IDENTIFY, HANDLE AND DEFUSE

SECURITY RELATED CONFLICT

FACILITATOR/LEARNER GUIDE
Unit Standard No: 11505
Unit Standard Credits: 12
NQF Level: 4

SKILLS PROGRAM 2
BOOK 3
2
REVIEW AND ALTERATION OF TRAINING MATERIAL

What follows is a brief explanation of the process that was followed in the alteration of this training
material. A working group was formed after inviting interested parties to attend a meeting at SASSETA.

The working group was mandated to review the material and thereafter make the necessary changes so
as to provide the industry with a more user friendly set of materials which better reflects the needs of the
security industry.

It must be understood that this is the first review and by no means the final review. The working group
was placed under enormous pressure to get a workable set of materials into the hands of the accredited
security industry training providers as quickly as possible. We therefore have no doubt that even though
the materials have been vastly improved upon, there are still areas that may require change. This we
plan to do in the next renewal phase after we receive feedback from training providers who have used
the material for approximately a year.

Our review process focused on the following:

• Removal of unnecessary information/duplication from the learning material.

• Ensure alignment with the unit standards.
• Re-draft all formative and summative assessments.
• Correct inappropriate use of language.

TASK TEAM

The task team that completed the work on this training material deserves a very special “thank you”,
considering that all their time and efforts were provided free of charge. Nobody was paid for any of the
work done on behalf of the task team. SASSETA provided funding for the expenses incurred in printing,
typesetting, lunch and refreshments.

The task team members are as follows:

Andre Pretorius International Firearm Training Academy

Andre Wilken SSN
Dave Dodge ESKOM
Eddie Du Plooy/ Elvis Masera SBV Services
Jean Du Plessis Lyttleton Firearm Training Centre
Leon van Rooyen NAD
Lionel Arries SASSETA (observer/adviser)
Marion Colley Pexco Security and Training

A very sincere thank you to all of these individuals and the companies they work for, who allowed them
to participate during business hours. This could not have been done without your commitment.

Sincerely

Andre Pretorius
Task Team Chairman

3
 PROGRAM GUIDE 5-6
1. Introduction 5
2. Purpose of this learning program 5
3. Standards and qualifications 5
4. Assessments 5
5. Security program matrix 6
Study unit 1: Identify conflict 7-13
1. Definition of conflict 8
2. Causes of conflict 8
3. Power 8
4. The 8 key causes of conflict 9
5. Identify signs of conflict 10
6. The differences between “competition” and “conflict” 11
7. Stages of conflict 11
8. Conflict scale 12
9. Tell me and I’ll listen 12
10. Four types of managerial actions that cause workplace conflicts 13
Study unit 2: Manage conflict 14-16
1. Conflict management style 15
2. Strategies to use in conflict situations 15
Study unit 3: Workplace procedures 17-25
1. Introduction 18
2. General rules 18
3. Deal with difficult people 19
4. Handling angry clients 20
5. Deal with alcoholics on site 21
6. The use of force in the process of removing a person from site 21
7. Threat assessment 21
8. Responses based on the threat assessment 23
9. Communication skills 24
10. Physical restraining techniques 25
Study unit 4: Report writing 26-28
1. Report on the influence of alcohol 27

Unit Standard 29-31

Learner Workbook Section 32-38

4
1. Introduction

This learning program is part of a complete qualification. The qualification is General Security
Practices NQF level 3.

2. Purpose of this learning program

A person credited with this unit standard will be able to:

• Identify conflict situations.

• Handle and defuse conflict situation.
• Provide feedback on conflict situation.

2.1 Target group

This program is compiled for the following target group:

• Security members
• South African Defense Force members
• South African Police Force members
• Correctional Services
• Individuals who wishes to complete the NQF level 3 National Certificate in security
practices.

3. Standards and qualifications

Unit standards are the “building blocks” of qualifications. All qualifications are plotted on the
National Qualifications Framework (NQF).

Unit standards comprises of outcomes. An outcome is a statement that describes the required
competency that must be demonstrated by the learner on successful completion of a training
intervention.

4. Assessments

The assessment criteria in this unit standard describes the evidence that is needed that will
show that you have demonstrated the outcome correctly.

Kindly refer to the unit standard attached hereto for the assessment criteria listed under each Specific
Outcome in order for you to see what you will be assessed against.

You will be required to complete 2 written exams. The first is a formative assessment (open
book exam) and the second is a summative assessment (closed book exam). The purpose of
the formative assessment is to prepare you for the summative assessment.

The learner guide will remain the property of the learner once the LEARNING PROGRAM has
been completed.

5
5 Security program matrix

SKILLS PROGRAM 1: SASSETA E

1 246694 Explain the requirements for becoming a Level 3 4 Credits
security service provider
2 244184 Apply legal aspects in a security Level 3 8 Credits
environment
3 244182 Give evidence in court Level 3 4 Credits
4 244176 Use security equipment Level 2 2 Credits
5 244181 Perform hand over and take over Level 3 2 Credits Patrol Security
responsibilities
officer/Grade E
6 244177 Conduct a security patrol in area of Level 3 7 Credits
responsibility
7 244179 Handle complaints and problems Level 3 6 Credits
8 12484 Perform basic fire fighting Level 2 4 Credits
9 116534 Carry out basic first aid treatment in the Level 3 2 Credits
workplace

SKILLS PROGRAM 2: SASSETA D

1 24418 Conduct access and egress control Level 4 7 Credits
9
2 24282 Conduct evacuations and emergency drills Level 4 4 Credits
5
3 11505 Identify, handle and defuse security
Level 4 12 Credits
related conflict
4 11770 Demonstrate knowledge of the Firearms
Control Act 2000 (Act No. 60 of 2000)
Level 3 3 Credits Access control
5
officer/Grade D
5 11392 Apply basic business ethics in a work
Level 2 2 Credits
4 environment
6 11946 Write/present/sign texts for a range of
Level 3 5 Credits
5 communicative contexts
7 11497 Operate a computer workstation in a
Level 3 2 Credits
9 business environment

SKILLS PROGRAM 3: SASSETA C

1 113909
Coach a team member in order to
Level 3 5 Credits
enhance individual performance in work
environment
2 Apply knowledge of self and team in order
13912 to develop a plan to enhance team Level 3 5 Credits
performance
3 244578
Describe how to manage reactions
Level 3 2 Credits Asset & Reaction
arising from a traumatic event
officer/Grade C
4 113852
Apply occupational health, safety and
Level 3 10 Credits
environmental principles
5 13936
Outline the legal environment of a
Level 3 2 Credits
selected industry
6 119472
Accommodate audience and context
Level 3 5 Credits
needs in oral/signed communication
7 11508 Write security reports and take statements Level 4 10 Credits

6
 STUDY UNIT 1

IDENTIFY CONFLICT

LEARNING OUTCOMES

On completion of this study unit you w ill be able to….

♦ Define conflict.
♦ Demonstrate knowledge of the common causes of conflict in the workplace.
♦ Distinguish between the concepts of competition and conflict.
♦ Demonstrate knowledge of the different types of power present during a conflict situation.
♦ Demonstrate knowledge and skills to identify the various signs of conflict.
♦ Identify different types of conflict.
♦ Demonstrate knowledge and skills to identify the stages of conflict.
♦ Explain the responses of people to conflict.
♦ Explain managerial actions that causes conflict

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1. Definition of Conflict

Conflict may be defined as a struggle or contest between people with opposing needs, ideas, beliefs,
values, or goals (Aldag, & Kuzuhara, 2002: 23).

What is conflict? Conflicts are many things. They are the struggle between two or more forces,
positions, or actions. For example, you have a conflict when:

• Your expectations come up against the reality of those of others.

• The deadline you set for a project is not met.
• People’s needs for recognition are not met.
• Your work style differs from some of your team members.
• Contributions are ignored so people withdraw from suggesting anything new.
• There is too much work to do and this affects personal health and family life.
• People ignore conflicts and hope that they will just go away.

2. Causes of conflict

Conflict starts because people do not agree about an issue. Issues of disagreement in recent
large-scale conflicts include territory, language, religion, natural resources, ethnicity or race,
migration and political power. Sometimes there is more than one issue of disagreement.

While a conflict starts because of an issue of disagreement, there are usually background
influences that fuel the conflict. The most important influence is power. Others include culture,
identity and rights.

2.1 Common causes of conflict

Causes or sources of organizational conflict can be many and varied. The most common causes
are the following:

♦ Scarcity of resources (finance, equipment, facilities, etc);

♦ Different attitudes, values or perceptions;
♦ Disagreements about needs, goals, priorities and interests;
♦ Poor communication;
♦ Poor or inadequate organizational structure;
♦ Lack of teamwork;
♦ Lack of clarity in roles and responsibilities;

3. Power

Power is the ability or capacity to do something or to control and influence what others do.

It determines who makes decisions and what decisions are made. Power is often shown when two
or more people interact. We tend to think of power as belonging to public figures who make
decisions, such as politicians and directors of commercial companies. These people often hold a
lot of power compared with the people they represent or the people who work for them and buy
their products. There are also differences in power in everyday relationships. For example, age,
gender, education, literacy and location all influence the amount of power we have or the amount
of power that other people will recognize.

There are many sources of power. Power is not just military strength. It can include money,
networks, information, authority, knowledge, security and access to resources.

Everyone has power to some degree. The state of ‘powerlessness’ occurs when people do not think
they have power, when they cannot use their power, or when others do not recognize their power.
Many people lack the confidence to influence situations which they believe are outside their control.
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Helping people to gain a sense of self-worth and self-confidence is the first vital step in the process
of empowerment. As people gain such confidence, they become more motivated to take action and
work together to challenge power imbalances.

Conflict is fuelled when the balance of power between different groups changes or is very uneven.
Perhaps one group abuses their power, wants more power or fears losing their power. Perhaps
another group wants to challenge those in power in order to improve the balance of power.

It is important to note that the way in which power is used varies. In a conflict situation, power can be
used either to fuel conflict or to help build peace.

4. The 8 Key Causes of Conflict

Identifying the causes of your conflicts is an essential step in successfully resolving them. We must
diagnose what is going on so we can develop the best course of action.

Another reason for recognizing the causes of conflicts is that increased awareness will actually help
some conflicts from ever developing.

There are eight key causes of conflict.

4.1. Unmet Needs and Wants

The first cause may be within individuals and their unmet needs and wants. Conflict happens when
people are physically unwell – tired, hungry, and over\stressed. They happen when people’s basic
needs for recognition, affection and affiliation are not met in their team or work environment.

Examples of this type of conflict may be:

• You were so hungry that you snapped at the people around you.
• You were stressed out after a bad day at the office, so you failed to pay attention to your
spouse, who then nagged at you.
• Your colleagues consistently ignored your suggestions in the weekly meeting. When
someone else made the same suggestion, it was adopted.
• You fought an internal battle over your need to lose weight and your desire to eat a piece of
cake.

4.2. Values

Conflicts might happen because of a difference in values. Values are those beliefs that we hold
dearly. Our values drive all of our behaviour. People’s values differ about time, money, work, health,
relationships, and politics.

We always carry our values to work. Before we can respect other’s values, we need to clarify our
own.

Examples of values:

• I value promptness;
• I value my time with my family;
• I value all ideas because they contribute to the best solutions;
• I value diversity.

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 4.3. Perceptions

The third source of conflict may be differing perceptions. We all see things through different lenses
that filter information based on our experiences up until this moment in time. For example, in a
meeting, one person may perceive that the agenda item the team is working on is critical, whereas
another may discount it as not important.

4.4. Knowledge

This cause of conflict relates to knowledge that is either given or withheld. It may be that an
individual holds a key piece of information and hoards it. This cause of conflict can easily be
corrected when information is available and freely shared so that everyone is “on the same page”.

4.5. Assumptions

Based on what we know, we make assumptions. When assumptions are not discussed or checked
for accuracy, they will cause conflicts.

4.6. Expectations

This cause of conflict can occur when people do not know each other’s expectations. Conflicts can
occur when expectations are not clarified. If expectations are shared, we can try to meet each other’s
expectations better. Another problem can occur when expectations are not reviewed periodically.

4.7. Growing up Differently

This cause of conflict can be complex. Conflicts occur because we all grew up differently. This cause
can include the results of growing up in a particular race, ethnic, or religious group or because of our
gender. Each generation views life and work differently. Each of these experiences gave us specific
messages about how to deal with others and with conflicts.

4.8. Willingness and Ability to Deal with Conflicts

An underlying cause that keeps people from resolving conflicts is their willingness and ability to deal
with conflicts. We might not know how to deal with conflicts (our ability is lacking) so we fumble
around trying to solve them. On the other hand, we may know how to deal with conflicts but are
unwilling to do so.

5. Identify signs of conflict

Especially in the workplace, two main types of disputes have been noted (although these two types
may also happen in other situations). These are:

♦ "disputes of right", where people or groups are entitled by law, by contract, by previous
agreement or by established practice to certain rights. Disputes of right will focus on
conflict issues such as employment contracts, legally enforceable matters or unilateral
changes in accepted or customary practices. A dispute of rights is, therefore, usually
settled by legal decision or arbitration and not by negotiation.

♦ "disputes of interest", where the conflict may be a matter of opinion, such as where a
person or group is entitled to some resources or privileges (such as access to property,
better working conditions, etc). Because there is no established law or right, a dispute of
interest will usually be solved through collective bargaining or negotiation.

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 5.1. Signs of conflict between individuals

In the organisation leaders and members should be alert to signs of conflict between colleagues, so
that they can be proactive in reducing or resolving the conflict by getting to the root of the issue.
Typical signs may include:

♦ Colleagues not speaking to each other or ignoring each other.

♦ Contradicting and bad-mouthing one another.
♦ Deliberately undermining or not co-operating with each other, to the downfall of the
team.

5.2. Signs of conflict between groups of people

Similarly, leaders and members can identify latent conflict between groups of people in the
organisation or the community and plan action before the conflict becomes open and destructive:

♦ Cliques or factions meeting to discuss issues separately, when they affect the whole
organisation.
♦ One group being left out of organising an event which should include everybody.
♦ Groups using threatening slogans or symbols to show that their group is right and
the others are wrong.

6. The differences between "competition" and "conflict"

"Competition" usually brings out the best in people, as they strive to be top in their field, whether
in sport, community affairs, politics or work. In fact, fair and friendly competition often leads to
new sporting achievements, scientific inventions or outstanding effort in solving a community
problem. When competition becomes unfriendly or bitter, though, conflict can begin - and this can
bring out the worst in people.

7. Stages of conflict

The handling of conflict requires awareness of its various developmental stages. If leaders in the
situation can identify the conflict issue and how far it has developed, they can sometimes solve it
before it becomes much more serious. Typical stages include:

♦ Where potential for conflict exists: In other words where people recognize that lack
of resources, diversity of language or culture may possible result in conflict if people
are not sensitive to the diversity.

♦ Latent conflict where a competitive situation could easily spill over into conflict: At
a political rally or in the workplace where there are obvious differences between groups of
people.

♦ Open conflict: Which can be triggered by an incident and suddenly become real
conflict.

♦ Aftermath conflict: The situation where a particular problem may have been resolved
but the potential for conflict still exists. In fact the potential may be even greater than
before, if one person or group perceives itself as being involved in a win-loose
situation.

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8. Conflict Scale

This is a useful technique to sue when the conflict is emerging. The Conflict Scale helps you to do a
quick evaluation of just how serious the conflict is and thus is a way to determine if you need to take
action now or later.

Think about a conflict as you read the following rating descriptions. Depending on the rating you
choose, you will then know what to do next.

1. The conflict does not bother me nor is it really that important. I will ignore it.
2. The conflict bothers me. I could ignore it longer.
3. The conflict is getting a little more troublesome so I could suppress it for now but will
monitor the situation.
4. The conflict is starting to nag at me more since I started to monitor it.
5. This conflict is moderately upsetting to more than one of us.
6. The conflict is not going away. We better start exploring the causes.
7. We think it is worth the effort to look further into the causes.
8. The conflict is definitely affecting everyone involved. We need to work out a plan.
9. We are taking this very seriously and are ready to select the best strategy.
10. The conflict is definitely out in the open so we cannot delay. We must deal with it
immediately.

9. Tell me and I’ll Listen

Making honest statements about a conflict and using attentive listening go hand in hand to resolve
conflicts. All too often, individuals are muddled about their conflicts, and uneasy about stating what
they feel and want from others.
If however, we are not honest about our feelings and wants, we will postpone resolving some
conflicts.

Step 1:

The person who has a conflict completes several of the following sentence stems that fit the conflict
situation:

“I feel …..”
“I do not like it when …..”
“I am upset……..”
I am irritated ……….”
I am annoyed………..”

Step 2:

Next, this same person completes any of the following sentence stems that pertain to this conflict:

“I want you to ……..”

“I need you to ………”
“I wish you would …………”

Step 3:

Then this same person tells the other what is appreciated.

“Appreciate your position……..”

“I imagine that you …………”

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Step 4:

The individual who was listening now responds by paraphrasing what he or she heard. The
paraphrase is started with one of these sentence stems:

“I heard you saying ……”

“I see you ……….”

Step 5:

This person next projects what he or she thinks is behind the other person’s conflict with a statement
that starts with:

“I imagine you …..”

Step 6:

In the final step, this person makes a commitment as to what he or she can do about this conflict by
completing one of these statements:

“I can ………”
“I will ……….”
I plan to …….”
I will try ……”

10. Four Types of managerial actions that cause workplace conflicts

1. Poor communications

• Employees experience continuing surprises, they aren't informed of new

decisions, programs, etc.
• Employees don't understand reasons for decisions, they aren't involved in
decision making.
• As a result, employees trust the "rumour mill" more than management.

2. The alignment or the amount of resources is insufficient. There is:

• Disagreement about "who does what".

• Stress from working with inadequate resources.

3. "Personal chemistry", including conflicting values or actions among managers and

employees, for example:

• Strong personal natures don't match.

• We often don't like in others what we don't like in ourselves.

4. Leadership problems, including inconsistent, missing, too-strong or uninformed

leadership (at any level in the organization), evidenced by:

• Avoiding conflict, "passing the buck" with little follow-through on decisions.

• Employees see the same continued issues in the workplace.
• Supervisors don't understand the jobs of their subordinates.

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 STUDY UNIT 2

MANAGE CONFLICT

LEARNING OUTCOMES

On completion of this study unit you w ill be able to….

♦ Explain different conflict management styles.

♦ Identify the correct scenario where to apply the most correct and effective conflict
management style.
♦ Explain the concept Conflict life cycle.
♦ Compare violence and conflict by identifying each in a workplace conflict scenario.
♦ Apply the correct conflict resolution strategy to handle and defuse conflict.
♦ Explain behaviour which can help managing conflict.
♦ Apply the correct steps to handle conflict by hand of a workplace scenario.

14
1. Conflict management style

Step 1 — Diagnose the situation. Determine the conflict’s content and history.
Evaluate personalities and positions.

Step 2 — Involve all parties. Be a skilful questioner by asking open-ended questions. Use processes
that solicit discussion, opinions, information, priorities,
etc. from all people.

Step 3 — Collect all information. There are many ways to gather information; e.g., use facts,
historical records, data, maps, ideas from around the table, unbiased experts, and interviews.
Remember, people’s feelings are just as real to them as facts.

Step 4 — Reinforce agreements. People who disagree often share some common goals and
common values. Discover these common concerns and reinforce agreements. Write these
agreements so that everyone can see them.

Step 5 — Negotiate disagreements. Disagreements are not negotiated until everyone understands
the facts and feelings that caused the conflict. Review steps 1 through 4; list important
disagreements; have everyone rank order their disagreements; begin with the smallest issue and
work toward the largest.

Step 6 – Solidify agreements. Identify agreed upon solutions and offer compromises for unresolved
issues. If a compromise cannot be reached, table the issue and move to the next issue; review any
proposed agreements carefully so you are sure that everyone understands them (Terry, 1996:21).

2. Strategies to use in Conflict Situations

The following strategies can be used in a conflict situation, depending on the nature, extent and
environment in which such a conflict takes place:

♦ FORCING - Using formal authority or other power that you possess to satisfy your concerns
without regard to the concerns of the party that you are in conflict with. The first conflict
management strategy is forcing. Using this method, one would use their position as the
manager or owner to make a decision regarding the conflict no matter how the employee(s)
feels about the situation.

Without hearing everyone’s side or taking anyone’s feelings into account, the manager whose conflict
management style is forcing will make his own decision in what would be best and that decision
would not be up for discussion. This style would not be best for those who are trying to work with their
employees so as to be a leader who influences them and is looked up to by them because forcing will
tend to alienate those who are affected by the decision and make them feel as if their thoughts and
feelings are unimportant.

♦ ACCOMMODATING - Allowing the other party to satisfy their concerns while neglecting your
own. The second conflict management strategy is accommodating. Using this method, one
would allow the employee to make the decision or make the decision that would make the
employee feel the best without regard to how it makes the manager feel or if it is really the
best decision for the company. This style would not be best for a manager or owner who
wants to continue to have a smooth running business because with this style it is easy for
authority figures to be taken advantage of and walked all over by lower-level employees. This
is because they are seen as a people pleaser rather than someone who will crack-down.
When this happens it can turn into work being habitually late or being done sloppily and not
up to the level that is expected.

15
 ♦ AVOIDING - not paying attention to the conflict and not taking any action to resolve it. The
third conflict management strategy is avoiding. Using this method, one would completely
ignore the conflict or issue at hand. Furthermore, the manager or owner would not take any
steps to eliminate the conflict or issue. Like the accommodating conflict management style,
avoiding can be very harmful to a business and set it on a downward slope.

This is because the employees will see this person of authority as someone who either does not care
or someone who won’t take action against them when they do something that is not good for the
company, such as become habitually late with assignments or become sloppy and produce
substandard work.

♦ COMPROMISING - Attempting to resolve a conflict by identifying a solution that is partially

satisfactory to both parties, but completely satisfactory to neither. The fourth conflict
management strategy is compromising.

Using this method, one would come up with a solution to the problem or issue at hand that would
make both parties happy without completely giving in to one side or the other. This could possibly be
a good strategy for an issue between two employees; however, if it is between the manager or owner
and an employee, then it might not be the safest strategy since you do not want your employees to
think that you are “giving in” to meet them half way.

♦ COLLABORATING - Cooperating with the other party to understand their concerns and
expressing your own concerns in an effort to find a mutually and completely satisfactory
solution (win-win). The fifth conflict management strategy is collaborating. Using this method,
one would sit down with the individuals involved in the issue and hear their concerns, as well
as voice their own. Once each party has had a chance to have their say, the manger or owner
would then try to find a solution that would make both parties happy if possible. If not, they
would choose the solution that is best for the company.

16
 STUDY UNIT 3
WORKPLACE PROCEDURES

LEARNING OUTCOMES

On completion of this study unit you w ill be able to….

♦ Identify the correct workplace procedure to follow in the event of the following
scenarios.

• Dealing with difficult people.

• Dealing with angry and aggressive people.
• Dealing with alcoholics and drug addict

♦ Explain the use of force when:

• Removing a suspect/person from a site.

• Physical restraining techniques are used.

♦ Conduct a threat assessment before confronting a person.

♦ Explain the responses of individuals after a threat assessment.
♦ Explain the concept of good communication skills during the process of defusing
conflict.

17
1. Introduction

Difficult people, conflict and handling is part of the day to day activities between people. It is not a
question of is it possible it is rather a question of when is it going to happen and how will you deal
with it?

2. General rules

Each security company has their own policy regarding dealing with difficult people if it is now a
member of the company or a member of the public. You as security officer or manager must make
sure you are up to date with the policy rules and regulations of your company. Always follow your
company policy and make sure you make an entry in your pocket book and also in the occurrence
book regarding the incident. Knowledge regarding the Labour law and Criminal procedure act will
also be to your advantage. The fact remain that whatever difficult situation you are in, follow the
following steps:

• Communicate (talk)
• Negotiate
• Use minimum force depending on the situation

Remember that here we are not talking of situations where your life or the life of others are in
danger if that is the situation you will act according to the criminal procedure act regarding self
defense. Always sought appropriate assistance for example get a team member or your supervisor to
help or assist you. This action will also ensure that you have a witness whom can back you up.

Minimum force options, inclusive of verbal and physical, actions that you can considered in
resolving conflict are

• Communication
• Negotiation
• Verbal Judo (Tone of voice )
• Physical force

When the situation is defused terminate the interaction by withdrawing from the situation.
Always remember to follow the following steps in order to solve it permanently.

• Discuss and use a joint problem solving strategy

• Set an implementation time and evaluation procedure
• Set a specific date to meet and review the resolution

It is always necessary to give feedback on the conflict at a later stage if it is now using a formal
meeting were Management and Union representative are going to meet or a disciplinary hearing or
feedback in the form of a report IT IS IMPORTANT THAT IT MUST BE DONE. Always remember that
you have to be clued up with the criminal procedure act, labour law and relevant regulations and
policy of your company
When you have to deal with difficult people know what you want to say and plan how to communicate
it.

State your case:

– With “I” statements
– Clearly and non defensively
– Not “naming, shaming and blaming”
– Be specific – One issue at a time
• Act appropriately
• Stick to your point
• When others attack you “roll with the punches”
• Say when you mean NO and YES when you mean YES
18
FOUR STEPS TO PROBLEM SOLVING:

• Step 1: Raise the issue

• Step2: Discover underlying interests
• Step 3: Invent points for mutual gain
• Step 4: Develop agreements based on objective

a. When dealing with Intoxicated people use your discretion and assertive skills to make a
decision.
b. You do have the right to arrest such person and allow the law to deal with the situation.
c. If it is a member of the public ask the person to leave or effect an arrest.
d. If it is a member of your team follow company procedure in order to take disciplinary action.
e. When you are in a situation where you must handle an aggressive person always put your
own safety first use restraining techniques in order to get control of the person.
f. Effective use of your security equipment can assist you in this regard.

3. Deal with difficult people

THE BOTTOM LINE: Difficult people can make your work day less enjoyable. With the right
strategies, you can learn to deal with them effectively. If you have to work with difficult people
every day, you probably dread going to work each morning. What's more, you might get so
stressed that you can't concentrate on the job.

Have you ever wondered why some people are difficult to work with? “

Individuals behave in a difficult manner because they have learned that doing so keeps others
off balance and incapable of effective action. Worst of all, they appear immune to all the usual
methods of communication and persuasion designed to convince or help them change their
ways,” says Robert M. Bramson, Ph.D., author of coping With Difficult People

3.1 How to Cope

Avoid these “don'ts” when dealing with difficult people:

♦ Don't take difficult people's behavior personally. Their troublesome behavior is

habitual and affects most people with whom they come in contact.
♦ Don't fight back or try to beat them at their own games. They have been practicing their
skills for a life time, and you're an amateur.
♦ Don't try to appease them. Difficult people have an insatiable appetite for more.
♦ Don't try to change them. You can only change your responses to their behavior.

3.2 Guidelines to deal with difficult people

♦ Stop and think before you say anything: This is good advice no matter what the
situation. When you feel attacked the first thing that pops into your head is seldom the
most effective response. If you make it a practice to wait twenty-four hours before you
answer criticisms the people around you may be so surprised by your maturity and
reasonableness that they will listen to you for a change.

♦ Listen carefully: Every criticism contains useful information as well as an attack. If you
don’t hear anything useful at first, keep listening until you do.

♦ Ask for advice rather than giving answers: The explanations you think of will sound
perfectly reasonable and at least 150% correct to you. To other people they will sound
like a misguided defense against a misperceived personal attack. Most any explanation
you choose will make you look even more wrong.

19
 Trust me on this. If, by sheer force of reason, your explanation actually succeeds in
getting the criticism modified or withdrawn, it may feel like you’ve won, but it probably
means that people have decided it’s easier to humor you than treat you like a rational
human being.

♦ What if you have to criticize someone who takes things too personally?
Structure the situation so that he or she doesn’t have to admit wrongdoing by accepting
what you have to say. In Asia they’d call it allowing the person to save face. Make it clear in
your comments that you understand how a reasonable and honorable person might do what
he or she did. Direct your advice toward improving the situation rather than pointing out
mistakes. Focus on what you want to happen rather than what’s wrong with what has
already happened. Come to think of it, this is a good way to present criticism to anyone,
because you never know who’s going to take it personally.

4. Handling angry clients

One angry customer can spoil your whole day, unless you have a working knowledge of
neurophysiology. Angry people are using the walnut-sized part of the brain that hasn't changed
since the age of dinosaurs instead of the more intelligent hardware that has evolved over the past
hundred million years.

The dinosaur in them can bring out the dinosaur in you, which leads to the Godzilla- meets-
Rodan effect, in which there is considerable sound and fury, but very little constructive reasoning.
The secret of dealing effectively with angry customers are to stay out of your dinosaur brain long
enough to get them out of theirs. Here's how:

♦ ASK FOR A MINUTE TO STOP AND THINK: This will have a calming effect on you and
the customer. No one will get angrier at you for asking for time to think things over.

♦ KNOW YOUR GOAL: The dinosaur's rules are simple, if attacked, fight back or run
away. Either response will make the situation worse. Try instead to help your customer
calm down and use the part of the brain that can reason.

♦ IF THE OTHER PERSON IS YELLING, don't DO ANYTHING UNTIL YOU GET HIM OR
HER TO STOP: Just keeping your own voice soft may do the trick. Saying “Please speak
more slowly. I’d like to help,” works particularly well on the phone. Have you ever tried to
yell slowly? On the phone remember the “Uh-huh” rule. We usually respond with “Uh-huh”
when the other person takes a breath. If you go three breaths without saying “Uh-huh” the
other person will stop and ask, “Are you there?” Following this technique will allow you to
interrupt without saying a word.

♦ DO NOT EXPLAIN! Explanations are all too often a disguised form of fighting back or
running away. The typical explanation boils down to: “If you know all the facts, you will
see that I am right and you are wrong.” You cannot be right and effective at the same
time. Don't even try.

♦ LET THE CUSTOMER KNOW YOU HEAR: Before you try to solve the problem, let the
customer know that you understand why he or she is upset. This will save you from
having to hear it again.

♦ ASK, “WHAT WOULD YOU LIKE ME TO DO?” This question is usually the last thing
an angry person expects. He’ll have to stop and think to answer. This is exactly what
you want.

♦ NEGOTIATE: It's a lot easier when the customer is using the part of her brain you can
negotiate with.

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5. Deal with alcoholics on site

As a security member you will normally have to deal with two types of situations:

• your own colleagues or members being under the influence or

• a member of the public being under the influence and causing some trouble. With members of
the public you apply the normal techniques such as arresting the person. You will then follow
the rules as being taught.

Being under the influence of alcohol or use it on duty must always be dealt with as misconduct.
Evidence must be collected for the possibility of a disciplinary hearing. The International Labour
organization 1994 convention states that employers have the right to prevent alcohol and drug
problems from occurring in the work place. If it happens that you came across an incident where a
colleague is under the influence of alcohol follow the following steps. Be firm at all times and make
sure you are not alone.

6. The use of force in the process of removing a person from site

There are however limitations (strict rules) which have to be complied with before an alleged
offender may be stopped in such a way.

Before the amendment to sec 49 of the CPA, the arrestor could have used maximum force to
overcome resistance to the arrest.

That includes the killing of the accused which, if the killing of an alleged suspect complied with
the requirements set out in the Criminal procedure Act, could be considered as justifiable
homicide.

The way in which the law has now been changed means in effect that not only a private person, but
even police officials, may only use force to effect the arrest if that force is immediately necessary
for the purposes of protecting the arrestor, any person lawfully assisting the arrestor or any
other person from immanent or future death or grievous bodily harm.

It is however recommended that a officer verbally request a person to remove himself from the site.

7. Threat assessment

There is an inherent danger associated with the security profession. Whether an officer is in a
metropolitan area or a rural community, wearing a badge and a firearm will put him in dangerous
situations.

Threat assessment is the act of becoming aware of a situation directly through the senses, including
hearing and seeing, thereby making a reasonable determination about the risks involved.

Any suspect potentially can be assaultive and use deadly force. However, approaching every suspect
in a high-risk mode (e.g., firearm drawn) would be unreasonable. There can be many articulable facts
that support threat assessment.

Some of the facts used in this judgment decision are listed below;

♦ Physical actions
♦ Suspect statements and/or spontaneous utterances
♦ Suspicion level - Some or Mere/Reasonable/Probable Cause
♦ Time of day
♦ Number of officers/suspects
♦ Size & ability of officers/suspects

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 ♦ Prior history/Criminal History
♦ Officer’s experiences
♦ Age - Officer vs. Suspect
♦ Visible awareness - visible weapons/unusual bulges/unusual nervousness/hands in view
♦ Frailness of suspect
♦ Physical/mental disability of suspect

Some of the facts above can be aggravating or mitigating.

For example, if the suspect is elderly his age could be a mitigating factor reducing the perceived
threat level.

Remember, no matter what age a person is, a firearm are the great equalizers.

Assessing behavior and preventing a physical assault should be accomplished whenever possible.

• It is critical for an officer to recognize and assess aggressive verbal and physical
actions of a person.
• Recognizing verbal and nonverbal aggressive behavior signals will aid the officer in
preventing and de- escalating situations. Also, it prepares the officer mentally and physically
to take immediate counter actions should a physical assault occur

7.1 “Pre-assault indicators”

Before physical action by an aggressor occurs, that individual usually begins to threaten to attack,
in an attempt to intimidate the opponent, through a process sometimes called posturing, ritualized
combat, or affective aggression.

These “pre-assault indicators” are listed below.

♦ Verbal aggression: yelling, swearing, etc.

♦ A change in posture: stands taller, sets head and shoulders, moves away/moves closer,
points, forms fist and/or loads the arm.
♦ Face becomes red, lips separate to show teeth, breathing becomes faster, and
perspiration appears on the skin. • Individual ignores others, looks away or stares
through people.
♦ Creates a false sense of security by becoming very cooperative or acting incapacitated.
♦ Aggression redirected to something/someone else, such as breaking pencils, kicking, chairs,
yelling at bystanders
♦ Individual's stance changes - blades body, lowers center of gravity, shifts weight. Lips
become tight as breathing, though still rapid, deepens. The face loses its flush to become
pale.
♦ Hands tighten, open or closed, arms and shoulders will shift.
♦ Individual may bob or rock while shifting eyes to possible targets. Individual may stop all
motion in defiance.
♦ Head will come down, chin tucked, eyebrows tightened and dropped.

22
8. Responses based on the threat assessment

♦ Position of advantage: Officers should position themselves so they have a position of

advantage over those persons they contact. Threat assessment is the key to determining
which position of advantage an officer should use.

Positions of advantage can provide safety but must be balanced with efficiency.

For example, when issuing the driver of a vehicle a access control permit the officer notices a firearm.
It is likely that he will go from a position of low hands ready to a position of cover/distance and a high
ready (pistol) position. Why not take the position of cover before seeing the firearm?

Safety vs. efficiency, he cannot issue routine access control permit from behind cover. However, by
being alert he can maximize his safety even during face-to-face encounters.

Remember an officer’s position of advantage changes based on his threat assessment because
different situations necessitate different positioning. No two situations are exactly alike

♦ Field Interview Stance: The purpose of the field interview stance also known as the field
interrogation stance or F.I. stance is to give the officer a proactive non- aggressive approach
to self-defense. Officers should be in a F.I. Stance whenever they are armed and near any
member of the public.

To assume this stance, an officer must blade the trunk of his body with the firearm
(dominant) side turned away from the person addressed. He positions his feet about
shoulder width apart, with the knees slightly bent to have good balance. The non-dominant
leg is forward and the dominant leg back. He distributes his body weight equally to allow for
quick movement in any direction. He keeps his arms close to his sides, his dominant arm’s
elbow close to his handgun and his hands near his center line. The non-dominant hand is
used for gesturing if necessary. This position keeps the officer's firearm farther away from a
potential threat.

♦ Low Ready Position: The low hands ready position is almost the same as the F.I.
Stance except the hands are held just up from the waist line in a palms down manner almost
as if to gesture “calm down.” This hand position is a very good method to calm or keep a
situation non-aggressive while ensuring the officer is ready for self-defense against a
spontaneous face-to-face attack. This position should be used during any low threat face-to-
face detention or arrest.

♦ High Ready Position: The high ready position is slightly different than the low ready
position. In the high ready position, the officer’s hands are brought up to protect the head,
while simultaneously widening their feet and lowering their center of gravity. Widening the
feet is known as “getting a base”. When getting a good base, the officers should have their
feet more than shoulder width apart (wide), their feet should be offset, with the non-
dominant foot forward (deep), and they should lower their center of gravity keeping their
head over their center. This allows the officer the best position for defending themselves and
allows for tactical movement.

When moving to the high ready position, the officer should provide loud verbal commands to
the suspect such as “get back, don’t resist”. This asserts that the officer is in control of the
arrest situation as well as identifying to the suspect and other possible witnesses what the
officer wants the suspect to do.

♦ Arriving on scene: When arriving on scene, or sometimes prior to arriving on scene, a law
enforcement officer will start the threat assessment process as was described earlier in the
study guide. When the officer physically arrives on scene, they can assess some of the
physical characteristics that can be used to their ad- vantage such as cover and
concealment.
23
9. Communication Skills

An officer’s communication can be broken down into three categories:

♦ officer presence,
♦ verbalization,
♦ and listening,

All of which are part of a continuous communication process. Ninety seven percent of security work
involves communicating with the public.

An officer can inflame a situation through miscommunication or misinterpreting the communication

received. The officer can also de-escalate a potentially violent situation through appropriate
application of good communication skills. It is always better to talk someone into voluntary
cooperation than to fight them into compliance.

