CRIME

REDUCTION
TRAINING
REVIEW

Home Office
Policing and Crime Reduction Group
Performance and Strategic Management Unit
February 2002
CONTENTS

1. EXECUTIVE SUMMARY 1
1.1. BACKGROUND
1.2. RECOMMENDATIONS

2. INTRODUCTION 3
2.1. TERMS OF REFERENCE
2.2. KEY ISSUES TO ADDRESS
2.3. METHODOLOGY

3. BACKGROUND 4
3.1. THE CRIME AND DISORDER ACT 1998
3.2. PURPOSE OF THE ACTIVITY
3.3. BEST VALUE
3.4. WHO IS INVOLVED?
3.4.1. The bodies identified in the Act
3.4.2. Others
3.5. THE NEED FOR A STRATEGY

4. THE NEED FOR TRAINING 6

4.1. THE GOVERNMENT'S VIEW
4.2. WHAT DOES TRAINING ACHIEVE?

5. IDENTIFIED TRAINING NEEDS 6

5.1. IDENTIFYING THE NEEDS
5.2. THE PROBLEM WITH NEEDS ANALYSES
5.3. THE IDENTIFIED NEEDS

6. CURRENT TRAINING PROVISION 9

6.1. WHAT IS TRAINING?
6.2. WHAT COURSES ARE AVAILABLE?
6.3. THIS REPORT
6.3.1. Scope
6.3.2. Providers
6.3.3. What is provided

7. ANALYSIS OF GAP 11
7.1. GAPS IN PROVISION
7.2. SO WHAT IS THE PROBLEM?

8. ANALYSING TRAINING NEEDS 12

8.1. ANALYSIS
8.1.1. Performance management
8.1.2. Models
8.1.3. Benefits
8.1.4. Problems
8.1.5. A competency framework matrix
8.2. RECOMMENDATIONS
8.2.1. A performance management system
 8.2.2. The management chain
8.2.3. A competency framework matrix
8.2.4. Inter-departmental working group
8.2.5. Interim measures

9. DECIDING WHAT IS APPROPRIATE 15

9.1. ANALYSIS
9.1.1. Addressing the identified needs
9.1.2. Objectives
9.1.3. Learning Transfer
9.1.4. Resources
9.1.5. Location
9.1.6. Delivery Mechanisms
9.1.7. Trainee related factors
9.2. RECOMMENDATIONS
9.2.1 Training based on NOSs
9.2.2 A consortium to develop packages
9.2.3 Delivery of training
9.2.4 Training venue
9.2.5 Other mechanisms

10. EVALUATION 20
10.1. ANALYSIS
10.1.1 Why evaluate?
10.1.2 Who should undertake the evaluation?
10.1.3. The method of evaluation

10.2. RECOMMENDATIONS
10.2.1. Training events
10.2.2. Whole strategy

11. A DATABASE 22
11.1. ANALYSIS
11.1.1. Providers
11.1.2. Good practice
11.1.3. Notice board
11.1.4. Other
11.2. RECOMMENDATIONS
11.2.1 A dedicated training website
11.2.2 CRTC to audit available training

12. ACCREDITED PACKAGES & THE LINK TO STANDARDS 24

12.1. ANALYSIS
12.1.1. Accreditation
12.1.2. Benchmarking
12.1.3. Standards
12.2. RECOMMENDATIONS
12.2.1. Packages based on NOSs
12.2.2. Endorsed providers
12.2.3. Accredited trainers
12.2.4. Vocational qualifications
 12.2.5. Assessment
12.2.6. Academic qualifications
12.2.7. Conferences
12.2.8. Record of achievement

13. ENGAGING OTHERS 28

13.1. ANALYSIS
13.2. RECOMMENDATIONS
13.2.1. Summary of measures already discussed
13.2.2. Further measures

14. COMMUNITY MEMBERS AND VOLUNTEERS 29

14.1. ANALYSIS
14.1.1. Why engage the community?
14.1.2. The role of community members
14.1.3. How to engage community members
14.1.4. Training for community members
14.2. RECOMMENDATIONS

15. IMPLEMENTATION 31
15.1 ANALYSIS
15.2 RECOMMENDATIONS
15.2.1 A Crime Reduction Training Team
15.2.2 The Crime Reduction College
15.2.3 The Links to the CRTCs

16. PAYING FOR IT 32

17. KEY RECOMMENDATIONS 33

ANNEX A Abbreviations 35

ANNEX B Training delivered by the major providers 36

ANNEX C The role of the CRTC and CRTT 37

ANNEX D People and organisations consulted 39

ANNEX E Bibliography 41

APPENDIX

HELPING COMMUNITIES TO REDUCE CRIME:

TOWARDS A NATIONAL FRAMEWORK 43
1. EXECUTIVE SUMMARY

1.1 BACKGROUND

The Government's commitment to partnership working and the need for a strategy for the
training of police and local authority employees and others tasked with implementing the
Crime and Disorder Act 1998 (the "Act") are well established.

The aim of this report is to identify the issues involved and to suggest possible solutions or
areas that need further work. This is not a training needs analysis, nor does it attempt to
identify all the training available.

Accurately identifying and prioritising training needs is difficult, and current arrangements are
inadequate. However, certain topics were frequently raised during the course of the review
and during other needs analyses, and "locating good training for these topics locally"
summarises what people require.

Previous attempts to establish the availability of relevant courses are now obsolete, and the
full extent of current provision is not known. There are several different types of provider
and even more mechanisms for delivering training, but current procedures are not good
enough to locate the right provider or course, let alone identify the gaps.

The notion of good training implies that it is of a certain quality and achieves its objectives.
To measure quality, accreditation or benchmarking of some kind is required. An evaluation
procedure is necessary to find out whether the training has met the objectives and whether it
has affected attitudes and behaviour in the workplace. Both of these areas link with the
notion of standards.

Training can take many forms, but usually means that staff attend an available course or
seminar, or that a well known provider is commissioned to train a certain topic. Other
delivery mechanisms such as mentoring and cascade training should be further utilised.

Access to training locally is felt to be important, but regional and national training may also be
valuable in certain circumstances. Indeed, the boundary between local and regional may well
be blurred.

Meaningful engagement of community members and social entrepreneurs is vitally important

to the success of crime reduction initiatives. The training strategy should therefore ensure
that practitioners know how to engage the community, and that community members have
access to training.

1.2 RECOMMENDATIONS

The recommendations are designed to accurately identify training needs and to ensure that
those needs are addressed effectively and efficiently.

To accurately identify needs, a comprehensive performance management system must be

established. The organisations involved must be encouraged to achieve Investors in People
("IiP") accreditation and to implement the principles by linking staff development with
organisational objectives. To this aim, National Occupational Standards ("NOSs") should be

1
used for job descriptions and selection procedures, personal development plans and the
development, delivery and evaluation of training through a competency framework matrix.

With such a system in place, the Community Justice National Training Organisation
("CJNTO"), together with the other sector NTOs, should produce an annual skills foresight
report to determine what training is required, and where to focus resources.

A consortium of providers, led by the Home Office Crime Reduction College ("CRC"),
should develop packages based on NOSs designed to be delivered by accredited providers
(through qualified trainers), by cascade training or through self-managed learning.

Ensuring that training is based on NOSs should drive up standards, and enable staff to
achieve recognition through awards. The introduction of compulsory National Vocational
Qualifications ("NVQs") for Community Safety Officers will further raise standards, by
ensuring that all partnerships have an "expert".

A dedicated training site on the Crime Reduction Website will give details of the training
available, and should contain training and learning resources.

A new Crime Reduction Training Co-ordinator ("CRTC") in each Government Office should
assist in the performance management function and co-ordinate training to ensure efficiency
and collaboration.

The development of a pooled budget framework will also aid the efficient use of resources,
and will facilitate participation and collaboration.

Training should be available and barriers removed to assist engaging and building capacity in
the community.

Finally, effective evaluation of both the training delivered and the strategy itself, will ensure
that the measures taken are achieving the aims. Responsibility for the strategy should pass to
a new Crime Reduction Training Team ("CRTT"), whose role should be distinct from, but
closely linked to, the Home Office research and policy units and the CRC.

2
2. INTRODUCTION

2.1 TERMS OF REFERENCE

The agreed terms of reference are to develop a strategy for crime reduction training, and in
particular:

Ø To review the training needs of police and local authority staff and others involved in
implementing Sections 5-7, 17 and 115 of the Crime and Disorder Act 1998.

Ø To establish the training currently available to those staff.

Ø To consider whether the available training meets the identified needs.

Ø To produce proposals to ensure that identified training needs are met effectively and
efficiently.

2.2 KEY ISSUES TO ADDRESS

In this report, consideration is given to certain issues:

Ø How to accurately identify and prioritise training needs?

Ø How to decide what is appropriate?
Ø How to establish what is available?
Ø How to make people aware of what is available?
Ø How to make better use of resources?
Ø How to ensure consistently high standards?
Ø How to ensure training is adding value?

2.3 METHODOLOGY

The structure of the review is as follows:

Ø Review the available literature, including consultancy and inspection reports.

Ø Consult with the key stakeholders, training providers and others to establish needs and
the extent to which they are met, (a list of those consulted appears at Annex D).
Ø Produce an interim report for consultation.
Ø Arrange a conference to discuss how future training provision should be addressed.
Ø Produce a draft final report.
Ø Circulate the report for consultation.

3
3. BACKGROUND

3.1 THE CRIME AND DISORDER ACT 1998 (the "Act")

Sections 5-7 place on local authorities and police a joint responsibility for the formulation and
implementation of strategies to reduce crime and disorder in their area. In doing so, they
must work with others including police authorities, probation committees and health
authorities. The strategies must be based upon a full audit of local crime and disorder
problems and upon consultation with the local community.

Section 17 requires local and certain other authorities to consider crime prevention while
exercising all their functions.

Section 115 establishes the power to disclose information for the purposes of the Act.

3.2 PURPOSE OF THE ACTIVITY

The Government is committed to partnership working and the Act is at the heart of the
Government's crime reduction strategy. This review is one of the steps being taken to raise
the performance of the key players to ensure that every crime fighting partnership is able to
perform to its full potential.

3.3 BEST VALUE

Best Value is intended to ensure that police and local authorities find new and imaginative
ways to continually improve local services. The Local Government Act 1999 requires these
authorities to produce annual Best Value Performance Plans, which must set out how
ministerial priorities are being tackled (including reducing crime and disorder in partnership)
and the authorities' plans in relation to staffing, training and development.

The recent DLTR consultation document "Working with others to achieve Best Value"
emphasises that partnership working is essential to achieve Best Value, and seeks to remove
barriers to, and promote, co-operation within and between organisations.

3.4 WHO IS INVOLVED?

3.4.1 The bodies identified in the Act

The authorities responsible for implementing the relevant sections of the Act are the local
authority and the police (section 5(1)). The responsible authorities must act in co-operation
with certain other bodies, including the police authority, probation and the health authority
(section 5(2) and SI 1998/2452). They must also invite others to participate (section 5(3) and
SIs 1998/2452 and 1998/2513). This includes a wide range of organisations from, for
example, the private and voluntary sectors.

4
The need for training applies to staff at all levels of the bodies involved, including those for
who crime reduction work has not formerly been a consideration, but who are vital to the
effective implementation of s.17 of the Act.

3.4.2 Others

Staff doing relevant work in central and regional government also require training, as do those
in the voluntary and community sector, whose role is vital. These have not been the subject
of a needs analysis.

3.5 THE NEED FOR A STRATEGY

"Calling Time on Crime", a thematic report by HM Inspectorate of Constabulary ("HMIC")

highlighted the current lacuna in the national community safety and crime reduction training
strategies:

"The Home Office in conjunction with the DETR, ACPO and the LGA (and other
agencies) are urged to take a national perspective on community safety training".

5
4. THE NEED FOR TRAINING

4.1 THE GOVERNMENT'S VIEW

The Government's Crime Reduction Strategy recognises that "the drive for better
performance goes hand in hand with support for the partnerships' work", and that such
support includes training. The Government and the EU are also committed to the principles
of lifelong learning, and to developing a flexible, skilled workforce.

4.2 WHAT DOES TRAINING ACHIEVE?

To achieve objectives, organisations require motivated staff with the requisite skills to
perform their duties. Those working in the public sector are accountable to, and require the
recognition and support of, the public.

In this context, training can achieve a number of things of value to an organisation:

Ø It may contribute to staff motivation in a number of ways, for example by offering

career progression or other reward. Clearly, this is also a benefit for the individual.
Ø New or more comprehensive skills may lead to better performance of the individual,
the team and the organisation as a whole. In the area of crime reduction, performance
figures are now published at Basic Command Unit level, so poor performance does
not pass unnoticed.
Ø It may facilitate internal and external benchmarking.
Ø Organisations who achieve high standards of performance management may receive
public recognition through awards such as Investors in People ("IiP"), or by following
similar models such as the European Foundation for Quality Management ("EFQM")
Excellence Model.
Ø It enables public bodies to achieve government and EU learning objectives.
Ø It enables authorities subject to the Best Value regime to fulfil their statutory duty to
give details of planned training.

6
5. IDENTIFIED TRAINING NEEDS

5.1 IDENTIFYING THE NEEDS

This is not a comprehensive training needs analysis.

The needs identified here have been established by reviewing literature and needs analyses and
by interviewing representatives of those involved in implementing the relevant sections of the
Act.

The Community Justice National Training Organisation ("CJNTO") commissioned skills

foresight survey is the most comprehensive source, but Calling Time on Crime also
highlighted areas of need. The Crime Reduction Directors and the Crime Reduction College
("CRC") are also seeking to identify partnership training needs.

Rather than duplicating work already done or underway, this report takes a more strategic
approach by focusing on the way that needs are identified.

5.2 THE PROBLEM WITH NEEDS ANALYSES

It quickly becomes apparent that the identified needs are almost as numerous and diverse as
the number of required competencies. Analyses which rely on questionnaires, or which
require staff to identify their own requirements may not give a complete or accurate picture.
This is because the form may suggest a certain reply, the response rate may be poor or people
may not know what they really need.

5.3 THE IDENTIFIED NEEDS

This report does not seek to provide a statistical base for prioritising training needs.
However, it seems that the most common requirements are:

Ø Costing crime
Ø Funding
Ø Mainstreaming s.17
Ø Problem solving
Ø Team (partnership) building
Ø Understanding cultural differences between organisations
Ø An induction course (which should cover basic crime reduction issues and how to
work in partnership)
Ø Auditing, monitoring and evaluation
Ø Best Value
Ø IT skills and data analysis
Ø Project management
Ø Presentational skills

Only a few of these topics are directly relevant to crime reduction, whilst others relate to
working in partnership or to general project work.

7
The list does not include training on how to target, design, plan, implement and monitor
crime reduction interventions. Presumably, this is not because they are thought to be
unimportant, but because practitioners recognise that there are more fundamental barriers to
successful partnership working. Indeed, research has shown that interventions are often
misconceived and poorly executed.

8
6. CURRENT TRAINING PROVISION

6.1 WHAT IS TRAINING?

Training has been described as any intervention that seeks to increase the knowledge or
experience, and therefore the skills, of the target. Whilst the precise definition is the subject
of debate, it is clear that training is not limited to organised courses offered by training
companies and educational establishments, and that it covers a range of delivery mechanisms.

In this report a broad definition is used so that training includes a variety of learning
mechanisms and knowledge sharing opportunities. The Government's commitment to
lifelong learning recognises that even experienced and qualified people need to update their
knowledge and skills. Thus, the word "training" should not invoke negative connotations
("teaching grandmother to suck eggs").

6.2 WHAT COURSES ARE AVAILABLE?

6.2.1 Surveys

In 1994 the Home Office commissioned a survey of available training courses. By the time
the Guidance on Statutory Crime and Disorder Partnerships was published, much of the data
was obsolete.

As part of their survey the CJNTO also identified a number of training providers who offer
relevant courses. This data is also obsolete.

6.2.2 Commissioned training

The way in which partnerships identify and address their training needs is not co-ordinated
and therefore varies widely. Crime Reduction Teams often assist, but their strategies also vary
from region to region. In some cases providers are commissioned to conduct a needs
analysis, provide training and evaluate its effectiveness (acting as "judge, jury and
executioner"). Consequently, it is difficult to measure the appropriateness and effectiveness
of the training commissioned at present. However, it is not difficult to measure the cost: the
Partnership Support Programme contributes £2 million to partnership training and the Crime
Reduction Directors also commit a significant part of their Partnership Development Fund to
training.

6.3 THIS REPORT

6.3.1 Scope

This report does not attempt to list the names of all the providers and the courses or delivery
mechanisms they offer, though a process for identifying these is outlined in section 11 and a
table indicating the type of training delivered by the major providers appears at Annex B. The
aim is to encourage consideration of the full spectrum of training interventions, thereby
ensuring that those who require training dictate what is provided, rather than simply accepting
what is already available.

6.3.2 Providers

9
There are numerous "types" of training provider. These include:

Ø Government sponsored providers, such as the CRC and National Police Training
("NPT").
Ø Technical training providers, which may include designated centres of excellence such
as the National Training Centre for Scientific Support to Crime Investigation and
private security companies.
Ø Voluntary organisations, including Crime Concern and NACRO.
Ø Local Further and Higher Education providers including Universities.
Ø Private training companies.
Ø The partner agencies' in-house training, which may take place locally, regionally or
nationally. Many agencies will train their staff (those involved are described at 3.3),
though police and local authorities are more likely to provide training relevant to
crime reduction.
Ø Those offering distance learning packages and on-line tuition, including most of the
above.

Some providers operate in partnership with other providers and businesses to good effect.

6.3.3 What is provided?

What a trainer provides may be defined by the subject they seek to address, the method they
use to deliver the training and in terms of recognition of achievement.

The delivery mechanism most commonly associated with training, and therefore the most
commonly used, is the provision of external (to the organisation) courses. These may include
formal education or vocational courses, seminars, conferences and workshops. However,
training should be need, rather than supply, driven and providers should design the training to
fit the identified need.

Recognition of achievement usually describes a qualification. However, many of those

interviewed indicated that although they supported the idea of recognition, they did not want
the commitment or responsibility of pursuing a qualification.

10
7. ANALYSIS OF GAP

7.1 GAPS IN PROVISION

There are 376 partnerships across the 9 English regions and Wales and, as stated above, there
is no comprehensive information as to the training they require (the need), nor that which is
available (the supply).

It is therefore difficult to gather evidence to suggest that there are gaps in the provision of
training, and since most training providers operate as businesses, any gap would offer a
commercial opportunity and would most likely be plugged.

7.2 SO WHAT IS THE PROBLEM?

Many practitioners believe that there are gaps in provision. This may be true, but it highlights
that one of the gaps to be addressed relates to the partners' knowledge of training providers
and the courses they offer, and of other delivery mechanisms. Another relates to the
provision of accredited or benchmarked training.

11
8. ANALYSING TRAINING NEEDS
8.1 ANALYSIS

8.1.2 Performance management

Though staff can learn "on the job" and training may be provided in response to specific
crises, neither should form the basis of a properly developed training system.

The best way of ensuring that needs are accurately and promptly identified and addressed is
through a comprehensive performance management system:

“The management and training of people should be co-ordinated through a

comprehensive human resource strategy that should aim to place the right people, with
the right skills, in the right place at the right time” (from HMIC thematic "Managing
Learning").

8.1.3 Models

The IiP standard aims to improve commitment to training activities by means including
regular reviews of needs, planned training and development, and evaluation of provision. The
EFQM Excellence Model encourages continuous learning, innovation and improvement as
well as partnership development. There are several other established models, such as ISO
9000 and PQASSO.

These models operate by linking organisational objectives with staff competency and
performance targets, using a competency framework and a performance development and
review system. These principles already apply across government, where all departments have
achieved or are seeking IiP accreditation.

8.1.4 Benefits

The ultimate aim of the Act (and this review) is to reduce crime. A performance management
system will identify links between this aim and an individual's objectives. This is more likely
to ensure that the right training is given to the right person at the right time, and that training
becomes need driven.

8.1.5 Problems

The problem in a partnership environment is identifying the line management chain, and
ensuring that the manager is in a position to carry out the role of coach, mentor, role model
and so on. There are certain issues to consider:

Ø The individual's contractual line manager in his/her "home organisation" may be

largely unaware of the work being done and the partnership objectives and, therefore,
the training requirements.
Ø The individual may have more than one line manager.
Ø The individual may be subject to a fixed period of tenure as a partnership member.
Ø The individual may only be a part-time or peripheral partnership member.
Ø Those with knowledge of the partnership objectives may not be in a contractual
position to act as line managers.

12
8.1.6 A competency framework matrix

A competency framework matrix could form the backbone of a training strategy. The matrix
would seek to identify levels (or ranks), roles, tasks and competencies.

There are several difficulties to consider before producing such a matrix including the blurring
of certain roles, and the diverse range of backgrounds and responsibilities of partnership
members.

The police National Competency Framework Project seeks to create a system to define and
measure behavioural and technical competencies. Kent County Constabulary have developed
a training matrix along similar lines, which runs to two volumes plus explanatory notes.

The CJNTO National Occupational Standards ("NOSs") and the basic matrix in the
Guidance on Statutory Crime and Disorder Partnerships could form the basis of such a
competency framework for crime reduction partnerships. TOPSS (the social care NTO),
have developed a useful model, and the Police Sector Skills Organisation will be influential
when it is fully operational.

8.2 RECOMMENDATIONS

8.2.1 A performance management system

The goal must be to ensure that a proper performance management system is put in place for
all those working in the crime reduction sector. All organisations in the sector should
therefore be encouraged to implement IiP, or equivalent, standards.

8.2.2 The management chain

The relationship between the Crime Reduction Team, the employee and the manager should
be as follows:

CRT

Liaise regarding Co-ordinate and

training needs evaluate joint
training

MANAGER EMPLOYEE
Contractual
relationship

The employee's line manager will be familiar with the organisation's structure and objectives,
and has the main responsibility for the employees training and development. However, he

13
should be able to call on the Crime Reduction Team, with knowledge of crime reduction
issues, for assistance.

The extra responsibility placed on the teams if the recommendations in this report are
implemented will mean that each team will require the equivalent of one extra member of
staff. The role of a Crime Reduction Training Co-ordinator ("CRTC") could include the
following tasks:

Ø Assist the line-manager to identify needs and appropriate interventions

Ø Audit suitable venues
Ø Audit available training
Ø Co-ordinate and commission joint training, including for the voluntary and
community sector
Ø Arrange Government Office training events
Ø Evaluate training events

The CRTCs should receive training on the training planning cycle - how to identify needs, and
to plan, design, deliver and evaluate training - so that they are able to offer informed advice.
They should also receive training on the application of NOSs, and basic crime reduction
issues.

8.2.3 A competency framework matrix

The development of a competency framework matrix based on the CJNTO and other related
NOSs for those working in crime reduction will assist managers to identify training needs.
The Home Office should commission an experienced organisation to undertake this piece of
work, which should complement the Police National Competency Framework.

NOSs may then form the basis of job descriptions and selection procedures, personal
development plans, the development, delivery and evaluation of training and common
standards.

8.2.4 Inter-departmental joint working group

To ensure that these principles are applied in practice, an inter-departmental joint working
group should be convened, comprising staff from the relevant departments (including Home
Office, DTLR, DoH and DfES). The group should develop guidance for mangers in the
relevant organisations regarding joint working, performance management, funding, training
and other related issues. These are cross-cutting issues, and each department will stand to
gain.

8.2.5 Interim Measures

Development of a comprehensive performance management system will take time. In the

interim, a regional common format training needs analysis should be undertaken to provide an
up to date snapshot of current needs. A model has already been commissioned by the
Government Office for the South West, and the CRC is currently working towards this goal.

14
9. DECIDING WHAT IS APPROPRIATE

9.1 ANALYSIS

9.1.1 Addressing the identified needs

When needs have been accurately identified, consideration must be given as to how best to
address those needs and should not mean simply commissioning a training provider.
Managers should apply Best Value principles when deciding how to address identified needs.
They should consider whether training is the best way to address the need and whether there
is an existing solution, and compare and consult regarding what is available, how closely it
meets the needs (in terms of content, learning transfer etc.), how much it costs and so on.
They should also record the decisions taken and the staff trained to ensure a consistent
approach and that diversity issues are properly addressed.

The following issues are considered below:

Ø Compatibility with objectives.

Ø Estimated transfer of knowledge or skill to the work situation.
Ø Available resources.
Ø The location of the training.
Ø Available delivery mechanisms.
Ø Trainee related factors.

9.1.2 Objectives

As stated above, organisational and team objectives should be clearly linked to the individual
through a performance management system.

9.1.3 Learning transfer

Managers should seek to identify training that ensures that the new skills or knowledge
acquired can be transferred to the workplace, and should be aware that different skills may
require different delivery mechanisms.

Training "on the job" may require minimal learning transfer, but may inhibit fresh thinking
and precludes joint training (both vital in the crime reduction sector).

There are several factors which assist learning transfer, and which managers should seek to
promote, for example:

Ø Where the learning process is continuous, people "learn to learn".

Ø Practice applying the knowledge or skill acquired.
Ø Associating or integrating the topic learned with other knowledge, (giving context).
Ø Offering advice, feedback, coaching and mentoring, and removing barriers.

15
Teaching the knowledge and skills necessary to successfully design and implement a crime
intervention is difficult, and it has been suggested that training should be based on a unifying
conceptual framework.

9.1.4 Resources

A new training design process should not be undertaken without establishing whether a
solution is available or adaptable, and managers should set strategic expenditure targets and
limits in respect of training.

There should also be a strategy for prioritising training, and managers should not seek to
control demand by simply introducing waiting lists. Mandatory training (where there is a
statutory or other requirement to be trained, such as police constable probationer training) is
clearly the most important, but does not apply to the crime reduction sector. Therefore, the
highest priority should be given to induction and core training that is required for all staff to
perform adequately, and training that addresses the partnerships' key objectives. Other
"discretionary" training may not take priority, but is still important for staff development and
motivation.

Funds will be available from the partners' existing resources and from targeted government
grants, such as the Partnership Support Programme and the Partnership Development Fund.

The Home Office currently subsidises training for local authorities, to encourage their
participation.

The possibility of including training requirements within a specific project bid should always
be considered.

9.1.5 Location

9.1.5.1 Where can training take place?

Training may take place at a number of venues, including the home, at work, at learning
resource centres, in the community, at other local centres, regionally and nationally. Most
respondents have indicated that local (or regional) training is preferred to national training due
to time and other resource implications.

9.1.5.2 Considerations for managers

Managers should consider the effect of the location on resources and on the effectiveness of
the training. Local training involves minimal extraction from the workplace, but maintaining a
network of local training facilities may be costly, especially where they are under subscribed.
Regional training may allow practitioners to network with people from other areas. National
training is generally unpopular, but may still be useful where a significant need only exists
nationally or for senior managers to network.

9.1.5.3 Considerations for this review

It has already been established that the gap in training provision is difficult to quantify, so it is
not known whether there are sufficient suitable training facilities. Those best placed to
establish the extent of available facilities are the Crime Reduction Teams.

16
9.1.6 Delivery Mechanisms

9.1.6.1 Why use different mechanisms?

It is vital that consideration is given to utilising a wider range of delivery mechanisms. This
will ensure that resources are used more efficiently, that the trainees' needs are met more
effectively and that the skills or knowledge acquired are transferred to the workplace.

9.1.6.2 The range of mechanisms

There is a wide variety of training mechanisms. These may be summarised as follows:

Ø Training on the job, including job shadowing, mentoring and the use of consultants or
facilitators.
Ø Planned experience in the organisation (either within or outside the department), such as
coaching, mentoring and secondments to other departments
Ø In-house programmes, such as induction training, refresher training, cascade training,
training to address specific needs (for example, new legislation), interactive multimedia
training and support for National Vocational Qualifications ("NVQs").
Ø Planned experience outside the organisation, usually achieved through secondments.
Ø External courses.
Ø Self-managed learning, which may include virtually anything done by an employee which
improves skills or performance, and may be facilitated through open learning centres, on-
line learning tools (such as toolkits, on-line workshops and on-line conferences), circulars,
guides and training packs. However, there must be adequate support and encouragement.

The interviews and literature have indicated that the single most important consideration for
partnerships is joint training (or "cross-professional training").

9.1.7 Trainee related factors

Partnerships operate in diverse communities. The composition of the partnerships should

reflect this diversity, and staff should be aware of diversity issues (regarding culture, gender,
age and other issues). Partnerships should ensure that they operate a policy ensuring equal
opportunities to be trained and to progress within the profession and the organisation. They
should also be aware that training requirements may vary according to domestic circumstances
and disability and that people learn in different ways and respond to different stimuli.

To ensure that such a policy operates in practice, the organisation must have effective human
resource and training strategies and should maintain a database, giving details of what training
has been given to which staff.

9.2 RECOMMENDATIONS

9.2.1 Training based on NOSs

Training should be based on NOSs, whether those of the CJNTO or another, related, NTO.
This will facilitate the planning, development and evaluation of training as part of a
comprehensive human resource strategy.

17
Where a training requirement is identified, but training based on NOSs is not currently
available, it should be accredited by a recognised body.

9.2.2 A consortium to develop packages

To ensure uniform, high standards, a number of packages should be developed by a

consortium of training providers based on NOSs. The CRC and NPT should be lead
partners, with the input of others being put out to tender (but likely to include Crime Concern
and NACRO). The consortium may already have most of the materials required to develop
these modules, but will need to need to hang the best material on a NOS framework. The
CRC should retain the rights to the packages, which could then be delivered by any suitable
trainer.

Packages designed by the consortium will apply nationally where they address legislation and
topics with universal application. Nationally developed frameworks would also ensure
common standards for packages that have a regional or local focus. The detailed information
to be attached to the framework should be defined by the provider, the employee and the
CRTC.

One of the packages developed should be an induction course for those with no previous
experience of crime reduction, to who s.17 of the Act applies, and who will not otherwise
receive such training from their organisation (see 13.2.2). This should seek to impart a basic
knowledge of crime reduction issues, and a culture of joint-working and crime reduction.

A core curriculum should also be developed for those working within partnerships, covering
the vital topics that they should understand to perform effectively. The curriculum should
include topics of general importance, such as joint working, common language and data
analysis. These modules should also apply to Government Office staff, and may be useful for
staff working in government departments. The curriculum should dovetail with the work
being done on the police core curriculum.

The consortium should consider which topics may be cascade trained, and develop packages
designed for this delivery method. Computer Based Training and self-managed learning
courses should also be developed and made widely available via the crime reduction website.

The consortium should also consider how to ensure that practitioners develop a critical
understanding of the processes involved in implementing crime reduction interventions, and
whether a conceptual framework would facilitate this aim.

Where a topic is not specifically related to crime reduction, the package should reflect this by
ensuring that the core has general application. How to apply these skills to crime reduction
activity may then be added (though it will be important to avoid making this an afterthought).
Employees will be more motivated if they know the knowledge can be used in a range of
situations, and the employer will be happier to invest in the training.

The CRTC should also consider whether topics with general application might already be
covered by accredited providers (based on related NOSs). The add-on package designed by
the consortium could then be used to put that training into context.

18
9.2.3 Delivery of training

The best way of delivering a training intervention will depend on a number of factors. The
CRTC should identify a suitable provider based on his/her knowledge of the trainee
(informed by the line manager), the subject and the provider.

Where a provider is commissioned, it should be endorsed by the CJNTO, and the trainer
should hold an appropriate training qualification. DfES are currently considering a
requirement that training funded by them must be delivered by trainers qualified to NVQ
level. This development should be closely monitored.

Cascade training should be more widely used. It is particularly suited to certain types of
training package, and the consortium should create packages designed to be cascaded based
on their knowledge of the topics that would be most suitable.

Though Computer Based Training and self-managed learning packages are self-taught, they
require proper support to be effective. The Community Safety Officer and CRTC should
provide advice and assistance, with technical support available from the CRC. Such material
may be particularly useful for those in the voluntary and community sector, who do not have
the time or desire to do formal training courses.

