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2 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
Executive summary
Background and programme overview
In 2014 and following recommendations from the 2011 Winsor Review
1
, the
College of Policing (hereafter known as the College) launched a new Fast Track
Inspector programme, with both an external intake (open to anyone with a
degree outside the police service and to serving police sta and volunteers) and
an internal intake for serving police constables. Fast Track was designed as a
development programme and promotion mechanism to enable those with strong
leadership potential to advance to the rank of inspector within two years for
serving constables and three years for police sta, special constables and external
graduates. The external element of the programme closed to new recruits after
two annual intakes (2014 and 2015) and was, in eect, replaced by a new Direct
Entry Inspector programme. As of June 2019, the Fast Track internal programme
had recruited a new intake every year since 2015.
The programme aims have been to:
open up entry to the service to graduates who would bring new
perspectives and diverse backgrounds to support the continuous
development of policing
oer career progression to graduates in line with other professions to
attract the most talented graduates
attract, identify and develop the most talented constables, special
constables and police sta from within the service
develop a cadre of ocers with the skills, experience and capacity to reach
the senior ranks of the service, at least superintendent, to impact on and
positively influence the management and culture of policing.
The Fast Track programme is mainly delivered in force, with rotation experience at
the dierent ranks and mandated attachments and exposure to dierent areas of
policing. The programme is interspersed with College-delivered residential modules,
focused on leadership and management knowledge and skills. External Fast Track
recruits spent a first year at constable rank, after which they were joined by internal
members (joining at temporary sergeant rank) and together, they followed the same
timetable for College inputs and for sergeant and inspector rotations.
Successfully completing the scheme is dependent on passing mandatory national
assessments
2
, line manager recommendation and chief ocer agreement within
1 Winsor, T. 2011, ‘Independent Review of Police Ocer and Sta Remuneration and Conditions –
Part II’ available online at http://library.college.police.uk/docs/Winsor-Part2-vol1.pdf
2 External members completed the ‘initial police learning and development programme’ and
‘diploma in policing’. Sergeant and inspector level assessment followed steps in the National Police
Promotion Framework (NPPF): www.college.police.uk/What-we-do/Development/Promotion/
Pages/National-Police-Promotion-Framework.aspx
4 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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the home force. Successful programme graduates are promoted to temporary
inspector
3
, at which point, home forces are required to facilitate opportunities for
work-based assessment so they can become substantive inspectors within one
year of scheme completion.
Evaluation overview
The five-year programme evaluation focused on gathering evidence to explore
how well the programme had been meeting its overarching aims, concentrating
on cohorts 1 and 2 since they were the only ones to complete the scheme during
the evaluation period. The evaluation has drawn on over 360 survey responses
and 38 one-to-one interviews with programme members and a sample of their
line managers and mentors – along with focus groups and analysis of programme
selection and assessment data (to enable commentary on programme member
demographics and pass rates). Six chief constables and one other chief ocer
from seven participating forces were also interviewed at fieldwork end, around
perceived programme benefits. While it is still too early to assess the full potential
of a Fast Track programme of this nature, the evaluation has allowed some
important findings and learning to emerge, as highlighted in this executive
summary and explained more fully in the following main evaluation report.
Fieldwork and analysis for the evaluation reports were ongoing from programme
launch and completed in June 2019. Data, such as number of programme
members, is correct as of June 2019. The longest any Fast Track programme
graduates had been in substantive inspector posts at the point of fieldwork
end was just over one year. Follow-up fieldwork and monitoring of programme
members could enable stronger conclusions.
Alongside the publication of this programme evaluation, the College has
simultaneously published evaluation reports for separate Direct Entry
Superintendent and Direct Entry Inspector schemes. Common learning and
findings in relation to all of these programmes are highlighted in a separate
overview paper.
3 A 12-month period as temporary inspector, with work-based assessment, constitutes ‘Step 4’
of the NPPF process for promotion to inspector rank.
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Summary of key findings: Fast Track Inspector
(external and internal)
Profile of programme members and forces
Recruitment
Sixty two individuals started the Fast Track external programme, joining through
its two recruitment rounds in 2014 and 2015, and were spread across 18 forces.
As of June 2019, 252 individuals had joined the Fast Track internal programme
through its five annual recruitment rounds starting in 2015 (with an average of 50
new recruits a year) and were spread across 39 forces. For both the internal and
external programmes, a third of programme members have been Metropolitan
Police Service ocers.
Attraction
Both the internal and external programmes have brought diverse applicants into
policing with, for example, each recruiting over twice the proportion of people with
black and minority ethnic backgrounds than represented nationally at inspector
rank and more women. The external programme had double the proportion of
female joiners than represented nationally at inspector rank (30 out of 62 members
were female, compared with 24 per cent nationally)
4
and 35 per cent of internal
programme members were women (cohorts 1 to 5). However, the proportion of
programme members from these demographic groups are lower than in national
population figures
5
.
The external programme launched at a time when many forces had recruitment
freezes and it could be viewed as a rare joining opportunity. The majority of
external Fast Track members were under 25 when they applied to the scheme
and (as inferred from evaluation fieldwork) had already been actively interested
in pursuing a police career. The scheme also attracted individuals that had never
4 Fourteen per cent of internal cohort 1 to 5 members self-reported as having a BME
background as did eight out of 62 external members (cohorts 1 and 2), compared with five per
cent of police inspectors nationally (ie, within the 43 territorial forces in England and Wales:
Home Oce (National Statistics), July 2019, ‘Police Workforce England and Wales, March 2019’
available online at: www.gov.uk/government/statistics/police-workforce-england-and-wales-31-
march-2019
5 From the most recent national census figures (2011), 51 per cent of the population of
England and Wales was female and 14 per cent were from a BME background. ons.gov.uk/
peoplepopulationandcommunity/populationandmigration/populationestimates/bulletins/2011
censuskeystatisticsforenglandandwales/2012-12-11#ethnic-group
6 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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previously considered a policing career and experienced professionals from the
public and private sectors
6
.
Internal programme members (cohorts 1 to 5) were, on average, older than their
external peers (mean average age was 32 at the point of applying, compared
with 26 for the external programme). They varied greatly in terms of their prior
policing experience (while some had been in the service for up to 20 years
before applying to the scheme, 12 per cent had only been police ocers for a
year). The internal programme had higher proportions of members reporting
caring responsibilities compared with external members, whereas the external
programme had higher proportions self-reporting as having a disability
7
. Three
quarters of Fast Track internal members held a degree level qualification (an
essential requirement for those joining the external scheme from outside the
service) and a third of internal members held a postgraduate level qualification
(the same proportion as for external members).
Operational competence
The evaluation findings reveal that, using a rigorous selection process, graduates
and police sta/volunteers can be recruited at constable rank and made ready for
temporary inspector positions within three years. Serving constables with strong
leadership potential can be made ready within two years.
As of June 2019, cohorts 1 and 2 (internal and external) had completed their
Fast Track programmes. Forty-one external members and 98 internal members
from these cohorts successfully graduated in the mandated time period and
secured line manager recommendation and chief ocer sign-o that they
were competent for promotion to inspector rank. These members then took up
temporary inspector positions across 13 and 31 home forces respectively.
Passing the NPPF inspector’s exam was essential to successful programme
graduation. Both external (cohorts 1 and 2) and internal (cohorts 1 to 4) members
performed well, achieving a 98 per cent and 83 per cent pass rate respectively,
compared with a 45 per cent national pass rate. Failing to pass programme
assessments, including the exam, accounted for almost all attrition from the
internal programme – seven per cent of internal members (cohorts 1 to 4) left
prior to scheme completion. Attrition from the external programme was higher
6 Twelve of the external programme members had been police sta at the point they applied
to the programme, and over half (35 out of 62) had been in other forms of employment (20 in the
private sector and 15 in the public sector).
7 Eighteen per cent of internal members reported having caring responsibilities, compared with
less than five external members. Nearly a fifth of external members reported having a disability,
compared with five per cent of internal members.
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(18 out of 62 external members left the programme without completing)
8
and almost entirely due to resignations from the programme. Nine of the 18
individuals left policing, whereas the others stayed as police ocers.
In end-of-programme fieldwork, cohort 1 and 2 Fast Track ocer respondents
(both internal and external) were almost unanimously confident in their
operational and leadership skills and ability for inspector rank, with internal
ocers more strongly so. There was a common view, among both external
and internal respondents, that the programme could not fully compensate
for more lengthy policing experience and it would be important to keep
learning on the job. Similarly, for both internal and external line manager/
mentor interviews, there was almost an even split between those who were
confident that their Fast Track ocer was ready for inspector rank at the
point of scheme completion and those who felt it would take time to develop
the knowledge and skills to be fully eective in role (potentially applicable
to any newly promoted inspector). Interviewed line managers/mentors also
generally described their Fast Track ocers as very capable and motivated.
Some of those interviewed about external Fast Track members said their
negative preconceptions of the programme had changed after working with
them – for example, after finding the ocers quick to learn and eective at
problem solving.
Progression
Both the Fast Track external and internal scheme recruited individuals that
were typically motivated to reach at least senior leadership ranks and there is
evidence that some members were already showing potential for promotion at
scheme completion.
As of June 2019, five Fast Track ocers (two external and three internal) had
been promoted, two to temporary chief inspector and three to substantive chief
inspector. Almost all first-survey respondents for both the internal and external
programmes (cohorts 1 and 2) said they wanted to reach senior police levels.
For both programmes, the guaranteed promotion to inspector rank in two to
three years (subject to assessments) was a strong pull and was crucial to some
applicants’ decision to apply. Not all programme members, however, wanted to
progress as quickly as possible up the ranks.
Interviewed line managers/mentors of both internal and external members
were almost evenly split between those that were very confident that their Fast
Track ocer had good potential to progress above inspector rank and those
that felt they would need to prove themselves as inspectors first. A lack of post-
8 Three other members deferred and were due to graduate with cohorts three and four.
8 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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programme support was commonly raised as a perceived barrier to promotion
for Fast Track inspectors, as well as the risk that limited experience could restrict
career options and be a barrier when competing for promotion.
Return on investment
Perceived benefits
The evaluation has found internal and particularly external Fast Track programme
graduates could be motivated to positively influence force culture and management,
through an inclusive and empowering leadership style (as encouraged in College
inputs), with a focus on sta welfare. Programme member and line manager/mentor
interviewees described how some Fast Track ocers, at the point of graduation,
were already taking this approach and felt optimistic it would have greater positive
impact in inspector level posts. There was a common recognition among evaluation
respondents (as acknowledged in the programme aims) that it could be necessary to
reach senior ranks to have wider, force level influence.
Some external members were described (by interviewed line managers/mentors)
as taking a more analytical approach to problem solving, than typical among others
they managed/of their rank. Several external members described strategic-level
projects and roles they were involved with that they thought had widened their
influence and for some, had created an opportunity to use pre-existing work skills.
Programme costs
The cost to the College of designing, marketing, recruiting and delivering the Fast
Track external programme, for two cohorts, was £1.11 million. The same costs to
the College for Fast Track internal (for the accounting period 2014 to 2019) has
been £1.95 million.
Learning for future implementation
For a programme that is largely delivered in force, it is important that mechanisms
are in place to ensure eective support and mandated requirements are met, and
that these, as well as the programme aims, are well communicated by the College
and in force. Fast Track was a challenging programme and consideration could be
given for how to tailor support, development opportunities and the programme
length to meet individual needs and preferences. Providing ongoing support,
post-scheme completion, has been raised as important by all interviewee groups
(programme members, line managers and mentors).
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In-force consistency
Evaluation fieldwork indicates that in-force experiences varied considerably
for both internal and external cohort members. They typically benefited from
supportive workplace coaches/tutors and colleagues, but not all were assigned
or benefited from suitable mentors. Force single points of contact (SPOC) had
a vital role in the delivery of the programme and to be eective, they needed to
ensure national minimum requirements for the programme in force were met
– particularly around explaining the programme to line managers/teams and
helping to secure access to suitable development opportunities and roles for
programme members. Evaluation responses indicate that greater clarity and more
eective communication of programme requirements by the College and within
force would have been helpful. Being classed as supernumerary (ie, not part of a
team’s essential headcount) was commonly perceived as important – as it could
allow ocers more freedom to focus on learning when on rotation (such as
shadowing) and to pursue development opportunities.
There were varying opinions by programme members on how prescriptive the
programme should have been, particularly in relation to time spent in force. Some
wanted more uniformity around programme requirements and others would have
preferred more freedom to individually tailor their experiences. Views could also
be completely divergent on what were the most and least helpful elements of the
programme. Evaluation respondents recognised that catering for all development
needs and interests would be challenging.
College modules
The College modules were mostly appreciated by programme member evaluation
respondents as a chance to reflect and network, as well as hear from expert
speakers and test out decision-making in a safe place. Following feedback,
modules were adapted to include a stronger focus on operational readiness for
the next rank, beyond developing skills and knowledge to become influential
future leaders. The set two to three-year time frame for the programme created
a sense among many programme members (particularly externals) that
learning how to do the job was their priority and for some, other elements of the
programme could be viewed as a distraction.
10 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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College of Policing
11Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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Contents
Acknowledgements 12
1. Background 12
2. Overview of the Fast Track Inspector programme 14
3. Evaluation overview 17
3.1 Aims and research questions 17
3.2 Fieldwork and analysis 18
3.3 Limitations of the research 21
4. Findings – Fast Track Inspector external cohorts 1 and 2 22
4.1 Profile of programme members and forces 22
4.2 Operational competence 26
4.3 Progression 31
4.4 Return on investment 33
4.5 Learning for future implementation 37
5. Findings – Fast Track Inspector internal cohorts 1 to 5 45
5.1 Profile of programme members and forces 45
5.2 Operational competence 49
5.3 Progression 53
5.4 Return on investment 55
5.5 Learning for future implementation 58
6. Conclusion 66
Appendices 71
1 Programme description 71
2 Programme costs 79
3 Evaluation technical information 81
4 Recruitment selection and assessment data 89
12 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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1
Acknowledgements
The authors from the College would particularly like to thank the following for
their invaluable contributions to the evaluation. Without their participation, advice
and support, the study would not have been possible.
The police ocers and sta (including: programme members, line
managers, workplace coaches and mentors) who took part in the
evaluation fieldwork. We would like to thank them for their cooperation
and openness in providing feedback on their experiences in order to help
the scheme develop.
In the College; Jenny Kodz, Kristi Beak, Austra Jenner-Parson, Hannah
Kennedy, Peter Carlyon and Rory McKenna for supporting the evaluation
and Nerys Thomas for her advice, guidance and comments. The Fast Track
and Direct Entry team for their support and commitment to the evaluation
and the Selection and Assessment team for providing data analysis and
support throughout.
The members of the Quality Assurance and Evaluation Steering Group
(QAESG) and the Professional Reference Group (PRG) for their support,
advice and critical challenge throughout the evaluation.
The two academic peer reviewers for their comments and advice.
Background
In 2014 the College launched a three-year Fast Track to Inspector programme for
externally recruited graduates and special constables and police sta, along with
a two-year Fast Track to Inspector programme for existing police constables. The
new programmes (Fast Track internal and external) were introduced alongside
a new Direct Entry Superintendent scheme (only open to external recruits).
The new programmes were initiated in response to Winsor Review (2011)
1
recommendations and were all designed to meet the following main aims:
enable a wider pool of talent to enter and progress within the police service
attract individuals with new perspectives and diverse backgrounds to
support the continuous development of policing.
1 Winsor, T. 2011, ‘Independent Review of Police Ocer and Sta Remuneration and Conditions –
Part II’ available online at http://library.college.police.uk/docs/Winsor-Part2-vol1.pdf
College of Policing
13Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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Fast Track also had the following, more specific aims to:
open up entry to the service to graduates who would bring new
perspectives and diverse backgrounds to support the continuous
development of policing
oer career progression to graduates in line with other professions to
attract the most talented graduates
attract, identify and develop the most talented constables, special
constables and police sta from within the service
develop a cadre of ocers with the skills, experience and capacity to reach
the senior ranks of the service, at least superintendent, to impact on and
positively influence the management and culture of policing.
A new cohort has joined the Fast Track internal programme every year since
2015 – with the fifth cohort selected in April 2019. Entry to the Fast Track external
element closed after two rounds of recruitment (in 2014 and 2015) – eectively
replaced by a new College of Policing Direct Entry Inspector scheme (launched
2016) and the wider, national roll-out of Police Now – an initially Metropolitan
Police (MPS) specific graduate recruitment scheme.
The new College programmes (Direct Entry and Fast Track) were in accord with
an aspiration set out in the College Leadership Review (2015)
2
to enable more
flexible entry, exit and re-entry into the service. In its document Policing Vision
2025
3
, the National Police Chiefs’ Council (NPCC) and the Association of Police
and Crime Commissioners (APCC) supported the implementation of the College
Leadership Review – including acknowledgement that changes were needed around
the way people entered, left and re-entered the service and noting ‘many individuals
now have dierent work and career aspirations and needs’. The document also
emphasised the importance of achieving greater diversity within the police
workforce, as well as attracting appropriately skilled individuals to meet future
requirements. While the document did not explicitly refer to the new Direct Entry
and Fast Track schemes, it helped articulate a strategy for workforce reform and
one that fitted with testing new entry routes and talent development methods.
2 College of Policing, 2015, ‘Leadership Review: Recommendations for delivering leadership at
all levels’, available online at www.college.police.uk/What-we-do/Development/Promotion/the-
leadership-review/Documents/Leadership_Review_Final_June-2015.pdf
3 National Police Chiefs’ Council (NPCC) and Association of Police and Crime Commissioners
(APCC), 2015, ‘National Policing Vision 2025’, available online at npcc.police.uk/documents/
Policing%20Vision.pdf
14 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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Overview of the Fast Track Inspector
programme
Programme members have been recruited based on their leadership and
management potential (including to reach superintendent rank), as assessed
through a College national selection and assessment process. Serving constables
have been required to have chief ocer approval in their home force to apply.
External applicants had to pass an additional in-force selection procedure to join
the programme and become employed as constables by their chosen participating
force. Unlike Direct Entry, Fast Track members have not been employed and paid at
the target rank from the outset – externals joined as constables and internals joined
as temporary sergeants.
Like Direct Entry, the Fast Track programme combines College-delivered modules
along with working in force. External Fast Track recruits had a year-long induction
period, including experience working at constable rank and completion of standard
initial recruit training and assessment, before internal members started their
programmes – at which point, external and internal cohorts were combined and
followed the same time table for College inputs (13 days in total) and for sergeant
and inspector rotations – see diagram below.
College inputs focused on developing leadership/management skills and
knowledge. National minimum requirements were set for the programme,
which participating forces were expected to adhere to. This included governance
arrangements (the appointment of a chief ocer lead and force SPOC), support for
members (including provision for force tutors/workplace coaches and mentors) and
access to necessary and suitable development opportunities, training and postings.
Successful graduation into temporary inspector rank has been dependent on
passing all programme assessments, including national inspector exams and
work-based assessment (largely in-keeping with national promotion processes
for sergeant and inspector rank). After completing the scheme, it is a programme
requirement that forces support successful Fast Track ocers to begin a year of
work-based assessment before being confirmed as substantive at inspector rank
9
.
Further details of the programme (including marketing, recruitment, governance,
content, structure and assessment, are provided in Appendix 1).
9 A 12-month period as temporary inspector, with work-based assessment, constitutes ‘Step
4’ of the National Police Promotion Framework (NPPF) process for promotion to inspector rank.
Successful completion of this stage is a mandatory requirement for all ocers undergoing this
process, before being confirmed as substantive in post. Further information on NPPF is available
online at: www.college.police.uk/What-we-do/Development/Promotion/Pages/National-Police-
Promotion-Framework.aspx
2
15Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
January February March April May June July August September October November December
Graduate
and Police
sta
2015
College of
Policing
On Boarding
Appointment
in force
College of
Policing
induction
IPLDP or
internal
learning
programme
IPLDP or
internal
learning
programme
Internal
Police
Constable
Graduate
and Police
sta
2016
IPLDP or
internal
learning
programme
IPLDP or
internal
learning
programme
IPLDP or
internal
learning
programme
IPLDP or
internal
learning
programme
College of
Policing
Ethics and
Values Policing
IPLDP or
internal
learning
programme
IPLDP or
internal
learning
programme
IPLDP or
internal
learning
programme
In force
development
NPPF
Insp exam
Cohort’s
combine
Promotion to
temporary
SGT
Begin CLP
Work Based
Assessment
Internal
Police
Constable
Assessment
Centre
Internal PC
candidate’s
induction by
forces
College of
Policing
Managing Self
and Others
Combine Cohort
2017
WBA
rotations
WBA
rotations
WBA
rotations
College of
Policing
Evidence
Based
Practice,
Creativity and
Innovation
WBA
rotations
WBA
rotations
WBA
rotations
WBA
rotations
College of
Policing
Collective
Leadership,
Organisational
Change and
Strategic Vision
WBA
rotations
WBA
completion/
in force
development
Substantive
promotion to
Sergeant
Princes Trust
programme
30 days over 12 weeks
Princes Trust
programme
30 days over 12 weeks
Princes Trust
programme
30 days over 12 weeks
Optional 14
week Crime
Group
Induction
Optional 14
week Crime
Group
Induction
Combined Cohort
2018
In force
development
rotation
College of
Policing Valuing
Dierence and
Inclusion
In force
development
rotation
In force
development
rotation
In force
development
rotation
In force
development
rotation
In force
development
rotation
In force
development
rotation
In force
development
rotation
College of
Policing
Business
Acumen,
Partnership
Working and
Political
Astuteness
Promoted to
Temporary
Inspector -
Graduate from
programme
Optional 14
week Crime
Group
Induction
Optional 14
week Crime
Group
Induction
Optional 14
week Crime
Group
Induction
Custody
attachment
Custody
attachment
Custody
attachment
Cohort 2 Fast Track Programme - Constable to Inspector
External Graduate and Police sta/Internal Police Constable ***Indicative only subject to local force adaptation***
College of Policing modules will be 2-3 day residential events delivered at one of our venues and dates will be published as soon as they are available.
