A Problem-Based
Learning Manual
for Training and Evaluating
Police Trainees

pto
manual

A Problem-Based Learning Manual
for Training and Evaluating Police Trainees

This document is intended for use in the classroom
instruction of Police Training Officers.
It is a companion to these other training materials
in the Police Training Officer Series:
Trainee Manual
Training Standard
Executive Summary & Case Studies

This project was supported by grant #2001CK-WX-K038, awarded by the Office of
Community Oriented Policing Services, U.S.
Department of Justice. Points of view or
opinions contained within this document are
those of the authors and do not necessarily
represent the official position or policies of
the U.S. Department of Justice or members
of the Police Executive Research Forum.

acknowledgements
The COPS Office would like to thank the Reno Police Department and the
Police Executive Research Forum (PERF) for helping to develop this
model Police Training Officer (PTO) Program. The model presents an
alternative to current field training officer programs. It is designed for
training new officers and incorporates contemporary adult educational
methods and a version of problem-based learning (PBL) adapted for
police. The model is based on community policing and collaborative
problem-solving principles. It addresses the traditional duties of policing,
but in the context of specific neighborhood problems. This new model
challenges recruits to think creatively and to use community resources to
respond to crime and disorder.
Particular thanks go to the members of the core team that developed the
program, which include Jerry Hoover, Chief of Police, Reno Police
Department; Ronald Glensor, Ph.D, Deputy Chief, Reno Police
Department; Gregory Saville, Research Professor, University of New
Haven; Gerry Cleveland, Police Training Consultant; Lisa Carroll, former
Research Associate with PERF; Steve Pitts, Commander, Reno Police
Department; Dave Ponte, Officer, Reno Police Department; and Jim
Burack, Chief of Police, Milliken (CO) Police Department (formerly with
PERF). We also extend our thanks to Ellen Scrivner, Ph.D., former
Deputy Director for Community Policing Development at the COPS
Office, for her support and guidance in developing this program, as well
as all of the training officers who participated—particularly those in the
Reno Police Department—for their valuable assistance.
In addition to the Reno Police Department, we also extend our thanks to
the following five agencies that participated in the field-testing phase of
the PTO Training Curriculum. Their input and ideas helped shape the content of this model program. They include the Savannah (GA) Police
Department; the Colorado Springs (CO) Police Department; the Lowell
(MA) Police Department; the Richmond (CA) Police Department; and the
Charlotte-Mecklenburg (NC) Police Department.

preface

C

ommunity-Oriented Policing and Problem
Solving (COPPS) is quickly becoming the
philosophy and daily practice of progressive
1
police agencies around the world. COPPS lies at
the heart of contemporary policing. The problemsolving 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 indepth analysis and guides them in the development
of tailored and collaborative response strategies.
Police administrators have long recognized the ineffectiveness of incidentdriven 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.

“

COPPS lies at the heart
of contemporary
policing

”

1 The term “police” is meant to refer to all law enforcement practitioners at municipal, county and state agencies.

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preface
This approach to training provides a foundation for
life-long learning that prepares the new officer for
the complexities of policing today and in the future.
This manual is not based on developing
mechanical training or rote skills commonly
found in traditional field training officer
(FTO) programs. While static skills are a
necessity in police work and are integral
to any training program, they constitute
only one set of many skills needed in contemporary policing. This manual focuses on the
officer’s learning capacity and problem-solving skills
as opposed to his or her rote performance
capabilities. This manual offers agencies an
invaluable tool for helping trainees learn to perform
their duties and responsibilities in a more efficient,
effective and equitable manner.
During the research for this project, police administrators and training practitioners identified two
primary issues with current field training programs:
lack of fundamental change and the protection
against liability. There was strong criticism that
field training programs had not changed significantly during the past 30 years in spite of an array
of educational and policing advancements. For
example, many unsuccessful attempts have been
made to update field training programs by adding
elements of COPPS as behavioral anchors. Police
trainers report that, more often than not, these
new behavioral anchors were considered add-on
tasks and simply ignored.

“

static skills constitute

only one set of many skills
needed in contemporary policing

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”

preface

“

effective

training

The second issue police executives recognized
was liability protection. Traditional FTO programs
exist largely for the purpose of limiting an
agency’s liability due to poor training or lack of
training. The design of these programs addressed
the issue of liability often at the expense of
effective learning opportunities. Legal research
indicates that police agencies’ concern about
liabilities is largely unfounded. There have been
very few court cases to justify a focus on
documentation and evaluation. An emphasis on
effective training reaps more benefits and provides the protection against liability that agencies
continue to seek. In short, this model speaks to
both identified themes, incorporating
contemporary COPPS concepts and
guarding against liability through an
emphasis on training.

protects against

liability

”
R
”

a new model

esearchers and police practitioners
developed this manual to identify the key
areas required in a contemporary training
program. Administrators, training officers, and other
law enforcement officers from across the country
participated in all stages of this program’s development. Project staff met with experts from various
disciplines, conducted a nationwide survey of more
than 400 police agencies, and reviewed dozens of
police training manuals. Researchers also examined
field training systems from numerous police agencies across the United States and Canada.

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preface
TERMS REFERENCED IN THE TEXT
BOE Board of Evaluators
COPPS Community-Oriented
Policing and Problem Solving
CPTED Crime Prevention Through
Environmental Design
The Reno Police Training Officer model is based on
the teaching principles of problem-based learning
(PBL), and emphasizes the need for the Police
Training Officer (PTO) to function primarily as a trainer rather than as an evaluator of the new officer.
PBL is well grounded in the fields of medicine and
education, where it facilitates the transfer of knowledge. Similarly, in policing, trainees need to learn
much more than just laws and police procedures.
They must also understand how to apply their academy knowledge effectively when dealing with individuals and issues within a community.
As demands on police continue to increase, agencies must provide officers with the resources and
the training to fulfill their expanded role. It also
makes good sense to have police trainees thinking
about their roles and responsibilities as they
approach specific problems in their daily work.
Problem solving is an integral part of police work
and requires a creative and flexible method of thinking — thinking that the PTO model encourages.

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CTR Coaching and Training Report
FTO Field Training Officer
LAP Learning Activity Package
NPE Neighborhood Portfolio
Exercise
PBL Problem-Based Learning
PBLE Problem-Based Learning
Exercise
PTE Police Training Evaluator
PTO Police Training Officer
PTS Police Training Supervisor
SARA Scanning, Analysis, Response,
Assessment
SOP Standard Operating Procedure

preface

frequently asked questions

about the pto model

W

hy create a new training program?
Traditional field training models do not
address adult learning styles or contemporary evaluation techniques. This model does.
The traditional field training models predominantly
rely on training officer evaluations to modify new
officers’ behavior and to protect the agency from
liability, but do so at the expense of effective training. Evaluation and liability concerns are important,
but by focusing on the trainee’s needs, agencies will
not only improve performance, they will also protect
themselves from training-related liability.
Why change the name?
This model uses the term Police Training Officer
(PTO). This change in language away from the military terminology of field training reflects the movement toward community-oriented policing and
problem solving.
What does an agency do to implement this
program?
Agencies implementing this program will
• Philosophically support and educate trainees
and PTOs in community-oriented policing
and problem solving;

THIS MODEL MUST INCLUDE THESE ESSENTIAL ELEMENTS:
• Trainees must apply the learning matrix in each element of the program
• Trainees must complete daily journal entries
• Trainees must complete weekly Coaching and Training Reports (CTRs)
• Trainees must perform a Problem-Based Learning Exercise (PBLE) throughout each phase of the training
• Trainees must perform a Neighborhood Portfolio Exercise (NPE) throughout the PTO program

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preface
• Expose command staff and supervisors to
the model prior to implementation;
• Educate trainees and PTOs in the principles
of problem-based learning;
• Introduce trainees to the model before their
entering the PTO program. (The academy
would be an ideal environment in which to
prepare the trainee); and
• Train the PTO supervisors and PTOs in the
new model using a certified 40-hour training
program.
How does an agency evaluate trainees during
this program?
Evaluation takes place in a number of ways,
including the following:
• Informal assessment of daily activities
through completing daily journal entries and
dialogue
• Weekly Coaching and Training Reports
(CTRs)
• Problem-Based Learning Exercises (PBLEs)
in each of the four phases
• Neighborhood Portfolio Exercise (NPE)
• Week-long Mid-Term Evaluation
• Week-long Final Evaluation
• Board of Evaluators’ (BOE) assessment of
trainee, if recommended by departmental
policy

“

traditional field training models
do not address adult learning styles
or contemporary evaluation techniques.
this model does

”

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preface
What do agencies do if the trainee fails to
progress during training?
Adults learn at different rates and in various ways.
Several strategies can be used to support trainee
development in this model. Training officers learn to
facilitate a variety of learning styles. This model
encourages the PTO to seek the best method for
each trainee.
The PBL process develops critical thinking and
problem solving. These processes assist the trainer
and the trainee in exploring other methods of developing competency. These include the use of reading
and research assignments called Learning
Activity Packages (LAPs), additional
Problem-Based Learning
Exercises, and focused training
in areas in which the recruit experiences difficulty.
If all training resources fail, the agency has extensive documentation developed throughout the
process to terminate the employee.
Is this just touchy-feely stuff that ignores real
police work?
Define real police work. Is it catching bad guys,
handing out speeding tickets, and breaking up bar
fights? The Reno PTO program teaches officers to
do those things. Is real policing dealing with gangs,
helping victims, and going to court? If that is your
definition, then this model will serve that purpose.
No matter how you define real police work, this
training program will help trainees perform their
duties and responsibilities in the most effective way
possible.

“

so how
does it

work?

