Police Knowledge Exchange: Full Report 2018

[Executive Summary] This report was commissioned to explore the enablers and barriers to sharing within and between police forces and between police forces and partners, including the public. This was completed from an interdisciplinary review of international literature covering sharing, knowledge exchange, learning and organisational learning. The literature broke down into four main factors; who, why, what and how. An introduction to the literature is presented with ‘Who’ is sharing which considers both personal identity and different institutional issues. The ‘Why’ literature covers issues of cultural and community motivators and barriers. The ‘What’ segment reviews concepts of data, information and knowledge and related legislative issues. Finally, the ‘how’ section spans face to face sharing approaches to technologies that produce both enablers and barriers. A series of 42 in-depth interviews and focus groups were completed and combined with 47 survey responses . The aim of the interviews, focus groups and survey was to show perceptions and beliefs around knowledge sharing from a small sample across policing in order to complement the findings from the literature review. The survey was adapted from a standardised questionnaire (Biggs, 1987). The Biggs questionnaire focused on what motivated students to learn and how they approached their learning. Our adapted survey looked at what motivated police to share, and how they approached sharing. The responses showed a trend, across the police, towards a motivation for sharing to develop a deeper understanding of issues. However, the approaches and the strategies they used to share with others, which were primarily driven by achieving and surface approaches (to get promoted and get the job done). According to Biggs (1987) this could leave them discontented as they never progress to a deeper understanding of issues. Scaffolding sharing within the police through processes that are clearly defined, effective and valued could help to overcome these issues. Within the interviews and focus group findings a similar structured approach to sharing was adopted. Within the ‘who’ section some key aspects around personal relationships, reciprocity and reputation were identified. The ‘why’ the police share was one of the largest discussion points. Not only was there a deep motivation to solve key policing issues there was an approach of reciprocity. Police sharing was deeply motivated to support ‘good practice’ in the prevention and detection of crime. However, a sharing barrier was identified in the parity of value given to different types of knowledge for example between professional judgement and research evidence knowledge. Sharing was achieved when there were reciprocal benefits, in particular with personal networks or face to face sharing which was noted as ‘safe’. Again, this was inhibited by misunderstandings around the ‘risks’ of sharing, frequently attributed to data protection legislation; producing cautious reactions and as an avoidance tactic to save time and effort sharing. However, a divide was noted between technical users and those who avoided any online systems for sharing; often due to poorly designed systems and a lack of confidence in how to use systems. The police culture was identified as being risk-adverse, and competitive due to multiple factors, a lack of supported time to share, Her Majesty’s Inspectorate of Constabulary (HMIC) reviews and promotion criteria. The result was perceived to be a poor cultural ability to learn from mistakes and a likelihood to repeat errors. A set of strategic recommendations are given and include the use of a sharing authorised professional practice for HMIC reviews, sharing networks and training. A further set of operational recommendations are given such as; sharing impact cases for evidence based practice, data sharing officers and evaluating mechanisms for sharing. This full report is supported by the Police Knowledge Exchange Summary Report 2018 which gives an overview of the findings and recommendations

Police Knowledge Exchange: Summary Report

[Executive Summary] This report draws on research commissioned by the Association of Police and Crime Commissioners (APCC), the National Police Chiefs Council (NPCC) and the Home Office to investigate cultural aspects of knowledge sharing across the police service. The research reviews literature and police perceptions to identify the enablers and barriers to effective knowledge exchange and sharing within and between police forces and police partners, including the public. Data were collected from 11 police forces; 42 in-depth interviews/focus groups and 47 survey responses. The literature-guided analysis identified four core research themes: who, why, what and how we share. Detailed findings are presented in the full report; this summary report presents the core research findings. Recommendations from this study will inform the next phase of activity for the Board. The research identified that cross-force, cross-organisation, national and international sharing relies on a culture supporting individuals who have an independent and reflective sharing approach. A key enabler to police sharing is that, regardless of police rank and role, they all have a strong collaborative nature, through a deep motivation to share, that benefits the wider social community. This collaborative nature is driven by processes that reveal reciprocal benefit and safe sharing, as well as how to effectively ‘get the job done’ and foster professional learning. A key barrier to police sharing is a strong hierarchical culture that does not encourage the independent nature of sharing. Whilst police officers and staff act independently within the confines of their prescribed roles, they rarely independently share beyond this. This hierarchical culture means that innovations in sharing are often initiated or approved top-down and tied to leadership. Hierarchical structures are seen to support a competitive culture combining concepts of risk aversion and blame. The hierarchical culture is also perceived as providing poor clarity on what is of value to share and how to effectively share. There are two key recommendations to overcome this barrier: one long-term and one short-term. Long-term: ‘Become independent sharers’ by changing the nature and culture of the police to encourage this independent nature, so that specific sharing barriers are effectively solved by individuals. Professionalising the police and working collaboratively with academia are steps towards this long-term goal. Short-term: ‘Guide and authorise independent sharing’ by using the hierarchy to scaffold/support and direct police towards effective and approved sharing approaches. This will show the police, through the hierarchy, how and why this independent sharing nature is safe, effective and valued

Collaborative Learning with Web 2.0 Technology: Synchronicity Dimension

Web 2.0 technology provides an open platform to promote active users’ interaction and participation in anytime and anyplace, enabling knowledge creation, sharing, and transfer. Using grounded theory approach, this study examines how effective the online collaboration tool that employs Web 2.0 technology could enhance collaborative learning in a team-based environment in higher education. The study results discover that Web 2.0 collaboration tool lacks high synchronicity dimension. High synchronicity dimension of a communication channel is characterized by immediacy of feedback in support of attaining shared understanding, focus, and trust in team interaction. As learning is an outcome of interaction among team members who exchange ideas and share experiences to attain group solutions and bring about knowledge construction, the study suggests that Web 2.0 collaboration tool should include features supporting high synchronicity dimension

Motivating Information Security Awareness (isa): An Action Research Study

The goal of the study was to identify and analyze specific environmental and social conditions that motivate middle management to advocate for Information Security Awareness (ISA), as well as to see if exposure to new information security knowledge would change their behavior. Using a mixed-method action research approach, a group of managers shared their awareness knowledge, advocacy behaviors, and challenges influencing their engagement in information security awareness advocacy. Post workshop feedback confirmed the effectiveness of the Action Research workshops in increasing ISA advocacy behaviors. The action research workshops provided an opportunity for the participants to increase their security knowledge and recommend improvements in ISA advocacy practices. Thirty-eight (38) managers, divided among four workshops, participated in the study. Within the research activities, I presented the group with an awareness knowledge self-assessment survey, which captured the managers\u27 view of their own information security knowledge, a sample information security awareness presentation brought context to the workshop, and a group discussion similar to a focus group provided the environment for discussions. During these activities, the managers expressed recommended changes they could drive to improve ISA advocacy. The workshop activities concluded with a closing discussion seeking commitment from the managers to act on the recommendations to improve ISA advocacy. These engagements of learning, and sharing their awareness, supported the main goal of leveraging action research. The findings support the Action Research workshops were an effective tool to increase the participants learning, to improve the practice of ISA advocacy, and to socialize the topic of information security. The key lessons learned from the research contribute to the overall body of knowledge in the information security awareness discipline as follows. Key finding 1: the feedback on self-reflective levels of knowledge in information security awareness indicated managers are not sufficiently exposed to ISA content. Key finding 2: the self-reflection on advocacy behaviors projected positive attitudes and increased motivation to propose and take actions toward sharing ISA with employees and peers. Key finding 3: the main challenges discovered show that managers need more guidance, increased awareness knowledge, more organizational support, and the creation of a climate that supports advocacy behaviors. Key finding 4: the Action Research workshop contributed to participants learning, and to improvements to information security practices through participants\u27 new behaviors to increase ISA advocacy. Participants reported they learned and used the ISA topics discussed during the workshop with their friends, family, peers, and employees after the workshop. The key thesis findings led to the following recommendations to help organizations foster a climate that supports ongoing advocacy behaviors. The recommended activities include: helping managers understand the importance of their engagement in advocacy behavior; obtaining resources that increase information security awareness and knowledge; planning and sharing activities that promote ISA sharing; and, communication the expectation for advocacy behaviors and the resources available to support sharing information security awareness

Innovation and Development of Public Fiscal Administration Through E-Learning

In an era characterized by rapid technological advancement and the growing importance of effective public fiscal administration, this study explores the integration of e-learning technologies at the Guimaras State University (GSU) to enhance education and professional development in the field. The research adopts a mixed-methods approach, combining quantitative surveys and qualitative interviews to investigate the impact of e-learning on students and professionals engaged in public fiscal administration programs at GSU. Quantitative results reveal that a significant majority of participants perceived e-learning as highly useful and user-friendly. The findings align with the Technology Acceptance Model (TAM), emphasizing the importance of perceived usefulness and ease of use in e-learning adoption. Moreover, participants reported a positive impact on their learning experiences, citing the flexibility of e-learning, multimedia resources, and interactive elements as key contributors to improved knowledge acquisition. Qualitative insights from interviews underscored the convenience of remote access, the ability to self-pace learning, and the interactive nature of e-learning materials. Challenges such as technical issues and the need for effective support services were also identified. This study's conclusions highlight the potential of e-learning to enhance public fiscal administration education and professional development. Recommendations include enhancing technical support services, providing ongoing training for faculty, expanding e-learning content and resources, fostering an online learning community, conducting longitudinal studies on career outcomes, and sharing best practices with other institutions. Guimaras State University's experience in innovating public fiscal administration education through e-learning offers valuable lessons for higher education institutions seeking to harness technology for academic and professional advancement in critical fields. The findings contribute to the broader discourse on the role of e-learning in higher education and professional development, emphasizing the need for continued adaptation and improvement to meet evolving learner needs and challenges

Theoretical and Empirical Models of Organizational Learning Processes in Knowledge Management

Introduction. This study undertakes a comprehensive exploration of existing instructional organizational models, spanning various disciplines within contemporary educational theory and knowledge management practice. The core objective is to propose an all-encompassing model tailored specifically to the preparation of future educational managers. This model places a significant emphasis on integrated educational strategies, further enriched by the integration of organizational learning processes in the context of knowledge management. Aim and tasks. This study critically examines established models of organizational learning processes with the goal of developing a tailored model for training future educational managers. The goal is to equip aspiring educational managers with integrated didactic skills based on analyses of existing educational models that include concept analysis, model evaluation, and theoretical framework establishment. Result. Organizational learning principles drive data-driven refinement, collaborative cross-disciplinary strategies, and leadership development. Sharing best practices enhances strength, whereas iterative feedback processes mitigate its limitations. This dynamic framework encourages adaptable education, fostering continuous improvement in teaching methods, curricula, and managerial training for a sustained educational evolution. Leveraging insights from existing models, the primary aim is to establish an instructional framework that seamlessly integrates a diverse range of content. Notably, the suggested model for training educational managers integrates teaching methodologies, character development, and methodological support for cultivating cultural learning skills, all underpinned by organizational learning processes within the domain of knowledge management. Furthermore, this integrated model incorporates progressive learning objectives that progressively increase in complexity and span the methodologies and resources employed to ensure effective learning outcomes based on comprehensive feature assessment techniques that gauge understanding and competencies. Conclusions. This study navigates the landscape of models, culminating in the proposal of an integrated framework that caters to comprehensive aspiring training. This model facilitates the harmonious amalgamation of various subjects, and proficiencies introduce organizational learning processes within the domain of knowledge management. By fostering a multidisciplinary and holistic approach, this model equips future educators with the multifaceted demands of modern primary education while adequately managing knowledge within their organizational contexts

Knowledge brokering: an insider action research study in the not-for-profit sector

