Appendices Letter of Introduction

Dear Student,

The Garda College has recently established a new learning model in the college and the operational

learning phases. In this regard the Garda College aim is to be a leader in European police entry candidate

education and training, which provides its students and probationers with a hallmark student experience. I

am conducting research to obtain information on this new model in then hope I achieve a PHD. I would

be grateful if you could outline your views on your experience using the following strengths and

weaknesses questionnaire. All submissions are confidential. The output from this questionnaire will be

aggregated and then synthesised into a number of action points by myself to help further enhance the

student/probationer experiences in the Garda College. All that is required is for you to complete some

minimum profiling information which I include in the first part of this survey.

Kind regards, Mark Foley, sergeant

!Phase one survey

Q. 7 Residential Background - (Born/reared) before joining An Garda Siochana

City - Town - Rural - Other Country

Q. 8 Educational Background - Highest level of education obtained prior to joining;

Please select one response for each of our questions

Please indicate your response

Q1 Which phase are you on? - Phase One - Phase Two – (please indicate - Dublin, urban or rural) - Phase Three - Phase Four – (please indicate Dublin, urban, or rural) - Phase Five

( ) ( ) ( ) ( ) ( )

Q2 Gender ( )

Q3 Please indicate your profession before joining An Garda Siochana.

Examples – Banking, Civi l Servant, farmer, Student etc

( )

Q4 What nationality are you? Examples – Irish national, Polish National , Chinese National etc., please specify

( )

Please tick or circle your answers

Q5 What age bracket are you in? 18-21, 22-25, 26-29, 30-35 Y / N

Q6 Have you a third level qualification? If not completed please state.

Please specify what type - Year Taken ( )

! 1

Leaving Certificate 1 Degree 3

Diploma. 2 other (please specify) 4__________________

Q.9 Are you currently engaged in part time study in conjunction with the Garda education

programme?

Yes 1 No 2

Q. 10 what is the educational attainment of your father?

2nd level –3rd level - Other______________

Q. 11 what is the educational attainment of your mother?

2nd level - 3rd level - Other_____________________

Q. 12 what is the occupational background of your father? __________________

Q. 13 what is the occupational background of your mother? __________________

(Please state homemaker if your mother rears the family)

Q.14 Marital Status before joining An Garda Siochana?

Single, - Married – Divorced – Separated - Full Time Relationship

Q. 15 Earnings per year before joining:

0000-5000 - 5000-10000 - 10000 15000 - 15000-20000 - 20000-25000 - 25000-

30000 - 30000-40000 = 40000+

Q. 16 Religious Faith

Christian – Catholic – Protestant - Other please state _________________

Q. 17 Sources of influence on Garda Choice (more than one can be chosen)

Family members – Relatives – Friend - Garda Website - Newspapers, Reading

Material - Other

Who/what was the main influence from the above? ______________________

!!!!!!!!!

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!1.1 PROGRAMME INFRASTRUCTURE/ SUPPORTS In your experience what are the key strengths of the college in terms of any or all of the following? !- Suitable graduate working space / Rooms / Desks / Library, etc - Access to equipment and information resources e.g. computing facilities, online databases - Technical support e.g. IT, - Financial support - Pastoral or social support - Other (please specify)

!1.2 PROGRAMME INFRASTRUCTURE / SUPPORTS !In your experience what are the key Weaknesses of the college in terms of any or all of the following? !- Suitable graduate working space / Rooms / Desks / Library, etc - Access to equipment and information resources e.g. computing facilities, online databases - Technical support e.g. IT, - Financial support - Pastoral or social support - Other (please specify)

!1.3 How could the college infrastructure / supports be improved to better support your study/experience at the college? (i.e. consider student recruitment, induction, registration etc) (For ease of reference bullet point your answers)

!2.1 In your experience what are the key strengths of the college in terms of any or all of the following? !- Integration into the wider college student/probationer community - Opportunities for social contact - Other (Please specify)

!2.2 In your experience what are the key weaknesses of the college in terms of any or all of the following? !- Integration into the wider student/probationer community - Opportunities for social contact - Other (Please specify)

!4.1 SUPERVISION: In your experience what are the key strengths of the college in terms of supervision of your work and study of any or all of the following? !! - Availability when needed - Constructive and frequent feedback - Understanding difficulties - Guidance on research in any area - Other (Please specify)

!4.2 SUPERVISION: In your experience what are the key weaknesses of the college in terms supervision of your research of any or all of the following? !- Availability when needed - Constructive and frequent feedback - Understanding difficulties - Guidance on research in any area - Other (Please specify)

!4.3 How can student/probationer supervision be further enhanced to better support your needs at the college? (For ease of reference bullet point your answer)

! 3

!I would like to get your views and comments on the taught programmes listed below.

Please feel free to comment on content, mode of delivery etc. in the space provided under each of

the course titles or on separate continuation sheets provided.

(For ease of reference bullet point your answers) 1. Legal 2. Social, Studies 3. Management & Organisation Studies 4. P E &HS, 5. Irish Studies, 6. European Languages 7. Pulse, 8. Legal, Contextual Do you have any other comments or observations in respect of the programme? !

!a. YOUR GOALS & EXPECTATIONS: In your experience what are the top five key strengths of the college as an institution for undertaking the B.A. in Police Studies? !

1 2 3 4 5

!a. YOUR GOALS & EXPECTATIONS: In your experience what are the top five key weaknesses of the college as an institution for undertaking the B.A. in Police studies? !

1 2 3 4 5

!5.3 Based on your experience to date, would you recommend the Garda Siochana to a friend as the service to undertake as a career? Please briefly outline the reasons for your response to this question including specifying what you feel are the barriers that would not make you recommend the Garda Siochana.

!6.2 What are the best aspects of your programme? Please explain why these are good. (For ease of reference bullet point your answers)

!6.3 What aspects of your programme that could be improved? Please explain why. (For ease of reference bullet point your answers)

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Phase two survey

Phase two This questionnaire is designed to obtain your views on and understanding of various issues now that you have finished phase two and is being used to evaluate the impact of this phase of the programme. !Using the following scales !1 = Very poor level of 2 = Poor level of 3 = Fair level of 4 = Good level of 5 = Very good level of 6 = Excellent level of Please rate the quality of the phase content (relevance and value of topics covered) by ticking the relevant box. !

Do you have any other comments or observations in respect of the programme? In your opinion what was the most useful part of phase two for you personally and why? !In your opinion what was the least useful part of phase two for you personally and why?

!Very poor

Poor

Satisfactory

Good

!V e r y good

Excellent

Social Placement

Specialist placements

Working with Unit

Assessment of Interview One

Assessment of Interview Two

Working with Tutor Garda

Beat Patrol Duties

Station Duties

Clerical duties

Patrol car duties

Phase Two Classes

Meeting with Superintendent

Administration of your phase Two

Correction of diary by training Staff

Correction of Diary by Supervisory staff

Competency Development

Achieving Learning Outcomes

Diaries entries on phase two were

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!What service did your tutor garda have? !Do you have any suggestions for improving this phase of the programme? Thank you very much for completing the questionnaire, !!

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Phase three survey !Please rate the quality of learning development (per the programmes integrated aims and objectives) you received on phase three – please tick the relevant box !

!Gender – male –female - please circle Age 18/21, 22/25, 26/29, 30/36 – please circle !I would like to get your views and comments on the taught programmes listed below. Please feel free to comment on content, mode of delivery etc. in the space provided under each of the course titles or on separate continuation sheets provided. (For ease of reference bullet point your answers)

1. Legal 2. Social, Studies 3. Management & Organisation Studies 4. P E &HS, 5. Irish Studies, 6. European Languages 7. Pulse, 8. Legal, Contextual !In your opinion how did the following contribute to your development as a trainee garda during phases 1, 11 and 111? !

MODULE Very poor Poor Satisfactory Good Very good Excellent

Victim Mgt Module

Offence Mgt Module

Social Issues

Station Admin

Traffic Mgt Module

Court Practicals

1 - Very Poor

2 - Poor 3 - Fair 4 - Good 5 -Very Good 6 - Excellent

College Legal Staff

PE& HS staff

Social Studies Staff College

Irish Staff

MAOS Staff

European Languages Staff

PULSE Staff College

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In your opinion what was the most useful part of phase three for you personally and why?

In your opinion what was the least useful part of phase three for you personally and why?

Do you have any suggestions for improving this phase of the programme?

!!

!!!!!!!!!!!!!

Contextual Staff College

College Administration Staff

Phase Two Training Staff

Unit Sergeant

Tutor Garda

Unit Gardai

Other Student Gardai

Probationer Gardai

Gardai in Specialist units

Senior Student Gardai

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!!!!!!!Respondent numbers, demographics and characteristics of the trainee’s programmes !Different approaches were applied to collect both qualitative and quantitative data. The data gathering methods included surveys (questionnaires), semi-structured interviews and a focus group interview. The data gathered was processed and analysed using grounded theory and content analysis. Best practice methods were used throughout to gather data and analyse results and validate. A representative sample was used across the organisation. The following chart presents the six key modules in the data gathering period !!Data gathering !Six key modules in data gathering:

!Surveys (questionnaires) and interviews were used for the first and second programme. Surveys (6 questionnaires) for trainees in the current competency programme. A focus group interview with trainees (at this stage they were in their probationary period) in the current competency programme was used. Surveys with operational sergeants and tutor gardai were also conducted, finally * a review of previous Irish findings in background research was undertaken. !!*Review of background research !The analysis enabled understanding of the following themes: !

▪ Key findings from each report or survey !▪ Lessons learned so far from the work. !

I n t e r v i e w s conducted

Survey conducted Analyses conducted

First programme Yes Yes Yes

Second programme Yes Yes Yes

Third programme Yes Yes Yes

Operational sergeants and tutors

!-----------------

Yes Yes

Teacher/trainers Yes !---------------

Yes

Previous Findings (limited)

Yes in 2003/2004

Yes in 2003/2004

Yes in 2003/2004

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!a) The reports evaluated as part of the background research included: !

1. The Report of the Conroy Commission on Conditions of Service in the Garda Siochana (1970) (Irish publication) !

2. Ryan Committee on Pay and Conditions of Service (1979) (Irish publication) !3. Report of the O’Briain Committee on Safeguards for Persons in Garda Custody and for

Members of An Garda Síochána (1978) (Irish publication) !4. Garda Training Committee Report on Probationer Training, (Walsh 1985) !5. Review of the Student/Probationer, Education, Training and Development Programme, (1999) !6. An Garda Siochana Training and Development Review a project from the Garda Executive

Leadership Programme (GELP) – “A critical analysis of the current student/probationer training model and recommendations which will meet organisational and community needs”, (Leahy, O’Mahony and Todd, 2008). !

7. Dissertation: “The Garda Siochana Act 2005: Implementation Review Group”, (Hayes, 2005). (BA in Police Management, Garda College ! !

8. Dissertation: “Working Group Report on Garda Training in Response to the Morris Tribunal II”, (Rice 2006). (BA in Police Management, Garda College) !

9. Dissertation: “Performance Management, A study of the effectiveness of a competency model as a performance based assessment instrument for operational police officers”, (Brennan, 2006). (BA in Police Management, Garda College) ! !

10. The ‘In-Service/Management Development Training Review (SMI Report)’ by the Institute of Public Administration (2000) focused on training for ranks up to chief superintendent and for civilian staff !

b) Additional data from the 3rd programme !The Garda College collected the following “limited” data from two competency intakes which were not subject to accelerated recruitment  in 2003. These surveys and interviews were conducted at the Garda 1College in 2003 and 2004 as part of the process of monitoring the new competency based trainee programme. The Unit (PDIU) through scheduled meetings monitored and interviewed a random selection of trainees on aspects of the programme. There are no demographics or characteristics available for these two intakes except for gender and location for the phase two experiential posting. No surveys or interviews took place for phase three. The following charts present the respondent numbers, locations, demographics and characteristics in this research. !Research conducted in 2003/2004 at the Garda College - respondents are trainees !

267 trainees (questionnaires)

30 trainees were interviewed from the 267 respondents

179 males (67%) % - 88 females (33%)

“20 weeks for phase one” & “20 weeks for phase two”

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!These two intakes received a Diploma in Police Studies. The awarding of BA status for the current competency programme was only introduced in 2005, two years after its implementation; it was not back dated by HETAC for these two intakes. !!!!!!!1st Programme 1964 – 1988 !50 garda respondents - surveys (questionnaires) and interviews were conducted !

!!The demographics/characteristics of the above respondents !

Two intakes - the total time period under research was 40 weeks.

Trainee’s geographical location for phase two was 57% in the Dublin Metropolitan Region (DMR) and 33% in urban towns and other cities.

15 respondents recruited and trained in the 1960’s

15 respondents recruited and trained in the 1970’s

20 respondents recruited and trained in the 1980’s (4 from accelerated recruitment period)

The respondents are from 25 garda divisions – urban and rural

2 respondents per division

40 male respondents & 10 female respondents

80% (m) and 20% (f) representing the approximate gender difference in this programme

Respondents from all different ranks – garda, sergeant, inspector, superintendent and chief superintendent (uniform and detectives)

Respondents selected from serving garda and retired garda

Surveyed 26 garda respondents (postal questionnaire) with follow up telephone interviews

Interviewed (semi-structured) 24 garda respondents in person at their work place and home

Time frame for this research was one year

Average age of respondents was 57years

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!!!

All respondents in this research were Irish citizens at time of recruitment

98% were Catholic

Family influence to secure a steady job was the main reason for joining.

70% of the trainees were from rural villages and small towns.

Occupations were mixed and similar to their parents; the socioeconomic background of all can be classified as middleclass.

30% of the trainees (all male) came back from England where they were working to take up a position which offered so much security.

All trainees were single at time of entry.

No trainee had a 3rd level qualification at the time of entry however, 38% now have 3rd level qualifications ranging from diplomas to masters degrees.

All availed of grants from the Garda Siochana to undertake their 3

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2nd programme (Walsh programme) from 1989-2002 !50 garda respondents - surveys (questionnaires) and interviews conducted !

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

32 uniform garda

7 uniform sergeants

1 D/sergeant

10 Detective gardai

25 garda divisions – urban and rural

2 respondents per division

34 male respondents & 16 female respondents

68% (m) and 32% (f) representing the approximate gender difference in this programme

All serving members

Surveyed 50 garda respondents (postal questionnaire) with follow up telephone interviews

Time frame for this research was one year

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!!!!!3rd programme – current from 2003 – 2008 !322 trainee respondents - surveys (questionnaires) and interviews conducted !

!!!!!!!!!!

67% of two intakes, 6 months separated the two intakes

60% of accelerated recruited trainees

12% of trainees between 2004/2008

195 male trainees & 127 female trainees

60% (M) and 40% (F) representing the approximate current ratio in this programme

The same trainees for each of the six surveys

Trainee respondents were between 19 and 34 years old

Independent member present for each survey and administered by independent member (dates, times, trainees and location)

All trainees surveyed (questionnaire) and interviewed at the Garda College

Trainees surveyed at the end of phase one (for phase one)

Trainees surveyed at the beginning of phase three for phase two data

Trainees surveyed at the end of phase three (for phase three)

All trainees entered Garda College by accelerated recruitment

Group interview at the Garda College – 5 probationary garda , 3 male respondents and 2 female respondents from the intakes surveyed

3 separate surveys per intake (longitudinal) over 62 weeks – one survey in the 20th week, the second survey in the 45th week and the third survey in the 60th week, conducted over 15 months

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!!!!!!!!!!!!!The following chart presents the data collection timeframe and location used in this part of the research !!Data collection timeframe – 2007/2008/2009 !

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Intake

Location Survey Survey Survey Survey Survey Survey Interview

College 20 wks 20 wks 45 wks 45 wks 60 wks 60wks 99wks

A College Phase 1

B College Phase 1

A College P h a s e 11

B College P h a s e 11

A College P h a s e 111

B College P h a s e 111

A&B College On phase V

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!!!!!!!!!!!!!!!!!!Demographics/characteristics for 2nd and 3rd programme !The 62 weeks trainee time frame is the same for both programmes under research:

“Phase one is 20 weeks at the Garda College

Phase two is 20 weeks experiential learning at an operational Garda station

Phase three is 12 weeks at the Garda College”

Both programmes were accredited by HETAC.

70% of the trainees come from villages and towns with 30% from cities in the accelerated competency programme, from 2004 to 2008,

In the precompetency programme from 1989 to 2002, 76% and 24% respectively come from these areas.

Trainee’s level of education before entry to the Garda Siochana is comparative with 44% from the pre-competency programme and 43% from the accelerated competency programme. 3are from certificates up to master’s level.

Family and relatives are the dominant influence to join: 56% in the precompetency programme 63% in the accelerated competency programme Combined family influence is 60% for both programmes

The gender of trainees is comparative, with male trainees at 72%, female trainees at 28% from the pre-competency programme and 69% and 31% respectively in the accelerated competency programme.

Trainees marital status on joining the Garda Siochana was 100% single in the pre-competency programme

81% single in the accelerated competency programme; the increase from 26 years to 35 years for recruitment is reflected in the accelerated competency programme with 19% married and/or in a full time relationship.

Trainees were 96% catholic in both programmes.

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!Summary of respondents in research !

The nationality of trainees is 100% Irish in the pre-competency programme

98% Irish in the accelerated competency programme. With open recruitment for non-Irish nationals from 2005, the recruitment of non-Irish nationals (2%) is slightly reflected in the accelerated competency programme.

Parents and respondents’ occupations from both programmes are comparative, ‘middle class’ coming from a wide cross section of Irish society.

The two programmes show a difference in trainee’s financial earnings before joining, with 56% of the precompetency respondents earning between €5000/15000 and 44% of the trainees earning between €15000/40000.

In the accelerated competency programme 76% earned between €15000/40000 with 24% earning between €5000/15000. The influence of the Irish ‘Celtic Tiger’ is reflected in the accelerated competency programme when full employment in Ireland was virtually achieved.

Based on the programmes recruitment criteria, all of the pre-competency programme trainees were in the age categories of 18/26 when joining the Garda Siochana.

In the accelerated competency programme with 70% in the age categories 18/25. The increase in the age profile for recruitment from 26 years to 35 years is reflected in the accelerated competency programme due to the changes in the recruitment criteria with 30% over 26 years.

Phase two demographics for trainees:

52% of trainees were stationed in the main cities for both programmes

48% stationed in large urban towns for both programmes

Phase two demographics for tutor gardai:

Tutor garda average service was 6 ½ years in each programme.

54% of tutors between 12 weeks and 5 years

34% of tutors between 6 years and 10 years

12 % of tutors with 11 years+.

35% of tutor Gardai had less than 2 years service in the precompetency programme,

80% of tutors Gardai had less than 2 years service in the competency programme,

45% of the tutor gardai in the competency programme were still in their probationary period.

F i r s t prog.

S e c o n d prog.

Current prog.

Sergeants & tutors

Teacher/trainers

Respondents 50 ! 50 322 10 12

Interviews Yes ! yes yes ----------- yes

Surveys Yes ! yes yes yes ---------

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!Questions used for trainees !Phase one !The first 17 questions were used to collect socioeconomic, workload, characteristics and demographic data. The questions involved gender, nationality, profession, occupational background before joining the Garda Siochana, age and distribution, education level attained, backgrounds before entry, residential background before entry, parents standard of education and occupation, students marital status before entry, earnings before the Garda Siochana, religion and sources of influence for joining the Garda Siochana. The demographic data for both programmes is tabulated using a number of graphs where appropriate. !Questions were based on the experiences of the respondents and framed around the following educational themes; “the infrastructure and support structures” in the Garda College, “integration” within Garda College life, “communication”, “professional and social” contact between trainees and Garda College staff, “student community development”, “development of professional and personal skills”, “supervision of/for trainees by Garda College staff”, the suite of “subjects”, “subject delivery”, “the Garda College as a third level institution” and “student administration involvement”. Several of the questions were open to allow the respondents to express their experience of the above; others are presented as strength and weakness questions. A choice of answers is provided in a number of the questions. One question relates to respondents views on recommending the Garda Siochana as a career. Part two finishes with questions on the best aspects of phase one and respondents overall experience of the first twenty weeks. In the final question the respondents were asked to comment on the content and mode of delivery of the subjects. Primary data using tables/graphs for both programmes is presented. !Phase two !The second part of the survey contains questions on the educational/training component parts and framed around the following educational themes; the first question involves 14 experiential developments on “quality aspects of the phase”. This is followed with a question on”Garda Siochana members” involved directly or indirectly in their learning requirements for progression. Questions progressed in line with the structured time frame of phase two and respondents were asked to rate their experiences of their “social placement and specialist placements”. A question on “useful and least useful” aspects of phase two was also asked. The second last question involved “recommendations” respondents might have to further develop the experiential aspects of phase two. The last question asked the respondents to rate the “overall quality” of phase two. Other questions were closed with some open allowing the respondents to express their experiences. The questions contained in part two links directly with the aims and objectives, research questions and ultimately act as variables when exploring relationships in chapter eight. Mixes of straight forward questions, strengths and weaknesses questions were used. !Phase three !The questions were framed around the following educational themes; the first question is on the “integrated competency based learning modules”. The second question addresses “operational, administrative and communication functions” of policing in specific service categories. Respondents in this question were asked to rate their opinion on the relevance of their service provision to practical operational work, these two questions were closed. The third question includes a “cross section of the major learning issues”, which they are expected to, receive on phase three. The selection of issues was at times specific which then opened to the types of programme delivery and finally to the locations in the college of these deliveries. The respondents were asked to rate the “quality of the content of these learning topics and formats”. A small number of current learning issues were not relevant to the pre-competency group and not asked. This will be highlighted in the presentation of the results for the pre-competency group. The fourth question asked the respondents to rate the “Garda participants involved in their learning process” (college, divisional training and operational Garda) on how they contributed to the respondent’s development on the first three phases. The last three questions were open-ended questions on what was the “most useful and least useful” part of phase three and finally had the respondents any ‘suggestions for improving development’ on phase three. The primary data from each programme is

Total 50 ! 50 322 10 12

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presented at times by graph/table. This completes all primary data gathered by way of survey from the Garda trainee programmes. !Garda College and divisional teacher/trainers The following charts present the teacher/trainer respondents numbers, characteristics, demographics used in this research. !!

!!!!!!!!Demographics/characteristics of the teacher/trainer gardai !

12 teacher/trainers (9 male and 3 female)

12 interviews (semi-structured) at their workplace

Garda College staff:

7 teacher/trainers from the Garda College

(5 uniform sergeants (4 male and one female)

2 civilian teacher/trainers (one male and one female, one employed before the introduction of the 1999 Review of Training and one employed for this programme)

Divisional staff:

5 Divisional teacher/trainers

(2 teacher/trainers from 2 city divisions, 2 teacher/trainers from large urban divisions and one teacher/trainer from a rural division

(4 male teacher/trainers and one female teacher/trainer)

All teacher/trainers joined the Garda Siochana pre the introduction of competency development.

The average service as a teacher/trainer is 11 years.

The average operational experience before entering the training environment was 12 years.

All served in the Garda College as teacher/trainers and the average service is 6 years.

Teacher/trainer average service in the divisional training centres is 5½ years.

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!!Questions used for teacher/trainers The list employed comprised questions on all aspects of the trainee programmes, which allowed teacher/trainers to express themselves freely and without restriction. It was particularly insightful in highlighting concerns regarding some issues relating to the change process in the current competency trainee programme. The interviews were conducted in late 2008 and early 2009. Quotations from the teacher/trainers are used where necessary so the issue at hand is expressed fully. !!!!!!!!!Operational garda sergeants and tutor gardai The following chart presents the garda sergeants and tutor gardai numbers and demographics used in this research !20 garda sergeants and tutor gardai respondents - surveys (questionnaires) and follow up phone calls !

All the teacher trainers received a teacher/trainer course pre 1989.

Five of the teacher/trainers possessed 3environment.

The qualifications ranged from certificate to masters in many different disciplines however, none were connected to education.

All teacher/trainers took a 3teacher/trainers applied and took the certificate in adult education and training, on offer to Garda teacher/trainers.

Four of the teacher/trainers took courses that involved management, coaching and mentoring.

All received funding once from the Garda Siochana for their 3rd level courses. The overwhelming opinions here was that all stated that the Garda Siochana should be providing a menu of courses in education and training or an opportunity to further their education that teacher/trainers could take so as to keep up to date with the latest developments in education and training especially in the area of information technology.

Eight teacher/trainers stated they were transferred to the Garda College on promotion (Garda to Sergeant) and they had no say in the matter however, they enjoyed this element of policing and stayed within the training environment.

Seven of the eight teacher/trainers stated they sacrificed promotion and transfers so they could remain within the training field.

Three teacher/trainers stated Garda management (District Superintendent) recognised certain attributes and recommended them for teacher/trainer positions, and one stated it was to experience variety and new challenges.

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!Questions used for garda sergeants and tutor gardai !There was ten questions used in this survey, the first three questions were on demographics. The following questions related to their respective roles (sergeant/tutor): assessments, content, social placement, tutor garda, supervisory management, experiential learning diary, garda management, and specialist placements !!!!

10 operational sergeants

6 from rural divisions

2 from city divisions

2 from Dublin divisions

7 male & 3 female

All uniform sergeants working the regular tours of duty

Average service was 24 years

Average service as a sergeant was 11 years

All recruited and trained (at the end) in the Walsh programme

10 operational tutor gardai

6 from rural divisions

2 from city divisions

2 from Dublin divisions

6 male & 4 female

6 recruited at end of Walsh programme

4 recruited in and trained at the beginning of the current programme

Average service was 7 years

Tutor gardai were between 28 and 45 years

All tutor gardai working regular uniform tours of duty

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!!!!Teacher/trainers – letter of introduction

Dear ---------- As you are aware I am conducting research for my PhD, which is going well. As part of my research I am sending out questions first and then interviewing staff as part of my research strategy. On its receipt I will be in contact to arrange an interview which, will be based on your personal experiences of the training programmes and training environment. All information given to me as part of my research will be totally confidential, no names, locations etc will be given. On completion of my thesis I will be happy to forward a copy to you. !Teacher/trainers When did you receive your initial Garda education/training – Pre 1989 or post 1989? How many years have you been attached to the Garda College or involved in Garda education/training at divisional level? Please state, which (a) do you possess a third level qualification? (b) Please specify What operational service did you have before entering the training environment? Did you have your 3rd level qualification before entering? Did you seek financial assistance from An Garda Siochana while undergoing the course? If no financial assistance was given would you have still taken the course? If you took you 3rd level qualifications while in the training environment who/what prompted you to take it? What attracted you to the education/training environment? Did you receive any formal training on the current system? If so when, who gave the training. In your opinion if you received training did this assist you in facilitating this programme? Has the new educational programme place you under any pressure professionally or otherwise? Have you received continuous professional development with regard to the current system? In your opinion what level of education is required as a staff member with the S/P Programme Have you received any training in the principles and application of competency development behavioural statements for the programme? In your opinion has An Garda Siochana/Garda College provided the necessary educational and training tools to guide reform in the new system for staff ? Have you as a teacher/trainer been involved in any quality assurance for the new system? How long were you a teacher/trainer before you offered an in-house teacher/trainer course and/or the Certificate in Adult Education from NUI Galway? In-house and Certificate - What are your views on the Certificate of Adult Education/Training now on offer to Teacher/trainers? What are your views on the one week residential course now on offer to Garda members now involved in the training environment? In your opinion has the new education programme placed you under any pressures to achieve or further achieve education qualifications because you are in the training environment? !Questions on Trainees In your opinion are students developing in line with the designed competencies per the respective phases? In your opinion are there any differences between the old system pre and post the1999 review of training in the development of students and probationers? In your opinion has An Garda Siochana/Garda College provided the necessary educational and training tools to guide the new system for trainees? Do you as a college/divisional teacher trainer see any changes taking place within the student population since the introduction of the competency development? In your opinion, have trainees ‘police, social perspectives and knowledge’ increased or decreased due to the competency development framework? What are your general views (as they apply to you) on the assessment of the Experiential Learning Diary – for: Phase one, Phase two, Phase three? !!!!!!

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!Garda College In your opinion has the accelerated recruitment effected your working environment? In your opinion has accelerated recruitment placed a burden on the college infrastructure? In your opinion how would you rate the overall progression of the new educative process? Operational field In your opinion is the operational field an obstacle to develop for students and probationers? If there are obstacles, what are they? Garda management In your opinion do you see any area(s) of conflict which are not being addressed by Garda Management? In your opinion is there any area(s) of conflict which was identified to Garda Management and is still not addressed? Accelerated recruitment In your opinion has the accelerated recruitment had any negative/positive effects on the student and probationer working environment? Ethnic/diversity Have you participated in any training with regard to diversity awareness/ethnic minorities? Do you have any other views you would like to share that I have not touched upon? 1999 Review of Training In your opinion has the Garda Siochana developed teacher/trainers in adapting to the new programme? In your opinion do you see any difference(s) in the: Quality of the current programme from the Walsh programme? If your answer is yes or partially yes please state where you see the difference? In your opinion has competency developments improved the standard of trainees education and training In your opinion has the course content improved? In your opinion the course programme is easier to facilitate due to trainees taking responsibility for their own learning? Please indicate in you own words what you see as the main advantages or disadvantages of the current programme In your opinion as they relate to your working environment how do you view the assessment interviews on phase two The following questions relate to the design of the current education programme, please state your opinion on the following: Phase one Assessments, subject content, student time, lecturing/tutorials, and experiential diary Phase two Assessments, content, social placement, tutor garda, supervisory management, experiential learning diary, garda management, and specialist placements Phase three Content, integration of subjects, assessments, and experiential learning diary !Interviews Interviews were conducted through the ‘semi-structured’ interview format with gardai from the pre-competency programme (1989-2002). This was followed with a group interview of probationary Gardai from the competency programme (2003- present) to obtain detailed and contextualised account of experiences of the various phases and views of the organisation. These interviews are paraphrased with discussion and analysis taking place in chapters eight and nine. !!!

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