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Evidence-Informed Policing: a Pilot Training Evaluation

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Evidence-Informed Policing: a Pilot Training Evaluation What Works Centre for Crime Reduction Work Package 7 Final Report ‘Evidence-informed Policing: An Introduction to EMMIE and the Crime Reduction Toolkit’ A Pilot Training Evaluation Fleming, J., Fyfe, N., & Wingrove, J.C. 1 This document provides: - An introduction to the requirement for the pilot training, - The methodology used to evaluate the pilot training - The findings in the context of police reaction to the training programme and evidence- informed policing - Recommendations for the College, individual forces, police trainers and academia - The pilot evaluation materials as appendices COPYRIGHT This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution and reproduction in any medium, provided the original author(s) and source are credited. In addition there should be an indication if any changes were made to the original text and there should be no suggestion that the authors or any of their collaborators endorses you or your use. This research was co-funded by the College of Policing and the Economic and Social Research Council (ESRC); Grant title: 'University Consortium for Evidence-Based Crime Reduction'. Grant Ref: ES/L007223/1. 2 Fleming, J., Fyfe, N., & Wingrove, J. (2016a). Evidence-informed Policing: A Pilot Training Evaluation Executive Summary Introduction In March 2013 the Cabinet Office launched the ‘What Works Network’, a nationally co-ordinated initiative aimed at positioning the research evidence on ‘what works’ at the centre of public policy decision- making, developed in a political environment increasingly amenable to the idea of evidence-based decision-making, particularly in the context of ‘austerity’ and cost effectiveness. Currently there are seven research centres1 focusing on six key areas of public policy, intended to build on existing models of delivering evidence-based policy - such as the well-established and well-funded National Institute for Health and Clinical Excellence (NICE). For some years now, the College of Policing (the College) and its predecessor the National Policing Improvement Agency (NPIA) have been promoting the importance of research evidence to inform practice in policing and crime reduction. The College Five Year Strategy (2014a) outlines its intentions to promote understanding of ‘what works’ in policing and use this understanding to set standards and enable members to share knowledge and evidence around ‘what works’ (College of Policing, 2014a). Within a context of austerity and changing policing demands (e.g. Brain & Owens, 2015; http://www.college.police.uk/Documents/COP_infographic.pdf) the College is promoting ‘professionalisation’ of police. As part of achieving many of the aforementioned aims, the ‘What Works Centre for Crime Reduction’ (WWCCR) was established in 2013 to develop a strong evidence base for decision-making around crime reduction. It is led by the College and supported by a Commissioned Partnership Programme2 (CPP). A key component of the WWCCR programme is the development and piloting of a Police Development Programme (Work Package 6/7) to enable police officers to appraise and use evidence to inform their decision-making. The purpose of the current research was, therefore, to design, pilot and evaluate the implementation of a police development training programme to develop officers’ theoretical and practical understanding of evidence-informed approaches, equip them with the skills required to use evidence to inform their decision-making and support them to appraise evidence and commission research (Hereafter referred to as ‘Evidence-based Policing’: EBP3). See Fleming, Fyfe & Wingrove (2016a) for an overview of the design methodology and the training programme outline. 1 National Institute for Health and Care Excellence (NICE), Sutton Trust/Educational Endowment Foundation, College of Policing What Works Centre for Crime Reduction, Early Intervention Foundation, What Works for Local Economic Growth, the Centre for Ageing Better, and the What Works Centre for Wellbeing. 2 University College London, Institute of Education University of London, London School of Hygiene & Tropical Medicine, University of Southampton, Birkbeck, University of Surrey, Cardiff University and University of Dundee. 3 The term Evidence-Informed Policing is preferred by the authors of this report (see Fleming, Fyfe & Wingrove, 2016a for further information). However, to avoid confusion when discussing the wider literature in this area, the term Evidence-based Policing is used throughout this report. Fleming, J., Fyfe, N., & Wingrove, J. (2016a). Evidence-informed Policing: A Pilot Training Evaluation This report focuses on the evaluation of the pilot training programme. The main objective of the evaluation of the pilot training was to assess and understand trainee reaction and to note aspects of learning following training. The following research questions were addressed: To what extent do police officers/staff respond positively to EBP? To what extent do police officers/staff believe EBP training will enhance their role? To what extent does the training enable police officers/staff to use the Crime Reduction Toolkit? Methodology Four groups of police officers/staff across four forces (N=90) took part in the pilot training. Evaluation involved pre and post-training repeated measures assessing: - Reaction and immediate (and potentially short-term) attitudinal outcomes, - Observational speculation on participant learning, and - Self-reported planned behaviour. Quantitative and qualitative data was collected through pre and post-training questionnaires completed by the participants as well as through participant observation by the researchers. Wilcoxon signed-rank4 tests were conducted to examine whether any statistically significant differences were present in participant beliefs before and after the pilot training and Fisher’s exact5 tests were undertaken to explore: Differences in awareness of and participation in College activities and use of research/evaluation across demographical and individual characteristics (e.g. force, rank, years in service, level of education). Differences in pre and post-pilot training beliefs across demographical and individual characteristics (e.g. force, rank, years in service, level of education) Qualitative data was analysed thematically using a grounded theory approach (Glaser, 1978, 1992; Glaser & Strauss, 1967; Strauss, 1987). Grounded theory refers to a qualitative analysis approach that develops theory based on the data, in which findings emerge, as far as possible, without the researcher imposing a pre-existing theory onto the data (Strauss & Corbin, 1998). Findings This report provides the reader with an overview of the current organisational context and demographics of each pilot force in order to aid interpretation of the overall findings. This will also enable the easy provision of an edited report for each pilot force, which includes a brief overview of any findings specific to their force. However, the sample sizes of each individual force do not warrant individual analysis and any significant findings with regard to variance between the forces have been identified through consideration of the sample as a whole. 4 Wilcoxon signed-rank test is “a non-parametric test’ that looks for differences between 2 related samples” (Field, 2013, p.886). It is used here to compare repeated measures of ordinal variables, related to the same participants. 5 Fishers exact test is “a way of computing the exact probability of a statistic” (Field, 2013, p.875) and is used when there are small samples within the grouping categories which are being explored. Here it is used to understand the likelihood of the variance in categorical variables. 4 Fleming, J., Fyfe, N., & Wingrove, J. (2016a). Evidence-informed Policing: A Pilot Training Evaluation Quantitative findings Findings suggest that those keen to participate in EBP related training/activities are likely to have a higher level of education and that, of the ‘rank and file’ ranks, Constables may be more open to EBP. It is worth considering the characteristics which have impacted on who has proactively chosen to be involved in the pilot training, as these may reveal which police officers/staff could be most easily reached by communications and activities intended to advance EBP practice within the profession. A high percentage of participants had positive beliefs about the relevance and value of the training, research/evaluation and their own research abilities prior to the pilot training. This level of positivity prior to the pilot training appeared to reduce in a small but statistically significant way following the training. It is suggested that once participants realised the time and resources required to implement what they had learned, they were less sure they would have the support of their senior management to achieve this. Across all of the statements regarding perceptions of the training itself (e.g. “the training was interesting”; “I am more able to assess the effectiveness of a crime reduction programme”; “The Case Study task was effective”), there was an average of 83.66% positive feedback. Qualitative findings Many of the themes identified during the pilot training were similar to those identified in initial focus groups undertaken by the research team (Fleming & Fyfe, 2015). However, the pilot training revealed a stronger level of positivity around the idea of using
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