WILTSHIRE POLICE FORCE PROCEDURE

Transcription

1 WILTSHIRE POLICE FORCE PROCEDURE Development and Learning Commissioning Author PS 114 law Department Learning and Development Date of Publication April 2008 Review Date Technical Author

2 Development and Learning Commissioning INTRODUCTION Overview This procedure details the process for completion of the Development and Learning Commissioning Document. The Document is designed to allow any potential Learning and Development request to be accurately identified, by linking to performance and strategic aims and challenges. Glossary of Terms L&D PNA PFM TDD SMT COG PPI NOS Client Q/A Term Meaning Learning and Development Performance Need Analysis Performance Focus Model Training Definition Document Senior management Team (L&D) Chief Officer Group Personal Performance Indicator National Occupational Standard Originator or Sponsor Quality Assurance Strategic Aims The strategic aim/s linked to this document are set out below. Force Priorities Linked to this Procedure Deliver a quality service which is accessible, visible and reassures. European Convention on Human Rights (ECHR) Compliance The table below lists the ECHR Compliance Guide paragraphs that specifically relate to this Procedure. Reference: The Compliance Guide can be found in TROVE in Policy and Procedures / Corporate Development / ECHR Compliance Guide. ECHR Compliance Guide paragraphs relating to this document Disability Discrimination Act 1995 In writing this procedure the main implications of the above Act, together with the Disability Discrimination Act (Amendment) Regulations 2000 have been taken into account. 2

3 Race Equality and Diversity Impact This procedure has been assessed for relevance to the general duty to provide race equality under the Race Relations (Amendment) Act This assessment has shown that the procedure and its aims are likely to have the relevance level indicated below Relevance Level (Please see Wiltshire Constabulary Race Equality Scheme for details of how to assess the Relevance levels of policies and procedures) Relevant duties under the RRA Act 2000 In this regard a full race equality impact assessment will / will not be undertaken in accordance with the Race Equality Scheme Action Plan. Freedom of Information Act Data Protection Act Any information relating to an identified or identifiable living individual recorded as a consequence of this procedure will be processed in accordance with the Data Protection Act 2018, General Data Protection Regulations and the Force Data Protection Policy. 3

4 Overview Wiltshire Police Learning and Development Department are regularly approached by other business areas to commission a Learning or development event. Often it is felt by the Client that training is needed but they are not able to be specific as to exactly what is required. The purpose of the Development and Learning Commissioning Document is to; Assist the Client in identifying exactly what development or learning is required Link this to performance areas and activities Identify the basic skills and knowledge required Indicate how this development or learning will contribute to Operational and Strategic aims and challenges Assist the relevant decision making bodies to prioritise the request Inform L&D Staff to enable appropriate design, and quality assurance of any subsequent product Prioritise any post programme evaluation The process runs through three stages, and the document is separated into three distinct sections to accurately reflect this. This enables the document to be completed chronologically in line with the process. A flow chart denoting the process is attached for reference at appendix A to this procedure 4

5 STAGE 1 Performance Need Analysis (PNA) Explanation; This is the commencement of any Learning event. It helps to assess; o the wider impact of the requirement and who requires the Learning o expected numbers of those requiring it o how long it may take to deliver the event and critical dates o what level of post learning evaluation should take place o Links to any Risk Register. This information will be used in Stage 2 to allow for accurate prioritisation of the Learning by the Chief Officer Group, or if appropriate by L&D Senior Management Team. When a potential L&D Client feels a development or learning activity is required, they will contact L&D and a lead will be nominated, having reference to the Business Engagement Model at appendix B to this procedure. Paragraph 1 Performance Focus Model Working together the customer and L&D lead will complete the Performance Focus Model at the start of the document. This defines the basic knowledge requirements, the operational activity area to be improved. The key results required from the event and the strategic aims of the Learning event. Once completed the table is an easy reference and reads across in either direction, linking the basic knowledge to the activity, through to operational performance measures and on to the related strategic outcomes, and vice versa. Column 1 Strategic Priorities/Challenges This column shows the strategic aim of the activity or event, and links where the event can impact upon the relevant challenges faced by the Organisation. Column 2 Operational Outcomes/Key Results This column contains a list of performance areas directly relating to the learning or development required. This list is an indication of the performance areas that can be measured at the time of completing, and where necessary after the activity to gauge any performance increase. In short; it is a list of measurable areas of current performance which require improvement. 5

6 Column 3 Key Activities (Linked to PPI s NOS where possible) These are the main activities to be undertaken post event by the students. They are the will do better as a result of the event activities or actions. Where possible they should contain specific National Occupational Standards or PPI s These activities will link directly to the performance areas identified in column 2 Column 4 Capability Key Skills and Knowledge A basic list of skills and knowledge input required for students to be able to undertake the activities outlined in column 3 Paragraph 2 -How did this potential Learning need first come to notice? Indicate here the driver for the need e.g. Environmental Scanning Group, new policies/procedures, new legislation, requirement from Chief Officers etc. Paragraph 3 Consideration must be given at this point to the local or force risk register and an accurate assessment of the risk of not undertaking the activity made. This will enable decisions to be made regarding the priority of the event. Paragraph 4 - Who are the intended recipients of this learning and development event (rank/grade, role specific, department, BCU, whole force etc)? This allows for an assessment of how large the programme is likely to be and gives an early indication of its impact on resources. Paragraph 5 - What is the expected number of students? An estimate of numbers, again to assist in assessing resource impact and programme scale. 6

7 Paragraph 6a - Is there a wider impact than a one off event; e.g. does this Learning or Development activity need to be included within other programmes, or is there an annual maintenance or ongoing requirement. Consideration needs to be given as to whether this event affects, for example, a few role specific experts as a one off event, or whether this learning needs to be included in existing programmes. Does it need to be a maintained programme to supply to other students at sometime in the future. Paragraph 6b - What is the impact on the Wider Police family? e.g. Seconded Officers, special Constabulary. Again this will help to assess the overall impact of the activity both organisationally and from an L&D resource perspective. Paragraph 7 - What is the critical date for this event to have been completed by and why is it critical? Should this activity be given a priority this helps to inform both L&D and the decision makers of its urgency and therefore assist with resource prioritisation. Paragraph 8 - Please indicate which of the following have been considered to address the performance issue, making any notes, which are relevant to each option: This is the opportunity for both the Client and the L&D lead to consider, in the light of the previous information, whether an alternative method is available other than through L&D, to achieve the same outcomes as listed in the Performance Focus Model. Although there is a list of potential methods for delivery of the product, it is not exhaustive, and any one of them might be deemed preferable to an L&D intervention. Paragraph 9 - For Completion in conjunction with the Training Evaluation Officer: What level of Evaluation has been recommended by the Evaluation Officer and why? The purpose of higher level evaluation is to measure the impact of the learning and development event on subsequent performance. The Evaluation Officer will provide advice on the applicability of higher level evaluation for this event (drawing on the information provided in the Priorities/Challenges and Operational Outcomes/Key Results columns in the Performance Focus Model) and will recommend the most viable level to be undertaken. Paragraph 10 - General comments on risk and prioritisation This is the opportunity for the Client to inform the decision makers of their view as to why this development or learning event is required. The above sections help inform the urgency of the activity and the risk management section indicates the importance. The Client may feel they have an opportunity here to express something more if they wish. 7

8 Paragraph 11 -Does the Sponsor agree to supply a subject matter Expert (SME) to work with L&D staff to assist in the design AND delivery of the subject. Note; please indicate to what level this assistance will be, and if this is not to happen please indicate why. Learning and Development are committed to supplying Clients and Sponsors with the highest quality product and consequent learning. We recognise that on most occasions we do not have the depth of knowledge about subjects as those who require the learning event. In order to get the best possible product it is imperative that a subject matter expert is supplied to assist with design and where appropriate, delivery with L&D as the lead. This section enables the sponsor to indicate to what level they feel this assistance should be. Once Stage One is complete the nominated L&D lead returns the Commissioning document to the Department s Senior Management Team. The request will be placed on a register of potential learning and development events to allow for tasking and coordinating of resources. 8

9 STAGE 2 Decision making Explanation The decision making bodies, as to whether a programme will be undertaken are either, the L&D Senior Management Team (SMT), or where appropriate, COG. In the first instance the commissioning document with Stage 1 completed will go before the former of the above groups. They will make a decision at this time as to whether they or COG are responsible for prioritising the activity. For example; if the event requested is small in nature, has minor resourcing implications and is a one off for a particular client, then SMT may feel they can agree to the continuation of the process. Alternatively it may be that the original commissioning has come from COG and that the decision has already been made. The decision is recorded in the first part of Stage 2 and reasons why it was made. SMT may feel that Stage 1 has insufficient detail to help them make their decision and they may refer it back to the Client and L&D nominated lead for further work. If the matter is one that COG need to view, and decide upon, the latter two sections of this Stage allow that group to explain their decisions and rationale in the same way. 9

10 STAGE 3 Training Definition Document (TDD) Explanation The TDD is the process used to define exactly what needs to be placed in the activity concerned. Ideally the TDD will be completed by the nominated L&D designer and Client working together. Item 1; Aims and Objectives Table; By using the information Key skills and Knowledge and Key Activities from the Performance Focus Model at stage 1, the Training Designer will formulate the Objectives for the TDD in table 1. The Aims may be driven by the Operational Outcomes/key Results list. It is not expected that all the aims and objectives for the Learning event that are to be used in future lesson design be included here, especially for the larger more complex events, but the nearer they are to this goal the more accurate the TDD will be. Where Possible the associated PPI s or NOS should be included in this table Once a programme of learning has been developed to address the requirements identified in this TDD, it is anticipated that the programme will be maintained and kept up to date to reflect changes in law, procedure, policy or practice. The responsibility for these changes will remain with Learning and Development. However if fundamental changes are required to the programme (the removal or addition of major learning objectives or a complete revision of the programme for example) the originating Sponsor should be consulted and a new Commissioning Document developed. Item 2; Once the Aims and Objectives have been identified, there is the opportunity to consider whether methods other than traditional classroom events have the potential to obtain the same learning results. This will enable the training designer to fully consider whether a blended learning approach to the programme will be beneficial. This allows for various methods to be used in a simple to complex format to bring about full development of the students to achieve the sponsors desired outcomes. (E.g. workbook followed by workshop followed by NCALT followed by work place coaching.) Item 3 and 4; An estimate of L&D staff and resourcing implications. This should be expressed in working days. E.g. Design; 1 designer for 8 days = 8 days Delivery; 3 Trainers for 7 x 4 day workshops = 3x7x4=84 days Item 5; The L&D Lead, or Management Team as appropriate, can then make calculated decisions, taking into account critical dates from Stage 1, resourcing implications for the Unit and the Students, and the demands placed upon the set Training Plan, to stipulate start and end dates for the Programme. 10

11 Item 6; This allows for the Sponsor to stipulate what support they will offer to the Programme. For example; Provision of any other method deemed appropriate achieve the desired outcomes Guaranteed attendance by delegates Pre course/post course study time Event support by upper management (e.g. opening/closing the event) Post learning support in the workplace. This may include PDR objectives, opportunities put in place to put the learning into practice, portfolio completion, assessment processes etc. Item 7; Final sign off and agreement between L&D and the sponsor before full product design, Q/A and Pilot. (A flow chart indicating how the Training Design Process works is attached at Appendix C) 11

12 Appendix A Process Chart. Drivers; ESG PERFORMANCE HMIC NEW PROCESS/PROCEDURE Training Evaluation Officer to be consulted at Completion of PFM Potential Learning Requirement identified By Sponsor Performance Need Analysis undertaken by Client and L&D nominated lead S T A G E 1 Returned to L&D lead for review and placing on Potential Learning Event List Yes; Reasons recorded and returned to L&D Lead COG/LDG/L&D SMT For prioritisation Agreed? L&D Lead to identify lead Trainer/Designer No; Reasons recorded and the Commissioning Document filed for future access S T A G E 2 Policy and Quality Team included for Q/A Trainer/Designer & Client TDD Completion Sign off and commencement of event design process S T A G E 3 12

13 APPENDIX B Client Engagement Model Inputs: Outputs: Roles: Force-wide Strategic Development Needs, ACPO / Commander level Time frames: 1-3yrs Organisational Strategies Force Policing Plan TDD / PNA Organisation Wide L&D Programmes Cultural Change Events Force Performance Development Activity Head of L&D C/I L&D BCU / Departmental Development Needs, SMT Level Time frames: 3 18 months BCU / Departmental Plans TDD / PNA Tasking & Co-ordinating BCU / Departmental L&D Programmes BCU Development Programmes BCU Performance Development Activity L&D Management Team PDU Sergeants Unit / Function Development Needs, DMT Level Time frames 0-6 months Team Plans TNA / PNA Tasking & Co-ordinating Team / Individual L&D Programmes Team / Individual Performance Activity L&D Team Supervisors Provision of: Advice and guidance to clients on L&D matters, including Learning, Leadership and Management, Coaching, template plans etc, support for local initiatives, corporate standards 13

14 Appendix C Training Design Process Learning and Development Commissioning Document (PNA/TDD) Musts/Shoulds/Coulds Learning Outcomes NOS/PPI Link Continue Delivery Product Design Feedback review and Evaluation Q/A TQM Amend Pilot Deliver 14

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