Unit of competency details

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Element 

Performance Criteria 

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

1. Monitor and maintain store security.

1.1.Implement store policy and procedures  to ensure store security is maintained.

1.2.Monitor and review security procedures , according to store policy and legislative requirements .

1.3.Implement procedures to minimise theft of easily stolen merchandise.

1.4.Maintain security of cash, cash register and keys according to store policy.

1.5.Implement store procedures in regard to transactions .

1.6.Inform team members  of store policy and procedures in regard to security.

1.7.Provide team members with feedback  in regard to implementation or non implementation of store security procedures.

1.8.Provide staff with ongoing supervision and training  to facilitate awareness and detection of theft.

1.9.Report  matters likely to affect store security, according to store policy.

2. Facilitate awareness and detection of theft.

2.1.Inform team members  of store policy and procedures in regard to security.

2.2.Provide team members with feedback  in regard to implementation or non implementation of store security procedures.

2.3.Provide staff with ongoing supervision and training  to facilitate awareness and detection of theft.

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

Required skills 

• interpersonal skills to:

• provide information, feedback and training to staff
• report relevant matters through clear and direct communication
• ask questions to identify and confirm requirements
• share information
• give instructions
• use and interpret non-verbal communication
• provide team leadership

• literacy skills to:

• interpreting and applying Work Health and Safety (WHS) documents
• reporting procedures
• analytical skills to evaluate performance analysis

Required knowledge 

• store policy and procedures in regard to:

• security
• cash and non-cash transactions
• external or internal theft
• suspicious circumstances
• armed robbery
• staff security training
• procedures for opening and closing premises

• relevant legislation and statutory regulations, particularly in relation to checking of customers’ bags and purchases
• types of store alarm and security systems used in the retail industry

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit 

Evidence of the following is essential:

• consistently applies store policy and procedures, industry codes of practice, relevant legislation and statutory requirements in regard to store security
• accurately applies relevant legislation and statutory regulations particularly in regard to checking of customers' bags and purchases
• interprets, applies and monitors security procedures in regard to:

• cash handling, and cash and non-cash transactions
• internal or external theft or suspicious circumstances
• armed robbery
• opening and closing premises

• implements store policy and procedures in regard to:

• reporting on matters related to store security
• staff security supervision and training.

Context of and specific resources for assessment 

Assessment must ensure access to:

• a retail work environment
• relevant documentation, such as:

• store policy and procedures in regard to security
• legislation and statutory requirements
• WHS legislation

• relevant equipment such as:

• alarm systems
• point-of-sale equipment
• communication equipment.

Methods of assessment 

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

• third-party reports from a supervisor
• observation of performance in the workplace
• a role play
• customer feedback
• written or verbal questioning to assess knowledge and understanding
• review of portfolios of evidence and third-party workplace reports of on-the-job performance.

Guidance information for assessment 

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

• SIRXOHS002A Maintain store safety.

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 in the performance criteria is detailed below.

Store policy and procedures  in regard to:

• security
• checking bags
• cash and non-cash transactions
• surveillance of merchandise
• reporting problems and faults.

Security procedures  may deal with:

• customers
• staff or staff property
• visitors, sales representatives, contractors and vendors
• stock
• records
• cash and cash movement
• equipment
• premises
• opening and closing of premises
• theft
• armed robbery
• events likely to endanger customers or staff.

Legislative requirements  may include:

• privacy or confidentiality laws
• Trade Practices and Fair Trading Acts
• consumer law
• awards or agreements
• property offences
• credit laws
• reporting procedures
• criminal law.

Transactions  may include:

• cash
• EFTPOS
• cheques
• credit cards or store cards
• smart cards
• lay-by
• returns
• exchanges
• gift vouchers.

Team members  may include:

• small work teams
• store team
• corporate team
• full-time, part-time, casual or contract staff
• people with varying degrees of language and literacy
• people from a range of cultural, social and ethnic backgrounds
• people with a range of responsibilities and job descriptions.

Feedback  may be given:

• verbally
• in writing
• in groups
• individually.

Training  may include:

• mentoring or coaching
• off-the-job training
• on-the-job training.

Report  may be:

• verbal
• written
• formal
• informal.