Police academy training: comparing across curricula

Abstract

Purpose-This study aims to address two interrelated research questions. First, to compare the academy performance of police recruits trained under a traditional academy curriculum with the performance of those trained under a new academy curriculum based on community policing. Second, to investigate whether a different "type" of recruit performs better in the community policing curriculum compared with the traditional curriculum. Design/methodology/approach-Regression analysis is used to estimate the effects of independent variables on three dependent variables that indicate academy success: average academy scores, failure experiences, and post-academy employment. Findings-Results suggest that more highly educated recruits and female recruits fared better in the community policing curriculum but that, overall, recruits in the community policing curriculum performed similarly to their traditional counterparts. Research limitations/implications-The findings suggest that newer police training models may be rewarding skills consistent with the community policing philosophy, such as education. This is a study of one police training center that has instituted a new training curriculum, so results cannot be generalized to other training centers. The community policing curriculum was in the early stages of implementation when data were collected and was therefore not yet standardized. Finally, the analysis is limited to predicting the success of police recruits in the academy, rather than predicting their job performance. Originality/value-Few studies have examined academy training in community policing. This study is a first step to broadening understanding of the impact of academy training in community policing on police recruits.

International Cooperation in Educating and Training Police: Forwarding ASEAN’s Vision 2020 to Combat Non-Traditional Crimes

“…General speaking, federal law enforcement agencies and each state legislature institute the basic training frameworks and standards that must be fixed with qualify for a policing requirement (Chappell, 2008). However, to some extent, Kratcoski (2004, p. 17) notes that the actual training can be supported and designed by a training academy administered "by the police agency, by a private training facility, by a state-wide police training academy, or occasionally by a local college or university that has established a program that combines basic training with academic credit that could lead to a higher education degree".…”

“…However, to some extent, Kratcoski (2004, p. 17) notes that the actual training can be supported and designed by a training academy administered "by the police agency, by a private training facility, by a state-wide police training academy, or occasionally by a local college or university that has established a program that combines basic training with academic credit that could lead to a higher education degree". Furthermore, police agencies are likely to connect and contract with colleges/universities/academies to provide some specialized training (Chappell, 2008).…”

A Police Officer’s Tacit Knowledge Inventory (POTKI): establishing construct validity and exploring applications

“…Currently, individual states utilize different methods of training; however, Peace Officer Standards and Training (POST) Academy programs have traditionally offered a behaviorally oriented training curriculum that emphasizes classroom lecture, but includes training scenarios where students must assume specific professional roles and are graded on their performance (Birzer, 2003;Caro, 2011;Chappell, 2007;McCoy, 2006). While many police training programs remain based on a traditional behavioral and militaristic approach (Birzer, 2003), as the community policing model evolves, some academies are experimenting with new training methodologies (Donavant, 2009), or are implementing curricula based on adult learning theory and oriented toward problem-based learning (Knowles, 1988;Werth, 2009Werth, , 2011 to transition from traditional to communityoriented policing (COP) and problem-oriented policing (POP) training models (Birzer, 2003;Chappell, 2007;Werth, 2011). Concurrent with a trend across the USA, Idaho police agencies are proactively seeking ways to strengthen learning organization goals as well as develop community and POP expertise (Crank & Giacomazzi, 2009;Masterson & Stevens, 2001;Russell, 2009;Werth, 2009Werth, , 2011.…”

Trend of changes of student results at the Academy of criminalistic and police studies entrance exam

“…5 Moreover, the aim of the selection models is to eliminate the candidates whose characteristics or abilities are not acceptable for police work. 6 Exactly because of such importance selection and education have on the one hand, and the development, results monitoring and the possibility of correlating those with work efficiency have on the other, these are highly significant subject matters of all police organisations over the world. 7 Although there are differences between selection models, weighted average and the police work types, the research so far has shown that the majority of the selection models usually consist of health check, cognitive abilities and personality testing, as well as the candidates' physical abilities check.…”