MPS progress on the implementation of the Police Race and Diversity Learning and Development Programme

Report: 8
Date: 6 April 2006
By: Commissioner

Summary

This report details progress on MPS implementation of the Police Race and Diversity Learning and Development Programme published by the Home Office, ACPO, and the APA in November 2004. The report also includes an update on MPS progress on the development of training on the Race Relations Amendment Act (2000).

A. Recommendations

That

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

B. Supporting information

MPS Race and Diversity Learning and Development Programme Board

1. Activity to support the implementation of the National Police Race and Diversity Learning and Development Programme [1] has been ongoing since the beginning of 2005.

2. The governance processes to manage this programme of work are now in place and the first meeting of the MPS Programme Board, chaired by DAC Fitzpatrick, Director of the Diversity and Citizen Focus Directorate took place on 20 January. Although the terms of reference of the board will be subject to further amendment the main purpose of the board will be to:

• consider race and diversity learning and development in a pan MPS context
• share good practice
• overcome barriers to implementation
• provide a consistent approach across the MPS
• co-ordinate the delivery of an implementation strategy
• establish links with Training Management Board and other relevant MPS Programme Boards

Programme implementation plan

3. A Programme Implementation Plan will be co-ordinated by the Programme Board to address the following issues:

• The strategic methodology for implementing the RDLDP
• How the community will be involved in the implementation of the RDLDP
• The priority staff groups (and how the development of these groups will be prioritised)
• How the development of all other roles will be prioritised
• How the RDLDP learning resources provided by CENTREX will be utilised
• How learners in the MPS will access the learning and development resources
• How these resources will be contextualised to suit learners’ roles and local working environment
• Identification of the priority modules for each role
• Who will deliver learning and development programmes
• Who will provide advice on the strategy
• How the assessment process will be managed
• How implementation of the RDLDP will be monitored in the MPS
• How the progress of priority groups being assessed against the Race and Diversity National Occupational Standards (NOS) will be monitored
• How the assessment of all other personnel against the National Occupational Standards (NOS) will be monitored
• How the reaction of learners and training personnel to the materials and learning methods used will be monitored
• Whether the MPS will sign up to the CENTREX Licensing policy and buy into the national co-ordination and evaluation of the RDLDP.
• MPS-wide implementation of national race and diversity learning and development resources (to include those provided by CENTREX)
• Development of contextualised learning and development
• Provision of guidance on community involvement in the needs analysis, design, delivery and evaluation of race and diversity learning and development.

Programme board working group

4. To assist with the development and delivery of the implementation plan a Working Group has been established with representation from each business area. The first meeting of the working group took place on 7 March. It was agreed by the Programme Board that the working group should initially focus on progressing the following issues:

• Identification of priority groups (to be targeted for diversity learning and development)
• Prioritising those groups
• Take up of learning resources
• Programme implementation monitoring and assessment

5. A Challenge Panel will also be established so that MPS staff associations, the police federation, police staff trade unions and independent advisory groups have an opportunity to contribute to the development of this programme of work.

Implementation strategy

6. In July 06, following input from MPS business areas (via the Working Group) an implementation strategy will be published setting out key activity for 2006-09. Each business area will produce programme implementation plans which will be monitored and reviewed by the programme board.

Race and Diversity Learning and Development Resources

7. The national strategy is supported by a set of flexible learning resources available free of charge to all forces. The learning resources have been developed by CENTREX, in conjunction with subject matter experts, a consultation framework of diversity organisations, police forces and staff associations and other stakeholders.

8. These learning resources are a blended learning programme in the form of text-based and E-Learning modules. The modules are blended in that they are interlinked and mutually supporting or can be used as stand alone products. Both formats are mapped against the Race and Diversity National Occupational Standards. The programme builds upon a generic diversity module, with additional modules across the 6 key diversity areas. The Disability and Sexual Orientation modules have been developed with significant input from the MPS.

9. Each module provides subject matter learning required by all staff in the wider policing family and the additional requirements for supervisory staff. All material covers employment and service delivery and for each module there is additional trainer guidance. The learning resources are being distributed to forces as they are completed and the full set together with supplementary material will be available by 31 March 06.

10. The Disability Awareness E-Learning resource was completed by CENTREX last year and a Race Awareness E-Learning module is also now available. Because both of these E-Learning resources support key legislation they will be provided to all MPS officers and staff during 2006/07 (although work will need to be undertaken to prioritise which groups of staff receive this material first and how the resources will be contextualised to make it relevant to the learners’ role, area of responsibility and local working environment).

Race Awareness E-Learning Module (incorporating the RRAA 2000)

11. The Race Awareness E-Learning Module has been designed to provide police officers and staff with an understanding of the promotion of race equality (to support the general duty of the RRAA 2000) [2].

12. The Race Awareness E-Learning Module is supported by a comprehensive workbook which will be available to staff via Training Managers.

