Understanding the Process of Training

Author: Edward J. Tully, April 1997

Law enforcement training, as a form of adult education, is a complex process that is not always well understood by law enforcement managers and executives. Most managers, whether in law enforcement or the business world, do not have a formal background in either training or education. Thus, these individuals must rely on their experience, or the advice of others, to make informed decisions about the expenditure of time and money on employee training or educational programs. A manager's lack of experience in adult education might hamper a complete understanding of the training process but, I would argue, that a modicum of common sense will allow the manager to make reasonably intelligent decisions regarding training matters. Too often, executives do not get involved in discussions and decisions on training matters because they do not believe they are qualified, therefore, they prefer to delegate the matter to someone else.

In my opinion, this is why we often sponsor training programs that are not relevant to the needs of the organization and why we tolerate training programs that are substandard and do not meet our objectives. In the long run, these mistakes are why training expenditures are the first to suffer in times of budget reductions. This articles purpose is to furnish the reader with a means to make informed judgments about the relevancy of any training program and, in the process, develop a philosophy of training that can benefit your organization.

First, a simple definition of training and education is in order. Training is an attempt to narrow the differences between people as they perform a task. In a firearms safety course we are trying to teach people to handle the weapon in the same manner and in a safe manner. We are not interested in people handling a firearms in any other way than the way they were taught. Consequently, we are narrowing the differences between people.

Education is defined as an attempt to broaden the differences between people. For example, in a sex crimes course we present the same material to each class member. We hope this exercise will lead to expanded thinking of each student about the subject which will in turn lead to a greater understanding and to more diverse thinking on the subject.

In an education course a student is encouraged to debate and discuss the issues. In a training course debate is generally discouraged. Most knowledge (facts) and attitudes (feelings) are taught through the process of education, while skills are best imparted through the training process. This simple definition is important for the law enforcement manager to remember when decision time comes about whether organizational problem can be solved through the process of either training or education.

There are three general types of learning, each of which has different characteristics: knowledge, skills and attitudes. Knowledge learning deals with facts, figures and concepts. It is usually taught by the lecture method because of the overwhelming amount of knowledge in the world. Skills learning involves training the nervous/muscular system to respond in a controlled way. Repetition is the best way to acquire a skill. Attitudes are a blend of facts, experience, or customs that form the basis for an individual's feelings toward another person, place or thing. The unusual characteristic of attitudes is that, once formed, they are difficult to change.

Understanding the differences among the three types of learning is important for a executive/manager. If the problem in the department is a lack of knowledge, then a short course or program of self-study will produce the desired result. If a department is having a problem caused by a lack of skills on an employee's part, most likely a training course will solve the problem. On the other hand, if the department has a problem, such as sexual harassment caused by a poor attitude then the chance of solving the problem through the training process is questionable at best, and most likely doomed to failure.

The bottom line is that there is an appropriate time for training, an appropriate time for education, and an appropriate time to solve the problem with an ax handle. Knowing which one is the most effective and efficient method to solve an organizational problem is an important ability in a manager.

Finally, the terms "education" and "training" are often used interchangeably. While this is not exactly correct, it is understandable and acceptable as long as you realize the subtle difference in the two words.

For your consideration is a step-by-step way to think about training and education within any organization, large or small, or if you wish, you may apply this process to your own family. In fact, you probably already use this process in your family. If so, then all you have to do to be successful in dealing with organizational training is to apply the process there as well.

The Steps

• Determine the mission of the organization.
• Define the job functions/requirements of each employee.
• Determine the training needs of the department.
• Decide which are the most important objectives/priorities of the organization.
• Know how much time/money is available.
• Evaluate the curriculum. Does it mirror the objectives, needs, and mission of the organization?
• Evaluate the results of the training.

The Mission

In developing your thinking about training you need to know, with some degree of specificity, exactly what is the mission of your organization, your division, or your family. What are the tasks that need to be accomplished for the organization to be successful and/or to comply with what is required by the law or custom? In a typical police organization we know the mission is to ensure the peace, to investigate crime, to prevent crime and disorder, to regulate traffic, to maintain order and services during a natural disaster, and to protect citizens from harm. We also need to know what the organization values. What principles, truths, and concepts does the organization believe in and require of its employees during the course of business? Some departments have these values in a formal statement and other departments just know the values in which they believe. Other departments just do not know, or care, about a set of guiding principles.

The mission of a police organization will depend, of course, on the location, size, and jurisdiction of the department. In many agencies there exists a formal, written mission statement. Every manager should know the contents of this written statement or, if a statement does not exist, the manager should know the mission of the department intuitively. Two basic questions every manager should be able to answer are: "What is the purpose of this organization?" and, "What must we do to be considered successful?"