9.1. Officer presence

The mere presence of an officer on the scene can sometimes defuse a volatile situation and
prevent an assault. Command presence, which includes the officer’s appearance, mannerisms,
tone of voice, posture, gestures, facial expressions, and eye contact, should convey a sense of
authority, tempered with compassion. Like actors, officers need to change their nonverbal and
symbolic communication for varying situations. In some situations, officers must be a
compassionate and caring friend to a victim while other situations may require the stoic
enforcement of an unpopular law.

Remember it is human nature to make judgments about how someone looks and everything else
being equal, a suspect is more likely to challenge an officer who looks inattentive and weak.

9.2. Verbalizing

The goals of verbal communication for the officer are to direct, to control, and to gather information.
Officers should make every effort to de-escalate situations by voice commands and by asking for
cooperation. The words used and the tone of voice must convey the message the officer wants to
send. Eliminate barriers to communication. When giving directions keep it simple.

Low Threat Assistance/Interview Situations: When dealing with compliant suspects and passive
resistors, verbal commands and requests for assistance are often adequate to accomplish the
desired behavior. Always calibrate the intensity of voice to the context of the situation. Ask them
their name: personalize the interaction. Give them options, and point out why they would want to
cooperate. With victims, provide psychological first aid. Paraphrase their responses and meaning.

High Threat/Assaultive Situations: Be firm, authoritative. Tell them specifically what they must
do. Do not use threatening or fighting words or profanity. Continue to give commands while
employing other use of force options. When working with a partner, do not give conflicting
commands.

Emotionally Disturbed Persons/Abnormal Behavior: Abnormal Behavior can be caused by a

variety of conditions, including diminished mental or emotional capacity, drug and alcohol
influences, and numerous medical conditions. While generally not dangerous, many people
displaying abnormal behavior are highly unpredictable. They are easily frightened and often do not
understand simple commands. Techniques for handling abnormal behavior include using extreme
caution, assessing the cause of the behavior, calling for assistance, speaking slowly and softly,
removing distractions, explaining actions in advance, and using physical contact as a last resort.

24
 9.3. Listening

Listening is a critical part of the officer’s job. Almost all aspects of law enforcement involve active
listening. Hearing is not the same as listening. Listen for the intended meaning of the words used.
Listen for feelings and emotions involved. Listen for the nonverbal sounds that indicate
understanding. Listen for verbal clues that could indicate an attack. Words and actions should match.
Listen for communications/signals between suspects. Listen for tone of voice and volume. A change
in tone or volume could indicate a change in intent. Listen for clues of compliance or surrender. Listen
to other officers on the scene: send the same message.

During high stress situations, people often experience auditory exclusion, where the ability to hear is
diminished or distorted. For that reason, during most high threat situations (rapid raids, suspect with
a weapon) officers should speak loud, clear, and concise using short repetitive commands. Officers
should identify themselves as security to keep it simple and clear. In extreme situations such as an
assault be sure to yell commands loud enough to warn innocent bystander and to get backup.

10. Physical restraining techniques.

The use of physical restraining techniques and equipment are dealt with in the learning program
“Use security equipment.”

25
 STUDY UNIT 4

REPORT WRITING

LEARNING OUTCOMES

On completion of this study unit you w ill be able to….

♦ Understand and describe the various components of a report.

♦ Write a report that will meet all the requirements of a good report.
♦ Submit a report for feedback purpose to all the relevant role players.

26
1. REPORT ON THE INFLUENCE OF ALCOHOL

Name & Surname:

Department:

Contact details:

Date and time of incident:

Are you familiar with the incumbent? YES NO

Complete by ticking the relevant box:

APPEARANCE
EYES Clear Bloodshot

PUPIL Dilated Normal

PERSPIRING Heavy Slight Nil

DRESS Untidy Neat

COMPLEXTION Flushed Normal

SMELL OF ALCOHOL Strong Slight Nil

COORDINATION
WALK Unsteady Steady

HAND MOVEMENT Unsteady Steady

REACTION Exaggerated Slow Normal

BEHAVIOUR
SPEECH Normal Slurred

ATTITUDE Argumentativ Aggressiv Agitated

e e

GENERAL Excitable Talkative Sleepy

27
BREATHALYSER
YES NO

Was the test administered correctly? YES NO

What was the alcohol meter reading?

What alcohol meter was used?

Final decision

The incumbent Is intoxicated? Is not intoxicated?

I _____________________________ am prepared/not prepared to take responsibility for

the incumbents presence on these premises in terms of regulation 12(1) & (2) and 13(1) &
(2) of the Occupational Health & Safety Act 1993.

Date & Time:

Name & Surname:

Signature:

Contact No:

28
 UNIT STANDARD
Identify, handle and defuse security related conflict
SAQA US UNIT STANDARD TITLE
ID
11505 Identify, handle and defuse security related conflict
ORIGINATOR ORIGINATING PROVIDER
SGB Security
QUALITY ASSURING BODY
-
FIELD SUBFIELD
Field 08 - Law, Military Science and Security Safety in Society
ABET UNIT STANDARD OLD NQF LEVEL NEW NQF LEVEL CREDITS
BAND TYPE
Undefined Regular Level 4 NQF Level 04 12
REGISTRATION STATUS REGISTRATION START REGISTRATION END SAQA DECISION
DATE DATE NUMBER
Reregistered 2009-11-03 2012-06-30 SAQA 0160/05
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2013-06-30 2016-06-30

PURPOSE OF THE UNIT STANDARD

This unit standard is for personnel to identify, handle and defuse security related conflict between members of
the public and security personnel with minimum use of force in the workplace.

Benefit for society of this unit standard is that the person who completes this will contribute to safety in
society.

A person credited with this unit standard will be able to:

• Identify conflict situations.

• Handle and defuse conflict situation.
• Provide feedback on conflict situation.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The following knowledge, skills, attitude and/or equivalent:
• A knowledge, comprehension and application of language and mathematics NQF 03

UNIT STANDARD RANGE

This unit standard applies to persons who competently identify, handle and defuse security related conflict
between members of the public and security personnel with minimum use of force in the workplace.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Identify conflict situations.
ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. Conflict situation is prioritised.

ASSESSMENT CRITERION 2
2. Conflict assessment and techniques are used to establish possible solutions.
29
ASSESSMENT CRITERION 3
3. Conflict situations and/or persons reported to the appropriate personnel according to workplace
instructions.

SPECIFIC OUTCOME 2
Handle and defuse conflict situation.
ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. Person(s) involved are dealt with in a manner appropriate to the situation and according to workplace
procedures.

ASSESSMENT CRITERION 2
2. Appropriate assistance is sought.

ASSESSMENT CRITERION 3
3. Minimum force options, inclusive of verbal and physical, are considered in resolving conflict.

ASSESSMENT CRITERION 4
4. Interaction is terminated tactfully when the situation is defused.

SPECIFIC OUTCOME 3
Provide feedback on conflict situation.
OUTCOME RANGE
Work procedures must include:
• Rules, regulations and procedures

Conflict situations must include:

• Difficult people.
• Intoxicated
• Drugs/alcohol
• Aggressive
• Enraged.

Handle and defuse must include:

• Ejection of people from premises
• Physical restraint.
• Verbal persuasion.

Relevant role players must include:

• Management
• Client
• Security personnel
• Emergency services
• Official & statutory Institutions personnel.
ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. Written report on incident is completed in accordance with workplace procedures.

ASSESSMENT CRITERION 2
2. Report is submitted to relevant role players.

ASSESSMENT CRITERION 3
3. Follow up to ensure conflict is defused according to workplace procedures.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

30
1. Anyone assessing a learner against this unit standard must be registered as an assessor with the POSLEC
SETA ETQA/and any other body with whom a MOU was entered into.
2. Any institution offering learning that will enable achievement of this unit standard must be accredited as a
provider through the POSLEC SETA ETQA/and any other body with whom a MOU was entered into by SAQA.
3. Moderation of assessment will be overseen by the POSLEC SETA ETQA/and any other body with whom a
MOU was entered into according to the moderation guidelines in the relevant qualification and the POSLEC
SETA ETQA/and any other body with whom a MOU was entered into, procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Refer to the Specific Outcomes and the Assessment Criteria contained in this unit standard and specifically:

• A comprehensive understanding of communication and body language skills.

• A comprehensive understanding of relevant legislation.
• A comprehensive understanding of verbal and written reports.
• A comprehensive understanding of client/public relations

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems related to security conflict situations.

UNIT STANDARD CCFO ORGANISING

Organise oneself and one`s activities so that interaction is terminated tactfully when the situation is defused.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information related to the conflict situation in order to
determine the most appropriate manner of dealing with the situation.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively when dealing with relevant role players.

UNIT STANDARD CCFO DEMONSTRATING

Understand the world as a set of related systems in that clear and precise feedback on a situation is obtained
from all relevant role players.

31
 LEARNER WORKBOOK SECTION
FORMATIVE ASSESSMENT (OPEN BOOK EXAM)

IDENTIFY, HANDLE AND DEFUSE SECURITY RELATED CONFLICT

UNIT STANDARD 11505

Full Name and Surname: ___________________________________________

ID Number: ___________________ Date of Assessment: ______________

Name of Assessor: _______________________________________________

Learner Signature: _______________ Assessor Signature: ______________

Pass mark is 70% (91 out of 131)

Competent: Not Yet Competent:

SKILLS PROGRAM 2
BOOK 3
32
1. Fill in the missing words: (4 Marks)
Conflict may be defined as a _______________ or ______________ between people with
opposing needs, ____________, beliefs, ____________, or goals.

2. Why does conflict start? (1 Mark)

3. List the 7 (seven) most common causes of conflict. (7 Marks)

4. Fill in the missing words: (3 Marks)

Power is the _____________ or capacity to do something or to _______________ and
___________________what others do.

5. List the 8 key causes of conflict. (8 Marks)

6. Give 1 (one) example of an unmet need/want. (1 Mark)

7. Give 1 (one) example of a value. (1 Mark)

33
8. List the 2 (two) main types of disputes, especially in the workplace. (identify signs of
conflict) (2 Marks)

9. Give 2 (two) typical signs of conflict between individuals. (2 Marks)

10. Are the following statements true or false? (2 Marks)

a. “Competition” usually brings out the worst in people. ____________________
b. “Conflict” brings out the best in people. _______________________________

11. List 4 (four) typical stages of conflict. (4 Marks)

12. List the 10 (ten) points on the conflict scale. (10 Marks)

34
13. List 4 (four) types of managerial actions that cause workplace conflicts. (4 Marks)

14. List the 6 (six) steps in the conflict management style. (6 Marks)

15. List the strategies that can be used in conflict situations. (5 Marks)

16. Whenever dealing with a difficult situation, there are certain steps you can follow. List
these steps. (general rules) (3 Marks)

17. List 4 (four) minimum force options/actions you can consider in resolving conflict.
(4 Marks)

18. Is the following statement true or false? (1 Mark)

It is not necessary to give feedback on the conflict at a later stage._____________________
35
19. List the 4 (four) steps to problem solving. (4 Marks)

20. Fill in the missing words: (12 Marks)

a. When dealing with ___________________ people use your ______________ and assertive
skills to make a decision.
b. You do have the right to ________________ such person and allow the ________ to deal
with the situation.
c. If it is a member of the _____________ ask the person to leave or effect an arrest.
d. If it is a member of your _________ follow company procedure in order to take ____________
action.
e. When you are in a situation where you must handle an ________________ person always
put your own _________________ first.
f. Use _____________ ________________ in order to get control of the person. Effective use
of your security ____________________ can assist you in this regard.

21. List 3 (three) “dont’s” you need to avoid when dealing with difficult people. (3 Marks)

22. Give 4 (four) guidelines to deal with difficult people. (4 Marks)

36
23. When handling angry clients, there are 7 (seven) points you need to keep in mind. List
these points. (7 Marks)

24. As a security member you will normally have to deal with two types of situations when
dealing with alcoholics on site. List the 2 (two) situations. (2 Marks)

25. Fill in the missing words: (10 Marks)

The way in which the ___________ has now been changed means in effect that not only a
______________ person, but even police officials, may only use ___________ to effect the
arrest if that force is _________________ necessary for the purposes of _____________
the arrestor, any person ________________ assisting the ________________ or any
other person from immanent or future _______________ or grievous bodily _________.
It is however recommended that an officer ____________ request a person to remove
himself from the site.

26. What is “threat assessment”? (1 Mark)

37
27. List 7 (seven) facts that can be used in the judgement decision. (threat assessment)
(7 Marks)

28. List 5 (five) “pre-assault indicators”. (5 Marks)

29. Fill in the missing words: (2 Marks)

“Positions of advantage can provide _____________ but must be ________________ with efficiency.”

30. An officer’s communication can be broken down into three categories. List these categories.
(3 Marks)

31. List 3 (three) appearance indicators you will observe when reporting on a person under the
influence of alcohol. (3 Marks)

TOTAL _____________________
131

38