


































International Journal of Social and Educational Innovation (IJSEIro) 

Volume 6 / Issue 12 / 2019 

 

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Content, methodology and results of the study on the 

formation of readiness to future border guard officers to 

apply risk analysis methods 

 

 

 
Оlena Pshenychna 

Bohdan Khmelnytsky National Academy of the State Border Guard Service of Ukraine, Ukraine 

E-mail: zetta2307@gmail.com  

 

Oleksandr Didenko 

Doctor of Pedagogical Sciences, Professor, Bohdan Khmelnytsky National Academy of the State 

Border Guard Service of Ukraine, Ukraine 

E-mail: didenko.alexandr69@gmail.com  

 

Mariia Oliiynyk 

Doctor of Pedagogical Sciences, Head of the Chair of Pedagogy and Psychology of Preschool 

Education, Yuriy Fedkovych Chernivtsi National University, Chernivtsi, Ukraine 

E-mail oliynykm69@ukr.net 

 

 

Abstract. The article reveals the content, methods and results of the study of the formation of 

readiness to future border guard officers to apply risk analysis methods. The essence of readiness for 

application of methods of risk analysis in operational and service activity, criteria and indicators are 

defined, levels and state of the formation are characterized. For effective formation of readiness of 

future frontier officers to apply risk analysis methods, pedagogical conditions have been 

substantiated and tested experimentally. Based on the research results, methodological 

recommendations have been developed for cadets, scientific and pedagogical staff. 

 

 

Keywords: readiness, risk analysis methods, border guard officer, pedagogical conditions. 

 

 

 

1. Introduction. The development of the State Border Guard Service of Ukraine (SBGSU) as a 

special-purpose law enforcement agency envisages the development of joint personnel training 

programs, the implementation of an integrated education system involving teachers and instructors 

from NATO and EU member states, and the formation of a new security culture based on expert 

assessment of risks and potential threats. This actualizes the need for training of highly qualified 

officers who know the features of information and analytical support of operational and service 

activities, risk analysis methodology in the State Border Guard Service of Ukraine, the order of 

identification of risks and threats, are able to carry out risk analysis in the field of state border 

protection, apply risk management systems in the State Border Guard Service and on the basis of this 

to make reasonable and effective managerial and professional decisions to protect the state border. 

Therefore, the border guard officer must have special knowledge, skills and professionally important 

mailto:zetta2307@gmail.com
mailto:didenko.alexandr69@gmail.com


International Journal of Social and Educational Innovation (IJSEIro) 

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qualities that make up the content of professional readiness to apply risk analysis methods in 

operational and service activities. 

 

 

2. Analysis of the last research and publications. The problem of training future border guard 

officers for professional activities, including informational and analytical work, is the subject of 

interest of many scientists. The works of A. Halimov, D. Ishchenko, V. Miroshnichenko, 

B. Alekseenko, A. Stavytsky discuss various aspects of the formation and development of 

professionally important qualities and professional competence of officers. The problem of risk and 

its calculations in the border control system were studied by О. Androshchuk, V. Нorodnov, 

S. Kashtelan, A. Kurashkevych, A. Maltsev, A. Makhniuk and others.  

O. Didenko, A. Balendr, A. Bilorus, A. Zabolotna and others are studying the problem of organizing 

the educational process in a higher military educational institution and the peculiarities of forming 

the readiness to future border officers for professional activity. Certain aspects of the theory and 

practice of using risk analysis methods are as well presented in the works of foreign scientists (J. 

Johnstone, D. McDowell, H. Mueller, D. Navrotsky, K. Skazhynska, M. Janicki). 

 

 

However, there is still no complex research on the problem of formation of professional readiness to 

future border officers to apply risk analysis methods in operational and service activities for today. 

The aim of the article is to reveal the content, methodology and results of the study of the formation 

of readiness to future border guard officers to apply risk analysis methods. 