Princes Trust is an intensive 20 day programme of activities, joining young people who are on a broader 12-week programme. Some of which will be residential.
Custody attachment this can be completed on a rotational basis to provide exposure and experience amounting to a three month rotation.
Crime Module this will be an optional 14 week induction to the detective pathway.
16 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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Table 1: Start dates of each FT external cohort and number of cohort members
Cohort number 1 2
Year programme commenced 2014 2015
How many started the programme? 41* 21***
How many graduated? 28** 13
*This includes one cohort member who deferred to join Cohort 4, Fast Track
internal. **Includes three members who deferred their programmes and
graduated with Cohort 2. ***Includes two members who deferred and are due to
graduate with Cohort 3.
Table 2: Start dates of each FT internal cohort and number of cohort members
Cohort number 1 2 3 4 5
Year programme commenced 2015 2016 2017 2018 2019
How many started the programme? 60 49* 44** 59*** 40
How many graduated? 58 40 N/A N/A N/A
*This includes four members who deferred to join Cohort 3. **This includes three
members who deferred to join Cohort 4. ***This includes seven members who
deferred to join Cohort 5.
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17Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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3.1 Aims and research questions
An important role for the College is the promotion of evidence-based policing –
the concept that all decisions, policies and procedures in policing should be based
on the best available evidence. In keeping with this, the College was clear from
the outset (when the concept of Direct Entry and Fast Track was first raised) that
any new routes into policing would need to be evaluated. Hence, in 2014, when
the Home Secretary instructed the College to develop and deliver a Fast Track
Inspector scheme and a concurrent Direct Entry Superintendent programme,
the College also agreed to evaluate the new programmes and produce five-year
evaluation reports – which would be shared with Parliament in 2019. Publication
was planned for November 2019, but was delayed due to the December 2019
General Election and pre-election period publishing restrictions for public bodies.
The evaluation specifications for these programmes, as well as the later Direct
Entry Inspector scheme, were each designed to address similar research questions
and use similar research methods as each other (see below).
Alongside collecting information on the professional and demographic
backgrounds of the programme members, in order to understand whether the
programme was bringing in applicants from a diverse range of backgrounds, the
evaluation sought to explore the following three broad areas: competence for
inspector rank, barriers and facilitators to career progression, and what benefits
the programme members may have brought to forces. The full questions are
presented below, along with a short description of how the evidence gathered for
each question supports wider consideration of the programme aims:
Operational competence
10
– Has the Fast Track programme attracted,
recruited, trained and qualified the target number of people who are
operationally competent as inspectors and are they demonstrating
eective leadership?
11
(Support assessment of whether the programme
is successfully preparing members for substantive roles and by
implication, whether progressing from constable to inspector in three/
two years can work.)
Progression – What rank and role did those on the Fast Track programme
progress to and what barriers did the individuals encounter? (Support
assessment of whether enabling quick progression to inspector rank
can be an eective way to widen the talent pool for senior leaders
10 Operational competence has been defined through the national assessment strategy. If
programme members pass all programme assessments, they are deemed operationally competent.
11 See Appendix 1, A1.6 for a description of programme learning objectives and particularly
those relating to attitudes and behaviours for an understanding of what was meant by ‘eective
leadership’ for the purposes of the programme.
Evaluation overview3
18 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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and understand how the scheme should be implemented.) When
the evaluation specification was designed, it was recognised that the
opportunity to report on progression post-inspector would be limited by
the fact that only two cohorts would have graduated from their schemes
by fieldwork close (June 2019) and at the most, members would have only
been in substantive inspector posts for one full year.
Return on investment – What has the Fast Track programme cost at
each stage of its implementation (ie, attraction, assessment, training and
final assessment)? What are the perceived benefits? (Support assessment
around whether the Fast Track programme can bring the anticipated
benefits, as defined in the programme aims.)
Learning for future implementation – An extra focus for the evaluation
has been to draw out learning that may be used both to develop the
existing programme and more generally, contribute to the evidence base
around how to eectively develop serving ocers and new police recruits
with strong leadership potential.
3.2 Fieldwork and analysis
The research was conducted in-house by College researchers – all are members
of the Government Social Research (GSR) service and as such, bound by the
Civil Service Code (and its core values of integrity, honesty, objectivity and
impartiality)
12
as well as the professional standards set out in the specific GSR
code
13
, which have been designed to ensure quality, rigorous social research and
analysis for government. (Further details on research governance to support an
objective assessment are available in Appendix 3, section 2).
The evaluation was designed to capture evidence from a range of sources to
address each research question. The sources included standard management
information captured as ‘business as usual’ through College programme
monitoring – primarily initial recruitment data and in-programme assessment
data. In addition to this, the evaluation gathered a wide range of qualitative data
through surveys and interviews, principally with programme members. Tables 3
and 4 below provide an overview of which methods were used for collecting data
from the various cohorts. In all cases, all cohort members that remained on the
programme at the point of fieldwork activity were invited to participate. More
detail on the evaluation methods can be found at Appendix 3.
12 Available online at www.gov.uk/government/publications/civil-service-code/the-civil-service-
code
13 Available online at www.gov.uk/government/publications/the-goverment-social-research-
code-people-and-products
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19Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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In total, 38 one-to-one evaluation interviews (all lasting around 40 minutes to
an hour each, conducted in person or over the telephone) were completed with
samples of cohort 1 and 2 members and their line managers and mentors, during
and immediately at the end of their programmes. A total of 362 evaluation survey
responses from cohort 1 and 2 members have also been gathered and analysed.
The qualitative fieldwork for the evaluation gathered views and experiences of
cohort 1 and 2 members (and smaller numbers of their line managers) in relation
to the programme; whether and how they thought they were bringing and
making a positive dierence; what was thought to be helping and hindering this
and finally; their thoughts around career progression. All interviews were audio
recorded, transcribed and (as with the open text survey responses) coded by key
themes. The aim was to draw out common views, where perceptions of dierent
individuals corroborated each other, as well as insightful exceptions. An example
of an interview topic guide and an online survey are provided in Appendix 3
(sections A3.5 and A3.6).
Table 3: Evaluation fieldwork activity undertaken for each cohort,
Fast Track external
Research method
(sample group – programme members/
line managers/mentors)
Cohort 1
(2014)
Cohort 2
(2015)
Number respondents
First survey (programme members) 34 19
First interviews (programme members) 3 5
Second survey (programme members) 26 11
Second interviews (programme members) 3 –
Third survey (programme members) 19 10
Final survey (programme members) 18 6
Final interviews (programme members) 3 1
Final interviews (line managers/mentors) 6 5
Exit interview conducted by College sta with
members that left prior to graduation
2 1
20 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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Table 4: Evaluation fieldwork activity undertaken for each cohort,
Fast Track internal
Research method
(sample group – programme members/
line managers/mentors)
Cohort 1
(2014)
Cohort 2
(2015)
Number respondents
First survey (programme members) 45 43
First interviews (programme members) 4 –
Second survey (programme members) 53 26
Final survey (programme members) 30 22
Final interviews (programme members) 3 1
Final interviews (line managers/mentors) 2 2
At fieldwork end, six chief constables and one other chief ocer from a seventh
participating force were interviewed about their perceptions of Fast Track and
particularly whether and how they thought it had already benefited their force.
Between them, the forces involved in this fieldwork had recruited 39 Fast Track
external members (just over three fifths of all programme members, cohorts
1 and 2) and 130 Fast Track internal members (52 per cent of all programme
members, cohorts 1 to 5).
14
In addition to the evaluation fieldwork described above, separate standard
‘business as usual’ programme monitoring was conducted by the College
throughout the five-year period. This gathered quick time feedback (primarily
using online surveys with programme members) on the learning programme,
including satisfaction with content and delivery style and whether members
felt learning objectives were being met. The purpose was to enable continuous
improvement of College inputs and of the programme more generally. The survey
analysis was made available to the evaluation team and provided an extra source
of evidence around perceptions of the programme. Similarly, emerging findings
from the evaluation fieldwork were shared with the programme team throughout
the evaluation period to inform improvements.
14 The interviews gathered chief constable/ocer feedback and views on all of the Fast
Track/Direct Entry schemes. Sampling focused on selecting forces with the most programme
participants (as the chiefs would be in the strongest position to comment on programme
experiences) and ensuring all schemes were well covered. The interviews tended to concentrate on
Direct Entry, followed by Fast Track internal. By the time the interviews were conducted, the Fast
Track external programme had closed to new recruits four years previously.
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21Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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Throughout this report, anonymised direct quotes from fieldwork participants are
provided to demonstrate views and experiences. To avoid identifying individuals,
the pronouns have been changed in the quotations.
3.3 Limitations of the research
The nature of the programme created unavoidable constraints on the type of
evaluation that could be undertaken. Key limitations related to the following
(and are described in more detail in Appendix 3, section A3.3):
a) Limited availability of objective measures – the nature of the programme and
its aims made only a few objective measures possible (primarily demographic/
recruitment data).
b) Small cohort numbers (particularly for the external programme) limited the
opportunity to look for common trends in the data and limited what data could be
reported, given the risk of identifying individuals.
c) The relatively short timescale of the evaluation – the commitment to present
a report to Parliament five years after programme launch limited the opportunity
(during the evaluation period) to learn from members’ post-graduation
experiences, including potential progression to higher ranks.
d) Lack of comparison group – comparing with traditionally promoted inspectors,
in a comparison group study, was not possible given the broad nature of the
programme aims.
Given the limitations described above, it was known from the outset that the
evaluation would not enable conclusive answers to all of the research questions
– particularly in relation to return on investment. Stronger evaluation conclusions
could, potentially, become more feasible if the programme was rolled out on
a larger scale and/or in a more targeted manner (for example, recruiting with
more specific, measurable outcomes in mind or recruiting more members into or
from an individual force to have greater likelihood of discernible group impact).
Follow-up fieldwork with graduated programme members, for example, in five-
year periods, could also enable stronger statements around the realisation of
programme aims.
22 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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4 Findings: Fast Track Inspector
external cohorts 1 and 2
4.1 Profile of programme members and forces
4.1.1 Overview
This section provides details on the numbers of Fast Track external members –
how many joined, how many had graduated and how many had left by June 2019
(subsection 4.1.2) and force participation (see also Appendix 4). Descriptive
data on the demographic characteristics of programme members is provided
(subsection 4.1.3) and on their professional backgrounds (subsection 4.1.4).
Evidence around programme members’ motivations for applying to Fast Track
external is described in the final subsection (4.1.5).
4.1.2 Programme members: numbers and force participation
In total, 62 individuals joined and started the Fast Track external programme
(recruited as two cohorts in 2014 and 2015).
In the 2011 Winsor Review
15
, which first called for the introduction of a Direct
Entry to Inspector scheme (renamed Fast Track when launched by the College in
2014
16
), it was suggested that the external version of the programme could have
an annual intake of around 40 new members each year. This was not based on
precise modelling and was not presented as a target for the programme, which
launched three years later. By this point, many forces were operating recruitment
freezes in response to force budget cuts (and the government-led austerity
agenda) which may have aected their ability and willingness to participate in the
scheme. In reality, the number of joiners in the two recruited cohorts was around a
quarter less than the Winsor Review suggested (62 instead of 80).
The three-year programme period was complete for both cohorts by the
evaluation fieldwork close (June 2019). At this point, 41 had successfully
graduated within the set timeframe (spread across 13 forces) and:
three remained on the Fast Track external programme – two members had
deferred to Cohort 3 and one member to Cohort 4
eighteen had left the scheme prior to programme completion. Most who
left resigned and a small number were removed from the programme.
Nine of the 18 left policing, whereas the other nine continued in service
– their reasons for leaving the programme included wanting to follow a
15 Home Oce, October 2013, ‘Direct Entry into the Police, Government Response’ available
online at https://assets.publishing.service.gov.uk/government/uploads/system/uploads/
attachment_data/file/249824/Direct_entry_consultation_-_governement_response.pdf
16 After Fast Track external closed to new recruits, the College launched a new two-year Direct
Entry Inspector scheme in 2016, which required applicants to have prior management experience.
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detective route, joining the Direct Entry Inspector scheme and not wanting
rapid promotion.
17
Cohort sizes were largely determined by the number of participating forces and
the number of spaces they made available each year (see Appendix 3 for more
detail). In total 18 forces started out with a Fast Track external programme
member (cohorts 1 and 2). Over half of these participating forces (10 out of 18)
had only one programme member and half of these members (five out of 10)
resigned prior to successful graduation – hence, the number of forces which ended
up with a substantive Fast Track external inspector was 13.
Two fifths (26 out of 62) of programme members were employed by the MPS.
Avon and Somerset was the force with the second highest number of external
programme members (seven members), followed by Greater Manchester Police
(five members) and West Midlands (four members). A third (nine out of 26)
of MPS Fast Track external members left before completing their scheme –
accounting for half of all members that left prior to graduation.
4.1.3 Programme members and applicants: demographics
The programme (cohorts 1 and 2) recruited over double the proportion of
people from a black and minority ethnic (BME) background than represented
nationally at inspector rank (eight out of 62 members, compared with five per
cent) and twice the proportion of females (30 out of 62 members, compared
with 24 per cent)
18
. More details are provided in Table 5 below, including
numbers/proportions of female applicants to the scheme and applicants from
a BME background. Unlike the Direct Entry Inspector and Superintendent
programmes, Fast Track external did not have a lower success rate in the
recruitment process for applicants from a BME background. However, the
proportion of programme members from these demographic groups are lower
than in national population figures
19
.
17 To protect the privacy of individuals, commentary on the reasons for leaving the programme
prior to scheme completion has been restricted in this report. Notes from exit interviews with
three external members by College sta have been shared with the evaluation team and where
relevant, views expressed in the interviews have been presented with qualitative fieldwork findings
(though not always signposted as drawn from exit interviews).
18 Home Oce (National Statistics), July 2019, ‘Police Workforce England and Wales, March 2019’
available online at: www.gov.uk/government/statistics/police-workforce-england-and-wales-31-
march-2019
19 From the most recent national census figures (2011), 51 per cent of the population of
England and Wales was female and 14 per cent were from a BME background. ons.gov.uk/
peoplepopulationandcommunity/populationandmigration/populationestimates/bulletins/2011
censuskeystatisticsforenglandandwales/2012-12-11#ethnic-group
24 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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Table 5: Proportion of Fast Track Inspector (external) applicants/
programme members (cohorts 1 and 2) with BME backgrounds/female
and national figures
Demographic
group
Proportion (number) of:
External
programme
applicants
External
programme
members
All inspectors
England and
Wales
National
population
(Census 2011)
BME
background
10%
(380/3801)
8/62 5% 14%
Female 44%
(1670/3801)
30/62 24% 51%
At the time of joining the programme, the mean average age of external
programme members was 26. Nearly half the members (29 out of 62) were aged
18–24 years old, 21 members were aged 25–29 years old, nine were aged 30–34
and less than five were aged 40 or over.
Over half the members who joined (36 out of 62) had an undergraduate degree or
NVQ level five qualification as their highest level of academic attainment. Over a
third (23 out of 62) had a postgraduate degree (masters or PhD) and less than five
members had A levels or an NVQ level three qualification as their highest level of
academic attainment. Twelve out of 62 members reported they had a disability.
To protect the identity of individuals, reporting demographic characteristics where
numbers were less than five has been limited. For this reason, data on sexuality,
caring responsibilities and English not as a first language is not provided and data
on the demographic characteristics of members that did/did not graduate has not
been provided.
4.1.4 Professional backgrounds
Twelve of the programme members had been police sta at the point they
applied to the programme, over half (35 out of 62) had been in other forms of
employment (20 in the private sector and 15 in the public sector) and hence
able to bring experience and perspectives from dierent work backgrounds –
including six from retail. At least one member said they worked in the following
areas: Government, Health, Finance, Legal, Marketing and Media, Administration,
Consultancy, Education and HR. Six were still students when they applied, and
nine others were categorised as unemployed, prefer not to say or ‘other’ (not
categorised as public or private).
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The young average age of external members meant many had limited
prior work experience.
4.1.5 Motivations for joining the programme
Survey feedback suggests over half of programme members would
have considered applying to join the police service without the
scheme (29 out of 53 respondents, start of programme survey,
cohorts 1 and 2). Fifteen out of 53 first survey respondents explicitly
said they would not have applied.
When asked about their aspirations beyond the three-year
programme, most cohort 1 and 2 respondents (45 out of 53
respondents) said that they aspired to reach more senior ranks. A
similar proportion (43 out of 53 respondents) said they would want to
work in a specialist area in policing. Thirty-eight out of 53 respondents
said they would want to remain in policing and seven said they would
want to look for opportunities outside of the service. The majority of
respondents (32 out of 53) said they would want to remain a police
ocer if, for any reason, they had to leave the scheme. Four said they
would not want to; the rest were unsure.
20
Respondents were asked to rank eight factors based on how
important they had been to their decision to apply to the Fast Track
programme. Providing a way to develop a career in policing was
ranked as most important, followed by leadership development,
guaranteed promotion, having an exciting job and giving back to the
community. Lower down, was long-term job security, the training
programme and the level of remuneration.
In addition to the first survey to all programme members (cohorts
1 and 2), eight (three from cohort 1 and five from cohort 2) were
also interviewed at the point that they first started their Fast Track
external programme.
21
Half had prior police force experience. Two had
been volunteers in the special constabulary and the scheme oered
a chance to establish police ocer careers. One interviewed ocer
was particularly keen that it would allow them to have management
responsibility commensurate with their previous day job and another
ocer had thought about a police career and said that seeing the rare
opportunity to join and become an inspector was the motivation they
20 The question provided a drop-down list of answer options and respondents were
free to select as many as applied to them.
21 Selected to achieve a good geographical spread and mix in terms of gender.
‘…Fast Track has certainly given me
the opportunity for somebody like
myself to actually really consider at
my age whether I could make that
big leap in the police force.’
‘Perhaps I would not have applied if
it had just been as a regular PC and
if force recruitment was going to
be a regular thing but this seemed
like such a good opportunity and
a rare one but I had to give it a go.’
Programme members
26 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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needed to apply. The other two interviewed ocers had both
worked in forces but had since left – one as police sta and the
other as a police constable. For them, the scheme oered a way
to return to policing and importantly, provide a quick route into
management positions.
Another interviewee joined from another work sector and
the development and guaranteed promotion (subject to
assessments) gave them the confidence to make the significant
career change. They felt they had strong skills to make
operational decisions at inspector level and were not prepared
to spend an indefinite amount of time waiting to reach that
rank.
The final three interviewees said their main interest was to
become a police ocer and the opportunities oered by the
programme were, eectively, an added bonus. There had
been a police ocer recruitment freeze in many forces at the
time – several said the Fast Track programme oered a rare
opportunity to apply.
All interviewees acknowledged the unique opportunities oered
by the Fast Track programme and knew that promotion through
the ranks would usually take much longer. For some of the
interviewees, they were drawn to the possibilities, aorded by the
Fast Track programme, to use their life skills and experiences of
their past career. One respondent also described how they saw
the Fast Track programme as a route into hands-on operational
policing which made them consciously choose the programme
over the Direct Entry Superintendent scheme.
4.2 Operational competence
4.2.1 Overview
This section provides details on the number of recruits,
graduates and resignations from the Fast Track external
programme (subsection 4.2.2), members’ own perceptions of
their readiness for inspector rank (subsection 4.2.3), and line
manager/mentor perceptions of their programme members’
readiness (subsection 4.2.4).
Passing programme assessments was considered the
measure of operational competence for inspector rank for the
‘I always wanted to be a police ocer,
culturally and family wise it was just not
something that my mother was really
going to be happy about.’
‘Some people have asked why I didn’t go
for the straight superintendent scheme, I
am very practically based, I think if I have
any skills then those skills are operational
skills and making decisions kind of critical
incidents and so on.’
‘It’s quite a structured programme, so
there is guarantees in place
and that’s something that attracted me.’
Programme members
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programme. In addition to this, this section presents perception
evidence that, on balance, the programme succeeded in getting
members to a point where they could take up temporary
inspector posts. Like all newly promoted inspectors, they would
need to keep learning on the job and pass their work-based
assessments to get confirmed as substantive.
4.2.2 Successful completion of programme assessments
Cohorts 1 and 2 had completed the programme by the end of
the fieldwork period (June 2019) and 41 out of the 62 members
had graduated and been confirmed as temporary inspectors by
their chief constables. All were deemed operationally competent
for this promotion, having passed all programme assessments.
Cohort 1 and 2 members performed very well at the National
Police Promotions Framework inspector’s exam
22
with 98 per
cent of those that sat the exam passing, compared with 45 per
cent nationally.
