A REDESIGN OF THE WHEAT RIDGE POLICE DEPARTMENT FIELD TRAINING AND EVALUATION PROGRAM

by Jim Schoepflin

A Research Project Presented in Partial Fulfillment of the Requirements for the Degree Master in Education

REGIS UNIVERSITY August, 2010

Project Advisor: Gary Upton, Ph.D

ABSTRACT A Redesign of the Wheat Ridge Police Department Field Training and Evaluation Program The Wheat Ridge Police Department Field Training and Evaluation Program was redesigned to shift away from a traditional San Jose model to a standards-based, nontime-bound system. This new program is presented in manual format and contains three levels. Each recruit is required to complete each level in order to successfully complete the program. Level I focuses primarily on basic academic and skills knowledge. Level II focuses on applying the knowledge learned in Level I toward the daily work of a police officer. Level III evaluates recruits to ensure that they are able to apply all knowledge and skills during their normal duties as a police officer.

TABLE OF CONTENTS Chapter Page 1 2 3 4

1. INTRODUCTION..................................................................................................... Statement of the Problem.................................................................................... Purpose of the Project......................................................................................... Chapter Summary................................................................................................

2. REVIEW OF LITERATURE ............................................................................... 5 FETP Learning Theory....................................................................................... 5 FTEP Philosophy........ ..........................................................................................................................7 Field Training Officers and Their Evaluations ............... ..........................................................................................................................8 Learning and Adults...................................................................................... 9 Multiple Intelligence and Learning Styles 10 Social Implication............................................................................................... 13 Social Learning Theory................................................................................ 13 Adult Learning...................................................................... 15 Standards and Assessment.................................................................................. 17 Standards and Learning Goals........................................................................... ........................................................................................................................18 Assessment.................................................................................................... 19 Chapter Summary................................................................................................ 22 3. METHOD.................................................................................................................. 25 Target Audience.................................................................................................. 25 Organization of Project....................................................................................... 26 Peer Assessment Plan.......................................................................................... 26 Chapter Summary................................................................................................ 26 4. RESULTS.................................................................................................................. 28 Introduction.............................................................................................................. 28 Wheat Ridge Police Department Field Training and Evaluation Program............. 29 Overview....................................................................................................... 29

Assessment Rubric................................................................................................... 31 Standards.................................................................................................................. 32 Attitude and Relationships............................................................................ 33 Cognitive Ability and Application of Knowledge....................................... 36 Demonstration of Knowledge....................................................................... 39 Miscellaneous................................................................................................ 42 Physical Skills Performance......................................................................... 43 Level I .................................................................................................................48 Training Guide.............................................................................................. 48 Academics..................................................................................................... 50 Communications..................................................................................... 50 COP POP SARA Model....................................................................... 51 Court........................................................................................................ 52 Critical Incidents and Media Relations.................................................. 53 Evidence.................................................................................................. 55 Geography and Response to Calls for Service....................................... 56 Policy...................................................................................................... 57 Report Writing........................................................................................ 59 Responsibilities to Victims..................................................................... 61 Wheat Ridge Code of Laws.................................................................... 62 Investigations................................................................................................ 67 At-Risk Persons...................................................................................... 67 Child Abuse............................................................................................ 68 Civil Cases.............................................................................................. 69 Animals, Code, Parks, and CSO............................................................. 70 Detox Holds............................................................................................ 71 Natural and Suspicious Death Investigation.......................................... 72 Domestic Violence and Protection Orders............................................. 73 Identity Theft.......................................................................................... 74 Liquor Law.............................................................................................. 75 Mental Health Holds............................................................................... 76 Runaways and Missing Persons............................................................. 77 Sex Crimes.............................................................................................. 78 Traffic...................................................................................................... 79 Skills.............................................................................................................. 81 Arrest Control......................................................................................... 81 Driving.................................................................................................... 83 Firearms.................................................................................................. 85 High Risk Tactics................................................................................... 87 Administrative............................................................................................... 88 Level II..................................................................................................................... 89 Phase I........................................................................................................... 89 Training Guide........................................................................................ 89 4

Phase I Training Outline......................................................................... 95 Assessment Documentation.................................................................... 97 Citizen Contact Report..................................................................... 97 Traffic Stop Report........................................................................... 98 Officer Initiated Activity Report...................................................... 99 Training Report................................................................................. ....................................................................................................100 Phase II.......................................................................................................... .................................................................................................................102 Phase II Training Outline....................................................................... ...........................................................................................................102 Assessment Documentation.................................................................... ...........................................................................................................103 Training Report................................................................................. ....................................................................................................103 Phase III........................................................................................................ .................................................................................................................105 Phase III Training Outline...................................................................... ...........................................................................................................105 Assessment Documentation.................................................................... ...........................................................................................................106 Training Report................................................................................. ....................................................................................................106 Level III.................................................................................................................... 108 Training Guide.............................................................................................. .................................................................................................................108 Chapter Summary.................................................................................................... 110 5. DISCUSSION.............................................................................................................. 111 Contribution of the Project...................................................................................... 111 Limitations............................................................................................................... 111 Peer Assessment Results.......................................................................................... 113 Recommendations for Further Development.......................................................... 114 Project Summary...................................................................................................... 115 REFERENCES................................................................................................................117

Chapter 1 INTRODUCTION The job of a police officer is an ever changing and ever evolving process that continues to highlight the complexity of the society in which police officers operate. One of the most important parts of the training of a police officer is the original, hands on field training that each and every officer goes through. Although many different names exist for this training, the Field Training and Evaluation Program (FTEP) has one very basic goal: to train new employees to adequately function on their own as police officers with all the privileges and responsibilities that come with the position (Kaminsky, 2000). Background of the Problem In 1972, the first real standardized FTEP was formulated. The San Jose Police Department, and more specifically Commander Robert Allen, developed a program of training in response to a lawsuit filed by a recruit who was terminated from the program. This program, commonly referred to as the San Jose Model, standardized the training that each recruit obtained by designating a Field Training Officer (FTO) who was tasked with the responsibility of seeing that the recruit obtained a certain level of knowledge of the position before being let out of training to solo assignment (Kaminsky, 2000). Currently, this exact same program is being used without any major alterations to it. The program has not been updated to reflect new and current research in the area of

adult education and learning and to also adapt to the changing environment in which police officers now work. Statement of the Problem Every law enforcement agency in the United States follows a similar path in order to train new law enforcement officers: 1) attend a law enforcement academy; and 2) participate in a field training and evaluation program. Also similar is that the majority of law enforcement agencies have been using a field training program that was developed in the 1970s and has not adapted to the changes that have come about in the last 40 years. This program bases its standards on the basic job functions which each police officer performs and the recruit is rated on a 1 to 7 scale with 4 being the acceptable, or proficient, level when compared to an officer with 1 year of experience. What the program does not take into account is the officer of 1972 is a completely different person, with different experiences, societal pressures, and different law to work under. It does not take into consideration the reality that Generation Xers law enforcement now hires respond to the evaluation of each move they make with a generally negative reaction, have more advanced technology skills, and have different learning styles and rates. This creates a rigid training system which frustrates many of the involved parties (Fischer, 2008). With the rising costs of recruiting and training police officers, up to $30,000 in some areas per officer, it is imperative that the training that is provided to these new officers is effective and enables them to learn their job. It is also extremely important that a valid program be utilized in order to effectively socialize the recruit into the organization, as their acceptance by peers and the effectiveness they feel doing their job is

important to aid in the retention of quality police officers. The Wheat Ridge Police Department (WRPD) uses the San Jose Model. WRPD relies on the standards, evaluation methods, and timed structure of that model without a change being made to encompass the changes in philosophy and practice that the department has experienced in the last few years. After reviewing the current manual for the field training program, this author found that there has not been a revision of the program for approximately 10 years, even though upwards of 90% of all policy and procedures of the department have changed, there have been significant changes in legislation and case law, and there have been significant changes in tactics brought on by various critical incidents. The WRPD field training program does not seem to be based on adult learning principles or research related to the ways adults learn best, especially in the area of law enforcement. The program seems to rely on the outdated teacher-learner model where the teacher provides the material, while the learner is expected to understand it and be able to apply it to the correct situation, while being observed by the teacher. The current program suffers from a lack of individualized learning for the recruits. There is no account taken for the most effective way that a person learns, no training for the FTO on how to present learning topics and standards that meet the individual needs of the recruit, and no current basic standards for the program that reflect current practices. Purpose of the Project The purpose of this project was to re-design the field training program of the Wheat Ridge Police Department based on the following tenants: 1) adult learning principles, to 9

include needs assessment and learning styles; 2) research, to include learning theory, reality-based training, and stress implications during training; 3) standards and assessment, to include a standards-based system and assessment of proficiency standards; 4) current and standard practices within the law enforcement community, including critical incident response, community based policing models, and problem-oriented policing. This project is designed to build a FTEP which will hold both the recruit and the FTO accountable for training by eliminating the rigid time element and creating a system which forces the recruit to build upon the knowledge they have as they start the program. This project will also create an assessment system which will allow for the effective management of the program parts and also to assist FTOs in their identification of problem areas in order to provide additional training to meet the standardized level of proficiency required by the program. Chapter Summary The Field Training and Evaluation Program of the Wheat Ridge Police Department adheres to a program created 30 years ago and has not changed in response to the needs of new police officers entering the field. In order to create a viable program, one that will provide recruits an opportunity to be successful and ensure the department gains valuable employees, the FTEP program must be changed to incorporate some of the latest research and methods. In Chapter 2, the author reviews the published material on the subjects outlined in this chapter in order to determine best practices and to use these best practices in the creation of a new program.

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Chapter 2 REVIEW OF LITERATURE The purpose of this project was to redesign the Field Training and Evaluation Program (FTEP) which is utilized in the training and evaluation of newly recruited police officers at the Wheat Ridge Police Department. An FTEP is a structured and standardized system by which the necessary knowledge, skills, and abilities are presented to police recruits so that they can learn proper procedures that will enable them to function as police officers, safely and effectively. FTEP Learning Theory Recruiting and training a police officer is a very time and resource consuming process for a public safety organization. It has been estimated that it costs between $14,300 and $29,000 (depending on location and agency) to recruit, hire, equip, and train a single new police officer (Harris & Baldwin, 1999). Due to the high and increasing cost of training a new police officer, it is imperative that the recruit be the right person and that every effort be made to produce a quality officer. A FTEP is a post-police academy training opportunity that carries a huge responsibility with it. The academy generally prepares a recruit to perform the basic taskoriented, repetitive skills and conditioned responses necessary to confront situations that may be faced on the street (Bradford & Pynes, 1999). What the academy does not prepare the recruit for, generally, is the required cognitive and decision making aspects of the job, such as the application of statutes and case law in making an arrest decision.There is a very specific reason for this. The academy is designed to equip a new 12

recruit with the basic physical skills, reactions, and habits that are used when stress is introduced into a situation. This training has its basis in brain-based learning theories. Cain and Cain (1990) described a set of principles that are used to explain brain-based learning theories, with two of them, specifically, relating to training in a law enforcement environment. These principles are as follows: 1) learning is enhanced by challenge and inhibited by threat; 2) emotions are critical to patterning. The first of these principles states that learning is enhanced by challenge and inhibited by threat. This principle says that, by looking at the chemical makeup of the brain and relating it to a stressful situation, stress causes a hormone release (mainly cortisol) which constricts mental flexibility. This constriction causes the brain to revert to more automatic and innate primitive behaviors (i.e. training or habits that have already been received and mastered). This is the purpose of an academy setting. An academy setting is relatively lower in stress than a situation which is occurring on the street. This lower stress level allows the recruit to learn and create habits in their spatial memory. These learned habits can then be recalled when the recruit is placed in a stressful situation, allowing the recruit to function under this stress, as the brain is physiologically inhibited due to the stress hormones. An FTEP picks up where the academy training ends. The purpose of the FTEP is to build on the task-oriented skills that the academy teaches and incorporate cognitive and decision-making skills. The FTEP is the first real opportunity for the recruit to experience the police officer role and engage in actual police work (Harr, 2001). FTEP uses the second principle of brain-based learning: emotions are critical to patterning.