It is from this general statement of mission that we will make a number of subsequent decisions that must be compatible with the purpose of the organization. For example, someone may say, our people need additional training in firearms. Your response would be based upon one of the departments' mandates, which is that officers should be able to protect citizens from harm. In some cases a high level of firearms training is necessary to accomplish this task. It is therefore reasonable to approve such a course. However, if someone says, I think our officers need a course that will teach them to appreciate classical music, your answer would be no because this is a subject that officers will not need for the organization to achieve its mandate. The knowledge of classical music may well make for a well-rounded police officer, but it cannot be demonstrated that it will make for a more efficient and effective officer. This is an easy decision to make as a police manager, but as you would expect, the decision becomes more difficult when one has to chose between a course in defensive driving versus one in human relation skills.

Job Descriptions

In the average size organization there are a variety of jobs. Each job has certain requirements in terms of the knowledge and skills necessary to perform well. In some organizations these requirements are written and quite specific. In other smaller organizations the requirements are not written, but are generally understood by managers. One way to save training dollars is to hire people who are over-qualified for the job. Obviously, if your requirements for a typist are 60 words per minute then hiring one who types 100 words per minute obviates the necessity for additional training. Obviously, this has significant implications for the recruiting and selection process.

It is not expected that managers will know the exact specifications of each job within the organization. However, managers must insist that the trainers know the exact specifications of each job. One cannot assess the training needs of an organization, set priorities for training, or develop a curriculum unless the characteristics of each job are known. This is the job of the trainer and the quality of the managers decision will depend on the quality of the trainers recommendations.

Training Needs

Training needs are the differences between what knowledge and skills the job requires, and the talents of the individual holding the job. If the position requires a police officer to achieve 90 percent accuracy on a pistol course, and the recruit has little firearms experience, then the training need is quite obvious. Some training needs, particularly in the area of skills training, are easy to determine. Other training needs are much more obtuse and difficult to define.

Training needs in the area of human relations, decision-making, or leadership are very difficult to determine because it requires the trainers or managers subjective judgment as to which employees should have this type of education. This does not mean that these subjects should not be taught. Rather, it means that the organization be selective as to whom it selects to receive the program. Often an organization will decide that everyone attend the course rather than select a few people to attend. Usually this is a waste of valuable time and money. A good example would be those popular courses on time management. Time management is an attitudinal subject. Some personalities are well-suited to using a formal program of time management. Usually these are the people with clean, orderly desks. However, for those people who have disorganized, messy desks (like myself), all of the time management courses in the world will not have a permanent effect on their behavior. This does not mean people with messy desks are bad, or lousy employees, it just means these people think differently than others. If time management is a problem with an employee like this, then the problem can be solved in another way, by rules, regulations and fear.

A manager must task those responsible for training to determine the needs of the organization as accurately as possible. This should happen before any recommendations are made as to what courses are required to bring employees up to the standards required for a successful job performance.

Objectives/Priorities Time and Money

The most important step in the manager's thinking process is to consider determining what objectives of the organization are and in what order they must be met. The two constraints you have are: (1) How much time you have to devote to training? and (2) How much money can you spend? Let me explain.

The mission of a law enforcement agency is to protect the lives of citizens. This is a mandate we must be able to achieve when possible. If we cannot protect our people, then what would be the reason for our existence? We believe an officer should carry a firearm and be able to use it accurately and safely. Since most recruits have little, if any, knowledge or skills in firearms, then training in firearms must have a very high priority. After reaching this decision, we allot the necessary time and money to achieve a reasonable standard of proficiency. We also recognized that, like all skills, firearms skills are perishable unless regular practice is scheduled. Time and money is allocated for this as well.

As we review the organizations mission and the individuals needs in terms of knowledge, attitudes, and skills, the highest priorities for training sort out themselves. We will need defensive tactics training, legal training, report writing, collection of evidence training, and defensive driving training. In addition, we will need time to learn the rules, regulations, and procedures of the department. In these areas there is no argument over which take priority--all are important. The problem with objectives and priorities comes from the middle of the list to the bottom. This is the time of serious discussion, debate, and politics. Now is the time that our money and time become scarce. How much time are we going to spend on politeness? How much time on photography? How much time should recruits spend on homicide investigations? Do they need to know every department rule and regulation? How about grooming standards, where do they fit in?

Leaving the relatively simple area of what training to furnish recruits, we turn our attention to the veteran officers. How much regular training do they need to keep up to date? How about specialized training in homicide investigation, accident investigation, bombing matters, or polygraph matters. What about training programs for our civilian employees, where does this training rank in terms of importance to our organizations mission.

There really is not a simple, universal answer to the above questions. Each question is answered individually according to topics that are required versus topics which, to have, would be nice. The first priority of every organization is to preserve itself! This can be best accomplished if the organization succeeds in handling its mandates at a reasonable level. If the employees are talented and well-trained in fundamental areas, most organizations will be successful. Remember, no organization has enough time or money to furnish all the training that may be required to do the job perfectly. It is the responsibility of the executive/manager to give input to the process and give final approval to the priorities set by the trainers. Just make sure that all of the training proposed is in the best interests of the organization first, and individuals second.