 

 

3. Materials and methods. Theoretical, empirical and mathematical methods were applied in the 

process of the scientific research. Theoretical (retrospective and comparative analysis, synthesis, 

generalization, systematization of program and normative documents, scientific literature, 

educational and methodical documentation and professional training experience) are used to find out 

the state of the development of the research problem in pedagogical theory and practice, as well as to 

determine the content and structure of the basic concepts of the research and justification of 

pedagogical conditions for the formation of readiness to future border guard officers to use methods 

of risk analysis. Empirical methods (questionnaires, testing, interviews, conversations, pedagogical 

observation, and analysis of the results of training activities of officers) are used to specify the criteria, 

indicators and levels of formation of the above-mentioned readiness. The method of expert 

assessments is used to diagnose the state of formation of the specified readiness, to identify 

deficiencies in the learning process. The pedagogical experiment was used to test the hypothesis and 

effectiveness of pedagogical conditions for forming the readiness to future border guard officers to 

apply risk analysis methods in operational and service activities. Methods of mathematical statistics 

(Kolmogorov-Smirnov’s criterion and Pearson's criterion) are used for the analysis of the received 

data and for the establishment of quantitative dependences between the studied phenomena, processes 

and interpretation of the results of introduction of pedagogical conditions and methods of formation 

of readiness to future border guard officers for the application of methods of risk analysis in 

operational and service activity. 

 

 

4. The results and their discussion. According to the results of the analysis of scientific works on 

the research problem, it was found that they can be divided into several groups. First of all, these are 

studies where the methods of risk analysis are mathematically justified (B. Pascal, P. Fermat, 

G. Leibniz, J. Bernoulli, F. Galton, etc.); economic theories of risk are developed (A. Smith, J. Mill, 



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N. Senior, A. Marshall, A. Pigue, etc.), as well as works in which general provisions of risk 

gnoseology are disclosed.  

 

 

The second group of studies is the works of scientists where there are considered the issues of risk 

and its calculation in the system of management and risk-management (A. Fayol, M. McCarthy, 

T. Flynn, T. Bedford, R. Cook, etc.), of customs (S. Galko, P. Pashko, G. Kulik, B. Litovchenko, 

O. Vakulchyk, O. Komarov, E. Knyshek, etc.) and of border control (O. Androshchuk, V. Gorodnov, 

S. Kastelian, A. Kurashkevich, A. Maltsev, A. Makhniuk, O. Stavytsky, etc.). 

 

The third group includes works in which the issues of risk analysis readiness are considered in the 

context of the general training of the border guard officer for the professional activities (L. Balahur, 

Y. Demianuk, O. Safin, V. Ulich, Y. Tsarev, N. Chornousenko, etc.), as well as the formation of 

professional competence (A. Bilorus, O. Didenko, I. Novak, O. Torichny, etc.).  

 

It has been established that in modern conditions it is impossible for the personnel of state border 

protection bodies to perform border protection tasks without proper analytical activities and readiness 

to apply risk analysis methods (Instruction, 2010). Taking into account the scientific views on the 

category of readiness (Balendr, 2011, Diachenko, 1979, Storozhuk, 2010) and the specifics of 

operational and service activities of the border guard officers, their readiness for the use of methods 

of risk analysis in operational and service activities can be defined as a professionally important 

personal quality, which provides an appropriate level of application of methods of risk analysis in 

operational and service activities, covers the awareness of future specialists of the importance and 

role of this readiness for the effective solution of problems in operational and service activities, the 

system of knowledge, as well as the ability and skills to properly apply the risk analysis method in 

operational and service activities. 

 

Structurally, the readiness of future border guard officers to apply risk analysis methods in operational 

and service activities contains motivational-personal, cognitive-educational and operational-resulting 

components. The motivational-personal component characterizes the incentive aspect of readiness to 

apply risk analysis methods in operational and service activities. The cognitive-educational 

component covers the system of knowledge about the features of information and analytical support 

of operational and service activities of state border protection agencies. The operational-resulting 

component is revealed in the aggregate of skills for the proper application of risk analysis methods, 

which perfectly ensure the effective performance of state border protection tasks. 

 

Taking into account the results of studies performed by A. Balendr (2011), M. Karpushyna (2017), 

A. Mykhailyshyna (2002), A. Marchenko (2007) and others, it was found that the formation of future 

border guard officers’ readiness to use risk analysis methods can be assessed by three criteria and 

corresponding indicators, in particular, motivation, cognitive and activity (ability to generate ideas; 

ability to think critically; independence in solving complex problems; creative approach to solving 

complex problems of informational and analytical activity). The use of these criteria allows us to 

identify three levels of readiness for future border guards to be prepared to apply risk analysis methods 

(low, medium and optimal). 

