Search results

The work of local enterprise agencies in the UK and the important role which an effective training programme can make to their continued development is assessed. Important changes have occurred since their initial formation and future changes can be anticipated. Training is therefore required to ensure that agencies remain capable of providing a professional support service. A study covering all agencies in North‐west England of the training needs identified by agency directors is analysed. It stems from an 18‐month project funded by the Training Agency as a Local Development Project with participation from businesses in the community and the agencies themselves. The difficulties involved in defining training needs are considered, in particular the problem of accurately relating training to agency performance and the problems of delivery in the light of the structure and nature of the agencies.

The Employment and Training Act 1973 requires the Manpower Services Commission ‘to make such arrangements as it considers appropriate for assisting people to select, train for, obtain and retain employment and for assisting employers to obtain suitable employees’. The services for which the Commission is responsible will be provided by two agencies—the Training Services Agency and the Employment Services Agency. The TSA was established and came under the direction of the Commission on 1 April. The ESA, at present still in the Department of Employment, will move to the Commission on 1 October. The TSA has prepared a five year plan for training policies and programmes financed from public funds through grant‐in‐aid to the Commission. The Commission is now examining the plan in discussion with the Agency. The article which follows is an edited version of the plan. ‘Training Services Agency — a five year plan’ is obtainable from HMSO, price 61p. ISBN 1 11 361054 8.

Reports on a US survey of state police (and highway patrol) training academies concerning policies for dealing with AIDS. Finds that although a majority of these organizations have implemented training, fewer agencies have adopted policies informing officers how to deal with HIV/AIDS sufferers, despite the existence of national standards and model policies. Finds that even fewer agencies have policies addressing the employment of staff with HIV/AIDS.

An Act to establish public authorities concerned with arrangements for persons to obtain employment and with arrangements for training for employment and to make provision as to the functions of the authorities; to authorise the Secretary of State to provide temporary employment for unemployed persons; to amend the Industrial Training Act 1964 and the law relating to the provision by education authorities of services relating to employment; and for purposes connected with those matters. [25th July 1973]

The Howard Shuttering Contractors case throws considerable light on the importance which the tribunals attach to warnings before dismissing an employee. In this case the tribunal took great pains to interpret the intention of the parties to the different site agreements, and it came to the conclusion that the agreed procedure was not followed. One other matter, which must be particularly noted by employers, is that where a final warning is required, this final warning must be “a warning”, and not the actual dismissal. So that where, for example, three warnings are to be given, the third must be a “warning”. It is after the employee has misconducted himself thereafter that the employer may dismiss.

Case studies have long been a staple ingredient of professional training, but among the challenges of using them are the difficulty of ensuring that their situations and elements accurately reflect the complexity of current case reality, achieving applicability across networking agencies, and the time they can take to create or obtain. The Center for Child and Family Studies is increasingly having participants create their own case studies for use in ongoing professional training. Practically, this method has several advantages. Theoretically, it is in keeping with constructivist values and the principles of adult learning. Though it does not work in every training situation in which cases may be used, it can greatly enrich training and training outcomes where it is feasible.

Knight's Industrial Law Reports goes into a new style and format as Managerial Law This issue of KILR is restyled Managerial Law and it now appears on a continuous updating basis rather than as a monthly routine affair.

The purpose of this paper is to determine the extent to which traditional field training incorporates community‐oriented policing and problem solving in its formal evaluation process. Can community policing be successfully integrated into the San Jose field training model as a formal component of training and evaluation of police recruits?

The paper analyzes formal field training evaluations and narratives in one police agency that uses the San Jose Field Training Officer Program. The agency endorses and practices community policing and problem solving.

Field training in this agency did not successfully integrate community policing and problem solving into the formal evaluation process.

Because field training occurs immediately after the academy, it is the best place to expose recruits to community policing and problem solving in practice, thus linking training with practice. If police agencies are truly committed to community policing, they must update their field training curricula to reflect the new philosophy and practice.

Though there has been considerable research in the area of community policing, little of it focuses on training, especially field training. Ironically, even though most agencies claim to practice community policing, they have failed to prepare their officers in the philosophies and skills necessary to perform the tasks well. Police academies are beginning to train recruits in community policing, but most agencies still use the San Jose FTO model, which was developed before contemporary community policing existed. Because field training is such an important part of police socialization, it must teach recruits the skills of community policing.

Financial crime continues to represent a crime type that costs billions of dollars per year. It is likely more widespread than any other criminal offence. Despite this, it remains an area that is often ignored, or at best neglected by police. Police agencies typically fail to invest resources and training in upskilling police in financial crime investigation. The current study evaluates an agency-wide training initiative undertaken by the Queensland Police Service (QPS), Australia.

The QPS mandated completion of an in-house online financial crime training program for all officers, up to and including the rank of senior sergeant. Matched pre- and post-training data of 1,403 officers were obtained.

The research found that police are under-trained in financial crime. The findings suggest that short online training programs can produce important improvements in knowledge and confidence in financial crime investigation. Critically, attitudes about this crime type which may be deterring officers from engaging in financial crime investigation can be improved.

The current research finds that police agencies need to more heavily invest in training officers to investigate financial crime and such investment will have positive outcomes. The first step involves improving knowledge, skills and attitudes towards this crime type. Further research is needed to understand why training, particularly related to attitudinal change, is more effective for different cohorts of police and how future training programs should be adapted to maximise success.

The purpose of this paper is twofold. First, it will trace, for the first time, the historical events which have progressively influenced emergency training. Second, it will evaluate the design considerations and delivery of strategic training to participants attending a multi-agency gold incident command programme. Finally, it will make recommendations about the suitability of training approaches for different aspects of emergency training.

This research used a mixed methods study design involving a longitudinal literature review of disasters which influenced training; and a case study of multi-agency training.

Guidance for major incidents developed in a relatively ad hoc manner until consolidated by the Civil Contingencies Act (2004). In addition, health and safety considerations prevent on-the-job training during major incidents. Furthermore, different forms of training would appear to be more suited to training for the different stages of a major incident.

The European Union delegates responsibility for emergency planning to individual nations. Although the findings relate to this UK case study the lessons learned would appear to be generic and may be applicable in other countries.

Emergency training is a statutory requirement and therefore needs to be systematically organised. Different types of training are suited to different stages of a major incident.

Emergency training is a statutory requirement and therefore needs to be systematically organised. Different types of training are suited to different stages of a major incident.

This is the first paper charting the historical development of emergency training. There is a limited base of literature for emergency training.