Security t raining for security guard

Training Curriculum for
Security Guards

Ministry of Community Safety
& Correctional Services

Private Security and Investigative Services Branch
777 Bay Street, 3rd Floor
Toronto, Ontario
M7A 2J6
Telephone: 416. 212. 1650
Toll Free: 1.866.767.7454
Email: PSIS.PrivateSecurity@ontario.ca
Website: www.ontario.ca/private-security

REVISED 2009

© Queen's Printer for Ontario, 2008

Training Curriculum For Security Guards

Training Content and Program Length

The minimum length of in-class time for the basic security guard training program is no less
than 40 hours. The following table suggests the duration for each training section and includes
both in-class and outside class hours. Outside class hours refer to pre-reading only; all other
training methods must take place in-class. These hours are estimates and may need to be
adjusted based on student learning abilities/trainer preference. The trainer must determine the
optimal number of hours for each section of his/her program design, but the total must be no
less than 40.

Suggested Duration
Training Content Inside class Outside class
hours hours

1. Introduction to the Security Industry 2 2

2. The Private Security and Investigative Services Act
2 3
and Ministry Code of Conduct

3. Basic Security Procedures 3 5

4. Report Writing 2 2

5. Health and Safety 1 1

6. Emergency Response Preparation 4 4

7. Canadian Legal System 3 6

8. Legal Authorities 7.5 10

9. Effective Communications 4 3

10. Sensitivity Training 3 2

11. Use of Force Theory 2 2

12. Emergency Level First Aid Certification 6.5 -

Total 40 40


Working and Detailed Knowledge
Each section identifies whether the student needs to have working knowledge or detailed
knowledge of the training material.

Working knowledge is defined as involving a basic or sufficient understanding of the
relevance of materials, products, subject matter, and/or services as required to perform
the work assignment. Workers with working knowledge can recognize departures from
the standards set for the work assignment but require additional information through
reference material or from others to correct the departures.
Detailed knowledge is defined as involving an in-depth understanding of materials,
products, subject matter, and/or services that is necessary to complete the work
assignment. Workers with detailed knowledge can recognize departures from the
standards set for the work assignment and correct the departure without the need to
acquire additional information from reference material or from others.

Training Methodology
In addition to the requirements of each section, it is recommended that the training program
include a learning journal, pre-reading materials and training evaluation components. These are
common techniques used in training design to promote the integration of material and
background preparation as a way of maximizing in-class time for discussion. Please note that
these are suggestions only and that the primary focus of each section is the minimum training
requirements.

Learning Journal
A learning journal is a notebook that the student uses to record course information and
insights. It is a common tool used in training programs to facilitate additional learning
and it is recommended that the journal be used throughout the course (and highlighted
in appropriate sections) to enhance the learning experience of the student.

Pre-reading
Many sections suggest pre-reading activities for the student. This pre-reading should
consist of summarized versions of the training content (e.g. legislation). Outside class
hours have been allocated for this pre-reading.

Training Evaluation
As the majority of content in the security guard training program is focused on the
application of learned knowledge, it is recommended that training evaluation include
knowledge-based tests.

Instructor/Student Ratio
It is recommended that the instructor/student ratio is 1/24 for the basic security guard training
program to ensure the quality of instruction for the student.


TABLE OF CONTENTS

Section 1: Introduction to the Security Industry 5

Section 2: The Private Security and Investigative Services Act and Ministry 6
Code of Conduct

Section 3: Basic Security Procedures 7

Section 4: Report Writing 11

Section 5: Health and Safety 13

Section 6: Emergency Response Preparation 14

Section 7: Canadian Legal System 19

Section 8: Legal Authorities 23

Section 9: Effective Communications 28

Section 10: Sensitivity Training 32

Section 11: Use of Force Theory 33

Section 12: Emergency Level First Aid Certification 34

References 35

Appendix A: Curriculum Research Methodology 37

Appendix B: Acts and Websites 40

-4-


Section 1: Introduction to the Security Industry

Section Overview
The trainer provides a summary of the principal duties and responsibilities necessary to work
effectively in the security industry. Students will learn to interpret and comply with the legal
requirements of their occupation as well as identify job roles and responsibilities.

Suggested Duration: In class: 2 hours
Outside class: 2 hours

Minimum Requirements
▪ Describe and compare the different jobs in the security industry (e.g. private
investigation, law enforcement, security services, loss prevention, and patrol services)
▪ Describe the occupation of a security guard with respect to the knowledge, skills, and
abilities needed to perform well
▪ Describe the job specifications, activities, and demands of a security guard (e.g. travel,
off-hours, stress, risks, dangers, etc.)

Note: It is recommended that the learning journal be introduced in this section if the
trainer chooses to use the journal as a teaching mechanism throughout the
course.

Outline
The trainer provides the student with a background on the security industry including the
changes in the industry as a result of the new Private Security and Investigative Services Act,
2005. S/he introduces the student to the challenges and benefits of becoming a security guard.
The role of a security guard with respect to the public should be discussed.

Working/Detailed Knowledge
Detailed

Suggested Methodology
1. Pre-reading of job description and introductory materials
2. Lecture
3. Introductory video
4. Facilitated discussion of the demands placed on security guards
5. Learning journal

Suggested Training Evaluation for Section
A quiz on the relevant sections of the PSISA and Code of Conduct. -5-


Section 2: The Private Security and Investigative Services Act and Ministry
Code of Conduct

Section Overview
The Private Security and Investigative Services Act, 2005 (PSISA) regulates the security
industry. As such, security guards must be familiar with the PSISA to ensure they follow the
regulations and prohibitions including the Code of Conduct. The trainer introduces the
legislation to the student by outlining all relevant components and explaining the Code of
Conduct.


1. Private Security and Investigative Services Act, 2005 (PSISA)
Explain an individual's responsibility regarding licensing, including the licensing process
and mandatory requirements
Describe the general duties, standards, practices, regulations and prohibitions
Explain the requirement to produce a licence
2. Code of Conduct
Explain the relevant components and the consequences of failing to comply
Define complaint procedures

Outline
This section introduces the student to his/her responsibilities as a security guard under the
PSISA. The trainer provides instruction on all the relevant requirements of the PSISA and Code
of Conduct, the consequences for non-compliance and public complaint procedures. The
authority to act as a security guard should also be discussed.

Detailed

1. Pre-reading of the relevant sections of the PSISA and Code of Conduct
2. Lecture on the elements of the act and code
3. Discussion group for clarification of inappropriate behaviours
4. Learning journal

A quiz on the relevant sections of the PSISA and Code of Conduct. -6-


Section 3: Basic Security Procedures

Section Overview
Security guards need to respond to changes in their environment, which includes actions such
as traffic movement, ensuring the safety of persons between and within locations, monitoring
and managing the access and departure of persons and vehicles and observing and monitoring
people. Security guards need to be aware of the correct way to deal with these situations. The
trainer provides his/her students with the knowledge and skills to assess the security of physical
environments, to apply basic aspects of security in their roles and to assess the impact of drug
use in the context of safety for oneself and others.


1. Describe and explain surveillance and address the following surveillance techniques:
▪ Observing the physical environment
▪ Attending to environmental details
▪ Situational awareness
2. Describe the basic elements of security and include the following:
▪ Access control
▪ Crowd control
▪ Vehicle control and legal authority to perform traffic control duties
▪ Shift handover
3. Discuss drug effects, substance abuse and related drug paraphernalia
▪ Relate signs of substance abuse and withdrawal including physical and psychological
consequences

Note: There are three components in this section: Surveillance, Basic Elements of
Security and Drug Effects.

-7-


Surveillance

Outline
Security guards will be called upon to observe the physical environment for changes and
suspicious behaviour. This objective is typically achieved by conducting an in-person or remote
surveillance of the physical environment. Security guards are expected to notice and monitor
minor changes in order to make sound decisions when devising a plan of action. The trainer
focuses on:
Decision-making
Recognizing patterns (situational awareness)
Observing minor, yet critical details
Recognizing typicality and detecting anomalies
Improvising responses
Interpreting and adapting to events
Prioritizing actions
Observing and monitoring individuals, identifying and responding to potential threats, different
types of patrolling and loss prevention should be discussed.

Detailed

1. Pre-reading on surveillance and observational issues
2. Lecture on methods of observation (e.g. assessing unusual events, identifying hazards
to self and others, completing initial checks to establish a benchmark for subsequent
observations, using all five senses for observation, writing notes of observations)
3. Lecture on decision-making to ensure safety and security (e.g. assessing risk of current
and potential situation to self and others, assessing what skills are required to deal
effectively with particular situations, assessing the behaviours of others and the physical
environment)
4. Role playing with analysis and group discussion
5. Learning journal

-8-


Basic Elements of Security

Outline
Security guards are required to manage individuals, vehicles and materials in a safe and polite
manner while assessing a situation for threats and incidents. The trainer addresses the
following basic elements of security:
1. Access control
How to escort people within and between locations in a safe manner
How to prepare for an assignment
Contacting the correct personnel when there is a breach of security
How to inspect baggage, vehicles, etc. for illegal substances
2. Crowd control
How to create a barricade or staging area
How to lock down a facility
3. Vehicle control
Controlling vehicular/pedestrian traffic on company property or on public roads in
emergencies
Monitoring traffic movements
Using proper hand signals for directing traffic
Using traffic control equipment
Wearing the appropriate attire
4. Shift handover procedures
How to update the next person on shift

Detailed

1. Pre-reading on basic security protocols
2. Lecture
3. Video and discussion
5. Learning journal

-9-


Drug Effects
Outline
Security guards may encounter individuals under the influence of drugs or alcohol. They need to
be aware of the signs of substance abuse as well as the impact of different drugs on human
behaviour (e.g. suspect going through withdrawal) in order to deal with these individuals in a
manner that will ensure personal safety as well as that of the suspect. The trainer discusses
different types of drugs and paraphernalia, the impact of using different drugs on human
behaviour and how to address individual behaviour depending on the type of substance abuse.

Working

1. Pre-reading focused on the intoxication effects of commonly abused drugs such as
cannabinoids, depressants, dissociative anesthetics, hallucinogens, opioids/morphine
derivatives, stimulants and inhalants
2. Lecture on how to address individuals under the effect of commonly abused drugs
4. Learning journal

A quiz asking questions that apply the knowledge of surveillance approaches to security control
with standard protocols and how to manage individuals under the influence of different drugs in
common security situations.

