Probation Circular

PSO INDUCTION AND DEVELOPMENT PROGRAMME 2005-06
PURPOSE
This PC outlines the required modules of the revised curriculum for the Probation Service Officer (PSO) development programme, which was originally outlined in Annexe 2 of PC 136/2001 (A Proposal for PSO Development, induction programmes and beyond). As well as re-defining the content of the programme this PC confirms funding and quality assurance arrangements for the programme. The NPD is aware that developments in Offender Management and Interventions over the next year will require further consideration of staff training hence the applicability of this revised curriculum to the 2005-06 year as an interim step towards those new arrangements. REFERENCE NO: 41/2005 ISSUE DATE: 3 June 2005 IMPLEMENTATION DATE: Immediate EXPIRY DATE: April 2007 TO: Chairs of Probation Boards Chief Officers of Probation Secretaries of Probation Boards Consortium Directors CC: Board Treasurers Regional Managers AUTHORISED BY: Paula Cairney, Assistant Head of HR, NPD ATTACHED: Annex A: Curriculum Annex B: Business Planning & Quality Assurance Annex C: Distribution of New PSO posts

ACTION
Chief Officers are asked to work with Consortium Directors, through their regional probation consortium board arrangements, to ensure that the existing PSO development programmes, and any new programmes, are consistent with new curriculum and that the programme conforms with the NPD’s quality assurance arrangements for programmes. Consortium Directors are required to submit business plans covering proposed programmes for approval.

SUMMARY
Existing PSO Induction and Development programmes have been operating for four years and the curriculum needs to be revised to meet current practice.

RELEVANT PREVIOUS PROBATION CIRCULARS
PC 136/2001 Probation Staff, Recruitment and Training – Funding for Training Consortia.

CONTACT FOR ENQUIRIES
Mike Ashe, Training Projects Manager - HR Section, NPD – 0207 217 8115 E-mail: michael.ashe@homeoffice.gsi.gov.uk

National Probation Directorate
Horseferry House, Dean Ryle Street, London, SW1P 2AW

BACKGROUND
NPD funding continues to be available this year (2005-06) for the development of Probation Services Officers (PSOs) at the per capita rate of £800. This budget is allocated to regional training consortia on the basis of the number of new PSOs being recruited in the region during 2005-06. A table of PSO numbers and budget allocation is included at annexe C in order for consortium directors to manage the delivery of the revised programme. The aim of the PSO Induction and Development Programme is to ensure that on completion the learner has sufficient knowledge and skills to work effectively with offenders who pose a low to medium risk of harm. The target learner group is PSO or equivalent grade staffs who have been recently recruited to the Service. New entrant PSOs should, ideally, complete the programme within nine months of appointment. Whilst clear priority should be given to newly appointed PSOs the programme may also be appropriate for staff who have not previously attended an induction programme or who are new to post. The programme is a programme of learning which will inform practice and give guidance to staff through various stages of learning. There should be a planned entry into the programme to ensure that staff benefit from the learning at the right stage of their development within the work environment. Staff who participate in the programme are referred to learners and staff (or others) who deliver the programme as facilitators. Learners will acquire the basic underpinning knowledge to carry out their day to day tasks. They will gain confidence to apply the knowledge gained on the programme to their work. Their learning will be assessed as an integral part of the programme. Programmes will be most effective where there is on-going assessment of how learners apply the knowledge and understanding gained to their day to day practice and where line managers are able to assess, monitor and evaluate PSOs increasing effectiveness in the work place having attended the programme. Learners should also have a responsibility for assessing and evaluating their own learning. Facilitators will lead the programme, delivering teaching and enabling, supporting and assessing learning. The programme will be delivered within a planning quality assurance framework (see annexe B) for which the consortium director is responsible. The framework covers three key subjects: planning, monitoring and evaluation. Consortium Directors are required to submit for approval a business plan for the programme in their region to the NPD HR Training Section confirming proposed arrangements for allocation of NPD funding. Arrangements will additionally be made with consortia for a programme approval visit to take place once the programme is running. The curriculum for the programme is described in terms of learning outcomes for learners and divided into twelve subjectspecific learning modules (see annexe A for the detail): Orientation to the Criminal Justice System; Introduction to the Criminal Justice Act (2003); Interviewing and Communication Skills; Offender Management ; Risk of Harm; Introduction to Effective Practice; Interventions ; Motivational Skills; Handling Difficult Situations ; Enforcement and Compliance ; Interagency working; Promote Equality, Manage Diversity and Anti-Discriminatory Practice. There is some work being undertaken to provide learning materials for modules 3 and 4 and when these are available programme organisers will be advised. In general, however, the curriculum provides the outline of each module and programme organisers will use these for guidance. Certification will not be possible given the short duration of the programmes in this new format. However, it is anticipated that some programmes will continue to be out-sourced and some providers may be able to offer academic credits as part of the programme. As an interim measure programme organisers may wish to include NPS/NOMS certification of attendance and completion of the programme in their business plans for the programme.

