Review of Related Literature

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REVIEW OF RELATED LITERATURE A. Conceptual Literature RA 8551 AN ACT PROVIDING FOR THE REFORM AND REORGANIZATION OF THE PHILIPPINE NATIONAL POLICE AND FOR OTHER PURPOSES Sec 19, and Sec 20 and 21 All uniformed members of the PNP shall undergo a field training program involving actual experience and assignment in patrol, traffic and investigation as a requirement for permanency of their appointment. The program shall be for twelve (12) months inclusive of the Basic Recruit Training Course for non-officers and the Officer Orientation Course or Officers Basic Course for officers. The program shall be undertaken in three (3) phases: The Patrol Phase; The Traffic Phase; and The Investigation Phase. BLOOMINGTON POLICE DEPARTMENT Probationary officers entering the Field Training Program should be aware that upon completion of this phase of their training, they will be prepared to operate as a solo officer. This training will be under the direct supervision of a Field Training Officer (FTO). The probationary officers performance will be monitored closely during this period of training. Not only will he/she be monitored for safety, but also to ensure the standardization and equality of training that is being received. This field training program is used to instruct new officers not only in the various duties which they will perform during their careers, but also to keep a record of their abilities and performance through out the program. All situations and problems, which can be encountered in a law enforcement career, are not and could not be included, but the experience derived from this program will constitute a basis, which will help the probationary officer build a good foundation for his/her future activities on the job. The Field Training Program does not claim to produce fully experienced law enforcement officers, however, it does produce officers who can perform at the level of a competent solo officer by the standards of the department.
San Diego Police Department FTOs shall utilize the Solo Beat Officer Concept, a development training to produce a police officer fully capable of working as a one man unit. They shall keep in mind the proper ratio between training and evaluation. Evaluation shall
be given in an honest, straightforward, professional manner that stresses positive as well as negative performance. PTO Manual Community-Oriented Policing and Problem Solving (COPPS) is quickly becoming the philosophy and daily practice of progressive police agencies around the world. COPPS lies at the heart of contemporary policing. The problem solving process, which is the core of COPPS, strikes at the roots of crime rather than hacks at its branches. It provides officers with a more comprehensive understanding of problems through in depth analysis and guides them in the development of tailored and collaborative response strategies. Police administrators have long recognized the ineffectiveness of incident driven policing, as well as the economic insensibility of random patrol, rapid response and post-crime investigation. Racing from call to call, in spite of its appeal on television, does not promote effective policing. Responding to the same domestic dispute nightly or citing the same disorderly youths gathering in a park are ineffective strategies for resolving community problems. A common concern voiced by police executives in COPPS implementation involves training, especially the training of new officers. This manual presents a Police Training Officer (PTO) program for new officers, which incorporates contemporary adult educational methods and a version of problem-based learning (PBL) adapted for police. B. Research Literature National Police Research Relationships between individual respondents personal characteristics and their ratings of the in-service and supervisory training received were also explored. Sworn personnel with higher levels of education gave lower ratings to their supervisory training on how to get subordinates committed to department goals and missions; non-ranked personnel (patrol officers) gave higher ratings to driving training they had received. Officer race/ethnicity, gender, prior military service, and whether they were currently enrolled in college had no significant relationships with respondents ratings of any of the topical or categorical areas of training, including field training and supervisory training. The relationship between individual characteristics and respondent s ratings of in-service training was also explored. This analysis revealed that agency-level effects are much stronger than individual-level characteristics for explaining differential ratings of in-service training. That is, ratings given by
officers within a department seem to have more in common than, say, the ratings given by all female officers, all minority officers, all younger officers, or all college-educated officers across the five-agency sample. Findings from the Training Survey in five initial sites indicate that respondents ratings of in-service/post-academy training were affected more by the nature of the training received and the dynamics of the five participating police agencies than by respondents personal characteristics. Major differences in evaluations of in-service training were not found between male and female officers, older and younger officers, or according to other personal characteristics. The findings demonstrate a degree of unevenness in police in-service and supervisory training and the capacity of the Platform surveys to detect these differences. Officers differ among the five departments in their ratings of the post-academy training they had and the ratings they give to different training providers. Also, the supervisory training topics rated highest in the five agencies differed rather dramatically. This unevenness no doubt reflects the fragmented and non standardized systems of policing and police training found in the U.S. Skills training and field training got the highest marks from respondents in these five agencies. Ratings of supervisory training and in-service training on policies and procedures, and how to respond to special populations were in the middle range between average and good. Technology training and community policing training received mean ratings closer to just average. Going forward, the Platform will continue to refine questions about training. When applied to a larger sample of agencies and officers, the Training Survey should provide insights about both trends and norms for agencies of different sizes and regions of the country.

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