- 10 -


Section 4: Report Writing

Section Overview
Security guards are required to complete written reports of occurrences, duties performed, and
comprehensive descriptions of their tasks/observances. The trainer instructs the student how to
write reports that are objective and standardized.


1. Discuss the following elements of report writing:
▪ How to record relevant factual data and circumstances in a notebook
▪ The different types and purposes of reports
▪ Recognizing legal implications of reports and confidentiality
▪ Incorporating who, what, where, when, why and how in report writing
▪ How to take a statement
▪ Identifying the appropriate method of communication to report an issue

Outline
Security guards are required to write a variety of reports for different audiences. It is imperative
that reports are written in a clear, standardized format to ensure information is conveyed
accurately and without bias. The trainer discusses:
▪ The importance of using a notebook and the rules and format for taking accurate notes
▪ Different types of reports depending on the situation (e.g. incident, use of force, witness
statements)
▪ The basic elements of report writing (e.g. date, time, location, actions/behaviours,
description of individuals, observations, time of completion, etc.)
▪ Content of reports (e.g. factual information only)
▪ The legal implications of reports (e.g. necessary for audits or evidence in court)
▪ The difference between statements and reports
▪ How to properly distribute reports (e.g. problems with e-mailing confidential reports)

Detailed

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1. Pre-reading of sample reports
2. Lecture on the different types of reports/templates
3. Lecture on the elements of an objective report (e.g. focus on factual information, written in
third person, avoids use of emotional terms, avoids introspection, presents the information in
a clear and concise manner)
4. Report analysis exercise: detect and discuss in small groups problems with reports, missing
information, bias, etc.
5. Learning journal

A one-page report where the student summarizes a recent work related incident (that can be
shared without identifying information).

- 12 -


Section 5: Health and Safety

Section Overview
The policies and procedures of the Occupational Health and Safety Act and the Workplace
Hazardous Materials Information System (WHMIS) are necessary to ensure the occupational
safety of security guards and those they interact with. The trainer identifies how to control
workplace risks and hazards, how to apply appropriate responses to emergency situations and
how to communicate workplace safety requirements.

Suggested Duration: In class: 1 hour
Outside class: 1 hour

1. Outline the Occupational Health and Safety Act
2. Outline the Workplace Hazardous Materials Information System (WHMIS)

Outline
The trainer provides a brief introduction to the Occupational Health and Safety Act and
Workplace Hazardous Materials Information System (WHMIS). Security guards need to know
and understand how the Occupational Health and Safety Act and WHMIS apply to themselves
and to others. The trainer should also cover the right to refuse unsafe work.

Working

1. Lecture with brief discussion
2. Provide examples of security situations in which Occupational Health and Safety Act and
WHMIS apply (e.g. accepting a delivery of hazardous materials, fire on the premises close to
hazardous materials, security guard on patrol noticing a hazardous container leaking, etc.)

A quiz that requires the student to apply the Occupational Health and Safety Act and WHMIS to
common security guard situations.

- 13 -


Section 6: Emergency Response Preparation

Section Overview
Security guards are expected to respond to emergency situations and to minimize the impact
caused at a worksite. They may be required to perform a variety of duties during emergency
procedures and must understand the importance of scene management. The trainer will
address the potential roles of a security guard during an emergency situation and how to
effectively complete these tasks.


1. Identify the following criteria of a potential emergency:
Risk factors
Fire emergencies
Bomb emergencies
Weapon emergencies
Suspicious packages
Explosive devices
2. Describe the following emergency response procedures:
Explain fire emergency response procedures
Explain bomb emergency response procedures
Explain weapon emergency response procedures
Explain suspicious package emergency response procedures
Explain explosive device emergency response procedures
3. Explain the potential roles of a security guard in emergency situations
4. Detail how to implement duty of care
Describe legal requirements
Detail how to protect and secure a crime scene

Note: There are four components in this section: Emergency Situations, Emergency
Response Procedures, Potential Roles of a Security Guard During an Emergency
and Duty of Care.

- 14 -


Emergency Situation
Outline
Security guards may encounter emergency situations at a worksite. They will need to
accurately identify the risk factors associated with fire threats, bomb threats, weapon
emergencies, suspicious packages, and explosive devices and learn how to respond
appropriately. The trainer outlines the different risk factors a security guard must be familiar with
and how to protect individuals and property associated with an assignment (i.e. contain,
activate, and evacuate). In addition to emergency responses, the trainer includes an overview of
the basic principles of prevention and safety.

