Table of Contents
Preface xi
Acknowledgments xv
Author Biography xix
1 The Current State of Police Training Programs 1
The Historical Approach to Training 2
Changing Demographics of Police Populations 2
Knowing Our Limitations 3
A Downward Spiral 4
The Challenges Ahead 5
A Starting Point 7
2 Historical Perspectives on Police Training 9
Training Soldiers and Police: Parallels and Contrasts 9
The Traditional Approach 10
The Role of the Media 11
Evolving Approaches to Police Training 12
The Challenge of Diversity 13
The Educated Recruit 14
Surviving Field Training 15
Conclusion 17
3 Four Steps to Initiating Change in Instructional Programs 19
Skinning the Cat 20
Choice A: You Will Tell Them 21
Choice B: Some Will Tell You 21
Choice C: All Will Show and Tell You 22
Stop Lecturing 23
An Accurate Mirror 24
Trusting in Trainer Ingenuity 25
A Training Experiment 26
Conclusion 27
4 Addressing Adult Learning Styles 29
Visual Learners 30
Auditory Learners 31
Kinesthetic Learners 31
A Study in Techniques 32
Beyond the Slide Show: Visual Techniques 33
Hearing What is Said: Auditory Techniques 35
Feeling the Gist: Kinesthetic Techniques 36
Bringing It All Together 37
A Revision Challenge 38
5 Law Enforcement Curriculum Development Overview 39
Qualities of Police Performance Objectives 39
Objectives are Student Focused 40
Objectives are Unbiased and Measurable 41
Police Training Lesson Plans: Basics 43
Lesson 1: The "Four Corners" Rule 44
Lesson 2: Portability 45
Lesson 3: Anonymity 46
Conclusion 47
6 Six Levels of Understanding: Police Cognitive Skills Training 49
Applying Bloom's Taxonomy 50
Cognitive Level One: Knowledge 53
Cognitive Level Two: Comprehension 54
Cognitive Level Three: Application 55
Cognitive Level Four: Analysis 56
Cognitive Level Five: Evaluation 57
Cognitive Level Six: Synthesis 58
Final Commentary on Cognitive Skills Training 59
7 Five Levels of Internal Change: Police Affective Skills Training 61
Affective Level One: Receiving Data 63
Affective Level Two: Responding to Data 65
Affective Level Three: Valuing Data 66
Affective Level Four: Organizing Data 68
Affective Level Five: Characterizing Data or Values 69
Final Commentary on Affective Skills Training 70
8 Five Levels of Ability: Police Psychomotor Skills Training 73
Psychomotor Level One: Perception of Need for Action 75
Psychomotor Level Two: Ready for Action 78
Psychomotor Level Three: Guided Action 80
Psychomotor Level Four: Habit of Action 81
Psychomotor Level Five: Independent Action 83
Final Commentary on Psychomotor Skills 84
9 Basic Instructional Methodology for Law Enforcement Training 85
Ice-Breakers 87
Brainstorming 89
Case Study/Critical Incident 91
Case Study: Hope v. Pelzer 92
Final Commentary on Basic Instructional Methods 94
10 Intermediate Instructional Techniques 97
Demonstration 98
Skits 99
Role-Playing 101
Final Commentary on Dramatic Methods 103
11 Construction of Law Enforcement Lesson Plans: Preliminary Development 105
Developing Anticipatory Sets 107
Writing Valid Objectives for Law Enforcement 111
Conclusion 113
12 Developing Quality Content 115
Chemistry versus Control 115
Writing Quality Content 117
Research-Based Content 118
Documenting Research and Sources 120
Developing Teaching Points 121
Conclusion 123
13 Enhancing Instruction: Approaches to Ancillary Development 125
A Dual Purpose 126
Using Exploratory Tasks 127
Developing Insightful Exercises 129
Right and Wrong Examples 132
Conclusion 134
14 Current and Future Trends in Police Training 137
Scenario-Based Learning 138
Writing SBL Objectives 140
A Model of Excellence: Howard County, Maryland 141
Virtual Reality 142
E-Learning and Computer-Based Training 143
Gaming 144
Conclusion 145
15 Conclusion 147
Appendix 151
Selected Bibliography 155
Index 157
