IPLDPInitial Police Learning and Development Programme (UK)
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In order to examine the relationship between the identified shortfall in performance by IPLDP educated officers and the operational shift team sub-culture, I conducted a small scale qualitative research study which attempted to draw upon the experiences, thoughts, views and perceptions of a group of six operational IPLDP educated officers selected by way of a purposive sampling process (Alcott, 2011).
Analysis of the data identified a number of potential themes which uncovered an array of potential blocks that appear to have possibly hindered and frustrated the implementation of the IPLDP (ibid, 2011, pp38-48).
Together, these issues indicate a degree of shift sub-culture internalisation by student officers and could arguably reinforce and propagate the views, opinions and practices of existing shift members and may be a contributing factor as to why the performance of IPLDP student officers appears to norm with that of pre-IPLDP trained officers.
One respondent reported a conversation during which a pre-IPLDP trained officer was 'scathing' about the IPLDP, with other respondents reporting that humour was used as a means to denigrate the IPLDP process.
This focus and engagement with continual professional development appears contrary to the experience of the Police Service, as evidenced by the IPLDP and the Prison Service, demonstrated by Kauffman (188, p198), where it is suggested that the operational culture ranks time served experience 'capital' over up-to-date practice knowledge 'capital'.
Much of the reported sub-culture making up a typical operational shift team may, by this point, have been internalised by student officers such that their emerging practice reflects and carries on the prevailing shift team sub-culture, unchanged by the interventions of the IPLDP.
Central to the IPLDP is an understanding of community and of human and social diversity.