Businesses in all economic AREAS are increasingly looking to the security business sector for support. That rising demand is the reason why this sector now employs over 500,000 individuals.
Add-in the calls for services and solutions generated by the 2012 Olympic Games, plus the growing impetus for closer working between the sector and the police service, and it’s easy to see why security businesses are facing great opportunities and the potential for wholesale development.
To harness those opportunities, though, the sector still faces the problem of recruiting and retaining skilled personnel. Statistics suggest that 50% of the current workforce need to improve basic literacy and numeracy skills, the same percentage lack critical vocational skills at Level 2, only 20% boast intermediate level technical and supervisory skills and less than 10% possess higher level skills (such as management acumen).
As chief executive David Greer pointed out in his Foreword for the Programme to the Skills for Security 2007 National Conference : “Businesses across the four nations of the United Kingdom all face the common challenge of developing those skills required to maintain a competitive organisation. Many companies struggle to compete as a result of the inability of their people to promote the quality of products and services, which is obviously critical to commercial success.”
In response, Greer’s organisation is busily setting a new skills agenda aimed at increasing vocational education and training. To this end, it has set four strategic objectives on which it will focus during the next three-year development cycle:
- identifying current and future skills needs,
- gaps and shortages across the security business sector;
- working with employers, learning providers and Stakeholders to increase the supply of education and training;
- promoting recruitment and career development routes such that the industry might attract and retain the best staff;
- engaging and influencing Government and regulatory bodies to the benefit of skills development in the sector.
Unlocking skills potential
Against that backdrop, Greer expertly chaired his first Skills for Security National Conference at Oxford’s Kassam Stadium on Thursday 8 November. Opening proceedings in front of an attentive audience, Greer commented: “Security Industry Authority (SIA) licensing has undoubtedly had a beneficial effect on the industry’s reputation, particularly among the police service. What now, though, for the skills of our workforce?”
According to Greer, security staff now require the very best presentation, communication and customer management skills. “Clients are demanding that of security personnel, and rightly so,” stated Greer. “They are the first face of the client. In addition, security managers need to be confident and competent such that they can punch their weight at Board level. In short, we need to look at unlocking the industry’s skills potential.”
Commendably, Vernon Coaker – Parliamentary Under-Secretary of State for Policing, Security and Community Safety at the Home Office – made time in his furiously busy diary to offer the Keynote Address.
“Skills for Security, the SIA, the British Security Industry Association and the police service are already working in tandem to produce a dynamic approach to training,” suggested the MP for Gedling. “Progress comes through hard work, and being determined to take forward the agenda. David Greer and David Dickinson must be publicly congratulated for their efforts here.”
Coaker then turned to professionalism in relation to security and regulation.
“What does professionalism mean?” he asked the audience. “First, it means setting standards that are non-negotiable. It also means a commitment to strong, co-ordinated training. Professionalism suggests an expectation of quality. Customers expect the security contribution to enhance their operations. Someone who can deal calmly and politely with a customer at a nightclub and prevent a situation from escalating deserves to be considered a professional.”
In Coaker’s view, a further aspect of professionalism is to strive for ever-improving standards. “The Regulator knows the training requirements it lays down for licensing aren’t the be all and end all. Over 400 companies are now registered on the Approved Contractor Scheme. An important element of this is that companies offer sound training and career development routes. The industry employs 5.1% of that part of the workforce with an elementary level education. The ongoing drive for licensing and training has benefited this group in particular.”
To date, 385,000 SIA licence-linked qualifications have been awarded. There are now 17 nationally-accredited qualifications, and six awarding bodies endorsed. “As a result of licensing, door supervisors are now better equipped to do their job, are receiving better pay and benefiting from improved working conditions. The public has greater trust in them,” opined Coaker. “Research in the security guarding field has yielded similar results.”
What, then, are the challenges facing the industry wherein professionalism will be of the utmost importance?
“The 2012 Olympic Games will bring their own set of challenges,” explained Coaker. “The role of CCTV operators and security officers will be vital. Terrorism is a very real and genuine threat. Door supervisors and stewards are often in the front line. It stands to reason that security must be well thought out and driven from the top if it’s to succeed.”
Delivering in the global economy
Next up was a pivotal and fascinating presentation from Dick Winterton, the managing director of City & Guilds Awards who established the Police Skills and Standards Organisation in 2001.
By his own admission, Winterton was there to “set the context” for the day. “What do we mean by ‘developing skills’ for a global economy, and what are the key drivers for changes within the security business sector?”
On the technology side, of course, IT is now omnipresent. “It’s making the improbable possible,” suggested Winterton. “There are also changes afoot in the business world in terms of capital and labour mobility. On top of that, what about generational changes? People entering the workforce from the younger age groups are now less conformist. There is more individualism these days. Crucially, by 2020 it’s estimated there will be 600,000 less 15-24 year-olds in the UK.”
Winterton reported that, in terms of labour productivity and growth, the UK stands up well against its world counterparts. “However, there is a change taking place,” warned Winterton. “China and India are huge markets now being explored. Then there’s Korea and Malaysia. An eye must be kept on the Far East. The region has a plentiful supply of labour.”
In the UK back in 1991, an average of 2.4 children were being born to every woman. Come 2001, that figure was reduced to 1.6. In comparison, the rate in China is 1.7.
