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ORAL COMMUNICATION COMPETENCIES
FOR
SECURITY GUARDS IN BC
By
TIMOTHY ROBERT SHORT
An Organizational Leadership Project in partial fulfillment
of the requirements for the degree of
MASTER OF ARTS
In
LEADERSHIP
We accept this Final report as conforming
to the required standard
Submitted to
Axel Hovbrender, MA, Academic Supervisor
Sandra Sajko, MA, Project Sponsor
Brigitte Harris, PhD, Committee Chair
ROYAL ROADS UNIVERSITY
December, 2015
© Timothy Robert Short, 2015
SECURITY GUARD COMPETENCIES 2
© T. R. Short 2015
Executive Summary
The Ministry of Justice (MOJ) is a provincial government department responsible for the
oversight of the justice system within the province of BC. The mission statement of the MOJ,
“is to lead law reform in British Columbia, see that public affairs are administered in accordance
with the law and ensure that British Columbia is a province where people are safe” (Ministry of
Justice Annual Service Plan, 2014, p.7). The portfolio of the MOJ is extensive, diverse and
made up of many provincial, regional and local organizations working together to ensure public
safety and security. The Registrar for the Security Programs Division (SPD), my sponsor,
oversees and coordinates the delivery of security services for the province of BC.
My initial Action Research inquiry with the SPD and the Justice Institute of BC (JIBC)
which administers the basic security [guard] training (BST) in BC, was to determine their
respective views on the research topic as they have the responsibility to make change and solve
the issue (Weisbord, 2004; Coghlan & Brannick, 2012). That being said, the AR project also
engaged security guard instructors, security company management, and collaborative partners to
determine the essential elements of English language competencies for security guards and
attempted to answer the question, “What oral communication competencies are required for
security guards in BC?” Three subquestions informed a deeper understanding:
1. What are the qualifications to be a security guard in BC?
2. What English language competencies are required to be a security guard?
3. How does critical incident stress impact the language fluency of security guards
who are English language learners (ELL)?
This inquiry required three areas of relevant study: security guard qualifications, English
language competency, and how anxiety and stress affect ELL security guard oral communication
fluency. In addition, studying the benefits of competencies assisted in understanding the
advantages of experiential knowledge, educational, and vocational skills which meet the
minimum standards necessary to obtain security guard licensing in the province of BC
(DiStephano, et al., 2004; Billett, 2011; Burke, 1989; Schippmann, et al, 2000; Rogelberg, 2007).
Examining the relationships associated with English language competencies was critical as it
related to the importance of listening and oral communication during stressful or critical
incidents (Canale & Swain, 1980; Carnevale, 1990; Taylor, 1988; Woodrow, 2006; McCroskey,
1984; Woodrow, 2006; Hancock & Szalma, 2008; Suchy, 2011; Dunnigan, 2012; Reden et al,
2013; Lazarus, Deese & Osler, 1952)
Participants for the inquiry were selected on the basis of their participation in the security
industry in such areas as training, growth, accountability, credibility, and professionalism
(Wheatley, 2011; Stringer, 2014). In this inquiry, the first reference group included 105 security
guard instructors currently certified to teach the BST in the province of BC. The second
participant group included eight to ten senior management personnel from the 433 security
companies who provide security guard services. All the participants in the survey and individual
interviews received an invitation to participate in the inquiry informing them of the voluntary
nature and confidentiality of their participation.
SECURITY GUARD COMPETENCIES 3
© T. R. Short 2015
This inquiry was conducted in accordance with the Royal Roads University Research
Ethics Policy (2011), Royal Roads University Policy and Procedures on Academic Integrity and
Misconduct in Research and Scholarship (2010) and Tri-Council Policy Statement (Canadian
Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada,
and Social Sciences and Humanities Research Council of Canada, 2010). All three of the above
are founded on three core principles: respect for persons, concern for welfare, and justice. Due
to the voluntary nature of this inquiry, I was able to mitigate the minimal ethical risks associated
to this project by being transparent with the ethics boards and with participants. As such there
were no risks for participants involved in the survey, or in the individual interviews for this
research study.
The first method of inquiry was the survey method. Survey data were collected from
security guard instructors as they were most likely to have an intimate knowledge of the English
language proficiencies of each student. Their insight as to the importance of oral communication
competencies was an essential piece of this inquiry. The second method of inquiry was the
interview. Individual interviews were conducted with senior personnel of security companies. It
is these senior members of the industry who have knowledge of current security guard
legislation, training, hiring, and deployment of the security guards in their employ. The purpose
of these research methods was to obtain more comprehensive data on oral communication
proficiencies of ELL security guards following their basic security training and hiring.
I analyzed the non-categorical items in the survey by reviewing statistics involving the mean,
mode and standard deviation and then coded and themed the data that informed the questions
from the survey. With this intent, the inquiry undertook two data collection methods which
supported qualitative and quantitative analysis methods in a survey and individual interviews
using manual and individual analysis as well as coding and triangulation, cutting, pasting and
sorting methods (Glesne,2011; Stringer, 2014). There were seven main findings from the survey
and interview data:
1. Problems with English language skills
2. The Importance of security guard qualifications
3. Security guard training
4. Assessment tools
5. Current industry needs for oral communication skills
6. Methods to ensure qualification credibility
7. Critical incident stress and public safety
I considered the theme of English language skills through multiple lenses based on the
experiences shared by the participants. Survey respondents indicated that a number of students
have difficulty in speaking English fluently because of their immigrant or ELL status as well as
listening challenges. Survey respondents emphasized the importance of oral language
communication as the single most important qualification for a security guard, followed closely
by skills, and then experience. All participants are supporters of increased security guard
training and development which will help inform security training competencies. Participants
also suggested additional concepts and methods to enhance skillsets in other areas with the
integration of divisions or tiers within the security industry as a whole.
SECURITY GUARD COMPETENCIES 4
© T. R. Short 2015
Participants in the interview group stressed the importance of oral communication in the
essential duties for security guards, citing that company, client and the public would be the major
benefactors. Another major concern in the security industry was the listening skills of security
guards. The vast majority of the interview group indicated that there should be a standardized
assessment tool to determine oral communication skills.
Critical incident stress was discussed with participants as it affects us individually and
sometimes with different results. It can be more debilitating to a person with ELL challenges and
can exacerbate one’s ability to communicate effectively. All participants concluded that a high
level of oral communication skills was necessary in the job, and that stress does affect their
employees’ oral communication abilities.
Of the seven findings from the survey and the interview, some are interrelated in that
similar themes occurred across multiple analyses. After examining the inquiry themes
individually and collectively through a second cycle of analysis, three conclusions were made.
These conclusions are:
1. Good oral communication is necessary to be a security guard.
2. Verification methods are needed to qualify security guards licensing.
3. Public safety is at risk as a result of security guards who lack good oral
communication skills.
The purpose of this inquiry was to determine what oral communication competencies are
required for security guards in BC. Three of the qualifications to be a security worker (guard) in
BC are appropriate skills, training and/or experience. Embodied in the construct of a required
skill set for a security guard is a level of English language fluency sufficient for such a worker to
be able to converse in English with the public while carrying out his/her duties. Analysis of the
research findings indicated the participants felt that English language fluency was the most
important qualification for a security guard in BC.
The findings and conclusions supported the three recommendations which suggest that
through action research the current issues with English language competency verification
methods can be solved. The three recommendations are as follows:
1. Evaluate security worker application forms to address English language certification
verification methods.
2. Educate and inform potential security workers, security companies, BST instructors,
and designated security training schools of any changes to security worker licensing
processes.
3. Implement of the plan.
To ensure that the Security Programs Division has credibility with both internal and external
stakeholders, it is recommended that the most important element is for the SPD to support the
changes to the validation and verification of English language competencies as it relates to ELL
workers through compliance and enforcement policies.
SECURITY GUARD COMPETENCIES 5
© T. R. Short 2015
The second recommendation is to have a clear process in place for sharing evaluation
criteria and to communicate with all stakeholders, security companies, security guard instructors,
the JIBC, designated security training facilities, and government regulators of the Security
Programs Division.
My final recommendation is related to the implementation of the plan by the SPD who,
by virtue of their position, have the power to make change to policy as the needs of stakeholders
and government shift and can respond quickly to reviewing policy and amending when
necessary. The process will depend on the substance of the change and whether consultation
with industry and stakeholders are necessary. Other factors, including legal application, strategic
objectives, and overall benefit analysis will also have to be considered.
The participants have recognized a gradual shift for the expectations of the general
security worker which currently require a greater mastery of oral communication competencies.
The participants clearly identified the importance and ranking of oral communication levels for
security guards necessary to do their jobs and the need for a standardized assessment or testing
process verifying those ELL employees appropriately. Security guards numbers are two times
larger than the police forces in BC and Canada with projected increases to be almost three times
larger in the near future. If the recommendations are not initiated to effect security guard
verification and compliance methods in BC, the industry may not to be able to catch up with
validating the current ELL security guards let alone the future anticipated increase in applicants.
In order to allow for an opportunity to share this inquiry project with the key stakeholder the
JIBC, the organizational sponsor the SPD and I have agreed that a face-to-face meeting to share
the inquiry findings, recommendations, and future implications would be in order. The SPD has
indicated that they are currently reviewing their process in conjunction with the JIBC to see
where efficiencies can be made with the English fluency requirements. This aligns itself in part
with the first recommendation for verification methods.
SECURITY GUARD COMPETENCIES 6
© T. R. Short 2015
Table of Contents
Executive Summary…………………………………………………………………………................2
Table of Contents…………………………………………………..…………………………6
List of Figures………………………………………………….…………………………..…8
Chapter One: Focus and Framing …………………………………………………………………...9
Significance of the Inquiry…………………… ……………………………………………12
Organizational Context…………………..…………………………………….……………13
Systems Analysis of the Inquiry……………………………………….……………………14
Chapter Summary…...............................................................................................................17
Chapter Two: Literature Review. ....................................................................................................... 17
What are the Qualifications to be a Security Guard in BC? ……………………………..…19
What English Language Competencies are Needed to be a Security Guard?………………26
How Does Critical Incident Stress Impact the Language Fluency of ESL Security
Guards?.............................................................................................................................29
Chapter Summary…………………………………………………………………………...33
Chapter Three: Inquiry Project Approach…………..……….…..………………………………….34
Inquiry Project Methodology……………………………………………………………….34
Project Participants………………………………………………………………………….36
Inquiry Team………………………………………………………………………………..37
Inquiry Project Methods…………………………………………………………………....37
Ethical Issues………………………………………………………………………………..42
Chapter Summary………………………………………………………………………...…45
SECURITY GUARD COMPETENCIES 7
© T. R. Short 2015
Chapter Four: Action Inquiry Project Findings and Conclusions………………………………….46
Study Findings……………………………………………………………………… ……46
Study Conclusions …………………………………………………………………………56
Scope and Limitations of the Inquiry………………………………………………………61
Chapter Summary………………………………………………………………………….63
Chapter Five: Inquiry Project Recommendations and Implications………………………………..64
Study Recommendations………………………………………………………………… 64
Organizational Implications……………………………………………………………… 69
Implications for Future Inquiry…………………………………………………………….71
Chapter Summary …………………………………………………………………… ..…..72
References………………………………………………………………………………………75
Appendix A: Invitation to Participate in a Survey……………………………………………...81
Appendix B: Letter of Invitation to Participate in Interview…………………………………...82
Appendix C: Inquiry Team Confidentiality Agreement………………………………………..83
Appendix D: Interview Consent Form…………………………………………………………85
Appendix E: Survey Questions………………………………………………………………...86
Appendix F: Interview Questions……………………………………………………………...89
Appendix G: Reasons for Fluency Difficulties in English………………………………….. 91
Appendix H: Most Important Qualification…………………………………………………. .92
SECURITY GUARD COMPETENCIES 8
© T. R. Short 2015
List of Figures
Figure 1.1 Stakeholders in the training of security guards in British Columbia, Canada….16
SECURITY GUARD COMPETENCIES 9
© T. R. Short 2015
Chapter One: Focus and Framing
In 1981, the Province of British Columbia (BC) enacted the Private Investigators and
Security Agencies Act to provide compliance of security-related matters to include security
employees such as security patrol, alarm service, locksmith and security consultants (British
Columbia, 1981). The Private Investigators and Security Agencies Act remained in effect until
2008 when it was replaced by the Security Services Act and Regulations.
The Law Commission of Canada (2006) report on The Future of Policing in Canada
stated that, structurally, private security organizations tend to be very different from their public
policing counterparts in that, unlike the case with public police service, lateral entry into private
security organizations was normal. There was thus a much greater variation of experience,
education levels, maturity, training and skills. Unlike public policing organizations, private
sector policing organizations tended not to define their missions and objectives so exclusively in
terms of crime prevention, control and law enforcement, but more commonly specialized in
particular kinds of policing functions such as cash carrying, guarding, investigative work, alarm
response and servicing, executive protection, and security consulting. In some instances, the
RCMP have hired private security to help with limited policing functions at airports to serve
parking tickets (Law Commission of Canada, 2006, p.49).
Over the past few years, traditional and social media outlets have reported incidents of
criminal misconduct [assault] and human rights violations [discrimination] perpetrated by
security guard personnel in various Lower Mainland communities. These incidents raise the
issues of accountability and transparency of the security industry in BC. As a result, a call for
the need to reform the Security Services Act and Regulations in British Columbia has been
suggested (Pivot Legal Society, 2013).
SECURITY GUARD COMPETENCIES 10
© T. R. Short 2015
For the past five years, I have been employed as a security guard instructor at Douglas
College in Coquitlam, BC. My work in the security field was informed by my previous career in
policing which has given me intimate knowledge and experience associated with the training
methodologies, concepts, and theories associated with the Basic Security Training (BST)
program and, in particular, the necessary competencies for security guards. Examples of these
competencies would include knowledge, skills and English language proficiency in oral
communication. Although the current Security Services Act references security guards as
security workers, in this inquiry the use of the term “security guard” has been utilized
throughout.
I have instructed approximately 300 students of which at least 65% spoke at least one
other language in addition to being English language learners (ELL). Various written language
testing processes have been conducted to ensure English language competencies at the college
level were adhered to. However, when participant levels were low, allowances were made to
accept those without a testing process. That being said, my interest in the ability of ELL students
was always a concern to me, as was whether the oral language fluency levels that they exhibited
in class were enough to maintain employment and keep the candidates and the public safe.
The inquest into the death of Lucia Vega Jimenez a Mexican National, who, while in
custody at Canada Border Services Agency (CBSA) holding cells at Vancouver International
Airport committed suicide, has sparked not only the outrage of family members, but also the
concern of CBSA officials who hired a private security guard company to monitor and maintain
security of the facility for those waiting trial or deportation. CBSA officials were extraordinarily
disturbed by the 911 call reviewed in the inquest, which revealed that the security guard on duty
at the time of the death of Ms. Vega Jimenez, “did not have strong English skills” It was after
SECURITY GUARD COMPETENCIES 11
© T. R. Short 2015
reading this comment in the Vancouver Sun newspaper (October 7, 2014) that I decided to focus
my OLP on ELL competencies for security guards. The recommendations from the inquest did
not infer any language competencies about the security guards actions.
The right to deliver Basic Security Training (BST) in British Columbia has been
conferred by the Security Programs Division Policing and Security Branch (SPDPSB) of the
Ministry of Justice and administered by the Justice Institute of British Columbia (JIBC).
Instructors who have the required qualifications have provided instruction from the BST Manual
as their primary resource. The forty-hour mandatory training course has prepared students to
carry out their mandate as security guards in a safe, effective, and professional manner (Justice
Institute of British Columbia, 2013, p.17).
Several jurisdictional bodies have governed the responsibilities of security guards in the
performance of their duties, but none has been more important than the use of force as described
in the Criminal Code of Canada and discrimination in the Canadian Constitution under The
Charter of Rights and Freedoms and in the Security Licensing Process and Licence Conditions
Policies for the province of BC. These laws and policies are described in the BST Manual and
inform the security guard of their legal obligations and customer service responsibilities when
dealing with the public whether or not a crime has been committed.
This research project has engaged security guard instructors, security company
management and collaborative partners to determine the essential elements of English language
competencies for security guards and attempted to answer the question, “What oral
communication competencies are required for security guards in BC?” Three subquestions
informed a deeper understanding:
1. What are the qualifications to be a security guard in BC?
SECURITY GUARD COMPETENCIES 12
© T. R. Short 2015
2. What English language competencies are required to be a security guard?
3. How does critical incident stress impact the language fluency of ELL security
guards?
Significance of the Inquiry
The Basic Security Training (BST) Participant’s Manual came into effect in 2008,
developed by the Justice Institute of BC under the auspices of the SPDPSB. The BST has been
mandatory training for those who wish to seek a career in the private security industry. The BST
Participant’s Manual has contained course information for instructors to cover during the
program and provided a framework of knowledge associated with duties of security professionals
(guard) such as ethics, professionalism, customer service, legal framework of duties and powers,
the Charter of Rights and Freedoms, powers of arrest and limitations, making arrests, use of
force, improper or illegal conduct, note-taking and report writing, personal safety, and effective
communication. The latter “occurs when one person through actions or words evokes an
understanding of a message in another person…to communicate effectively, one needs clarity of
thought and effective listening” (Justice Institute of British Columbia, 2013, p.202).
The JIBC is widely recognized as one of Canada’s leading public safety educators. The
focus of training at the Justice Institute is on experiential learning for its students to prepare for
success in the workplace (Justice Institute of British Columbia, 2014). This action research
project has been endorsed by the SPDPSB to further enhance best practices and strategize
methods to improve verification of security guard oral communication qualifications. Through
action research the current issues with oral communication verification methods could be solved
thereby mitigating another step in the security guard qualification process. This would also
enhance credibility in the security industry, which, in turn could create immediate change to
SECURITY GUARD COMPETENCIES 13
© T. R. Short 2015
organizational and industry practice as well as encourage actions that could influence long-term
organizational thinking. By implementing the study recommendations, professionalism and
customer service are expected to increase exponentially. Oral communication competencies will
be consistent with government initiatives, regulations, and that of the client. It is also hoped that
this initiative will provide credibility and pride as a result of implementation of verification
methodology, hence validating education and competency. This will ensure public confidence in
the security industry.
Should the recommendations not be implemented the status quo will prevail and the
public safety will continue to be at risk due to the inability of security guards to do their jobs
without sufficient and appropriate English language competencies.
Organizational Context
The Ministry of Justice (has been the provincial government department responsible for
the oversight of the justice system within the province of BC. At the time of this inquiry, the
mission statement of the Ministry of Justice was, “to lead law reform in British Columbia, see
that public affairs are administered in accordance with the law and ensure that British Columbia
is a province where people are safe” (British Columbia, 2014, p.7). The portfolio of the Ministry
of Justice was extensive, diverse and made up of many provincial, regional and local
organizations working together to ensure public safety and security. These included agencies,
boards, commissions, crown agencies, enforcement, emergency providers, court, legal and
justice services, and the Registrar for the SPDPSB, who oversaw and coordinated the delivery of
security services for the province of BC.
The certification of security guards in the province of BC has been accomplished through
a testing process with a minimum passing score of 60% or an exemption process if an applicant
SECURITY GUARD COMPETENCIES 14
© T. R. Short 2015
is a previous peace officer, police officer, security guard, or other recognized status in current or
other provinces in Canada. Once certification has been obtained, the next step has been to apply
for the security license. In order to do so, applicants have had a criminal record check, been
fingerprinted and photographed, and approved through the SPDPSB (British Columbia Ministry
of Justice, 2008).
This research project, although specific to the topic, may also inform the SPDPSB of
further inquiry projects associated with training delivery methodologies, certification, and further
accreditations. There is however, a current and compelling need for the SPDPSB to proceed
with this research project. I am guided by Kouzes and Posner (2007) who state:
“If you are going to promise customers quality products and superior customer service,
you’re going to have to equip employees with the skills [competencies] and resources to
do superior work” (p. 260).
The steady economic growth and population expansion reported by the government of
BC has created a need for more security guards in various sectors of society. Many security
companies have taken on the additional responsibility of providing job specific training for
security guards in areas such as health care, loss prevention, educational institutions, banks, and
corporate security, and in personal protection services [i.e., body guards]. The JIBC Programs &
Courses website (April 2014) for BST stated that security guards were required to have the BST
training, but did not require them to have any other additional certification to work in the other
aforementioned job areas. This incident brought into question not only the competencies of
security guards but the credibility of the security industry as a whole.
Systems Analysis of the Inquiry
According to the SPDPSB for the Province of BC, this study was timely as it coincided
with the SPDPSB five-year review of policies, procedures, and security training programs. This
SECURITY GUARD COMPETENCIES 15
© T. R. Short 2015
research inquiry and information gathered was designed to help identify strategies specific to the
security industry in future licensing and certification methods for security guards. As Margaret
Wheatley (2006) stated, “Conversations among new and different parts of the organization [are]
important … through these processes, new information is spawned, new meanings develop, and
the organization grows in intelligence” (p. 108). Figure 1 is a systems diagram showing how the
stakeholders in the evolving security industry in BC influence, or are affected by, the current and
future initiatives of the Security Programs Division, Policing Security Branch, Ministry of
Justice.
SECURITY GUARD COMPETENCIES 16
© T. R. Short 2015
Figure 1.1 Stakeholders in the training of security guards in British Columbia, Canada.
Stringer (2007) stated that the structure of an organization is relevant in inquiry, and
emphasized the importance of identifying those affected and those who have influence (p.45).
During this inquiry, I was surprised to learn that the City of Surrey hired private security
guard companies to provide parking ticket enforcement. This job which was previously
performed by bylaw officers or police officers was being performed by security guards with an
SECURITY GUARD COMPETENCIES 17
© T. R. Short 2015
annual cost savings of 50% to the City. The growth of potential job opportunities for the private
security industry in BC seemed to me to be limitless.
The Law Commission of Canada (2006) promulgated that, in general, these examples
signal that the traditional public-private distinction no longer adequately accounts for modern
policing arrangements. The quantum growth in the use of security cameras in the private sector
provided a much different policing function than traditional public police patrolling activities and
had become embedded into the physical architecture of spaces that are monitored by private
security. In general, the evidence suggested that we should think of policing not in terms of a
public-private dichotomy, but rather a public-private continuum. The public-private divide was
no longer accurate when discussing different policing functions. Instead, we have witnessed
witnessing the emergence of networks of policing (Law Commission of Canada, 2006, p.26-49).
Pigeon (1998) suggested that, “the line between public police and private security is
becoming blurred and that private security personnel are being hired more than ever before to
protect the types of private property…and making inroads into what traditionally was a police
domain” (p.45). In recent years this relationship has led to a growing interest with closer and
more cooperative relationships with public and private sector policing organizations and their
personnel, spawning an emerging discussion about proper roles for the public and privates sector
policing organizations. The burgeoning private security industry and proven public security
have been following similar paths in safety and security (Pigeon. 1998, p.54-55).
Chapter Summary
In Chapter One I have presented the framework, organizational context, and system
analysis which provided the foundation for this research project in relation to what oral
communication competencies are required for security guards in the province of BC who are
SECURITY GUARD COMPETENCIES 18
© T. R. Short 2015
English language learners. The following chapter will explore literature that is relevant to the
study concepts, including defining language competency, oral communication and anxiety
speaking English as a second language in relation to the inquiry. The findings and
recommendations from this inquiry have the potential to reap many benefits for the security
industry as a whole.
SECURITY GUARD COMPETENCIES 19
© T. R. Short 2015
Chapter Two: Literature Review
This inquiry required three areas of relevant study: security guard qualifications, English
language competency, and how anxiety and stress have affected ELL security guard oral
communication fluency. In addition, studying the benefits of competencies will assist in
understanding the advantages of experiential knowledge, educational and vocational skills which
meet the minimum standards necessary to obtain security guard licensing in the province of BC.
Examining the relationships associated with English language competencies will be critical as it
relates to the importance of listening and oral communication during stressful or critical
incidents. The study of psychological stressors and anxiety will inform the nuances of first
responder deliverables and emotions. In this literature review, I have explored the policy and
literature surrounding the required qualifications for becoming a licensed security guard in the
province of BC. Without the benefit of credible verification methods for English oral
communication competencies, security companies and their employees may pose a risk to the
public and be subject to civil litigation as a consequence.
What are the Qualifications to be a Security Guard in BC?
Prerequisites.
Pre-requisites, pre-admission, or admission standards into post-secondary and vocational
institutions have anecdotally been considered a staple requirement, but DiStephano, Rudestam,
and Silverman (2004) stated that, “Admission criteria are the requirements established by
colleges and universities to ensure the adequate preparation of students for postsecondary
education and to manage the demand of enrollment” (p.21). Those who have met the criteria
have been admitted. Generally, however, community colleges have maintained open enrollment
SECURITY GUARD COMPETENCIES 20
© T. R. Short 2015
policies, with very liberal, access-oriented admission for their courses and academic programs.
These admission requirements could change from year to year based on the issues of curriculum
which identified what students needed to know prior to enrolment, the external market forces
needed to maintain equilibrium in the work force, and the mission and tradition of the institution
(DiStephano, et al., 2004 p.21). Billett (2011) suggested that
although the field of vocational education ranges from the highest status programs in
universities…to the lowly esteemed programs in schools, colleges and workplaces, it is
most often seen…largely reserved for those with poor outcomes from schooling, and who
are unable to secure access to higher forms of education” and “despite all the interest…it
remains doggedly of low status and the professional, governmental and public discourses
often do little to overcome this perception (p.2).
This also suggested that prerequisites for vocational institutions could be less than that of
colleges and universities.
The JIBC, a primary stakeholder in this research project, is both a post-secondary and
vocational institution. On behalf of the Registrar of the Security Programs Division, Policing
and Security Branch for the Ministry of Justice it has also been responsible for the development
and maintenance of training standards, monitoring examinations, inspection and quality control
of schools and approved security instructors (Justice Institute of British Columbia, 2014). The
course prerequisites to apply to the Basic Security Training program, as described on the JIBC
website in September of 2014, was limited to age only. In defense of the aforementioned lack of
prerequisites, DiStephano (2004) stated that, “Students interested in particular courses or
certificates can usually apply as non-degree (sic) students, which is much less restrictive than
admission into degree programs. Few, if any, admission standards must be met for non-degree
status” (p.21). However, to obtain your security license in BC an applicant was required to
possess the qualifications described in the following section.
SECURITY GUARD COMPETENCIES 21
© T. R. Short 2015
Qualifications.
The Security and Licensing Process and Licence Conditions Policies of BC stated in
Section 2.6 of the qualifications for license section that
security workers must possess the appropriate skills, training and/or experience to safely
and properly perform the kind of security work they wish to be licensed for…The
policies set out in this section assist the registrar in determining whether an individual
meets the qualifications for a particular license type. (British Columbia Ministry of
Justice, 2008)
Because the application process into the BST course required minimal prerequisites such
as age and being entitled to work in Canada, there was little or no verification of prior vocational
training, skills, or language proficiencies. The Security and Licensing Process and Licence
Conditions Policies (British Columbia Ministry of Justice, 2008) indicated that once certification
of the BST was obtained by passing the exam and barring any unforeseen unknowns such as a
criminal record, the license should follow. This, process bypassed the basic qualifiers of Section
2.6 such as knowledge, experience, skills, and English language competency which were
identified as essential qualifications to obtain the security license. The balance of licensing
verification was therefore based primarily on one’s ability to pass an exam. The following
literature identified not only the relevance of having the appropriate competencies, but, in
particular, oral communication.
