Community and Problem-Oriented Policing

1. Community and Problem-Oriented Policing Seventh Edition Chapter 10 Training for Problem Solving: “Learning by Doing”

2. Learning Objectives (1 of 2) 10.1 How training for community-oriented policing and problem solving can be structured so as to emphasize constitutional policing, procedural justice, and fair and impartial policing. 10.2The basic methods of delivering training and mentoring to police officers. 10.3 The value of higher education for problem-solving police officers. 10.4How to involve the community in the training process.

3. Learning Objectives (2 of 2) 10.5 The philosophy and use of adult- and problem-based learning, and how to apply them to problem-oriented policing training. 10.6 The characteristics of a learning organization, and why it is important for police agencies to become as such. 10.7Some training technologies now in use, such as avatars, e-learning, and distance learning. 10.8 A model curriculum for problem-solving training.

4. Introduction • Training and education are fundamental in transforming a police agency into a community policing and problem-solving agency • Police trainers need to know how to instruct • What to instruct • What technologies are available for these purposes

5. Training Police for Today’s Society: The Seattle Example • Seattle recently shifted their training model away from a military model to a goal of training “guardians” of communities • Recruits were taught basics of police work: interviewing, report writing, use of firearms • But also empathy, adhering to constitutional requirements, and treating citizens with respect and dignity • Premium on verbal skills and de-escalation techniques • Use of communication and behavioral psychology as a tool to gain control and compliance

6. How to Train for Constitutional Policing and Procedural Justice: Changing the Culture of Training • Police/public relationships are at the forefront • Officer training needs to include constitutional and procedural justice training that the community perceives as legitimate • Training must also include modifications regarding race relations • Cultural diversity must also be amended and included in training

7. Fair and Impartial Policing Training • Fair and impartial policing is among the new training initiatives that have been introduced • Intended to show the implicit or unconscious bias can impact what people perceive and do • Not enough for training to advise an officer to “stop being prejudice”

8. Training and Mentoring New Officers (1 of 2) • Millennials or Generation Y recruits have unique characteristics that affect learning in both positive and negative ways • Technologically savvy, hands-on teaching with simulations and groups discussions are effective • Collaborative learning coupled with immediate feedback is key • Lectures with multimedia presentations, role-playing, and guest speakers from the community are also beneficial • Clear rules about using phones during trainings should be addressed

9. Training and Mentoring New Officers (2 of 2) • Mentoring is a great training tool • Encourage modeling value-focused behavior • Sharing of critical knowledge and experience • Allows for listening of personal and professional challenges • Sets expectations for success • Helps to build self-confidence, offers friendship and encouragement • Offers guidance and feedback • Assists in mapping a career plan

10. Four Training Delivery Methods • Police training may be obtained through 4 primary means: • Recruit academy • Post academy field training/police training officer • In-service training • Roll call training • Officers may also attend workshops and conferences

11. Recruit Academy • The recruit academy develops the new officer’s mind-set as police officer • Ideally the academy will provide comprehensive instruction on community engagement and problem solving • Traditional courses: history, patrol procedures, police-community relations, and crime prevention • 1996 Maryland first state to initiate a community policing academy

12. Field Training Officer and Police Training Officer Programs • FTO program is provided immediately on leaving the academy • Transition from the academy to the streets • Introductory phase where the recruit learns the agencies polices and local laws • Training and evaluation phase where the recruit is introduced to more complicated tasks confronted by patrol officers • Final phase involves the FTO acting strictly as an observer and evaluator • The FTO program has be retooled and is now termed the police training officer (PTO) program to better emphasize community policing

13. In-Service Training • In-service training provides an opportunity to impart information a new recruit has learned • In-service classes allows for sharing of experiences • One primary means of changing the culture and attitudes of personnel • Challenge is to provide training to all officers in large departments • May use videotaped or computer-assisted training • Department newsletters may also be used

14. Roll Call Training • Roll call training occurs 15 to 30 minutes prior to the beginning of a tour of duty • Supervisors assigns officers to a respective beat • Information about wanted or dangerous persons and major incidents on the previous shift are discussed • Discussion of new departmental polices and procedures are included

15. Not to be Discounted: The Value of Higher Education • 1967-1986 every national commission that studied crime was in the opinion that a college education could help police do their jobs better • Promotes tolerance, professionalism, builds communications skills, creates better decision makers, and improves written and verbal skills • Improves analytical abilities needed for SARA

16. Involving the Community in the Training Process • Inviting community groups to make presentations in training sessions • Establishes the importance of relationship-building in policing • Helps officers learn skills to interact with citizens • It provides citizens and new officers a chance to get to know one other • Allows both citizens and officers an opportunity to become personally invested in the community and its problems

17. Organizing and Conducting Adult Training and Education • Traditional view of police training is a boot camp, quasimilitaristic, high physical conditioning training academy • But also requires a comprehensive, multisensory learning • Basic police training involves two dimensions: the curriculum and its instructional methodology

