SIA CP Program

Quality Management System
601/5307/6 Specification
IQ Level 3 Certificate for Working as a Close Protection Operative within the Private
Security Industry (QCF)
Specification
Regulation No: 601/5307/6
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IQB/0.2/299 | Version 5.0 | 27/11/2015 | Author DM

Contents
Page
Industry Qualifications ......................................................................................................................................................... 3
Introduction ......................................................................................................................................................................... 3
About this Qualification (Description, Objectives, Aims, Purpose) ...................................................................................... 4
Purpose ............................................................................................................................................................................... 4
Sector .................................................................................................................................................................................. 4
Structure (Credit, Rules of Combination, Guided Learning Hours) ..................................................................................... 4
Delivery ............................................................................................................................................................................... 4
Assessment......................................................................................................................................................................... 5
Age range and Geographical Coverage .............................................................................................................................. 6
Learner entry requirements ................................................................................................................................................. 6
Progression ......................................................................................................................................................................... 6
Tutor requirements .............................................................................................................................................................. 6
Centre Requirements .......................................................................................................................................................... 7
Unit 1: Working as a Close Protection Operative Y/506/7884 ............................................................................................. 8
Unit 1 Guidance on Delivery and Assessment .................................................................................................................. 14
Unit 2: Planning, Preparing and Supporting a Close Protection Operation D/506/7885 ................................................... 15
Unit 3: Conflict Management within the Private Security Industry - Y/506/7125................................................................ 22
List of acceptable forms of Identification for SIA licensed linked examinations ................................................................. 28
Appendix A: Standards of Behaviour for Security operatives ............................................................................................ 29
IQ Centre Scenario Declaration/ Role play declaration ..................................................................................................... 30
Resources ......................................................................................................................................................................... 31
Training Resources ........................................................................................................................................................... 31
Resources and Useful websites ........................................................................................................................................ 31
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Industry Qualifications
IQ is approved by the UKs national regulator of qualifications Ofqual and by the Scottish regulator SQA Accreditation. It
was launched in 2011 to provide users and learners with the objective of achieving the highest levels of assessment
integrity, customer service and sector engagement. Uniquely, it is a membership based awarding organisation bringing
together the best of UK vocational education in a not for profit environment.
Further information can be found on the IQ web-site www.industryqualifications.org.uk
Introduction
This specification is intended for trainers, centres and learners. General information regarding centre approval,
registration, IQR (IQs candidate management system), assessment papers, certification, reasonable adjustments,
special consideration, appeals procedures, are available from the website. This document should be read in conjunction
with the IQ QMS Centre guide and the IQ guidance for SIA licensed linked qualifications both available from the website.
Website: www.industryqualifications.org.uk)
Enquiries: 01952 457452
Version number
Please ensure that you have the latest and most up to date version of documents. Please check the website for the most
up to date version. To check which version you have please see the footer which will give you the version number.
Changes to previous version: page 6 English language candidate requirements and page 28 acceptable forms of ID.
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About this Qualification (Description, Objectives, Aims, Purpose)
The IQ Level 3 Award for Working as a Close Protection Operative within the Private Security Industry is a qualification
for individuals who work or would like to work as Close Protection Officers. It is based on the SIA Specification for
Learning and Qualifications for Close Protection Operatives and in Conflict Management 2014. Successful completion of
the qualification enables learners to apply for an SIA licence in Close Protection.
Objective
Qualifications that an individual is required by law to have gained in order to undertake a specific role.
Purpose
D2. Confirm the ability to meet a 'licence to practice' or other legal requirements made by the relevant sector,
professional or industry body.
Sector
1.4 Public Services
Structure (Credit, Rules of Combination, Guided Learning Hours)
Learners must complete all three mandatory units totalling 17 credits in order to achieve the qualification.
Unit
Unit
Reference
Working as a Close Protection

Operative
Y/506/7884
56
56
Planning, Preparing and

Supporting a Close Protection
Operation
D/506/7885
76
76
Conflict Management within the Y/506/7125

Private Security Industry
7.5
17 credits
140 hours
139.5 = min 12 days
Total
Level
Credit
Guided Learning
Hours
Mandatory Contact
Hours
Delivery
Centres must adhere to the conditions for delivery and assessment as listed in the SIAs Introduction to Learning
Leading Towards Licence-linked Qualifications. Requirements for Awarding Organisations/Bodies and Training
Providers and the IQ Centre Guide for Security Qualifications.
Guided learning hours are 140, of these 139.5 hours are mandatory contact hours, which are defined as time where the
learner is in the same room as the tutor and receiving training or undertaking assessment.
This time DOES NOT include:
Breaks in the delivery of the course
Checking ID.
Training must be delivered over a minimum of 12 days. The SIA also recognises that the delivery of the Close Protection
qualifications may include exercises that will exceed eight hour days. To reflect this practice there is no restriction on the
length of a training day, although all Close Protection courses should be delivered over a minimum of twelve days.
These are a SIA requirements and may not be reduced under any circumstances.
The remaining 30 minutes may be delivered by direct tutor contact or with candidates completing work that has been
agreed with trainers. Centres must be able to evidence the guided and mandatory hours. Where a centre wishes to use
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flexible learning in this way, they must firstly inform their awarding organisation. The centre must detail within their
quality management processes each of the following:
Which areas of learning are to be delivered by distance learning
The method of distance learning to be used
A robust and auditable method for determining that learners have undertaken the distance learning.
This will be quality assured through the awarding organisations external quality assurance processes.
Distance Learning may be used to deliver:
The learning (NOT assessment) for the unit Working in the Private Security Industry
Thirty minutes of learning for preparation for training for the Conflict Management unit
Three hours learning for preparation for training for the Physical Intervention unit
Suitable methods of flexible learning include:
Prepared, high quality on-line learning materials or courses that the learner must navigate
Prepared, high-quality work-books that the learner must work through and complete
Prepared, high quality learning materials that the learner can use to cover specified areas of content.
Conflict management and scenario declaration: When delivering the conflict management unit, trainers must use the
scenarios as role plays and in discussions to reinforce the communication skills and conflict management learning. Full
guidance is on page 30. It is the centres responsibility to record the delivery of the scenarios and to keep and
maintain the relevant records. These records must be available to IQ and SIA and regulatory bodies for inspection.
A scenario and role play declaration form is available from the website and in the IQ centre guide for security
qualifications for centres to complete.
Assessment
Providers and the IQ Centre Guide for Security Qualifications. All Externally set assessments must be carried out under
exam conditions and a full SIA Identification check must be completed. Please see the IQ Centre Guidance for Security
Qualifications available from the IQ website for details of examination requirements; The List of SIA acceptable forms of
identification is included at the end of this specification.
Assessment for unit 1 and 2 is by a) an externally set and marked multiple choice question paper b) an externally set
and internally marked question paper and c) Practical tasks/assignment, an achievement record is available from the
website for this element.
Part b) the externally set and internally marked question papers: To access these assessments please go to
http://www.industryqualifications.org.uk/centre-portal/security-guidance/close-protection-q-a/ and download the relevant
Question & Answer paper/s and Mark scheme/s.
You will be provided with a log in and password to access the secure area of the website to access these assessments.
An Event Notification form to advise IQ when the assessment is taking place is available from
http://www.industryqualifications.org.uk/centre-portal/event-notification-form
Please complete this and submit to IQ. Please note that if the Q&A assessments for the close protection units are taking
place either directly before or after the relevant Multiple Choice assessments for that unit this form does not need to be
completed.
These elements b) and c) are subject to IQ quality assurance processes in the same way as the practical element,
therefore please retain these records at the centre for quality assurance purposes.
Unit 3 is assessed by one externally set and marked MCQ question paper.
Unit
Assessment
Working as a Close
Protection Operative
Externally set and marked multiple

choice question paper (MCQ)
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Number of questions Time allowed

25
30 minutes

Planning, Preparing and

Supporting a Close
Protection Operation
Externally set and internally

marked question paper (Q&A)
13
1 hour
Practical tasks/assignment (P)
N/A
N/A
Externally set and marked multiple

choice question paper (MCQ)
28
45 minutes
Externally set and internally

marked question paper (Q&A)
21
1 hour and 30 minutes
Practical tasks/assignment
N/A
N/A
20
30 minutes
Conflict Management within Externally set and marked MCQ

the Private Security
question paper
Industry
This qualification is not graded, successful learners achieve a pass.
Age range and Geographical Coverage
This qualification is approved for learners 18 plus in England, Wales and Northern Ireland.
Learner entry requirements
Security operatives are likely in the course of their work to be required to make calls to the emergency services, or need
to communicate to resolve conflict. It is essential that security operatives are able to communicate clearly.
It is the centres responsibility to ensure that each learner is sufficiently competent in the use of the English and/or Welsh
language. All assessment must be conducted in the medium of English and/or Welsh as appropriate. Centres must
ensure that learners have sufficient language skills before putting the learners forward for assessment and retain
evidence of this for Quality assurance purposes.
As a guide, learners should as a minimum have language skills equivalent to the following;
a B1 level qualification on the Home Offices list of recognised English tests and qualifications
A B1 Common European Framework of Reference for Languages (CEFR)
an ESOL qualification at (Entry Level 3) on the Ofqual register taken in England, Wales or Northern Ireland
an ESOL qualification at Scottish Credit and Qualifications Framework level 5 awarded by the Scottish
Qualifications Authority (SQA) and taken in Scotland
Functional Skills Level 1 in English
SQA Core Skills in Communication at Scottish Credit and Qualifications Framework level 5
Essential Skills Wales Communication Level 1.
Additional guidance for this requirement is available to download from the qualification page of the website, this includes
a sample English Assessment that centres may use to meet this requirement.
Progression
Learners can progress to the following qualifications: IQ Level 3 Award for Deliverers of Physical Intervention and
IQ Level 3 Award in the Delivery of Conflict Management Training.
Tutor requirements
All trainers delivering this qualification must have:
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1) Teaching qualification achieved the Level 3 Award in Education and Training (QCF) or a teaching or training
qualification at SVQ level 3 (or equivalent), which has been accredited by SQA/QCA/Ofqual or validated by a
HEI, or equivalent such as:
PTLLS, CTLLS or DTLLS
Certificate in Education
Post Graduate Certificate in Education
SVQ levels 3 and 4 in Learning and Development
Scottish Training Qualification for Further Education (TQFE)
Professional Graduate Diploma in Education (PGDE)
2) Conflict management: all trainers delivering scenario-based conflict management training for licence-linked
qualifications to have received relevant training. Trainers are required to hold a qualification at or above
NQF/QCF Level 3 in The Delivery of Conflict Management Training.
3) Sector competency Trainers delivering the learning leading to licence-linked qualifications must demonstrate
that they have the necessary experience, knowledge and understanding of the sector in which they are
providing training.
Awarding organisations will require sufficient information about a trainers occupational experience for
consideration in the approval process, for example, experience of working in the private security industry or
working in a role that can be mapped to the requirements of the private security industry.
To ensure that trainers have the right occupational expertise, the SIA and awarding organisations require
trainers new to the sector to have a minimum of three years frontline operational experience in the last ten in
the UK, relevant to the qualifications that they are delivering. This experience should have been gained in the
UK, although it is recognised that some overseas experience in close protection may also be relevant and this
will be judged on individual merit by IQ.
Existing trainers must demonstrate to the awarding organisations that they are taking sufficient steps to keep
their occupational expertise up to date. Suitable steps would include attendance at relevant conferences and
seminars, and continuing work experience in the sector. Trainers must be able to demonstrate evidence of a
suitable level of professional development in the sector, which should include the equivalent of at least thirty
hours every year spent in a combination of training, increasing professional knowledge through other means
or working in the industry.
Centre Requirements
Providers and the IQ Centre Guide for Security Qualifications.
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Unit 1: Working as a Close Protection Operative Y/506/7884
Guided Learning Hours:
Unit Level:
Unit Credit:
56
3
7
Unit description: This unit covers the roles and responsibilities of a close protection operative, interpersonal skills within a close protection environment, basic surveillance, anti-surveillance
and counter-surveillance techniques, legislation relevant to a close protection operative, reconnaissance, search procedures and establishing and maintain secure environments.
Unit grid: Learning outcomes/Assessment Criteria/Content
Learning Outcome - The
Assessment Criteria - The learner can:
learner will:
1. Understand the roles
and responsibilities of a
close protection operative
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Assessment Indicative Contents:
1.1
State the purpose of close protection
MCQ
Purpose of close protection: Overall definition: Protection of principal: life, from

injury, harassment etc.; their family, property, lifestyle, business and image
1.2
State the purpose of close protection training

and licensing
MCQ
Purpose of close protection training and licensing:

Purpose to ensure that CP officers have sufficient knowledge for their role, to
maintain standards; to meet regulatory requirements, to be able to do a
professional and competent job
SIA Mission statement: code of conduct, CPD
1.3
Describe the different roles and

responsibilities within a close protection team
Q&A
Different roles and responsibilities within a close protection team: Team Leader:
2IC, CPO, PPO, security advance party, driver, medic, support team, RST, PES,
specialism - PSD (hostile environments)
1.4
Identify the professional attributes required of

a close protection operative
MCQ
Attributes required of a close protection operative: Honesty: integrity, intelligent,

discreet, excellent communicator, calm, modest, trained, well presented,
prepared
1.5
Explain the difference between a client and a

principal within the role of close protection
Q&A
Difference between a client and a principal: Client is purchaser of services:

principal who you are protecting. Principal and client can be the same or
different individual/s.
1.6
Identify client types who require close

protection services
MCQ
Identify client types: Corporate: celebrities, dignitaries, private individuals, public

sector, international
1.7
Recognise the importance of communication

within a close protection environment
MCQ
Explain the importance of communication within the close protection

environment: To maintain security and confidentiality; To ensure teamwork;

people who you communicate with e.g. your team, the principal, their family,
colleagues, principals staff, venue staff, external agencies, members of the
public, information, gathering; the different methods of language and medium
appropriate for message and recipient; importance of maintaining confidentiality
of information.
2. Understand basic
surveillance, antisurveillance and countersurveillance techniques
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1.8
Identify the types of equipment available to a

MCQ
Types of equipment: Communication equipment; surveillance equipment, safety

and security equipment, PPE etc: eg Radios: GPS, satnav, HHMD, TSCM, TED,
CCTV (overt/covert/bodycam, IR/laser sensors, alarms, tracking devices
1.9
Describe tasks a close protection operative

could undertake whilst working alone
Q&A
Tasks a close protection operative could undertake whilst working alone Security
surveys: driving, escorting, security of minors, reconnaissance
SAP, RST, meetings, functions, events, leisure, shopping, scheduling, planning,
liaising, booking
1.10 Explain the difference between a successful

and unsuccessful close protection task
Q&A
Difference between a successful and unsuccessful close protection task:

Unsuccessful: safety: compromised, embarrassed, fatality, assault, interruption,
schedule, specialism - penetration testing (team leader challenging existing
security arrangements and their own teams to identify vulnerable points)
1.11 State why continual professional

development (CPD) is necessary for a close
protection operative
MCQ
Continuous professional development: enhancing employability; keeping up to

date with changes in legislation, technology and threats; the concept of skill
fade; professionalism.
2.1
State the purpose of surveillance
MCQ
Purpose of surveillance: Planned operation: person, place, object, gather

information
Situational awareness: environment (urban, rural), impact factors (time of day,
weather), external influences
2.2
State the purpose of anti-surveillance
MCQ
Purpose of anti-surveillance: Drilling: SAP, reconnaissance
2.3
State the purpose of counter-surveillance
MCQ
Purpose of counter-surveillance: Active detection: passive detection, third party

detection, hostile activity
2.4
Describe basic surveillance, anti-surveillance

and counter-surveillance techniques
Q&A
Basic surveillance, anti-surveillance and counter-surveillance techniques:

Covert: overt, Foot, mobile, static, Urban, rural, Lone working (1 up)
Teamwork (2+)
2.5
Identify sources of unwanted attention
MCQ
Sources of unwanted attention: Known criminals: media, followers, stalkers,

fixated persons, groups (e.g. protest groups), hostile reconnaissance

3. Understand legislation
relevant to a close
protection operative
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2.6
Describe the capabilities and limitations of

surveillance equipment
Q&A
Capabilities and limitations of surveillance equipment: Radios: mobiles, static

CCTV, camcorder, optical support, listening devices, tracking devices
3.1
State the main aims of the Private Security

Industry Act
MCQ
Key aims of the private security industry: Prevent, deter and detect crime and
unauthorised activities (e.g. by use of CCTV, presence of uniformed guards,
visible security signs); Prevent and reduce loss, waste and damage (e.g. by
protection of life; reduced loss of goods from shoplifting, burglary and pilfering;
reduced damage to buildings and contents); Monitor and responding to safety
risks (e g by controlling site access and egress, performing searches,
supervising premises evacuation, responding to emergencies); by providing
personnel and appropriate protection systems for people, property and premises
3.2
Identify the functions of the Security Industry

Authority
MCQ
Functions of the SIA: Protect the public and regulate the security industry
through licensing and industry regulations; Raise industry standards (through the
Approved Contractor Scheme, licensing for all regulated security businesses
(which is being introduced); Monitor the activities and effectiveness of those
working in the industry (e g inspections, updating and improving legislation); Set
and approve standards of conduct, training and supervision within the industry
(SIA Standards of Behaviours, regulation of training providers and training
programmes); Keep under review the private security industry and the operation
of the legislative framework
3.3
Identify the differences between civil, criminal

and common law
MCQ
Civil: magistrates/county court (trespass, libel, slander, employment, divorce,

non-indictable)
Criminal: judge, jury, crown court (indictable, theft, murder, serious assault,
sexual assault, stalking, breach of peace, drug offences, other serious offences)
Common law: custom and practice, statute law, acts of parliament

4. Understand the
importance of interpersonal
skills within a close
protection environment
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3.4
State current legislation that impacts on the

role of a close protection operative
MCQ
Legislation that impacts on the role of a close protection operative: Data

Protection Act: control and access of confidential information
Corporate Manslaughter and Corporate Homicide Act 2007: link with health and
safety, company / organisational responsibility
1967 Criminal Law Act - section 3: Use of Force
Equality Act 2010: discrimination, disability, equality
Freedom of Information: obligations and the interaction with other Acts
Health and Safety: self, team, and work environment
Human Rights Act: all articles (separated into: absolute, qualified and limited)
Misuse of Drugs Regulation 2001: classification of drugs and associated
penalties
Regulation of Investigatory Powers Act (RIPA): regulation of surveillance
Road Traffic Act: driving offences, driving or being in charge of a vehicle under
the influence of alcohol or drugs (self, team, chauffer, protected person)
Trespass: criminal trespass, civil trespass
Health and Safety at Work Act: section 2, section 7 RIDDOR
Breach of the Peace: common law
Power to Use Force: common law (justifiable, proportionate, reasonable)
Defending Self and Property: understand a disproportionate response
Power of Arrest: civil arrest
Harassment: criminal Harassment, civil harassment
4.1
State the definition of interpersonal skills
MCQ
Definition of interpersonal skills: life skills used every day to communicate and
interact with other people: Self-management: professionalism, image,
communication, teamwork
meeting expectations
4.2
Identify interpersonal skills required within the

close protection environment
MCQ
Interpersonal skills required; Proactive: assertive, listening skills, confidentiality,

negotiation skills, communication skills, problem solving skills
4.3
Explain the importance of communication

with principals, clients and other individuals
Q&A
Importance of communication: To ensure successful: Incident management:

clarity, expectations, effectiveness, conflict management, planning.
Consequences of poor or lack of communication
4.4
Explain the importance of assertiveness in

the role of a close protection operative
Q&A
Importance of assertiveness: Positive: confidence, image, effective management
4.5
Explain the importance of etiquette, dress
Q&A
Importance of etiquette, dress code and protocol: Social diversity: epresentation,


code and protocol within a close protection
environment
5. Understand the
importance of
reconnaissance within a
close protection
environment
6. Understand search
procedures within a close
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low profile, client relationship
5.1
State the purpose of reconnaissance
MCQ
Information gathering: planning, intelligence, identify vulnerable points (VP)
5.2
Identify factors to be considered when

conducting a reconnaissance
MCQ
Different terrains: location type, daily short notice, event, dynamic,

threat level
5.3
State the role of the Security Advance Party

(SAP)
MCQ
Reconnaissance: routes, communication, search, secure, guard (SSG)

anti-surveillance, advance/abort confirmations
5.4
Explain the difference between covert, overt,

and low profile reconnaissance
Q&A
Un-noticed: public view, identifiable, discreet, deterrent, anti-surveillance
6.1
State the reason for the search
MCQ
Safe, secure environment: identify illicit objects, familiarity, ensure the principals
location is sterile from cameras, listening devices etc.
6.2
State how to deal with

unauthorised/dangerous items
MCQ
Confiscate: secure, report, record, evidence, citizen arrest, evacuate the

principal/team
6.3
Identify legislation in relation to powers of

search and access control as applied to the
MCQ
Common law: criminal law act 1967 section 3 (Use of Force), breach of peace,
common assault, same sex searching
6.4
Describe the implications of searching

buildings, vehicles and people
Q&A
SSG: resources, communication, relationships, procedures being visible

impacting on covert teams, technical surveillance counter measures (TSCM)
financial, time, circumstances
6.5
Identify resources used for carrying out a

search
MCQ
Wands: scanners, x-ray, thermal, Infra Red (IR), torches, specialist search
teams, dog, team members, search mirrors, technical surveillance counter
measures (TSCM), trace explosive detection (TED)
6.6
Describe the process for sanitising and

securing a location prior to use
Q&A
Physical search: systematic search, technical surveillance counter measures

(TSCM), sanitise, secure, tamper tape, security seals
teamwork, controlled access, rummage pairs, zone, sector, sub-sector
6.7
Identify methods for securing a vehicle,

building and location
MCQ
Scanning: sweeping, manpower, monitoring, actions on, sanitise, search,

secure, guard (SSG), 7 point vehicle search
6.8
Explain the importance of post search

security
Q&A
Maintain integrity: sanitise, post security (removal of important documents,

removal of personal effects, clearing)

