1.       I have read the Unit text in full.

2.       This is my own, individual work.

3.       I have not copied the work of other student(s) or engaged another person to write the answers for me.

4.       I have not sought assistance from any party other than the ISMI® nominated coach for this unit.

5.       Where I have used additional sources (Internet, reference books etc) I have referenced these and not presented them as my original thought.

6.       I have not worked together with other student(s) to produce shared answers in whole or in part.

7.       I have not shared my answers, verbally or otherwise, in whole, part or draft, with any other student.

8.       If I have saved this assignment to a shared drive, I have encrypted the retained copy after sending for assessment.

I have read the Academic Discipline Policy and the Course Terms and Conditions and I understand that the standard penalty for students who violate the rules on academic misconduct is disqualification.

Note:

1.       Fail grades awarded to incomplete submissions.

2.       Late submissions eligible for met/fail grades only.

3.1b Procedures

3.2a Screening

3.2b JD, PS & CSO Guide

3.2c Supervisor Appt

3.3a Training

3.3b Motivation

3.3c Leadership Dev.

Produce a policy statement

Develop a strategy for increasing security awareness

In Preparation

Study the section on security policy statements in the Unit Textbook.  Be sure at the same time to understand the difference between the policy statement, a mission statement, baseline standards and SOPs.

Your Task

First, take the example security policy statement (right) and using your knowledge from the Unit Textbook, critique and make recommendations for inclusion/exclusion.

Second, produce a more refined policy statement that takes cognisance of the advice in the Unit Textbook and the Chatroom Meeting Transcript. Ensure that it covers all of the key requirements of a policy statement and that it is a minimum 80 and maximum 100 words.  Be led by the version in the Unit Textbook but don’t copy it word for word.

Third, develop a strategy (between 6-10 elements) for increasing security awareness amongst staff.  You should make extensive use of the Unit Textbook and fold in also ideas and success-proven activities from your own organisation.  You should also explain how you will measure success, with the focus on quantitative assessment (metrics).

For Official Use

In Preparation

You will be aware that for security officers there is a strong relationship between Job Descriptions, SOPs (assignment instructions) and Training Requirements. In preparation for this task:

a.       Study the Unit Textbook to ensure you have a good understanding of how to construct SOPs.

b.       Study the Online Library documents “European Manual for Basic Guarding” and the “Ontario Training Curriculum for Security Guards”.

Your Task

First, thinking about the security requirements of a high-tech data storage centre, produce a comprehensive framework of skeleton headings for a set of security officer SOPs to meet the site requirements.   If you can produce this in the hierarchy style of the “logical layout” diagram on Page 19 of the Unit Textbook, all the better.

Note that you are not required to write the SOPs themselves.  The objective is to anticipate and identify the individual subjects that need to be addressed in the SOPs.  The “logical layout” diagram is a starting point, but your framework needs to be considerably more developed and fleshed out than the Unit Textbook model.

If you don’t have the drawing skills to produce a line hierarchy diagram you may use subheadings and numbers or bullets, e.g.

1.        Emergency Instructions

1.1.             Responding to a fire alarm.

2.        etc.

Second, continuing with the theme of the high-tech data centre, produce a notice for display at the site entrance indicating to staff items that you would expect to be prohibited from being taken onto a site such as this.

Third, produce a procedure (set of steps) to instruct officers on what actions to take upon discovery of an employee taking concealed contraband onto the site.

In Preparation

Read the section in the Unit Textbook relating to preemployment screening.  Then read the CPNI Preemployment Screening Good Practice Guide (available from the Extranet Library).

Your Task

Opposite are seven scenarios.  Your task is to select at least five, and analyse in relation to the Unit Textbook and the CPNI Preemployment Screening Good Practice Guide.

Your analysis should be presented in the boxes provided.  For each case, a minimum of 200 words is expected, correctly referenced.

For Official Use

In Preparation

Study very closely the Unit Textbook content in relation to the Chief Security Officer (CSO) concept.  Then, study the ASIS CSO Guideline in the Background Documents section of the Extranet Library.  The latter should include a study of Appendix B of the Guideline – Next Generation Security Leadership.

Your Task

First, carry out a detailed and well referenced comparative analysis of both of the above sources, mapping across some of the concepts to your current role.  Then, using the materials, identify additional actions that you could be undertaking in your current role to align more closely and specifically with the strategic focus of the ASIS CSO Guideline.  Be sure to page reference accurately.

