Specialist Crime Trainer

Job Title: Specialist Crime Trainer
Grade: Grade E
Role Code: SLD047
Status: Police Staff
Home Office Code: Organisational Support

Main purpose of the role:

Deliver and design Specialist Crime Training courses for police officers and police staff in Kent Police, including identifying training requirements as appropriate, assessing and evaluating students and reviewing and revising course content and training material in order to fully equip officers, staff and the force with the appropriate skills, knowledge and understanding. This will include provision of courses to external staff which may be through income generation.

Main Responsibilities:

• Deliver a wide range of training courses and course lessons for Investigative Skills training, liaising with recognised authorities in specialist fields identifying core requirements, incorporating Force Policy and Legislation and preparing the necessary paperwork to ensure that all training needs are met.
• Design and deliver courses and lessons for Specialist Crime Training and external agencies as directed, using a wide range of equipment via practical exercises and theory sessions in order to meet the local and national training and skills requirements ensuring adherence to Force policy and legislation.
• Liaise with colleagues to monitor appropriateness of course content, identifying problems and concerns, and implementing any changes to ensure best practice for future training methods. Develop and maintain close relationships with other forces, agencies and training establishments to facilitate best practice.
• Participate fully as a professional member of the Specialist Crime Training team, contributing to operations and the development of police training, to ensure that the whole Learning and Development Command meets the objectives set in both business plans and service level agreements.
• Assess, evaluate and debrief course participants, both verbally and in writing, providing advice and guidance on preferred learning styles and identifying further development needs as appropriate, in order to assist students to reach their full potential adapting delivery to suit their needs and providing support.
• Maintain accurate records of courses and attendees, and complete all necessary paperwork and administration associated with the delivery of courses, in order to effectively record details of all officer and staff attainments and training courses delivered within the Force. Welfare and support of learners should be considered, and appropriate interventions made.
• Undertake risk assessments and safety checks of facilities and equipment used for training programmes, arranging for repairs and maintenance of equipment as required, in order to ensure that all such facilities comply with Health & Safety standards.
• Where directed support Divisional based learning. Perform essential functions in response to a role held within the Strategic Co-ordination Centre and Casualty Bureau in order to ensure effective delivery of these additional high-profile Force responsibilities.
• Keep abreast of changes in legislation, Force Policy and training techniques, developing knowledge of training topics (in particular specific training subjects identified to individual trainers) recording all information in an accessible and comprehensive format to empower other trainers to run the courses.

February 2023

Vetting Level:

Recruitment Vetting (RV)

Necessary Experience:

A Specialist Crime Trainer requires current and relevant investigative experience in a law enforcement organisation and will be supported to maintain their occupational competence. The post holder will be a qualified trainer or working toward the Award in Education and Training (AET). and either hold a recognised training qualification the DET (Diploma in Education and Training) (which replaced the former DTLLS qualification) or equivalent or equivalent or be working towards qualifying as a trainer.

The post holder must be organised and confident with excellent interpersonal and communication skills, this will be combined with the ability to debrief course attendees, both verbally and in writing, to enable them to develop to their full potential. An attention to detail and high levels of concentration are also essential.

Significant personal motivation and drive is essential in order to achieve demonstrable results if the role is to be successful and the post holder will be expected to support and contribute towards business planning processes.

Behaviours:

We Analyse Critically (Level 1)

I recognise the need to think critically about issues and challenge my assumptions, ensuring I find information and data that can help me make better decisions. I absorb and interpret information accurately and in an appropriate timeframe, separating what is relevant and not relevant. I solve problems proactively by understanding the reasons behind them, using learning from evidence and from my experiences to take action. I apply professional knowledge and decision-making frameworks, in addition to drawing on my personal experience and judgement, to make better decisions. I recognise where there may be gaps and inconsistencies in data and information

We Collaborate (Level 1)

I learn about stakeholders in other teams, organisations, and the community so I can work with them effectively. I work to get to know others and build rapport so that we can achieve shared goals. I work flexibly with people across different levels, teams and backgrounds. I work cooperatively with others to get things done, willingly giving help and support to colleagues. I actively seek to engage with and learn from a diverse group to improve the work I do.

We Support & Inspire (Level 1)

I take opportunities to share my positive commitment to policing and it's values with others. I take steps to understand how my work contributes to the purpose of policing and the priorities of my force. I am conscientious in my approach, working hard to provide the best service and remove obstacles that could prevent or hinder delivery. I take on challenging tasks to help to improve the service continuously and support my colleagues. I support the efficient use of resources to create the most value and to deliver the right impact.

We Take Ownership (Level 1)

I approach tasks with enthusiasm and a positive attitude, adapting quickly from one situation to the next. I take responsibility for my own actions and decisions. I respond to demanding and tough situations, demonstrating commitment to tackling the issue. I seek appropriate advice and guidance on tasks and decisions when necessary. I take responsibility to regularly update people who are relying on me. I seek feedback to understand the quality of my work and the impact of my actions.

