Training for Probation Service Officers: Lessons from Evaluation
| Author | Jane Dominey, Michelle Walters |
| Pages | 65-78 |
65
TRAINING FOR PROBATION SERVICE OFFICERS:
LESSONS FROM EVALUATION
Jane Dominey, PhD student, Institute of Criminology, University of Cambridge; Michelle
Walters, Learning and Development Manager, Midlands Regional Probation Training
Consortium
Abstract This article describes and discusses the implementation and impact of a
Certificate of Higher Education (CertHE) programme for Probation Service Officers (PSOs).
This was a work-based programme integrating assessment of practice with assessment of
learning about the concepts and ideas that underpin the practice of this group of staff. It
used a variety of teaching and learning methods, including group tutorials, distance
learning materials, and practice workshops run by the Consortium. This evaluation d raws
on information and evidence gathered from a range of sources, including managers,
tutors, trainers and PSOs.
This CertHE programme has now been superseded by the new qualifications framework
introduced into the probation service in April 2010. The article seeks to identify learning
from the CertHE which can inform and improve the development of new training
arrangements. It identifies the importance of factors such as good communication
between the university and the probation service, as well as adequate protected learning
time for PSOs and the provision of skilled and supported practice tutors. The article also
explores the extent to which the CertHE has been a useful, effective and stimulating
programme of study for the PSOs who undertook it.
Introduction
This article describes and discusses the implementation and impact of a Certificate of
Higher Education (CertHE) programme for Probation Service Officers (PSOs). This CertHE
programme was developed and delivered jointly by X University (XU) and the Y Probation
Training Consortium (YTC). It was a work-based programme integrating assessment of
practice with assessment of learning about the concepts and ideas that underpin the
practice of this group of staff. It used a variety of teaching and learning methods,
including group tutorials, distance learning materials delivered using a virtual learning
environment, and practice workshops run by the Consortium. This evaluation draws on
information and evidence gathered from a range of sources, including managers, tutors,
trainers and the PSOs themselves.
British Journal of Community Justice
©2011 Sheffield Hallam University, Sheffield
ISSN 1475-
0279
Vol. 9(3): 65-78
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