Competency.
What is the competency skill level needed to be a worker, supervisor or manager in any
of today’s work environments? Burke suggested that “occupational standards are based,
implicitly, on a concept of competence…to drive standards and associated assessment and
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learning systems” (1989, p.26). Burke went even further when he noted that occupational
standards
…are keystones of Vocational Education and Training…If we are clear about what we
mean by competence, we can derive associated standards which describe what
competence means in specific occupations and work roles. Standards thus developed, are
incorporated into vocational qualifications and inform the programmes of learning which
deliver the standards. (1989, p.26)
Upon examining a variety of definitions, Schippmann et al., (2000) suggested that the
word competency has a varied use stating
Clearly, there is a wide range of definitions, even among a fairly homogeneous expert
population, underscoring the difficulty of pinpointing a standard definition of the term.
This lack of consensus shouldn’t be too surprising, given the multiple domains in which
the terms “competent” or “competency” are prevalent. (p.707)
The term “competency” was embraced in the vocational counselling profession to define
broad areas of knowledge, skills and abilities linked to specific occupations, and “successful”
performance of a certain task or activity, or “adequate knowledge of a certain domain of
knowledge or skill in educational environments” (p.707).
In recent years, the competence of security guards in BC has come under attack by
traditional news and social media sources. The media reports have included accusations of the
use of excessive force or assault and abusive language by a security guard in his handling of a
suspected male shoplifter in a Vancouver mall (CBC News, Oct 2012) and accusations of
discrimination and assault against five marginalized members of the community by mall security
guards (Pivot Legal Society, 2012). The death of Patrick Shand in 1999, which resulted from an
apprehension by store employees and mall security, and the subsequent inquest in 2004, made 22
recommendations to the Private Investigators and Security Guards Act in Ontario for
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standardization with mandatory training and licensing for security practitioners in the security
industry (Carroll, 2004).
In order to assess competencies, Rogelberg (2007), stated that program evaluation has
been used as a tool for assessing the merits of education and governmental programs, where
public funding demands a demonstration of accountability (p.635). Rogelberg (2007) further
stated that organizations with many job applicants need to be able to quickly and efficiently
screen out those applicants who not only fail to meet the minimum qualifications, but are also
unlikely to be successful on the job if hired (p.635-640). Burke (1989) further posited that,
“Certification which attests to competence should infer, with adequate certainty, that the
individual is competent” (p.80).
Essential skills.
The Government of Canada, along with national and international agencies has identified
and validated key literacy and essential skills needed for nearly every workplace, learning other
skills and life (Government of Canada, 2015a, p. 1). Nine essential skills have been identified
such as reading, document use, writing, numeracy, oral communication, thinking, working with
others and continuous learning, and are used in nearly every job in Canada at different levels of
complexity (Government of Canada, 2015b, p. 1).
The benefits of an essential skills assessment provide employers, educators, and trainers
with the ability to pinpoint areas of strength and weakness and develop focused intervention
strategies. The Conference Board of Canada’s report on Life, Literacy and Employment stated
that a Job Standard skill level of 300 or more out of a score range of 0-500 indicated the person
had “the minimum level at which employees can be expected to perform their jobs well…means
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at a minimum, being able to read and use the documents… follow required health and safety
procedures and being able to communicate effectively with co-workers, supervisors and
customers” (Conference Board of Canada, 2006, p.4).
Essential skills assessments have been designed to compare security workers’ skills to be
to the requirements of the security guard job classification as described in the essential skills
profiles of the National Occupational Classification (NOC) (Government of Canada, 2011a, p.1).
The NOC reflects the unification of Employment and Social Development Canada’s NOC and
Statistics Canada’s NOC-S. At the time of this inquiry, NOC was the nationally accepted
taxonomy and organizational framework of occupations in the Canadian labour market. It
organized over 40,000 job titles including security workers. According to Statistics Canada,
47% of Canadian workers did not possess adequate skills in three areas that were essential for
workplace safety and productivity: reading text, document use, and numeracy (Government of
Canada, 2011b, p.1).
In a report to Human Resources and Skills Development Canada, now named the
Department of Employment and Social Development Canada, Douglas College authored
Essential Skills for Security Personnel (2006), a national research project to examine whether or
not the skill levels of security workers met those of industry needs. The report stated that,
“training standards are minimal at best and companies compete for business in terms of price
only, staying competitive by hiring low skilled and under-employed workers” (p.1). “The
Essential Skills for Security Personnel research project clearly identifies and confirms the
alarming skill gaps that exist within the private security industry” (p.22). The confirmation of
skill gaps had a number of impacts to be considered and suggested that, “One key issue the
project findings raise is the question of personal and public safety. Undoubtedly, individuals
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who lack the skills required to competently work in the security industry put themselves and the
public at risk. Given the nature of work the private security industry provides, this concern
around safety is extremely critical” (p.23).
Verification of qualifications.
Buster, Roth, and Bobko (2005) stated that, “The use of education and experience
minimum qualifications (MQ) is nearly ubiquitous in employment settings, yet it appears to be
rare that such MQ are validated by the end user” (p.771). These MQ have been among the most
common selection procedures used in both the private and public sectors, including various
forms such as tasked-based systems or education and experience statements in order to initially
screen applicants before they have progressed further into selection systems that may include test
or interviews. In essence, MQ have typically been characterized as disqualifying individuals
from further progression in the system (p.772). Buster et al (2005) further stated that there was
relatively little literature guiding MQ development and validation, but the ability to provide
evidence supporting the use of MQ or any selection device is important (p.793).
Gibson and Prien (1977) stated that
the minimum requirement or qualification is a statement of the minimum level of
competence the individual must have for a job” and “as a measure of relative
qualification stems from the basic premise for qualifications, namely, that those stated
education, training, and work experience activities invariably lead to the minimum
competence to perform the job duties of the position.” (p.447- 449)
In his blog, Rosenbaum (2015) identified this analogy of competence vs proficiency:
A competency model is the traditional way to identify what needs to be included in a
typical training program. A competency model breaks things down into three
parts…Skills, Knowledge, and Attitudes… When you build a competency model you end
up with a long list of items to include in training…With a competency model, you can
master all the competencies and not produce the desired results on the job… With a
proficiency definition, the end result is completely spelled out and training doesn’t end
until the employee becomes proficient. (p.1)
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What English Language Competencies are Required to be a Security Guard?
Oral communication.
Canale and Swain (1980) suggested that in the theories of basic communication skills
with second language programs in mind,
a theory of basic communication skills can be characterized as one that emphasizes the
minimum level of (mainly oral) communication skills needed to get along in, or cope
with, the most common second language situations the learner is likely to face. (p. 9)
They further suggested that these are the skills needed to get one’s meaning across, to do things
in the second language, to say what one really wants to say such as gathering information, and
asking questions (p.9). Building upon Canale and Swaine’s theory, Carnevale (1990) wrote that
speaking and listening skills…should be considered basic competencies and measures of
functional literacy” and that “people who lack proficiency in the skills of oral
communication are handicapped not only in communication with others, but also in
learning for personal and professional development. (p.25)
In general, good oral communication involves an exchange of thoughts, ideas, and
messages and “is a key element of good customer service” (p.26). Workers who can express
their ideas orally and who understand verbal instructions make fewer mistakes and adjust more
easily to change because these skills contribute to their overall success in areas of interviewing,
resolving conflict, being assertive, and working in a team environment (p.25). In addition to
English language fluency, Carnevale (1990) further suggested that “oral and listening
communication skills…are central to the smooth operation of a competitive venture…resolving
conflict and providing meaningful feedback all hinge on the capacity to speak and listen well”
(p.28).
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Language competency.
Having effective language competencies as a security guard cannot be understated in its
importance to efficient and effective communication. Carnevale (1990) stated that, “in the first
two to four minutes of a new interaction, words (verbal communication) contribute only 7% to
communication and that a person’s choice of words… make up a verbal message, whether
spoken or written” (p.132). “Words are important, but in oral communication, if receivers do not
like what they hear or see in the message sender’s body language or appearance or are stopped
by something in the sender’s voice, evidence suggests that they may not care about the words”
(Carnevale, 1990, p.132). When body language and vocal characteristics are appropriate and
meet receivers’ expectations, receivers move more quickly to act on the words (p.132).
Carnevale further suggested that
If a sender works for an unpopular organization…a receiver may not get past that fact to
the substance of the sender’s message. On the other hand, if a receiver is prejudiced,
biased, ignorant, stressed, or fatigued, has language differences with a message sender, or
is a chronically inattentive listener [drug addict] the sender’s message may not be receive
as intended (p.133).
Carnevale (1990) also stated that, “workers whose jobs depend on establishing rapport,
trust and credibility with other people must learn to master the skill of adjusting their
communication style to work well with people whose styles differ from their own” (p.137).
The complexity of the listening process is one reason why without instruction, most
people lack listening skills. Some listening characteristics are culture, gender, ego, personal
anxieties, attention span, intelligence, linguistic aptitude, reading skill, level of apprehension,
and note taking. “To be blunt, people do not listen well to people they consider unattractive,
inferior, or not credible” (Carnevale, 1990, p. 148).
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English language proficiency.
I have followed the line of reasoning from Carnevale (1990) in his analogy of language
competencies to language proficiency as described by Taylor (1988) in which proficiency is
described:
If we admit that competence in its restricted sense is still a useful concept (i.e., referring
to some kind of ‘knowledge’ or, better, ‘state of knowledge’), then we can draw a
distinction between competence and proficiency, the latter term designating something
like ‘the ability to make use of competence’. Performance is then what is done when
proficiency is put to use. Competence can be regarded as a static concept, having to do
with structure, state, or form, whereas proficiency is essentially a dynamic concept,
having to do with process and function. We can thus avoid the difficulties that arise from
confusing these things. (p.166)
I have thus concluded that language competency and fluency is a measure of language
proficiency with listening and speaking English as stated in the provincial Security and Licensing
Process and License Conditions Policies of BC (British Columbia Ministry of Justice, 2008):
Some security workers may need to communicate with the police or other emergency
services personnel while on the job. To ensure public safety, it is important that these
workers have a sufficient level of English fluency…an individual must meet, at a
minimum, the standards for listening and speaking English established by the Canadian
Language Benchmarks...the national standard used in Canada for describing, measuring
and recognizing the second language proficiency of adult immigrants (Sec.2.6.1-2.6.1.2).
Therefore, language proficiency for security guards is only attained once the level of
language competency is acquired, which in this case has been supported by the Security Service
Act legislation through the Canadian Language Benchmarks (CLB) (Government of Canada,
(2012). These benchmarks have provided a standard descriptive scale of language ability,
communication competencies such as listening, speaking, writing, and reading in English a
second or additional language (ESL) and have reflected the progression of the knowledge and
skills of ELL learners (Government of Canada, 2012). A security guard working in the province
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of BC with an ELL category, has been required to have a minimum CLB level 5 competency, in
order to carry out his or her duties (British Columbia Ministry of Justice, 2008, Section 2.6.1.2)
Over the past five years, I have instructed over 300 students in the BST program at
Douglas College. At least 75% of these students were new immigrants to Canada with English
as their second language. Those who had only a CLB level 5 as required by SLPLCP, (Section
2.6.1.2) have barely passed the BST exam. I felt that the language skills of this cohort were
hardly sufficient for the duties required in the security field and acted only as a survival tool at
best. Even during my own career as a police officer, my native English speaking skills were
challenged in potentially stressful situations because they were affected by fear, anxiety, and the
inability to think clearly. Therefore, it is reasonable to suggest that security guards who have
English as a second language may be significantly challenged to communicate effectively during
such crisis situations.
How Does Critical Incident Stress Impact the Language Fluency of ELL Security Guards?
Anxiety and speaking English as a second language?
Over the past 10 years, the Security Programs Division has reported that almost 57% of
licensed security guards in BC are foreign born (J. Huska, personal communication, October 20,
2014) which suggest that a significant number of them have English language challenges. The
impact of stress on the language capabilities of ELL speakers has been emphasized by Woodrow,
(2006) who stated that, “Second language anxiety has a debilitating effect on the oral
performance of speakers of English as a second language” (p.308). This can be categorized as
reflecting worry or emotionality, but also seen as more debilitating as it occupies the cognitive
capacity that would otherwise be devoted to the task at hand, for example speaking a foreign
language. In addition, anxiety inhibits the recall of previously learned material and is negatively
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related to language speaking and oral performance and one of the strongest predictors of foreign
language success with the major stressor being, interacting with native [English] speakers
(p.309-314). This evidence supported the assumption that, “anxiety can adversely affect oral
communication…” (321). Hancock and Szalma (2008) stated that;
In situations of threat…we tend to react with basic behavioural patterns, associated with a
quick and intensive energy mobilization similar to the well-known flight/fight response”
(p.69). This however, “is not appropriate to perform complex tasks and make difficult
decisions” (p.69) but, “in situations where the course of events is unpredictable and the
outcomes uncertain, we tend to react with anxiety and to fall back on well-learned, basic
strategies that are rigid and non-adaptive, but give a feeling of safety…With extreme
threat people are no longer able to think in a flexible way, which inhibits their problem
solving. In panic situations people may adhere to incorrect coping strategies. (p.69)
Communication apprehension.