The Crime Reduction Team itself should also have a training role, providing for briefings,
policy familiarisation and a regular (at least annual) good practice sharing conference. The
latter should include members of all the partnerships in a region, and effective networking
should be facilitated, (splitting the partners into family groups proved successful at a recent
conference arranged by the Government Office for the South West).

9.2.4 Training venue

In geographical terms, national training should be used where there is insufficient demand
locally, where the training is role specific or where national networking is desirable (usually at
senior levels). Otherwise the resource implications for partners may be prohibitive.

"Regional" and "local" usually amount to much the same thing, and should account for most
training. It should be the responsibility of the CRTC to audit suitable venues.

Where training is only relevant to a few people locally, it may be best delivered by trained staff
(using a facilitator, if required). In such cases, locating a venue may be less important.

9.2.5 Other mechanisms

Other mechanisms should also be used and a training strategy should not, therefore, be too
prescriptive. Training in the workplace, mentoring arrangements, seminars, briefings and
academic courses are all valuable. The joint working group should draft guidance as to the
value and how to utilise these mechanisms.

19
10. EVALUATION

10.1 ANALYSIS

10.1.1 Why evaluate?

A properly developed training strategy should include a strategy for evaluation to ensure that
training objectives are being met, and whether a change for the better has occurred. It will
also establish whether resources are being used in the most efficient manner, and inform
future improvements in training.

10.1.2 Who should undertake the evaluation?

Whoever does the evaluation should be impartial and credible, and it is not good practice for
the organisation to rely on the needs analysis and the evaluation from the body delivering
their training. It is vital that the trainee and line manager co-operate in the process.

10.1.3 The method of evaluation

Calling Time on Crime recommends using the Kirkpatrick model for evaluation. This is the
four level framework developed by Donald Kirkpatrick in 1975, based on the trainee's
reaction to content, a measured evaluation of learning, observed performance and the impact
on the business. However, there are several other models such as that promoted by Stephen
Brown. He believes that a more appropriate model may be to measure customer satisfaction,
the impact on the business problem and the return on investment.

However, not all training should be evaluated to the same extent. The evaluator should
prioritise and decide on the detail of the evaluation according to the importance, cost and
frequency of the training, to ensure that the cost of the exercise does not outweigh the
benefit.

10.2 RECOMMENDATIONS

10.2.1 Individual training events

Individual events should be evaluated by the person who commissioned the training (the
CRTC), in co-operation with the employee and, where possible, the line manager. The CRTC
should therefore receive training on how to evaluate.

The CRC recently commissioned work on an evaluation model for their modular programme,
which should be suitable for the purpose. It is based on the established Kirkpatrick model,
but is tailored to their needs. It is simple to use, and flexible enough to be used by the
CRTCs. The model seeks to measure outcomes, so it will be possible to establish whether the
training has "added value".

20
10.2.2 Whole strategy

The strategy should be evaluated by the body that implements the strategy, (see 14.2.1). This
body should also co-ordinate the regional training event evaluation (including a strategy for
prioritising evaluation), to quality assure the process.

With a systematic evaluation regime, it will be possible to establish whether the strategy
influences a reduction in crime regionally or nationally and whether it is a success in fi nancial
terms.

The CJNTO should produce an annual skills foresight report to ensure that the training focus
remains sharp, and should be the guardian of national records of training. Other sector
NTOs will also have a role to play, including the emerging Police Sector Skills Organisation.

21
11. A DATABASE

11.1 ANALYSIS

11.1.1 Providers

The review established that there was considerable support for a database holding details of
available training.

It may be possible to develop a database of providers and the courses they offer accessible via
the Internet, on the Crime Reduction Website, (which can be found at
www.crimereduction.gov.uk). Requiring the providers themselves to give and update the
information in a convenient format could reduce the resource implications of maintaining the
database.

The problem with a simple database is that it does not give any indication of the relevance or
quality of training. Also, prospectuses have been found to dramatically increase training
demand from those who want to do a course, any course, regardless of any real need.

11.1.2 Good practice

Once good practice has been identified and verified, there should be a mechanism for
distributing the information to others. The Knowledgebase site, including the Toolkits, aim
to achieve this, but their use should be more widely encouraged. Use of web resources could
form part of the training packages, and of Government Office organised training events.

11.1.3 Notice Board

The Crime Reduction Website Discussion Forum is a good way of ensuring that questions,
answers and views are shared with a wide audience. Again, its use should be encouraged and
the addition of a training category would be useful.

11.1.4 Other

Computer Based Training and other packages could be placed on the site along with other
tools to assist the training function.

11.2 RECOMMENDATIONS

11.2.1 A dedicated training database

The Crime Reduction Website should be developed to include a dedicated training site, to
include:

Ø An A-Z of training providers with hyperlinks to their websites, contact points and on-
line prospectuses.
Ø A complementary A-Z of training organised by topic.
Ø A dedicated training discussion forum including contact details for those who have
received training.

22
 Ø A training "toolbox" containing such things as a training needs analysis and evaluation
models.
Ø A forthcoming events diary.
Ø Training resources such as Computer Based Training and other distance learning
packages, model syllabuses etc.

11.2.2 CRTC to audit available training

The CRTCs should be responsible for an audit of available training in their regions. Further
and Higher Education establishments are covered by s.17 of the Act, while free publicity
should encourage other providers to co-operate.

The aim should be to ensure that the providers themselves regularly submit course details
electronically to the Crime Reduction Website.

23
12. ACCREDITED PACKAGES AND THE LINK TO STANDARDS

12.1 ANALYSIS

12.1.1 Accreditation

Accreditation may refer to the package, the organisation that provides the training or the
trainer.

Accredited packages

In relation to packages, accreditation will usually mean that the training is designed to lead to
an award or qualification.

The CJNTO have introduced a range of competency based NOSs. Accredited training is
designed to lead to the award of NVQs at various levels. The CJNTO are also developing
"mini-awards" based on certain clusters of NOSs, to address specific topics (such as s.17 of
the Act).

The CRC and NPT are currently developing a modular training course (based on the CJNTO
NOSs), and there is no reason why other providers could not work in partnership to deliver
accredited training in some cases. Employers and trainers already work together in work
related experience and work experience schemes.

It is worth noting that the DfES are currently considering the notion that universities may
become regional centres of excellence for certain topics. This could mean that each region
would have its own designated crime reduction/community safety centre.

Accredited providers

Few providers are accredited. The larger further and higher education establishments are able
to rely on their reputation. The DfES and Learning and Skills Council are currently
considering how Further Education establishments might be accredited. Accreditation would
be based on background information, policies, quality and services and would be subject to
inspection and renewal. However, very little crime reduction training is available at Further
Education establishments. The CJNTO endorsement scheme focuses on the providers
systems and the course content, without making an assessment as to quality.

Accredited trainers

Training awards and qualifications are available, and DfES are considering introducing a
scheme whereby trainers who provide publicly funded training must have an NVQ. The
training NVQ being developed by the Employment NTO covers a range of training functions
including planning, developing, delivering, evaluating and supporting training

12.1.2 Benchmarking

Much crime reduction training is not accredited and locating benchmarked training is one of
the gaps identified above. Benchmarking may also refer to the provider, the trainer or the
content, and there is overlap with accreditation.

24
The provider

The government's Social Exclusion Unit Policy Action Team 16 report suggests that
independent routine scrutiny of providers and performance league tables could be introduced.
However, this could prove costly and difficult to administer.

Central or regional government could endorse providers, using a kite-marking scheme.

However, this could prove to be contentious. Similarly, the CRC would find it difficult to
combine the role of an assessor with that of a provider in direct competition with other
providers.

Managers should pay attention to the reputation and range of services (including planning and
evaluation) offered by the provider, and whether the training covers occupational standards.

The Crime Reduction Website Discussion Forum could be used to include details of those
who have used providers (with contact details and, possibly, comments).

The trainer

Aside from qualifications, a trainer's experience and reputation may be important

considerations.

Details of trainers, and contact details for staff who have received training from them, could
be put on the website.

It may also be possible to create a system for registering specialist crime reduction trainers.
Though this could be less contentious than endorsing providers, it would not address the fact
that many of the identified needs are not specifically crime related.

The content

The recent introduction of NOSs by the CJNTO facilitates the benchmarking of course
content.

Commissioning training, which is not, accredited or benchmarked may be a false economy as

it may be of poor quality and not recognised elsewhere.

12.1.3 Standards

The notion of standards links to that of crime reduction professionals, of evidence of

competency and performance management.

Professionalising crime reduction may produce certain benefits, such as attracting interest
from young career minded people, ensuring that people obtain transferable and comparable
skills, assisting in the performance management process and producing better performance in
the long term. It may also improve public confidence. However, it may limit access and raise
diversity issues, so flexible recruitment procedures should be used. For example, people who
work part-time or have other commitments, experienced staff who have no qualifications, and
groups who are already under-represented in the crime reduction sector may find that they are
disadvantaged if rigid qualification requirements are imposed. It must be recognised that
people may have other skills and experience that make them suitable for certain roles.

25
12.2 RECOMMENDATIONS

12.2.1 Packages based on NOSs

Packages should be used only where they are based on NOSs, or (where not available), other
industry standards. Similarly, training providers should only be commissioned where the
package they deliver meets these standards.

12.2.2 Endorsed providers

External providers should only be commissioned where they are endorsed by the CJNTO.
The Home Office should monitor the Learning and Skills Council accreditation scheme to
establish whether the CJNTO scheme could be extended. This requirement will need to be
widely publicised, and providers should be given a reasonable time to seek endorsement.

12.2.3 Accredited trainers

Trainers with an appropriate training qualification should be preferred, and the Home Office
should monitor the DfES programme making qualifications compulsory. Meanwhile, the
CRTC should look at the trainer's experience and reputation.

12.2.4 Vocational qualifications

Vocational qualifications (NVQs, cluster awards etc.) should be encouraged. NVQs should
be made essential for those whose role is purely community safety, such as Community Safety
Officers. The NVQ level required will depend on the exact role, but ideally each partnership
should include a community safety expert qualified to NVQ level 5. Negotiations (with
DTLGR and the Local Government Association etc.) will be required to implement this
recommendation, which would need to be phased in. Reasonable Accreditation of Prior
Experience and Learning and Credit Accumulation and Transfer Scheme arrangements must
also be put in place so that existing staff are not disadvantaged or devalued.

It is possible to mix and match NOSs from various NTOs when pursuing an NVQ. This
should be made clear to encourage more widespread support from employers and employees.

12.2.5 Assessment

To support community justice NVQs, assessment centres and assessors will be required. The
infrastructure should be regional, but existing networks are not coterminous with
Government Office regions. The Youth Justice Board has commissioned work to develop a
suitable model for their requirements, and this should give useful information as to the ideal
community justice assessment regime.

12.2.6 Academic qualifications

Academic qualifications should also be encouraged, and recognised as complementary to,

rather than separate from, vocational skills. However, purely academic knowledge may be
more relevant to researchers (such as the Home Office Policing and Reducing Crime Unit),
than to practitioners who are the main focus of this report.

26
12.2.7 Conferences

Conferences and seminars will not lead to qualifications, but may impart valuable information.
The CRTC should ensure that the website events diary is up to date and make a judgment as
to the quality of the event, based on the topics covered and the speakers attending.

12.2.8 Record of achievement

For those not interested in qualifications, a common format "Record of Achievement" should
be developed to record any training done, projects undertaken, other personal development,
conferences attended and so forth.

27
13 ENGAGING OTHERS

13.1 ANALYSIS

Short tenure, a lack of resources and limited relevance may be barriers to participation. It is
important that barriers are removed, and organisations and communities are actively
encouraged to work in partnership to reduce crime.

13.2 RECOMMENDATIONS

13.2.1 Summary of measures already discussed

Several of the recommendations already made should go some way to engaging others. For
example:

Ø A joint working group.

Ø Assistance for managers of staff with the development of a competency framework
matrix and departmental guidance.
Ø An induction course and a core curriculum.

13.2.2 Further measures

The further measures that should be taken are:

Ø Crime reduction modules should be developed to form part of the induction and CPD
training offered by trade and other associations who are covered by s.17 CDA, (such
as the Royal Institute of British Architects, General Medical Council, Association of
Police Authorities, Local Government Association, Society Of Local Authority Chief
Executives etc.). The CRC should work with these associations to develop modules
that can be included in the induction and CPD training delivered to them.
Ø The Crime Reduction Directors should make it a priority to encourage and assist
partnerships to recruit community and voluntary members, and CRTCs should co-
ordinate their training according to their needs.
Ø The creation of a pooled funding framework would support and facilitate partnership
working and collaborative attitudes, and encourage the participation of the voluntary
and community sector. Employers should contribute a targeted (equal) percentage of
their staffing budget. The inter-departmental joint working group should be used as a
forum where an appropriate level of funding is agreed by the relevant government
departments, based on the staff involved and the contribution to departmental aims
(such as social exclusion, lifelong learning and links between health and crime). Such a
model is not without precedent; the TOPSS model includes contributions from
employers, employees and government.
Ø In the absence of a pooled budget, targeted subsidies could be offered to increase
access to training.

28
14 VOLUNTEERS

14.1 ANALYSIS

14.1.1 Why engage the community?

Developing a stronger relationship with the public is a central principle of the Modern Local
Government agenda, and the report of Policy Action Team 16 (referred to above) emphasises
the importance of "social entrepreneurs" and community leaders in the successful
implementation of social interventions. The government's Neighbourhood Renewal Strategy
Action Plan noted that the most effective interventions "are often those where communities
are actively involved in their design and delivery, and where possible are in the driving seat."

14.1.2 The role of community members

Community representatives may be a part of the main partnership group, or may be members
of a separate forum. In some areas, the New Deal for Communities initiative demonstrated
that partnerships can operate successfully even where community members are in the
majority.

The role they undertake will depend on their own preference and the partnership strategy,
though the government are committed to harnessing their potential to the greatest possible
extent.

Possible roles include:

Ø Consultation, to establish the nature and extent of problems;

Ø Helping to devise solutions, and to establish whether initiatives are workable and
welcome; and
Ø Involvement in decision making and involvement in implementation of initiatives.

14.1.3 How to engage community members

Engaging community members may not be straightforward, as people may have a number of
reasons for not participating, such as a lack of motivation, confidence or time. The training
strategy should ensure that partnerships are given the tools necessary to ensure that
communities are as fully engaged as possible and to recognise potential problems (including
whether certain individuals are truly representative, accountability and the nature of
"community" - whether linked geographically or through other common ties).

There are plenty of examples of how to engage community members from sources such as
Crime Concern, the Neighbourhood Renewal Unit and the Tenant Participation Advisory
Service (TPAS). Individual partnerships may also provide useful precedents (for example, the
Liverpool Partnership Group developed a model community involvement code), and could be
useful models for others trying to follow the same path.

29
14.1.4 Training for community members

The strategy should ensure that community members are given every opportunity to train
where this is appropriate, and where they are willing. Barriers to participation in training such
as time, money, confidence and a lack of IT, should be removed so far as possible.

However, some community members are resistant to the notion of training, either because it
implies a current lack of knowledge, or because people just want to "do their bit" to help
rather than becoming formally involved. This should not preclude their involvement in crime
reduction initiatives, though the advantages of training (and the fact that it does not connote a
lack of knowledge) should be made clear.

Performance managing volunteers may prove difficult since their role cannot be defined in the
same way as an employee, and they cannot be said to have any real (contractual) duties. This
should not prove to be a major problem, as the role they undertake is likely to be far narrower
than that of practitioners. Their training needs should therefore be relatively easy to identify.
Indeed, many of their needs may be addressed by simply ensuring inclusive working practices
(learning from practice and the experience of others).

A TPAS survey showed that community members were keen to train, but were concerned
about accessibility (including cost) and accreditation. The former is clearly vital, and the latter
can be justified in relation to quality and to the impact it could have on motivation.

14.2 RECOMMENDATIONS

The consortium should develop a package for partnership members on how to engage
members of the community and how to maximise their potential. A lot of relevant material
already exists, and should be fully utilised.

The CRTCs should co-ordinate community members' training, including training alongside
other partnership members, and use alternative methods of delivery where appropriate (such
as Computer Based Training and self managed learning packages).

The CRTCs should also audit the partnerships in their region (including Local Strategic
Partnerships, Health Action Zones etc.), so that they are aware of those successfully working
with community members, and can facilitate knowledge sharing.

The cost of training volunteers should be defrayed from the pooled training budget, so that
they do not have to pay.

Records of achievement should also apply to community members, to provide recognition

and as a motivational tool.

[A further discussion paper on helping communities to reduce crime forms a separate

appendix to this report]

30
15 IMPLEMENTATION

15.1 ANALYSIS

The strategy should be implemented by a Home Office unit, whose role is distinct from, but
closely related to, the CRC, the Policing and Reducing Crime Unit and the Crime Reduction
Programme Unit. The role may be suited to existing CRC staff, since this is a training strategy
first and a crime reduction strategy second (partly a response to the fact that most of the
needs are not related to crime reduction).

The precise role and range of activities of the new unit would need to be considered, but
around two additional staff would be required.

The CRC has for some time served several roles - helping to form policy, providing training
and an information service. There is no reason why it should not continue to fulfil the role of
provider whilst developing training packages (after all, the others in the consortium will be
doing the same).

15.2 RECOMMENDATIONS

15.2.1 A Crime Reduction Training Team ("CRTT")

The distinct role and training focus of the body implementing the policy should be reflected
in the creation of a Crime Reduction Training Team. This team should also be responsible
for evaluating the strategy and further developing training policy.

15.2.2 The CRC

The CRC should continue to deliver its core courses, and should develop the capability to
deliver the new packages, which it will develop as part of a consortium. Whether the CRC (or
indeed NPT) require extra training staff or to expand regionally should become clear when
the major parts of the strategy have been implemented (for example, to deliver the new
packages and to give support for self managed learning packages).

15.2.3 The links with the CRTC

The team, the college and the training co-ordinators have distinct roles, but will work closely
together. The CRTT will implement and develop the training strategy, and will therefore
define the roles of the CRTCs and the CRC. However, the team will rely on the college and
training co-ordinators to further develop the strategy (for the experience and information they
can provide). A diagram explaining the roles of the CRTT and CRTC appears at Annex C,
where the links to other government units and bodies are also shown.

31
16 PAYING FOR IT

The report makes a number of recommendations that will have financial implications for the
Home Office. The most significant, is the creation of a new team and a new post in each
Government Office. Developing training packages and the competency framework will mean
commissioning non-governmental organisations, and the further development of the database
will also require initial and maintenance funding. Additionally, a significant amount of staff
time will be required to work out the fine details and to implement the strategy.

While the cost of the training packages might be high in some cases, it is worth pointing out
that new packages will not be required for every conceivable subject, and that most of the raw
material required will probably have already been produced.

It is also worth noting that a significant amount of money is already spent by the government
on partnership training (see 6.2.2). The strategy will ensure that this money is spent more
effectively.

The report recommends the creation of a pooled budget, comprising money from
government departments, local government, the police and other employers. The bulk of the
cost of training will therefore continue to rest with employers. However, employers will be
more confident that the training they are paying for is appropriate, of good quality and likely
to improve performance in the work place.

Funding from other sources may also be available. The Learning and Skills Council may be
prepared to fund some or all of the costs of IiP assessment and implementation, and deal with
work-based training and workforce development. A training element may also be included
within specific project bids, which may attract funding from other sources (National Lottery,
Europe etc).

32
17 KEY RECOMMENDATIONS

Analysis:

Ø Commission the development of a basic competency framework matrix based on

NOSs
Ø Regional common format training needs analysis as a stop-gap measure

Joint working and training:

Ø Inter-departmental joint working group to agree policy and issue guidance

Ø Creation of a CRTC post at each Government Office, to co-ordinate the training
function
Ø Pooled training fund, with contributions from government departments and
employers
Ø Encourage and co-ordinate the training of community members and volunteers

Material:

Ø A consortium to develop packages based on NOSs

Ø An induction course & core curriculum to be developed
Ø Packages for induction and Continuing Professional Development of trade
associations
Ø Computer Based Training and self managed learning packages to be developed
Ø Topics with general application should be trained accordingly to ensure wider
appeal

Delivery:

Ø Establishment of a CRTT
Ø CRTCs to commission endorsed providers
Ø CRTCs to commission qualified trainers
Ø Cascade training to be further utilised
Ø Government Offices to provide certain training

Location:

Ø Focus on regional and local venues, except in certain cases

Ø CRTC to audit and select venues
Ø Nationally developed packages to ensure common standards

Evaluation:

Ø CRTC to evaluate training events using Kirkpatrick based model

Ø CRTT to evaluate strategy
Ø CJNTO to produce annual skills foresight report

33
Database:

Ø Create a dedicated training site on the crime reduction website, giving details of
training and learning resources

Accreditation and benchmarking:

Ø Packages to be based on NOSs

Ø Providers to be commissioned only where endorsed by the CJNTO
Ø Trainers to hold a training qualification

Standards:

Ø Compulsory NVQs phased in for staff who have a purely community safety role
Ø NVQs to be encouraged for others working in partnerships
Ø A Record of Achievement to be created for all staff

Community Volunteers:
Ø Training package for partnership members to maximise potential and build
capacity
Ø Remove barriers by using the CRTC to co-ordinate volunteers' training and the
pooled budget to fund it
Ø CRTCs to ensure that good practice is shared

34
ANNEX A
Abbreviations

ACPO Association of Chief Police Officers

the Act Crime and Disorder Act 1998

CJNTO Community Justice National Training Organisation

CRC Crime Reduction College

CRTC* Crime Reduction Training Co-ordinator

CRTT* Crime Reduction Training Team

DETR Department for the Environment, Transport and the Regions

DfEE Department for Education and Employment

DfES Department for Education and Skills

DoH Department of Health

DTLR Department of Transport, Local Government and the Regions

EFQM European Foundation for Quality Management

HMIC Her Majesty's Inspectorate of Constabulary

IiP Investors in People

ISO International Standards Organisation

LGA Local Government Association

NOS National Occupation Standard

NPT National Police Training

NTO National Training Organisation

NVQ National Vocational Qualification

PQASSO Practical Quality Assurance Systems for Small Organisations

TOPSS Training Organisation for the Personal Social Services

TPAS Tenant Participation Advisory Service

*Roles do not yet exist

35
ANNEX B
Training delivered by the major providers

This table gives approximate details of training courses delivered by the CRC, NPT, Crime
Concern and NACRO - the four largest national providers of crime reduction training.