7. Be able to establish and
maintain secure
environments
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7.1
Carry out basic search techniques for people,

vehicles and property
Personal search: vehicle (7 point vehicle search), building (team leader, scribe,
rummage pairs, sector, subsector, scan, sweep)
7.2
Carry out a room search
Sweep: scan, rear to near, sanitise, search, secure, guard (SSG)
7.3
Complete a reconnaissance activity
Planning: preparation, teamwork, role allocation, variety of methods (vehicle,

foot, internet, open source information, overt, covert), reporting, consolidation,
summarisation, presenting
7.4
Use basic surveillance, anti-surveillance and

counter surveillance techniques
Covert: foot drills, technology (lawful), vehicle (if appropriate), rule of 3

pinch points, choke points, vulnerable points, crossing, trigger, housing,
cornering, boxing, routine, drilling
7.5
Use basic negotiation skills
Verbal: non- verbal, assertiveness, decision making, problem solving

negotiation and listening skills

Unit 1 Guidance on Delivery and Assessment
Delivery
This unit develops the learners knowledge and skills and covers the roles and responsibilities of a close protection operative, interpersonal skills within a close protection environment, basic
surveillance, anti-surveillance and counter-surveillance techniques, legislation relevant to a close protection operative, reconnaissance, search procedures and establishing and maintain
secure environments. It covers understanding and knowledge as well as the learners ability to demonstrate establishing and maintaining secure environments. various aspects of working as
a Close Protection Operative. The 56 guided learning hours must be delivered solely by tutor lead activities (direct tutor contact). Centres must be able to evidence the MCH and GLH.
Assessment
Assessment for this units is divided into 3 parts, learners must successfully complete all 3 parts for these two units.
an externally set and marked multiple choice question paper (MCQ)
an externally set and internally marked question paper (Q&A)
practical tasks/assignment (P)
Practical tasks/assignment:
For these the learner will actually be carrying out and demonstrating their competence of being able to actually do a certain activity to the required standard; for example in unit 2,
Assessment Criterion 8.2 Complete a threat and risk assessment using a decision making model. For this you would be provided with a scenario or real situation and you would be
expected to carry out the full threat and risk assessment completing all necessary documentation correctly. For unit 1 Assessment Criterion 7.4 Use basic surveillance, antisurveillance and counter surveillance techniques, the learner would again be provided with a scenario/ situation to be able to demonstrate their competence, they would be briefed
and observed and debriefed and all this would be recorded.
The following are the Assessment Criterion that must be assessed via practical demonstration/assignment:
Unit 1:
7.1 Carry out basic search techniques for people, vehicles and property
7.2 Carry out a room search
7.3 Complete a reconnaissance activity
7.4 Use basic surveillance, anti-surveillance and counter surveillance techniques
7.5 Use basic negotiation skills
Links
This unit is based on the Security Industry Authoritys Specification for Learning and Qualifications for Close protection 2014.
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Unit 2: Planning, Preparing and Supporting a Close Protection Operation D/506/7885
Unit Level:
Unit Credit:
62
3
9
Unit description: This unit covers the knowledge and understanding of threat assessment, risk management and operational planning, teamwork and operational briefing, close protection
foot drills, planning for route selection, transport management, incident management, and venue security operations. It also covers the skills planning and preparing to carry out a close
protection operation and providing close protection of a principal.
Learning Outcome - The
learner will:
1. Understand the importance
of threat assessment, risk
management and operational
planning
Page 15 of 31
Assessment Indicative Contents:
1.1
State the definition of a threat to a principal
MCQ
Potential source of harm: capability, intent, personal (life threatening,

attack, injury, political, personal, embarrassing, financial), imminent,
terroristic, stereotypical, security
1.2
State the definition of risk to a principal
MCQ
Assessment: management, probability, likelihood, chance, harm, danger,

loss
1.3
State the purpose of operational planning
MCQ
Orders Process Client meet: threat/risk matrix, principal requirements

logistics, itinerary, timings, initiation, control room, (fixed and field)
assessment processes - M.A.R.R.Y.P.O.P, I.I.M.A.C
1.4
Explain the types of threat and risk assessment
Q&A
Daily: routine, event, route, venue, personal, imminent, terroristic

(personal, building, facility)
1.5
Identify threats to a principal within the close protection

context
MCQ
Unwanted attention: unintentional injury, intentional injury or attack

embarrassing situations
1.6
Explain the need to conduct a threat and risk

assessment for a principal and a venue
Q&A
Safety: (personal, team, principal, PAX principals guests/passengers,

vehicle, public), planning, resource, control, third party, external
assistance
1.7
State the importance of threat profiling principals and

clients
MCQ
Safety: (personal, team, principal, PAX principals guests/passengers,

vehicle, public), preparedness (resources, cost), planning
1.8
Describe techniques used in the threat and risk

assessment process and their importance
Q&A
Profiling: risk and threat assessment, reconnaissance, route selection

security surveys

1.9

of teamwork and operational
briefing within a close
3. Understand close
Page 16 of 31
Explain the difference between threat assessment and

risk management when a principal is arriving and
leaving a location
Q&A
Arrival: departure, threat assessment, sources of harm, exposure to risk,

risk management, manpower, communication
1.10 Explain the need for dynamic risk assessment,

response and contingency plans
Q&A
Options: mitigation, safety measures, situational awareness,

evolving/continuous situation, response, preparedness, communication,
manpower
1.11 Identify how a close protection operative could gather

intelligence for operational purposes
MCQ
Client: principal, local agencies (police), profile, known history, open

source intelligence, cross reference, intelligence updates
1.12 Identify the UK governments threat levels
MCQ
Low: moderate, substantial, severe, critical
1.13 Describe how a decision making model could be used

within the threat and risk assessment process
Q&A
i.e. National Decision Making Model: (values, information, assessment,

powers/policy/legislation, options/contingencies, action/review)
1.14 State the importance of time and resource management

within an operational planning context
MCQ
Coordination: facilitation, effectiveness, preparedness, manpower
1.15 Identify third parties to be contacted during operational

planning
MCQ
Statutory: non-statutory, private, public, government, peer, confidentiality
2.1
Identify the attributes of a team
MCQ
Management: leadership, teamwork, communication, response, focus

techniques, skills, shared responsibility, empowerment, planning,
confident, negotiation, observation, alertness
2.2
Explain the benefits of knowing and utilising other team

members abilities and skills
Q&A
Role: responsibility, effectiveness, efficiency, safety, success, skills match

cover, security, awareness
2.3
Explain the benefits of personal and team preparation
Q&A
Efficiency: ability, capability, reliability, performance, clarity,

communication
3rd party perception, exchange of information
2.4
State the importance of Standard Operating Procedures