 

 

With the use of this diagnostic apparatus in the period from February 2016 to September 2017 on the 

basis of Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine 

(NASBGSU) there was conducted the ascertaining stage of the experiment. The results of the survey, 

observation, questionnaires, conversations with students and teachers, as well as the performance of 



International Journal of Social and Educational Innovation (IJSEIro) 

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special tasks showed that future border guard officers are not sufficiently prepared to apply risks: 

only 17.20 % of cadets have an optimal level of readiness to use risk analysis methods. The majority 

of cadets are at an average level of 47.85 % and a low level of 34.95 %. This can be explained by the 

fact that the cadets are not sufficiently motivated to study risk issues; they do not always know how 

to develop a clear plan of action in a difficult or unusual situation, do not always know how to generate 

ideas and think quickly in the process of analytical activities on risk profiling. It is difficult for them 

to solve complex tasks on their own, to make decisions and predict the development of situations on 

the analysis of risks, to apply a creative approach to solving complex problems of information and 

analytical activities. This state of affairs has confirmed the need to organize the systematic work on 

the formation of risk readiness to future border guard officers.  

 

Taking into account the results of the analysis of scientific and pedagogical literature, in particular 

the provisions on the importance of motivation for the development of a person’s ability for creative 

analytical activity, the importance of knowledge as the basis for all the components of readiness, the 

presence of a problem situation as a condition for the emergence of creative thinking, as well as the 

importance of analytical thinking and creative approach to all the tasks, it has been established that 

the main pedagogical conditions for the formation of readiness for the use of methods of risk analysis 

in operational and service activities are the following: increasing the motivation to study and analyse 

border security risks; introduction of a special thematic course for in-depth study of the essence of an 

integrated risk analysis model; application of innovative forms and methods of training for mastering 

the skills and abilities of analytical and creative activity in making managerial decisions on the 

organization of state border protection.  

 

 

Experimental work to test the effectiveness of these pedagogical conditions was organized from 

October 2017 to May 2019 at the NASBGSU. 198 cadets of the Faculty of State Border Defence and 

Protection took part in the pedagogical experiment (the direction of training “Protection and Defence 

of State Border”), Faculty of Law Enforcement activity (training direction “Jurisprudence”), Faculty 

of Foreign Languages and the Humanities (specialty “Philology”), as well as 18 representatives of 

scientific and pedagogical staff of Bohdan Khmelnytskyi National Academy of the State Border 

Guard Service of Ukraine.  

 

 

From the organizational point of view, the method of introducing pedagogical conditions is a set of 

complex (systemic) pedagogical measures of influence on cadets in the process of gradual formation 

of their readiness to apply methods of risk analysis in operational and service activities. The formative 

stage of the pedagogical experiment included the introduction of pedagogical conditions and methods 

of forming readiness for risk analysis methods application. In particular, according to the first 

pedagogical condition, the focus was on increasing the motivation of future border guard officers to 

study and analyze border security risks. For this purpose, when teaching such educational disciplines 

as “Tactics of the Border Guard Service (management of the Border Guard Service)”, “Border 

Control (Organization of Border Control)” and a special seminar “Application of Risk Analysis 

Methods in the Operational-Service Activity of the Border Guard Service”, it was planned to update 

the value orientations of the cadets and explain the purpose of studying risk issues.  

 

 

According to the second condition, the knowledge of the cadets on risk issues was expanded with an 

additional special course. For this purpose, a special course was developed and conducted to train 

cadets for risk analysis – “Application of risk analysis methods in the operational performance of the 

SBGSU”, 100 hours. (3,3 credits). The components of the special course were mini-lectures, problem 



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and heuristic tasks for group discussion, examples of risk analysis and profiling, situation modelling, 

individual and group presentations. The special training programme included the training of future 

border guard officers in the application of risk analysis methods in operational and service activities, 

in-depth study of the essence of the integrated risk analysis model. The purpose of the special course 

was to provide cadets with knowledge about the risk analysis system in the State Border Guard 

Service of Ukraine, peculiarities of risk analysis methods application in operational and service 

activities.  

 

According to the third pedagogical condition, there was a wide use of active training methods to 

practice skills of analytical and creative activity to future border guard officers in making managerial 

decisions on the organization of the state border protection. In this case, it is taken into account that 

the specifics of performing the tasks of the professional activity of the border guard officer – the head 

of the border unit – is constantly associated with the analytical work and creative approach to all the 

matters. 

 

With this in mind, when studying certain topics in the academic disciplines “Tactics of the Border 

Guard Service (management of the Border Guard Service)”, “Border Control (Organization of Border 

Control)” and a special seminar “Application of risk analysis methods in the operational and service 

activities of the SBGSU”, problematic discussion of the application of risk analysis methods in 

operational and service activities was used. 

