Module 12: The Professional Security Manager
This module deals with some tricky issues. There’s more to being professional than making the claim to that status or fixing a brass plate to the door. The term professional is one of those weasel words – misused, over-used and abused – so much so that it’s become virtually meaningless. Being professional is often little more than a marketing ploy from fitting tyres, carpets, white goods to engines, dental implants and artificial hips
Currently, much is made about the security industry becoming professional. Whilst this intention is admirable, in the rush to claim the distinction of being professional, working out what is meant by being professional tends to get left behind. There are distinctive features of being professional – extensive training, autonomy in practice, reference to a set of values and principles, and the internal regulation and policing of the occupation – but in themselves these have not been enough to ensure professional standards of conduct.
So, what do we mean when we talk about being professional in the security industry?
The problem for the security is that it’s not a clearly defined entity – practitioners are drawn from the military, the blue-light services, and that extensive group of individuals who, for any number of reasons, have ‘fallen into’ the work. Whilst parts of the industry have clear ideas about duty, procedure and command structures, others have a legacy of ‘Getting by.’
This module considers these thorny issues in its attempt to encourage personal reflection and a commitment to continuing professional development.
The intended learning outcomes for the module are that individuals should be able to:
- Outline a personal interpretation of what being professional means to them.
- Demonstrate a personal commitment to continuing professional development and how they pursue it practically.
- Indicate how they reconcile the requirements and goals of the workplace with the exercise of professional practice and the mobilisation and utilisation of experience within it.
- Evidence how they use the workplace as a source of personal learning, along with how they encourage and support the development of team members and direct reports.
Assessment for this module is in two parts: first, prior to the workshops participants are required to complete a review of how professionality is interpreted within their own organisations in order to contribute to a seminar at the workshop and second, following the workshop, they prepare a continuing professional development plan setting out targets and timescales.