(SOPs)
MCQ
Consistency in practices: response, understanding, efficiency, safety,

continuity, process, procedures
2.5
Describe the difference between operational briefings

and debriefings
Q&A
Principal: team, others, preparation, communication, understanding

experiential learning, best practice, poor performance, unexpected
behaviours, intelligence update, change
3.1
State the role of a close protection operative while on

foot
MCQ
Protection: 360cover

protection foot drills

of planning for route selection

Page 17 of 31
3.2
Identify the roles within a close protection team while on

foot
MCQ
Team leader: other positions in formations, roles - PPO, PES (point, flank,
rear), SAP
3.3
Explain the importance of a flexible approach to

protection while on foot
Q&A
Adapt to change: timings, exposure, public interaction, dynamic risk

assessment
3.4
Explain the purpose of body protection of a principal
Q&A
360 cover: protection, limit exposure, reduce risk, maintain security
3.5
Explain the purpose of extracting a principal while on

foot
Q&A
Increase in threat/risk: remove from threat/risk, change of location

third party interest, limit exposure, safety, separated from team, transit to
safe haven
4.1
State the purpose of route selection and planning
MCQ
Avoid routine: maximise safe transition, speed limits, safe route, identify
choke points, vulnerable points, timings, safe havens, motorways,
establish primary and secondary routs, emergency services, terrain,
vehicle use
communication black spots
4.2
State the factors to be considered when selecting

modes of transport
MCQ
Factors: threat, timings, route plan, distance, traffic state, road state,
published information, means of transport, emergency response, terrain,
environmental factors, time of day
Modes: road, sea, air, rail
4.3
Identify technological tools used in route planning
MCQ
Sat nav: OS Maps, GPS, compass, mobiles, radios, internet
4.4
Identify the advantages and disadvantages of using

technological tools in route planning
MCQ
Technology advantages: accuracy, convenience, speed, predictability,

alternative route selection, traffic update
Disadvantages: power, errors, black spots, updating required
4.5
Identify the advantages and disadvantages of using

non-electronic maps in route planning
MCQ
Non-technology advantages: not reliant on connectivity, alternative route

selection, speed indicator, accuracy, training tool, currency, logical,
familiarity of area
Disadvantages: interpretation, competence of user, poor skills,
preparation, up-to-date publication, poor lighting, working in isolation
4.6
State factors to be considered when planning and timing

a route
MCQ
Principal preference: (self-drive, security driver, PPO accompany,

chauffeur driven), destination, timings, target, terrain, location, vehicle
type, team size, group size, threat and risk implication, stops, duration,
connections
5.1
Explain the need for security during transit of a principal
Q&A
Security: safety, transit between locations, relay information,


of transport management
within the close protection
environment
6. Understand incident
management within a close
7. Understand venue security

operations
Page 18 of 31
recommendations, route change, update intelligence, secure parking,

sterile environment, road worthy, pre and post-operative searches, first aid
equipment
5.2
Explain the importance of selecting an appropriate

mode of transport
Q&A
Modes: road, sea, air, rail

Appropriate: threat, risk, size of group, terrain, environmental, destination,
duration, armoured, soft skin
5.3
Identify risks associated with different modes of

transport
MCQ
Threat: risk, group size, principal preference, duration, location,

destination, environment, time of travel, predictability, exposure, access to
security team, proximity to CP team, availability of safe havens, public,
exposure, reliability, trust, break down
5.4
Explain the purpose for contingency transport plans
Q&A
Destination: duration, security measures, safety, timings, efficiency,

predictability, preparedness
5.5
Describe different transport arrangements and the

impact on the close protection operative and security
teams
Q&A
Transport arrangements: chauffeurs, self-drive, people accompanying the

principal, solo CPO, vehicle type, locations accessed
Impact: chauffeurs, self-drive, people accompanying the principal
6.1
State the difference between an incident and a dilemma
MCQ
Incident: situation that requires immediate action

Dilemma: situation that requires resolution
6.2
Describe incidents that a close protection operative

could encounter
Q&A
Life threatening: non-life threatening, not directly related to the principal

foreseeable, non-foreseeable
6.3
Explain the responsibilities of a close protection

operative when dealing with an incident
Q&A
Preservation of life: safety, self, team, principal, SOP, EOP,

communication, restoration of normality, reporting, relay information,
liaison with third party agencies, direct team
6.4
Explain how to manage an incident that could arise

during a close protection incident
Q&A
Clear: cordon, control, confirm, assess situation, communicate

information, evaluate options, respond, identify change to threat/risk,
external agencies
7.1
Identify venue related security operations
MCQ
Access control: ingress/egress points, embus, debus, in-house security,

emergency procedures, safe haven, access to emergency services,
screening/vetting of in-house staff
7.2
Explain the professional relationship between close

protection operatives at a venue
Q&A
Mobile: static, role, responsibility, communication and methods of

communication

8. Be able to plan and

prepare to carry out a close
protection operation
Page 19 of 31
7.3
Identify factors that could influence operational

procedures at a venue
MCQ
Public holidays: public access, other activities, emergency services,

evacuation drills, safe haven, car parking, embus, debus, venue location,
security arrangements, group size, type of event, guest profile, time,
duration, access, limitations, third party intervention
7.4
Identify appropriate methods of communication for use

at a venue
MCQ
Radios: public address system, mobile phone, SMS, chat app
7.5
Explain the use and maintenance of communication

equipment and other technology that could be used in
venue-based close protection
Q&A
Use: covert/overt use, team, client, venue, emergency services, external

agencies
Maintenance: charged batteries/equipment, functional checks, range
checks, regular comms checks, ABC communications, private frequency,
back-up resources, personal skills, communication updates
7.6
State the importance of recognising communication

black spots within a venue
MCQ
Safety of team: principal, personal, counter surveillance, reactive

measures
planning and coordination
7.7
Identify common countermeasures that could be used in

venue-based close protection operations
MCQ
Patrolling: CCTV, SAP, Access control
7.8
Identify the benefits of in-house resources used to

support venue security
MCQ
Use of in-house staff: local knowledge, venue knowledge
7.9
Identify contingencies that could be used in venuebased close protection operations
MCQ
Alarms: emergency procedures, local protocols, safe rooms, evacuation

contingencies
8.1
Conduct a team briefing, handover and debrief
Varying threat levels: risk, roles, responsibilities, intelligence update,

observations, communication, resource, positive outcomes, negative
outcomes, feedback, performance, client/principal update
8.2
Complete a threat and risk assessment using a decision

making model
People: venues, environment, threat, risk, source, intelligence, policy,

procedures, legal implications, planning, contingency measures, action,
review, evaluate
8.3
Develop an operational plan
Working independently: teamwork, threat, risk, client/principal profile,

assets
duration, location, travel, residential
8.4
Produce primary and secondary route plans using paper

based and technology based resources
Paper based: atlas, A-Z

Technological tools: satnav, GPS, mobile phone

Distance, time, location, terrain, environment, group, vehicle, safe havens,
comfort stops
9. Be able to provide close

protection of a principal
Page 20 of 31
8.5
Implement an operational plan
Working independently: teamwork, threat, risk, client/principal profile,

assets, duration, location, travel, residential
9.1
Use a flexible approach to protection while on foot
Adaptability: flexibility, observation, positions (PPO, PES, Surveillance)

security, safety, 360 body cover, escort from debus to embus point,
between locations, to and from venues
9.2
Use a range of communication techniques while on foot
Oral: non-verbal, overt, covert, team, principal, client operations, report

(relayed in briefing/debrief)
9.3
Carry out body protection of a principal
Position: flexibility, clear, organised, teamwork, role, responsibility
9.4
Carry out extraction of a principal while on foot
Attack: suspected attack, unwanted attention, change in threat level,

verbal, physical
9.5
Carry out embus and debus techniques
Embus: debus, arrival, departure, locations, venue, mode of transport

role, responsibility, teamwork, principal/client requirements, protocol,
etiquette
9.6
Manage an incident during a close protection operation
Vehicle incidents: environmental conditions, conflict (dealing with conflict

within the team, with the protected person and third parties), managing
unexpected illness, attack on principal (verbal and physical), loss of
property, breach of security, trespass (residence)

