Denver Police Department Police Training Officer Program Manual PDF

DENVER POLICE DEPARTMENT POLICE TRAINING OFFICER PROGRAM MANUAL January 2022 January 2022 Changes / Edits: Edit language for Learning Activity Package p. 23 Update CTR template questions pp. 26-28, 99-105 Include direction regarding the annual DPD evaluation process. P. 30 ...

DENVER POLICE DEPARTMENT POLICE TRAINING OFFICER PROGRAM MANUAL January 2022 January 2022 Changes / Edits: Edit language for Learning Activity Package p. 23 Update CTR template questions pp. 26-28, 99-105 Include direction regarding the annual DPD evaluation process. P. 30  Introduction 1  Changing Course 1  The PTO Model 2 How Does it Work? 3  Principles of Law Enforcement 4  Chapter 1: PBL Model 5 Problem-Based Learning 6Teaching Techniques in Problem-Based Learning 8 Failing Forward 9Problem-Based Learning 9 Using Problem-Based Learning Exercises as a Teaching Method 10  Summary of the Problem Based Learning Process 11 1 Chapter 2: Program Structure 13  Program Structure 14  Substantive Topics 17Core Competencies 17 Learning Matrix 18  Program Phases 21  Coaching and Evaluation Process 23  CTR Sample Template 26  Evaluation Tools 28  2 Chapter 3: Duties and Responsibilities 31  Duties and Responsibilities 32  Program Commander 32Program Administrator 32 Training Coordinator 32 Academy/PTO Coordinator 33  Police Training Officer (PTO) 33  Police Training Evaluator (PTE) 34 Board of Evaluators (BOE) 34Trainee’s Duties 35  Phased Training 35  3 Chapter 4: Evaluation Weeks 37  Bloom’s Taxonomy 38  Midterm Evaluation 41  Final Evaluation 45  Evaluation Sample Template 49  Sample Evaluation Reports 52 4 Appendix A: Learning Matrix by Core Competencies 61 5 Appendix B: Coaching and Training Report 97 6 Appendix C: Problem-Based Learning Exercises 107 7 Appendix D: Learning Activity Package Examples 125 8 Appendix E: Call Activity Log 139  9 Appendix F: Training Notes 149  10 1  disorderly youths gathering in a park are ill- A TRAINING AND EVALUATION considered strategies that communities can no MANUAL FOR POLICE TRAINEES longer afford. This manual is not based on developing Community-Oriented Policing and Problem Solving mechanical training or rote skills. Static skills are a (COPPS) is quickly becoming the philosophy and necessity in police work and are an integral part of daily practice of progressive police agencies any training program; however, they do not around the world. A common concern voiced by constitute the primary teaching approach police executives involves training, especially the necessary for today’s police agencies. training of new officers. This manual presents a Police Training Officer (PTO) program for training Research was conducted in the development of new police officers, which incorporates this manual to identify the key areas required in a contemporary adult educational methods and a modernized training program. Training officers, version of Problem-Based Learning (PBL) adapted administrators, and other police officers from for police. This approach to training provides a across the country participated in all stages of foundation for life-long learning that prepares the developing the PTO program. Meetings with new officer for the complexities in policing today experts from various disciplines, a nation-wide and in the future. survey of over 400 police agencies and reviews of dozens of police training manuals took place. Problem solving lies at the heart of contemporary Researchers examined field training systems from policing. The problem-solving process strikes at numerous police agencies across the United the roots of crime, rather than hacks at its States and Canada. branches. It provides police a more comprehensive understanding of problems through in-depth analysis and guides them in the development of Changing Course tailored strategies in collaboration with the There are two components of community policing: community. Rather than simple response to calls community partnership and problem solving. on an incident-by-incident basis, problem solving Partnership with the community is defined by the provides a broader model for police operations. degree of trust the citizens have in their police as well as the willingness of the police to share the Police administrators have recognized the responsibility for public safety with the community. ineffectiveness of incident-driven policing, as well An honest relationship must occur between the as the economic insensibility of random patrol, police and the community so that this partnership rapid response and post-crime investigation. can be fostered. This may involve police support Racing from call to call, in spite of its appeal on of basic social institutions, such as schools, television programs, does not promote good recreation centers, and other groups providing policing. For example, responding to the same valuable services to the community. domestic dispute nightly or citing the same 1 The second component, problem-solving, relies on taken place in classrooms and within the covers of the belief that crime and disorder can be analyzed medical texts, but, when faced with actual patients as problems that result from underlying conditions the interns were often unable to apply their or root causes and that, if these causes are knowledge successfully to cure the patients’ addressed, the problems may be solved. This is a ailments. break from the traditional concept of policing. The police in the United States have inherently seen Medical students were not training simply to learn themselves as crime fighters, not problem solvers. about diseases or anatomy or pharmacology. They However, under the philosophy of community were learning to help people get better or stay policing, they must spend time trying to solve healthy. While the students needed an essential community problems that create disorder rather body of knowledge, they also needed to know how than focusing solely on criminal matters. It stands and when to apply that information effectively when to reason, then, that they should be trained using a treating patients. Further, the students required a model that allows them to practice the skills system of learning and retaining information that necessary to become effective problem solvers. they could continue to use throughout their careers as doctors. PBL was so successful that numerous This model is truly not a change of course, but a re- medical schools have now adopted it for use. establishment of the principles upon which the very idea of law enforcement was founded. Sir Robert The similarities to policing are striking. Trainees Peel is credited for creating these nine principles in need to learn much more than just the laws and 1829, and they are just as valid today as they were procedures of our jurisdictions. They must then. The principles are described at the end of understand how to use their knowledge judiciously this section and will be referenced throughout this and effectively when dealing with individuals within manual. that community. They must also have a learning guideline that they can use each time they encounter different community problems. The PTO Model The Police Training Officer (PTO) program model Because we are asking more from our police today, is based on the teaching model of Problem-Based it follows that we must provide them with the Learning (PBL) and emphasizes the need for the resources and the training to fulfill their expanded police training officer (PTO) to function primarily as system of learning and retaining information that a trainer. PBL is used widely to teach medical they could continue to use throughout their careers. students who are training to become doctors. It The title law enforcer is too narrow a mandate or began in the late 1970s and early 1980s when Dr. description for any officer working in the United H. S. Barrows from a university medical school in States today. Herman Goldstein pioneered the Ontario found that medical students were entering concept of problem-oriented policing and wrote that examining rooms with vast amounts of knowledge the police objectives in our society span a wide but were unable to ask the right questions of the range of activities, from the protection of threats to patients they were examining. Their learning had 2 life and property and assisting crime victims to the have them learn about policing in the context of creation and maintenance of communal security. It solving those problems. The trainees work through makes good sense to have police trainees thinking responses with the help of their Police Training about roles and responsibilities as they approach Officer (PTO). The model uses a number of new specific problems in their daily work. Problem tools to do this, including the learning matrix and solving is an integral part of most elements of problem-based learning exercises. The manual police work and requires a creative and flexible explains all these terms. As Police Training Officers method of thinking. This model encourages that (PTOs), your primary responsibility lies in helping flexibility and creativity. trainees learn the job of policing and problem solving in the safest, most effective and efficient How does it work? The trainers assign manner. The PTO Model will facilitate that process problem-based learning exercises to trainees and for you. OBJECTIVES OF THE PROGRAM  To provide learning opportunities for new officers that meet or exceed the needs of both the community and the department To develop and enhance the trainee’s learning from the academy through a series of real-life problem-solving activities while working in the community, To foster a growing independence from the police training officer over the course of the program so the trainee is able to work effectively while alone on patrol To produce graduates of the training program who are capable of providing client centered, responsible, community-focused police services To teach transferable learning skills using a problem-based learning model that trainees can apply to problems throughout their careers To provide fair and consistent evaluations that address not only a trainee’s skills, knowledge acquisition and application, but also evaluate their ability to problem-solve effectively 3  Sir Robert Peel's Principles of Law Enforcement 1829 1. The basic mission for which police exist is to prevent crime and disorder as an alternative to the repression of crime and disorder by military force and severity of legal punishment. 