PC41/2005 – PSO Induction and Development Programme 2005-06

2

Annex A - PC 41/2005 PSO Induction & Development Programme 2005-06

CURRICULUM FOR PSO INDUCTION AND DEVELOPMENT 2005/06

This programme will be delivered in the context of agency policies and procedures and is relevant to all Probation Service Officer (PSO) grade staff or equivalent. The programme is intended as a starting point for an individual’s learning and development. PSOs will also require, depending on their specific role, specialist training to complement this programme. Provided the curriculum is delivered, the preferred method of delivery is left open in order to meet best local needs in terms of geography, recruitment patterns and other operational requirements. In order to provide guidance programme operators are advised that the curriculum is based on approximately 60 to 70 learning hours for the delivery of all twelve modules. In designing programmes to deliver this curriculum consideration should be given to the provision of opportunities for learners to reflect on their learning and their personal development.

Learning Modules

1

Orientation to Criminal Justice System:

Learning Outcomes: a) Demonstrate an understanding of the range of agencies which form the community justice and criminal justice system. b) Identify the key purposes of the agencies within the CJ system. c) Identify and understand the aims of the National Probation Service/NOMS and understand how it relates to the wider CJ system and your role. d) Explain the relationship between legislation, policy development and national standards e) Demonstrate an understanding of how principles of promoting equality, valuing diversity and anti discriminatory practice apply within the CJ system.

2

Criminal Justice Act 2003.

Learning Outcomes: a) Have an overview of the Act and understand the relevant sections. b) Understand the sentencing principles and provisions of the Act. c) Understand the work undertaken by probation staff in the courts. d) Develop an understanding about the implications of the Act for own practice. e) Apply principles of promoting equality, valuing diversity and anti discriminatory practice in relation to implementing the CJ ACT 2003.

3

Interviewing and Communication Skills:

Learning Outcomes: a) Integrate oral and written communication skills into practice. b) Identify barriers to effective communication and how these can be minimized. c) Identify how to maintain personal and professional boundaries in working relationships. d) Be able to plan, prepare for, undertake and record interviews. e) Apply principles of promoting equality, valuing diversity and anti discriminatory practice in all aspects of communication.

4

Offender Management

Learning Outcomes: a) Understand the key offender management components for community and custodial sentences. b) Understand and apply the core skills required to assess and manage offenders effectively according to criminogenic needs and assessed risk c) Identify the key partners of NOMS and explain what each can contribute to the provision of offender management services. d) Contribute towards the selection and sequencing of interventions, and effectively refer offenders to appropriate resources. e) Apply principles of promoting equality, valuing diversity and anti discriminatory practice in offender management. 5 Risk of Harm

Learning Outcomes: a) Understand the current definitions of risk, and risk management and public protection procedures, and the importance of a victim perspective. b) Understand the dynamic nature of risk and the need to continuously review assessments according to criminogenic need. c) Understand and contribute to methods for identifying, predicting and managing risk within agency policies and procedures d) Understand the link between good practice, risk assessment and public protection e) Apply principles of promoting equality, valuing diversity and anti discriminatory practice in assessing risk.

