Information about the role of a trainer, including the role purpose, key responsibilities and the skills required.
About the role
A trainer is a learning and development position within the business support sector of policing. It's a service deliverer role in the policing professional profiles.
Role purpose
A trainer designs and delivers complex, extensive learning and development (L&D) programmes enabling:
- the organisation to achieve its goals
- individuals to fulfil their potential
This requires the full range of teaching skills and is likely to be an individual’s main professional role.
Key responsibilities
Key responsibility statements show the accountabilities for someone in this role. They focus on what is done, not how it is done.
- Applying an evidence-based approach using innovation and good practice to identify learning needs and specify learning outcomes to inform the design and development of training.
- Designing and developing learning programmes for sessions, for digital, classroom-based and face to face delivery. Identifying and incorporating training and learning methodologies to meet individual and organisational learning needs.
- Researching, designing, adapting and delivering learning materials to effectively meet the requirements of the learning programme and the needs of its learners.
- Delivering training using a wide range of communication techniques and learning and delivery methodologies ensuring learners are managed, motivated, facilitated, coached, mentored and supported to achieve the intended learning outcomes.
- Identifying and addressing any specific learning needs of individuals to maximise their ability to realise their potential providing equity.
- 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 in order to meet national assessment standards and processes.
- Evaluating stakeholder feedback to inform the development and continuous improvement of learning techniques and interventions with a view to improving the overall learning experience.
- 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
The CVF has six competencies, which are split into levels. These levels can be used flexibly to allow for a better fit with frontline and non-frontline policing roles, and at different levels of seniority. This ensures that there is consistency throughout all the policing professional profiles. Some roles may contain different CVF levels due to the specialist nature of the role. Those working at higher levels should also fulfil the requirements of the lower levels.
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 2: supervisor or middle manager
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 trainers. 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
- Knowledgeable in the subject matter in which training is designed and 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 training.
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 trainer skills, knowledge and understanding of new approaches to learning identified by evidence-based research and through advances in learning and development models and methodologies. Test and synthesise 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: