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This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection: George H.W. Bush Presidential Records
Collection/Office of Origin:
Speechwriting, White House Office of
Series:
Grant, Mary Kate, Files
Subseries:
Subject File, 1988-1991
OA/ID Number:
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Folder ID Number:
13881-007
Folder Title:
Houston Police [Field Training Quarterly], 1989
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19
2
7
6
2/8
THE WHITE HOUSE
WASHINGTON
TO:
PL
FROM:
KRISTIN CLARK TAYLOR her
Director of Media Relations
119 OEOB, Ext. 7150
HOUSTON
KRBE
pls. discuss w/ mk
DL
FOR Action YOUR
and pass attached material
MKG:
to her. This is a go.
Contact Webb or Hendrix 's'
let Them know well
participate. nate deadline
? track w/ mk.
They
OF
CITY OF HOUSTON
T E
Telephone 713/247-1000
61 Riesner Street
Houston, Texas 77002
Kathryn J. Whitmire, Mayor
CITY COUNCIL MEMBERS: Larry McKaskle
Ernest McGowen, Sr.
Vince Ryan
Anthony W. Hall, Jr.
Frank O. Mancuso
John G. Goodner
Christin Hartung
Dale M. Gorczynski
Ben T. Reyes
Jim Westmoreland
Eleanor Tinsley
Jim Greenwood
Rodney Ellis
Judson Robinson, Jr.
CITY CONTROLLER: George Greanias
January 29, 1990
DORL-
HOUSTON POLICE
HOUSTON POLICE DEPARTMENT
Lee P. Brown, Chief of Police
Poor
DEPART WITH
Kristin Clark Taylor
Director of Media Relations
(rom
Room 121 OEOB
War on drugs
The White House
Washington, D.C. 20500
pts of training
Dear Director Taylor:
The Houston Police Department has recently developed a publication dedicated to law enforcement
training. This publication (copies attached) is titled Field Training Quarterly. This is a quarterly
publication and is currently mailed to law enforcement agencies and universities across the nation in an
attempt to assist them in their efforts to train new recruit officers. This publication is a free service of the
Houston Police Department and has become one of the primary resources for law enforcement training.
For our July issue we are going to focus on training for narcotics officers. Because of the importance of
the war on drugs and the President's closeness to the law enforcement community, we thought it would
be appropriate for The President to address our readers with a short one page message. This message
could address the importance of our war on drugs and the importance of training in the law enforcement
profession. Any message along these lines would be appropriate and greatly appreciated. The deadline
for this issue is the first week of June.
Additionally, we would like a picture of the President as we would like to put him on the cover of our
magazine, if that is acceptable to him. For this purpose a color negative would produce the best picture.
If a color negative is not available a color or black and white picture would be acceptable (8 X 10 and
preferably a vertical pose).
Thank you for your consideration of this matter. If you have any questions or concerns please contact us
at: (713) 247-8600, Monday through Friday from 6 am. to 2 pm. (central time).
Sincerely,
Issue dedicated to war on drugs
Shall
Frank Webb, Editor 713-247-5653
Bill Hunday
Bill Hendrix, Editor
Police Officer
Police Officer
713-247-8600
FMW/fmw
POLICE
The Field Training
Quarterly
"
MAGAZINE FOR THE PROFESSIONAL LAW ENFORCEMENT FIELD TRAINER "
CRIMINAL JUSTICE
TRAINING CENTER
STATE
POLICE
An Analysis Of
FTO Programs
San Jose, CA
Second Quarter
The Field Training
Vol. 3 No. 2
"A Quarterly MAGAZINE FOR THE PROFESSIONAL LAW ENFORCEMENT FIELD TRAINER"
CE
Feature Article:
Sergeants Michel E. Amaral and Marvin G. Lewis of the San Jose
(California) Police Department discuss the need to continually train
and update field training officers.
(Cover photo: Provided by the San Jose Police Department.)
Features
Lee P. Brown, Chief
Executive Director
1
Management of the Field Training
Chief Lee P. Brown
Houston Police Department
and Evaluation Program
Houston, Texas
by Mickey K. Bennett
Staff
Editor Bill Hendrix
4
Houston Police Department
Regional News
Houston, Texas
Editor Frank Webb
5
Houston Police Department
A Critical Analysis of Today's
Houston, Texas
Field Training Programs
Contributing Columnists
by Michel E. Amaral and Marvin G. Lewis
Lisa Konrath
Employment Development Officer
Pima, Arizona
9
The Mail-Bag
Deputy Richard Lingle
Upshur County Sheriff's Office
by Lisa Konrath
Gilmer, Texas
Corporal Warren G. Obenland
Univ. of Houston Police Dept.
11
Bellevue's Field Training and Performance
Houston, Texas
Evaluation Program - - An Overview
Professor Jack Molden
Police Training Institute of Illinois
submitted by Robert Littlejohn
Champaign, Illinois
24
Remedial Training
The Field Training Quarterly is
published quarterly through the
by Warren G. Obenland
Houston Police Department under
the auspices of Lee P. Brown,
Chief of Police, 61 Riesner Street,
25
Houston, Texas, 77002.
A Checklist For A FTO Program
©Copyright 1988, Houston Police
Department. All rights reserved,
by Jack Molden
reproduction in whole or part
without written permission is
prohibited.
Field Training Quarterly
Editors' Message
Frank M. Webb
Bill G. Hendrix
The Quarterly
Reaching Field Trainers Nationwide
Since its inaugural issue in January 1987,
the Field Training Quarterly has
Subscribers
experienced tremendous growth and
Sheriff
acceptance nationwide. This growth is due, in
10%
Police
part, to the lack of field training information
65%
available to agencies across the country.
Individuals
15%
National Distribution
Libraries
4%
Colleges
Gov't / State
3%
3%
Quarterly Growth
1500
1400
S
1300
u
b
1200
S
1100
1989
0
c
1000
r
900
I
800
b
The Field Training Quarterly continues to
e
700
1988
r
600
be recognized as one of the primary sources
s
500
for field training information and ideas. We
400
1987
300
are pleased that we are able to assist you in
200
your field training endeavors.
100
1st
2nd
3rd
4th
1st
2nd
3rd
4th
1st
2nd
2nd Qtr 89
Editorial
Field Training Quarterly
Management of the
Field Training and
Evaluation Program
by
Sergeant Mickey K. Bennett
Long Beach (CA) Police Department
11
he Field Training Officer (FTO) is
Programs which have only one recruit in the
the key person for taking an
process need the least amount of manage-
academy graduate from his paper
ment, but their department goals are the
and pencil world to an environment where he
same as an agency with multiple recruits.
must call upon all his past knowledge to solve
When the training plan becomes more com-
today's problems.
plex, it becomes imperative that dedicated
This one-on-one vocational training is the
first line supervisors and middle managers
key to an individual recruit's needs. But who
become continuously involved on a daily
basis.
insures that the agency's goals and needs are
accomplished? The manager of the FTO pro-
gram must assume this task.
Need for Consistency
The key word for the middle managers is
The FTO Manager
consistency.
The FTO managers of any organization are
Each recruit must be evaluated by the same
responsible for:
standards and receive the same quality of
training. If a program lacks this consistency
then:
Consistency of training and evalua-
tion
The good recruits may not receive the
Selection of FTOs
quantity and quality of information
they need to successfully make the
Maintaining department standards
transition.
Developing plans of success for
The unacceptable recruit may be
recruits
evaluated by the FTO's personal
standards and not the department's
Ensuring executive level cooperation
standards therefore, substandard
recruits may reach permanent
Terminating unacceptable recruits
status.
1
2nd Qtr 89
Field Training Quarterly
Alack of consistency opens
An exception of progressing
the gate for litigation
from the simple to complex
when either terminated
task is the need to address
recruits sue to regain their
issues of high department
jobs or when a retained
liability as soon as possible.
substandard officer fails to
This would include:
perform at or above ac-
ceptable standards.
Use of force
Since consistency is the
Emergency and pursuit
primary responsibility of the
driving
manager we need to look at
ways in which consistency
Prisoner's rights
can be maintained by super-
visors:
The Weekly Training
Mickey K. Bennett
Checklist should be in-
Personally observing
Sergeant Mickey Bennett is a 20 year
spected weekly by a super-
veteran with the Long Beach Police
recruits and FTOs in field
visor. The very least the
Department in California. His back-
checklist should be inspected
activities, then later com-
ground in vocation education has
paring his observations to
helped him to develop the o nly
is just prior to rotation of the
that day's "Daily Observa-
P.O.S.T. certified "Managers of the
recruit to a new FTO.
Field Training Officer"course in
tion Report".
California. He teaches FTO-related
An easy way to ensure that
courses for Golden West College in
the recruit has seen the in-
Comparing the FTO's ver-
Huntington Beach, Rancho Santiago
formation is to have a line on
bal reports at the "Alter-
College in Santa Ana and the Long
each page for the recruit to
nate Week Meeting" to the
Beach Academy.
initial, plus a signature line
ten "Daily Observation
for the recruit and FTO at
Reports".
the end of each training
each FTO ensuring consis-
week.
Have other FTO's who
tency of Department and
have observed the recruit
training standards.
in the field provide verbal
Developing a Plan
report and compare this to
the primary FTO's
Training Checklist
"Develop a Plan for Suc-
cess" for each recruit is a key
reports.
Consistency in training re-
responsibility of each super-
quires that the department
visor and manager. This
Have each recruit com-
develop a "Weekly Training
plan, in its simplest form, is
plete a "Comprehensive
Checklist" before the super-
to match the needs of a
Program Survey" at the
visor can ensure departmen-
recruit to the ability of the
end of each training period
tal standards. The "Weekly
FTO or the benefits of
and at the end of proba-
Training Checklist" consists
geographic area. This
tion.
of a program building block
matching of needs and
list which begins with the
abilities should begin with
The supervisor or manager
least complicated task and
the first FTO based upon in-
who is armed with all of this
progresses to most complex
formation from the academy
information will be able to
tasks. (See next article for
staff. Thereafter, the FTO
evaluate the performance of
more detailed information.)
staff should base their
decisions on information
2nd Qtr 89
2
Field Training Quarterly
from FTO's, review of documents, and per-
Summary
sonal observations.
From the selection of the FTO's until
The FTO staff, especially the senior FTO
recruits are successfully released as a "basic
manager, must continuously remember and
patrol officer capable of working alone" or
remind others that:
until an unsuccessful candidate is redirected
into a new career, the managers of the FTO
The FTO program is part of the selec-
program must be an active, productive, and
tion process.
supportive element of the field training and
evaluation program. The manager sets the
The investment of time and money is
attitudes and levels of enthusiasm for the
designed to ensure that only quality
program, while being the watchdog of consis-
officers receive permanent status.
tency and fairness.
That investing more time and money
into an unacceptable recruit will only
cause more problems in the future.
The FTO program is the
That accepting substandard officers
most important program for
today may cause large settlements in
establishing the future of
the future for his vicarious acts.
any agency.
Terminations
Termination is a phase that all FTO staff
Mickey K. Bennett
personnel need to remember. When it is
determined that the recruit does not have the
ability to pass the minimum standards of the
The FTO program is the most important
program, the decision and request to ter-
program for establishing the future of any
minate is the responsibility of the FTO super-
agency. This program deserves our dedica-
visors and manager, not the FTO's. The
tion today to ensure quality personnel in the
documentation to terminate must be
future.
provided by the FTO but they should not be
burdened with this unpleasant task.
FTQ
The FTO staff must remember that the ul-
timate right and responsibility for passing a
recruit into permanent employee status
and/or termination lies with the Chief of
Police. The Chief needs to make these
decisions in a timely manner, therefore, he
should receive summary reports on the
recruit's progress at least every two weeks.
More detailed information should be given
when there is a prediction by the FTO staff
that the recruit will not be successful during
the evaluation only phase. Remember, no one
likes surprises, especially when there is a
substantial financial investment in each
recruit.
3
2nd Qtr 89
Field Training Quarterly
REGIONAL NEWS
NORTHEAST
FLORIDA - Field Training Officer
Illinois, 60204 or call 1-800-323-
Seminar For Communications Of-
4011.
ficers. Offered by the Institute of
Police Technology and Manage-
MASSACHUSETTS - Command
ment (IPTM), University of
ILLINOIS - Field Training and
Training Program. Session 173
North Florida, 4567 St. Johns
Evaluation Program Seminar. Of-
opens April 24, 1989 and closes
Bluff Rd., South Jacksonville
fered by the Woodstock Police
May 12, 1989. Register either by
Florida, 32216. Course offered
Department, May 1 - 5, 1989, at
telephoning 617/239-7033 or by
June 5 - 7, 1989 in Jacksonville,
Tamara Royale Inn, 4100 Sham-
writing New England Institute of
Florida.
rock Lane, McHenry, Illinois,
Law Enforcement Management,
60050, Contact Sgt. Joe Marvin at
P.O. Drawer E, Babson Park (Wel-
815-338-2131 for additional infor-
lesley) Massachusetts 02157.
mation.
SOUTHWEST
WASHINGTON, DC - Police Per-
sonnel Management Issues. Offered
by the International Association
PACIFIC
of Chiefs of Police (IACP) in
Washington, DC, April 12 - 14,
TEXAS - Police Physical Fitness
1989. For additional information
Trainers' Certification Course. Of-
call the IACP at 1-800-638-4085.
fered by the International As-
CALIFORNIA - Report Writing
sociation of Chiefs of Police
For Instructors. Presented by
(IACP) in Dallas, Texas May 8 -
Bruce T. Olson, Ph.D. To be held
12, 1989. For additional informa-
in Salinas, California, April 17 -
tion call the IACP at 1-800-638-
21, 1989. For additional informa-
SOUTHEAST
4085.
tion contact Bruce T. Olson, Ph.D.
at 1015 12th Street, Suite 6
Modesto, California, 95354-0811
FLORIDA - Managing The Police
or call 209-527-2287.
Training Function. Offered by the
PLAINS
Institute of Police Technology
NEVADA - Performance Evalua-
and Management (IPTM),
tion and Productivity Workshop.
University of North Florida, 4567
ILLINOIS - Field Training Officer
St. Johns Bluff Rd., South Jack-
Offered by the International As-
Program. Presented by the Traffic
sociation of Chiefs of Police
sonville Florida, 32216. Course
Institute, April 10 - 14, 1989. For
(IACP) in Reno, NV, June 7 - 9,
offered May 22 - 26, 1989 in
additional information contact
1989. For additional information
Miami, Florida.
the Traffic Institute at 555 Clark
call the IACP at 1-800-638-4085.
Street, P.O. Box 1409, Evanston,
2nd Qtr.89
Field Training Quarterly
A Critical Analysis of
Today's Field Training
Programs
by
Sergeant Michel E. Amaral
and
Sergeant Marvin G. Lewis
San Jose (CA) Police Dept.
5
2nd Qtr 89
Field Training Quarterly
Introduction
ficer supposed to be a trainer
basics of understanding the
or an evaluator? Are they
principles of learning there is
evaluating the recruit's per-
no consistency, development
embers of an effi-
M
formance on style or techni-
of progressive training and
cient field training
que? Are evaluators
evaluation that takes place.
program must not
recording low scores because
Research tells us that people
only be well
he/she believes that the
lose 80% of most newly
trained but must also receive
recruit is not meeting their
learned information within
continuing in-service train-
personal expectations? Are
the first 24 hours of instruc-
ing. Yet, in today's field train-
standardized guidelines
tion. What does this mean? It
ing arena, this is most
used properly, or at all? Do
means that we must provide
probably the exception
the numerical scores of the
updated information, rein-
rather than the rule. Today's
forcement or additional
training managers and field
training to continue the
training officers (FTOs) need
FTOs' personal growth.
to ask themselves some
Updated
specific and direct questions.
We have found, through our
instruction should
Training and
experience and exposure to
Evaluation
various training programs
be provided for all
throughout the United
Most field training officer
States, that certain ques-
trainers at least
seminars allocate a small
tions continually surface
portion of time towards the
with new training managers
annually
teaching and evaluation
and trainers. Updated in-
process. The irony of all this
struction should be provided
The Authors
is that training and evalua-
for all trainers at least an-
tion is the nuts-and-bolts of
nually in order to keep them
the entire program and yet it
current and highly
is often not recognized as
motivated. Many FTOs are
Daily Observation Report
such. If you don't have a good
not familiar with modern
compare to - or are they
grasp on these two valuable
learning theories and are not
inconsistent with - the
ingredients, you can't have a
aware of advances in educa-
documentation written to
truly successful training pro-
tion and training.
support the Daily Observa-
gram. How can it be possible,
tion Report?
or even reasonable, to believe
These are just a few of the
that a new trainer can learn
Analyzing Your
many questions that should
the mechanics of training in
Program
be raised with new trainers,
only four to eight hours of
Today's trainer must ask,
veteran trainers and train-
instruction? It takes four to
and be able to answer, such
ing managers. It is surpris-
six years of college before a
fundamental questions as:
ing to learn that there is a
person is qualified to teach at
general lack of awareness
a school. With this being
What is a learning goal?
What is a performance objec-
when it comes to knowing
true, how can we expect a
tive and how does it differ
what the basic mechanics of
police officer with minimal
from a goal? What is the
any FTO program are. Why
instruction in teaching to
is it essential to know these
teach and evaluate a new
role/responsibility of the
basics? Because, without the
recruit officer? We have to
FTO? Is the field training of-
remember we are living in
2nd Qtr 89
6
Field Training Quarterly
the 80's and coming into the
Current Trends
90's. We are dealing with a
new caliber of recruit officer.
Remember - that was in the
Many of these new officers
70's. What is happening in
have received an advanced
the 80's and 90's? Ter-
formal education and know
minated recruit officers
the ins and outs of learning.
(plaintiffs) are being
Therefore, we must prepare
awarded punitive damages
and equip modern-day FTOs
and monies. We are begin-
with the tools and resources
ning to hear such legal
to be able to provide basic,
phrases as negligent reten-
fundamental and MEAN-
tion, failure to train, failure
INGFUL instruction.
to supervise, vicarious
We are finding that the
recruit officers that are fail-
ing in FTO programs are
Terminated
Michel E. Amaral
seeking private attorneys to
Sgt. Amaral has been a police of-
challenge their termina-
recruit officers
ficer for over 17 years. He is
tions. These attorneys are
certified as a full-time instructor by
the State of California. He is a con-
often former police officers
(plaintiffs) are
sultant for the Department of
themselves and understand
being awarded
Justice and has a masters degree
the police system and how it
in education.
works. What is going to hap-
punitive damages
pen to the FTOs that have
trained and evaluated an un-
and monies.
successful recruit when it
comes time to go to court to
The Authors
uphold the termination?
What are the FTOs' respon-
ses going to be when the at-
torney asks questions
liability, etc. We are not at-
regarding the basic ideas of
tempting to paint a bleak pic-
the FTO program as it re-
ture of the future of field
lates to adult learning? This
training programs but
happened to several police
today's training manager
departments in the early 70's
must be aware of these is-
in federal court when asked
sues. We had better have a
to explain and defend their
basic working knowledge
training function. They were
and understanding of our job
unable to offer a satisfactory
before we take on additional
Marvin G. Lewis
response. The court found
tasks as police field training
Sgt. Lewis has been a police officer
too many inconsistencies and
officers. We don't send police
for over 22 years, serving over 10
a general lack of documenta-
recruits onto the streets
years as a training officer. He holds
tion. The result was that the
before they have been to a
a community college teaching
credential in professional educa-
terminated recruit officers
basic police academy. The
tion, police science and public
got their jobs back and
same should hold true for
administration.
recovered lost wages.
new and veteran police of-
7
2nd Qtr 89
Field Training Quarterly
Conclusion
In conclusion, we would like
to leave you with a final per-
sonal focus. If you are able to
say "yes, we are providing
yearly updated and progres-
sive training", then you have
built a solid training founda-
tion. If you could not answer
"yes" you might want to con-
sider examining your train-
ing program and conduct a
needs assessment. It is never
too late to start. Once you
start to validate your train-
ing the pieces will all fall into
place. If you don't, it's just a
matter of time until someone
challenges your program.
ficers who train.
training, observation and
evaluation. These courses
FTQ
should involve the theory of
FTOs as Teachers
learning and practical ap-
We need to look and see if
plication. We are finding that
our FTO program curricula
more and more training
are valid, reliable and effec-
managers are sending their
tive. To accomplish this we
FTOs to training courses
need to be certain that we are
that certify a structured in-
providing our "teachers"
structional curriculum.
with the necessary informa-
tion. The only way that a
field training program can be
In-Service Training
strong is through the support
Whether you look at the
of the chief administrator
medical field, the legal field,
down through the ranks to
or any other well-trained
the FTOs.
profession you will see that
We believe that today's
some type of in-service train-
police training officers
ing is mandatory. The same
should make a professional
in-service training should be
commitment to themselves
required of police officers
and the organization to
who are assuming the
which they belong. The or-
responsibility of teaching
ganization should support
new officers.
them and provide classes in
2nd Qtr 89
8
Field Training Quarterly
The
Mail-Bag
by
Lisa Konrath
This section is devoted to specific questions and concerns raised by field trainers looking for solutions
to their problems. The information I share with you has been obtained from individuals and agencies
nationwide. If you have any concerns you would like to see addressed in the Mail-Bag submit them
to the Field Training Quarterly.
&
Do you have any information on state
effect on burnout. You may wish to try some of the
police (highway patrol) agency FTO programs?
following:
1. Don't always give your problem recruits to
Lisa:
the same FTO. Give this overused FTO an
Whenever evaluating another
easier to train/evaluate recruit for a
agency's program, I would recommend you always
change.
consider the key elements of a legally defensible
FTO program. In other words, just because an
2. Have retraining for your FTOs Whether it
agency has a program, and/or I recommend it,
be on the latest take-down techniques,
does not necessarily mean it is a good program or
stress management, remedial training
that it will fit your needs. Where possible, I try to
strategies, or just an informal problems
recommend programs which contain the key ele-
and solutions session, it shows the agency
ments I look for. Try contacting: Alaska State
supports the efforts of FTOs.
Police, Mississippi State Police, South Dakota
Highway Patrol and the California Highway
3. Consider having an annual picnic, retreat,
Patrol
or barbecue just for your FTOs Creativity
and soliciting community support, can
a:
I would like to see information regarding
make this inexpensive and feasible.
the burnout of FTOs and how to combat this.
&
Do you have any statistics or examples of
Lisa:
Usually your best FTOs will be over-
evaluations used to eliminate problem officers
used. This is as true for managing FTO programs
prior to the end of their evaluation period. FTOs
as for any other type of program management. As
in general feel they have not been listened to after
the supervisor, who would you be most comfort-
a problem recruit has been allowed to continue.
able going to court with? Obviously your best FTO.
Ways to combat burnout for FTOs are limited only
Lisa:
The best way to eliminate this
by your imagination. There is the old standby, pay
problem is by giving your administration enough
compensation, but I'm not convinced of its positive
examples of unsuccessful remedial training at-
9
2nd Qtr 89
Field Training Quarterly
tempts and valid documentation of repeatedly un-
patrol function, communication skills, etc.
acceptable performance. These should be con-
Comments supporting their conclusions
tained on Daily Observation Report forms and
should be required.
summarized in a termination memorandum
provided to the coordinator.
4. Written examination: Consider testing
knowledge of department rules and regula-
When FTOs consistently and reliably train and
tions, criminal and traffic codes, and/or tie
evaluate recruits, management creates a liability
this into your oral board process by having
problem for themselves by continuing to retain an
a related exercise (correction of a poorly
unacceptable individual. They also set a prece-
written report).
dent.
5. Oral board: Composed of the coordinator,
a FTO, and an involved third person (some
a:
agencies also place an EEO representative
Do you have any information on the selec-
in the room to monitor only). Applicants
tion process for FTOs?
should all be asked the same predeter-
mined set of questions. You may wish to
Lisa:
ask them to counsel and remediate one of
The following is what I would strive
the board members using the corrected
for in a selection process:
report. This can give you an opportunity
1. Bulletin announcement: State current
to view their communication skills.
openings, criteria, expectations training
6. Psychological screening for each finalist.
dates, length of assignment, benefits, and
other pertinent information.
7. Training prior to ever receiving a recruit.
2. Memorandum of interest and FTO applica-
tion.
FTQ
3. Supervisors' Recommendation Form: In-
clude use of leave, disciplinary action,
The views expressed by Lisa Konrath are not necessarily
knowledge, skills and abilities to perform
those shared by the Field Training Quarterly.
FIELD TRAINING
SHAK
I SAID PAT
DOWN ! NOT
Lingle 88
THE
NETWORK
SHAKE
F.T.O.
DOWN
SERGEANT
(SHAKE
I TRAIN
AND
P.O.
ROOKIE
WILLLEARN
2nd Qtr 89
10
Field Training Quarterly
Bellevue's Field
Training Program:
An Overview
submitted by
Officer Robert Littlejohn
Bellevue (WA) Police Department
T
he Field Training Program is
in correcting weaknesses. The FTO may also
designed to provide the recruit
utilize written tests to enhance the training.
police officer with the maximum op-
portunity to observe and participate in the
This program includes both formal and in-
operations of the Bellevue Police Depart-
formal field training, as well as a format for
recruit evaluation. The integration of teach-
ment. It is segmented into a weekly format
to allow the flexibility and rotation of assign-
ing and evaluation, coupled with a formaliza-
tion of the FTO's duties and responsibilities,
ment with various field training officers. For-
mal training sessions (classroom) have been
places accountability for recruit's perfor-
mance in the hands of the FTO. The Field
minimized to allow for the one-on-one type of
training essential to the learning and perfor-
Training Program results in the development
of qualified police officers as well as providing
mance of job related skills.
for the elimination of the unqualified can-
Although an officer graduating from the
didate should the situation warrant. The
basic academy has received a thorough intro-
Field Training Program provides the success-
duction to basic law enforcement subjects, the
ful recruit officer with the appropriate back-
officer cannot be expected to immediately as-
ground for solo assignment to the Operations
sume full responsibilities as a police officer.
Division.
The officer will receive additional training in
the field where he/she can learn from others.
The training team consists of selected FTOs
from the patrol section of the Operations
During training by the field training officer
Division. The training function of FTOs is
(FTO), the new officer is required to perform
under the direction of the Field Training
various police duties which have previously
Commander and the Training Section Com-
been explained and demonstrated.
mander who coordinate all recruit training
Throughout the program, oral and written
during the probationary evaluation period. To
evaluations serve to assist the recruit officer
facilitate the program's purpose, the recruit
11
2nd Qtr 89
Field Training Quarterly
is attached to the Planning/Personnel/Train-
Traffic and K-9.
ing Section until completion of the basic
Evaluations during Phase I are academy
academy and Field Training Program. Upon
dependent. During Phase II, evaluations are
completion, he/she is transferred to the
carried out on a daily basis with weekly writ-
Operations Division for assignment, special-
ten summaries submitted by the field train-
ized training and completion of the probation-
ing officer. Phase II evaluations do not begin
ary period.
until the second week of field training to allow
As can be seen, this program essentially
for one week's introduction without the
divides the probationary year into three seg-
undue pressures of an evaluation. Phase III
ments or phases ideally represented as fol-
evaluations will be completed on a monthly
lows:
basis by the Operations Supervisor to whom
the recruit is assigned.
Phase I - Basic Academy and
Essentially, the Field Training Program is
Orientation
designed to complement the pre-employment
selection process through post-employment
Phase II - Field Training and
training and evaluation. The end result is the
Evaluation
development of a qualified police officer. On
the other hand, should it be necessary, the
Phase III - Assignment to Opera-
program is also designed to facilitate the
tions and Specialized Training
removal of an unqualified candidate during
any one of the three phases, by assuring that
Successful Comple-
the appropriate
tion of each phase
evaluative steps
results in assignment
Essentially, the Field
have been taken to
to the next phase.
assure an unbiased
Successful completion
Training Program is
decision to ter-
of all phases results in
minate.
recommendation to
designed to complement the
The field training
the Chief of Police and
pre-employment selection
officer is the essen-
the Civil Service Com-
mission for per-
process through
tial means by which
the goals of the pro-
manent employment
status. Phases I and
post-employment training
gram are achieved,
particularly the
II are direct training
and evaluation.
production of a police
periods, coordinated
officer better able to
through the Office of
work a solo assign-
the Planning/Person-
Bellevue Police Department
ment in a safe, skill-
nel/Training Section
ful, productive and
Commander and
professional manner.
Phase III is an evalua-
The FTO has two
tion period during which the recruit functions
primary roles to fulfill: that of a police officer
as a solo officer within the Operations
assuming full responsibilities and that of a
Division and receives specialized training in
trainer of recruit personnel. These respon-
2nd Qtr 89
12
Field Training Quarterly
sibilities are clearly defined in other departmental publica-
tions including the Policy/Procedures/Regulations Manual.
In the role as a trainer, he/she provides ongoing instruction,
utilizing innovative and practical techniques. On a weekly
basis, the FTO will prepare a written report on the relative
progress of the training.
During the last two weeks of Phase II, the recruit operates
in a quasi-solo capacity. He/she operates the police vehicle
and carries on all police activities without the direct super-
vision of the FTO. The FTO accompanies the recruit during
this time, but is in the car primarily as an observer. The FTO
avoids interfering with the recruit's police performance ex-
cept in emergencies or in situations which have developed
beyond the recruit's ability to control. Whenever an FTO
Chief Joseph A. Smith
believes that a recruit has gained sufficient skill and
knowledge to operate as a solo officer, he/she will make such
recommendation. The final decision for the recruit's release
to solo status lies with the Training Section Commander and
the Chief of the Operations Division.
The FTO understands that the effectiveness, image and
future of the department is substantially decided by the
quality of its personnel and is charged with the responsibility
for recommending termination of a recruit, if the prospects
for retention no longer appears to be in the best interests of
the department.
PHASE I
Basic Training and Orientation
Basic Training
The student officer (SO) enters the department and success-
fully completes the WSCJTC basic academy, or enters the
department with previous WSCJTC Academy training, or
Officer Robert Littlejohn
enters the department with previous academy training from
outside the state and completes the WSCJTC equivalency
test.
Orientation
The student officer is assigned to the Planning/Person-
13
2nd Qtr 89
Field Training Quarterly
nel/Training Section. During this time, the
SO during this period so that the SO is han-
so will receive training to prepare him/her
dling most, if not all, the patrol duties by week
for their assignment to the patrol section.
10. Individual topics may be handled out of
The training goals for this period include:
sequence if this is dictated by assignments,
calls, shifts, etc. Evaluation/Observation
1. General orientation to the police
reports are required during this period.
department.
2. Issues of all uniforms and equip-
Evaluation (Weeks 11-12)
ment.
3. Understanding Policies/Proce-
The SO is assigned to an FTO who may work
dures/Regulations.
in plain clothes. The SO functions as a solo
4. Training on the proper use of force.
officer and is observed by the FTO. The train-
5. Firearms familiarization and
ing given during this period is only that not
qualifications.
covered during field training or that which
6. Certification with all defensive
the SO did not successfully complete.
Evaluation/Observation reports are required
weapons.
during this period. The FTO's final report
7. Training in the use of proper enfor-
contains a recommendation to the Review
cement tactics.
Board.
8. Other training that is deemed ap-
propriate by the P/P/T Section.
Review Board
PHASE II
Following week 12, the SO's progress is
reviewed and he/she is recommended for:
Field Training and Evaluation
1. Squad assignment and special
training, or
Introduction (Week 1)
2. Additional field training, or
The so is assigned to an FTO and is primari-
3. Dismissal.
ly an observer. The training given during this
period is in basics only (equipment checkout,
radio procedures, etc.). This period includes
The Review Board consists of:
an orientation to the city, districts and Bel-
levue Police Department facilities not covered
1. The Chief Of Operations and/or the
during orientation. No Evaluation/Observa-
Patrol Commander,
tion reports are done during the period.
2. The Field Training Commander
3. Training Section Commander, and
Field Training (Weeks 2-10)
4. The SO's most recent FTO.
The SO is assigned to FTOs for complete
The SO's performance during all portions of
field training. Training generally follows the
Phases I and II are considered by the Review
Board.
training checklist and outlines for individual
topics. The primary patrol duties shift to the
2nd Qtr 89
14
Field Training Quarterly
PHASE III
PART IV
Squad Assignment and
Training Checklist
Specialized Training
The training checklists are used to monitor
Squad Assignment (Weeks 13-18)
and document the SO's progress through the
training process. Each phase of training is
The so is assigned to a patrol squad. He/she
listed on the master checklist and is signed
functions as a solo officer with normal patrol
off by the P/P/T section. Completion of all
duties, however, he/she is monitored closely
phases on the master checklist results in the
by the supervisor and may be supervised
SO being assigned to a patrol squad for the
more than other officers on the squad. The
remainder of the twelve month probationary
supervisor completes monthly Evalua-
period.
tion/Observation reports during this period.
The weekly checklists, and the individual
topics for each week, are signed off by the
Specialized Training
FTOs. All the checklists are maintained by
the SO in his/her FTO manual until the com-
During the above six week squad assign-
ment, the SO is assigned to two shifts of
pletion of Phase II at which time they are sent
specialized training. This includes one shift
to the P/P/T Section. (The Special Training
checklist is sent to P/P/T after these items are
with a traffic section FTO and one shift with
a K-9 Unit.
completed during the initial squad assign-
ment.) This allows each FTO to monitor the
Evaluation/Observation reports are not
SO's overall progress and to identify which
done during the two shifts of special training.
topics, if any, have been missed or need addi-
tional instruction.
Squad Assignment - Permanent
FTOs will indicate the date that all material
(Weeks 19-End of Probation)
listed in one week is completed. This may be
The so remains in the squad and functions
done before or after that week is actually
as a normally assigned officer. Monitoring
scheduled for completion; circumstances may
dictate that material should be covered out of
and supervision are only that required by the
SO's performance. The supervisor completes
sequence depending on assignments, calls,
Evaluation/Observation reports monthly.
shifts, etc., material need not be instructed or
demonstrated if the so is capable of success-
Following the successful completion of the
ful performance due to previous training
probation period, the SO attains permanent
and/or experience.
employment status.
FTQ
Editors' Note: The following forms are examples of Bellevue's lesson plans and daily and weekly ob-
servation reports. For more information contact Officer Robert Littlejohn, Public Safety Training Cen-
ter, 1838 116th N.E., Bellevue, Washington 98004. (206) 455-6942
15
2nd Qtr 89
Field Training Quarterly
Lesson Plans
WEEK 1
I
Vehicle and Equipment Checkout
2
Radio Procedures
3
City/District Orientation
4
Assist/Service Calls
WEEK 2
1
Use of Force
2
Emergency Vehicle Response
3
Uniform Complaint/Citation/NOI
4
Report Writing
WEEK 3
1
Laws/Means of Arrest, Warrants, Subpoenas
2
Handling the Prowler Call
3
Traffic Enforcement
WEEK 4
1
Family Dispute
2
Missing Persons and Runaways
3
Barricaded Suspects/Hostages/Snipers
WEEK 5
1
Handling the Burglary Call
2
Shoplifting
3
Prisoner and Evidence Processing
WEEK 6
1
Laws and Means of Search
2
Attempted Suicides
3
Traffic Accident Investigation
WEEK 7
1
Driving While Intoxicated
2
Alcohol Offenses
3
Felony Assaults and Shootings
WEEK 8
1
Handling the Robbery Call
2
Handling the Mentally III
3
Hospitalized Suspects
WEEK 9
1
Death Investigations
2
Landlord-Tenant Act
3
Arson and Bombing
WEEK 10
1
Filing Felony Cases
2
Stolen and Abandoned Vehicles
3
Statements
WEEK 11 Evaluation/Observation
WEEK 12
Evaluation/Observation
2nd Qtr 89
16
Field Training Quarterly
Bellevue Police Department
Sample Lesson Plans
WEEK 1
UNIT 1
SUBJECT:
VEHICLE AND EQUIPMENT CHECKOUT
I.
Department Policy and Regulations
A. Use and Maintenance of Equipment.
1. Regulations.
B. Procedures when involved in an Accident.
2. Department Policy.
II.
Vehicle Checkout
A. Exterior.
1. Look for Body damage.
2. Check tires for wear and air pressure.
3. Check for proper operation of emergency and
other lights.
B. Trunk - should contain:
1. Spare tire and jack.
2. First Aid kit & CPR Mask
3. Fingerprint kit.
4. Flares.
5. Blanket.
6.
Jumper cables.
7.
Traffic vest.
8. Rope.
9.
Roll-a-tape.
10. Camera with film and batteries.
*
Clean and re-stock as necessary.
C. Interior - Check:
1. For any damage.
2. Under backseat and floors for weapons or
evidence.
3. Operation of Radio and PA.
4. Glove box and console - should contain:
a) Extra ammo for shotgun and handgun.
b) Car wash slips.
c) Vehicle Registration.
d) Accident, Exchange, and Impound forms.
e) Gas card.
17
2nd Qtr 89
Field Training Quarterly
Bellevue Police Department
Sample Lesson Plans
WEEK 2
UNIT 1
SUBJECT:
USE OF FORCE
I.
State Law Concerning Use of Force
A. Use of Force - When lawful
1. Explanation.
2. Assure clear understanding of 'Necessary'.
B. Homicide - When Excusable.
1. Read and explain.
2. Assure Understanding.
C. Justifiable Homicide by Public Officer.
1. Read and explain.
2. Assure Understanding.
II.
Department Policy and Bellevue Criminal Code
A. Use of Force - When acceptable.
1. Read and explain.
2. Assure Understanding.
III.
Civil and Criminal Liability
A. Read and explain liability for improper use of force.
B. Can only use the amount of force necessary and
must stop force when resistance stops.
C. Be aware of the Force Continuum.
1. Evaluate whether the person encountered is a
Yes, Maybe, or No person.
2. Use the proper force for the person and
situation involved.
3. If the force used is not working and you cannot
control the person, you can always disengage or
escalate the force.
IV.
Force Continuum
A. Officer Presence.
1. The mere presence of an officer is often in
itself coercive.
B. Verbal Direction.
2nd Qtr 89
18
Field Training Quarterly
Bellevue Police Department
Sample Lesson Plans
WEEK 2
UNIT 4
SUBJECT:
REPORT WRITING
I.
Principles of Good Report Writing
A. What is a report - official record of law
enforcement activities, official statement of facts
of an incident(s).
1. Record of police action taken.
2. Record of services provided.
3. Record of events related to police.
B.
Five basic principles.
1. Must be clear.
*
anything that can be misunderstood usually
will be
*
unless it is simple and understanding, it
won't be used
*
denotations, connotations & abbreviations -
do not know what others will think it means,
be careful about abstract terms such as:
love, hate, anger, etc.
legibility a must - always print or type
2. Pertinent.
*
include all relevant details
report develops incident from beginning to
end
3. Completeness.
do not leave out relevant information or
facts
*
when in doubt - include the information
*
ask yourself if the report answers all
questions a reader might have
*
completeness of the report is a primary
responsibility of the writer
*
should answer who, what, when, where, why
and how
4. Brevity in writing is important.
*
keep all unnecessary information out of the
report
19
2nd Qtr 89
Field Training Quarterly
Bellevue Police Department
Sample Lesson Plans
use proper English
make every sentence a complete thought
make all sentences in a paragraph relate
use adjectives and adverbs only to clarify
points
avoid repetition
*
avoid wit, sarcasm, flowery expressions -
except as quotes
say it as simply as possible
5. Coherence & continuity.
first things first
*
chronological from beginning of incident
6. Emphasis - be able to emphasize points without
need for new paragraph when undesirable.
*
need to know information
*
important to know information helpful to
follow-up investigation
nice to know information helpful to
follow-up investigation
emphasize via use of capital letters,
underlining, indenting or boxing in
7. Accuracy - most important.
*
if accurate, report generally goes
unquestioned
accurate statement of facts
*
effectively relates information gained
through physical senses
*
personal integrity reflected in accuracy of
reports
*
hearsay - qualify or identify as nonfact
physical perception of fact-finder (officer)
can affect accuracy
prejudices, personal value judgment of any
sort can affect accuracy - might seek only
that evidence which backs own opinion.
Include everything, even contradictory
information
8: Facts - based on observation through own
senses, especially sight and hearing.
*
hearsay - what others tell you they heard or
observed
opinion - personal estimation generally not
provable. Identify or qualify as opinion with
report
2nd Qtr 89
20
Field Training Quarterly
Bellevue Police Department
Sample Lesson Plans
WEEK 6 - UNIT 1
SUBJECT: LAWS AND MEANS OF SEARCH
I.
