TRAINING AND CAREER DEVELOPMENT
Standards in this chapter relate to the training and career development of law enforcement personnel. Subchapters address the organization and administration of the training function; training academy administration; training instructors; recruit training; in-service, shift briefing, and advanced training; specialized training; civilian personnel training; and career development.
Training has often been cited as one of the most important responsibilities in any law enforcement agency. Training serves three broad purposes. First, well-trained officers are generally better prepared to act decisively and correctly in a broad spectrum of situations. Second, training results in greater productivity and effectiveness. Third, training fosters cooperation and unity of purpose. Moreover, agencies are now being held legally accountable for the actions of their personnel and for failing to provide initial or remedial training.
Training programs should ensure that the needs of the agency are addressed and that there is accountability for all training provided. In particular, training should be consistent with the agency’s mission and values as well as goals and objectives. Agency training functions should be the responsibility of the training component, which should be accountable for developing and administering training programs. Program development should provide for input from several sources, including agency personnel in general, a training committee, the inspections function, and, most importantly, the agency’s chief executive officer.
Career development is a structured process that is utilized by an agency to provide opportunities for individual growth and development at all levels. It is designed to promote productive, efficient, and effective job performance and to improve the overall level of individual job satisfaction.
So that agencies can deal effectively with law enforcement problems in an increasingly complex and sophisticated society, there should be parallel increases in the level of education and training required for law enforcement officers. Higher education, by itself, is not an absolute answer in achieving improvement in law enforcement agencies. However, officers who have received a broad general education have a better opportunity to gain a more thorough understanding of society, to communicate more effectively with citizens, and to engage in the exploration of new ideas and concepts.
33.1.1 A written directive establishes a training committee in the agency and includes provisions for the following:
a. composition of the committee;
b. the process for selecting and replacing committee members;
c. the relationship of the training function to the committee;
d. authority and responsibilities of the committee; and
e. designation of the person or position to whom the committee reports.
Commentary:
The training committee should assist in developing and evaluating training needs and serve as a focal point for input from those representing agency components. The role of the committee should be clearly established to promote effective committee operation and to prevent misunderstandings.(N/A O O O)
33.1.2 A written directive governs attendance requirements for employees assigned to authorized agency training programs.
Commentary: The directive should describe exceptions and provide procedures for documenting attendance, excusing participants for such events as court appearances, making up time that is missed as the result of excused and unexcused absences, and ensuring that employees are recognized for successful completion of the training program.
(M M M M)
33.1.3 A written directive governs agency reimbursements to employees attending training programs in or outside the agency’s service area.
Commentary: The directive should describe the conditions under which reimbursement may be provided for mileage, meals, housing, fees, books, or materials for training programs conducted in or outside the agency’s service area (see 22.2.9).
(O O O O)
33.1.4 The agency requires lesson plans for all training courses conducted by the agency, to include:
a. a statement of performance and job-related objectives;
b. the content of the training and specification of the appropriate instructional techniques;
d. a process for approval of lesson plans; and
c. identification of any tests used in the training process.
Commentary: The development of lesson plans should ensure that the subject to be covered in training is addressed completely and accurately and is properly sequenced with other training materials. Lesson plans establish the purpose of the instruction, set forth the performance objectives, relate the training to critical job tasks, and identify ethical considerations related to the topic. Consideration should be given to the relevance of training courses to the organization’s mission and values. Lesson plans should be required of nonresident instructors as well as resident academy staff.
The lesson plans should also include references, teaching techniques (lecture, group discussion, panel, seminars, debate), relationships to job tasks, responsibilities of the participants for the material taught, and plans for evaluation of the participants. The instructional techniques that should be incorporated are conferences (debate, discussion groups, panels, and seminars); field experiences (field trips, interviews, operational experiences, and operational observations); presentations (lecture, lecture discussion, and lecture demonstration); problem investigations (committee inquiry); and simulations (case study, games, and role-play).
(M M M M)
33.1.5 A written directive establishes agency policy concerning remedial training.
Commentary: The directive should include the circumstances and criteria used to determine the need for remedial instruction, the timetables under which remedial training is provided, and the consequences of participation or nonparticipation by the affected personnel. The directive should recognize the uses of remedial instruction in other than recruit training and should comment on the relationship between the inspections and training functions (see 26.1.4).
