MPS annual learning and development business plan 2009-10

13/09
6 July 2009
MPA briefing paper 13/2009

Author: Alan Johnston, MPA

This briefing paper has been prepared to inform members and staff. It is not a committee report and no decisions are required.

1. All Home Office forces are required to prepare an Annual Learning and Development Business Plan in a format that meets the criteria specified in Home Office Circulars 44/2005 and 10/2007. A copy has been placed in the MPA’s Members Room and this briefing paper provides a summary of the 200 page document. The Plan will be coming to the next meeting of the Communities, Equalities and People Committee in July for formal approval rather than detailed discussion. Formal police authority approval is a requirement of the Home Office.

2. The report is divided into three parts:

Part One - provides strategic direction to all MPS Business areas and learning and development providers in the disciplines required to effectively identify, design and deliver the MPS training requirement.
Part Two - outlines the clear distinction between the responsibility of the client / sponsor and those of the provider of formal learning solutions.
Part Three - presents the Annual Learning and Development Business Plan, including the Annual Costed Training Plan.

Strategic objectives

3. The MPS Training Strategy is focused on supporting the Policing London Business Plan 2009-12. The Policing London Business Plan provides a clear picture of the direction and performance focus of the MPS and identifies seven initial strategic objectives in order to achieve our Mission.

4. The seven corporate objectives drive MPS performance against crime and disorder and underpin a shift of emphasis to a service that inspires public confidence and satisfaction. The delivery of the MPS Training Strategy will therefore make a fundamental and high-level contribution towards achieving the strategic outcomes identified through the delivery of the Policing London.

Management responsibilities

5. Overall scrutiny of the learning and development function lies with the MPA and this is exercised through the provision of papers and reports and through the Internal Audit process. The responsibility for learning and development remains with the Commissioner and his Management Board. Management Board is supported in this through the Training Management Board (TMB). The strategic direction and prioritisation of MPS training is agreed and maintained by TMB.

6. 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 pan-MPS training.

Organisational approach

7. The organisational approach to learning and development adopted by the MPS is articulated through a client / sponsor contractor relationship. The principal clients are members of the TMB. One of the functions of this Board is to articulate the demand for training in support of the MPS priorities. The contractor side is composed of the various training schools and units that deliver training in response to this demand. This organisational approach provides an assurance that training decisions take account of the overall priorities of the Service. In essence, TMB is empowered to prioritise and monitor the training needed to maintain or improve performance across the whole of the Service.

8. The membership of TMB also includes ACPO level representatives from each of the MPS business groups and an MPA representative. The main functions of TMB are to:

•  Agree MPS learning and development policies and strategies
•  Approve and, monitor delivery of, the MPS Annual Learning and Development Business Plan
•  Agree training proposals that make demands across MPS business groups.

9. 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.

10. Unsurprisingly, 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. Each MPS business group has a training board that mirrors the functions of TMB at a business group level. 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 and Development maintains a strategic overview of the way in which that responsibility is exercised.

11. B/OCU Commanders are responsible for determining local training priorities, although this is subject to scrutiny by their Business Group Training Board. Generally, Training Boards will be responsible for overseeing all learning and development related issues within their area of responsibility, whether it is for corporate or individual development. Line managers, in conjunction with individuals are responsible for ensuring that learning and development needs are met. This applies both to corporate mandatory training requirements and individual needs identified through the PDR process.

The commitment to learning and development

12. Policing remains complex and demanding, requiring high levels of skill and professionalism from all staff working for the MPS. Policing is a people business: its people are its key resource and people are its key customers. All staff have a vital contribution in seeking to make London the safest major city in the world.

13. In seeking consistently high standards, the MPS encourages and supports professional development, which contributes to competent performance in the workplace. In return, staff must take responsibility for relevant, continuous and planned learning to achieve their full potential. Managers have a responsibility for considering both the aspirations of the individual and, above all, the needs of the Service.

Initial Police Leaning and Development Programme

14. All new police officers undergo the Initial Police Learning and Development Programme (IPLDP). The MPS identified that successful implementation was dependent on availability of adequate local training sites. The strategy has therefore been to adopt a progressive approach, utilising seven training sites across the capital. Whilst students are now trained for the most part at their local training site, all IPLDP students commence their training with a 5-week module delivered at Hendon. The MPS continue to build on this approach to learning, making full use of community involvement and engagement. The challenging, and in depth, 25 week course delivers officers fit for independent patrol and is able to respond to significant challenges in demanding student numbers to meet the MPS deployment plan.

15. The MPS continues to work progressively towards fully embracing National Occupational Standards, as set out by the National Policing Improvement Agency, and to that end, the probationary development portfolio is being reviewed and updated.

Professionalising Investigation Programme

16. The MPS Crime Academy involvement with national detective training and development programmes ensures that the delivery of our training programmes meet national requirements in accordance with the ACPO sponsored and NPIA led 'Professionalising Investigation Programme' (PIP). Level 1 PIP training requirements are embedded in IPLDP. Level 2 training requirements for all newly appointed detectives are met through the Initial Crime Investigators Development Programme (ICIDP) and Level 3 training requirements for Senior Investigating Officers are met through the Senior Investigating Officers Development Programme (SIODP).

Leadership

17. The Leadership Programme includes the delivery of the Leadership Academy ‘local’ programme, which represents a significant next stage for Leadership development. Leadership Academy (LA) ‘local’ connects to operational reality and takes Borough management teams through an intensive critical incident. 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, and
• to ensure that the connection between operational activity and the Values is clear to all staff.

18. Organising LA Local at a borough level, will not only have significant positive benefits for police officers and staff in terms of the Programme’s content, but also ensure that those police officers and staff, who work part-time, are on flexible hours, or have special individual needs such as childcare or dependents responsibilities, will also benefit.

Training delivery

19. The primary purpose of learning and development is to maintain and improve the performance of the MPS. To achieve this, training is delivered both through corporate programmes and on the basis of local needs. Major training units include the Directorate of Training and Development’s training schools, the Crime Academy, Leadership Academy, Firearms and Public Order training at Gravesend and the IT training establishment. However, the eighty-two training units across the MPS deliver both corporately agreed programmes and training to meet local needs.

20. Although classroom based training continues to be the most frequent method of delivery, the MPS has a long tradition of delivering practical training through role–play, simulation and work based experiential learning. It has also pioneered immersive learning through its Hydra training facilities. An underlying principle is that training will be designed and delivered in such a way as to minimise abstractions from the workplace. Wherever practicable, training is conducted at or near the workplace, using, if available, corporately produced training and learning materials.

21. The MPS continues to develop its use and application of e-learning and to exploit the benefits this mode of training delivery offers. Every permanent member of the MPS now has a learning account on the National Centre for Applied Learning Technologies (NCALT), Managed Learning Environment (MLE) which enables access to national and MPS specific e-learning modules. An interface between the MLE and the MetHR system now exists whereby individual learning records and new accounts are semi-automatically updated and created.

22. This means that all permanent staff have the opportunity to undertake corporate training at the workplace, or even away from the workplace, which has allowed the MPS to reach an audience that were often unable to attend training. These groups include part time workers, those with mobility concerns or issues, those on secondment, those on maternity or paternity leave, those with caring responsibilities and those on a career break. In addition, 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.

Approaches to collaboration

23. The Director of Training and Development is represented at both the South East Regional and National APCO Learning and Development Forums to ensure that MPS training management is integrated with regional outcomes both MPS-wide and at the local level. The MPS anticipate that the widespread adoption of e-learning, combined with the relatively high development costs of this type of training, will offer considerable opportunity for productive collaboration.

Review of strategy

24. Responsibility for reviewing strategy lies with TMB The review will focus on the appropriateness of the current strategy in a changing world and take place annually. Particular attention will be given to accommodating new or emerging training requirements that exploit technology and that consider alternatives to classroom delivery. In addition, the planning process will be reviewed in terms of timeliness and effectiveness of the process in supporting national and MPS performance plans, the identification of training needs, prioritisation and the provision of training at service-wide and local level.

Equality and diversity implications

25. The MPS is committed to upholding the values of diversity and equality in all its activities. This commitment is actively pursued in all learning and development both through practical measures and the unique opportunities it provides to challenge attitudes and behaviours. To support this commitment, our Trainer Development Programme places considerable emphasis on equipping our trainers both to challenge and respond to and support course participants on diversity issues.