McCroskey (1976) stated that communication apprehension (CA) is “an anxiety
syndrome associated with either real or anticipated communication with another person or
persons” (p.39). McCroskey and Daly (1984) further stated that
When people are confronted with a circumstance that they anticipate will make them
uncomfortable, and they have a choice whether or not to confront it, they may decide
either to confront it and make the best of it or avoid it and thus avoid the discomfort.
Research in the area of CA indicates that the latter choice would be expected in most
instances. (p.35)
In the security profession, security guards may not have the luxury, or be able, to avoid
oral communication and may find themselves in situations that generate a high level of CA with
no advance warning. McCroskey & Daly suggested that, “under such circumstances, withdrawal
from oral communication is the behavioural pattern to be expected” (1984, p.35) in addition to
absolute silence or partial, a very short speech, talking only when called upon, or only supplying
agreeing responses with no initiation of discussion (1984, p.35). McCroskey & Daly posited that
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communication disruption behaviour suggests that a person with high levels of CA “may have
disfluencies in verbal presentation or unnatural non-verbal behaviours. Equally as likely are poor
choices of communicative strategies” (1984, p.36) and “that such behaviours may be produced
by inadequate communication skills” (1984, p.36). The results of communication apprehension
studies have indicated that a high level of CA has been seen as a potential inhibitor of the
development of communication competence and skill and as a direct precursor to negative and
ineffective communication (McCroskey & Daly, 1984, p.37).
First responders.
As the security industry has moved forward with additional responsibilities, so have the
dynamics as they relate to emergency response for which the phrase first responder is
appropriate. Samuels (2006) used the term first responders to describe emergency response
professionals who are first to arrive at the scene of a fire, hazardous materials or items,
emergency medical services, or crime. First responders include members of security, health,
transportation, communication, and law enforcement agencies (p.264). Pass and Embar-Seddon,
(2009) stated that since the 2001 terrorist attack in the US, the public has become more aware of
the roles of first responders. In response to the aftermath, the United States President George
Bush issued a presidential directive that defined first responders as those skilled individuals
involved in the first stages of an incident who carry out many roles for the purposes of protecting
people and preserving property. It suggested further that first responders are specifically trained
persons who are the first to arrive at crisis incidents, disaster scenes and criminal investigations
such as police (p.476-477).
The first responder, specifically the security guard, has a myriad of responsibilities in his
or her job description from policing functions such as arrest and investigation; medical assistance
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such as basic first aid; and emergency preparedness such as fire, earthquake and environmental
concerns. That being said, it is only appropriate that given the similarities of job responsibilities
between public and private security, training standards [in the private security industry] should
be embraced to reflect the core values of policing (Law Commission of Canada, 2006, p.109).
Stress on first responders.
In order to understand the constructs of stress, Suchy (2011) stated that
stress is typically defined as a mental, emotional, or physical strain that often occurs in
response to perceived or real threat to one’s physical or psychological
integrity…unpredictable and uncontrollable, has been termed ‘bad stress’ and has been
shown to have deleterious effects of physical, mental and neurocognitive health. (p.205)
What cannot be overlooked are some of the psychological symptoms that stress and
anxiety contribute to the emergency responders [first responder] profession. Dunnigan (2012)
addressed the post-traumatic stress reactions of emergency responders after an incident, asserting
that
emergency responders, or first responders, include police officers, fire fighters or medical
technicians who respond to…traumatic events and who are charged with the duty of
addressing the often horrific results and requirements of these scenes are at a greater risk
despite all of their training. The combination of daily demands…can have debilitating
effects on these professionals. Catastrophic events have been found to result in traumatic
stress including natural catastrophes such as hurricanes, earthquakes, accidental
catastrophes such as airplane or vehicle accidents and human-induced catastrophes such
as assault, robbery, arson, and murder (p.1).
Anxiety of first responders.
Renden, Landman, Geerts, Jansen, Faber, Savelsbrergh and Oudejans (2013) conducted
anxiety research in psychomotor behaviour on the execution of arrest and self-defense skills of
police officers. When in high-pressure situations, such as against aggressive assailants, the
police officer’s performance decreases. In such situations, pressure-induced anxiety can be
defined as “an aversive emotional and motivational state in threatening circumstances”, and is
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“related to the subjective evaluation of a situation, and concerns jeopardy to one’s self-esteem
during performance to physical danger, or insecurity and uncertainty” (p.100-109). During
police work, officers occasionally experience anxiety and any resulting decrease in performance
may be devastating as there is extensive risk of physical injury or even death (Anderson,
Litzenberger, & Plecas, 2002).
Lazarus, Deese and Osler (1952) reported that “stressed subjects showed a reduction in
efficiency in performance” (p.304) and that, “many experimenters have reported signs of
emotional upset such as sweating, tremor, subjective anxiety…” (p.305). Renden et al (2013)
suggested that when police officers are in high pressure situations such as shootings, arrests, or
using self-defense skills, when anxiety levels are also high, it is harder to pay attention to goal-
directed information gathering. The study further suggested that their emotional state was
incongruent with their goals and that the more anxiety and mental effort invested, the more their
level of performance decreased (p.101). The reported emotional state experienced by police
officers was that they were not sufficiently able to inhibit avoidance tendencies in their behavior,
which led to less effective performance (Renden et al 2013, p. 110).
Chapter Summary
In this chapter, I have examined theories around three areas of relevant study: Security
guard qualifications, English Language competency, and how anxiety and stress affect ELL
security guard oral communication fluency. In the next chapter I have described the inquiry
approach and methodology used.
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Chapter Three: Inquiry Project Approach
In Chapter Three, I have defined the inquiry research methodology used in the research
project, along with the selection criteria for the participants and the inquiry methods. I have also
profiled the qualitative and quantitative analysis and have described how the ethical issues of this
Action Research (AR) were addressed and how the privacy and rights of the participants were
protected.
My Organizational Leadership Project (OLP) was designed to answer the question:
“What oral communication competencies are required for security guards in BC?” Three
subquestions enabled a deeper level of understanding:
1. What are the qualifications to be a security guard in BC?
2. What English language competencies are required to be a security guard?
3. How does critical incident stress impact the language fluency of ESL security
guards?
Inquiry Project Methodology
The Action Research strategies used during this project were based on the basic
concepts as described by Coghlan and Brannick (2012). In their work, they stated that the goal
of AR focused on research in action and worked through a cyclical four-step process of
consciously and deliberately planning, taking action, and evaluating the action, leading to further
planning. The action of taking that first step, and fact finding, involved evaluating the first step;
seeing what was learned; and creating the basis for correcting the next step which was aimed at
developing awareness, gaining knowledge, solving problems, and fostering change (p. 3–13).
For this to occur, action research was seen as an effective change management approach as
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“those with a stake in the problem help define and solve it” and “assume responsibility”
(Weisbord, 2004, p. 206–207). That being said, it was important to include individuals impacted
by the OLP as “the less involvement of those affected, the less likely will be an implementable
solution” (Weisbord, 2004, p. 206). The challenges in delivery of traditional action research
were hampered by SPD maintaining a current sponsor. The SPD was not a person, but an
agency within Ministry of Justice, a ministry within the provincial government which required
time to search for employees with the appropriate qualifications to fulfill the duties of the
Registrar’s portfolio who has the power to make changes within the Security Licensing Process
and Licence Conditions Policies. Under the auspices of acting directorship of the SPD, I have
been fortunate to have met one of the contributors, J. Huska a policy analyst for the SPD who has
kept the communication channels open through phone calls and emails to support and supply me
with much needed information for this project.
Since the inception of the inquiry question and the determination of the appropriate
sponsor, the SPD of the Ministry of Justice has suggested that any recommendations arising out
of this study will be analyzed before any implementation or considerations of a plan. The
process would depend on the substance of the change and whether consultation with industry and
stakeholders was necessary. Other factors, including legal application, strategic objectives, and
overall benefit analysis would also have to be considered. In conjunction with the above, the
SPD has suggested a face-to-face meeting to discuss the findings and recommendations of this
research project which may also feed into the SPD and JIBC reviewing processes involving
English language fluency requirements for security guard licensing (J. Huska, personal
communication October 23, 2015).
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The first method of inquiry used was the survey method. This survey data was collected
from security guard instructors as they were most likely to acquire an intimate knowledge of the
English language proficiencies of each student; therefore, their insight as to the importance of
oral communication competencies was an essential piece of this inquiry.
The second method of inquiry was the individual interviews with senior personnel of
security companies. It was the senior members of the industry who had knowledge of current
security guard legislation, training, hiring, and deployment of the security guards in their
employ. The purpose of these research methods was to obtain more comprehensive data on oral
communication proficiencies of ELL security guards following their basic security training and
hiring.
Project Participants
My initial inquiry with my sponsor, the Security Programs Division, and the JIBC was to
determine their respective views on the research question: “What oral communication
competencies are required for security guards in BC”? Wheatly (2006) stated, “Conversations
among new and different parts of the organization [are] important … through these processes,
new information is spawned, new meanings develop, and the organization grows in intelligence”
(p. 108).
Participants for my OLP were selected on the basis of their participation in the security
industry such as training, growth, accountability, credibility and professionalism. Stringer
(2014) stated that “qualitative and AR studies require a different process called purposeful
sampling … “that consciously selects people on the basis of a particular set of attributes” (p. 77).
Stringer (2014) describes a “critical reference group” as “those who are primarily concerned with
the issues at hand” (p.79).
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In this OLP, the first reference group consisted of 105 security guard instructors who
were currently certified to teach the BST in the province of BC. Email invitations to participate
in the survey were extended to all members of the group. The second reference group consisted
of eight to ten participants from the 433 security companies who provided security guard
services. Individual email invitations were sent to senior management personnel working in
companies with over fifty security guard personnel. The first eight individuals who responded to
emails were contacted further to complete this phase of the research project. All the above OLP
participants both for the survey and individual interviews received an invitation form explaining
the voluntary nature and confidentiality of their participation in the action research project as
detailed (see Appendices A and B).
Inquiry Team
My inquiry team consisted of three members: a previous facilitator/colleague from
Douglas College; a former English Language Studies (ELS) faculty member from Kwantlen
Polytechnic University, and a past Royal Roads University Master of Arts in Leadership
graduate and colleague. Team members assisted with the creation of questions and the analysis
of the data from the survey. This helped to determine questions for the individual interviews and
with analysis, coding and theming for all the data. Each person on the inquiry team had access to
the research data, but not the names or emails of participants and as such were required to review
and complete research confidentiality agreements (see Appendix C).
Inquiry Project Methods
In this section, I have described the data collection tools I used and the methods in the
data collection process. My approach was built upon the AR assumption that knowledge
inherent in people’s everyday lives has as much validity to the concepts and theories of academic
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disciplines or bureaucracies therefore seeking “to give voice to people who have previously been
silent” (Stringer, 2014, p.212-213). Although I was not using appreciative inquiry methods, I
was guided by Lewis, Passmore & Cantore (2008) who stated that, “when considering an
organizational assignment from an appreciative perspective, one of the first challenges to
identify, ‘What is the behaviour we want to grow?’ not ‘What is the behaviour that we want to
stop?’ (p.24).
Data Collection Tools.
Action research involves multiple iterative cycles of constructing, planning, action, and
evaluating (Coghlan & Brannick, 2010, p.8) throughout the term of the study. With this intent,
the inquiry originally undertook two data collection methods which supported qualitative and
quantitative analysis methods: a survey and a focus group. There was a shift in methodology due
to respondent numbers not meeting the minimum requirements, therefore an alternate method of
conducting individual interviews was chosen as described below.
Survey.
The survey data collection method I used was a survey tool hosted by an online Canadian
survey company, Fluidware Inc. (2014). My rationale for using an online survey is that it
allowed all current licensed security guard instructors in BC to be a part of the survey, thus
providing more diverse perspective geographically of the security guard demographics in those
areas. With the survey, the absence of an interviewer tends to “free the respondents to answer
personal questions more honestly than when faced with a human interviewer” (Ritter & Sue,
2007, p. 8), thus increasing the validity and reliability of the data. Following that data analysis, I
used the survey to inform the questions for the interviews.
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Focus Group.
Focus groups, according to Glesne (2011) and Stringer (2014) are described as a
gathering of people to conduct a group interview. Questions are used to guide conversation in
focus groups similar to those used in survey methods. During this process, it is important to set
ground rules and to ensure that each participant has an equal opportunity to speak (Glesne, 2011,
p. 130; Stringer, 2014, p.110). The purpose of using the focus group was to combine the new
knowledge gathered from the survey and the focus group to support the creation of an action plan
(Stringer, 2014, p. 103-105). This method would support the AR inquiry by involving the
stakeholders in the process of planning the next steps in the evolution of the security industry.
Invitations were sent via email to forty security companies, requesting participation
from those senior management personnel with current knowledge of security worker legislation,
training, hiring and deployment of workers. This criterion was to identify participants who
would be able to assess the oral communication competencies of security workers and who
would also be interested in participating in the focus group. A participation date one month in
advance was given. However, after two weeks of waiting for responses only one person
responded. With the remaining two weeks before the focus group date approximately twenty
security companies were contacted to see if the invitation form was received and if anyone
would be attending. The standard response was that they had received the invite, but that this
was a busy time of year and that they were too busy to attend. The result of the aforementioned
prompted a shift in methodology to individual interviews as per further documentation.