Curriculum

The curriculum of a training program is more than just subject matter content. Curriculum encompasses everything that occurs during the course, from subject matter to instructor attitude. The fundamental in building a curriculum is that it must mirror the objectives and mandates of the organization, the demonstrated needs of the students, and the job description of the attendees. It should never mirror the wishes of the instructor, the availability of audio-visual materials which happen to be on hand, or because the subject has always been taught in a certain way.

What wise trainers and executives insist upon is that the curriculum of a course be planned to take advantage of the learning opportunity. Thus, a course on report writing will not only target that subject, but will also include an opportunity for the student to observe the values of the organization, the attitudes the instructors have toward the organization and the public, and whether or not the organizations standards and rules are enforced. One final point, curriculum should always be changing and never static. The constant change results from evaluation results, feedback, new materials or, perhaps, a different teaching strategy.

No course is ever perfect! The role of the executive/manager in curriculum development is to insist that curriculum be planned carefully, executed well, updated on a regular basis, and reflective of the priorities of the organization.

Evaluation and Feedback

There are many ways to evaluate the results of training. We can test the students during and at the courses end. Supervisors, instructors, and fellow employees can observe and document a change in the students behavior on the job. Finally, we can ask the student what they thought of the course. It is important to insist that trainers use all these forms of evaluation. Evaluation is vital as it suggests ways to improve the effectiveness of training. Evaluation also provides the means by which the trainer can take some credit for changing behavior within the organization. This is important when it comes to asking for additional monies or arguing the importance of training. The role of the executive/manager in training evaluation is to insist that it be done and to pay attention to the results.

The importance of training to a healthy organization cannot be overstated. I would strenuously argue that organizations that are sick or not performing well have ignored the value of training.

Conclusion

To sum it all up, let us go back to your family and apply the simple steps to this small, but very important, organization! The family is a complex organization so permit me to narrow the scope of this example to your role (chief executive) in raising the children.

• First, what is the mission/mandate of the family to kids? Answer: To raise them so that they will be able to function effectively as an adult in society.
• Second, what is the job description of a kid? Answer: To do what they are told with increasing self-discipline, hard work, enthusiasm, a respect for their elders, and a thirst for understanding.
• Third, what are the training needs of a kid? Answer: The knowledge and acceptance of the family's and society's rules. After that the child needs as much knowledge, skill and good attitudes as he or she can absorb.
• Fourth, what are the priorities of the family? Answer: The highest priority of the family is to have children to be successful and responsible as adults. How you achieve these goals is a matter of several choices. Will it be Harvard (God forbid) for the kid? A fur coat for the wife? Good primary schools or a new car? Attendance at church or sleeping late? Scouts, sports, books, computers or eating out? Time with the kids, or golf for yourself? Will you think of yourself first, or think of the kids needs? These are just a few of the choices you have to make over the years. The best decisions are those that recognize the importance of the family's mission.

Having made the choices, what is the curriculum? Well, if you have made the choices I think, then a small sample of the curriculum would be:

• Firm, but tough rules for kids about behavior,
• Books, computers and museums,
• Soccer,
• Praise for successful accomplishments,
• Time spent with kids at your own expense so as to minimize peer pressure to zilch,
• The best schools you can afford,
• Music lessons,
• Braces,
• Encouragement when needed for self-reliance and self-discipline,
• Absolute respect for Mom,
• No TV, and finally
• No telephone calls during the dinner hour.

This is a curriculum that meets the priorities you have chosen and will lead to the child performing his or her tasks properly. This will in turn, with luck and the grace of God, enable them to be a successful in the transition from kid to adult.

Evaluate the children's report cards, observe their behavior, note the child's accomplishments in relation to standards you have set (be reasonable) and, of course, welcome comments from grandparents. Positive accomplishments are reinforced by praise. Negative ones are corrected.

Being an adult and raising a child sounds like a awesome process? Actually if you are blessed with common sense, it is relatively easy. One successful step leads to another and before you know it, the kids are gone from the nest, leading their own successful lives. At this time you can relax a bit and take due satisfaction in that you have achieved your most important objective in life.

If an executive/manager will apply the same common sense principles to the organization, the results will also be most rewarding. I assure you that those individuals responsible for the training process will be most appreciative of your input and support. They will enthusiastically respond to your interests and will deliver a final product that will enhance the organizations ability to be successful.

The National Executive Institute Associates Leadership Bulletin editor is Edward J. Tully. He served with the FBI as a Special Agent from 1962 to 1993. He is presently the Executive Director of the National Executive Institute Associates and the Major City Chiefs. You can reach him via e-mail at tullye@aol.com or by writing to 308 Altoona Drive, Fredericksburg, Virginia 22401