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Patterning is a process that the brain goes through in order to comprehend and store information. This process combines relevant material and relates it to other information that it already possesses. This new information augments the existing information, creating a new experience through which they filter information about the environment. Emotion does allow the brain to coordinate information obtained during a single emotional event, store that information , and then recall it more quickly than normal because of the emotional trigger associated with it. These emotions are what trigger peoples actions when they react without thinking. A quality FTEP utilizes the skills that the recruit has and combines them with the emotional learning that is gained on the street in order to create patterns that allow recruits to access stored information quickly and apply it to the situation at hand. FTEPs focus on the cognitive development of recruits and force them to apply all information, make decisions, and learn while functioning as a police officer. FTEP Philosophy Every law enforcement agency in the United States and around the world has its own philosophy for the FTEP that they employ. This philosophy is based on a myriad of factors, but most importantly, it is based on the needs of the organization, which are determined by the needs of the community that it serves. Each FTEP has one very basic premise that it follows: to train the new employee to adequately function on their own (Kaminsky, 2000). The FTEP is a standardized system that is used to evaluate the recruits actions and performance in every area through the course of a training day (Fischer, 2002). A FTEP is 14

used to transfer the application of classroom training to the real situations that occur on the job and to reduce the civil liability that is present with the hiring of a new recruit, protecting both the organization and the officers working on the street (Molden, 1987, as cited in Haberfeld, 2002). Field Training Officers And Their Evaluations One of the most important aspects of FTEP learning philosophy is the Field Training Officer (FTO). There are many different ideas about what a FTO is and what an FTO should be. An FTO is the basis of the FTEP. They are the instructors, mentors, facilitators, and supervisors over the recruits and are charged with one of the most difficult aspects of law enforcement, training the recruit. The qualifications of the FTO may reflect another philosophical difference among the multitude of law enforcement organizations. There are similarities that exist in the selection of FTOs. FTOs should have recent field experience and good credibility in the agency and should be seen as role models (Usinger & More, 1990). This selection is critical in the success of a FTEP, as the higher quality of FTO, the higher quality the program (Usinger & More). With the selection of the proper FTO, the next and most important aspect of the program is the training that the FTO. After FTO candidates complete the testing process, and are chosen to become a FTO, there is usually a specific amount of training the newly appointed FTO must complete. With the exception of larger agencies, this training is hosted as a general training workshop usually lasting 40 hours and: provides the FTO the tools to be an effective one-on-one trainer and coach. The class is structured to use the participants own experiences to learn the principles of learning and evaluation in realistic situations. Participants learn to create and update training materials, to document performance, to recognize the trainees learning 15

style and use it to expedite the training, to plan remedial training to correct deficiencies in performance and to provide critical input into retention and termination decisions. (County Sheriffs of Colorado, 2010, p.1) What this training does not cover is specific FTEP requirements and evaluations criteria. Because there is no agency-specific training, the evaluation of recruits fails to be consistent, and therefore, it becomes harder to judge recruits and their performance. Kaminsky (2000) states that these evaluations have many purposes: 1) to record and document a trainees progress, 2) to inform the trainee of his or her performance, 3) to identify training needs and documenting training efforts, and 4) to chronicle the skill and needs of the trainer. Since there is no FTO-specific training for the evaluation guidelines used by agencies, Kaminsky (2000) also identifies common errors that exist in the consistency of evaluations: a) leniency: recruits receive scores that they do not deserve; b) personal bias: when the rater allows personal feelings about the employee to affect ratings; c) central tendency: rates in bunches towards the center of the rating scale to avoid mandatory reporting requirements and because they were not observing this specific action; d) related traits: gives same rating to traits that they feel are somehow related; e) event bias: when one or two traits dominate the appraisal, the rater may evaluate all remaining traits based on the dominate trait or performance; f) artificial standards created by the rater; g) not enough improvement, according to the FTO, not the standard; h) giving scores based on the idea that a lower score will motivate the recruit; i) averaging scores for the performance throughout the day. Learning and Adults The primary focus and goal of any training program is that the learners both learn 16

and retain the material that is presented to them. This is explained through a variety of theories that are based in the development of the brain and how it individually stores and recalls information most effectively. Consideration must be taken into account that recruits in a FTEP are adults, that adults bring different skill sets to the learning experience than a child might, and that adult learning theories must be utilized so that recruits can learn and function optimally in a law enforcement environment. Multiple Intelligences and Learning Styles Gardner (1983) discussed the idea that there are different ways in which each human being learns, and this is based on the very way that a human beings brain works. Gardners theory of multiple intelligences is based on the premise that we all have various levels of intelligence across a wide range of intellectual areas (Pritchard, 2009). These areas, or intelligences, are described as the following: Linguistic: reading and writing Logical/mathematical: math and science Musical Special/visual: images and drawing Kinesthetic: activities that involve touch and movement Interpersonal: dealing with people, communication, leadership and empathy Intrapersonal: self-motivated, independence, awareness of ones feelings

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Naturalistic: enjoyment of the natural world and patterns Existential: questioning about life, death, and the ultimate reality

The idea that each person has a different strength in the above listed intelligences is something that must taken into consideration when a FTO is instructing a new recruit. Problems occur when learners are forced to learn in an intelligence domain that they are not comfortable with and are not strong in (Pritchard, 2009); for instance, an FTO verbally explains the mechanics of a traffic stop to a kinesthetic dominant learner. Keeping in mind that recruits have a certain intelligence domain that they are able to successfully function in, it is incumbent on the FTO to understand that there are these different domains, and that they may come from a different intelligence domain than the FTO. There are three principles that FTOs must be aware of when dealing with their recruits: 1) individuals should be encouraged to use their preferred intelligence in learning; 2) instructional activities should appeal to different forms of intelligence; 3) assessment of learning should measure multiple forms of learning (Pritchard, 2009). Although it is difficult to follow these principles in absolutely every situation, being cognizant of them will enable FTOs to really understand their recruit and the needs of individual recruits. The other aspect of the learning that FTOs must understand when instructing their recruits is that their preferred learning style may be different than their recruits. There are two primary sets of learning styles of which the FTOs must be aware. The first is proposed by Honey and Manford (1986, as cited in Pritchard, 2009). Honey and Manford propose that there are four different learning styles: 1) the activist who learns by doing; 2) the reflector who learns by standing back and observing; 3) the theorist who adapts and 18

integrates observations into frameworks so they are able to see how their observations are related to previous observations; 4) the pragmatist who seeks out and makes use of new ideas. Most people have characteristics of all four types of these learning styles, use all four of them at one time or another, and do not have a predominant style that is used in every situation. The other type of learning styles that are most commonly used come from the area of science called Neuro-Linguistic Programming (Pritchard, 2009). Neuro-Linguistic Programming is a study of how communication affects the brain, and in turn, causes the brain to learn. There are three distinct types of Neuro-Linguistic Programming learning styles. The first is the visual learner, which is the largest group of learners. The visual learner learns by seeing and is better off looking at information on charts, graphs, or other visual representations. These learners also are successful with demonstrations of processes and skills. The next style is the second largest group, the kinesthetic learner. Kinesthetic learners learn by doing, by performing a task as they associate feelings and physical experiences with memory. The final and smallest group of learners is the auditory learner. The auditory learner learns by listening, has a good memory, and likes sequence, repetition and summary. Unlike the Honey and Monford model, every learner is capable of using all three of these learning styles, but each has a dominant style that enables them to learn the vast majority of information presented. It is important to understand the relationship between the theory of multiple intelligences and other learning style theories, as they tend to fall into groupings that the FTO can to use to facilitate an effective training program. Understanding that an auditory learner may tend to have a strong linguistic, intrapersonal, and logical intelligence would 19

enable an FTO to design instruction and assessment around the strengths of the recruit, which, in turn, would facilitate a successful training opportunity for the recruit and, ultimately, understanding of the necessary knowledge, skills, and abilities to successfully work as a police officer (Gardner, 1993). Social Implications Law enforcement has a very defined subculture that requires one to become a part of the profession in order to really understand it. This social aspect of the law enforcement profession has a strong effect on the training of recruits, as the FTEP is the first exposure that a recruit has to the social atmosphere of the organization. This places particular pressure on the shoulders of the FTOs, as they are the doorman to the culture of the organization. Social Learning Theory Social learning theory states that learners learn because of the social context in which they are placed. The theory, mainly developed by Bandura (1976, as cited in Ormrod, 1990), places emphasis on the learning due to the environmental factors that a learner faces. This theory has its basis in a number of general principles. The first principle is that people can learn by observing the behaviors of others and the outcomes of those behaviors (Ormrod, 1990). This principle is particularly important to the FTO when getting a new recruit. The FTO is the first person to socialize the recruit into two different subcultures, that of the law enforcement community and of the organization. Harr (2001) conducted a study about new recruits entering into the subculture and found that the FTO is the means of reinforcing and further developing recruits attitudes, 20

both positive and negative. It was also stated that, although every recruit comes to basic training with well developed attitudes and beliefs about the nature of police work, the work groups that the recruit participates in have a significant impact on shaping the recruits attitude. Harr (2005) also found that these attitudinal dynamics lead to two reasons that recruits resign during the FTEP. Those reasons are, specifically, factors of organizational environment and the informal culture of the organization. The second principle of social learning theory is that learning and performance are distinct from each other. Learning can be an observed behavior, but it does not necessarily change the performance of a person (Ormrod, 1990). This can be seen specifically in the decision theory that is practiced in law enforcement. Decisions are made as a series of choices, built upon prior choices, and made in sequence for any given incident or situation (Helsen, 1999). Decisions made during police-citizen encounters have a series of phases that they go through. The encounter starts with the anticipation of the officer prior to initiating confrontation with the citizen. This is based on information acquired from previous incidents and from information that a dispatcher might relay. The next phase is entry into the physical scene and determination of the inherent dangers. There is an information exchange with the citizen, and finally, the final decision is made as to how the officer deals with the situation (Scharf & Binder, 1983, as cited in Helsen, 1999). New recruits may not always be able to perform in the proper way, even after being trained in the appropriate procedure and observing the FTO handle the situation in the appropriate way. This would have to do with outside factors (i.e. stress, lack of confidence) that the recruit is experiencing. The last principle that directly relates to the FTEP is that cognitive processes play a 21

role in learning. An individuals awareness of response-reinforcement is essential in the learning process. Future rewards can also have a major impact on the behaviors that people exhibit (Ormrod, 1990). This principle plays a role in the ability of recruits to cope with the stresses of the job. Coping refers to a persons cognitive and behavioral effort to manage environmental demands that have been appraised as threatening and are exceeding personal capabilities (Violanti, 1992). Coping strategies are part of the subject matter that the FTO must impart to the recruit, usually through the observational process. Coping in law enforcement is more of an emotion-focused process that most experienced police officers exhibit. This includes distancing, escape, accepting responsibility, and exhibiting self-control (Folkman, 1984; Folkman & Lazarus, 1986). These are generally not items that are built into the curriculum of the FTEP, but they are aspects of training that are observed, and as such, learned from the FTO and imparted to the recruit at a time when the recruit is unsure how to react and cope with the situation. Adult Learning Adults learn in very different ways then children do for many reasons. It is important to understand these differences in the creation of a FTEP in applying these principles, as they will enable the success of the program. Knowles (1984) developed a theory of adult learning, commonly referred to as andragogy, to include a set of principles that can be used to explain how adults learn. The first principle is that the learner is self-directing. An adult is defined as one who has arrived at a self-concept, is self-directed, and capable of being responsible for oneself. This feeling of self-directedness defines adults as learners that need to have a sense of self

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imposed direction, not the direction, or will, of the instructor. Adults require that decisions made about themselves be made by themselves, or feelings of resentment and resistance surface no matter how beneficial the decision may be for them. That being said, adults also have a tendency to revert back to the conditioned response of training, or school, where they are subservient to the instructor and do as directed, as they did when they were children in school. The adult educator must be aware that there is the potential for an internal conflict due to the adult learners need for self-direction and also the need to adhere to those conditioned responses. The next principle that androgogy is built upon is the principle of experience (Knowles, 1984). Adults have much more experience than do children, and therefore, everything that adults learn is filtered through that experience. This experience must be taken into account when planning instruction for adults. This experience is what has developed their ways of thinking, their prejudices, the way that they act, and their preconceptions of reality. The educator (FTO) must take into consideration the experience that the learner has in order to effectively use this experience to achieve learning goals. The next principle is that adults are ready to learn (Knowles, 1984). This is different from the education of children, in that children are forced to attend school, and they are forced to learn the material that is being presented. Adults, by contrast, are generally interested in learning, as they have made a conscious decision to attend the training or educational endeavor. Adults choose to attend this education in order to make a change in their life. Along with the readiness principle, the adults orientation to learning is also unique

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(Knowles, 1984). Adults who have the need and desire to enter an educational activity with a life-centered, problem-centered, or task-centered orientation are doing so to be better able to solve a problem or perform a task which will enable them to live their life in a more satisfying way. Keeping this in mind, it is necessary to design training around life situations that the learner faces each and every day. It is also crucial that the educator (FTO) give adults specific information about why they are learning what they are learning so the adult can reference their experience and understand how this is going to help them in the future. The final andragolocial principle is based on the adults motivation to learn (Knowles, 1984). Adults usually have more potent motivators that come from intrinsic sources (self esteem, better quality of life, recognition, etc.) than extrinsic sources (such as more money or a better job). Although those do exist, it is important to understand the motivators of the learner in order to meet the needs that they are attempting to satisify by attending the educational activity. Adherence to adult learning principles is essential in the establishment of an FTEP program because the FTOs are dealing with adult learners. In order to create a successful program and a successful recruit, it is essential to understand what is motivating the recruit, what is creating the perceptions that the recruit has, and how the FTO can use all of this information to instruct the recruit in a language that the individual is able to understand. Standards and Assessments Part of every FTEP is training recruits to meet the standards designed and set forth by the organization where they will be employed. The creation of standards, or learning 24

goals, can be one of the most difficult tasks for of any FTEP, as there are two distinct steps: a) designing the goals themselves; b) training the recruits to meet these goals.

Standards and Learning Goals Marzano, Pickering, and McTighe (2009) is on the forefront of research in the design of standards and learning goals. Although most of Marzanos research is targeted toward elementary and secondary education, his principles of designing standards can be applied universally to any education endeavor. Goals must first be designed with a certain amount of specificity and difficulty (Marzano et al., 2009). Research shows that the more specific the goal is, the greater the chances for attainment. Aside from specificity, difficulty has a distinguished place when designing goals. Learners are more motivated by goals that are perceived as difficult, but are not too difficult. The level of difficulty is determined by the learners current state of knowledge, the beliefs about what causes achievement, and the perceptions of the learners own abilities. Goals or standards can be divided into two categories, mastery and performance (Marzano et al., 2009). Mastery goals are goals that are aimed at developing competence and are usually associated with higher order thinking skills and better retention because of the challenging content. Performance goals are designed to demonstrate competence. Within each goal, there are three elements. According to Mager (1962, as cited in Marzano et al., 2009) goals contain a performance element, which states what the learner

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will be able to do or describes the product or result of doing. Goals also contain conditions that describe the important aspects of the goal and when the performance is to occur. Finally, goals contain a criterion for acceptable performance by describing the level of performance that must be achieved in order to be considered acceptable. Marzano et al. (2009) also describes the four levels of difficulty around which goals can be structured. Level four, or the highest level of difficulty, is knowledge utilization where knowledge is used in context of a robust task. Level four difficulty requires the use of decision making, problem solving, experimentation, and investigative mental processes. Level three is analysis where reasoned extensions of knowledge allow the learner to make inferences and go beyond what is directly taught. Level three difficulty uses matching, classifying, analyzing errors, generalizing, and specifying as the mental processes required at this level of difficulty. Level two is comprehension, which uses skills in integrating and symbolizing to identify critical features of knowledge while being able to articulate and represent major ideas. Level one, or the lowest level of difficulty, is retrieval of basic information and execution of procedures. Assessment These levels of difficulty directly relate to the assessment of learning that the FTO performs on a daily basis for the recruit. The secondary function of a FTO, after instructing recruits, is to evaluate the performance of recruits to determine if they are meeting the standards (or learning goals) of the organization. This assessment is described as an ongoing process of assessing the environmental influences and to document performance (Kaminsky, 2000).

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Kaminsky (2000) suggested that a scale from one to seven be used to evaluate progress. He stated that a rating of four is considered acceptable, with anything above a four being superior achievement. Kaminsky states that the inclusion of the ratings of two, three, five and six are based on experience, as performance does not always fit into an acceptable/unacceptable rating system. The problem that this creates is the subjectivity of the rating scale based on different interpretations of the learning goals by each FTO. Kaminsky (2000) even acknowledges that there are issues with the rating scale as FTOs must give up their personal bias and opinions of the trainees performance and hold them only accountable to the standards set forth by the organization. Marzano et al. (1993) took another approach to performance assessment. Marzano et al. describes performance assessment as a variety of tasks where learners are given opportunities to demonstrate their understanding of what they have learned and apply what they have learned in a variety of contexts. These performance assessments are designed to assess two general types of knowledge: 1) declarative and 2) procedural. Both these types of knowledge are expected in the standards that are outlined in the training programs. Declarative knowledge is information that can be ordered hierarchically according to generality. The facts used to support the standards, which build on a broad knowledge base, are at the bottom of the hierarchy. These facts are transferred more readily to different situations and support the top of the hierarchy, which contains generalizations and concepts. These generalizations and concepts are the culmination of the information that has been developed and placed

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into an orderly framework. It allows the learner to have an understanding of the standard in its entirety (Marzano et al., 1993). Procedural knowledge represents the strategies and skills that a learner acquires. This is also hierarchical in structure with the bottom including algorithms or procedures with steps that must be executed in a specific order, and the top being the strategies that apply to a variety of different situations. With the understanding of the different types of knowledge that must be assessed, a rubric is able to be designed in order to assess and evaluate the learner effectively and without the subjectivity of a larger scale (Marzano et al., 1993). Marzano et al. (1993) advocate for a rubric containing four levels of distinction, labeled one through four, with level three being the acceptable level and four being the level of mastery. It is important to notice that more emphasis is placed on the lower levels of the assessment rubric since once the learner obtains the acceptable level, it is their own decision to excel to the level of mastery. This mastery level does not really identify training or learning deficiencies as the acceptable level is lesser included, and the learner has already met the learning goal or standard. The Marzano et al. (1993) general assessment rubric is as follows: Level 4: Mastery. Demonstrates a thorough understanding of the generalizations and strategies, concepts, skills, and facts specific to the task or situation. Provides new insights into some aspect of that information. Level 3: Acceptable. Displays a complete and accurate understanding of the generalizations, strategies, concepts, skills, and facts specific to the task 28

or situation. Level 2: Needs Improvement. Displays an incomplete understanding of the generalizations, strategies, concepts, skills and facts specific to the task for situation and has come notable misconceptions. Level 1: Unacceptable. Demonstrates severe misconceptions about the generalizations, strategies, concepts, skills and facts specific to the task or situation. (p.30) These assessment levels relate directly to the levels of difficulty in the development of standards and to the mental processes required to accomplish the different difficulty levels. By understanding the different types of knowledge that are being assessed as well as the levels of difficulty required for specific tasks and situations, the FTOs are able to effectively assess the performance of recruits and truly show the level of acceptable progress or mastery of the standards required of recruits. As Marzano et al. (1993) demonstrate, it is necessary to have an assessment tool which allows performance to be documented without the subjectivity that is allowed in other assessment systems. This grading rubric would allow FTOs to base the ratings more specifically on the standards developed and not so much on the personal feelings that they may have towards the recruit. Chapter Summary The creation of an effective Field Training and Evaluation Program is a complex and daunting task which requires the compilation of a wide array of theory and tools in order to impart the necessary knowledge, skills, and abilities to the recruit. The FTEP

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should enable recruits to work as a police officer, acting on their own with self-direction and personal responsibility. In this review of literature, the author pointed out some of the major concepts that must be taken into account when designing and implementing an FTEP. The author has taken the multitude of components and identified the most important ones, which are summarized as follows: 1) Defining an FTEP. Understanding the goals and purpose of the FTEP is essential in order to take recruits from an academy setting and allowing them to gain the knowledge, skills, and abilities which will enable them to think independently and, ultimately, work on their own without the direct supervision of an FTO. 2) The concept of the Field Training Officer (FTO) and the necessity that each FTO must meet the high standards required to produce quality instruction, which will enable the recruits to learn the standards of the organization. The FTO must also understand the social impact and effect that they will have on the recruit. 3) FTOs must know the specific learning models of adults and be able to teach recruits from a variety of learning styles in order to provide the most effective training and instruction possible. It is important that an FTEP meet the needs of the recruit in order to produce a competent employee and to properly socialize them in to the broad and organizational culture. 4) The FTEP must utilize both standards and assessment tools. It is necessary to 30

understand how the basic structure of learning goals and assessments are related in order to effectively evaluate the performance of the recruit and to assess the proficiency and mastery of the knowledge, skills and abilities required by the organization. It is incumbent upon the organization to create a FTEP that has the flexibility and structure to successfully impart the necessary knowledge and to meet the learning needs of the recruits that they hire. With the scarcity of resources and the increased costs of hiring, training, and evaluating, organizations would be well advised to evaluate and improve their existing programs of training in order to train and retain the best possible employees possible. In Chapter 3, the method used to improve the Wheat Ridge Police Department FTEP is outlined.

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Chapter 3 METHOD The basic training that a police recruit receives, after completing the police academy, is the most important training that an organization can provide. The Field Training and Evaluation Program (FTEP) works to bridge the gap between the raw, basic habits that are learned in the academy and the cognitive decision-making skills that are required to be a successful police officer. The Wheat Ridge Police Department subscribes to the most common type of FTEP, which was developed over 30 years ago. During this time, there has been a great amount 32

of research done concerning adult learning and the development of strategies that can be applied to programs such as the Wheat Ridge Police Department FTEP. The author developed a complete revision of the Wheat Ridge Police Department FTEP, which is presented in manual format. The manual includes the multiple phases of the FTEP as well as redesigned standards and assessments. The manual is based on the premise that each phase of training builds upon standards already mastered in previous phases. Target Audience The Field Training and Evaluation Program is managed at several levels of the command structure within the organization. This redesigned FTEP targets each level of the structure, including the FTOs, the program coordinator, the patrol bureau commander, and ultimately the chief of police, as there must be agreement and buy in of the new program in order for implementation to take place. After approval of this project by the command staff of the department, the manual will primarily be used by FTOs and the recruits during the course of training. Organization of the Project The manual is organized to contain the following sections: 1) each phase of training is explicitly identified, including an orientation phase, a basic introductory instruction phase, a investigation skill building phase, and a performance phase; 2) standards are defined to include investigation skills, communication skills, technical and tactical skills, and officer safety; 3) assessment standards are defined to include written,

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verbal, and performance evaluations. Included are reporting forms, assessment forms, and all other necessary documentation which the program requires. Peer Assessment Plan This project was presented to four people within the organization who are directly related to the FTEP. These people included two FTOs, and the former FTEP coordinator (sergeant). Feedback about the manual was taken from the peer assessors as to the content of the program and any suggested changes to be made. Their feedback is discussed in Chapter 5. Chapter Summary The Field Training and Evaluation Program of the Wheat Ridge Police Department is a large program that has not been to be updated on multiple levels. As the FTEP is the most important training that can be provided to any new recruit, it is imperative that this program be brought up to date with the most current research and practices. This project strives to bring this update to the FTEP and provide a program that can be flexible to the needs of the department, while imparting the necessary knowledge and skills to the newest of recruits. The manual created for this project is presented in Chapter 4.

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Chapter 4 RESULTS Introduction The Wheat Ridge Police Department Field Training and Evaluation Program is based on a program developed over 30 years ago which did not taking into account research in adult learning and education. This lack of change, along with the change in the new generations of police recruits, has made it necessary for the training program that directly influences the careers of these recruits to adapt to their needs and the needs of the department. The following project is presented as a manual for the Wheat Ridge Police Department Field Training and Evaluation Program to adopt and adapt to the needs of the recruits and the ever changing needs of the department.