Working

1. Pre-reading on different types of threats
3. Case studies with analysis and group discussion
4. Learning journal

- 15 -


Emergency Response Procedures
Outline
Security guards must be comfortable when responding to emergency situations, familiar with
different emergency procedures and must coordinate these procedures with organizational
requirements and/or other personnel. Understanding the need for emergency response
procedures and following the emergency response plan for a given site is vital to the security
guard role. The trainer provides instruction on the following:

The different emergency response procedures (e.g. First Aid and CPR)
Common tools associated with response procedures (e.g. fire extinguisher, sprinkler
systems)
Determining the safest and most appropriate response to a threat
How to preserve evidence
Proper evacuation protocol and knowledge of access routes
How to control access for emergency services and provide necessary details
Site-specific building occupant capacity limits (e.g. Ontario Fire Code and building
specific regulations with respect to occupancy)

Working

1. Pre-reading on standard protocols for emergency response
3. Conduct emergency response activities
4. Case studies with analysis and group discussion
5. Learning journal

- 16 -


Potential Roles of a Security Guard During an Emergency
Outline
Security guards may be required to fulfill different roles during an emergency situation. They
may have to assist other personnel (including police, fire, and ambulance) or take the lead in
responding to the emergency. Security guards must be able to work alongside other personnel
and quickly and accurately understand their role in a given situation. They must recognize when
an emergency is beyond the scope of their job specifications and requires additional assistance.
The trainer provides an overview of the relationships in the security industry, including a matrix
with job titles, descriptions, responsibilities and the link between them to help security guards
understand when a situation is beyond their scope and who to contact in specific emergency
situations.

Detailed

1. Pre-reading on different key roles for fire, police, medical staff and security in emergency
situations
3. Group discussion of emergency situations involving different emergency responses
4. Learning journal

- 17 -


Duty of Care
Outline
Security guards need to be familiar with the concept of duty of care (what a reasonable person
should do in a particular situation) and be capable of securing and protecting a crime scene until
the appropriate personnel arrive. The trainer reviews the circumstances that require duty of care
and instructs how to secure and protect a crime scene or sentinel event scene.

Detailed

1. Pre-reading on duty of care and managing crime scenes
2. Case studies with consequences that emphasize the importance of duty of care and the
protection of evidence
3. Student self-assessment - what would the student do in different situations?
4. Learning journal

A quiz on the types of emergency situations, different emergency response procedures and the
role of a security guard in these emergencies.

- 18 -


Section 7: Canadian Legal System

Section Overview
Security guards work within the Canadian Legal System. They need to be familiar with the
Criminal Court System, the Ontario Evidence Act, the Canada Evidence Act and how these
apply to their positions to ensure the information they obtain is admissible in court. The trainer
outlines the difference between criminal, provincial and municipal law as well as case and civil
law, the hierarchy of the court system and offences and the requirements for the admissibility of
evidence.

1. Discuss the Canadian Criminal Court System
Outline the Canadian Criminal Court System, the hierarchy of the court system and court
protocols/procedures
Describe the protocols and procedures for the purpose of giving evidence
2. Explain commonly accepted approaches to the collection, preservation and presentation of
evidence including the handling and sealing of audio/visual materials
3. Explain relevant sections of the Ontario Evidence Act and Canada Evidence Act that pertain
to admissible evidence
4. Discuss municipal by-laws

Note: There are three components in this section: Canadian Criminal Court System,
Evidence Handling Techniques and Municipal By-laws.

The Ontario Evidence Act and Canada Evidence Act do not specify how evidence
is collected, but identify which types of evidence are admissible to the court. The
trainer should concentrate on what is considered evidence and which methods a
security guard can use to ensure it remains admissible. Security guards are only
expected to know the municipal by-laws that relate to their role and where to find
this information if it is not readily available on their premises.

- 19 -


Canadian Criminal Court System

Outline
Security guards may be required to prepare for legal proceedings, present evidence, prepare
themselves and/or witnesses for testimony and follow up on the outcome of court proceedings.
Security guards need a general understanding that all investigations should be conducted as if
the case could potentially go to trial and therefore handle themselves accordingly to ensure that
no procedural or administrative mistakes are made. The trainer covers the skills and knowledge
required to present evidence in a judicial environment.

Working

1. Pre-reading on the basics of the court system
2. Lecture with graphic depiction of the Canadian Criminal Court System
3. Exercise regarding the preparation for trial and/or preparation of witnesses for court
4. Simulation or mock trial presenting testimonies and evidence
5. Learning journal

- 20 -


Evidence Handling Techniques

Outline
Security guards protect evidence that may be used in court. The trainer will explain how to
collect, preserve, and present admissible evidence in court while preventing the evidence from
becoming contaminated. Concepts will include an introduction to the process and protocols for
handling evidence, including:
The proper procedures for collecting and handling audio/video materials
The six core steps for containing evidence:
Collect
Secure
Preserve
Identify
Continuity
Log

Detailed

1. Pre-reading of the relevant sections of the Ontario Evidence Act and Canada Evidence Act
2. Lecture with discussion on the six core steps and common mistakes
3. An exercise applying all six steps to actual evidence acquiring situations
4. Demonstration and practice with audio/video equipment
5. Learning journal

- 21 -


Municipal By-Laws

Outline
Security guards are required to work within the municipal by-laws of their specific location. They
need to be familiar with the common by-laws they will encounter in their position (e.g. noise by-
laws, occupancy limits, etc.) and where they can locate this information. The trainer focuses on
creating awareness that different municipal by-laws exist and need to be considered. It should
be noted that the student may obtain/require further training on by-laws relevant to his/her
specific position and that the by-laws addressed in this section are the most common to the
private security sector.

Working

1. Pre-reading on overview of municipal by-laws (specifically how to find by-laws relevant to
any security issues)
2. Lecture
3. Learning journal

A quiz focused on an overview of the criminal system in Canada, how to collect and prepare
admissible evidence and how to find municipal by-law information.

- 22 -


Section 8: Legal Authorities

Section Overview
The trainer focuses on the broader legal context of private security to instruct the student on
his/her rights and limitations when performing duties as a security guard. The trainer will also
explain where a security guard derives his/her authority to carry out job functions.

Suggested Duration: In class: 7.5 hours

1. List procedures for handling, storing, disseminating and destroying information of a personal
nature
2. Address the relevant sections of the Personal Information Protection and Electronic
Documents Act (PIPEDA) regarding the protection of personal information
3. Outline the relevant sections of the following legislation:
▪ Employment Standards Act, 2000
▪ Labour Relations Act, 1995
▪ Liquor Licence Act
▪ Provincial Offences Act
▪ Residential Tenancies Act, 2006
▪ Trespass to Property Act

4. Provide the following information with respect to the Criminal Code of Canada:
▪ Explain the difference between indictable, summary and criminal offences and a security
guard’s authority to arrest (e.g. citizen’s arrest)
▪ List the most common offences encountered by security guards
▪ Review the sections of the code regarding defense of property and defense of persons
▪ Explain criminal harassment, mischief, assault, theft, causing disturbances, breaking and
entering and possession of stolen property under the code
5. Explain the common elements of tort law in security situations

Note: There are four components in this section: Handling Information and PIPEDA,
Additional Legislation, Criminal Code of Canada and Tort Law.
Security guards are only expected to be aware of this legislation as it pertains to
their roles. The primary focus should be on best practices with respect to
acquiring information to resolve security issues in the context of relevant
legislation.

- 23 -


Handling Information and PIPEDA

Outline
Security guards frequently deal with the collection, storage, dissemination and destruction of
information. The trainer discusses the procedures and regulations with respect to managing
information and explains how to keep information secure while ensuring that it is maintained in a
manner consistent with PIPEDA.

Working

1. Pre-reading on the relevant sections of PIPEDA
2. Discussion on how to interpret and use the act
3. Case study analysis and solutions with questions pertaining to the collection, storage,
dissemination, and destruction of information
4. Learning journal

- 24 -


Additional Legislation

Outline
Security guards can encounter situations where they need to be familiar with the following
legislation:
▪ Employment Standards Act, 2000
▪ Labour Relations Act, 1999
▪ Liquor Licence Act
▪ Provincial Offences Act
▪ Residential Tenancies Act, 1996
▪ Trespass to Property Act

The trainer provides a brief introduction to the relevant sections to each act, addresses the risks
and dangers associated with private security and describes how each act can impact the safety
and effectiveness on site. Issues of liability should be discussed to ensure the student
understands how to complete his/her duties within lawful authority. The trainer also addresses
whose authority a security guard is acting on (acting as agent of the property owner) and
differences in private versus public property.

Working

1. Pre-reading of the relevant sections of each act
2. Lecture and class discussion on how to interpret and use the act
3. Presentation of case law and pictures (e.g. "No trespassing," "Private Property," etc.)
4. Short multimedia exercises with feedback
5. Learning journal

- 25 -


Criminal Code of Canada

Outline
Security guards may encounter situations in which they need to deal with indictable, summary,
or criminal offences. They need to be able to accurately identify and categorize offences when
on duty and understand how to perform a citizen’s arrest according to the Criminal Code of
Canada. The trainer introduces the code within the context of liability, duty of care and lawful
authority. Defense of property and defense of persons should also be discussed.

Working

1. Pre-reading of the relevant sections of the Criminal Code including Section 494
2. Lecture and class discussion on how to interpret elements of the criminal code
3. Presentation of case examples regarding critical incidents and abuse of authority
4. Categorization exercise regarding the different types of offences
5. Demonstration of behaviours that are unacceptable based on the code
6. Learning journal

- 26 -


Tort Law

Outline
Security guards must ensure that they are completing their job within their lawful authority. The
trainer explains the common elements of tort law in security situations.

Working

1. Pre-reading on relevant cases
2. Lecture with discussion on categories of torts
3. Lecture on what is not acceptable and best practices
4. Learning journal

A quiz focused on contraventions of the acts and torts.

- 27 -


Section 9: Effective Communications

Section Overview
Security guards encounter a wide range of situations and are required to act professionally
under all circumstances. The trainer reviews the interpersonal and communication skills
necessary to adapt to different environments/scenarios and to diffuse situations when required.
The importance of using communication to one’s advantage should be emphasized.


Communication Skills
1. Discuss the following oral and written communication skills:
▪ Adjusting a communication style to accommodate an audience or situation
▪ Using verbal and non-verbal feedback
▪ Using effective and appropriate language in oral and written communication
▪ Writing legibly and clearly (e.g. minimal spelling, grammar or typographical errors)
▪ Effectively communicating main ideas orally and in writing
▪ Avoiding personal bias/opinion when communicating
▪ Asking probing questions to obtain information
▪ Conveying oral information accurately
▪ Writing accurate reports
2. Explain tactical communication
▪ Adjusting behaviour/demeanor (e.g. passive vs. aggressive) based on an individual or
situation
Interpersonal Skills
3. Discuss the following interpersonal skills:
▪ Demonstrating sensitivity/empathy to others (e.g. different cultures, persons with
disabilities, human rights issues, mental health issues)
▪ Establishing a rapport with a variety of people for the purpose of building trusting
relationships
▪ Diffusing, avoiding and managing difficult interpersonal relationships and/or potential
conflict
▪ Being assertive yet professional when interacting with the public

Note: There are three components in this section: Communication Skills, Tactical
Communication and Interpersonal Skills.

