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LEADING POLICING
A strategy for the 21st century
SUMMARY
LEADING POLICING –
AN INTRODUCTION
LEADING POLICING – AN INTRODUCTION
09
WHY WE NEED A LEADERSHIP STRATEGY
FOR POLICING
13
BACKGROUND
23
THE BUSINESS DRIVERS FOR CHANGE –
CHALLENGES FOR POLICING
29
LEADERSHIP DEVELOPMENT IN OTHER SECTORS
37
WORKING ASSUMPTIONS
49
POLICING LEADERSHIP DEVELOPMENT
DOMAINS
61
WHAT WILL BE DIFFERENT?
67
PROGRESS SO FAR
73
78
80
82
84
85
86
THE LEADERSHIP DEVELOPMENT PLAN
APPENDIX A
NATIONAL RANK SPECIFIC
RECRUITMENT/SELECTION PROCESSES AND
LEARNING AND DEVELOPMENT PROGRAMMES
APPENDIX B
CURRENT DATA ON WORKFORCE
COMPOSITION (POLICE SERVICE STRENGTH)
APPENDIX C
PEOPLE STRATEGY PRINCIPLES
APPENDIX D
REFERENCE MATERIALS
APPENDIX E
LEADERSHIP DEVELOPMENT PRINCIPLES
BIBLIOGRAPHY
If you ‘google’ leadership on the internet you will
have your pick of 15,200,000 results to choose from.
Many of these results cover academic research,
checklists, hints on how to be a great leader and
theories that question whether leaders are born or
can be developed.
There are many definitions of leadership, many
lists of characteristics, complicated processes for
assessing leadership qualities and thousands of
competency definitions. We have, in our work on
leadership, attempted to deal with straightforward
issues in a clear and simple way.
• We have defined the problem that successful
implementation of a leadership strategy will solve.
• We have asked the people who know, to
both define the problem and articulate
possible solutions.
• We have dipped into leading academic
research and best practice in a variety of
sectors but have not allowed ourselves to
become wedded to any particular approach.
• We have considered nothing sacrosanct
in our deliberations.
• We believe that no artificial barriers should
stand in the way of high aspiration, high
achievement and better service to the public.
As a result of this we have identified a number of
issues that need to be resolved, a range of gaps in
the quality of service that is provided to policing at
present and a range of solutions that will deliver
more efficient and effective leadership in policing.
These proposals will offer radical change in the world
of police learning, development and leadership.
We advocate:
• Whole-scale change in the strategic view of
the skills required for policing today.
• An introduction in particular of business skills
to the curriculum.
• A move to career management in the sector.
• A refreshed focus on graduate and post
graduate education in policing.
• A broadening of the policing education system to
include the learning from and with other sectors.
• Rigorous assessment of the impact of learning
and development interventions on the quality
of policing.
•
A philosophy of continuous professional
development.
These recommendations represent a new approach
to learning, development and leadership in policing
that positions it experientially, educationally
and academically at the leading edge of public
sector education.
Peter Neyroud
Chief Executive NPIA
March 2008
5
LEADING POLICING INTRODUCTION
ACKNOWLEDGEMENTS
This strategy has been prepared following extensive
consultation with the Minister, Home Office
officials, The Association of Police Authorities,
members of ACPO, HR Directors, and Heads of
Training in forces, HMIC, and leading academics.
All have demonstrated their commitment to
improving leadership development within policing
by engaging fully and honestly in the development
of the strategy. Their contribution is vital to ensure
that this strategy is meaningful and connected to
the real world of policing.
The levels of engagement have been excellent and
the resultant product stands as an exemplar to
demonstrate the way that the NPIA will continue
to engage with the police service, the tripartite
and relevant bodies in order to deliver its mission;
improving policing in England and Wales.
Rt Hon Tony McNulty Minister of State for
Security, Counter-Terrorism, Crime and Policing
Peter Fahy QPM
Chief Constable, Cheshire Constabulary and ACPO
lead for Leadership, Race and Diversity.
Sir Ronnie Flanagan GBE QPM
HM Chief Inspector of Constabulary, HMIC for
England, Wales and Northern Ireland and Chair of
the Senior Appointments Committee
Gillian Parker QPM
Chief Constable Bedfordshire Constabulary
Chris Sims Chief Constable Staffordshire Police
Julie Spence QPM
Chief Constable Cambridgeshire Constabulary
Adrian Lee
Deputy Chief Constable Staffordshire Police
John Sampson
Assistant Chief Constable West Yorkshire Police
Bob Jones
Chairman Association of Police Authorities
Dr Marie Dickie
HR Lead Association of Police Authorities
Martin Tiplady
Director of HR Metropolitan Police Service
Dr Steven Chase
Head of HR Thames Valley Police
David Williams
Director of Personnel West Midlands Police
Richard Earland
Chief Information Officer NPIA
Sir Ian Blair QPM
Commissioner Metropolitan Police Service
Jan Berry QPM Chairman Police Federation
Sir Hugh Orde OBE
Chief Constable Police Service of Northern Ireland
Pat Stayt National Secretary The Police
Superintendents Association of England and Wales
Sir Norman Bettison QPM
Chief Constable West Yorkshire Police
Linda Holbeche
Director of Research and Policy CIPD
Ken Jones QPM Chief Constable President of ACPO
Vance Kearney
Vice President HR for Europe Oracle
Matthew Baggott QPM
Chief Constable Leicestershire Constabulary
Mike Todd QPM
Chief Constable Greater Manchester Police
Ian Johnston QPM
Chief Constable British Transport Police
Bob Quick QPM
Assistant Commissioner Specialist Operations
Metropolitan Police Service
6
Professor John Bennington Professor in Public
Management and Policy Warwick Business School
Eric Nisbett
Director of Corporate Support City of London Police
Christine Twigg
Deputy Chief Constable Cumbria Constabulary
Stuart Villiers
Head of Training Lancashire Police
LEADING POLICING WHY WE NEED A LEADERSHIP STRATEGY FOR POLICING
WHY WE NEED A LEADERSHIP
STRATEGY FOR POLICING
The enhancement of leadership in any sector
requires a conscious investment in the development
of current and future leaders, systems and processes.
This strategy provides clarity on the priorities for
action, and suggests measures of achievement
which need to be established and reviewed to
ensure the investment is delivering the longer term
benefits and outcomes in the most efficient and
effective way possible.
The Leadership Development Plan outlines the
priorities which will enable the service to:
• Meet the current and new challenges of
policing.
Leadership is a subject that generates passion and
debate. It does so because it engages our values.
Leadership is as much about values as it is about
tasks, behaviours and skills. Nowhere is this more
relevant than in the policing environment which is a
public service driven by values.
This strategy is built on the views of the service.
Hundreds of people in the policing family have
contributed their thoughts and ideas. It additionally
takes into account current thinking on leadership
development in the wider public sector, the private
sector and academia.
It is also clear that no single theory of leadership will
capture the complexity and diversity of leadership
activity and styles that have to be displayed across
the broad spectrum of responsibilities that are the
accountability of the police service.
The aim of this strategy is to build on and develop
even more effective leadership across policing
in England and Wales. The strategy will be a key
building block in the wider people strategy for
policing and will provide links to how the police
service manages talent and plans for succession.
(Appendix C on page 82 outlines the wider people
strategy dimensions)
This strategy attempts to:
• Examine the business drivers for change and
leadership challenges for the police service.
• Determine how the services strengths and skills
can be employed to address the critical issues.
• Analyse opportunities and strengths looking for
ways to synthesize the two.
• Explore the best approaches for leadership
development in policing.
• Continue to improve the overall performance of
policing leaders (both police officers and staff)
at all levels in the service.
• Develop current leaders and teams.
• Ensure the supply of future leaders through
more effective identification and development.
In addition to these four strands the plan is
underpinned by governance arrangements including
accountability mechanisms to measure and review
performance. The plan recognises that actions will
need to be taken forward locally and nationally.
The research suggests that the police service has
a rare moment of opportunity to create innovative
strategies in leadership for the whole of policing.
The support of the tripartite, constabularies and
stakeholders together with focused execution by
the NPIA, will enable this vision to be translated
into practice.
‘We need a system of national talent management
where we are very, very good at identifying who are
the future leaders, who are people of quality and
talent particularly in terms of leadership. We need
to set very clear expectations about the investment
they are going to have to give to invest in their own
self development’.
Peter Fahy QPM
Chief Constable, Cheshire Constabulary and ACPO lead for Leadership
‘We are still seeing people who are perhaps a little too generalist,
people who have had a butterfly career pattern; a small period here
and a small period there .... there is a habit of throwing people in at
the deep end and hoping that they will swim.’
Bob Jones
Chairman Association of Police Authorities
10
LEADING POLICING BACKGROUND
BACKGROUND
This culminated in a DVD entitled ‘Leadership in
Policing: A National Debate2’ which encapsulates
the views of the service on leadership.
• Research3 has also been produced on the customer
experience of interaction with NPIA learning and
development sites to capture the experience
from identification of development, through
booking a course and the delegate experience.
• The HR and learning and development community
have been consulted through workshops.
The police service currently has good leaders who
need to continue to develop and improve to meet
new and emerging challenges. Development must
take place on a continuing basis with particular
attention given to growing appropriately skilled
talent pools from which the leadership of the future
can be selected.
There is not a crisis in leadership in policing in
England and Wales, indeed, the response to
events such as terrorist attacks and floods show
that policing leadership is extremely strong and
effective. However, a range of evidence suggests
that the delivery of leadership development support
provided to policing needs to be strengthened
and that there must be more joined up effective
planning for talent management and succession.
There is also a view that the police service needs
to increase its confidence in its ability to develop
its people intellectually and strategically as well as
operationally and tactically.
• Consultation has also taken place through the
Leadership Strategy Board (LSB) which includes
representatives of the tripartite and HMIC
and the Leadership Council which includes
representatives from the Federation and
Superintendents Association.
• Members of the current strategic command
in-take have been consulted on their views
of leadership.
• Feedback following consultation on the first
draft of the strategy has been reflected
in this strategy.
The evidence includes:
• The findings of the Policing Futures review1
commissioned by the previous Centrex and
taken forward by the NPIA with Peter Fahy the
Chief Constable of Cheshire and Association of
Chief Police Officers (ACPO) lead on Leadership
and Race and Diversity, as sponsor.
• Additionally, research was undertaken which
included speaking to:
– Existing Chief Constables
– New entrants to the service
– International students
– Her Majesty’s Inspectorate of Constabulary
(HMIC)
‘In the past...the people who knew the business ran
the training. They knew what was needed, who to
get to run the training and they did that.’
Sir Hugh Orde OBE
– Association of Police Authorities (APA)
– The Policing Minister
– Home Office
‘We must recognise the importance of having
highly credible, capable people with a proven
track record of success in the service, moving
for some period of their career into a leadership
training role.’
14
1
Policing Futures – Leadership Development for 2020 MCK
Consultancy in association with Michael Page Associates April 2007
2
Copies available from NPIA
3
Verve Stakeholder Review report August 2007
Bob Quick
‘There is some evidence that we are not getting
enough people through with enough breadth of
skills so that when top teams are created within
a force, that team exhibits the broadest range of
experience and expertise.’
HM Chief Inspector of Constabulary
HMIC for England, Wales and Northern Ireland
and Chair of Senior Appointments Panel
‘The various development schemes over the years
have not really been flexible enough’
Gillian Parker QPM
Chief Constable Bedfordshire Constabulary
‘The modern day police officer needs to have the
skills set to interface very directly with the community
that they serve and they need to be far more in
terms of Human Resources leaders than they ever
were in the past. And I think all that adds up to a
clearly defined leadership skills set that is miles
away from what it was 5 or 10 years ago.’
Rt Hon Tony McNulty
Minister of State for Security
Counter-Terrorism, Crime and Policing
‘A national leadership development programme has a very important
role to play in creating a shared national ethos for policing.’
Peter Fahy QPM,
Chief Constable, Cheshire Constabulary ACPO
lead for Leadership, Race and Diversity
16
RESEARCH FINDINGS
A number of concerns had been raised about
senior leadership development in the police
service and whether it was meeting the complex
demands of senior command. Attendance on
the Senior Leadership Development Programme
(SLDP) has been variable as have the satisfaction
rates achieved by the various modules. There
have been insufficient successful graduates of
the Police National Assessment Centre (PNAC)
and the Strategic Command Course to meet
the needs of Police Authorities to fill chief officer
vacancies. There is also concern at the low number
of black and minority ethnic and female officers
at superintendent and senior staff levels as well as
those reaching chief officer positions. In parallel
the Senior Appointments Panel (SAP) chaired by Sir
Ronnie Flanagan has undertaken some work which
has identified concerns, which are shared by ACPO/
APA, on the number of candidates who possess the
relevant skills base and breadth coming forward
for the most senior appointments in the service.
There is a requirement for a more assertive search
for potential which should blend what is already
present within the service and that which needs to
be brought in with new recruits.
The current perspective of the police service is
that leadership development has not been led by
the service itself. That it has become over time
disconnected from operational needs and has
become in part a generic management offering
which neither takes full account of the professional
customer, nor embodies the distinct professional and
accountability requirements that fit with the needs
and context of policing for now and the future.
18
Following a report in 2003 on getting the best
leaders to take on the most challenging tasks, a
substantial amount of work was undertaken to
increase leadership development in the service. This
has included the introduction of the National Senior
Career Advisory Service (NSCAS) and the High
Potential Development Scheme (HPDS). Both of
which have been successful up to a point, although
the lack of an integrated leadership development
strategy has meant that these initiatives stand alone
rather than being part of an integrated offering.
The Leadership Futures Review published in May
2007 consulted a wide range of stakeholders in
senior leadership development across the service
and beyond.
Key findings were:
• The need for a leadership strategy for policing.
• The importance of defining and meeting police
service needs.
• The need for positive action for BME and
women to address under representation.
• The need for more flexibility to improve
accessibility of programmes.
• The importance of ACPO engagement and
support for the leadership offerings.
• The need for effective evaluation.
• The absence of a research facility.
Nikki Leaper Sergeant, Devon & Cornwall Constabulary
Nikki has been a police officer for 4 and a half years.
‘I am currently seconded to the NPIA at the Home Office as Agency
and Force Co-ordinator for the Schengen Information System, this
wouldn’t have happened without the High Potential Development
Scheme (HPDS). It has opened doors for me. It has enabled me to
take exams earlier and made promotion faster. I have gained a
broader understanding of the police in general in a short time frame.
The networking opportunities it provided have proven invaluable in my
present role, giving me the chance to learn from others. Having an
ACPO officer as my mentor has been excellent. I have also learnt
a lot about myself what my strengths and weaknesses are.’
There was a high degree of consensus on the
underlying issues and what needs to be done
to improve the situation. Further work has been
undertaken to develop that broad consensus and
this strategy represents the detailed feedback
around the solutions. The development of this
strategy has been an iterative process. The intention
is for this strategy to be a living document which
will continue to evolve to support the service as the
leadership plans are implemented.
In order to achieve successful outcomes in
leadership development for the police service it is
important that there is continued support for the
emerging priorities and strategy. This will require in
particular ACPO to articulate the professional needs
of the senior levels of the service. Additionally, it will
require strong support from the APA to ensure police
authorities are confident in the approach to police
leadership that is developed, and support from the
Home Office which recognises that local leadership
is needed to deliver national policing priorities.
There is also a need for a set of principles to be
clearly set out which underpin development within
the police service and in particular leadership
development. Principles have been developed
following the consultation and are set out in
Appendix D.
The responsibility for police learning remains
a shared one at both national and local levels
between the Home Office, ACPO and the APA. The
design, development, delivery and evaluation of the
learning, development and leadership interventions
that will achieve the outcomes required by the
tripartite rests with the NPIA.
In delivering this strategy the NPIA will work with
Police service of Northern Ireland (PNSI), Association
of Chief Police Officers Scotland (ACPOS) and nonHome Office forces.
It needs also to be acknowledged that on the whole
the customers of what was Centrex have been
undemanding and less than clear on prioritisation.
This has allowed leadership development in effect
to be sub contracted out from the service and at
times detached from the operational priorities and
organisational culture of forces. Bramshill has declined
as a centre of excellence and has moved from being a
staff college to in effect a conference centre.
In the absence of an effective national leadership
strategy, many forces have developed strong links
with local academic institutions and developed their
own leadership programmes. As a result there is now
uncertainty and confusion over what is mandatory
at the national level to ensure there are consistent
national standards and a shared ethos and values
to support collaboration and national policing
developments and what is best delivered locally.
The research has also identified concerns about
current accreditation, assessment and underpinning
systems such as the integrated competency
framework. Whilst there is recognition of the need
for systems and processes to accredit, assess
and underpin leadership development, these are
currently seen as:
The research shows there has been a lack of:
• Disconnected from the reality of current
policing roles.
• Consistency in charging process.
• Overly bureaucratic, lengthy and perceived
as inaccessible other than by experts in the
learning and development area.
• A central booking system.
• Customer standards.
• A single website/brochure for information.
• Limited evaluation beyond the delegates own
view upon completion of a course.
These omissions are currently being rectified
through a programme of work lead by the NPIA.
• Extremely resource intensive and a distraction
from core policing activity.
• An industry of process that does not add to
good policing results.
The poor reputation of these systems/processes
requires a robust review to ensure that they are fit
for purpose and produce the outcomes that policing
requires. This issue was highlighted in the Review
of Policing final report4 and recommendation 14
states that ‘The NPIA should conduct a review of
the Integrated Competency Framework on behalf
of the tripartite partners to ensure that it is a useful
and accessible tool for police managers and staff.’
The experience of customers and delegates in
relation to NPIA Learning and Development
establishments has been inconsistent in the past.
4
The Review of Policing Final Report by Sir Ronnie Flanagan
GBE QPM published February 2008
‘A professional police service requires investment
in the development of a wide range of professional
disciplines beyond operational policing.’
Gillian Hibberd
Corporate Director People and Policy Buckinnghamshire
County Council
20
LEADING POLICING THE BUSINESS DRIVERS FOR CHANGE – CHALLENGES FOR POLICING
THE BUSINESS DRIVERS
FOR CHANGE –
CHALLENGES FOR POLICING
The police service today faces a number of
challenges which are complex and diverse. Ensuring
that the police service has the leadership skills and
capability to respond effectively to these challenges
and ensure safer communities and reduced fear of
crime is a key requirement now and for the future.
ACPO envision the police service of the future as
a public service driven by values, embedded in the
community, diverse in its workforce and its skills
mix, working within key national standards, and
driving towards a new professionalism. This requires
investment in leadership development.
Community engagement
A fundamental tenet of policing in the UK is the
concept of policing with consent and this concept
has developed over the years from a passive
arrangement to a more active requirement to
engage with communities and promote community
cohesion through neighbourhood policing. The
police service aims to harness the energies of our
communities, our partners and the whole of the
service to address crime, anti social behaviour and
those quality of life issues that contribute to making
people feel vulnerable.
This makes good business sense. Community
engagement is fundamental to safer communities
and the police service needs to listen to all
communities and provide information which
informs local priorities and reassures the public.
There is also an issue about accessibility in its widest
sense from individual officers to different channels
of communication. The police service knows that
it has to move to a more citizen focused approach
to policing where the skills of communication,
empathy and appreciating different perspectives
are key to successful policing. The challenge is to
ensure that the police service engages effectively
with all communities however diverse and complex.
These community engagement issues highlight
the skills of partnership working, communication
and influencing skills, understanding others, and
equality and diversity as key areas for leadership
development within the police service.
Performance culture
Modern society
The introduction of the National Policing Plan in
2002 has required police authorities to develop
a clear local plan to deliver the national plan and
to have their performance against their plan
assessed. The development of a strong managerial
and performance culture in the police service has
occurred, encouraged by centrally driven control
and direction from the Home Office with powers of
intervention, if forces are not delivering the standards
required. In effect this has driven a standardisation
of policing across the country. In recent years,
ACPO has focused on the development of national
standards in key areas, such as the use of firearms,
the policing of public disorder, the investigation of
major crimes and the handling of major incidents.
The challenge is to develop a national leadership
strategy which is owned and lived by the police
service. To maintain a successful performance
culture, police leaders need the skills of business
planning, performance management, ethical
policing, programme management and strategic
people management and these need to be built
into the leadership development programme.*
In recent years society has undergone irrevocable
changes such as increased mobility, globalisation
and economic changes such as the single market,
and has become more fragmented and less able
to police itself. This has introduced unprecedented
potential for global and cross border crime. The
trans-national dimension in policing has become
an essential component in tackling the trade in
illegal drugs, money laundering, people trafficking
and particularly terrorism. It is quite unthinkable
now that a policing system in any major nation
in the world could exist without a national arm
to interface with other national and international
policing bodies, and to deal with the criminals whose
potential impact is sufficiently serious to destabilise
and corrupt the democratic state. This represents
a huge challenge, particularly balancing vigilance
with community cohesion, upholding freedoms
whilst increasing surveillance and monitoring of
UK citizens. Consequently, the need to understand
criminology, socio-economics and sociology together
with an appreciation of the contribution of science
and technology to policing need to be key parts of
the leadership development framework.
* These leadership issues are set out in the section on
Policing Leadership Development Domains
‘We are engaged in many different aspects of work that we weren’t
engaged in 10 or 15 years ago. If you look at the growth in family liaison
teams, our care for victims, if you look at the role we are playing in trying
to facilitate and cement community cohesion. If you look at the
challenges of 21st century, migration, the problems in terms of computer
crime and internet crime, people trafficking, what we call protective
services, the need to deal with terrorism and serious disorder, with
contingency planning for natural disasters all of these things require
a constantly evolving and changing police service to deal with the
constantly evolving challenges.’
HM Chief Inspector of Constabulary, HMIC England Wales and Northern Ireland
24
LEADING POLICING THE BUSINESS DRIVERS FOR CHANGE – CHALLENGES FOR POLICING
Increasing expectations
At a local level, the increase in mobility over the
last half century has created a more unstable
and unsettled society that has become materially
wealthier and more consumer-based both in
commercial markets and in public services. People in
the UK now live in a market state designed around
meeting their expectations and as such they have
high expectations of their police service. With
significant shifts in social stability, and the rapid
pace of technological and socio-economic change
over the last decades, have come increases in some
types of crime and also increased public concern
about crime and security. These concerns have
been heightened by the events of September 11th
and 7th July and the subsequent war against terror.
Alongside this there is a rising public concern about
predatory and violent criminality affecting children
and other vulnerable persons. These concerns are
fed by a global media whose reach has expanded
enormously in recent years. This increases the
fear of crime which has come ironically at a time
of falling crime levels. There is a paradox between
improved crime performance and falling public
confidence, reassurance and satisfaction. This may
reflect the fact that what is measured as crime
performance is not visible to communities who
rely on their own experiences and that of their
neighbours and friends and what they read in the
papers / see on the television. The challenge is to
close the gap between perception and reality. This is
about stakeholder management and building trust
and understanding with the public and comes from
personal leadership style and the skills of marketing
and reputation management, which need to be
part of the leadership development framework.
Protective services
Policing must cope with different levels of crime
ranging from the very local dimension where crime
and disorder impacts on the individual citizen to the
range of cross border criminals, serious and complex
crimes that the public expect a modern police force
to resolve quickly and efficiently with minimum
disruption to their daily lives. These complex issues
include investigating critical incidents, dealing with
child protection issues and managing safety on the
road network.
The increasing use of violence has emerged as a
growing concern from a number of standpoints.
Evidence abounds of criminals being increasingly
prepared to use violence in the commission of
offences such as distraction burglary and drug
related crime. There are also concerns around the
association between alcohol and violence, not
just within the public arena but also in domestic
scenarios. An associated issue is the raised concern
around anti-social behaviour, the importance given
by the public to its control, and the difficulties
experienced by the police in tackling such a vaguely
defined and difficult to measure activity.
Policing Level 2 or cross-border and cross-force
crimes is a major challenge. These crimes are more
difficult to manage and more difficult to define
in performance terms. They are high-impact and
resource intensive, and include crimes such as
linked rapes, organised thefts of high performance
vehicles, violent distraction burglaries and armed
robberies. These crimes impact significantly upon
the public’s perceptions of their safety, and upon
policing resources. The challenge is to respond to
increasing demands for service in an increasingly
complex criminal world with limited resources.
Having the ability to make sense of complexity,
strategically manage intelligence and develop and
deploy your people to meet these demands, whilst
assessing operational risks, are fundamental police
leadership skills.*
Limited resources
‘Increasing confidence in the police is leading to
increasing demand for our services’
Bob Quick
‘We have to give our people the confidence to make decisions
and the confidence to take managed risks. We operate in a high
risk environment and they have to be able to make decisions.’
It is this stretching of policing in every direction,
and simultaneously increasing demand in each
direction, that has led to increasing pressure on the
police service resources. The latest comprehensive
spending review indicates that resources for policing
will remain the same or reduce in future. There
is pressure to increase efficiency to make every
pound spent on policing go as far as possible. The
challenge is to reduce bureaucracy, focus on the
most effective deployment of the people resource
and invest in more effective partnership working to
make sure public resources are utilised effectively.
Leading and utilising resources to best effect is an
important part of efficient and effective policing.
Technology and science
There is a clearly growing threat imposed by hi tech
crime, including internet based child pornography
and child abuse activity, as well as identity theft and
computer based fraud. Policing today increasingly
utilises science and technology. The public also
expect and believe that science can solve all crimes.
This belief is fed by television depictions of forensic
science and hi tech wizardry. Clearly science and
technology are significant contributors to detecting
and resolving crimes and potentially a deterrent,
however, to be most effective it requires people with
specific knowledge and skills to deliver the service.
The challenge is to make the best use of technology
and science to support policing at a cost which is
acceptable to the public. The ability to work with and
get the best from specialists whilst understanding
and valuing their contribution is another leadership
skill which needs to be included in the leadership
development solutions.
Partnership challenge
All public services are encouraged to work in
partnership to stretch resources and target mutual
problems and issues. The shared agenda and vision
of public services in a locality makes it obvious that
the different elements of the public service should
collaborate and share resources to achieve shared
outcomes. This presents challenges about shared
information, shared people resources, including
governance and performance issues about
whether the resources have been used effectively
and whether the needs of all partners have been
met. This is a challenge for all public services and
in some ways the police service has been slower
to engage in effective partnership working. This is
a key challenge for the police service over the next
five years particularly given the Comprehensive Area
Assessment process which will seek to measure the
effectiveness of public services and partnership
working across a locality. The leaders of the police
service need well developed political skills and
emotional intelligence together with the ability to
assess performance and evaluate outcomes. These
skills also need to be included in the leadership
development solutions.
Sir Hugh Orde OBE
26
27
LEADING POLICING LEADERSHIP DEVELOPMENT IN OTHER SECTORS
LEADERSHIP DEVELOPMENT
IN OTHER SECTORS
The police service does not operate in isolation.
Increasingly, it operates in partnership with service
providers across all sectors. National policing
developments and security concerns as well as
global trends and capability and capacity issues
strengthen the need for stronger connections across
the public sector. It will be important in developing a
policing leadership strategy based on best practice
and collaboration across sectors to exploit synergies
and achieve the best outcomes.
Research commissioned by the Public Service
Leaders Alliance (PSLA)6 in relation to the impact
of leadership development offers an insight into
leadership issues across the public sector. The
review focused on the evaluation of leadership
development in the PSLA organisations, how
leadership is defined, how leadership development
is conceptualised and consequently how outcomes
from leadership development are evaluated.
• PSLA organisations generally recognise
different spheres of leadership, the individual,
the organisational and the locational but give
different weights to each.
•
Despite many common challenges, there
are differences in remit and context which
have a significant influence not only on the
focus of leadership development activities
for each organisation but also in anticipated
outcomes from leadership development. Some
organisations have a core model of leadership
applied to all programmes, whilst others offer
a more bottom up approach based on a
locality-based needs analysis.
• Emphasis on evaluation varies and few
evaluation frameworks have been developed,
although most PSLA organisations base
their evaluations on Kirkpatrick’s model.
Tracking the impact of leadership on change
to the organisation, locality, or system is a
desirable but frequently elusive outcome. Other
commonly noted evaluation challenges include
difficulties related to: demonstrating impact on
wider outcomes; ensuring that what is valued
gets measured; and knowing what counts
as evidence.
• New forms of evaluation are emerging.
In particular organisations are turning to a
“story” approach to elucidate change over time,
and a toolkit approach is being used to develop
leaders own capacity for self evaluation.
The key findings from the research were:
It is helpful to explore briefly leadership
developments in other sectors, specifically the
work of the Strategic Leadership Alliance and the
Professional Skills for Government framework which
is being developed across Whitehall and leadership
development practices across the private sector.
A recent leadership survey of HR professionals5
concluded that ‘leaders in the UK often lacked
dedicated attention ...to help them develop in a
planned fashion through continuous learning both
from job experience and more formal learning.’ As
a result the survey found that ‘they tend to arrive in
leadership positions less well prepared than leaders
outside the UK and they inspire less confidence’
from their followers ‘in their ability to execute
strategies successfully.’ This indicates a general
recognition of the need for more structured and
effective leadership development.
5
Chartered Institute of Personnel and Development survey 2005:
UK global comparisons leadership forecast 2005 2006 best
practice for tomorrows global leaders.
6
The PSLA comprises 10 organisations which broadly speaking
constitute public sector academies, including Health Defence,
Policing, Fire and the Civil Service
30
• To date, evaluative work on leadership
development has tended to focus on the
impact on individuals, rather than on the
organisational impact, strategic impact or
the outcomes for service provision.
• Over recent years there has been a move away
from technical and task orientated leadership
towards a more process – orientated approach
and the professional development of staff,
based on values of collaboration, shared vision
and maximising organisational efficiency.
• Organisations within the PSLA have a range
of overlapping ‘descriptors’ or statements
associated with leaders or leadership.
Some are less concerned than others about
definitions of leadership and are more focused
on the landscape and context which shapes
expectations, relationships and the change
management process.
‘All leaders must have an awarness of the science
and technology that exists and be able to form an
educated opinion on how science and technology
can support the objectives of the police service.’
Richard Earland
Chief Information Officer NPIA
‘One of the real challenges that police leaders face is that we have all
largely only ever worked for the police service and that has some real
strengths in terms of shared history and ethos; all of us have been
operational cops on the front line but it also carries with it some real
challenges in that our outlook can be very narrow.’
Peter Fahy QPM
Chief Constable, Cheshire Constabulary
and ACPO lead for Leadership, Race and Diversity
There is an opportunity to link into the development
activities of other organisations where there is
clear benefit for policing. In a world of partnership
working it is critical that all concerned can view
issues through the lens of others organisations. The
NPIA as a member of the PSLA will seek to build
links with the other member organisations in order
to further the development of police leadership.
The initiatives developed in policing should build
on the best of the leadership and management
development programmes for specific services
i.e. Health, local government, Civil Service and
complement these with the additional knowledge
and capabilities needed to lead and manage interorganisational partnerships and networks. The
aim will be to harness the best programmes and
initiatives from elsewhere in the UK and utilize any
elements where they can add value.
Experience of leadership development practice
across the private sector is mixed with some
organisations investing considerable amounts
of resource and time in developing the leaders
of the future. Most FTSE 100 companies have
structured leadership programmes. Some run
highly structured programmes with academic
input and practical experience such as KPMG
and PricewaterhouseCoopers whilst others have
partnered with academic institutions to deliver
leadership development to senior managers and
leaders. Virgin has worked with Roffey Park to
deliver a leadership development programme.
Major retailers such as Sainsbury and Tesco have
clear leadership development strategies as integral
parts of their commercial development plans for the
business. Nestle have been working with the London
Business School on a leadership development
programme for their top 3000 people. This is a three
year programme aimed at harnessing creativity
and building effective leadership relationships. In
many organisations leadership development and
organisational development are closely linked.
Common components of leadership development
programmes in recent years include more emphasis
on emotional intelligence and what are sometimes
called the softer skills. An Incomes Data Services (IDS)
survey7 identified that most development includes
elements of personal audit, self awareness, work-life
balance, and different leadership styles.
It is also helpful to look at leadership development in
the Civil Service which is built around the Professional
Skills for Government development strategy for the
whole of the Civil Service. There is a framework which
requires Civil Servants to demonstrate skills in a range
of areas, these include:
• Leadership
At the centre of the framework are the
leadership qualities which are, providing
direction to the organisation, delivering results,
building capacity for the organisation to
address current and future challenges and at
the heart, acting with integrity.
• Core Skills
These are the core skills for Senior Civil Servants
(SCS):
– Analysis and use of evidence
– Financial management
‘I am placing professionalism at the centre of my
agenda for the Civil Service. This is about making
sure we all have the right skills to do our jobs.
Its about putting an end, once and for all, to the
concept of the ‘gifted amateur’ to put it bluntly.’
– People management
– Programme and project management
•
Professional expertise
This element of PSG is supported by a group
of Heads of Profession for the Civil Service.
The professional expertise requirement
applies just as much to a team leader in a
policy development area, in a team delivering
corporate services or a manager of operational
delivery activities, as to those whose role is to
provide expert advice (for example, scientists,
lawyers and so on)
.• Broader experience
For SCS members and those aspiring to the
SCS, experience of working in more than
one career grouping is important. Depth of
knowledge is valuable, but as people reach
senior levels of the Civil Service, breadth
of experience becomes vital. This broader
experience could be within the Service or in
other sectors. Career groupings are described
as operational delivery, policy delivery and
corporate service delivery.
One of the strong trends in the principles of the
PSG agenda is the move away from what has been
termed ‘the gifted amateur.’ There is a recognition
that in particular groups there is a requirement
for ‘professional’ staff. This relates in particular to
areas such as human resources and finance which
have their own institutes, professional qualifications,
networks, trade press and other associated
frameworks. There is a growing requirement for
those who hold senior office in these areas to hold
the appropriate qualification.
In addition to these skills, those in or aspiring to
the Senior Civil Service (SCS) need to demonstrate
skills in Communications and Marketing and
Strategic thinking.
Gus O’Donnell
Cabinet Secretary
‘Police staff are professionals in their own right
and there needs to be national programmes to
support them in developing their knowledge,
skills and expertise’
7
Martin Tiplady
Director of HR Metropolitan Police Service
32
Incomes Data Services 2003 Leadership development
IDS study 753
33
This has resonance for the police service. Police
staff have been seen as a homogenous group to be
treated ‘equally’ with police officers in development
terms. Yet within this group are a whole range of
different roles and professions these include:
– HR
– Finance
– ICT – including technical support/science
– Crime Scene Investigators
– Intelligence staff
– PCSOs
– Witness support staff
Professor Goffee at the London Business School8
argues that leadership is all about a person’s ability
to conduct relationships successfully. Therefore the
most effective leadership development builds on the
personal strengths and style of individuals to develop
their unique leadership approach. He identifies that
the problem with many leadership programmes is
that they ‘pasteurise or homogenise’ people to a
standard model which does not necessarily play
to their strengths and embrace their diversity and
individuality.
8
Goffee R and Jones G (2006) Why should anyone be lead by you?
What it takes to be an authentic leader Harvard Business School Press.
34
Some of the joint training between police officers
and police staff has not been as successful as it
might have been for a number of reasons.
These include:
• Police staff not being supported in the
development of their professional expertise,
and qualifications through the current models
of development, rather, what has existed has
been a generic model of middle management
development which has not served police staff
or police officers well.