We are Emotionally Aware (Level 1)

I communicate effectively and compassionately, tailoring my communication so I can be easily understood by others. I seek to understand and manage my own emotions to remain effective, even under pressure. I seek out support to help me perform effectively. I recognise that some situations might affect my ability to deal with stress and pressure. I adapt my style and approach by understanding the emotional needs of the people I am working with and the public. I seek to understand the concerns of others even when they are unable to express themselves clearly.

We are Innovative & Open-minded (Level 1)

I seek to learn from new ideas and experiences, including the diverse experiences of others. I share suggestions with colleagues, speaking up to help improve existing working methods and practices. I reflect on my experience of different situations and act on the learning this provides I show that I am open to new ideas and ways of working. I adapt flexibly to change as the need arises, encouraging others to do the same.

Values:

Courage (accredited)

This means making, communicating and being accountable for decisions, and standing against anything that could bring our profession into disrepute. When we are motivated by courage, we actively uphold the ethical standards of the police service so that we do the right thing even when the circumstances are difficult. We set good examples, challenge unprofessional behaviour and all forms of prejudice and discriminatory behaviour, and any activity which undermines the impartiality of policing. We build and maintain the confidence of the public, our colleagues and partners through the way we conduct ourselves. We maintain professional boundaries with those we serve and work with to help protect ourselves and those around us. We are open about what we have done and why and keep our promises so we can be relied on when needed. We support an environment where ethical issues or unprofessional actions can be raised, questioned, challenged, reported and addressed. We are honest and open in our interactions and decision making. We have the courage to respond to criticism with professionalism. Examples of courage We act with courage when we: Do the right thing, even when it feels difficult Act as role models to encourage professional and ethical behaviour in others Challenge behaviours, language and attitudes that undermine our profession and support others to do the same Stand up against discrimination, prejudice and hate in all its forms Engage in difficult conversations when we hear or see unprofessional behaviour Address incidents of unprofessional conduct and take appropriate action Are open and responsive to scrutiny and challenge Are honest and truthful, giving accurate representations of our actions and records.

Public service (accredited)

When we are motivated by public service, we respect the authority and influence afforded to us by our role in society and the responsibility we have in using our policing powers. We apply those powers lawfully, proportionately and when necessary. As we strive to help deliver good outcomes for the public we serve, we seek to find opportunities to learn and improve ourselves as professionals. We reflect on our actions and decisions to see what could be changed to improve the service we offer the public. We have a responsibility to ensure that we act in the best interest of society as a whole. Improving the safety and wellbeing of the public underpins all that we do. We respond to different communities, taking into account their history and experiences including trauma and adversity. Examples of public service We provide public service when we: Act in the interests of the public, first and foremost Are open and honest about our knowledge and experience with those we serve, even when it can be uncomfortable Act in ways that give others the confidence to share experiences and ideas that can improve outcomes for the public Seek to understand and address the needs and concerns of all our different communities Seek constructive feedback from a wide variety of people, avoiding being defensive Reflect on and understand our own strengths and areas for development and take responsibility for our own learning to address gaps and improve our service to the public.

Respect & Empathy (accredited)

This means encouraging, listening to and understanding the views of others, and seeking to recognise and respond to the physical, mental and emotional challenges that we and other people may face. When we are motivated by respect and empathy, we ensure people feel valued and listened to. We treat them with patience and courtesy where possible, recognising that sometimes we may need to prioritise safety and security. We give them opportunities to share their views and take these views into account. We seek to understand other people's perspectives and recognise they can differ from our own. We engage with people who have a wide range of experiences and needs and provide a service that takes into account each individual's unique circumstances. We ensure everyone, regardless of background or circumstance, is treated equally and fairly, recognising the need to tailor our responses to individual needs to ensure we are being fair and respectful. We understand and recognise that people may respond differently to the same situation. We are careful to recognise and manage our biases, so they do not stop us from engaging with people with different needs and experiences equally and fairly. Examples of respect and empathy We show respect and empathy when we: Treat everyone with dignity and respect, even in challenging circumstances Give people an equal opportunity to share their views and take these into account Recognise and manage our biases to ensure we make fair and objective decisions Take action to understand and appreciate other people's experiences, values and beliefs and how they differ from our own Promote equality and celebrate difference Respond fairly, impartially and with sensitivity to people's needs.

Technical skills:

Casefile Preparation (Level 3)

Identify and present case materials, working with the CPS to progress the case. Example: Distinguish between evidence and unused material, identifying material, which might undermine the prosecution or assist the defence. Record, retain and reveal all unused material, distinguishing between sensitive and non sensitive. Ensure quality and accuracy of file contents, presenting evidence logically and with integrity. Present honest and objective comments regarding the strengths and weaknesses of the case in a fair and justifiable manner to the CPS. Liaise with the Criminal Justice Unit and/or Crown Prosecution Service for advice, as required submit the correct and completed case file to the Criminal Justice Units in the required time scales. Respond
promptly and positively to CJU/CPS requests in respect of further actions.