The precise number of delegates trained is not known, as providers are reluctant to give
detailed information that may be commercially sensitive. The number of delegates attending
the courses will obviously vary between modules and providers, though NPT plan to deliver
crime reduction training to over 500 people this year and CRC throughput is expected to be
just under 1,100.

Subject HOCRC NPT Crime NACRO

Concern
(TBA)
Architectural Liaison Officers’ 6+1 pa
Auditing 3pw
BV & mainstreaming 2pw
Community involvement 4pw
What is Crime Reduction? 2 pa 4 pa
Policing Diverse Communities 5 pa
Domestic Violence 5 pa 2pm
Drug misuse 4 pa
Hate crime 3 pa
Health & Crime 3pm
Hate crime 3 pa
Homophobic crime 2pm
Introduction to crime & disorder 6 pa 4 pa
Mainstreaming & s.17
Managers' course 4+3 pa
Neighbourhood Wardens 4 pa
Partnership development 2pm
Performance management 3pw
Problem solving 2.5pw
Reducing Road casualties 4 pa
Project management
Standard crime prevention 8+5 pa
course
Reviewing community safety 5 pa 4 pa
strategies
Conferences Yes Yes Yes

Notes

CRC give the number of courses delivered on site plus the number delivered locally

36
 ANNEX C: The roles of the CRTC and CRTT

INFORM CRIMINAL POLICY

PRCU CRPU PSMU

PROJECT SUPPORT
PARTNERSHIP SUPPORT
INSTRUCT RE. CRP

SKILLS FORESIGHT INSTRUCT RE. STRATEGY

CJNTO CRTT CRTC GOs

INFORM TRAINING CONTENT

INSTRUCT RE. STRATEGY CO-ORDINATE TRAINING

COMMISSION TRAINING

Partnership KEY
CRC NPT Member
CJNTO Community Justice National Training
Organisation
CRC Crime Reduction College
CRP Crime Reduction Programme
PROVIDERS PROVIDE TRAINING CRPU Crime Reduction Programme Unit
CRTC Crime Reduction Training Co-ordinator
CRTT Crime Reduction Training Team
GOs Government Offices

[Crime Community NPT National Police Training

[NACRO]
ANNEX C: Concern] Member PSMU Performance & Strategic Management Unit
PRCU Research Development and Statistics Group

37
ANNEX C (Continued)

This simplified diagram explains where the CRTT and the CRTC fit within the governmental
and quasi-governmental crime reduction framework.

The CRTT will implement and develop the training strategy based on the objectives of the
CRPU, and on the skills foresight report produced by the CJNTO.

The CRTT will then instruct the CRTC and the CRC as to their objectives and priorities.

However, although they will work closely with the CRTT, the CRTC (an employee of the
GO) and the CRC should maintain their distinct roles.

The diagram also emphasises that other HO units have a vital part to play, whether providing
information or in a supporting role.

38
ANNEX D

People and Organisations Consulted

Atkin, Louise Youth Justice Board

Balmer, Roy HMIC

Bellingham, Ted NPT

Bright, Jon DTLGR

Brookes, Stephen Government Office for the East Midlands

Broughton, F Police Federation

Brown, Alan HO

Burns, George National Probation Directorate

Campion-Smith, BruceSussex Police

Chapman, Alice Northern Ireland Community Safety

Childs, Richard Association of Chief Police Officers

Devitt, Conal HO (Local Authority secondment)

Downey, Nanci PRIME Research and Development Ltd

Douglas, Sheelagh Society of Local Authority Chief Executives

Ekblom, Paul HO

Field-Smith, Robin HMIC

Gill, Fionnuala Association of Police Authorities

Gregory, Julian Government Office for the East of England

Hewitt, Janice APEX Scotland

Hobbs, Louise HO

Husain, Sohail Crime Concern

John-Baptiste, Mary HO (Local Authority secondment)

Kerr, Ron Department of Health

Leather, Bill Hull School of Architecture

39
Lockie, Tom Falkirk Council

McLaren, Vic Government Office for Yorkshire and Humberside

McManus, Jim NACRO

Martin, Sue HO

Midwood, Ian National Neighbourhood Watch Association

Moxon, Betty HO

Naylor, Rick Superintendents Association

Newton, Martin Merseyside Police Authority

Paradine, Kate NPT

Roberts, Jan GOE

Rowlandson, Paul Government Office for the South West

Sampson, Diana Local Government Association

Scargill, Amanda CRC

Schofield, Helen CJNTO

Seager, Penelope CJNTO

Silverlock, Leslie Crime Concern

Simmons, David National Community Safety Network

Taylor, Michael Spelthorne Borough Council

Tilley, Nick Nottinghamshire Trent University

Trimmins, Steve CRC

Walton, David National Probation Directorate

Warburton, Frank NACRO

Wilkinson, Jo NPT

Willson, David St Helens Borough Council

[Other] DfES

40
ANNEX E

Bibliography

CJNTO National Occupational Standards in the Community Justice Sector - A Good Practice Guide

CJNTO Skills and Knowledge for Reducing Crime: Workforce Development Plan for the Community Justice
Sector in England

CJNTO Scoping Study

Crime Concern Report into the Training and Development Needs of the Crime & Disorder Reduction
Partnerships in the Government Office East Midlands Region

Crime Concern Mainstreaming Community Safety: A Practical Guide to Implementing Section 17 of the
Crime & Disorder Act 1998

Crime Concern Tried and Tested: A practical manual, based on the CASCADE model, for developing
youth-led drug awareness programmes

DETR Making T.H.E Links - Integrating sustainable Transport, Health and Environmental policies

DoH The Report of the Chief Medical Officer's Project to Strengthen the Public Health Function

Ekblom, Paul The Conjunction of Criminal Opportunity

HMIC Calling Time on Crime

HMIC Managing Learning

HMIP A Study by HMIP of Probation Services' Contribution to Crime and Disorder Partnerships 2000

HMSO Criminal Justice: The Way Ahead CM 5074

HO The Government's Crime Reduction Strategy

HO Guidance on Statutory Crime and Disorder Partnerships

HO Not Rocket Science? Problem Solving and Crime Reduction

HO Preparing for Best Value: Planning Logically

HO Police Training: The Way Forward

HO/Crime Concern Reducing Neighbourhood Crime: A Manual for Action

HO Crime and Disorder Act 1998 Statutory Partnerships Pathfinder Sites Report

HO Fighting Violent Crime Together: An Action Plan

Kent Constabulary Competency Framework: A Performance and Development System

41
North West Community Safety Forum Implementing a Practical Response to Section 17

NPT Crime and Disorder Act Training Needs Analysis

NPT Training Needs Analysis for Domestic Violence Policy Makers and Managers

NWU Neighbourhood Wardens Induction Training Guidance (Draft)

Reid, Anne Margaret Training Interventions: Promoting Learning Opportunities

Elaine Sauve Associates Skills Foresight Analysis for the Community Safety Sector

SEU National Strategy for Neighbourhood Renewal Report of Policy Action Team 16: Learning Lessons

SEU A New Commitment to Neighbourhood Renewal: National Strategy Action Plan

SI 1999/3251 The Local Government (Best Value) Performance Plans and Reviews Order 1999

Sloman, Martin A Handbook for Training Strategy

TOPSS England Modernising the Social Care Workforce

WBS Consulting Ltd Home Office Crime Reduction College Training Needs and Market Survey

York Consulting Building a Stronger Network: Developing the Role of National Training Organisations

42
APPENDIX

HELPING COMMUNITIES TO REDUCE CRIME - TOWARDS A

NATIONAL FRAMEWORK: A DISCUSSION PAPER

1. WHY INVOLVE THE COMMUNITY?

1.1 This paper addresses the key need to equip community leaders and champions, and
people in the communities they serve, with the know-how to tackle local crime problems in
the most effective way, and to participate fully in the work of Crime and Disorder Reduction
Partnerships and other local organisations and partnerships to reduce crime. We know that
levels of crime are linked to levels of social capital, and that building cohesion and increasing
social capital within a community is a crucial step to sustainable crime reduction, enabling
communities not just to help in reducing crime but to build in a longer term resistance to
crime.

1.2 The strategy and structure of crime reduction in England and Wales recognise that
crime is a problem that affects an entire community and needs to be dealt with by all social
partners, not just the police. The Crime and Disorder Act 1998 set up Crime and Disorder
Reduction Partnerships (CDRPs) to involve social partners (including voluntary and
community organisations) in the assessment of crime needs and the planning of crime
reduction strategies. Recognising that local delivery works best and most effectively when the
communities are involved, CDRPs were required to consult their local communities.
Increasing the crime reduction knowledge and skills of local people can help them to
understand the issues, generate and focus grassroots activity, reduce victimisation and lessen
fear of the unknown.

1.3 The importance of linking with the community and active participation is reflected in
work throughout Government. For instance developing a stronger relationship with the
public is a central principle of the Modern Local Government agenda, and the report of
Policy Action Team 16 emphasises the importance of "social entrepreneurs" and community
leaders in the successful implementation of social interventions. The government's
Neighbourhood Renewal Strategy Action Plan noted that the most effective interventions "are
often those where communities are actively involved in their design and delivery, and where
possible are in the driving seat."

1.4 Community involvement is a key theme running through many other central and local
government programmes – for example urban and rural regeneration, health and education
action zones and New Deal for Communities. These programmes, and previous crime-
centred examples such as the Safer Cities Programme, have demonstrated very clearly that to
achieve lasting changes in local conditions it is vital that the community is consulted, involved
and encouraged to take an active role. Hand in hand with this goes the need to equip
communities with the knowledge and skills they need to be effective in tackling their own
problems and finding their own solutions.