• A lack of clarity of career pathways which
when linked to higher expectations as staff
attend such events as HPDS can only lead to
disappointment that the investment of time,
public money and energy does not result in any
more clarity about future promotion.
There are clearly huge benefits in the sharing of
expertise and learning of police officers/staff. They
are both part of the policing team and both need
an understanding of each other’s role, and ability to
add value to policing outcomes and subsequently
add value to community outcomes.
However, the driver for education and development
must be the business outcomes and performance
that need to be delivered. For this reason the NPIA
challenges all assumptions of existing models and
methods of delivery for combined police officer/staff
development. The NPIA will in future concentrate
on the outcomes to be achieved for policing and for
the individual. Rather than remove opportunities
it is believed that this approach will enhance the
professionalism, and skills base of both groups and
increase prospects of promotion and employability.
Derek Mann Chief Superintendent, Surrey Police
Derek has been a police officer for 28 years.
‘Shortly into my service as a uniformed police officer I wanted to take
promotion and become a leader in the service but it wasn’t obvious
which path to take. I realised that the service needed to provide a clear
route for staff to follow and also reflect what was on offer in terms of
management and leadership training. This is especially true for the 21st
century. Leadership training has helped me by delivering knowledge and
skills at an appropriate time in my career. By enhancing those skills in
the relevant operating context you can apply your own individual style.
Further professionalizing the service is critical as we face a challenging
time. The service needs to develop the theory and doctrine that
other professions have. This strategy will help to change that.’
LEADING POLICING WORKING ASSUMPTIONS
WORKING ASSUMPTIONS
The working assumptions are the agreed
underpinnings of the leadership strategy.
They articulate the shared views of policing as
demonstrated through the research. This does
not mean there is equal value placed on each
assumption, but rather these are the agreed building
blocks from which detailed work and progress can
be made.
A number of principles have emerged as part of the
leadership strategy consultation process. These are
set out in Appendix D on page 84.
COMMISSIONING
It is clear from all the research and feedback that
Leadership programmes need to be police service
lead. There must be a strong link between the ACPO
Business Areas and those responsible for leadership
development to ensure the Business Areas specify the
professional need in their area of responsibility. Each
Business Area should have a member responsible
for leadership training feeding into the leadership
portfolio. There also needs to be a stronger link to the
Senior Appointments Panel (SAP) so that learning from
the appointments process is fed back into the learning
and leadership process. A resounding message from
Chief Constables is that the police service needs to
engage fully in leadership development.
TALENT MANAGEMENT
AND SUCCESSION
PLANNING
To succeed in identifying and developing leaders
who are able to set the future direction of the
service, get the best out of the workforce and
are equipped to protect and serve the public in a
complex highly accountable world, there should
be a national system of talent identification and
management to ensure that future leaders are
identified and pushed to realise their potential.
This is not a substitute for forces having their own
schemes to exploit the potential in their workforce
but rather an acknowledgement that opportunities
to specialise and movement between forces need
to be managed to ensure that the Service as a
whole gets the quality of leadership it needs to
succeed operationally and to be influential on the
national stage. It is important to define what talent
management means in a policing context.
A revised High Potential Development Scheme
(HPDS) should be the first stage of this talent
management scheme which should incorporate
National Senior Careers Advisory Service (NSCAS). A
revised scheme as devised by the NPIA was agreed
by ACPO cabinet and the Leadership Strategy
Board in November 2007 and will be implemented
in April 08. There is support for the service taking
a more confident approach to supporting the best
talent and not being concerned about a negative
view of an elitist programme. The service needs to
be proud of its talent and support these people to
fulfil their potential. It is recognised that there are a
number of different routes to leadership roles and
these need to be clearly set out as career paths for
police staff and police officers. The opportunity to
reach leadership roles via a number of different
career paths should address any concerns about
exclusivity.
The feedback has highlighted the need to review
management and leadership development for
sergeants and inspectors. A number of forces have
developed local programmes to address this gap.
The Core Leadership Development Programme
needs to be reviewed to improve the first level of
leadership development. The Senior Leadership
Development Programme represents a second level
of development and this is also being reviewed.
The process of moving from superintendent to ACPO
level should be a long term development process
with mandatory elements but not so dependent on
the residential element of the Strategic Command
Course (SCC). This developmental process should
continue into the chief officer development
programme with ACPO again taking more
responsibility for the development of its members
and professional standing, supported by the APA
and local police authorities. The criterion for PNAC
also needs to be reviewed to ensure it is effective in
identifying future potential.
All development needs to be driven primarily for:
– The needs of policing and improving
performance.
– To develop suitable skilled talent pools
for the future.
– To equip all police officers and staff to do
their jobs to their best ability.
‘Some of the recent reforms have introduced a bureaucratic tyranny
such as the competency framework, which has to be challenged.
The competency framework is an important tool and it is only
that. ...We need to give leaders the space for judgements
and risk management.’
Ken Jones QPM
Chief Constable President of ACPO
38
Central Career Management
In considering the demands of modern policing
it is not apparent that these can be adequately
addressed without some form of centralised career
management whereby individuals may be offered
appropriate skills or experience enhancement by
way of:
– Academic development in conjunction with
approved institutions.
– Operational experience to plug gaps within
individual portfolios or to provide necessary
experience in a different organisational
environment.
– Matching individual career aspiration and
organisational need to appropriate professional
development opportunities.
Such experiences may well include short / medium
term secondments to other forces, nationally or
internationally or, where appropriate, external
agencies and organisations in other sectors. The
feedback indicates that there is strong support for
this approach.
There is a need for clarity around potential career
routes and progression within the police service.
Distinct development paths need to be identified
and communicated so that officers and staff
are clear about their options and investment in
development can be tailored appropriately.
Continuous Professional Development
The whole process of staff development must
be underpinned by the principle of Continuous
Professional Development (CPD) and a recognition
that development is on-going and happens ‘on the
job’ not just during taught programmes. Developing
the skills to reflect and review experiences and to garner
the learning from every experience needs to become
part of the culture of policing. Options to consider in
the development of individuals may include:
– Underpinning by a Professional Portfolio.
– Appropriate Professional Development Review.
– Professional Development Plan.
– Record of delivery and breadth of experience.
40
Consideration should also be given to an identified
need to create a professional / operational
accreditation framework although care should be
taken to ensure that the approach does not become
overly bureaucratic or threaten the operational
flexibility of the Service. It is important to ensure
that any system or process is an enabler and not
an enslaver.
Consideration should be given to the utilisation of
a Professional Portfolio as a key to the success of
CPD for both the individual and the organisation in
that it properly informs individual development and
enables the organisation to make an assessment of
potential areas of expertise and deficiencies. CPD
points could be awarded for national contribution
and actual participation in national events such
as ACPO conferences. Additionally consideration
should be given to how CPD could ultimately impact
upon selection processes such as the current PNAC
arrangements.
Skills and Mobility Gaps
There are skill shortages in a number of areas, and in
particular investigation; there are not enough skilled
detectives in the pool of applicants for leadership
positions. Skills in this area include working with
communities in an ambassadorial capacity. This
also includes the complexity of intelligence systems
and counter terrorism.
There is additionally limited mobility of those
applying for leadership posts. Of the successful
PNAC candidates in 2007/8 only a small number
described themselves as mobile. Further attention
needs to be given to this area to identify why.
London faces some particular challenges in senior
recruitment terms. London is the conduit for
many successful chief officers who have found the
complexity and diversity of the London experience
career enhancing. Consequently there are relatively
high turnover rates at some levels and difficulties in
filling most senior posts.
Angelique Howell Chief Inspector, Royal Cayman Islands Police Service
Angelique has been in the police service for 19 years.
‘The main thing the Female International Commanders Programme
has taught me is an improvement in leadership. I am more aware of
how to be a better leader and have been given some of the tools to do
this. The programme has also allowed me to build friendships with
colleagues from across the world and Bramshill is a great setting that
allows you to learn. The lecturers are skilled, the recreational trips
memorable, the living arrangements comfortable and the whole
experience makes you feel good about the learning process.
I want to do more leadership development in the future and feel
you need to keep learning.’
Key factors affecting this situation includes:
• Increased exposure in the media and higher
levels of risk.
Across England and Wales Black and Minority Ethnic
officers represent 3.9% of officers across all ranks,
however only 2.9% of senior police officer roles
(above Chief Inspector) are held by BME officers.
Research suggests that BME officers take on average
a year longer to achieve promotion than their
white colleagues.
• Dual income families which means there can
be a reluctance to move because two people
have to change jobs.
There is evidently an issue regarding under
representation of women and BME officers particularly
at senior ranks. Clearly this situation needs to improve.
• Reluctance to uproot children who are settled
in schools.
There needs to be further examination of:
• A perception and often a reality of limited
pay differential in stepping up to a larger role.
• Variations in relocation packages offered by
police authorities make some more attractive
than others.
• What is being done to identify talent within
these groups and what positive action is in
place to support these officers?
• Greater flexibility needs to be built in to
programmes to encourage more women
and BME officers to participate.
Positive Action
It is clear from the statistics (Appendix B) that
the police service needs to address equality and
diversity issues in its leadership development
programmes. There are currently only four female
chief constables and two black minority ethnic
(BME) chief constables or equivalent out of 43
forces. There are 206 ACPO positions and only 13
percent of ACPO ranks are female and 3.2 percent
are minority ethnic officers.
Across England and Wales women represent 23%
of officers across all ranks, however only 10% of
senior police officer roles (above Chief Inspector)
are held by women. Research suggests that women
and BME officers are leaving the police service at a
higher rate than white male officers.
It has to be recognised that the rapidly changing
composition of the population of England and Wales
at large means that the aspiration of reflecting
the local community at all levels within the police
service is unlikely to be achievable. Never the less it
is important to ensure that the leadership strategy
addresses underrepresentation and makes significant
improvement on recent experience in the service.
The NPIA is currently reviewing recruitment
and promotion arrangements and will ensure
that any changes are aligned to the leadership
strategy requirements.
DEVELOPMENT
CONTENT
Is very clear from feedback that there is a firm
belief that the leadership strategy would be most
effective if there were clear links to the National
People Strategy which is being developed in
parallel. Key issues such as embedding the concept
of continuous professional development in to the
culture of policing, moving way from a belief that
learning happens in the classroom and on training
courses towards ensuring that every person in the
police service had the skills and attitude to reflect
and learn from each experience on the job. A
further issue was to ensure that the implementation
of systems such as PDR and PDPs which support
leadership development are much less bureaucratic
and more slick and effective. These systems
also need to be operated by confident people
managers, so that instead of requiring evidence for
every competence, the manager was able to ask
specifically for evidence against a competence that
had been highlighted for development.
The development of confident people managers
is therefore an issue which needs to be addressed
within the National People Strategy and within
forces. This would ensure that assessment and
accreditation systems remained streamlined in
practice as well as in theory.
The learning from the HMIC front line supervision
thematic inspection will feed into the content of
development. The inspection scope was defined
as focusing on assessing whether the service is
equipping sergeants with the necessary skills to lead
and manage front-line staff, to effectively initially
manage critical incidents and to identify areas of
related good practice. The inspection has explored
and tested whether the current experience profile is
appropriate for the demanding role of the sergeant
now and in the future.
It is recognised that good leadership is underpinned
by good management. The debate that focuses
on the difference between management and
leadership is unhelpful. It is recognised that
although good managers may not become good
leaders, it is not possible to be a good leader without
an extensive understanding and skills base in the
facets of management, including the management
of people, finance and technology.
Each change in role/rank that police staff and
police officers experience which changes and/or
increases responsibilities should be accompanied
by the relevant development support through the
appropriate blended learning approach. At some
levels such as inspector/superintendent onwards
a national programme should be established,
externally accredited with mandatory elements and
a menu of other opportunities. The development
programme should have a stronger element of
assessment and the achievement of accreditation,
thus forming the basis for the movement to PNAC
following sign off from Chief Constables.
Links to the People Strategy
The APA has raised concerns about the breadth
and calibre of candidates coming forward for ACPO
appointments. This needs to be addressed if the police
service wants to use all of its talent and potential.
‘We need to identify barriers to women and
minority groups and address these so that we get
more diversity in its widest sense into leadership
positions within the police service.’
There should be clarity in the level of command
skills required for gold command of specialist and
critical incidents and this should be tested and peer
assessed before members take up these positions.
The level of national mandating required is still to be
determined. Most of those providing feedback on the
draft leadership strategy indicated some support for
mandating some aspects of leadership development
providing that there was very clear evidence to justify
what was mandatory and only elements which were
critically nationally were mandated.
National standards need to be agreed in terms of
the development domains of:
– Professional policing skills.
– Executive policing skills.
– Business policing skills.
These headings are explored further in the section
on Policing Leadership Development Domains.
Julie Spence
42
43
‘We need to get our brightest and best people to work at Bramshill’
Mike Todd QPM
‘Leadership Development needs to be inclusive and
tap the huge range of talent in the police service.’
Ken Jones QPM
Chief Constable President of ACPO
‘If you really want to draw out people’s leadership skills you need
to treat them as individuals and to stretch them ...a student centred
approach to learning is the way forward.’
The leadership programmes need to design in
flexibility, to help attract under represented groups in
particularly women, and to allow for some element of
individual tailoring of development to address specific
individual development needs. Authentic leaders
‘capitalise on what is unique about themselves’
therefore we need to support people in developing
their own unique leadership style.
Consideration should be given for a chief officer
development programme which could have
some mandatory elements before applying for
chief constable positions. This would be an ideal
opportunity for greater integration with Pan Public
sector colleagues.
The existing underpinning frameworks which
currently exist such as the police leadership
qualities framework and the integrated competency
framework must be reviewed robustly by the service
to determine whether they are appropriate in
their current forms. The consultation feedback
indicated that there was a broad welcome for the
establishment of national standards for leadership
and this should be built on the values of policing. All
new standards will need tripartite endorsement and
their introduction will be managed over a period
of time to reflect the fact that many forces had
designed their systems and processes around the
existing standards.
There are distinct leadership skills that relate to
policing that are not replicated elsewhere in other
sectors and all development must be contextualised
to the specific challenges of policing. At the same
time there is recognition that there are many
valuable lessons to be learnt from the wider public
sector, the private sector and the voluntary sector
and the best input from these other sectors will be
built into policing development in the future.
Mike Todd QPM
‘I do believe that we should have national standards and
conduct our training in a more nationally directed way.’
Jan Berry
Chairman Police Federation
‘Leaders need many different skills and one of the most important is
communication skills. Without this people will not follow where you’re
attempt to lead. All your ideas and plans come to nothing if you
cannot inspire others to action..’
Julie Spence
44
45
STRUCTURES
FOR DELIVERY
Some of the lack of cohesion and connection is due
in part to a number of areas of work being developed
and driven by different elements i.e. Centrex, Home
Office etc. The result has been provision which
has felt less than joined up in both approach and
content and neither meets the needs of the service
nor has the full support of ACPO/APA and Home
Office. Appendix A identifies the current national
rank specific recruitment / selection processes and
learning and development programmes.
The consultation feedback identified strong support
for a more integrated approach to leadership
development with a clear desire for greater
connectivity and links between different levels of
leadership development within the police service.
The current arrangements were seen as disjointed
with very little recognition of prior learning. It is
felt that the new arrangements should build upon
learning at a previous level with some concepts and
ideas introduced at the first stage and developed
in more depth at later stages. This need for clear
progression from one level of leadership to the next
was seen as important to improve leadership within
forces and also to enable external accreditation.
The offerings need to be properly and demonstrably
integrated. There was support for the NPIA’s
acknowledgement that leadership happens at
all ranks and levels within the police service and
this needs to be reflected in the development of
leadership levels.
Levels of Leadership
Chief Officer Development
SCC
SLDP
IPLDP
Level 1
Leading Others &
Leading Teams
Foundation Leading by
example Leading Self
46
Level 3
Leading Organisations
Level 2
Leading Units
CLDP
Level 4
Continuous Learning
& Development
Bramshill needs to be re-established as the leading
campus of a national college of policing, which aims
to be a catalyst for professional development in the
Service and to grow as a research base for policing
with strong links to academia. (Through CEPOL and
other international networks). It should also act as
a national career development resource offering
advice on courses of study, and be able to facilitate
secondments and movements between forces and
other sectors.
There should be a clear expectation that not only
will forces send the best people to work on the staff
on secondment but all ACPO members should see
it as part of their professional duty to contribute to
courses and the development of doctrine. This will
also require support from the APA.
There needs to be an acceptance that senior
police leaders training together as a cohort is
crucial in building shared ethos and reinforcing
professionalism. There should be an assumption that
leadership programmes are externally accredited
and shared with colleagues from other parts of the
Public Service and beyond. NPIA has been working
with the HO Strategic Policy Team to ensure police
leadership is linked across the Home Office.
Clarity of responsibility needs to be carefully
considered to determine what is mandatory and
what is delivered by the ‘Centre’, in order to ensure
national consistency; alternatively other methods
of achieving national consistency in critical
aspects of operational command or organisational
development can be considered which can include
local and regional models of delivery similar to the
licence arrangements in place for CLDP.
Given the increasing complexity of modern policing,
consideration needs to be given to those aspects of
leadership development that are deemed core to
the profession and should therefore be delivered by
the profession; and those that are more generic and
may be delivered by alternative methods or providers.
Similarly, there is a strong feeling at all levels of the
Service that if any form of input is considered core,
then there is a firm argument that it should be
made mandatory. Equally the issue of assessment
should be addressed with particular emphasis
as to what format that assessment should take
(knowledge testing / workplace assessment / peer
assessment). The consultation feedback indicated
strong support for a more academic approach to
leadership development particularly in the areas of
Business policing skills and Executive policing skills.
There was a plea that whatever assessment and
accreditation systems are introduced it must be
efficient and effective. The current arrangements,
particularly for the CLDP, were considered to be
too bureaucratic and unwieldy for forces. The cost
of administering them was perceived by some to
out-weigh the benefits of the programme. There
was a strong view that appropriate assessment and
accreditation of programmes and learning would
add value to the police service provided it was ‘fit for
purpose’. The recently introduced Professionalising
the Investigation Process (PIP) accreditation method
was held up as an example of effective assessment
and accreditation which had ensured detectives
were professionally assessed. Accreditation had
also helped to rebuild pride in the role of detective.
This model is helpful for accreditation of police
leadership development.
There should be two connected but distinctly
different development paths for police officers
and for police staff. Whilst these will be different
in content they will share the same values and
ethos base and will converge at points. There is
huge benefit is police staff/officers sharing best
practice and developing the ‘policing team’ ethos.
It is important to get the balance right between
integrated and separate development for police
officers and police staff. Development should be
joint where this makes sense i.e. the executive and
business leadership skill domains but not necessarily
for the professional policing skills domain. Experience
in the Metropolitan Police Service suggested
that this approach is cost effective and ensures a
common understanding of executive and business
domain areas without the need to involve police
staff in the professional police areas.
Delivery mechanisms must be developed to support
outcomes rather than provider requirements.
i.e should the SCC operate on a modular rather
than long term residential basis? This could be
interspersed between modules with time spent
back in force, secondments to other organisations,
academic study or concentrated periods of work for
ACOP business areas. More training interventions
could be delivered to forces at their force locations
or through blended learning.
47
LEADING POLICING POLICING LEADERSHIP DEVELOPMENT DOMAINS
POLICING LEADERSHIP
DEVELOPMENT DOMAINS
It is clear from all of the research that the content
of leadership development needs to equip police
service leaders with more breadth and more
depth in particular areas. Leadership can be
defined as the ability to manage relationships to
achieve organisational objectives. Increasingly the
relationships are with partners and community
representatives, members of the public, politicians
and business people as well as the police authority
and the people working within the police service.
The communication, influencing skills and rapport
building skills which have been traditionally seen as
the soft skills associated with emotional intelligence
are now essential requirements.
The Policing Futures report highlighted the research
work undertaken by HayGroup9 which identified
the following areas of strength and areas for
development for senior police officers.
Areas of Strength
Areas for
Development
Transparency
Self-confidence
Optimism
Adaptability
Organisational Awareness
Initiative
Change Catalysts
Empathy
Influence
Service Orientation
Teamwork
Conflict Management
50
the need to develop increasingly sophisticated
partnership skills which include the need for
senior level community ambassadorial skills
in difficult situations such as counter terrorism
activities. The ability to empathise and engage
with people is important when building trust
with partners and communities. Understanding
different
perspectives
and
identifying
collaborative outcomes which benefit all
partners requires well developed relationship
management skills.
For workforce modernization principles to
succeed supervisors, managers and leaders at
all levels of the organization must be equipped
with the appropriate skills and tools to plan,
manage and utilize resources with greater
efficacy if more capacity and productivity is to
be extracted.
These are reflected in the policing leadership
development domains detailed below.
This domain is seen as not as well advanced as
professional policing skills. This is a challenging
domain as the issues in question require a
dynamic iterative approach which cannot stand
still. This domain will need to be developed with
colleagues in other parts of the pan public sector
who are grappling with similar issues.
Police Leadership development requires competence
in three main domains.
A significant amount of work is needed to bring
this domain up to the required standard.
In a police service with a more segmented
workforce, the need for professional leadership
with an increased focus on management skills
is an even greater imperative. The increase
of integrated teams of service delivery staff
comprising sworn office holders and contracted
police staff will create an absolute need for
greater understanding of the complexities
of creating workforces to suit the known and
predicted operating environment.
1. Professional policing skills
2. Executive policing skills
3. Business policing skills
• The Professional policing skills area broadly
encapsulates the operational and tactical
areas of policing. This is an area which policing
traditionally delivers well and feedback from the
research is positive in this area demonstrating
a view that although there is always room for
improvement, the development is of good
quality, is appropriate and relevant to the
audience and delivers what it says it will. There
is a desire to see more input on the doctrine
and history of policing in the UK so that leaders
understand what has shaped the current
approach to policing. There is also a need to
introduce elements of sociology, criminology,
and socio-economics so that the context of
policing is appreciated. Improvements will need
to be made to the timescales for design and
delivery, and the best practitioners need to be
encouraged to teach in this area.
• The second domain is that of Executive
policing skills. This area covers the political skills
needed at senior levels to operate in complex
environments with multiple stakeholders and
often opposing agendas. There is additionally
• The third domain is Business policing skills.
This domain concerns, at the strategic levels,
the ability to not only run an organization
efficiently and effectively but also to be able
to gain leverage from options generated by
organization redesign, investment decisions,
resource analysis and execution.
This also includes the skills required to lead and
utilise an increasingly professional group of
senior staff in the areas of ICT, finance and HR.
9
HayGroup processed information on 222 senior police leaders
from Emotional Competency Inventories completed as part of
their development and learning with Centrex.
‘Good leaders bring out the best in themselves and those around
them. Good leadership is centred on building relationships, generating
possibilities and creating opportunities. Gaining effective leadership
skills is not about mastering the “tips and tricks” of management.
It is about developing the most powerful leadership tool that we
possess: ourselves. By better understanding who we are and how we
respond to situations, we can become better equipped to navigate
through adversity, engage people in our vision and commitments,
and support others in achieving theirs.’
Gus O’Donnell
Cabinet Secretary
The police service places great store on leadership
qualities and perhaps has focused less on the
management requirements. This has generally not
become an issue when the workforce charged with
delivery has been predominantly omni-competent
officers, who are entirely flexible and inherently
resilient. However with a climate that has rising
demands and increasing public expectation set
against a challenging financial landscape, the
current workforce model is not sustainable and is
inevitably set to change.
There is also a need to include the principles of
marketing and skills of communication and influence
so that leaders can understand the needs of the citizen
and partners and deliver collaborative outcomes.
Policing today increasingly utilises science and
technology. Those who aspire to be members
of ACPO will need competencies as leaders that
will allow them to take on roles such as Senior
Responsible Officers, Senior Information Risk
Owners and Senior Investigators aware of a range
of emerging scientific capabilities. The emphasis
is on leading in these environments rather than
technical or scientific skills.