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Wheat Ridge Police Department Field Training and Evaluation Program Overview The updated program presented here represents a significant change in the current system that is currently employed by the Wheat Ridge Police Department concerning the Field Training and Evaluation Program of police recruits. Although there are some similarities, the changes are based on research and adult learning principles which can enable the police department to bring a learner-centered approach to the program. The first major change is that all time limits in the field training portion of the program have been eliminated. Research shows that each person learns at his/her own pace and, because of this, having a time bound system creates problems when slower learners engage in the old training program. Currently, those recruits who do not complete the training in the prescribed time are looked down upon and ridiculed for failing to complete the requirements. Elimination of this time-bound program allows for two different positive changes. First, those recruits who need more time to learn the basic skills and procedures are allowed the time to successfully complete the program. Second, those recruits (including lateral hires with significant experience) are not held back providing that they meet standards. Both of these changes benefit the department, as the recruits that are produced are of high quality and have proved that they meet specific standards.

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The second major change is the time in which learning topics are presented in the program. This program is very front loaded with information and requires recruits to have very basic, academy-achieved knowledge before they are even allowed to work on the streets. By front loading this program, each recruit is provided with the information that they will need on the first day of work. This allows the Field Training Officers (FTO) to spend time teaching skills necessary to perform the job functions, not spending time on teaching basic information to the recruits. The final major change is in the evaluation system which is employed in this system. All of the standards have been rewritten to enable both recruit and FTO to understand their meaning along with a description of the facts or skills that must be demonstrated to meet those standards. The physical evaluations have also been updated to reflect the new standards, and a new grading scale has been defined to eliminate subjectivity of scoring. Although this recommended program is a change from what is currently employed, the changes are based on researched and tested principles which should allow for successful training of recruits and provide the documentation that departments look for in order to reduce or eliminate training liability.

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Wheat Ridge Police Department Field Training and Evaluation Program: Assessment Rubric The following rubric details the rating scale which is used on the training report. Each line on the training report corresponds to a standard which is outlined in the training manual. Each standard should be compared to this rubric and the appropriate rating given.
The trainee demonstrates a thorough understanding of the generalizations, concepts, and strategies specific to the standard. Provides new insights into some aspect of information. The trainee displays a complete and accurate understanding of the generalizations, concepts, and strategies specific to the standard.

The trainee displays an incomplete understanding of the generalizations, concepts, and strategies specific to the standard and has some notable misconceptions.

The trainee demonstrates severe or serious misconceptions about the generalizations, concepts, and strategies specific to the standard.

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Wheat Ridge Police Department Field Training and Evaluation Program: Standards The recruit training report is divided up into sections which contain specific standards that the recruit must meet in order to continue through training. These standards represent the knowledge that is necessary to successfully function in the role of police officer, and when the performance of the recruit is compared to the standard and the assessment rubric, a score for that standard is given. These standards are divided into two types of knowledge: 1) Procedural knowledge: Procedural knowledge is knowledge of strategies that apply to various situations. Strategies make up the highest level of thinking within this category and they are supported by skills and algorithms (procedures with specific steps that must be executed in a set order), which represent the lowest level of thinking. Procedural knowledge is found during each level of the FTEP, as there are many standards and learning objectives that require skills and algorithms in order to be accomplished. 2) Declarative knowledge. Declarative knowledge is knowledge of concepts and generalizations that the recruit is able to transfer to different situations as it represents a broad knowledge base. Concepts and generalizations represent the highest level of thinking in declarative knowledge and are supported by the lowest level of thinking, facts. These facts are specific people, places, and events that, when combined, allow the recruit to have a broad view of situations that surround them. Declarative knowledge is found throughout the FTEP but there is a primary focus during Level II, Phases 2, 3, 4, and during Level III.

The following explanations of standards have been presented by category and have been designated as either declarative or procedural knowledge. Included with each standard are the specific skills and facts that lead to the accomplishment of the standard.

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Standard: General Appearance: The recruits uniform shall be neat, clean, worn properly, and fit correctly. All equipment shall be clean an operative. The officers uniform and equipment shall be compliance with Policy 3.30 and 3.31.

Facts Supporting the General Appearance Standard: Uniforms are clean Uniforms are the correct length for both pants and shirts Uniforms are worn in the proper manner Hair is within required standards for length Facial hair is groomed to the required standard Jewelry is not worn (other than approved items) Firearm is clean Firearm is in working order Ammunition magazines are full Correct number of magazines are present Portable radio is in working condition with a full battery charge at the beginning of shift Two sets of handcuffs are present Flashlight is present and in working order ASP (expandable baton) or straight stick is present and in working order Resources and forms are contained in an organized and accessible manner All other equipment is present and in working order 40

Attitude and Relationships

Standard: Acceptance of Feedback: The recruit accepts criticism from other department members in a positive manner and applies it in an effort to improve learning and performance. The recruit should solicit feedback and take responsibility for his or her own actions.

Skills Supporting the Acceptance of Feedback Standard: Criticism is accepted as a training tool The attitude of the recruit is positive The recruit accepts responsibility for their own actions The recruit does not take criticism as unnecessarily personal

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The recruit actively uses this information to change performance The recruit learns from their mistakes The recruit is respectful of the person making the criticism

Standard: Motivation and Effort: The recruit shall be self motivated to perform functions of the job regardless of performance ratings. The recruit demonstrates a strong desire to learn and perform at a higher level.

Skills supporting the Motivation and Effort Standard The recruit has a strong work ethic The recruit seeks new information and experiences without prompting The recruit demonstrates a desire to get involved The recruit initiates activity The recruit maintains a high level of activity regardless of performance ratings

Standard: Relationships with Department Members: The recruit adheres to the chain-ofcommand and accepts their role in the organization. The recruit is respectful of other members of the department and effectively works as part of a team.

Skills Supporting the Relationships with Department Members Standard The recruit reports to the proper supervisory authority The recruit follows orders when given The recruit is respectful of more senior members of the department The recruit works as part of a team 42

The recruit maintains a respectful attitude towards the department The recruit maintains a respectful attitude towards fellow employees The recruit actively assists others

Standard: Relationship with Community Members: The recruit is able to listen and speak appropriately to any member of the community, no matter the context of the situation. Skills Supporting the Relationship with Community Members Standard The recruit is courteous when appropriate The recruit is friendly when appropriate The recruit is polite when appropriate The recruit takes an active interest in the community member when appropriate The recruit is able to effectively communicate in order to diffuse situations The recruit demonstrates effective non-verbal skills when appropriate The recruit interacts with the community in a positive manner when appropriate The recruit acts in a profession manner to matter the situation The recruit has knowledge of community resources available

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Standard: Problem Solving: The recruit is able to recognize problems and utilize all available resources in order to find a solution.

Facts Supporting the Problem Solving Standard The recruit uses resources other than the FTO The recruit recognizes personal, criminal, and civil problems and the differences between these issues The recruit comes to a logical conclusion for any problems encountered

Standard: Decision Making: The recruit is able to make accurate and definitive decisions based on all information collected at the time of the decision.

Facts Supporting the Decision Making Standard The recruit makes decisions in a reasonable amount of time The recruit makes decisions that are logical in nature The recruit makes decisions that meet applicable laws The recruit collects a necessary amount of information in order to make a decision The recruits decision are based on law and policy The recruits decisions take into account the appropriate use of officer discretion 44

Cognitive Ability and Application of Knowledge

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Standard: Application of Policy and Procedure: The recruit is able to accurately apply department policy and procedures as they pertain to the situation at hand.

Facts Supporting the Application of Policy and Procedure Standard Standard: Application of Colorado Revised Statutes: The recruit is able accurately apply CRS to the situation at hand. The recruit is able to recognize the necessary policies during any given situation The recruit is able to articulate why they did or did not follow department policy or procedure The recruit is able to understand general summaries of department policy and procedure

Facts Supporting the Application of Colorado Revised Statutes Standard The recruit recognizes situations to which statutes can be applied The recruit applies the correct statute to the situation The recruit can explain the reason for applying statutes instead of ordinances

Standard: Application of Municipal Ordinances: The recruit is able to accurately apply municipal ordinances to the situation at hand.

Facts Supporting the Application of Municipal Ordinances Standard The recruit recognizes situations to which ordinances can be applied The recruit applies the correct ordinance to the situation

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The recruit can explain the reason for applying ordinance instead of statutes

Standard: Application of Traffic Code: The recruit is able to accurately apply traffic code to the situation at hand.

Facts Supporting the Application of Traffic Code Standard The recruit recognizes situation that traffic code can be applied The recruit applies the correct traffic code to the situation

Standard: Investigative Skill: The recruit conducts complete and thorough investigations.

Skills Supporting the Investigative Skill Standard The recruit is able to determine accurate facts of the situation The recruit is able to work towards a logical conclusion The recruit is able to reach a logical conclusion The recruit obtains necessary information to complete investigation

Standard: Interview Skill: The recruit conducts complete interview.

Skills Supporting the Interview Skill Standard The recruit speaks to people in the proper tone The recruit is able to control the direction and other aspects of the interview 47

The recruit is able to apply appropriate emotional pressure to the interview The recruit is able to conduct a complete interview The recruit is able to elicit deeper facts about the case The recruit is able to establish a logical sequence from the interview

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Demonstration of Knowledge
Standard: Policy and Procedure: The recruit is able to recite key points to necessary policy and procedure and use them as a guideline for actions taken during any given situation.

Facts Supporting the Policy and Procedure Standard The recruit is able to describe major policies, including, but not limited to: Use of force Operation of city vehicles Major incident response Evidence Victims Emergency placements Investigations

Standard: Colorado Revised Statutes: The recruit is able to correctly give key points and elements of statutes.

Facts Supporting the Colorado Revised Statutes Standard The recruit is able to summarize key points of major persons and property statutes, including , but not limited to: Assault Harassment 49

Kidnapping Child abuse At-Risk Domestic Violence ID Theft Theft Burglary Drug Robbery Criminal Mischief

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Standard: Municipal Ordinances: The recruit is able to correctly give key points and elements of ordinances.

Facts Supporting the Municipal Ordinances Standard The recruit is able summarize major points of municipal ordinances, including but not limited to: Harassment Assault Disorderly conduct Theft Disturbing the peace Sales and solicitation Possession of alcohol by a minor Interference Resisting arrest

Standard: Traffic Code: The recruit is able to correctly give key points and elements of traffic law.

Facts Supporting the Traffic Code Standard Insurance Drivers license 51 The recruit is able to summarize major points of traffic law, including, but not limited to:

DUI Hit and run Careless Reckless

Standard: Criminal Procedure: The recruit is able to follow proper criminal procedure.

Facts Supporting the Criminal Procedure Standard The recruit is able to articulate rules of search and seizure The recruit is able to articulate rules for arrest The recruit is able to articulate rules of evidence

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Miscellaneous
Standard: Time Management: The recruit uses their time in an efficient manner.

Facts Supporting the Time Management Standard The recruit completes investigations in a appropriate amount of time for the situation The recruit completes reports in an appropriate amount of time for the situation

Standard: Use of Force: The recruit uses reasonable and necessary force when situation requires it.

Facts Supporting the Use of Force Standard The recruit followed the use of force continuum The recruit followed policy and procedure regarding use of force The recruit shows no hesitation using appropriate force

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Driving: Standard Normal Conditions: The recruit operates a police vehicle in a safe and appropriate manner during routine situations.

Skills Supporting the Driving: Normal Conditions Standard The recruit obeys all traffic laws, as appropriate The recruit is alert and attentive while driving The recruit drives defensively The recruit adheres to all policy and procedure that pertain to driving

Standard: Stressful Conditions: The recruit operates a police vehicle in a manner appropriate for a stressful situation.

Skills Supporting the Driving: Stressful Conditions Standard The recruit uses all necessary equipment The recruit maintains control of the vehicle The recruit drives at a safe speed The recruit maintains a safe speed that complies with department policy The recruit drives with due regard for the safety of others

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Physical Skills Performance

Radio: Standard: Codes and Procedure: The recruit adheres to policy, procedure, and utilizes correct codes on the radio.

Facts Supporting the Radio: Codes and Procedures Standard The recruit uses codes correctly in the appropriate situation The recruit uses the phonetic alphabet The recruit adheres to established radio policy

Standard: Listening and Comprehension: The recruit hears and comprehends all radio traffic.

Facts Supporting the Radio: Listening and Comprehension Standard The recruit multi-tasks listening to the radio and performing other functions The recruit recognizes radio traffic directed specifically to them The recruit recognizes radio traffic directed to other officers 55

Standard: Articulation: The recruit is able to articulate their transmissions over the radio and is able to speak in a clear and concise manner.

