1.1 The correct sequence for giving clear orders/instructions is prepared and followed.
1.2 The orders are given or issued in a simple, direct, brief, accurate and complete manner.
1.3 Understanding of orders & instructions is clarified & interrogated.
1.4 Feedback is received and/or a debriefing session is conducted.
2.1. Conflict situations are identified.
2.2. Conflict situations are handled and defused.
2.3. Feedback on conflict situation is provided.
3.1. The emergency or safety situation is identified and assessed.
3.2. Course of action to deal with the emergency or safety situation is initiated.
3.3. An evacuation in accordance with workplace procedures and relevant legislation is implemented and supervised.
4.1. Security risks are identified.
4.2. Risks are analysed.
4.3. Risk potential is determined.
4.4. Solutions to counter/minimise risk are recommended.
5.1. Knowledge and understanding of the requirements for effective report writing are applied.
5.2. A complete and concise report is compiled.
5.3. A written statement is taken.
6.1. Duty in area of responsibility is prepared for.
6.2. Area of responsibility is effectively safeguarded.
6.3. Emergency signals & incidents in area of responsibility are tactically responded to.
6.4. Operations are concluded for effective handover.
7.1. The principals brief and risk profile are ascertained.
7.2. The transit/foot/venue protection operation of a principal is planned.
7.3. A principal is protected during transit/foot/venue movement.
7.4. The protection operation is terminated and reviewed.
8.1. Civil aviation is protected against acts of unlawful interference.
8.2. Dangerous goods are identified and effectively dealt with.
8.3. Hazards are recognized, safety is adhered to and a culture of safety/security awareness is instilled amongst persons working airside.
8.4. Security/safety of persons and items being placed on board aircraft are controlled.
9.1. Assets in transit protection duty are prepared for.
9.2. Assets during collection, in-transit and delivery operations are secured and protected.
9.3. Emergency incidents are tactically reacted to.
9.4. Assets in transit operations for effective handover are concluded.
10.1. Workstation is prepared for commencement of duty.
10.2. Emergency & non emergency signals are monitored and actioned
10.3. Relevant role players are dealt with effectively.
10.4. Operations are concluded for effective handover.
11.1. Safety and security activities of stadium security officers/staff are monitored.
11.2. Responses to alarm, emergency or incident signals are co-ordinate and operation centre information is updated for ongoing assessment.
11.3. Authenticity of venue systems and requests are communicated and assessed.
11.4. Response to information and incidents is evaluated and provided.
11.5. Duties are handed over.
12.1 Security presence at a venue is inspected and provided.
12.2 Crowd size movement, stress, behaviour and safety are monitored.
12.3 Potential crowd problems/breaches of sporting etiquette are reacted to.
12.4 Crowds at special events are directed.
12.5 The monitoring of and response to unlawful or suspicious incidents are prepared for.
13.1. A crime scene is evaluated.
13.2. The dog is prepared for searching and apprehension of a suspect for the purpose of affecting a lawful arrest.
13.3. The dog is utilised to assist in apprehending and arresting an identified suspect.
13.4. Appropriate procedures are followed after the arrest.
14.1. Functionality and load/start up of advance security equipment is verified.
14.2. Signals/data/information received and/or displayed/captured from advance security equipment is monitored & interpreted.
14.3. Received/displayed/captured data/signals/information from advance security equipment is reacted to.
14.4. Advance security equipment is correctly and safely shut/closed down.
Integrated assessment:
The practical, applied, foundational and reflective competencies demonstrated for the group of unit standards in this qualification must proof that the whole competence is more than the sum of the parts of the competencies.
Integrated assessments at the level of qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across unit standards to achieve competence that is grounded and coherent in relation to the purpose of the qualification.
The applied competence (practical, foundational and reflective competencies) of this qualification will be achieved if a person is able to provide effective security supervision and/or response to emergency signals & situations and/or close protection of designated persons and/or protection of aircraft, travellers and travel terminals and/or protect assets in transit and/or control room operations and/or special events security and/or apprehension of violent suspects using dogs. The application of these competencies must be safe for society, quality assured and comply with minimum legislation.
The identifying and solving of problems, team work, organising, using of applied science, the implications of actions and reactions in the world as a set of related systems must be assessed during any combination of practical, foundational and reflexive competency assessment methods and tools to determine the whole person development and integration of applied knowledge and skills.
Applicable assessment tools to establish the foundational, reflective and embedded knowledge to problem solving and application of the world as a set of related systems within the private security environment.
A broad range of task orientated and theoretical assessment tools may be used.
A detailed portfolio of evidence is required to proof the practical, applied and foundational competencies of the learner.
Assessors and moderators (registered with the POSLEC SETA ETQA/AND ANY OTHER BODY WITH WHOM A MOU WAS ENTERED INTO) should develop and conduct their own integrated assessment by making use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and experience.
Leave a Reply
You must be logged in to post a comment.