• The use of trainers who are not specialists in their
particular fields. An approach which embodies that
of the “Gifted amateur” seen previously in Whitehall
which produces less than effective results.
Throughout policing (at various ranks and
grades) supervisors and others with leadership
responsibilities should be capable of leading in
a scientifically enabled police service. This will
require competencies in project and programme
management, and the management of both
benefits and risk. This will apply as much too day to
day policing as to the police improvement agenda.
Kurt Eyre Head of International Academy Bramshill
Kurt has been in policing for 5 years.
‘I started out in the Royal Marines and then progressed to a business
career in management and consultancy before returning to the public
sector. The NPIA is starting the building blocks to a more professional
service and my role is to implement our first international policy
strategy. In the past leadership training has been too narrow and
further integration is required. We need to be more globally aware, in
that respect we are behind the business world. We are becoming more
outward looking and a new international aspect can only make our local
policing work more efficiently.’
52
All leaders must have an awareness of the science
and technology that exists. Further to this they
should be able to form an informed opinion on how
science and technology, particularly the people
involved, the experts and users, should develop.
This domain is the poorest performer of all. Some of
the reasons for this include:
• A focus on generic management training which
is delivering at a much lower intellectual level
than is required.
• An insular approach to development which has
not utilised the knowledge and best practice
available in the wider public and private sectors.
This domain will require significant attention and
the harnessing of external expertise in order to bring
it up to the required standard. In the same way
that the best operational police will be expected to
teach professional policing skills, we will also expect
the best in the business and corporate arenas to
be involved in teaching business policing skills. In
this area the professional institutions related to the
business skills such as CIPFA for finance staff and the
CIPD for HR staff will be utilised, not only for their
input on accreditation of professional police staff,
but also in the design of policing contextualised
development.
Diagram A on page 55 shows the various domains.
These three domains allow for development to be
designed at the appropriate levels and brought
together to produce a comprehensive skill set for use
across the policing world of education and learning.
53
Diagram A
Leadership development domains
Professional Policing Skills
Incident Command
•
•
•
•
•
•
•
Fire arms
Public order at major sporting events
Civil contingencies
Counter terrorism
Strategic management of intelligence
Doctrine & history of UK policing
Criminology, sociology and socio
economics
• Operational risk management
and health & safety
• International policing
Linda Moxey Assistant Superintendent, Royal Bahamas Police Force
Linda has been in the police force for 24 years and is based in New Providence.
‘I have undertaken both management and leadership training during
my time in the Force and was selected to attend the first Female
Commanders Course at Bramshill by my superior officer. I have learnt
much from the programme especially the importance of neighbourhood
policing policy, and the diversity training that brought home the
importance of respecting other people. I have been given outstanding
networking opportunities here that will prove invaluable in the future.
My training was excellent, the inspectors made us feel at home and
although I was away from my family I found a new family
here at Bramshill.’
54
Business Policing Skills
Executive Policing Skills
•
•
•
•
•
•
•
•
• Personal leadership &
emotional intelligence
• Governance
• Tripartite & Government
strategic working
• Partnership working
• Political acumen
• Stakeholder management
• Ethical policing
• Doctrine of leadership
Managing & using resources
Financial management
Business planning
Strategic people management
Demand management
Utilising ICT, science & technology
Programme management (OGC)
Marketing, communication &
influencing
• Performance management &
continuous improvement
• Equality & diversity
The Leadership Development domains are the framework for all learning and development interventions
in policing. They can apply at all levels, roles and ranks and a programme has been devised to drive the
implementation.
Diagram C on Page 59 shows how the new offerings compare to what currently exists.
55
HIGH POTENTIAL
The identification and development of potential
and future leadership talent is a critical component
of the strategy. It is essential that the police service
has an assurance that there is a talent pipeline for
leadership roles in the future.
Proposals for a revised high potential scheme
which were approved by ACPO Cabinet and the
Leadership Strategy Board, aim to identify the
most talented officers and staff who demonstrate
exceptional potential and develop them into a
cadre with the skills, knowledge and ability to
become the senior police leaders of the future.
Whilst the scheme will be open to both graduates
and non graduates, there remain questions over
the attractiveness of the police career structure and
development to top quality graduates across the full
range of backgrounds. Research is currently being
undertaken which will provide a number of options
for the development of a specific graduate fast track
scheme which will become a component part of the
talent management strategy for the service. This
will include better marketing of the scheme and
positive action to attract more graduates.
One option under consideration is to develop
graduate entry which has elements of the Civil
Service fast track scheme built into it. This scheme
would primarily be targeted at external graduates.
The HPDS will in future be the entry point for fast
tracking for constables and sergeants who are
already employed and can be accessed with or
without a degree. It is therefore helpful to see the
two schemes in future as developing into Graduate
and Post graduate streams as Diagram B shows.
‘The HPDS needs a very significant addition which
is some form of extremely difficult to get on,
extremely difficult to stay on, set of leadership
modules for the best and the brightest.’‘We need a
small group of elite individual’s to be progressed
through the service very quickly.’
Sir Ian Blair QPM
Commissioner Metropolitan Police Service
‘There is nothing more important that I do as a leader than choose,
develop, coach, mentor, support and inspire the leaders of the future.’
56
Diagram B
Diagram C
Fast track / Accelerated Promotion
The development domains in action
Graduate
Post Graduate
Entry Point
Current offer
Future offer
Role highlights
Degree from
Leading university
MA from Leading
university
New entrant
PCSO
PC
Initial Police Learning and
development programme
delivered locally
Each of these boxes starts
with a blend of Professional
policing skills, Executive
policing skills and Business
policing skills which at this
level will include initial police
learning and development
programme (specialist modules
as appropriate relating to rate
High Potential Development
Scheme (fast track))
•
Conduct Patrol
•
Prepare for planned
police operations
•
Provide initial
response to incidents
•
Conduct lawful
arrest and process
procedures
•
•
•
1st line supervision
Team leader
Neighbourhood
management
Year 3
Year 3
Year 2
Year 2
Year 1
High Potential
Development Scheme
Constable or sergeant
entry point. No formal
qualifications required
The 3 years will include
placements in the
area relevant to the
three domains of police
learning. At the same
time a research project
relating to the workplace
will be undertaken which
will be fedback into the
NPIA research centre.
Foundation
Senior PC
Sergeant
Year 1
Inspector/
Chief Inspector
Direct Entry
Graduate
Milk round
Existing constable
sergeant with
degree. Also applies
to police staff.
Superintendent/
Chief Superintendent
Core Leadership Development
programme (CDLP)
First line Manager
Development Programme
Supervisor modules
of Police Race and Diversity
learning and development
programme
Level 1
Senior Leadership Development
Programme (SLDP)
Leadership Development
programme
•
Provide Management
of effective response
Bronze command
Bronze silver command
•
Silver command
Level 2
Manage partnerships with
the community
(SLDP)
•
Strategic
leadership development
programme
•
Strategic leadership
•
Gold command
•
Master classes
•
Command Team at
Force and strategic lead
on National ACPO areas.
National Senior Careers
Advisory Service (NSCAS)
Gold command
There is a twin track entry
approach for police staff.
Level 3
Chief Officer
Research is currently being undertaken of the views
of graduates in relation to a career in policing. This
will be concluded in April 2008
Strategic Command Course
(SCC)
•
Preparing for
Chief Officer
•
Chief Officer development
programme
•
NSCAS coaching
•
Master classes
Level 4
58
59
LEADING POLICING WHAT WILL BE DIFFERENT?
WHAT WILL BE DIFFERENT?
SPECIFIC MEASURES
These will be developed by each of the work
streams within the leadership strategy programme
as the programme develops. These will be agreed
by the programme board and monitored by the
reference group.
What goes out
• Unregulated commissioning that leads to a
lack of prioritisation and the inevitability of
disappointed customers and stakeholders.
There are many strategies that are developed
that do no more than decorate shelves. What is
important is the difference in outcomes as the
strategy is successfully executed. It is essential to be
clear about what those differences will be and how
they will be measured.
As the strategy is successfully implemented
outcomes will include:
• High quality course graduates who are fit for
purpose – intellectually agile, operationally
and professionally adept and technology
aware. They will have the expertise that
meets the evolving needs of policing and
will collectively be recognised as providing a
significant enhancement to the operational
and professional capability of policing.
• Collaborating with other government
departments, the National School of Government,
the Strategic Leadership Alliance and other
partners in order to achieve a comprehensive
approach to policing and public sector education
and contributing to professional skills for
Government across the Civil Service.
• Contributing to the UK’s long-term international
policing policy objectives by developing and
maintaining close links with international police
education institutions and by offering high quality
education and training for overseas students.
• Establish the police service learning, development
and leadership reputation as the centre of
academic excellence and intellectual capacity.
•
• Being at the cutting edge of national and
international research and assessment in the
field of policing in order to point the way ahead
for Education in Policing, to contribute to the
development of operational concepts, policy
and management practice across policing
and to act as an agent for transformation.
• Providing a physical and intellectual
environment which inspires learning
and research, stimulates creative and
innovative thinking and develops individuals.
This will include the service growing in its
intellectual confidence.
Provide a suitably qualified and skilled talent
pool for the future which meets not only the
aspirations of individuals but also the needs of
the tripartite in their aspirations for leadership
talent in the police service.
• A sheep dip approach to development
which fails to recognise the individuality of
the student, policing need, the most recent
research and the difference in role/rank
requirements.
• The lowest common denominator in terms of
management development.
• Insular development which does not recognise
the contribution to be made by organisations,
individuals and agencies outside policing.
What comes in
• Commissioning that is service led, determined
by overall policing priorities and linked to
sustainable budgets.
• Dynamic Education that is reviewed by the
service on a regular basis to ensure it remains
fit for purpose and current.
• A process of accreditation that is valuable to
the individual in terms of their confidence,
pride and employability, valuable to the
service in terms of performance outcomes
and efficient in terms of the input required
to acquire it.
• An approach to the development of police
staff/officers that recognises the value of both
and delivers high quality professionally focused
education that delivers business results.
• Assessment that is low on the resource
requirement to maintain it and high on its
ability to confirm quality.
• A balance of local and national delivery, that is
clearly articulated.
• A design and delivery process that is transparent,
has timescales attached to it and delivers
for customers.
• Governance that is focused on outcomes and
holds providers to account for excellence.
• Research that is both fed from and into
development.
‘There is nothing more important for a leader than taking some time
out to look at personal development as you cannot spend your whole
time at the grind of delivering policing services’
Pat Stayt
National Secretary
The Police Superintendents Association of England and Wales
62
LEADING POLICING WHAT WILL BE DIFFERENT?
What will be different when the strategy
has been implemented?
64
65
LEADING POLICING PROGRESS SO FAR
PROGRESS SO FAR
In the fourth quarter (January – March 08)
the following has been achieved.
• Initial discussions with a number of academic
institutions have taken place.
• Wide consultation on the draft leadership
strategy and revisions to the strategy in light of
the feedback.
• Review of research into ‘Barriers to the
progression of women and BME officers and
staff in policing’ completed.
• Leadership workshop round table discussions
took place in January 08 and helped shape the
leadership strategy.
• Initial Equalities Impact Assessment completed.
• Review of SCC content and materials initiated.
• Further progress in developing National People
Strategy working with ACPO/HR Directors,
HMIC and the APA.
The Leadership Strategy Board which comprises
membership from ACPO, APA, HO, NPIA and
additionally representatives from HMIC, the MPS
and ACPOS has charged the NPIA with developing
and implementing the Leadership development
plan which incorporates the recommendations
of the Leadership Futures Review and the other
emerging issues identified in this paper. The
Leadership Council which comprises stakeholder
and representative bodies supports the Leadership
Strategy Board and acts as critical friend in terms of
emerging areas of work.
In the first quarter of the 2007 financial year.
(April–June 07) the following has been achieved.
