The use of criminological theory is central to effective policing

• In Event: POL Panel 21. Policing research, police knowledge networks and how to translate research into practice.

Abstract

The drive to professionalise the police in England and Wales via education and learning is in flux. Despite recent reforms that promote the idea of formal learning for police practitioners, subsequent policy decisions have undermined the value of knowledge required for the complex role of a police officer. This paper presents findings from two long-term studies exploring the role of learning in policing. The authors will discuss the evidence base which suggests that police practitioners operate in ‘wicked’ learning environments. These environments are fuelled by the wider systems in play, both politically and organisationally. The findings from the studies illustrate the commitment and value officers' place on their learning. However, they perceive their professional development to be overlooked and their opportunity for the acquisition of specialist knowledge is limited. This, in turn, impacts on their perceived capability and confidence to deliver in their roles and their commitment to the organisation. Through the lens of organisational theory, the authors argue that the lack of value placed on knowledge and learning is detrimental and contributes to the current retention crisis in policing.

Authors

• Jennifer Norman, Centre for Police Research and Learning – Open University

• Emma Williams, Centre for Police Research and Learning – Open University