6

Introduction to Effective Practice

Learning Outcomes: a) Understand the principles and methods of cognitive-behavioural work and how it can be applied to understanding and changing offending behaviour. b) Understand the findings of research as it relates to the development of programmes in general; programme integrity, targeting, dosage, group size, and level of staff competence.

c) Understand the key components of effective practice and how this relates to your practice including, criminogenic needs, responsivity, pro-social modelling, risk assessment and community based interventions. d) Demonstrate an understanding of how principles of promoting equality, valuing diversity and anti discriminatory practice should be applied in relation to cognitivebehavioural work. 7 Interventions

Learning Outcomes: a) Understand the range of regional cognitive behaviour programmes available for work with offenders. b) Understand the work undertaken by staff in approved premises. c) Understand the work undertaken by staff in delivery of enhanced community punishment and unpaid work. d) Understand the work undertaken by staff in the resettlement of offenders. e) Understand the work undertaken by staff in respect to basic skills, employment, and drugs and alcohol. 8 Motivational Skills

Learning Outcomes: a) Understand the key principles of Motivational Interviewing. b) Understand the significance of being able to encourage and motivate offenders to i) consider the effects of their behaviour on others ii) think through options iii) own and be responsible for their decisions iv) see the need to change their behaviour. c) Demonstrate an ability to encourage and motivate individuals to change. d) Identify good practice in working within professional boundaries e) Apply principles of promoting equality, valuing diversity and anti discriminatory practice when using motivational skills. 9 Handling Difficult Situations

Learning Outcomes: a) Communicate with individuals who are distressed, anxious, angry or in denial. b) Handle disagreements constructively, recognizing and managing the impact of an incident on self and others.

c) Understand the different levels and causes of conflict. d) Assess potentially difficult situations and contribute towards identifying strategies to reduce risk. e) Apply principles of promoting equality, valuing diversity and anti discriminatory practice in handling difficult situations.

10

Enforcement and Compliance

Learning Outcomes: a) Understand the importance of ensuring that offenders know sentence requirements, their responsibilities and the consequences of non compliance. b) Understand and, where appropriate, apply actions that need to be taken in response to non compliance. c) Understand how to promote and support compliance in offender management. d) Identify good practice in working within professional boundaries e) Apply principles of promoting equality, valuing diversity and anti practice when considering or undertaking any aspect of enforcement. 11 Interagency Working discriminatory

Learning Outcomes: a) Explain the principles and benefits of inter agency working b) Develop and maintain effective inter-agency relationships and channels of communication c) Identify and manage factors which help and hinder effective joint working. d) Explain how risk is managed across agencies. e) Apply principles of promoting equality, valuing diversity and anti discriminatory practice in inter agency work.

12

Promote Equality, Manage Diversity and Anti Discriminatory

Practice.

Learning Outcomes: a) Understand how values and ethics impact upon work in the CJ sector.

b) Identify the ways in which discrimination and oppression are built into society and organizations. c) Explore how making assumptions, stereotyping, labelling and prejudice affects different groups and individuals. d) Identify the effect of equality and inequality on people’s lives. e) Apply the key principles of promoting equality, managing diversity and anti discriminatory practice.