- 28 -


Communication Skills

Outline
Security guards must provide clear and concise information. Their position requires them to
communicate with a wide array of individuals both orally and in writing and to obtain information
from sources that may be unwilling. The trainer addresses active listening, effective writing and
note taking.

Detailed

1. Lecture
2. Role playing using communication techniques with feedback
3. Learning journal

- 29 -


Tactical Communication

Outline
Security guards may need to utilize tactical communication during the course of their
assignments. They must maintain their composure and adjust their behaviour to suit the
individual and situation. The trainer explains the principles of tactical communication (both
verbal and non-verbal, including posture, tone, assertiveness, spatial distance, eye contact,
facial expressions) and de-escalation techniques with progressive intervention steps.

Detailed

1. Lecture
2. Role playing
3. Learning journal

- 30 -


Interpersonal Skills

Outline
Security guards often interact with a variety of individuals during the course of their duties. Their
conduct is vital to the professional image of the security industry as a whole. The trainer
describes proper conduct and deportment, how to adapt quickly to different situations and how
to perform duties in a culturally appropriate manner. Security guards should be able to scan for
potential problems and act in a preventative way to avoid any escalation of events.

Detailed

1. Lecture
2. Role playing (e.g. 5 minute interactions with feedback)
3. Learning journal

Provide the student with unorganized facts of a situation and require them to prepare a short
report. The student role-plays different situations and how they would apply the techniques of
tactical communication and de-escalation.

- 31 -


Section 10: Sensitivity Training

Section Overview
Security guards often interact with the public on a daily basis. It is important they approach
individuals with respect to avoid any biases that may impact how they interrelate with others.
The trainer addresses prejudices against ethnic backgrounds, persons with mental or physical
disabilities and gender and sexual orientation.


Discuss the following issues:
1. Recognizing one’s own biases and describing how these can influence situations
2. Recognizing the impact of mental, physical, cultural and sexual differences on situational
dynamics

Outline
Security guards may be required to interact with diverse groups of individuals on a regular
basis. The trainer introduces the concept of respect for differences, identifies potential issues
that may arise when dealing with a variety of people (e.g. communication difficulties,
misinterpretation of gestures) and how to approach individuals in a way that minimizes
miscommunication.

Working

1. Self-assessment of the student’s biases (present the student with scenarios and ask him/her
to describe their thoughts)
2. Lecture focused on how biases impact behaviour
3. Learning journal with reflection on own biases and how to keep them in check

A short quiz focused on human biases and how they can influence behaviour and alter
situations.

- 32 -


Section 11: Use of Force Theory

Section Overview
Security guards may be required to use force during certain situations. The trainer explains use
of force theory, the components of the use of force model and how to maintain composure
during potentially stressful situations. Students need to attend specialized training to learn how
to use defensive equipment and to apply use of force options.


1. Explain the authority to use force under the Criminal Code of Canada
▪ Discuss the use of force model and its framework components
▪ Explain how to choose an appropriate use of force component and justify an action
2. Discuss how to act under stress and maintain composure
3. Explain positional asphyxia and excited delirium

Outline
The trainer explains use of force theory based on the National Use of Force Model (modified for
security guards) and outlines Section 25 of the Criminal Code of Canada. Security guards can
be put in situations where they need to maintain their professional composure even when under
a high level of stress. The trainer will also address how to control a situation by asking
questions, dealing with difficult customers/clients/suspects, managing stress when isolated or
fatigued and personal health issues such as overall stress levels, stress factors, cleanliness,
nutrition, lifestyle and fitness. Positional asphyxia and excited delirium should also be
discussed.

Detailed

1. Pre-reading on use of force model
2. Lecture on use of force model and theory
3. Case study analysis, demonstrations and solutions
4. Role playing with demonstrations
5. Learning journal

A quiz focused on use of force situations that a security guard may encounter and the type of
force that would be appropriate. - 33 -


Section 12: Emergency Level First Aid

Section Overview

First aid training and certification is a requirement of the basic training program for security
guards. An accredited trainer provides instruction that is equivalent to the St. John Ambulance
course Emergency Level First Aid.

Suggested Duration: In class: 6.5 hours

1. The following topics must be covered:
▪ Emergency Scene Management
▪ Shock, Unconsciousness and Fainting
▪ Choking – Adult
▪ Severe Bleeding
▪ One Rescuer CPR – Adult.

2. Training must be delivered by:
▪ A St. John Ambulance certified instructor, or
▪ A Workplace Safety and Insurance Board (Ontario) approved first aid trainer

Students must complete Emergency Level First Aid training and be certified.

- 34 -


REFERENCES

Alliger, G. M., & Janak, E. A. (1989). Kirkpatrick’s levels of training criteria: Thirty years later.
Personnel Psychology, 42, 331-342.

Alliger, G.M., Tannenbaum, S.I., Bennett, Jr., W., Traver, H., & Shotland, A. (1997). A meta-
analysis of the relations among training criteria. Personnel Psychology, 50, 341-358.

Arthur, Jr., W., Bennett, Jr., W., Edens, P.S., & Bell, S.T. (2003). Effectiveness of training in
organizations: A meta-analysis of design and evaluation features. Journal of Applied
Psychology, 88(2), 234-245.

Buster, M. A., Roth, P. L., & Bobko, P. (2005). A process for content validation of education and
experienced-based minimum qualifications: An approach resulting in Federal Court
approval. Personnel Psychology, 58, 771-799.

Canadian Association of Chiefs of Police (2000). A national use of force framework. Aylmer,
ON: Author.

Canadian General Standards Board (2007). Security officers and security officer supervisors.
Gatineau, QC: Author.

Douglas College (2006). Essential skills for security personnel: Final report. Coquitlam, BC:
Author.

Fine, S. A., & Cronshaw, S. F. (1999). Functional job analysis: A foundation for human
resources management. Mahwah, NJ: Lawrence Erlbaum Associates.

Goldstein, I.L., & Ford, J.K. (2002). Training in organizations: Needs assessment, development
and evaluation (4th edition). Belmont, CA: Thomson Learning.

Graham, K., Jelley, J., & Purcell, J. (2005). Training bar staff in preventing and managing
aggression in licensed premises. Journal of Substance Use, 10(1), 48-61.

Groot, N. J. (2001). Canadian law and private investigations. Toronto, ON: Irwin Law.

International Association of Chiefs of Police (undated). Private security officer selection, training,
and licensing guidelines. Alexandria, VA: Author.

Justice Institute of British Columbia (2007). Approved security training policy and procedure
manual). Vancouver, BC: Author.

Justice Institute of British Columbia (2007). Private security program: Basic standards training 1
– Instructor’s guide (revised). Vancouver, BC: Author. - 35 -


- Instructor’s guide (revised). Vancouver, BC: Author.

- Participant’s manual (revised). Vancouver, BC: Author.

- Participant’s manual (revised). Vancouver, BC: Author.

Kirkpatrick, D.L. (1959a). Techniques for evaluating training programs. Journal of the American
Society of Training Directors, 13, 3-9.

Kirkpatrick, D.L. (1959b). Techniques for evaluating training programs. Journal of the American

Kirkpatrick, D.L. (1960a). Techniques for evaluating training programs. Journal of the American

Kirkpatrick, D.L. (1960b). Techniques for evaluating training programs. Journal of the American

Law Commission of Canada (2006). In search of security: The future of policing in Canada.
Ottawa, ON: Author.

Levine, E. L, Maye, D. M., Ulm, R. A., & Gordon, T. R. (1997). A methodology for developing
and validating minimum qualifications (MQs). Personnel Psychology, 50, 1009-1023.

Lister, S., Hadfield, P., Hobbs, D., & Winlow, S. (2001). Accounting for bouncers: Occupational
licensing as a mechanism for regulation. Criminal Justice, 1(4), 363-384.

Pinnell, N., & Ried, B. (2005). Manitoba security guard training program. Winnipeg, MB:
Department of Justice for the Province of Manitoba.

Saskatchewan Justice - Corrections, Public, Safety and Policing (2008). Private investigator and
security guard training manual. Regina, SK: Author.

U.S. Department of Energy. (1997). Guide to good practices for developing learning objectives.
Washington, DC: Author.

U.S. Department of Energy. (1994). Training program handbook: A systematic approach to
training. Washington, DC: Author.
- 36 -


Appendix A: Curriculum Research Methodology for Security Guards and Private
Investigators
This document summarizes the methodology used to develop the training curriculum for both
security guards and private investigators under the Private Security and Investigative Services
Act, 2005 (PSISA). The Ministry of Community Safety and Correctional Services developed the
curricula required for mandatory training and the following were the key steps used in the
methodology:
1. Occupational Grouping and Job Analysis
2. Skills Modeling
3. Validation of the Job Analyses and Skills Modeling Data
4. Identification of Training Requirements, Curricula Design and Validation

Occupational Grouping and Job Analysis
“Occupational groups,” composed of private security and investigative positions, were
established to determine the necessary training requirements for each curriculum. The private
security industry was regularly consulted to ensure the accuracy of the different groupings and
to discuss the distinctions that exist between the various positions. A review of existing
materials on the security industry was conducted in addition to working with industry
representatives, resulting in the following definitions for the different occupational groups:
▪ Private Investigators (PI)
▪ Security Guards with “No Active Intervention” (SG1)
▪ Security Guards with “Active Intervention” (SG2)

Once the occupational groups were established, a formal job analysis was completed to
catalogue the components that comprised each position. The analysis was conducted using
“Functional Job Analysis” (FJA) methodology, which focuses on the tasks that comprise a job
and views each task as the smallest complete unit of work activity. The end product of the FJA
is a list of “task statements,” which indicate the required knowledge, skills and abilities (KSAs) to
achieve a specific task.

The FJA of an occupation requires input from job incumbents through a facilitated focus-group
format. The ministry conducted focus group sessions for each occupational category. The focus
groups were composed of individuals based on their experience, industry sector, gender,
minority representation, and geography to ensure an accurate representation of the diversity,
tasks and employment profile of the security industry in Ontario. To participate in a focus group,
individuals were required to have a minimum of 2 years experience and his/her manager’s
recommendation.