• The establishment of the Leadership
Strategy Board.
• A new Strategic Command Course has been
put in place with a Chief Constable as Director
and with the involvement of 4 Assistant Chief
Constables and a Police Authority to ensure
clear direction from the service.
• A strengthened relationship has been
developed with ACPOS.
• The Policing Futures Review has been managed
to its conclusion.
• Work is underway to encourage the progression
of women and ethnic minorities to senior levels
under DCC Christine Twigg.
• A series of initiatives have already resulted in
an increase in the numbers applying to PNAC
this year (92).
68
In the second quarter (July–September 07)
• Desk based research into practice in police
leadership development in Scotland, USA and
Europe initiated.
• Further work to develop the concept of the
National Police College.
• SLDP reviewed and quick fixes identified
including mandatory elements.
• The articulation of a development plan which
will be governed by the Leadership
Strategy Board.
• The High Potential Development Scheme
review was completed and consultation findings
presented to the Leadership Strategy Board.
• Offerings made by the Leadership Academy
have been streamlined as an initial redirection
of leadership activity to consolidate direction in
line with service need.
• The concept of a National College of Policing
has been tested with Stakeholders and there
is clear support and direction for a symbolic
home of police learning and education.
In the third quarter (October 07–Dec 07)
• The revised HPDS scheme was agreed through
ACPO cabinet.
• A draft leadership strategy was developed
and consulted on with key stakeholders.
• The review of recruitment and promotion
started, having been scoped to incorporate
concerns relating to the outcomes of the senior
appointments process.
• Work was scoped and underway on the development
of a National People Strategy for policing which
will draw together a number of strands of activity,
and involve stakeholders in its development.
“We talk glibly about the most important asset being
the people on the front line. What empowers and
motivates those important resources is good
leadership. The kind of leadership that is
professionally competent but also confident in stating
the vision and values that will drive the organisation.
This kind of leadership needs to be nurtured and
developed through a programme which is values
based but which provides professional skills and
knowledge and which also encourages the confidence
that unlocks the potential in those that we lead. The
National Policing Improvement Agency has a
mandate from the Association of Chief Police Officers
to review current arrangements and produce this kind
of leadership programme. There is nothing more
critical for the future of our service.’
LEADING POLICING PROGRESS SO FAR
THE WAY FORWARD
A development plan has been produced to take
forward recommendations. A programme structure
has been implemented led by Chief Constable Peter
Fahy as sponsor underpinned by a series of work
streams reflecting the Leadership Development
domains. Each of the work streams will be led by
representatives from the police service. The work
streams report to a programme board which
provides expert advice and support to the sponsor
in developing and executing the strategy.
April – June
08
Agree governance arrangements for
leadership development
Additionally a number of key strands of research
are being developed to underpin the forward
thinking. The success of leadership development is
dependent on the synergy between the development
programmes, the workforce strategy, the operational
needs and the desired organisational culture. ACPO
(informed by the public need and the needs of
the other parties to the tri-partite structure) must
position itself as the lead customer and the arbiter of
the professional standards aspired to by its members
and potential members. The APA must have a clear
customer role in terms of Police Authority roles in
relation to the Senior Appointments Process. This
will then give a clear direction to NPIA and other
providers. The strong consensus that already exists
would suggest that the following are the areas that
need to be taken forward.
April – Sept Develop National Talent Management
08
strategy for launch in Oct 08
Develop full business case and identify
resources
Agree programme board
Agree implementation plan
Agree domain areas and domain
owners and levels
SCC programme review – Professional
Reference Group
External academic review of SCC
content and materials
April – Dec
08
SLDP review and revised for launch in
April 09
Sept – Dec
08
Revisions to PNAC for implementation in 09
NCP Phase one of implementation plan
Jan – Sept
09
Full redesign of SCC for launch in 2009/10
Jan– Dec
09
CLDP reviewed and revised with launch
in April 10
Design team commissioned and in
place
NCP business case developed
Determine ACPO CPD/masterclass
programme
June – Sept
08
Agree outline specification for all
domain areas
Agree learning outcomes for each level
Design phase begins with clear
priorities
Revise content and materials for SCC
08/09
NCP phased implementation plan
agreed
Launch ACPO CPD / masterclass
programme
70
Jon Aveling Chief Inspector, Cambridgeshire Constabulary
Jon has been a police officer for 21 years.
‘The biggest thing the Leadership and Management training has
given me has been the improvement in confidence.The opportunity to
gain industry standard management qualifications and put them to
use within a policing environment would not have been possible years
ago. Now that I am qualified to manage I have confidence and the
credibility required in the eyes of my staff. Leadership courses give you
an understanding of theories you wouldn’t usually come across. Good
leadership, in my view helps to strike the right balance between the
effective management of people and tasks.’
LEADING POLICING THE LEADERSHIP DEVELOPMENT PLAN
LEADERSHIP DEVELOPMENT PLAN 2007/9
Number
Feedback
Theme
Action required
Owner
Timeline
1
The service debates
and agrees
• NPIA to lead a consultation exercise
with Senior Police officer/staff
colleagues to ensure their needs
are catered for
Angela
O’Connor
April – Sept • SCC
07
Feedback
• An emergent strategy
and development plan
2
National standards for leadership
skills to be developed. As part of
an integrated approach to
learning development and
leadership within policing
3
There should be clearly defined
objectives and well mapped
connections between leadership
products and services underpinned
by a framework of continuous
review and challenge. This should
also include evaluation
74
Number
Feedback
Theme
Action required
Owner
Timeline
Progress
4
The strategy should champion
diversity at all levels and
this should be reflected in
all learning, development
and leadership products,
services and delivery
• A review of the extent to which the
current delivery, design
and selection supports the
progression of female, BME and
other minority staff
Althea
Loderick
April 08
Review of
recruitment
and
promotion
• Review Research and identify
solutions
Althea
Loderick
• DVD
feedback
• The key challenges for
policing that can be
assisted by the development of a
Leadership strategy. Linked to a
wider HR/People strategy
• Working assumptions
that underpin the
Leadership Strategy
Progress
• HR
community
research
• Policing
Futures
Review
• ACPO to consult with
its members and ratify
an agreed approach
Peter Fahy
Nov 07
• APA to carry out a consultation
exercise with members to establish
their expectations of future chief
officer candidates so as to influence
future leadership development
Marie Dickie
On-going
• Daft leadership strategy to be
ratified by Leadership Strategy Board
and Leadership Council
Peter Fahy
Dec 07
• A summary to be developed
of rank and role progression
which identifies additional
responsibilities and the resulting
development support
Angela
O’Connor
May 08
Peter Fahy
+
programme
board
• SLDP be reviewed for post April 2008, Adrian Lee
leading through to an updated
SCC and a new chief officer’s
development programme with further
consideration by stakeholders of the
timing, purpose, and design of PNAC
within the process
March 08
• Development of guide to
services and products that
shows the connections between
services/products
Angela
O’Connor
April 08
• Development of an evaluation
framework model that
goes beyond individual
delegate feedback
Shelagh
O’Leary
June 08
• Definition of strategic links
with ACPO business areas as
part of a validation process of all
new learning, development and
leadership products as
well as periodic review
Peter Fahy
March 08
Review
completed
June 08
5
Commissioning should ensure
that the individual police force
customers have an effective voice
in the determination of priorities
between ACPO-APA and NPIA as
well as identifying current and
future capability gaps in skills and
numbers, priorities for resourcing,
capability development and trends
in operational policing
• Commissioning process for all
Shelagh
Leadership, Development and
O’Leary
Learning to be agreed which includes
the development of business cases
for learning and development
activity, consideration of cost/
benefits of various forms of delivery
i.e. National/Local, residential/
E-learning
June 08
6
Accreditation should
be simple, clear and
straightforward and add
value at an individual,
force and national level
• NPIA to take a leading role
in developing an accreditation
framework in conjunction with police
forces, Skills for Justice, HMIC and
others. To provide a more coherent
and workable approach as a signal
of professionalism in
a modern world
Shelagh
O’Leary
July 08
7
A fast track scheme to be
in place to enable the best to
be drawn through the rank/role
structure more rapidly and
to provide a pool of suitable
talent for future senior posts
• NPIA to lead in revising the High
Potential Development Scheme
(HPDS)
Shelagh
O’Leary
April 08
Leadership
approach and
HPDS revision
agreed
Agreed
Peter Fahy
Completed
75
LEADING POLICING THE LEADERSHIP DEVELOPMENT PLAN
LEADERSHIP DEVELOPMENT PLAN 2007/9
Number
Feedback
Theme
Action required
Owner
Timeline
8
Design and delivery needs
to be responsive. Methods of
delivery must meet the needs
of policing and not be driven by
provider requirements. These must
have the full support of the service
• A single cross programme design
team approach to be implemented
in order to link and maintain
consistency in the design and
delivery of products and services.
This will integrate published
timelines for the design and delivery
of a range of products
Shelagh
O’Leary
June 08
All facilities products and services
provided by the NPIA must
conform to minimum customer
standards which are published
and agreed
10
Number
Feedback
Theme
Action required
Owner
Timeline
14
Need clear governance
arrangements which reflect
programme management
principles
•
Agree governance arrangements
for leadership development
Angela
O’Connor
June 08
•
Agree programme board
Need to identify the resources
available and how existing
resources can be realigned to
support this priority
•
Develop full business case and
identify resources
Shelagh
O’Leary
June 08
•
Agree implementation plan
Peter Fahy
Need to include business and
Executive policing skills
•
Agree Domain areas, owners
and levels
•
Agree outline specification
for Domain areas
Peter Fahy
and ACPO
business
leads
•
Agree learning outcomes
for each level
•
SCC programme review of content
and materials
•
Content revised for 08/09 year
Angela
June 08
O’Connor
and Shelagh
O’Leary
•
Design team commissioned and
in place
Shelagh
O’Leary
•
Design phase begins with clear
priorities
Design team July 08
Need to ensure development
continues beyond SCC for ACPO
officers
•
Determine ACPO masterclass
programme
Angela
O’Connor
•
Launch of ACPO masterclasses
Need for national Talent
Management Strategy
•
Develop National Talent
Management Strategy
•
Launch National Talent
Management Strategy
•
15
• A framework for delivery of
Leadership Development and
Learning to be developed which
integrates the best of blended
learning. Consideration to be based
on what are the best outcomes
for policing from the residential to
e-learning approaches
9
Progress
June 08
16
All sites to be ‘visibly’ police Education
Centres with clarity about who is to
be served
Angela
O’Connor
April 08
Marketing of all products
and services to be
Angela
O’Connor
June 08
– appropriately targeted to the
relevant audience
Shelagh
O’Leary
June 08
17
18
Need to identify gaps and areas for
improvement in existing offering
Need to revise offering to fill gaps
– in easy to understand formats
– updated on a regular basis
11
Those who teach must be credible
and have relevant experience for
delivery. This includes learning
from outside policing and getting
the best people from forces
12
13
• All roles will be reviewed
to ensure there are no barriers, in
requirement terms, to the
best teaching
• Secondment contracts to be reviewed
and changed to a maximum of two
years before return to force.
19
Angela
O’Connor
April 08
Shelagh
O’Leary
May 08
To enable future leadership
provision to be developed
on a more bespoke basis and
to inform development, knowledge
management is required within
the NPIA
• Knowledge management
for specific groups to
be developed
Angela
O’Connor
The concept of a National
College of Policing be tested with
stakeholders to determine support
and direction
•
NPIA to co-ordinate
consultation on concept
testing of NCOP
Angela
O’Connor
•
National College of Policing (NCP)
business case developed subject
to tripartite agreement
Shelagh
O’Leary
20
July 08
21
Need to make sure PNAC fits
new SCC arrangements
Shelagh
O’Leary
22
Research
completed
and the
concept
of a NCOP is
supported by
stakeholders.