26. Over recent 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 learning policy, processes and delivery. The MPS has introduced an Equality Impact Assessment (EIA) process to encourage appropriate consideration across all six primary diversity strands. The EIA process is incorporated into the design of training to ensure a systematic approach to the inclusion of all diversity strands within our training processes particularly towards the disability equality needs of individual learners. Equalities issues are considered in the selection of delivery method with training materials scrutinised by the HR Organisational Development Unit (which has responsibility for the coordination and implementation of the MPS Race and Diversity Learning and Development Programme).

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. In addition to contextualising equality and diversity within the overall delivery of training, particular attention is paid to delivering specific equality and diversity training to key groups at selected career points and through development opportunities. It is important to emphasise 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.

Mainstreaming race and diversity training

29. The MPS’s efforts now focus on mainstreaming race and diversity training. By this is meant ensuring that race and diversity issues are not dealt with separately in training but fully integrated into the training itself. Key to this process is our strategy of equipping all trainers to deal with race, equality and diversity issues both in their course material and dynamically in the classroom environment. HR: Organisational Development is working in partnership with the Directorate of Training and Development to ensure that the diversity learning resources (developed nationally by National Policing Improvement Agency) are integrated into core training programmes, in particular training for student constables and the Extended Police Family.

30. To support the Police Race and Diversity Learning and Development Programme (PRDLDP), a national suite of diversity e-learning modules has been developed, available on the NCALT MLE and accessible to all MPS members. The Equality and Diversity E-Learning Module was launched in January 2009 and is the largest MPS-wide E-learning programme ever to be delivered.

31. The PRDLDP has 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, Training and Development Team. 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.

32. 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.

Assessment of individual competence in race and diversity

33. Individual competence in race and diversity is a core responsibility reported on in all Performance Development Reviews (PDRs). Additionally, it is a mandatory requirement embedded in all selection and promotion processes. The PRDLDP places targets for incorporating formal assessment against National Occupational Standards AA1 (promote equality and value diversity) and AA2 (develop a culture and systems that promote equality and value diversity). From 1 April 2009 new Race and Diversity competency standards will be embedded into all PDRs to identify diversity performance, development needs, and performance objectives.

34. Organisational Development is also working with the Extended Police Family (EPF) training school to ensure that a generic understanding of the race and diversity strands is embedded in their training programmes. The EPF training school provides training for Police Community Support Officers (PCSOs), Special Constables and Traffic Wardens.

Access to training

35. Equality of opportunity is core to our commitment to learning and development. The MPS values diversity and will ensure that all staff have opportunities to develop regardless of their gender, race, colour, nationality, ethnic and national origin, disability, religion, sexual orientation or marital status. Learning and development opportunities will be scheduled, as far as possible, so that all staff, including those working flexibly, can attend.

36. All staff have access to up-to-date information regarding learning and development opportunities. Details of all MPS and nationally delivered courses are publicised via the MPS Training Database and training circular. However, managers will make objective decisions regarding the allocation of training courses and other development opportunities. Such decisions will be based on the individual’s suitability, the availability of other suitable candidates and, above all, the extent to which the individual’s attendance on the course or other development opportunity will improve the performance of the MPS.

37. In addition, an asset list of training accommodation and how it is used is in place to ensure that the MPS is making best use of all its training facilities. An associated booking facility allows trainers to book training facilities within the Hendon Estate and processes are in place for other training sites. This allows training managers to run training events at the locations most suited to delegates and has the potential to remove some of the barriers to accessing training.

Community involvement

38. 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 Training IAG provides an opportunity for community input across a broad spectrum of training issues at a corporate level. In addition, six Diversity and Citizen Focus Advisors have been selected to work within the Diversity and Citizen Focus Directorate. The new advisors will work with strategic leaders to improve MPS performance in the area of diversity and equality with a specific responsibility to identify and promulgate good practice across units. An integral part of all diversity training is community involvement, with members of the black and minority ethnic community and others participating in training sessions as associate trainers or lay contributors. This is particularly prominent in the initial training of police officers. IPLDP provides new opportunities for this involvement to be taken forward at a local level.

Financial implications

39. The MPS is required to use the National Training Costing Model to cost the Plan. Using this methodology, the total cost of MPS planned training for 2009-10 is £89.3 million compared to £93.1 million in 2008-09. This broadly reflects a slight reduction in the planned training days in comparison with 2008-09. The average cost of provision of a student training day continues to compare very favourably with other public sector and private suppliers. As will be apparent from the appendices to the Plan, the cost per student of each training course varies from around £15 to £12k depending upon the nature of the course.

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