ESTONIAN ACADEMY OF SECURITY SCIENCES

Sirli Luik (Development Manager, HR Development Department)

Mairit Kratovitš (Lecturer, Center Of Law And Social Sciences)

Subject-matters• Estonia, Estonian internal security authorities and the role of Estonian Academy of Security Sciences• SIKARO Programme- what? why? how?• Research on academic staff –

– Motivation to work as a lecturer– Possible career and rotation system

• Discussion

Estonia

Quick facts:• State in the Baltic Region of

Northern Europe• Estonian territory covers 45, 227

km2 • Capital city: Tallinn ~ 400 000

habitants• Ca 1 294 455 habitants• Language: Estonian• Currency: Euro• Member of EU: since 2004

Estonian Internal Security Institutions

Ministry of the InteriorPolice and Border

Guard Board

Rescue Board

Security Police Board

Academy of Security Sciences

Ministry of Justice

Prisons Department and

prisons

Ministry of Finance

Tax and Customs Board

Some statistics

Civil servants working in internal security area:

~ 4605 police and border guard officers (66% men)~ 2395 rescue servants (91% men)~ 1147 prison officers (56% men)~ 1947 tax and customs officers (29% men)

All together ca 10 094 internal security officers

- In the area of the government of the Ministry of Interior

- Trains specialists in internal security and law enforcement

- Provides vocational education, higher education and master´s level

- Also research and development in IS area; continuous training for working specialists

The Estonian Academy of Security Sciences

- Founded in 1992- Rector Mr Lauri Tabur- Employees ~ 300

Inc. academic staff ~77- Students ~ 1010• Master ~ 100• Higher education ~ 670• Vocational ~ 240Graduates ~ 5000• Approx. 80% of the graduates

are employed in their professional areas

The Estonian Academy of Security Sciences

Colleges

Financial College

Justice College

Police and Border Guard College

Rescue College

- Founded in 1992- Rector Mr Lauri Tabur- Employees ~ 300 - Students ~ 1010• Master ~ 100• Higher education ~ 670• Vocational ~ 240Graduates ~ 5000• Approx. 80% of the graduates

are employed in their professional areas

The Estonian Academy of Security Sciences

• Link to movie

• = Career and Rotation System for Internal Security Authorities

• In the whole internal security area

• Started in 2010

SIKARO programme

Sustainable HRM

practices

Qualified and

motivated employees

Achievement of internal

security strategies

Problems and challenges• Loss of good experts during the administrative reforms• Sociological Survey (March 2011) results in the Ministry ofthe Interior: 41% of respondents are not satisfied with career and rotation opportunities and see the absence asa problem• OECD report on Estonia (March 2011) pointed out that thelack of rotation and secondment scemes is one of the mainproblems in the public sector HRM

SIKARO programme

Sharing best HRM practicesIntegrated HRM

HRM in the Ministry of Interior and its agencies

HRM in Ministry of Justice (together with Prisons

Department and prisons)

HRM in Ministry of Finance (together with

Tax and Customs Board)

Positive image development of HRM in

internal security field

Unification, simplification and improvement of HRM

processes

Facilitation of collaboration network

among HR professionals

Activities in 2012-2013

•Two ongoing projects (co-financed by European Social Fund):

1. Lecturers´ career and rotation system

2. Competence model for top and middle managers•Research on academic staff (recruitment, expectations, possible

career and rotation system)

Lecturers´ career and rotation system

Internal security agency

Academic work at the academy

1. Aims: • to facilitate the rotation of employees

between internal security organizations

• to facilitate the career of employees

2. Involved organizations: Academy of Security Sciences, Rescue Board, Police and Border Guard Board, Ministry of the Interior

Project activities

• Seminars with foreign experts from Holland,Germany, Finland and Latvia:

• also Police Academy Lower Saxony• Mentoring• Research

Competence model for top and middle managers

1. Aims: • To increase the quality of

management

2. Involved organizations: • applicants: Rescue Board,

Police and Border Guard Board, Ministry of the Interior, Academy of Security Sciences

• other participants: Ministry of Justice, Estonian Security Police, Tax and Customs Board, and IT and Development Centre

Top and middle

managers´ development

needs

Competence model

Increased quality in internal security

management

Project activities

• Analysis of org-l strategies- what derivesorg-l success?• Analysis of the work of managers and theevaluation of their development needs• Competence model• Seminars with foreign experts

„Police and Rescue Lecturers’ Career and Rotation system“

Qualitative research

Mairit Kratovitš, lecturer

ProblemsIt is very difficult to recruit rescue and police lecturers with multiple skills (i.e to find people who have the abilities to teach and who have the high level professional skills)

Rescue and police lecturers with long-term tenure of office (5, 7, 10, 15 years) tend to loose their practical knowledge

Research questions

1) Why there is no interest in working as a lecturer at the Academy among employees in Police and Rescue agencies?

2) What would be the possible motivators to work as a lecturer?

3) What are the possibilities for the integrated career and rotation system in internal security area?

Methodology

Qualitative research: coding, content analysis, NVivo

53 semi-structured interviews (from May 2012 to August 2012Research team: Anne Valk, Shvea Järvet, Mairit Kratovitš, Triin Roosve, Mari Käbi, Elina Orumaa, Oliver Pagel

Sample: 1) managers at the Academy 2) lecturers (both permanent employees and contract lecturers) 3) managers of agencies

The main reasons why people do not want to work as a lecturer

Complexity of the lecturer’s work: teaching and scientific work seems to be very challenging

Sense of career interruption: becoming lecturer means that your career stops as a

police/rescue officer

Fear to loose practical competence: after working as lecturer you loose your practical knowledge

Too high workload with variety of tasks

The main reasons why people want to work as a lecturer

Sense of self development

Interesting and challenging work

The possibility to do something new and use one’s creativity

Variety of work tasks (scientific work, teaching, mentoring etc)

The possibility to share one’s knowledge with younger generation

Flexible work time

What are the possibilites for the integrated career and rotation system in internal

security area?Rotation system

(continuous rotation of lecturers between Academy and Agencies)

Academic career system of lecturers (from assistant to professor)

Part-time work system

Human Resource Development System to help rescue and police lecturers with long-term tenure of office to keep

their practical knowledge)

Rotation systemSystematic movement

between lecturer position and officer

position

Rotation of lecturers and in-service trainers

Rotation of lecturers of special subjects

(crisis management, criminal intestigation etc)

Academic career system of lecturers

This represents the movement between academic positions through the attainment of academic degrees (bachelor, master, doctor) and implementation of scientific research. • Academic career model is currently existent but

should be more acknowledged by the lecturers. • The system of academic successors should be built

up• The PhD studies of the lecturers should be facilitated• Scientific work (conducting research) of the lecturers

should be facilitated more

Part-time work system

This represents working part-time as a lecturer at the academy and as a civil servant at the agency.

This form of work gives:• a good opportunity to gain practical knowledge and

share this with students• a good opportunity to involve students to everyday

work (visits to the agencies, joint meetings etc)

Development activities: how can lecturers get practical knowledge?

Participation of regular meetings at the Police and Rescue agencies

Informal social networking (colleagues, friends)

Joint trainings at the agencies

Common analysis of big events

Conducting applied research and producing scientific articles

Joint lecturers (lecturer and practitioner giving lecturers together)

Joint development of study materials (case analysis)

Supporting new lecturers

It means supporting the “beginner” lecturer who have already started the job at the academy of who will start the job in the near future.The research suggests the following possibilities:• Long-term training of the potential lecturer while she/he is till

working at the agency• Implementing the individual boarding program (the program

which is specially designed for the newcomer)• Decreasing the work load (hours of teaching) during the first

academic year• Assigning the mentor • Conducting self analysis, analysis of study materials and

analysis of lectures, analyses of students feedback

Conclusion

The role of a lecturer is complex and it is difficult to find a person who is talented in teaching and has high-level

professional experience at the same time

If a good lecturer has been found, it is important• to design for her/him career system (rotation, academic career,

half-time work system)• to design development system to avoid stagnation• support newcomers to help them to achieve maximum teaching

competence

Please share your thoughts and experiences!

As police officers, are you encouraged to teach your colleagues? How?

Are you interested to work as a teacher? Why?

THANK YOU!

Sirli LuikMairit Kratovitš

Structure