NCJ Number
91528
Journal
Police Chief Volume: 50 Issue: 10 Dated: (October 1983) Pages: 32-33,35-37
Date Published
1983
Length
5 pages
Annotation
Modern entry-level police training must give attention to innovative teaching methods, instructional diversity, remedial programs, individual learning, student support systems, test development and validation, and post-academy field training.
Abstract
Police training teaching methods should use videotapes, self-paced learning materials, and computer-based instruction to complement the traditional lecture method. Further, the use of part-time instructors often prohibits the development of logically scheduled curriculums, and the expertise required for curriculum development, test validation, and remedial instruction are often not found in the police personnel typically associated with entry-level training. Affiliation with a college program can help provide greater diversity of expertise. Trainees should have an opportunity for remedial assistance before they are pronounced failures. This is not only fairer to the applicant but may also salvage a potentially valuable officer. More emphasis should be given to self-instruction to expand learning beyond classroom material. Trainees often feel that the training environment is judgmental and quick to disqualify persons who show weakness and incompetence. To counter this impression, every effort should be made to encourage students to seek help in a support system that will help them through difficulties and stress. Further, academy tests must be valid and reliable. The testing should be consistently related to specific training goals which are in turn related to job skills and functions. A field training program is important after academy training, and it should build upon the outcome competencies established by the academy. The development of techniques will be the primary concern of the field training.