This study contributes an original, practice-based analysis of knowledge brokering in inter-organisational communities of practice in the not-for-profit sector. Defining characteristics of the not-for-profit sector include its social values, principles and practices. Existing literature understates or overlooks the significance of values and principles that are manifested in and enlivened through every day social practices and practitioner encounters. The study contributes by presenting knowledge brokering as a knowledge sharing intervention which integrates people, processes, values and principles into practice. Knowledge brokering and other practice interventions in the not-for-profit sector have to align with its social mission, if they are to be compatible and effective. This is especially so in multi-agency partnerships and inter-organisational communities of practice where collaboration and co-existence rather than assimilation are the primary objectives. This study finds that values-compatible knowledge brokering interventions, boundary bridging, co-creation, common artefacts and knowledge sharing, enable inter-organisational communities of practice to evolve without sacrificing individual autonomy. Foundational knowledge brokering literature emphasises the structural position of the knowledge broker, their knowledge superiority and the benefits they accrue by operating on the periphery of a social network. The study contributes by arguing that knowledge brokering processes and roles can be examined through an alternative practice lens with the knowledge broker as an internal co-practitioner located within a network. The study was carried out in a new, time-limited multi-agency partnership project in the not-for-profit sector. The partnership constituted an inter-organisational community of practice comprising advice, information and support agencies that had agreed to work collaboratively to improve local services. The author was employed as the project s Knowledge Management Officer and carried out the study over a two year period using an insider action research approach. As an insider practitioner-researcher, the author contributed to the project s objectives, worked collaboratively with practitioners and gathered rich data. Action and research occurred simultaneously and the iterative processes enabled the cumulative learning to inform, develop and analyse the practice. The combination of using insider action research approach, an examination of knowledge brokering as a practice intervention and a multi-agency, not-for-profit setting, makes this a unique practice-based study untapping knowledge management lessons from the not-for-profit sector

Funder-Initiated Communities of Practice as a Means for Sharing and Creating Knowledge in Order to Strengthen the Adaptive Capacity of Systems

Planned communities of practice can be an effective means to spread and create knowledge. This article explores the degree to which communities of practice can be initiated by funders, and presents the lessons learned and outcomes achieved from the long-term commitment to this concept by the McKnight Foundation\u27s Collaborative Crop Research Program. This article provides a novel contribution to the literature by showing that a funder can initiate, support, and participate in a community of practice comprised of its grantees, which can succeed in sharing and creating knowledge. Factors that organizations should consider when investigating this concept include long-term investment in convenings and facilitation, as well as relinquishing some control over outcomes. Research shows that the McKnight program\u27s communities of practice have provided a space for various actors in Africa and the Andes region to develop adaptive capacity related to food system research and action through social learning. As funders increasingly look outside of the traditional logic of projects to explore how they can contribute to enabling long-term conditions and capacity for change and adaptation, well-supported and facilitated communities of practice offer a promising approach

Learning from European Rural Movements:Research to inform a Scottish approach

To inform the development of a rural movement in Scotland, this report explores the key characteristics, roles and methods of engagement employed by established rural movements in other European countries. We studied rural movements in 10 countries (Albania, England, Estonia, Finland, Ireland, Latvia, Lithuania, the Netherlands, Northern Ireland, Sweden). We collected information via a desk-based review of relevant literature, interviews with representatives from each of the movements, and an online seminar to discuss the initial findings (hosted by the EuropeanRural Communities Alliance). We identified six overarching themes with associated learning points for Scotland. The themes relate to the structure of the organisation, collaboration, purpose, activities, relationship with government, and place-based action. The findings demonstrate how rural movements represent an organised approach to providing a network and voice for rural areas, their people and those working to support rural development. An important role for the movements is advocacy to shape local, regional and national policy, while another important role is enabling shared learning and knowledge exchange. The character of each movement reflects and responds to the national context in which it operates, including the system of administration and culture. Three insights can be put forward from this research to inform the Scottish approach. We suggest that these are used as a basis for ongoing discussions between Scottish Government, Scottish Rural Action and others seeking to develop an effective and impactful Scottish rural movement: A Scottish rural movement should bring together diverse actors to inform and influence policy. A Scottish rural movement needs a clear identity and clarity of purpose related to networking and knowledge sharing. A Scottish rural movement should be supported to develop constructive relationships with LEADER LAGs and staff to ensure that the movement represents local issues and needs effectively