The Search Warrant
A. To search a person or place - obtain a warrant if:
1. Time permits.
2. Hesitation about marginal or thin P.C.
3. Search involves an entire building, house or
apartment.
B. Searches not requiring warrant.
C. Obtaining the search warrant.
1. Probable cause - facts that are reliable and
would generate a reasonable belief that a crime
has been committed must be set forth in the
affidavit.
D. What you can search for.
1. Fruits of a crime.
2. Instruments of crime.
3. Contraband - property which is unlawful to
possess.
4. Evidentiary property - property which would
aid in apprehending and convicting.
E. Where you can search.
1. Area described and encompassed in the warrant.
2. Search to be performed in a manner consistent
with the type of property indicated in the
warrant.
F. What can be seized.
1. Any property connected with a crime even
though it is not described or listed within the
warrant - providing the search is consistent
with the property being searched for.
2. Items discovered under 'plain view.'
G. Drafting the Search Warrant Affidavit
1. Identify premises to be searched.
2. Identify the property to be recovered.
3. Affidavit under oath.
4. Probable cause.
21
2nd Qtr 89
Field Training Quarterly
Daily/Weekly Evaluation/Observation Report
(Front)
BELLEVUE POLICE DEPARTMENT FIELD TRAINING PROGRAM
DAILY/WEEKLY EVALUATION/OBSERVATION REPORT
so
FTO
From/To
A=Acceptable 1=Improvement Needed U=Unacceptable NO = Not Observed
CRITICAL PERFORMANCE TASKS
1. Driving Skill: Stress Conditions
A
U
NO
2. Orientation: Stress Conditions
A
U
NO
3. Field Performance: Stress Conditions
A
U
NO
4. Officer Safety: General
A
U
NO
5. Officer Safety: With Suspects/Prisoners
A
U
NO
6. Control of Conflict: Voice Command
A
U
NO
7. Control of Conflict: Physical Skill
A
U
NO
OTHER PERFORMANCE TASKS
8. Driving Skill: Non-Stress Conditions
A
U
NO
9. Orientation: Non-Stress Conditions
A
U
NO
10. Form Selection: Accuracy/Completeness
A
U
NO
11. Report Writing: Organization/Details
A
U
NO
12. Report Writing: Grammar/Spelling/Neatness
A
U
NO
13. Report Writing: Appropriate Time Used
A
U
NO
14. Field Performance: Non-Stress Conditions
A
U
NO
15. Self-Initiated Field Activity
A
U
NO
16. Problem Solving/Decision Making Ability
A
U
NO
17. Radio: Appropriated Use
A
U
NO
18. Radio: Listens and Comprehends
A
U
NO
19. Radio: Articulation of Transmissions
A
U
NO
KNOWLEDGE
20. Of Dept. Policies/Procedures/Regulations
A
U
NO
21. Of BCC/RCW - Penal
A
U
NO
22. Of BCC/RCW - Traffic
A
U
NO
23. Reflected in Verbal or Written Tests
A
U
NO
24. Reflected in Field Performance Tests
A
U
NO
ATTITUDE/RELATIONSHIPS
25. Acceptance of Feedback: Verbal/Behavior
A
U
NO
26. Attitude Toward Police Work
A
U
NO
27. With Citizens: Specify
A
U
NO
28. Other Relationships: Dept. Members
A
U
NO
APPEARANCE
29. General Appearance: Specify if Necessary
A
I
U
NO
SO
Date
Sup/FTO
Date
2nd Qtr 89
22
Field Training Quarterly
Daily/Weekly Evaluation/Observation Report
(Back)
Most Acceptable Performance:
Least Acceptable Performance:
Additional Comments/Unacceptable Performance:
so
Date
Sup/FTO
Date
23
2nd Qtr 89
Field Training Quarterly
FTO HAUN INSTRUCTS PPO LOEFFLER ON POLICE PURSUIT
PRINCIPLES AS THEY ATTEMPT TO STOP A TRAFFIC VIOLATOR
REMEDIAL
THAT DRIVER ISN 'T STOPPING,
GARRY. IN FACT, HE'S
SPEEDING UP!
TRAINING
I SEE THAT, CORPORAL.
PRICE
WHAT SHOULD I DO
NEXT?
by
YOU MUST DECIDE IF YOU
ARE GOING TO PURSUE HIM.
REMEMBER, EVERYTHING IS
PLACED ON THE LINE WHEN
WARREN G.
YOU ENTER A PURSUIT. IN
DECIDING, CONSIDER DEPART-
OBENLAND
MENTAL POLICY, THE SERIOUS
NESS OF THE OFFENSE, THE
PROBABILITY OF APPREHEN-
SION, THE POSSIBILITY OF
APPREHENSION LATER, ETC.
OKAY. OUR BRIGHT HEADLIGHTS,
"ANOTHER PURSUIT-DECISION
THE WEATHER AND TRAFFIC
OVERHEADS, AND SPOTLIGHT ARE
CONSIDERATION IS THE PATROL
CONDITIONS ARE IMPORTANT
THE DANGER THE PURSUIT
W.G. Obenlands
ALREADY ON. ACTIVATE THE
VEHICLE'S CONDITION. WE
CONSIDERATIONS ALSO. ASK
SIREN AND NOTIFY COMMUNICA-
KNOW OUR VEHICLE IS OKAY
YOURSELF IF THE DRIVER'S
TIONS CONCERNING THE PURSUIT.
BECAUSE OF THE INSPECTION I
APPREHENSION IS WORTH
HAD YOU DO EARLIER."
WILL PRESENT TO THE
PUBLIC AND TO YOURSELF.
TART
and
To
DO
DO
DO
E
(11)
/ & / / I / / / $
USA
/
/
4/1/89
/ / / 1
/
K03
DAY
/
YES, SIR! HE JUST THREW
SOMETHING SUSPICIOUS-
LOOKING OUT OF HIS WIN-
DOW. I'LL PURSUE HIM!
4-89
STOP THE PURSUIT WHEN ITS
WATCH FOR THE UNEXPECTED,
DANGERS TO THE PUBLIC BEGIN
AND BE READY TO TAKE
TO OUTWEIGH THE BENEFITS OF
EVASIVE ACTION, IF IT IS
THE SUSPECT'S APPREHENSION.
NECESSARY.
THIS DIFFICULT DECISION SHOWS
MATURITY ON THE PART OF THE
OFFICER
c COPYRIGHT 1989 W.G. OBENLAND
ALWAYS EXERCISE "DUE
CAUTION" AT INTERSECTIONS!
NEVER ASSUME THAT OTHERS
WILL YIELD RIGHT-OF-WAY TO
YOU!
WHO VALUES THE PUBLIC'S SAFE-
TY ABOVE PERSONAL FEELINGS!
2nd Qtr 89
24
Field Training Quarterly
A Checklist For A
FTO Program
by
Jack B. Molden
FTO program is a basic and essen-
those who have an on-going program, it is a
tial element of a law enforcement
chance to check your score. For those depart-
management system in that it deals
ments not yet participating, but with an in-
with selection, training and evaluation of per-
terest in doing so, it will provide a general
sonnel. A good FTO program will protect
outline of basic problems.
against false EEO and liability claims. More
1. Is the FTO program supported by
important, it will build and strengthen the
management? Are there written direc-
fundamental fabric of any organization -
tives establishing and explaining the
it's people. There is probably no other single
program?
personnel and training program that will
promote the long term growth and quality of
A FTO program is pure personnel manage-
a department to the extent of a properly run
ment. Without the commitment and support
FTO program.
of management- - from the chief executive to
the first line supervisor - a FTO program
Almost 60% of the law enforcement agencies
will quickly wilt and die. The program cannot
recently surveyed (Michael S. McCampbell,
be hidden or isolated: it must have broad
Field Training for Police Officers: The State
support and understanding up and down the
of The Art, NIJ, June, 1986) reported having
line. Support includes training and orienta-
on-going FTO programs. Indications are that
tion of all management personnel regarding
the larger the department, the greater the
goals, objectives, responsibilities and
chance of a program. How may of these
methods of the program.
programs are productive and efficient is
2. Are Field Training Officers properly
problematic. A big question is, how about the
selected?
other 40%? Should they have FTO programs?
Why don't they?
The FTO is the key element in a viable field
training program. Much effort and thought
The information in the following checklist is
goes into the selection of FTOs. The FTO
drawn from a growing body of knowledge
must be an outstanding officer with a solid
developing in the area of field training. For
background of patrol experience who general-
25
2nd Qtr 89
Field Training Quarterly
ly shares the philosophy and
training and they insure that
goals of the department. A
all mandated training is ac-
formal selection and screen-
complished. Further ad-
ing procedure is an essential
vantages of record keeping
element of the program.
will be discussed under
3. Are FTOs compen-
separate headings.
sated?
6. Is the field training
A majority of the expense of
program organized
a FTO program is in extra
within the chain of com-
pay and/or compensatory
mand with designated
time for FTOs. But it is un-
FTO supervision and
realistic to expect an officer
reporting responsibility?
to do double-duty for long
It is recommended that the
without some sort of reward.
Jack B. Molden is a Professor, Police
FTO program be organiza-
Training Institute, University of II-
Typically, officers receive
linois. Direct questions and inquiries
tionally located within the
about 5% extra pay for FTO
to Molden, c/o Law and Order
patrol or operations func-
duties. Some department
Magazine, 1000 Skokie Blvd,. Wil-
mette, IL 60091.
tions and that the job of FTO
pay only while actual train-
coordinator be assigned as a
ing is in progress. Others
collateral duty to a specially
promote FTOs to Corporal
training and compensation"
trained patrol supervisor.
rank, and yet others offer a
In reality, where FTOs
On a large department the
permanent salary increase
receive any training at all, it
FTO coordinator would
plus comp time incentives for
is often only six to eight
probably be a full time job.
time worked over 40 hours a
hours, and the training is
7. Is a field training
week.
likely to be program oriented
guide used? Is it based
4. Are FTOs properly
instead of training oriented.
upon a job/task analysis?
trained?
A competent FTO is many
things, but he, or she, is
A field training guide is a
The national Advisory Com-
primarily a teacher. The pro-
catalog of all skills,
mission on Criminal Justice
gram would be much better
knowledge and abilities con-
Standards and Goals recom-
served if the FTO training
sidered essential to be
mends at least one week of
was increased to two weeks,
mastered prior to solo patrol
training FTOs. Michael S.
focused not exclusively, but
duty. The items contained in
McCampbell, in he excellent
primarily on teaching skills.
the guide are derived from a
research on field training
job/task analysis of the
stated, "Generally the best
5. Are accurate and
patrol officer. The field
way to improve these
detailed records main-
training guide serves as a
programs {field training}
tained?
checkoff for the FTO and
center around improving the
Good training records ac-
recruit and must be com
quality of the FTO, primarily
complish at least two objec-
pleted before field training is
through better selection
tives; They standardize
terminated.
2nd Qtr 89
26
Field Training Quarterly
8. Do recruit officers receive sufficient
11. Are there guidelines for the evalua-
field training time before being assigned
tion of recruit officers by the FTO?
to solo patrol?
Formal, documented evaluation of recruit
The National Advisory Commission on
performance is secondary in importance only
Criminal Justice Goals and Standards recom-
to training. A good evaluation will identify
mends "a minimum of four months in varying
weaknesses, suggest remediation, support
field training experiences". The Commission
retention/termination decisions, and defend
on Accreditation for Law Enforcement Agen-
against EEO and liability claims. Daily
cies has a standard of a least four weeks of
evaluation by the FTO and weekly evaluation
field training for new recruits. The training
by the first line supervisor is an accepted
period should be long enough to complete all
procedure. Evaluators must be trained and
required training modules and to ensure the
rating standards must be uniformly applied.
officers is capable of a solo patrol assignment.
If your answer was "yes" to all eleven ques-
With proper management support, the in-
tions you probably have an excellent FTO
clination to push the recruit into service
program. If your answer to one or more of the
prematurely will also be overcome.
questions was "no" you might want to review
9. Do FTOs maintain contact with the
your program.
training academy curriculum and staff?
If you have an interest in improving an ex-
A field training program is an extension of
isting FTO program or if you want to develop
the class room phase of recruit training an
a brand new one, I suggest your read the
must, therefore, be an integrated effort. It is
National Institute of Justice research on field
desirable for an FTO to maintain contact with
training. The full title is: Field Training For
the recruit before, during and after formal
Police Officers; The State Of The Art; by
recruit training. Likewise, he should remain
Michael S. McCampbell, Visiting Fellow, Na-
knowledgable about the current training cur-
tional Institute of Justice, June, 1986, Final
riculum as well as the recruits' classroom
Report.
performance. This is done through regular
McCampbell stated that the final report will
communication and exchange with the train-
be available for loan. A research in brief will
ing academy staff.
also be available for readers who do not want
10. Is there a rotation of field training
to wade through the total report. You can
assignments?
order a copy of the material by writing to the
National Institute of Justice Reference Ser-
Field training should expose the recruit to
all major aspects of the patrol function. This
vice, Box 6000, Rockville, Md. 20850, or by
requires experience on all patrol shifts and
calling 1-800-851-3420.
over a representative sampling of patrol
FTQ
areas. Some departments also rotate the
recruit through support units to orient him to
the entire department operation. Many
Reprinted by permission of Law and Order
departments also believe that the recruit
Magazine (September 1986) and the author.
should receive training and evaluation from
three to more FTOs during field training.
2nd Qtr 89
27
FIELD TRAINING QUARTERLY
Comment Form
In an effort to share field training information and to solicit feedback, we are requesting that you
copy or cut out this comment form and mail it to the Field Training Quarterly. Submitted
information may be edited and reproduced. Your comments, suggestions and news items are
greatly appreciated.
- The Editors
I
would like to share the following information for the Regional News section:
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contact me at:
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Training Quarterly does not endorse products or manufacturers. While the information in this
DEPARTMENT POLICE
publication has been prepared from sources considered reliable, the Field Training Quarterly does
not guarantee its accuracy or completeness. The authors, advisors and other publishers accept
no liability whatsover resulting from the application or adoption of any of the procedures, tactics or
recommendations presented or implied in this publication. The Field Training Quarterly is
published through the Houston Police Department, 61 Riesner Street, Houston, Texas, 77002.
FTQ Article Submissions
Items concerning field training issues are welcome. You
may also suggest feature ideas and topics of interest.
Articles are contributed by practitioners in law enforcement
or related fields. Manuscripts must be original work. No
word rate is paid or other remuneration given. Receipt of
manuscript acknowledged; editorial decisions within six
weeks; manuscripts rejected without criticism. Papers
should be a maximum of ten pages typed double spaced,
and accompanied by a thumbnail bibliography.
Address all correspondence to:
Field Training Quarterly
Houston Police Department
61 Riesner Street
Houston, Texas 77002
Editorial Contacts:
Bill G. Hendrix,
Frank M. Webb.
(713) 247-8600
NOTE: Please notify the editors if the name and/or address
on the attached mailing label are incorrect. Please advise
us of any changes in administrative personnel.
The Field Training
Quarterly "A Magazine For The Professional Law Enforcement Field Trainer"
The Field Training
Quarterly
13
A MAGAZINE FOR THE PROFESSIONAL LAW ENFORCEMENT FIELD TRAINER
Jun
STATE
100%
MASSACHUSETTS
United State
c
Third Quarter
The Field Training
Vol. 3 No. 3
"A Quarterly MAGAZINE FOR THE PROFESSIONAL LAW ENFORCEMENT FIELD TRAINER"
Feature Article:
The Honorable Dick Thornburgh, U.S. Attorney General, discusses the
importance of proper training of our law enforcement personnel in the
fight against crime.
(Cover portrait: Provided by Corporal Warren G. Obenland.)
Features
Lee P. Brown, Chief
Executive Director
1
Proper Training of Our Law Enforcement
Chief Lee P. Brown
Personnel
Houston Police Department
Houston, Texas
by The Honorable Dick Thornburgh
Staff
Editor Bill Hendrix
3
Report Writing — A Primary Tool
Houston Police Department
Houston, Texas
by Larry Adamson
Editor Frank Webb
Houston Police Department
Houston, Texas
7
Regional News
Contributing Columnists
Lisa Konrath
8
Employment Development Officer
Coach-Pupil Method of Instruction
Pima, Arizona
by Jack Molden
Deputy Richard Lingle
Upshur County Sheriff's Office
Gilmer, Texas
11
The Mail-Bag
Corporal Warren G. Obenland
Univ. of Houston Police Dept.
by Lisa Konrath
Houston, Texas
Professor Jack Molden
University of Illinois
13
Proper Use of Force and the FTO
Police Training Institute
Champaign, Illinois
by Kevin M. Gordon
The Field Training Quarterly is
19
Remedial Training
published quarterly through the
Houston Police Department under
the auspices of Lee P. Brown,
by Warren G. Obenland
Chief of Police, 61 Riesner Street,
Houston, Texas, 77002.
©Copyright 1988, Houston Police
20
Las Vegas' Field Training and Evaluation
Department. All rights reserved,
reproduction in whole or part
without written permission is
Program - An Overview
prohibited.
submitted by John Moran and Bob Chinn
Field Training Quarterly
LICE
Chief's
Message
From Chief Lee P. Brown
Education: The Future of Policing
T
hese are both challenging and exciting times
enforcement agencies and educational institutions
for the law enforcement profession. Criminals are
across the nation. To address that need we developed
becoming increasingly more sophisticated resulting
the Field Training Quarterly in January of 1987.
in the need for increased training for our law
Since then, hundreds of law enforcement personnel
enforcement officers. The drug problem has touched
and educators across this country and several
virtually every sector of our communities and
agencies in Canada, Australia and the United
threatens the very roots of our society.
Kingdom have asked to be placed on the mailing list
Innovative programs, such as the Drug Abuse
for the Field Training Quarterly. In its short
Resistance Education (DARE) and Positive
existence the Quarterly has become one of the
Interaction Program (PIP), have been developed
primary resources for field training information. The
in response to these challenges. In Houston we are
success of the Field Training Quarterly is due, in
developing a unique policing philosophy,
large part, to your participation. We urge you to
Neighborhood Oriented Policing (NOP), which
continue to participate and look forward to your
is changing the role of our officers. Education is the
suggestions and comments.
foundation of these innovations and education is the
We are pleased that we have been able to assist
foundation of the future of American policing. The
you in your training endeavors and will continue to
DARE program educates schoolchildren about the
provide this publication as an educational service to
dangers and implications of drug abuse. PIP directly
you. It is our objective to continue to help
involves the community and the law enforcement
professionalize law enforcement through education.
agency in identifying and solving community
I applaud your efforts to provide your communities
problems and is part of the NOP strategy. Another
with the most qualified and best trained officers
aspect of NOP educates the officer how to be a
possible. The law enforcement community is
planner, problem solver and community organizer as
responding to these difficult challenges facing us
well as a law enforcer. As Attorney General
today. The changes and innovations that we are a
Thornburgh says in his message " the better
part of today are the foundation of how we will be
trained and more experienced the officer, the more
policing in America in the future.
proficient they will be in fighting crime and
protecting our citizens."
An important part of this education is the field
training concept. Field training educates the new
officer and provides the necessary hands-on
LerP.Brown
Brown
experience that the classroom cannot provide.
In 1986 the Houston Police Department identified
Lee P. Brown
a need to share field training information among law
Chief of Police
3rd Qtr 89
Chief's Message
Field Training Quarterly
OF
7 73 DOMINA PAID DE SEQUITUR DEPART STATE
Proper Training of Our
Law Enforcement
Personnel
by
The Honorable Dick Thornburgh
U.S. Attorney General
3rd Qtr 89
1
Field Training Quarterly
aw enforcement officers in this
major crime issues currently facing law enfor-
L
country play a vital role in our com-
cement officers. In addition, this office
munities and our lives. Not only are
provides a myriad of written materials deal-
they responsible for ensuring the
ing with recent crime issues as well as a film
safety and welfare of all American citizens,
series entitled "Crime File". The film series is
but they protect our homes and property as
accompanied by a study guide and has been
well. They uphold the rights given us in the
used successfully by many police depart-
U.S. Constitution and they enforce the laws
ments around the country. The programs
governing our states.
mentioned are available to all sworn law en-
forcement officials.
We all depend upon law enforcement officers
who daily risk their lives to protect ours.
Many colleges as well as your state and local
The need for well-trained, qualified officers
associations have also developed two-step
is great and growing. And one thing is for
programs which concentrate on properly
certain: the better trained and more ex-
training law enforcement officers, using one-
on-one instruction and feedback. Officers are
perienced the officers, the more proficient
they will be in fighting crime and protecting
thus kept abreast of new information and
our citizens.
up-to-date technology that can be useful in
combatting crime.
An officer who has been trained extensively
in the field and has successfully completed his
I applaud your efforts and strongly believe
police education can contribute far more to
that more such programs need to be imple-
his community. Proper education and train-
mented to ensure our police are adequately
trained and able to handle the current chal-
ing develop the officer's instincts and give
him the necessary background to perform his
lenges of an officer of the law. Through a
duties without flaw. As criminals are becom-
comprehensive and thorough officers train-
ing evermore inventive and clever in breaking
ing education we can give a new officer the
the law, it is our responsibility to be aware of
substantive experience and valuable
new trends in crime and undertake addition-
knowledge necessary to get the job done.
al training that may be necessary to ap-
And through better training, our police for-
prehend these lawbreakers.
ces will be in a better position to help ensure
Here at the Department of Justice, we pro-
what I believe is the first civil right of all
vide and oversee a number of officer training
Americans - the right to be free from fear in
programs. Within the Federal Bureau of In-
our homes, on our streets, and in our com-
vestigation we have programs and seminars
munities.
designed for both mid-level and higher level
law enforcement officials. There is an exten-
sive 11-week course, the FBI National
Academy Program, which focuses on the
areas of managerial crime, financial crime,
and behavioral science. The FBI's Law Enfor-
cement Executive Development Seminars are
2 to 3 day training sessions that highlight
criminal profiling, violent criminal apprehen-
Dick Thornburgh
sion, and community relations.
Attorney General
The National Institute of Justice, affiliated
with the office of Justice Programs, sponsors
a national conference introducing the latest
research and technology, and highlighting
3rd Qtr 89
2
Field Training Quarterly
Report Writing:
A Primary Tool
by
Larry Adamson
Dallas (TX) Police Department
The Problem
had been a field training officer
for about eight years and had
been wrestling continuously
with a problem common to all field train-
ing officers. Namely, how to teach recruit
officers to organize and produce concise
The topic of report
and complete police reports. The instruc-
writing seemed to be given
tion which the recruits received at the
Dallas Police Academy provided a solid
appropriate attention, yet
academic foundation upon which to build
a law enforcement career. The topic of
consistently remained one of
report writing seemed to be given ap-
the hardest subjects for the
propriate attention, yet consistently
remained one of the hardest subjects for
recruit officer to master in
the recruit officer to master in the field.
There are two basic reasons for the dif-
the field.
ficulty.
First, due to the variety and number of
- Larry Adamson
topics the recruit must be exposed to in
the academy, the time which can be
devoted to "report writing" is somewhat
restricted. In addition, the academy can-
not provide "one-on-one" tutoring for
3
3rd Qtr 89
Field Training Quarterly
weak students, and only limited facilities
are available for the slower learners. It
is assumed the Field Training Officer will
take up the slack and provide the needed
instruction.
Second, the flaw with the above assump-
tion is that not all Field Training Officers
give "report writing" the attention it re-
quires. An aggressive FTO may well em-
PD
phasize "on-view" arrests, offense
investigation, crime prevention, and a
host of manual skills that a recruit must
learn. However, when the crime has been
investigated, or the chase is over, or the
arrest is make, a report must be written.
In order for the incident to be successfully
concluded the officer's initial report must
be as complete and accurate as possible.
The FTO should be aware and make the
recruit aware, that the success of failure
of any follow-up investigation, as well as
any subsequent prosecution, may well
hinge on how well the patrol officer does
his initial report.
relate specifically to police work.
Report writing is on of the patrol officer's
primary tools and is used virtually every
day. Many recruits make the task harder
Basics of Report Writing
than it actually is.
Most of your reports can be successfully
What the recruits often fail to realize is
completed if you will answer the following
that they need to gather the same basic
questions:
information regardless of what kind of
report is to be prepared.
Who - did it
the suspect
Who
- was it done to
the complainant
The Solution and Its Application
Who - saw it happen
the witness
What I developed for my recruits was a
What - was done
type of offense
two fold approach to the problem that was
When - was it done
logical and systematic. First, was a one
page outline based on a class in my army
Where - was it done
basic training days on "intelligence
Why - was it done
the motive
gathering." Simply put, it deals with the
How - was it done
M.O.
questions "who, what, when, where, why,
and how" and the manner in which they
Remember - in chronological order:
3rd Qtr 89
4
Field Training Quarterly
Who did what to whom?
We discuss the fact that
Who saw it happen?
relationships are impor-
When, where, why, and
tant, particularly between
how did it happen?
the complainant and
suspect. Sometimes the
Be sure to clarify the
relationships can estab-
relationships between the
lish the motive. For ex-
complainant and the
ample: Mr. "A" assaults
suspect at the beginning of
Mr. "B" when he finds him
the report.
in the company of Ms. "C."
After this outline is given
In this case it would be
to the recruit, we discuss it
quite helpful to know that
so that he understands
Mr. "A" and Ms. "C" have
that the first "who," the
been living together for
Larry Adamson
complainant, is the victim
of the crime; the person
who suffered the death, in-
Good initial
Corporal Adamson joined the
jury of loss. The second
Dallas (Texas) Police Department
in 1965. He has served in several
"who," the suspect, is the
reports get more
areas of the department including
actor mentioned in the
attention from the
Legal Liaison Division, Helicopter
penal code; the per-
Section, and seventeen years in
the Patrol Division. He has been
petrator of the crime. The
investigators and
a defensive tactics instructor at
third "who," the witness,
the Training and Education
could also be a reporting
are more likely to
Division and has served as a
Field Training Officer for thirteen
person, or anyone who had
lead to a
years. Adamson holds a
any knowledge regarding
Bachelors Degree in Criminal
any phase of this of-
successful
Justice from Abilene Christian
College.
fense, not just earwitness.
The recruit understands
conclusion.
that the "what" defines the
offense, the "when" deter-
Larry Adamson
mines the time frame and
the "where" establishes
which police agency has
jurisdiction. He under-
several years. Given this
stands that it is not ab-
fact, the motive for this as-
solutely necessary to
sault becomes clear.
establish the "why," or mo-
We discuss the fact that
tive, for the crime, but it
all information regarding
certainly helps. The
the offense, including
"how" or M. O., is critical,
similarities to other offen-
and sometimes deter-
ses, should be included in
mines the "what," or type
the report. The goal of the
of offense.
recruit is to write the
5
3rd Qtr 89
Field Training Quarterly
The second handout I give my recruits is a page from a "whip-out book" showing
an organized method to gather and record information.
Date
Suspect Name
Time
Home Address / Phone #
Location
Bus Address / Phone #
Signal #
Race/Sex/DOB
Service #
Ht/Wt/Hr/Eyes
Home Address
Clothing / Weapon
Complainants Name
(or as much info
Home Phone #
as is available)
Bus. Address / Bus. Phone #
Narrative:
Occupation / Hours
tell who did what to whom,
Witness Name
when, where, why, how was
Home Address
it done. Be sure to include
Home Phone #
the disposition or injured,
Business Address
or evidence including tag #s.
Business Phone #
report in such a manner that an inves-
have worked well for me, even when I
tigator who makes the follow-up can pick
have had to take recruits who needed
it up and, having no prior knowledge of
intensive remedial training in report
this offense, get a mental picture of what
writing.
happened. Good initial reports get more
attention from the investigators and are
Report writing is not glamorous, nor is it
more likely to lead to a successful con-
exciting. It is, however, the glue that
clusion.
holds police work together. It is what
enables an officer to accurately refresh
The same pattern should be used for
his memory on that two year old murder
however many witnesses or suspects
case, or an investigator to make multiple
there are. If the recruit uses this pattern
clearances because of similarities in of-
until he makes it a habit, he will not have
fenses. Once a recruit understands this,
to worry about forgetting to ask the per-
it is not hard to make him want to learn
tinent questions.
to write word reports.
I have used these handouts in training
my recruits for the past five years. They
FTQ
3rd Qtr 89
6
Field Training Quarterly
REGIONAL NEWS
NORTHEAST
TENNESSEE - Field Training
Officers' Seminar. Offered by the
Institute of Police Technology
PLAINS
and Management (IPTM),
MARYLAND - American Cor-
University of North Florida, 4567
rectional Association's 119th Con-
St. Johns Bluff Rd., South Jack-
gress of Correction Confrence.
WISCONSIN - Street Survival
sonville Florida, 32216. Course to
Confrence to be held August 13 -
'89. Offered by Calibre Press, Inc.
be held August 21 - 25, 1989, in
17, 1989 in Baltimore, Maryland.
The three day program is offered
Nashville, Tennessee. Call 904-
To register, write the American
September 26 - 28, 1989 in Mil-
646-2722 for additional informa-
Correctional Association, 8025
waukee, Wisconsin. For addi-
tion.
Laurel Lakes Court, Laurel,
tional information contact
Maryland 20707.
Calibre Press, Inc., 666 Dundee
Road, Suite 1607, Northbrook, II-
linois 60062-2727.
WASHINGTON, DC - Thir-
SOUTHWEST
teenth Annual Law Enforcement In-
formation Systems Symposium.
Offered by the International As-
PACIFIC
sociation of Chiefs of Police
(IACP) in Washington, DC.,
TEXAS - Texas Peace Officer
August 28 - 30, 1989. For addi-
Academic Licensing Academy.
tional information call the IACP
Course offered July 12 - August
at 1-800-638-4085.
22, 1989, in College Station,
Texas. Course offered by the
CALIFORNIA - Management of
Criminal Justice Center Police
the FTO Program. Presented by
SOUTHEAST
Academy, Sam Houston State
Center for Criminal Justice,
University, Box 2296, Huntsville,
California State University, Long
Texas 77341-2296. Enrollment is
Beach, California. To be held
limited to the first 36.
August 28 - 30, 1989. For addi-
FLORIDA - Field Training
tional information call 213-985-
Officers' Seminar. Offered by the
Institute of Police Technology
COLORADO - Advanced Super-
4940.
and Management (IPTM),
vision Skills. Offered by the Inter-
University of North Florida, 4567
national Association of Chiefs of
CALIFORNIA - Street Survival
St. Johns Bluff Rd., South Jack-
Police (IACP) in Denver,
'89. Offered by Calibre Press, Inc.
sonville Florida, 32216. Course
Colorado, August 14 - 18, 1989.
The program is offered August
For additional information call
offered July 10 - 14, 1989 in Jack-
25 - 26, 1989 in San Francisco,
sonville, Florida or call 904-646-
the IACP at 1-800-638-4085.
California. For additional infor-
2722.
mation call 1-800-323-0037.
7
3rd Qtr 89
Field Training Quarterly
Coach-Pupil Method
of Instruction
by
Jack B. Molden
W
hile working as a police evidence
you with the problem.
technician a number of years ago, a
newly appointed detective was as-
"You are working hard trying to train him. I
signed to me in order to learn the techniques of
appreciate that. The problem is simply that you
evidence gathering. He was an experienced
are using the wrong technique."
police officer but a novice investigator.
The Captain had received his last promotion
He had been with me only one week when I
out of the Training Division, and he had a
had already reached the end of my patience
Masters degree in education, so I respected his
trying to teach him how to develop and lift
opinion on any training matter.
latent fingerprints. My impatience was becom-
"OK, I'm all ears," I said. "Tell me what to do."
ing obvious when at the end of a particularly
frustrating (non) learning experience the Cap-
The Captain looked thoughtful for a few mo
tain asked if I had time for a cup of coffee. Never
ments, then having decided on his plan of at
one to turn down a cup of coffee with the Cap-
tack, he began. "I'm going to give you the .25
tain, I agreed.
cent lecture on teaching physical skills. If you
Once we were settled in the corner booth of a
have any questions as I go along, just ask.
nearby cafe, the Captain broached the subject
The only really effective method of teaching
of training the new investigator. He indicated
psycho-motor skills, such as lifting latent prints
that it was apparent I was having a problem.
and packaging evidence, is the coach-pupil
method. Although this technique can be used
"I just don't know Captain," I replied. "He
effectively for several students, it is particularly
seems bright enough, and he seems to under-
well suited for one-on-one.
stand concepts and procedures, but whenever
we get into a physical skill like sketching, lifting
latents or packaging evidence, he just freezes
Three-part Instruction
up.
I like to refer to this technique as the explain-
"I've been watching your progress with him
demonstrate-performance method of instruc
and I happened to overhear your discussion
tion because it describes the training sequence
with him a few minutes ago in the station. I
exactly. Are you with me SO far?"
have some advice for you that I think will help
3rd Qtr 89
8
Field Training Quarterly
"Sounds good to me. Go on."
There might be another half
It had to be a pretty serious
dozen or so. But don't leave
matter for some one to dis-
out any important points or
agree with a Captain in those
your student will not under-
days.
stand the procedure.
"Okay then, let's assume you
"Remember, you already
are going to teach your stu-
know how to do the job. You
dent how to dust for latent
have done it hundreds of times
prints" he continued. Yes, let's
and you hardly have to think
talk about that, I interrupted,
about the steps any more.
that's my most recent problem
This is not the case with your
with him.
student. Any questions?
"The first step is to explain,
"No," I answered. "Seems
he said." In other words, tell
pretty clear so far. What's
him how to do the job. This is
Jack B. Molden is a Professor, Police
next?
as close as you will come to
Training Institute, University of II-
"What's next is the second
lecturing, and this will usually
linois. Direct questions and inquiries
to Molden, c/o Law and Order
step in coach-pupil instruction
be done at the same time as
Magazine, 1000 Skokie Blvd,. Wil-
- demonstrate. Earlier I said
the second step demonstra-
mette, IL 60091.
that usually the first two steps
tion. But I am getting ahead
are performed at the same
of myself.
development of latents. What
time. That is, you explain
"To be effective your explana-
is the first thing your do after
while you demonstrate.
tion must be well organized
you have found a latent print
"Continuing with the case of
and will thought out. It will
to be lifted?" he asked.
the latent fingerprint, you
consist of a series of key points
would get your materials out,
of instruction, and they must
"That's easy, select the
be properly sequenced to
proper brush and power," I
set up your latent print, then
answered.
as you verbally describe the
make the most sense to your
procedure, you would, at the
student. Sequencing means
"Good, what next?"
same time, perform the skill so
that you will begin with the
"Get a small amount of the
he could watch you.
easiest part and work your
powder on the tip of the
"That means that as you tell
way up to the more specific
brush."
your student to select the
details.
"You've got the idea now," he
proper brushes and powder,
In other words, organize your
urged, "what's next?"
you select them too. Tell him
instruction in such a way that
"Tap off the excess powder," I
to get a small amount of pow-
it will be understandable to
the student. To determine
replied, getting into the spirit
der on the tip of the brush, and
at the same time - dip your
your key points of instruction,
of the game.
brush into the powder SO he
analyze the job and then use
"Exactly!" he exclaimed.
can see how it is done.
each step as a key point.
"Now you have it.
"There are a couple of impor-
"Slow down a little be Cap-
"Each of the tree steps you
tants thing to remember
tain, I think your are begin-
came up with are key points of
during the demonstration
ning to lose me," I protested.
instruction. All you have to do
phase. First, make sure the
now is continue until all of the
"Okay, let me give you an ex-
student is in a position to
ample, again using the
steps have been covered.
clearly see what you are doing.
9
3rd Qtr 89
Field Training Quarterly
The smaller the training aid, the closer he
Performance Step
should be. Ask him if he can see.
"That is what the performance step is for; it
"Second, obtain feedback as you proceed. You
can do this by maintaining eye contact to ob-
gives the student practice doing the skill. If he
serve his reactions. Don't make the mistake of
fails, and he may the first time or two, give more
instruction, more demonstration, and let him
staring at your training aid.
try again.
"You can also get feedback by asking ques-
"There are a couple of othersecrets to remem-
tions, and by being open to any questions your
student might have. Lastly, don't go too fast.
ber about student performance steps. Super-
Only so much can be absorbed and if you try to
vise closely at first. Mistakes made in the
drag your student along too fast, learning will
initial stages of learning a skill will become
no take place. Try to establish a comfortable
ingrained and will cause problems later. It is
pace."
much simpler and easier to learn it right the
first time.
The the Captain stopped talking and just
looked at me. After a moment of silence I per-
"Next, give encouragement. Provide positive
ceived that he wanted me to participate in the
feedback during the performance. Say things
discussion. "Well," I stammered, "I can see
like 'good job,' or 'keep trying, you'll get it.' Avoid
where I was missing out. Your method is cer-
frustration or failure if possible.
tainly more thorough than mine. But what I
"Last, ask the student to verbalize the steps in
don't understand is why you need more than one
the performance. By getting him to talk through
step, what did you call it, perform or perfor-
the skill you not only employ another physical
mance? He has been told and shown. That
sense in the learning process and provide feed-
should be enough for any normal intelligent
back, you provide him an important link be-
adult."
tween his cognitive (knowing) skill and his
"No, it's not," he said, with what I thought was
psycho-motor (physical) skill."
a look of disappointment "I told you originally
"I think I see now what I have been doing
that coach-pupil was a three step method; ex-
wrong. I thought that just telling and showing
plain, demonstrate and perform. Each of the
him was enough. I never gave him a chance to
three steps are important and depend upon one
practice under supervision. The whole thing
another. It is true that the student should know
just didn't connect for him.
what you have just told him, but how do you find
"The knowing and the doing have to be made
out?"
a part of the same thing. I think the coach-pupil
"I would ask him some questions," I replied.
method of instruction is going to make a real
"And he could probably answer them. That is
change in my teaching. Thanks."
if he had been paying attention. But what is it
we want of him? We want him to be able to dust
FTQ
and lift a latent print, don't we?
"How do we find out if he can do the job? We
have him perform it. He might have memorized
the steps in the process and be able to repeat
Reprinted by permission of Law and Order
them to you backwards and forwards and still
Magazine (May 1988) and the author.
not be able to actually perform them.
"What if, after an explanation and demonstra-
tion he still cannot perform the skill?
3rd Qtr 89
10
Field Training Quarterly
The
Mail-Bag
by
Lisa Konrath
This section is devoted to specific questions and concerns raised by field trainers looking for solutions
to their problems. The information I share with you has been obtained from individuals and agencies
nationwide. If you have any concerns you would like to see addressed in the Mail-Bag submit them
to the Field Training Quarterly.
Bi:
Do you. know of any problems ex-
pressure, how can we expect objectivity with
perienced when FTO's are being forced to
a peer.
evaluate a veteran and can you offer any sug-
gestions or solutions to these problems?
Knowing all this, why subject your FTO's,
who already unselfishly contribute SO much
good to the agency, to the awkward task of
Lisa:
evaluating a peer?
What a nightmare! The FTO
Program was not designed for this applica-
Perhaps a better way of accomplishing this
tion. If you use it for this, you may find you
task is to have the sergeants supervise, train
reduce the validity of your current FTO pro-
and evaluate their subordinates.
gram and reach an all time low on your
morale indicator.
Consider this: We find some of our veterans
B:
Do you have any information or statis-
cannot in fact perform at the acceptable level.
tics which indicate what is a good number of
We don't invest the effort to document it and
FTO's to work with a new trainee for best
results?
remediate them. Then, subsequently, we
either retain or terminate them. What does
this say about how we are evaluating recruits
and our expectations for them?
Lisa:
Recruits who do not have any
extensions seem to do best with three FTO's.
Law enforcement officers often have an un-
The rotation many agencies use is:
spoken code of ethics which includes not
documenting deficiencies of fellow officers.
Phase 1 Weeks 1-4
=
First FTO
Studies on officers killed and the way we tend
Phase 2 Weeks 5-8
=
Second FTO
to overlook officer safety violations associated
with many of those losses are a clear example
Phase 3 Weeks 9-12
=
Third FTO
of this. It is difficult enough to objectively
Phase 4 Weeks 13-14
=
Back to First FTO
evaluate a recruit when surrounded by peer
11
3rd Qtr 89
Field Training Quarterly
The advantages of this rotation process are:
provide workable solutions to
problems they encounter.
The original FTO evaluates the
progress the recruit has made since
first entering the program.
a:
Do you have any information on how
to keep FTO's sharp and interested in training
Bias, prejudice, and peer pressure
recruits when there is no one to train?
are kept to a minimum, thus increas-
ing objectivity.
If the FTO's also work different shifts
Lisa:
You may wish to try these alter-
and beats, the opportunity to view
native uses for FTO's during "down" times.
the recruit in three different environ-
They will help to relieve the coordinator's
ments occurs.
burden and ensure consistency throughout
The recruit to gains the combined
your program.
strengths of three FTO's.
Have each FTO be responsible for one
If your agency uses more than three FTO's per
of the objective written tests which
recruit, be careful not to overload them by
cover your Recruit Officer Checklist.
causing coaching confusion.
They can write the initial document,
cite sources, and continually keep
them updated.
a:
I would like to see information on how
Have a committee of FTO's be respon-
to keep the FTO motivated and producing
sible for the Recruit Officer Check-
top-quality recruits?
list. Each could have a week or phase
assigned to them. They can check
needs, create the list and continually
Lisa:
update it.
There are endless ways to ac-
complish this. Here are a few:
Have each FTO develop (and be
responsible for updating) a lesson
Always show program support and
plan on an assigned topic. Place
commitment by the agency head,
these in a central file and give a copy
which conveyed through the ranks, to
to each FTO. As FTO's begin using
the FTO's, and with the recruits.
these, your overall training process
becomes more consistent.
Develop and maintain a valid selec-
tion process for FTO's and recruits.
Have each FTO address a non-tradi-
tional way of dealing with a remedial
Provide training opportunities for
training problem. Place these
FTO's.
strategies in a central file SO that all
FTO's and FTO Supervisors may
Don't overuse your best FTO's.
refer to them when needed.
Provide promotional opportunities
for FTO's.
FTQ
Allow FTO's to give input for improv-
The views expressed by Lisa Konrath are not necessarily
ing the program. Encourage them to
those shared by the Field Training Quarterly.
3rd Qtr 89
12
Field Training Quarterly
Proper Use of Force
and The FTO
by
Kevin M. Gordon
Cahokia (IL) Police Department
P
robably one of the most important
used by the offender. First we will discuss the
areas of instruction for a new officer
levels of control, which are listed with defini-
is utilization of the proper level of
tions following:
force when conducting an arrest. Unfor-
tunately many cadets are taught how to use
1. Officer Presence
force, such as proper techniques, etc., but not
2. Verbal Direction
when to use such force. Because of this, in-
struction in the this area falls back on the
3. Empty Hand Techniques
FTO.
a. soft
FTO's should assure that their cadets under-
b. hard
stand and adhere to the department
4. Intermediate Weapons
guidelines established for the use of force as
a. soft
many academies are multi-agency.
b. hard
An easy format to both teach and retain, is
5. Deadly/lethal force
the Force Continuum as taught in the Pres-
sure Point Control Tactics (PPCT) Manage-
ment Systems which was developed by Bruce
The first level of force is officer presence.
Our mere arrival at the scene is an actual
Siddle. This Continuum or a form of it is used
level of force as realized by any street officer
in many areas of the country.
who has seen a fight break up as soon as he
pulled up to the scene.
Levels of Control
The second level of force is verbal direction.
This Force Continuum contains two areas,
An officer who arrived but the action is still
the levels of control which, are used by an
on going, would then use verbal commands to
officer, and the levels of resistance which are
attempt to direct the action of the suspect.
13
3rd Qtr 89
Field Training Quarterly
If unsuccessful, the next level would be
The final level of control is lethal force.
empty hand techniques. These are broken
Some states refer to this as deadly force or
into two areas, soft and hard. Soft empty
the force likely to cause death or great bodi-
hand techniques consist of those techniques
ly harm. It is important for officers to first,
that have a minimal chance of injury to the
understand these levels and secondly to
suspect, such as joint locks or pressure
conform to them.
points. Muscling or strength techniques
Officers should look at the levels of control
would also fit in this area. Hard empty
as a flow chart as pictured. As the chart
hand techniques are those which have a
depicts, each level flows into the next.
probability of injury such as hand strikes,
When entering an arrest situation, officers
leg strikes or neck restraints.
have two basic options, they can penetrate
The next level of control is intermediate
or disengage. The disengage option is listed
weapons. Simply stated, an intermediate
on the chart above the levels. After or below
weapon is any tool used when empty hand
the levels are control, handcuff, search and
control is not enough or would be dangerous
secure. The ultimate goal of an arrest is the
for the officers to attempt, and deadly force
transporting and booking of the suspect.
is not justified. This level, similar to empty
The flow chart concerns itself, however,
hand, is broken into two subgroups: hard
with the goal while still in the field, the
and soft. Soft intermediate weapons in-
securing of the suspect.
clude such moves as joint locks with an
impact weapon while hard are strikes with
As previously stated, our presence on the
a impact weapon.
scene is a level of force. The majority of
offenders stop their activity, for example,
FORCE CONTINUUM
Levels of Resistiance
Levels of Control
Psychological Intimidation
Officer Presence
Verbal Non-Compliance
Verbal Direction
Passive Resistance
Empty Hand Techniques
Defensive Resistance
Soft
-
Hard
Active Aggression
Intermediate Weapons
Aggravated Active Aggression
Soft
-
Hard
Deadly/Lethal
3rd Qtr 89
14
Field Training Quarterly
when officers arrive. If they
disengage.
do not, then we tell them to
stop, or verbal direction. This
The disengage option is
takes us to the second level of
available at every level of
force. If that is not enough,
control. Most street cops
can remember a time where
we use empty hand techni-
ques, be it a pressure point,
they or another officer be-
joint manipulation, kick
came injured because they
strike etc. If not effective we
latched onto a suspect who
move up to intermediate
decided to fight and the
weapons and then up to
wrestling match was on.
deadly force if needed.
This normally results in the
suspect using dead weight
As the flow chart indi-
and two officers, in essence,
cates, officer presence may
fighting each other with the
be all that is required to
push-pull effect. Once
Kevin M. Gordon
control the situation. The
empty hand techniques are
suspect is then handcuffed,
employed and they do not
searched and secured. If of-
work, disengage and
ficer presence is not
retreat or disengage to es-
enough, we move up until
calate to intermediate
we reach the level that al-
weapons.
lows us to establish control.
At any time, we can dis-
Once control is gained,
regardless of what level of
engage. Many officers still
control is used, we then
do not fully accept this con-
cept. We did not all leave
"flow" down to handcuffing.
Notice the flow works both
our parents on Krypton.
ways on the final areas of
Most officers are willing to
the arrest also. Officer
disengage on a building
presence and verbal direc-
search, for example, in
order to wait for more of-
tion may be all that is re-
ficers but do not feel the
quired to gain control.
Then the first cuff is ap-
same way concerning an ar-
plied and resistance begins,
rest.
causing the officer to return
An officer who arrives at
to whatever level on control
the scene, knows and arrest
applies.
will be made but also real-
izes that he will not be able
Understanding and ad-
to control the situation,
hering to the levels of con-
trol can greatly assist in the
should disengage. As
area of liability. We can be
another example, an officer
reaches the intermediate
sued for about anything.
There are two times, how-
weapon level of force and
ever, when we can be suc-
realizes that he cannot gain
cessfully sued for using too
control. For too long we
much force. The first can be
have viewed the penetrate
called "jumping the chain."
mode as the only option
An example, we show up,
available, overlooking the
15
3rd Qtr 89
Field Training Quarterly
FORCE CONTINUUM FLOW CHART
DISENGAGE
OFFICER
VERBAL
EMPTY
HAND
INTERMEDIATE
DEADLY
PRESENCE
DIRECTION
WEAPONS
TECHNIQUE
FORCE
CONTROL
HANDCUFF
SEARCH
SECURE
tell the offenders to quit fighting, and then
due to being outnumbered, the offender
shoot them when they don't. That is ob-
being armed, environmental factors, etc.
viously too high a control level. Well look
But we must be able to show that we
at the same scenario however instead of
believed we were justified in not using
shooting, we use an intermediate weapon.
empty hand techniques.
We can not "jump the chain" without justifi-
able cause. After telling them to stop we
The second instance in which we can be
must attempt empty hand techniques
sued successfully is when we gain control of
before moving to the intermediate weapon,
the incident and do not immediately de-es-
or 4th level. The only time we could jump
calate to a lesser degree of force. For ex-
straight to a impact weapon is when we are
ample, you are justified in using a baton
reasonably sure empty hand techniques
and you use it properly and effectively. The
will not work or using empty hand techni-
suspect was struck on a motor point or large
ques will put the officer in great danger.
muscle group and went down, book perfect.
This may be due to the size of the offender
We must immediately de-escalate down to
as compared with the officer's size, may be
empty hands or verbal or whatever, to con-
3rd Qts 89
16
Field Training Quarterly
trol the situation. We can not give him a
LEVELS OF RESISTANCE
second blast because "the first felt so good."
As soon as control is gained, de-escalate.
The second part of the PPCT Force Con-
tinuum is the levels of resistance. These
Certainly there are many other times we
are:
are sued successfully. Concerning the force
continuum and levels of control, however,
1. Psychological Intimidation
these are the two prominent errors that can
lead to such suits.
2. Verbal Non-Compliance
This is one of the reasons that stun guns
3. Passive Resistance
and shockers were viewed as tools which
4. Defensive Resistance
officers abused. Many departments issued
5. Active Aggression
these to prevent officers from hitting
suspects with batons. Not trying to under-
6. Aggravated Active Aggression
mine any administrator, butstun guns, like
chemical weapons, are a form of inter-
The levels of resistance refer to what the
mediate weapons. The salesman for the
suspect is doing. The first level, psychologi-
products have no understanding of the
cal intimidation is just that. The suspect
levels of control. Because use of this, of-
intimidates the officers psychologically.
ficers armed with stun guns arrive, tell
These are the non-verbal cues such as
suspect to quit fighting, and then zap them
suspect attitude or physical appearance or
when they don't. They unknowingly
physical readiness. Does he stand in a
jumped the chain and used too much force
boxer stance, has that drug induced "1000
(unless justification is present). Remem-
yard stare."
ber, an intermediate weapon is any tool that
is used when empty hands are not enough
Verbal noncompliance is the second level.
and deadly force is not needed.
Included in this is verbal threats from the
suspect towards the officers. However, a
Many officers got out of the habit of carry-
suspect may not be resisting just by
ing impact weapons because of the fear of
threatening the officer but may simply
lawsuits. Some administrators refuse to
refuse to comply with orders, be unwilling
issue them for fear of the same. Some
to comply or ignore the officer completely.
departments allow only straight batons or
All are considered forms of verbal noncom-
only side handles or only wood or only metal
pliance.
and on and on. The key is not what type of
baton it is or what it is made of, but did the
The third level of resistance is passive
officer have the necessary training, did he
resistance. This is probably one of the most
understand when he could use the tool and
common type of resistance, the dead weight
did he use it properly.
suspect. This suspect makes no attempt to
fight the officer or even to pull away. He
Officers, for their own protection, should
simply forces the officer to do all the work.
understand and comply with such a force
Examples would be the protestor who
continuum. Administrators, for the sake of
causes the officer to pick him up and carry
the agency, should see that officers have the
him from the scene or the drunk driver who
training needed, both in when to use force,
will not step from the car but must be
what type of force to use, and that they are
physically pulled out.
trained in proper techniques. Ad-
ministrators who "solve" their problem by
Next is defensive resistance. In this level,
not issuing batons or other such "old
the suspect performs actions which attempt
fashioned" policies, will sooner or later pay
to prevent officers from controlling him,
greatly with "old fashioned" dollars.
such as pulling away when handcuffing is
3rd Qtr 89
17
Field Training Quarterly
attempted. He may simply move away
actions even with the presence of 800
from the officer or push the officer's hands
pounds of uniformed officers present.
away. The suspect makes no attempt to
Officers should report what they observed
harm the officer, just tries to defeat the
and what their verbal commands were.
arrest.
Just as importantly, what was the suspect's
The fifth level is active aggression. Here
actions? Include in the report the suspect's
the suspect attempts to harm the officer by
verbal responses, body language and physi-
physical actions such as striking or kicking
cal actions.
him.
Jury members will not understand "I used
The last level is aggravated active aggres-
the force needed to stop the attack." List
sion. In this final level, the suspect is at-
the types of control methods that were
tempting to harm the officer by use of a
needed. What level of control was used,
weapon or empty handed at a deadly force
empty hand or intermediate weapons etc.
level.
What techniques were used, pressure
Fortunately, according to a variety of
points or joint locks or forward baton
studies, most resistance never escalates to
strikes. Other suggestions for the report is
the active or aggravated active aggression
the duration of the resistance, the type of
levels. As any street cop can attest, most
de-escalation methods used, how the
resistance is in the form of passive or defen-
suspect was handcuffed and were the cuffs
double locked?
sive.
Just as with the levels of control, officers
Also relate in the report transport con-
must understand the differences in levels
siderations. What did the suspect say or
of resistance. Both sides of the Force Con-
do? Where was he transported to and how
tinuum should be utilized when pleting
long was the transport. What were his ac-
a report concerning an officer's use of force.
tions during booking in. If he was a fighter
All the justification in the world means
on the street but a lamb in the station, write
it down.
nothing if it is not properly documented.
Officers can not expect reports such as "Of-
Realistically, no officer will relate such
ficer arrived, suspect drew knife, suspect
information in each and every report. But
died instantly" to stand up in court. Or in
then again, not every report needs it. Of-
the words of the Ghostbusters "we came, we
ficer presence and verbal direction will be
saw, we kicked its ass" will not suffice.
present in every arrest. But higher levels
The traditional policy of not that long ago
of control must be properly reported and
was "less is best". We may be perfectly
documented. A good, complete, detailed
justified but will the officer remember ex-
report may cause an attorney to say "this
actly what he did when the civil suit results
guy's got it covered, let's sue the next one."
and he may be testifying 1,3 or 5 years later.
After all, our number one priority is ourself.
There are some sim ple guidelines for report
Take care of number one.
writing which can be used. These
guidelines, as with the Force Continuum
FTQ
itself, are supplied by PPCT.
Officers should relate in the report items
concerning their arrival at the scene. How
many officers were there, were they in
marked units or unmarked, uniform or
plainclothes and so forth. The jury should
be aware that the suspect continued his
3rd Qtr 89
18
Field Training Quarterly
PPO LEE HUDSON HAS JUST BEEN DISPATCHED TO A FAMILY DISTURBANCE
REPORTEDLY IN PROGRESS AT 4364 GRADUATE CIRCLE. AS HE RESPONDS
REMEDIAL
TO THE SCENE, HE IS COACHED BY FTO DERRICK MILLER CONCERNING
HIS APPROACH TO THE RESIDENCE
ALWAYS PREPLAN
REFRAIN FROM USING THE EMER-
YOUR APPROACH.
GENCY EQUIPMENT. IT WILL
TRAINING
WHENEVER IT IS
BETRAY YOUR APPROACH.
SAFE TO DO SO.,
by
WARREN G.
""""""
OBENLAND
111111
7-89
"UPON YOUR ARRIVAL, PARK A FEW
DOORS UP THE STREET FROM THE SCENE"
"AS YOU APPROACH, BE ALERT TO
YOUR SURROUNDINGS. REMEMBER,
M. NUAH
ASSAULTS DON'T HAVE TO COME
© COPYRIGHT 1989 W. G. W.G. OBENLAND
FROM WITHIN THE RESIDENCE!"
4364
102
"IF POSSIBLE, APPROACH THE
RESIDENCE FROM ITS FLANKS IN- -
STEAD OF WALKING DIRECTLY UP
"AFTER EXITING THE PATROL VEHICLE,
TO ITS FRONT DOOR."
CLOSE ITS DOOR QUIETLY."
"BE PREPARED TO DEFEND YOUR-
SELF. NEVER RELAX TOO SOON!!"
Obenlando
"BACKGROUND DAYLIGHT AND
"CROUCH OR STAND TO THE SIDE
WINDOWS ARE A DEADLY COMBI-
OF THE ENTRANCE AND USE
NATION THAT CAN MAKE YOUR
YOUR IMPACT WEAPON TO KNOCK
THERE MUST BE SOME MISTAKE,
OFFICERS. WE DIDN'T CALL FOR
SILHOUETTE AN EASY TARGET
ON THE DOOR. REGARDLESS OF
FROM WITHIN."
THE POLICE!
WHAT A RESIDENT SAYS OR DOES.
19
3rd Qtr 89
Field Training Quarterly
Las Vegas' Field
Training and Evaluation
Program - An Overview
submitted by
Sheriff John Moran
and
Lieutenant Bob Chinn
Las Vegas Metropolitan(NV) Police Dept.
Introduction
professional behavior. The
mation needed to respond to
first week of the program al-
inquiries about the program.
lows for a familiarization
If clarification of this is re-
11
he primary objec-
period for the recruit. Ensu-
tive of the Field
quired, contact the super-
ing months provide for a
visory or command staff.
Training
and
gradual increase of respon-
Full utilization of this
Evaluation Program (FTEP)
sibility for the recruit which
is to produce a police officer
manual will insure quality
should culminate in their
who can work unaided, in a
training and a fair and im-
safe, skillful, and profes-
being capable of operating as
partial evaluation of every
a one officer patrol unit.
recruit.
sional manner. It is not the
task of the FTEP to produce
The FTEP Manual has been
a fully experienced police of-
developed to give the Field
Program Structure
ficer, but rather, a fully
Training Officers and staff a
and Operation
trained one. It is the
reference guide to assist
recruit's response to training
them in carrying out the
The Las Vegas Metro-
that is to be evaluated. The
duties and responsibilities of
politan Police Department
program is designed to in-
the FTEP. Familiarization
Field Training is organized
sure that each recruit attains
with this manual will pro-
as Patrol Bureau function
a high level of skill and
vide the FTO with all infor-
under the Field Services
3rd Qtr 89
20
Field Training Quarterly
Division.
capable of handling. This
Six training squads, two
week should be a time when
each, at the West, Main and
he can make errors with fear
South Stations enable the
of documentation.
recruits to familiarize them-
The succeeding 23 weeks
selves with all areas of the
will be a gradual process of
command.
shifting responsibility from
the FTO to the recruit. This
Upon Academy graduation,
recruits are assigned to a
means that initially the FTO
Substation, within the
will be doing the majority of
FTEP. The recruit will spend
the police functions.
eight weeks at each Station.
Gradually during this 23
This rotation will allow the
week period the recruit will
recruits a chance to
Sheriff John Moran
familiarize themselves with
most areas of the LVMPD.
Many recruits
They will become familiar
place undo stress
with the ethnic and distinc-
tive makeup unique to each
on themselves
area of the county and the
city prior to permanent as-
because they are
signment.
unsure of their
The first week of Field
Training will be orientation
progress relative
and familiarization only.
to the FTEP.
The recruits will be wel-
comed by their FTOs and
Las Vegas Metropolitan PD
during that first week the
FTOs will do his utmost to
ensure a friendly, comfort-
able, and non-stressful at-
be expected to assume a
mosphere conducive to a
progressively greater share
good learning environment.
of the work load, culminating
The recruit will not be
in their performing all the
evaluated during this first
duties at the end of the
FTEP.
week, however, this is not to
be construed as allowing the
Starting with the second
recruit to just ride along. He
week of the first month the
is required to participate and
FTO will complete a written
must be allowed to carry out
weekly evaluation of the
all duties that you feel he is
recruit. The evaluation will
21
3rd Qtr 89
Field Training Quarterly
Distribution of Workload
(FTO/Recruit)
I MONTH
II MONTH
III MONTH
IV MONTH
V MONTH
VI MONTH
1- 4 WEEKS
5 $ WEEKS
, 12 WEEKS
13 16 WEEKS
17 20 WEEKS
21 24 WEEKS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
100%
TRAINING
OFFICER
90%
90%
80%
80%
80%
70%
60%
60%
60%
50%
50%
40%
40%
40%
30%
20%
20%
20%
RECRUIT
10%
10%
recruit. The evaluation will
FTEP. Any information con-
vise their supervisor and
analyze how the recruit is
tained in the weekly Evalua-
suggest
appropriate
meeting the criteria as set
tion Report will be discussed
remedial training. The su-
forth by the Critical Task
with the recruit before it is
pervisor will in turn approve
List. The evaluation should
signed and turned in. The
the remedial training,
be a positive tool which indi-
information in the evalua-
recommend other types of
cates to the recruits exactly
tion SHOULD NOT come as
remedial training or notify
how they are performing
a surprise to the recruit.
the Field Training Coor-
when written properly.
In the event the FTO
dinator (FTC). It will be the
Many recruits place undo
notices serious and recurrent
FTOs responsibility to decide
stress on themselves because
problems, it will be that
what, if any, action other
they are unsure of their
FTO's responsibility to ad-
than remedial training will
progress relative to the
be taken. At no time will any
3rd Qtr 89
22
Field Training Quarterly
FTO or supervisor terminate
station orientation, location
Critical Task List.
or ask for resignations from
of supplies and equipment,
The FTO should discuss the
a recruit in the FTEP. The
and vehicle and radio check
functions set forth in the
FTEP is still part of the selec-
out procedures.
Critical Task List/Trainee
tion process, however, the
Included in the period
Guidebook. The FTO should
role of the training staff will
should be explanation of the
ask questions of the recruit
be "training oriented." As
FTEP by the FTO to the
to determine if they fully un-
such, FTOs may assign per-
recruit. The Trainee
derstand the functions and
tinent home study assign-
Guidebook/Critical Task List
should encourage question-
ments to recruits. It is
emphasized that such as-
signments will not be exces-
sive nor intimidating. Our
attitude in training will be
one of positive, helpful and
supportive nature to
recruits. This will help en-
sure their successful comple-
tion of the FTEP.
Phase One
Phase I is and eight week
period at the recruits first
station of assignment. The
recruit will remain with the
same FTO-for the first four
weeks of Phase I. The first
week of this period will be
devoted to orientation and
familiarization. The recruits
delineating the recruit's
ing by the recruit. Questions
responsibilities and time
encourage learning and it is
will be allowed to participate
schedules should be fully ex-
the FTO's responsibility as
as much as they are able.
They will not be evaluated
plained.
trainers to ensure an atmos-
the first week and should use
At the start of the second
phere in which the recruit
this first week to learn as
week of the FTEP, the recruit
feels at ease in asking ques-
tions of their FTO.
much about the police func-
will gradually assume re-
tions as they can. This is a
quired responsibility for the
In actual field situations, it
period the FTO will acquaint
various police functions. It is
should be expected that the
the recruits with their new
important that the recruit
recruits will make mistakes.
surroundings. The first day,
and FTO keep pace with the
Take those instances and
for example, should include
FTEP as set forth in the
make them a positive learn-
23
3rd Qtr 89
Field Training Quarterly
ing experience for the
recruit. Make them aware of
the mistake and correct the
mistake positively. This en-
courages them to do more
work and continue the learn-
ing process.
At the beginning of the
second
week,
and
throughout the rest of the
FTEP, all recruits will be re-
quired to complete Daily Ac-
tivity Logs. These logs,
containing all calls including
481,482, 494, etc., will be ac-
curately kept by the recruit
and submitted to their FTO
at the end of each shift.
responsibility in completing
purposes the FTO will be as-
the work load Emphasis is
signed as a separate but ad-
Phase Two
placed on keeping pace with
joining unit to the unit the
the Critical Task List. FTOs
recruit is in.
At the beginning of the
will monitor the recruits
ninth week in the FTEP the
By now all areas of the
ability to make decisions and
recruits are transferred to
Critical Task List should
master the tasks set forth in
their second station and Area
have been covered.
the Critical Task List/Field
of Command.
Training Guidebook.
The FTOs will continue to
They will be assigned to
complete weekly evaluations
their third FTO for a four
during Phase III, unless the
week period. They will be as-
Phase Three
FTO and their supervisor
signed thereafter to a new
believes the recruit's perfor-
The recruits will be trans-
FTO every four weeks until
mance is sufficient to allow
ferred to the third Area of
the end of the FTEP. This
for biweekly evaluations.
will allow more diversifica-
Command at the beginning
of the 17th week.
The FTO will complete and
tion and occupational
Exit Evaluation from the
socialization. The FTO will
By this time the recruit
FTEP recommending to
continue to complete a writ-
should be capable of
their sergeant either the suc-
ten evaluation at the end of
functioning as a one officer
cessful completion of the
each week of each phase
patrol unit. In weeks 21, 22,
FTEP or review by the Field
after the first week.
23, and 24 the recruit will
Training Coordinator.
During this phase the
ride along during two shifts
recruits will increase their
each week. For monitoring
3rd Qtr 89
24
Field Training Quarterly
noting specific instances of
good performance. This will
help build confidence which
will provide the recruit in-
centive to work harder.
Deficiencies should be
noted in every evaluation if
possible. They must be
detailed, noting specific in-
stances of good performance.
This will help build con-
fidence which will provide
the recruit incentive to work
harder.
Deficiencies should be
presented in a positive man-
ner SO the recruit will want
to try improve. You must
that the Academy Graduate
document specific problem
Evaluation Process
will have certain basic
areas and what you have
"We all have to start some-
knowledge, they will not be
done to help the recruit im-
where." How many times
expected to know how to cor-
prove. You should not in-
have we heard this? Well, it
rectly apply that knowledge
clude a deficiency in an
applies appropriately in the
in every instance.
evaluation unless the recruit
has been instructed on the
FTEP.
Evaluate them with this in
proper way to complete the
We, as Trainers, must keep
mind. Evaluate perfor-
specific task. The exception
in mind that the people we
mance not personality. Be
to this rule is a task that the
are giving the responsibility
firm but fair.
recruit has been previously
of training will many times
Keep in mind that the
instructed on or a task that
be getting their first ride in a
weekly evaluation is an over-
they should know already.
police car the day they are
all rating of the entire week.
assigned to ride with us in
Goal should be set to help
Don't let one or two errors be
the FTEP.
the recruit improve their
the basis of their evaluation.
performance. Goals must be
Try to remember your first
Evaluations should include
set for deficiency noted.
few months with the depart-
at least one or two strengths
They must be obtainable,
ment. We all made mistakes.
per week for confidence
reasonable and measurable.
The recruits we get in the
building.
You should avoid setting
FTEP will make those same
Strengths should be noted
quotas.
mistakes.
in every evaluation if pos-
Not Responding to Training
While it will be expected
sible. They must be detailed,
(NRT) can be used only after
25
3rd Qtr 89
Field Training Quarterly
remedial training has been
assigned and no improve-
ment has been made by the
recruit. You should use the
following checklist before
giving the recruit a NRT.
NRT Checklist:
How difficult is the
task? (burglary report
VS credit card caper)
How often has the
task been instructed
and attempted?
Has remedial training
been provided? If so,
what kind?
Assess the quality and
quantity of remedial
All items listed in the evalua-
the Academy) will be given
training.
tion should be discussed with
by the FTO to coincide with
the recruit prior to the com-
the task's practical applica-
Weekly evaluations should
pletion of the evaluation.
tion in the course of the
be completed by the begin-
You and the recruit should
recruit's duties as a police of-
ning of the first shift follow-
ficer.
sign the evaluation and turn
ing the end of the evaluation
it in to your supervisor after
The guidebook is divided
period. (Example: Evalua-
it has been reviewed by the
into thirty categories of in-
tion period ends on Monday
recruit.
struction. Each category is
and your regular days off are
subdivided into specific
Tuesday,
Wednesday,
tasks relating to perfor-
Thursday. The evaluation
Critical Task List
mance. The guidebook is
should be completed by
The LVMPD Field Trainee
designed to document the
Friday when you return to
FTO's instructions in these
work.)
Guidebook (Critical Task
areas as well as the recruit's
List) is designed to ensure
FTOs should review the
each recruit receives a stand-
performance.
evaluation with the recruit,
ardized and comprehensive
While most categories are
explaining the ratings given
set of instructions, or "criti-
scheduled in specific weeks
and ensuring that the recruit
cal Tasks," while progressing
of Phase I and II, the
understands the appropriate
through the FTEP. These in-
schedule is merely a
areas where improvement is
structions (in most cases re-
guideline. Instruction and
needed. There should be NO
instruction, as much of the
performance should be docu-
surprise in the evaluation.
material was addressed in
mented whenever they occur.
3rd Qtr 89
26
Field Training Quarterly
You and your recruit are
only to document his perfor-
pletion of instruction and
responsible for ensuring that
mance on later dates.
performance not docu-
the guidebook is current
When documenting in-
mented. By the end of the 24
with any instruction and per-
struction or performance in
weeks in Phase I, II, and III
formance documented. The
the recruit should have
the guidebook, you will enter
guidebook should be com-
the date, your initials and
reached an acceptable level
pleted on a daily basis. It is
personnel number and the
of understanding/perfor-
a useful tool when complet-
recruit will enter their ini-
mance in each category and
ing weekly evaluations.
tials and personnel number
be capable of practically ap-
Two categories of instruc-
on the same line. You should
plying their knowledge as a
tion (Report Writing and In-
note any performance
competent, safe and produc-
tive officer with the Las
vestigations), are not
deficiencies and what at-
included in the weekly
tempts should have been
Vegas Metropolitan Police
schedule. As such, you
made to improve perfor-
Department.
should ensure instruction
mance.
and performance is docu-
Proper completion of the
FTQ
mented as they occur. Space
guidebook is critical to the
is provided for up to three
success of the FTEP. It
instructions and three per-
provides you and LVMPD
formances on most
protection from liability.
categories. You do not have
to instruct each task three
The remaining weeks
times. If your recruit per-
should be used for re-instruc-
forms properly after being
tion and refinement of the
instructed once, you need
recruit's skills, and /or com-
so EVERYTHING
IS PERFECT
Livgle ©
ROOKIE
THEN WHERE IS
YOUR
SERVICE
REVOLVER
27
3rd Qtr 89
FIELD TRAINING QUARTERLY
Comment Form
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copy or cut out this comment form and mail it to the Field Training Quarterly. Submitted
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recommendations presented or implied in this publication. The Field Training Quarterly is
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FTQ Article Submissions
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The Field Training
Quarterly "A Magazine For The Professional Law Enforcement Field Trainer
raining
rly
MAGAZINE FOR THE
FIELD TRAINER
633
Metropolitan
Transit P.D.
Washington, D.C.
metro
AREA
POLICE
THORI
Fourth Quarter
The Field Training
Vol. 3 No. 4
"A Quarterly MAGAZINE FOR THE PROFESSIONAL LAW ENFORCEMENT FIELD TRAINER
Feature Article:
Lt. Robert B. Phillips discusses Washington D.C.'s Metro Transit Police
Department's Field Training Program.
(Cover photo: Provided by Washington D.C.'s Metro Transit P.D.)
Features
Lee P. Brown, Chief
1
New York State Police Develops FTO
Executive Director
Program
Chief Lee P. Brown
by Craig R. Masterson
Houston Police Department
Houston, Texas
Staff
4
FTO Programs High on Interest List
Editor Bill Hendrix
Houston Police Department
by Jack B. Molden
Houston, Texas
Editor Frank Webb
7
Houston Police Department
The Mail-Bag
Houston, Texas
by Lisa Konrath
Contributing Columnists
Lisa Konrath
Employment Development Officer
9
Washington D.C.'s Metro Transit Police
Pima, Arizona
Department's Field Training Program
Deputy Richard Lingle
Upshur County Sheriff's Office
by Robert B. Phillips
Gilmer, Texas
Corporal Warren G. Obenland
Univ. of Houston Police Dept.
15
Regional News
Houston, Texas
Professor Jack Molden
University of Illinois
16
Needs and Principles of the Recruit
Police Training Institute
Champaign, Illinois
Training Checklist
by Mickey K. Bennett
The Field Training Quarterly is
published quarterly through the
Houston Police Department under
18
the auspices of Lee P. Brown,
Gaston County P.D. Gives Boost to FTO
Chief of Police, 61 Riesner Street,
Houston, Texas, 77002.
Program
©Copyright 1988, Houston Police
Department. All rights reserved,
by Norman L. Price
reproduction in whole or part
without written permission is
prohibited.
25
Remedial Training
by Warren G. Obenland
The Field Training
AMOUNTON
POLICE
DEPARTE
MEN
Quarterly "A MAGAZINE FOR THE PROFESSIONAL LAW ENFORCEMENT FIELD TRAINER"
Executive Director
Chief Lee P. Brown
Houston Police Dept.
Houston, Texas
Third Annual Questionnaire
Editors
Officer Bill Hendrix
Houston Police Dept.
The purpose of this questionnaire is to obtain information that can be used to help
Houston, Texas
us respond to your concerns. These concerns will be addressed and shared with
our readers in the upcoming year. Those issues raised by a majority of our readers
Officer Frank Webb
will be addressed with articles, other concerns will appear in the Mail-Bag section.
Houston Police Dept.
Houston, Texas
Address
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FIELD TRAINING QUARTERLY
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Field Training Quarterly
Editors' Message
Frank M. Webb
Bill G. Hendrix
Number 3!
Reaching Field Trainers Nationwide
T
he purpose of the questionnaire is to
and will be removed from the mailing list. This
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is to ensure that only those interested in this
respond to your concerns. These concerns will
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We would like to take this opportunity to
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thank the many individuals from across the
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country who have contributed with articles,
articles; other concerns will appear in the
suggestions, or ideas. The success of this
Mail-Bag section. The Mail-Bag will provide
publication is due, largely, to your involvement.
advice and suggestions to specific problems
We will continue to offer our assistance by
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dissemination this information through the
Again, in this year's questionnaire we are
Field Training Quarterly.
requesting ideas regarding: scenarios for the
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Smb
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Editor and Publisher
4th Qtr 89
Editorial
New York State Police
Develop FTO Program
by
Lt. Craig R. Masterson
New York State Police
Old Versus New
prior job analysis of the duties of a New York
state trooper, the FTO program was
developed. Emphasis was placed on the need
I
n the spring of 1989, the 4100 mem-
to create a model adaptable to specific or-
ber New York State Police adopted
ganizational concerns, including large num-
the field training officer (FTO)
bers of recruits (approximately 200 a year),
model for the second stage of train-
wide span of supervisory control and distance
ing for new members. Using the original prin-
concerns (10 individual troop units contain-
ciples found in the San Jose model, coupled
ing multiple stations).
with performance criteria developed from a
1
4th Qtr 89
Field Training Quarterly
Since 1917 the New York State Police had
used the "senior trooper" method of training
probationary officers. Under this method the
senior trooper had no specific training or
guidance regarding training objectives and
program goals. Although this method of train-
ing lacked uniformity and structure there
was still resistance from veteran officers to
change from the senior trooper method to a
TROOPER
field training program. The attitude was "if it
[senior trooper method] was allright for me
why should we change for a new generation
of recruits"? It was necessary to sell the
benefits of the field training program to the
troopers through an educational and public
relations effort that will be addressed later in
Training sessions were held at each of the
this article.
troop headquarters. A combination of lecture,
VCR, and role playing were used to train the
FTOs.
Development of Program
To develop our program a design team was
Administration of Program
formed consisting one lieutenant, one ser-
geant, and one trooper. A lot of emphasis was
A decentralized design was selected for ad-
placed on soliciting feedback from field ser-
ministering the program. A veteran sergeant
geants and senior troopers. The team
was selected from each troop area and desig-
believed that the key to the success of the
nated as the Troop Field Training Officer
program was the selection and training of
Coordinator. The coordinators are respon-
FTOs. A significant amount of time was spent
sible for 10 to 25 recruits and the same num-
on developing the selection criteria. It was
ber of FTOs. During the program the
decided that New York State Police FTOs
administration of it is the sole function of the
should possess at least:
coordinator. They are required to contact
FTOs and recruits on a weekly basis and
conduct interviews with recruits on a biweek-
1. three years of continuous service
ly basis. Additionally, they are responsible for
with the New York State Police; or
sending daily DOR scores to Albany (state
2.
two years of continuous service with
police academy) over the computer and
the New York State Police and at
review documentation on the Performance
Comment Sheets.
least three years of continuous ser-
vice with another municipal, county
The program is sixty working days. Due to
or state law enforcement agency as a
transfer policy and the distance between
road patrol officer; and
troops a two FTO rotation system is used
3.
be assigned as a full-time road
rather than the customary three FTO rota-
tion. The rotation is as follows:
trooper, free from any collateral
duties that would interfere with
recruit training; and
Five weeks with primary FTO
4.
at least an excellent performance
evaluation.
Five weeks with secondary FTO and
Two weeks for final evaluation with
A training package was developed and a
the primary FTO
training team was dispatched to the field.
4th Qtr 89
2
Field Training Quarterly
Use of Computers
FTOs are required to prepare a DOR and
Performance Comment Sheet each day and
submit these to the coordinator at the end of
each week. The coordinator enters scores into
the computer system. Presently the coor-
dinator enters these scores because we do not
have computers at each of our stations. It is
our intention to have the FTO enter these
scores in the near future when computer
hardware is purchased.
The computer system has worked out well.
It is tied into our Personnel Data System SO
that the coordinator can sort scores by sta-
the program was given front page bill-
tion, troop, race, age, and gender. Command
ing in our Trooper Magazine; and
personnel can also closely monitor scores of
any probationers who are experiencing
coordinators addressed officer and
problems during the course of the program.
NCO meetings at troop level.
Promotion of Program
Command Emphasis
As mentioned earlier, it was necessary to
Throughout the planning and implementa-
promote the program to the field troopers,
tion of the program the people at the top of
and to staff and command officers throughout
our organization were extremely supportive.
the department. This promotion effort in-
Superintendent Constantine was the leading
cluded:
proponent of this change. The change to a
field training program received a unanimous
and enthusiastic commitment from division
sending a program overview to all
executives at a conference held to seek im-
members;
provement in state police training.
FTO instruction was included in the
in-service curriculum to expose all of-
Conclusion
ficer to what this instruction involved;
The department has worked hard to develop
a structured, uniform program to provide the
best training possible to our recruit officers.
We feel our present program meets this objec-
tive. A commitment was made to solicit feed-
back from the field and communicate the
benefits of such a program to all members of
the organization. The results have been posi-
tive; the FTOs have taken on the extra
responsibility to train new recruits with en-
thusiasm even though no monetary incen-
tives are available. They have realized the
substantial benefits that a well organized
FTO program can produce. It is our opinion
that our program has met our objective of
providing the best training possible to our
new recruit troopers.
3
4th Qtr 89
Field Training Quarterly
FTO Programs High
on Interest List
by
Jack B. Molden
continue to receive both requests
for Field Training Officer (FTO)
information and program
materials from law enforcement agencies
with on-going FTO programs. It is gratify-
ing to see the high level of interest in this
concept. It is, in my opinion, the single most
effective personnel management system
that can be employed by an agency.
The FTO is the most critical
The FTO is the most critical element of
element of any FTO program. It is
any FTO program. It is essential to get the
essential to get the right officers,
right officers, then train and compensate
them. This month's column will be devoted
then train and compensate
to selection. Subsequent issues will deal
with training and compensation.
them.
The first step in the selection of FTOs is
the preparation of a Job Description detail-
Jack Molden
ing basic responsibilities and desirable
traits. The following job description is only
meant to be a suggestion.
FTO Job Description
It is the responsibility of the Field Train-
ing Officer, through instruction, guidance
and critique, to prepare a recruit officer for
4th Qtr 89
4
Field Training Quarterly
of law, procedure and department
rules and regulations.
As a trainer/evaluator, the FTO will:
1. Provide coach-pupil instruction to
assigned recruit officers to provide a
smooth transition from the class-
room to the street environment.
2. Facilitate recruit officer orientation
and familiarization.
3. Be a mentor, guide and role model to
the recruit.
4. Communicate formally and informal-
ly with other FTOs and supervisors
regarding progress and/or deficien-
cies of recruit officers.
5. Provide regular feedback to the
recruit officer as regards his/her
progress.
6. Complete and submit, on a regular
basis, formal recruit performance
evaluation.
solo patrol duty in as short a time as pos-
sible and in relative safety. The recruit will
7. Counsel with recruits regarding per-
sonal problems and performance
be taught safe, effective and humane patrol
deficiencies.
procedures and be instilled with the highest
ethical and moral concepts.
8. Make meaningful and valid recom-
mendations for retention/termina-
The FTO will assume two primary roles:
tion of recruit officers, or for
extension of field training.
1. Patrol officer
9. Act as a member of review boards
2. Trainer/evaluator
and committees when requested or
assigned.
As a patrol officer the FTO will:
10. Maintain liaison with staff of train-
1. Carry out a regular patrol beat as-
ing academy.
signment on one of the patrol shifts.
A description of the job along with
2. Be exemplary in both quality and
qualification should be distributed to all
quantity of work.
patrol officers. The job description suggests
3. Exhibit a higher sense of ethics and
certain qualifications, but minimum ac-
idealism than would normally be ex-
ceptable qualifications and desirable
pected of a police officer.
qualifications should be listed separately.
4. Demonstrate a superior knowledge
Some suggested qualifications follow:
5
4th Qtr 89
Field Training Quarterly
porting information such as
Required Qualifications
performance evaluations,
1. Presently assigned
supervisor recommenda-
patrol officers
tions and training records
2. Two to ten years of
should be gathered in
service, primarily in
preparation for oral inter-
patrol
views.
3. Good service record
A board composed of com-
4. Recommendation of
mand officers should
supervisor
thoroughly interview each
5. Superior com-
applicant and formulate
municator
recommendations for the
6. Ability to get along
Chief/Sheriff. Appoint-
with others
Jack B. Molden is a Professor, Police
ments should be made on a
Training Institute, University of II-
7. High moral and ethi-
linois. Direct questions and inquiries
probationary basis and in-
cal standards
to Molden, c/o Law and Order
clude on-going evaluation
Magazine, 1000 Skokie Blvd,. Wil-
and training. A FTO assign-
mette, IL 60091.
Desirable Qualifications
ment should probably not
exceed three to five years to
1. College degree
teaching others, as an op-
prevent burnout.
2. Teacher training -
portunity for management
recognition and additional
Appointment to the posi-
teaching experience
tion of FTO should be ac-
3. Graduate of instruc-
pay and benefits, as a
companied by public
tor training school
chance for more schools and
training. In other words,
recognition and some form
You are looking for your
competition for the FTO job
of specialist badge or patch.
best people to apply for the
should be keen and the
Whatever time and effort
FTO job, but will they
apply? Realistically, nobody
selection process thorough
is invested in the proper
and meaningful.
does anything for nothing.
development of a field
What's in it for the ap-
Once the requirements
training officers program
plicant is a reasonable
and qualifications of the job
will pay rich dividends for
question and one that
are in the hands of the
years to come and help in-
should be answered if
patrol officers, formal ap-
sure professional law enfor-
cement services.
desirable applicants are to
plications should be en-
be obtained.
couraged. An application
Applicants should see the
form containing necessary
FTQ
information should be ac-
FTO job as a promotion, as
cepted from all interested
an opportunity to gain ex-
applicants and screened for
Reprinted by permission of
perience as a supervisor, as
minimum qualifications.
Law and Order Magazine
an opportunity to learn
Once the best applicants
(November 1986) and the
more about their jobs by
have been identified, sup-
author.
4th Qtr 89
6
Field Training Quarterly
The
Mail-Bag
by
Lisa Konrath
This section is devoted to specific questions and concerns raised by field trainers looking for solutions
to their problems. The information I share with you has been obtained from individuals and agencies
nationwide. If you have any concerns you would like to see addressed in the Mail-Bag submit them
to the Field Training Quarterly.
Are you aware of any field training
from utilizing the evaluation portion of the
officer programs for narcotics officers? If so,
program for veteran officers.
where are they and can you briefly explain
them? How do you feel about field training
You may find you reduce the validity of your
for narcotics personnel?
existing FTO Program and reach an all
time low on your morale indicator.
Lisa:
Consider this: We find some of our veteran
I am not aware of any narcotics
officers cannot perform at the acceptable
training officer programs, but recommend
level. We don't invest the effort to docu-
you contact Glenn Kaminsky of the
ment it and remediate them. Then, sub-
Boulder, Colorado, Police Department at
sequently, we either retain or terminate
(303) 441-3330. Glenn seems to be some-
them. What does this say about how we are
what of a clearinghouse of information and
evaluating recruits and our expectations of
applications of the FTO Program.
them?
It is also extremely difficult and stressful
I have heard of agencies using or
for a fellow veteran officer to objectively
modifying their field training programs to
evaluate another. Why subject your FTOs,
train or refresh officers who are returning to
who already unselfishly contribute SO much
patrol from other assignments such as dis-
good to the organization, to the awkward
patch or jail. Do you have any information
task of evaluating peers? Better to have a
concerning this type of training?
supervisor accomplish this task.
Lisa:
While I believe the recruit of-
Q:
How are the task checklists in FTO
ficer (training) checklist can be a valuable
programs developed? How are the tasks
training tool for any officer reentering
selected?
patrol duty, I would highly discourage you
7
4th Qtr 89
Field Training Quarterly
Lisa:
Most checklists are designed
num, published in the NSPI Journal, 1980.
by adapting someone else's. Adapting, as
opposed to adopting, means using that
which is relevant and supplementing that
&
There was an article in the Field
which is not.
Training Quarterly concerning a FTO pro-
The best checklists are planned, progres-
gram for supervisors. Do you know of other
sive, complex training. It is systematic,
agencies that have such a program? Do you
thought out and planned. It moves forward
know of any other agencies that evaluate
in steps (increments). It goes from simple
supervisors on such a program?
to more complex.
Lisa:
Recently, the Tucson Police
&
I have heard a lot about conducting a
Department implemented a comprehensive
job task analysis. What is a job task
FTS Program. For further information on
analysis and how is one conducted?
this program, contact:
Commander
Lisa:
A Job and Task Analysis is a
Tucson Police Academy
procedure used to identify performance re-
3200 N. Silverbell Road
quirements of a job. Job analysis is the
Tuson, Arizona 85745
process of describing in detail a particular
job in terms of its duties and tasks. Task
(602) 791-4464
analysis is the process of breaking down
each task into steps and identifying each
&
step into the knowledge, skills and abilities
Do you know of any agencies that
(KSA) required to perform the step.
allow the recruits to critique the FTO pro-
gram? Are these critiques beneficial?
The FTO Program is valid because it is
based on a job task analysis and therefore
tests that which it purports to test. It is
Lisa:
Numerous agencies require
reliable because it tests it consistently.
the recruits to critique both the program
and their FTOs. Who better to tell us if they
Your public or academic library is a good
learned anything than the recruits them-
place to research this topic further. Addi-
selves? Whenever I instruct a class, I high-
tionally, I have found these sources to be
ly encourage the participants to complete
quite informational.
the end-of-course evaluations. Without
"Task Analysis: A Beginning", by Robert O
these my chances of im proving my program
White, published in the FBI Law Enforce-
and abilities as an instructor are greatly
ment Bulletin, July 1979.
diminished. The FTO Program is no dif-
ferent.
"Tack Analysis", by Stephanie Jackson
The views expressed by Lisa Konrath are not necessarily
"Task Analysis Procedures", by W. H. Han-
those shared by the Field Training Quarterly.
4th Qtr 89
8
Field Training Quarterly
Washington D.C.'s
Metro Transit Police
Department's Field
Training Program
by
Lt. Robert B. Phillips
Metro Transit Police
Washington, D.C.
trict of Columbia, the state of
of Police Burton E. Murrow.
"
he Metro Transit
Police Force has an
Maryland, and the Common-
Since that time, eight ser-
authorized
wealth of Virginia. Can-
geants and 34 officers have
didates also receive
strength of 255 officers and
successfully completed field
officials. Transit police of-
extensive training in
training officer (FTO) train-
ficers provide a variety of law
metrorail and bus safety and
ing and have become field
enforcement functions: the
emergency procedures. After
training sergeants or FTOs.
Washington Metropolitan
completion of the required
academic training, transit
The field training coor-
Area Transit Authority's
buses, subway trains, 64
police recruit officers begin a
dinator is selected by the as-
ten week field training pro-
sistant chief. The
metrorail stations and 69
miles of track that are lo-
gram.
coordinator must be a mem-
cated in the Washington D.C.
ber of the Bureau of Field
metropolitan area. Because
Operations and is respon-
of their tri-state jurisdiction,
Field Training Staff
sible for overseeing the en-
police officer candidates
The Field Training and
tire program. Field training
must successfully complete
Evaluation Program was
sergeants are selected for
almost six months of training
developed and implemented
participation in the program
in order to master the laws
in February 1988 at the
based upon experience, their
and regulations of the Dis-
direction of Assistant Chief
exceptional performance as
9
4th Qtr 89
Field Training Quarterly
supervisors, a willingness to
teaching process. An expert
accept the challenge, and the
in the field of adult learning
needs of the program. Field
and development who is also
training officers are carefully
familiar with police field
Judiciery Square Station
selected. They must be
training programs provides
capable police officers who
FTOs with valuable training
have a well-rounded
and insights into the com-
knowledge of transit policing
plex nature of adult educa-
procedures and must possess
tion.
teaching skills or be capable
Each year, a two-day
of learning them. A rigorous
retraining session is
selection process is followed
planned. In 1989, such a
to select qualified FTO ap-
seminar was held at a nearby
plicants, including an inter-
hotel. The purpose of the
Robert D. Phillips
view with members of the
field training staff, a per-
sonal file review, and positive
supervisor recommendation.
A rigorous
At the present time, no addi-
selection process
tional compensation is
guaranteed to members of
is followed to
the field training staff. Field
training sergeants and of-
select qualified
ficers, however, receive a day
of administrative leave for
FTO applicants.
each class of recruit officers
who complete the program.
Robert D. Phillips
Training for Officers
and Sergeants
retraining session is twofold.
First, it provides a forum for
MIP
Newly selected field train-
experienced FTOs to discuss
ing officers and sergeants at-
their experiences and to ex-
tend a four-day orientation
change ideas concerning in-
class. The first two days are
novative teaching strategies,
spent discussing the field
problems that they've en-
training program, the
countered, and the field
Chief Angus B. MacLean
evaluation process and
training program itself. The
selected topics of impor-
seminar permits the field
tance, such as: officer safety,
training coordinator to dis-
report writing, and traffic
cuss problem areas that have
enforcement. The remaining
developed, changes in the
two days are devoted to the
program, and gives him a
4th Qtr 89
10
Field Training Quarterly
Daily Obervation Report
FIELD TRAINING AND EVALUATION PROGRAM
METRO TRANSIT POLICE DEPARTMENT
DAILY OBSERVATION REPORT NO.
TRAINEE'S LAST NAME,
FIRST INITIAL
BADGE NO.
FTO'S LAST NAME,
FIRST INITIAL
BADGE NO.
DATE
RATING INSTRUCTIONS: Rate observed behavior with reference to the scale below. Comment on the most and least satisfactory
Shift
performance of the day. Comment on any behavior you wish, utilize reverse side for narrative. Check "N.O." box if not observed.
Worked:
If trainee fails to respond to training, check "N.R.T." box and comment
FTO
Phase:
RATING SCALE
Not Acceptable By
Superior By
FTO Program
Acceptable
FTO Program
ASSIGNMENT OR REASON FOR NO EVALUATION
Standards
Level
Standards
€
1
2
3
[4]
5
6
7
APPEARANCE
R.T.
N.O. N.R.T.
1 GENERAL APPEARANCE
1-
1
2
3
4
5
6
7
[
]
ATTITUDE
2 ACCEPTANCE OF FEEDBACK-VERBAL/BEHAVIORAL
2-
1
2
3
4
5
6
7
[
3 ATTITUDE TOWARD POLICE WORK
3-
1
2
3
4
5
6
7
KNOWLEDGE
4 KNOWLEDGE OF DEPARTMENT POLICIES AND PROCEDURES
4-
1
2
3
4
5
6
7
REFLECTED BY VERBAL/WRITTEN/SIMULATED TESTING
1
2
3
4
5
6
7
[
REFLECTED IN FIELD PERFORMANCE
5 KNOWLEDGE OF CRIMINAL STATUTES
5-
1
2
3
4
5
6
7
REFLECTED BY VERBAL/WRITTEN/SIMULATED TESTING
1
2
3
4
5
6
7
[
REFLECTED IN FIELD PERFORMANCE
6 KNOWLEDGE OF WMATA RULES/REGULATIONS
6-
1
2
3
4
5
6
7
[
REFLECTED BY VERBAL/WRITTEN/SIMULATED TESTING
1
2
3
4
5
6.
7
[ ]
REFLECTED IN FIELD PERFORMANCE
7 KNOWLEDGE OF TRAFFIC CODES
7-
1
2
3
4
5
6
7
[
REFLECTED BY VERBAL/WRITTEN/SIMULATED TESTING
1
2
3
4
5
6
7
[ ]
REFLECTED IN FIELD PERFORMANCE
8 KNOWLEDGE OF CODES OF CRIMINAL PROCEDURE
8-
1
2
3
4
5
6
7
REFLECTED BY VERBAL/WRITTEN/SIMULATED TESTING
1
2
3
4
5
6
7
REFLECTED IN FIELD PERFORMANCE
PERFORMANCE
9-
1
2
3
4
5
6
7
[
9 DRIVING SKILLS
10-
1
2
3
4
5
6
7
10 ORIENTATION: METROPOLITAN AREA/METRO RAIL SYSTEM
11-
1
2
3
4
5
6
7
11 ORIENTATION: RESPONSE TIME TO CALLS
12-
1
2
3
4
5
6
7
12 ROUTINE FORMS: ACCURACY/COMPLETENESS
13-
1
2
3
4
5
6
7
13 REPORT WRITING: ORGANIZATION/DETAILS
14-
1
2
3
4
5
6
7
14 REPORT WRITING: GRAMMAR/SPELLING/NEATNESS
15-
1
2
3
4
5
6
7
15 REPORT WRITING: APPROPRIATE TIME USED
16-
1
2
3
4
5
.6
7
16 FIELD PERFORMANCE: NON-STRESS CONDITIONS
17-
1
2
3
4
5
6
7
17 FIELD PERFORMANCE: STRESS CONDITIONS
18-
1
2
3
4
5
6
7
18 INVESTIGATIVE SKILLS
19-
1
2
3
4
5
6
7
19 INTERVIEW/INTERROGATION SKILL
20-
1
2
3
4
5
6
7
20 SELF-INITIATED FIELD ACTIVITY
21-
1
2
3
4
5
6
7
21 OFFICER SAFETY: GENERAL
22-
1
2
3
4
5
6
7
22 OFFICER SAFETY: SUSPECTS/SUS. PERS./PRISONERS
23-
1
2
3
4
5
6
7
23 CONTROL OF CONFLICT: VOICE COMMAND
24-
1
2
3
4
5
6
7
24 CONTROL OF CONFLICT: PHYSICAL SKILL
25-
1
2
3
4
5
6
7
25 PROBLEM SOLVING/DECISION MAKING
26-
1
2
3
4
5
6
7
26 RADIO: APPROPRIATE USE OF CODES/PROCEDURES
27-
1
2
3
4
5
6
7
27 RADIO: LISTENS AND COMPREHENDS TRANSMISSIONS
28-
1
2
3
4
5
6
7
28 RADIO: ARTICULATION OF TRANSMISSIONS
RELATIONSHIPS
29-
1
2
3
4
5
6
7
29 WITH CITIZENS IN GENERAL
30-
1
2
3
4
5
6
7
30 WITH ETHNIC GROUPS OTHER THAN OWN
31-
1
2
3
4
5
6
7
31
OTHER DEPARTMENT MEMBERS
32-
1
2
3
4
5
6
7
32 WITH FTOs/SUPERVISORS
MINUTES OF REMEDIAL TRAINING TIME (EXPLAIN PLANS)
H 4.122 (Front) (7/88)
11
4th Qtr 89
Field Training Quarterly
Daily Obervation Report
(Back)
The most satisfactory area of performance today was rating category number
A specific incident which demonstrates today's performance in this area is:
The least satisfactory area of performance today was rating category number
A specific incident which demonstrates today's performance in this area is:
Documentation of performance/observations and comments:
Cat. No.
Today's Activity
Arrests:
Citations:
Parking Violations:
Moving Violations:
Recruit Officer Signature
Training Officer Signature
Reviewed By
1. Set the stage/scene.
5. Report facts.
2. Use lists as appropriate.
6. Critique Performance.
3. Consider Verbatim Quotes.
7. Check spelling, grammar, etc.
4. Remember your audience.
8. Think remedial!
4.125 (Back) (7/88)
4th Qtr 89
12
Field Training Quarterly
management's support for
the program.
Uncommon Features
The design of the Metro
Transit Police field training
program is not unique. It is
based on the San Jose model
and is similar to many others
in the country. What makes
this program unusual is that
Metro Transit police officers
must be well versed ont only
in the laws, policies and pro-
cedures of the State of
Maryland, the Common-
wealth of Virginia, and the
chance to recognize those
cops that you appreciate
District of Columbia, but also
who have done outstanding
them than to treat them to
in each jurisdiction within
work in the program during
lunch! The chief of police or
the states and district. Since
the year. For instance, FTOs
the assistant chief also ad-
we are a "regional" police
who have consistently sub-
dresses the FTOs in an effort
department, transit police
mitted exceptional Daily Of-
to provide encouragement
officers enforce state, county
fense Reports and those who
and to demonstrate
and local regulations that
have gone that extra dis-
tance to help a recruit who is
having problems are recog-
nized. This year for example,
the top five officers on the
sergeant's promotional list
are FTOs; the top three ser-
geants on the lieutenant's
promotional list are mem-
bers of the field training pro-
8644907
gram. The second purpose of
a retraining session held out-
side of the work environment
is so the department can
show its appreciation for the
work that the members of the
field training staff perform.
What better way to show
13
4th Qtr 89
Field Training Quarterly
ing in the laws, policies, and
procedures of Maryland and
the jurisdictions within the
state. Phase one lasts three
weeks. Following phase one
recruits may be assigned to
either phase two, concentrat-
ing on the District of Colum-
bia, phase three which covers
Virginia, or phase four which
emphasizes patrol car opera-
tions and traffic enforce-
ment. Policy, safety, radio
procedures, and other topics
are taught throughout
phases one through four,
each of which last two weeks.
Phase five is the evaluation-
apply to the operations of the
phase one; here they're
only phase during which the
Transit Authority within the
taught basic officer safety
FTO, who is dressed in
1600 square mile "transit
techniques and what we
civilian attire, "shadows" the
zone" surrounding the
believe to be important
recruit for evaluation pur-
nation's capitol. Officers
liability issues (such as use of
poses.
must also be familiar with
force and powers of arrest).
FTQ
the emergency procedures
Recruits also receive train-
and rescue techniques that
are associated with policing
an underground rail system.
Although the department
has a 52 member mobile
patrol unit most officers are
assigned to the subways and
patrol their assigned areas
on foot.
Consequently, the Recruit
Officer's Training Guide, or
checklist, is not specifically
desinged to progress from
simple tasks to more compli-
cated responsibilities. The
guide is divided into four
areas or phases. All new
recruits enter the program in
4th Qtr 89
14
Field Training Quarterly
REGIONAL NEWS
NORTHEAST
to: Northwestern University
SOUTHWEST
Traffic Institute, P.O. Box 1409,
Evanston, IL 60204. Course offered
October 2 through 6, 1989.
DELAWARE -Management of the
Police Training Function.
Presented by the University of
TEXAS - Training for Trainers.
ILLINOIS - Managing Field Train-
Delaware, October 16 - 18. To be
Careertrack announces a two-
ing Officer Programs. Offered by
held in Wilmington, DE. For ad-
day seminar on how to design
the Northwestern University
ditional information write:
and deliver effective training
Traffic Institute. Course to be con-
University of Delaware, attn:
programs. To be offered Novem-
ducted November 1 through 3,
Jacob Haber, Law Enforcement
ber 2nd and 3rd in Houston, TX.
1989. To register or to inquire
Training Program, 2800 Pennsyl-
To register write: Careertrack
write: Northwestern University
vania Avenue, Wilmington, DE
Inc., MS 10, 3085 Center Green
Traffic Institute, P.O. Box 1409,
19806 or call 302/573-4487.
Drive, Boulder, CO 80301-5408,
Evanston, IL 60204.
or call 303/447-2300.
Kentucky - Annual Conference of
the International Association of
TEXAS - School of Police Super-
Chiefs of Police. To be held in
vision. Presented by the South-
PACIFIC
Louisville, KY October 14 - 18.
western Law Enforcement
For additional information call
Institute. Course offered October
the IACP at 1-800-638-4085.