Individual Interviews
Invitations to participate in the interview process were sent via email to forty security
companies operating throughout BC. Each company was required to have at least 50 security
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guard employees. The initial invitation was followed up with a phone call. Responses from
eight senior management personnel were received and one-on-one interviews were conducted at
their security company’s location. The designations in this group were Branch Manager,
Director of Human Resources, Vice President of Operations, General Manager, and Chief
Operating Officer. The purpose was not only to collect data, but to elicit a variety of responses
to questions similar to those addressed in the survey. The interview data were manually and
individually analyzed and coded using cutting, pasting and sorting methods. As an AR
collection tool, Stringer (2014) posited that the “key features of successful interviews is the need
for participants to feel as if they can say what they are really thinking, or express what they are
really feeling” (p.105-6).
Data were recorded using a digital audio recording device and android phone.
Interview questions and probing questions were undertaken during the session. Probing
questions were asked to clarify and solicit deeper information on security guard oral
communication fluency. Participants in the interview were asked to review and sign a consent
form (Appendix D) for the interview and given a copy to keep for their records. Participants
were reminded that they were free to withdraw from the study at any time without prejudice. The
survey and interview group questions are attached (Appendices E and F).
Study Conduct.
Upon receiving approval from Royal Roads University (RRU), I brought together the
inquiry team and ensured that confidentiality agreements were completed. The inquiry team was
asked to provide advice and guidance on the development of various method questions as well as
structuring the data analysis.
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This inquiry was a two-phase process. In the first phase, a survey was conducted with the
support of the JIBC, a primary stakeholder and certifier of security guard instructors. The JIBC
are the gatekeepers of the instructor database and as such privacy issues prevented obtaining
direct emails from these instructors. The JIBC, however, assisted in sending out the “Invitation
to Participate in Survey” to 105 approved security instructors (Appendix A). After only a few
responses in two weeks, the JIBC was asked again to resend the invitations. I also emailed
invitations to the approved security training schools as per the JIBC recommendation (K.
Johnson, personal communication March 11, 2015). The last survey response was received April
9, 2015.
The responses of the survey and the subsequent analysis informed the research team and
myself of areas on which to focus the next line of questions for the interviews. In the second
phase, out of a total of 1283 security companies in the province of BC, 433 were identified as
security guard providers. It was determined that the best persons to assess oral communication
competencies of security guards would be senior management personnel who had knowledge of
current security worker legislation and the training and hiring of security workers. It was further
determined that companies with more than 50 security guards as employees would best be able
to respond to interview questions related to security guard oral communication due to the high
volume of interactions or engagement with employees. Security companies in the Lower
Mainland (LMD) were chosen not only for their geographical proximity to the interviewer, but
also because although 190 security guard companies are registered in the LMD, only 40 of the
security guard companies have more than 50 security guard employees. These 40 security guard
companies were supplied with an invitation to participate in an interview (Appendix B).
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Data Analysis.
This phase of the inquiry began immediately after I received the completed surveys. The
research team and I analyzed the mean and mode of the data collected from the survey, and
coded and themed the data that informed the questions from the survey. I then analyzed the
qualitative and quantitative data collected from the survey and the interviews using manual and
individual analysis as well as coding and triangulation, cutting, pasting, and sorting methods.
I established the trustworthiness and authenticity of the data through the study design. As
Stringer (2014) noted, “Rigor in action research is based on checks to ensure that the outcomes
of research are trustworthiness” (p. 92). I compiled the data from multiple sources such as the
verbatim principles then coded categories from the multiple perspectives of the research
participants which generated multiple themes. I also used the triangulation method which
incorporates the use of various sources of data from multiple methods to obtain diverse
perspectives on the same question” (Glesne, 2011; Stringer, 2014). Within this inquiry, the
participants represented a diverse perspective by work classification and geographical areas. I
transcribed the audio recordings from the individual interviews into what Glesne (2011) referred
to as analytic coding incorporating classification and categorizing methods, entering into an area
referred to as “the code mines” and delving deeper and further by “exploring the data to seek
meaning” (p.194). Through this process of coding, classification, categorizing, and finding
themes, trends and patterns emerged (Glesne, 2011, p.208-209).
Ethical Issues
The guiding principles of the Royal Roads University Research Ethics Policy (Royal
Roads University, 2011) and the Tri-Council Policy Statement (Canadian Institutes of Health
Research, Natural Sciences and Engineering Research Council of Canada, and Social Sciences
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and Humanities Research Council of Canada, 2010) are founded on three core principles: respect
for persons, concern for welfare, and justice. This inquiry was conducted in accordance with the
Royal Roads University Research Ethics Policy (2011) and the Royal Roads University Policy
and Procedures on Academic Integrity and Misconduct in Research and Scholarship (2010).
Glesne (2011) posited that ethical decisions are not unusual to qualitative research and that there
is an emphasis on “informed consent, avoidance of harm, and confidentiality” (p. 162). Due to
the voluntary nature of this inquiry, I was able to mitigate the minimal ethical risks associated
with the project by being transparent with the ethics boards and with participants. In this way,
there were no foreseen risks for participants involved in the survey or individual interviews for
this research study.
Respect for Persons.
The information I collected, while using the principles of anonymity should not have
compromised or identified any of the participants and would not benefit the participants directly.
However, there could have been a possibility that research participants felt that they had been
“ordered to cooperate” (Glesne, 2011, p. 58) due to the project sponsor’s role, or a security
company’s power-over authority for its employees. In order to avoid this perception, all research
invitations to participate clearly stated that participation was voluntary. Respect for persons was
maintained in this inquiry by ensuring that those who interviewed participants had a complete
understanding of the nature of the research, its ethical implications, the research methods, and
transparency on how the data would be used (Canadian Institutes of Health Research et al, 2010,
p. 28-45) which was also supported by the invitation letters and consent forms.
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Concern for Welfare.
The concern for welfare focuses on being concerned not only for the quality of a person’s
life, but privacy, welfare and to minimize the risks. The privacy protection in the inquiry
included (a) securing electronic data with password access; (b) security print copies of data and
agreements with locked access; (c) having transcripts of interviews vetted for personal
information; (d) ensuring access to raw data is limited to the inquiry team member who have
completed a confidentiality agreement; (e) having the interview participants complete a
confidentiality agreement; and (f) supplying participants with a letter and a number so that their
contributions were not traceable (Canadian Institutes of Health Research et al, 2010, p.22).
Confidentiality was important in this research (TCPS, 2010, p. 55-65) and as such all data were
maintained on my personal home computer that was and continues to be password protected.
Justice.
The principle of justice is the obligation to treat people with equal respect and concern
and also allow equal opportunity to participate in the research voluntarily (Canadian Institutes of
Health Research et al, 2010, P. 47-53). Justice was maintained in this inquiry by ensuring that
the respondents and participants were selected based upon the needs of the research and
supporting criteria. All qualified security instructors in BC were invited to participate in the
survey group, and individuals were invited to participate in the interview group based on their
knowledge of security worker legislation, training, hiring, and deployment of security guards.
These core guiding principles were demonstrated through my commitment to transparency,
meeting the ethical standards of TCPS, and in my application to Royal Roads University for an
ethical review.
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Chapter Summary
In this chapter I described two methodology principles used in the research. Ethical
issues were addressed which encompassed respect for persons, concern of welfare, and justice in
regards to conducting the research project with humans. Care was taken to ensure confidentiality
and anonymity during the process, with the collection of data to identify themes and conclusions
which have been explored in detail within the next chapter.
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Chapter Four: Action Inquiry Project Results and Conclusions
The purpose of this chapter is to present the research findings that are the result of data
gathering and analysis described in Chapter Three. In this chapter, I have also developed sound
conclusions and identified the scope and limitations of the study and future inquiry implications.
The primary research question for this inquiry was, “What oral communication competencies are
required by security guards in BC?” Three subquestions probed for a deeper understanding:
1. What are the qualifications to be a security guard in BC?
2. What English language competencies are required to be a security guard?
3. How does critical incident stress impact the language fluency of ELL security
guards?
Study Findings
The study findings provided qualitative and quantitative analysis of the data gathered
from the two methodologies utilized, through an online survey which provided a confidential
method of data gathering, and in eight one-on-one individual interviews with senior management
personnel who were provided with confidential and anonymous pseudonyms. Respondent codes
for the interview were the letter P followed by a number. Quotes and comments gathered during
the survey and the interviews are cited using the codes attached to the methods used to gather
information. The data were manually and individually analyzed and coded using triangulation,
cutting, pasting, and sorting methods. Once they were reformatted, themes were developed.
Key themes emerged during the data analysis: four from the survey and five from the interviews.
Survey Findings.
The survey group participants consisted of government-certified security guard
instructors for the province of British Columbia who provide BST to potential security guard
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candidates through a mandatory 40 hour program. In this program, the instructor has the
opportunity to assess and gauge the level of English language competencies, not only in written
format but in oral communication. The 105 security instructors were contacted via a confidential
email database from the JIBC with the invitation to participate in the survey in order to capture a
potentially large data sample. As a result, 23 of the 105 security instructors in the province
responded to the survey, which is a 22% response rate. The participants were asked 16 questions
which yielded some basic personal information, ratings and responses to open-ended questions.
The participants submitted their survey responses to the web-based survey company, from which
I gathered and analyzed the quantitative data and subsequently coded the qualitative responses
into themes. A thematic analysis of personal information of the survey participants was
collected in three of the 16 survey questions using mean, median and mode analysis. The
categories were (a) number of years in security, (b) number of years as instructor, (c) how many
students taught.
From the respondents, the number of years of employment in the security industry ranged
from one to three years (4.5%) to over six years (77.3%) with 18.2% responding as not
applicable. Eighty-seven percent of the instructor’s hade over six years of experience, and 13%
of the remaining instructors combined for one to five years of experience. The survey
encompassed five rating questions.
The survey also encompassed eight open-ended questions for which participants were
presented with a list of multiple choice answers along with the opportunity to write out their own
responses. This also supported the triangulation method of cross-checking, giving a deeper
understanding of the data which also incorporates the question: On a scale of 1-3, one being the
most important, rank the following qualifications for security guards in BC; experience, skills or
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English language fluency. The qualitative graph (Appendix H) describes the graduated
assessments in order of importance.
The survey data was manually and individually analyzed and coded using cutting,
pasting, and sorting methods to understand some of the themes. The thematic analysis identified
three key themes that described the oral communication competencies are required by the
security guards in BC:
1. Problems with English language skills
2. The Importance of Security Guard Qualifications
3. Security Guard Training
Theme 1. Problems with English language skills.
Survey respondents were asked to provide feedback relating to the English language
skills of their security students, specifically oral communication: speaking skills, and listening
skills. I considered the theme of English language skills through multiple lenses based on the
experiences shared by the participants. This was supported by the following feedback and
comments from survey respondents. One respondent noted that, “There are significant
proportion of students who have problems with English language skills (sic).” Seventy-two
percent of the respondents indicated that a number of students have difficulty in speaking
English fluently (Appendix G) because of immigrant or ELL status and 40% of respondents
indicating there were also listening challenges for immigrant and ELL students. One respondent
noted, “A large portion of students have difficulty in speaking English” and another respondent
stated, “Of the proportion of students who have problems with their English language skills or
with English language fluency, a large proportion are ELL learners.” One respondent stated,
“They do not listen to understand they only listen to reply.” However, difficulties with listening
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comprehension were not limited to those workers with ELL challenges. Other respondents noted
that native English speakers, too, may also have difficulty in listening comprehension as a result
of minimal vocabulary, misinterpretation of verbal communication into relevant/personal
meanings, attention deficit, and limited education.
Theme 2: The Importance of security guard qualifications.
Sixty-three percent of survey participants emphasized the importance of oral language
communication as the single most important qualification for a security guard, followed closely
by skills, and then experience. When asked whose responsibility it was to ensure that security
guards have the appropriate qualifications, 73.9% of the respondents suggested that either the
security instructor, the JIBC, or security guards themselves supply the appropriate
documentation for licensing. Some respondents queried the question of qualification this way,
“Define qualification for verbal comprehension and communication. What level of proficiency?
To what standard? Who is qualified to make an assessment?” Other respondents made
suggestions such as “the liability rests with the employer to ensure that their security officers are
effective recruited, selected, trained, disciplined, and supervised.” This respondent stated
I think instructors and the JIBC should be accountable to ensure students have a good
understanding of the material and their job role and responsibilities. To increase the
passing grade on the exam and to have a standard universal English reading and
conversational test that must be passed before being accepted into the BST program. But
how about the security companies? Shouldn't they be required to ensure their staff can
speak English?
All of these supported the importance of security guard qualifications hence
competencies. However, where they were not conclusive was in identifying which agency was
responsible for the validation and verification methods as they relate to English language
qualifications or credentials.
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Theme 3: Security guard training.
There were many responses about the security training competencies other than the
English language competency, suggesting additional concepts and methods to enhance skill sets
and the integration of divisions or tiers within the security industry as a whole. One respondent
suggested, “It is also my opinion that the passing mark for BST certification should be 70%
rather than 60% which would eliminate 10% of the personnel that should not be involved in the
security industry.” The 10% of the security population referred to above was unknown and
subjective based on the participant opinion.
Interview Findings.
Out of the 40 companies canvassed only eight senior management personnel participated
in the interview process. These participants included the following: Branch Manager, Director
of Human Resources, Vice President of Operations, General Manager, and Chief Operating
Officer. Prior to the interviews, participants were directed to the BC provincial government
website link to the Security Licensing Process and License Conditions Policies pertaining to
English fluency requirements for immigrants (Sec. 2.6.1-2.6.1.2). Worthy of note is the fact that
these eight company representatives were from eight of the ten largest security guard companies
in the Lower Mainland. These individuals were able to give a more proportionate response to
the interview questions, but also a potentially different response to similar questions addressed in
the survey in which the majority of the participants were from geographic locations outside the
LMD. The interview were manually and individually analyzed and coded using cutting, pasting
and sorting methods to understand some of the five themes. Once they were reformatted, themes
were developed:
1. Assessment tools.
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2. Current industry needs for oral communication skills.
3. Methods to ensure qualification credibility.
4. Critical incident stress and public safety.
Theme 1: Assessment tools.
When asked what assessment tools they used to qualify potential security guard
applicants in oral communication, participants were unanimous in their responses that a formal
in-house written test to qualify writing and reporting abilities of security guard applicants was
utilized by their company. On the other hand, they were not aware of any formal oral
communication testing tools and all oral communication testing was done informally through
general conversation and at the discretion of the interviewer. One participant, P2, went onto say
that, “It’s not just about the quality of the answer, but, did they comprehend the question you
asked and were they able to answer the question, hear it, understand it, and then there scored
based upon that.” P1 simpified the process by suggesting that, “it’s all subjective.” There was
almost a unanimous consensus, except for one of the eight participants, that there should be a
standardized assessment tool to determine oral communication skills.
Theme 2: Current industry needs for oral communication skills.
Participants in this group shared the importance of communicating effectively in oral
communication at the highest level in the essential duties for security guards, citing that the
company, client, and public would be the major benefactors. Participants also identified the
criticality of oral communication as being paramount for sustainability of security guards while
working for the client. As one participant stated
I guess one of the first essential duties would be dealing with our clients, that’s pretty
crucial because they end up being the ones who tell us what is going on…right now
everything that we bid on where we are asked to present the formal bidding process, it’s
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very specific that strong oral and written communication and a strong command of the
English language gets used quite regularly. (P2)
The same participant also made an observation from that no one else had mentioned
which is based on a security guard company providing security in his residential building and it
contrasted differences between insider and outsider perspectives of the same service:
We have some great guards there, who I can tell you that their oral communication is
absolutely terrible, but they do a good security job which is, I think, you know from an
insider’s perspective I see the job that they do. I think that if I was an outsider… I would
…not say that they did a great job. You would see it from a very different perspective.
So, if you were to look it from a public side…I would probably back my answer up that
and probably add public to the top of my list, um which is tough because I always look at
it from an insider perspective as opposed to the outside. (P2)
Another participant stated that, “It’s very common for us to hear from our clients that
they require someone that speaks the language clearly and they let you know if a security worker
doesn’t meet their standards.” (P6). A different participant stated;
Clients, involve communication with their clients and customers at a mall for instance
where a lot of people who start talking to you (security guard) and asking where stores
are where the bathrooms are, places like that require more communication skills than, say
if you’re looking over a construction site overnight. (P7)
Participants were asked what the most important qualification was for a security worker.
Their responses were, in order of importance, English fluency, skills, and experience. (Appendix
H). One participant offered the following competencies as having significance to the English
language issues, “So, listening and speaking I would say would be the biggest challenges of
those who have English as a second language. (P4)
One of the participants, provided this analysis of security guard oral communication
skills
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Definitely one of the challenges is their abiltity to express themselves in a clear way that
they’re understood and what the meaning of what they are trying to communicate is,
finding the right words is a concern. (P7)
This participant also offered this compelling statement which probably was
understated/rated in the whole oral communication process:
On the other side, having them (security guards) actually understood what’s been
instructed to them. If someone’s giving them instruction and they haven’t fully
understood it, a lot of times they won’t let you know that they do not understand clearly
or maybe that they don’t even know that they don’t. (P7)
Among the participants, there appeared to be various level entry jobs for security
workers. One respondent offered the following statement concerning new employees: “One of
the number one things that we get asked for now is “I want someone who can speak English.”
(P2)
Although a high level of oral communication receives a high level of need by certain
clients and security companies as part of daily objectives, there is an informal graduated tier
level for oral communication skills at different jobs sites.
Theme 3: Methods to ensure qualification credibility.
One of the major concerns in the security industry as referenced earlier in this paper is
not only the oral communication competencies of security guards, but also their listening skills.
A question was asked of all participants about how the security industry could ensure that
security guards were properly qualified in oral communication. The participants offered the
following suggested implementation processes such as make it part of the BST coursework, a
BST course pre-requisite, an additional assessment tool, and in-house training. One participant
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suggested that “We do need a standard English proficiency oral communication level that we can
all agree upon as a starting point for a baseline.” (P8)
With the above conceptualization of a need for standardized oral communication testing
process, one participant offered his thoughts;
“I think specifically when people are considering this industry, I think they have to be put
through some form of, or have some kind of document that they must complete, to give a
clear understanding of what direction they need to follow to meet the standard to obtain
the job.” (P6)
The establishment of English language proficiency for ELL security guards appeared to
be paramount for establishing security guard qualifications, although the verification methods
appeared to be more self-regulated and left up to those participants guiding the security worker.
One participant P8 offered this analogy,
I guess the challenges might be that they are all different and that each company designs
their own probably to meet the requirements that the security licensing division has laid
out, so in some ways they are dependent on the knowledge and skill set of the human
resources departments to ensure that is the purpose of the tests are meeting with the
outcomes that they hope for. (P8)
In retrospect, the acknowledgement of not knowing the current legislation governing
English language competencies for the security guards in BC was indicated by all participants;
their responses were limited. One participant offered this solution, “I think that if there was
something that is more standardized so that everyone was working off of, that would make it a
lot easier.” (P3)
The responsibilities for verification methods of oral communication competencies and,
hence, qualification was echoed by all participants. The company has a duty to perform. One
participant stated it in the following way: “Ultimately it’s the employer I think, if we are going
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to put somebody in our uniform we should make sure that they have the oral communication
skills to do the job.” (P5) Another participant formulated his response this way:
It would be unprofessional of us to say, oh well we think this should be tested so that it is
not our problem, right now even if it is tested, it’s still our problem we need to make sure
that there is a mechanism in place, but, if that mechanism isn’t in place at the time of
getting the license it needs to be in place when we put them on site. (P2)
The majority of participants suggested that some sort of standardized testing would be
appropriate for verification methods. However, one participant suggested this alternative, “As I
said before, there needs to be some level of testing to do that…As a part of licensing.” (P7).
Theme 4: Critical incident stress and public safety.
The topic of stress which in itself conjures up subjective analysis by each individual,
whether English is our first language or not, and affects us individually and sometimes with
different results. To a person with ELL challenges, stress can only exacerbate one’s ability to
communicate effectively. Critical incident stress was discussed with participants who all
concluded that a high level of oral communication skills was necessary in the job and stress does
affect their employees’ oral communication abilities. One participant shared this views: “Even
something as simple as a fire alarm can cause, the bells ringing, you know the stress surrounding
that, you need to make an announcement, kind of public speaking thing, those kind of scenarios.”
(P5) This idea was further enunciated by a participant who responded:
Well, I think it effects all of us, I think all of us have difficulty in finding the right words
regardless of whether English is our first language, so, you know does it affect one’s
ability… Sometimes in real time critical incident stress happens and our business is
health care where there is a lot of stress in health care and there are emergencies
constantly, you are in an emergency department and a patient is attacking a staff member,
you’re called to respond, you need to communicate on the radio that you need assistance,
in what’s going on and you’re right in the middle of an assault taking place in front of
you, that you need to engage in as quickly as you can, but you need to communicate the
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situation clearly, quickly and concisely to your base or to your colleagues or whoever you
are communicating. (P8)
The following story was shared by a participant P2, when asked whether critical incident
stress had an effect on the ability of a security worker to communicate effectively. He stated
I responded yesterday… to an incident where there was a jumper who was deceased in
downtown on one of our sites and while asking the officer some basic details…they kept
reiterating that they were doing their patrol…there was definitely a concern, did I do
something wrong…you could see the stress in him. I told him that you are not in trouble
here, we’re just trying to help out the police to get the facts and help our client get the
facts so that they can move ahead…and after he calmed down… we were able to walk
him through the process asking very simple questions, he answered them different than
what he was initially thinking about. (P2)
Participants were asked if the current legislation regarding security workers’ oral
communication goes far enough to ensure public safety and the majority of the participants
responding negatively. Some shared the opinions illustrated observations such as, “they need to
look at setting standards” (P7), “there really is no current legislation” (P6), and “I don’t know
what the standard is.” (P5). However, one participant offered a different response:
There should be an oral component to the initial legislation, to the initial licensing and the
BST class I think that’s important…there should be ongoing… more than just oral, but I
think, you now I look at renewing a license shouldn’t just be the ability to just go in and
pay for it. There should be an oral component those two things are important you know
to professionalize the industry. (P2)
Study Conclusions
There were seven themes identified in the survey and interview data. Some of the
findings were interrelated in that similar themes occurred across multiple analyses. The inquiry
was conducted using qualitative and quantitative methods which generated measureable
information to support the conclusions and answer the main research question, “What oral
communication competencies are required for security guards in BC?”
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After examining the inquiry themes individually and collectively through a second cycle
of analysis, three overarching themes surfaced:
1. Good oral communication is necessary to be a security guard.
2. Verification methods are needed to qualify security guards’ licensing.
3. Public safety is at risk as a result of security guards who lack good oral
communication skills.
Conclusion 1: Good oral communication is necessary to be a security guard.
During this inquiry, there were a variety of definitions and descriptions that emerged
based on the need for effective oral communication strategies for security guards. This was
determined from the literature in Chapter Two and the supporting evidence from the survey and
interview phases. This conclusion is based collectively on the evidence in the survey themes and
individual interview themes.
There are many avenues to explore when speaking about communication skills as it
relates to the duties for a security guard, however, none is more important than oral
communication. One hundred percent of the participants described that a high level of oral
communication was needed by security guards for employment with the client and employer to
support the customer service levels that the client requires. This level is not too different to
Canale & Swain’s (1980) suggestion that in general, good oral communication involves an
exchange of thoughts, ideas and messages and “is a key element of good customer service”
(1980, p.26). Carnevale (1990) suggested that, “speaking and listening skills…should be
considered basic competencies and measures of functional literacy” and that “people who lack
proficiency in the skills of oral communication are handicapped” (p.25). One participant offered
a retention problem with those employees with limited languages skills and states,
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I have seen half of the people we get asked to be removed from a site or can’t do the
duties, tends to be related to oral comprehension, and listening and being able to
communciate back to the public, to the client and to us. (P2)
Another particpant stated, “I can tell you that we do turn away people that do not meet
our oral communication requirements.” (P8)
Security job functions have increased due to many growth initiatives and the need for
effective communication skills. The ability to earn trust and credibility from the public has also
increased to the point where, “workers whose jobs depend on establishing rapport, trust, and
credibility with other people must learn to master the skill of adjusting their communication style
to work well with people whose styles differ from their own…with the complexity of the
listening process is one reason why without instruction, most people lack listening skills”
(Carnevale, 1990, 137-148). This is also echoed in the current BST manual. “To communicate
effectively, one needs clarity of thought and effective listening” (2014, p.198).
Conclusion 2: Verification methods are needed to qualify security guard licensing.
This conclusion is based collectively from the evidence in the survey themes and
individual interview themes. The study findings show that although the research project’s main
focus was oral communication skills, there was an overwhelming desire by many to see
significant changes to the BST manual in various disciplines. The subject of who would be
responsible for the implementation of this verification method was posed and even though
participants were given a copy of the legislation for qualifications for a license which
encompassed English language fluency levels of assessment and the compliance measures
therein they still showed a strong desire and need for an assessment process that focuses on oral
communication skills for ELL security guards through a standardized testing, assessment or
training process. Responses to three of the questions in the interview were based on the
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knowledge associated with legislation. From the response it was clear that the participants were
unfamiliar with the English language fluency levels necessary to be an ELL security guard in the
Province of BC.
With this in mind, the current licensing conditions policies and qualifications section of
the SLPLCP, has recognized ELL security workers as adult immigrants who need be able to
communicate sufficiently and, to ensure public safety, require the level of English fluency
described through the CLB Benchmarks standards. This section and further qualifies the
importance of speaking (oral communication) and listening. The importance of training,
qualifications, and the verification methods was represented by one participant who made this
statement
if there is a language barrier, we would actually hear it from the client and they would say
that you know that we can’t get through we are not providing customer service and then
they [the security guard] would be more likely transferred. (P4)
This avoidance technique is echoed by others in this research project which only
confirmed that there was a lack of training, qualifications, pre-requisities, and/or verification
methods to get a security license. The avenue for clarification of verification methods and
assessment tools to affect this process has been addressed in the recommendations in Chapter
Five.
Conclusion 3: Public safety is at risk as a result of security guards who lack good oral
communication skills.
The study findings showed that there was strong evidence to support the security industry
in ensuring that the public is not at risk, based on the day-to-day functions of a security worker
and that the appropriate level of English is employed by all security workers in their duties. This
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conclusion was based on the evidence in the survey themes and individual interview themes,
collectively.
As security workers take on more first responder responsibilities, they are asked to do
many things such as attend crisis incidents, disaster scenes, and accidents; investigate crimes;
arrest criminals; and remove people. As such, there is a modicum of stress and anxiety, if not all
out fear, associated with those tasks which are no different to those of actual police, fire fighters,
or paramedics. Renden et al (2013) observed that when police officers are in a high pressure
situation such as arrests or using self-defense skills, anxiety levels are high and it is harder to pay
attention to goal-directed information. This suggested that their emotional state was incongruent
with the goal-directed task in that the more anxiety and mental effort they invested, the more the
level of their performance decreased (p.101). Dunnigan (2012) posited that emergency
responders who respond to traumatic events are at a greater risk despite all of their training
which can have a debilitating effects on these professionals (p.1). Lazarus, Deese & Osler
(1952) went further and stated that “stressed subjects showed a reduction in efficiency
performance” and that “many experiments have reported signs of emotional upset, such as
sweating, tremor, subjective anxiety…” (p.305).
