Role of the Training Standards Unit

Report: 8
Date: 22 July 2004
By: Commissioner

Summary

As requested by the Chair of Human Resources Committee, this report provides an overview of the Training Standards Unit. It explains its positioning within the overall training structure and its contribution towards maintaining and improving MPS training.

A. Recommendation

That members note the role of the Training Standards Unit.

B. Supporting information

1. The Training Standards Unit (TSU) was established in April 2003 in response to Recommendation 4 of the 2002 Best Value Review of Training (BVR (T)). The main purpose was to bring together existing units supporting training, but working in isolation, into a cohesive whole. The benefits were to be:

• A stronger, more professional structure better able to support training across the MPS rather than the ad hoc arrangement of skills, which were largely focused on Hendon training.
• A structure, which would support the Director of Training and Development in his role as Head of Profession and ensure a consistent performance management regime (BVR (T) Recommendation 2).

2. The TSU is led by a Band B Police staff member and has four main strands to its operations. These are:

• Policy development.
• Training support services.
• Standards and performance.
• Information and planning.

The work of each of these units, along with the resources currently allocated to each area of activity and overall TSU structure, is outlined in Appendices 1-5. A member of police staff provides administrative support.

3. The aims of the TSU are several. Firstly, it provides the training community with the advice guidance and support services needed to ensure that MPS training accords with accepted good practice. This includes conformity with the National Learning Strategy, nationally agreed Models for Learning, Adult Learning Inspectorate Standards, Investors in People, Excellence Model and the Foundations for Change on which HMIC bases inspections of the training function. Secondly, it provides management information for the Training Management Board, business group Training Boards and the Director of Training and Development. Finally, it provides a secretariat function for Training Management Board.

4. The scale of MPS training dwarfs that of other providers. We run around 800 different courses and have over 80 major training providers. The TSU cannot hope to carry out every needs analysis, design and evaluation for such a large volume of training. It has therefore adopted a strategy of maintaining a limited but high-level capability for priority cases and providing active guidance and support for routine work. At the same time, it has been building the capability to provide management information drawn from across the Service. Information on cost, wastage figures and spare capacity was previously unavailable on a corporate basis – deliverers operated in isolation and no corporate performance standards were in place. The TSU business plan for 2004/05, extracts of which are contained in the appropriate appendices, builds on this strategy.

C. Race and equality impact

The MetHR upgrade this autumn will allow the TSU to examine issues of disproportionably over training access, by comparing the requests and subsequent allocation of courses. The Diversity Directorate have the lead on diversity training and will be progressing phase 2 this year. The TSU will be involved in their activities.

D. Financial implications

There are no additional financial implications resulting from this report.

E. Background papers

Best Value Review of Training - Final Report

F. Contact details

Report author: Mike Harwood-Grayson

For more information contact:

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

Appendix 1: Policy development

Current Staffing Level – 9.

The Policy Development Team is responsible for co-ordinating and developing MPS training policy in response to current and emerging issues. This includes liaison and partnerships with relevant strategic managers and customers, both internal and external to the MPS. The team has a ‘Training Futures’ cell, which considers MPS processes in relation to forthcoming training and development imperatives and co-ordinates their integration into the MPS. The team also manages the Training Gateway Intranet site in conjunction with the Training Standards Unit Communication Strategy. The Training Gateway provides an intranet portal bringing together all sources of training information across the MPS along with links to selected external sites such as Centrex. To communicate course availability, the team produces an on-line training prospectus.

The team manages the production of the MPS Annual Training Plan, which sets out the programme of training to be undertaken in the forthcoming financial year. This requires regular contact and negotiation with training managers to organise the planning process and ensure that quarterly reviews of training activities take place. The Staff work in partnership with Finance Department to ensure that training is costed utilising the National Costing Model.

The final function of the team is to provide a secretariat service for Training Management Board. This not only includes ensuring smooth administration but also preparing papers to communicate the decisions of the TMB to a wider audience.

Business plan summary

Key objective 2.1 – To Implement and Develop Training Policy

• Production of MPS Annual Costed Training Plan (ATP)
  • To meet agreed ACPO/APA standards.
  • To increase ATP returns to 98%.
  • To increase ATP review returns to 98%.
• Development of MPS Training Prospectus
  • To further enhance the MPS electronic course syllabus in conjunction with training providers
  • To increase returns for course aims and dates to 70% of training providers
  • To work with the MetHR2 team to develop functionality
• Review DTD Training Policies.
  • To develop key policies to drive MPS training forward
  • To research all DTD Policies, and publish all Standard Operating Procedures
  • To meet agreed standards as stipulated by the Policy Clearing House (PCH).
  • To consult with interested parties regarding the development of mandatory training issues.
• Identify corporate and national initiatives.
  • To progress Foundations for Change and BVR (T) recommendations in order to improve our existing training frameworks.
  • To identify key stakeholders and their requirements of the TSU in relation to the implementation of BVR (T)/FfC.
  • To attend all South East and Eastern Training Managers meetings and progress actions within MPS.
  • To engage with partners organisations and forces in collaborative opportunities
  • To ensure MPS has a clear understanding of the issues.
  • Publish information on TSU intranet portal.
  • To establish a system for identifying, validating, recording and disseminating noteworthy practice.
• Engage with clients, stakeholders and customers.
  • To ensure that clients and stakeholders understand the systems approach training.
  • Active engagement in TMB/TB/SMB processes.
  • Provide information to support TMB/TB/SMB decision-making.
  • To maintain and update effective communication with all interested parties.
  • Maintenance and further development of intranet sites (Gateway, National Occupational Standards, TSU).
  • Further development of the DTD/TSU Communication Strategy.
  • Delivery of three TSU Seminars to Training Managers.
  • Launch of a quarterly Newsletter for the MPS training arena.
  • To establish a system for identifying, validating, recording and disseminating noteworthy practice.
• Enhance the TSU administrative function.
  • To respond to implications of impending legal frameworks.
  • To prepare an FOIAC information management audit for TSU.

Appendix 2: Training Support Services

Current Staffing Level – 10.

The Team provides the first point of contact for those who consider that they are dealing with an issue having possible training implications. The team performs a range of functions including offering advice and structured guidance on performance needs analysis – ensuring that training and development is focused on addressing the performance needs; quality approval on performance/training needs analysis on behalf of the Director of Training and Development; where necessary, undertaking performance needs analysis on behalf of clients; representing the HR Directorate of Training and Development (DTD) on numerous training groups and forums, and advising portfolio holders, trainers and others regarding training and development issues.

The team act as training design consultants and provide an advisory and a quality approval role in the design of training solutions. A structured guidance programme is offered to customers who required a training programme to be designed. Where appropriate, the team will design training and lead an active consultation process with stakeholders through a Critical Readers’ Panel to ensure that the products designed are robust. The team strive to be up to date with current best practice in the field of training by networking and enhancing expertise by undertaking research both within and outside the Service. An approved list of external training designers will be actively maintained and the opportunity to franchise design work will be developed. Collaboration and the opportunities this creates will be actively pursued.

Business Plan Summary

Key Objective 2.2 – To provide effective Training Support Services

• Provision of Performance/Training Needs Analysis support (PNA/TNA).
  • To ensure clients and stakeholders understand the process for initiating training.
  • To publicise and promote the commissioning process.
  • To meet agreed national standards in relation to PNA/TNA's.
  • To develop a TSS policy that reflects national standards.
  • To ensure MPS training is fit for purpose.
  • To deliver eight PNA workshop cycles.
  • To quality assure 20 PNA/TNA's to agreed standards.
• Provision of Training Design function.
  • To ensure clients and stakeholders understand the training design process.
  • To launch a Training Design workshop service for MPS staff.
  • To meet agreed national standards in relation to training design.
  • To design six corporate training packages.
  • To ensure MPS training is fit for purpose.
  • To quality assure eight training design products.
• Implementation of National Standards.
  • Integration of the Models for Learning and Development within the Police Service within the MPS.
  • Further development of TSU PNA/Design Workbook.
  • Liaison with Centrex/ACPO to review Models for Learning and Development.
  • Publicise Models on TSU Intranet site.
  • Development of relationships with MPS Associate Researchers/Designers.
  • Structured communication strategy in place.
  • Involvement of the Community within MPS training.
  • Special Interest Groups created on Intranet site.
  • Developing a Community Advisory Group.
  • Published terms of reference.

Recent Activities

Performance Needs Analyses for:

• Ward based officers.
• Station reception officers.
• Freedom of Information Act compliance
• Acting police Sergeants
• Counter terrorism
• PCSOs
• RIPA/CHIS Authorising Officer

Design products:

• Criminal Justice Unit Induction Programme
• Station Reception Officers

Appendix 3: Standards and Performance

Current Staffing Level – 14.

The main function of the Standards and Performance Team is the monitoring of training, for example, through the use of a corporate MPS Performance Plan. Through monitoring and validation of training, staff provide vital management information for the Director of Training and Development. These activities aim to enhance the quality of management systems within the MPS in relation to MPS training data. The team disseminates best practice as identified within the Excellence Model and Investors in People and promotes Best Value. The Team aims to ensure that all MPS training is identified, designed, delivered and evaluated to national minimum standards and makes the most effective use of training staff.

The team manages the MPS Evaluation Strategy for training and undertakes evaluation of MPS training courses. Advice is also given to portfolio holders, trainers and others regarding training evaluation. The team represent the MPS, at a national level, on training evaluation principles and best practice meetings.

An exam setting and marking service is provided for the training schools at Hendon and elsewhere. Question banks are built from course material, which creates exam papers and the Unit ensures that they are independently invigilated. Sophisticated software is used to provide an automated marking service and this analyses the responses, which provides valuable feedback into course content and delivery. The Assessment and Examination Team generate income through provision of service to HM Immigration Services.

Business Plan Summary

Key Objective 2.3 – To Monitor Training Standards and Performance

• Training Evaluation.
  • To monitor MPS Evaluation Strategy.
  • Priority evaluations as highlighted within evaluation plan agreed by TMB.
  • To improve compliance within MPS training evaluation.
  • To prioritise and conduct unscheduled evaluations on the basis of K1/K2 management information
  • To design and deliver three Evaluation Workshops.
  • To attend national evaluator meetings.
• Quality Assurance.
  • To ensure MPS training is fit for purpose.
  • To inspect six training providers.
  • To introduce national performance measures for all MPS training.
  • To review and develop the DTD MMR in conjunction with clients.
  • To further develop Quarterly Management Review (QMR) in conjunction with clients and stakeholders.
  • To review QMR and QA processes in relation to the Adult Learning Inspectorate’s Common Inspection Framework.
  • To benchmark MPS training with two non-MPS providers.

Recent Activities

Evaluations:

• Transfer and Rejoiners course
• CRR 1
• Recruit Programme Diversity
• Stop and Search
• Custody Officers
• Acting Police Sergeant
• Police Sergeant
• Part-time Driving

Exams:

• Designated Detention Officers
• Recruits and Probationers
• Driving Theory Test for Recruits
• PCSOs
• SO19

Appendix 4: Information and Planning

Current Staffing Level – 14.

The team provides comprehensive administrative support for corporate training providers and provides a single focal point for allocating training and development activities within the MPS. It also manages all Centrex course allocations. The Information and Planning Team works closely with Training Boards and School Management Boards and implements their course allocation policies.

The team records applications, allocations and successful course completion. It therefore maintains the key data source for monitoring demand, wastage and success. The team is responsible for the production of management information to meet internal MPS needs and external bodies such as the Home Office and HMIC.

Although computerised, the activity has traditionally been labour intensive. In the light of the evolving MetHR system, the activities are currently being reviewed to identify opportunities for both reducing the staffing levels and more efficient abstraction of data.

Business Plan Summary

Key Objective 2.4 – To develop Information and Planning processes for MPS training.

• Course Administration.
  • To administer all corporate training programmes.
  • To target major training providers for inclusion in centralised system.
  • To manage all Centrex course allocations.
  • To increase Centrex course allocations by 100%.
  • To develop opportunities for external course provision.
  • To publish a policy on the procurement of external training.
  • To produce and publish ‘approved’ list of external course providers.
  • To launch an interactive on line booking system.
  • To promote external course availability using the TSU Intranet site.
  • To liaise and progress requirements with MetHR2 team.
  • To monitor progression of NCALT’s National Learning Management System.
• Management Information.
  • To improve data capture and proactive analysis of course information.
  • To introduce wastage protocols.
  • To reduce Course Wastage by 80%.
  • To respond to implications of impending legal frameworks.
  • To include RRAA requirements into course allocations process.
  • To arrange for OTA to produce management reports detailing RRAA requirements.

Appendix 5: Training Standards Unit structure

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