2. The ability of the police to perform their duties is dependent upon public approval of police existence, actions, behavior and the ability of the police to secure and maintain public respect. 3. The police must secure the willing cooperation of the public in voluntary observance of the law to be able to secure and maintain public respect. 4. The degree of cooperation of the public that can be secured diminishes, proportionately, to the necessity for the use of physical force and compulsion in achieving police objectives. 5. The police seek and preserve public favor, not by catering to public opinion, but by constantly demonstrating absolutely impartial service to the law, in complete independence of policy, and without regard to the justice or injustice of the substance of individual laws; by ready offering of individual service and friendship to all members of society without regard to their race or social standing, by ready exercise of courtesy and friendly good humor; and by ready offering of individual sacrifice in protecting and preserving life. 6. The police should use physical force to the extent necessary to secure observance of the law or to restore order only when the exercise of persuasion, advice and warning is found to be insufficient to achieve police objectives; and police should use only the minimum degree of physical force which is necessary on any particular occasion for achieving a police objective. 7. The police at all times should maintain a relationship with the public that gives reality to the historic tradition that the police are the public and the public are the police; the police are the only members of the public who are paid to give full-time attention to duties which are incumbent on every citizen in the intent of the community welfare. 8. The police should always direct their actions toward their functions and never appear to usurp the powers of the judiciary by avenging individuals or the state, or authoritatively judging guilt or punishing the guilty. 9. The test of police efficiency is the absence of crime and disorder, not the visible evidence of police action in dealing with them. 4  CHAPTER 1 PROBLEM BASED LEARNING MODEL 5  Chapter 1 Chapter Components Problem-Based Learning Teaching Techniques in Problem-Based Learning Failing Forward Community Learning Using Problem-Based Learning Exercises as a Teaching Method We want trainees to learn how to analyze complex problems as they are presented in real life. To appreciate how this will happen, both the trainee and the Police Training Officer (PTO) must have a basic understanding of the concepts of content knowledge, learning styles, teaching methods, and evaluation standards. While the program links these topics and empowers trainees to think and behave according to their strengths, it also accounts for the difficulties we all face when learning challenging new material. The program structure allows the trainee and trainer to proceed using the regular patrol activities of daily policing. The trainee receives problem-based learning exercises (PBLEs) from the PTO that he or she must complete before the end of the current training phase. Throughout, the trainee and PTO respond to regular calls for service and perform normal police activities. These activities provide the necessary background information to complete the phase’s PBLE. The PBLEs are located in Appendix C. In addition to the assignments, the trainee will also regularly document learning related to policing activities and the current PBLE in his or her training notes (See Appendix F). From this, each week the trainee and PTO select specific events for discussion in a Coaching and Training Report (CTR). The CTR utilizes a Learning Matrix, which is described below, and found in Appendix B to focus learning experiences. PROBLEM-BASED LEARNING Problem-Based Learning (PBL) This training model values and rewards analysis PBL is a student-centered teaching model that incorporates problem solving as the vehicle for and problem solving. We have an opportunity to student learning. Traditionally, learning has involved move away from call-driven policing towards a a teacher or instructor delivering information as content to the learner. PBL, however, begins with problem-solving model. We can have a presentation of a real-life problem that the student substantial impact on the nature of the policing must attempt to solve. The student follows a pattern of discovery whereby he or she expresses ideas that goes on in our community by revising what about resolving the problem, lists known facts, takes place in our academies and post-academy decides what information he or she needs to learn (including naming sources for that learning) and then training programs. develops action plans which consider legal authority, are necessary, and are reasonable to address the problem. 6  Problem-based learning (PBL) is an educational approach well Problem-Based Learning Exercises (PBLEs), known as ill-structured established in the field of education, in medical schools, and in problems in PBL, are the foundations other professional communities. This successful method of training upon which this PTO Model rests. The characteristics of problem-based helps students to learn relevant material through a problem-solving learning exercises are as follows: process. They are not easily solved The learner lacks essential information that must be obtained It is a method of teaching that presents students with a problem to solve the problem without an easy solution. One part of it is called an ill-structured The learner must consider a variety of facts and issues problem, known hereafter as a problem-based learning exercise The learning occurs in the context (PBLE). It encourages the learner to ask questions, hypothesize, of the problem solving Learning that occurs has a real life and complete research to solve problems. The same process context exists in problem solving with the S.A.R.A. process. Some of the The learner follows a process that he or she can apply to future benefits of the problem-based learning exercise include: the problems opportunity for problem-solving according to individual learning styles, the use and practice of problem-solving, and the development of critical thinking skills. Most importantly, it enlists the community as group members in the trainee’s learning process. Clearly, it is critically important that trainees know and apply the proper procedures for responding to robberies, other violent crimes, and serious traffic accidents. It is equally important they understand how to look at such problems in a broader context and see them as social problems that police can effectively address in a number of ways over a period of time. Therefore, much of the effort in this model for training new officers focuses on process rather than content. The most tangible benefits lie in its application to real life street situations that have neither easy answers nor obvious solutions. What better model can we have for police learning than a process that encourages exploration, analysis and systematic thinking? The PBL method encourages the trainee to collaborate with peers, develop resources and communicate effectively with the community. They will develop action plans which establish legal authority, are necessary, and reasonable to the problem. These are the hallmarks of good police work. Therefore, using PBL, trainees are reminded not to focus on just the particular incident, but rather to hypothesize, investigate, analyze, and respond. In the PTO Model, the requirement to demonstrate these skills will not change. Many of the skills are simply placed in the context of solving a problem. The learning proceeds in a number of ways: The trainee receives one problem-based learning exercise (PBLE) during each phase of training. He or she works on this throughout that phase. At the end of each phase of training the trainee presents his or her solutions to the problem-based learning exercise (PBLE). It is evaluated and the next phase begins. 7  The police training officer (PTO) and trainee proceed with their normal daily routine. They record in a normal manner these daily calls and activities in the recruit’s Training Notes and use these notes to reflect upon and develop ideas for the weekly Coaching and Training Reports (CTRs). At the end of the week, the trainee and the PTO select one or two events from that week’s activities that correspond to the substantive topic of study (i.e. phase of training). For example, during Phase B (the emergency response phase), they spot a stolen vehicle and perform a high risk stop. The trainer or trainee may select that incident as the basis for the weekly evaluation. On the Coaching and Training Report (CTR), the trainee completes a self-evaluation of his or her performance during that incident, describing application of the core competencies involved. The PTO also includes comments on the trainee’s progress on the Coaching and Training Report. CTRs are completed for every week of training except during evaluation weeks. This would include any additional weeks of training due to extended training. The application of PBL is a sensible grafting of two contemporary movements in education and policing. This program uses the logic of problem-oriented policing and applies it to the training of new officers. TEACHING TECHNIQUES IN PROBLEM-BASED LEARNING In the Problem-Based Learning (PBL) method, the student examines a real-life problem for study. Within the problem-solving process, the trainee learns to ask the right questions. The PTO acts as a guide and resource by supporting and encouraging the trainee in the process of inquiry and guides the trainee where appropriate. Rather than telling the trainee the answers to problems, the PTO presents problems and allows the trainee to go through an established process to find answers or solutions. Research over the past 15 years has shown this approach to be the most effective and successful method for helping adult learners to become capable and competent problem solvers. For years, professions such as education and medicine have successfully employed this method to train and graduate competent and confident teachers and doctors. The PBL training model, applied within the police profession, will offer the same benefits to new police officers. PBL forces learners to confront what they know as well as what they don’t know. It requires them to ask questions, conduct research, and determine what actions must be undertaken and what evaluation must occur. The following steps are the basis of the problem-solving style: Presentation of the problem occurs as a first step The problem represents a real- life issue for the learner The learner analyzes the problem, applies reason and knowledge, consults and evaluates his or her progress through the process The learner identifies what he or she needs to learn about the problem The learner applies the new knowledge he or she learns to the problem The learning is summarized and integrated into other areas or other problems. 8 FAILING FORWARD Many of our greatest discoveries occur when we fail. Contemporary police writers and leaders call this failing forward. We in policing want to minimize our mistakes and excel at what we do to provide high quality police services. This means making our own discoveries about effective strategies. By using problem-based learning (PBL), trainees discover not only positive solutions to problems in the community, but also what does not work. This model encourages trainees to discover for themselves Failing Forward what will and will not work on the street. Under the supervision Some of our most profound learning of their PTO, trainees suggest solutions to problems, some of occurs when we make mistakes. Contemporary police writers and leaders which will not work. Thus, learning can legitimately take place call this “failing forward” (Geller and within the context of failing forward. This is how trainees learn Swanger, 1996). By using PBL, trainees discover not only positive solutions, but to excel as police officers. also what does not work. Rather than always trying to get the answer right by applying rote procedures, we want the trainees to think collaboratively and creatively to find their own solutions. This means that they be given the leeway to discover their own answers. PBL excels in this regard because the trainee examines both the effective and ineffective responses. Because the learning takes place in the context of a problem, this method of teaching has particular relevance for police agencies. Solving problems is what police officers do, day in and day out, in their working lives. PBL facilitates that process. To guide the trainee in problem solving (and decision making), the Denver Police Department Decision Making Model should be used when working through problems and when making decisions. PROBLEM-BASED LEARNING EXERCISE (PBLE) Problem-based learning (PBL) in policing will have unique characteristics. Not all policing involves problem solving. Problem solving utilizes the S.A.R.A. process to identify and analyze ongoing problems. However, emergency response, public order, and other police activities are not generally problem-solving situations to which one could apply problem-solving techniques. The advantage of problem-based learning as a teaching method is in its flexibility to deal with most situations or police work, by using the Decision Making Model. A key difference in how PBL will function in policing lies in the nature of the groups that will form. In other learning environments, groups of students come together within the classroom. They collaborate to develop a product that will help solve the problem they were given by the instructor. In this model, however, the trainees and PTOs will form a slightly different unit. The PTO helps the trainee to utilize members of the community as part of his or her problem-solving team. We have called this problem-based Problem-Based Learning learning because it facilitates the Once a trainee receives the problem-based learning exercise involvement of those individuals most (PBLE), he or she will form partnerships to solve the problem. invested in community problems. These partners may include other police officers, including the police training officer, members of social or community For example, if the trainer presents a services, witnesses, victims, or other members of the “drug sales in a park near a school” community. This process is known as problem-based problem-based learning exercise to the learning. trainee, the trainee would need to seek contact with others such as the local park authorities, the school administrators, narcotics unit officers, the 9 school resource officer, the neighbors using the park and perhaps even the suspected dealers. These individuals become “group members” with whom the trainee seeks input and solutions. The PTO will encourage the trainee to listen to the concerns, the guidance and the expertise of these individuals. The PTO will act as both mentor and guide to the trainee as he or she moves through this process. Once presented with a problem-based learning exercise (PBLE), the trainee follows these steps, which are also described by the Denver Police Department Decision Making Model (see page 12): Ideas - Respond and record initial responses to the problem. (i.e. Close the park, arrest the sellers, etc.) The trainee will later revisit these responses to determine their validity in light of the new information he or she gains during the process. Collect Information / Facts - List all of the known facts regarding the problem. (i.e. The sales are not during school hours, the sellers are from out of the area, the buyers are from the area, etc.) Assess the Situation / Learning Issues - The trainee asks, “What do I need to know to solve this problem?” (i.e. Who is responsible for the park? What is the municipal ordinance regarding the park? What are the drug laws? What vehicle or walking routes do the dealers take to arrive at the park? Whom should I notify at the school?) Consider Options / Action Plans - What can we do with legal authority, is necessary, and reasonable to the problem? From the identified options, create an action plan that best addresses the problem. (i.e. Make arrests, notify narcotics unit officers, speak with park officials to move benches and put in lights, set up a neighborhood watch meeting.) Through each stage of the process the PTO plays the vital role of counselor, facilitator, questioner and resource person. USING PROBLEM-BASED LEARNING EXERCISES AS A TEACHING METHOD As noted above, PTOs will use the problem-based learning exercises as the primary teaching method with trainees. While learning will certainly occur during the handling of routine calls for service, the problem-based learning exercises (PBLEs) are the means by which each of the four substantive topics of police response are introduced to the trainee. PBLEs are included in Appendix C. A detailed description of the basic teaching methods of problem-based learning follows: 1. At the beginning of each phase of instruction, the PTO presents the problem-based learning exercise (PBLE) for that phase to the trainee. 2. After initial consideration of these problems, the trainee generates ideas about solutions to the problem, records them, and discusses them with the PTO. The trainee lists all ideas; even those the PTO knows will not work. 3. Over the next few days, the trainee creates a list of known facts about these problems. 4. Over the next week (or two) the trainee collects information on the problem based on incidents the training team responds to and discussions with community members. The trainee may wish to revise the original ideas at this point. 5. By the end of the phase, the trainee develops an action plan which establishes legal authority, is 10  necessary, and reasonable to the problem. Throughout this phase, the PTO facilitates the learning so that the trainee discovers what does and does not work, and what community resources are available to help resolve the problem. 6. The trainee presents the action plan to the problem. Solutions the trainee presents to the hypothetical problem are only the first step. The next step occurs when the PTO provides problem-based learning exercises from their daily activities. These real-life problems provide a more realistic training setting for the trainee and help build confidence. In the final week of the phase, the trainee and the PTO evaluate the project results and the learning that took place, completing the PBLE report located in Appendix C. The PBLE report may also contain comments from other individuals involved in the problem. Summary of the Problem-Based Learning Process Step 1: In the first week of each phase of training the police training officer (PTO) presents the problem-based learning exercise (PBLE) for that phase. The call response activities throughout the week may, or may not, relate to the problem. The trainee offers an initial list of ideas on how he or she might solve the problem. Step 2: The PTO suggests the trainee apply lessons learned from calls to further analyze the PBLE. The trainee begins to explore local people or resources to help develop responses. Step 3: When not answering calls, the trainee addresses the phase’s PBLE. The PTO acts as a resource for the trainee, providing help when necessary. Step 4: At the end of each week, the trainee completes a Coaching and Training Report (CTR). The trainee also documents what was done to address the PBLE during the week. The trainee considers additional strategies in subsequent weeks. Step 5: At the end of each phase, the trainee presents the completed PBLE report for that phase of training. The PTO uses the PBLE report and CTR to evaluate the trainee’s progress. The trainee and the trainer review the learning process. The PTO will also develop other narrowly focused problem-based learning exercises (PBLEs) as required. At the end of each phase, the PTO will assess the trainee’s mastery of subject material in that phase. Part of the evaluation will focus on the trainee’s problem-solving and community learning process. In the provided PBLEs (Appendix C), several potential responses are available to the trainee. There is no one, right answer. In every instance, the learning will cover a variety of departmental procedures, legal topics, and individual skills. 11 12  CHAPTER TWO PROGRAM STRUCTURE 13  Chapter 2 Chapter Components Program Structure Substantive Topics Core Competencies The Learning Matrix Applying the Learning Matrix Program Phases Coaching and Evaluation Process Learning and Evaluation Tools PROGRAM STRUCTURE The trainee should have all the necessary basic academy instruction including, but not limited to: community relations, community policing and problem-oriented policing, ethics in law enforcement, use of force, officer safety, criminal investigation, individual rights, knowledge of legal statutes and local laws, procedures for arrest and understanding of Constitutional issues. The program in this manual will facilitate trainees in employing these learned skills in a fair and effective manner. Basic Trainee Program: The program contains two areas of study – Substantive Topics and Core Competencies. Following successful completion of police academy training, the basic trainee PTO program is designed to take place over 16 or 17 consecutive weeks (1-2 weeks of integration, 12 weeks of training, and 3 weeks of evaluation). See the appropriate basic trainee program diagram on the following pages. Lateral Trainee Program: The program contains two areas of study – Substantive Topics and Core Competencies. Following successful completion of police academy training, the lateral trainee PTO program is designed to take place over 11-12 consecutive weeks (1-2 weeks of integration, 8 weeks of training, and 2 weeks of evaluation). See the appropriate lateral trainee program diagram on the following pages. Lateral trainees that are unable to manage learning on the lateral program schedule shall be migrated to the longer length trainee program schedule. 14  PROBLEM BASED LEARNING PROGRAM STEPS BASIC TRAINEE TRAINEE RELEASE TO PATROL DEBRIEF FINAL PHASE EVALUATION PTE/TRAINEE 2 WEEKS PHASE D CRIMINAL INVESTIGATIONS Problem Based PTO/TRAINEE Learning 3 WEEKS Exercise 4 PHASE C PATROL ACTIVITIES Problem Based PTO/ACTIVITES Learning Exercise 3 WEEKS 3 MID TERM EVALUATION PTE/TRAINEE 1 WEEK PHASE B EMERGENCY RESPONSE Problem Based PTO/TRAINEE Learning 3 WEEKS Exercise 2 PHASE A NON- EMERGENCY RESPONSE Problem Based PTO/TRAINEE Learning Exercise 3 WEEKS 1 INTEGRATION PHASE PTO/TRAINEE 1-2 WEEKS 15  PROBLEM BASED LEARNING PROGRAM STEPS LATERAL TRAINEE TRAINEE RELEASE TO PATROL DEBRIEF FINAL PHASE EVALUATION PTE/TRAINEE 1 WEEK PHASE D CRIMINAL INVESTIGATIONS Problem Based PTO/TRAINEE Learning 2 WEEKS Exercise 4 PHASE C PATROL ACTIVITIES Problem Based PTO/ACTIVITES Learning Exercise 2 WEEKS 3 MID TERM EVALUATION PTE/TRAINEE 1 WEEK PHASE B EMERGENCY RESPONSE Problem Based PTO/TRAINEE Learning 2 WEEKS Exercise 2 PHASE A NON- EMERGENCY RESPONSE Problem Based PTO/TRAINEE Learning Exercise 2 WEEKS 1 INTEGRATION PHASE PTO/TRAINEE 1-2 WEEKS 16 SUBSTANTIVE TOPICS No single training manual can represent all needs within a single agency. Departmental procedures change, as do laws, social conventions, and neighborhood problems. Therefore, this manual cannot provide specific detailed procedures for every possible eventuality. Research for this manual confirmed that the most commonly cited topics of instruction identified by agencies were domestic violence, patrol procedures, responding to critical incidents, criminal investigation and local procedures, policies, laws, philosophies and regulations. In this manual, these topic areas are encapsulated into the following four Substantive Topic areas: Phase A: Non-Emergency Incident Response - this includes routine incident response and non- emergency response Phase B: Emergency Incident Response - this includes critical incidents and emergency response Phase C: Patrol Activities - this includes proactive patrol activities Phase D: Criminal Investigation – includes initial and follow-up criminal investigation These Substantive Topics are broad enough to incorporate any new concerns that our community may encounter. In the learning matrix described below, we may add or remove areas of instruction as our jurisdiction’s needs and other policing issues change. During each phase of training, the trainee will focus learning efforts and be held accountable for learning in the Substantive Topic for the current and prior phases of training. Training will still be provided when actions cross over into other Substantive Topics, however the trainee will not be held accountable for learning in that Substantive Topic until the appropriate phase is reached. CORE COMPETENCIES The second area of study involves the Core Competencies required by all police officers when dealing with substantive topics. These constitute important aspects of this program and they include: 1. Police Vehicle Operations- Safe and proper operation and utilization of police vehicles and associated equipment. Includes orientation 2. Conflict Resolution- Effectively managing and resolving conflict. Conflict may include between members of the public, between the public and government, inter-government, or between employees. 3. Use of Force- All levels of force, self-defense and arrest control techniques; may include command presence and verbal commands. Remember: legal authority, necessary, and reasonable 4. Procedures, Policies, Laws and Philosophies- Operations Manual. Denver Revised Municipal Code. Colorado Revised Statutes. US Constitution. Law updates. Modern policing philosophies 5. Report Writing- Includes forms, computer operations, and narratives 6. Leadership- Effective leadership and followership as appropriate Leadership: Influencing human behavior to achieve organization goals that serve the public. 17  Followership: Committing and working cooperatively with other followers and leaders to achieve shared goals. 7. Problem-Solving Skills- Utilizing problem solving steps, to include recognizing and utilizing resources, and critical thinking 8. Community Specific Problems- Recognition of issues, needs and expectations of a community and providing service accordingly 9. Cultural Inclusivity- Understanding cultural differences and practicing fairness in policing 10. Legal Authority- Appropriate use of legal authority, practicing discretion, and utilizing procedural justice 11. Individual Rights- Recognition of and appreciation for individual rights and constitutional issues 12. Officer Safety- General officer safety awareness, positioning, time and distance, and weapon control 13. Communication Skills- Effective and appropriate verbal, non-verbal, and/or written communication. This may include recognition of communication styles 14. Ethics- Employing ethical decision making in all police actions; related to the core value of service. 15. Emotional Intelligence- Self-awareness and evaluation; self-management and control, to include stress management and resiliency; social awareness and relationship management. THE LEARNING MATRIX The Substantive Topics and Core Competencies required of trainees are presented in the form of a Learning Matrix. There may be some tendency to view this as a chart for checking off topics once completed, but this is not the intention of the matrix. Instead, it serves as a resource tool for the learners to reference during their training. It helps them determine what they have covered, what they need to cover, and what the police training officer (PTO) will evaluate. The matrix is divided into the four Substantive Topic areas along the Core Competencies: 1. Police Vehicle Operations top. They include: 2. Conflict Resolution Non-Emergency Incident Response 3. Use of Force 4. Local Procedures, Laws, Emergency Incident Response Policies, Philosophies Patrol Activities 5. Report Writing 6. Leadership Criminal Investigation 7. Problem-Solving Skills 8. Community-Specific Problems 9. Cultural Inclusivity Along the vertical side of the matrix are the Core Competencies that 10. Legal Authority are required of officers in most situations. The content of each cell 11. Individual Rights 12. Officer Safety within the matrix will reflect the department’s procedures, policies, local 13. Communication Skills laws, philosophies and regulations for dealing with policing activities. 14. Ethics 15. Emotional Intelligence Some cells will remain static, while others will be continually updated as laws, policies, and philosophies evolve. The PTO and the department are responsible for identifying and updating the appropriate resources that apply to each cell. All relevant policies, procedures, laws, ordinances, and directives should be cited in each matrix cell. The cells are numbered accordingly. 18 For example, Cell B1 deals with vehicle operations during Phase B, which is the emergency incident response phase. The department’s pursuit procedures are cited in cell B1, as well as applicable state law and local ordinances governing emergency vehicle operations. The matrix structure and the PBL method are identical for all agencies using this training program. The content of the matrix will vary by agency. The model has this flexibility because of the variety of policing duties and procedures across the nation. Applying the Learning Matrix Each segment, or cell, of the Learning Matrix contains several required skills, police procedures, and responsibilities. Note that, as a trainee engages in an activity, numerous tasks and skills will be required of the trainee. The trainee and the PTO will complete training notes on the skills and tasks that they encounter during calls for service and discuss during debriefs. The trainee will also refer to the content of the cells when completing the weekly Coaching and Training Report (CTR), which the trainer will review and assess. The purpose of the matrix is to teach the trainee to see the interrelationships of the Core Competencies to all activities and calls for service which the trainee engages in. Learning to pull each Core Competency into the field activities and calls for service to determine their applicability is the foundation for teaching police officers to think more holistically. 