”

So how does it work on a day-to-day basis?
The trainee and trainer answer calls, patrol their
beat, and work with the community much as they
have always done. In this model, the trainees use
those experiences to solve various problems

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preface

OBJECTIVES OF THE PROGRAM
• To formulate learning opportunities for new officers that meet or exceed the training needs of
both the community and the policing agency
• To develop and enhance the trainee’s learning
assigned by the trainer. Those assigned problems,
called Problem-Based Learning Exercises, train the
recruit to think critically and develop partnerships
within the community.

from the academy within the community envi-

This manual presents the PTO model to Police
Training Officers, and is intended for use in their
classroom instruction and as a resource when training new officers. It begins with an introduction of
problem-based learning, which underlies the PTO
model. Chapter 2 outlines the composition of the
PTO program, including its phase structure and
evaluation elements. Duties and responsibilities of
program personnel are explored in Chapter 3.
Chapters 4, 5, 7, and 8 detail the four phases of
training in the model. These chapters include trainer
copies of three necessary evaluation and teaching
tools used in the program: the Neighborhood
Portfolio Exercise, the Problem-Based Learning
Exercise, and the weekly Coaching and Training
Report. Chapters 6 and 9 guide the trainer through
the Mid-Term and Final Evaluation components of
the model. The manual concludes with appendices
containing evaluation forms and Learning Activity
Packages.

• To foster a growing independence from the Police

ronment through a series of real-life problemsolving activities

Training Officer over the course of the program
• To produce graduates of the training program
who are capable of providing responsible, community-focused police services
• To prepare trainees to use a problem-solving
approach throughout their careers by employing
problem-based learning training
• To promote the practice of using community
members as partners in problem solving
• To design fair and consistent evaluations that
address a trainee’s skills, knowledge, application,
and ability to problem solve effectively

“

no matter
how you define

real police work,
this training program will help trainees
perform their duties

”

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table of contents

chapter 1: problem-based learning . . . . . . . . . . . . . . . . . . . . . . . 4
chapter 2: program structure . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
chapter 3: duties and responsibilities . . . . . . . . . . . . . . . . . . . . . 39
chapter 4: phase A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
chapter 5: phase B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
chapter 6: mid-term evaluation . . . . . . . . . . . . . . . . . . . . . . . . . 87
chapter 7: phase C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
chapter 8: phase D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
chapter 9: final evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
appendix A: neighborhood portfolio exercise form . . . . . . . . . . . 141
appendix B: learning activity packages (LAPs) . . . . . . . . . . . . . . 145
appendix C: comparison of traditional . . . . . . . . . . . . . . . . . . . . 156
FTO models and the PTO model
appendix D: examples of matrix cells . . . . . . . . . . . . . . . . . . . . . 158
by core competency

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1

program structure

2

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evaluation methods

Coaching &
Training Reports
(CTRs)

Problem-Based
Learning Exercises
(PBLEs)

Neighborhood
Portfolio Exercise
(NPE)

At the end of each
week of training.

Given on the first day
of a phase for
completion on the
last day of the phase.

Given on the first day
of training for
completion at the
end of training.

4 total exercises

1 total exercise

When
completed:

12 total reports

Description
on:

p. 29

p. 11, 31
#1 p. 53
#2 p. 73
#3 p. 99
#4 p. 119

Exercise
Exercise
Exercise
Exercise

p. 28
Assignment p. 47

Form
on:
Phase
Phase
Phase
Phase

A example p. 59
B example p. 79
C example p. 105
D example p. 125

Exercise
Exercise
Exercise
Exercise

#1
#2
#3
#4

p. 55
p. 75
p. 101
p. 121

p. 141

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3

Chapter 1

problem-based
learning
Problem-Based Learning
Teaching Techniques in
Problem-Based Learning
Failing Forward
Problem-Based Learning Exercise
Using Problem-Based Learning
Exercises as a Teaching Method

4

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chapter 1

chapter contents
•
•
•
•
•

Problem-Based Learning
Teaching Techniques in Problem-Based Learning
Failing Forward
Problem-Based Learning Exercise
Using Problem-Based Learning Exercises as a Teaching Method

P

roblem-based learning is a method of
teaching that presents trainees with a reallife, ill-structured problem that has no easy
solution. (See inset box.) The PTO model encourages the trainee to ask questions, hypothesize,
research, and then solve the problem. Some of the
benefits of problem-based learning include an
opportunity for problem solving according to individual learning styles and the development of critical
thinking skills. Most important, the trainee learns to
enlist the community as group members in his or
her learning process.

PROBLEM-BASED LEARNING (PBL)
PBL is a learner-centered teaching
model that uses problem solving as
the vehicle for learning. Traditionally,
learning has involved a teacher or
instructor delivering information as

Clearly, it is critically important that trainees know
and apply the proper procedures for responding to
daily calls for service, violent crimes, and serious
traffic incidents. Yet, it is equally important for
trainees to understand how to look at such problems in a broader community context. Therefore,
much of the effort in this training model focuses on
process rather than content. The most tangible benefit of the model lies in its application to street situations that have neither easy answers nor obvious

content to the learner. PBL, however,
begins with presentation of a real life
problem that the trainee must
attempt to solve. The trainee follows a
pattern of discovery whereby he or
she expresses ideas about resolving the
problem, lists known facts, decides
what information to use (including

“

the trainee learns to
enlist the

6

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naming sources for that learning) and
develops an action plan to solve the
problem. Several evaluation methods

”

community

follow the process to determine
success or failure of the action plan.

problem-based

learning

solutions. This model encourages trainees to
explore, analyze, and think systemically. The PBL
method encourages trainees to collaborate with
peers, develop resources, and communicate effectively with the community. These are the hallmarks
of good police work.
Traditional field training programs evaluate trainees
daily on their ability to perform individual policing
tasks. In the Reno PTO model, the requirement to
demonstrate basic policing skills will not change.
Many of the skills are simply placed in the context
of solving problems. The learning proceeds in a
number of ways:

ILL-STRUCTURED PROBLEMS
Known in the PTO model as
Problem-Based Learning Exercises, illstructured problems are the foundations upon which this model rests.
The characteristics of ill-structured
problems include the following:
• They are not easily solved
• The trainee initially lacks essential information that he or she
must obtain to solve the problem
• The trainee must consider a
variety of facts and issues
• The learning occurs through the
problem solving
• Learning that occurs has a real
life context
• The trainee learns a process that
he or she can apply to future
problems

• The trainee receives one Problem-Based
Learning Exercise during each phase of training. He or she works on this exercise throughout the phase.
• The trainee transfers the knowledge from this
specific problem to other policing activities.
• At the end of each phase of training, the
trainee presents his or her solutions to the
Problem-Based Learning Exercise.
• The trainer and trainee proceed with their daily
routine. They record daily calls and activities in
their journals and reflect upon and develop
ideas for the weekly Coaching and Training
Reports.

“

the requirement to
demonstrate basic

policing skills

”

will not change

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chapter 1

• At the end of the week, the trainee and the
PTO select one event from the weekly activities. The event should correspond to the training phase. For example, during the NonEmergency Response phase, they perform a
traffic stop. The trainer or trainee may select
that incident as the basis for the weekly evaluation. The trainee completes a weekly
Coaching and Training Report detailing his or
her performance during the traffic stop. The
trainee must identify how every core policing
competency featured in this model applies to
that incident. The PTO comments on the
trainee’s progress using the same weekly
Coaching and Training Report.

teaching techniques in problem-based learning

I

n the problem-based learning method, the
student examines a real life problem for study and
learns to ask the right questions about the problem. The PTO supports and encourages the trainee
in the process of inquiry, and guides the trainee
appropriately.
The PTO presents problems and allows the trainee
to go through an established process to find
answers or solutions. Research over the past 15
years has shown this approach to be an effective
and successful method for helping adult learners to
become capable and competent problem solvers.
For years, professions such as education and
medicine have successfully employed PBL to train
and graduate competent and confident teachers
and doctors. The PBL training model, applied to the
police profession, will offer the same benefits to
new police officers.

8

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problem-based

learning

PBL forces trainees to confront what they know as
well as what they don’t know. It requires them to
ask questions, do research, and determine what
actions to undertake. The following steps are the
basis of the problem-solving style:
• The PTO presents the trainee with a real-life
problem
• The trainee works with the problem and
considers initial ideas
• The trainee identifies what he or she
knows about the problem
• The trainee identifies what he or she
needs to know about the problem and
seeks information from available
resources, including relevant community
sources
• The trainee develops an action plan
based on his or her research
• The trainee evaluates his or her performance and learns to transfer the
new knowledge to future problems

“

the trainee examines a

real life problem
and learns to ask the right

questions

”
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chapter 1

failing forward

M

any of our greatest discoveries
occur when we fail. Contemporary
police writers and leaders call this
failing forward. Policing agencies want to
minimize mistakes and provide high-quality
police services. By using PBL, new police officers discover not only positive solutions to
problems in the community, but also what
does not work. Under the supervision of their
PTO, trainees suggest solutions to problems,
some of which may not work. Thus, learning
can legitimately take place within the context
of failing forward. Allowing trainees to explore
ideas and make non-critical mistakes fosters
an environment of exploration and learning.
This does not absolve the PTO of the
responsibility to intervene if the trainee is
about to make a mistake of a serious nature.

FAILING FORWARD
Some of our most profound learning
occurs when mistakes are made.
Contemporary police writers and
leaders call this “failing forward”1. By
using PBL, trainees discover not only
positive solutions, but also what
does not work.

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1 Geller, William A. and Guy Swanger. 1995. Managing Innovation in Policing:
The Untapped Potential of the Middle Manager. Washington, D.C.:
Police Executive Research Forum.

problem-based

learning

problem-based learning exercise (PBLE)

P

“

roblem-based learning in policing has
unique characteristics. A key difference lies in
how police trainees will establish learning
groups. In other training environments, groups of
students come together to form learning cohorts.
They collaborate to develop an end product that will
help solve the problem they receive from the
instructor. In this model, however, the trainees and
PTOs will form a slightly different unit. The PTO
helps the trainee to use members of the community
as part of his or her problem-solving team. This
community learning facilitates the involvement of
those individuals most invested in community
problems. In this model, community learning is
accomplished through the PBLE. (See page 31 for
a specific example of the PBLE.)

trainees discover
not only positive
solutions but also
what does not work

”

COMMUNITY LEARNING
Once a trainee receives the Problem-Based Learning Exercise,
he or she will form partnerships to solve the problem.
Learning cohorts may include the PTO, other police officers,
members of social or community services, witnesses, victims,
or other members of the community. This learning dynamic
is known as community learning.

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chapter 1

using problem-based learning exercises
as a teaching method

A

s noted above, PTOs will use the ProblemBased Learning Exercises as the primary
teaching method with trainees. While
learning will occur during daily police activities, the
PBLEs will develop the trainee’s problem-solving
skills. This manual provides
one sample Problem-Based
Learning Exercise for each
phase of training (see
Chapters 4,5,7, and 8). In
addition to the included
PBLEs, trainers may develop
agency-specific PBLEs. The
PTO may wish to select these
local problems from incidents
that take place during routine
patrol.

“

throughout the training
the trainee and

PTO

respond to calls for

service and perform

routine police activities

”

12

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problem-based

learning

In the Problem-Based Learning Exercises provided,
a number of potential responses are available to the
trainee. There is no one, right answer. In every
instance, the learning will cover a variety of
departmental procedures, legal topics, and
individual skills.
Trainees must learn to analyze complex problems
as they appear in real life. The program structure of
the PTO model allows the trainee and trainer to proceed using daily policing activities. The trainee
receives Problem-Based Learning Exercises from
the PTO that he or she must complete within a
three-week training phase. Throughout training, the
trainee and PTO respond to calls for service and
perform routine police activities. These activities
provide the necessary background information to
complete the training phase and weekly assignments. Evaluation forms for each PBLE are located
in the manual (pages 55, 75, 101, 121).

CAUTION WHEN DESIGNING PBLEs
PTOs and training staff should exercise caution when developing ill-structured problems, as these problems are
often difficult to formulate. Improperly structured problems can undermine the learning outcomes for the trainee.
Problems should be multi-faceted, have a variety of options for resolution, and call for the trainee to perform
specific actions directed at solving the problem.

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Chapter 2

program

structure
Substantive Topics
Core Competencies
The Learning Matrix
Applying the Learning Matrix

Program Steps
Orientation
Integration
Phases A and B:
Non-Emergency Response
and Emergency Response
Phases C and D:
Patrol Activities and
Criminal Investigations
Police Assignment

Daily Journal Entry
Coaching and Evaluation Process
Neighborhood Portfolio Exercise
Coaching and Training Reports
Problem-Based Learning Exercises
Mid-Term Evaluation
Learning Activity Packages
Final Evaluation

14

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chapter 2

chapter contents
• Substantive Topics
• Core Competencies
• The Learning Matrix
– Applying the Learning Matrix

• Program Steps
– Orientation
– Integration
– Phases A and B: Non-Emergency Response
and Emergency Response
– Phases C and D: Patrol Activities and
Criminal Investigations
– Police Assignment

• Daily Journal Entry
• Coaching and Evaluation Process
–
–
–
–
–
–

Neighborhood Portfolio Exercise
Coaching and Training Reports
Problem-Based Learning Exercises
Mid-Term Evaluation
Learning Activity Packages
Final Evaluation

introduction
he PTO program covers two primary training areas: Substantive
Topics and Core Competencies.
The recommended length of the PTO
program is 15 consecutive weeks, which
includes one week of integration, 12
weeks of training (four, 3-week phases),
and two weeks of evaluation. Agencies
may wish to change the length of the
program to suit local needs. Before
entering the PTO program, trainees will
need instruction in Community-Oriented
Policing and Problem Solving and
Problem-Based Learning. This instruction may take place in the academy or in
the agency prior to training.

T

16

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program structure

substantive topics

T

he most common police activities include
enforcing local policies and laws, responding
to critical incidents, patrol procedures, and the
investigation of domestic violence and other crimes.
In this manual, each of these policing activities is
encapsulated into four areas called Substantive
Topics:
•
•
•
•

“

Non-Emergency Incident Response
Emergency Incident Response
Patrol Activities
Criminal Investigation

the four phases of training
reflect the substantive

topic

areas of policing activities
Departmental policies and procedures, laws, and
neighborhood problems change periodically.
Therefore, this manual cannot provide specific,
detailed procedures for every possible police
situation. Not surprisingly, policies and procedures
from different agencies may vary considerably.
As a result, the program provides flexibility to
accommodate local needs. These Substantive
Topics are broad enough to incorporate any new
concerns that a community may encounter. In the
learning matrix described below, agencies can elect
to include areas of instruction that are unique to
their jurisdiction or other policing issues that may
arise in the future.

”

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chapter 2

core competencies

C

ore Competencies represent the activities
that officers commonly engage in during the
daily performance of their duties. This
manual groups policing activities into 15 Core
Competencies:
•
•
•
•

Police Vehicle Operations
Conflict Resolution
Use of Force
Local Procedures, Policies, Laws and
Organizational Philosophies
• Report Writing
• Leadership
• Problem-Solving Skills
• Community-Specific Problems
• Cultural Diversity and Special Needs
Groups
• Legal Authority
• Individual Rights
• Officer Safety
• Communication Skills
• Ethics
• Lifestyle Stressors/Self-Awareness/
Self-Regulation

“

the substantive topics
and core competencies are
brought together to form a

learning matrix

”

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program structure

the learning matrix

T

“

the matrix helps
determine what
trainees have
learned and what
they need to

he Substantive Topics and the Core
Competencies are brought together to form a
learning matrix (see page 30).

There may be some tendency to view the matrix as
a chart for checking off training accomplishments,
but this is not the proper use of the matrix. Instead,
it serves as a guideline for learners and trainers
during the training period. The matrix helps
determine what trainees have learned, what they
need to learn and what process the PTO will use to
evaluate the trainee.
The matrix is divided into the four Substantive Topic
Areas across the top, each corresponding with a
phase of training. These areas are: Non-Emergency
Incident Response, Emergency Incident Response,
Patrol Activities, and Criminal Investigation.

learn

”

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chapter 2
CORE COMPETENCIES
Police Vehicle Operations
Conflict Resolution
Use of Force
The side of the matrix lists the Core
Competencies that are required of officers in
most situations. The content of each cell within
the matrix will reflect each department’s local
procedures, policies, laws, and philosophies for
dealing with policing activities. Officers will
load the matrix cells with agency procedures
and policies during the PTO Training.
For example, Cell A1 deals with vehicle operations during a Non-Emergency incident. If the
department has two different procedures for
vehicle operations, for example, defensive
driving and vehicle stops, officers building the
department’s matrix would label those procedures “A1.” Cell A1 would contain two sets of
procedures and desired outcomes. At the
conclusion of the labeling process, each
department should have included all relevant
policies and procedures into the matrix. This
matrix-building exercise occurs during the
training program for PTOs.

Local Procedures, Policies, Laws,
Philosophies
Report Writing
Leadership
Problem-Solving Skills
Community-Specific Problems
Cultural Diversity and Special Needs
Groups
Legal Authority
Individual Rights
Officer Safety
Communication Skills
Ethics
Lifestyle Stressors/Self-Awareness/
Self-Regulation

CELL A1
Non-Emergency Incident Response
Police Vehicle Operations
•
•
•
•

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Defensive driving
Proper vehicle stops, positioning of vehicles
Awareness of surroundings and conditions
Other issues that may apply

program structure
The matrix cells also include performance outcomes
that police trainees need to exhibit by the completion of the PTO program. The content of the matrix
will vary depending on each agency, but performance outcomes should remain the same.

applying the learning matrix

E

ach cell of the learning matrix contains a
number of required skills, police procedures,
responsibilities, and learning outcomes. As
previously noted, each department that uses this
training manual must review each cell and add its
own local procedures, policies, laws, etc. Chapters
4,5,7, and 8 of this manual contain suggested categories that fit each cell.

“

each cell of the

During the course of training, the trainee and the
PTO will maintain a journal on their activities while
handling calls for service. The trainee will refer to
the matrix cells in journal entries and throughout the
training program to ensure he or she is learning the
appropriate skills and achieving the outcomes
required. During the Mid-Term and Final
Evaluations, the PTEs (see Chapter 3) will evaluate
the trainee using the learning matrix outcomes (see
Chapters 6 and 9.)

learning matrix
contains required skills,
police procedures,

responsibilities,

The matrix serves to demonstrate interrelationships between Core Competencies
and daily police activities. Recognizing
how Core Competencies apply to daily
activities will help new police officers to
think more holistically.

and learning

outcomes

”
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chapter 2

the learning matrix
PHASE A

PHASE B

PHASE C

PHASE D

Non-Emergency
Incident Response

Emergency
Incident Response

Patrol
Activities

Criminal
Investigation

Police Vehicle Operations

A1

B1

C1

D1

Conflict Resolution

A2

B2

C2

D2

Use of Force

A3

B3

C3

D3

Local Procedures, Policies,
Laws, Organizational
Philosophies

A4

B4

C4

D4

Report Writing

A5

B5

C5

D5

Leadership

A6

B6

C6

D6

Problem-Solving Skills

A7

B7

C7

D7

Community-Specific Problems

A8

B8

C8

D8

Cultural Diversity and
Special Needs Groups

A9

B9

C9

D9

Legal Authority

A10

B10

C10

D10

Individual Rights

A11

B11

C11

D11

Officer Safety

A12

B12

C12

D12

Communication Skills

A13

B13

C13

D13

Ethics

A14

B14

C14

D14

Lifestyle Stressors/
Self-Awareness/
Self-Regulation

A15

B15

C15

D15

CORE COMPETENCIES

Learning Activities

Evaluation Activities

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Introduction of
Learning Matrix

Use of Learning
Matrix

Use of Learning
Matrix

Use of Learning
Matrix

Daily Journal
Entry

Daily Journal
Entry

Daily Journal
Entry

Daily Journal
Entry

Introduction of
Neighborhood
Portfolio Exercise

Introduction of
Neighborhood
Portfolio Exercise

Introduction of
Neighborhood
Portfolio Exercise

Introduction of
Neighborhood
Portfolio Exercise

Weekly Coaching
and Training
Reports

Weekly Coaching
and Training
Reports

Weekly Coaching
and Training
Reports

Weekly Coaching
and Training
Reports

Problem-Based
Problem-Based
Learning Exercise Learning Exercise

Problem-Based
Learning Exercise

Problem-Based
Learning Exercise

program structure

program steps: orientation, integration,
phases A and B, phases C and D

T
Trainee and PTO Assignments
The program recommends the trainee
remain with their first PTO from
Integration to the completion of
Phase B. Following the successful
completion of the Mid-Term
Evaluation, the trainee is assigned to a
second PTO for the remainder of the
program. If the trainee does not successfully complete the Mid-Term
Evaluation, the BOE will determine
an appropriate PTO for the trainee.
Shift and Area Assignments
The day shift and swing shift provide
the best opportunities for training
new officers. These shifts also provide
the trainee access to other resources
and personnel inside and outside the
agency to help solve PBLEs.
However, the trainee should also have
training opportunities on any shift to
which he or she could be assigned.
The program is most effective when
the trainee is assigned to one geographical area during the entire
program. Problem solving is best
accomplished when a trainee has the
opportunity to work closely with the
community to resolve problems.

he training steps of the PTO program
are detailed below, including options
for trainee orientation in the PTO
program before training begins, the oneweek Integration phase that acclimatizes
the trainee to the agency, and the four
3-week training phases. The other two
weeks of the program—the Mid-Term and
Final Evaluations—are outlined in the
subsequent section on the Coaching and
Evaluation Process.

Orientation
Before entering the
PTO program, the
trainee needs to
understand its steps
and philosophies. The
duration and location of the
orientation to the PTO program’s
steps and philosophies depend on each
organization’s needs. Familiarization with the
program may take place in the academy or
in post-academy local training. The following
format may help guide organizations in
developing an orientation to the PTO
program:
A. Introduce trainees to the PTO program.
This introduction should provide the
trainee with a clear understanding of the
learning process, training phases, and
evaluation processes.

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chapter 2
B. Introduce Learning Activity Packages (LAPs).
Learning Activity Packages help trainees who are
struggling with a particular area of training. LAPs
can be used to introduce trainees to specialized
areas, to supplement learning, or remedy problems. The following are examples of subjects
that agencies can incorporate into LAPs:
1. The agency’s organizational structure and
history
2. Domestic violence policies
3. Leadership, ethics and emotional intelligence qualities
4. The judicial process
5. Community orientation
6. Communication and dialogue
This manual includes sample LAPs for ProblemBased Learning, Problem-Oriented Policing,
Miranda Warnings, Stop and Frisk, and Community
Policing (see Appendix B).
C. Agency-Specific Components
Academy curricula vary greatly across the nation.
Agencies may discover there is a need to provide
department-specific training to trainees following
the academy. Examples of this type of tailored
agency training include computer literacy, specialized range and firearms training, defensive
tactics, and policies and procedures.
The organization should identify and train in
these learning areas as specific and necessary
training for the trainee before integration into the
PTO police experience.

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program structure

Integration
The PTO model includes a period of
adjustment for the trainee before phased training
begins. The Integration phase lasts one week and is
designed to prepare the trainee to
• Report for duty;
• Acquire necessary equipment;
• Become familiar with the organization;
• Begin developing relationships within the
organization; and
• Reinforce the PTO problem-based learning
processes, including evaluations.
The trainee does not receive an evaluation during the Integration phase. This is
the time for the trainee to acclimate to a
new environment while under the PTO’s
supervision.
Phase A - Non-Emergency Incident
Response
Phase A is the initial training and learning
experience for the trainee and lasts for
three weeks. The Substantive Topic in
this phase is Non-Emergency Incident
Response.
Phase B - Emergency Incident Response
Phase B is the second training and learning experience for the trainee. It also lasts for three weeks
and covers the Substantive Topic of Emergency
Incident Response.
Phase C - Patrol Activities
Phase C is the third training and learning experience
for the trainee. It lasts for three weeks as well. The
Substantive Topic in this phase is Patrol Activities.

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chapter 2
Phase D - Criminal Investigation
The final phase of training and learning is Phase D.
The duration of Phase D is three weeks. The
Substantive Topic in this phase is Criminal
Investigation.
Police Assignment
Following successful completion of the PTO
program, the trainee is transferred to a police
assignment. Some departments may wish to
require additional PBLEs following the completion of
the training program and before probation ends.
These optional assignments reinforce the problembased thinking process during a critical period of a
new officer’s career.

