The Structure and Delivery of Police Use of Force Training: A German Case Study

Abstract

The current study aims to investigate the current structure and delivery of police recruit training. Using a case study approach, we systematically observed a semester of police training that consisted of 30 h with a specific focus on police use of force training. Field notes and time-on-task data was analysed using an inductive approach. The results revealed, first, a lack of constructive alignment of the training modules and learning tasks within the training settings. Second, an adherence to traditional linear approaches to training resulting in high amounts of augmented instruction and feedback and a one-size-fits all approach to technical and tactical behaviour. Third, a non-efficient use of available training time with low amounts of engagement in representatively designed tasks that stimulated problem-solving processes. Based on these results we suggest that there is a need: (a) for police trainers and curriculum designers to align the objectives, practice structure and delivery of police training with the needs of police officers in the field (e.g. conflict resolution); (b) for police trainers to employ more learner-centred pedagogical approaches that account for individual action capabilities and resources, and allow for high amounts of training time with representatively designed training tasks; and (c) for senior managers of overall police training decision-makers to provide the necessary trainer education, in order to furnish trainers with the knowledge and tools to appropriately plan, deliver and reflect upon their practice in keeping with concept of constructive alignment.

Professionelle polizeiliche Kommunikation: sich verstehen

“…Und wie wird sie in der Praxis gelebt? Beobachtungen aus der Praxis zeigen (Staller et al 2019(Staller et al , 2021c, dass Kommunikation in der polizeilichen Lehr-und Einsatzpraxis vergleichsweise begrenzt aufgefasst wird: sowohl in der sachlichen als auch in der kontextuellen Dimension.…”

“…Auch polizeiliche Ausbildungscurricula (z. B. NRW 2018) und praktische Einsatztrainings unterstützen diese Zwei-Welten-Lehre (Staller et al 2019(Staller et al , 2021c: Kommunikation oder Zwangshandeln -oder wie eine aktuelle Publikation titelt: "Kommunikation statt Gewalt" (Lorei 2021).…”

Changing Police Personal Safety Training Using Scenario-Based-Training: A Critical Analysis of the ‘Dilemmas of Practice’ Impacting Change

“…This conceptualization has created a dominant training paradigm for PST. Research evaluating use-of-force training (e.g., (Koedijk et al, 2019;Cushion, 2020;Staller et al, 2021), shows that officers tend to train isolated skills and techniques first, repeating repetitions of one technique at a time practiced in pairs, before moving on to practice another isolated skill-with Cushion (2020) showing that this type of training form often accounts for the largest proportion of activity in United Kingdom PST. Contemporary learning research and understanding (e.g., Soderstrom and Bjork, 2015) and research examining police training (e.g., Staller and Koerner, 2019) have challenged the assumptions of this approach.…”

“…A linear or modular approach that positions techniques/skills first often results in 'end-on-end' or 'blocked' practice; reviews and evaluation studies have shown training in this way is a significant consumer, or even a waste, of training time (O'Neil et al, 2019;Bennell et al, 2020;Cushion, 2020;Staller et al, 2021). Learning requires direct and successful contact with appropriate learning tasks (Carpenter et al, 2012;Cushion, 2020) providing task engagement.…”

“…Implicit assumptions about training and learning also inform their practice and the degree to which they understand and apply training pedagogies. Recent research from a range of police training settings (e.g., Shipton, 2012Shipton, , 2020Basham, 2014;Belur et al, 2020;Cushion 2020;Staller et al, 2021) suggests that police training practice and knowledge is most often developed by informal sources, particularly observation and experience (Koerner and Staller, 2020;Rajakaruna et al, 2017;Bergman et al, 2018). This results in practice based on history and tradition (Karp and Stenmark, 2011), rather than empirical evidence, with Koerner and Staller (2020) and Koerner and Staller (2019b) arguing that decisions within the 'how-dimension' of police training are less the result of professional trainer education than an (uncontrolled) effect of socialization, resulting in a selfreferenced, anecdotal approach to training practice based on 'what-works' and what trainers perceive 'gets results' (Cushion, 2020).…”