- 37 -


Skills Modeling
The knowledge, skills and abilities required by the different occupational groups were defined in
detail after they were identified by the FJA. Performance-Oriented Skills Modeling (POSM)
methodology was used to achieve a detailed definition of each skill and to articulate the
standards for assessing skill performance. Similar to the FJA, the POSM methodology employs
a facilitated focus group format with industry job incumbents as participants.

A POSM focus group session was conducted for each occupational group following the FJA
focus groups and the same participants were used.

Validation of the Job Analysis and Skills Modeling Data
After the task statements were formally drafted, and the knowledge, skills and abilities formally
defined, a survey was conducted with the primary objective of validating this data. The “Ontario
2007 Security Guard and Private Investigator Job Survey” listed 45 task statements, 79
knowledge and skills statements, and included general questions addressing role identification,
location, experience, etc. Respondents (individuals in the security industry) were asked to
evaluate each statement in terms of its applicability to their role, importance, clarity, frequency
(task statement only), and if it was required before they started their career (KSA statements
only). Prior to distribution, the survey was piloted as a draft questionnaire with professional
security guards.

The distribution of the survey followed a “stratified random sampling” approach, which randomly
selected individuals from important groups (i.e. strata) to receive the survey. For example,
security personnel were randomly selected for survey distribution within different regions of the
province to ensure representation of geographic location. Copies of the survey were also
distributed to various private investigator firms, security firms and organizations, and the survey
was posted on the ministry’s website and open to all security personnel in the province.

The results from the survey and statistical analysis confirmed the accuracy of the task
statements, definitions of the knowledge, skills and abilities, and the occupational groupings.

Identification of Training Requirements, Curricula Design and Validation
Results from the job analysis and the skills modeling served as the foundation for the final two
stages of the curricula development: identification of training requirements, curricula design and
validation. At this stage, an extensive review of existing materials pertinent to the training of the
different occupational groups was conducted. This included research on books, papers and
journals related to training design, security training, occupational licensing, use of force, the
Canadian General Standards Board standards for security guards and security guards officers,
and materials from security training programs offered by educational institutions and training
agencies in Ontario.

- 38 -


Identification of Training Requirements
To identify the necessary training requirements, focus group sessions comprised of subject
matter experts were conducted: one session for private investigators and a second for security
guards.

Over the course of each session, the focus group reviewed the job analysis, skills modeling and
research data. This was followed by a facilitated discussion to identify the KSAs that needed to
be developed as part of the training program (i.e. training requirements) and to compose a draft
of instructional objectives.

Curricula Design and Validation
Once the training requirements were identified, each focus group met for a session to design
the curricula. The sessions addressed curricula content (courses), delivery methods, course
durations, course sequencing, program duration, and methods/approaches for training delivery.

The data collected from the sessions was consolidated, structured and compiled into the
curricula. The results from the survey analysis were also considered when forming the curricula
structure.

When the curricula had been drafted, summary presentations for each occupational group were
held for academic experts and the contents were validated.

- 39 -


Appendix B: Acts and Websites

All provincial statutes can be accessed at: http://www.e-laws.gov.on.ca/index.html under
“Current Consolidated Law.”
All federal statutes can be accessed at: http://laws.justice.gc.ca/en/index.html.

Act (present name) URL Address
Canada Evidence Act (R.S., 1985, c. C-5) http://laws.justice.gc.ca/en/c-5

Courts of Justice Act, 1990 http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90c43_e.htm

Criminal Code R.S., 1985, c. C-46 http://laws.justice.gc.ca/en/C-46/

Labour Relations Act, 1995 S.O. 1995, CHAPTER 1,
http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_95l01_e.htm#BK1
Schedule A

Liquor Licence Act, R.S.O. 1990, c. L.19 http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90l19_e.htm

Occupational Health and Safety Act R.S.O. 1990,
http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90o01_e.htm
Chapter O.1

Occupational Health and Safety Act, WHMIS R.R.O.
http://www.e-laws.gov.on.ca/html/regs/english/elaws_regs_900860_e.htm
1990, REGULATION 860

Ontario Evidence Act, R.S.O. 1990, c. E.23 (Ontario) http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90e23_e.htm

Personal Information Protection and Electronic
http://laws.justice.gc.ca/en/P-8.6
Documents Act (2000, c. 5)

Private Security and Investigative Services Act, 2005, http://www.e-
Code of Conduct ONTARIO REGULATION 363/07 laws.gov.on.ca/html/source/regs/english/2007/elaws_src_regs_r07363_e.htm

Private Security and Investigative Services Act, 2005,
http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_05p34_e.htm
S.O. 2005, c. 34

Provincial Offences Act, R.S.O. 1990, c. P.33 http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90p33_e.htm

Residential Tenancies Act, 2006, c. 17, s.261. http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_06r17_e.htm

Rules of the Ontario Court of Justice in Criminal
http://laws.justice.gc.ca/en/showdoc/cr/SI-97-133///en?page=1
Proceedings (SI/97-133)

Trespass to Property Act, R.S.O. 1990, c. T.21 http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90t21_e.htm

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