Information about the role of a learning designer, including the role purpose, key responsibilities and the skills required.
About the role
A learning designer is a learning and development position within the business support sector of policing. It's a service deliverer role in the policing professional profiles.
Role purpose
Learning designers create learning materials for classroom-based and digital delivery, as well as provide support materials and guidance for the deliverers (such as tutors, trainers and instructors) about good practice.
Key responsibilities
- Working with subject matter experts to identify the learning needs of a target audience to create high-quality innovative learning programmes and activities.
- Applying evidence-based approaches to develop high-quality effective learning products.
- Mapping learning outcomes to the National Policing Curriculum to meet national standards.
- Creating engaging and appropriate learning content that is innovative, fit for purpose, inclusive and accessible.
- Designing learning programmes and activities taking into account the diversity of learner needs, including neurodiversity, enabling effective learner engagement and removing potential barriers to learning.
- Collaborating appropriately to determine the assessment criteria for successful learner performance and developing appropriate assessment methodology.
- Capturing and analysing learning metrics to continually improve learning programmes.
Competencies, values and core skills
The competency and values framework (CVF) provides clear expectations for everyone working in policing. It describes the behaviours required by police officers and staff to be effective in their roles and uphold the Code of Ethics for policing.
Competencies
The CVF has six competencies, which are split into levels. These levels can be used flexibly to allow for a better fit with frontline and non-frontline policing roles, and at different levels of seniority. This ensures that there is consistency throughout all the policing professional profiles. Some roles may contain different CVF levels due to the specialist nature of the role. Those working at higher levels should also fulfil the requirements of the lower levels.
This role should be operating at or working towards the following competencies.
- We are emotionally aware – Level 1: practitioner
- We take ownership – Level 1: practitioner
- We collaborate – Level 2: supervisor or middle manager
- We support and inspire – Level 2: supervisor or middle manager
- We analyse critically – Level 2: supervisor or middle manager
- We are innovative and open-minded – Level 2: supervisor or middle manager
Values
The CVF has three values that apply to everyone in policing, regardless of their role or seniority.
Core skills
All roles in policing have nine core skills in common. These are split into levels that represent the different levels of policing. This role should be operating at or working towards the following core skills.
- Communicating and influencing – Level 1
- Problem solving – Level 1
- Performance management – Level 1
- Relationship management – Level 1
- Change management – Level 1
- Managing people – Level 1
- Managing resources – Level 1
- Planning – Level 1
- Use of IT – Level 1
Education, qualifications and experience
Previous education, qualifications and experience
- Experience in mapping learning, for example, National Policing Curriculum (NPC).
- Experience in digital learning design tools and software.
- Experience in developing adult learning materials for classroom delivery.
In-role education, qualifications and experience
- Competent to and operating within the College of Policing standards for trainers. The standards can be met by:
- completion of the following training essentials programme (TEP) modules: training knowledge essentials, training skills essentials and training practice essentials
- recognition of prior learning including existing accreditations or qualifications and learning
- Knowledgeable in the subject matter in which training is designed and delivered.
Continuing professional development
Continuing professional development (CPD) enables everyone in policing to develop and gain recognition for their professional skills, knowledge and competence.
CPD ensures that we continue to provide high-quality policing to keep the public safe and help to drive career aspirations. Discussion of CPD is usually included as part of professional development review (PDR) conversations.
Learning and accreditation
- Complete all core training required by the force.
Professional development
This role should consider the following CPD:
- maintaining awareness of current and emerging trends and technologies in online pedagogy
- maintaining and enhancing knowledge and understanding of learning design and its application to a policing context
- testing new ideas in relation to instructional and classroom design and incorporate good practice
- maintaining and developing leadership skills through appropriate leadership learning and development activities, for example, appropriate professional membership
- maintaining and enhancing knowledge around web content accessibility guidelines (WCAG)
Related roles
You can find other service deliverer roles in the: