The Security Risk Management - Term Paper Example

Promoting Sector Skills in Security Risk Management Introduction The provision of security involves both the private and public forms of services. Despite the differences in the nature with which the two services are provided, they bear similar basic components. Some of these include determination, intelligence and confidence. Because of this, they mainly include members of the police force, armed forces and military who have to go through intense training and practices in order to become qualified and competent. Nonetheless, in the course of their duties, they still require higher levels of educational and vocational training that helps to improve the quality of their services. The training enable the private an public security firms attain the goals developed by the security sectors in the different countries, nations and states within which they are established (SFS, 2010). According to USGAO (2008), the need for a formal grounding in the security risk management process has formed part of a heated debate for several years (Talbot & Jakeman, 2013). This is because it is contended that it may not be an extreme need for anybody who is operating a role in security management. Usually, it is offered in the form of educational and vocational qualification. However, for other people, they do not see sufficient reason to incorporate formal grounding within the risk management process. They find the initial training, experience and skills possessed by the ex-police and the military personnel at the time of their recruitment enough to enable them perform their goals and attain the goals and objectives of the industry throughout their service period (DCSWSP, 2010). This paper, which is in the form of a report, highlights the reason why there is an extreme need for every personnel operating or involved in any function within the security management, requires formal grounding. Constant risk management processes form an integral part of the security department that includes both the police and military personnel. It has been found out that although the experience possessed by those who are covered by the ex-police or military is important, the most essential aspects of their roles and careers is the vocational qualifications. Therefore, it is significant that a large part of the industry is covered by the ex-police and the military knowledge, skills and experiences. On the other hand, this action also has negative effects. However; the skills for security bear several actions and outcomes (USGAO, 2008). The security policies and the various related programs should be designed within a risk management life cycle and process that has a number of steps (Wheeler, 2011). There are a number of “good practice’ recommendations that can be put in place to ensure that the implementation of workplace recommendations is completed. They include an action plan that has to be taken by security in relation to the stakeholders and other partners who ensure that the vision that has been set out in the qualification strategy is met (DCSSP, 2012). The main objective of this step is to reposition the existing focus of the sector on training that requires regulation. It makes it possible to create a culture of continuation in professional development and the ongoing accreditation of skills and learning (SFS 2010). There are several priorities that are present in the security sector. These have to be undertaken in the different areas of security to ensure that the vision of the sector is achieved. In order to achieve them, a number of strands have to be considered. These are associated with several benefits of this step that include: The enhancement of the profile of the industry through promotion of the security business sector. Making sure that the learning provision meets the needs of the security sector in each of the nations as well as in the specific subsectors. Developing and making approval of all the qualifications onto frameworks that are based on qualifications. Providing all manner of support that is related to the regulations of the industry. Working together with other SSCs and SSBs among other partners. Reviewing the provision learning of the management. Articulating the links between the public who include the police and the private security sectors. Reviewing the various levels of apprenticeship Recognizing and promoting CPDs across the sector. Raising the industry profile in relation to the business sector It is imperative to improve the profile of the sector of security as one of the choices that individuals need to make in the course of their careers. This mainly plays an important function towards the achievement of the career vision. The security sector should be accessible to a broad range of people who possess basic skills. Subsequently, they will need to advance and improve on their educational and vocational skills. With these, they will be better placed to perform their roles and functions in the effort to meet the requirements of the industry regulator. Initiatives that are related to qualifications and programs help in the preparation of individuals for future employment and give clear routes through which they can gain access into the security sector with their education. Opportunities in career and conveyance are achieved through pathways of sector career and those of qualifications. These are all linked to the different levels of qualifications (DoD, 2009). Relationship between Different learning provisions while meeting the needs of each nation and specific subsectors Each security sector bears a vision of repositioning themselves on the already existing focus on the training that requires a high level of regulation. This, in turn, helps to develop the culture of Continuing Professional Development. It also leads to the progressive accreditation of skills and learning, which can only be attained if learning provision becomes fit for its purpose. With this, it is able to meet the needs of a particular country or nation as well as the particular sub sectors within it. The progressive work that incorporates employees and employers makes it possible to monitor the learning provision and make the necessary changes for it to suit the needs of the industry. In this sense, it is fundamental to review LMI regularly so as to update it on a regular basis. The development of the NOs will also be able to align properly with the security sector quality system. In addition, there is a continuous consultation with the employers, engagement with the HE and the FE besides the forging of links between the two vital groups that will ensure that all activities performed are fit for purpose and are completed to bring about a timely provision of the expected results (SFS 2010). Qualifications that are developed and approves based on the level of credit received The security sector should make it its main priority to conduct all of their activities towards an effective system that is based on credit. It should be applied in skills for security since it works consistently with the vision of continuous accreditation in relation to learning and skills (Knight, 192). These are recognized by mainly by qualifications that are considered to be bite sized. With this, they act as the building blocks that are used by individuals within the security sector towards attaining full qualifications. Through this, the security sector receives a lot of support which makes it possible to easily develop the units and qualifications onto a framework that is based on credit in most of the major nations (Hubbard, 2009). Offering of support in relation to the regulations of the industry The step makes it important to translate qualifications that are linked to the license within a system that is based on credit. In this way, it facilitates new learning provisions for all the available licenses across a nation. It should be made a priority in order for it and the entire sector to work effectively with the SIA. This is in the process of developing a unit that is based on credit and qualifications that are linked to the license in the effort to provide support to transfer them between the available subsectors (SFS, 2010). Cooperation with other SSCs and other SSBs The main skills that are consistently highlighted in the gaps within the security sector are communication, management and efficient customer service. It is also vital to engage in strategies that help in the identification of a wide range of opportunities. These include the cooperation and working together with other SSCs as well as other partners. It is a major step and requirement from cross sector qualifications and learning that mainly addresses the generic skills (Tyson, 2011). They help in the support of the integrated form of security which includes the provision of public and private security. In addition, it also addresses the required learning and skills in the process of forecasting changes and events that are most notably popular during the Olympics and Paralympics games held in 2012. The other main priority with regards to the provision of security that is based on improved educational and vocational skills was the Commonwealth games that were held in 2014. In addition, in those areas where it is necessary, the development of NOs that are of cross sector will be done (Bowdin, Allen & Harris, 2012). Review of the learning provision by the management Among the key skills identified by the security sector are the skills related to leadership and management. Between most employers in various regions of the world, they can be considered as the key drivers towards change. They are the most required elements in attainment of the vision of continuing professional development as well as the provision of credit on learning and skills. These are mainly influenced by management and leadership. As such, review and development of the learning provisions can focus on the specific needs of each individual who has the need to be provided with security in every region with a priority of reaching their main objectives (Safety & Security SETA, 2010). Development of private and public links that are provided by the police One main component of credibility is the qualification of all the individuals working for the police force. They include those who work in the integration of the police and the agencies that deal with law enforcement. They are able to become more professional and provide a benchmark for counterparts in the public sector. A very vital step in realizing this will be the joint venture with other SSCs and SSBs on projects of cross sectors (OECD, 2006). Review and evaluation of apprenticeships In relation to apprenticeship, their review and development is highly important since it is one of the top priorities. It acts alongside the commitment of the government to create a drive that increases opportunities and absorptions. It will mainly include development of qualifications that are newly credited and frameworks that are based on credits. Importance of Recognizing and promotions of CPD across the entire sector Qualifications that rely on frameworks that are mostly based on credit are known to rely on vital features. The increased skills for security will ensure that there is the facilitation of the development of learning opportunities, which are based on flexible work activities. These address the specific needs in skills. It forms part of the building block approach, which makes the qualifications linked to license and contribute towards the necessary qualification for career development. Conclusion Additional training and skills is a significant part of each career. It is because it creates the possibility for the employees to enhance their skills and be in a position to improve the nature and quality of their work in the effort to fulfil the mission and vision of the organization towards achieving their goals. The security sector is also faced with this task especially when they are faced with a risk management process. For this reason, the kind of grounding that is considered to be formal becomes a necessary element for all those involved in the security operations. References Bowdin, G., Allen, J., Harris, R., McDonnell, I., & O'Toole, W. (2012). Events management. New York: Routledge. Department of Correctional Services (DCS). (2009). Annual Report for the 2008/09 Financial Year. Retrieved 13 March 2014 from http://www.info.gov.za/view/DownloadFileAction?id=122197 Department of Correctional Services Work Skills Plan 2010/2011(DCSWSP) Department of Correctional Services Strategic Plan 2011/12 – 2014/15 (DCSSP) Department of Defence (DoD). (2009). Annual Report 2008/2009. Retrieved 13 March 2014 from http://www.dod.mil.za/documents/documents.htm#annual Hubbard, D. (2009). The Failure of Risk Management: Why It's Broken and How to Fix It. New York: John Wiley & Sons. Knight, F. (1921). "Risk, uncertainty and profit", Hart, Schaffner, and Marx Prize Essays, no. 31. Boston and New York: Houghton Mifflin. OECD. (2006). OECD Reviews of Risk Management Policies OECD Reviews of Risk Management Policies: Norway 2006 Information Security: Information Security. France: OECD publishing. Private Security Industry Regulatory Authority (PSIRA). (2009). Annual Report 2008/2009. Retrieved 13 March 2014 from http://www.psira.co.za/content/view/73/39/ Safety & Security SETA, 2010. Private Security Regulatory Authority demographics. Available at: Praxis Computing Pty Ltd Skills for Security (SFS). (2010). Security Sector: Qualifications Strategy Action Plan. 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