Aim

1. The experiences of Garda Siochana trainees and teacher/trainers pre and post the introduction of a competency based induction programme

2. Aim • Pre competency – v - Competency programme • Development perspective for the ‘trainee Garda • Competency Based Approach’ to be researched from the original implementation in 2003

3. Objectives • a)To investigate the effect of accelerated recruitment • b) To analyse the current strategies of the competency based trainee programme • To analyse changes, if any • To analyse the quality of the Programme • To research the differences in developmental paths of trainee pre- and post- the introduction of a competency based programme • To research the implementation procedures

4. Primary Data • 1964 to 1988 recruit course • 1989 to 2002 Walsh programme • Competency Programme with A/C • Competency Programme 2003/04 Non A/C • Garda Teacher/Trainers

5. 1964-1988 • No trainee had a 3rd level qualification at the time of entry • 38% now have 3rd level qualifications ranging from diplomas to masters degrees. All availed of grants from the Garda Síochána to undertake their 3rd level qualifications

6. Response Themes 1.Institutionalisation • Major theme to emerge in all answers • Very existence as a person was taken away when they started training • 2. Rote/surface learning • 3. Physical exercise • 4. Friendship and bonding by trainees

7. 5. Discipline for trainees • Teacher/trainer intimidation, fear, casual fear and verbal abuse by those in supervisory and command positions also dominated all of the interviews with respondents. • The majority of respondents stated it was like a military boot camp at times.

8. 6. Catholic Church involvement in the trainee course • The majority of the respondents were quite bitter in their responses to the involvement of the Catholic Church in their training • Respondents pointed out trainees had to do what they were told and without failure followed the orders of the Garda Training Centre staff to the letter, to do otherwise meant been disciplined

9. 7. Fear of Garda Training staff • Training and administrative staff. • Respondents stated that the training centre staff, especially certain senior staff members (sergeants and inspectors) were impossible to deal with

10. 8. Fear of authority and job security • Positive Effect: • very little work in Ireland • To be selected for the Gardai was a major bonus • Full time work • a pension after 30 years • Own Pride / Family Pride

11. 8. Continued : Fear of authority and job security • Negative Effect: • Trainees they were afraid to lose their job • Do anything which might result in discipline • Did what you were told and in the manner of the training staff • Dismissal from the Garda Síochána ‘was a life sentence’

12. Primary data from trainees from 2003 and 2004 • Competency intakes were not subject to accelerated recruitment • No surveys - phase three (Pity) • Surveys/Interviews as part of the process of monitoring the new competency based trainee programme.

13. Trainees in 2003/2004 • PDIU • Scheduled meetings • Monitored and interviewed a random selection of trainees aspects of the programme. • The research method was by surveys and interviews

14. Phase one primary data • Experiential learning dairy • Just over 80% of trainees were happy with the training given • 59% stated it was difficult to complete • 78% stating it was not a help in tracking and monitoring their performance.

15. Continued Trainees regarded the induction week as too long and non developmental There were too many free classes because college staff members did not turn up. Trainees also found they had very few classes in the final week of phase one as their programme for phase one was completed in week 19

16. Phase Two – ELD and Assessments Experiential learning diary • 63% stated it was useful/very useful in helping them track and monitor their performance • Competency based assessment interviews • 84% stated they were satisfied with the ratings given by the interview board

17. Phase Two Specialist Placements Specialist placements: • trainees’ suggestions for ideal times on specialist units, 56% - five days Trainees working with the specialist units: Trainees (81%) stated they were helpful/very helpful (operational specialist units only).

18. Phase Two Social Placement • The preferred choice of the trainees: (Operational) i.e. Fire brigade placements were rated as very important. • 78% stated the two week placement was too long. • 50% stated it was relevant to police work • 41% believed their position as trainee did not contribute.

19. Phase Two Summary • Over 93% of trainees were satisfied/very satisfied

20. Interviews with trainees with PDIU - • The first and last two weeks of phase one were viewed by the trainees as non-developmental, ‘they called it pure time wasting’. • Teacher/trainers not turning up for their assigned classes on phase one.

21. Administration & ELD • Trainees found trainee administration in the Garda College difficult to deal with on phase one, i.e. not receptive to enquires. • The experiential learning diary was not useful for development on phase one.

22. Phase Two - Regular Unit and Specialist Units • All respondents found working with the regular uniform units on phase two as the best aspects of their development followed • Operational specialist units.

23. Level of Education before Entry • Trainee’s 3rd level of education before entry to the Garda Siochana is comparative • 44% from the pre-competency programme • 43% from the accelerated competency programme, • Holding 3rd level qualifications are from certificates up to master’s level.

24. Family and relatives influence • 56% in the precompetency programme • 63% in the accelerated competency programme. • Combined family influence is 60% for both programmes.

25. The Gender of Trainees • 72% male, 28% female trainees from the pre-competency programme • 69% male and 31% female in the accelerated competency programme. • Comparative

26. Marital Status • 100% single in the pre-competency programme • 81% single in the accelerated competency programme with • 19% married and/or in a full time relationship.