“Here, if we roll on 14 years to the school leaving age, by 2010 there’ll be 60,000 fewer people entering the job market year on year,” added Winterton. “By 2011, another 60,000 less. India isn’t the same. It will have a bigger cohort of younger people and a rapidly improving educational system. In real terms, over 70% of the UK’s 2020 workforce is already in work. That means adult skills are a priority within the UK workforce.”
Winterton feels we are now facing up to the inefficiencies of a two-tier education system. “How is it that our system is allowing us to fall so badly behind? The academic side of education here is OK, but what about the other half? The practical side? It’s clear that we need to raise skills levels among the existing workforce. In 2005, 30% of our workforce harboured low level skills. That’s simply not acceptable. If you leave school with low qualifications you’re trapped, and then fall into skills poverty.”
The Leitch Report responds
The scenario described by Winterton is what prompted the recent publication of The Leitch Report. In essence, Leitch wants to see 95% of all adults of working age exhibiting basic literacy and numeracy. He also wishes that over 90% are qualified to Level 2 or above. “Even if we can invoke what Leitch wants, we’ll still not be there. Not quite,” added Winterton. What, then, needs to be done?
“We need a 21st Century education system that serves all young people and adults,” stated Winterton. “It must respond to and anticipate labour market changes and demand. There has to be a proper balance between academic and applied skills. We need to be highly flexible with our educational system in terms of time, pace, place and mode of learning.”
Winterton talked of a new vocational qualifications framework that would be “demand led, with progression and based upon industry-agreed occupational standards”. He also backed “a modular and credit-based qualifications framework with customisation for employers and flexibility for individuals. There must be content and assessment that is fit for purpose and for the given age cohort.”
Liz Hall – an advisor on the Teacher Qualifications Framework at Lifelong Learning (UK) – brought the first section of the conference to a close by examining “preparations for teaching in the lifelong learning sector and changes to the training qualification framework”.
Lifelong Learning (UK) is one of 25 Sector Skills Councils, looking at – among other areas – further and higher education. Back in 2004, the organisation was asked by the Department for Education and Skills to look at producing a new framework for teaching. A set of overarching professional standards was produced – both context and level free – for new and existing teachers. Commonality was identified across teaching roles, for fully-accredited teachers and associate teachers.
“We’re asked to work within the Qualifications and Credit Framework by the Government,” explained Hall. “The initial award is for all new teachers. It’s a minimum Level 3, with a mandatory six credit units and 30 contract hours. The certificate for teachers in an associate role includes the initial award. It’s available at Level 3, with 24 credits. 120 contract hours are involved here. The diploma for teachers in a full-time role also takes in the initial award. It is pitched at a minimum Level 5, with 120 credits and 360 contract hours.”
Hall pointed out that both the associate and full-time teacher roles are regulated.
‘Our future: it’s in our hands’
“Employers often discuss the quality of student that colleges are turning out,” began Jaine Clarke, director of skills for employers at the Learning and Skills Council. “They constantly complain about the need for remedial learning and a lack of basic work ethic.”
Echoing Dick Winterton’s thoughts, Clarke confirmed that the UK workforce and the size of the labour market are changing. “We face challenges from all quarters, but the threats need to be turned into opportunities.”
Clarke concurred that Leitch has pitched his argument in urgent terms. “He’s called for radical changes. Leitch is clearly concerned that any failure to achieve will lead to a diminishing economic future. The Government has since responded to Leitch, outlining how it’s going to work with employers, but the Government’s response is probably at a more cautious pace than Leitch would have wanted. Certainly, the Government recognises there is much work to be done. There is a requirement for shared effort and shared responsibility.”
Clarke continued: “The demand-led agenda is supported by business. Training must be geared towards what employers want and need. The Confederation of British Industry tells us that business is playing its part, investing in the skills of the workforce, but we need to do more. We simply must spend public and private sector monies more wisely.”
There have been achievements during the past 12 months, with the introduction of Train To Gain a notable one. However, Clarke feels there is “still a long way to go”.
In Clarke’s opinion, there are three areas in which Government and employers can work together: qualifications reform, Train To Gain and provision. “Do we have the right qualifications framework in place?” asked Clarke of the 150-strong audience. “Employers are concerned with the apparent obsession regarding qualifications. At present, only one third of employer training leads to a recognised qualification. Qualifications must be up-to-date and fit for purpose. Employers’ market knowledge and expertise is going to be vital in finding the right solutions.”
Reviewing Train To Gain
In terms of Train To Gain, Clarke is adamant it must fulfil its potential. The initiative has been a success to date, but there have been teething troubles. On the plus side, lots of smaller firms have been included who haven’t carried out formal training before.
“We need to look more closely at the role of skills brokers, too,” claimed Clarke. “They are highly valued by employers. We want those brokers to support progression towards higher level skills. Skills issues must be tackled so that businesses can grow.”
Adequately skilled workers will not be delivered without responsive colleges. “Employers are still suggesting that relationships with local colleges fall down on first contact,” explained Clarke. “Commendably, lots of colleges have bought into the Leitch agenda, but all of them must do so. Messages to sector colleges must be clearer. Employers must also work closely with the Learning and Skills Council. That’s vital.”
Clarke concluded her lively presentation with an incisive comment. “Skills development is a shared challenge that requires shared action and shared commitment.” Very true.