1. © 2012 Delmar, Cengage Learning Section III Managers and the Skills of Others Chapter 7 Training and Beyond

2. © 2012 Delmar, Cengage Learning After completing this chapter, students will know How training and educating differ What the manager’s single most important objective should be What two areas related to training are most commonly involved in civil lawsuits What are key ways to avoid civil liability related to training What three variables affect learning What the three general categories of learners or learning styles are What three areas training can focus on What instructional methods can be used Of the training models typically used for recruits, which appears most effective Where on-the-job training can occur What the most common type of on-the-job training for new recruits is What external training options available are When training should be done What the training cycle consists of 2

3. © 2012 Delmar, Cengage Learning Training versus Educating Training  Vocational instruction that takes place on the job  Deals with physical skills Educating  Academic instruction that takes place in a college, university or seminar-type setting  Deals with knowledge and understanding 3

4. © 2012 Delmar, Cengage Learning Training in a Management Function Training philosophy  Commit to writing  Developing people should be most important objective  Should include knowledge of policy Maintain complete records  Must include everything from G & O to AV materials used Training and civil liability  Failure to train litigation (Ohio v. Harris, 1989) 4

5. © 2012 Delmar, Cengage Learning Training Philosophy Managers are assigned to develop personnel. Developing human resources should be a manager’s single most important objective. Training and documentation:  Improve productivity  Reduce liability 5

6. © 2012 Delmar, Cengage Learning Training and Civil Liability Failure-to-train litigation  Keys to avoiding: Provide first-rate training. Thoroughly document such training. Require reports on any incidents that could lead to a lawsuit. Civil liability for injuries sustained during training  Firefighters Rule = a person who negligently starts a fire is not liable to a firefighter injured while responding to it.  Assumption of risk bars liability if a person is injured as a result of normal dangers voluntarily engaged in 6

7. © 2012 Delmar, Cengage Learning Variables Affecting Learning Individual variables  Who the learner is – age, sex, maturity, readiness, innate ability  Generation (Table 7.1, pg. 216)  Learning styles: visual, auditory, kinesthetic Task or information variables  What has to be learned  Content validity  Training can focus on knowledge, skills or attitudes. Environmental/instructional variables  Context in which the training is provided  Practice does not make perfect. Implications  No one best way to instruct 7

8. © 2012 Delmar, Cengage Learning Principles of Learning As previously discussed, officers exhibit a variety of learning styles. In summary, they are: Base training on an identified need. Tell officers the learning objective. Tell officers why they need to learn the material. Make sure officers have the necessary background to master the skill. Present the material using the most appropriate materials and methods available. When possible, use variety. 8

9. © 2012 Delmar, Cengage Learning Principles of Learning (cont.) Adapt the materials and methods to individual officers’ needs. Allow officers to be as active and involved as possible. Engage as many senses as possible. Break complex tasks into simple, easy-to-understand steps. Use repetition and practice to enhance remembering. Give officers periodic feedback on their performance. Whenever possible, present the “big picture.” 9

10. © 2012 Delmar, Cengage Learning Effective Trainers Opinions may vary, and personality certainly is important, as well as… Are well-versed in the topic Are committed Communicate effectively and know the learning process Are perceptive and supportive Use appropriate humor Deliver the message and walk the talk Make sure training is goal-oriented and safe 10

11. © 2012 Delmar, Cengage Learning Training Mistakes Ignoring individual differences, expecting everyone to learn at the same pace Going too fast Giving too much at one time Using tricks and gimmicks that serve no instructional purpose Getting too fancy Lecturing without showing Being impatient 11

12. © 2012 Delmar, Cengage Learning Training Mistakes (cont.) Not setting expectations or setting them too high Creating stress, often through competition Delegating training responsibilities without making sure the person assigned the task is qualified Assuming that because something was assigned or presented, it was learned Fearing subordinates’ progress and success Embarrassing trainees in front of others Relying too heavily on “war stories” 12

13. © 2012 Delmar, Cengage Learning Retention The Law of Primacy states that things learned first are usually learned best. The Law of Recency states that things learned last are remembered best. Interval Reinforcement – presenting material several times, in various forms, with breaks in between (Fig. 7.2; pg. 222) Key concepts should be presented early and summarized at the conclusion of the training. 13

14. © 2012 Delmar, Cengage Learning 14

15. © 2012 Delmar, Cengage Learning Instructional Methods Lecture Question/answer sessions Discussion Videoconferencing Demonstration Hands-on learning Role playing Case studies Simulations  Driving  Use of Force  Handcuffing 15

16. © 2012 Delmar, Cengage Learning Individual, Group or Entire Agency Individual, mentor, coach or field training officer  Considered effective within most local agencies Group training  Gives everyone in the group the same basic knowledge 16

17. © 2012 Delmar, Cengage Learning Instructional Materials Printed information Visuals Bulletin boards Audiocassettes (CD’s, MP3) Videocassettes and DVDs Television programs Computer programs 17

18. © 2012 Delmar, Cengage Learning Training Standards Peace Officer Standards and Training (POST) commissions exist in every state.  Sets requirements for becoming licensed as a law enforcement officer  Establishes mandatory minimum training standards  Certifies police officers 18

19. © 2012 Delmar, Cengage Learning TITLE 20: CORRECTIONS, CRIMINAL JUSTICE, AND LAW ENFORCEMENT CHAPTER V: ILLINOIS LAW ENFORCEMENT TRAINING AND STANDARDS BOARD PART 1720 ILLINOIS POLICE TRAINING ACT SUBPART A: CERTIFICATION OF POLICE OFFICERS Section 1720.10 Course Requirements Section 1720.15 Equivalency Examination Section 1720.20 Minimum Requirements of the Trainee Section 1720.25 Procedures for Administration of Law Enforcement and Correctional Officers Certification Examination Section 1720.30 School Standards and Requirements Section 1720.35 Academy Entrance Qualifications Section 1720.40 Qualification of Police Instructors Section 1720.50 Reimbursements Section 1720.60 Requirements of Participating Local Agencies Section 1720.70 Minimum Training Requirements for Illinois Sheriffs Section 1720.80 Conservator of the Peace Training Course 19

20. © 2012 Delmar, Cengage Learning Core Competencies “Arguably, nothing goes further toward risk management and liability prevention than assuring critical knowledge and proficiencies, i.e., the core compentencies that underlie safe, effective and lawful police work.” Randy Means Risk Management Attorney 20

21. © 2012 Delmar, Cengage Learning Core Competencies Conflict resolution Local procedures Leadership Civil rights Community-specific skills Communication skills Self-awareness Police vehicle operations Use of force Report writing Problem-solving skills Legal authority Officer safety Ethics Cultural diversity 21

22. © 2012 Delmar, Cengage Learning Basic Certification Instruction Some states (MN) require a minimum level of education and training prior to becoming a police officer. Objectives are divided into five categories: 1) Practical applications and techniques 2) The criminal justice system: civil and criminal law 3) Community policing 4) Victims and victims’ rights 5) Leading, managing and communicating 22

23. © 2012 Delmar, Cengage Learning Academy Training for New Recruits By 2006, 648 state and local academies In 2005, 57,000 recruits entered BT Academies Training models  Academic model  Paramilitary model Experts recommend a blend of training models. Safety 23

24. © 2012 Delmar, Cengage Learning On-the-Job Training Field training – most common & frequent type of OTJ training Mentoring – non-critical of new recruit In-house training sessions – use of experienced officers Roll call – topics are short, specific and of particular interest to line officers 24

25. © 2012 Delmar, Cengage Learning Primary Goals of FTO programs To apply classroom learning to the real situations on the street To familiarize rookies with their beat To guide, train, monitor and evaluate To provide a role model 25

26. © 2012 Delmar, Cengage Learning Training at the Management Level Rotation through divisions Cross-training Stagnation Mentors See Fig. 7.4, pg. 239 “Professional Development Matrix” 26

27. © 2012 Delmar, Cengage Learning External Training College classes (Many agencies pay tuition!) Seminars Conferences Workshops Independent study Distance learning 27

28. © 2012 Delmar, Cengage Learning Ongoing Training—Lifelong Learning Officer’s training should be ongoing. The training cycle consists of  Need identification  Goal setting  Program development  Program implementation  Program evaluation  Assessment of need based on the evaluation 28

29. © 2012 Delmar, Cengage Learning TRAINING CRITICALITY MATRIX QUADRANT A (LOW FREQUENCY/HIGH RISK; 1, 6, 8) QUADRANT B 1 (LOW FREQUENCY/LOW RISK; 2, 4, 7, 9) QUADRANT B 2 (HIGH FREQUENCY/HIGH RISK; 3) QUADRANT C (HIGH FREQUENCY/LOW RISK; 5, 10, 11) 29

30. © 2012 Delmar, Cengage Learning Benefits of Effective Training Programs For individual officers  Career success  Increased motivation and productivity  Greater feelings of self-worth and confidence For supervisors  Gaining more time  Establishing better human relations  Increased creativity 30

31. © 2012 Delmar, Cengage Learning The Learning Organization An investment in people More people throughout the agency will have a voice. Members will identify their individual purpose in the grand scheme. That voice and purposes will serve the overall goals of the agency. 31

32. © 2012 Delmar, Cengage Learning Challenge Seven Captain Hayley is responsible for the annual training plan for the Greenfield Police Department. During Chief Slaughter’s crime-fighting tenure, Captain Hayley scheduled frequent training for all officers in the use of firearms, defensive tactics and enforcing criminal statutes. He scheduled training in pursuit driving and emergency medical response on a two-year rotation. Specialized training was provided to individual officers on an “as needed” basis. The training was usually conducted in an academy setting. Chief Slaughter required his officers to train and qualify with their firearms every month—three times more often than required by POST. As a result, the department won the state shooting competition 10 years in a row. During those 10 years, Greenfield officers have fired their weapons on duty only to dispatch injured animals. Ammunition and officer overtime for training at the firearms range were the largest expenditures in the department’s training budget. The new chief has asked Captain Hayley to develop a training program with more emphasis on developing human resources and community policing. He suggested that some of the funds devoted to firearms training be used for other training. 32

33. © 2012 Delmar, Cengage Learning Challenge Seven Questions 1. Was the training provided by Chief Slaughter job related and appropriate for the tasks performed by his officers? 2. Captain Hayley should consider some fundamental changes in the training program if he wants to emphasize a community-policing strategy rather than a crime-fighting strategy. How might the blend of training versus educating change? 3. Suggest three specific topics for Captain Hayley’s new training curriculum that relate to community policing. 4. The new chief is encouraging a participative management style within the department. In the past, the captains and Chief Slaughter determined the department’s training needs. How can Captain Hayley reflect the department’s new direction in how he selects training? 33

34. © 2012 Delmar, Cengage Learning Challenge Seven Questions and Suggested Answers 1. Was the training provided by Chief Slaughter job related and appropriate for the tasks performed by his officers? Officer safety is an essential component of any police training program. Although firearms training is certainly job related, the Greenfield Police Department appears to be overemphasizing it at the expense of other training. Excessive firearms training can reach a point of diminishing returns. Training should reflect the tasks the officers are actually performing. Most officers will never fire their weapons, but they communicate every day. A communication course may keep them safer than an extra eight hours on the range.

35. © 2012 Delmar, Cengage Learning Challenge Seven Questions and Suggested Answers 2. Captain Hayley should consider some fundamental changes in the training program if he wants to emphasize a community- policing strategy rather than a crime-fighting strategy. How might the blend of training versus educating change? Community policing requires complex problem-solving skills based on knowledge, understanding and communication. Educating officers in these areas will develop their creative problem-solving abilities. Traditional rote training techniques do little to teach an officer how to deal with such difficult problems as social and cultural differences. Captain Hayley should shift the blend of training and education toward education.

36. © 2012 Delmar, Cengage Learning Challenge Seven Questions and Suggested Answers 3. Suggest three specific topics for Captain Hayley’s new training curriculum that relate to community policing. More than 90 percent of a police officer’s job involves written and oral communications. Although it may be the most important skill an officer uses, few police departments offer regular training in communication. A strong community policing program depends on an officer’s ability to communicate to a broad range of people. The media can be an officer’s best friend or worst enemy. Learning how the media operates can prevent misunderstandings and encourage cooperation. Openness and mutual understanding can lead to a productive media-police relationship. Cultural and linguistic diversity are prevalent in many communities. Identifying and understanding those differences is important to good community/police relations. An act of respect in one culture may be an act of disrespect in another. Educating the police and the community can prevent costly misperceptions.

37. © 2012 Delmar, Cengage Learning Challenge Seven Questions and Suggested Answers 4. If Captain Hayley reduces firearms training and adds communications training, he is likely to face resistance from the officers. Why? How can he circumvent a dispute over this change in the training curriculum? Training is not always enjoyable, but it should always be job related. It may be fun for everyone on the department to learn how to fire a bazooka, but probably not justified when analyzed for job relatedness. Training should be needed and not merely wanted. Training should develop officers and make them better at their jobs. Captain Hayley should provide the officers with information supporting the reason for the change and include officers in planning the new curriculum. When officers are presented with information demonstrating the value of specific training, they are more likely to accept it—especially if they participate in the planning process.