Description
Plan and direct policies, procedures, or systems to prevent the loss of assets. Determine risk exposure or potential liability, and develop risk control measures.
Interests
- Conventional
- Enterprising
Work Values
- Achievement
- Relationships
- Independence
Work Styles
- Integrity
- Dependability
- Leadership
- Self-Control
- Attention to Detail
Tasks
- Coordinate or conduct internal investigations of problems such as employee theft and violations of corporate loss prevention policies.
- Administer systems and programs to reduce loss, maintain inventory control, or increase safety.
- Review loss prevention exception reports and cash discrepancies to ensure adherence to guidelines.
- Train loss prevention staff, retail managers, or store employees on loss control and prevention measures.
- Investigate or interview individuals suspected of shoplifting or internal theft.
Work Activities
- Getting Information
- Making Decisions and Solving Problems
- Communicating with Supervisors, Peers, or Subordinates
- Establishing and Maintaining Interpersonal Relationships
- Documenting/Recording Information
Detailed Work Activities
- Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources.
- Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems.
- Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
- Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time.
- Documenting/Recording Information - Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
- Identifying Objects, Actions, and Events - Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
- Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
- Working with Computers - Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
- Evaluating Information to Determine Compliance with Standards - Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
- Organizing, Planning, and Prioritizing Work - Developing specific goals and plans to prioritize, organize, and accomplish your work.
Technology Skills
- Data base user interface and query software
- Presentation software
- Electronic mail software
- Office suite software
- Operating system software
Skills
- Active Listening
- Reading Comprehension
- Speaking
- Complex Problem Solving
- Critical Thinking
Knowledge
- Public Safety and Security
- Law and Government
- Administration and Management
- English Language
- Education and Training
Most Common Education Level
The “Most Common Education Level” refers to the level of education held by the majority of workers in a given occupation. For example, if the highest percentage of workers in a role have an Associate’s Degree, that suggests this is the typical educational requirement. Knowing this helps you plan how many years of education you may need to pursue that career.
Certificates
Certificate name
Certified Fraud ExaminerCertifying Organization
Association of Certified Fraud Examiners
Type
Core
Certificate name
Water Loss SpecialistCertifying Organization
Restoration Industry Association
Type
Specialty
Certificate name
Loss Prevention CertifiedCertifying Organization
Loss Prevention Foundation
Type
Advanced
Income Percentile
The income percentiles show how earnings are distributed within a profession. The 10th percentile means that 10% of workers earned less than that amount. The median (50th percentile) indicates that half of workers earned more, and half earned less. The 90th percentile reflects what the top 10% of earners in the field make.
| Income Percentile | Income |
|---|---|
| Low (10%) | $NaN |
| Median (50%) | $NaN |
| High (90%) | $NaN |
Income by Experience
This table shows how income typically grows with experience—from entry level (0–2 years), to mid-level (3–7 years), to senior level (8+ years).
| Experience | Income |
|---|---|
| Entry Level | $50,000 |
| Mid Level | $100,000 |
| Senior Level | $150,000 |
Employability
There are currently 1,282,500 jobs in this career path. Over the next 10 years, that number is expected to increase to 1,356,200 positions, reflecting a projected growth of 6%.
The Projected Job Growth figure refers to the expected increase or decrease in employment within a specific career field over a certain period of time.
Projected Job Growth of 6%
The career information and data on this site incorporates information from O*NET Web Services by the U.S. Department of Labor, Employment and Training Administration (USDOL/ETA), with ONET® being a registered trademark of USDOL/ETA. Used under the CC BY 4.0 license. O*NET® is a trademark of USDOL/ETA; CareerOneStop, sponsored by the U.S. Department of Labor, Employment and Training Administration (DOLETA) and the Minnesota Department of Employment and Economic Development (DEED); and the U.S. Bureau of Labor Statistics (BLS).
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