This is a wide-ranging module that consolidates learning in relation to the concepts and practicalities of being a Police Constable, including:

Leadership

Continuous Professional Development¿¿¿

Coaching and Mentoring

Communication



This module descriptor was formulated with due reference to:

The required learning outcomes and indicate content set by the College of Policing in the National Policing Curriculum.

The Knowledge, Skills and Behaviours required by the National Apprenticeship Standard for the Police Constable role.

The subject benchmark statement for policing defined by the Quality Assurance Agency (QAA) for Higher Education.

Assessment 1: Students will write a 2000-word reflection on how their experiences of receiving coaching, mentoring and leadership have contributed to their professional development as a police constable. Theories of coaching, mentoring and leadership covered on the module will need to be applied in their reflective piece. This will cover LO1 and LO2.


Assessment 2: Students will develop a Continuous Professional Development action plan for themselves, identifying relevant steps and opportunities that they will need to take to achieve goals that they have set out for their own continuous professional development and leadership skills as a police constable. This CPD plan will need to be supported by relevant academic sources. This will cover LO1 and LO3.

Demonstrate systematic understanding of continuing professional development in a policing context.

Knowledge and Understanding, Enquiry, Learning

Critically review theories of coaching and mentoring and how these are applied in the workplace.

Knowledge and Understanding, Reflection, and Application

Analyse and develop leadership styles appropriate to the role of constable.

Analysis and Application

Knowledge and Understanding, Reflection

Learning for this module will be based around students committing 80 hours of off-the-job learning this being split between 40 hours of direct contact with teaching staff and 40 hours of independent study and workplace learning.

The module will be delivered through a combination of lectures, workshops, and practical exercises. Students will be encouraged to engage in group discussions, peer review, and communication exercises. There will be regular sessions of formative assessment and academic support/tutorials will be available throughout the module. They will also have access to online resources and guidance for academic writing, data visualization, and digital communication.

Blackboard VLE

MS Teams

University library and associated online learning materials.

Live streaming/recording equipment/software.

Books

Boon, B. (2015). Blackstone's leadership for sergeants and inspectors. Oxford: Oxford University Press.

Brown, J (2014). The Future of Policing. Routledge, pp. 94–108. doi: 10.4324/9780203435946-16. Available at. https://libstaff.primo.exlibrisgroup.com/permalink/44STA_INST/pjvetk/cdi_askewsholts_vlebooks_9781136758911

Clutterbuck, D. (2013) Powerful questions for coaches and mentors. Wordscapes.

Clutterbuck, D. (2014) Everyone needs a mentor, 5th Edn. CIPD.

Davis, D. Silvestri. M. (2020). Critical Perspective on Police Leadership. Bristol. Policy Press

Stevenson, K. Cox, D.J. Channing, I. (2018). Leading the Police. A History of Chief Constables 1835–2017. Oxon. Routledge

Wankhade, P. and Weir, D. (2015) Police Services Leadership and Management Perspectives . Available at: https://libstaff.primo.exlibrisgroup.com/permalink/44STA_INST/1pao5m5/alma991000724219706826



Journal Articles

Al-Eraky, M. and Marei, H. (2016) ‘A fresh look at Miller’s pyramid: assessment at the ‘Is’ and ‘Do’ levels’, Medical Education, 50, pp.1253-1257

Boyatzis, R., and Kolb, D. (1995) ‘From learning styles to learning skills: The executive skills profile’, Journal of Managerial Psychology, 10(5),

Clutterbuck, D. (2005) ‘Establishing and maintaining mentoring relationships: an overview of mentor and mentee competencies’, SA Journal of Human Resource Management, 3 (3), pp.2-9

Crossley, J. and Jolly, B. (2012) ‘Making sense of work-based assessment: ask the right questions, in the right way, about the right things, of the right people’, Medical Education, 46, pp.28-37

Gupta, N. (2002) ‘Analysing the Motivational Needs Amongst Policemen: Maslow's Theory Revitalised’, The Police Journal, 75, pp.193-293

Hoel, L. (2020) ‘Police students’ experience of participation and relationship during in-field training’, Police Practice and Research, 21(6), pp.576-590

Lindberg, O., and Rantatalo, O. (2015) ‘Competence in professional practice: A practice theory analysis of police and doctors,’ Human Relations, 68(4), pp.561-582

Maslow, A. (1943) ‘A Theory of Human Motivation’, Psychology Review, 50, pp.370-396

Miller, G. (1990) ‘The assessment of clinical skills/competence/performance’, Academic Medicine, 65 (9), s63-s67

Pt, W., and Low, A. (2018) ‘Improving Workplace Productivity: Applications of Maslow's Need Theory and Locke's Goal-Setting’, Psychology & Psychological Research International Journal, 3(8)

Wood, D. (2020) ‘Embedding Learning and Assessment Within Police Practice: The Opportunities and Challenges Arising from the Introduction of the PEQF in England and Wales’, Policing: A Journal of Policy and Practice, 14(2), pp.374-382



Websites

CIPD, ‘Coaching and Mentoring’, https://www.cipd.co.uk/knowledge/fundamentals/people/development/coaching-mentoring-factsheet

College of Policing, ‘Coaching & Mentoring Toolkit’, https://leadership.college.police.uk/course/view.php?id=36

College of Policing, ‘Coaching and mentoring skills workshop’, https://www.college.police.uk/career-learning/learning/courses/coaching-and-mentoring-skills-workshop

College of Policing. (2016). Competency and Values Framework for policing Overview of framework. Available at: https://www.college.police.uk/career-learning/career-development/competency-and-values-framework-cvf . [Accessed 18 Sep. 2021].

¿College of Policing. (2020). Policing in England and Wales Future Operating Environment 2040. Available at: https://assets.college.police.uk/s3fs-public/2020-08/future-operating-environment-2040.pdf [Accessed 18 Oct. 2021].

College of Policing, ‘The Professional Profiles’, https://profdev.college.police.uk/professional-profiles/profiles/

HM Government (2019) Policing for the future. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/786316/CCS207_CCS0219668100-001_HASC_Inquiry_Government_ResponsePolicing_Web_Accessible.pdf

Jisc, ‘Feedback and feed forward’, https://www.jisc.ac.uk/guides/transforming-assessment-and-feedback/feedback

This advanced module is designed to equip learners with a comprehensive understanding of essential concepts that will prepare them for their future careers in policing. The course examines the importance of continuous professional development, emphasising the need for lifelong learning and skill enhancement within the policing context.

Learners will critically examine theories of coaching and mentoring, exploring their practical applications in the workplace. They will gain insights into effective strategies for fostering growth, knowledge transfer, and the development of self and others within policing.

Additionally, the module focuses on further analysing and developing leadership styles in policing. Learners will explore various leadership theories and models, enabling them to identify and cultivate leadership qualities that are vital for effective decision-making, team management, and ethical conduct in policing.

Through a combination of theoretical knowledge and practical applications, this course aims to empower learners with the critical thinking skills necessary to navigate the complexities of policing, fostering a culture of continuous improvement, and contributing to police effectiveness.