Facts Supporting the Radio: Articulation Standard The recruit speaks over the radio in a clear voice The recruit speaks in a concise manner while using the radio

Officer Safety: Standard: General: The recruit is able to conduct themselves in a manner that does not pose a significant risk to the safety of themselves or others.

Facts Supporting the Officer Safety: General Standard The recruit uses appropriate positioning The recruit is mindful of hands and other potential areas for weapons The recruit is able to manage situations and minimize potential for hostile reactions

Standard: Suspect/Prisoner: The recruit is able to conduct themselves in a manner that does not pose a significant risk to the safety of themselves or others while maintaining control of a suspect or prisoner.

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Physical Skills Performance

Facts Supporting the Officer Safety: Suspect/Prisoner Standard The recruit maintains control of the suspect/prisoner at all times The recruit maintains a positions of advantage over a suspect/prisoner

Report Writing: Standard: Forms: The recruit appropriately uses department forms.

Facts to Support the Report Writing: Forms Standard The recruit uses the correct form for the situation The recruit accurately completes the form in its entirety

Standard: Accuracy/Detail: The recruit completes accurate and detailed reports.

Facts to Support the Report Writing: Accuracy/Detail Standard 57

The recruit completes accurate reports The recruit includes both inculpatory and exculpatory information The recruit provides in depth detail of the incident being documented

Standard: Organization: The recruits reports are completed in an organized and logical manner.

Facts to Support the Report Writing: Organization Standard The recruits reports are written in a chronological order The recruits reports show a logical sequence of events The recruits reports are organized so that they are easy to read and comprehend

Standard: Grammar/Spelling: The recruit is able to complete reports using proper English grammar and with minimal spelling mistakes.

Facts to Support the Report Writing: Grammar/Spelling Standard The recruit proof reads their reports prior to submission The recruit edits their report prior to submission The recruit uses proper grammar

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Wheat Ridge Police Department Field Training and Evaluation Program Level I

Training Guide
Purpose
Level I of the Wheat Ridge Police Department Field Training and Evaluation Program is the first level of training that a recruit attends immediately following the academy or after being hired. Level I serves as a period when academic knowledge and physical skills that are specific to the City of Wheat Ridge and the Wheat Ridge Police Department are taught. Its other main goal is to provide the recruit with the base level knowledge of the duties of a police officer so that no matter the officers level of experience, all recruits are able to start on the same level.

Procedure
The material to be covered in Level I is divided into three different learning blocks: 1) academics; 2) investigations; 3) skills. Each of the learning topics contains different academic subjects and practical skills that must be covered prior to working the street in Level II. Each of the subjects in these learning blocks contains an outline with the specific material that is to be covered with the recruit by a qualified instructor (i.e. driving skills covered by a driving instructor).

Management
Level I of the Field Training and Evaluation Program shall be managed by a sworn police officer, preferably a field training officer or the FTO Coordinator. This level shall 59

have a specific schedule which is published by the managing officer. All recruits shall be expected to participate in each piece of training and the recruits shall adhere to the published schedule.

Assessment
Each subject is to be assessed independently according to the assessment guidelines contained on the subject outlines. Any written assessment must demonstrate 70% proficiency of all questions asked as correct while any practical assessment must meet a proficient level (or a 3 on the assessment rubric).

Completion
In order for a recruit to complete Level I and be passed on to Level II, they must satisfactorily complete each subject in the three learning topics according to the assessment standards. Failure to complete any subject satisfactorily may result in remedial training or termination of employment, which is deemed appropriate by the FTO coordinator and the management team.

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Wheat Ridge Police Department Field Training and Evaluation Program Level I: Academics

Communications
Policy to be Covered:
Policy: Section 12: Communications Chapter 3: Use of CCIC, NCIC, and DMV Files Chapter 4: Confidential Information, Not to be Aired Chapter 8: Mobile Data Computer Chapter 9: Cell Phones

Learning Applications:
Radio Usage Physical Articulation CCIC Certification and Usage Cerulean Use of Microphone Codes/protocol Phonetic Alphabet Terminology Speaking on Air Portable Mobil Talk Channels

Assessment:
Written Policy 61

Procedures

Practical CCIC

COP
Policy to be Covered:

POP

SARA Model

Policy: Section 2: Community Relations Chapter 1: Community Policing Chapter 2: Crime Prevention and Community Partnerships Chapter 3: Crime Prevention Team

Learning Applications:
Community Oriented Policing (COP) Problem Oriented Policing (POP) SAFER Wheat Ridge SARA Model Crime Prevention Team 62 Function Definition Projects Definition Communication Skills Problem Recognition

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Academics Lock Box Colorado LifeTrac School Resource Officer Program Critical Programs

Assessment:
Written Policy Procedures

Court
Policy to be Covered:
Policy: Section 7: Court Issues Chapter 10: Subpoenas and Legal Process

Learning Applications:
Preparation Appearance Testifying Criminal/Civil Cases 63 LOVID

Department of Revenue Hearings Liquor Licensing Subpoenas Return of Subpoenas Conflicts

Assessment:
Written Policy Procedures

Critical Incidents and Media Relations

Policy to be Covered:
Policy: Section 2: Community Relations Chapter 20: Public Information Section 3: Personnel Issues Chapter 20: Employee Counseling Service 64

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Academics Chapter 21: Critical Incident Support Section 5: Weapons and Use of Force Chapter 4: Officer Involved Shootings Section 9: Other Police Responsibilities and Resources Chapter 9: Use of Public Information Officer Section 10: Special Operations Chapter 1: Duties and Responsibilities of SWAT Chapter 2: Tactical Training/Weapons/Tactics Chapter 3: Barricaded Gunman and Hostage Situations Chapter 4: Bomb Threats and Bomb Disposal Chapter 5: Hazardous Materials Incidents Chapter 6: Major Incident Response Chapter 7: Emergency Preparedness Network Chapter 8: Respiratory Protection Program

Learning Applications:
Response to Critical Incidents o HAZMAT PPE Major Incidents

o Bomb Incidents o Barricade and Hostage Situations o SWAT o Officer Involved Shootings Jefferson County Critical Incident Response Team 65

 Counseling/Psych Normal Reactions

Employee Assistance

Assessment:
Written Policy Procedures

Evidence

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Wheat Ridge Police Department Field Training and Evaluation Program Level I: Academics

Policy to be Covered:
Policy: Section 8: Criminal Investigations Chapter 11: Collection and Preservation of Evidence Chapter 13: Property and Evidence Chapter 14: Crime Scene Processing

Learning Applications:
Collection of Evidence Booking Evidence Drug Identification Narcotic Identification NIK Testing Meth Lab Identification Packaging Submission to Lab Booking Computer System Blood Photos Fingerprints DNA Clothing

Assessment:
Written Policy Procedures 67

Practical Evidence Collection Evidence Packaging Booking Evidence NIK Test

Geography and Response to Calls For Service

Policy to be Covered:
Policy: Section 9: Other Police Responsibilities and Resources Chapter 30: Response to Calls for Service Chapter 31: Response to High Risk Calls

Learning Applications:
City Boundaries Street Rotation and Hundred Blocks Fire Districts Parks/Greenbelt Schools Motels Banks Convenience Stores Alleys Through Streets in Residential Areas Shortcuts Odd Streets/Addresses 68

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Academics Parking Lots Response Non-Emergency Emergency Thinking About the Call Prior to Arrival

Assessment:
Written Street Rotation

Practical Driving the City

Policy
Policy to be Covered:
Policy: Section 1: Organization and Administration Chapter 1: Employee Ethics, Association and Affiliations Chapter 6: Line of Duty Death or Injury Chapter 7: Employee Accountability and Span of Control Chapter 8: Authority, Responsibility, and Use of Descretion Chapter 21: Mutual Aid Section 2: Community Relations 69

Chapter 1: Community Policing Chapter 2: Crime Prevention an & Community Partnerships Chapter 20: Public Information COP, POP, SARA Models Section 3: Personnel Issues Chapter 1: Overtime Pay and Compensatory Time Chapter 4: Rotating Positions and Specialized Assignments Chapter 12: Secondary and Extra- Duty Employment Chapter 13: Personnel File Chapter 15: Harassment Chapter 21: Critical Incident Support Chapter 22: On the Job Injuries Chapter 38: Use of Tobacco Section 3: Personnel Issues (Professional Standards) Chapter 16: Grievance Procedures and Problem Solving Chapter 42: Code of Professional Conduct Chapter 43: Internal Affairs Investigations Chapter 44: Right of Employees Under Investigation Chapter 46: Disciplinary Process Section 9: Other Police Responsibilities and Resources Chapter 60: Picketers and Protesters

Assessment:
Written Each section of policy must be assessed

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Wheat Ridge Police Department Field Training and Evaluation Program Level I: Academics

Report Writing
Policy and Other Materials to be Covered:
Policy: Section 14: Records Chapter 3: Records Release Procedure Chapter 8: Use of Criminal Justice Databases WRPD Report Writing Manual RMS Training Manual

Learning Applications:
Who Reads Reports? When Should Reports be Written 71

Mandatory Reporting Situations Organization and Narrative Chronological Narrative Use of Bullet Points

Content Inculpatory evidence Exculpatory evidence Slang/Jargon Word Usage Report Titles

Internal Documentation City Incident Reports

RMS/LFR Entering People/Vehicles Completing Narratives Submittal/Upload Search

Assessment:
Written Policy Procedures 72

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Academics Practical Scenarios with written report after incident

Responsibilities to Victims
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Policy to be Covered:
Policy: Section 2: Community Relations Chapter 30: Adopt-A-Bear Program Chapter 31: Lap Robe Program Section 9: Other Police Responsibilities and Resources Chapter 11: Use of Victim Outreach Information

Learning Applications:
Dealing with Victims VOI Victim Rights Pamphlets Adopt-A-Bear and Lap Robe Sensitivity Safety

Assessment:
Written Policy Procedures

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Wheat Ridge Police Department Field Training and Evaluation Program Level I: Academics

Wheat Ridge Code of Laws

Ordinances to be Covered:
Chapter 13: Motor Vehicles and Traffic 13-42 Abandoned Vehicles 13-42 Removal and Impound Chapter 15: Nuisances 15-18 Illegal Dumping 15-19 Defacing Property 15-24 Littering Chapter 16: Offenses Miscellaneous Article II: Offenses Involving Personal Injury, Etc. 16-21 Assault 16-22 Menacing 16-23 Criminal Extortion 16-24 Reckless Endangerment Article III: Offenses Involving Property Rights 16-41 Theft Generally 16-42 Theft by Check 16-43 Criminal Mischief 16-44 Street Signs 16-45 Posters 16-46 Trespassing 16-48 Criminal Tampering 16-49 Prohibition on Possession of Graffiti Material 75

Article IV: Offenses Again Public Safety and Order Division I: Generally 16-65 Physicians to Report Certain Injuries 16-67 Obstructing Streets and Sidewalks Division II: Weapons 16-83 Carrying Concealed Deadly Weapons 16-84 Carrying, etc., Illegal Weapons 16-85 Discharging Firearms 16-86 Brandishing, etc., Deadly Weapons 16-88 Missiles Article V: Offenses Again the Public Peace 16-101 Disorderly Conduct 16-102 Urination and Defecation in Public 16-103 Unreasonable Notice; Disturbing the Peace 16-104 Indecent Exposure 16-105 Disrupting Lawful Assembly 16-106 Loitering 16-107 Harassment; Stalking 16-108 Unlawful Interference Educational Institutions 16-109 Unlawful Interference Public Buildings and Proceedings 16-110 Domestic Violence 16-111 Violation of Restraining Order 16-112 Violation of Bail Bond Conditions 16-113 Sales and Solicitation in Certain Places Prohibited 16-114 Aggressive Solicitation Prohibited Article VI: Offenses Against Public Decency 16-127 Possession of Alcohol in Public Places; Purchases by or for Minors; 76

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Academics Sales to Minors 16-128 Unlawful Visual Observation 16-129 Unlawful Electronic Observation 16-131 Possession of Marijuana 16-132 Possession of Injection Devices 16-133 Dug Paraphernalia Article VII: Offenses by Or Against Officer and Government 16-151 False Reports to Authority 16-152 Impersonation of Police Officer 16-153 Counterfeit Insignias 16-156 Interference with Public Officers When in Discharge of Duties 16-157 Resisting Arrest; Escaping Custody; Rescuing Prisoner 16-159 Disobeying; Refusing to Aid Public Officers Article VIII: Minors 16-176 Furnishing Cigarettes to Minors 16-177 Possession of Alcohol by Minor 16-178 Harboring Minors Prohibited; Exceptions 16-179 Curfew 16-180 Possession o f Graffiti Materials by Minor Article IX: Prostitution 16-202 Solicitation Prohibited 16-204 Patronizing Prostitution 16-206 Public Indecency Chapter 17: Parks and Recreation 17-25 Hours

77

17-27 Alcoholic Beverages 17-40 Fishing 17-52 Vehicles

Assessment:
Written Each chapter must be assessed

Practical Scenarios with charging decisions

78

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Academics

79

At-Risk Persons
Policy and Statutes to be Covered:
Policy: Section 8: Criminal Investigations Chapter 9: At-Risk Persons Colorado Revised Statute Title 18, Article 6.5 Wrongs to At-risk Adults

Learning Applications:
Determining At-Risk Status Specific At-Risk Crimes 18-6.5-103 Crimes Against At-Risk Adults and At-Risk Juveniles

Jefferson County Adult Protection Wheat Ridge Regional Center Type of Facility Usual Calls For Service

Assessment:
Written Policy Statute

80

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Investigations

Child Abuse
Policy, Statutes and Other Material to be Covered:
Policy: Section 8: Criminal Investigations Chapter 2: Child Abuse Investigations Colorado Revised Statute 18-6-401 Child Abuse Jefferson County Child Abuse Investigation Policy

Learning Applications:
Investigation Jefferson County Child Protection Responsibilities Administrative Court Actions Placement of Child/ren Injury vs. Neglect Evidence Placement of Child/ren

Assessment:
Written Policy Procedures 81

Civil Cases
Learning Applications:
Definition of Civil Matters o Contract Between Two Parties Common Civil Issues o Motor Vehicle Theft o Stand By to Prevent o Child Custody o Landlord/tenant o Mechanics Liens

Assessment:
Written Scenarios

82

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Investigations

Animals, Code, Parks, and CSO

Policy, Statutes and Ordinances to be Covered:
Policy: Section 13: Community Services Chapter 1: Duties and Responsibilities of the Community Services Team Chapter 2: Police Officer Response to Animal Calls Chapter 3: Police Officer Response to Park Calls Chapter 4: Tranquilizer Rifle Chapter 5: Police Response and Notifications Regarding Dangerous Wildlife Wheat Ridge Code Of Laws Chapter 4: Animals Chapter 15: Nuisances

83

Learning Applications:
Function Police Officer Response to Code/Animal Calls o Animals Wildlife Dogs Parks Violations Code Violations LLV Vicious Dispositions

Assessment:
Written Policy Wheat Ridge Code of Laws

Detox Holds
Policy and Statutes to be Covered:
Policy: Section 6: Arrest and Custodial Considerations Chapter 30: Detoxification Placements Colorado Revised Statute 25-1-310 Emergency Commitment - Alcohol

Learning Applications:
84

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Investigations Determining Appropriateness of Detox Arapahoe House Refusals Refusal Form Custody Sheet Jeffco Courtesy Housing Form Definition Paperwork Reservation Custody Sheet Detox Log Security Procedure Signs of Intoxication Danger to Self Hospital?

Assessment:
Written Policy Procedures

Natural and Suspicious Death Investigation

85

Policy to be Covered:
Policy: Section 8: Criminal Investigations Chapter 1: Questionable Death Investigations

Learning Applications:
Response o Obvious vs. Need for Medical If Transported to Hospital, No Investigation Unless Suspicious

o Secure Scene o Victim Identity o Photos ASAP Investigation o Time Line of Activity o Document Condition of House o Medical Paperwork o Prescriptions o Circumstances Surrounding Death Notification of Supervisor o Supervisor Calls Detectives if Necessary o Supervisor Notifies Corner Family o Separate for investigation o VOI o EMOTION Coroner o On Their Arrival, Their Scene

86

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Investigations o Give Chronological Briefing of Situation o Assist with Exam o May be Relieved by Coroner

Assessment:
Written Policy Procedure

Domestic Violence and Protection Orders

Policy and Statutes to be Covered:
Policy: Section 8: Criminal Investigations Chapter 6: Domestic Violence Investigations Colorado Revised Statute Title 18, Article 6, Part 8: Domestic Violence 18-1-1001 Protection Order Against Defendant

Learning Applications:
Domestic Violence Investigation

Determine Probable Cause of a Crime Determine Intimate Relationship Witnesses o Children Must be Documented for Child Protection

VOI 87

 County vs. City o Fast Track Affidavit Subpoena Victim Rights DV Field Report Pumpkin Sheet

Reports

Summons/Felony Filings

Protection Order Violations o County vs. City Where Issued DV Paperwork Domestic Violence Related?

Assessment:
Written Policy Procedure

Identity Theft
Policy and Statutes to be Covered:
Policy: Section 8: Criminal Investigations Chapter 18: Identity Theft Colorado Revised Statute Title 18, Article 5, Part 9: Identity Theft and Related Offenses

Learning Applications:
88

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Investigations Investigation Methods of Prevention Venue Methods of Transactions Evidence/Documents

Assessment:
Written Policy Statute

Liquor Law
Policy, Statutes and Ordinances to be Covered:
Policy: Section 8: Criminal Investigations Chapter 21: Liquor License Investigation

89

Colorado Revised Statute Title 12: Drugs/Controlled Substances/Alcoholic Beverages/Etc. Wheat Ridge Code of Laws 16-126 Solicitation of Alcoholic Beverages 16-127 Possession of Alcohol in Public Places; Purchases by or for Minors; Sales to Minors

Learning Applications:
Incidents at Bars Disturbance

Mandatory Reporting Over serving Bar Checks

Liquor Team Inspections Enforcement

Assessment:
Written Policy Procedure

Mental Health Holds

90

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Investigations

Policy and Statutes to be Covered:

Policy: Section 6: Arrest and Custodial Considerations Chapter 31: Mental Health Holds Section 9: Other Police Responsibilities and Resources Chapter 16: Use of Crisis Intervention Team (CIT) Officers Colorado Revised Statute 27-10-105(1)(a)(1) Emergency Procedure Mental Illness

Learning Applications:
Determining Mental Health Status Transporting to Hospital Documentation M1 Custody sheet (when required) CIT Form Patrol Car Ambulance Danger to Self Danger to Others Gravely Disabled

Assessment:
Written Policy Procedures

Practical Scenario with documentation 91

Runaways and Missing Persons

Policy to be Covered:
Policy: Section 8: Criminal Investigations Chapter 10: Amber Alerts

Learning Applications:
Runaways Descriptions Identifiers Endangered/Amber Alerts Computer Entry Missing Persons Descriptions Identifiers Endangered Computer Entry Supervisor Notification and BOLO Reports Custody and Dispositions Reports

Assessment:
92

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Investigations Written Policy Procedures

Sex Crimes
Policy and Statutes to be Covered:
Policy: Section 8: Criminal Investigations Chapter 3: Sexual Assault Investigation Colorado Revised Statute Title 18, Article 3, Part 4: Unlawful Sexual Behavioral Title 16, Article 22: Colorado Sex Offender Registration Act

Learning Applications:
Response Investigation 93 Limited Interviews Medical Attention Scene Security Victim Safety

 Sex Offenders Fee

Notifications SANE Program VOI

Registration

Done by Evidence Technician Verification

CCIC Offender Address Charging

Felony Charge if Convicted of Felony Crime Misdemeanor is Convicted of Misdemeanor Crime

Assessment:
Written Policy Procedure Statute

Traffic
Policy, Statutes and Other Material to be Covered:
Policy: Section 8: Criminal Investigations Chapter 7: DUI Procedures Section 9: Other Police Responsibilities and Resources 94

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Investigations Chapter 40: Traffic Enforcement Chapter 41: Accident Investigation Chapter 50: Towing and Impounding Vehicles Chapter 51: Abandoned Vehicles Colorado Revised Statute Title 42: Traffic Code Model Traffic Code Traffic Cheat Sheets

Learning Applications:
Enforcement Radar Certification Setting Up Completing Summonses o Using Traffic Cheat Sheets o HTO Arrest Proof of Service

o Revocation Crashes o Investigation o Report Form o Measurements 95 Confirming with DMV Proof Of Service

DUI o SFST o Testing Blood Breath Intoxilyzer Certification

Documentation Revocation Field Notes

Assessment:
Written Policy Procedure

Practical Certification as Mandated by CDPHE Paperwork Completion

96

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Investigations

97

Arrest Control
Policy and Statute to be Covered:
Policy: Section 5: Weapons and Use of Force Chapter 1: Use of Force Chapter 3: Use of Force Documentation Section 6: Arrest and Custodial Considerations Chapter 2: Arrest Standards and Guidelines Chapter 3: Use of Restraining Devices Chapter 4: Searching of Prisoners Chapter 5: Transporting of Prisoners Chapter 6: Juvenile Custody Standards Chapter 7: Use of Temporary Detention Area Chapter 8: Rights of Prisoners Colorado Revised Statutes 18-1-707 Use of Physical Force Title 18, Article 8, Part 8: Offenses Relating to Use of Force by Peace Officers

Learning Applications:
Using Force Force Continuum

Searching Handcuffing Control Techniques Control and Escort Pre-arrest and On-arrest Situations Team Submission Techniques 98

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Skills Take Downs

Control and Retrieval of Weapons Ground Tactics Weapons and Devices Impact Taser (certification) OC Hobble

Prisoner Processing

Assessment:
Written Policy Statute Use of Force Documentation

Practical Individual Skills Proficiency Scenarios with documentation

99

Driving
Policy and Statute to be Covered:
Policy: Section 4: Use of Department Vehicles Chapter 4: Routine and Emergency Vehicle Operations Chapter 5: Police Vehicle Pursuits Chapter 6: Traffic Accidents/Crashes Involving City Owned Vehicles Colorado Revised Statutes 42-2-108 Emergency Driving 42-2-213 Emergency Driving 42-4-108 Pursuit Driving 42-2-237 Seatbelts 42-4-805(8) Pedestrian Responsibility When Approached by Emergency Vehicle 42-4-705 Operation of Vehicle on Approach Of Emergency Vehicle

Learning Applications:
100 Vehicle Inspection

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Skills Checklist Vehicle Set Up High Speed Low Speed Shuffle Steering Braking Backing Cornering Precision Maneuverability

Documentation Pursuit Form

Assessment:
Written Policy Statute Pursuit Documentation

Practical CIRSA Driving Test Skills Course

101

Firearms
Policy and Statute to be Covered:
Policy: Section 5: Weapons and Use of Force Chapter 1: Use of Force Chapter 2: Weapons and Ammunition Chapter 3: Use of Force Documentation Chapter 4: Officer Involved Shootings Colorado Revised Statutes 18-1-707(2) Use of Deadly Force

102

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Skills

Learning Applications:
Safety Firearm Safety Rules Range Safety

Nomenclature of Weapons Maintenance Fundamentals of Marksmanship Stance Grip Sight Picture/ Sight Alignment Trigger Manipulation Breath Control Follow Through

Presentation of Weapon Basic Draw Close Combat Reholster

Reloading Tactical Combat

Malfunctions Tap-Rack-Target Feedway Stoppages Failure to Fire Failure to Extract Double Feed 103

Failure to Eject Stove Pipe

Decisional Shooting Survival Shooting Techniques Placement Cover/Concealment Positional Shooting Movement Threat Assessment Close Combat One Hand Shooting Long Range Shooting

Assessment:
Written Policy Statute Safety

Practical Firearms Qualification

104

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Skills

High Risk Tactics

Policy and Statute to be Covered:
Colorado Revised Statutes 18-1-707 Use of Physical Force Title 18, Article 8, Part 8: Offenses Relating to Use of Force by Peace Officers

Learning Applications:
High Risk Stops Set up Call Back Vehicle Check

Building Searches Angles/Cutting the Pie Hallway Coverage Room Entry Active Shooter Response

Diamond Formation Identification of Area of Responsibility 105

Designation of Duties Formation Movement

Assessment:
Practical Scenarios

106

Wheat Ridge Police Department Field Training and Evaluation Program Level I: Administrative

Administrative
Department Overview Organization of the Department Building Tour ID Cards Employee Paperwork and Human Resources Hiring Paperwork Contracts FOP Pension POST Forms Personnel Policy Benefits Paperwork

Field Training and Evaluation Program Overview Chain of Command Levels and Phases of Program Field Training Officers Mentoring Program

Required Testing Anti-bias Policing (online) ICS 100/NIMS 700 (online) Personal Protective Equipment Medical evaluation (online) Fit Test

107

108

Wheat Ridge Police Department Field Training and Evaluation Program Level II: Phase I

Training Guide
Purpose
Level II of the Wheat Ridge Police Department Training and Evaluation Program serves many different purposes within the program. Level II is the first opportunity for the recruit to experience working as a police officer on the streets, and because of this, it is the recruits first experience with the social culture of the department and of law enforcement. This socialization plays an important role in determining if that recruit will be successful in this profession. The second purpose that Level II serves is to train the recruit to perform the essential job functions that police officers perform. At this level, the basic skills and knowledge that the recruit learned in the academy and in Level I of this program are applied to situations and incidents that are encountered while performing their duties. The final purpose that Level II has is to develop the independent thinking and decision making skills that are necessary to be a successful police officer. At the end of Level II the recruit shall have demonstrated their ability to take basic academic knowledge and skills proficiency and make appropriate decisions about their use and applications.

