Serving from the top: police leadership for the twenty-first century

Martin, Helen; Rogers, Colin; Samuel, Anthony; Rowling, Martyn

doi:10.1108/ijes-04-2017-0023

Cited by 18 publications

(16 citation statements)

References 29 publications

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“…The overview of current training practices across European law enforcement agencies reveals numerous shared challenges that police coordinators and instructors face in the organization and delivery of police training. First, because the organization of police training — including the development and approval of training curricula — is governed by the hierarchical structure inherent to European law enforcement agencies, making modifications to the current state of training requires administrative effort ( Martin et al, 2017 ; Shipton, 2019 ). For example, when instructors identify areas for improvement in their training, they have to take numerous steps to reach the level at which changes to training structures and curricula can be implemented.…”

Section: Discussionmentioning

confidence: 99%

Police Training in Practice: Organization and Delivery According to European Law Enforcement Agencies

et al. 2022

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Police training plays a crucial role in the development of police officers. Because the training of police officers combines various educational components and is governed by organizational guidelines, police training is a complex, multifaceted topic. The current study investigates training at six European law enforcement agencies and aims to identify strengths and challenges of current training organization and practice. We interviewed a total of 16 police instructors and seven police coordinators with conceptual training tasks. A thematic analysis (Braun and Clarke, 2006; Terry et al., 2017) was conducted and results organized in the two main themes evident across all six law enforcement agencies: organization of training and delivery of training. Results show that governmental structures and police executive boards are seen as the primary authorities that define the training framework in which police instructors operate. These administrative structures regulate distant and immediate resources, such as available training time, training facilities, equipment, and personnel. Within the confines of available resources and predetermined training frameworks, results indicate that police instructors thoroughly enjoy teaching, creating supportive and motivating learning environments, and applying their personal learning perspectives to training. Nonetheless, police instructors are critical of the level of training they are able to achieve with the available resources.

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Section: Discussionmentioning

confidence: 99%

Police Training in Practice: Organization and Delivery According to European Law Enforcement Agencies

et al. 2022

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“…Empathy is an essential component that predisposes certain people to develop a genuine desire to help others (Martin, Rogers, Anthony & Rowling, 2017). Empathy is a required attribute in the police force and applicants must demonstrate a significant predisposition to qualify (Charman, 2015).…”

Section: Empathymentioning

confidence: 99%

“…In addition, Charman (2015) argues that empathy does not only improve the effectiveness of a police officer, it develops a stronger appreciation of the role and a clearer perspective of unfolding events. Such perspective may enable a police officer to better care for colleagues that struggle with the complexities of the role (Martin, et al, 2017). It is not surprising that empathy is at the forefront of modern education and recruitment for police officers.…”

Section: Empathymentioning

confidence: 99%

“…It is not surprising that empathy is at the forefront of modern education and recruitment for police officers. As Martin, et al (2017) states one of the main challenges facing today's police officers aside from the obvious risks, is the emotional and mental exhaustion experienced by fellow officers. Charman (2015) and Martin, et al (2017) suggest developing empathy early on in an officer's career will equip them with knowledge and understanding of emotional fatigue that they may experience.…”

Section: Empathymentioning

confidence: 99%

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Keeping it real in changing times: Pragmatic strategies to sustain empathy

Schaddelee¹,

Turner²,

Gill³

2019

Scope (Flexible Learning)

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“…For instance, the Police force in the UK was established by the State in 1829 to ensure social control and public order on the streets (Reiner, 2012). However in the last few decades, due to the changing political, social and criminal justice environment (Caless and Tong, 2015; Martin et al , 2017) and societal developments (Savage, 2007), the purpose of the Police role has developed beyond the streets and into the private lives of citizens whereby the Police are dealing more with social, family/domestic issues. This has changed the priorities of policing towards a more socially responsible, community focussed role but also at the same time, one that needs to be alert to the changing nature of crime; cybercrime and potential terrorist threats.…”

Section: Literature Reviewmentioning

confidence: 99%

How can leaders and managers in the Police support the learning of others and at the same time, support their own?

Jones

2018

IJES

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The purpose of this article is to discuss and attempt to demonstrate that formal mentoring is a helpful tool to develop current and future managers within the changing context of the Police, and to highlight how managers can have both a helpful and hindering influence on mentoring programmes and the learning within them.A longitudinal qualitative case study approach was chosen and semi-structured interviews were conducted alongside focus groups. The findings showed that both mentees and mentors perceived they were learning within the mentoring relationship. Also, despite some common themes in relation to the key moderating factors, managers were seen as both facilitating and hindering these relationships.It was recognised that although interesting to compare and contrast the findings between the two different case study organisations, the findings drawn from this study may not be directly applicable to other mentoring programmes beyond these UK Police Forces. More could have been explored in the focus groups and information could have been collected from those that did not attend the interviews or the focus groups.This research adds value as there is little written about the mentoring and managers, within the interesting changing context of the UK Police force. The insights from this mentoring research suggest that there is much learning to be gained by both parties through mentoring and that line managers need to be encouraged away from the day to day reactive approach towards being more proactive with supporting the personal development of their team members (and themselves) into the future. If they are more involved and supportive of L&D interventions, then they and their team members will gain more from the experience and this will ultimately help them to make a more positive difference within their role.

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Serving from the top: police leadership for the twenty-first century

Cited by 18 publications

References 29 publications

Police Training in Practice: Organization and Delivery According to European Law Enforcement Agencies

Police Training in Practice: Organization and Delivery According to European Law Enforcement Agencies

Keeping it real in changing times: Pragmatic strategies to sustain empathy

How can leaders and managers in the Police support the learning of others and at the same time, support their own?

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