Job Family Business Support
Job Sub Family Learning and Development
Code BUS-LD-SD-Trainer v2.0

Role Purpose

Trainers design and deliver complex, extensive learning and development (L&D) programmes, enabling the organisation to achieve its goals and individuals to fulfil their potential. This requires the full range of teaching skills and is likely to be an individual’s main professional role.

Key Accountabilities

  • Use an evidence-based approach to identify learning needs and specify learning outcomes to inform the design and development of training.


  • Design and develop learning programmes and sessions, for digital, class room-based and face to face delivery, identifying and incorporating training and learning methodologies that are capable of meeting individual and organisational learning needs with available resources and within specified timescales.


  • Research, design, develop and maintain learning materials that enhance the learning and engage the learners.


  • Deliver training using a wide range of learning and delivery methodologies ensuring learners are managed, motivated, facilitated, coached and supported to achieve the intended learning outcomes.


  • Foster and maintain a safe, inclusive and effective learning environment to enable learner engagement and participation and overcome potential barriers to learning.


  • Determine an appropriate assessment approach, conforming to designated assessment strategies and conduct learner assessments.


  • Carry out assessments by analysis, evaluation and recording of learning to meet the intended learning outcomes. This should include formative and summative assessment at appropriate points in the programme, and meet internal or national verification standards and moderation processes.


  • Analyse assessment results and, where relevant, construct and implement personal intervention and development plans to ensure that individuals successfully achieve the intended learning outcomes.


  • Utilise assessment analysis and stakeholder feedback to inform the development and continuous improvement of learning techniques and interventions with a view to improving the overall learning experience.


  • Identify and support innovation and good practice in L&D, incorporating this into training approaches to improve the quality of interventions and to support L&D practice.


  • Identify and address any specific learning requirements of individuals to maximise their ability to realise their potential.


All roles are expected to know, understand and act within the ethics and values of the Police Service.

The Competency and Values Framework (CVF) has six competencies that are clustered into three groups. Under each competency are three levels that show what behaviours will look like in practice.

It is suggested that this role should be operating or working towards the following levels of the CVF:

Resolute, compassionate and committed

Inclusive, enabling and visionary leadership

Intelligent, creative and informed policing

Education, Qualifications, Skills and Experience

Prior Education and Experience:

  • Competent and operating within the Police Sector Standard for the Training of Trainers (‘Trainer Standard’).


  • Knowledgeable in the subject matter in which training is developed and delivered.


  • Good knowledge and understanding of the Policing Education Qualification Framework (PEQF).



  • Effective stakeholder relationship management skills including being able to identify the key stakeholders and to take appropriate steps to understand their needs and concerns.


  • Understands adult learning principles and processes and applies these to design, adapt and improve learning programmes and to support individuals throughout the learning and development cycle.


  • Apply good practice in design, develop and adaptation of learning materials and resources, including for digital delivery.


  • Use models of group behaviour and group learning to plan and manage group activity and ensure effective individual learning.


  • Apply a range of teaching and presentational techniques, including digital delivery, and be able to select and apply these appropriately and flexibly.


  • Use questioning, listening and non-verbal communication techniques to give, elicit and receive feedback and to overcome communication barriers.


  • Apply the concepts and principles of individual assessment.


  • Create and follow project plans including identification and mitigation of risks to delivery.


  • Review own performance objectively and to develop and follow an appropriate personal development plan.

Continuing Professional Development (CPD)

  • Maintain competence in own area of training subject matter expertise, including knowledge and understanding of legislation, College of Policing guidance and good practice.


  • Participate in networking opportunities reflecting on practice and sharing learning with peers in order to inform and improve policy, processes and practice.


  • Maintain and enhance knowledge and understanding of new approaches to learning identified by evidence based research and through advances in learning and development models and methodologies. Test and synthesise these by championing innovation and implementing changes to working practice.


  • Consider membership of a relevant professional body and use of the membership for CPD opportunities.

Professional Registration/Licenses

Not applicable

Links to other Profiles

  • Head of Learning & Development
  • Coach/Mentor
  • Assessor
  • Internal Verifier
  • Learning Designer
  • Instructor
  • Tutor
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