1.5 It has already been identified that more legislation or funding is frequently not the
strongest driver for successful community engagement. Good leadership is vital. A
community can best play an active role in tackling its own problems if its efforts are given
shape and direction by a leader or champion. That person is frequently a member of the

43
community itself who possesses credibility both within the local setting and with partnerships
attempting to interact with the community.

2. WHAT IS “THE COMMUNITY”?

2.1 It is easier to talk about communities than to define them. The most obvious
communities are geographical, and a number of Government funding programmes, especially
those involving regeneration relate to neighbourhoods and areas. Similarly much crime
reduction activity is geographically focused. The DTLR handbook “Involving Communities in
Urban and Rural Regeneration” (1997) provides a useful definition of a community that
distinguishes it from the local authority and other statutory agencies:

“Those people living or working within those target areas are, in general, the people intended to benefit from
[regeneration] initiatives. They constitute the community as far as that particular programme is concerned.”

This is the general definition used throughout this paper.

2.2 There are also other communities that are defined by factors other than geography.
There are for example high crime communities that are have a particular type of crime
problem – young people and students living in rented, often shared accommodation for
example. Communities of interest can experience particular kinds of crime – which may be
partially or wholly motivated by racial, religious or other kinds of prejudice. A strategy needs
to encompass the community as a whole – it should be fully inclusive rather than exclusive and
needs to acknowledge that different kinds of community may have different needs.

2.3 Possible community roles in relation to crime reduction include consultation

(establishing the nature and extent of the problems); helping to devise solutions; and
participating in decision-making and implementation. Developing the social capital in a
community, and action that increases social cohesion can have positive effects on a range of
behaviours, including crime. The community also has a broader role as crime preventers who
individually or collectively:

• protect themselves and their property

• exercise social control
• report crimes to the police
• act as witnesses
• protect others.

2.4 Communities, collectively or as individuals, should have ready access to training and
information that help them to undertake these roles, encourage them to act as crime
preventers, and equip community leaders and “champions” with the skills they need to seed
and encourage these behaviours in their areas.

3. THE NEED FOR A FRAMEWORK

3.1 The examples of current activity at Annex A show that there is much excellent and
productive work already going on. But it is symptomatic that there been no attempt so far to
make this information more accessible to members of the public and community and

44
voluntary groups. The sources are fragmented and an overview of what is available can only
be obtained with a fair amount of persistence and detective work. Equally, there has been no
attempt to link this activity into a coherent overarching plan which would go some way
towards joining-up existing work, achieving synergy, and helping to direct any new activity
and initiatives towards the achievement of a mutually shared aim and objectives.

3.2 The crime training review report, of which this discussion paper forms an appendix,
says that the “training strategy should ensure that partnerships are given the tools necessary to
ensure that communities are as fully engaged as possible”. The other side of the equation is to
ensure that communities are also given the tools necessary to participate. In some cases they
will be the same tools and might be categorised as training, information resources, and
good practice examples.

3.3 A strategy designed to improve community engagement could comprise a simple

framework encompassing these aspects. It should seek to augment existing community
capacity building work rather than replace it. It should build upon the existing cadre of
community leaders by giving them knowledge and skills needed to maximise their
contribution to crime reduction But making these things more readily available would provide
fresh encouragement for new community leaders to step forward – motivated by the desire to
do something about crime in their areas.

3.4 It needs to avoid being just another community capacity building initiative. With
thought and co-operation it need not involve a lot of new funding – though, as the training
strategy review recognises, an element of subsidy for formal training is likely to be necessary
to encourage take-up. In many instances a re-focusing and meshing of existing activity
coupled with a willingness to co-operate may be all that is required.

3.5 The framework must mesh with the national crime reduction training strategy
recognising that although there are features common to both, the starting point for
community members’ knowledge is likely to be lower than that of most practitioners.
Different delivery methods may also be needed.

3.6 There are some things that the framework with its supporting objectives will not
achieve. Experience is that, like other preventive messages, the public largely ignores those on
crime reduction until they become immediately relevant to an individual. This is human nature
and is reflected in the background pattern of community activity. Groups form to meet a
particular local need and tend to dissipate once they have achieved that initial objective.

3.7 Experience also shows that it is unrealistic to expect a huge step change in the level of
volunteering or community activity. In theory there is an almost limitless pool of potential
volunteers but the reality is that volunteering may not appeal to a significant proportion of the
population at large. Volunteering is most common in young people and older people but
much less so in the ages in between when work and family pressures are greatest.

3.8 It will be important to encourage:

• Self-reliance and self-help

• Common high standards
• Uniform messages
• Joined-up initiatives
• A sense of pride and achievement

45
 • Low cost & high quality

3.9 It will be important to avoid:

• Large, complicated infrastructures

• Inter-agency competition
• The need for constant central funding
• Designed-in passivity
• Organisational overheads
• High maintenance costs
• Poor presentation and quality
• Paternalism, patronising language and jargon

4. AIM

4.1 The overall aim is to achieve a reduction in crime through stronger community
leadership, a better-informed general public, and stronger collective and individual community
participation in crime reduction activity. This would build social capital, enable people to
protect themselves and their properties better and reduce the fear of crime.

4.2 This is supported by the following objectives:

• Objective 1 - To improve community participation in statutory crime & disorder

reduction partnerships

• Objective 2 - To raise community understanding of crime reduction techniques

and solutions.

• Objective 3 - To improve the effectiveness of local crime reduction initiatives by

increasing the capacity of the community to participate.

5. HOW TO ACHIEVE THE OBJECTIVES

5.1 In defining how to achieve the objectives it will be important to supplement and
support the work of community police officers and, where schemes are running,
neighbourhood and street wardens. We must build upon the national network of
Neighbourhood Watch schemes and associations, and other similar organisations. It is vital
that we complement community-based projects and existing community capacity building
activity undertaken by central and local government, local partnerships and the voluntary
sector.

5.2 The “Community Champions” scheme funded jointly by the Home Office and DfES
invited bids from motivated members of the community to set up their own schemes to help
their communities. This approach has resulted in people becoming the kind of leaders needed
to carry forward community action against crime. Work under the umbrella of a

46
complementary crime reduction community training framework should seek, as a first priority,
to extend the skills and knowledge of these individuals.

Training

5.3 Training should not be delivered in a vacuum - training for its own sake is worthless –
and works best when it is linked to local support and delivery mechanisms. For example
neighbourhood partnerships (in areas working up neighbourhood management), community
partnerships in neighbourhood renewal priority areas and crime & disorder reduction
partnerships.

5.4 With imagination and ingenuity it is entirely possible to provide community-targeted

versions of training packages designed for practitioners. The computer based training package
“Home Security” recently published by the Home Office Crime Reduction College is a prime
example of a training product aimed at practitioners but which is, by design, immediately
suitable for use by community groups, tenants and householders.

5.5 The modular partnership training programme provided jointly by the Crime
Reduction College and National Police Training working in conjunction with the Local
Government Association contains courses of direct relevance to a broad range of statutory
partnership members including the voluntary and community sectors. Early evaluation
indicates that these modules have scope to be run on 3 different levels – strategic, practitioner
and community.

5.6 Given the Crime Reduction College’s reputation and expertise in training, distance
learning, publishing and information management, and its essentially “neutral” position, it
could readily become a co-ordinating focal point for partnership and community training.
This would however require a significant change of role.

5.7 It will be important not only to make the training well structured and accessible but
also to ensure that when it is delivered locally it can be as accessible as possible and draw in
those who may not automatically think of themselves as crime reduction champions. This
points to the use of community centres as multi-purpose centres.

5.8 Members of the community need to be able to put new knowledge and skills to some
constructive use in order to assimilate and retain the training. Part of the plan must cover the
signposting of suitable opportunities. For crime reduction there are 4 streams:

a. Becoming a community leader or champion with the energy, persistence and

negotiating skills to enthuse, motivate and organise others

b. Getting involved in local initiatives such as Neighbourhood Watch,

neighbourhood management, youth work and environmental improvement.

c. Contributing as a community partner to statutory crime & disorder reduction

partnerships.

d. Taking steps to secure individual property and possessions (ie. reducing the
chances of becoming a victim of crime).

47
5.9 It will be particularly valuable to embed the effects of training and increase social
cohesion by ensuring that there are long term outcomes. The aim should be to encourage the
formation of Neighbourhood Watch Groups (or other similar community based groups) in an
area, and also to encourage and increase the participation in local partnerships. One way of
driving this would be to place a requirement on Crime & Disorder Reduction Partnerships to
explain in their strategies how they will develop their community partners. This would, in
turn, create a demand in partnerships for training in community development and
involvement – already identified in the crime reduction training review report. The
Community Justice National Training Organisation (CJNTO) is developing a learning unit -
“Engaging & consulting with community networks and community groups” - that could
provide standards and a guide to underpinning knowledge.

5.10 There may be scope for certifying or accrediting community participants in training to
increase the attractiveness of training and to maximise the transfer of skills into the workplace.

5.11 Logical first steps would be to:

• Identify various community leadership, group and individual crime reduction

roles

• Survey a cross-section of groups and individuals undertaking those roles to

find out what they perceive as their training needs and how they would like to see
those needs met (ie a training needs analysis)

• Map training needs against existing provision to identify gaps

• It would then be possible to consider and agree any re-focusing of existing

provision or development of new provision to fill gaps.

A more detailed discussion of training issues is at Annex B.

Information

5.12 The intention is to make a broad range of relevant crime reduction-related material
more accessible to community leaders and activists, to community groups and to the general
public. This will range from the most basic crime prevention advice through to research and
reports aimed at a practitioner audience. In order to reach out into all communities there will
need to be an effective Communications Strategy using all available media. One readily
available channel would be to use the Internet, and a community resource area could be added
to the Crime Reduction Website (www.crimereduction.gov.uk). The Toolkits are a good
example of this “website within a website” approach. This would require a different kind of
presentation, and an approach aimed at individual members of the community rather than
practitioners, but is readily achievable.

5.13 Exploiting the website in this way would transform it into a true “one-stop shop” with
the advantages that:

48
 a. It would automatically involve key crime reduction agencies who are already
established website partners (eg NACRO Crime Concern, LGA, ACPO, NPT, other
Home Office units)

b. It would expose community-targeted material to a large audience of

practitioners and, vice versa, expose the community to the Toolkits and a wider range
of crime reduction material, encouraging people to delve deeper. In keeping with its
existing role the website could also provide a portal to community resources available
on other agencies' websites so avoiding duplication and wheel re-invention

c. It would capitalise on the existing investment in website development and

management.

A web-based facility should be supplemented by well-targeted paper and CD-ROM publishing

as part of an overall dissemination strategy.

5.14 The Neighbourhood Renewal Unit has been developing both a knowledge base and a
learning and development strategy for neighbourhood renewal. It will be important to ensure
that these are closely linked with wider crime reduction work, as crime reduction forms and
essential early win as part of the renewal of neighbourhoods. Other relevant developments
include UKOnline (which already has a “Dealing with Crime” life episode) and the e-
government pilots on provision of central and local government services. There are also other
crime reduction providers, such as Crime Concern who have been developing a “Community
Communications Centre “ proposal for a web-based community resource.