Delivery
This unit develops the learners knowledge and skills and covers the knowledge and understanding of threat assessment, risk management and operational planning, teamwork and
operational briefing, close protection foot drills, planning for route selection, transport management, incident management, and venue security operations. It also covers the skills planning
and preparing to carry out a close protection operation and providing close protection of a principal
Assessment
Assessment for this units is divided into 3 parts, learners must successfully complete all 3 parts for these two units.
an externally set and marked multiple choice question paper (MCQ)
an externally set and internally marked question paper (Q&A)
practical tasks/assignment (P)
Practical tasks/assignment:
For these the learner will actually be carrying out and demonstrating their competence of being able to actually do a certain activity to the required standard; for example in unit 2,
Assessment Criterion 8.2 Complete a threat and risk assessment using a decision making model. For this you would be provided with a scenario or real situation and you would be
expected to carry out the full threat and risk assessment completing all necessary documentation correctly.
The following are the Assessment Criterion that must be assessed for this unit via practical demonstration/assignment:
Unit 2:
8.1 Conduct a team briefing, handover and debrief
8.2 Complete a threat and risk assessment using a decision making model
8.3 Develop an operational plan
8.4 Produce primary and secondary route plans using paper based and technology based resources
8.5 Implement an operational plan
9.1 Use a flexible approach to protection while on foot
9.2 Use a range of communication techniques while on foot
9.3Carry out body protection of a principal
9.4 Carry out extraction of a principal while on foot
9.5 Carry out embus and debus techniques
9.6 Manage an incident during a close protection operation
Links
This unit is based on the Security Industry Authoritys Specification for Learning and Qualifications for Close protection 2014.
Page 21 of 31

Unit 3: Conflict Management within the Private Security Industry - Y/506/7125
Unit Level:
Unit Credit:
8
2
1
Unit description: This unit covers the knowledge of conflict management and candidates will learn about principles of conflict management, how to recognise, assess and reduce risk, how
to communicate in emotive situations to de-escalate conflict, how to develop and use problem solving strategies for resolving conflict and good practice to follow after conflict situations.
Learners will also have the opportunity to participate in the practical scenarios.
Learning Outcome - The learner will:
1. Understand the principles of conflict
management appropriate to their role
Page 22 of 31
Indicative Contents:
1.1 State the importance of positive and constructive

communication to avoid conflict
Importance of positive and constructive communication: Be positive,

professional, calm, clear and polite; Good communication skills are vital to
defuse and avoid conflict
1.2 State the importance of employer policies, guidance and

procedures relating to workplace violence
The importance of employer policies, guidance and procedures relating to

workplace violence: Meeting Health and Safety at Work legislation; Sets an
expectation for both staff and customers as to what behaviour is and is not
acceptable; Makes staff aware of their responsibilities in regards to
workplace violence; Ensures staff are aware of the procedures to follow in
the event of a violent situation; Details reporting procedures
1.3 Identify factors that can trigger an angry response in

others
Factors that can trigger an angry response in others: Feeling embarrassed;

Feeling insulted; Feeling threatened; Loss of face; Being ignored; Peer
pressure; Feeling patronised; The feeling of not being taken seriously;
Alcohol, drugs and medical conditions will increase the chances of
triggering an angry response
1.4 Identify factors that can inhibit an angry response in

others
Factors that can inhibit an angry response in others: Self-control; Personal

values; Fear of retaliation; Social or legal consequences
1.5 Identify human responses to emotional and threatening

situations
Human responses to emotional and threatening situations: Fight or flight

response
Fear
Adrenaline
Shock

fear of being blocked in
2. Understand how to recognise, assess
and reduce risk in conflict situations
3. Understand how to communicate in

emotive situations to de-escalate
conflict
Page 23 of 31
2.1 State how managing customer expectations can reduce

the risk of conflict
Managing customer expectations can reduce the risk of conflict:

Understand customer expectations; Listen carefully; Apologise; Empathise;
Keep calm; Provide options; Acknowledge the customers
frustrations/anger; Take action and explain procedures
2.2 Identify the stages of escalation in conflict situations
Escalation in conflict situations: Frustration; Anger; Aggression; Violence
2.3 State how the application of dynamic risk assessment can

reduce the risk of conflict
Dynamic risk assessment can reduce the risk of conflict: Recognise

potential threats; Assess a situation; Adjust the response required to meet
the risk present; Step back, assess threat, find help, evaluate options and
respond
2.4 State the importance of positioning and exit routes
Positioning and exit routes: Maintain personal space; Ensure an escape

route is visible for all parties; Non-aggressive stance
3.1 State how to use non-verbal communication in emotive

situations
Non-verbal communication in emotive situations: Signalling non-aggression

through non-verbal communication (stance, gestures, body language, eye
contact, open handed gestures); Personal space awareness
3.2 State how to overcome communication barriers
What is a barrier: Physical barriers (heat, pain, fear, noise, shock,

language, mental illness); Psychological barriers (culture, fear of authority,
attitude, belief)
How to overcome communication barriers: Physical barriers (speak clearly,
adopt non-aggressive stance, maintain space, move to quieter/lighter
space); Psychological barriers must take extra care (speak clearly, make
sure you are non-threatening, explain what you are doing, move to a
quieter/lighter space)
3.3 Identify the differences between assertiveness and

aggression
Assertiveness and aggression: Aggressive behaviour (threatening tone and

positioning, gestures and words); Assertive behaviour (firm but fair, calm,
normal positioning and body language, polite
3.4 Identify ways of defusing emotive conflict situations
Defusing emotive conflict situations: Empathy; Building rapport; Win-win;

Positive communication; Active listening; Providing assistance e.g. calling a
taxi, including management in discussions
3.5 Identify approaches to take when addressing

unacceptable behaviour
Addressing unacceptable behaviour: Non-aggressive body language;

Empathy; Be positive and assertive; Actively listen

4. Understand how to develop and use

problem solving strategies for
resolving conflict
5. Understand good practice to follow

after conflict situations
Page 24 of 31
3.6 State how to work with colleagues to de-escalate conflict

situations
Work with colleagues to de-escalate conflict situations: Positioning;

Switching to or from a colleague; Dynamic risk assessment
4.1 State the importance of viewing the situation from the

customers perspective
Viewing the situation from the customers perspective: Builds rapport;

Enables empathy; Helps to diffuse conflict situations; Understand conflict
situations
4.2 Identify strategies for solving problems
Strategies for solving problems: Managing customer expectations; Building

rapport; Find a mutual understanding; Empathy; Explanation of reasons
4.3 Identify win-win approaches to conflict situations
Approaches to conflict situations: Both sides come out of encounter

satisfied; Problem solving and negotiation; Ways to achieve a win-win
situation
5.1 State the importance of accessing help and support

following an incident
Accessing help and support following an incident: Sources of support

through colleagues, management and counsellors; Reduces the chances
of long-term problems such as depression, anxiety, fear, post-traumatic
stress
5.2 State the importance of reflecting on and learning from

conflict situations
Reflecting on and learning from conflict situations: Sharing good practice;

Make improvements; Recognise trends and poor practice
5.3 State the benefits of sharing good practice
Benefits of sharing good practice: Prevent reoccurrence of the same

problem; Improve procedures for conflict situations; Common response to
situations
5.4 State why security operatives should contribute to

solutions to recurring problems
Contribute to solutions to recurring problems: To increase safety for staff

and customers; Identify procedures or methods to deal with situations
effectively