 

After the completion of the formative stage of the pedagogical experiment, a re-measurement of the 

formation of readiness for application of risk analysis methods in CG (control group ) and EG 

(experimental group ) cadets was made, the results of which are presented in Table 1. The table shows 

that EG mainly have optimum (38,24 %) and average (55,88 %) levels of formation of readiness for 

application of methods of risk analysis. The number of cadets with a low level is 5.88%. In CG 

26.53% and 50.0% of cadets have optimal and average level of readiness to use risk analysis methods, 

respectively. In this group, the number of individuals with low levels compared to the EG is much 

higher, at 23.47% (17.59% more than in the EG). This confirms the effectiveness of implementation 

of the proposed model and pedagogical conditions for the formation of readiness to use methods of 

risk analysis in operational and service activities. 

 

 

Table 1 

Comparative analysis of the formation of readiness for the use of methods of risk analysis to 

future border guard officers after the forming stage of the experiment  

(in %), n = 200 (CG – 98, EG – 102). 

Levels  Criteria  

Control group Experimental group 

The beginning 

of the experi-

ment 

The end of 

the experi-

ment. 

The 

beginning of 

the experi-

ment 

The end of 

the experi-

ment. 

Optimal 

Personal 

10 (10,20 %) 26 (26,53 %) 9 (8,82 %) 39 (38,24 %) 

Medium  33 (33,67 %) 49 (50,0 %) 32 (31,37 %) 57 (55,88 %) 

Low  55 (56,12 %) 23 (23,47 %) 61 (59,8 %) 6 (5,88 %) 

Optimal 

Cognitive 

9 (9,18 %) 25 (25,51 %) 8 (7,84 %) 38 (37,25 %) 

Medium 31 (31,63 %) 48 (48,98 %) 31 (30,4 %) 55 (53,92 %) 

Low 58 (59,18 %) 25 (25,51 %) 63 (61,76 %) 9 (8,82 %) 

Optimal Activity  8 (8,16 %) 21 (21,43 %) 7 (6,86 %) 37 (36,27 %) 



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Medium 29 (29,6 %) 47 (47,96 %) 30 (29,41 %) 53 (51,96 %) 

Low 61 (62,24 %) 30 (30,61 %) 65 (63,74 %) 12 (11,76 %) 

Medium 
Average 

value 

9 (9,18 %) 24 (24,49 %) 8 (7,84 %) 38 (37,25 %) 

Середній 31 (31,63 %) 48 (48,98 %) 31 (30,4 %) 55 (53,92 %) 

Low 58 (59,19 %) 26 (26,53 %) 63 (61,76 %) 9 (8,82 %) 

 

 

The statistical significance of the changes revealed as a result of the analysis in the level of readiness 

to apply risk analysis methods to future border guard officers of EG and CG is confirmed by the 

corresponding mathematical processing of the obtained data. Comparison of the results of the 

formation of readiness for the application of risk analysis methods in EG and CG of cadets using 

Kolmogorov-Smirnov’s criterion confirmed statistically significant differences in the distribution of 

these skills levels, since λkr ≥ λkr (1.63 ≥ 1.36) at the level of significance p ≤ 0 , 05. Thus, the 

efficiency of introducing pedagogical conditions for the formation of readiness to future border guard 

officers to use risk analysis methods in the process of professional training has been proved. 

Based on the results of the experimental work, methodical recommendations were developed for the 

scientific and pedagogical staff and cadets on the formation of readiness to use methods of risk 

analysis. It is recommended to use the provisions of a systematic, activity-oriented, personal-oriented 

and acmeological approach; to increase the motivation to future border guard officers to study and 

analyse border security risks; broaden cadets’ knowledge on risk issues using an additional special 

course, use active training methods to develop the analytical and creative skills of future border guard 

officers, etc. 

 

 

5. Conclusions and suggestions. Formation of readiness to future border guard officers to apply risk 

analysis methods in operational and service activities is possible under such pedagogical conditions: 

increasing the motivation to study and analyse border security risks; introduction of a special thematic 

course for in-depth study of the essence of an integrated risk analysis model; application of innovative 

forms and methods of training for mastering the skills and abilities of analytical and creative activity 

in making managerial decisions on the organization of the state border protection. 

 

The study has not covered all aspects of the problem. Further attention should be paid to the study of 

the potential of disciplines of the professional and practical cycle for the formation of cognitive-

educational and operational-resulting components of the readiness of future border guard officers to 

use risk analysis methods; peculiarities of the organization of self-education of cadets on the problems 

of risk application; development of analytical skills of border guard officers in the system of advanced 

training. 

 

 

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