Section III Managers and the Skills of Others

1. Section IIIManagers and the Skills of Others Chapter 7 Training and Beyond

2. 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

3. Training in a Management Function • Training philosophy • Training and civil liability

4. 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

5. 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

6. 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.

7. 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.

8. 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.”

9. 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

10. 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

11. 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”

12. Retention • The Law ofPrimacy 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.

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

14. 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

15. Instructional Materials • Printed information • Visuals • Bulletin boards • Audiocassettes • Videocassettes and DVDs • Television programs • Computer programs

16. 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

17. 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

18. 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

19. Academy Training for New Recruits • Training models • Academic model • Paramilitary model • Experts recommend a blend of training models. • Safety

20. On-the-Job Training • Field training • Mentoring • In-house training sessions • Roll call

21. 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

22. Training at the Management Level • Rotation through divisions • Cross-training • Stagnation • Mentors

23. External Training • College classes • Seminars • Conferences • Workshops • Independent study • Distance learning

24. 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

25. 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

26. 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.