Job Description

Job Title
Trainer
(Generic role)
Reporting to
Training Team Manager
Position
Generic
Tier
4
Grade
2A/2B Purpose
Responsible to a Training Team Manager for the day to day delivery of training programmes, supervising students and, where appropriate, associate trainers to ensure that learning objectives are met to course specifications and agreed quality standards. Work with other College departments to provide subject matter expertise in the formulation of evidence-based policing standards and the design and development of learning products.
Generic role: Specific requirements for subject matter expertise, knowledge and experience vary between training teams. Positions requiring post-degree in-depth specialist and/or technical knowledge and qualifications are graded 2B. Accountabilities
1.
Deliver training programmes to agreed content and assessment specifications, developing and adapting, where appropriate, teaching techniques, lesson plans, scenarios and training materials to meet individual students’ abilities, levels of understanding and learning styles, to ensure that all students receive a consistent, high quality training intervention which addresses their learning and development needs.
2.
Continually research and refresh own subject matter expertise and work with Policing Standards Managers, Knowledge, Research and Education partners, Training Designers and external stakeholders to share knowledge, help identify innovative solutions and draft and develop evidence-based policing standards, guidance and associated curriculum specifications and learning interventions to support the promotion and embedding of consistent approaches to professional practice across policing.
3.
Take ownership of specific training modules, courses or work-streams, reviewing and revising lesson plans and training materials to address changes to the curriculum, professional practice, guidance, standards and/or feedback from quality assurance data trends and update version control log to ensure that learning programmes are always accurate, up-to-date and that definitive records of revisions are maintained.
4.
Liaise with Business Administration teams and other support teams to confirm course arrangements, students’ information and, where appropriate, resource course materials and Associate Trainers, to ensure that training programmes are delivered in accordance with the agreed training delivery plan. Provide first line management and direction to Associate Trainers as appropriate to the course.
5.
Set up the learning environment, equipment, and resources for practical scenarios, as appropriate to each learning module, undertaking Risk and Health and Safety assessments including CoSHH and Personal Protective Equipment (PPE) checks and completing accident/incident reports where necessary, to ensure a safe working environment for students and other trainers, College employees and visitors.
© College of Policing 2015
6.
Undertake and compile accurate records of formative assessments as appropriate to each learning intervention, monitoring student learning to provide ongoing feedback, identify strengths and target areas for further work and to inform and improve the quality and delivery of the Trainer’s teaching skills.
7.
Undertake and compile accurate records of summative assessments as appropriate to each learning intervention, including setting, reviewing and marking exams, papers and projects, to evaluate and enable accreditation of student learning on an individual and group basis against standards of professional practice, national policing curriculum specifications and other benchmarks.
8.
Advise and guide students and associate trainers attending College Training Centres, or when delivering learning programmes on other sites, including internationally where appropriate, addressing shortfalls in personal conduct when necessary, to ensure their compliance with the Code of Ethics and local standing instructions and that their welfare needs are catered for.
9.
If appropriate to role, tutor, monitor and assess students on extended specialist learning programmes through the evaluation of Personal Development Portfolios (PDP) and evidence of Continuous Professional Development (CPD) and workplace assessments.
Dimensions
People Management
 Direct day to day management of students while courses are in progress.
Budget £
 None
Other
 Workload is divided between development activities, working with Faculties, Training Design and other teams (Accountability 2), and delivery (Accountability 1). For delivery activity, excluding periods of authorised leave and personal development time, “floor time” delivery days to approximate 60% to 80% of time on duty
Impact Key indicators of success
 Training courses delivered to agreed specifications and quality standards, as measured and evaluated in Immediate Level Feedback
 Options for professional practice solutions and outcomes are: relevant to the challenges and opportunities; cost effective; delivered in a timely manner; and are capable of being implemented in a professional and ethical manner which promotes best practice and delivers change within policing
 Forces are supported with the delivery of activities which improve policing services for their communities
Essential Criteria – Training and Qualifications
 Qualified Trainer to meet the Police Sector Standard for the Training of Trainers: Level 4 Certificate in Education and Training, Certificate in Teaching in the Lifelong Learning Sector (CTLLS Level 4) or NVQ Level 4 Diploma in Learning and Development or equivalent.
© College of Policing 2015
 Experienced and current Assessor competent to the Police Sector Standard for the Training of Assessors
 Evidence of commitment to continuing professional development
Essential Criteria - Experience
 Up to date proven competence, experience and/or knowledge to the level required within the subject matter specialism that forms the basis of training delivered. Specific requirements vary between posts.
 Demonstrable experience of working collaboratively with internal and external stakeholders, establishing and maintaining positive working relationships and removing unnecessary barriers to services delivery.
Essential Criteria – Skills and Knowledge
 Sound understanding of equality, diversity and human rights within a police training context
 Excellent verbal and written communication skills with the ability to explain complex and specialist concepts on an individual and group basis to account for learners’ preferred learning styles
 Exhibit personal qualities and behaviours which are a role model for others – being open to receive challenge and feedback; value diversity and difference; and to work as part of a team to get the job done
 Proficiency in MS Office applications and a good level of IT literacy
 Ability to work on own initiative and as part of a team
 Ability to work under pressure and prioritise work to ensure deadlines are met
Desirable Criteria
 Completion of underpinning NCALT e-learning packages: Introduction to diversity; Mental ill-health and learning disabilities awareness; National Decision Model for policing
 Experience of problem-solving and using an evidence-based approach to develop and/or establish standards for professional practice in private and/or public sector organisations
Other Information
 Vetting level: NPPV2/3 and SC – dependant on subject matter for training delivery
 Will require occasional travel to all College of Policing sites and to policing-related and other organisations in the UK.
 Some roles may require foreign travel to develop and deliver tailored programmes to international clients
 Must apply and promote the College of Policing Code of Ethics and Integrity principles
 Full driving licence required for some roles
Org Chart
See overall structure chart

Appendix: Technical Skills Trainer – Investigation
In addition to the Essential and Desirable Criteria specified in the generic Job Description for College of Policing Trainers, the following requirements apply to this role:
Essential:
 Proficient in investigating major and complex crimes
 Professionalising Investigations Programme (PIP) Level 2 accreditation
 Knowledge and understanding of PIP process with specialism of Initial Crime Investigators Development Programme (ICIDP)/PIP2 and of PIP Level 3 accreditation process
 Proficient keyboard and IT skills particularly MS Office
 Highly developed analytical and communication skills
Desirable:
 Detective Sergeant for SIO DP delivery; or Detective Constable
 Experience as a crime skills trainer
 Experience in covert operations
 Experience of CPIA/disclosure
 Understand intelligence management