19  Denver Police Department LEARNING MATRIX PHASE A PHASE B PHASE C PHASE D Non-Emergency Emergency Patrol Criminal Incident Response Incident Response Activities Investigation CORE COMPETENCIES Police Vehicle Operations A1 B1 C1 D1 Conflict Resolution A2 B2 C2 D2 Use of Force A3 B3 C3 D3 Local Procedures, Policies, A4 B4 C4 D4 Laws, Philosophies Report Writing A5 B5 C5 D5 Leadership A6 B6 C6 D6 Problem-Solving Skills A7 B7 C7 D7 Community Specific Problems A8 B8 C8 D8 Cultural Inclusivity & Special A9 B9 C9 D9 Needs Groups Legal Authority A10 B10 C10 D10 Individual Rights A11 B11 C11 D11 Officer Safety A12 B12 C12 D12 Communication Skills A13 B13 C13 D13 Ethics A14 B14 C14 D14 Emotional Intelligence A15 B15 C15 D15 Learning Activities Problem-Based Problem-Based Problem-Based Problem-Based Learning Exercise Learning Exercises Learning Exercises Learning Exercise Weekly Coaching Weekly Coaching Weekly Coaching Weekly Coaching Evaluation Activities and Training and Training and Training and Training Reports Reports Reports Reports Call Activity Log Call Activity Log Call Activity Log Call Activity Log 20 PROGRAM PHASES Orientation Trainee/PTO Assignments Following successful completion of police The program recommends assigning the trainee to their first PTO for the period of integration through Phase B when academy training, the trainee will enter the PTO staffing permits. The trainee will then be assigned to a Police program through a district specific orientation Training Evaluator (PTE) for a one-week mid-term evaluation. Following the successful completion of the mid- session which will include: term evaluation, the trainee will be assigned to a new shift A. An introduction to the PTO program and new PTO for Phases C and D when staffing permits. The and PBL. trainee will then be assigned to a PTE for a one-week final evaluation. B. Introduction to district specific mentoring resources. Shift Orientation/Area Assignments Assigning the trainee to at least two shifts during training will C. District and shift information. facilitate the learning experience and the relationship with shift work. Day shift allows the trainee to interact with the D. PTO/Trainee assignments. majority of resources and personnel available to the organization and swing shift allows the trainee to experience E. District Specific Components police activities associated with evening work and traditionally higher call volume. Trainees may also be These components include areas assigned to night shift to experience police activities identified by district command as associated with overnight work. specific and necessary training for the trainee before integration into the PTO program. Examples of this type of assignment specific training include: district specific reports or forms, additional or specific computer access and familiarization, specialized equipment training, district specific policies, procedures, and directives; especially those related to high risk/low frequency and low risk/high frequency police situations. F. Trainee/PTO Introduction The final orientation experience is the introduction of the trainee to his or her PTO. This will allow the trainee and the PTO to discuss issues and the components of training before entering the police training experience. The introduction period also allows the PTO an opportunity to discuss their coaching and teaching styles with the trainee, and the trainee an opportunity to discuss their learning style with the PTO. Integration Phase The integration phase lasts one or two weeks depending upon department scheduling needs. This is the first opportunity for the trainee to observe the daily activities necessary to: Prepare for and report to duty Acquire necessary equipment Orient around the district/assignment Begin developing relationships within the district/assignment Reinforce the PTO/PBL learning processes: PBLEs, Learning Matrix and program structure. The integration phase does not include any learning evaluation process. This is a period of time for the trainee to acclimate to his or her new environment under the supervision and coaching of the PTO. As such the vast majority of the time in this phase should be spent on the street and out of the station learning. 21 Phase A - Non-Emergency Incident Response Phase A is the first police training and learning experience for the trainee and lasts three weeks for basic trainees, and two weeks for lateral trainees. If this is a new trainee / PTO assignment, a discussion should occur during the first shift to cover PTO coaching and training styles, trainee learning styles, and set expectations. The substantive topic in this phase is non-emergency incident response. If possible, the trainee should experience a neighborhood/community meeting during this phase with their PTO. Phase B - Emergency Incident Response Phase B is the second training and learning experience for the trainee. The duration of this training and learning experience is three weeks for basic trainees, and two weeks for lateral trainees. If this is a new trainee / PTO assignment, a discussion should occur during the first shift to cover PTO coaching and training styles, trainee learning styles, and set expectations. Phase B covers the substantive topic of emergency incident response. Mid-Term Evaluation The mid-term evaluation is the first formal evaluation of the trainee. The trainee is transferred from their PTO to a Police Training Evaluator (PTE) and participates in a one-week mid-term evaluation to determine his or her progress. It is strongly recommended that the mid-term evaluation occur on the same shift and same sector that the trainee experienced in Phase B. The PTE will use the Core Competency learning outcomes (See Chapter 4) for the evaluation period. The PTE will complete an Evaluation Report for the evaluation phase using the ADORE computer application. The report will be submitted by Monday of the week following the mid-term week. Following the mid-term evaluation, the trainee who successfully completes the evaluation is moved into Phase C (Patrol Activities) and assigned a new PTO, on a new shift. Trainees who do not successfully complete the evaluation phase will complete prescriptive training as prescribed by the Board of Evaluators (BOE) or PTO staff. Phase C - Patrol Activities Phase C is the third training and learning experience for the trainee. It is three weeks in duration for basic trainees, and two weeks for lateral trainees. If this is a new trainee / PTO assignment, a discussion should occur during the first shift to cover PTO coaching and training styles, trainee learning styles, and set expectations. The substantive topic in this phase is patrol activities. If they have not already done so during a prior training phase, trainees will attend a Crime Strategy Briefing, a neighborhood/community meeting with their PTO, and experience DUI training during this training phase. Trainees must also show understanding and application of crime analysis tools such as Accurint Crime Analysis. Phase D - Criminal Investigation The final training and learning experience is Phase D. The duration of Phase D is three weeks for basic trainees, and two weeks for lateral trainees. If this is a new trainee / PTO assignment, a discussion should occur during the first shift to cover PTO coaching and training styles, trainee learning styles, and set 22 expectations. The substantive topic covered in this training and learning experience is criminal investigation. the trainee will spend at least part of a shift meeting with or working with a detective to gain a better understanding of a detective’s needs to conduct a strong investigation. When feasible, it is recommended that the trainee continue working with the same PTO in Phase C and Phase D. Final Phase Evaluation Following the successful completion of all four phases of training, the trainee will be transferred to a Police Training Evaluator (PTE) to participate in final phase evaluation to determine his or her progress before being promoted to a solo police assignment. The duration of the final phase evaluation is two weeks. It is strongly recommended that the evaluation occur on the same shift and same sector that the trainee experienced in Phase C and or D. The PTE will use the Core Competency learning outcomes (See Chapter 4) for the evaluation period and will complete one Evaluation Report for the evaluation phase using the ADORE computer application. The report will be submitted by Monday of the week following the final phase evaluation period. If the trainee does not successfully complete the final phase evaluation, the trainee will complete prescriptive training, or be dismissed, as prescribed by the Board of Evaluators (BOE) and PTO staff. Learning Activity Packages (LAPs) Learning Activity Packages (LAPs) During PTO training, trainers are expected to provide LAPs are excellent processes for adult training and assistance to a trainee who is struggling to learners to engage in learning through research and discovery. They also reinforce learn in a specific area. When all reasonable training the idea of the trainee taking responsibility efforts and training resources have been exhausted, a for his or her learning. Learning Activity Package (LAP) dealing with the topic shall be created. The topic should focus on the root cause Core Competency(ies) in which the trainee is no longer showing progress and be further focused in the root cause area of concern. Specific learning topics may include but are not limited to drug investigations, state and local laws, officer safety, report writing, orientation, search and seizure, citizen interaction, etc. The purpose of the LAP is to provide additional learning resources and more structured training efforts for the trainee’s and PTO’s use. All LAPs must be approved by the appropriate training coordinator and will be forwarded to the BOE for awareness. Specific instructions and LAP examples are included in Appendix D. Training Extensions Training extensions may be necessary for various reasons. CTR’s will be completed for both LAP and non- LAP training extensions. An extension may last for several shifts, several weeks, or an entire phase of training. An extension related to a LAP will be described on the LAP form as consecutive to training and state the length of extension. A CTR will be completed for each week of the LAP, with special emphasis placed on the Core Competency(ies) related to the LAP. Extensions may also be appropriate for non-training related challenges where a LAP is not appropriate. Any occurrence that keeps a trainee from training for an extended period may require such an extension and may include injury or approved leave occurrences. If time away from training extends past one week in length, or results in a noticeable delay or decline in learning progress, a non-LAP training extension should be utilized. During a non-LAP extension, the trainee and PTO shall continue to complete a CTR for each week, and in the Call Description portion of the CTR describe the reason for the extension (leave, injury, etc.) 23 Solo Police Assignment Following successful completion of the PTO program, the trainee will be transferred to a solo police assignment. The trainee remains in probationary status per department policy with administrative sanctions capable of re-introducing the trainee back into the program for prescriptive training as prescribed by the appropriate command officer(s). COACHING AND EVALUATION PROCESS This learning process allows the PTO more opportunities to teach and coach the trainee, rather than provide daily or weekly evaluation. Although evaluation will be a component of the process, the daily, weekly and phase activities are developed around a foundation of learning. This will allow the PTO to spend more time teaching the trainee how to be an effective police officer in the community. The processes of coaching and teaching facilitate learning from the perspective of problem solving and reveal the inter-relationships in the variety of issues we deal with in law enforcement. Training Notes Regular completion of training notes is imperative for Training Notes cementing daily learning and is used solely as a Completion of training notes is the recommended process for cementing daily learning. learning tool. The trainee shall utilize the provided Training Notes can include: pages in Appendix F to write training notes or may use  Strengths  Areas for improvement a personal tablet or other preferred method. The  General debriefings on calls for service trainee will make training note entries throughout the  Dialogue on the current PBLE. worked shift, especially after completion of calls and debriefs of calls with their PTO. They should review their notes after each shift. Training note topics can include: strengths and areas for improvement, debriefings on calls for service, and dialogue on the current problem-based learning exercise (PBLE). The trainee’s training notes should be occasionally spot checked by the PTO to ensure they are being completed. Regardless of the method used by the trainee to complete training notes, the trainee is responsible for scanning and electronically attaching them to the week’s Coaching and Training Report (CTR) in the ADORE application. The PTO should also maintain training notes which can be formatted however the PTO desires. PTO training notes will not be attached to the CTR and are for the use of the PTO in completing CTR summaries, or prescribing LAPs. PTOs are not required to keep training notes past the completion of a trainee’s PTO training program, however PTO training notes may be reviewed by the appropriate Training Coordinator, and/or the Board of Evaluators (BOE) during a trainee’s PTO training. Weekly Coaching and Training Reports (CTR’s) In this program, PTOs do not complete daily evaluation forms. Instead, the trainee and PTO complete a weekly Coaching and Training Report (CTR) that reflects on learning through daily activities. A CTR will be completed every week that the trainee is in a learning phase, including training extensions, and especially extensions associated with a Learning Activity Package (LAP). A template of the CTR is included in Appendix B, however 24 completion of the CTR will take place on the ADORE computer application. The CTR will be completed by the trainee, with follow up by the PTO. To reduce impact on training time, the trainee and PTO will be permitted to complete their portions of the CTR outside of shift hours. The trainee will be compensated with up to three hours of compensatory time to complete the CTR and make progress on the PBLE. The PTO will be compensated with up to two hours, if necessary, to complete their portion of the CTR. Each CTR contains trainee comments on the Core Competencies covered during a selected call(s) for service and PTO coaching comments. The selected call(s) for service will be discussed and agreed upon by the trainee and PTO. Two calls for service may occasionally be selected for inclusion in the CTR if specific circumstances dictate, however if two calls are chosen, each core competency and call combination must be determined before the trainee completes the report. This process requires the trainee to write more and the PTO to write less. Also, the trainee takes more responsibility for his or her own learning while the PTO documents coaching and teaching that occurred during the week. Because police work does not typically conform to regular patterns, and will not do so in this training period, different activities will naturally occur at all phases of training. This is one of the advantages of a flexible model. EXAMPLE: Using the Matrix for Patrol Activities (Phase C) A trainee takes part in a warrant arrest during regular patrol. During the contact, the wanted party flees from the scene, which institutes a foot pursuit. If the trainee and PTO choose this event for in the weekly CTR, the trainee’s report will likely cover at least the following learned activities: C1 Appropriate response using police vehicle (set up, paralleling, etc.) C2 Conflict Resolution at start of contact, and associated with the foot pursuit C3 Use of Force policy when conducting warrant arrests, foot pursuits and arrest at termination of pursuit C4 Departmental procedures when conducting warrant arrests and options within policy C5 Report writing procedures for completing warrant arrests, statement taking and case preparation C6 Leadership or Followership actions taken during warrant arrest and pursuit C7 Problem Solving efforts and resources during warrant arrest, and foot pursuit C8 Possible or actual impact of not taking police action to arrest wanted persons or fleeing suspects C9 Appropriate awareness of suspect, witnesses, and other associated persons cultures and norms C10 Legal authority for warrant arrests and during foot pursuits C11 Constitutional rights related to search and seizure and questioning C12 Officer Safety practices related to warrant arrests, fleeing subjects, and taking custody C13 Communication techniques and effectiveness throughout incident C14 Handling of incident using ethical decision making and associated impact / benefits C15 Emotional and stress self-awareness and control, Awareness of suspect emotions prior to flight. Awareness and handling of suspect, witness and associates emotions 25 CTR completion occurs in eight steps: 1. The trainee and trainer note their daily activities in their individual training notes. 2. One weekly Coaching and Training Report (CTR) is completed each week of training. At the end of each week, the trainee and the PTO select the incident(s) from the week’s activities that best pertains to the current phase’s Substantive Topic and learning or progress that occurred. 3. The trainee starts the CTR by writing a brief description of the selected call(s) for service in the Trainee Comments section. Using the Learning Matrix as a guide, the trainee then breaks down the call by Core Competency and describes in each Trainee Comments section what was learned in the specific Core Competency during the incident, and what remains to be learned. The trainee also completes the PBLE section, discussing the week’s PBLE progress. Trainee Comments will use the following template: 1) What did I learn on this call 2) What do I need to improve, or what did I improve on this call? 3) What do I next need to learn to continue my learning progression? 4) Am I making adequate learning progress? 4. The trainee electronically attaches the week’s Training Notes and up-to-date Call Activity Log. Any additional items (See PBLE instructions) also attached. 5. The CTR shall be finished in ADORE before Monday after completion of the training week (1day). 6. The PTO reviews the trainee’s comments. In the PTO Comments section, the PTO will concur or not concur with the trainee comments, and then will add comments, focusing on coaching and training that occurred during the week. The PTO completes the PTO Comments section, and then signs the report before Wednesday (3 days). PTO Comments will use the following template: 1) Additional learning seen or provided during this call 2) Other valuable learning provided in this competency this week 3) Is the trainee demonstrating adequate learning progress in this competency? 7. The trainee may provide further comments before also signing the report. The report will be fully completed and signed by both the PTO and trainee before Thursday (4 days). 8. The Training Coordinator will review the CTR to ensure completeness and progression of learning before signing the report. At the start of each week, the trainee / trainer will review previous Coaching and Training Reports (CTRs) from the current training phase to determine what areas require attention or improvement. Previous phase CTRs may also be reviewed as needed. Trainee and PTO review and discussion should focus on learning, progress made, and progress still needed. If progress is not being made as needed, additional training efforts should be discussed and agreed upon. If progress is not being made as needed, and reasonable training efforts have been exhausted, the Training Coordinator shall be informed, and a Learning Activity Package (LAP) may be prescribed. 26  DPD Police Training Officer Program Weekly Coaching and Training Report Trainee: PTO: Start Date: End Date: Training Phase: CTR #: CAD #(s):______________________ General Call Information: Describe the call(s) CORE COMPETENCY DETAIL 1. Police Vehicle Operations: Trainee Comments: What did you learn on the call? What improvement is needed or was made on the call? Did you learn anything else important this week? Are you making adequate progress in this competency? PTO/PTE Comments: What additional learning did the trainee experience on the call? What valuable training did you provide this week in this competency? Is the trainee demonstrating adequate learning progress? 2. Conflict Resolution: Trainee Comments: What did you learn on the call? What improvement is needed or was made on the call? Did you learn anything else important this week? Are you making adequate progress in this competency? PTO/PTE Comments: What additional learning did the trainee experience on the call? What valuable training did you provide this week in this competency? Is the trainee demonstrating adequate learning progress? 3. Use of Force: Trainee Comments: What did you learn on the call? What improvement is needed or was made on the call? Did you learn anything else important this week? Are you making adequate progress in this competency? PTO/PTE Comments: What additional learning did the trainee experience on the call? What valuable training did you provide this week in this competency? Is the trainee demonstrating adequate learning progress? 4. Local Procedures: Trainee Comments: What did you learn on the call? What improvement is needed or was made on the call? Did you learn anything else important this week? Are you making adequate progress in this competency? PTO/PTE Comments: What additional learning did the trainee experience on the call? What valuable training did you provide this week in this competency? Is the trainee demonstrating adequate learning progress? 5. Report Writing: Trainee Comments: What did you learn on the call? What improvement is needed or was made on the call? Did you learn anything else important this week? Are you making adequate progress in this competency? PTO/PTE Comments: What additional learning did the trainee experience on the call? What valuable training did you provide this week in this competency? Is the trainee demonstrating adequate learning progress? 6. Leadership Trainee Comments: What did you learn on the call? What improvement is needed or was made on the call? Did you learn anything else important this week? Are you making adequate progress in this competency? PTO/PTE Comments: What additional learning did the trainee experience on the call? What valuable training did you provide this week in this competency? Is the trainee demonstrating adequate learning progress? 7. Problem Solving Skills: Trainee Comments: What did you learn on the call? What improvement is needed or was made on the call? Did you learn anything else important this week? Are you making adequate progress in this competency? PTO/PTE Comments: What additional learning did the trainee experience on the call? What valuable training did you provide this week in this competency? Is the trainee demonstrating adequate learning progress? 8. Community Specific Problems: Trainee Comments: What did you learn on the call? What improvement is needed or was made on the call? Did you learn anything else important this week? Are you making adequate progress in this competency? PTO/PTE Comments: What additional learning did the trainee experience on the call? What valuable training did you provide this week in this competency? Is the trainee demonstrating adequate learning progress? 27 9. Cultural Inclusivity: Trainee Comments: What did you learn on the call? What improvement is needed or was made on the call? Did you learn anything else important this week? Are you making adequate progress in this competency? PTO/PTE Comments: What additional learning did the trainee experience on the call? What valuable training did you provide this week in this competency? Is the trainee demonstrating adequate learning progress? 10. Legal Authority: Trainee Comments: What did you learn on the call? What improvement is needed or was made on the call? Did you learn anything else important this week? Are you making adequate progress in this competency? PTO/PTE Comments: What additional learning did the trainee experience on the call? What valuable training did you provide this week in this competency? Is the trainee demonstrating adequate learning progress? 11. Individual Rights: Trainee Comments: What did you learn on the call? What improvement is needed or was made on the call? Did you learn anything else important this week? Are you making adequate progress in this competency? PTO/PTE Comments: What additional learning did the trainee experience on the call? What valuable training did you provide this week in this competency? Is the trainee demonstrating adequate learning progress? 12. Officer Safety: Trainee Comments: What did you learn on the call? What improvement is needed or was made on the call? Did you learn anything else important this week? Are you making adequate progress in this competency? PTO/PTE Comments: What additional learning did the trainee experience on the call? What valuable training did you provide this week in this competency? Is the trainee demonstrating adequate learning progress? 13. Communication Skills: Trainee Comments: What did you learn on the call? What improvement is needed or was made on the call? Did you learn anything else important this week? Are you making adequate progress in this competency? PTO/PTE Comments: What additional learning did the trainee experience on the call? What valuable training did you provide this week in this competency? Is the trainee demonstrating adequate learning progress? 14. Ethics: Trainee Comments: What did you learn on the call? What improvement is needed or was made on the call? Did you learn anything else important this week? Are you making adequate progress in this competency? PTO/PTE Comments: What additional learning did the trainee experience on the call? What valuable training did you provide this week in this competency? Is the trainee demonstrating adequate learning progress? 15. Emotional Intelligence: Trainee Comments: What did you learn on the call? What improvement is needed or was made on the call? Did you learn anything else important this week? Are you making adequate progress in this competency? PTO/PTE Comments: What additional learning did the trainee experience on the call? What valuable training did you provide this week in this competency? Is the trainee demonstrating adequate learning progress? 16. PBLE: Trainee Comments: Briefly describe progress made on the phase’s PBLE Trainee Additional Comments (Comment on any additional activity(s), learning, or information from the week) PTO/PTE Additional Comments: (Comment on any additional activity(s), learning, or information from the week) Signature TRAINEE: _________________________________ PTO: _________________________________ TRAINING COORDINATOR: __________________________________ 28 Problem-Based Learning Exercises In addition to learning during daily patrol activities, a second form of training will occur using the problem-based learning exercises (PBLEs). The department approved PBLEs are included in Appendix C. Each phase of training contains a different problem that applies to that phase’s Substantive Topic; therefore, there are four Problem Based Learning Exercises provided in this manual. For example, the first problem, in Phase A, calls for the trainee to work through a wide range of possible outcomes when responding to a specific non-emergency call. The trainee proceeds through the learning process by listing initial ideas, stating known facts, identifying learning issues by asking questions and gathering material, and suggesting two possible action plans, ensuring the action plans establish legal authority, are necessary, and reasonable to the problem. The trainee will track progress made on the assigned PBLE in their training notes and will provide a formal update of progress in the weekly CTR. At the end of the phase, the trainee will complete the PBLE report. The trainee and PTO will discuss the PBLE process and include a summary in the phases’ final CTR. The report will be scanned and attached to the appropriate phase PBLE in the Periodic Reports section. Call Activity Log The Call Activity Log is used to track a trainee’s exposure to activities and their associated forms, and is located in Appendix E. This log is not intended to be used as a check list of calls that MUST be completed during a trainee’s learning experience. Problem Based Learning is intended to provide the skills necessary for a trainee to successfully address and resolve any “new” incident through utilization of problem-solving methods and any previous experience resolving even slightly similar call types. The intent of the Call Activity Log is to provide guidance to the PTO regarding law enforcement activities that the trainee has and has not yet been exposed to during their training experience and provide opportunity for training in these areas. The trainee will continually update the log every work shift throughout each phase. The trainee will ensure that a copy of the log is attached to the weekly Coaching and Training Report (CTR) along with their training notes for the week. On the final CTR for the phase, the trainee will attach the completed original log to the CTR along with the phase’s completed PBLE.. EVALUATION TOOLS The PTO program has two evaluation periods. The first is a one-week Mid-term evaluation following phase B and the second is a two-week Final evaluation at the end of the program following phase D. Each evaluation period has a set of evaluation guidelines (See Chapter 4) that refer the PTE officer and the trainee back to the Learning Matrix for guidance during the evaluation phases. The Learning Matrix should be used as a direct reference during the evaluation weeks. 29 Mid-Term Evaluation Following Phase B of the learning experience, the trainee will be transferred to a Program Training Evaluator (PTE) and participate in a mid-term evaluation to determine his or her progress. Upon completion of the evaluation period, The PTE will complete an evaluation report and will be compensated with up to two hours of compensatory time to complete the report if necessary. The report must be submitted by Monday of the week following the evaluation period. In the event the trainee is experiencing difficulties and does not successfully complete the mid-term evaluation, the PTE’s evaluation report will describe the performance issues to be addressed. The trainee will complete prescribed training focused on mitigating the training issues, and when prescribed training has resolved the issue, will then re-complete the evaluation period. If a trainee is identified as not responding to training and recommended for termination, the evaluator and PTO will provide a report of their observations to a Board of Evaluators (BOE) for inquiry and recommendations. The BOE will conduct a review of the trainee’s performance to date and may interview the trainee, PTO, and PTE before providing a written recommendation to the Program Commander. Chapter 3 contains a more detailed look at duties and responsibilities in the PTO Model. Final Term Evaluation Following successful completion of Phase D, the trainee will be transferred to a Police Training Evaluator (PTE) and participate in a final term evaluation to determine his or her progress before being promoted to a solo police assignment. The duration of the final term evaluation is two weeks. It is recommended that, if available, the same PTE that conducted the midterm evaluation be utilized for the final evaluation. Upon completion of the evaluation period, The PTE will complete an evaluation report and will be compensated with up to two hours of compensatory time to complete the report if necessary. The report will be submitted by Monday of the week following the evaluation period. In the event the trainee is experiencing difficulties and does not successfully complete the final evaluation, the PTE’s evaluation report will describe the performance issues to be addressed. The trainee will complete prescribed training focused on mitigating the training issues, and when prescribed training has resolved the issue, will then re-complete the evaluation period. Following the completion of the program, the trainee will participate in an evaluation of the department’s PTO program. The process will allow the trainee to express his or her observations and provide feedback on the learning experience. This process will allow for program improvements with respect to PTOs, evaluators, training methods and the learning experience. Trainees that complete the Final Term Evaluation prior to October 1 will also complete the DPD annual evaluation process for the year. If the Final Term Evaluation is completed on or after October 1, no DPD annual evaluation will be required. 30  CHAPTER THREE DUTIES AND RESPONSIBILITIES 31  Chapter 3 Chapter Components Duties and Responsibilities Program Commander Program Administrator Training Coordinator Police Training Officer (PTO) Police Training Evaluator (PTE) The Board of Evaluators (BOE) Trainee DUTIES AND RESPONSIBILITIES Individuals learn in a variety of ways. Clearly, students are not all alike and a police training program should reflect diversity in learning styles. Experienced police officers recognize that to train effective problem solvers, they must allow trainees to think creatively and in a broad context. To ensure this takes place, it is imperative that the personnel directly involved in the PTO program are not just the best qualified but are also committed to the training process described in this manual and the associated outcome. The following duties and responsibilities are designed to provide the most effective use of personnel components for this teaching and learning experience. Their tasks interrelate and are essential to program success. Program Commander – Command Officer The Program Commander is a designated command officer who supervises and oversees the management of the entire process. The Program Commander works very closely with the Program Administrators, Training Coordinators, and Academy/PTO Coordinator to ensure the program operates according to the procedures outlined in this document and by the department. This position is currently assigned to the Division Chief of Administration. Program Administrators – Lieutenants The Program Administrator is responsible for managing and facilitating the program at the district level. The Program Administrator may be the district administrative lieutenant, or another command officer designated by the district’s commander. Program Administrators are also members of the Board of Evaluators (BOE) described below and will keep the BOE informed of any LAP incidents, evaluation week failures, or LAP failures. Training Coordinators – Sergeants Training Coordinators are the sergeants that supervise the training teams. The Training Coordinator will 32 provide daily supervision and coaching to the PTO/trainee team and insure that the needs of the district trainers and trainees are being met. In the PTO Model, the Training Coordinator will: Participate in the selection and evaluation of Police Training Officers and Police Training Evaluators. Provide training in problem-based learning to the PTOs and trainees. Administer the program according to the established guidelines set forth in this manual. Schedule and conduct training meetings with the district trainers at least once per training phase. Meet at least once per phase with each PTO/trainee team. Keep the Program Commander and Administrator informed of any unusual problems or activities related to the PTO/trainee team and the learning experience, especially when: A LAP may be required due to lack of learning and exhausted efforts of the training team. A trainee fails to pass an evaluation week. A trainee fails to satisfactorily complete a LAP. Academy/PTO Coordinator- Sergeant The Academy/PTO Coordinator will work closely with the Training Coordinators, Program Administrator, and Program Commander to ensure consistent training is provided across the department and core PBL and PTO principles are being adhered to. The Academy/PTO Coordinator is responsible for updating the Learning Matrix as needed, and for overseeing the introduction and incorporation of PBL and Core Competencies to trainees in the Academy. Police Training Officer - (PTO) The Police Training Officer will provide daily coaching and training to the trainee, document training provided, and to keep the district’s Training Coordinator and Program Administrator informed regarding any pertinent issues associated with the trainee and the learning experience. The PTO position holds the rank of Corporal. The PTO is the individual primarily responsible for the proper training of the trainee. While maintaining his or her responsibilities as a patrol officer, the PTO acts as a coach and facilitator. The PTO guides the trainee through the learning experience. In the PTO Model, the PTO will: Provide a learning environment for the trainee. Provide a role model for trainee. Learn how the problem-based learning model works. Understand and support the trainee’s use of the Denver Police Department Decision Making Model. Prepare material for the trainee, such as relevant community problems, within which the trainee frames his or her learning. Assist the trainee with the Problem Based Learning Exercises (PBLEs). Advise and counsel the trainee through each of the problems provided in the manual. Record the teaching and coaching experiences with the trainee and bring forward any persistent concerns to their Training Coordinator. 33  Act in accordance with any additional departmental regulations regarding the training experience. Police Training Evaluator - (PTE) Police Training Evaluators are experienced PTOs who have been designated by the department to evaluate a trainee’s performance during an evaluation period. The PTE identifies, assigns, and records the daily performance of the trainee as it relates to the evaluation categories identified for that phase of evaluation. This program offers two evaluation periods, mid-term and final evaluation. The PTE will evaluate the trainee during the mid-term evaluation on training received during Phases A and B. For the final phase evaluation, the PTE will evaluate the trainee comprehensively on training received in Phases A through D. The Board of Evaluators - (BOE) The Board of Evaluators can be called by the PTO Program Commander or the Director of the Training Division and is responsible for the following: Meet to review all trainees’ progress after the midterm evaluation and final evaluation for successful progress in the training program. Convening and conducting inquiries into a specific trainee’s performance as designated by the Program Commander. Trainees may be in the PTO program or in Academy training. These inquiries may include reviewing written coaching and training reports, PTE reports, or other written material relative to the inquiry. The BOE may also interview personnel relevant to those inquiries to obtain the best information available before making any written recommendation. Following investigative inquiries, the BOE will provide a written recommendation on what action to consider regarding training, prescriptive training, or termination from the learning experience. Reco