18. Knowles’ Andragogy: Educating Adult Learners • Adult learning: • Adults must be partners in their own educational plans and evaluations • The material must be relevant • Adult learning should be problem centered rather than content oriented • Knowles theory of andragogy

19. Bloom’s Taxonomy • Bloom argued that learning occurs within three domains: • Cognitive (knowledge and understanding) • Psychomotor (skills training) • Affective (feelings and emotions) • May be lacking in police training • Instructor’s attitude directly influences the recruit’s attitude and receptiveness to learning

20. Problem-Based Learning, Generally • PBL stimulates problem solving, critical thinking, utilization of nontraditional resources, and team participation • Purpose it to make learning relevant to real-world situations • Students are guided by instructors who act as facilitators • Trainees follow a path of inquiry and discovery as they attempt to solve a real-world problem • Trainees explore, analyze, and think systemically • Collaborate with peers, open lines of communication and develop resources

21. The Learning Organization • Senge’s concept of learning organizations applies training in problem-solving policing • Determining if an organization can be identified as a learning organization: • How do individuals view their current assignment? • How do individuals in the organization view their co-workers? • How does the individual view changing the process in the organization?

22. Using “Gamification” • Contemporary police training may use “gamification” of the use of video-gaming techniques for training • May be economical, meaningful, interactive, asynchronous, and enjoyable • INTERPOL argues that one of the best training technologies is simulation gaming • Provides almost instant assessment and the opportunity re-try for a better score, thus reinforcing correct behaviors

23. Utilizing Avatars • Federal Law Enforcement Training Center (FLETC) uses Avatar-Based Interview Training (ABIS) • Helps students become better interviewers • Practice in a role-play setting with a program that requires students to respond accordingly with empathy and appropriate questions

24. An “Educational Revolution”: E-learning and Distance Learning • E-learning is learning based on the use of new technologies and online, interactive, and personalized training • California’s police academies implemented online training as the primary method of instruction • Smaller police agencies were quick to get on board with e-learning • Some limitations and concerns: • Hands-on, practical skills learning is difficult • Feeling of isolation

25. Minimal Curricular Content for Problem Solving: Community Engagement • Desired outcomes for community policing training: • Community is defined and the concept and its components are understood • Knowledge of why police must collaborate with the community to solve problems • Knowledge on how to develop a community profile, analyze problems, and identify leaders and available resources • Understanding of a community’s cultural, ethnic, and racial diversity • Ability to understand community-oriented government, “total quality”, and “customer service” in policing

26. Minimal Curricular Content for Problem Solving: Diversity Training • Training should include a strategy for policing in a multicultural society • Police personnel should be exposed to different cultures to make them better and more effective officers

27. Minimal Curricular Content for Problem Solving: Problem Solving: Basics and Exercises (1 of 2) • The basics of conflict resolution • “Walks the talk” • Be able to identify, apply, know importance of: • SARA process • In-depth analysis • A variety of responses to problems • Situational crime prevention and CPTED concepts • Quantitative and qualitative evaluation measures • Accountability, empowerment, service orientation, and partnership

28. Minimal Curricular Content for Problem Solving: Problem Solving: Basics and Exercises (2 of 2) • Divide into groups • Examine problems • Desired outcome: • Identify problems of officer’s beats • Understand problem analysis triangle • Identify resources, strategies, techniques • Evaluate results • Discuss advantages and disadvantages • Presentation to entire class

29. Case Studies • Applies SARA model to real-world situations • Puts theory into practice • Demonstrates the flexibility of the model • Emphasizes the importance of the steps

30. Roles of Leadership and Middle Managers • Executive leadership and middle managers are critical to implementing and maintaining the organizational changes • Ultimate challenge: • Its hierarchical, paramilitary structure • Supervisors, managers, and executives working within a flattened problem-oriented organization would require new skills to ensure successful adaptation

31. The First-Line Supervisor as Coach and Manager • First-line supervisors need to change from being a “controller to a “facilitator” and “coach” • Encourage innovation and risk taking among their officers • Finding time for officers to engage in problem solving and tracking their efforts are also challenges

32. Support Personnel, Business Leaders • Support personnel provide officers with information that is vital to the success of this strategy • Example: Dispatcher needs to understand philosophy so as not to dispatch officers to low-priority calls • Important the business leaders be oriented in the strategy • Valuable allies, may provide financial support

33. Other Government Agencies and Elected Officials • A large percentage of CFS involve noncriminal matters • These can be handled by other government agencies and this overlap and transition occurs smoother if the other agencies are trained in the community policing philosophy • Politicians must be involved and educated early in the planning and implementation of this strategy • They often have the final word on new ideas or programs that will be funded

34. Resources on the Web • The following are Internet addresses where trainers can conduct research and gain information: • www.usdoj.gov • www.officer.com • www.census.gov • www.cops.usdoj.gov • www.ncjrs.gov • www.justnet.org • www.ojp.usdoj.gov/bjs • http://www.popcenter.org • http://www.theiacp.org • www.ncpc.org