Section III Managers and the Skills of Others

© 2012 Delmar, Cengage Learning

Section IIIManagers and the

Skills of Others

Chapter 7

Training and Beyond


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


Training in a Management Function

• Training philosophy• Training and civil liability


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


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


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.


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.


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.”


Effective Trainers

• 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


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


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”


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.

• Key concepts should be presented early and summarized at the conclusion of the training.


Instructional Methods

• Lecture• Question/answer sessions• Discussion• Videoconferencing• Demonstration• Hands-on learning• Role playing• Case studies• Simulations


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


Instructional Materials

• Printed information• Visuals• Bulletin boards• Audiocassettes• Videocassettes and DVDs• Television programs• Computer programs


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


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


Basic Certification Instruction

• Practical applications and techniques• The criminal justice system: civil and criminal law• Community policing• Victims and victims’ rights• Leading, managing and communicating


Academy Training for New Recruits

• Training models– Academic model– Paramilitary model

• Experts recommend a blend of training models.• Safety


On-the-Job Training

• Field training• Mentoring• In-house training sessions• Roll call


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


Training at the Management Level

• Rotation through divisions• Cross-training• Stagnation• Mentors


External Training

• College classes• Seminars• Conferences• Workshops• Independent study• Distance 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


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


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.

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Section III Managers and the Skills of Others