Diversity training in the MPS

Report: 09
Date: 19 May 2005
By: Commissioner

Summary

This report details MPS diversity training activity following the completion of the Community and Race Relations Training Programme. The report highlights current work to support the new national race and diversity learning and development programme for the police service, the Performance Needs Analysis on gender issues and the Performance Needs Analysis (PNA) on Lesbian, Gay, Bi-Sexual and Transgender (LGBT) issues and proposals to support training on the Race Relations Amendment Act (2000).

A. Recommendations

That

1. Members note the report and the work in progress.

B. Supporting information

Introduction

1. The MPS like the majority of other police services completed a programme of Community and Race Relations (CRR) training in December 2002.

2 This report details MPS diversity training activity following the completion of the Community and Race Relations Training Programme. It also highlights current work to support the new national race and diversity learning and development programme for the police service, the Performance Needs Analysis on gender issues and the PNA on LGBT issues and proposals for training on the Race Relations Amendment Act (2000).

Diversity Learning and Development Branch

3. The main team responsible for diversity learning and development in the MPS, is the Diversity Learning and Development Branch. In February 2004, the Branch transferred from the Directorate of Training and Development to the Diversity Directorate.

4. The Branch currently comprises a strategy and policy team based at the Peel Centre, Hendon and a programme delivery unit responsible for training delivery. The Head of Programme Delivery is an Inspector. At present the unit employs 21 police diversity trainers (the majority of whom are police officers). The Head of Strategy and Policy is a member of Police Staff. The unit is staffed by police officers and police staff. The Head of Branch is also a member of Police Staff. The Branch is likely to undergo a degree of restructuring as part of a broader restructuring process within the Diversity Directorate.

5. In addition to the work detailed below, the Branch is also responsible for supporting the diversity content of recruit training, training for designated detention officers, the safer neighbourhood-based teams, training for Station Reception Officers, Police Community Support Officers (PCSOs) and Transport for London Revenue Inspectors.

6. The Branch also plays a key role on the Home Office programme board executive responsible for the implementation and development of the new national strategy for race and diversity in the police service.

7. A number of other diversity related training programmes have been developed by the Diversity Directorate’s Strategic Disability Team and the Development and Organisation Improvement Team. This work is detailed in paragraphs 49-55 below.

Diversity training review

8. Over the past 18 months there has been an extensive review of diversity training – across the police service.

9. In February 2003, Her Majesty’s Inspectorate of Constabularies (HMIC) published its thematic inspection report of Race and Diversity Training in the Police Service: ’Diversity Matters’. A key recommendation of Diversity Matters was that the Service needed to produce a “clear, well articulated learning requirement setting out what must be achieved in terms of the desired outcomes”. The Inspectorate found training in race and diversity had been “reasonably efficient in terms of meeting targets, but not totally effective in delivering organisational change”.

10. In October 2003, the Home Office issued a circular to Chief Officers on the service-wide response to Diversity Matters, with information on how the recommendations would be progressed and advice to forces and authorities on action to take in the interim.

11. Forces and authorities were advised that general guidance on future race and diversity training programmes would be issued in 2004 following the results of the national evaluation of CRR Training and quality assurance work being carried out by the Home Office. Forces and authorities were also advised to await developments before commissioning any new programmes of work.

MPA/MPS evaluation

12. The MPS and MPA evaluations of the CRR programme were completed in 2003. The Directorate of Training and Development’s Training Standards Unit completed the MPS evaluation of the programme and the findings were presented to the Equal Opportunities and Diversity Board (EODB) on 13 March 2003.

13. The MPA Evaluation of the CRR Programme, was undertaken by the Institute for Employment Studies (IES). The Steering Group for the MPA Evaluation programme met throughout 2003 and proposed that a project board be established to oversee an analysis of the results of both evaluation programmes. In particular, it was felt that this work needed to be undertaken to inform future diversity training practice.

Commission for Racial Equality - general investigation

14. The recently published Commission for Racial Equality (CRE) general investigation into the Police Service, Training Centres and others (England and Wales) also includes a strong focus on police diversity training.