109

Management
Level II of the Wheat Ridge Police Department Field Training and Evaluation Program will be managed by the department designated FTO Coordinator. It is the responsibility of the coordinator to assign Field Training Officers (FTO) to the different phases of training for each recruit and to ensure that the recruit meets the standards which have been described in this manual. FTOs also have a specific management role at this level. FTOs are directly responsible for two different areas: 1) the actions of the recruit; 2) the training and instruction of the recruit.

Procedure
Level II is divided into three distinct phases: 1) Phase I: Instruction; 2) Phase II: Investigation; 3) Phase III: Evaluation. The recruit will have a different FTO for each phase of this level. Phase I: Instruction The instruction phase of Level II is dedicated primarily to the development of the recruits basic skills in the performance of their duties. The recruits main function is to practice and learn the general aspects of the job, including response to calls for service, officer initiated activity, and how to efficiently handle a call. Each recruit shall spend a minimal amount of time observing the actions of the FTO, and, when the FTO deems appropriate, shall then demonstrate the standards of the job

110

Wheat Ridge Police Department Field Training and Evaluation Program Level II: Phase I measured during this phase. There is a heavy emphasis placed on officer initiated activity, especially traffic stops and citizen contacts, as all other aspects of police work can build on good foundations of these two areas. This phase is also the time when the recruit is able to see the correlation between what was learned in the academy and Level I and how it directly applied to their duties. At the end of Phase I, the recruit should be able to conduct themselves in a manner that is both safe and effective, and will allow for the investigation of incidents, as described in Phase II. Phase II: Investigation The investigation phase of Level II focuses on the investigation of all incidents that the recruit responds to. This phase builds on the skills developed in Phase I by requiring the recruit to perform at a higher level of thinking and begin to learn to apply and knowledge and makes decisions. At the conclusion of Phase II, the recruit should be able to function as a police officer in regards to safety, investigative skill, and ability to be the primary officer on scene and most incidents. Phase III: Evaluation The function of Phase III is to evaluate the ability that the recruit has developed to function as a police officer. This phase is also to evaluation the training that the recruit has received and to ensure that each standard outlined in this manual has been met. At the completion of Phase III, the recruit should be a fully functioning police officer.

111

Assessment
The assessment of the recruit will depend on the phase that the recruit is currently in. Phase I: Instruction Recruits are formally assessed on a weekly basis during Phase I as the goal of Phase I is to instruct material and lay the basic foundation for the advancement in this level. Phase III has four assessment reports: 1) the weekly training report; 2) traffic stop report; 3) citizen contact report; 4) officer initiated activity report. The traffic stop report and citizen contact report should be completed each time these functions are performed. The officer initiated activity report should be completed daily and should reflect the work that the recruit performed that day and whether or not they met the activity goals set by the FTO. In order for a recruit to successfully complete Phase I, they must be rated proficient in each one of the standards being assessed during this phase. The FTO assigned to the recruit during this phase shall complete all assessments during this period. Phase II: Investigation The recruit shall be formally assessed on a daily basis during Phase II. In order for the recruit to successfully complete Phase II, they must be rated proficient in each standard addressed during this phase. These assessments shall be completed by the FTO assigned to the recruit during this phase.

112

Wheat Ridge Police Department Field Training and Evaluation Program Level II: Phase I Phase III: Evaluation The recruit shall be formally assessed independently by both the Phase I FTO and the FTO Coordinator or his designee. Each recruit shall be assessed initially by the Phase I FTO who should determine the following: 1) has the recruit in fact met each and every standard described in this manual, 2) has the recruit shown sufficient progress in order to recommend that they be released from training. Should the FTO find any deficiency in performance of the standards by the recruit, the FTO may either refer the recruit to the coordinator for a decision on remedial training. When the coordinator receives satisfactory assessment information from the FTO for each phase of this level, they shall conduct an additional assessment in order to ensure that the recruits performance meets all standards. After this assessment has been completed for each individual phase, the coordinator shall have the discretion to move the recruit on to the next phase in training. For the Phase III evaluation, the coordinator shall have the authority to recommend one of two things: 1) remedial training for the recruit in specific areas of performance; 2) that the recruit be released from Level II with the approval of the management team.

Completion
There are no specific time constraints placed on any Level II phase of the Wheat Ridge Police Department Field Training and Evaluation Program. Each phase shall be completed by the recruit in a reasonable amount of time. A reasonable amount of time 113

shall be determined by the FTO coordinator in consultation with the FTO and management, and should be based on ability of the recruit and the possibility of successful completion of the entire program. There should, however, be a target goal of completion set at six weeks per phase. The recruit may complete each phase in a lesser amount of time, but if the recruit is still unable to function at a proficient level at the completion of six weeks, the FTO coordinator, FTO, and management team shall meet to discuss any necessary action to be taken. In order for a recruit to be recommended for advancement from Level II, they must show proficiency in each standard that is outlined in this manual. No recruit, under any circumstance, shall be released from any phase, or level, without an assessment of their skills and abilities and the attainment of a proficient rating in each standard. If at any time an FTO believes the probability that a recruit will be able to successfully complete any standard of the program is unlikely, they must submit this information to the coordinator and a recommendation to management should be made as to the appropriate action to be taken regarding the recruit.

114

Wheat Ridge Police Department Field Training and Evaluation Program Level II: Phase I

Phase I Training Outline

Phase I in the Field Training and Evaluation Program is dedicated to orienting the recruit to their new job as a police officer. The following outline covers the learning topics that are specific to this phase of training. Understand that just because one aspect of the job (i.e. response and investigation of major incident) is not specifically outlined in this area or phase, does not mean that the recruit should not participate in it. The Field Training Officer must use their judgment and discretion to utilize each individual situation encountered as a training opportunity.

Response to Calls For Service

Driving Geography Type of call type of response Tactical Response Radio Proper use of codes Relaying information Shortest route Parking Activation/deactivation of emergency equipment

Strategic Considerations Approach mindset (thinking about it before you get there) Approach routes Escape routes Approach on foot 115

Use of equipment Lighting Radio volume Specialized equipment

On scene responsibilities Primary officer Cover officer

Report writing Documentation of incident (discretion of FTO)

Traffic Stops
Identifying violations Stopping vehicle Choosing location Radio traffic Non-routine stop

Approach Exit of vehicle Walking up to vehicle Contacting driver and passengers Obtaining information/documents

Returning to vehicle

Decision making Summons/no summons FI Card Towing 116

Wheat Ridge Police Department Field Training and Evaluation Program Level II: Phase I DMV/CCIC checks

Release of subject

Citizen Contacts
Articulation of reasonable suspicion Approach Vehicle placement Approach Safety considerations Location Control of citizen

Contact Speaking to citizen Checking for weapons Documentation/identification

Decision making DMV/CCIC Wants Alcohol/mental health assessment FI Card

117

POLICE OFFICER RECRUIT Citizen Contact Report Level II: Phase I

Recruits Name: Assignment: Date Observed: Time Observed: FTOs Name:

Legend: RA = Recruit Acknowledgement; NO = Not Observed Rating: 1,2 = Not meeting standards; 3 = Meet standard; 4 = Exceeds standard RA [ ] [ ] [ ] [ ] [ ] [ ] [ ] Comments: 1 2 3 4 NO Traffic Stop: 1. Reason for Contact 2. Positioning of Officer 3. Officer Safety - Positioning 4. Pat Down for Weapons 5. Contact with Citizen 6. Decision Making Skill Overall Performance

118

POLICE OFFICER RECRUIT Traffic Stop Report Level II: Phase I

Recruits Name: Assignment: Date Observed: Time Observed: FTOs Name:

Legend: RA = Recruit Acknowledgement; NO = Not Observed Rating: 1,2 = Not meeting standards; 3 = Meet standard; 4 = Exceeds standard RA [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] 1 2 3 4 NO Traffic Stop: 1. Reason for Stop 2. Location of Stop 3. Radio Usage 4. Use of Equipment 5. Approach 6. Contact with Occupants 7. Return to Patrol Car 8. Decision Making Skill 9. Re-approach Overall Performance

[ ] Comments:

119

POLICE OFFICER RECRUIT Officer Initiated Activity Report Level II: Phase I
Recruits Name: Assignment: Action Taken Traffic Stop Traffic Summons Municipal County Misdemeanor Arrest Warrant New Charges Felony Arrest Warrant New Charges Total Points Comments: Point Value 1 2 3 4 5 6 Date Observed: Points Goal: Total Points __________ __________ __________ __________ __________ __________ __________ __________ FTOs Name:

________________________________ FTO Signature

____________________________ Recruit Signature

120

POLICE OFFICER RECRUIT Training Report Level II: Phase I

Recruits Name: FTOs Name:

Dates Observed: Assignment:

Legend: RA = Recruit Acknowledgement; NO = Not Observed Rating: 1,2 = Not meeting standards; 3 = Meet standard; 4 = Exceeds standard RA [ ] [ ] [ ] [ ] [ ] [ [ [ [ [ [ ] ] ] ] ] ] 1 2 3 4 NO ATTITUDE AND RELATIONSHIPS: 1. General Appearance 2. Attitude 3. Motivation and Effort 4. Relationships with department members 5. Relationships with community members DEMONSTRATION OF KNOWLEDGE 6. Department policy 7. Department procedures 8. Colorado Revised Statute 9. Municipal Code of Laws 10. Traffic laws and procedures 11. Criminal law procedures PHYSICAL SKILLS PERFORMANCE Driving: 12. Normal Conditions 13. Moderate/High Stress Situations 14. Geography/Orientation to City Radio: 15. Codes and Procedure 16. Listening and Comprehension 17. Articulation Officer Safety: 18. General 19. Suspect/Prisoner Report Writing: 20. Forms 21. Accuracy and Detail 22. Organization 23. Grammar and Spelling Misc. Skills 24. Use of Force 25. Time Management 121

[ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ [ [ [ ] ] ] ]

[ ] [ ]

Activities Performed for this Training Period:

Recruits Areas of Strength: Recruits Areas to Improve: FTOs Overall Observations of the Recruit for this Training Period: TRAINEES COMMENTS: _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ___

______________________
TRAINEES SIGNATURE

_____________________
F.T.O. SIGNATURE

122

Wheat Ridge Police Department Field Training and Evaluation Program Level II: Phase II

Phase II Training Outline

Phase II of the Field Training and Evaluation Program is dedicated to taking the skills that the recruit learned in Phase I (contacting parties and responding to calls for service) and now moving on to investigative skills. This phase requires the recruit to be the primary officer in calls for service deemed appropriate by the FTO based on the performance level of the recruit.

