Update on promoting difference

49/11
28 June 2011
MPA briefing paper 49/2011

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

This briefing paper has been prepared by Michelle Hickman, Human Resources, MPS

Summary

This briefing focuses on the strategic approach of and measurements in place for the Promoting Difference programme as well as the Trident mentoring scheme. An update was requested during the Human Resources and Remuneration Sub-Committee meeting held on 18 April 2011.

The MPS approach to a more representative workforce is known as Promoting Difference; since January 2011, to ensure it was more closely aligned to activity in relation to the MPS Equality and Diversity strategy, the team has worked to the Director of Organisational Development who has the strategic lead on the Workforce and Culture theme.

The team has a full time analyst who identifies areas for action and evaluates the impact of the interventions. Each key element of PD has clear objectives and participants are contacted at 6, 12 and 18 months to allow measurement of the impact upon their careers as well as their personal development. The questionnaires vary according to the aims of the intervention but typically focus on whether an individual has been promoted or selected for a specialist role, whether they have used the skills developed, diversity data and a free text box is included for them to provide examples of how attending has impacted upon their ability to contribute to the Commissioner’s 5 Ps.

For example, the 2010 Positive Action Leadership Programme (PALP) evaluation showed that of 131 who responded to the questionnaire, 1 in 3 had been promoted or selected for a specialist role within 12 months of attending and had cited PALP as instrumental to their success. Of the 52 females who had progressed, 31 were BME.

The other key element of PD is the Promotion Study Group which is a structured way to prepare for a promotion process, based on an action learning set model. Since 2009, for every central police promotions process, the PD team contact all BME applicants to invite them to join a study group. The team also work with the Disabilities Staff Association and Gay Police Association to set up study groups to ensure an inclusive approach. Data for every process is analysed to show success rates by diversity strand and how participation in study groups increases likelihood of passing the process. For example there was an 80% success rate for study group members for the last Superintendent process, compared to a 17% for those who did not take part; PD intervention helped to double BME representation at Superintendent rank. Success rates at all other ranks were higher for study group participants.

In relation to the Trident mentoring scheme, PD helped to set up the scheme and provide ongoing support; it is managed locally by Trident. A formal evaluation has not yet been conducted because there have not been any recruitment processes since the scheme started. Whilst there is anecdotal positive feedback from mentees so far, we are not able to test the measurable aim of the scheme which was to increase representation.

The head of PD has regular meetings with Staff Support Association chairpersons and executive members to ensure PD is meeting members’ needs and to generate additions to the programme.

Once individuals have attended any element of PD, they join the PD network which means they receive regular updates on PD as well as opportunities to take part in future elements of the programme as required. An annual conference and ‘Leadership Booster’ sessions are in place to ensure the learning and motivation are maintained.

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