Relevant Community Justice National Occupational Standards: The modules in the PSO Induction & Development Programme can be directly related to some of the Community Justice occupational standards and learning from the programme could be used as evidence of underpinning knowledge for some corresponding NVQ level 3 units (Please note these standards are subject to review during 2005-06)

E203 Contribute to the prevention and management of abusive and aggressive behaviour D301 Help Individuals address their offending behaviour F306 Contribute to the development and effectiveness of teams D101 Assist in the assessment of individuals offending behaviour and in planning provision E408 Support individuals experiencing difficulties F403 Develop and sustain effective working relationships with staff in other agencies D308. Deliver externally validated evidence based programmes designed to reduce the likelihood of re-offending by offenders who pose a medium or low risk of harm. D201. Assist in the supervision, enforcement and review of sentences served in the community. E406. Support individuals who are substance users. F307 Develop one’s own knowledge and practice. F102. Promote people’s equality, diversity and rights.

Annex B - PC 41/2005 PSO Induction & Development Programme 2005-06 PSO INDUCTION AND DEVELOPMENT PROGRAMME 2005-06 Business Planning and Quality Assurance There should be a business plan for each programme and it should contain information under each of the three headings listed below. Consortia are required to submit the business plan for the programme to the NPD HR section for approval. A formal report and review of the programme will be required at the end of the financial year. 1. Planning • Programme based on national curriculum • Diversity strategy for inclusion and accessibility • Planned number of learners (by post, Area) • Programme timetable and schedule for delivery • Projected cost and resources • Key Risks and contingencies identified Target number of finishers Target retention rate 2. Data Collection\Monitoring • Number of starters (by post, Area, date of appointment) • Number of finishers • Number of non-finishers • Diversity report on learners • Timeliness of delivery • Cost and resources used • Programme compliant with national curriculum 3. Learning Evaluation • Assessment of learners • Assessment of facilitators • Feedback from learners • Feedback from facilitators There are two additional areas of information which consortia may wish to include in their planning for and reporting on the programme: • Performance Evaluation Impact of learning on performance at work within a work based assessment framework. • Cost Effectiveness Value of investment of resources in terms of delivery method and impact of programme on performance and learning. The programme will be reviewed nationally through the NPD HR Training section together with the Consortium national Level 3 Practitioner group which operates within the remit of the Consortium Directors’ national forum.

Annex C - PC 41/2005 PSO Induction & Development Programme 2005-06 DISTRIBUTION OF NEW PSO POSTS / PSO INDUCTION & DEVELOPMENT PROGRAMME REGIONAL BUDGETS Tables 1-9 in this annexe show the proposed distribution of new PSO posts both by Area and by region for 2005-06. Table 10 provides information about the amount of budget available to regions through the consortia to fund the PSO Induction & Development programme. This budget is based on the £800 per capita allocation for each PSO undertaking the programme. Table 1 East of England Bedfordshire Cambridgeshire Essex Hertfordshire Norfolk Suffolk Regional totals: Table 2 London Table 3 Midlands Derbyshire Leicestershire & Rutland Lincolnshire Northamptonshire Nottinghamshire Staffordshire Warwickshire West Mercia West Midlands Regional totals: Table 4 North East Durham Teesside Northumbria Regional totals: Table 5 North West Cheshire Cumbria Lancashire Greater Manchester Merseyside Regional totals: PSOs 13 17 23 17 21 6 97 PSOs 177 PSOs 17 16 16 16 20 12 4 13 96 210 PSOs 14 30 15 59 PSOs 8 11 9 64 29 121

Table 6 South East Hampshire Kent Surrey Sussex Thames Valley Regional totals: Table 7 South West Avon & Somerset Devon & Cornwall Dorset Gloucestershire Wiltshire Regional totals: Table 8 Wales Dyfed-Powys Gwent North Wales South Wales Regional totals: Table 9 Yorks & Humberside Humberside North Yorkshire South Yorkshire West Yorkshire Regional totals: Table 10 PSO Training Budget East of England London Midlands North East North West South East South West Wales Yorks & Humberside National total:

PSOs 34 16 1 28 21 100 PSOs 7 41 3 3 19 73 PSOs 21 26 18 29 94 PSOs 18 8 19 24 69 £000’s 77.6 141.6 168.0 47.2 96.8 80.0 58.4 75.2 55.2 800.0