On Scene Investigation
Interviews Obtaining all personal information for parties interviewed Determining the logical timeline of events Determining victims, witnesses, suspects Miranda applications

Collecting evidence Searches Physical Written statements

Decision making Determination of crime/no crime Arrest decisions Dispositions

Reports Report/no report situations Completion of reports

123

124

POLICE OFFICER RECRUIT Training Report Level II: Phase II

Recruits Name: Assignment:

Dates Observed:

FTOs Name:

Legend: RA = Recruit Acknowledgement; NO = Not Observed Rating: 1,2 = Not meeting standards; 3 = Meet standard; 4 = Exceeds standard
RA [ ] [ ] [ ] [ ] [ ] 1 2 3 4 NO ATTITUDE AND RELATIONSHIPS: 1. General Appearance 2. Attitude 3. Motivation and Effort 4. Relationships with department members 5. Relationships with community members

[ [ [ [ [ [ [ [

] ] ] ] ] ] ] ]

COGNITIVE ABILITY AND APPLICATION OF KNOWLEDGE 6. Problem Solving and Decision Making 7. Application of Department Policy and Procedure 8. Application Colorado Revised Statute 9. Application of Municipal Code of Laws 10. Application of Traffic Law and Procedures 11. Application of Criminal Law Procedures 12. Investigative Skill 13. Interview/Interrogation Skill PHYSICAL SKILLS PERFORMANCE Driving: 13. Normal Conditions 14. Moderate/High Stress Situations 15. Geography/Orientation to City Radio: 16. Codes and Procedure 17. Listening and Comprehension 18. Articulation Officer Safety: 19. General 20. Suspect/Prisoner Report Writing: 21. Forms 22. Accuracy and Detail 23. Organization

[ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]

125

[ ] [ ] [ ]

24. Grammar and Spelling Misc. Skills 25. Use of Force 26. Time Management

Activities Performed for this Training Period:

Recruits Areas of Strength: Recruits Areas to Improve: FTOs Overall Observations of the Recruit for this Training Period: TRAINEES COMMENTS: ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________

_________________________ TRAINEES SIGNATURE

_________________________ F.T.O. SIGNATURE

__________________________ SUPERVISORS SIGNATURE

126

Wheat Ridge Police Department Field Training and Evaluation Program Level II: Phase III

Phase III Training Outline

Phase III of the Field Training and Evaluation Program combines all the skills that the recruit has developed in Phase I and Phase II and evaluates their overall performance. This evaluation is an opportunity for the recruit to fine tune skills that they have learned and to be pushed to handle more in depth and complex calls for service while having a FTO alongside to act as a resource but also as an evaluator.

127

POLICE OFFICER RECRUIT Training Report Level II: Phase III

Recruits Name: Assignment: Dates Observed: FTOs Name:

Legend: RA = Recruit Acknowledgement; NO = Not Observed Rating: 1,2 = Not meeting standards; 3 = Meet standard; 4 = Exceeds standard
RA [ ] [ ] [ ] [ ] [ ] 1 2 3 4 NO ATTITUDE AND RELATIONSHIPS: 1. General Appearance 2. Attitude 3. Motivation and Effort 4. Relationships with department members 5. Relationships with community members

[ [ [ [ [ [ [ [

] ] ] ] ] ] ] ]

COGNITIVE ABILITY AND APPLICATION OF KNOWLEDGE 6. Problem Solving and Decision Making 7. Application of Department Policy and Procedure 8. Application Colorado Revised Statute 9. Application of Municipal Code of Laws 10. Application of Traffic Law and Procedures 11. Application of Criminal Law Procedures 12. Investigative Skill 13. Interview/Interrogation Skill PHYSICAL SKILLS PERFORMANCE Driving: 13. Normal Conditions 14. Moderate/High Stress Situations 15. Geography/Orientation to City Radio: 16. Codes and Procedure 17. Listening and Comprehension 18. Articulation Officer Safety: 19. General 20. Suspect/Prisoner Report Writing: 21. Forms 22. Accuracy and Detail 23. Organization 24. Grammar and Spelling Misc. Skills 25. Use of Force 26. Time Management

[ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ [ [ [ ] ] ] ]

[ ] [ ]

128

Activities Performed for this Training Period:

Recruits Areas of Strength: Recruits Areas of Concern and Plan for Correction: FTOs Overall Observations of the Recruit for this Training Period: TRAINEES COMMENTS: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ________________________

_________________________ TRAINEES SIGNATURE

_________________________ F.T.O. SIGNATURE

__________________________ SUPERVISORS SIGNATURE

129

Training Guide
Purpose
Level III is designed to evaluate the performance of the recruit officer after their completion of Level II until they are no longer on probation as defined by City of Wheat Ridge personnel policy.

Management
Level III shall be managed by the lieutenant whom supervisory authority over the recruit. It shall also be managed on a day to day basis by the recruits sergeant.

Procedure
The recruit shall be assigned to a patrol shift and will work as an independent/solo police officer. The recruit shall be mentored by other members on thier shift along with supervisors who the recruit works with directly.

Assessment
The supervisor to whom the recruit is assigned should complete an evaluation for every two month period which. Depending on the specific situation, this evaluation may be more frequent but may not extend more than two months. This evaluation is an overall evaluation and should be complete in memorandum format consistent with department policy. 130

Wheat Ridge Police Department Field Training and Evaluation Program Level III

Completion
When a recruit completes their one year probationary period as defined by City of Wheat Ridge personnel policy, the recruit shall be meet with members of the Field Training and Evaluation Program, specifically the FTOs who trained them during Level II, along with members of the management team who supervise the recruit for an oral board. During this oral board, the members of the panel should inquire as to the recruits understanding of the position and duties of a police officer and explain what they have learned in the time leading up to this oral board. The panel should also share observations that they have made about the recruit, both positive and negative. After this oral board, the panel should meet and either recommend that the recruit be retained as a probationary officer, released from probation, or terminated (in compliance with City of Wheat Ridge personnel policies). The recruit should immediately be informed of this decision.

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Chapter Summary This manual was created as a replacement for the Wheat Ridge Police Department Field Training and Evaluation Program. This new manual outlines a standards-based program that eliminates the time-bound system that is currently in place while including assessment tools and adult learning principles that are necessary to effectively train the adult police officer. This standards-based program builds each level upon the skills and knowledge proficiency attained at the previous level; it enables recruits to meet specific critical performance standards; and it enables recruits to function in an environment which enables them to learn at a pace that is most effective for them.

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Chapter 5 DISCUSSION Designing and re-designing any type of training program can be a cumbersome and difficult project for anyone. It is especially challenging to change a training program that has been around for a long time with very little change. This project was no different. Due to the many facets of the program and the complexity that the profession of law enforcement entails, it was challenging to design a program that met the needs of each particular group within the training process. The results of this project are discussed further. Contribution of the Project The creation of this project, although not submitted to the complete management team, has raised many questions about that current program that is employed. There have been many questions about the current program due to the recent failure rate (approaching 75%) of the recruits hired and the frustration that this has caused. What this project has effectively done is to create a dialogue between many members of the department. This dialogue has created a discussion about ways to improve the current program and look at opportunities within the department that exist to create substantial and meaningful change. Limitations Although this is a complete project, it is by no means a comprehensive program,

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which is something that this author came to realize after he started the undertaking. A law enforcement training program has so many different parts that it must include. Due to these many parts, it was nearly impossible to complete a comprehensive model in the limited scope of this project. One of the limitations of this project would include a lack of discussion on the hiring of recruits and the physical, mental, and emotional traits that are necessary to successfully complete this job. This program is not designed to allow each person who enters it to pass through it. In fact, it is designed to set stringent standards which require the recruit to be a top performer in every area of the job. Failure to do so will result in negative consequences. This author believes that in order to find people who will successfully complete the program and become that top performer, this comprehensive program should include a study on the hiring practices of the agency where it is employed. Another limitation of this project is the development of the Field Training Officer (FTO). In order for any program to be a success, it is necessary to have the appropriate people performing the necessary functions within the program. FTOs are the most vital part of a comprehensive program, as they are the teachers/evaluators who will provide the information and assess the performance of the recruits as they progress through the program. This author believes it is necessary to develop a FTO training program in order to effectively manage the entire program and to produce the highest quality product available.

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The final limitation of this project is the discussion of liability issues. Liability is one of the greatest concerns of any training program, as it is necessary to do everything possible to mitigate the potential liability of any organization. Within this project, there is no discussion of training liability, although there are many different ways that this liability can be mitigated. This author believes that it is necessary to have the project reviewed by a competent professional who deals with training liability and to make suggestions that enable further mitigation of such liability. Peer Assessment Results This project was reviewed by four individuals, including a police officer at the Wheat Ridge Police Department. Three of the individuals were current FTOs, and the fourth individual was the former FTO Coordinator. This author found one common comment among all four individuals. This was about the lack of a formal time structure within the program design. All four individuals indicated that this is such a switch from the current program and what is, essentially, an ingrained concept. It was difficult for them to really understand the reasons behind the lack of a structured time commitment. After much time in conversation, all individuals agreed that this lack of a time structure was a very appealing and innovative way to approach training, but they still worried that it would present a difficulty when dealing with struggling recruits and, potentially, with city personnel policy. The individuals also expressed interest in the Level I concept of this program. 135

They indicated that one of the greatest problems that they see in the current program is that they, as FTOs, are required to cover basic academic knowledge and physical skills while in a time-bound system, along with answering calls for service and completing their commitment to teaching the recruit the necessary skills to complete the job. The FTOs expressed particular interest in this level because they felt that because the very basic academic knowledge was covered and assessed prior to the recruit working the street, they were able to instruct and work on more critical functions of the job that sometimes got lost in a program where all of this information was to be covered while they were on the street. This author found that it was interesting to speak with the peer assessors after they read this project because all of them were against the idea of any change in the current program. It was also interesting to see that they had a hard time with the flexibility of the program. It was as if they were unsure of the ability they had to allow the recruit to dictate the pace of the program, instead of the FTOs being the ones who mandate and control what was going on at each moment. Overall, the peer assessors expressed an interest in the changes this new program presented and were open to the ideas that were expressed here. Each assessor had a different level of comfort with the new ideas, but each indicated that they would be interested in testing a pilot project of this program if they were given the opportunity. Recommendations for Further Development After reflecting on this project and the input received from different people, this 136

author found some areas that would benefit from further development and would make some of the following recommendations. The first recommendation for further development is to incorporate additional assessment tools for FTOs to use while evaluating recruits. As was identified in the research chapter of this project, assessment has the ability to be very subjective, so it is necessary to work to combat this subjectivity. This author believes that the development of additional, specific assessment tools, along with extensive and in depth training of FTOs, will mitigate the subjectivity that exists in current assessments. The second recommendation that the author would make is to incorporate more psychological training of the recruit into the program. Law enforcement, being such a psychologically damaging and changing profession, it is necessary to teach recruits how to deal with the effects, how to mitigate the effects, and how to recognize when they are not able to deal with them. Such training would benefit the department by lessening the impact that psychologically damaged officers will have on the functions of the department, but it also benefits the recruits who received this training by allowing them to live happier and healthier lives, and thereby, be more productive employees. Project Summary This project has been an eye opening experience for this author in many different respects. The first is that finding and relating research to the goals and objectives of this project was much more difficult than was originally anticipated. There seems to be a lack 137

of research when it comes to the area of adult learning as it relates to the area of law enforcement. This is somewhat understandable, as law enforcement tends to be a very exclusive subculture, and as such, tends to be very critical of any outside influence. Law enforcement is also in a very difficult transition period, as there are changing ideas on how law enforcement officers should act which come from external sources, along with an internal struggle as the change in generational differences become greater than ever before. These two problems, especially the generational problem, place learning at a difficult crossroads. These generations have very different ways of learning and performing the same jobs functions as well as looking for reward and gratification in completely different ways. This is where this project met its objective, as it was able to take the old generation standards and present them in a new and different fashion geared more toward the new generation of learners. The next realization that the author had was how difficult and complex training can actually become. So many people believe that they are able to teach and develop curriculum based on the sole qualification of their attendance in school at one time in their life. Although this author did not place himself in this category, he never really considered what a tremendous responsibility was placed on the shoulders of the person whose job it was to develop such a program. Development of a training program is more than just putting major ideas and standards on paper, then expecting learners to just learn them. Developing training is about taking standards and practices and placing them into a sequence by which the learner 138

is able to experience the material and make meaning. It is about understanding not only the material but the learner, doing what is necessary to convey the material so that the learner comprehends, and showing the learner how to utilize this material in an efficient way. This author does believe that the objectives of this project have been achieved. A program was created that will allow the Wheat Ridge Police Department to address some of the issues with the current system, while adhering to a basic system that has seen success over the last 30 years. This new program applies the available research, along with the practical experience of the author, to create a program that is strict but flexible and, because of that flexibility, will be able to adapt to future changes in the profession.

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