Help & FAQ's

What are employability Skills?

The two greatest concerns of employers today are finding good workers and training them. The difference between the skills needed on the job and those possessed by applicants, sometimes called the skills-gap, is of real concern to human resource managers and business owners looking to hire competent employees. While employers would prefer to hire people who are trained and ready to go to work, they are usually willing to provide the specialized, job-specific training necessary for those lacking such skills.

Most discussions concerning today’s workforce eventually turn to  employability skills. Finding workers who have employability or job readiness skills that help them fit into and remain in the work environment is a real problem. Employers need reliable, responsible workers who can solve problems and who have the social skills and attitudes to work together with other workers. Creativity, once a trait
avoided by employers who used a cookie cutter system, is now prized
among employers who are trying to create the empowered, high performance workforce needed for competitiveness in today’s marketplace.

Employees with these skills are in demand and are considered valuable human capital assets to companies.Employability skills are those basic skills necessary for getting, keeping, and doing well on a job. These are the skills, attitudes and actions that enable workers to get along with their fellow workers and supervisors and to make sound, critical decisions. Unlike occupational or technical skills, employability
skills are generic in nature rather than job specific and cut across
all industry types, business sizees, and job levels from the entry-level
worker to the senior-most position.

Click here for a Department of Education, Science & Training (DEST) brochure on the topic of employability skills

Security Licensing

The Victorian security industry is regulated by Victoria Police.  You may click here to visit the police website.  It contains useful information for new and existing security personnel as well as access to licence application forms.

Why are your courses so much cheaper than everyone else?

PSG believes in providing quality, nationally recognised training at affordable prices.  Just because the price is cheaper, in some case up to 50% cheaper than our major competitors, the end result is the same..you will receive a nationally recognised qualification.  Why pay more?

I want to work in the security industry.  What do I need to do?

If you are not currently a licensed security officer and would like full or part-time work you will need to obtain your Security Licence first. There are a number of ways to do the training so you can choose the format which suits your availability. You need to be over 18 years of age to work as a security officer.

For details on our training courses to gain your security licence go to PSG Australia training

To find out more about full-time employment as a security officer, send a current curriculum vitae to the employment officer at info@psgsecurity.com or call 1300 880 460

Can I start work before I get my security licence?

No. 

However, while you are waiting for your licence to arrive, you can check the Victoria Police Online Register of Security Licences.  If your name appears on the register - You CAN start work.

Register address: https://www.police.vic.gov.au/lars/lars.asp?File=/Components/Screens/PSINFP03/PSINFP03.asp

PRS03 UPGRADE
 
As of March 2005, the Asset Training Package PRS03 was implemented by the Victorian Police - Licensing Services Division.

All Security Guards, Crowd Controllers, Bodyguards, Control Room Operators and Investigators are now required to UPDATE THEIR TRAINING!

Requirements to upgrade are as follows: 

• if licence expiry date is before 1 July 2006 - upgrade must be completed before this date.

• if licence expiry date is on or between 1 July 2006 and 31 August 2007 - upgrade must be completed before the current licence expires.

• if the licence expiry date is on or between 1 September 2007 and 30 June 2008 - upgrade must be completed before 1 September 2007.

I need a character reference for my security licence application.  Can I use an overseas reference?

No.

When do I get paid?

Employees are paid fortnightly on every second Thursday

How do I learn more about your courses?

You can visit our Course Catalogue or go to our site on tafevc.com

What are competency standards?

Competency standards are nationally recognized occupational standards which clearly describe what is expected of people working in various occupations.  They provide criteria to assess whether a person is performing competently and they specify the underpinning knowledge, understanding and skills which are essential for competence performance.

They are designed to allow flexible application in the workplace, but are sufficiently detailed to provide consistent outcomes.

What is competency based training?

Competency based training is a key feature of the Australian Vocational Educational and Training (VET) system.  The major emphasis is on competency standards and on what a person is expected to do in the workplace.  It focuses on the ability to transfer and apply skills, knowledge and attitudes to new situations and environments.

PSG Australia’s training is based on an industry driven and work based approach.  It places the person seeking recognition for competence as the driver of the process.

Competence based training:

• Is based on effective performance of the functions required in employment
• Incorporates units of competency rather than subjects and training modules
• Is designed to be flexible and to allow for the different ways people learn
• Focuses on the performance of real job skills in real work situations or simulated work environments
• Emphasizes what a person is able to do as a result of learning, rather that the time that was spent on training
• Is aimed at preparing an employee for successful competency based assessment against nationally endorsed competency standards

What are Qualifications?

