Comparing the effects of academy training models on recruit competence: does curriculum instruction type matter?

Abstract

PurposeThe purpose of this paper is to determine if a police academy using adult learning techniques instills higher levels of perceived competence in recruits than an academy using traditional pedagogical methods.Design/methodology/approachThe study took advantage of a timeframe when two academy models using different approaches to learning were employed in Massachusetts. Recruits (N = 97) were surveyed before entering the academy and just prior to graduation to assess their levels of perceived competence across three domains of training topics (i.e. “Policing in Massachusetts,” “Investigations” and “Patrol Procedures”).FindingsResults were mixed in terms of the academy model's effects on recruit competence levels. In terms of investigations, participants experienced a greater level of growth in an adult-learning setting. Regarding general topics grouped into the “Policing in Massachusetts” category, such as constitutional law, recruits taught with traditional pedagogy experienced more growth. For patrol procedures, taught using similar hands-on methods, results showed comparable levels of growth for all recruits over time. Overall, recruits in both the traditional and adult-learning-based academy experienced similar growth trajectories in self-perceived levels of competence. Findings suggest that a mixed approach to training may provide optimal results for police recruits.Originality/valuePrior research on academy curricula has been limited to cross-sectional analyses. Further, little effort has been made to analyze the impacts of academy training from an andrological and/or “adult learning” theoretical lens. This study evaluated the effects of a new, overhauled recruit academy curriculum over time to expand the literature in both of these areas.

Evaluation of a training program of African gendarmes' in Spain under the European Union GAR-SI Sahel project

“…This research means the first assessment of the GAR-SI Sahel program, specifically, identifying the degree of fulfillment of the objectives of the program based on information from trainers and participants. The relevance of this work lies not only on complete absence of evidence on the performance of this action, part of the EU-Africa cooperation, but also on the striking absence of research on the training of security forces in the Sahel region, which contrasts with our much richer understanding of these sorts of formative actions in other geographical areas (Bartkowiak-Théron, 2019; Donohue and Kruis, 2021; Herrington and Pope, 2014; Koerner and Staller, 2021; Lalonde, 2019; Rogério Lino, 2004). Furthermore, one should highlight that the main characteristic of the program resides on its interoperability as a key factor for a regionalization of the response, an element that has received increasing attention in the literature and that arouses special interest given the idiosyncrasy of the GAR-SI Sahel project.…”