U27102
U27102:
Unit Descriptor:
Detect loss and theft in retail environments
Detect loss and theft in retail environments
This unit defines the national standard of occupational competence for
supporting retail security and covers identifying when loss or theft is
taking place and identifying suspects which you would be doing
covertly.
You would be expected to get sufficient information to help you
identify loss or theft and decide what action should be taken. This
information would help you identify trends or patterns and potential
suspects. Once you have identified suspects, you would be expected to
take the appropriate action, which could be to continue observing
suspects or contact colleagues, who would deal with suspects.
You should know, understand and follow the relevant law, codes of
practice and your instructions for detecting loss or theft from retail
environments. You should also know how to maintain the covert
nature of your security role.
ELEMENT
PERFORMANCE CRITERIA
To be competent you must achieve the following:
1. Gather and evaluate information to detect
offences and suspects
1.1
Collate and evaluate reliable and factual
details related to loss and potential
offences.
1.2
Recognise and confirm trends or
patterns of loss or theft to help identify
what action should be taken.
1.3
Make sure you have sufficient valid and
reliable evidence of loss or theft on
which to propose effective action.
1.4
Maintain the covert nature of your
security role while evaluating evidence
of loss or theft.
1.5
Report details of loss and theft
accurately and the action you propose to
take to the relevant person.
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Technical and Vocational Education and Training (TVET) Council
January 2010
U27102
Detect loss and theft in retail environments
2. Identify suspects and respond
2.1
Identify suspects correctly.
2.2
Take action to deal with suspects that is
legal and in line with your instructions
and authority.
2.3
Maintain the covert nature of your
security role while responding to
identifying suspects.
2.4
Report orally and in writing, clear
details of suspects and action taken to
the relevant person.
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Technical and Vocational Education and Training (TVET) Council
January 2010
U27102
Detect loss and theft in retail environments
RANGE STATEMENT
You must cover the items below:
Element 1: Gather and evaluate information to detect offences and suspects
A.
Details related to:
(i)
loss
(ii) internal theft
(iii) external theft
B.
Person to whom you report:
(i)
(ii)
(iii)
(iv)
colleagues
others in authority
supervisors
police
Element 2
C.
Respond to identifying suspects
Suspects who are:
(i)
(ii)
D.
employees
non-employees
Action that you take:
(i)
(ii)
(iii)
(iv)
E.
maintain observation and take notes
get help from colleagues
detain suspects
inform supervisor
Details of:
(i)
(ii)
F.
suspects
action taken
Person to whom you report:
(i)
(ii)
(iii)
(iv)
colleagues
others in authority
supervisors
police
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Technical and Vocational Education and Training (TVET) Council
January 2010
U27102
Detect loss and theft in retail environments
UNDERPINNING KNOWLEDGE AND SKILLS
Gather and evaluate information to detect offences and suspects
1. The current law and codes of practice related to gathering information about possible loss and theft
from retail environments.
2. Where you can get reliable and factual information about loss and theft.
3. How to evaluate details of loss or theft in order to decide what action should be taken.
4. How to decide when you have sufficient information on which effective action can be taken.
5. How to maintain the covert nature of your security role while gathering information related to loss
and theft.
6. What actions you can propose to prevent loss and theft from retail environments.
Respond to identifying suspects
7. The current law, codes of practice and your instructions related to dealing with people suspected of
causing retail loss or theft.
8. The surveillance techniques that you should use to identify loss or theft.
9. How to spot suspicious behaviour and identify people suspected of causing loss or theft.
10. How to communicate effectively with your associates to give details of suspects and action to take.
11. How to maintain the covert nature of your security role while dealing with suspects.
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Technical and Vocational Education and Training (TVET) Council
January 2010
U27102
Detect loss and theft in retail environments
EVIDENCE GUIDE
(1) Critical Aspects of Evidence
You must prove that you gather and evaluate information to detect offences and suspects and that you
respond to identifying suspects to the National Standard of competence.
To do this, you must provide evidence to convince your assessor that you consistently meet all the
performance criteria.
You must produce performance evidence for all of the following items of range.
A.
Details related to:
(i)
(ii)
(iii)
loss
internal theft
external theft
You must produce performance evidence for at least two of the following items of range.
B.
Persons to whom you report: (Elements 1 and 2)
(i)
(ii)
(iii)
(iv)
colleagues
others in authority
supervisors
police
You must produce performance evidence for both of the following items of range.
C.
Suspects who are:
(i)
(ii)
D.
Action that you take:
(i)
(ii)
(iii)
(iv)
E.
employees
non-employees
maintain observation and take notes
get help from colleagues
detain suspects
inform supervisor
Details of:
(i)
(ii)
suspects
action taken
The remaining categories can be assessed by other means. Your assessor may ask questions to
supplement performance evidence, or to enable you to demonstrate knowledge and understanding for the
remainder of the range statement not covered by performance evidence.
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Technical and Vocational Education and Training (TVET) Council
January 2010
U27102
Detect loss and theft in retail environments
(2) Methods of Assessment
Here are some examples to give you some ideas about the sort of evidence you might be able to find in
your daily work:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
(viii)
Audio/Video
Photographs
Witness testimony
Witness statement
Pocket book
Control log
Occurrence log
Incident reports
Observation of you by your assessor.
Answers to questions given to you by your assessor.
(3) Context of Assessment
Your evidence must be the result of real work activities undertaken by yourself.
Evidence from simulated activities is not permitted for these elements.
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Technical and Vocational Education and Training (TVET) Council
January 2010