Qualifications certify the knowledge and skills a person has achieved through study, training, work and life experience.  The Australian Qualifications Framework (AQF) is a unified system of twelve national qualifications in schools, vocational education and training (TAFE’s and private providers) and the higher education sector.

The AQF framework links together all these qualifications and is a highly visible, quality assured national system of educational recognition which promotes lifelong learning.

How do you identify learning and development needs?

The self assessment process assists candidates to identify how ready they are for formal assessment.  Candidates examine the competency required and decide if:

• They are already competent, and can present evidence to prove it
• They are partly competent, and need to fill gaps in their skills, knowledge or attitudes
• They are not yet competent and need to learn about, or be trained in the competency

There are 5 steps the candidates follow when applying for recognition:

• Knowledge Checklist
• Competency Checklist
• Samples of Evidence
• Guide to Learning
• Complete Evidence Plan

Knowledge Checklist

Candidates complete a check of their understanding of key knowledge areas relevant to a unit of competency.

Competency Checklist

Candidates complete a check of their competency in a unit.  They are asked whether they can perform relevant tasks competently

Sample of Evidence

Candidates are asked if they already have documented evidence to support competence in key aspects of a unit.

Guide to Learning

This is only relevant if the candidate has identified learning needs from Step 2 or 3.  Development needs relevant to the candidates learning style will be identified.

Complete Evidence Plan

The candidate and assessor agree on what evidence is required to proceed to formal assessment.

If the candidate feels that they are competent in all of the elements (i.e. the whole unit) and if their coach/assessor also supports their self assessment, then they are ready to gather evidence to prepare for formal assessment against that unit.

If the candidate feels that they are not yet competent in one or more elements, then they will need to prepare a learning plan.

How are learning needs identified?

After completing the RPL process, either the candidate or the assessor may identify the need for further learning and development to assist the candidate to develop competence in either a particular unit, or individual elements.  The next step is for the trainer to assist the candidate to identify their learning needs.

People develop competence in different ways.  Some activities may require structured on-the-job learning.  Some may involve flexible or structured off-the-job learning. Some may involve combinations of the two.

What are Learning Pathways? 

There are two major learning pathways that can be used to develop competence:

1.           On-the-Job Learning

Structured on-the-job learning can include:

• Action learning
• Coaching
• Mentoring
• Project based learning

On-the-job experience could involve the learner:

• Being involved in job rotation where the particular skill and knowledge is applied
• Changing to the shift where the particular skill and knowledge is applied
• Being part of a team, group or assignment that is using the particular skill and knowledge required
• Job sharing with someone where the particular skill and knowledge is applied

2.           Off-the-Job Learning

Structured off-the-job learning could include:

• Using group situations for a range of learning activities e.g. practical demonstrations, discussions, problem solving, project
• work, analysis of materials
• Using resources for private study (print, audio, video, computer)
• Visiting work sites
• Classroom based learning
• Listening to guest speakers

What is the Trainer’s role in the learning process?

Once you and the trainer have decided on the most appropriate pathway to competence, you will need to develop and support relevant development activities.  Trainer can provide a number of opportunities to assist learners to achieve the learning outcomes.  Some examples are shown below.

The trainer can assist the learner through structured on-the-job learning which can include:

• Action learning – providing an opportunity for learners to reflect on action they have taken by integrating their theoretical knowledge and practical experience, and discuss this action/reflection with co-workers
• Coaching – involving people with specific experience to assist the learner to learn new skills by providing direction and support
• Mentoring – providing a one-on-one situation where learners are paired with an experienced worker to develop specific competencies
• Project based learning – providing the learner with real work or work related projects that allow self direction and self management

The trainer can assist the learner through on-the-job experience by providing:

• Opportunities to observe co-workers using the skills and knowledge
• Relevant documents/information e.g. legislation, employer/client policies
• Opportunities to discuss any questions they may have about the skills and/or knowledge being applied
• The resources and/or equipment required for the task
• Feedback of any issues that arise about using the skills and knowledge
• Opportunities to participate in work that requires the skills and knowledge to be used
• Opportunities to practice performance in a range of situations consistent with the range of variables

 

The trainer can assist the learner by providing off-the-job learning opportunities which could include:

• Providing learners with resources or workbooks for analysis/self-paced completion
• Creating scenarios and/or demonstrations
• Assigning projects that require researching and reporting on issues, areas, situations
• Designing assignments