Second, using only Appendix B of the CSO Guideline (Next Generation Security Leadership) produce what you consider to be an ideal Job Description for a senior security leadership role in an organisational setting of your choice.

You should not try to fold in all of the points identified in the Appendix B diagram; 10 points will suffice.

Important: Use the Unit Textbook and relevant additional documents in the Online Library to help you understand how to correctly construct and format job descriptions.

Third, support your Job Description with what you believe to be a suitable Person Specification for a senior security leadership (CSO) role.  You should identify essential (must have) and desirable characteristics/qualifications.

Note:

1.       Essential characteristics /qualifications should be quantifiable wherever possible, i.e. measurable or confirmable in some way in a recruitment process, appraisal or training needs analysis.

2.       You must be meticulous in your page referencing to respective reference sources(s) in all parts of your  task response.  There is guidance at www.ismi.org.uk/resources/learning-zone/page-referencing-in-assignments.aspx   Inadequate page referencing in this task is the most common cause of Unit 3 fail grades.

3.       Take care not to misunderstand the second part of this task – you must  use/adapt and page reference content from Appendix B of the ASIS CSO document.

In Preparation

Ensure you have read, cover to cover, the Unit Textbook.  Then, read the short case study (right) relating to George Webber.

Your Task

In this task you have the option to analyse from one of two positions.

Position A – If you subscribe to the view that security duties are by nature monotonous, repetitive and boring, and that it requires a particular kind of supervisor to ensure the correct performance of teams in these circumstances, devise a 10-stage process (using the Unit Textbook for at least six points) for the selection, appointment and retention of security supervisors.

Position B – Alternatively, if you subscribe to the view that security duties can go beyond the basic to diversify into other areas and to allow greater use of initiative, devise a 10-stage process (using the Unit Textbook for at least six points) for the selection of supervisors who could successfully manage a team, members of which have delegated authority and initiative.

From which standpoint does your analysis proceed?  Position A or B?

Position:  ……………….

In Preparation

Read the Unit Textbook focussing particularly on areas that discuss security officer training, or which highlight duties for which training would be required.

Then, go to your Online Library account and read again the European Manual for Basic Guarding and the Ontario Training Curriculum for Security Guards.    

Your Task

Using any of the reference documents (or a combination of all of them) and thinking about your site requirements, put together a 10-element induction training plan for new security officers.  Your plan should include subject, subject hours, delivery method and assessment method.

[Your answer here – be sure to cite the relevant pages of the source documents in your answer]  

In Preparation

Unit 3 introduces you to the importance of motivation, a subject that will be examined from theoretical perspectives in greater detail in Unit 4.  As a starting point for this task, please read the Unit 3 Textbook, paying particular attention to where motivation is either discussed directly or inferred.

Your Task – Part 1

First, list in the left-hand column the areas of the Unit 3 Textbook where the subject of motivation is mentioned, either directly or by inference.

Second, in the centre column of the corresponding row, analyse the benefits of correct implementation of your selected aspect of motivation.

Third, in the right-hand column of the corresponding row, analyse the potential harm of poor implementation of your selected aspect of motivation.

You should aim for between six and ten row entries.

Your Task – Part 2

Now develop further your understanding of the importance of motivation by reading the publication Motivation within the Security Industry.   This can be downloaded from the Extranet Library and is entitled CPNI Motivation with the Security Industry (Pages 1-20 Extract).

Select what you consider to be the 10 most relevant  points relating to motivation and list them in the left-hand column.  In the right-hand column, analyse them in relation to your organisation, or one with which you are familiar.

In Preparation

Unit 4 will address in detail the subject of leadership. However, there are several points relating to good practice leadership throughout Unit 3.

Read through the Unit 3 Textbook and locate these points.  These will include direct references to leadership and indirect inferences to how to get the best out of a security team through the correct application of leadership skills.

Your Task

First, list in the left-hand column what you consider to be the 10 most important qualities of a security leader.

Second, in the middle column of the table provided, and using/referencing the Unit Textbook, identify 10 elements of a professional development programme aimed at developing the qualities you have identified in the first part of this task.  Cite also the delivery mode (e.g. lecture, job tryout, coaching, distance learning, classroom, etc.)

Third, in the right-hand column of the table provided, analyse and explain how you would measure success/performance in each of the elements provided. Where possible, use quantitative evaluations.