Police Leadership in 2045: The Value of Education in Developing Leadership

Roberts, Karl; Herrington, Victoria; Jones, Warwick; White, Jon; Day, David V.

doi:10.1093/police/pav045

Cited by 20 publications

(23 citation statements)

References 19 publications

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“…This could be inspired by the PSC, which is well-appreciated. According to the claims of Roberts et al (2016) regarding police leadership, it can be of importance to stimulate Swedish police leaders to empower reflexive activities.…”

Section: Discussionmentioning

confidence: 99%

“…Chan et al also concluded that the selection of senior, female and experienced probationers, in combination with adequate academy training, helped the probationers to persevere and execute their own good professional ethics (Chan et al, 2003). Regarding structural changes in policing, Roberts et al (2016) underline the importance of police leadership to "create opportunities for teams to collaborate and learn together, and developing learning support systems to encourage and incentivize staff " (2016, p. 31).…”

Section: Intra-professional Police Educatorsmentioning

confidence: 99%

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Reflexivity in Police Education

Bergman

2017

Nordisk politiforskning

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This interview study of Swedish police field-training officers (FTOs) and their conceptions of the task of mentoring and assessing police probationers exemplifies how a field-training task can be understood as a learning incentive for professional development amongst the FTOs. In ten individual, in-depth, interviews, the FTOs illustrate how their educational practices generate new perspectives on their policing and mentoring roles due to the incentives for reflecting on the context related to the training task. Furthermore, the findings disclose the importance of proper prerequisites in understanding the pedagogies of the field-training task, and thus creating an ethical and qualified learning environment. In the tradition of qualitative and exploratory studies, the article initiates a discussion about how a pedagogical and educational perspective on professional development can be applied to other vocations and professions.

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Section: Discussionmentioning

confidence: 99%

Section: Intra-professional Police Educatorsmentioning

confidence: 99%

Reflexivity in Police Education

Bergman

2017

Nordisk politiforskning

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“…The quasi-military authority culture of rank constructs and reconstructs conventions of 'know your place' in the hierarchy (Steinheider and Wuestewald 2008;Silvestri 2011;Davis 2018). For the most part, police leaders work their way up through the ranks internally, through various levels, in order to reach a senior management position (Roberts et al 2016); they are often recruited on the basis of being 'the foremost among equals' . The police culture literature unilaterally focuses upon the same complaint: the absence of more individual adaptations to normative practices as well as the new recruits who represent change are seldom supported (Charman 2017).…”

Section: Relatingmentioning

confidence: 99%

Police leadership as a professional practice

Filstad

Karp

2020

Policing and Society

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In this paper, we investigate police leadership through of an alternative approach to management studies: the exploration of police leadership as a practice. Our aim is to ascertain whether a practice-based approach can increase our knowledge of police leadership. This approach represents an alternative to normative management models which have dominated the management literature. The normative approach often focuses on how police leaders must lead as well as on the traits and skills of police leaders. In contrast, our focus is on what leaders do and why and, therefore, what constitutes their professional leadership practices. We conducted qualitative explorative studies with Norwegian police leaders in 2016 and 2018. Our data were collected through the following means: a one-day shadowing of 27 police leaders, six weeks of fieldwork, 63 formal interviews of police leaders and a substantial number of informal conversations with police leaders and subordinates. In our analysis of leadership as practice, we recognise the importance of structural, cultural and contextual conditions as well as the emergent and dynamic nature of leadership practices. We identified four important practice dynamics: producing, relating, interpreting/sensemaking and negotiating. These practice dynamics were concerned with the relationships between leader(s) and employees, often characterised by the following. 'Taking care of each other' and 'us against them' within a leadership practice. Interpretations and sensemaking of the 'reality' within practices and production of policing as collective achievements. The language, symbols; artefacts, the police mission in relation to how it belongs/identifies with the practice and the negotiations of police leaders 'fighting' for resources (silos). And the continuously creation of manoeuvring spaces in what constitute police leaders´ professional practice.

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“…(Marenin, 2004;Paterson, 2011. ) In the modern society, reflecting on one's own actions, the ability to learn new skills, flexibility and adaptability in diverse situations is becoming more and more crucial; it is also important to be able to understand the core processes behind incidents (Bergman, 2016;Nikolou-Walker & Meaklim, 2007;Phelps et al, 2016;Roberts, Herrington, Jones, White, & Day, 2016;Sjöberg, 2016), which demands an orientation for research as well as ethical and democratic (Marenin 2004) values and the ability for lifelong learning. In the police, the connection between research and teaching is often seemingly problematic; usually, the goal is to tie academic subjects and police This article is downloaded from www.idunn.no.…”

Section: The Problematic Role Of Higher Educationmentioning

confidence: 99%

Modernizing the Police with Research, Developmentand Innovation Activities

Myllylä

Hakala

Myllylä

2017

Nordisk politiforskning

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The social context and the operational environment of the police has changed considerably around the world. Recently, that change has necessitated a restructuring in the Finnish police education. This reform is based on the belief that a higher level of education and a greater focus on research will lead to better professional skills and an increased ability to perform in the workplace. In this article, we examine the views of the staff of the Finnish Police University College on research, development and innovation activities (RDI) in the light of a survey answered by the staff. We pay special attention to the connection between the teacher's level of different skill areas and the experienced usefulness of RDI activities from an educational point of view. On the basis of the results, RDI activities are broadly understood to concern the whole staff. The study also shows that both the teachers' experienced RDI skills and their pedagogical skills for higher education are positively connected to their views on the experienced benefit of RDI activities. Indeed, if RDI provide the means to develop the police profession, then it is important that the related skills and the ability to transfer them are strengthened.

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Police Leadership in 2045: The Value of Education in Developing Leadership

Cited by 20 publications

References 19 publications

Reflexivity in Police Education

Reflexivity in Police Education

Police leadership as a professional practice

Modernizing the Police with Research, Developmentand Innovation Activities

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