5.15 A sensible first step would be study to identify the real information needs of the
public and communities (as opposed to assumptions by officials and national organisations).
This should also draw on the expertise of the voluntary sector and the thinking already done
by Crime Concern to support their proposals.

Good practice examples

5.16 Several agencies (for example the Community Development Foundation) have long
been active in successfully encouraging community involvement resulting in a solid base of
knowledge, case study and evaluation. Although only a small proportion of this may be
directly related to crime reduction it is fair to say that the principles of community
development and involvement hold true whatever the field. It is also fair to say that the path
of community capacity building is littered with examples of initiatives and programmes which
did not work as well as expected and as much can be learnt from these near-misses as from
the successes. A “What Works/What Doesn’t Work” resource of this kind would be
invaluable to statutory partnerships aiming to improve community participation, and to
community and voluntary groups themselves.

5.17 Logical first steps would be to:

• Identify likely sources of material and any existing good practice libraries and
databases.

• If necessary survey the available material to identify items which could form
the basis of a new resource geared towards crime reduction.

49
 • Consider how this would be meshed with the community information
resource described above.

6. MANAGING THE FRAMEWORK

Once in place the framework will need constant management if the gains achieved are not to
be lost over time. This could be handled through an extension of the Crime Reduction
Training Co-ordinator (CRTC) è Crime Reduction Training Team (CRTT) è training
provider management chain proposed in the crime reduction training review report.

Possible framework partners are:

Home Office Crime Reduction Programme Unit (including the Crime Reduction
College)
Partnership Support and Management Unit
Crime Reduction Directors
Racial Equality Unit
Active Community Unit
CJS Online
National Police Training (CPTDA from 1 April 2002)

DTLR (Neighbourhood Renewal Unit)

DfES
ACPO
Local Government Association
NACRO
Crime Concern
Community Development Foundation
National Neighbourhood Watch Association

7. KEY QUESTIONS

A. Is there a need for an overarching framework to guide community capacity building

activity in relation to crime reduction? (Paragraph 3)

B. Is the aim and objectives identified for a framework achievable and realistic? Are
there other objectives that should be considered? (Paragraphs 4 & 5)

C. Are there other ways of providing crime reduction training and development for
communities? What role should by played by existing organisations and networks?
(Paragraphs 5.3 – 5.11).

D. What are the most effective methods of disseminating crime reduction information
and good practice to communities? (Paragraphs 5.12 – 5.15)

50
E. What are the best ways of identifying and disseminating good practice examples
(Paragraphs 5.16 – 5.17).

Home Office
Policing & Crime Reduction Group
Crime Reduction Programme Unit
February 2002

51
 Annex A

Examples of Current Activity

A number of organisations are active in promoting knowledge of crime reduction, improving

skills and in developing and empowering communities:

a) The Home Office’s website and the Crime Reduction Website carry substantial
amounts of directly useful crime prevention information in addition to an index of
links to other sites. Home Office Communications Directorate also produces a range
of leaflets.

b) The Neighbourhood Renewal Unit (through New Deal for Communities/

neighbourhood management and community development) is seeking to involve local
people in the regeneration of their locality by increasing community capacity. In the
early stages at least there is considerable use of professional providers and agencies.
The NRU is developing a learning and development strategy. They are also working
with DfES on piloting resident’s consultancies, which may provide a model for
involving local people in training.

c) If carried out rigorously and well publicised locally, the process of crime auditing and
strategic planning should increase community involvement and knowledge about what
local problems are and how individual and group community action might impact on
them. There is limited evaluated evidence of community participation so far and a
patent need to identify and disseminate best practice.

d) The existence of Neighbourhood Watch schemes and other local community safety
groups increase knowledge of crime reduction and help members of the public to
reduce personal risk to themselves, their families and their property. The Home
Office produced the first training pack for Neighbourhood Watch local group
organisers. The National Neighbourhood Watch Association (NNWA) are publishing
a second and seeking support for a training and development regional infrastructure.

e) Crime Concern runs local community safety schemes, which involve local people as
volunteers and workers and, like NACRO, promotes community participation and
development and, hence, longer term self-help.

f) The National Neighbourhood Watch Association and Crime Concern provided a

series of events last year under the banner “Neighbourhood Crime Check” and aimed
at identifying and helping community champions. These were well received and video
footage is available which could be used for training and publicity.

g) The National Tenants Resource Centre provides training for residents and agencies in
“what works “ in reducing crime.

h) Information campaigns run by the Home Office and a number of other organisations
use local and national advertising and promotion to increase knowledge and risk
awareness, and impart crime prevention advice.

52
i) Crime is always a popular media subject. Broadcasters include crime reduction
messages in the obviously relevant programmes such as Crimewatch but they can also
impart positive messages about the impact of community activity and good citizenship
in radio and TV drama, soap operas and children's programming. It must be said,
though, that the media have often depicted social stereotypes, concentrated on
negatives rather than positives, and reinforced the public perception of crime and
society being out of control. These are powerful messages that will not be reversed
overnight.

j) UKOnline, the Government’s citizens’ portal (www.ukonline.gov.uk) includes a

“Dealing with Crime” Life Episode aimed at members of the public who have been a
victim of crime. Victim support and many repeat victimisation schemes provide sound
crime prevention advice and guidance, and in some cases assistance with locks etc

k) Crime Concern has secured Lottery money for a web-based “Community

Communications Centre” and is seeking central government funding for the balance
of development monies needed. The aim is to give local people the information they
need to play their part in tackling neighbourhood crime problems.

l) The National Neighbourhood Watch Association has published a “Lifeskills” primary

schools pack (sponsored by Marks and Spencer) that includes crime reduction as part
of a set of teaching and learning materials about a range of citizenship issues. A
secondary school pack is planned.

53
 Annex B

Training

1. Training needs to be provided at low cost and at times and in locations that suit
recipients rather than providers (ie outside normal working hours and local).

2. Many people learn most from interaction with others, which would require fa ce-to-
face learning. Although effective this is also the hardest and most expensive to organise and
provide.

3. There are now a wide variety of options for the organisation and delivery of training –
the pros and cons of various methods are set out below. Material (whether on paper or CD-
ROM based) can also be distributed via CVSs, residents associations, parish councils, libraries
and CABs, schools & colleges. Web-based resources can be downloaded by the recipient to
suit him/herself.

Method Advantages Disadvantages

Written • Cheap • Relies on people reading material

• Can be delivered on paper and via • Low transfer of knowledge
the Web • Low interactivity
• Traditional (boring?)
• Revisions expensive
• How to distribute effectively?
Computer-based • Cheaper • Relies on computer access
• Scope for exciting presentation • No interactivity with other people
• Interactivity with medium
• User can go at own pace
• Strong knowledge transfer
• Low maintenance overhead
Web-based • Can support delivery by other • Current technology restricts
mediums (paper, CBT, video) download times for CBT/video
• User can go at own pace • Limited to people having an
• Scope for exciting presentation Internet capable PC or digital TV
• Easy access 24/7
• Interactivity
• Relatively low maintenance
overhead
• Could effectively be free to all
comers
• Could link to UKOnline DWCLE
and CR Website
Video • Good knowledge transfer • Distribution?
• Can be coupled with other media • High production cost for quality

54
 (ie. Face to face, Web, distance • Needs to be done well.
learning) • For optimal knowledge transfer
• Low maintenance overhead needs to be supported with other
• Attractive material and face-to-face training
• Suitable for a wide range of age
groups
Face-to-face • Very powerful knowledge transfer • Needs people with
• Peer group learning training/facilitating skills
• Networking • Needs people to travel
• Can be delivered at low cost
• Can be coupled with other media
(paper, video)

Who to train?

4. The priority should be to improve the level of crime reduction knowledge and
understanding within the existing cadre of community leaders and champions. There is a good
case for joint training with practitioners/agencies to foster a better mutual understanding and
build partnerships between residents and practitioners.

Individual target sectors might be:

• People who need training as a community activist or champion – particularly those

living and working in high crime areas.
• People who are representing the community in a partnership
• Partnerships who want to improve community participation

Where to train?

5. Training needs to be available where people are able to access it:

• At home.
• Social & sporting clubs
• Community centres
• Voluntary group premises
• Schools & colleges
• Youth groups/clubs

6. It is acknowledged that encouraging people to visit other places and meet other
people engaged in similar activity can be a very powerful tool when part of a “mixed training
economy”. It is also recognised that training in mixed practitioner/community groups can
encourage mutual understanding.

Seeing other areas and meeting members of other communities who are trying to achieve the
same things also provides encouragement, reassurance and increased confidence.

55
What should training encompass?

7. Content depends upon the desirable learning outcomes identifi ed for a particular piece
of training but core elements could be:

• Basic understanding of crime, its causes and crime prevention

• Meeting/presentational skills
• Working in partnership
• Domestic and household security
• Vehicle security
• Personal safety outside the home.

8. We could think about creating a flexible package (one or two on each of the main
areas) comprising book, video, CBT, trainer notes/handouts that could be issued as one or
split and used separately in a number of situations. These could also replace/update standard
Home Office crime prevention material.

9. The high level of Internet use (around 38% of households have Internet access with
51% of adults having accessed the Internet at home, work or at a public access point) makes
Web-based resources an attractive proposition. But communities with lower level of
computer ownership – ie on the wrong side of the so-called “digital divide” - may also be
living in areas where crime is a deep-seated problem.

10. In all this it has to be recognised that different types of training will work best for
different people and the aim should be to provide a “mixed economy” with scope to cater for
personal choice and circumstance.

11. The first step in the process must be a structured analysis of training needs. Once
needs have been identified they can be mapped against existing provision enabling shortfalls
and gaps in provision to be pinpointed. This process needs to have a significant input from
the community.

Who could deliver and support training?

12. A key issue is the need for those delivering and supporting training to have credibility
in the eyes of those to be trained. This may be a particular problem in some high crime areas
where relations between residents and service providers have been either distant or downright
hostile. Some form of “training the trainers” could help and may have the advantages of
sustainability and cost-effectiveness.

13. Target groups could include:

• Crime & disorder reduction partnerships (as part of capacity building to support
their work)
• Community activists and champions
• Police officers
• Neighbourhood Watch co-ordinators
• Voluntary groups
• Community groups

56
 • Neighbourhood & Street Wardens
• Youth leaders
• Community safety workers
• Neighbourhood managers/New Deal for Communities boards

14. Neighbourhood Watch is the most comprehensive network of interested and

motivated community activists in the country but frequently lacks real presence in the highest
crime areas. Crime Concern and NACRO have community safety and training as existing
aims and work within the most deprived neighbourhoods. The Crime Reduction College
could act as a neutral co-ordinating point for partnership and community training.

57