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Date: April 30, 2024 Tue
Time: 1:42 am
Time: 1:42 am
Results for police education
5 results foundAuthor: Heslop, Richard Title: Police Pre-Employment Training the United States of America: (A study conducted under the auspices of a Fulbright Police Research Scholarship) Summary: This paper reports on findings from a study of police pre‐employment training and education in the United States of America conducted under the auspices of a Fulbright Police Research Scholarship. The report is informed by a review of key literature relating to police recruit training in the U.S.A and U.K and the author’s experiences and empirical research conducted as a visiting Fulbright Scholar at the University of Cincinnati. The report begins with an overview of the scope and purpose of the global Fulbright Programme and the U.S‐U.K Police Research Awards, before discussing the background and rationale to this research project and its aims. Further details are then provided on the methodology, including a discussion of the study’s scope and limitations. The remaining substantive sections cover findings and comparison is made with current and emerging approaches to police pre‐employment training and education in England and Wales. A key finding of the research is that where universities and colleges in the U.S.A operate pre‐employment (open enrolment) training and education programmes to facilitate their students’ entry into law enforcement agencies, they replicate the curriculum and approach of ‘traditional’ police academies; being certified and tightly controlled by state regulating authorities. Simply put, these institutions operate as private police academies. This approach works well (and is indeed necessary) within the radically decentralised and diverse structure of U.S policing and the report concludes by recommending that this approach should be considered as a possible future model for structuring U.K police pre‐employment training and education. Details: Wakefield, UK: West Yorkshire Police Training and Development Centre,, 2013. 29p. Source: Internet Resource: Accessed April 9, 2013 at: http://www.richardheslop.net/PDFs/Heslop%20Fulbright%20USA%20Police%20Training%20Report.pdf Year: 2013 Country: United States URL: http://www.richardheslop.net/PDFs/Heslop%20Fulbright%20USA%20Police%20Training%20Report.pdf Shelf Number: 128338 Keywords: Police EducationPolice Recruitment and SelectionPolice Training (U.S., U.K.) |
Author: Vila, Bryan Title: Developing A Common Metric For Evaluating Police Performance In Deadly Force Situations Summary: There is a critical lack of scientific evidence about whether deadly force management, accountability and training practices actually have an impact on police officer performance in deadly force encounters, the strength of such impact, or whether alternative approaches to managing deadly force could be more effective. The primary cause of this lack is that current tools for evaluating officer-involved shootings are too coarse or ambiguous to adequately measure such highly variable and complex events. There also are substantial differences in how key issues associated with police deadly encounters are conceptualized, even by subject matter experts, how agencies can or should train for them, and what officers should - or reasonably can - be held accountable for. As a consequence, trainers and policy makers have generally been limited by subjective or rough assessments of deadly force performance or how challenging a deadly force situation was. Our research addressed this problem by using a novel pairing of two well-established research methods, Thurstone scaling and concept mapping. With them, we developed measurement scales that dramatically improve our ability to measure police officer performance in deadly force encounters. We expect that these metrics will make it possible to better evaluate the impact of management and training practices, refine them, and make assessment of accountability more just and reasonable. Details: Final Report to the U.S. Department of Justice, 2014. 178p. Source: Accessed September 29, 2014 at: https://www.ncjrs.gov/pdffiles1/nij/grants/247985.pdf Year: 2014 Country: United States URL: https://www.ncjrs.gov/pdffiles1/nij/grants/247985.pdf Shelf Number: 133476 Keywords: Deadly ForcePolice AccountabilityPolice DiscretionPolice EducationPolice MisconductPolice PerformancePolice Use of Force (U.S.) |
Author: Grossman, Michele Title: Learning to Engage: A Review of Victoria Police Cross-Cultural Training Practices Summary: Victoria University's Centre for Cultural Diversity and Wellbeing undertook a Review of Victoria Police Cross-Cultural Training Practices in response to a tender request from Victoria Police issued in June 2013. The tender called for a review to develop analysis, benchmarking, findings and recommendations for Victoria Police to consider as it develops the cross-cultural education and training elements of its overall approach to effective policing for communities. The Review has produced the final Report summarised here, Learning to Engage: A Review of Victoria Police Cross-Cultural Training Practices. The following summary sets out the key areas covered by the Report, identifies key findings arising, and provides a Summary of Recommendations arising from the Review process. Background to the Review Victoria Police has in recent times invested significantly in recasting its education and training programs for police recruits and (more recently) PSO trainees to foster the alignment of its training approach with the goal of developing a professional, skilled and ethical police force that reflects a commitment to policing in the context of cultural and community diversity. Recent initiatives in Victoria Police education and training, particularly since 2009, have focused on enhancing police knowledge and skills in human rights, ethics, and cultural and community diversity. These efforts have been seen by many within both communities (as evidenced by the Community Consultation feedback, Chapter 3) and Victoria Police itself (as evidenced by police member interviews, Chapter 4) as an important series of 'first steps' on the road to realising Victoria Police's aspiration to 'get it right' in these areas. However, issues and concerns around cross-cultural training at Victoria Police have persisted for communities, and in particular culturally diverse communities, about the translation of knowledge into practice by front-line police when dealing with cultural diversity, and about the focus and effectiveness of the police training and education that is offered in the cross-cultural domain, particularly with respect to the topics of racism, implicit bias and racial profiling. This Review has sought to respond to these concerns while recognising that Victoria Police has already taken important steps toward addressing these concerns through various organisational reforms and activities connected to education and professional development. These include the implementation and roll-out of the Victoria Police Human Rights Project; the development of Police Academy modules dealing specifically with policing, human rights, and cross-cultural knowledge and skills within the Foundation Training program; new programs for training and developing supervisors and managers on community and diversity issues at station and regional leadership levels; and the agreement to consult widely with communities on field contact and cross-cultural training policy and procedures as part of the 2013 Federal race discrimination court settlement in the Haile-Michael case, out of which this Review has arisen. In addition, there have already been substantial transformations proposed for how education and training within Victoria Police is designed, delivered and evaluated for effectiveness, particularly in the context of education and training delivered for recruits, Probationary Constables and PSOs, as reflected in the Victoria Police Education Master Plan: Learning and Development to 2020 and the associated reviews of related education, training and community engagement issues and strategies discussed in Chapter 2, 'Organisational Strategic Environment'. Taken together, these indicate that Victoria Police is well positioned to continue to build on existing strengths and initiatives that improve and extend the design, delivery and outcome of cross-cultural education and training for its members across the organisation. The current Review and the Report it has produced are intended to contribute further to these goals. Details: Melbourne: Victoria University,Centre for Cultural Diversity and Wellbeing 2013. 208p. Source: Internet Resource: Accessed March 16, 2015 at: http://www.police.vic.gov.au/content.asp?a=internetBridgingPage&Media_ID=99359 Year: 2013 Country: Australia URL: http://www.police.vic.gov.au/content.asp?a=internetBridgingPage&Media_ID=99359 Shelf Number: 134943 Keywords: Diversity TrainingPolice EducationPolice Policies and PracticesPolice Training (Australia)Police-Community Relations |
Author: Calbonero, Jennifer Title: Education Requirements for Law Enforcement Officers in California Summary: Today, in an increasingly competitive job market, a growing number of employers require applicants to possess a bachelor's degree as a minimum education standard of employment eligibility. This suggests that an individual with a higher education background is better equipped with the skills, training and competency above other applicants to be successful in his or her profession. Law enforcement, however, has remained one of the career professions that does not require any higher education requirement for employment eligibility. Yet there is reason to think greater education requirements may benefit in the professionalization of law enforcement, and may help officers in their line of duty. Currently no state in the U.S. has established that law enforcement officers should have higher education degree as a minimum requirement for enrollment. In California, the minimum education requirement for law enforcement officers is a high school diploma or GED. However, because agencies have the ability to set their own hiring standards, a small percentage of law enforcement agencies have actually required more stringent education backgrounds in higher education, from completing some college, to an associate's degree, to even a bachelor's degree. his thesis was aimed at furthering the discussion on whether increasing the hiring education standards for law enforcement agencies within California would have a notable impact. In this study, 42 law enforcement officers from across the state were surveyed about their agency's requirements, and their thoughts on the feasibility, costs, and benefits of increasing the minimum education standards. The results of this survey were in line with several of the reports found in the literature. They show that officers perceive several benefits to the having a higher education background that can improve their performance on the job. However, it is unclear whether there is political feasibility to make such a significant change happen across all agencies in California. Law enforcement agencies and associations, such as the ones represented in my survey, are more likely to be hesitant or reluctant to change. These findings can help guide further research as to how to adequately define and measure "better policing," and whether education has an impact on that. Finally, I would recommend that California find better opportunities to collect data among law enforcement agencies, which can be anything from mandatory surveying to greater oversight at a head agency. Details: Sacramento, CA: California State University, Sacramento, 2016. 63p. Source: Internet Resource: Accessed June 6, 2017 at: http://www.csus.edu/ppa/thesis-project/bank/2016/calbonero.pdf Year: 2016 Country: United States URL: http://www.csus.edu/ppa/thesis-project/bank/2016/calbonero.pdf Shelf Number: 145938 Keywords: Police EducationPolice OfficersPolice Training |
