How the MPS will deliver equality through training

Report: 6
Date: 6 December 2007
By: Director of Training and Development on behalf of the Commissioner

Summary

As requested by the chair of the Equal Opportunities and Diversity Board, this report provides an overview of the work being undertaken by the MPS to deliver equality through training. Specifically, it updates progress on initiatives underway to support, promote and deliver equality and diversity, and outlines key challenges remaining within training that impact upon delivery with a summary of the proposals being considered as to the most appropriate way forward.

A. Recommendations

That members note the content of the report.

B. Supporting information

1. This report considers some of the key equality and diversity developments in MPS training and development. It builds on the information contained in the MPS Annual Learning & Development Business Plan 2007/2008 previously presented at the MPA Co-ordination and Policing Committee, 7 June 2007 (Report 11). It also provides an outline of some of the challenges that remain along with actions being considered by the Director of Training and Development in determining the way ahead.

2. Training is a very significant part of MPS activity. There are around 1480 course titles in the MPS training catalogue and the 2007/08 planned delivery is some 816,258 student days. These figures do not include time spent by individuals on e-learning, external courses or other personal development. This means that training and development activity has a considerable impact on availability for frontline policing. Accordingly, there are structures in place to ensure it is prioritised in accordance with MPS needs and delivered as efficiently as possible.

Overview of the MPS Training Management Structure

3. A senior ACPO officer (Deputy Assistant Commissioner) serves as the Director of Training and Development with overall responsibility for all training delivered across the MPS. The Director of Training and Development reports to the Director of Human Resources (HR) who is a member the Commissioner’s Management Board and whose strategic portfolio includes training pan-MPS. The strategic direction of MPS training is agreed and maintained by the MPS Training Management Board and the Director of Training and Development is a key member of that Board. The membership of TMB also includes ACPO level representatives from each of the MPS business groups. The main functions of TMB are to:

• agree MPS learning and development policy
• approve and, monitor delivery of, the MPS Annual Learning and Development Plan
• agree training proposals that make demands across MPS business groups.

4. The last of these is a particularly important function since it is the way in which the training aspirations of business groups and specialist units are moderated in relation to the priorities and capacity of the MPS as a whole. All proposals for new training must be based on a performance needs analysis and include consideration of both equality and diversity implications and the resource demands of the proposed solution. New legislation and national policing initiatives have resulted in a growing requirement for mandatory training over the years and one of TMB’s functions is to maintain an overview of this to ensure that the impact on frontline policing is contained within reasonable limits.

5. Although the Director of Training and Development has overall responsibility for all training, authority over training delivered by other MPS business groups is indirect. Each MPS business group has a training board that mirrors the functions of TMB. The TMB business group representatives chair these boards. Consequently, the Territorial Policing Training Board has direct responsibility for Borough-led training whilst the Director of Training Development maintains a strategic overview of the way in which that responsibility is exercised. A fuller description of the training management structure is shown at Appendix 1.

Supporting, promoting and delivering equality and diversity through training

6. Training has long been seen as a crucial element in respect of supporting and promoting equality and diversity. Over the last ten years there has been a systematic move to ensure that equality and diversity are “designed in”, rather than “added on”. Particular attention has been paid to key areas of training policy, processes and delivery.

7. In relation to policy and processes:

• all new training design is based on the findings of a performance needs analysis. Equalities issues are considered in the selection of delivery method and training materials are scrutinised by Diversity Learning and Development Branch
• applications for non-mandatory training courses are made on a corporate form, which is structured to capture the full range of equalities data. All forms are retained whether or not the application has been successful and subsequently data is analysed to produce an annual report for Training Management Board. There is no evidence of any statistically significant discriminatory practices in this respect. Indeed our analysis shows that such variations tend to favour females and minority groups across the full range of diversity strands
• the Director of Training and Development, through HR Training delivery, has established a Training Independent Advisory Group (IAG) with responsibility for advising on the development and delivery of training. The recent Diversity and Citizen Focus Directorate (D&CFD) IAG Review has produced a comprehensive range of recommendations that intend to influence the conduct of all MPS advisory group processes. The current Directorate of Training and Development Training IAG format and process may be subject to change as a result
• training evaluation and review processes afford the opportunity for periodic scrutiny. For example, the evaluation of Directorate of Professional Standards’ training, carried out by the Learning Standards and Performance Unit, included a challenge panel composed of MPA members and others.

8. In addition to contextualising equality and diversity within the overall delivery of training, particular attention is paid to delivering specific equalities and diversity training to key groups at selected career points and through development opportunities. It is important to emphasis however that training is only one of the tools for improving performance in equality and diversity issues. Training initiatives must therefore be seen alongside a backdrop of wider non-training initiatives designed to bring about a shift in organisational culture and practices to eliminate discrimination, increased community confidence and improved interaction with diverse communities.

9. The six diversity strands are integrated into a range of current training initiatives. Examples of good practice that encompass all six strands include the Police Race and Diversity Learning and Development Programme (PRDLDP) and the Initial Police Learning and Development Programme (IPLDP)

PRDLDP and IPLDP

10. The Initial Police Learning and Development Programme (IPLDP) is designed to provide new police recruits with a sound basis for future career development. IPLDP follows a nationally mandated syllabus that includes 80 hours of contextualised community engagement. Activities such as a recent visit to the Mosque and Islamic Centre of Brent where recruits observed afternoon prayers and met the religious leaders form part of this community engagement. In addition, all MPS recruits undertake the national e-learning package covering all aspects of diversity. This provides a sound foundation for other equality and diversity elements of their training course. Not only is equality and diversity integrated across all aspects of IPLDP but the training also includes a specific community phase. A more detailed overview of the IPLDP community engagement programme is outlined for information at Appendix 2.

11. To support the PRDLDP, a national suite of diversity e-learning modules has been developed, available on the NCALT MLE and accessible to all MPS members. Work is under way between the D&CFD and the Learning Management OCU in order to ensure that citizen focus considerations and the requirements of the PRDLDP around contextualisation are designed into and delivered through all new MPS learning, and where appropriate and relevant, involve communities in this process.

12. The PRDLDP and AA1 National Occupational Standard have also been integrated and themed within the MPS Trainer Development Programme (TDP). Since 2005 all MPS trainers have undertaken the centralised TDP. Prior to that date a number of internal agencies conducted their own training. The TDP is designed to meet National Occupational Standards for trainers and is externally accredited. It is managed and delivered by the Learning Management OCU, Learning Support Unit (LSU) and subjects covered include dealing with diversity issues in a class environment, diversity in training design and delivery, along with recognition of the individual needs of the students including accessibility, flexible working, and specific religious/cultural/physical requirements. Trainers form a key group since they are dispersed across all areas of the MPS and their attitudes and behaviours exert a powerful influence on those they train. The programme is also subject to an evaluation process and the LSU engages regularly with both external and internal diversity experts to ensure the TDP maintains currency.

13. The Diversity and Learning Development Branch is working with Extended Police Family (EPF) training school to ensure that a generic understanding of the race and diversity strands is embedded in the training programmes. The EPF training school provides training for Police Community Support Officers (PCSOs), special constables and traffic wardens.

Springboard Development Programme for Women

14. It is recognised that women and men approach personal development issues in different ways with different learning and support needs. Women find that they often have many issues and circumstances in common with other women. The MPS Springboard programme, specifically designed for women in non-managerial roles, seeks to help find constructive responses to how women want to develop their lives. It combines self-paced learning with a specially researched workbook, support networks, role models and four-one day workshops. Springboard is suitable for all women at any age and from all backgrounds.

Positive Action Leadership Programme

15. The Positive Action Leadership Programme (PALP) is a national programme devised and delivered by NPIA. TMB approved the provision of a number of courses for MPS students for the year 2006/07. It reaffirmed its commitment to the programme by agreeing the provision of further courses for 2007/08. PALP has been developed in partnership with stakeholders, staff associations and forces, and is aimed at all black and minority ethnic, female, LGBT or disabled officers and police staff, those from faith groups and, in response to age discrimination legislation, for those who feel they face a lack of opportunity to achieve because of their age. The programme specifically encourages officers and police staff from under-represented groups to stay in the Service and apply for progression either laterally or through promotion and is particularly relevant to constables, sergeants, newly promoted inspectors and police staff of similar grades.

Transforming HR

16. The Transforming HR (THR) programme emphasises the requirement for line managers and supervisors to manage people. Training being developed in conjunction with the THR programme will ensure that around 12000 MPS supervisors will receive training in dealing with fairness at work. A diversity module is being specifically designed for inclusion in this training.

Other specialist training

17. Particular attention to equality and diversity is apparent in the management of critical incident training with specific focus on vulnerable persons in the investigation of serious crime. Examples include the Initial Management of Serious Crime and Senior Investigative Officer training. These and many other similar courses employ world-class simulation exercises delivered through immersive learning. This learning utilises our HYDRA simulation system. The exercises seek to demonstrate appropriate investigative practices within a diverse community and to address issues of impartiality and equality of treatment across all strands.

18. In addition to these, disability awareness is a key feature within the Public Protection Unit course, Community Safety Unit course, and Family Liaison Officer training. These courses all have an investigative strand incorporating racial, homophobic and vulnerable adult abuse such as ‘honour’ related crimes and mental health issues. Students are provided with the skills, knowledge and attitudes to understand the wider impact of their actions and decisions in relation to the community.

19. All Firearms courses include an element of how to tactically deal with situations where due consideration is given to persons who may have mental health issues. This is especially evident in CO19 Firearms Training which has been proactive in engaging with potential female recruits and piloted a ‘Women’s Development Programme’. This initiative has yet to be fully evaluated but early results are that it has had a positive impact on both the numbers of women applying and the number of successful candidates.

20. Equality and diversity is also apparent in our approach to customer facing training. Specific examples include Station PCSOs, Dedicated Detention Officers and Custody Officer training all of which incorporate community impact considerations relating these to diversity and human rights. Domestic violence and other vulnerable person related courses specifically seek to address diversity and equality through identifying and managing potential barriers in dealing with sensitive vulnerable persons with discretion as to individual needs. For example, domestic violence within the LGBT community. Also, our Management of Road Deaths course incorporates diversity and cultural issues within their training scenarios as well as issues with vulnerable witnesses including those who may not have visible mental health issues.

Leadership Academy – LA Local

21. The new style Leadership Programme was introduced in April 2007. LA local connects to operational reality and takes Borough management teams through an intensive critical incident. During the design phase consideration was given to the format and its suitability for staff working flexible patterns. The programme was organised on a modular basis for this reason; with attendance required for two days in week one, three days in week two and three days the following week, with police officers attending the fourth week for their operational skills module. It was considered that this format would be more helpful to staff working part time. Start times were also part of this consideration and a training day of 9am to 4pm has proven to be the most reasonable option. The programmes are planned months in advance in order to give staff the opportunity to make provision to cater for any caring commitments.

22. Leadership Academy ‘local’ represents a significant next stage for the Leadership Academy. Namely the provision of Leadership Academy (LA) products and services at the local level. LA ‘local’ has three key aims:

• to provide MPS officers and staff in leadership roles with the skills and tools of effective leadership
• to engage officers and staff at the local level in helping make the MPS a more Values consistent workplace
• to ensure that the connection between operational activity and the Values is clear to all staff.

23. LA ‘local’ is currently being piloted at five specific evaluation sites: Hackney, Hillingdon, Wandsworth, Greenwich and Central Communications Command (CCC). The evaluation will aim to look at the impact the delivery of LA ‘local’ can have on a number of key measures related to borough-level performance, both internally and in the overall citizen experience of the MPS. Subject to the evaluation findings it is planned to roll out LA ‘local’ to further boroughs during 2008. An overview of the Leadership Academy ‘local’ programme is outlined for information at Appendix 3, along with a summary of the flexibility offered by the Leadership Academy in terms of programme delivery.

Importance of standards in training MPS training standards

24. It would not be possible to ensure a consistent approach to diversity and equalities issues in training without corporate standards. MPS Learning Management Policy requires that formal learning solutions will only be provided in accordance with a predetermined analysis undertaken through a formal performance needs analysis process, approved by the appropriate Training Board and designed and delivered to corporate standards. MPS training standards incorporate nationally agreed quality requirements as defined by the National Police Improvement Agency (NPIA) National Models for Learning. The standards also reference the guidance set out in the Association of Police Authorities (APA) document ‘Involving Communities in Police Learning and Development’.

25. The Learning Standards and Performance Unit (LSPU) works in partnership with subject matter experts within the D&CFD to ensure the standards are congruous with MPS Diversity and Citizen Focus requirements. This D&CFD partnership also enables the MPS Learning Management to proactively identify and develop appropriate collaboration with external stakeholders during the application of the standards. This provides more focussed involvement of community representation during the development, design, delivery and subsequent evaluation stage of the learning requirement.

Integration of disability equality across corporate training programmes:

Equality Impact Assessment

26. The MPS has introduced an Equality Impact Assessment (EIA) process to encourage appropriate consideration across all six diversity strands. The LSPU incorporates the EIA process into the design of training to ensure a systematic approach to the inclusion of all diversity strands within the training processes particularly towards the disability equality needs of individual learners. This revised process requires documented consideration to disability equality needs in the design of all new MPS training packages.

27. MPS training standards also include the requirement for ‘differentiation’ within training design and delivery. Differentiation is the process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning. Differentiation is also included within a revised MPS training lesson plan to encourage MPS trainers to methodically review individual learning needs for learners attending MPS delivered courses and make reasonable adjustment where needed.

28. The increased availability of e-learning as a development tool has created a greater opportunity for all staff to access training. The ability to undertake corporate training at the workplace, or even away from the workplace, has allowed the MPS to reach an audience who are often unable to attend training. These groups include part time workers, those with mobility concerns or issues, those on secondment, those on maternity/paternity leave, those with caring responsibilities and those on a career break. The design standards for e-learning make specific provision for disability. E-learning provides greater flexibility for learners to progress at their own speed, thus enabling learning for those with different levels of ability. Protected learning time will provide individuals and teams with time and resources to address their continuing professional development.

IT Literacy

29. A study has recently been undertaken by the Directorate of Information (DoI) to review IT skills of new entrants to the MPS, with a view to establishing corporate standards. An IT Literacy Board was formed with agreed Terms of Reference with representatives from all relevant business groups. A basic standard for all new entrants was agreed, particularly in relation to student officers and police community support officers. The IT Literacy Board concluded that IT skill levels were improving with diminishing levels of support required for new entrants. It will continue to monitor this improvement and review whether any future action is needed.

Training for police officers and police staff performing the same function

30. The learning needs of the organisation are largely role dependent. It follows that only when police officers and staff perform the same function should the learning requirement fully overlap. Leadership and management is a common requirement across a larger number of roles, it is in this area there may be perceived imbalance in prioritisation. However, this is primarily because of the cyclical annual promotion process for police officers, which results in a business requirement for police officers to be posted to priority posts with leadership training required immediately post-promotion.

Budget and staff resources currently used to support Training

31. Each year the MPS is required to publish an Annual Learning and Development Business Plan. This contains the proposals for training delivery across the whole of the MPS over the coming year. The total projected cost of training for 2007/8 is nearly £81 million. However £9.7 million is budgeted for external courses and in support of personal development opportunities. The remaining £71.3 is associated with the direct costs of internal training provision across all business groups. Key areas of expenditure are: HR - £25 million, Central Operations - £16.4 million, TP and Pan London - £13.4 million, Specialist Crime - £8.7 million, Directorate of Information - £4.3 million, Specialist Operations - £1.7 million, Operational Services - £1.3 million and Directorate of Resources - £0.5 million.

Composition by equality strands of police officers and staff currently working within Training

32. Delivery of training is supported by 1,187 members of staff spread over 88 training units. Of these, 894 are police officers and the remaining 293 are police staff. The gender ratio is 24% female and 76% male. Although BME representation amongst trainers appears disproportionably low at 2.5%, most officers and staff become trainers after a number of years operational experience. This figure should therefore be viewed in the light of low levels of BME recruitment up to the late 1990’s. Nevertheless, reflecting more proportionate diversity amongst our trainers remains one of our greatest challenges.

Summary of key equality and diversity issues and challenges within Training

33. Integrating equality and diversity into employment activities, service delivery, community engagement, monitoring, assessment and evaluation requires considered thought with focussed management of initiatives. With regards to training many of the initiatives currently underway to support, promote and deliver equality and diversity have been outlined in this report. A number of challenges however remain which the MPS are seeking to address. Some of these challenges are summarised below.

Access to e-learning

34. The MPS wants to increase the range and availability of e-learning. However, a usability study undertaken by the Modernising Learning Unit (MLU), part of MPS Learning Management, identified that access to IT in some locations is proving a barrier. In addition, the MPS training estate dates from a time when classroom training predominated. Consequently, design, fitment and location act as a constraining influence in our ability to deliver this type of training. The MLU has instituted a plan to work with partners to overcome these barriers.

Community engagement

35. We recognise that high levels of recruiting and subsequent large numbers of trainees place heavy demands on our community engagement programme. Therefore there is a consequent need to work together with our partners to ensure that the breadth and depth of the learning experience is maintained.

Ensuring that training opportunities are sufficiently flexible and accessible to part-time staff

36. The MPS corporate training administration process includes a system for declaring individual special delivery needs and liaises with the relevant training provider to see how those needs could be adequately met. Mandatory training courses tend to be delivered locally and local providers should endeavour to deliver flexibility where appropriate. Evidence in support of meeting flexible training needs is required within the training review process undertaken by the LSPU.

37. New training designed to MPS training standards ensures that the requirement for flexible delivery is considered and, where appropriate, modular training is designed to accommodate flexibility in training delivery

38. The MPS recognises that there is more that it can do with regards to ensuring that learning and development opportunities are sufficiently flexible, in particular, for staff with disabilities. This is especially so in relation to long established training courses, where we recognise the need to challenge the traditional pattern of training to accommodate the diversity of our workforce.

Evaluation of training

39. Evaluation of training requires a considerable resource investment. The MPS therefore focuses evaluation resources on critical areas. There are three inter-related equality and diversity issues that impact upon the evaluation process:

• Is a training event accessible to all potential participants, whatever their background?
• Does the training meet the learning needs of all participants, whatever their background?
• Are all participants able to make use of the training and apply their learning in their work?

40. Our evaluation research asks for demographic information from participants, in addition to questions about the value of the training event and application of learning in the workplace. This demographic data usually comprises grade/rank, age, gender, ethnic identity. This data helps identify whether people from different backgrounds react to a training event and/or use the learning in different ways. In our experience to date, this information has proved to have little significance to the overall findings of our evaluations.

C. Race and equality impact

The strategic objectives for training remain closely linked to the objectives of the Policing London Strategy 2007-2010. The MPS continues to pay particular attention to the potential for direct and indirect barriers to learning and development but the evidence to date suggests that this is not an issue. At a strategic level, a key tool in this monitoring is analysis of data on course applications and acceptances collected to ensure compliance with the Race Relations (Amendment) Act 2000.

D. Financial implications

Training and development represents a significant investment for the MPS. Planned costs of training are detailed in the Annual Learning and Development Business Plan; itself agreed by the MPA COP. Financial implications arising specifically from initiatives to support, promote and deliver equality and diversity as mentioned in this report are already an integral part of our training programmes and are therefore not included here.

E. Background papers

MPS Annual Learning and Development Business Plan 2007/08
EODB Report 9, 18 Jan 2007, Equality and Diversity in Specialist Crime Directorate
EODB Report 10, 24 May 2007, Diversity issues within the Specialist Firearms Command

F. Contact details

Report author: Alan Murphy, Learning Services & Performance Unit, MPS

For more information contact:

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

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