Eighteen members left prior to scheme completion and three
had deferred to later internal cohorts, making the programme
pass rate within the three-year time period 66 per cent for
cohorts 1 and 2 combined. Most of the 18 leavers resigned from
the programme and a small number of others were taken o by
their force (see subsection 4.1.2).
4.2.3 Programme members’ perceptions of their
readiness for substantive inspector rank
In their final surveys (response rate 24 out of 46), cohort 1 and 2
external members were asked to think about their readiness for
substantive inspector rank. The response was almost entirely
positive – with all except one respondent agreeing they felt
confident in terms of leadership/management ability (23 out
of 24 agreed and three of these strongly agreed) and all except
four saying they felt confident in terms of operational ability
(20 out of 24 respondents and eight of these strongly agreed).
Similar positive findings were found in final interviews
with four external programme members. When asked,
22 A test of legal knowledge is an essential prerequisite for any ocers in
England and Wales to pass as part of the process for being promoted to
inspector rank.
‘I’ve genuinely had a very positive
experience of it. I don’t have any real
negatives to bring up. It’s gone well.’
‘Having come through it now, I feel like the
structure of the programme makes a lot
of sense and it gave me the right amount
of knowledge I needed at each stage to be
able to move onto the next bit.’
‘As happy as I can be around the decision-
making, because I think if you’re happy…
you’re not wary enough around the risk
that’s involved.’
Programme members
28 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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all ocers expressed confidence around how prepared
they were for taking up their substantive inspector posts
answering, for example: ‘yes completely’ and ‘very ready and
prepared’. Two of the interviewees described having prior
policing experience, which they had found helpful, but one
referred to another programme member who had no prior
policing experience, and said they had been able to ‘catch
up’. A few commented that they now understood why the
programme had been structured the way it had been, for
it had successfully got them ready. A period of acting up at
inspector rank, while still on the programme and benefiting
from tutor/mentoring support, was said to have helped them
with their confidence around graduating from the scheme.
The interviewees provided more detail around how prepared
they felt, with one ocer explaining ‘I’m not sure there’s
more the programme could have done’ – acknowledging that
beyond the high-level essential elements covered by the
course, operational knowledge would continue to be acquired
on the job. Another indicated that they would never expect
any responsible ocers to feel completely happy in relation to
making important operational decisions.
The part of the programme that appeared to be most
challenging (coming out strongly in survey responses and
mentioned by two out of four end-of-scheme interviews with
members) was stepping up to sergeant rank and taking on
supervisory responsibility for the first time. There was a view
that having accomplished this and developed the leadership
and management skills as a sergeant, moving into an inspector
role would not be as dicult.
Despite the common feeling of confidence around readiness
for inspector rank, many programme members gave feedback
(both during the programme and at the end) that they would
have benefited from more operationally-focused training when
on the programme. There was a strong sense that the College
modules had over-emphasised leadership and strategic-level issues
that could be viewed as more relevant for senior ranks, beyond
inspector. One end-of-programme survey respondent wrote
for example, ‘there needs to be more input on decision-making,
critical/major incidents, meeting new challenges (vulnerability,
cyber crime, CSE etc.)’.
‘…one day you go into the job [as a PC]
and dealing with what’s in front of you,
and then the next day you’re a sergeant
you have to just manage the job, manage
the risks, make decisions, look after your
ocers, and that’s quite a big change…
so then by the time you get to inspector
you’re used to it…’
‘I would have appreciated more focus
on developing decision-making skills in a
policing context. Working through case
studies and having the opportunity to
debrief real life incidents, with those who
were there (and trusted)….’
‘The scheme is obviously focused on
getting people to at least supt and the
modules focus on some of the skills
needed to do this however the scheme
finishes at the rank of T/Insp which is still
very much an operational role.’
‘Other than being rapidly promoted,
I don’t think I’ve gained anything from
the scheme at all.’
Programme members
‘I believe in the success of the Fast
Track scheme, but also genuinely feel
that extending the scheme to make it
longer would be of benefit – particularly
to external candidates like myself…it
doesn’t necessarily make sense to force
everyone through the ranks within three
years, as this will not suit everyone (even
those who may still be seen to be future
leaders). At times the programme has
felt as though candidates will be made to
inspector regardless of whether they were
ready or not…one would have to question
why three years and not four or five.’
Programme member
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Similar to feedback from line managers/mentor interviews,
some programme members suggested that the scheme should
be longer or should allow more flexibility for individuals to
complete it at a dierent pace. One programme member also
said their greatest challenge on the programme had been
developing the self-belief they could be a successful inspector.
Their open text comments (below) add to a sense that some
external programme members, as well as some of their line
managers/mentors, may have struggled to embrace the Fast
Track concept that passing programme assessments equated
with competence for inspector rank. Given that cohorts 1 and
2 were the first to complete the Fast Track external scheme
and progress to inspector so rapidly, such confidence issues
may be understandable. It is unclear, without any post-scheme
completion fieldwork having been undertaken to date, whether
or not reservations quickly dissipated after members took up
their temporary and then substantive inspector positions.
4.2.4 Line managers’/mentors’ perceptions on readiness
for substantive inspector rank
A sample of 11 cohort 1 and 2 line managers and mentors
(some had performed both roles) were interviewed at the point
of programme completion. Five described their programme
member as being ready for the role of inspector and three
of these were very positive, indicating that they thought the
Fast Track ocer would be just as capable as any other newly
promoted (or even longer serving) inspector. One suggested
that their Fast Track inspector could be more competent
in some areas than inspectors that had been promoted
through the traditional route, due to their recent learning and
experiences on the programme.
Feedback on the personal qualities and abilities of the Fast Track
external members was generally very positive from interviewed
line managers and mentors. They commonly described the
members as being driven, enthusiastic, able to learn quickly and
eective at problem-solving. Such positive characteristics were
also often described as key to success for such a challenging
programme and it was suggested they could make up for a lack
of police experience.
Four of the 11 line manager/mentor interviewees described
having their negative preconceptions or concerns about the
‘They’re functioning as an inspector.
They’re not functioning as someone
that’s just been promoted to inspector
from sergeant. They’re actually
functioning at that level…’
‘I would rather have someone who was
competent, intelligent, enthusiastic
and on the Fast Track scheme, yes, they
might lack a little bit of operational
experience, but you’d much prefer them
than someone who’s basically managed
to get through a promotion process that
perhaps shouldn’t have done.’
‘I suppose the programme gives them
the opportunity to go and experience
things that somebody who’d gone
through the traditional process might not
have done. So, in some respects they’ll
have more experience…’
‘If somebody had asked me three years
ago what I thought of …this scheme
I’d have been horrified. Having worked
with people in the scheme you know,
not so much.’
‘There is a certain sort of appetite
amongst the Fast Track candidates to
absorb as much information as they
can …which you may not see from
other people that are going through the
conventional routes.’
‘I came out with the opinion that actually,
with the right candidate, made of the
right stu, then they could get by without
[experience]. So it did change my opinion.’
‘I thought I’d have to really look after these
people, but it hasn’t actually turned out
like that. S/he’s pretty much been as good
as other people, and yeah, s/he might be
lacking in some policing experience but
their confidence, and…competence to
work things out and to follow procedures
has obviously shone through…
Line managers
30 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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programme overturned after working with a Fast Track external
programme member. One such interviewee described how their
view, that eective operational decision-making was based on
policing experience, had changed. Three other line manager/
mentor interviewees said they’d had no preconceptions about
the programme, but were aware that other colleagues had
become more positive about the scheme after working with
capable Fast Track external ocers.
Five of the 11 line manager/mentor interviewees indicated that,
while they were satisfied with the calibre of the programme
member who was the subject of their interview, they personally had
or had heard concerns around the suitability of others.
Over half of the interviewed line managers/mentors had
reservations about the readiness of their programme member
for inspector rank at the point of scheme completion. One
reported that their programme member had been taken o
the programme prior to graduation, having not been assessed
as ready for inspector rank. Five others indicated that while
their programme member had graduated from the scheme, it
would take a while in the role before they really began operating
at inspector level. Their concerns stemmed from the relative
lack of policing experience of external programme members
and typically related to operational skills and knowledge, but
a couple mentioned the limited management and leadership
experience of their programme member. One specifically raised
concerns around their Fast Track member’s limited investigation
experience and lack of skills around partnership working. The
evaluation did not explore whether such reservations were
unusual or common, among line managers of newly promoted
inspectors (ie, those who had been promoted through the
traditional route).
Extending the length of the programme, in order for the Fast
Track ocers to get more exposure to dierent roles and
specialisms, was mentioned as potentially helpful by four of
the 11 mentor/line manager interviewees – either to have as
an option or to introduce for all members. One said it would be
helpful to be a response sergeant for two years and another said
there should be time to get more public order experience and
attain bronze commander status for inspector level. It was also
raised as a way to reduce the pressure on programme members.
‘They haven’t got the knowledge, [..] the
experience of dealing with an array of
jobs and an array of dierent personnel
issues from a policing perspective…
But I guess what they have got is that
confidence and management skills, and
[..] at the end of the day we are expecting
management skills from our leaders.’
‘S/he has landed both feet firmly on the
floor, holding her/his own resplendently
well in meetings…s/he was holding their
own alongside DCIs and superintendents
very well, presenting and pitching at
exactly the right level.’
‘I still think they’re quite new to the role,
there’s definitely an element that they’re
not as experienced as others. That’s
not to say they’re not as good, not as
competent and confident, and they’re
doing a good job but I think there’s some
that have got far more experience that
probably would make better inspectors.’
Line managers
‘Now s/he needs to deliver in the role for
a period of time, to consolidate that and
really prove that they can do it. And that’s
probably going to be at least a year.’
Mentor
‘Inspector rank is a dicult rank, it’s so
vast the stu we deal with, so I think we
need people that perhaps have been in
that middle management in business
and understand a little bit about HR
processes and how people work.’
Line manager
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One suggested that ocers going through the traditional
promotion route had to provide more evidence to prove
their suitability. In particular, they described how Fast Track,
in their force, had focused on getting the members into
specific inspector roles and had not suciently developed
their skills and knowledge, nor assessed them, in other
areas. This interviewee felt their external member was very
successful as a response sergeant but had reservations
around them progressing to inspector.
4.3 Progression
4.3.1 Overview
The following section summarises perception evidence
on the suitability of programme members for more senior
roles (subsection 4.3.2) and potential barriers to promotion
(subsection 4.3.3).
4.3.2 Perceived suitability for progression beyond
inspector rank
Five of the 10 line managers/mentors of successful programme
graduates that were interviewed at the point of scheme
completion
23
were confident that their Fast Track ocer had
good potential to progress above inspector rank and three of
these were very positive, including one who already believed
their programme member could reach chief ocer rank.
The other five interviewees wanted to see their Fast Track
external ocer succeeding in their inspector role before
coming to a view. There was a common suggestion that,
while a programme member could be considered bright and
capable, it could take them time to build up experience and
develop the necessary qualities for promotion. One said that,
given the challenging nature of inspector roles and their heavy
focus on people management, they thought anyone that could
perform at that level had strong potential to progress higher.
In their view, their Fast Track ocers’ potential could not be
predicted before then. Another explicitly said they did not view
their programme member as a potential force chief. A third
thought their programme member would progress through
23 The eleventh interviewee was a line manager/mentor of a non-graduating
programme member.
‘I personally think that a candidate that
comes through the traditional route has
to do so much more than the candidates
on the schemes to make themselves
ready for promotion boards … Certainly
my candidate, I don’t remember them
doing any real assessments of their
performance. Again the evidence that
we give…it’s all around that single
strand of operational policing, managing
Emergency Response Teams, where
certainly being an inspector is far more
than that…’
‘Do I still think that they can do it in that
short a time? I am not sure. I think we are
putting pressure on them, and they are
putting immense pressure on themselves
to achieve… If I had to put my hand on my
heart and I was brutally honest with you, I
would say that the Fast Track programme
is too short for them.’
Line managers
‘I think for those with policing experience,
three years is doable, but I think for those
without, I think it is a big ask.’
Mentor
‘In time as they get their feet under
the table and more experience as an
inspector, then they’ll shine and obviously
go for the next rank.’
‘I think they’ll probably quite naturally
deal with being an inspector, chief
inspector, into superintendent […]
Absolutely I can see her/him keep going.’
‘I’m absolutely sure, 100%, that they’ve
got the necessary skills and knowledge
to do the role very, very well….And
I actually believe that that particular
individual will get to chief ocer rank.’
Line managers
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the ranks, more because they were driven and ambitious than
because they necessarily were suitable.
4.3.3 Perceived barriers to promotion beyond inspector rank
Several line managers and mentors raised concerns around the
limited experience of programme members and how this could create
a barrier to promotion. There was a recognition that police promotion
processes were tough and that the programme members would be
competing against ocers that could be equally bright and motivated,
but with substantially more policing experience. A lack of flexibility to
develop experience in specialist areas while on the programme was
raised by some Fast Track external ocers, including some frustration
about their force stipulating that Fast Track was not compatible
(in their force) with a detective route. There was a sense that the
programme (or force interpretations of it) had been prescriptive
rather than flexible and hence, had closed career options to them.
Three ocers left the programme prior to graduation so that they
could pursue detective careers. Changes were later introduced to the
programme, to make detective pathways easier to accommodate.
Both programme members and line managers/mentors provided
feedback, in end-of-programme fieldwork, that a lack of ongoing
development support for Fast Track external ocers, post-graduation,
could be a hindrance to their career progress (similar concerns were
raised in Fast Track internal fieldwork, but not to the same level).
There was a view that, if oered, further support could help them to
continue developing and help make up for their more limited service
as police ocers. While it was acknowledged that individuals needed
to take responsibility for their ongoing development, there was a
recognition that being on the programme had created and facilitated
learning and development opportunities and there was a common
view that, having ended, their development could slow down or stall.
Two of four interviewed programme members, at the point of scheme
completion, expressed frustration around other perceived barriers
to their career progress. One, for example, found there were fewer
opportunities in policing than they had experienced in their previous,
private sector career. They said they would consider leaving policing
if the situation did not improve. Another talked about perceived
internal politics and internal blockers inside forces (linked to negative
perceptions of the scheme) which they thought could present an unfair
barrier to their progress.
‘I don’t look at them and think
well there’s a chief constable in
the making. I can see that they’re
bright and articulate, but there are
lots of bright and articulate people
in the police.’
Mentor
‘We’ve shot up to inspector …then
we’ve just been cut o and left now.
That is quite a frustrating thing,
that there’s no onwards continuing
support for the scheme…which
won’t be a problem for some
people, in some forces. But you’ve
got all the internal politics and all
the internal blockers that are inside
forces, and some people will get
trapped at this level, due to the
removal of that additional support.’
Programme member
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Some programme members said they would have liked earlier information about
their career and development options, for when they completed the scheme.
There was a view it could help them take more personal control of their careers
and therefore help their development and progression.
4.4 Return on investment
4.4.1 Overview
The following section describes and summarises the data that is available around
programme benefits, starting with perceptions of how programme members
could be considered dierent and be seen to make a dierence during the
programme (subsection 4.4.2); perceived barriers to making a dierence during
the programme (subsection 4.4.3); and members’ aspirations around making a
dierence in the future (subsection 4.4.4).
4.4.2 Perceptions around bringing dierence and having influence during
the programme
In their end-of-programme survey, cohort 1 and 2 members were asked whether and
how they had felt able to have a positive impact or influence on force management
and culture. Out of the 24 respondents, 14 responded positively to this question,
seven very positively and the others less so. The strongly positive answers were mainly
linked to being given opportunities and roles that involved working at a strategic
level, for example, sitting on internal boards, working on adapting force policies or
supporting chief ocers. Those who had been given such opportunities could be
very positive about the influence they felt they’d been able to have. Some of the most
positive respondents also referred to being valued by more senior colleagues for the
dierent perspectives and other qualities they could bring.
The final survey did not draw out examples of programme members using
pre-existing work skills, but this had not been a stated programme aim. In the
final interviews, one programme member said they had taken a short-term
secondment that had used their project-management skills, but this was a rare
example. One programme member that left the scheme before graduation said
they had been very keen to use their prior work skills while on the programme,
and the lack of opportunity had been instrumental in their decision to resign.
Much more common were descriptions (by programme members and line
manager/mentor respondents) of having a dierent leadership and management
style than most peers. Some programme members from both cohorts suggested
that, from the very fact they had put themselves forward for a new scheme and
one that aimed to challenge them to work and lead in dierent ways, they were
likely to have a dierent leadership style to inspectors who had come through
the standard promotion route. They described this as a more inclusive and
34 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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less hierarchical approach, less focused on micromanaging, more
welfare-focused and more empowering – encouraging proactivity,
independent decision-making and questioning existing ways of doing
things. Programme members had been encouraged to adopt this
approach in College modules and some said it was an approach they
had developed prior to joining the scheme.
Specific examples that programme members shared around
influencing others included:
One programme member interviewee described how they had
challenged an inspector who had a ‘just tick this box’ approach.
The inspector had not appreciated the programme member’s
wider approach to problem solving and while they felt they
hadn’t fundamentally changed the way that inspector then did
things – at the least, they’d been encouraged to understand a
dierent way.
One said they were trying to get others to be more analytical in
their use of statistics on crime trends, encouraging them to think
about causation and correlation in a more careful manner.
One said they had been vocal about a ‘management by
exception’ approach among some of the sergeants and
inspectors they had worked with, encouraging them to think
about what could be influencing poor performance instead.
Another view, suggested by two programme members and one line
manager interviewee in end-of-programme fieldwork, was that the Fast
Track external ocers could oer fresh perspectives just by being new
to the organisation. One programme member, for example, suggested
that policing could be an ‘old-fashioned world’ and there was lots of
opportunity to ‘inject new perspectives’. Another said they could see
a clear dierence between internal and external fast track members
since, they thought, the external were less attached to the traditional
way of doing things. The line manager interviewee described how
existing ocers wouldn’t challenge in the same way as their external
Fast Track ocer, as they were ‘already in with the police culture and
they understand it, or they have been exposed to it for so long’.
Three of the 10 interviewed line managers/mentors of successful
programme graduates described their Fast Track external ocer as
already making a positive dierence, to some extent, at the point
of graduating. They were all described as challenging existing ways
of doing things and oering dierent perspectives and solutions;
‘They will challenge sta, they will
identify areas where we are doing
things which just make no sense
and s/he will look to innovate and
do something there, which is really,
really good.’
‘My candidate, as soon as
something comes in, they would
often ask “Well, why are we doing
that?”… Not only that, it wouldn’t
be a standard police response…
they would always look to oer
up solutions.’
Line managers
College of Policing
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in two cases it was in relation to using skills developed in their previous career.
One line manager/mentor interviewee specifically described how coming from a
business background could be helpful for this. In their experience, they thought it
could make a Fast Track external ocer less constrained by hierarchy and more
willing to challenge senior people, but also in a skilled way that was eective and
influential, rather than antagonistic.
4.4.3 Perceived barriers to making a dierence and having influence
during the programme
Ten out of the 24 respondents to the end-of-programme survey (cohorts 1 and
2) felt unable to describe examples of having a positive impact or influence on
the management and culture of their force (three others did not respond to
the question). Similarly, six of the 10 interviewed line managers and mentors of
successful Fast Track external ocers felt unable to describe how their programme
member had been making a positive dierence while on the programme.
The most common reason for this (among both fieldwork groups – programme
members and line managers/mentors) was connected with workload. Interviews
with programme members raised a suggestion that there was little opportunity
within teams for anyone to stop and reflect and suggest other ways of working,
and if they did, colleagues and managers could be too busy to consider them.
Members were also described as too busy meeting the requirements of the
programme, managing their roles in force and focusing on getting competent
for inspector rank to focus on influencing positive change. For roles where
programme members were not supernumerary (ie, they were counted part of
their team’s essential resourcing on shift) this was a particular problem. Similarly,
taking time away from the programme, for example, to get involved in force or
national level strategic work (where there could be more opportunity to have
wider influence) could be viewed as reducing
time to develop operational skills and knowledge, and it was also said that such
opportunities were not typically available or oered while on the programme.
Other barriers to making a dierence during the programme were connected
with the programme itself in terms of how it had been designed and implemented
in force. There was a view (from member respondents and interviewed line
managers/mentors) that the programme aims had not been suciently clear
around what dierence the programme members were meant to be making
in force. There was a suggestion that the force/line managers/mentors had
not been advised on how to help support the programme members to make a
dierence. There was also a view, raised by some members, that no one in force
had been interested in or aware of the dierent skills and knowledge they had
brought from outside policing and hence, the lack of opportunity to make use of
them. There was a common view among member respondents and interviewed
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line managers/mentors that the roles Fast Track ocers were being
prepared for could be too narrow and operational, to benefit from
external members’ prior experience and personal attributes (including,
for example, an ability to be analytical and think strategically). Some
thought that it would be necessary to reach more senior ranks to
aect change. There was also a suggestion that allowing the recruits to
pursue detective careers could have made better use of such skill sets.
Interviewed programme members also reported making a conscious
decision to avoid or limit how much change they pushed for early
on. This was connected to wanting more time to understand police
culture and how to influence it. Existing culture was perceived by
some respondents as being very ingrained. Two members who were
interviewed were of the view that while the senior ocers in their forces
may have supported the scheme, they felt that the culture among more
junior ocers was perhaps not ready for it. The interviewees felt they
had lost support from colleagues by challenging attitudes and ways of
doing things and they were concerned it could impact negatively on
their credibility and careers.
Several line manager/mentor interviewees queried whether their
programme member had sucient prior experience to make a
dierence. This was raised in relation to perceived limited prior work
skills and knowledge and limited professional experience at selling an
idea, and of challenging and sharing dierent perspectives. There was
also a suggestion by one line manager/mentor that all people in force
were dierent and the Fast Track external ocers were no more so.
4.4.4 Aspirations and confidence around making a dierence in
the future
The final interviews with four programme members found they all
were optimistic that being an inspector would extend their sphere
of influence, for example, with one saying they would be managing
around 100 people and would therefore have more opportunities
to positively influence the management and culture in their force.
Some were making detailed plans and were thinking strategically
about how they intended to lead and manage their new teams as
inspectors. They also described themselves as being motivated to
start or continue making a dierence as soon as they took up their
substantive posts. Several described a strong vision for the type
of leader they wanted to be, which they intended to enact as an
inspector and also take with them into more senior ranks, where they
hoped to have force-wide impact.
‘I’m not seeing well here’s someone
that is really going to help Policing
UK think dierently about how
we work. I see [someone] who’s
bright enough to get from A to
B. And it might be we won’t see
those benefits for another few
years when s/he really starts to feel
confident because at the minute, s/
he’s still just hanging on trying to
meet the level isn’t s/he?’
Mentor
‘I’ve worked on teams where you’re
low staed, low numbers, it’s the
middle of summer and demand
is non-stop and you’re running at
over 100 logs on the screen that
we still haven’t got to yet, the
opportunities for me to sit down
and take a breath and say, actually,
there’s a dierent way…they just
don’t happen.’
‘There is no systematic
understanding of WHAT
perspectives and diverse
backgrounds any individual has
and therefore no way of properly
utilising this.’
Programme members
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A specific example of a change an individual wanted to make within
their future teams was encouraging frontline ocers to write more
detailed rationales for their decision-making. It was hoped that this
would encourage them to be more thoughtful and critical, as well
as improve the quality of secondary assessments of their decisions.
Another was wanting to be more proactive around dealing with poor
performance. A small number also discussed their plans for when
they reached more senior levels. For example, one felt when they got
to chief inspector and above, they would be looking to use their data
analytics and project work background to get trials running in force.
The final interviews with four programme members raised barriers to
making a dierence. One expressed concern around potentially not
being able to maintain their dierence and thought it would be hard
not to assimilate into police culture. Another thought there had been a
lack of opportunities to think and work strategically on the programme
and that this had undermined their potential in this area. They feared
that ‘despite the best intentions and eorts of the College, the ocer I
am being shaped to be is not the one that the College, or even I, had in
mind’. A third respondent suggested an inspector position could present
less opportunity to influence colleagues than in a sergeant role, as it
meant having fewer direct reports.
4.5 Learning for future implementation
4.5.1 Overview
This section summarises programme members’ experiences and
views of the programme to draw out learning around how it helped
prepare them for inspector rank and how it could have been improved,
and is divided into the following themes: College inputs (subsection
4.5.2), in-force programme experiences (subsection 4.5.3), and
pressures of the programme (subsection 4.5.4).
4.5.2 Programme feedback: College inputs
Survey respondents and interviewees (from both cohorts) held some
very positive views about College-led training. Many suggested it had
been valuable for imparting knowledge as well as for motivation and
inspiration around being brought in to make a positive dierence for
policing and their force, and the emphasis on pursuing a challenging
and rewarding career. The use of expert speakers and real-life case
studies was greatly valued by members from both cohorts, along with
a suggestion for more opportunity to test out decision-making in a
‘My perspective has still been
brought to bear and I would like to
think, in some small way, has had
a positive eect on team culture.
So it’s an eect, albeit a slightly
muted one. I am hopeful that when
I actually become an inspector and
have my own team this eect will
be multiplied.’
‘I’ve been reflecting quite a lot…
thinking about the future quite a
lot when I take on my own team in
January and how I’m going to do
things dierently and the things
that I want to put in place.’
‘I am now moving into a more
overt leadership role. Running a
large team of my own aords me
an opportunity to bring my own
perspective on leadership and
productivity to the fore.’
Programme members
‘The College has been brilliant in
terms of delivery, they have clearly
worked hard to try and deliver this
scheme across the forces and to
us in person at Ryton and for that
I am very grateful. The meet-ups
in Ryton were really important,
perhaps for external candidates in
particular, to create a supportive
network of peers and for us to learn
from each other’s forces.
The expert speakers and the
inputs from experienced ocers
were also really useful for me and
still stick with me when I’m
making decisions.’
Programme member
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safe environment. The College inputs were said to provide a beneficial
opportunity for networking with programme members from other
forces as well as a chance to ‘recharge’ after rotations in force.
The programme concept was for the College to develop leadership
skills, while operational knowledge and skills would predominantly be
developed in force. Feedback suggests that there was a preference
for the College inputs to have more focus on the latter too, with a
view that more time needed to be spent on preparing for roles in
force, including a suggestion that this could be particularly important
for those with no prior policing experience. For example, two thirds
of Cohort 1 respondents to the survey at the point of starting their
sergeant rotation (17 out of 26 survey respondents) said they didn’t
feel ready for their sergeant role in terms of their operational policing
skills. For most respondents, their priority for development was to gain
the operational skills required for the sergeant rotation (18 out of 26
survey respondents) and to get ready for inspector rank. Programme
modifications, based on interim evaluation findings, may have had
some success at changing this view – as less than half (four out of 11) of
Cohort 2 respondents to the same survey said they didn’t feel ready in
terms of their operational skills for their sergeant role.
Other concerns about College training, raised by small numbers of
individuals, included the pitch of the training, with a few suggesting
that the pitch could be too low (not taking into account the level
of education and prior work experience of learners) and others
suggesting that they could be aimed too high and be more suitable
for senior leaders. Some felt there was too much focus on the MPS.
4.5.3 Programme feedback: in-force experiences
a) In-force learning and development
Surveys and interviews found that rotations and shadowing
colleagues were highly valued by programme members and feedback
suggests all respondents saw on-the-job learning, at dierent ranks,
as beneficial. Many (16 out of 24, both cohorts final survey) raised
it as one of the most helpful elements of the programme in their
final surveys.
Fieldwork suggests members could be evenly split around whether
they would have liked more time on a rotation before progressing to
the next rank or not. There was a high level of consensus that extra
focus (in some form) on getting to know the roles and responsibilities
of the next rank would have been helpful, for example, through
‘But at the end of the day, you’ve
got to do the practical job. As well
as being a good leader, you’ve got
to do the actual job itself. We didn’t
really get any input in particular on
how to do that. You had to just take
it upon yourself to learn it from
other people in the force.’
‘Majority of the sessions were
aimed either too high or were just
completely irrelevant – for example,
encouraging us to be involved in
huge EBP projects, or encouraging
us to get involved in external
attachments, though sounding
interesting as options for the
future, do not actually help prepare
us to perform the inspector rank
to a competent level.’
Programme members
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shadowing. Some thought their rotations were too response focused.
Some members also mentioned they would have benefited from
gaining more standard police skills such as blue light driver training,
which they felt their team would expect them to have when they
became an inspector.
Programme member respondents often expressed frustration that
elements of the programme could reduce their time for learning on the
job. For example, work-based assessment, revising for the inspector’s
exam, the Prince’s Trust project and even College modules could be seen
as a distraction from learning through experience.
A prominent view across both cohorts and with all sample groups
(also raised in all three exit interviews that the College conducted
with resigning ocers), was that the delivery of the programme in
forces lacked a uniform structure. Seven of the 13 interviewed line
managers/mentors said there had been a lack of clarity about what
development opportunities were expected for their programme
members and when. They would all have liked clearer guidance. Of
the four programme members interviewed at the point of graduating,
three raised similar concerns.
Fieldwork with programme members revealed a perceived lack of
consistency with how the programme was interpreted in forces. Some
programme members were thought to be receiving more helpful and
individually tailored in-force learning and development opportunities
than others. A small number of end-of-programme survey
respondents thought their force had done hardly anything proactive
at all to prepare them. In this situation, programme members
sought out opportunities themselves, but some respondents and
interviewees described barriers to this, the main being if they were not
made supernumerary while on rotations.
24
The perceived lack of clarity around in-force delivery was described
by some respondents as being due to forces having considerable
freedom around how to interpret programme requirements. A
more prominent explanation was that there had been insucient
communication with forces and programme members about important
aspects of the programme and some felt their force knew very little
24 Supernumerary means not being included in the headcount for a shift and
therefore the programme member would not be essential for resourcing purposes
and could more easily focus on development activities (such as shadowing) and
move roles.
‘I think that my force have done
an excellent job of tailoring my
development programme to meet
my needs as an individual.’
‘What we have at the moment is
43 dierent interpretations of the
same thing, with each interpretation
being utterly dierent.’
‘I think the College needs to
communicate with the forces a
little bit better around expectations
and management, but I appreciate
that the College can only advise
and guide, and the forces will
always make their own mind up.’
‘… everything comes through
dribs and drabs, we kind of know
what is happening with our lives a
month before it actually happens.’
Programme members
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at all. This problem was said to have been exacerbated by the
scheme being new and evolving, with changes and decisions
being made at short notice. Several programme members
also commented on how critical the force SPOC role was to
eective communication about the programme in force and how
resourcing this role was important.
b) Force colleagues
Very encouragingly for both cohorts (first survey) nearly all
(50 out of 53) survey respondents felt that they received good
support from their peers in their daily work. Good support
was reported to have come from peers who understood the
programme and were not threatened by it, as well as from those
who were open to new ways
of thinking.
Final interviews with four cohort members found all considered
informal support from peers they had shadowed or worked with
as important for their development on the programme. Earlier
interviews and surveys had also found some felt reliant on the
goodwill of colleagues to help them perform their roles when
on rotation.
Some fieldwork respondents and exit interviewees, from both
cohorts, reported resistance from other ocers towards them
and the Fast Track programme more generally. There was also
a recognition that the programme could have detractors at all
ranks and grades. A few said this had led them to consciously
not draw attention to the fact they were a Fast Track
programme member. Final interviews and surveys with cohort 1
and 2 members suggested that passing the national inspector’s
exam could be influential on perceptions of them and their
credibility. Others specifically mentioned gaining experience in
public order training as another factor which had helped to build
a sense of their legitimacy in role.
c) Line management/mentor support
In terms of line management support, while most reported
very positive experiences, almost a third of external first survey
respondents (16 out of 53 respondents, both cohorts) did not
agree that they had received good developmental support from
their line managers.
‘We take people with no policing
experience and get them to inspector in
three years. It is some undertaking and
I think probably some really carefully
thought out framework for when they
land. I was a little bit surprised that there
was nothing at all. I said, “What is the
support we should be looking to do for
them?” “Oh whatever you think” was the
answer.’
Mentor
‘All of the things that have prepared me
best for the next rank have been things
that I have organised myself in force (with
some diculty). These include: shadowing
inspectors and chief inspectors, visiting
other forces and departments, working
with senior colleagues…’
‘I’m not sure where the breakdown in
communication or authority was exactly,
but no one in my force knew about me,
my scheme, my rotations… There was
absolutely no involvement from any rank
higher than inspector… It has been a real
struggle to meet the basic requirements
of the scheme let alone get to a place
where I feel operationally competent.’
‘You’ve just turned up, but everyone
knows you’re on the Fast Track. Most
people were quite positive about it
and they were happy to help your
development along.’
‘I’ve been exposed to a lot of dierent
departments and dierent people as
well. So you build those contacts within
various departments that you can use
throughout the rest of your career in the
police. I’d say that is the bit that’s worked
really well because you feel like you’ve
got the support there from those people.’
Programme members
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Interviews with programme members also found two examples
of programme members not feeling backed up by immediate
managers, when they tried to do things dierently and when
they had encountered hostility from their peers (as referred to
in subsection 4.4.2). These programme members thought the
programme had support at superintendent level and above in
their forces, but other ranks were not culturally ready for the
programme.
One Fast Track external ocer, in their final survey response,
described how they had taken personal control of their line
management arrangements some way into the programme.
They had actively requested a chief inspector level line manager
and they had also set in place formal arrangements with all
of their supervisors for how they would secure sign-o for
development opportunities and abstractions. The respondent
suggested that not all forces may have reacted so positively to a
programme member taking such initiative, but they had found it
extremely helpful for their development needs.
In both cohorts, most members would have preferred more
mentoring opportunities. In feedback, respondents reported
that mentors could provide very eective development support,
but some had not been appointed one; others reported their
mentors not finding time to meet with them and a perceived
mismatch in terms of a mentor’s rank and knowledge base.
Preferences around this varied, with a couple saying they had
found a superintendent level mentor helpful, whereas others
had said having a much more senior mentor could be less
helpful than having one at or closer to their rank when on
rotation. There was a suggestion by one programme member
that being mentored by previous Fast Track participants
could be helpful and another said they’d benefited from being
mentored by an ocer that had completed a dierent talent-
development programme, since they could relate to the Fast
Track experience.
The three mentors who participated in end-of-programme
interviews felt their role had been essential in order to help their
programme members consolidate learning, as well as to provide
further opportunities for them to learn from an experienced
ocer and provide practical support when needed. One mentor
found that they were able to mitigate the lack of experience the
Fast Track member had by checking their decision-making at
‘I have had lots of jokes and comments
but they have all been positive and
I don’t feel like there is a malicious
element to it, generally people have been
congratulatory and supportive which has
had a huge impact on my enjoyment of
the role. I think I would have found it hard
if not and I am sure that at some stage in
my career I will be up against some of this.’
‘I don’t think I have met anyone other
than people applying for the scheme who
think that the scheme is good and going
to work. But having said that no one has
been negative towards me.’
‘Makes a big dierence if someone’s
trying to help you than if they’re being
obstructive and trying to block what you
want to do.’
‘…the internal resentment from
fellow sgts was quite overbearing and
sometimes directly hampered my
learning experience.’
‘There was a [chief ocer] who gave
us an intro when we first arrived and
he basically said, “I’m not going to
help you. I’m not going to do you any
favours; I’m not going to do anything
for you. If you want something, you
go and get it. I will give you the
opportunity to do what you need to do
as a bare minimum on the programme,
but it’s all on you guys”. I don’t think he
particularly liked the Fast Track.’
‘Line manager doesn’t really understand
the programme – starts to engage then
stares into middle distance shaking her/
his head saying “I don’t know how you do
it; I couldn’t do it…”’
‘They could have given me a mentor
earlier, I think. Well, I say “given me”. I
went and got my own mentor in the end.’
Programme members
42 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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crucial times and another described themselves as a sounding
board for their programme member. All thought there should
have been more structure in place in terms of mentoring and less
reliance on individuals to decide on how the mentoring should
work. One suggested that it would be helpful for them to have
senior/chief ocer mentors as well as peer mentors.
4.5.4 Programme feedback: programme pressures and
wellbeing
Surveys, interviews and exit interviews with programme
members during and at the end of their scheme revealed that
most found it demanding and at certain points some found
the programme extremely challenging – particularly those that
did not feel adequately supported in force. Concerns included
how much had to be learnt and achieved in short timescales,
balancing home life demands, adapting to the nature of
police work, feeling unprepared and the level of responsibility
programme members were taking on.
Being the first cohorts on the programme and the controversy
around its introduction was also felt by respondents to add
pressure, with some feeling very high expectations were being
placed upon them. It also created a sense of not being supported
by all colleagues, including line managers and more senior
managers.
Programme member feedback suggests that not all felt they
had someone in force taking an interest in their wellbeing
and how they were coping with the programme. Similarly, an
interviewed mentor described their surprise, given the extremely
challenging nature of the programme, at what they felt was a
lack of structured support for Fast Track external ocers. One
programme member thought they had not been encouraged to
discuss programme pressures. Another said that they had found
the early closure of the programme demoralising.
Some of the strongest feedback on the pressures associated
with completing the programme concerned the step up to
sergeant roles (as referred to in subsection 4.2.3). Most
respondents did not feel adequately prepared for this
transition and many felt inadequately supported. Survey
responses from this period found that the majority of
respondents (both cohorts, 30 out of 37 respondents) would
‘[The force] asking me in a one-to-one once
every six months if I was OK was plainly
insucient. I don’t think my colleagues on
the programme have been open about
their struggles and those that have been,
have been discouraged from talking about
it. I have been lucky and managed well
but a Fast Track colleague has not been so
fortunate.’
Programme member
‘I don’t think we should underestimate
the challenges
of putting someone with no past policing
experience to inspector within three
years… I think s/he should be applauded
really for what s/he’s done.’
Mentor
‘In my force, there seems to be very little
‘buy-in’ to this scheme and very little
incentive anywhere to prepare me …
Indeed, I feel as though I am thrown in at
the deep end and expected to fail.’
‘Both my line managers so far have told
me they disagree with the scheme. My
buddy oered me the opportunity to
spend a day with them to see what s/
he does, and my line manager would not
allow me to go, even if I went on a rest day.’
‘There seems to have also been an
extremely high expectation on all the
fast-trackers because people seem to
assume we have lots of prior policing
knowledge and therefore are expected to
be exceptional in the job…’
‘Everyone knows that I am Fast Track and
there is a burden that comes from this.’
Programme members
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have liked more opportunity to get to know the role of
sergeant before starting that rotation. Many said they had
had no chance to find out about the role in advance and
would have benefited from shadowing experiences at that
rank. Around half of respondents also:
would have liked more time as a police constable
(17 out of 37)
disagreed that they were ready to start their sergeant
roles (19 out of 37)
would have liked more mentoring opportunities
(18 out of 37)
would have liked more line manager feedback
(18 out of 37).
Many respondents to the open text questions in this survey
(given opportunity to expand on the closed question responses)
described challenges they had faced in their previous rotation
and concerns about their preparation for sergeant rank. One
individual described impacts on their work-life balance and
another indicated that programme pressures were negatively
aecting their wellbeing.
Although most external programme members would have
preferred more opportunities to get familiar with inspector
roles, before leaving their sergeant rotation (26 out of 29
survey respondents, both cohorts), this transition was typically
described as less challenging, primarily as the Fast Track ocers
had by then become used to supervisory roles. Concerns
around the demanding nature of the programme were still
raised by members in the later surveys and interviews, but they
dominated less and tended to focus on workload and barriers
to getting sucient development opportunities. This change
may reflect that individuals had adjusted and had become less
aected by programme-related challenges over time. It may
have also been partly due to resignations from the programme,
including by those who might have struggled with it most and
felt least supported.
Among the sample of interviewed line managers and mentors,
along with cohort members, suggestions were made to extend
the length of the programme partly to help ease the workload
‘I have found the transition to sergeant
to be incredibly distressing… I have found
it terrifying to be put in the situation of
managing critical incidents…without
any prior experience… This may sound
melodramatic but the psychological
impact of that is huge and does aect
your health.’
‘Fast Track definitely favours those
without families. Having my Fast Track
workload, student ocer workload, and
recently driving course workload piled
on top of one another – with everyone
expecting the reading to be done at
home – simply disregards the fact that I
have [caring responsibilities].’
‘I feel that given my limited practical
policing experience I have had no
additional support in how to deal with
major incidents, managing risk and
generally leading a team that I am now
expected to carry out.’
Programme members
44 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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and reduce pressures on individuals. Some programme members suggested that
the timing of the rotations and completion of work-based assessment could have
been planned better in terms of balancing the workload.
The Fast Track external programme closed to recruitment after 2015 and its
replacement, the new Direct Entry Inspector programme, required applicants
to have prior management experience. As well as aimed at benefiting forces
(by bringing in proven managers with potentially diverse knowledge and skills
from their previous careers), it was anticipated that mandatory management
experience would also benefit programme members, making the step up to
supervisory roles during the programme less challenging.
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5 Findings: Fast Track Inspector
internal cohorts 1 to 5
5.1 Profile of programme members and forces
5.1.1 Overview
This section provides details on the numbers of Fast Track internal members
– how many joined, how many had graduated and how many had left by
June 2019 (subsection 5.1.2) and force participation (see also Appendix 4).
Descriptive data on the demographic characteristics of programme members
is provided (subsection 5.1.3) and on the length of their police ocer service
(subsection 5.1.4). Evidence around programme members’ motivations for
applying to Fast Track internal is described in the final subsection (5.1.5).
5.1.2 Programme members: numbers and force participation
As of June 2019 (after the fifth annual recruitment round) 252 constables
in 39 forces had successfully taken up a place on the Fast Track internal
programme (see Appendix 4 for further details). Nearly a third (29 per cent,
74 out of 252) of programme members joined the MPS. Eight per cent (19)
joined West Midlands, six per cent (14) joined Sussex, five per cent (12) joined
GMP and four per cent (11) joined the Police Service of Northern Ireland. A
further 34 forces had between one and nine constables on the scheme each.
25
As of June 2019, of the 252 members who joined:
98 had graduated from cohorts 1 and 2
140 remained on the Fast Track Inspector programme in cohorts 3 to 5
14 had left their scheme (cohorts 1 to 4) prior to graduation. Eight did
not pass the mandatory NPPF Inspectors Legal Examination within the
maximum two attempts. The remaining six left due to resignations or
being removed from the programme by their force for other reasons.
26
5.1.3 Programme members: demographics
The programme (cohorts 1 to 5) recruited almost three times the proportion
of people from BME backgrounds than represented nationally at inspector
rank (14 per cent compared with five per cent) – similar to the Fast Track
external programme. The scheme also recruited a higher proportion of
25 For detailed force breakdown see Appendix 4.
26 To protect the privacy of individuals, commentary on the reasons why programme members
left prior to scheme completion has been limited. In the case of Fast Track internal, the College
has not conducted exit interviews with members that left the scheme prior to completion and has
instead liaised with forces to understand reasons behind early withdrawal from the programme.
46 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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females (35 per cent compared with 24 per cent nationally at inspector rank).
27
Unlike Fast Track external, the representation of women on the scheme was
some way below 50 per cent and reflects the lower representation of women
at constable rank nationally (the recruitment pool for the internal scheme).
More details are provided in Table 6 below.
Table 6: Proportion of Fast Track Inspector (internal) applicants/
programme members (cohorts 1 to 5) from a BME background/female
and national figures
Demographic
group
Proportion (numbers) of:
Internal
programme
applicants
Programme
members
(joiners)
All
inspectors
England
and Wales
All
constables
England
and Wales
BME background 14%
(406/2,852)
14%
(36/252)
5% 7%
Female 30%
(848/2,852)
35%
(88/252)
24% 32%
At the time of joining the programme five per cent of members (12 out of 252)
reported having a disability, two per cent (six members) said English was not
their first language and 18 per cent (46 out of 252) reported having caring
responsibilities. Twenty-two out of 252 (nine per cent) reported their sexuality as
being lesbian, gay or bisexual and 23 did not provide a response to this question.
At the time of joining, the mean average age of programme members was 32.
Over a third of members (38 per cent, 95 out of 252) were aged 30–34 years old,
over a quarter (27 per cent, 66 out of 252) were 25–29, 16 per cent (41 out of
252) were 35–39, nine per cent (22 out of 252) were 40 or over, seven per cent
(18 out of 252) were 18–24 and eight members preferred not to say. One of
the interviewed chief constables specifically commented on how the Fast Track
internal programme in their force had recruited older as well as younger ocers.
They saw this as a positive for diversity and inclusion in force.
Several of the chief constable/ocer interviewees talked generally about how
the programme had enabled the swift promotion of ocers who may have
experienced barriers to career progression related to demographic characteristics.
One programme member, in fieldwork, described how the programme had given
27 Home Oce (National Statistics), July 2019, ‘Police Workforce England and Wales, March 2019’
available online at: www.gov.uk/government/statistics/police-workforce-england-and-wales-31-
march-2019
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them the opportunity to move into a senior role after a period of reduced hours
due to childcare responsibilities.
Over half the members who joined (58 per cent, 146 out of 252) had an
undergraduate degree or NVQ level 5 qualification as their highest level of
academic qualification. Eighteen per cent (46 out of 252 members) had A levels
or NVQ level 3 qualifications. Fifteen per cent (39 out of 252) had a postgraduate
degree (masters or PhD). Five per cent (13 out of 252) had up to O level, GCSE,
CSE level qualifications or no formal qualifications and eight members preferred
not to say.
The numbers of programme members that left Fast Track internal without
graduating are too low to provide data on their demographic characteristics. It
would risk making individuals identifiable.
5.1.4 Length of police ocer service
At the time of applying to Fast Track, programme members had been serving
police ocers for between one and 20 years, with the mean average being
seven years of prior police ocer experience before applying. The most common
number of years of prior police ocer experience was two years (the mode
average) with 30 out of 252 programme members falling into this category.
At the point of applying to the Fast Track internal programme over half (54 per
cent, 136 out of 252) had been police constables for three to 10 years, almost a
quarter (24 per cent, 60 out of 252) had been constables for one to two years, 19
per cent (48 out of 252) had 11 to 20 years at constable rank and eight preferred
not to say.
Table 7: Length of police service of Fast Track internal programme
members (cohorts 1 to 5 combined) – numbers and proportion of
all members
Length police
ocer service
(years) prior to
application
1 to 2 3 to 10 11 to 20 Prefer not
say
Number/proportion
of programme
members
60/24% 136/54% 48/19% 8/3%
Twelve per cent of programme members had only been police constables for
one year prior to applying to the scheme, meaning they joined the Fast Track
internal programme with a very similar length of police ocer experience as the
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Fast Track external members. Nine of these one-year service internal Fast Track
members were also university graduates, in the 18 to 24-year age bracket. When
these ocers joined Fast Track they were in a similar position to nearly half of the
Fast Track external members, ie, aged under 25 and joining soon after university.
The prior work experience of Fast Track internal ocers was not explored as part
of the evaluation activity (since recruiting individuals with previous, non-police
ocer careers was not a stated aim of the internal programme). The dierential
between the length of police service and the age of some members suggests a
proportion had previous non-police ocer careers. From the data available, 44
per cent of Fast Track internal members were over 25 years old when they first
became police constables and 10 per cent were aged 30 or over.
Table 8: Age Fast Track internal members (cohorts 1 to 5 combined) when
joined police service as constables
Age (years) joined
police service
18–24 25–29 30–34 35+ Prefer
not say
Number/proportion of
programme members
128/51% 8/34% 21/8% 5/2% 12/5%
The average length of service for those Fast Track internals who left the
programme early (14 individuals in total, cohorts 1 to 4) was seven years – the
same as the average for all 252 members who joined the first five cohorts.
5.1.5 Motivations for joining the programme
Forty-five out of 47 Cohort 1 members completed a survey at the point of starting
their Fast Track programme. Out of these, 40 respondents said they wished to
reach senior police ranks (superintendent and above). The guaranteed promotion
to inspector rank (subject to passing assessments) appeared to have been the
primary attraction of the scheme as well as the prospect that it could support
further progression.
Four internal programme members were interviewed at the start of their scheme
and provided more insight into reasons for applying to Fast Track internal. All
wanted to reach at least superintendent rank and one already knew they wanted
to reach chief ocer level. Three had passed their sergeant’s exam some years
prior to applying to Fast Track but had consciously delayed getting promoted,
one due to not wanting to lose their role in a specialist team and the other two
because they wanted to gain more experience at constable rank first.
Two interviewees described how they were encouraged to apply to Fast Track
by more senior ocers, which was crucial to their decision to apply. One of
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these explained that they would have likely avoided applying
without the encouragement, as they would not have wanted to put
themselves under the pressure of completing the programme, but
more importantly, because they would have lacked sucient self-
confidence. The other interviewee, who had needed encouragement
to apply, added that getting involved in business change work had
also motivated them to influence change at force level. One of
the interviewed chief constables described how the scheme had
presented a good opportunity to spot talent – including ocers who
had not recognised their own potential for senior leadership posts.
There was a strong appreciation among programme members
that being on the scheme indicated that their potential had been
recognised in force. Joining the programme was considered a privilege
and was seen as oering opportunities that the members would not
have otherwise got in force. The four interviewees at programme
start were all enthusiastic about the opportunity to have increased
responsibility and early promotion. There was a recognition that
promotion opportunities, outside of the scheme, could be limited in
forces. One said they may have changed career in time if it weren’t for
the scheme, as they knew they would become ambitious to progress
and they thought their opportunities for promotion and career
development more generally could be restricted in the police. There
was a view that Fast Track could be an attractive opportunity to take
more personal control of your career – which, it was suggested, could
be dicult when not on the scheme.
5.2 Operational competence
5.2.1 Overview
This section provides details on the number of recruits, programme
graduates and resignations from the Fast Track internal programme
(subsection 5.2.2), members’ own perceptions of their readiness
for inspector rank (subsection 5.2.3), and line manager/mentor
perceptions of their programme members’ readiness (subsection
5.2.4).
5.2.2 Number of recruits, programme graduations and
resignations
Cohorts 1 and 2 had completed the programme by the end of the
fieldwork period (June 2019) and 98 out of the 109 members had
graduated and been confirmed as temporary inspectors by their
‘…to reach a senior rank… that
was always my intended career
path I suppose, it’s just a fantastic
opportunity to kind of accelerate it.’
‘Yes I think if I hadn’t been
successful on Fast Track I would
have eventually considered leaving
because you can get so frustrated,
you know with not being able to
develop yourself that I would have
had to consider doing that.’
‘If I hadn’t had the support and
the backing that I did, I probably
wouldn’t have gone onto the
Fast Track…’
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50 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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chief constables. All were deemed operationally competent for this
promotion, having passed all programme assessments. Cohorts 1
to 4 internal programme members typically performed well in their
inspector exams, achieving an 83 per cent pass rate compared with 45
per cent nationally (Cohort 5 were yet to take their exam). Fast Track
external, cohorts 1 and 2, achieved a 98 per cent pass rate.
By June 2019, 14 Fast Track internal members had left the
programme prior to graduation; two members from both cohorts 1
and 4, along with five members from each of cohorts 2 and 3. The
main reason for leaving the programme early was due to failing
the law exam after the second attempt or being removed from the
scheme for other reasons (accounting for 12 out of 14 members who
left without completing the programme). Only two members who left
the programme early resigned (they also resigned as police ocers).
This pattern is quite dierent to Fast Track external, where the main
reason for leaving early was resigning (accounting for 16 out of the 18
externals who left early).
5.2.3 Programme members’ perceptions of their readiness for
substantive inspector rank
At the point of graduating, almost all Fast Track internal members
responding to their final survey (cohorts 1 and 2) were confident they
were ready for substantive inspector positions, both in terms of their
operational ability
28
and in their leadership and management ability
29
.
There was a dierence between how Fast Track external and internal
ocers responded to these final survey questions. Like internal
ocers, almost all Fast Track external respondents agreed they were
confident about progressing to inspector rank, but fewer ‘strongly
agreed’.
30
Potentially, the prior policing experience of Fast Track
internal members gave them more confidence in their readiness,
particularly on the operational side, for inspector rank.
This proposition is supported by the more striking dierence between
how external and internal programme members viewed the move into
28 47 out of 52 respondents agreed they were confident in this area.
29 50 out of 52 respondents agreed they were confident in this area.
30 Three out of 24 Fast Track external respondents strongly agreed they were
confident in terms of their operational ability compared with 28 out of 52 internal
respondents. In relation to management and leadership skills, eight out of 24
externals strongly agreed they were confident, compared with half of internal
respondents (26 out of 52).
‘When we had a control room
inspector come in and showed us
a pursuit, and said, “In two years’
time you’re going to be good at
that”, I looked at them and thought
that’s ridiculous, I’m not prepared
to do that, yet a year and a half
later that’s exactly what I’m doing.’
Programme member
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sergeant level roles, which was the point at which the most anxiety
about the programme was expressed by some external members. By
contrast, most internal members felt ready for their sergeant rotation
(39 out of 43 respondents agreed they were ready and 24 of these
strongly agreed, cohort 2) – whereas only half of external programme
members (both cohorts) had said they felt ready for the transition.
Open text survey responses and interviews revealed that many Fast
Track internal members had experience of acting up to sergeant rank
(at least one had already been promoted to that level) before starting
the programme.
While the majority of internal programme members said they felt ready
for substantive inspector roles in the end-of-programme fieldwork,
some reservations were raised. One of the four members interviewed
at the point of scheme completion acknowledged that becoming an
inspector within two years was ‘a bit daunting’ (despite having over 10
years’ experience at constable rank) and expected to keep learning on
the job. They thought this was a requirement of all police ocers. Other
respondents (including in final surveys) expressed concerns about a
lack of post-programme support. While this was mainly in relation to
supporting ongoing career progression, one programme member felt
some apprehension about being left on their own to make decisions as
an inspector, particularly as they saw it as a role where there were few
peers to ask for advice. Another survey respondent explained that the
programme finished at sign-o as temporary inspector and thought
there needed to be more ongoing development in the role beyond
this. They said ‘it’s a big jump’ taking up a substantive role. In their view,
the Fast Track scheme should have continued until one year after
promotion to substantive inspector rank.
Similar to Fast Track external, a common concern about the internal
programme (particularly expressed in evaluation fieldwork with
Cohort 1 members) was a view that College inputs had insucient
focus on operational preparation for inspector roles. There was a
sense that a lot of the training (such as around business change and
political astuteness) was relevant for future, more senior leadership
roles. Respondents were typically interested in such modules, but
they reported their priority was ensuring they would be operationally
capable and credible in force. A few respondents indicated that
those with more limited policing experience could have particularly
benefited from more operationally-focused training. Cohort 2
fieldwork respondents acknowledged that the College had reacted to
this feedback, and inputs had been altered to include more focus on
operational elements for the final stages of their programme.
‘I came onto the programme
already having experience of being
a T/Sgt… I felt this assisted when
I completed several rotations in
the role, as I already had a core
background…’
‘I’ve been here in an acting position
since May… before I was promoted
early in September. I’ve been given
the opportunity to almost try it and
learn on the job while I was being
supported still.’
‘Every day you learn something
new, but I think that’s the challenge
of policing in general, isn’t it?’
‘…the career history of people isn’t
necessarily taken into account on
the time table, and the time frame
for the two years.’
‘It’s going to be the hardest if
you’re struggling with something
that you can’t just go and confide in
someone because there’s nobody
else of your rank there necessarily
to speak to, which is a bit dicult.
A lot of people said being an
inspector’s a very lonely role.’
‘I am afraid that the scheme has
become one which revolves around
promotion to a much greater
extent than development… There
has been too little ability for
ocers to move at their own speed
and to learn in specific areas.’
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Again, similar to Fast Track external, concerns about the lack of
operational focus of College inputs were compounded by a common
concern among internal programme member respondents that
it could be dicult to get necessary development opportunities
in force. The majority of cohort 1 and 2 programme members in
their final survey said they had encountered barriers that held back
their preparation for inspector rank, to a greater or lesser extent
(outlined in subsection 5.5.3 below). The diculties they experienced
may explain why more members were not able to ‘strongly agree’
they were confident in their operational ability and leadership/
management skills for inspector rank at the point of graduating from
the scheme.
5.2.4 Line managers’/mentors’ perceptions on readiness for
substantive inspector rank
Interviews were conducted with two line managers and two mentors
of Fast Track internal ocers (cohorts 1 and 2) at the point of
graduation. Together, they had worked with six Fast Track internal
ocers, but the interviews specifically focused on one programme
member each.
All four of the interviewees were positive about the personal
attributes of their programme members, particularly their enthusiasm
for policing and motivation to learn and develop. One felt confident
that their programme member would not become less motivated over
time as, they said, could sometimes be the case with inspectors after
getting through the promotion process. Other mentioned attributes
were intelligence – the scheme had recruited some very bright ocers
with a tendency to consider wider issues and had innate leadership
qualities. There was a common view among interviewees that the
programme assessment process had been highly eective at selecting
high calibre candidates. One mentor felt that it could successfully
promote very good constables who may have been overlooked or
struggled with the promotion interview/process through a standard
promotion route.
All seven of the interviewed chief constables/ocers were satisfied
with the Fast Track internal programme, recognising that it provided
an important opportunity to identify ocers with talent for leadership
roles. One indicated that it was important to be able to reward those
with high potential after/during a period of austerity and another said
the scheme had recruited ‘stars’.
‘I’ve been very fortunate in my
force, as the opportunity to
develop and sculpt your career
is second to none, as well as the
mentoring and support that is
oered in force. From speaking to
my other Fast Track colleagues, this
hasn’t necessarily been the same in
other forces.’
Programme members
‘They were at least at the level
playing field of any of the others
that went through… the usual
process.’
‘They do have a continual drive
whereas some who have just got
through, sometimes maybe they
take their foot o the gas a little bit.’
‘A big culture in the police…you’re
almost perceived as being good
because you’ve got 10 years in.
Well, that’s not necessarily the case;
you can be rubbish for 10 years
can’t you? As opposed to someone
who’s come in and done [less] years,
who’s really driven…intelligent and
you can pick up a lot from [less]
years as opposed to 10 years.’
Line managers/mentors
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Three of the four line manager/mentor interviewees described the prior policing
experience of their programme member as having been helpful to their readiness
for inspector rank. However, there was not a sense that the longer the prior
experience, the better. One explicitly said that they were against the idea of
correlating time served with competence – they felt that with capable and
motivated individuals, it was possible to succeed on the scheme with limited
police experience.
Two of the interviewees expressed complete confidence in their programme
member’s readiness for inspector rank. One described their individual as a very
strong inspector but added they would need to keep learning on the job as, they
said, would any newly promoted inspector. The two other line manager/mentor
interviewees raised reservations around the readiness of their programme
member. One was concerned that the scheme did not allow flexibility for people
to be promoted when they were individually ready. For this reason, they did not
like the name Fast Track as it implied a rush to progress up the ranks, rather than
allowing individuals the time they needed. There was also a view that the scheme
may not have oered enough preparation to members around managing what
could be over 100 people. Both interviewees who expressed reservations felt that
their ocer would need considerable ongoing support with decision-making and
advice. They thought it could take at least a year, post-scheme completion, for
their Fast Track internal ocer to develop the ability and confidence to operate
eectively and independently at inspector rank.
5.3 Progression
5.3.1 Overview
The following section summarises perception evidence on the suitability of Fast
Track internal programme members for more senior roles (subsection 5.3.2) and
potential barriers to promotion (subsection 5.3.3).
5.3.2 Perceived suitability for progression beyond inspector rank
Of the four cohort 1 and 2 line managers and mentors interviewed at programme
end, all were confident that their Fast Track internal ocer had potential to
progress above inspector rank and two of them were very positive. Two spoke of
their programme members being very ambitious to move up the ranks. One said
theirs was proactive around taking on extra responsibilities (partly to get ready
for promotion) and the other described how they were supporting their Fast Track
internal ocer to secure opportunities that would help prepare them for promotion.
The two line manager/mentor interviewees that weren’t so strongly positive
around the promotion potential of their Fast Track internal ocer explained they
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would want more evidence around them succeeding at inspector rank
first. One said they were concerned about their Fast Track ocer being
potentially encouraged to go for promotion before they were ready.
One programme member in their final interview queried whether all
Fast Track internal ocers wanted to progress to superintendent rank.
The interviewee said it was plausible that they themselves could want
to leave policing before progressing to a senior role to pursue other
career interests. The interviewee was aware that some internal Fast
Track members had many years’ service and therefore were not that
far from retiring as police ocers. Responses to the first evaluation
survey to cohort 1 members provide some support for this. When
asked about aspirations after completing the programme, five out
of 45 respondents did not indicate that they hoped to reach senior
ranks and eight indicated that they hoped to look for opportunities
outside the police service. Proximity to service retirement could have
influenced these responses.
5.3.3 Perceived barriers to promotion beyond inspector rank
Respondents to the Fast Track internal fieldwork have raised fewer
concerns around potential barriers to career progression than
gathered through external evaluation research. The main relevant
concern was a view that some internal ocers could potentially need
longer in post to become confident and eective at inspector rank.
This was not seen by the interviewees to harm their longer-term
career prospects.
One line manager/mentor interviewee said they would have wanted
more specific advice around how to support the career progression
of Fast Track internal ocers during the programme. Lack of post-
programme support was also raised as a concern by a number of
respondents, but without the same strong sense that the lack of
support could potentially stall their careers, as had been raised in some
Fast Track external interviews. Several chief constable/chief ocer
interviewees raised this issue, acknowledging how important it was for
talented ocers to continue to be developed by the organisation.
A further concern, described by some internal programme member
respondents, was that joining Fast Track could actually reduce their
personal control over career choices. Some said they’d had to leave
specialist areas of policing (particularly CID) that they enjoyed to be on
the scheme. In their first survey responses, 21 out of 45 respondents
(cohort 1) said they would want to work in a specialist area in policing
‘I think s/he has got the leadership
abilities to get to the senior ranks.
I have absolute confidence in that.
They’re charismatic. They’re very
personable. They’re hard working.
They’re sincere. They’re reflective.
Their appetite for learning, and for
supporting others, and for helping
the organisation to improve, s/he’s
got the whole package.’
‘I felt as though I spoke with them
as [a] peer…as opposed to [a]
supervisor… if that makes sense?
Because they had that mindset and
… outlook as to how they carried
themselves and how they wanted
to work… I could see why they’d
got on the programme.’
‘I would say that promotion was
always something that they’d
been interested in from when
they started.’
Line managers/mentors
‘I expected the process to take
more account of my interests and
the areas that I’m good at rather
than just posting me somewhere
that was seen as good for the force
with no regard for whether it was
right or a good fit and I think that
was very disappointing.’
Programme member
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after completing the programme, but some programme members felt the scheme
had not set them up well for this or had actually undermined their preparation for
inspector rank in specialist areas, as explained in subsection 5.5.2 below.
5.4 Return on investment
5.4.1 Overview
The following section describes and summarises the data available around Fast
Track internal programme benefits, starting with perceptions of how programme
members could be bringing dierence and be having influence during the
programme (subsection 5.4.2) and then perceived barriers to making a dierence
(subsection 5.4.3).
5.4.2 Perceptions around bringing dierence and having influence during
the programme
In their final survey (52 respondents, cohorts 1 and 2) 40 individuals responded to
a question on the extent to which they had felt able to make a positive dierence
in their forces during the programme. Half of these question respondents (20)
reported that they had felt able to have a positive impact and/or influence on
the management or culture of their teams. Fourteen respondents mentioned
having had influence/made a dierence to some extent while on the programme.
Examples from these survey responses and from the interviewed programme
members and line managers/mentors (at the point of scheme completion) are
summarised below.
Like Fast Track externals, the most regularly described way internal members
hoped to make a dierence post-graduation was through having a positive
leadership style with their teams. Most commonly, survey respondents described
how the College modules had helped them develop a leadership style that
was more encouraging, inspiring and inclusive. A number of respondents also
described the programme as having helped their members’ self-confidence which
they felt could make them more influential leaders. Five end-of-programme
survey respondents felt they were already having a more positive influence on
their teams as a result of completing the programme. Programme member
interviewees specifically talked about being motivated to treat ocers and sta
equally, focus on workforce morale, give praise where due and invite feedback
from others. There was a suggestion that learning about less hierarchical
leadership styles outside policing from external programme members in College
modules had been a benefit.
Two of the four interviewed line managers/mentors of Fast Track internal members,
at the point of scheme completion, raised the positive influence of their programme
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member on their teams when asked whether and how they were
making a dierence. This included a description that fitted with them
having an empowering and inclusive management style that supported
the ‘valuing dierence’ agenda. One line manager also described a
positive approach to partnership working.
One programme member interviewee described how their Fast Track
attendance had given them a strong sense of obligation that they had
an ongoing role to positively influence force culture and management
approaches. Respondents described proactively looking for mentoring
opportunities to help the development of others. One described
talking positively about policing and sharing knowledge about the
Fast Track programme with potential applicants. Another spoke of
challenging the ‘old sweat’ mentality in their team.
Some programme member respondents felt that by being on the
scheme they were given a platform to challenge ways of working and
were given more access and visibility with senior ocers. Four end-of-
programme survey respondents perceived that, due to being on the
programme, their views could be actively sought by senior leaders and
could be taken more seriously. Examples included being invited to join
a ‘challenge panel’ and a business change team in force, due to being
on the programme – which they felt allowed them to have influence at
a strategic level.
Specific examples of sharing learning from the programme were
limited in the question responses, but one programme member
described explaining evidence-based policing to colleagues and
promoting well-evidenced approaches to tackling crime. The
interviewee also said they were encouraging interest in professional
development within their team, as well as innovation.
One programme member referenced the value of quickly progressing
from constable to higher ranks, as it was a way to bring ideas and
issues from the front line up to more senior levels, where they could
be acted upon.
One programme member described how the scheme could help
those (like themselves) from under-represented groups progress into
senior police ranks.
‘… force culture is very much
transactional…task-focused around
a job rather than around the people,
and I’m trying to challenge that…I
think certainly the sergeants who
work directly for me…had adopted
that style and were putting their
sta at the forefront. At times I’ve
noticed a rub between me saying
to sta that they need to look after
themselves and go home and leave
this particular job for now. It can
wait til the morning, and the in-force
assumption that people just work
until they drop really and get by on
about three or four hours sleep. So I
think that’s something where I would
say that’s dierent there, which has
been from the inputs I’ve had.’
‘I have been able to use the
skills and knowledge gained on
the programme to improve the
performance and culture of the
teams I have worked on. Moving
forward I am hoping to be able to
make more influential changes to
the internal culture of my force to
improve the service we provide and
the culture in which we operate.’
‘The six module inputs from the
College of Policing have definitely
given me a dierent perspective
on my own leadership and
management style and ability.’
Programme members
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5.4.3 Perceived barriers to making a dierence and having
influence during the programme
Survey feedback and interviews with cohort 1 and 2 programme
members have raised perceived constraints around the ability for
members to have a positive influence during the programme – similar
to those that were described in relation to the Fast Track external
programme. In the final survey to cohort 1 and 2 members, 20 out
of the 40 members who responded to the question around making a
positive dierence in force felt unable to give a positive response.
The following list summarises the perceived barriers:
a) Large force: As with external members, some internal members
felt that the size of their force and the fact that they were ‘one of
many’ inspectors hindered the impact they were able to have and the
opportunities to make a dierence on a wider scale.
b) Inspector role: As with external members, the scope of inspector
roles could be viewed as too operational and not senior enough to
influence force-level change.
c) Need ongoing support: Like Fast Track external, there was a
suggestion that programme members would need more post-
programme support if they were going to become more influential
and potentially progress up the ranks.
d) Background characteristics: Unlike Fast Track external, some
internal members suggested that their own personal backgrounds or
those of the wider internal intake were not significantly dierent to
others in policing and hence they said they or the scheme was not able
to bring dierence and influence change in the way the programme
aims intended. Another thought all police ocers brought dierence,
and Fast Track internal ocers were no dierent in this respect.
e) Dierent qualities not being suciently recognised or valued:
There was a view that forces did not recognise Fast Track internal
programme members as bringing dierent qualities and/or did not
oer them opportunities to have influence.
f) Existing culture and force structure: There was a concern among
a small number of respondents that hierarchical structures in forces
and prevailing culture could restrict opportunities for inspectors to
have influence.
‘I have been able to use my
platform to educate long serving
ocers about EBP and apply some
of the proven methods of policing.
I have pushed the boundaries
of technology and encouraged
ocers to challenge the status
quo and seek to improve. I have
promoted a culture of CPD within
my teams which prior to me was
seen as a tick exercise with no
end product.’
‘I feel able to constructively
challenge ways of working and am
regularly approached by senior
ocers for my views on ways of
tackling problems such as recently
regarding the use of mobile
devices.’
‘I think you’re fortunate you have
an ear to listen to you, you’re in
a position where you can make
that influence, so I think it’s
an obligation for you to do it.’
Programme members
‘This is a daily battle, whilst I will
always do my best to inspire the
sta I work with and influence
them to support change or
challenge the old sweat mentality,
the reality is as an inspector there
are still many people who wish to
stand in your way.’
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g) Programme aims: There was a suggestion that the Fast Track internal
programme had not encouraged members to be dierent or given enough
attention to how programme members could influence change.
5.5 Learning for future implementation
5.5.1 Overview
This section summarises programme members’ experiences and views of the Fast
Track internal scheme to draw out learning around how it helped prepare them
for inspector rank and how it could be improved, and is divided into the following
themes: College inputs (subsection 5.5.2), in-force programme learning and
development (subsection 5.5.3), defining programme requirements (subsection
5.5.4), and pressures of the programme (subsection 5.5.5).
5.5.2 Programme feedback: College inputs
The main described benefit of the College inputs was reported as the chance
to network and learn with others on the programme. Group discussions were
commonly reported as a good approach to learning on the modules. Programme
member respondents also greatly appreciated the more informal opportunities
on the residential courses to talk with other learners – particularly to find out how
others were managing their programme in force, but also to develop contacts that
could be a source of ongoing mutual support and advice. Programme member
respondents also felt the chance to step away from their busy day jobs and have
time to reflect was valuable.
Beyond a concern that there could be too little focus on operational knowledge
and skills (particularly for the first cohort), a lot of positive feedback on College
modules was shared in evaluation interviews and surveys. When asked in the
end-of-programme survey to ‘briefly describe up to three of the most influential
experiences on their programme that helped prepare them for inspector rank’,
College inputs were listed by 39 out of 48 respondents – far more than anything
else. While learning knowledge and skills for inspector rank was reported by
respondents as the main interest of most members, many said they particularly
enjoyed learning more about the strategic, national context for policing and it
had encouraged them to start thinking and reading more on this level. This could
include modules that others had said were not relevant for inspector level, such as
business change, evidence-based policing and political astuteness.
The module most commonly cited as a ‘top three beneficial experience on the
programme’ was ‘managing self and others’. Over 20 respondents referred to this
module directly or indirectly in their question response, having clearly valued the
opportunity to learn more about themselves as leaders and team members and
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how they could develop their leadership and management style in
the future. Some specifically mentioned how valuable they had found
completing a personality test and using a 360-degree feedback tool.
Other modules that were thought to have developed the leadership
abilities of programme members and their leadership vision included
the modules on ethics, collective leadership and valuing dierence.
All could be considered inspiring, thought-provoking and capable of
having lasting impact on the learners.
The range of external speakers on the College inputs could also be
praised. When interviewed, a sample of Cohort 1 members spoke of
the high calibre of speakers, giving them ‘food for thought’ and how
they had felt inspired to apply the learning they had gained from them
back in force. Members particularly valued hearing from senior police
leaders and there was a view that more chief ocers should have
been involved. Members were interested to hear and learn from their
career experiences and could value informal conversations with them,
as well as their presentations. Equally, contributions from serving
frontline ocers could also be highly valued, for sharing up-to-date
knowledge that would help members get operationally ready for
sergeant and inspector ranks.
The College responded to early programme feedback and made
adjustments. For example:
The introduction of smaller class sizes, more time for group
conversation and less use of PowerPoint presentations was
positively reviewed in later surveys and interviews with cohort 1
and 2 members. It was said to have allowed more opportunity for
discussion and exchange of experiences with peers.
In the final survey with Cohort 2, the majority of respondents
felt they had the right amount of College-led training (18
out of 24). This has changed from an earlier survey where
respondents would have liked more time on College inputs (16
out of 37 respondents), suggesting changes to the programme
were improving the balance between in-force training,
rotations and College-led training.
As mentioned in subsection 5.2.3 the College also introduced
more operational training for Cohort 2 in the final stages of
their programme. While this was appreciated, the majority
of Cohort 2 third survey respondents still said they would
have preferred more opportunities to get to know the role of
‘Inputs at College of Policing
– delivered by subject matter
experts and also academics.
These followed by group and
peer-based discussions allowed a
priceless opportunity to consider
how to incorporate and develop
certain skills and practices into
my core business.’
‘Overall good scheme.
Very impressed with the work of
the College and their sta who
put maximum eort into making
the course work and dealing
with concerns.’
‘The sta at the CoP have been
very good and listened to feedback
given to adapt the briefings.’
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inspector (22 out of 24 respondents), however, this could be in
the form of shadowing in force, rather than more College input.
There was a recognition from some programme members that catering
for all development needs and interests was not possible in the College
inputs. Most notably, the strongest reservations about the College
inputs typically revolved around whether they had been pitched at the
right level. A few indicated in end-of-programme feedback that there
should have been more to prepare members for future/more senior
leadership roles – which clashed with the majority view that there
should have been less focus on this. Some also wanted more specialist
inputs. There were also starkly conflicting views over the value of
dierent inputs. For example, one interviewed programme member
specifically did not feel they needed the ‘360 awareness’ session,
whereas several programme members listed it as one of the most
valuable aspects of the programme, in their final survey.
5.5.3 Programme feedback: in-force learning and development
One of the main findings from evaluation fieldwork in relation to
the in-force elements of the programme was the variation in how
forces were said to have responded to the programme in terms of
the opportunities they made available for programme members, and
how much attention was paid to structuring the rotations around
individual development needs.
In the best cases, members were able to use their time in force to
focus on their development as intended; they were supernumerary
and there was support in force to identify and secure suitable
opportunities to meet the programme requirements, as well
as the specific needs the programme member had identified in
their personal development plan. Ideally, they had senior leader
support and a mentor appointed at the start (a stated programme
requirement) for advice and guidance throughout.
Feedback suggests that this ideal situation, or something similar,
may have been the case for at least half of cohort 1 and 2 Fast Track
internal members. This is based on the proportion of final survey
respondents (23 out of 52) that indicated they had nothing to report
when asked, ‘did you encounter any barriers, that you felt could have
been avoidable, that held back your preparation for a substantive
inspector role?’ (11 explicitly said they had nothing to report and
12 did not answer the question), indicating they were unlikely to
have strong concerns to raise. Almost all of the other 29 (out of 52)
‘Internally in the force, fantastic.
I couldn’t thank my own force
highly enough, and certainly after
speaking to several colleagues,
other forces on the scheme, I was
very, very fortunate in what I had
compared to them.’
‘The experience of individual
candidates should be very similar
across the whole country, however
this most certainly is not the case
at the moment.’
Programme members
‘As with every input given on
the Fast Track programme you
can’t cater for the wide range of
experience and interests as such
people will like or dislike parts of
the input... I am enjoying the
course and a huge advocate of
it… I have found the College
always available, interesting inputs
delivered by passionate people…
Overall loving it.’
Programme member
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question respondents raised barriers which related to how they were
supported in force and the development opportunities they got.
The development barriers which programme members described
in their final survey mostly related to lack of structure and support
to secure necessary development opportunities in force. It could be
the responsibility of individuals to seek out opportunities and if they
were not motivated enough or encountered strong barriers to this,
there was a view that the programme would oer very little else to
prepare individuals for inspector rank. Some members in larger forces,
with multiple talent programmes running, reported feeling forgotten
by their force once the programme had started. Feedback suggests
that even in the least supportive forces, members were driven to
self-develop and overcome the barriers, but it is dicult to know how
successful they were. Eleven out of 26 Cohort 2 respondents to their
second survey, for example, said they would have liked to have had
more varied experiences on their sergeant rotation.
As with the external programme members, communication between
the College and forces and with programme members was raised as a
strong concern for many cohort 1 and 2 internal members. Interviews
and surveys with both cohorts reported a lack of consistency between
their force and the College in terms of how to run the programme,
including timings of rotations and restrictions on pursuing specialisms.
There was a recognition among cohort 1 and 2 members that the
scheme was new and evolving, but there was a view that amendments
to programme requirements could have been better communicated.
The programme was designed for the force SPOC to have a pivotal
role in the force delivery of the programme, and one end-of-scheme
survey respondent described communication and support in force
considerably improving after a SPOC was appointed after a long
period of the post being vacant.
Interviews and surveys with cohorts 1 and 2 highlighted members’
positive experiences with mentors and the pivotal role they could play
in supporting members on the programme, through providing advice
and honest feedback. Some members in both cohorts continued
to access support from their mentors after they graduated from
the programme and they said they had found this helpful for their
development. However, not all programme members were assigned
one, despite it being a programme requirement. Over half of Cohort
2 respondents in their second and third surveys (33 out of 61
respondents, both surveys combined) wanted more mentoring.
‘I’d have got to the rank of sergeant
already, regardless of whether I was
on the Fast Track or not. The main
benefit of Fast Track is obviously
having that extra exposure to
dierent roles, which I’ve not
really had, and I had promotion
to inspector, which I could have
potentially have got conventionally
in the time period.’
‘Although the Fast Track schemes
are national, it varies so much that
in my force, it doesn’t really feel like
you get much more support than
you would otherwise.’
‘I think, certainly in force, it’s just
been really badly organised. I think
that’s marred my entire experience,
I would say.’
‘I think that was probably the
biggest thing; knowing who was
there, knowing you could contact
them at any point, and knowing that
you then had the regular meetings
that were already booked in, that
was probably the biggest thing.’
‘I never met my mentor once.
I didn’t even know who it was.
That’s partly my fault… I didn’t go
looking for them, but there was not
someone contacting you saying,
“I’ve been put as your mentor. If
you need anything, here I am”’
‘I had to identify myself a mentor
and within the force. I was probably
in the programme for about a year
before that happened.’
Programme members
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Cohort 2 members consistently reported that they would have
preferred more line management feedback to support their
development on the programme (34 out of 61 Cohort 2 second
and third survey respondents). Interviews with line managers and
mentors found that they wanted guidance on how they were meant
to be supporting their programme members, both before and after
scheme completion. One suggested there should have been a half-day
preparation session beforehand.
5.5.4 Programme feedback: defining programme requirements
and aims
There was considerable variety in respondents’ views about the
most beneficial aspects of the programme. Some elements that
were highlighted as most useful by individual programme member
respondents could be viewed much less positively by others. The early
requirement to spend time as a custody sergeant and the Prince’s Trust
attachment provided the strongest example of such a dichotomy. When
asked about ‘top three avoidable barriers to getting ready for inspector
rank’, three final survey respondents raised these elements with the
explanation that they were perceived to have taught the individuals
nothing new that would be helpful to their future careers and that
they had taken time away from other development opportunities in
force. However, five other ocers explicitly raised these experiences
as examples of the most helpful elements of the programme. One
ocer explained that the time spent working in custody had helped
them develop their personal resilience as well as their risk-assessment
skills; and that working with people from diverse backgrounds, on their
Prince’s Trust project, had helped them develop their leadership vision
in relation to valuing dierence. Similarly, six Cohort 2 respondents to
their second survey said they would have liked to have spent less time
on their custody experience, whereas three of the survey respondents
said they would have liked more time on this.
Many criticisms of Fast Track internal came from programme
member respondents who felt programme requirements had
meant working in areas that did not relate to their longer-term
career plans. Some thought their force had allowed less flexibility
to tailor the programme to suit individual needs and interests than
others. The strongest sense of dissatisfaction came from a small
number of respondents who thought their force had not been
willing to deviate from the programme aim to prepare ocers for
uniformed, operational inspector roles. Three out of 53 respondents
to the end of programme survey (cohorts 1 and 2) raised this
‘Prince’s Trust Attachment – I
think this was really important
in understanding leadership
in dierent contexts and
understanding ‘valuing dierence
and inclusion’… Custody Sergeant
Placement – I would stand by my
view this was the most challenging
phase in my […] year policing
career. However, it was valuable in
developing my dynamic and high
pace risk-based decision making
and personal and professional
resilience. I felt this was so
rewarding and a must for setting
me up going into insp role.’
‘The Custody attachment needs to
be considered for future cohorts.
It was not required for my career
progression and I feel is a legacy
from HPDS which does not oer
value for the candidate or force
based on current requirements.’
‘The mandatory time we had
to spend on the Prince’s Trust
attachment took me away from
my day job where I was really busy
and learning a lot. Whereas the
attachment taught me nothing
and was pitched at totally the
wrong level.’
‘I am still extremely disappointed
that the scheme has blocked me
from being posted as a detective
inspector… For the scheme to
prevent me (and many others)
from fulfilling my potential and
passion as a detective has been the
hardest thing to deal with.’
Programme members
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63Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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concern, indicating that they regretted joining the scheme, as it had
drawn them away from following their preferred specialist path or
vocation. For those that wanted to get into a new specialism, after
the programme, there was a concern that their prospects could
also have been undermined by Fast Track, as they would have a
management rank but not the experience and contacts in the
specialist area to be viewed credible in role.
Two of the four line manager/mentor interviewees felt that the
programme aimed to expose individuals to too much and change
their roles too frequently. It was suggested that it took time to embed
into roles and really understand related issues and the people in
teams, which was considered a vital part of a leadership position.
The frequent movement between roles could, it was said, reduce
the learning and development potential they oered. Alternatively,
another line manager/mentor interviewee felt programme members
benefited from the range of opportunities available to them,
particularly as a way to develop interest in dierent career options.
Another felt their force had prioritised using the Fast Track member’s
existing skill set during and after the programme rather than allowing
them to address skills gaps and development needs.
The contrast in views and perceptions of the dierent elements and
features of the programme, raised by internal fieldwork respondents,
illustrates the diculty of being prescriptive about programme
content. There were mixed views from line managers/mentors
and programme member respondents around how tightly defined
programme requirements should have been. On the one hand, there
was a view that the in-force requirements should have been made
more explicit, so that forces would be clear about what opportunities
needed to be arranged for the Fast Track internal members. It was
suggested that if there had been greater clarity, there could have
been more time to make in-force arrangements and there would have
been less opportunity for forces to not implement all programme
requirements. The alternative view, expressed by some programme
member respondents, was that the College should have allowed
individuals greater freedom to identify their own development needs
and opportunities, to suit their future career plans. For example, in their
end-of-programme survey (cohorts 1 and 2, 53 programme members),
when asked about potential improvements to the scheme, five said
they would want a more prescriptive programme (one which made it
clearer what development opportunities programme members would
need to undertake), whereas four others described greater opportunity
to tailor the programme to suit individual interests and needs. Eleven
‘I spent two years doing uniform
…policing only to be immediately
approached to return to my
specialism as an inspector… I will
be returning as an inspector with
uniform experience but no direct
management experience in my
specialty.’
‘It was actually described by a
colleague as sprinting into a
cul-de-sac for colleagues who
do not already have an existing
reputation or network of contacts.’
Programme members
64 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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respondents said they would want the College to have a stronger role around
ensuring the programme was delivered as expected in force.
5.5.5 Programme feedback: programme pressures and wellbeing
The evaluation fieldwork gathered evidence that internal members did not
experience, at least to the same extent, some of the pressures around completing
the programme that were described by external members.
Most notably, as described in subsection 5.2.3, almost all Fast Track internal
members were confident about starting sergeant level roles (whilst half of
external end-of-programme survey respondents were not). Surveys and
interviews did not uncover examples of any Fast Track internal ocers feeling as
apprehensive about this transition as some of the most negative examples raised
in the Fast Track external fieldwork. This was despite the fact that a proportion
of Fast Track internal candidates had a similar length of police ocer experience
as their external peers (11% of internals had only one year as constable before
applying to the programme).
Some internal programme members said, in surveys and interviews, how their
years of experience at constable rank had given them confidence during the
programme – but there does not seem to have been a straightforward relationship
between time-served and how dicult individuals found the quick progression
up to sergeant and inspector ranks. As referred to in subsection 5.1.4, the mean
average length of service for the 14 Fast Track internal members that left the
programme early was seven years – the same as the mean average for all 252
members who joined the first 5 cohorts. The most common length of prior service
for the leavers was one year (three members) and nine years (three members).
Unlike Fast Track external members, very few internal Fast Track ocers, in
interview or survey responses, raised concerns around negative perceptions of the
programme in force. Overall, internal participants seemed to have avoided many
of the tensions described by external members in terms of being associated with
the programme. No Fast Track internal evaluation participants described anything
as strong as hostility from their colleagues. A few perceived a bit of jealousy from
some and a couple of cohort 1 members, early on, said they’d been treated as
inexperienced ocers by colleagues, as they’d been inadvertently mistaken for
external Fast Track recruits. Nothing worse than this was raised. As several line
managers and mentors said in interviews; for the internals, the scheme seems
to have been viewed by their colleagues as similar to other talent-development
programmes in force and not particularly controversial. Being known and having
friendships already established within forces, may have been a protective factor
for internal members, as well as the fact that a good number, it seems, had senior
encouragement to apply.
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Where the experience of internals and externals did cross over
though, in terms of the impact of having the ‘Fast Track label’, was
in relation to there being high expectations of them. For internals,
there was a perception amongst some, that they could be deliberately
given challenging roles or extra responsibilities, as they were on
the programme. They reported that this was presented as a way
to support their development, but a small number of programme
members and interviewed line managers/mentors felt that it could
also be more for organisational benefit and sometimes in response to
under resourcing in force.
Another perceived impact of being seen as Fast Track, raised by
internal interviewees, was that it could be assumed by managers and
other more senior colleagues that they could cope, and did not need
help with managing their workload or with support when taking on
new and challenging roles. Evaluation fieldwork uncovered evidence
that for a small number of ocers at least, this could put them under
considerable pressure and could also impact negatively on their
wellbeing and job satisfaction.
More broadly and similar to Fast Track external, there was a common
view, among internal members and some line manager/mentor
respondents, that the workload associated with the programme could
create considerable pressure. For internal members, this mainly related
to combining the programme with existing work commitments. Given
their prior police experience, some reported that they were expected
to perform as an experienced ocer when they were on their sergeant
and inspector rotations. Many said they found it dicult (particularly
if counted as part of the essential resourcing for a team, and not
‘supernumerary’) to devote work time to the programme. For those that
were supernumerary and for those who had a supportive line manager,
who allowed them to work flexibly, the pressures were reduced.
‘I think that’s one of the things that
I’ve come to realise is that oered
the choice between job satisfaction
and wellbeing, or being a higher
rank, I’d choose job satisfaction and
wellbeing rather than that. I don’t
think it should be a choice... I don’t
think it’s the rank that’s causing me
the issues. I think it’s the role and
the general lack of support really.’
Programme member
‘I’ve really tried to provide as much
flexibility as I possibly can to enable
the candidate to work within work’s
time on assessments, portfolio, I’ve
given working from home days –
numerous really.’ Line manager
‘I think if I wasn’t on Fast Track
they wouldn’t have put me in
somewhere where I’ve got no
experience or interest without any
support. I think to an extent some
of that was an expectation that I’ll
just cope.’ Programme member
66 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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6 Conclusion
A main benefit of the Fast Track internal and external schemes is the learning that
can be drawn from them. The external scheme was developed rapidly and delivered
for only two cohorts. In eect, it was a relatively small-scale pilot that has drawn out
extensive and valuable learning around what can work well and what would need
to improve if a similar initiative was rolled out in the future. A scheme that delivered
such rapid promotion to inspector ranks for external recruits had never been tried
before in policing and there was a strong interest to see whether it could succeed and
whether it could bring wider benefits. Similarly, a scheme that delivered guaranteed
rapid promotion (within two years, subject to assessments) for serving constables to
inspector ranks was untried. The Fast Track internal evaluation and ongoing feedback
from programme members is enabling that scheme to be continually improved.
The evaluation of both the Fast Track internal and external schemes have overlap
with learning from the Direct Entry Inspector and Direct Entry Superintendent
evaluations. Together, they provide a body of evidence around new methods for
recruiting and developing talented future leaders for the service. Further follow-
up work with successful programme graduates, after they’ve had more time to
progress in their careers, could enable more revealing exploration of potential
programme benefits.
Fast Track external
According to first-survey evidence (cohorts 1 and 2) close to a third of programme
members
31
would not have considered joining as constables without the scheme,
indicating success around the aim to attract new talent into the service. There are
multiple indications, throughout the evaluation findings presented in section 4 of
this report, that external programme members were high calibre. It would be hard to
avoid the conclusion that the 41 people who successfully graduated demonstrated
outstanding resilience as well as a high degree of dedication to becoming a leader
in the police service. While line managers and mentors mostly felt unable to judge
the future leadership potential of their Fast Track external ocers at the point of
graduation, one mentor said in an interview: ‘there is good reason to applaud them.
They reached inspector rank with unprecedented speed and showed the concept of a
three-year Fast Track to inspector programme was possible’.
The demographic data for programme members (presented in subsection 4.1.3)
shows the scheme also had success at attracting people from under-represented
groups. Recruiting more individuals with no prior police connections or interest
in police careers, could require more extensive marketing and perhaps a much
longer time for the schemes to have broader appeal.
31 Fifteen out of 53 first survey external respondents (cohorts 1 and 2, response rate 53 out of
62 members) said they would not have considered applying to be constables if their application to
Fast Track had been unsuccessful.
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67Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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The Fast Track external programme was developed very rapidly and yet, despite
some perceived weaknesses, it received some positive feedback from programme
graduates. Testament to the scheme was the almost unanimous confidence
in readiness for inspector rank, reported in end-of-programme surveys with
members.
The evaluation revealed a discrepancy between forces in terms of formal
support and learning arrangements for the members while they were meant to
be developing operational competence on the job. College inputs deliberately
had an emphasis on developing leadership and management-related skills and
knowledge, but there was a common view amongst members that more focus on
operational readiness would have been helpful. For many, to acquire the necessary
experiences and skills to pass assessments appears to have meant being highly
proactive and also eective at building supportive relationships with colleagues.
Almost a third left prior to graduation, which for some could have been as a result
of challenging experiences on the programme. Improvements to the scheme
were made throughout the delivery period and the evaluation has drawn out
more learning that could help any future, similar programmes be more eective
at supporting and preparing learners. Given the programme pressures, reported
potential impacts on wellbeing (reported in subsection 4.5.4) and the relatively
high voluntary attrition from the programme; the need for improvements in this
area (should the scheme or a similar one ever be re-launched) appears as one of
the most important conclusions of the evaluation.
End-of-programme interviews and surveys suggest that successful
graduates from the scheme commonly supported the style of leadership and
management that was promoted through the College modules. They often
described themselves (and backed up by line manager/mentor interviewees)
as having an open, inclusive, empowering style of leadership, which aimed to
foster wellbeing and high morale; valuing dierence and greater ownership
of personal development and decision-making. Some expressed strong
commitment to using this approach to change management and culture
within their teams, as inspectors.
There is little evidence to date around how successful external programme
members may be post-scheme completion, around influencing positive change
and bringing benefits to their forces. The barriers to making a dierence while on
the programme means the evaluation has drawn out few tangible examples of
having impact and influence to date. There was a sense from interviewed mentors
and line managers that it could still take time for the graduated Fast Track ocers
to become confident in their inspector roles and if so, it could take longer still
before they could become influential leaders at that level.
68 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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The evaluation evidence suggests the successful programme graduates were
typically highly motivated, proactive and driven individuals – most Fast Track
external members in first surveys indicated they wanted to reach more senior
ranks (see subsection 4.1.5). However, getting prepared for inspector level within
three years was clearly challenging. The end-of-programme fieldwork did not
uncover a common sense of urgency around the next promotion and getting to
senior levels. There was a strong view though, amongst evaluation participants,
that Fast Track Inspectors (particularly, but not exclusively, external members)
would benefit from post-programme support. There was thought to be a risk that,
because of the unique barriers they may face, without some ongoing input they
could stall in their careers.
Fast Track internal
While the evaluation has focused on gathering feedback to inform improvements
to the programme, a strong finding is how positively most internal programme
members have viewed their experience overall and in particular, the opportunities
it has aorded them. Demographic data of programme members (cohorts 1 to
5) indicates that the scheme has been successful at recruiting a diverse range of
members (in terms of ethnicity, gender, length of prior police experience). It can
also provide a career enhancing opportunity for those that did not previously
think they had potential for senior (and even chief) ocer positions, and create a
way for those that may have taken time away from their career (for example, for
caring responsibilities) to quickly progress up the ranks.
In many ways, the findings from the Fast Track internal evaluation mirrored
those from the external programme fieldwork, but they were, in many cases, less
pronounced. Notably, as presented in subsection 5.5.4, no internal members
expressed anxiety about the step up to sergeant rank to the same level as some
of the Fast Track external fieldwork respondents. They were also more strongly
confident about their promotion to ‘temporary inspector’ rank. This may be
because they were more familiar with the roles and had a wider range of police
experience to draw on, but the fact that there is no evidence that length of prior
police experience influenced attrition rates from the programme, suggests that
other causes were also at play.
The reassurance and support of being known in force and already having
established working relationships with colleagues, may have helped protect
internal programme members from some of the pressures experienced by their
external counterparts. The older average age of internal programme members
(and therefore more professional work experience, potentially from outside as well
as from inside policing) could also have been beneficial. Some Fast Track internal
members had already sat and passed their sergeants exam and had acted at the
rank prior to joining the scheme. There was also less controversy surrounding the
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69Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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Fast Track internal programme and whilst it was a radically new scheme in some
respects (guaranteeing promotion to inspector within two years) it seems to have
often been perceived by members and their colleagues as not necessarily that
dierent to other talent-development programmes.
This potential misperception of the Fast Track internal scheme is an issue that
stands out as an important conclusion of the evaluation. It is likely a contributing
factor to the main weaknesses of the programme, identified through the
evaluation fieldwork, particularly the inconsistent support for programme
members and access to development opportunities in force. For nearly half of
Fast Track internal respondents the programme appears to have been delivered
as anticipated, showing the delivery approach can work. But around half
experienced problems that could have been avoided and which, they felt, held
back their development. Many found that they were not given a suitable mentor,
nor sucient time, support and opportunities for development (tailored to fit
with their personal development plans). Viewing the programme, mistakenly, as
like many other talent-development programmes in policing, may have meant
the importance of meeting ‘national minimum requirements’ for the scheme was
not fully recognised. A few internal programme members felt they got such little
structured support and development in force, that the programme, to them, was
little more than attending College inputs and rapid promotion.
Another factor influencing the implementation of the programme in force was
resourcing. The Fast Track schemes were launched at a time when forces were
responding to budget cuts and the need for recruitment freezes. If anything,
resourcing issues may have aected Fast Track internal members even more
than their external peers. Some internal members described, in evaluation
fieldwork, how they could be expected to perform as experienced ocers when
on rotation. For them, there may have been less recognition that they were meant
to be developing in role and ideally should have been supernumerary whilst on
the programme. Fast Track internal members, in the early cohorts, could also
be of the view that their career aspirations were actually negatively aected
by joining the programme. Some respondents (including line manager/mentor
interviewees) thought that programme members could be put in roles that suited
organisational requirements, rather than members’ own interests and needs.
Similarly, inflexibility within some forces around the early stipulation that the
programme was for uniformed, operational inspector roles, meant those that were
actively pursuing a specialist career (or were interested in doing so afterwards)
could feel hindered by the Fast Track programme requirements.
The issues described above created pressures for internal programme members
that were dierent, but for a few, similarly challenging, to those experienced by
external members. For Fast Track internal, as well as external, ensuring participating
forces have resources, processes and drive to meet programme ‘national minimum
70 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
college.police.ukCollege of Policing
requirements’ is essential to programme success, satisfaction and potentially to
members’ morale, wellbeing and organisational commitment. Importantly, forces
must have an appropriate SPOC for the duration of programme delivery (with
chief ocer oversight) or consideration should be given to how the functions of a
SPOC could be better fulfilled. Similarly, the College has a role to support forces
and SPOCs with the delivery of the programme in forces and in particular, central
communications about programme requirements need to be clear. Further thought
may be needed around how prescriptive they should be.
As with the Fast Track external scheme, it is too early to comment meaningfully
on the return on investment of the Fast Track internal programme. Ultimately,
Fast Track internal was about identifying and developing constables with strong
leadership potential, with the intention of them progressing to more senior ranks
(above inspector) where it was hoped they would positively benefit policing.
Follow-up research with cohort graduates, when they are further into their
careers, could help address the return on investment question more insightfully,
but even then (and similar to Fast Track external) it is unlikely that strong ‘return
on investment’ statements could be made.
College of Policing
71Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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1 Overview
The Fast Track (FT) Inspector programme has changed since it first launched in
2014 as a programme for external
32
applicants and an internal scheme for serving
police constables, to an internal only programme. The external element of the
programme closed to new recruits after two annual intakes (2014 and 2015) and
was in eect, replaced by a new Direct Entry Inspector programme. The internal
element of the FT programme has continued and has recruited a new cohort of
candidates every year since 2015. The following section gives an overview of all
programme elements – including of programme marketing; recruitment and
selection; governance; programme content and structure; learning objectives;
assessment and support for members – and describes relevant changes that
have been implemented during the last five years.
2 Marketing and attraction
Initial marketing and attraction was targeted at outward facing channels for
the external FT scheme and inward facing channels for the internal scheme.
The College website provided information for each of the FT programmes, and
templates were created for forces to use on their websites and for university
career sites with links to the College and force websites. Marketing materials
(eg, flyers) were produced for forces to use at university career events to attract
graduates. Targeted materials were also produced for police sta and specials
and for serving ocers, which were used internally by forces and the College at
engagement events.
Current marketing
33
for the FT internal scheme is coordinated by forces through
their FT SPOCs with the support of the College. The College provides forces
with marketing materials, such as flyers and pull-up banners to support in-force
engagement events. The College holds briefing sessions via a web-based webinar
platform and is currently creating a Fast Track booth as a one-stop site for the FT
programme. The College is also working with sta associations to promote the FT
programme to their members and support them to identify relevant development
opportunities. From 2019, an expressions of interest form has been introduced
to create a database of interested ocers who can be sent targeted marketing
throughout the year.
32 The external programme was open to anyone with a degree outside the police service,
as well as serving police sta and volunteers (who did not require a degree level qualification).
33 i.e. at the time of evaluation fieldwork closure, June 2019
Appendix 1 – Programme description
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3 Recruitment and selection and assessment
The application process has always involved the following stages for internal and
external candidates. The assessment has changed from the first cohorts who
were assessed at National Police Promotion Framework (NPPF) superintendent
level, to the more recent cohorts who are now assessed at Competency Values
Framework (CVF) level 3.
Online application form.
National assessment centre, based on the following criteria:
- the ability to reach, and perform competently in, the rank of
inspector within three years (two years for internal candidates)
- the potential and motivation to reach at least the rank of
superintendent during their service
- the ability to bring new ways of thinking and dierent perspectives
into the police service and to eectively influence the way that
policing operates
- meeting the legislative entry requirements of someone becoming a
police constable (not internal candidates).
Unlike the Direct Entry Inspector and Superintendent programmes, the FT
programme (internal and external) did not have a lower success rate for BME
applicants through the recruitment process.
4 Governance
A Consolidated Governance Board (currently named a ‘Professional Reference
Group’) has managed the Fast Track and Direct Entry programmes since their
launch, along with a pre-existing High Potential Development Scheme. It is
chaired by a chief police ocer, in their capacity as representing the Workforce
Coordination Committee of the National Police Chiefs’ Council (NPCC).
Members include relevant College sta and representatives from stakeholder
organisations, including the Home Oce, Police Federation and Police
Superintendents’ Association.
Both the College and participating forces have been required to have a
programme lead (in the case of forces, from the chief ocer team/executive level)
as well as a SPOC for the programme. The force lead has overall responsibility for
ensuring the national minimum standards for delivery of the programme in force
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73Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
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(as set by the College) are met. The force SPOC manages the implementation,
delivery and end-to-end quality assurance of programme requirements,
ensuring they are communicated to all relevant in-force stakeholders (including
programme members, line managers, trainers, assessors, mentors, workplace
coaches and local sta associations).
5 Programme content and structure
The programme follows a blend of mandatory national core learning products,
including the Core Leadership Programme (CLP) and National Police Promotion
Framework (NPPF), which are set by the College and delivered by forces and
self-study. The College delivers five 2 to 4-day residential modules throughout
the 2/3-year programme. These are designed to provide strategic leadership
learning over and above the CLP to prepare members for their career progression
to more senior ranks/and for being an inspector. They all include topics related
to ‘leadership in a police context’ and cover the following broad areas: personal
leadership; Code of Ethics; equality, diversity and human rights; business skills;
managing self and others; and partnership working.
Most of the programme is delivered in force, as ‘rotation’ experiences at the
dierent ranks from constable onwards. The programme allows flexibility for
forces to include development opportunities or training not specified by the
College, provided they are informed by identified, specific requirements of the
force or by a programme member’s personal development plan.
74 Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
January February March April May June July August September October November December
Graduate
and Police
sta
2015
College of
Policing
On Boarding
Appointment
in force
College of
Policing
induction
IPLDP or
internal
learning
programme
IPLDP or
internal
learning
programme
Internal
Police
Constable
Graduate
and Police
sta
2016
IPLDP or
internal
learning
programme
IPLDP or
internal
learning
programme
IPLDP or
internal
learning
programme
IPLDP or
internal
learning
programme
College of
Policing
Ethics and
Values Policing
IPLDP or
internal
learning
programme
IPLDP or
internal
learning
programme
IPLDP or
internal
learning
programme
In force
development
NPPF
Insp exam
Cohort’s
combine
Promotion to
temporary
SGT
Begin CLP
Work Based
Assessment
Internal
Police
Constable
Assessment
Centre
Internal PC
candidate’s
induction by
forces
College of
Policing
Managing Self
and Others
Combine Cohort
2017
WBA
rotations
WBA
rotations
WBA
rotations
College of
Policing
Evidence
Based
Practice,
Creativity and
Innovation
WBA
rotations
WBA
rotations
WBA
rotations
WBA
rotations
College of
Policing
Collective
Leadership,
Organisational
Change and
Strategic Vision
WBA
rotations
WBA
completion/
in force
development
Substantive
promotion to
Sergeant
Princes Trust
programme
30 days over 12 weeks
Princes Trust
programme
30 days over 12 weeks
Princes Trust
programme
30 days over 12 weeks
Optional 14
week Crime
Group
Induction
Optional 14
week Crime
Group
Induction
Combined Cohort
2018
In force
development
rotation
College of
Policing Valuing
Dierence and
Inclusion
In force
development
rotation
In force
development
rotation
In force
development
rotation
In force
development
rotation
In force
development
rotation
In force
development
rotation
In force
development
rotation
College of
Policing
Business
Acumen,
Partnership
Working and
Political
Astuteness
Promoted to
Temporary
Inspector -
Graduate from
programme
Optional 14
week Crime
Group
Induction
Optional 14
week Crime
Group
Induction
Optional 14
week Crime
Group
Induction
Custody
attachment
Custody
attachment
Custody
attachment
Example FT Inspector timetable overview 2015 (external and internal programme)
Cohort 2 Fast Track Programme - Constable to Inspector
External Graduate and Police sta/Internal Police Constable ***Indicative only subject to local force adaptation***
College of Policing modules will be 2-3 day residential events delivered at one of our venues and dates will be published as soon as they are available.
Princes Trust is an intensive 20 day programme of activities, joining young people who are on a broader 12-week programme. Some of which will be residential.
Custody attachment this can be completed on a rotational basis to provide exposure and experience amounting to a three month rotation.
Crime Module this will be an optional 14 week induction to the detective pathway.
75Fast Track Inspector (internal and external) programme: Five-year evaluation report, 2014 – 2019
October Nov - Dec January February March April May June July August September October November December
Selection Process
Application
window
opens
Internal
Force
selection
process
National
Assessment
Centre
Briefing
Assessment Centre
Revision for Inspectors’ knowledge examination
Preparation and planning for new role as Temporary
Sergeant in December
Begin CLP curriculum
College run Meet and Engage events
NPPF
Insp exam
Preparation
and planning
for new role
as Temporary
Sergeant in
December
Promoted to
Temporary
Sergeant
and Work
Based
Assessment
College of
Policing
Induction
Ethics and
Values,
Managing Self
and Others
January February March April May June July August September October November December
First Year
WBA
rotations
WBA
rotations
WBA
rotations
College of
Policing
Evidence
Based
Practice,
Creativity
and
Innovation
WBA
rotations
WBA
rotations
WBA
rotations
WBA
rotations
College of Policing
Collective Leadership,
Organisational
Change and
Strategic Vision
WBA
rotations
WBA
completion/
in force
development
Substantive
promotion
to Sergeant
Final Year
In force
development
rotations
College of
Policing
Valuing
Dierence
and Inclusion
In force development rotations
Preparations and planning for new role as
Temporary Inspector in December
College of
Policing
Business
Acumen,
Partnership
Working
and Political
Astuteness
Preparation
and planning
for new role
as Temporary
Inspector in
December
Promoted to
Temporary
Inspector -
Graduate
from
programme
Mandatory - must be completed within timescales to graduate from the programme
College of Policing Module - 2-4 day residential strategic leadership learning events delivered by the College.
Community Placement and Custody Attachment - To be completed by the end of the final year.
Core Leadership Programme (CLP) - Contains leadership curriculum for Sergeants and Inspectors. Should be delivered by force or self-study as preparation for promotion.
360
0
Feedback
360
0
Feedback
Example FT Inspector timetable overview 2019 (internal only)
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6 Core learning objectives
The learning outcomes for the three year (external) or two year (internal)
programmes were, from the outset, designed to reflect the skills, knowledge,
attitudes and behaviours that a Fast Track Inspector would require in order to
operate independently, as a competent, uniformed inspector in a wide range
of deployments. They also address the wider programme aims to support the
continuous development of policing. The following list of core learning objectives
has been taken from the 2019 FT internal programme handbook and the 2016 FT
programme handbook (including the external scheme).
External programme members after year one will have:
achieved all learning standards within the Initial Police Learning and
Development Programme (IPLDP) and demonstrate achievement of the
assessment criteria associated with the Diploma in Policing (or equivalent
standard, in the case of the Metropolitan Police Service)
performed eectively in the rank of constable in line with the core
competencies of the rank
demonstrated readiness for promotion to sergeant.
External and internal programme members after years two and three will have:
achieved a pass at NPPF Step 2 inspectors’ knowledge examination
achieved all learning standards in the Fast Track programme curriculum by
attending all the College Fast Track modules
achieved all learning standards in the CLP at sergeant and inspector level
via in-force development and self-study
performed eectively in the rank of sergeant in line with the core
competencies of the rank and achieved all sergeant-level WBA units
completed all mandatory aspects of the Fast Track programme
demonstrated readiness for promotion to inspector through completing
the performance assessment report (PAR) and commencing the
inspectors’ WBA in line with NPPF.
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7 Programme assessment
The assessment strategy consists of a number of methodologies, with some
specific to the external scheme only, including: knowledge-based examination,
work-based assessment, completion of policing diploma and performance-
assessment report. Programme members are required to successfully complete
all assessment components.
The external scheme required the following assessments (to be completed by
the end of the first year):
Initial Police Learning Development Programme (IPLDP)
External programme members are required to undertake the IPLDP which all
probationary ocers must complete within their first two years. The IPLDP
consists of a national curriculum, defined by learning outcomes based on 21
national occupational standards of the student ocer role profile national
qualification. The IPLDP consists of:
induction
80 hours community engagement (including a placement)
independent patrol
a minimum qualification (Diploma in Policing)
ocer safety training
first aid training.
Diploma in Policing Level 3
External programme members were required to complete the ten-unit
qualification. In order to achieve the diploma, members had to demonstrate their
knowledge and understanding, as well as competent operational application in
the workplace.
The internal scheme required the following assessment:
Competence in current rank
Internal programme members are required to be supported by their force to
ensure their suitability to enter the promotion process as per the NPPF Step 1
competence in current rank.
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Both internal and external schemes required the following assessments:
Knowledge-based examination
Programme members are required to pass the National Police Promotion
Framework (NPPF) Step 2 knowledge-based examination in line with the national
process for those seeking promotion to the rank of inspector. Programme members
are required to pass this multiple-choice exam, which assesses their knowledge and
understanding of relevant law and procedure. Programme members that do not
achieve the pass mark first time have one opportunity to resit the exam.
Sergeants’ work-based assessment (WBA)
As per required by the NPPF Step 4, programme members must complete the
WBA and demonstrate they are competent in the rank of sergeant. The WBA
includes workplace assessment of programme members promoted to, and
undertaking the duties of, sergeant or inspector. Internal programme members
are required to complete Step 4 in addition to obtaining their OSPRE Part II.
Inspectors’ performance assessment report (PAR)
Programme members are required to submit a PAR during their final year of
the FT programme. The PAR process replaces the traditional NPPF Step 3
promotion process and progress is dependent on line manager recommendation
and agreement by senior management within the home force. Programme
members are required to successfully complete all components of the National
Police Curriculum, required for the programme, to meet the standard required to
graduate. A chief ocer is required to sign-o the programme member for them
to be promoted to temporary inspector and graduate from the programme.
8 Support for members
National minimum standards, set by the College, include standards of support
for programme members while in force. It stipulates that forces should ensure
programme members have regular performance reviews and a personal
development plan, which informs which roles and opportunities the member
should take up in force while on the programme. Participating forces are also
required to provide each programme member with two mentors – one should be
at inspector rank (if possible, a current or former member of the FT programme
or HPDS to provide peer support), and another of more senior rank to support
ongoing development to meet career aspirations.
For external programme members, at each of the force rotations (constable,
sergeant and inspector) they were also to be assigned a tutor, who should be
an ocer at the rotation rank. This tutor is responsible for their programme
member’s training and development and for ensuring they receive the necessary
level and variety of operational exposure during their rotation.
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The programme costs have been calculated using the College’s auditable
accounts for the five years the programme has been run (2014–19). They include
all associated costs to the College of implementing the programme, including:
marketing, recruitment, design and delivery, administration and stang of the
programme. The cost for each activity for delivering the programme over the five
years (2014–19)
34
is outlined in the tables below, followed by further detail of
what was included under each activity.
Fast Track external – College five-year programme costs by activity
Programme activity Total cost: 2014–2019
Marketing £114,024
Recruitment £383,527
Programme design and delivery £59,723
Business administration £28,792
Fast Track College sta team £522,470
Total £1,108,535
Fast Track internal – College five-year programme costs by activity
Programme activity Total cost: 2014–2019
Marketing £0
Recruitment £1,324,385
Programme design and delivery £142,264
Business administration £24,268
Fast Track College sta team £457,104
Total £1,948,021
Marketing: The marketing cost included the costs of – the LeadBeyond website,
meet the police events, positive action initiatives, paid advertising (such as in the
METRO newspaper), design and production of marketing materials and anything
else identified as marketing the programme.
Recruitment: The recruitment cost included the costs of – the sift and selection
process (including interviews), running the assessment centre and anything else
identified as part of the application to selection process for the programme.
34 The external programme costs ran until the end of 2018, when the last recruited cohort
(cohort 2) graduated.
Appendix 2: Programme costs
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Programme design and delivery: The programme design and delivery cost
included the costs of – the design and delivery of module plans and tutor guides,
delivery of classroom teaching/modules, programme graduation, accommodation
and venue, assessment training for forces/candidates and anything else identified
as relating to the design and delivery of the programme.
Business administration: The business administration cost included the costs
of – couriers, telephony, programme sta team meetings and accommodation,
legal advice, IT software and hardware, oce supplies, sta training, programme
evaluation and anything else identified as involved in the day-to-day
administration of the programme.
Fast Track College sta team: The Fast Track College sta team cost included
the costs of the Fast Track College sta team salaries and Fast Track College sta
team expenses.
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1 Overview
This appendix section supplements the description of the evaluation methods in
the main report (in section 3) and describes the research team and governance;
limitations of the evaluation and a summary of evaluation fieldwork. An
example survey is included and interview questions.
2 Research team and governance
The research was conducted in-house by College researchers; all of whom were
members of the Government Social Research (GSR) service and as such, bound
by the Civil Service Code (and its core values of integrity, honesty, objectivity and
impartiality)
35
as well as the professional standards set out in the specific GSR
code
36
, which have been designed to ensure quality, rigorous social research and
analysis for government.
Throughout the evaluation, research participants have been guaranteed
anonymity and confidentiality. The researchers have been the only College sta
with access to the raw data gathered through qualitative evaluation fieldwork
(interviews, survey and focus groups).
From the outset, a Quality Assurance and Evaluation Steering Group (QAESG)
was established, which convened on a quarterly basis through the duration of the
five-year evaluation period. The group was chaired by the College Fast Track and
Direct Entry programme lead and included the College evaluation leads for the
project, other relevant College sta and representatives from external stakeholder
organisations (Home Oce, Police Federation and Police Superintendents’
Association for England and Wales), as well as two external academics. QAESG was
involved in the development of the original evaluation specification and was a forum
for presenting emerging findings from evaluation fieldwork; providing programme
updates and discussing and agreeing any adjustments to the planned fieldwork.
QAESG reported to a larger Professional Reference Group for the Fast Track/
Direct Entry Programmes and a separate (and longer established) High Potential
Development Scheme (HPDS) Board, headed by an external chair (a chief police
ocer). This group signed o the original evaluation specification, before it was
approved by the Home Oce.
35 Details available online: https://www.gov.uk/government/publications/civil-service-code/the-
civil-service-code
36 Details available online: https://www.gov.uk/government/publications/the-goverment-
social-research-code-people-and-products
Appendix 3: Evaluation technical
information
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Annual interim reports were produced and shared with the programme team,
QAESG members and the Professional Reference Group. The final evaluation
reports all underwent external peer review by two independent academics.
3 Limitations of the research
As explained in section 3.3, the nature of the programme created unavoidable
constraints on the type of evaluation that could be undertaken. Key limitations
were outlined in section 3.3 and further detail is provided below.
a) Limited availability of objective measures
Given the limited availability of objective measures for the evaluation, there was a
heavy reliance on perception evidence, which is understandable for an evaluation
of this nature.
Methods have been used to enhance the reliability of the perception evidence
(for example, guaranteeing anonymity to fieldwork) but weaknesses, such as
the possibility that unconscious personal biases could influence responses, are
unavoidable. Additionally, while fieldwork participants were guaranteed anonymity
and confidentiality, the extent they felt able to be candid is unknown.
The perceptual evidence was strengthened by comparing responses from
dierent evaluation participant groups (programme members and line managers/
mentors). In relation to the operational competence and eective leadership
research question, perception evidence was also corroborated by programme
assessment data (most of which was based on observation of programme
members by in-force assessors).
It is possible that the common perceptions that have been drawn out from the
fieldwork participants may dier to common perceptions that could be drawn
out from other groups, that were not involved in the evaluation research. The
evaluation did not gather any feedback from those managed by a Fast Track
ocer and did not gather views from the wider workforce in participating forces,
for example, on how the programme was perceived and whether it had had a
positive or negative influence on morale and organisational commitment.
b) Low numbers of programme participants
This has been an issue for Fast Track external, in particular, which stopped
recruiting after two cohorts joined, but it has also influenced the Fast Track
internal evaluation. Small numbers of participants reduced the opportunity to
look for trends in the data – for example, whether individuals with particular work
experience have been more/less likely to graduate from the programmes and be
promoted. Low attrition from Fast Track internal has, so far, precluded this type
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of analysis. It has also created sensitivities around the report writing, since low
numbers increase the risk of identifying individuals. This aects both programmes
(for example, the report has not been able to include detailed comments on the
reasons for leaving either the internal or external schemes, as there is a risk that
individuals could be identifiable). Finally, the low number of Fast Track ocers in
most participating forces may have limited the opportunity for the scheme to
have a discernible impact at a force level. Even in the MPS (the force with by far
the most members) the participants were spread out within the organisation
and geographically.
c) Timescales
The five-year evaluation deadline has meant it can only report on two graduated
cohorts – again limiting the opportunity to look for trends in the data. It has also
limited opportunity to explore members’ performance in substantive posts. It may
take time and a greater number of Fast Track Inspectors, in individual forces, for
more discernible force-level impacts to be realised.
d) Lack of a comparison group
Opportunities for comparing Fast Track Inspectors with traditionally promoted
ocers were considered but ruled out, largely because fair, objective and helpful
comparison measures could not be identified. The programme aims were
deliberately broad around attracting and promoting talented individuals; bringing
in those with diverse perspectives and backgrounds to support the continuous
development of policing (external scheme) and in the longer term (both internal
and external) positively benefiting the management and culture of policing.
The evaluation has focused on exploring whether, and how, this may have been
achieved with the recruited cohorts to date; together with identifying potential
barriers and facilitators to success. Without having more specific dierences
defined and aimed for at the outset, it was not feasible to have a more robust
research approach, for example, to measure whether Fast Track Inspectors were
more/less likely to exhibit particular dierences to other inspectors.
e) Consistency of administrative data
Data collected for the purpose of recruitment and assessment could suer from
potential weaknesses such as: misreporting, dierent recording methods and
sample errors.
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4 Summary of fieldwork activity by year
5 Example online evaluation survey to programme members
Fast Track Inspector Cohort 2 – end of programme survey (text only)
About this survey.
The College is conducting an evaluation of the Fast Track scheme and the final
reports are due to be laid before Parliament in 2019. The evaluation will present
evidence and learning on how the programmes have been implemented and
how they are meeting their aims. We would like to request your support with the
evaluation. Your feedback to this survey will support the continuous improvement
Cohort Fieldwork activity No.
participants
Fieldwork
year
Internal or
external?
1 First survey (cohort members) 34 2014/15 External
First interviews (cohort members) 3 2015
Focus group (cohort members) 8
Second survey (cohort members) 26
Second interviews (cohort members) 3
First survey (cohort members) 45 2015 Internal
First interviews (cohort members) 4 2016
Second/third survey (cohort members) 54 2017 Internal and
external
Final survey (cohort members) 48
Final interviews (cohort members) 6 2017/18
Interviews (line managers/mentors) 8
2 First survey (cohort members) 19 2015 External
First interviews (cohort members) 5 2016 Internal
First/second survey (cohort members) 54/66 2016 Internal and
external
Second/third survey (cohort members) 37/67 2017
Final survey (cohort members) 28/55 2019
Final interviews (cohort members) 2 2018/19
Interviews (line managers/mentors) 7
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of the Fast Track scheme. This survey is anonymous and asks for your feedback on
the scheme. Thank you for taking part.
Please read the following statement and then answer whether you have read and
understood it.
This survey is commissioned by the College of Policing, as such, the College is
the Data Controller for the personal and sensitive personal data that will be
disclosed by survey participants. The College is registered with the Information
Commissioner’s Oce under registration reference: Z3458257. Your participation
in the survey is based on your consent, which you are free to withdraw at any time
by responding back to the survey invite email. Your information will not be used
for any other purposes other than for monitoring and evaluation of the Fast Track
to Inspector programme and, anonymously, for the production of future training/
guidance documents and/or publicity materials for the programme. This survey
will not ask for your name or any identifiable information.
This survey is being delivered in-house by College government social researchers.
Access to the ‘raw’ data (individual responses) will be restricted to the College
researchers – who will analyse all responses and only share aggregated data (ie,
summarising feedback from all respondents), along with example quotes, with the
programme team and in resulting evaluation reports. All comments will be treated
anonymously and no individual will be identifiable in the published evaluation
findings or any other published documents drawing on the findings – unless your
express permission is given. Your responses will be held securely by the College
research team for five years, after which time the data will be securely destroyed.
The College of Policing takes its legislative responsibilities under the General
Data Protection Regulation (GDPR) very seriously, therefore, should you have
any concerns regarding the processing of your information in this regard, please
do not hesitate in contacting the College of Policing Data Protection Ocer on:
Data.Protection@college.pnn.police.uk. For further information about your rights
under GDPR please see our full Privacy Notice on our website. Please contact
the Fast Track programme team or a force representative directly, if you wish to
discuss an issue concerning your programme. Alternatively, please refer to our
complaints process http://www.college.police.uk/Contact/Pages/Feedback-
and-complaints.aspx
1. I have read and understood the Privacy Statement (Please note if you press
no, you will not be able to complete the survey)
* Yes/ No
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2. Did you join as an internal or external member of the Fast Track
Programme?
* Internal/ External
3. To what extent do you agree or disagree with the following statements in
terms of being ready to become a substantive inspector?
* Strongly Agree/Agree/Neither agree nor disagree/Disagree/Strongly
Disagree
‘I feel confident in my operational abilities’
‘I feel confident in my leadership and management abilities
4. Please think about your development journey, then briefly describe up to
three of your most positive and influential experiences on the programme.
We’d like to hear what you think most helped prepare you for inspector
rank.
5. Again, thinking about your development journey, did you encounter
any barriers that you felt could have been avoidable and held back your
preparation for a substantive inspector role? Please briefly describe below.
6. Please use the space below to add any further comments around what you
think could improve the Fast Track scheme.
7. Please use the space below to add any further comments around what you
think worked well on the Fast Track scheme.
8. One of the main aims of the Fast Track scheme is to open up entry to the
service to people who will bring new perspectives and diverse backgrounds,
as well as promote talented internal candidates to make a positive impact
and influence on the management and culture of policing. With this in
mind, please use the space below to describe to what extent you have felt
able to do this and please give examples from your programme.
[Questions 9 and 10 were asking for specific feedback on the most recently
completed College module and were not part of the evaluation questions]
11 Please use the space below to leave any further comments
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6 Example evaluation interview topic guide
Fast Track end of programme interviews with line managers, Cohort 2 (Dec 2018)
(The following text was used as a guide for College interviewers and includes
probes, which the interviewer could use or adapt when needed, to elicit more
detailed responses).
PURPOSE: To hear about your experience of being a line manager/workplace
coach or mentor and your perception of your Fast Track programme members’
ability to undertake the role required of them. Ultimately, this will help to shape
and improve how the Fast Track programme will be implemented in future years.
As such we are interested in hearing about the positives and the negatives.
DISCLAIMER: We were sent details of the purpose of interview and privacy
statement with the invite to participate. As explained then, all answers will be
kept anonymous and confidential, and will only be used to support the ongoing
evaluation of the Fast Track programme. To help us with the research we would
like to record this interview, we will delete the recording after the analysis has
been done. Are you happy for us to record this interview?
1. What were your preconceptions of the Fast Track programme?
a. Have they changed and if so how?
b. What about others in your force/team – do they support Fast Track?
What was the eect of the FT candidate on their views of the
programme?
2. What were your expectations around the dierence your Fast Track
candidate may bring to your force?
a. To what extent did you expect your programme member to bring
fresh perspective to the force?
b. To what extent did you expect to be able to make use of your
programme member’s skills from the beginning, or only after they had
completed the programme?
c. How has this played out?
3. How have you and your Fast Track programme member kept in contact
throughout the programme?
a. Has contact been regular?
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b. How well have you got to know your programme member?
c. Have you had opportunity for regular one to ones?
d. Have you been able to monitor their work/performance/progress?
e. Have they completed any work for you?
4. How confident do feel that your Fast Track programme member has the
skills and knowledge to fulfil the role of inspector?
a. Do you think they have any significant development needs, and do you
have ideas for how these could be addressed?
b. Do you think they will need to continue getting frontline operational
experience or were the rotations adequate?
c. How would you compare the readiness of this candidate for inspector
rank with a candidate promoted through the normal route?
5. The Fast Track programme aims to develop ocers with the skills,
experience and capacity to reach the senior ranks of the service – it is early
days, but could you describe whether and how you may have seen this
potential in your programme member?
6. The Fast Track programme also aims to positively influence the
management and culture of policing.
a. Can you give me any examples where the Fast Track programme
member has influenced colleagues? Eg, helped change ways of
working; management styles; views and perspectives? How influential
have they been?
b. Can you give any examples where the programme member took an
opportunity to make a dierence?
7. Is there anything you would change or add/improve about the
programme?
a. How could ocers be better supported in force or by the College?
b. How could your role in the programme be better supported by the
force or College?
c. How could the ocers be able to use their existing skills and make a
dierence more quickly/have more impact?
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Appendix 4. Recruitment selection
and assessment data
1 Results of FT external recruitment activity cohorts 1 and 2
Recruitment stage Cohort 1 (2014) Cohort 2 (2015)
No. applications received 1,849 1,952
No. invited to assessment centre 120 121
No. withdrew from assessment centre 15 22
No. attended assessment centre 105 99
No. successful at assessment centre 43 27
No. started programme 41 21
2 Results of FT internal recruitment activity cohorts 1 to 5
Recruitment stage Cohort 1
(2015)
Cohort 2
(2015)
Cohort 3
(2017)
Cohort 4
(2018)
Cohort 5
(2019)
No. applications
received
753 704 468 482 449
No. invited to
assessment centre
127 100 99 139 105
No. withdrew from
assessment centre
4 1 1 8 3
No. attended
assessment centre
123 99 98 131 102
No. successful at
assessment centre
61 50 44 59 40
No. started
programme
61 48 44 58 40
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3 FT external: home forces of programme members (cohorts 1 and 2) at
programme start
Police force Number of programme members
Avon and Somerset Constabulary 7
BTP 1
Cambridgeshire Constabulary 1
Cheshire Constabulary 2
Essex Police 1
Greater Manchester Police 5
Hertfordshire Constabulary 1
Humberside Police 1
Kent Police 2
Metropolitan Police Service 26
Norfolk Constabulary 1
North Yorkshire Police 1
Northamptonshire Police 1
Suolk Constabulary 1
Sussex Police 1
Thames Valley Police 2
Warwickshire Police 1
West Midlands Police 4
West Yorkshire Police 3
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4 FT internal: home forces of programme members (cohorts 1 to 5) at
programme start
Force Number of programme members
Avon and Somerset Constabulary 7
Bedfordshire Police 2
British Transport Police 3
Cambridgeshire Constabulary 2
Cheshire Constabulary 1
City of London Police 3
Cleveland Police 3
Cumbria Constabulary 1
Derbyshire Constabulary 7
Devon and Cornwall Police 2
Dorset Police 1
Essex Police 4
Gloucestershire Constabulary 3
Greater Manchester Police 12
Gwent Police 3
Hampshire Constabulary 5
Hertfordshire Constabulary 2
Humberside Police 1
Kent Police 4
Lancashire Constabulary 3
Leicestershire Police 3
Merseyside Police 5
Metropolitan Police Service 74
Norfolk Constabulary 3
North Wales Police 3
Northamptonshire Police 1
Northumbria Police 6
Nottinghamshire Police 7
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Force Number of programme members
Police Service of Northern Ireland 11
South Yorkshire Police 5
Staordshire Police 4
Suolk Constabulary 1
Surrey Police 8
Sussex Police 14
Thames Valley Police 6
Warwickshire Police 1
West Mercia Police 3
West Midlands Police 19
West Yorkshire Police 9
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