Morris Inquiry

15. It is anticipated that the Morris Inquiry Report may also have implications for future MPS diversity training and development and we await the outcome of the analysis of the findings (by the MPS and MPA) with interest.

The next phase of diversity training

Strategy for improving police performance in race and diversity

16. As indicated in paragraph 9, in October 2003, the Home Office issued guidance to Chief Officers that no further diversity training should be undertaken until a strategy for improving police performance in race and diversity had been completed.

17. The strategy was published by the Home Office on 24 November 2004. It was developed by the Police Race and Diversity Learning and Development Programme Board, on which all key stakeholders including the Home Office, the Association of Police Authorities, the Association of Chief Police Officers, the MPS, CENTREX, staff associations and independent members of the Lawrence Steering Group were represented. The Board agreed the substance of the Strategy in September 2004 and it has been endorsed by the Police Training and Development Board, the Lawrence Steering Group and Ministers. On 25 January the Home Office published Circular 4/2005 setting out the immediate actions required by forces and authorities in relation to the implementation of the Strategy. Implementation details are outlined in paragraphs 32-33 below.

Race and diversity learning and development programme

18. A key element of the strategy is a five year race and diversity learning and development programme (to improve police performance).

19. The Police Race and Diversity Learning and Development Programme seeks to help fulfil the aim of the Government’s Police Reform Programme: “to provide a citizen-focused service that responds to the needs of individuals and communities and inspires confidence in the police.”

20. This is a major new initiative aimed at improving police performance in race and diversity through learning and development.

21. Although race remains the primary focus, the programme covers all diversity areas, including gender, sexual orientation, disability, age and religion and belief.

22. A major feature of the programme is that race and diversity learning and development will be contextualised to take into account individual circumstances, such as the learner’s role, rank or grade and the local policing environment.

23. This represents a move away from the ‘one-size-fits-all approach to diversity learning and development to one which meets the specific needs of the individual relevant to their role and area of responsibility.

24. As well as improving the provision of training, individuals must also have access to other means of development tailored to their particular needs, and there will be a clear link between all learning and development and improved performance at an individual, team, force and service-wide level.

25. An overall aim of the programme is that by 2009 everyone in the police service, including the wider police family, will have been assessed as competent against National Occupational Standards relating to race and diversity (NOS 1A4 and 1A5).

Performance needs analysis

26. CENTREX is currently working on the production of learning materials covering the six diversity areas (informed by a performance needs analysis programme). The first of these, focusing on disability issues has already been provided to forces (see paragraph 51 below).

27. The MPS has the national lead on two other PNAs; one on gender issues, the other on LGBT issues. These will be completed by the end of May 2005.

28. Both PNAs are being co-ordinated by the Diversity Learning and Development Branch and quality assured by the Directorate of Training and Development’s Training Standards Unit.

29. The PNA on LGBT issues commenced in October 2004 and a reference group with representation from the MPS LGBTAG and the Gay Police Association has been established. Members include GALOP and individuals working with ethnic minority LGBT communities and faith groups, individuals working with age groups and representatives from the Transgender community. The reference group will have responsibility for liaising with other LGBT organisations, both in the MPS area and nationally.

30. The gender PNA will link into work already being progressed by the Development and Organisation Improvement Team (DOIT).

31. Once the PNAs have been completed CENTREX will produce learning and development resources for forces on LGBT and gender issues. Other diversity learning and development resources will be provided by February 2006.

32. This work will provide an opportunity to review the content of all MPS training so that diversity issues are fully reflected in courses and programmes.

Implementation (of the Home Office strategy)

33. Home Office Circular (4/2005) sets out the immediate actions required by forces and authorities in relation to the implementation of the Strategy for Improving Police Performance in Race and Diversity. Key actions include:

• Establishing a Programme Board (January 2005). It is recommended that the chair of the board be a chief officer or member of the police authority. The board will need to include representatives of staff associations and independent advisory groups. All police business, including CID, public order and road policing departments will be accountable to the programme board for their performance in relation to race and diversity learning and development.
• Appointment of a Race and Diversity Champion (January 2005). Appointment of a chief officer to be a ‘champion’ of race and diversity learning and development.
• The Police Authority to implement a process within each force for Chief Constables to account for the achievement of the goals within the strategy and the steps required to achieve those goals.

