential risk factors which might impact on the safety and security of self and others and implementing appropriate response measures

using effective communication techniques to provide warnings and clear directions to subject, and conduct basic negotiation to defuse conflict in a manner which engages minority groups

reacting in a timely manner to the application and termination of force

selecting response options using baton within specified legal and strategic limits.

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

apply first aid

calculate and estimate support requirements

communicate and negotiate using clear and concise language

communicate effectively with people from different social, cultural and ethnic backgrounds and of varying physical and mental abilities

determine response appropriate to incident situation

identify and comply with applicable legal and procedural requirements including 'use of force' guidelines

identify risk factors and assess degree of risk

interpret and follow instructions and procedures

maintain baton in a serviceable condition

minimise threat to self and to others by use of appropriate force options

operate security and communications equipment

participate in review and debrief procedures

record, report and process information

use baton without causing undue harm to subject

use negotiation techniques to defuse and resolve conflict.

Required knowledge

baton use and techniques

communication techniques, codes and signals

correct use of equipment including personal protective equipment

documentation, reporting and reviewing or debriefing processes

emergency and evacuation procedures and instructions

first aid procedures and their application

incident management and methods of restraint

legal provisions relating to powers of arrest and 'use of force' guidelines

negotiation techniques for managing conflict

observation and monitoring techniques

powers and procedures for effecting an arrest

principles of effective communication including interpersonal techniques

problem-solving methods and techniques

security incidents and appropriate responses.

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.

Legislative requirements may relate to:

apprehension and powers of arrest

Australian standards and quality assurance requirements

counter-terrorism

crowd control and control of persons under the influence of intoxicating substances

force continuum, use of force guidelines

general 'duty of care' responsibilities

inspection of people and property, and search and seizure of goods

licensing or certification requirements

privacy and confidentiality

relevant commonwealth, state and 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

trespass and the removal of persons.

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.

Opportunitiesmay include:

distractions

lapses in concentration

opportunities for escape

presence of support.

Batonsmay be:

extendable

side handle

straight.

Assessmentmay involve an analysis of:

access to weapons

available resources and team backup

known information about people involved in the incident

known information about the circumstances of the incident

nature of the incident

observation of the environment and physical conditions

potential and triggers for escalation or defusing

range of response options available

safety of self and others.

Tactical positioningmay include:

access to cover or concealment

capacity to restrain or arrest subject

capacity to use handcuffs

capacity to withdraw or restrain subject

safety of self and others

stance (eg standing, kneeling, prone).

Personal safetyneeds may include:

access to emergency services

access to specific security equipment

additional training

appropriate vehicle

clarification of own responsibility and competence

maintaining regular communication

personal protective equipment

provision of back-up support

working in a team.

Protective equipmentmay include:

body armour

fire extinguisher

fire proof clothing

first aid kit gloves

head protection

masks

safety glasses.

Social and cultural differencesmay relate to:

dress and personal presentation

food

language

religion

social conventions

traditional practices

values and beliefs.

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.

Recognised techniquesmay include:

baton impact

blocking

locking

redirection and interception.

Response optionsmay include:

arrest of person

cultural support

defusing the situation

request for assistance

restraint of person using handcuffs

sending alarms

separation or isolation

tactical withdrawal

use of empty hand techniques

use of negotiation techniques

use of specialists or experts.

Target areasmust include:

those areas of the body which are non lethal (eg forearm, wrist, hands and fingers).

Factorsmay include:

hazardous environmental conditions (adverse weather, after dark, difficult terrain, debris, traffic, time pressure, security or safety issues)

infection control

limited access to equipment necessitating the use of improvised techniques

location of emergency services personnel

operating during any response situation

varying time frames (short term, sudden impacts, protracted response operations).

Relevant personsmay include:

colleagues

emergency services personnel

medical personnel

specialist teams

supervisor.

Batonfaultsmay include:

cracks

damage

dents

jagged edges.

Documentationmay include:

activity logs

incident reports

request for assistance forms

vehicle and personnel movements

written and electronic reports.

Effects of stressmay include:

frustration

inability to concentrate

increasing aggression

over-talking

tiredness

uncoordinated movements.

Stress management techniquesmay include:

conscious use of personal recreational activities

counselling

formal debriefing processes

informal exploration of incidents with team members and supporters

review of practice and resources.