Information about the role of an instructor, including the role purpose, key responsibilities and the skills required.
About the role
An instructor is a learning, development and assessment position within the business support sector of policing. It's a service deliverer role in the policing professional profiles.
Role purpose
Instructors develop an individual’s skill and competence and deliver a prescribed curriculum. This is often done within an operational context and for a specific purpose. An instructor will closely align learning to ensure that national standards or legislation (as defined by learning outcomes) are met.
Key responsibilities
Key responsibility statements show the accountabilities for someone in this role. They focus on what is done, not how it is done.
- Knowing and applying the principles of adult learning and the training cycle for the role of instructor in combination with a range of learning and facilitation techniques, to direct learning and meet learning objectives.
- Developing and adapting learning sessions and resources, identifying and incorporating training and learning methodologies to meet individual and organisational learning needs.
- Delivering training using a range of communication techniques and learning and delivery methodologies including presentations, demonstrations and role play, ensuring learners are managed, motivated, coached and supported to achieve the intended learning outcomes.
- Creating and maintaining a safe, inclusive and effective learning environment. Role modelling an inclusive attitude towards diversity and demonstrating fairness, respect and accountability, enabling effective learner engagement and participation and removing potential barriers to learning.
- Utilising a range of assessment methodologies and strategies appropriate to the programme and learner, to meet national standards and processes.
- Evaluating stakeholder feedback to inform continuous professional development to ensure high quality delivery.
- Challenging unprofessional actions, attitudes, behaviours and language to ensure the highest standards of professional behaviour upholding the police Code of Ethics.
Competencies, values and core skills
The competency and values framework (CVF) provides clear expectations for everyone working in policing. It describes the behaviours required by police officers and staff to be effective in their roles and uphold the Code of Ethics for policing.
Competencies
This role should be operating at or working towards the following competencies.
- We are emotionally aware – Level 2: supervisor or middle manager
- We take ownership – Level 2: supervisor or middle manager
- We collaborate – Level 1: practitioner
- We support and inspire – Level 2: supervisor or middle manager
- We analyse critically – Level 1: practitioner
- We are innovative and open-minded – Level 1: practitioner
Values
The CVF has three values that apply to everyone in policing, regardless of their role or seniority.
Core skills
All roles in policing have nine core skills in common. These are split into levels that represent the different levels of policing. This role should be operating at or working towards the following core skills.
- Communicating and influencing – Level 1
- Problem solving – Level 1
- Performance management – Level 1
- Relationship management – Level 1
- Change management – Level 1
- Managing people – Level 1
- Managing resources – Level 1
- Planning – Level 1
- Use of IT – Level 1
Education, qualifications and experience
Previous education, qualifications and experience
- Competent to and operating within the College of Policing standards for learning, delivery and assessment for instructors. The standards can be met by:
- completion of the following training essentials programme (TEP) modules: training knowledge essentials, training skills essentials and training practice essentials
- recognition of prior learning including existing accreditations or qualifications and learning
- Occupational and/or technical skills and knowledge in the area in which training is delivered.
Continuing professional development
Continuing professional development (CPD) enables everyone in policing to develop and gain recognition for their professional skills, knowledge and competence. CPD ensures that we continue to provide high-quality policing to keep the public safe and help to drive career aspirations. Discussion of CPD is usually included as part of professional development review (PDR)conversations.
Learning and accreditation
- Complete all annual and mandatory training.
- Refer to specific requirements for area of instruction (for example, firearms).
Professional development
This role should consider the following CPD:
- maintaining competence in own area of training subject matter expertise, including knowledge and understanding of legislation, College of Policing guidance and good practice
- participating in networking opportunities, reflecting on practice and sharing learning with peers in order to inform and improve policy, processes and practice
- maintaining and enhancing knowledge and understanding of new approaches to learning identified by evidence-based research and through advances in learning and development models and methodologies. Testing and synthesising these by championing innovation and implementing changes to working practice
- consider membership of a relevant professional body and use of the membership for CPD opportunities
Related roles
You can find other service deliverer roles in the: