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Evidence Guide: PSPSEC303A - Conduct security awareness sessions

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

 

PSPSEC303A - Conduct security awareness sessions

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

Prepare for security awareness presentation

  1. Objectives are determined for the presentation that reflect the identified needs of the participants, are achievable and stated in terms of outcomes .
  2. Presentation methods are selected to suit identified outcomes, participants' needs and availability of equipment and resources.
  3. Provision is made for participants to contribute to the session, based on their experience.
  4. Content of materials to be used is validated by experience before use, where possible.
  5. Examples of incidents and results of non-compliance are included in presentation materials.
  6. Methods are identified and information is prepared to suit the specified objectives of the session, the needs of the participants and the size and location of the group.
Objectives are determined for the presentation that reflect the identified needs of the participants, are achievable and stated in terms of outcomes .

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Presentation methods are selected to suit identified outcomes, participants' needs and availability of equipment and resources.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provision is made for participants to contribute to the session, based on their experience.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Content of materials to be used is validated by experience before use, where possible.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examples of incidents and results of non-compliance are included in presentation materials.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Methods are identified and information is prepared to suit the specified objectives of the session, the needs of the participants and the size and location of the group.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deliver session on security awareness

  1. Session is structured to facilitate the creation of opportunities for discussion of broad conceptual, ethical and legal issues surrounding government security management.
  2. Objectives of the session, structure of the activities and other details are explained to participants to suit their level of understanding and experience, and feedback is elicited.
  3. Materials and presentation techniques are used and adapted to the particular audience and are effective and interesting.
  4. Materials are presented in such a way as to establish a positive response in the organisation and its clients regarding security management.
  5. Case studies are used for illustrative purposes where possible, and address urgency and levels of risk in security management.
  6. Models of excellence in government security management are highlighted.
Session is structured to facilitate the creation of opportunities for discussion of broad conceptual, ethical and legal issues surrounding government security management.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Objectives of the session, structure of the activities and other details are explained to participants to suit their level of understanding and experience, and feedback is elicited.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Materials and presentation techniques are used and adapted to the particular audience and are effective and interesting.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Materials are presented in such a way as to establish a positive response in the organisation and its clients regarding security management.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Case studies are used for illustrative purposes where possible, and address urgency and levels of risk in security management.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Models of excellence in government security management are highlighted.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review security awareness session outcomes

  1. Participants are encouraged to provide feedback on all aspects of the security awareness sessions.
  2. Suitability of the approach, the content and outcomes are reviewed as a guide for further activities.
  3. Own performance is reviewed against objectives and in response to participants' responses and comments.
  4. Advice is provided to appropriate people regarding possible future activities or amendments to organisational awareness strategy and programs, including identification of high risk areas for security management.
Participants are encouraged to provide feedback on all aspects of the security awareness sessions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Suitability of the approach, the content and outcomes are reviewed as a guide for further activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Own performance is reviewed against objectives and in response to participants' responses and comments.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advice is provided to appropriate people regarding possible future activities or amendments to organisational awareness strategy and programs, including identification of high risk areas for security management.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the Unit descriptor, Performance Criteria, the Range Statement and the Assessment Guidelines for the Public Sector Training Package.

Units to be assessed together

Pre-requisite units that must be achieved prior to this unit:Nil

Co-requisite units that must be assessed with this unit:Nil

Co-assessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to:

PSPETHC301B Uphold the values and principles of public service

PSPLEGN301B Comply with legislation in the public sector

PSPGOV302B Contribute to workgroup activities

PSPGOV307B Organise workplace information

PSPSEC301A Secure government assets

PSPSEC302A Respond to government security incidents

PSPSEC304A Undertake information technology security audits

Overview of evidence requirements

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:

the knowledge requirements of this unit

the skill requirements of this unit

application of the Employability Skills as they relate to this unit (see Employability Summaries in Qualifications Framework)

presentation of security awareness sessions in a range of (3 or more) contexts

Resources required to carry out assessment

These resources include:

government security management guidelines

government security management standards

Australian Government Information Security Manual (ISM)

Protective Security Policy Framework

public sector values and codes of conduct

legislation, procedures and protocols relating to security management

case studies and workplace scenarios to capture the range of security situations likely to be encountered when preparing for and conducting security awareness sessions

Where and how to assess evidence

Valid assessment of this unit requires:

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when conducting security awareness sessions, including coping with difficulties, irregularities and breakdowns in routine

presentation of security awareness sessions in a range of (3 or more) contexts

Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as:

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

people in rural and remote locations

Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of 2 or more of:

case studies

demonstration

observation

portfolios

questioning

simulation or role plays

authenticated evidence from the workplace and/or training courses, such as session plans and evaluations

For consistency of assessment

Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments

Required Skills and Knowledge

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

Skill requirements

Look for evidence that confirms skills in:

making presentations to provide security awareness sessions aimed at improving security management skills and raising the level of security alertness of less experienced members of staff

tailoring sessions to the needs of adult learners

explaining complex concepts and formal documents such as legislation, standards and codes of conduct

using a range of communication styles to suit different audiences and purposes

responding to diversity, including gender and disability

mentoring culturally and linguistically diverse staff to maximise security awareness

designing/having input into awareness sessions delivered by specialists

incorporating feedback from attendees into future session design and delivery

applying occupational health and safety and environmental procedures in the context of delivering security awareness sessions

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

legislation, policies, guidelines and processes relating to government security management

international treaties and protocols

cross-jurisdictional protocols

organisational structure and core business

the organisation's strategic objectives related to security management

national strategic objectives relating to government security management

the link between ongoing information/awareness sessions and effective security management

audience requirements

adult learning principles

security constraints

public sector values and codes of conduct

anti-discrimination and diversity legislation

legislation, policies and procedures relating to presentations including occupational health and safety and environment

Range Statement

The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in bold italics in the Performance Criteria is explained here.

Security awareness presentation may include:

formal presentations

briefings

addressing special interest groups or community groups

part of a broader induction program for agency staff

explaining procedures and guidelines

on-the-job coaching

Information may include:

instructions

guidelines

case briefings

research outcomes

outcomes of analysis