Learning and Development within Thames Valley Police

March 2012 Title NOT PROTECTIVELY MARKED Learning and Development Learning and Development within Thames Valley Police CCMT Sponsor Department/Ar...
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March 2012

Title

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Learning and Development

Learning and Development within Thames Valley Police

CCMT Sponsor Department/Area

Human Resources

Section/Sector

Learning and Development

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Rationale ......................................................................................................... 1 Intention .......................................................................................................... 2 General Principles ........................................................................................... 2 3.1 Scope ....................................................................................................... 2 3.2 Improvement and performance framework. ............................................. 2 3.3 Aim and Principles ................................................................................... 3 3.4 Human Rights, Diversity and Equality ...................................................... 4 Guidance, Procedures & Tactics ..................................................................... 4 4.1 Definitions ................................................................................................ 4 4.2 Force Learning and Development Strategy .............................................. 5 4.3 Strategic direction and governance for the L&D function ......................... 5 4.4 Force Learning and Development Planning ............................................. 5 4.5 Environmental scanning ........................................................................... 6 4.6 Learning needs analysis .......................................................................... 6 4.7 Training design and development ............................................................ 7 4.8 Delivery of Training .................................................................................. 7 4.9 Assessment and Accreditation ................................................................. 8 4.10 Evaluation ................................................................................................ 8 4.11 Operations ............................................................................................... 9 Challenges & Representations ........................................................................ 9 Communication ............................................................................................... 9 Compliance and Certification .......................................................................... 9 Monitoring and Review .................................................................................. 11

Rationale

This policy sets out how learning and development (L&D) throughout Thames Valley Police will provide a consistent and quality service. This Policy is designed to help ensure that Thames Valley Police meets the requirements of the national Learning & Development Police Single Quality Assurance scheme across the whole training life cycle and has quality assurance fully integrated into all L&D processes.

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Intention

This policy supports the delivery of the Learning and Development Strategy and therefore has the same overarching aim: “The aim of learning and development is to help develop the professional skills of all staff, and to help deliver the force aim and strategic priorities.” The policy sets out the way in which TVP will operate to meet the learning and development needs of the Force in accordance with the TVP Learning and Development Strategy and with relevant national guidance. The Strategy describes the approach to Learning and Development in TVP which is summarised in the partnership model for learning. The policy should be read in conjunction with the Support for Study policy and other relevant policies such as the Flexible Working policy. Many other policies make reference to staff being skilled, trained or qualified in their specialist area of work. All provision of such training or qualification falls within this Learning and Development Policy. The policy will drive the consistent application of processes and procedures covering the following areas: Strategy, Plan and Performance Environmental scanning Learning needs analysis Training design and development Delivery of training Assessment and Accreditation Evaluation and performance reporting Operations (including course administration)

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3.1

General Principles

Scope

The policy covers all training providers in the organisation providing training to officers, staff and volunteers, including: Learning & Development department Tactical Support training (eg Firearms Training, Dog Section Training) Public Order Training Trainers based in Departments (eg Control Room & Enquiries Dept) 3.2

Improvement and performance framework.

The policy forms part of the Improvement and Performance framework for L&D as shown in the diagram below.

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Improvement and performance framework L&D Strategy Setting targets for delivery Fulfilling strategic objectives Making improvements

Consistent approach Meeting stakeholder requirements

“How we will deliver” eg L&D policy, processes and standards

“What we will deliver” eg annual plan, functional performance

Internal QA procedures QA Peer review

Delivery performance Meeting stakeholder expectations

QA assessment “Are we working as we say we will?”

L&D balanced performance scorecard “Are we meeting our targets?”

Criteria

Levels

GOVERNANCE & PLANNING

Embedded throughout

SERVICE DELIVERY PEOPLE ENGAGEMENT & IMPROVEMENT

3.3

Processes define need to measure performance

Not present anywhere

Performance includes whether we are carrying out QA tasks?

EFFICIENCY How efficient is the learning function?

RESPONSIVENESS How responsive is the function to stakeholders’ expectations?

BENEFITS Is the organisation realising the benefits of its investment?

CONTRIBUTION What contribution does the learning function make to the organisation?

