Oct 27, 2016
RAND Europe, in partnership with the Hebrew University of Jerusalem and the University of Oxford, was commissioned in July 2015 to support the College of Policing in a process evaluation of the Stop and Search Training Pilot that was delivered across six police forces in England from August 2015 through October 2015. This report presents findings from the process evaluation.
In 2014, the College of Policing entered into a partnership with the Equality and Human Rights Commission (EHRC) to develop new National Policing Curriculum learning standards on stop and search, and to design related learning materials. The College, in consultation with the EHRC and police stakeholders, developed a training intervention that was piloted across six police forces in England from August 2015 through October 2015. The piloting was undertaken with the intention of informing and supporting a national roll-out of training to all officers in England and Wales from 2016/17, and to develop an evidence base around the impact of training on improving stop and search practice and the use of the relevant powers. The training pilot was implemented as a randomised control trial (RCT), whereby approximately 110 officers from each participating force were assigned at random to the treatment group (i.e. given the training), while another 110 officers were assigned at random to a control group (i.e. not given the training). Alongside an impact evaluation which forms the basis of a separate report, the College also commissioned and supported a process evaluation of the RCT, which is the subject of this report and was undertaken separately from the impact evaluation. The process evaluation fieldwork took place from August to December 2015, and examined only the treatment side of the RCT, looking at training implementation issues, perceptions of key stakeholders and trainers, and behaviour and experiences of trained officers.
Was the intervention delivered as intended?
What were the main implementation issues?
To what extent did peers, supervisors, middle managers and senior leaders act as a facilitator or barrier to change?
How was the training course perceived by officers, and how did it reportedly influence their stop and search practices?
Did trained officers apply their learning in practice, and how did they interact with the public during encounters after the training?
Implications for training re-design and implementation