2 - 27, 1989. To be held in Dallas,
TX. For additional information
contact Southwestern Law Enfor-
cement Institute at P.O. Box
NEVADA - Street Survival '89. Of-
830707, Richardson, TX 75083-
SOUTHEAST
fered by Calibre Press, Inc. The
0707. You may also call 214/690-
program is offered December 13 -
2370.
15, 1989 in Las Vegas, NV. For
additional information call 1-
800-323-0037.
PLAINS
GEORGIA - Street Survival '89.
Offered by Calibre Press, Inc.
CALIFORNIA - Management of
The program is offered Novem-
the FTO Program. Presented by
ber 5 - 7, 1989 in Savannah, GA at
ILLINOIS - Field Training Officers
Center for Criminal Justice, Cal
the Sheraton Savannah Resort.
Program. Offered by the
State University, Long Beach,
For additional information call
Northwestern University Traffic
CA. To be offered November 6 -
1-800-323-0037.
Institute, Evanston, IL. Addition-
8, 1989. To obtain additional in-
al information may be obtained
vormation call 213/985-4940.
by calling 1-800-323-4011 or write
15
4th Qtr 89
Field Training Quarterly
Needs and Principles
of the Recruit Training
Checklist
by
Sergeant Mickey K. Bennett
Long Beach (CA) Police Department
uring my evaluation of agencies
The primary objectives of a recruit train-
that use the San Jose Model Field
ing checklist are:
Training and Evaluation Program
I have noted that some organizations have
overemphasized the evaluation tasks and
Weekly training goals
neglected the training procedures.
Building-block training (simple tasks
The primary goal of an Field Training Of-
to complex tasks)
ficer (FTO) program is to successfully take
an academy graduate from their paper and
High liability issues
pencil world into the "real world" of police
work. In order to accomplish this goal, we
Detailed instructional outline
must ensure quality training for each and
every recruit officer during this transition-
Resource material
al period.
Re-emphasis of most critical
To ensure this, the Long Beach (CA) Police
academy performance objectives
Department has used a recruit training
checklist since the San Jose model was
Cross directory of information
adopted by the police department in 1982.
Verification of training
The recruit training checklist was recently
updated. The principles of this document
Weekly quizzes
are applicable to any agency regardless of
their size or the number of recruits in their
The checklist was prioritized by FTOs.
program.
The weekly topics are as follows:
4th Qtr 89
16
Field Training Quarterly
Recruit Training Checklist
Weekly Topics
Week 1
Orientation and Radio Procedures
Week 2
Report Writing
Week 3
Arrest Procedures, Searches, and Field Show-Ups
Week 4
Juvenile Procedures
Week 5
Traffic Procedures, Driving Under the Influence
Week 6
Vehicle Occupancy Control, Emergency Vehicle Operation
Week 7
Restraining Orders, Family Disputes, Sexual Assault Investigations,
Landlord/Tenant Disputes
Week 8
Burglary Investigations, Robbery Investigations, Auto Theft Investigations
Week 9
Preliminary Crime Scene Investigation, Physical Evidence
Week 10
Death Cases, Missing Persons
Week 11
Narcotics/Vice Procedures
Week 12
Bunco Investigations, Credit Card Investigations, Mental Illness Inves-
tigations
Week 13
SWAT Call-Out Procedures, Hostage Procedures, Bomb Investigation
Week 14
Neighborhood Watch, Bilingual Program, Police Officer Demeanor/Cour-
tesy, Press Relations
The Long Beach Police
recruits are rotated at the
areas could possibly cause
Department Recruit Train-
end of each training period
an otherwise qualified
ing Checklist has been cus-
from FTO to FTO. Without
recruit to fail the evalua-
tomized for this agency's
this checklist each FTO
tion phase or lose a
needs and to compliment
would have to develop
qualified officer because of
the academy training. This
training activities which
improper training.
programmed training in-
could leave major areas un-
sures consistency as
trained. These untrained
FTQ
17
4th Qtr 89
Field Training Quarterly
Gaston County PD
Gives Boost To
FTO Program
submitted by
Captain Norman L. Price
Gaston County (NC) Police Department
n November, 1987, the Gaston
County Police Department began
undergoing some major changes in
departmental philosophy. These changes
came about with the appointment of Thomas
D. McCarthy, Formerly of the Newport News
The Field Training Officer
Virginia Police Department, to Chief of Police.
(FTO) program is the basic
and essential element of a
Field Training a Top Priority
law enforcement
A top priority of the this new administra-
tion was the creation of a formal field train
"
management system
ing program to replace the inadequate,
practically nonexistent, program of previous
years. It became my assignment to develop
- Norman L. Price
such a program.
The Field Training Officer (FTO) program
is the basic and essential element of a law
enforcement management system in that it
deals with the selection, training and
evaluation of personnel. A good FTO pro-
gram will protect against false Equal
4th Qtr 89
18
Field Training Quarterly
Employment Opportunity
officers. This training must
on North Carolina. We con-
and liability claims. More
be performance based, or
sider this training to be of
important, it will build and
"hands on" training when-
the finest of its type in the
strengthen the fundamen-
ever possible. This can be
nation.
tal fabric of any organiza-
accomplished in a one-on-
However, a need was iden-
tion - its people. There is
one training situation.
tified that no amount of
probably no other single
Secondly we must provide
academy training could
personnel and training pro-
continuous retraining
meet. There was a problem
gram that will promote the
programs at the depart-
with officers making the
long term growth and
ment and squad levels to
transition from the
quality of a department to
refresh past training objec-
academic setting to actual
the extent of a properly run
tives and deliver new
job performance. The solu-
FTO program.
material as it is developed.
tion has been provided in
The Gaston County Police
As a working member at
the form of this Field Train-
Department is committed
the level of execution, the
ing Program.
to the development of a ef-
Field Training Officer is in
fective law enforcement
position to deliver timely
agency - one that provides
in-service training at the
Benefits of the Field
efficient service to the com-
source of need on a regular
Training Officer
munity, while in constant
basis.
Program
search of methods to im-
prove the competency level
1. Provides comprehen-
of officers. The training
Purpose of the Field
sive and consistent on-
responsibilities of the Gas-
Training Program
the-job training to
ton County Police Depart-
cadets and probation-
ment are second only to our
The Field Training Officer
program is designed to pro-
ary officers on an in-
primary purpose of insur-
dividual basis.
ing the public safety and
vide the Gaston County
the maintenance of peace
Police Department with a
and order. Training is the
high caliber of well trained
2. Provides training
cornerstone upon which we
police officers who will per-
tailored to the unique
form their duties and
duties of different
must build a successful pro-
responsibilities with exper-
units and divisions of
gram for providing effective
and timely service to the
tise and confidence; thereby
the department.
community. Due to the na-
maintaining the high
ture of the police purpose
standards established by
3. Reduces litigation by
and the ever changing
the Gaston County Police
enhancing employee
criminal justice system, we
Department.
efficiency and effect-
must accomplish two im-
Gaston County Police of-
iveness through struc-
portant training goals:
ficers now attend an
tured and competency
First we must provide a
eighteen (18) week police
based training.
well organized, practically
academy as provided for
oriented training for recruit
and required by the State
4th Qtr 89
19
Field Training Quarterly
ment. The Board is respon-
5. Provides job coaching
sible for overseeing the
and remedial or
development and operation
refresher training.
of the Field Training Officer
Program. The Board also,
6. Monitors individual
serves in an advisory
training records to en-
capacity to the Chief of Police
sure that training re-
in all matters relating to the
FTO program.
quirements are being
met.
The Field Training Board
consists of a Chairman
7. Decreases
staff
selected by the Chief of Police
and at least five other sworn
grievances by improv-
ing employee job un-
members of the department
Captain Norman L. Price
chosen by the Chairman.
derstanding and the
These members will be
creation of a more posi-
chosen from various ranks
tive work environ-
and units.
ment.
Additionally, the immedi-
ate supervisor of the officer
8. Exposes the cadet of-
to whom the Board's atten-
ficer to actual par-
tion is focused, will sit as a
ticipation in all units
member during that par-
of the department
ticular session.
during training,
providing him/her
with a working
Training For Trainers
knowledge of the over-
all operation before
The Gaston County Police
being released to as-
Department has ten officers
sume solo patrol
certified as instructors by the
duties.
State of North Carolina.
These officers/instructors
Governing Body of
were charged with the
the FTO Program
responsibility for developing
a 40hour training course for
A governing body for the
the potential FTO's The
Field Training Officer Pro-
course is primarily modeled
gram was created and known
after the Oakland Police
as the Field Training Board.
Department in California.
This six member board was
FTO's that are selected also
selected from varying ranks
serve as evaluators during
and divisions of the depart-
the cadet's final evaluation
4th Qtr 89
20
Field Training Quarterly
FTO's The course is
demonstrate the ability to
looked if left open to simply
primarily modeled after the
satisfactorily perform each
a chance encounter.
Oakland Police Depart-
identified skill. No longer
Familiar surroundings cre-
ment in California. FTO's
will mere knowledge suf-
ate confidence and a posi-
that are selected also serve
fice. Actual performance
tive approach in the new
as evaluators during the
will be the mode of evalua-
officer.
It greatly
cadet's final evaluation
tion. To help the FTO with
eliminates feelings of un-
phase. The FTO's are given
the training process, the
certainty, hesitancy, embar-
a year-round five percent
tasks and skills that have
rassment, confusion, and
pay increase.
been identified as man-
anxiety for the cadet officer.
datory for patrol officers
The most competent FTO
have been categorized. The
would never be able to con-
The Field Training
categorization has been
vey to the cadet all the
and Evaluation
designed as a training aid -
necessary components for
Manual
not a barrier. In addition to
successful job performance
the above, the manual
without some written
The Field Training and
provides for written
guide. The manual equips
Evaluation Manual con-
documentation of the fol-
the FTO with a method of
sists
of
twenty-six
lowing:
total instruction.
categories. The Field
Training Board of the Gas-
Actual participation in the
activities of the other
ton County Police Depart-
various divisions and units
The Field Training
ment has constructed the
Field Training and Evalua-
of the department.
and Performance
Evaluation Schedule
tion Manual as a written
Familiarization of the
guide for the Field Training
location of all departmental
The Field Training and
Officer and other personnel
offices, other county agen-
Evaluation Schedule con-
involved in the field train-
cies, other police agencies,
sists of 72 working days and
ing process. It is also a
and all other facilities and
requires 17 calendar weeks
mode for written documen-
buildings that the officer
for completion. At present,
tation of the performance of
will likely have occasion to
twelve cadets have success-
cadet and probationary of-
come in contact with in the
fully completed the FTO
ficers.
course of his duties. When
program with two currently
possible, the cadet is intro-
assigned.
In the past, a cadet or
duced to the personnel con-
probationary officer was
The Field Training and
nected with the above.
able to pass through the
Performance Evaluation
probationary period
The Field Training Board
Program is divided into four
without having to display
feels that with these
phases, which follow a two
any specific member of
specifics included in the im-
day orientation during
tasks or skills. Now, to be
mediate field training
which cadets Community
certified for independent
process, the cadet will have
Services Division. The four
patrol, the cadet or proba-
knowledge of many things
phases are in the Patrol
tionary officer must
that may have gone over-
Division and are as follows:
21
4th Qtr 89
Field Training Quarterly
would be advantageous to
the cadet's training.
Each of the first three
training phases represent
time spent on different
watches or shifts. In this
manner, the department
assures a cursory exposure
to the multiple per-
sonalities of Gaston
County's citizens. We are
COUNTY
in the people business and
knowledgeable police per-
sonnel have long recognized
the fact that time of day has
a great deal to do with
Caston County Police Department Field Training Officer Mark Johnson (left)
tem perament, attitudes,
familiarizes cadet Bobby Henderson with vehicle trunk items.
and inclinations of the
people moving about in the
County of Gaston.
three phases for field train-
tion Unit (crime scene
ing and on phase for final
search).
Police officers are people
evaluation. The length of
and each officer possesses
each of the first three
These familiarization
his personal likes, dislikes,
phases is fifteen (15) work-
days may come at any point
aptitudes, and perspectives
ing days. The last or final
during the program, but
regarding police work. The
evaluation phase also con-
usually not until after
individual personality is
Phase One has been com-
sists of fifteen (15) working
reflected in the Field Train-
days.
pleted. The first two days
ing Officer's opinion of the
of the program in Com-
cadet's performance. The
In addition to these four
munity Services are, how-
importance of the cadet's
phases, there will be twelve
ever, included in the twelve
exposure to the multiple
(12) days of familiarization
days. (Note: In the original
personalities of our citizens
of specialized units - three
manual, the specialized
is equally shared by the
(3) days in each of the four
unit days were considered
need to expose the cadet to
specialized units. The four
as a separate phase (four),
the different personalities
specialized units are: Com-
but in this revised edition,
contained within the Gas-
munity Services (com-
are referred to only as Spe-
ton County Police Depart-
munity watch programs),
cialized Unit Assignments.
ment. Each time the cadet
Criminal Investigation
Specialized unit assign-
progresses to the next
Unit (major case detec-
ments may be inserted at
training phase, the cadet
tives), Special Investiga-
any point during or be-
will be assigned to a dif-
tion Unit (vice/controlled
tween phases when, as a
ferent FTO. We are in-
substances), and Identifica-
matter of practicality,
dividually the product of
4th Qtr 89
22
Field Training Quarterly
Daily Training Report
Gaston County Police Department-Field Training Board
Field Training and Performance Evaluation Program
Daily Training Report
Phase: 1 2 3
Day #:
Div:
Shift:
Date:
Cadet Office:
#
FTO or US:
#:
Check the appropriate line across from the categories based on the training opportunities the Cadet Officer was
provided during the day and furnish the required documentation on the reverse side of this Daily Training Report.
TRAINING CATEGORIES
TRAINING PROVIDED
ORIENTATION
YES
NO
1. APPEARANCE
2. ACCEPTANCE OF CRITICISM
3. ATTITUDE TOWARD POLICE WORK
4. USE OF COMMON SENSE AND GOOD JUDGMENT
KNOWLEDGE
5. OF DEPARTMENTAL POLICIES AND PROCEDURES
6. OF COMMON NORTH CAROLINA CRIMINAL STATUTES
7. OF COMMON NORTH CAROLINA TRAFFIC LAWS
8. OF COMMON GASTON COUNTY ORDINANCES
PERFORMANCE
9. USE OF MAP
10. DISTRICT ORIENTATION / RESPONSE TIME
11. DRIVING SKILLS
12. APPROPRIATE USE OF THE RADIO
13. RADIO; LISTENS AND COMPREHENDS
14. ROUTINE FORMS: ACCURACY AND COMPLETENESS
15. REPORT WRITING: ORGANIZATION AND DETAIL
16. REPORT WRITING: GRAMMAR / SPELLING / NEATNESS / IBR
17. SELF-INITIATED FIELD ACTIVITY
18. MANAGING CALLS FOR SERVICE
19. CONDUCTING SEARCHES AND / OR SEIZURES
20. OFFICER SAFETY
21. PRISONER AND / OR MENTAL PATIENT MANAGEMENT
22. CONTROL OF CONFLICT
23. EXECUTION OF EVIDENTIARY TECHNIQUES
RELATIONSHIPS
24. WITH CITIZENS / VICTIMS / VIOLATORS / JUVENILES
25. WITH POLICE PERSONNEL
COURTS OF LAW
26. PURPOSE / RESPONSIBILITY / TECHNIQUES / DEMEANOR
4th Qtr 89
23
Field Training Quarterly
exposure and experience.
standards of measure-
Police for ultimate and final
Every police officer the
ments the FTO uses are the
approval.
cadet will meet will present
twenty-six (26) Training
Training and evaluation
some quality that will be
and Evaluation Categories
liked and retained and
and the Cadet Officers
phases may be extended for
a reasonable amount of
some will be will be disliked
Training
Checklist.
time when there exists a
and rejected. The cadet's
Receipt of the cadet's inde-
working personality will be
pendent patrol assignment
need for remedial training
a composite drawn from
is dependent upon his suc-
for a cadet with good poten-
each of his FTO's.
tial who, for whatever
cessful completion if the
Upon completion of Phase
final evaluation phase.
reason, is not quite ready to
assume an independent
Three, the cadet will
Training records and the
patrol assignment at the
progress to Phase Four.
FTO who have trained the
end of the standard pro-
During this phase the cadet
cadet and the recommenda-
gram.
will be assigned to his
tions of the FTO who
Once the cadet has been
original FTO. This will be
evaluated the cadet during
his evaluation phase.
the seventy-two (72) days of
promoted to independent
During Phase Four, the
the program will be con-
patrol, he/she will be
cadet will not be in training.
sidered, along with input
evaluated monthly by the
The cadet will be respon-
Squad Commander of that
from the cadet's super-
sible for providing all police
visors, and by the Field
watch until the probation-
services to the public. The
Training and Evaluation
ary period (one year) has
FTO is his passenger and it
Board. The decision of the
been completed.
is his /her duty to measure
Field Training and Evalua-
the cadets ability to meet
tion Board will be for-
FTQ
the responsibility. The
warded to the Chief of
CRASH!
20
Lingle ©
ZOOM!
I THINK ITS TIME FOR YOUR
DRIVER TRAINING, NOT TO
MENTION FILLING OUTTHE
ACCIDENT REPORTS!
4th Qtr 89
24
Field Training Quarterly
SENIOR PARTNER KEITH KUCIFER, OF THE TEXAS DEPARTMENT OF PUBLIC
SAFETY IDPSI, INTRODUCES PROBATIONARY TROOPER LEE HUDSON TO
HORIZONTAL GAZE NYSTAGMUS [HGN] TESTING, A UNIQUE METHOD OF
REMEDIAL
DWI DETECTION IN THE FIELD
I DON'T UNDERSTAND IT,
TRAINING
TROOPER KUCIFER. THIS
PERSON DROVE LIKE HE
WAS DWI, BUT HE HAS
PASSED THE STAND-
ARD FIELD SOBRIETY
TESTS THAT I HAVE
by
GIVEN HIM.
DID YOU GIVE HIM
THE HORIZONTAL
WARREN G.
GAZE NYSTAGMUS
TEST?
OBENLAND
NO, SIR. WHAT IS
THAT?
10-89
IT'S A ROADSIDE FIELD SOBRIETY
THE SECOND PART CHECKS EACH
TEST THAT EXAMINES THE EYES
THE FIRST PART
EYEBALL FOR NYSTAGMUS AT
OF A DWI SUSPECT FOR THE
CHECKS THE
PRESENCE OF INVOLUNTARY JERK-
W.G. OBENLAND
MAXIMUM DEVIATION FROM THE
ABILITY OF THE
FRONT-CENTER. I AT MAXIMUM
ING INYSTAGMUSI WHEN THE SUS-
SUSPECT'S
45°
DEVIATION NONE OF THE SCLERA
PECT LOOKS TO THE SIDES. THE
WILL BE VISIBLE IN THE OUTER
CORNER OF THE EYE BEING
TEST HAS THREE PARTS
TESTED. 1
THAT ARE CONDUCTED
ON BOTH EYES.
1989 COPYRIGHT ©
TEXAS
WARTHER
EYEBALLS TO SMOOTHLY PURSUE
AN OBJECT le.g. A PENI FROM
FRONT-CENTER (0°) TO THE
SUSPECT'S SIDES 145° OFF-
CENTER |.
THE LAST PART DETERMINES THE
ANGLE OF ONSET FOR NYSTAG -
MUS IN EACH EYE. IF THE ANGLE
IS LESS THAN 45° DEVIATION
Law enforcement personnel
FROM FRONT CENTER, THEN IT
desiring additional information
COUNTS AGAINST THE SUSPECT.
about HGN testing may obtain it
EACH OCCURRENCE OF NYSTAG-
MUS DURING THE HGN TEST
by writing to the following ad-
dress:
W.G. Abenland
Remedial Training
Police Department
University of Houston
Houston, TX 77204-6602
45°
do
0.
45°
Requests must be made on
FOUR POINTS, THERE IS A 77%
PROBABILITY THAT HE/SHE HAS
departmental stationary.
COUNTS AS ONE POINT AGAINST
A BLOOD ALCOHOL CONTENT OF
THE DWI SUSPECT. IF THE SUS -
AT LEAST 0.10%.
"
PECT SCORES A MINIMUM OF
4th Qtr 89
25
FIELD TRAINING QUARTERLY
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