34. The Diversity Directorate’s Learning and Development Branch has lead responsibility for the implementation of the Strategy within the MPS. This responsibility is included as an objective in the current MPS Interim Race Equality Scheme. However, progressing this work will be dependent on the establishment of the Programme Board to which the Diversity Learning and Development Branch will report.

Other MPS diversity training

Critical encounter programme

35. In November 2003, the recruit programme was revised to include a three-day race and diversity input in week one of the 18 week Foundation Course followed by a 4th day on ‘critical encounters’ in week two (involving members of the community).

36. The MPS has defined a ‘critical encounter’ as “Those individual encounters where the way the police manage the interaction internally or externally (at individual, team and organisational levels), is likely to have an impact upon the trust and confidence of the wider community, especially minority groups (visible and non-visible) and other under-represented groups.”

37. The critical encounter programme with recruit school involves a facilitated interface with community contributors representing three key groups: the African-Caribbean community; the LGB community, and the Asian community (including a religion perspective). The purpose of the day is to enable recruits to understand the concept of a critical encounter, and identify the factors that make an encounter a success for all parties concerned.

38. Recruits have an opportunity to hear about community contributors’ experiences and are debriefed by the facilitator to identify how an encounter could have been conducted more effectively.

39. A similar programme of work is currently being piloted on the Designated Detention Officer (DDOs) Training Programme. In a facilitated environment, DDOs meet members of the community that have been arrested and taken into custody. As with the recruit programme, DDOs consider what success would look and feel like for a member of the public in an arrest and detention situation (and for the DDO).

40. Proposals are also being developed to apply the critical encounter model to training on stop and search with a view to piloting the programme in a number of Borough Operational Command Units (BOCUs) in early 2005. In December 2004, MPS Training Management Board agreed an allocation of one training day per officer to support this work.

Race Relations Amendment Act 2000

41. In July 2004, the Director of the Diversity Directorate, commissioned MPS Training Standards Unit to undertake a performance needs analysis to identify any potential training needs arising from the implementation of the Race Relations Amendment Act 2000 (RRAA).

42. The Performance Needs Analysis was completed in October 2004 and presented to the Race Relations Amendment Act Steering Group in November and Training Management Board in December.

Performance gap training recommendations

43. The PNA identified various options to provide key knowledge of RRAA duties and develop the skills attitudes and behaviours required to meet these duties.

44. Key recommendations in the PNA report are that to meet the RRAA specific duty to train staff, new training objectives and supporting learning material addressing the general and specific duties should be developed and delivered to all staff, and that further, the MPS consider producing learning materials to develop skills to identify discrimination, potential discrimination and discriminatory outcomes.

45. These learning materials should be targeted principally at diversity managers, equalities coordinators, policy developers, inspection staff, project managers and staff who have responsibility for any of the specific duties.

46. The report also advises that this work could be progressed by commissioning the MPS Centre for Applied Learning Technology (CALT) to develop e-learning modules specific to RRAA general and specific duties to be made available from mid 2005.

47. The PNA recognised that e-learning had the potential to be a more cost effective way of developing the knowledge and understanding of staff of the general and specific duties of the Act compared to a classroom-based solution. It is also acknowledged that there are limitations to e-learning and that additional training will need to be provided, particularly to diversity managers, equalities coordinators, policy developers, inspection staff and project managers.

48. This work is being co-ordinated by Diversity Learning and Development Branch in consultation with CALT.

49. In addition to diversity training programmes developed by Diversity Learning and Development Branch, a number of other diversity-related programmes have been developed within the MPS. These include disability training developed by the Strategic Disability Team, training on Domestic Violence and a LGB drama workshop for managers developed by the Diversity Directorate’s Development Organisation Improvement Team (DOIT).

Disability training

50. The broadening of the Disability Discrimination Act (DDA) from 1 October 2004, brought new and major considerations for the police service. Disability training was initially considered outside and in advance of the remaining areas of the National Race and Diversity Learning Programme because of this. The Home Office committee responsible for developing national police guidance on the changes to the legislation had initial ownership of this work.