Crime Investigation (Level 4)

Able to recognise potential conflicts of interest between solicitors and suspects. Effectively plans and prepares work in order to progress investigations. Analyses results obtained from interviews etc., in order to identify further offences, offenders and lines of enquiry. Has a comprehensive understanding of identification policies, procedures and their applications. Submits high quality reports and case files within time limits. Has an appreciation of the operating practices of the intelligence unit.

ECYPM (Level 3)

Understands what is meant by safeguarding and the different ways in which children and young people can be harmed. Recognises when a child or young person may not be achieving their developmental potential and may require a service intervention. Identify appropriate sources of help. Aware of national guidance and local procedures, and own role and responsibilities within these for safeguarding and promoting children and young people's welfare.

Health & Safety (Level 3)

Has a basic understanding of Health and Safety issues affecting the current role and working environment. Takes responsibility for personal safety and the safety of others. Aware of hazards and reports problems identified to line manager. Understands and minimises the physical risk of injury through the use of proper manual handling procedures.

Information Gathering & Analysis (Level 4)

Is able to identify reliable and appropriate sources of information and select methods of gathering information which are efficient and effective. Has a working knowledge of legislation and policy relevant to the collection, recording, storage and distribution of information.

Information Management & Technology (Level 4)

Can conduct basic computer searches and can correctly interpret data generated. Can create and amend records, according to role requirement. Knows established rules and protocols. Understands impact of data quality, and is self-monitoring on data quality issues.

Intelligence Gathering & Analysis (Level 4)

Able to analyse basic intelligence submitted and/or make decisions about whether it should be followed up or not. If further research is necessary, be able to carry out that task or delegate to another officer. If required, be able to put together basic information packages for others based on the intelligence gained.

Interviewing - General (Level 4)

Has received some training in reliable interviewing techniques and is able to apply these techniques fairly, consistently and to good effect. Identifies the key issues for examination and tests these using open and probing questions. Identifies weaknesses and inconsistencies in the account and seeks clarification. Keeps good written records of the interview for future

Interviewing - Suspects (Level 4)

Experienced in using the PEACE model. Able to manage an encounter with a solicitor practising 'active defence'. Able to effectively apply an up to date and in depth knowledge of legislation relevant to interviewing and fully understands the implications of S76/78 PACE.

Interviewing - Witnesses (Level 4)

Able to interview vulnerable victims and child witnesses. Considers the best environment in which to interview and consults with outside agencies. Able to effectively conduct video interviews.

Knowledge of Police Environment & Policy (Level 4)

Displays a general appreciation of changes affecting the police service. Understands the inter-relationships between the roles of the various Operational and Support activities, and how organisation structures and police systems work. Possesses a detailed understanding of working procedures, practices and policies relevant to the current role and the roles of subordinates and ensures that these are followed at all times. Is clear about Force goals and effectively contributes to local business plan objectives.

Knowledge of Legislation and Policy (Level 4)

Has a thorough understanding of all legislation, policy and procedure relevant to the current role. Able to apply this and offer advice to colleagues as necessary.

Management of Police Information (MOPI) (Level 4)

Full compliance with Level 3. Has successfully completed all standard relevant Information Management and Security training package(s). Accurate use of Government Security Classification (GSC). Ensures physical and digital records are stored with appropriate security relevant to the sensitivity of the documents and has working understanding of appropriate National Retention Schedules. Is able to quality assure own records management processes as well as those of any staff for whom they have supervisory responsibility. Is aware of where to seek further support in relation to Records management within force when necessary. If nominated as an Information Asset Assistant is familiar with the NPCC Information Asset Owners Handbook.

Office Technology (Level 3)

Able to utilise relevant Force standard office software products such as word processing and document creation, spreadsheet, database, presentation and desktop publishing packages to a standard that matches the requirements of the current role in terms of quality and speed. Can operate other items of essential office technology such as photocopiers and shredders and can utilise IT products available through Office 365 to share information and aid communications and to effectively undertake the requirements of the current role. Aware of the implications of Data Protection and acts appropriately in this respect.

Risk Management (Level 3)

Demonstrates an awareness of personal risk management issues, challenges or difficulties likely to affect the post holder in the execution of their duties. Able to anticipate risks likely to affect their work and knows how to communicate the likelihood and possible impacts of such events to line managers or supervisors.

Training (Level 5)

Able to adapt the style and content of the training during the course, tailoring the course to the needs of the participating individuals. Delivers a wide range of training packages, on a variety of subjects, and assists with the creation of various distance and flexible learning packages. Tailors courses to meet the current needs of the Force. Produces training plans for approval to rectify skills gaps.

Vulnerable Victims (Level 4)

Has a sound understanding of the legal and procedural issues surrounding all vulnerable victims and is able to advise others. Familiar with procedure with regard to children taken into police protection. Has knowledge of the work of officers of the Social Services, NSPCC and other voluntary agencies in providing on-going support and care for all victims. Demonstrates the ability to successfully gain evidence and bring a case to Court.

National Occupational Standards:

AA1 (Level Accredited)

Promote equality and value diversity.