1. CJ422 Unit #4 Training and Beyond Bill Forbes, MPA wforbes@kaplan.eduwforbes@kaplan.edu AIM: ForbesTeaching

2. Unit #4 Reading –Ch. 7 – Training and Beyond Discussion –Police manager and training Quiz –10 T/F or Multiple Choice Seminar

3. Unit #4 Written Assignment –3-4 pages –Design a training program for police recruits in the –Details and analysis for each course Double spaced 12 point font APA

4. 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

5. Question Describe some areas of policing where a department might become involved in civil lawsuits if it fails to train its officers.

6. Training in a Management Function Training philosophy Training and civil liability

7. 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

8. 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

9. Question What are some factors you would take into account before you develop a training program as an instructor?

10. Variables Affecting Learning Individual variables –Who the learner is –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.

11. Principles of Learning 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.

12. 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.”

13. Effective Trainers Are well-versed in the topic Are committed Communicate effectively Are perceptive and supportive Use appropriate humor Deliver the message and walk the talk Make sure training is goal-oriented and safe

14. Question Describes mistakes trainers can make in the process?

15. Training Mistakes Ignoring individual differences Going too fast Giving too much at one time Using tricks and gimmicks Getting too fancy Lecturing without showing Being impatient

16. Training Mistakes (cont.) Not setting expectations or setting them too high Creating stress Delegating training responsibilities without making sure the person assigned the task is qualified Assuming that because something was assigned or presented, it was learned Embarrassing trainees in front of others Relying too heavily on “war stories”

17. Retention Law of Primacy - things learned first are usually learned best. Law of Recency - things learned last are remembered best. Key concepts should be presented early and summarized at the conclusion of the training.

18. Instructional Methods Lecture Question/answer sessions Discussion Videoconferencing Demonstration Hands-on learning Role playing Case studies Simulations

19. 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

20. Instructional Materials Printed information Visuals Bulletin boards Audiocassettes Videocassettes and DVDs Television programs Computer programs

21. 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

22. Question What do you think are the most important topic areas to train police officers in?

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

24. Academy Training for New Recruits Training models –Academic model –Paramilitary model Experts recommend a blend of training models.

25. On-the-Job Training Field training Mentoring In-house training sessions Roll call

26. 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

27. Training at the Management Level Rotation through divisions Cross-training Stagnation Mentors

28. Question What are some benefits to sending employees to training outside of a department/agency?

29. External Training College classes Seminars Conferences Workshops Independent study Distance learning

30. 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

31. 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

32. 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.

33. Unit #5 No seminar No discussion You create community policing program for a neighborhood 3-5 page paper evaluating the best methods of communication to cope with the internal and external politics of implementing this new initiative.

34. Questions? wforbes@kaplan.edu AIM: ForbesTeaching