51. The MPS has been a key player in this work from the outset through the Director of the MPS Strategic Disability Team, who holds the national ACPO portfolio in this area.
52. In July 2004, this work was drawn into the National Learning Requirement with its own Project Board, when Centrex was commissioned to develop a programme of learning. The strategy, which will be consistent across all other areas of diversity, will be to cover both employment issues and service delivery practice. Centrex will deliver text products, which will be complemented by e-learning through the National Centre for Applied Learning Technology (NCALT).

53. The Director of the MPS Strategic Disability Team as senior sponsor of the programme has provided key support to the programme through the provision of project management from the MPS Diversity Directorate.

54. This programme has been developed from a national performance needs analysis, incorporating an internal and external consultation process, in which the MPS has been fully involved. The programme is fully supportive of the national Home Office guidance on Disability.

55. The first module on the employment issues was delivered to forces in November 2004. A further module on service delivery issues is nearing completion and was scheduled to be added to the resource in January 2005. NCALT will deliver the supporting e-learning module by the end of March 2005.

56. In December 2004, the programme received the endorsement of the MPS Training Management Board and two days mandatory training has been allocated from the 2005/06 annual training plan to cover Disability awareness, Critical Encounter and Mental Health training.

‘Contextualised’ Disability Awareness Training

57. In early January 2004, the MPS and local community trainers delivered a disability awareness-training package to staff in Greenwich specifically tailored to the needs of front line staff.

58. There was a positive reaction to the training, which was the subject of both an internal and external evaluation.

59. However, with the completion of the CENTREX programme the original material will now be rationalised against the authoritative text of the national programme and the Borough of Greenwich will have the opportunity to pilot the package as a ‘contextualised’ and facilitated group-learning event. External disability consultants who advised on the national package are available to assist in both the adaptation and facilitation of the material to Greenwich’s needs.

60. The continuation of this programme has been planned and budgeted for and is hoped to take place in the first half of 2005.

Domestic violence risk assessment training

61. In June 2004, a project team involving Diversity Learning and Development Branch trainers was established to manage the roll-out of a two day training programme designed to enable BOCU trainers, supported by domestic violence specialists, to deliver a one day domestic violence input to all front line BOCU staff. The Domestic Violence Risk Assessment Programme is currently being delivered across the MPS.

LGB drama workshops for managers

62. During 2004, a number of drama workshops for managers with a focus on LGB issues have been provided by the Diversity Directorate’s Development and Organisation Improvement Team (DOIT). The workshops involve professional actors who recreate a range of employment scenarios (based on real incidents) in a facilitated interactive environment. The majority of the workshop participants are HR and Personnel Managers and the programme is currently being evaluated.

C. Race and equality impact

Implementation of the Strategy for Improving Performance in Race and Diversity will have major implications for future diversity training and development programmes in the MPS across each of the main diversity strands. The development and implementation of e-learning to support RRAA training will ensure an initial level of knowledge and understanding of the Act across the Service and will support additional training for staff who have particular responsibility for implementing the specific duties of the Act.

D. Financial implications

1. The anticipated expenditure (for 2005/06) to support the critical encounter programme for recruit training and the Designated Detention Officer programme is £165,000 (to be met from the Diversity Training Branch project funding budget).

2. A fundamental part of the new Strategy for Improving Performance in Race and Diversity is the commitment to engage the community in all stages of the learning and development cycle. Until systems are in place for boroughs and HQ departments to bid for and allocate funds to support community engagement in their learning and development opportunities, it is anticipated the Diversity Learning and Development Branch will be required to meet this expenditure. This is estimated at £200,000 and will be contained within existing budgets.

3. CALT estimate e-learning development costs for the RRAA (2000) training programme to be in the region of £50,000 (which will be contained within existing budgets).

E. Background papers

None

F. Contact details

Report author:  Shaun Kennedy, Head of Diversity Learning and Development, Diversity Directorate.

For more information contact:

MPA general: 020 7202 0202
Media enquiries: 020 7202 0217/18

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