c. Base the program on the total security posture of the post.
begin with an explanation of the program, its aims, and objectives--the WHY.
d. Then, develop the necessary tools to reach those goals and objectives--the
e. Describe the methods of education of the program.
Do so through
individual and group conferences, meetings, and speeches.
Use the news media,
posters, placards, leaflets, etc.--the HOW.
f. Provide for initial and refresher training. Also, provide for debriefing
of appropriate persons.
This will be needed upon their reassignment, retirement,
departure on leave, and at other times.
g. Stress the absolute requirement for the support of every person.
regardless of the security clearance he may or may not have. Do so regardless of
his work assignment.
h. As a minimum, include material on any recent incidents of security
deficiency or violation. Also include material on any areas of laxity. If there
are any trends in the security posture of the post, include this data also.
Scheduling and Testing.
a. Frequent, short periods of instruction are better than less frequent long
The ideas contained in four well-planned weekly 15-minute classes are
more readily absorbed. Those contained in a 1-hour lecture once a month are not.
This is so regardless of how well the latter is planned and delivered. Instruction
that trespasses on the free time of the audience is seldom well received.
periods to selected groups are easier to schedule without disrupting the operation.
b. In any form of instruction, testing serves a dual purpose.
keeps the audience alert. Second, it indicates the efficiency of the presentation
and the total program. These do not necessarily involve written answers. In fact,
skits, and hypothetical situations tend to enliven the session.
participation will give the same results.
An audience enjoys giving consequences
or solutions to situations.