Author: Police Executive Research Forum Title: Review of Basic Law Enforcement Training in the State of Washington: Final Report Summary: The State of Washington contracted the Police Executive Research Forum (PERF) to conduct a study of the current centralized system of training police recruits and compare with other models used in ten states throughout the nation. The Washington State Criminal Justice Training Center/Washington State Police Academy Study Steering Committee was initiated to consult and oversee the study. The Steering Committee was made up of the following appointees: Washington State Senator Dale Brandland; Washington State Representative Hans Dunshee; Sheriff John Didion, President of the Washington Association of Sheriffs and Police Chiefs; John Lane, Governor's Executive Policy Office; Washington State Police Assistant Chief Jim Lever; and Dr. Michael Parsons, Executive Director of the Washington State Criminal Justice Training Center. In order to seek the views of all chiefs and sheriffs in Washington, PERF developed a survey that was distributed to approximately 250 Washington law enforcement agencies with the assistance of the Washington Association of Sheriffs and Police Chiefs. Seventy-five questionnaires were completed for a return rate of 30 percent. The survey solicited information and opinions on a number of areas including: identifying and agency information; the number of cadets departments expect to send to Basic Law Enforcement Academy (BLEA) in the future; alternative training approaches; obstacles to basic training models; and the feasibility of self-funded law enforcement training. In addition to the survey results, PERF collected comparative data on police academies from ten other states across the country from as far east as Florida and as near as the bordering state of Oregon. Information was also obtained from in a variety of other sources including elected officials, appointees, state police governing agencies, police executives, academy directors and trainers, along with our personal observations touring both the Washington State Patrol Academy campus in Shelton and Washington Criminal Justice Training Commission facility in Burien. PERF also considered the economic outlook of the State of Washington and its impact on state services Based upon the totality of information, PERF identified the following key findings for basic police training in Washington. It should be noted PERF makes these findings and recommendations keenly aware of the controversy of some and the substantial amount of resistance that may be expected in implementing change. These are the difficult decisions that legislatures and law enforcement leaders must make in these tough economic times to maintain quality police service for Washington's communities. - Training of new deputies and officers should be maintained in a centralized approach. Continuing the centralized delivery of training offers consistent and quality instruction while allowing the state to refine its innovative approach of Problem Based Learning methods within a police academy environment. - PERF identified four possible funding sources for supporting the centralized training of police cadets: legislate revenue to police training from an increase in fines resulting from convictions of infractions and criminal offenses; agencies providing financial support for their cadets attending the BLEA; allow student cadets who are financially responsible for the cost of training to attend BLEA representing themselves or an agency; as in the Oregon model, consolidate all training to a single location. - Should the state choose to consolidate police basic training to a single state facility, there is a compelling argument for relocating WSP Trooper Basic Training (TBTC) to the Burien campus. There is enough classroom and dormitory space to conduct all classroom training, for both WSP cadets and in service troopers, at Burien. The Shelton facility does not have enough dormitory or classroom space to meet the needs of all projected BLEA classes. The classroom and dormitory space in Shelton could be "mothballed" although the WSP academy does have unique assets not available in Burien - the drive course, an outdoor range, a K-9 course, space for bomb squad training and a dive tank. A smaller administrative and training staff would need to remain in Shelton to facilitate the use of these facilities. Those being trained at these outdoor venues could be housed cost effectively in Shelton hotels. - Significant saving may be achieved by the state needing to finance one Master Plan for facility improvements rather than both CJTC and WSPA improvement plans. - PERF identified several basic BLEA or TBTC academy topics or curriculum that lend themselves to consolidation and may be taught to both academies' cadets in a unified class: 19 areas were identified that could be jointly taught (BLEA 185 hours / TBTC 161.5 hours); eight topics were identified that are adaptable to joint instruction (BLEA 306 hours / TBTC 465.5 hours); and six topics were identified as adaptable through a common PBL approach (BLEA 91 hours / TBTC 29.5 hours). - The state should pursue an aggressive distance learning program for in-service training. This will allow the timely compliance with state mandated and other specialized training; minimize officers' time away from regularly assigned duties; and provide significant cost saving for agencies and the state. The components of each of the findings are discussed in greater detail within the narrative of this report Details: Washington, DC: PERF, 2009. 70p. Source: Internet Resource: Accessed June 28, 2017 at: http://leg.wa.gov/JTC/Documents/WashingtonTrainingFinalReport_Part1.pdf Year: 2009 Country: United States URL: http://leg.wa.gov/JTC/Documents/WashingtonTrainingFinalReport_Part1.pdf Shelf Number: 146425 Keywords: Law Enforcement Training Police EducationPolice Recruitment and Selection Police Recruits Police Training Policy Academy |