27. Nationality • 100% Irish in the pre-competency programme • 98% Irish nationality in the accelerated competency programme. • 2% is reflected in the accelerated pre-competency programme.

28. Age Categories • Based on the programmes recruitment criteria, all of the pre-competency programme trainees were in the age categories of 18/26 when joining the Garda Síochána.

29. Accelerated Competency Programme

30. Accelerated Recruitment Negative Results • Poor research facilities • Poor information technology and its associated infrastructure • A lack of communications from the teaching staff (legal studies staff are excluded from this) • No feedback on examinations • No management engangement

31. Accelerated Recruitment Negative results • Trainee administration always too busy to help or provide information (buzz word no place to deal with you) • The trainees found studying in their private rooms difficult, there was ‘a lot of noise in the dorms regardless what time of the day’ • The dormitories were not heavily supervised except possibly of a Thursday night after the disco or function.

32. Accelerated Recruitment Negative results • Large trainee numbers created problems in relation to their professional development, • Continual time table problems – NB NB NB • Always in lecture theatres –Mistakes all the time • No free classrooms • IT, IT, IT problems –continual answer • Teacher/trainers not turning up

33. Learning outcomes for Phase one • Trainees from both programmes stated that the phase one programme was covered but ‘very rushed at times’ • Trainees believe that too much information is ‘pushed’ on the theoretical aspects of the law and procedures in the lecture theatres which did not allow other skills based training to take place

34. Learning Outcomes for Phase One • there was no asp training, • no hand cuff training and • not enough self defence training, • just a lot of law’, law and law’

35. Discipline • Trainees in the precompetency programme expected greater discipline practises when they arrived and could not believe how relaxedit was in the Garda College. • Similar attitudes prevailed in the accelerated competency programme

36. Discipline • Trainees also felt that the college failed to be firm on issues relating to their development and ‘concentrated on the wrong things’ – ‘some lecturers not able to command a class/lecture when students acted up ‘ • Bullying between Trainees

37. Discipline • Alcohol was regarded as the main culprit for getting trainees into trouble. • Trainees also stated that discipline was not uniform in its approach, some staff would be very strict and some staff just did not care and the trainees came to identify these staff very quickly.

38. Examinations • All trainees stated there were too many examinations and they were stressful ‘especially when there was no feedback and you were not encouraged to ask so you had no idea what you did right or wrong’ • The majority of the trainees stated when the examinations started they were all pushed together one after the other and one did not have time to concentrate.

39. Experiential Learning Diary • All trainees stated the Experiential Learning Diary was not developmental on phase one • Several college teacher/trainers supervised them, and others were not interested and just signed their names without examining the content. • Trainees stated ‘many of the students just made up entries’

40. Garda College Infrastructure supports • 62% of the pre-competency trainees in the survey found the college infrastructure and supports a key strength. • 12% in the accelerated competency programme survey

41. IT - Access to equipment and technical support • Key strengths in the precompetency programme at 71% and 50% • These became major key weaknesses at -60% and -85% in the accelerated competency programme

42. IT • Many of the trainees attended other colleges and universities and were used to a higher format of access to information

43. IT - Improvements • The accelerated competency trainees stated that they were informed on numerous occasions through out their phases that the college was implementing a state of the art system • The majority of trainees stated that it was ‘dreadful’ trying to get some of their assignments done because in their view the library was limited and the ability to research was nearly non existent.

44. Garda College Accommodation • Some of the trainees enjoyed living outside the Garda College because they felt they had more freedom. • Other trainees found they had no privacy while living out and they preferred being on the college campus. Most of the trainees believed this type of arrangement was designed to place money into the pockets of the town’s people.

45. Trainee finances – loans and loans and further loans !!!! • All regarded their salaries from the state in their trainee period as very poor and difficult to live on and required them to borrow for normal living expenses.

46. Trainee Finances -continued • There was 30% more positive experience with regard to financial support in the accelerated competency programme survey, however; • This was connected to the availability of loans from the Garda Credit Unions. Many of the accelerated competency programme trainees stated they wish they had not borrowed as much when they were trainees ‘it was so easy to get a loan’ and borrowed from both Garda Credit Unions.

47. Trainee administration in the Garda College • The majority of the trainees stated that a number of the trainee administration staff were very difficult to deal with in all matters

48. Trainee Administration -continued • In general, trainees left everything to their senior class representative when they needed anything • The majority of trainees were a little apprehensive when dealing with this section, ‘you were always in thewrong regardless’

49. Trainee Administration -continued • The overall response on trainee administration was one of negativity • based on poor communications from the staff, no feedback • lack of interest shown to trainees,

50. Lack of communications/feedback from Garda College staff to trainees • All trainees in both programmes stated feedback was never given on anything connected to their examinations and/or their development • The only time a trainee might have received some information if that person failed an examination.