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Security Guard

Security guards work with guarding, security and preventing unwanted incidents at various organisations and sites.

Security servicesDraft – pending professional validationVersion 0.1 · last reviewed 2026-10-09
ReadingWritingNumeracyOral communicationDigital skillsCritical thinking

The occupation and work tasks

The work may involve access control, supervision, communicating with the public, documentation and using digital security systems. Clear communication, understanding instructions and the ability to record and pass on information are important parts of the working day. Digital access systems, electronic reports and information from alarm systems make digital skills relevant in many security guard roles. Work tasks vary between organisations and types of security service. The profile concerns basic skills and is not an instruction manual for security work.

Typical work tasks

  • Read work instructions and relevant guidelines.
  • Communicate with visitors, colleagues and management.
  • Register visitors where this is part of the assignment.
  • Understand digital messages and relevant alarm information.
  • Document incidents and observations.
  • Use numerical information, times and overviews.
  • Find and check relevant information.
  • Use digital communication and reporting systems.

Developments affecting the occupation

  • Digital access and reporting systems
  • Automated messages and alerts
  • Privacy and responsible information sharing

Basic skills in the workplace

Norway officially defines five basic skills. Critical thinking is an additional competence area adopted by Prios. Tasks are typical examples, not mandatory requirements or fixed frequencies.

Understand and use information in instructions, messages, logs and work plans.

About the skill

Daily tasks

  • Read work instructions and task lists.
  • Understand information in visitor and access lists.
  • Read messages and notes from the previous shift.

Regular tasks

  • Read updated instructions.
  • Understand deviation reports.
  • Find information in digital overviews.

Occasional tasks

  • Read training material.
  • Get to know new reporting systems.
  • Find relevant information in updated guidance.

AI and new technology

The portal provides no training in surveillance, intervention, emergency response or identity checks. Supplementary topic linked to digital skills and critical thinking – not an official basic skill.

Digital access systems, alarm systems and electronic reporting are relevant to many security guard tasks. Automated systems and AI may also be used for information processing and alerts. Security guards can benefit from understanding the limitations of these systems and assessing information critically.

Understanding the systems

Digital tools provide information that must be read and understood correctly.

Checking the information

Automated and AI-generated information can contain errors and must be checked.

Asking when in doubt

Unclear or missing information is clarified with the person responsible.

1. Digital access and reporting systems

Read and explain information in a fictional digital shift report.

2. Automated messages and alerts

Distinguish between a fictional system message and confirmed information.

3. AI-supported text processing

Make a fictional AI-generated draft report more precise and objective.

4. Privacy, source criticism and responsible information sharing

Discuss which fictional information can be shared, and with whom.

Suggested learning outcomes

  • Understand information in digital work tools.
  • Distinguish between a system message and confirmed information.
  • Write precise and objective reports.
  • Identify errors and uncertainty in automatic summaries.
  • Understand responsible handling of personal data.

Teaching cases

Practical teaching resources for this profile will be added later.

Related resources

External link

External resources

Utdanning.no – Security guard

Occupational description from utdanning.no. Provides occupational context for teaching.

Reading
Utdanning.noNO
Open resource
External link

External resources

Occupational basic skills profiles

Explore how basic skills are used in different occupations.

HK-dirNO
Open resource
Guide

Digital learning resources

Using digital forms safely

Practise forms, checking and privacy without real personal data.

Digital skillsWriting
Teaching example from PriosNO / EN
Open resource
Exercise

Teaching activities

Check the source before sharing

Source criticism online: check sender, date and purpose before using or sharing information.

Digital skillsCritical thinkingReading
#Source criticism and information evaluation#Media literacy
Teaching example from PriosNO / EN
Open resource
Exercise

Digital learning resources

Check the AI answer

Evaluate whether AI-generated information is correct and relevant before using it at work.

Critical thinkingDigital skillsReading
#Digital judgement#Source criticism and information evaluation
Teaching example from PriosNO / EN
Open resource

How to use this profile when planning teaching

The occupational profile supports the planning of basic skills training. It is not a vocational training course.

  1. 1

    Identify relevant workplace tasks

    Choose tasks from the profile that participants recognise from their own working day.

  2. 2

    Discuss participants' previous experience

    What do participants already know and do? Many are experienced in their occupation.

  3. 3

    Identify basic skill needs

    Clarify where participants find reading, writing, numeracy, oral, digital or critical thinking challenging.

  4. 4

    Select relevant learning objectives

    Describe what the participant should be able to do better – in basic skills, not in the occupation itself.

  5. 5

    Choose practical teaching cases and resources

    Use the cases and resources in the profile as a starting point for practical exercises.

  6. 6

    Adapt activities to participants' levels

    Make tasks simpler or more demanding depending on participants’ skills.

  7. 7

    Reflect on learning outcomes

    Talk with participants about what they now handle better at work.

Questions for planning

  • Which tasks in the profile do participants recognise?
  • Which skill would be most useful in their working day?
  • How can the cases be adapted to participants’ levels?
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