Given the challenges for normal communication in a mother tongue, having to learn
another language can only exert extra pressures on the need to speak clearly and effectively
during anxiety and stressful situations. Research has suggested that even during the simple
questioning of events by superiors can cause anxiety and heightened levels of stress. One
participant offered this example of a stress-related incident in which the security officer was
asked about a deceased person on the client’s property:
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while asking the security officer some basic details like; did you see anyone else with this
person, had he seen this person around before, the security officer kept reiterating that
they were doing their patrol and had a hard time coming back to the question and their
communication was quite strong, but, there was definitely a concern “Did I do something
wrong” and when we had to go back and get the facts from him. So you could see the
stress in him…I told him that you are not in trouble here, we’re just trying to help out the
police to get the facts and help our client get the facts.” (P2)
This was an example of what McCroskey described in the following words. “When
people are confronted with a circumstance that they anticipate will make them uncomfortable,
and they have a choice whether or not to confront it, they may decide either to confront it and
make the best of it and thus avoid the discomfort” (1984, p.35). The anxiety felt by this ELL
security officer in a non-violent situation showed the high stress levels that a security officer can
go to with limited oral communication confidence which, in this case, was debilitating in a
critical time period of discovery. Woodrow (2006) also emphasized that, “second language
anxiety has a debilitating effect on oral performance of speakers English as a second language.”
(p.308). In addition, anxiety inhibits the recall of previously learned material and is negatively
related to language speaking and oral performance and one of the major stressors being,
interacting with native speakers (p.309-314).
These compounding quotes have painted a picture of potential risks, not only to the
security guard but to the public, in the event that a security guard is met with anxiety or stress in
a job which can be exacerbated by being an ELL learner.
Scope and Limitations of the Inquiry
This study was not and did not intend to include a representative sample of all persons
who are affected by the security industry, their functions, or their employees. Unlike
quantitative research, qualitative research does not look to draw generalizations to a larger
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population; rather, readers can see the results and generalize or adapt to their own settings as
appropriate. Stringer (2014) stated that “qualitative and AR studies require a different process
called purposeful sampling … “that consciously selects people on the basis of a particular set of
attributes” (p. 77). Biases can have a definite impact on any research project. Although I had no
power-over authority with any of the participants; was not employed by any security companies
or the Security Programs Division; and had no affiliation with any security instructors providing
any information, I was, however, a facilitator of the BST course for a number of years and the
students that I taught have been hired by security companies.
The limitation therefore would be, that there was no intrinsic attachment to security guard
providers or the industry proper in this inquiry. However, there was a connection in that, at
times, security providers have attended my BST program as representatives of their companies
which may be perceived as having undue influence. Further limitations developed as a result of
two sponsorship changes with eventual project extensions requests and the additional challenges
of gathering data over the summer months for the facilitation of a focus group which had to be
abandoned as a result of low responses to attend. This development encouraged and initiated a
change in methodology prompting the individual interviews phase.
This inquiry represented feedback from two groups, a survey group and individual
interviews of participants who have direct knowledge and experience in the security industry.
As with most research, this inquiry had some limitations and may limit the application of the
inquiry findings and conclusions. The conclusions apply to these two groups; therefore, caution
should be used not to generalize others who did not take part in the research. To reiterate this
point, a larger survey group would have yielded a larger quantitative analysis which, would have
yielded a more definitive answer to some of the questions supporting the study findings.
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The interview process required an in-depth analysis of security companies registered as
security guard providers in the Province of BC and a determination through an analysis of the
demographics and number of employees employed, and which company personnel would the
most valuable provider of information and be available to interview within the required study
timeline. That individual interview participants were those security guard providers or alternates
who had attended my BST class on one or two occasions as representatives of their company
which should not be seen as influencing. The research respondents from the survey and
interview participants, formed by individual designations were from diverse demographical areas
and communities, and the findings aligned with the literature review. Further limitations to this
study would be that the design of the inquiry did not include other stakeholders such as the ELL
security guards currently employed, the general public, and the client who employs the services
of security guard companies.
Chapter Summary
Chapter Four has outlined research findings and reported the conclusions based on the
research and supported by literature. To answer the OLP question on what oral communication
competencies are required by the by security guards in BC, two primary data collection activities
were completed: a survey and individual interviews. This data collection resulted in a total of
seven themes which were represented by the three study conclusions. Each of these conclusions
illustrated that good oral communication skills, also referred to as competencies, are needed by
security guards; verification methods are needed to qualify security guards for licensing; and
public safety is at risk without good oral communication skills.
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Chapter Five: Inquiry Implications
In this chapter, I have presented recommendations based on the conclusions from Chapter
Four that attempt to answer the research question, “What oral communication competencies are
required for security guards in BC?” In the first section, I have outlined the study
recommendations. In the second section, I have explored the organizational implications. In the
third section, I have examined the project process and suggested areas for future inquiry as well
as the implications if the recommendations are not implemented. The fourth section involves the
summary of Chapter Five. In addition, I add the following three subquestions to provide a
deeper level of understanding:
1. What are the qualifications required to be a security guard in BC?
2. What English language competencies are required to be a security guard?
3. How does critical incident stress impact the language fluency of ELL security
guards?
Study Recommendations
The purpose of this inquiry is to determine what oral communication competencies are
required for security guards in BC. Three of the qualifications to be a security worker (guard) in
BC have been listed in the Security Licensing Process and Licence Conditions Policies Province
of British Columbia (2008) which are the licensing-related policies of the Registrar of Security
Services for the province of BC. The qualifications are appropriate skills, training and/or
experience. Embodied in the construct of a required skill set for a security guard is a level of
English language fluency sufficient for such a worker to be able to converse in English with the
public while carrying out his/her duties. Analysis of the research findings indicated that the
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participants felt that English language fluency was the most important qualification for a security
guard in BC (Appendix H).
The intent of the recommendations has been to create a cohesive framework which will
align security guard English language competency verification methods with the Security
Programs Division as defined in the Security Licensing Process and Licence Conditions Policies
and Security Services Act and Regulations (British Columbia Ministry of Justice, 2008).
Coghlan and Brannick (2012) stated, “Action research has been traditionally defined as an
approach to research which is based on a collaborative problem-solving relationship between
researcher and client which aims at both solving a problem and generating new knowledge.”
(p.35)
The following recommendations are based on the combined conclusions of the
participants in the two methods utilized in this study. This included (a) the survey respondents–
security guard instructors and (b) the interview participants–senior management, human resource
managers, and vice presidents of security companies in BC. Chapter Four findings and
conclusions supported the three recommendations which suggested that through action research
the current issues with oral communication verification methods could be solved. It would also
enhance credibility in the security industry, which, in turn could create immediate change to
organizational and industry practice as well as encourage actions that could influence long-term
organizational thinking.
I speculate that implementation of these recommendations would enhance the credibility
of security guard qualifications methodology. The three recommendations that could provide
guidance to the Security Programs Division in validating and verifying security worker CLB
qualifications are as follows:
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1. Evaluate security worker application forms to address English language
certification verification methods.
2. Educate and inform potential security workers, security companies, BST
instructors, and designated security training schools of any changes to security
worker licensing processes.
3. Implement the plan.
Recommendation 1: Evaluate security worker application forms to address English
language certification verification methods.
To ensure that the Security Programs Division has credibility with both internal and
external stakeholders, it is recommended that the following elements be considered: (a)
involvement of a recognized third party for the validation and verification of English language
competencies as it relates to ELL workers, (b) Security Programs Division support for the
process, and (c) an evaluation of the success and outcomes of the compliance and enforcement
policies to effect verification changes. A third party external stakeholder may be an alternative
to the SPD validation and verification methods of English language competencies and be viewed
as unbiased, ensuring a credible and competent verification.
To ensure that the CLB certification compliance is maintained, it is also recommended
that guiding policies be put in place to ensure continuity and sustainability. As previously noted,
the SPD licensing policies have identified the necessary CLB proficiency levels for adult
immigrant security workers for speaking (oral communication) and listening. This issue of
validation qualifications has been addressed by Buster, Roth, & Bobko (2005) who stated, “The
use of education and experience minimum qualifications (MQ) is nearly ubiquitous in
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employment settings, yet it appears to be rare that such MQ’s are validated by the end user”
(p.771).
The required CLB levels for security guards’ English language fluency is currently in
place. However, without the implementation of verification methods for English language skills
and certification in security guard licensing, the credibility of the security industry remains in
question. Bolman & Deal (2013) suggested that, “Over time, organizations evolve by adapting
goals and aspiration levels, altering what they attend to and what they ignore, and changing
search rules” (p.191). The concluding research of oral communication competencies for security
guards is of high importance for the participants. The SPD should, as part of their five-year
policy review, endeavour to confirm the acceptable levels of English language competencies and
incorporate them in the policies. With that in mind, recommendation two would follow.
Recommendation 2: Educate and inform potential security workers, security
companies, BST instructors and designated security training schools of any changes to
security worker licensing processes.
The recommendation is to have a clear process in place to communicate with all
stakeholders, security companies, security guard instructors, JIBC, designated security training
facilities, and government regulators of the Security Programs Division. The important elements
include the sharing of evaluation criteria such as CLB testing facilities, English equivalency
program testing facilities, English language programs comparable to required CLB levels, and
support system information. It is important that all stakeholders are familiar with the changes
and have the same understanding of the intended results.
It is important that the potential security guard is made aware of these changes well in
advance of attending a BST program. It should also be made clear to students that the BST
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program is a prerequisite to obtaining their security license and, that their English language
proficiency will also need to be verified before licensing if they are an ELL student.
There are a variety of ways to ensure this is accomplished such as through websites of
stakeholders responsible for change, various government websites, the JIBC, and other
information systems supporting security guard training and jobs. The next recommendation will
ensure that all participants are made aware of the process suggested in the implementation of the
plan.
Recommendation 3: Implement the plan.
My final recommendation is related to the implementation of the plan. The Registrar and
project sponsor, whose powers and responsibilities are appointed under the Security Service Act,
could play an integral part in moving forward with any recommendations by virtue of their
positions. They have the power to make change to policy as the needs of stakeholders and
government shift. They can respond also quickly to reviewing policy and amending when
necessary (British Columbia Ministry of Justice, 2008, Sec.1.4). The first two recommendations
can be implemented after the plan is formulated and implemented. However, the
recommendations arising out of this study will have to be analyzed before implementation of a
plan can be considered. The process will depend on the substance of the change and whether
consultation with industry and stakeholders is necessary. Other factors, including legal
application, strategic objectives, and overall benefit analysis will also have to be considered (J.
Huska, personal communication, Oct 23, 2015). In the next section, I have outlined some ideas
to assist in implementing the recommendations and include a description of potential
implications if the recommendations are not enacted.
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Organizational Implications
Chapter Four findings and conclusions provided the voices of the participants relative to
their engagement in the security industry. Security companies within the province of BC have
for years, through their own admission, self-regulated various aspects of additional security
training, inclusive of some formal English language written and reading competencies, but
without any formal assessment of oral communication competencies. The participants have
recognized a gradual shift for the expectations of the general security worker which currently
require a greater mastery of oral communication competencies. The participants clearly
identified the importance of ranking of oral communication levels necessary for security guards
to do their jobs.
There is no current mechanism to verify that CLB certification levels have been received
and verified upon application by the security worker. The research participants recognized a
need for a standardized assessment or testing process and the need to verify those ELL
employees appropriately. This statement by Bolman and Deal (2008) provided another lens
through which to consider change: “Like surfers, leaders must ride the waves of change. Too far
ahead, they will be crushed. If they fall behind, they will become irrelevant” (p. 437). The
current state of security guards is that they number more than twice the membership of police
forces in Canada with projected increases to be almost three times larger in the near future. If
change is not initiated to affect security guard verification and compliance methods in BC the
industry may, through the expected growth and the re-certification of security workers whose
English language fluency levels have not been verified, fall further behind and make any
verification methods become irrelevant if they are not enforced.
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In the security industry in BC today, there are no real data or processes to verify what
level of oral communication competencies there are for any of the currently licensed ELL
security guards. Over the past 10 years of recorded licensing of security workers in BC, 45,847
security workers have been licensed with over 21, 502 having been born outside Canada and
another 4,600 of unknown origin (J. Huska, personal communication, October 20, 2014). This
figure equates to approximately 57% of the total security guards employed in BC as foreign
born. With the current security guard workforce of security guards at 21, 283 with an additional
412 being designated as a security guard under supervision (J. Huska, personal communication,
August 25, 2014), it is reasonable to suggest that at least 57% of the security guard workforce is
comprised of foreign-born security workers. However, this information does not take into
account the English language fluency of the foreign-born worker. As Pigeon (1998) suggested,
“the line between public police and private security is becoming blurred and that private security
personnel are being hired more than ever before to protect the types of private property…and
making inroads into what traditionally was a police domain” (p.45)
The mission statement of the Ministry of Justice as shown in the Ministry’s Annual
Service Plan, “is to lead law reform in British Columbia…and ensure that British Columbia is a
province where people are safe” (British Columbia Ministry of Justice, 2014, p.7) and the SPD is
one of many organizations within the Ministry of Justice that work together to ensure public
safety.
These recommendations will pose some challenges of time and, if the verification
methods are approved, resources, and finances will have to be allocated to make implementation
possible. SPD will have to coordinate and design the business processes for the CLB
certification and verification measures.
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As we are dealing specifically with the SPD in the Ministry of Justice, other agencies and
regulatory bodies may have to be involved in any final decision-making process which could
also impact security employment and training outcomes in the province of BC. There are a
number of implications if the recommendations are not implemented. Without verification
methods of ELL security workers the status quo will prevail. As a result, public safety will
continue to be at risk due to the inability of security guards to do their jobs without sufficient and
appropriate English language competencies.
