3.32 Tutor constables - A critical role for making Uplift a success (Phase 3)

Academic team: Dr Emma Williams, Laura Knight, Benjamin Bowles
Policing partners: TBC
Status: Complete

Teacher

Phase 3 of the Tutor Constables research extends the question of how effective current L&D processes are for the professional socialisation and enskillment of new recruits beyond the 'tutor phase' and into the post-tutoring period of on-the-job workplace assessment by professional Assessors. This review seeks to:

Draw out relevant learning from Phase 1 and 2 of the research exploring police tutoring models and onboarding of new recruits
Identify the essential and desirable skillsets and attributes of work-based assessors, including examination of the impact of organisational or self-selection of the role of Assessor
Examine key features of effective tutoring and work-based assessment delivery models, reflecting on those applied by other professions
Compare and contrast the current assessment models being deployed, considering perceived effectiveness in terms of learner satisfaction, operational performance, links with academic competence assessment and timing of assessments
Highlight any evidence of links between assessment processes and attrition