(M M M M)
33.1.6 A written directive requires the agency to update records of employees following their participation in training programs.
Commentary: As personnel complete training programs, the date of the training, the types of training received, any certificates received, attendance, and test scores should be recorded for each trainee.
(M M M M)
33.1.7 The agency maintains records of each training class it conducts, to include, at a minimum:
a. course content (lesson plans);
b. names of agency attendees; and
c. performance of individual attendees as measured by tests, if administered.
Commentary: The intent of the standard is to ensure that the agency documents the nature of the instruction, the identity of those attending the sessions, and the performance of the attendees. The standard would be satisfied in part by maintaining on file the lesson plans used by the course instructors.
(M M M M)
33.2 Academy
33.2.1 If the agency operates a training academy, a written directive requires provisions for the administration and operation of the academy, to include:
a. a statement of the academy’s goals and responsibilities;
b. organization and staffing;
c. administrative procedures; and
d. operating procedures.
Commentary: The agency may wish to develop a manual that addresses the operational and administrative requirements of the academy. The directive, or manual, should also identify the physical plant and other facilities, such as a firing range or driver training track, that are the responsibility of the academy.
(M M M M)
33.2.2 If the agency operates an academy facility, the facility includes, at a minimum:
a. classroom space consistent with the curriculum being taught;
b. office space for instructors, administrators, and secretaries;
c. physical training capability; and
d. a library.
Commentary: The agency should have access to training facilities but need not necessarily own the facilities. The size and type of the facilities should be consistent with the academy curriculum. The academy should also have access to a firing range and a paved driver-training track with a minimum of a circular driving surface of one-quarter mile, a skidpan, and a straightaway. The driver training track and the firing range may be located away from the academy’s main facility.
(M M M M)
33.2.3 If agency personnel are trained in an outside academy, a written directive describes the relationship between the agency and the outside academy.
Commentary: An agency may choose to avail itself of recruit, in-service, or specialized training in an academy not operated by the agency, e.g., regional academy, state operated academy. Regardless of the reasons for participation, the written directive should provide the basis for the agency’s participation in the academy to ensure that training needs are being met. To safeguard the interests of both the agency and the academy while agency personnel are attending academy training, the directive should also specify any legal liabilities of the agency and/or academy. The directive should also describe: the legal basis for participation in the academy; the relationship of the agency training function and the agency to the academy; the process for providing agency input to the academy program; the circumstances under which the agency provides staff, facilities, instructors, and other resources to the academy; financial obligations of the agency to the academy; and the method for determination of the legal liability of the participating agencies.
(M M M M)
33.2.4 The academy provides an orientation handbook to all new recruit personnel at the time academy training begins.
Commentary: In the new environments of both the law enforcement profession and a law enforcement training academy, new personnel should be provided with information concerning the organization of the academy; the academy’s rules and regulations; the academy’s rating, testing, and evaluation system; physical fitness and proficiency skill requirements; and daily training schedules.
(O O O O)
33.2.5 If agency personnel are trained in an outside academy, a written directive governs the training to be received by agency personnel regarding agency policies, procedures, rules, and regulations.
Commentary: In addition to the training and skills taught at an outside academy, the agency should provide instructions in policies and procedures that are specific to the agency. The written directive may provide for such training at the outside facility or after the personnel return to the agency following completion of training.
(M M M M)
33.3.1 Personnel assigned to the training function and full-time instructors receive training, which includes, at a minimum:
a. lesson plan development;
b. performance objective development;
c. instructional techniques;
d. testing and evaluation techniques; and
e. resource availability and use.
Commentary: The agency should require that all full-time instructors be given training prior to assuming their teaching responsibilities. This training should be periodically updated and geared to meet any specific instructional problems of the agency. If the agency desires instructors to meet state instructor certification requirements, consideration should be given to meeting those requirements.
(O O O O)
33.4 Recruit Training
33.4.1 The agency requires all sworn officers to complete a recruit training program prior to assignment in any capacity in which the officer is allowed to carry a weapon or is in a position to make an arrest, except as part of a formal field training program required in standard 33.4.3.
Commentary: The intent of this standard is to preclude assigning persons to positions requiring the carrying of weapon, enforcing the law, or making arrests until they successfully complete a structured basic training course. Those persons who have been hired, but who have not yet completed the basic training course, could be used in such positions as communications, records, or other activities not requiring the carrying of a weapon, enforcing the law, or making an arrest. An exception is allowed for those trainees participating in the formal field training program required in standard 33.4.3.
(M M M M)
33.4.2 A written directive requires the agency’s recruit training program to include:
a. a curriculum based on tasks of the most frequent assignment associated duties of officers who complete recruit training; and
b. use of evaluation techniques designed to measure competency in the required skills, knowledge, and abilities.
Commentary: None.
(M M M M)
33.4.3 A written directive establishes a field training program for all newly sworn officers with a curriculum based on tasks of the most frequent assignments with provisions for the following:
a. field training of at least four weeks for trainees, during and/or after the required classroom training;
b. a selection process for field training officers;
c. supervision of field training officers;
d. liaison with the academy staff, if applicable;
e. training and in-service training of field training officers;
f. rotation of recruit field assignments;
g. guidelines for the evaluation of recruits by field training officers; and
h. reporting responsibilities of field training officers.
Commentary: The goal of field training is to provide recruit trainees with "on street" experiences following the completion of classroom training as required in standard 33.4.1. A minimum four week period permits time for rotation of recruits among the various training activities and objectives with which they may be familiar. In some cases, field training may be presented at intervals as part of a logically coherent classroom training program. Here, training is managed by providing classroom training followed by a short segment in the field to provide the trainee with "on street" experience in those curricular areas just covered in the classroom.
Whether presented during and/or after the classroom training, field training should be a closely supervised process, as the initial experience of recruits often shapes their future careers.
The field training program is an important adjunct of the formal recruit classroom training and should be as carefully organized, administered, and evaluated as classroom training. The field training program should be closely allied with the academy so that field training officers (FTOs) are aware of what skills and subjects have been taught and what roles the FTOs are to assume.
The selection process for FTOs is crucial to a successful program as many of the values, tactics, and attitudes of FTOs are transmitted to inexperienced officers. Initial training, as well as periodic in-service training, should be provided to FTOs to prepare them for and keep them current with their assigned responsibilities.
The relevance of the field training experience may be enhanced by providing guidelines to FTOs that define the responsibilities of the FTO and provide specific direction about the skills, knowledge, and abilities to be assessed, taught, or performed. The evaluative responsibilities of the FTOs should also be identified.
(M M M M)
33.5 In-Service, Shift Briefing, and Advanced Training
33.5.1 A written directive requires all sworn personnel to complete an annual retraining program, including legal updates.
Commentary: The agency should ensure that personnel are kept up to date with new laws, technological improvements, and revisions in agency policy, procedures, rules, and regulations. The mandatory retraining may also be designed to provide supervisory, management, or specialized training to participants. Retraining may be used to supplement promotional training, training prior to assignment to a specialized component, or executive development training for higher ranking officers. The agency should ensure that information included in retraining is included on promotional examinations.
The program should be structured to motivate experienced officers and to further the professionalization of the agency. The training should include a review of the following topics: agency policy, procedures, and rules and regulations, with emphasis on changes; ethics and integrity, taking into consideration cultural influences, policy compliance, and doing what is correct rather than what is not illegal (see 26.1.1); statutory or case law affecting law enforcement operations, with emphasis on changes; the functions of agencies in the local criminal justice system; exercise of discretion in the decision to invoke the criminal justice process; interrogation and interviewing techniques; agency policy on the use of force, including the use of deadly force; emergency medical services; the performance evaluation system; emergency fire suppression techniques; new or innovative investigative or technological techniques or methods, if any; hazardous materials incidents; contingency plans, if any, including those relating to special operations and unusual occurrences; crime prevention policies and procedures; collection and preservation of evidence; report writing and records system procedures and requirements; and victim/witness rights, policies, and procedures.