Aim and Principles

The various training providers will support the force learning and development strategy and plan by: communicating the learning priorities to the organisation identifying skills gaps maintaining core activity helping define which skills need to be met first and why designing or acquiring appropriate learning packages identifying external training opportunities delivering learning to the right staff at the identified time evaluating training packages and the impact of training following the defined processes and procedures accurately recording learning undertaken. TVP training providers are committed to delivering a quality and consistent service. The force will seek to support and improve its provision of learning and development. Periodic assessment against the criteria in the national Quality Assurance scheme for Training, Learning and Development in the Police Service will help drive service quality through both adherence to our processes, procedures and systems, and improvements in those procedures. The policy sets out the framework for how we will deliver the strategy. The steps required for the delivery of services and products are described by processes for each function, and in turn Standard Operating Procedures (SOPs) support the NOT PROTECTIVELY MARKED

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processes in order to ensure consistency of delivery which meets quality standards. The Policy requires that all providers follow defined processes and SOPs through all stages of the life cycle and for training operations (administration). Access to the Policy, processes and SOPs will be via the Learning and Development intranet site. To ensure that quality is maintained TVP training providers will ensure that work at all stages of the training life cycle is carried out by staff with suitable expertise and qualifications, who undertake continuing professional development, and are regularly quality assured. Decision making criteria are included in the Processes and SOPs where appropriate. SOPs provide templates where applicable to help consistent approaches, and where appropriate processes make reference to guidance documentation. Training providers will continuously monitor at the appropriate level to ensure that learning meets the required standards. These standards include national occupational standards. 3.4

Human Rights, Diversity and Equality

Consideration is given to Human Rights, Diversity and Equality issues at all stages of the training cycle with the involvement of the community where appropriate. In particular those delivering L&D services should at all times pay due regard to the nine characteristics defined within the Equalities Act 2010. L&D will maintain, on behalf of all training, a central Equality Impact Assessment (EIA) for L&D activity in TVP. This EIA will then be reviewed as part of the review of this policy (i.e. every second year). Reference should be made to this in the development/review of any new or existing L&D activities. Further EIA work should then only be undertaken when the proposed L&D activity falls outside of the coverage of the Central EIA for L&D.

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4.1

Guidance, Procedures & Tactics

Definitions

In this policy the following definitions are used:Client - the individual who represents the customer/sponsor and is responsible for the performance improvement Customer - individual, department, area, within TVP and non-TVP parties undertaking learning Essential training – courses which are deemed essential by the force for a specified group of staff (using selected role profiles) Method of delivery – Within each mode of learning the actual method used to deliver the learning e.g. classroom, e-learning. NOT PROTECTIVELY MARKED

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Mode of learning – High level description of how the learning is to be conducted. Options include self-managed (eg workbook) , centre (eg classroom) or virtual collaboration (eg on-line coaching) Products - the training package/commodity which we deliver to meet a training need Senior User – a representative from a functional area of staff/officers who have the learning need Sponsor - The Senior Manager who represents the organisation’s need for a specific learning and development initiative Stakeholder - Any individual who has a direct and legitimate interest in the performance improvement. If the interest is fundamental to any aspect of this policy they are Key Stakeholders e.g. L&D and CCMT members are key stakeholders. 4.2

Force Learning and Development Strategy

The Learning and Development Strategy will be updated as necessary. The strategy details the strategic objectives for the period, the management responsibilities for learning and development, policy and procedure, and delivery and evaluation strategy, in accordance with relevant national guidance. 4.3

Strategic direction and governance for the L&D function

Strategic direction for the L&D function is provided through the L&D Performance Group (L&D PG) and the Strategic Resource Management and Resilience Panel (SRMRP). The L&D PG is chaired by the Head of Human Resources who represents the Chief Constable’s Management Team. The SRMRP is chaired by the ACC Operations. The L&D PG adopts the L&D Strategy and approves the annual L&D Plan. It also receives regular reports on performance against the plan. 4.4

Force Learning and Development Planning

The annual Learning and Development Plan sets out how the Learning and Development Strategy will be delivered. It covers both the continuing work of running the training programme, the actions required to continue implementation of the Learning and Development Strategy, and the improvement actions to be carried out. It will reflect the National and Force priorities at the time of drafting the plan. In developing resource and budget aspects of the Plan a resourcing and costing model will be used. The Learning and Development Plan will be approved by the L&D Performance Group. The L&D PG oversees the Learning and Development Plan, and will prioritise training requirements to ensure the training functions meet the priorities

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and performance needs of the organisation - both through prioritising new developments and through balancing the expenditure on delivery Receive and review environmental scanning reports Receive and review corporate project prioritisation Prioritise learning needs analyses and design work Prioritise delivery of training Corporate projects are required to consider training requirements at an early stage, and L&D will take part in the Change Tasking & Coordination Group’s consideration of project proposals. The SRM&RP will review all requests from sponsors to make a new or existing learning solution “essential” for all staff or a significant number of staff, and approve/reject/amend/delay as appropriate. This will include learning deemed essential for all staff new to TVP. All essential programmes will be reviewed annually. To do the above the CTCG and SRM&RP will: assess the level of training demand assess training capacity (physical resources, trainers and money) assess the capacity of the organisation (or group) to absorb training decide the training priorities within the given capacity. The above bodies will also re-assess the need for, and relative prioritisation of, previously rejected training to ensure that longer-term development needs are not repeatedly displaced by current, urgent needs. 4.5

Environmental scanning

Environmental scanning will be undertaken formally and regularly, according to the defined processes and procedures, to identify performance or compliance issues that have or the potential to have an impact within TVP. This early review helps identify performance needs that can be met through learning, leading to consideration for a learning needs analysis. Scanning will include current force programmes. In addition we will liaise regularly with senior managers for each major “client” group in the Force to enable them to influence training content, training volumes and to monitor performance. 4.6

Learning needs analysis

Learning needs analysis will be undertaken using a systematic approach, and according to the defined processes and procedures, to clearly identify: the performance gap, both learning and performance objectives the expected business impact of any learning intervention to address this the audience who are to receive this learning defined by their roles (position numbers).

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Measure(s) of success will be identified which will subsequently enable business impact evaluation. Each learning solution, once it has moved beyond the consideration for training stage, will have a Sponsor, Client, Customer, and Delivery Manager throughout its life cycle. National Occupational Standards will be incorporated into lesson objectives, assessments and evaluation criteria. 4.7

Training design and development

The design of training will follow a systematic approach, and according to the defined processes and procedures, to ensure that: i) learning products address the identified performance needs. ii) appropriate modes of learning and methods of delivery are selected to meet the objectives and the client’s and customers circumstances and requirements, such as the number to be trained, the timing of the need, and the level of learning required. iii) all costs associated with the training are identified. This will apply to new requests and the updating of existing products. All learning products will be validated as fit for purpose prior to release for delivery. New training programmes will be mapped against role profiles (and HR position numbers) to help guide individuals to appropriate training, and to assist in monitoring uptake. 4.8

Delivery of Training

Training delivery will be according to the defined processes and procedures. All training delivered in Force will take place after appropriate risk assessments have been conducted (eg of content, of the location) in accordance with Force Policy. All training delivered by TVP will be by suitably qualified and occupationally competent staff who will be assessed regularly and receive appropriate development. External training providers will be regularly assessed for the quality of their delivery. Approved training will be supported by participants being given appropriate (duty) time and facilities to undertake the learning. Refer to the Support for Study policy for allowances for courses of study being undertaken within the scope of that policy. All distance and e-learning products will state the nominal duty time that needs to be allocated to allow an individual to undertake them, subject to any individual NOT PROTECTIVELY MARKED

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needs. This is to ensure that any distance or e-learning, whether a pre-requisite of attendance or an individual package, is completed. E-learning or distance learning products that are not approved through PDR can be undertaken but duty time does not need to be allocated. Where an individual participates in a development programme (as opposed to simply refreshing core skills such as first aid) he/she should be interviewed by their line manager before and after the learning to help application of learning in the workplace, and to ensure that it contributes to individual and Force performance. The PDR system provides continuing professional development (CPD) pages to record this. Whilst participating in any learning event Force policies such as Health and Safety will be complied with specifically to ensure the physical and emotional well being and safety of participants. The training delivery functions will be responsible for undertaking, and acting upon, participant feedback and determination of whether learning objectives are being met according to the defined processes and procedures, and to inform improvements that may need to be made to promote inclusivity. All assessments undertaken will be fair and consistent, subject to an Appeals procedure and carried out by suitably skilled or qualified staff as appropriate. Records of assessments will be maintained to meet the needs of the Force and the individual within the requirements of Data Protection and Freedom of Information legislation. 4.9

Assessment and Accreditation

TVP will ensure it has the appropriate Centre Approval to deliver Qualifications in line with organisational priorities. All assessments undertaken will be according to the defined processes and procedures, be fair and consistent, be undertaken by suitably qualified staff and include an Internal and External Verification process to meet the needs of the awarding body. Records of assessments will be maintained to meet the needs of the Force, individual and awarding body within the requirements of Data Protection and Freedom of Information legislation. 4.10

