PC3S037 - Management in Policing 01 Jan 2025 - 31 Dec 2031 | Version 4
Associated Module Information
| Module Code: | PC3S037 | ||
|---|---|---|---|
| Module Title: | Management in Policing | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Operational Policing | ||
| Faculty Sub Group: | Policing | ||
| Module Leader: | Colette Chilcott | ||
| Module Team: | Rebecca Voice, Gordon Blake, Christijan Boyle, Joanne Mercurio, Leanne Thomas, Claire Evans, Roger Phillips, Victoria Wall, Tina Avey-Hebditch, Bethan Shellard-Dedman, Jack Moss, Rezbi Duffield, Michael Chard, Michelle Lamont, Neil Harvey, Paul Searle, Kevin Bushby, Kirsty Hyland, Tiffany O'Connor, Rachael Lugg, Fiona Webb, Barry Murphy, Sarah Jones | ||
| First Intended Intake: | MAR 2019 | Final Year of Intake: | 2025 |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 6 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100486 - policing | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 4 |
|---|---|
| Valid From | 01 Jan 2025 |
| Valid To | 31 Dec 2031 |
Module Aims
To acquire a comprehensive understanding of the fundamental skills necessary for delivering coaching and mentoring support, and to promote professional development in both self and others.
To develop knowledge and understanding of the significance of work-based assessment principles within the field of policing
Content Summary
In this module, students will explore the essential elements associated with the strategic context of policing as a profession, reviewing crucial skills in coaching, mentoring, and assessment.
Students will examine policing as a profession using blended learning methods including workshops, presentations, and immersive learning. They will analyse the role of the College of Policing and the National Policing Vision 2030
This learning module serves as a prelude to exploring coaching and mentoring skills. Using discussions, work-based learning, and scenario exercises, students will contemplate their professional development and the application of mentoring skills in the workplace. As student officers who have undergone various assessments and training within their apprenticeship, students will examine the principles and practices of standardising assessment to maintain consistent professional standards.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Seminar | 5 |
| Tutorials | 5 |
| Work based learning | 163 |
| Directed Study (including online independent learning) | 16 |
| Groupwork | 6 |
| Lecture | 5 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Critically define coaching and mentoring skills, emphasising the importance of their implementation and support in the workplace. |
| LO2 | Critically analyse the work-based assessment principles in policing and the standardisation of assessments within the police service to maintain consistent professional standards. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Synchronous Onsite Oral Assessment | Presentation (Synchronous Onsite) 1 | Design a podcast or video critiquing the PEQF, evaluating leadership and advising year 1 Students that supports their development | 30 | N/A | 100 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Presentation (Synchronous Onsite) 1 | ✔ | ✔ | |