(M M M M)
33.5.2 A written directive governs shift briefing training.
Commentary: Shift briefing training is a technique that may supplement all other training. Shift briefing training may be a useful element of agency training, if it is well managed and supervised. The goal of this training should be to keep officers up to date between formal retraining sessions. Agencies which do not have formal shift briefings, e.g., resident state troopers, deputy sheriffs, etc., may accomplish the purpose of shift briefing training through other methods. To be useful to the agency, the shift briefing training program should be well structured and reflect the needs of the agency while being flexible enough to fit into a shift briefing setting. The written directive should include: planning for shift briefing training; techniques used in shift briefing training; relationships with the academy; instructional methods; instructional personnel; evaluation of shift briefing training; scheduling of training; and role of supervisors and officers (see 41.1.3).
(O O O O)
33.5.3 Familiarization with the accreditation process is provided to agency employees as follows:
a. to all newly hired agency personnel within a reasonable period after their employment begins;
b. to all agency personnel during the self-assessment phase associated with achieving initial accreditation and each reaccreditation; and
c. to all agency personnel just prior to an on-site assessment associated with initial accreditation and each reaccreditation.
Commentary: The intent of this standard is twofold. First, it ensures that all employees are familiar with accreditation and what it entails during the self-assessment process. Second, familiarizing new employees with the process will provide a historical perspective and emphasize the importance of accreditation to the organization. It is recommended that familiarization include the history and background of accreditation and the agency’s involvement in the process, the accreditation process, the goals and objectives of accreditation, and the advantages of accreditation and its impact on the agency. Familiarization may be achieved by such means as classroom instruction, newsletter, memo, and periodic attendance by command staff at meetings of the Commission on Accreditation for Law Enforcement Agencies.
(M M M M)
33.6 Specialized In-Service Training
33.6.1 A written directive identifies the functions for which specialized training is required, and includes the following:
a. development and/or enhancement of the skills, knowledge, and abilities particular to the specialization;
b. management, administration, supervision, personnel policies, and support services of the function or component; and
c. supervised on-the-job training.
Commentary: The agency should identify all of the functions for which both pre- and post-assignment specialized training are required.
In addition, all persons responsible for crime scene processing should receive specialized in-service training to develop the following skills: recovering latent fingerprints and palm prints; recovering foot, tool, and tire impressions; photographing crime or accident scenes; preparing crime or accident scene sketches; and collecting, preserving, and transmitting physical evidence, including biological materials. These topics should also be provided as refresher training for investigative personnel as a component of the in-service training program.
(M M M M)
33.6.2 If the agency has a tactical team, the agency requires that all personnel assigned to the team engage in training and readiness exercises.
Commentary: The purpose of this standard is to ensure that tactical team members have ample opportunity to practice their special skills and develop their abilities to function effectively as a team. This is necessary because many skills are perishable and should be exercised to build and maintain proficiency. Operational simulations should be included in the training program, and if the agency also has a separate hostage negotiation team, its personnel should be required to train periodically with the tactical team. All tactical training must be documented and the records retained pursuant to standard 33.1.6.
(M M M M)
33.7 Civilian Training
33.7.1 A written directive requires all newly appointed civilian personnel to receive information regarding:
a. the agency’s role, purpose, goals, policies, and procedures;
b. working conditions and regulations; and
c. responsibilities and rights of employees.
Commentary: None.
(M M M M)
33.7.2 A written directive identifies the civilian positions for which pre-service and in-service training is required.
Commentary: The agency personnel should receive initial and on-going training commensurate with their responsibilities. Such training should stress not only the skills necessary to perform technical aspects of their jobs but also the importance of the link they provide between citizen and agency, which often shapes a citizen’s opinion of the agency.
(M M M M)
33.8 Career Development
33.8.1 A written directive establishes training requirements for all personnel assigned by the agency to conduct career development activities.
Commentary: Personnel, such as supervisors and counselors, who are assigned to conduct career development activities should undergo a period of orientation that should provide increased knowledge and skills in at least the following areas: general counseling techniques; techniques for assessing skills, knowledge, and abilities; salary, benefits, and training opportunities of the agency; educational opportunities and incentive programs; awareness of the cultural background of ethnic groups in the program; record-keeping techniques; career development programs of other jurisdictions; and availability of outside resources.
(O O O O)
33.8.2 The agency provides job related training to all newly promoted personnel.
Commentary: Such training should be commensurate with their new duties and should take place either prior to promotion or within the first year following promotion.
(M M M M)