Questions often arise regarding how to maintain a well-trained police force
after the initial academy training. In your discussion, address the following:
the functional goal for the completion of in-service training?
the importance of instructional methodology?
example of desirable methods of training for veteran officers.
instructional debriefing an important training technique?
instructional debriefing accomplish with regards to effective training?
Our discussion first, individuals response, good and bad of post, list
The functional goal of in-service training is to ensure officer safety and
operational success. It is designed to increase productivity, improve morale,
and reduce civil liability. (O’Keefe, 2004 pg 192)
Instructional methodology can make or break the officers perception of the
training, therefore improving the receptiveness of the training. Traditionally
in-service training through lectures is dry, boring, and sometimes even
punishment. Police officers are hands on, experience based learners, so
forcing them to sit through hours of classroom lectures is not usually absorbed
properly. (O’Keefe, 2004 pg 201)
Veteran officers prefer role playing, or hands on, “don’t tell me, show me”
training. Making training realistic to mimic real scenarios they may or have
faced makes the training valuable and personal for them. Veteran officers
can often be cynical, jaded, and even a little grumpy when they aren’t allowed
to do things that are interesting to them. Challenging them with action based
training keeps them engaged, and allows them to invest themselves into the
training so that it provides a benefit, not boredom. Personally, I groan at the
mention of in-service training, because it usually means we are going to have
to sit still in a classroom for 4-8 hours, and learn about ways we can get
fired or written up. Its not fun, and it is difficult to have a positive
attitude about it.
Instructional debriefing allows open discussion on not only the actions
taken during the training, but also how to improve the training for next time.
Real instruction can be given to the officer and can be tested or demonstrated
to improve techniques applied. It allows both the officer and instructor
to understand the “what and why” of the purpose of the training, and builds
skills through constructive dialogue, not just failure.
O’Keefe, J. (2004).Protecting
the republic: The education and training of American police officers.
Upper Saddle River, NJ: Pearson Education, Inc.