Implications for Future Inquiry
This project has not only examined strategies for security guard qualifications and
verification methods, it has also provided a number of opportunities for future inquiries. Action
research may be of assistance in support of future inquiry in further development of security
industry goals and objectives. In addition, recommendations have been suggested to aid in the
implementation, and validation design methods. Although many questions were answered and
conclusions reached, the implications for future inquiries are based on the perceived value of the
participants, the research team and the OLP advisory team. The following questions may guide
future research initiatives to further develop the security worker framework and policies.
1. Is there a need to change or challenge the CLB level five as a minimum for security
guard qualifications? If so, how would this be done?
2. What other provincial security legislation strategies are available in measuring
security guard competencies and verification methods?
3. If verification methods are not endorsed by the SPD, who will be the verification
designate and how will this data be collected?
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4. What evaluation tools should be used for the assessment or testing of oral
communication and writing competencies (fluency) if the recommendation for
verification methods are not implemented?
5. Should there be a grandfather clause for previously hired ELL security guards who
have not been verified?
6. Should there be other certification or licensing programs for private security such as
in a hospital, loss prevention, physical protection, and port facilities? And if so, what
levels of CLB would be required for ELL security workers?
7. If the recommendation for CLB verification methods is not approved, should there be
an ELL prerequisite for the basic security training (BST) program?
Although not exhaustive, the future suggestions are hypothetical in nature and identify
areas that could be explored in the future to prompt further dialogue and the potential of more
action research projects.
Chapter Summary
In this inquiry participants were asked many questions relating to oral communication
competencies of security guards in BC. The majority of participants supported the necessity of
standardized assessments or testing for those security guards in the ELL learning category. I
have used the word “competencies” throughout this OLP which for lack of a better word means
“skills” and skills require training. The competence of an organization such as the SPD has to be
built not only on the competence of its leaders, but the competencies of its employees.
This inquiry involved the SPDPSB for the Ministry of Justice an integral stakeholder,
with various participants and literature reviews resulting in three recommendations to assist in
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designing a verification processes for those ELL security guard learners who require the
minimum CLB level five in order to obtain their security guard license.
My recommendations are (a) to evaluate security worker application forms to address
English language certification verification methods; (b) to educate and inform security
companies, BST instructors, and designated security training schools of changes to security
worker licensing, and (c) to implement the plan.
For any of the study recommendations to be implemented, the Ministry of Justice through
its branches including the SPD must approve and lead the way. Kouzes & Posner (2007) inform
us that leaders should model the way, “earning the right and the respect to lead through direct
involvement and action” (p.16). This organizational change (recommendation) albeit though
small in context, will affect all members of society in BC in some way.
In communication with my organizational sponsor, the Security Programs Division of
Ministry of Justice, it appears that any recommendations arising out of this study will be
analyzed before implementation of a plan can be considered. The process will depend on the
substance of the change and whether consultation with industry and stakeholders are necessary.
Other factors, including legal application, strategic objectives, and overall benefit analysis will
also have to be considered. That being said, the SPD is currently reviewing their processes in
conjunction with the JIBC, to see where efficiencies can be made with the English fluency
requirements. The recommendations herein may feed into that. The next step in gaining support
of the findings and recommendations will be a face to face meeting with my SPD sponsor and
key stakeholder from the Justice Institute of BC.
By implementing the study recommendations, professionalism and customer service are
expected to increase exponentially. Oral communication competencies will be consistent with
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government initiatives, regulations, and that of the client. It is also hoped that this initiative will
provide credibility and pride as a result of implementation of verification methodology, hence
validating education and competency. This will ensure public confidence in the security
industry.
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Appendix A: Invitation to Participate in Survey
Date
Dear [Prospective Participant]
I would like to invite you to be a part of Tim Shorts’ research project. This research
project will address oral communication competencies necessary to be a security guard in the
province of BC and the verification methods used for licensing. The project is part of the
requirement for a Master of Arts in Leadership at Royal Roads University. Tim Shorts’
credentials with Royal Roads University can be established by contacting Dr. [Name], [Title],
School of Leadership Studies, by email [Address] by phone [Number].
The objective of the research project is to discover strategies to optimize and verify
security guard competencies in English language proficiency, which will consist of this survey
and is foreseen to take fifteen minutes to complete. You have been chosen as a participant
because of your instructor status, in which you will have intimate knowledge of security guard
trainee.
The information you provide will be summarized, in anonymous format, in the body of
the final report. As such, at no time will any specific comments be attributed to any individual
and all documentation will be kept strictly confidential. The data will be stored on an encrypted
mobile storage device and will be stored in a secure location at his residence. It will be
destroyed, January 1, 2016 by being erased.
Your participation in this study is voluntary. If you choose to participate, please press
“Submit” when you have answered all questions. You are free to withdraw at any time without
prejudice during the survey by closing the browser. It should be noted once the survey is
submitted it cannot be withdrawn as it is anonymous.
The survey will be hosted on a Canadian online survey company, FluidSurveys as it
adheres to Canadian privacy legislation and will leave no electronic footprint from which you
can be identified. The survey completion deadline is [insert closing date]. Here is the link:
[insert link].
In addition to submitting his final report to Royal Roads University he will be sharing his
research findings with the Justice Institute of BC and the Security Programs Division Policing
and Security Branch, Ministry of Justice for their consideration at the conclusion of the inquiry.
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If you have any questions about the survey or accessing the link above, please contact:
Tim Short at [E-mail Address]
Sincerely,
[Name]
Manager, Security Training Programs
Justice & Public Safety Division | School of Public Safety & Security
[Telephone Number]
[Email address]
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Appendix B: Letter of Invitation to Participate in Interview
Date: (month/day/yr)
Dear (participant),
I would like to invite you to be part of a research project that I am conducting. This
project is part of the requirement for a Master’s degree in Leadership at Royal Roads University.
My name is Tim Short and my credentials with Royal Roads University can be established by
contacting Dr. [Name and Title], by email [Address] or by phone [Telephone Number].
Your name was chosen as a prospective participant, because as a senior management
member your knowledge of current security worker legislation, training, hiring and deployment
of security workers enables you to assess the oral communication competencies of security
workers in your employ and to provide valuable input into this research project.
The objective of my research project is to address oral communication competencies
necessary to be a security worker in BC, and the verification methods used for licensing by the
Security Programs Division Policing and Security Branch (SPDPSB) for the Ministry of Justice
in the Province of BC.
I will be using the information for the completion of my final report that will be
submitted to Royal Roads University, Justice Institute of BC and the SPDPSB of the Ministry of
Justice.
The interview process is estimated to last about 30 minutes and take place at a date,
time and location yet to be determined. The information provided will be audio-recorded, and
hand-written or word processed. Anonymity is ensured and all documentation will be kept
strictly confidential. Research findings specific to this inquiry method if requested by a
participant will be made available either through a paper copy or email. All recordings,
transcriptions, flash drive and documentation will be kept at the researcher’s principle residence
and destroyed on 2016-08-01.
You are not required to participate in this research project, however should you choose to
participate, your participation would be entirely voluntary and should you choose not to
participate, you are free to withdraw without prejudice.
If you are interested in participating in my research project, or have any questions
regarding the project please contact me at any time.
Sincerely,
Tim Short
[Email Address]
[Telephone Number]
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Appendix C: Inquiry Team Confidentiality Agreement
THIS AGREEMENT made effective as of the day ____ of _________________, 2014.
BETWEEN: ________________________________________
(Inquiry Team Member)
AND: ________________________________________
(the “Inquiry Researcher”)
As an Inquiry Team Member you will have access to, or witness directly, data elicited
through the inquiry study process undertaken with the Security Programs Division Policing and
Security Branch, Ministry of Justice as required by the Master of Arts in Leadership Degree
offered by Royal Roads University. The Inquiry Researcher agrees with the Inquiry Team
Member, and the Inquiry Team Member agrees with the Inquiry Researcher, as follows:
1) In this Agreement, “Information” means all information about, or elicited from the inquiry
research participants. It includes information communicated orally, in writing, or
electronically, during the course of any data collection method or in any other way.
2) The Inquiry Team Member will read the ethics section of the Inquiry Researcher’s
Organizational Leadership Project Proposal and, when possible, apply the same ethical rigor
to his or her involvement within the Organizational Leadership Project.
3) The Inquiry Team Member will agree to keep the information confidential and to not disclose
it to anyone without the prior written consent of the Inquiry Researcher, the Security
Programs Division Policing and Security Branch, Ministry of Justice or Justice Institute of
BC.
4) The Inquiry Team Member agrees to use the information only for the purpose of supporting
the Inquiry Researcher in meeting the requirements of the Organizational Leadership Project.
5) This Agreement may be executed in counterparts and such counterparts together shall
constitute a single instrument.
The parties have executed this agreement on ____________________________ 2014 to
be effective as of the ____ day of ________________, 2015.
Per: _____________________________ ________________________________
Inquiry Team Member (print) (sign)
Per: _____________________________ ________________________________
Inquiry Researcher (print) (sign)
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Appendix D: Interview Consent Form
Addressing Oral Communication Competencies necessary to be a security worker in BC,
through Collaborative Inquiry.
One-on-one Interview
By signing this form, you agree that you are over the age of 19 and have read the
information letter for this study. Your signature states that you are giving your voluntary and
informed consent to participate in this project.
I consent to the audio recording, hand written and/or word processing notes of the
interview method.
Name: (Please Print): __________________________________________________
Signed: _____________________________________________________________
Date: _______________________________________________________________
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Appendix E: Survey Questions
How long have you worked in the security industry?
a. less than 1 year
b. 1-3 years
c. 4-5 years
d. 6 or more years
e. not applicable
2. How long have you been a Security Guard Instructor in BC?
a. less than 1 year
b. 1-3 years
c. 4-5 years
d. 6 or more years
3. How many security students have you taught in B.C.?
a. 1-50
b. 51-150
c. 151-300
d. 301 or more
4. Of the students which you have taught, approximately how many have had problems with
their English language skills?
a. None
b. 0-25%
c. 26-50%
d. 51-75%
e. 76 – over
f. Don’t know
5. Do you pre-screen students’ qualifications for English language skills before entry into
your class?
a. always
b. sometimes
c. never
a. other _________________________ (Please specify)
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6. Approximately what percentage of your students have difficulty speaking English
fluently?
a. None
b. 1-25%
c. 26-50%
d. 51-75%
e. 76 – over
7. What would you say is the main reason for your student’s difficulties in speaking English
fluently? Please specify.
___________________________________________________________
8. Approximately what percentage of your students have difficulty in listening
comprehension?
a. None
b. 1-25%
c. 26-50%
d. 51-75%
e. 76 – over
9. What would you say is the main reason for your student’s difficulties in listening
comprehension? Please specify.
_______________________________________________________________
10. On a scale of 1-3, one (1) being the most important, rank the following qualifications for
security guards in BC.
____Experience
____Skills – academic, technical
____English language fluency
11. How can the Security Programs Division Policing and Security Branch ensure that
security guards have the appropriate qualifications for licensing?
a. Security guards to submit qualifying credentials with licensing application
b. JIBC to verify student qualifications
c. Instructors to verify student qualifications
d. All of the above
e. None of the above
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f. Other _______________________________________________________
12. Do you see the retention of security guard personnel as a major problem for the security
industry? Y or N
13. If yes, how can the security industry keep its employees?
a. More training
b. Better wages
c. Improved benefits, perks
d. All of the above
e. Other (Specify)________________________________________________
_____________________________________________________________
14. In your opinion, what are the top 3 issues that need to be addressed related to security
guard training?
a. ____________________________________________________________
b. ____________________________________________________________
c. ____________________________________________________________
15. In your opinion, what are the top 3 challenges for the security industry as a whole in BC?
a. __________________________________________________________
b. __________________________________________________________
c. __________________________________________________________
16. In your opinion, what would you say is the main reason a student applies to be a security
guard?
a. Foreign credentials are not valid in Canada
b. Looking for work
c. Start of a new career
d. New immigrant
e. other_________________________ (Please specify)
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Appendix F: Interview Questions
1. Name 3 essential duties of security workers which require oral communication? In those
duties, what level of oral communication skills would they require - low, moderate or
good?
The following questions pertain to security workers (guards) who speak English as a
second language (ESL).
2. What do you see as the current challenges with the security worker’s oral communication
skills?
3. What formal or informal “oral communciation” assessment tools do you use for security
worker applicants?
4. Should there be a standardized assessment tool to determine oral communication skills?
Y/N
5. In your opinion, what is the turnover rate of employees in the security industry due to
oral communication barriers? In your company?
6. In your opinion is there a lack of licensed security worker applicants with adequate oral
communication skills? Y/N
7. Out of those that you have accepted as employees, what is the percentage of applicants
that you have you turned away, because of inadequate oral communication skills?
8. How can the security industry ensure that security workers are properly qualified in their
oral communication skills?
9. What is the current demand by your clients for security workers with English proficiency
in oral communication? Rate the demand on a scale of 1-10, one being low. Example
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10. Does current legislation in security workers oral communication skills go far enough to
ensure public safety? Y/N If no, give an example on how to improve.
11. Are there any challenges with current English Language fluency verification methods?
Y/N If yes, what would those challenges be?
12. In your opinion, does critical incident stress have an effect on the ability of the security
worker to communicate effectively? Y/N If yes, rate your response on a scale of 1-10,
one being low. Give an example?
13. Whose responsibility is it to verify oral communication skills? How can this be
achieved?
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Appendix G: Reasons for Fluency Difficulties in English
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Appendix H: Most Important Qualification