The National Academies Press

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Pages 58-72

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From page 58... ... . Training designers will also have to consider methods most likely to engage target learners in ways that they comprehend and that best allow them to retain knowledge and skills from the training (Noe, 2010; Salas et al., 2012) Read the entire page →
From page 59... ... One study of learning outcomes at police training academies (Vodde 2009, 2012) illustrated the usefulness of applying insights from adult learning theories to police training. Read the entire page →
From page 60... ... Most of the rigorous police training evaluations have focused on procedural justice training (see, for example, Antrobus et al., 2019; Mazerolle et al., 2012; Murphy et al., 2014; Owens et al., 2018; Rosenbaum and Lawrence, 2017; Sahin et al., 2017; Wheller et al., 2013) Read the entire page →
From page 61... ... (See also Box 4-4 for ideas for implementing tracking and evaluation of police training.) BOX 4-4 Tracking and Evaluating Training Outcomes (Ideas from Workshop Discussion) Read the entire page →
From page 62... ... conducted a quasi-experimental study comparing three different ways of teaching police officers how to interview sexual assault victims. The training was conducted in the basic academy offered by the University of Illinois, Police Training Institute for newly a ppointed municipal officers from across the state. Read the entire page →
From page 63... ... The game was designed to help police recruits learn to take initial child witness statements. Assessment outcomes found that recruits who participated in the game learning displayed better tacit understanding, including demonstrations of empathy and attention, compared to those who received the same curriculum in face-to-face training. Read the entire page →
From page 64... ... CONCLUSION Despite some attempts to evaluate police training programs, almost nothing is known about the effects of how training is delivered in the policing context. More scientific work is needed to understand which training methods can best help police to acquire the knowledge and skills necessary to promote the ROL and protect the population. Read the entire page →
From page 65... ... , a public workshop on police training in the global context, and our collective knowledge. As discussed in Chapter 2, training is more likely to be successful if it is part of an overall strategy to reform police actions and if steps are taken to remove impediments for applying knowledge and skills from training to police practice (see Box 5-1) Read the entire page →
From page 66... ... . Third, police training should use effective teaching methods and practices (as discussed in Chapter 4) Read the entire page →
From page 67... ... • Crime concentrates at certain times of the day and days of the week: Allocating police to the right places (hot spots) at the right times (hot times) Read the entire page →
From page 68... ... Four key theories of crime causation that are supported by extensive multinational research have substantial relevance to policing: 1. Routine Activities Theory: Crime emerges when a likely offender converges with a suitable crime target in the absence of a capable guardian. Read the entire page →
From page 69... ... Problem-solving aimed at crime prevention requires public participation. Abilities such as building multiagency partnerships, communications skills, and interviewing are also needed to direct offenders and victims to appropriate resources as well as to gather information from the community to address crime hot spots. Read the entire page →
From page 70... ... CONCLUSION 6: Training is essential on skills for interacting with the public, and for problem-solving with partnerships for proactive responses guided by critical thinking and data analysis. Police training that includes content and analysis of routine data collection is likely to help police better identify and prioritize high-risk people, places, and vulnerable victims. Read the entire page →
From page 71... ... While many training assessments often test participants' recall and understanding, the absence of rigorous evaluation on the impacts of training on actual officer behaviors in the field leaves critical questions u nanswered. Ideally, rigorous evaluations of police training outcomes occur before wide spread promotion and implementation of specific training programs; how ever, it is possible to conduct an evaluation in concert with implementation, learn from assessments, and make improvements to training. Read the entire page →
From page 72... ... 72 POLICE TRAINING TO PROMOTE THE RULE OF LAW the content, context, goals, and sustainability of each training program. Moreover, foreign assistance donors might be well positioned to foster collaboration and partnerships between universities and police academies to promote ongoing collaboration and sharing of lessons learned and good practice across institutions. Read the entire page →

From page 58...

... . Training designers will also have to consider methods most likely to engage target learners in ways that they comprehend and that best allow them to retain knowledge and skills from the training (Noe, 2010; Salas et al., 2012)