13. MPS-wide delivery of the module is due to commence from 1 April once approval for the programme to be included in the 06/07 Annual Training Plan has been given by Training Management Board. The module will initially be delivered to priority groups of staff identified by MPS Business Areas from 1 April-31 December 08.

Concerns about the use of E-Learning

14. It is important to emphasise that although E-Learning products will be available across the 6 main diversity areas, these resources will be provided so that police officers and staff attain a level of knowledge and understanding around race and diversity issues to assist their assessment of competence against the Race and Diversity National Occupational Standards 1A4 and 1A5.

15. It is recognised that E-Learning can be more appropriate for certain learning and development areas i.e. knowledge around legislation, basic understanding, but not so effective in assisting development in other areas.

16. Any E-Learning resource will be supplemented by additional learning and development, in particular, activities that contextualise the learning so it is relevant to an individual’s rank/grade; role; environment and area of work.

Contextualising the E-Learning Resources

17. A number of projects to support the development of contextualised learning and development are already under development under the theme of ‘key encounters’. These projects include work with Greenwich Borough to contextualise the Disability E-Learning for police officers and staff and work with Hounslow BOCU and Transport OCU on the development of the stop and search/key encounter programme. This work will help identify (through interviews/focus groups with officers/staff and the community) the issues that impact on stop and search and recommend learning and development processes (which can be repeated across the MPS).

18. Concerns have been expressed about how ‘contextualised’ learning will support officers and staff who are regularly posted to different geographical locations. This issue is being considered by the MPS Programme Board but it is anticipated that as officers and staff move around the organisation local induction processes will include detailed briefings about local race and diversity issues. In some cases this is already routinely happening, although it is recognised that more work will need to be done in consultation with the Programme Board, to address the issue.

Race and Diversity National Occupational Standards

19. A key objective of the race and diversity learning and development programme is that by 2009 all police officers and staff demonstrate competence in NOS 1A4 (foster respect for equality and human rights) and by 2007/08, supervisors and others in leadership and critical roles are able to demonstrate competence in 1A5 (promote respect for equality and human rights) [3]. At present the Race and Diversity Occupational Standards are under consultation by Skills for Justice and changes are likely to be made to them during 2006.

20. In conjunction with assessment against National Occupational Standards, (by 2007) all forces will be required to implement an effective PDR system for their officers and staff, using the Skills for Justice integrated competency framework. An effective system will need to be integrated with other HR processes; to assist with selection, promotion, career development, accreditations, qualifications and training delivery.

21. Concerns about MPS achievement of these objectives by 2009 were raised at the Programme Board. It was agreed that Diversity and Citizen Focus Directorate Learning and Development Branch would progress this as part of the Programme Implementation Plan in conjunction with the appropriate HR Directorate lead.

Guidance on community involvement in the needs analysis, design, delivery and evaluation of race and diversity learning and development

22. Alongside the publication of the race and diversity learning and development programme in November 04, the Association of Police Authorities published guidance on the involvement of communities in police learning and development. The guidance includes case studies and advice on planning the community involvement process; engaging with communities; analysing learning and development needs; training design; and, community involvement in training delivery and evaluation. The Diversity and Citizen Focus Diversity Learning and Development Branch is producing MPS guidance on the involvement of the community in race and diversity learning and development, incorporating information from the APA guide, together with MPS-specific case-studies.

23. The processes to assist the development of this work will include consultation with Staff Associations and MPS Independent Advisory Groups and the community contributors involved in the Recruit Foundation Course and the PCSO development programme.

Annual Data Requirement (ADR)/HMIC Baseline Assessments

24 Under the ADR the MPS is required to provide data on a range of activities including progress on the implementation of the Race and Diversity Learning and Development Programme.

25. The Home Office has already asked for information on the implementation of the Race and Diversity Occupational Standards and HMIC baseline assessments will grade performance using a four-band system (of excellent through to poor). These grades will inform the tailored inspection programme for each force, with areas of under-performance subject to further scrutiny.

C. Race and equality impact

Implementation of the Strategy for Improving Police Performance in Race and Diversity will have major implications for all future MPS learning and development programmes across each of the main diversity strands. In particular, there will be a move away from the ‘one-size-fits-all’ approach to diversity training to one that considers diversity learning and development needs based on an individual’s rank/grade, role and working environment. The involvement of the community in the analysis, design, delivery and evaluation of diversity learning and development will also be a key feature of all future programmes.

D. Financial implications

The LGBT Performance Needs Analysis programme cost £50,000 to complete. The costs associated with the implementation of the Race and Diversity Learning and Development Programme will be met from within existing Diversity and Citizen Focus Directorate budgets. It is acknowledged however that there will be additional opportunity costs incurred by business areas as a result of abstractions (to enable staff to participate in diversity learning and development programmes).

E. Background papers

None

F. Contact details

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

For more information contact:

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

Appendix 1

Strategy for improving police performance in race and diversity

1. The strategy for improving police performance in race and diversity covers the race and diversity learning and development needs of the police service in England and Wales. As well as officers at all ranks, it also applies to all police staff and the wider police family, including Special Constables and Police Community Support Officers.

2. The strategy sets out the priorities for the tripartite partners (the Home Office, the Association of Police Authorities (APA) and ACPO) and is aimed primarily at Police Authorities, Chief Officers and other senior managers, HR Directors, Force Training Managers and CENTREX.

3. It applies to all diversity areas, in particular, race, gender, sexual orientation, disability, age, religion and belief.

4. The strategy is linked to other CENTREX police learning and development programmes, including the Initial Police Learning and Development Programme, the Core Leadership Development Programme and the Senior Leadership Development Programme.

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

Race and Diversity Learning and Development Programme (RDLDP)

6. A key element of the strategy is a 5 year race and diversity learning and development programme for the police service.

7. 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.”

8. A major feature of the programme is that in addition to the introduction of generic race and diversity learning and development resources (which will include E-Learning and text-based material) race and diversity learning and development will be ‘contextualised’ so that it is relevant to individual circumstances, such as the learner’s role, rank or grade and the local policing environment.

9. For the police service this represents a move away from the ‘one-size-fits-all’ approach to diversity learning and development to one that meets the specific needs of the individual.
MPS Progress on Implementation of the Race and Diversity Learning and Development Programme.

10. In April 2005 the Home Office issued guidance setting out the immediate actions required by forces and authorities to implement the national strategy. Key actions included:

• Establishing a Programme Board
• Appointment of a Race and Diversity Champion
• Implementation of police authority scrutiny and review processes

11. In January 2006, the Home Office issued further guidance to forces on the contextualisation, assessment and evaluation of race and diversity learning and development resources.

12. The Diversity and Citizen Focus Directorate’s Diversity Learning and Development Branch has lead responsibility for the implementation of the race and diversity learning and development programme within the MPS. The Branch has been restructured to support this work and now has a team of Policy Officers to provide advice and guidance to the MPS on the implementation of the programme.

Appendix 2

Race Awareness E-Learning Module: Programme Content

• Race awareness
  • Definition of race
  • Institutional racism
  • Multi-racial Britain
  • 2001 Census data
  • Race Relations Act 1976 (Amendment) Regulations 2003
  • RRAA 2000
  • Race Equality Schemes
  • The role of the Commission for Racial Equality
  • CRE recommendations
• Responding to a racist incident
  • Definition of a racist incident
  • Racially aggravated offences
  • Reporting a racist incident
  • Who should record it
  • Impact of recording a racist incident
  • How can victims record a racist incident
  • Support for victims and their families
  • Victim Charter
  • Repeated racist attacks and harassment
  • Reducing racist incidents
• Disproportionality
  • What does the law say
  • Working with hard to reach groups
• Working together
  • Liaison with the family
  • Racist murder
  • Institutional racism
  • The impact of ethnocentricity in the police service
  • Canteen culture
  • Recruiting and Retaining BME Staff
  • Increasing trust and confidence in policing
• Supervisors: Indentifying and tackling racism in a team
  • Tackling inappropriate behaviour in a team
  • Why it is important to consider race and community issues when planning a local operation
  • Your team and the community
  • Race Equality Schemes
  • Race Impact Assessments
  • Ethnic Monitoring

Appendix 3

Race and Diversity Occupational Standards

1A4 Foster people’s equality, diversity and rights

Summary

This unit is about acknowledging the equality and diversity of people and their rights and responsibilities. Because of the often sensitive nature of the information about people with which the sector deals, the maintenance of confidentiality is also included.

Whilst it is recognised that you may not always be in a position to change and influence structures directly, you are expected to be proactive against discrimination.

The standards recognise that to acknowledge people’s equality, diversity and rights you must be able to handle a number of competing tensions: within people themselves, and between different people.

When identifying the various and diverse groups that may experience discrimination, you may wish to consider the following: race/ethnicity, religion/faith, sexual orientation, social status, poverty, physical disability, learning disabilities and mental health, age, gender/sex, migrants, asylum seekers, travellers (including Roma), non-English speaking groups, single parents, unemployed, students, mixed heritage, family status, political belief. (This list is illustrative of the levels of diversity and complexity of a society but is not exhaustive.)

The term ‘people’ is used broadly to cover individuals, families, groups, communities and organisations. The people may be clients, colleagues or anyone else with whom you come into contact.

This unit is aimed at those whose work role is limited in terms of accountability or overall responsibility, generally those who work in a supporting role to others.

1A5 Promote people’s equality, diversity and rights

Summary

This unit is about promoting the equality and diversity of people and their rights and responsibilities. Because of the often sensitive nature of the information about people with which the sector deals, the promotion of confidentiality is also included. You are expected to be proactive in promoting people’s rights and responsibilities; equality and diversity; people’s right to confidentiality.

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