Evaluation

Business impact evaluation of training will be conducted as necessary, according to the defined processes and procedures, to establish whether the training intervention has contributed to improved performance in the workplace and supported the organisation in achieving its objectives. Investigation at this level is resource intensive and will only be undertaken for certain types of training. This is where the training either: NOT PROTECTIVELY MARKED

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Has a high cost in terms of money or resources, or Has a high throughput of participants, or Has a potentially high impact on the force (or seeks to mitigate a significant risk to the force). Business impact evaluations can include an estimation of the value added attributable to training, and set this against the costs of the training. 4.11

Operations

Learning and Development will provide information via the Manager and Staff Portals, and via the L&D helpdesk, to support line managers and staff. This will include details of learning opportunities, and dates of future sessions. Course administration will be systematic and consistent throughout TVP using the HR Information System with the aim of ensuring that the training is delivered using the best combination of time, place, venue and method. Maintenance of consistent, complete and accurate course information on the HR information system is the responsibility of all learning and development staff. Course codes, including those for external courses, will be managed by the Central Training Administrator. The administration processes will aim to optimise use of resources whilst maintaining accessibility to learning.

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Challenges & Representations

Individuals who wish to make representation about this policy should contact the Head of Learning & Development at Thames Valley Police Training Centre, Sulhamstead, Reading, Berkshire, RG7 4DX. 6

Communication

Links to Police National Legal Database/ Other The policy should be read in conjunction with Support for Study and other relevant policies. Implementation Strategy The revised Policy will be communicated through the normal consultation process. The Policy will be published on the Force intranet site and linked to the associated processes and SOPs. Specifically the revised policy will be communicated to all HR business partners and L&D managers.

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Human Rights Certification This policy was audited for compliance with the Human Rights Act by xxx on xxx. The policy has been developed within the framework of Employment Legislation and the Human Rights Act. Article 8: has the potential to be engaged as data is being collected for monitoring purposes. The data collected is justified in accordance with the legal requirement to collect training data by gender and ethnicity as part of the force’s Equality Scheme. Prohibition of Discrimination Application of this policy could discriminate against individuals either directly or indirectly. Article 14 states the enjoyments of the Rights and Freedoms set forth in the European Convention of Human Rights shall be secured without discrimination on any grounds, such as sex, race, colour, language, religion, political or other opinion, nation or social origin, association with a national minority, property, birth or other status. Unless there is an infringement of another article, Article 14 will not apply as it is not freestanding. However actions and decisions taken as a consequence of this policy could be judged to be discriminatory in employment law if they are not applied fairly and impartially, having due regard for natural justice and human rights.

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Equality Impact An Equality Impact Assessment has been carried out and is published alongside this policy.

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Diversity (Human resources) In the application of this policy, the Force will not discriminate against any persons regardless of their gender, sexual orientation, race or ethnic origin, religion, age or disability.

7.4

Management of Police Information (MoPI)

7.5

Data Protection Personal data and information processed in connection with this policy should be processed in accordance with the Data Protection Act 1998. It is acknowledged that “sensitive” personal data may be processed and this data will be protected in accordance with the requirements of the Act.

7.6

Freedom of Information Act This policy will be publicly available under the Freedom of Information Act 2000. It may be published on the Freedom of Information Internet site.

7.7

Protective Marking NOT PROTECTIVELY MARKED

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This policy has been accessed against the requirements of the Government Protective Marking Scheme as “NOT PROTECTIVELY MARKED”. 7.8

Health & Safety at Work The policy has been determined in accordance with Health & Safety Legislative requirements. All training in force takes place after a risk assessment has been conducted of the location in accordance with force policy (Section 4.8.3).

8.1

8 Monitoring and Review Individuals and managers involved in the application of this policy and / undertaking training should monitor the use and outcomes of their decisions / working practices to ensure the effectiveness of the policy and consistency of application. At a corporate level, performance will be monitored and reported to the Learning and Development Performance Group chaired by the Head of HR. External reporting will be provided to meet the requirements of the Home Office, HMIC and other Government bodies. This policy directly supports the delivery of the TVP L&D Strategy and the HR Strategy

8.2

The policy document will be reviewed every second year. The review will take account of the following criteria:Changes in legislation Court rulings – Domestic, European and Human Rights Changes in guidance laid down by The Home Office, The Health and Safety Commission and other such professional institutes Changes in Home Office circulars Developments with ACPO Policy Unit Representations made by individuals and relevant groups

For use by the Policy Management Unit Only Policy Authorisation Policy approved at (e.g. meeting or committee): Date policy signed off: Policy signed off by: ____________________ _________________ (Name of relevant ACC) (Signature) (Functional area)

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