Agree need
for a symbolic
home
of police
learning and
development
76
Progress
23
Ensure all offerings are integrated
June 08
Sept 08
Sept 08
June 08
June 08
July 08
Althea
Loderick
with Police
CIPD forum
June 08
Revise Police National
Assessment Centre
Shelagh
O’Leary
June 08
•
Launch revised PNAC
And Ciaran
McGuigan
Oct 08
•
Full redesign of SCC
During 08
•
Launch of redesigned SCC
Shelagh
O’Leary
and Design
Team
•
Revise Senior Leadership
Development programme
During 08
•
Launch revised SLDP
Shelagh
O’Leary
and Design
Team
•
Revise Core Leadership
During 09
•
Launch revised CLDP
April 10
Oct 08
October 09
April 09
77
LEADING POLICING APPENDIX
APPENDIX A
National Rank Specific Recruitment/Selection Processes
and Learning & Development Programmes
Applicant
Student Officer
Constable
Sergeant
Inspector
Chief
Inspector
Superintendent
Chief
Superintendent
Assistant Chief
Constable
Deputy Chief
Constable
Chief
Constable
National Senior Careers Advisory Service Level 1 & Level 2
Chief Constable
Police Authority
Selection Board
Deputy Chief
Constable
Police Authority
Selection Board
PROGRESSION THROUGH THE RANKS
Assistant Chief
Constable Police
Authority
Selection Board
Senior Police National
Assessment Centre
Strategic
Command Course
Promotion – Superintendent
to Chief Superintendent
Promotion – Chief Inspector
to Superintendent
Promotion – Inspector
to Chief Inspector
Sergeant to Inspector
OSPRE Part I and Part II
Chief Officer Development Programme
Constable to Sergeant
OSPRE Part I and Part II
High Potential Development Police National
Assessment Centre (Internal Applicants)
High Potential
Development
Scheme
Initial Police Learning
and Development
Programme (IPLDP)
High Potential
Development Police
National Assessment
Centre (External
Applicants)
Senior
Leadership
Development
Programme
Core Leadership
Senior Leadership
– Entering the
Executive Level
Constable Recruit
Assessment Centre
Applicant
Student Officer
Constable
Sergeant
Inspector
Chief
Inspector
Superintendent
Chief
Superintendent
Assistant Chief
Constable
Deputy Chief
Constable
Chief
Constable
Rank Specific Recruitment/Selection Processes and Learning & Development Programmes
78
Centrally designed and locally/
regionally delivered recruitment/
selection process
Locally designed and locally delivered
selection processes
Centrally designed and locally
delivered learning and development
programmes/services
Centrally designed and centrally
delivered learning and
development programmes
79
APPENDIX B
CURRENT DATA ON POLICE SERVICE WORKFORCE
COMPOSITION
10
There were just under 142,000 full time equivalent (FTE) police officers working in 43 police forces across
England and Wales at 31st March 2007; of these officers, 3.9 percent where minority ethnic officers and
23.3.percent were female. There were 14,000 FTE Police Community Support Officers. There was
approximately 75,000 FTE police staff as at 31st March 2007.
Police Service Strength at 31st March 2007
Minority Ethnic Officers by Ethnic Group
Police Officers
Chinese or Other Ethnic Group
Police Staff
Mixed
Police Community
Support Officers
Asian or Asian British
Traffic Wardens
Black or Black British
Designated Officers
3.9% of police officers are
from Minority Ethnic groups
Minority ethnic police officer strength in England and Wales by rank
Headcount
Officer strength
Police officer strength in England and Wales by gender & rank
% Minority Ethnic
Male
Female
%
Female
ACPO ranks
206
3.2%
ACPO ranks
189
27
13%
Chief Superintendents
469
2.6%
Chief Superintendents
446
50
10%
Superintendents
987
2.4%
Superintendents
943
101
10%
Chief Inspector
1,851
2.8%
Chief Inspector
1,683
230
12%
Inspector
7,062
2.4%
Inspector
6,182
933
13%
Sergeants
22,155
2.9%
Sergeants
18,716
3,321
15%
Constables
111,144
4.2%
Constables
81,038
28,515
26%
Total
143,874
3.9%
Total
109,197
33,177
23%
10
Home Office Statistical Bulletin Police Service Strength 31 March 2007
(second edition 26 July 2007)
80
The proportion of police officers who are women is 23% although this drops
to 11% for more senior ranks at Chief Inspector and above.
81
APPENDIX C
PEOPLE STRATEGY
PRINCIPLES
Background
Upon formation of the NPIA, one of the commitments
made by the Agency was to develop a People Strategy
for policing in England and Wales that has the support
of the service. This work had begun in the Home Office
and transferred to the NPIA upon vesting. The Home
Office Workforce Strategy Group had an oversight role
in the development of what was then the Workforce
Strategy and as this group has been replaced by the
Workforce, Efficiency and Finance Strategy Group, this
new group will now take a role in overseeing the
development of the People Strategy. The People
Strategy for Policing is aimed at providing a strategic
framework and direction for people management
and development activity in order to support
policing in defining, acquiring, retaining, developing
and progressing the right number and mix of
people in order to deliver policing across England
and Wales.
Current Position
Work done so far on the People Strategy has sought
to clarify what the People Strategy will do. It has
been agreed that it will:
• Bring together the people management
principles critical to policing for the 21st century.
• Provide the overarching strategic framework
within which people management and
development projects are located.
• Enable forces to develop local people strategies
and plans to meet local needs.
The vision and high-level principles of the People
Strategy are being scoped. These centre around
what sort of workforce we are trying to achieve and
the ones emerging from the research to date would
suggest they are:
• A well-led workforce
• A citizen focused workforce reflective of the
community it serves
• A modernised workforce
• A healthy and engaged workforce
• A skilled and capable workforce
• Express measures of effectiveness to
demonstrate the value of the People Strategy.
• A resilient and flexible workforce
If these are the right high-level principles, the People
Strategy could encompass the following areas, some
of which will be directly developed through the People
Strategy work whilst others will be developed
through separate but associated projects or work
in other areas of the directorate, Agency or wider
tripartite:
• Workforce Design developing an
employment framework that gives forces
the means to design a flexible and resilient
workforce that allows for the right distribution
of officers and staff, at the right levels in the
right roles.
• Resourcing developing recruitment, selection
and promotion frameworks and processes that
attract, select, retain and promote a diverse,
skilled and committed workforce.
• A highly performing workforce
A key component of the People Strategy will be the
strategic employment framework which will:
• Create a flexible and dynamic employment
framework thereby enabling the creation of the
policing profession.
• Increase performance, productivity, visibility
and impact.
• Deliver higher quality citizen focused policing.
• Increase efficiency in the use of resources.
• Create an environment that attracts more diverse
high quality people removing structural and
cultural barriers both to entry and progression.
• Increase flexibility to match resources to
changing operational demands.
• Learning and development to identify the
skills, training and learning needs and access
appropriate products, services and approaches
to meeting those needs including the use
of accreditation.
• Leadership strategy a leadership and
talent management strategy that identifies
leadership priorities and requirements,
identifies those with high potential for
leadership and develops and supports them
to fully realise that potential.
• Technology developing and harnessing
technology that enables and supports
effective and efficient people management
processes.
• Communication developing principles and
frameworks for ensuring staff are engaged
and involved in their work and able to give and
receive feedback on every aspect of the force
and their performance.
• People Performance Management to
define and clarify the principles and good
practice involved in managing performance.
• Reward to support the development of
reward frameworks that allow forces to apply
remuneration policy and practice fairly
and efficiently.
82
83
APPENDIX D
REFERENCE MATERIAL
Policing Futures review 2007 April
APPENDIX E
Public Sector
•
•
•
•
•
Feedback from DVD production 2007 September
Verve stakeholder review 2007 August
National Policing Board Paper 2007 July
Academia
•
•
•
•
•
•
•
•
•
•
•
•
Lancaster University
Lancaster Leadership Centre
Exeter University
Universities Council for the Education of
Teachers
Newcastle Business School
National College for Schools Leadership
University of London
City University London
Imperial College – London
Harvard Business School
Oxford Learning Institute
University of Northampton
Media/Trade Press
•
•
•
•
Personnel Today
People Management
Management Today
Harvard Business Review
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Improvement and Development Agency – IDeA
Lancashire Council
Disability Rights Commission
Scottish Leadership Foundation
County Durham and Tees Valley Strategic
Health Authority
Cabinet Office
Great Manchester Strategic Health Authority
Office for Public Management
Scottish Executive
Skills for Care
Medway NHS Trust
Newcastle City Council
Kent Police Authority
Norfolk, Suffolk and Cambridgeshire Strategic
Health Authority
Centre for Excellence in Leadership
Crown Prosecution Service
Department of Health
Whittington Hospital
Hammersmith and Fulham Primary Care Trust
Leadership Centre for Local Government
RAF Leadership Centre
Royal Pharmaceutical Society of Great Britain
Sunderland Primary Care Trust
Department for Employment and Learning
(Northern Ireland)
Wirral Hospital
Buckinghamshire County Council
LEADERSHIP
DEVELOPMENT
PRINCIPLES
All learning and development needs to support
operational performance and improvement. The
focus of any development needs to be on improving
policing. There needs to be a very clear link between
any development and improved performance of the
service. Developing people to deliver the service will
ensure resources are targeted to need and the best
return on investment is achieved.
Learning happens in all settings and managers
need to be equipped to support learning ‘on the
job’ so that it becomes second nature to review
performance and identify improvements.
Leadership programmes and development should
be integrated such that knowledge skills and
understanding at each level builds on the prior
learning from earlier development.
Supervisors and managers need the skills to provide
feedback and to undertake fair, consistent and
transparent workplace assessments.
Any learning and development systems and
processes need to keep bureaucracy to a minimum
and managers must have the confidence to use
the systems and processes to support and enable
performance improvement.
Measures and evaluation of learning and
development need to be simple.
Where learning programmes are provided they
need to be combined with work based learning.
There needs to be clarity around the purpose of
any assessment mechanism which should be
transparent and open to the individual.
There is a blended approach to learning, which
encourages access to development opportunities
and takes account of current and best practice in
education and training.
All leadership development programmes will be
built on the values of policing and provide the skills
for these values to be lived each day in serving the
public.
Each individual is responsible for their professional
development and needs to invest personally, at
least with their time, to develop themselves.
Private Sector
•
•
•
•
•
•
•
•
84
Microsoft
Royal Bank of Scotland
Estee Lauder
KPMG
PWC
Virgin
Sainsbury
Tesco
Mandatory course elements need to have clear
pass / fail assessments to ensure quality outcomes
are achieved.
Leadership programmes need to be valued and
need to be ‘hard to get on – hard to stay on’.
Managers should discuss learning outcomes
with each individual before signing them up for
a programme. They should revisit the learning
outcomes with the individual immediately before
the learning activity and managers should assess
the impact on performance of learning during PDR
or supervision discussions.
85
BIBLIOGRAPHY
Leadership Without Easy Answers
Ronald Heifetz
Leadership Innovation
John Adair
Transformational Management
Daniel B. Edds
Authentic Leadership
Bill George
Good to Great
Jim Collins
Why Should Anyone Be Led By You
Rob Goffee & Gareth Jones
On Leadership
Allan Leighton
Exit, Voice & Loyalty
Albert Hirschman
Liberating Leadership
David Turner
The Skills of Management
David Rees
Bad Leadership
Barbara Kellerman
Understanding Organisations
Charles Handy
Straight from the C.E.O
William Dauphinais
Navigating Complexity
Arthur Battram
Leading the Revolution
Gary Hamel
Creating Public Value
Mark Moore
The age of Unreason
Charles Handy
Leadership in Organisations
John Storey
Leadership for Competitive Advantage
Nick Georgiades & Richard Macdonnell
The Cycle of Leadership
Noel Tichy
The Fish Rots from the Head
Bob Garratt
Leadership & the Quest for Integrity
Richard Badaracco
The Living Leader
Penny Ferguson
Harvard Business Review on Leadership
Leadership is an Art
Max De Pre
The Leadership Engine
Noel Tichy with Eli Cohen
86
Effective Leadership Development
John Adair
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lead in g po licin g - National Police Library

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