Tara Fenwick ProPEL, University of Stirling New demands for professionals: implications for police learning and leadership

Incoming recruits (secondary school graduates): less tolerance/trust of institutional structures, knowledge fluid sense of vocation– expect to shift frequently born into the internet access to huge amounts of information, experience network oriented extremely versatile using social media, multiple virtual environments, multiple identities often innovative, assertive, questioning knowledge authorities socially active: anti-globalization, environmental movements Tomorrow’s professionals

Quick changing knowledge – need to know how to use research evidence

Use ‘Work-arounds’ to stretch resources, solve problems ‘It’s covering a 12 foot room with an 8 foot carpet’

Increasing audit and external outcome measures

identify key issues for building community adapt to changing community values make inter-professional linkages with key agencies clarify your roles, expertise and boundaries take initiative – educate the community about what you offer to the issue manage community expectations proactively engage the community ‘you have to learn how to use your tongue and always know that there’s going to be another day’

expand & enhance professional presence online collegiality & camaderie within a profession professional development, national/international links disseminate information for public service & safety involve public collaboratively investigation Use digital media effectively

risky business? risky business?

Build effective partnerships with different species

That is, learn to work interprofessionally Appreciate difference – in professional cultures, structures, histories Clarify the shared issue Anticipate different meanings & priorities Recognise the challenges – and resources - of the other Explain your group’s unique skills, knowledge, powers Leadership is critical – don’t get bogged in politics, recognise overlapping but not joined-up services

Manage complexity...

... and uncertainty

... while under increased public scrutiny

‘reading’ community quickly building the right relationships negotiation and balancing very creative problem-solving, quick decision-making defusing, reframing, and averting using wide range of policing skills (little routine) handling complex high stress situations independently taking initiative to build policing’s role in community key skills in [rural] policing

Shift from training the individual (focus on acquiring competencies)

Towards Developing collective capability (focus on the web of relations)

New focus on practices – ‘sociomaterial assemblages’ Understand learning as ‘knowing-in-practice’

A lot of what looks like incompetence is systemic

Sociomaterial perspectives of professional learning New focus on materials Practices (and skills) are a gathering of many things Look at the relations among them Look at how they change each other in action Look at how knowing (and identities, environments, objects) emerge in these enactments

Learning through participation Stretch assignments Leading small projects Coaching Learning networks ‘Action learning’ projects Multiple feedback loops Virtual learning environments

Organisational support Learning takes time Look at the system Recognise useful solutions, knowledge Flexible provision Flexible supervision Leaders modeling

“managing in the grey” “where the book stops but policing keeps going”: “gauge”, “judge”, “measure”. “Robust management, relaxed supervision and positive leadership” “making sure that my staff are motived, and that they are resourced” “Be a bit more trusting in terms of your staff” “Everyone here has got a leadership role. They’ve all got to share the responsibilities.” Leadership and supervision

1.What insights in these findings are of specific interest to you, and why? 1.What are implications for learning/education of police and other professionals? 1.What are key issues going forward? Questions for you to consider