Delivery
This unit is the specialist conflict management unit for individuals who wish to work in this role in the private security industry and who require an SIA licence to practice; It covers areas of
knowledge that are common across different sub-sectors: door supervision, security guarding. The 8 guided learning hours can be delivered solely by tutor lead activities (direct tutor contact)
or a combination of direct tutor contact and set activates (not in the presence of the tutor) for a maximum of 30 minutes. Centres must be approved by IQ to deliver by any method other than
direct tutor contact. Centres must be able to evidence the direct tutor contact hours and the robust and auditable method for determining that learners have undertaken any distance learning.
Centres must also deliver the conflict management scenarios as described below and evidence this delivery for QA purposes, a document that centres can use to evidence this delivery is
available in the IQ Centre Guide for Security Qualifications.
Practical Scenarios for Conflict Management
Application of Communication Skills and Conflict Management for Close Protection Operative
Overall Aim:
To observe, discuss and participate in scenario situations requiring effective communication skills and conflict management. This is so that learners become aware of situations likely to lead
to conflict and can apply knowledge of effective communication and conflict management skills to these situations.
Use of practical scenarios to aid learning for Close Protection Operative
1. Refusing entry to a customer on the grounds of:
the venue already being full to capacity
being under the influence of drink and/or drugs
being underage
not being suitably dressed
not being able to pay the entrance fee
refusal to be searched
being found in possession of weapons or drugs
being banned or under an exclusion order
Objective:
By the end of this session learners will understand the rules regarding entry refusal and will know how to refuse entry in a way that reduces the risk of conflict.
2. Ejecting a customer from the venue due to:
breaches of criminal law (theft, damage, assaults, drugs etc.)
Page 25 of 31

breaches of licensing law (being drunk, violent, quarrelsome etc.)

breaches of house rules (dancing on tables, bottles on the dance-floor etc.)
Objective:
By the end of this session learners will understand the rules regarding ejection and will know how to eject a customer in a way that reduces the risk of conflict.
3. Incidents inside the venue, such as:
advising/reprimanding for behaviour (breaches of house rules)
first aid situation
undertaking an arrest of a customer for an arrestable offence
failing to adhere to drinking-up times
domestic disputes
other disputes (customer vs. bar-staff, complaints about service etc.)
arguments/fights
lost property (coat/bag/keys etc.)
dealing with incidents that lead outside of the premises what should be the door supervisors obligations.
Objective:
By the end of this session learners will be able to identify some of the types of incidents that occur inside the venue, and to understand how they can deal with them in a way that reduces the
risk of conflict. They will also understand the law about arrest in relation to a door supervisors role
Scenario Situations
The following are examples of scenarios which should be used as role plays and in discussions to reinforce the communication skills and conflict management learning. Trainers are
recommended to use at least one from each section below.
Refusal scenarios:
1. Refuse entry to customers when the venue is full, explaining why no more people can come in, explaining that they may be allowed in if and when other customers leave.
2. Refuse entry to someone who is obviously under the influence of drink or drugs. Some customers may complain, but go away; others will argue and may become aggressive.
3. Refuse entry to someone who appears to be under the age of 18 (or 21), and cannot provide appropriate ID.
4. Refuse entry to someone who breaches the venues dress code, i.e. someone wearing trainers where this is not allowed.
5. Refuse entry to someone who wants to come in free of charge, who either cannot pay the admission charge or who claims to be a friend of someone who works there.
6. Refuse entry to someone who refuses to be searched as a part of the entry conditions.
7. Refuse entry to someone found in possession of either an offensive weapon, or with drugs.
Page 26 of 31

8. Refuse entry to someone who is banned from entering the premises because of previous behaviour, or who is under a court exclusion order not to enter licensed premises or, who is on a
pub watch ban.
9. Refuse entry to someone who behaves aggressively at the point of entry, and is therefore not suitable to be allowed in.
Ejection scenarios:
10. Eject a customer for being suspected of theft, criminal damage, assault or drugs inside the venue (where no Police action is required). Some customers will leave when asked to do so;
others will argue and/or may become aggressive.
11. Eject a customer who breaches licensing laws by becoming very drunk or argumentative or aggressive inside the venue. Some customers will leave when asked; others will argue and/or
become aggressive;
12. Eject a customer for breaching a house rule such as repeatedly dancing on tables or carrying bottles/glasses on the dance floor.
Incident scenarios:
13. Advise a customer regarding unacceptable behaviour inside the venue. Try to stop the behaviour, warning the customer about further action if the behaviour persists.
14. Deal with a first aid incident where other drunken customers try to take over.
15. Deal with a domestic dispute which turns into a noisy incident inside the venue.
16. Deal with other disputes inside the venue, such as a customer arguing with bar staff over incorrect change given, or a complaint about poor service.
17. Deal with various aggressive arguments between customers, to try to prevent them from turning physical.
18. Deal with customers (usually drunk) who refuse to leave the premises at closing time.
19. Arrest a customer as a last resort. Some customers will comply with the arrest, while others will become argumentative or aggressive.
20. Deal with people in the 14-18 age group who may be under the influence of alcohol or drugs.
Assessment
This unit is about knowledge and is based on the SIA Specifications for Learning for Conflict Management in the Private Security Industry. Assessment is through standard multiple choice
examination (externally set and marked by IQ) under examination conditions. Trainers may not invigilate. A full SIA Identification check must be carried out at the start of the examination as
this is part of a licensed linked qualification. Learners who have already successfully completed this unit as part of one of the other licensed linked qualifications should not have to repeat the
unit for another licensed linked qualification as long as they can evidence completion of the unit to IQ.
Links
This unit is based on the Security Industry Authoritys Specification for Learning and Qualifications for Conflict Management 2014.
Page 27 of 31

List of acceptable forms of Identification for SIA licensed linked examinations
Valid from July 2015
Learners must present:

Two identity documents from group A. At least one document must show your current address and at least one
document must show your date of birth.
Or
One identity document from group A and two documents from group B. At least one document must show your current
address and at least one document must show your date of birth.
Group A documents:
1
Signed valid passport of any nationality
2
Valid photo driving licence (both parts of the full or provisional licence are required) Issued by Northern Ireland DVLA*
3
UK original birth certificate issued within 12 months of birth
28 UK biometric residence permit
29 Valid UK photo driving licence (no counterpart necessary) issued by UK DVLA. (but not by Northern Ireland DVLA)*
Group B documents:
4
UK adoption certificate
5
Valid EU photo ID card
6
Valid UK firearms licence with photo
7
Signed valid UK paper driving licence
8
Marriage certificate or Civil Partnership certificate, with translation if not in English
9
UK birth certificate issued more than 12 months after date of birth, but not a photocopy
10
Non-UK birth certificate, with translation if not in English
11
P45 statement of income for tax purposes on leaving a job issued in the last 12 months
12
P60 annual statement of income for tax purposes issued in the last 12 months
13
Bank or building society statement issued to your current address, less than three months old. You can use more than
one statement as long as each is issued by a different bank or building society
14
2nd Bank or building society statement issued to your current address, less than three months old from a different
provider to 13
15
Mortgage statement issued in the last 12 months
16
Utility bill (gas, electric, telephone, water, satellite, cable,) issued to your current address within the last three months.
You can only use one utility bill in support of your application (mobile phone contracts are NOT accepted)
18
Pension, endowment or ISA statement issued in last 12 months
20
British work permit or visa issued in last 12 months
21
Letter from H.M. Revenue & Customs, Department of Work and Pensions, employment service, or local authority
issued within the last three months. You can use more than one letter as long as each is issued by a different
Government department or a different local authority
22
2nd letter from different provider to 21
23
A credit card statement sent to your current address within the last three months. You can use more than one
statement as long as each is issued by a different issuer
24
2nd credit card statement from different provider to 23
25
Council Tax statement issued in the last 12 months
27
Child benefit book issued in last 12 months
Valid NI issued driving licence photo card only (issued by Northern Ireland DVLA)*
30
Valid driving license paper counterpart only issued by DVLA Great Britain or Northern Ireland.*
31
Summary of changes: Changes to 2, 29, 30 and 31
* NB: A two part driving license cannot be used as both a Group A and a Group B document
Page 28 of 31

Appendix A: Standards of Behaviour for Security operatives
Personal Appearance
A security operative should at all times:
Wear clothing which is smart, presentable, easily identifies the individual as a security operative, and is in
accordance with the employers guidelines
Wear his/her Security Industry Authority licence on the outside of their clothing whilst on duty, displaying
the photograph side (except Close Protection Operatives)
Professional Attitude & Skills

A security operative should:
Greet visitors to the premises in a friendly and courteous manner

Act fairly and not discriminate on the grounds of gender, sexual orientation, marital status, race,
nationality, ethnicity, religion or beliefs, disability, or any other difference in individuals which is not
relevant to the security operatives responsibility
Carry out his/her duties in a professional and courteous manner with due regard and consideration to
others
Behave with personal integrity and understanding
Use moderate language, which is not defamatory or abusive, when dealing with members of the public
and colleagues
Be fit for work and remain alert at all times
Develop knowledge of local services and amenities appropriately.
General Conduct
In carrying out his/her duty, a security operative should:
Never solicit or accept any bribe or other consideration from any person
Not drink alcohol or be under the influence of alcohol or drugs
Not display preferential treatment towards individuals
Never abuse his/her position of authority
Never carry any item which is or could be considered to be threatening
Report all incidents to the management
Co-operate fully with members of the Police and partners, Local Authority, Security Industry Authority,
and other statutory agencies with an interest in the premises or the way they are run.
Organisation / Company Values and Standards

A security operative should:
Adhere to the employing organisation / company standards

Be perceptive of the employing organisation / company culture and values
Contribute to the goals and objectives of the employing organisation / company.
Page 29 of 31

IQ Centre Scenario Declaration/ Role play declaration

This declaration must be completed by the centre at the time of delivery and kept for quality assurance purposes.
To be used when delivering relevant licence linked units.
This form has been designed so that it can be used for a cohort taking a full qualification (e.g. centre will complete the
conflict management section at the end the delivery of that unit and then either the DS or SG searching declaration).
Sample searching scenarios are available for centres in the Door Supervisors and Security Guarding specifications at
the end of the relevant unit. Centres may also develop their own scenarios which must be available for quality
assurance requirements. Centres should label their scenarios e.g. Scenario A, B, C etc, so that when completing this
form it is only necessary to put Own scenario A/B/C in the Scenario used box.
Centre Name :
Conflict management scenario
Date:
Searching for Door Supervisors

Date:
Searching for Security Guarding

Date:
Location:
Location:
Location:
During delivery of the Conflict

Management within the Private
Security Industry unit, on above
date, at above location, I can
confirm that the relevant scenarios
were delivered to the group. All
learners participated and
contributed to these scenarios to a
satisfactory level.
During delivery of the Working as a

Door Supervisor within the Private
Security Industry unit, on above
date, at above location, I can confirm
that all learners participated and
performed a practical demonstration
of searching a satisfactory level.
During delivery of the Working as a

Security Officer within the Private
Security Industry unit, on above date, at
above location, I can confirm that all
learners participated and performed a
practical demonstration of searching a
satisfactory level.
Scenario used:
Scenario used:
Trainers Name:
Trainers Name:
Trainers Name:
Trainers Signature
Trainers Signature
Trainers Signature
Date:
Date:
Date:
Page 30 of 31

Resources
Training Resources
Centres may use their own, or published learner support materials in delivering the qualification. Whatever support materials
centres choose to use, they should ensure that their delivery methodology adequately prepares the learner for assessment.
IQ endorses published training resources and learner support materials by submitting the materials to a rigorous and robust
quality assurance process, thus ensuring such materials are relevant, valid and appropriately support the qualification.
For this qualification IQ has endorsed the following learner support materials:
Resources and Useful websites
Security Industry Authority
www.the-sia.org.uk
Introduction to Learning Leading towards Licence linked Qualifications a guide for Awarding bodies and training
Providers and other relevant documents and information.
Health and Safety Executive
www.hse.gov.uk
The National Archives (For all UK legislation)
http://www.legislation.gov.uk
The Information Commissioners Office

The Information Commissioners CCTV Code of Practice
Office of Public Sector Information
http://www.ico.gov.uk
Equalities and Human Rights Commissions
http://www.equalityhumanrights.com
Health and Safety Executive for Northern Ireland
http://www.hseni.gov.uk
Public Prosecution Service (Northern Ireland)
http://www.ppsni.gov.uk
Northern Ireland Office
http://www.nio.gov.uk
Northern Ireland Assembly
http://www.niassembly.gov.uk
Equality Commission for Northern Ireland
http://www.equalityni.org
Page 31 of 31
http://www.opsi.gov.uk

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Quality Management System

Regulation No: 601/5307/6

IQB/0.2/299 | Version 5.0 | 27/11/2015 | Author DM

Quality Management System

IQB/0.2/299 | Version 5.0 | 27/11/2015 | Author DM

Quality Management System

IQB/0.2/299 | Version 5.0 | 27/11/2015 | Author DM

Quality Management System

Working as a Close Protection

Planning, Preparing and

Conflict Management within the Y/506/7125

139.5 = min 12 days

IQB/0.2/299 | Version 5.0 | 27/11/2015 | Author DM

Quality Management System

Externally set and marked multiple

Number of questions Time allowed

IQB/0.2/299 | Version 5.0 | 27/11/2015 | Author DM

Quality Management System

Planning, Preparing and

Externally set and internally

Practical tasks/assignment (P)

Externally set and marked multiple

Externally set and internally

1 hour and 30 minutes

Conflict Management within Externally set and marked MCQ

IQB/0.2/299 | Version 5.0 | 27/11/2015 | Author DM

Quality Management System

IQB/0.2/299 | Version 5.0 | 27/11/2015 | Author DM

Quality Management System

Assessment Indicative Contents:

State the purpose of close protection

Purpose of close protection: Overall definition: Protection of principal: life, from

State the purpose of close protection training

Purpose of close protection training and licensing:

Describe the different roles and

Identify the professional attributes required of

Attributes required of a close protection operative: Honesty: integrity, intelligent,

Explain the difference between a client and a

Difference between a client and a principal: Client is purchaser of services:

Identify client types who require close

Identify client types: Corporate: celebrities, dignitaries, private individuals, public

Recognise the importance of communication

Explain the importance of communication within the close protection

Quality Management System

Identify the types of equipment available to a

Types of equipment: Communication equipment; surveillance equipment, safety

Describe tasks a close protection operative

1.10 Explain the difference between a successful

Difference between a successful and unsuccessful close protection task:

1.11 State why continual professional

Continuous professional development: enhancing employability; keeping up to

State the purpose of surveillance

Purpose of surveillance: Planned operation: person, place, object, gather

State the purpose of anti-surveillance

Purpose of anti-surveillance: Drilling: SAP, reconnaissance

State the purpose of counter-surveillance

Purpose of counter-surveillance: Active detection: passive detection, third party

Describe basic surveillance, anti-surveillance

Basic surveillance, anti-surveillance and counter-surveillance techniques:

Identify sources of unwanted attention

Sources of unwanted attention: Known criminals: media, followers, stalkers,

Quality Management System

Describe the capabilities and limitations of