WEEK

1

2

3

4

5

6

7

1

2

3

4

5

6

8

9

10

11

12

13

14

7

8

9

10

11

12

15

Journaling

daily journal entry

T

rainees will maintain journals to record
relevant daily information on their learning
process. This may include recording the various stages of the PBL process—ideas, known
facts, etc.—as well as any information from their
regular calls for service and patrol duties. These
journals will also allow the trainee and the training

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4

Final
Evaluation

3

Phase D

2

Phase C

1

Mid-Term
Evaluation

Integration

Problem-Based
Learning Exercises

Phase B

Coaching &
Training Exercise

Phase A

Neighborhood
Profile Exercise

program structure
officer to record instances in which learning has or
has not occurred during a shift. The trainee will also
use his or her journal to keep track of information
needed for PBLEs, CTRs and the NPE. Journals
are not part of the evaluation process. Journals are
discoverable for court purposes and officers must
remember to keep the language and the content at
a professional standard.
Journal work will
• Strengthen the learning process;
• Identify areas for improvement;
• Provide a written opportunity to debrief
calls for service;
• Facilitate creative thinking and self
evaluation; and
• Revisit problem-based learning processes
and their application to police activities.

“

journals are not

part of the

evaluation process

JOURNAL ENTRIES

”

Maintaining a journal is an essential process for reinforcing
daily learning. Topics for journals include strengths and
areas for improvement, debriefings on calls for service, and
dialogue on selected PBL exercises.

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chapter 2

coaching and evaluation process

T

he PTO model allows the training officer
various opportunities to teach and coach the
trainee. Although evaluation will be a component of the process, the daily, weekly and phase
activities exist primarily to support the training of
new officers rather than the termination of the
marginal few.
Neighborhood Portfolio Exercise (NPE)
The trainee’s first assignment, called the
Neighborhood Portfolio Exercise, extends
the entire length of the training period.
The trainee develops a detailed geographical,
social, and cultural understanding of the area where
he or she works and then presents the report to the
BOE (see Chapter 3) or any group designated by
PTO staff. Before presenting the NPE, the trainee
completes the NPE Assignment Form (See
Appendix A).
The Neighborhood Portfolio Exercise is designed to
give the trainee a sense of the community where he
or she will work, and to encourage the trainee to
develop community contacts that are critical when
practicing the COPPS philosophy.
Examples of the components of the Neighborhood
Portfolio Exercise include, but are not limited to, the
following:
• Geographical and demographic characteristics
of the area of responsibility
• Identification of the various neighborhoods and
cultural communities in the area of responsibility
• Crime problems
- Historical
- Current trends
- Relationships to other crime trends

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program structure
• Quality of life issues impacting the area of
responsibility
• Problem-solving efforts
- Historical
- Current
- Relationships to other problem-solving
efforts
• Community Groups and Neighborhood
Advisory Committees
• Resources Template
- Law enforcement resources
- Government resources
- Community resources
- Business and private resources
• Other officer’s observations and recommended
plans of action

“

the NPE is designed to give
the trainee a sense of the
community and develop

community contacts

”

Coaching and Training Reports (CTRs)
PTOs do not complete daily evaluation forms.
Instead, the PTO and the trainee each complete
weekly Coaching and Training Reports (CTRs) that
evaluate the trainee’s performance. A CTR contains
15 Core Competency areas for comments by both
the trainee and the trainer. The CTR process calls
for the trainee to write more and the PTO to write
less than in traditional training models. Further, the
trainee takes more responsibility for learning, while
the PTO spends more time coaching and teaching,
and less time evaluating.

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chapter 2
EXAMPLE: USING THE MATRIX
FOR PATROL ACTIVITIES

The weekly Coaching and Training Report has five
steps:
1. The trainee and the trainer note their daily activities in their individual journals.
2. At the end of each week, the trainee and the PTO
together select an incident from the previous
week that pertains to the Substantive Topic Area.
If a significant incident did not occur during that
week’s calls for service, the PTO may choose to
pose a hypothetical incident.
3. The trainee then writes out a brief description of
the incident on the weekly Coaching and Training
Report. This “narrative” should be brief and outline only the key identifying elements.
4. The trainee will comment on all Core
Competencies in the CTR evaluation as they
relate to the incident. The material covered during that week’s chosen incident highlights what
was learned and what remains to be learned. The
trainee should discuss his or her learning, rather
than simply narrating the incident.
5. The police training officer will review the trainee’s
comments and will add his or her own comments
and provide feedback and guidance as
appropriate.
At the conclusion of each training phase, the trainer
and the trainee will review the weekly Coaching and
Training Reports to determine what was done well
and what areas require attention or improvement.

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A trainee takes part in a DUI checkpoint in the course of regular patrol
duties. While at the checkpoint, an
impaired driver races away from the
scene and starts a police chase. If the
trainee or PTO chooses this event for
inclusion in the evaluation, the
trainee will review each Core
Competency and comment on each
one as it relates to the incident.
Examples of how some cells apply
include the following:
• C1 Police vehicle operations
• C4 Local procedures and policies
• C5 Report writing procedures for
completing Driving Under the
Influence (DUI) forms, statement
taking and case preparation
• C10 Legal authority for conducting
checkpoints
• C14 Ethics
The PTO and trainee team should
apply each Core Competency to the
situation they select.
PLEASE NOTE: The trainee must
not simply narrate what happened
in each cell area, but should analyze
and discuss what he or she learned
from the experience.

program structure
Because police work does not conform to regular
patterns, different activities will naturally occur at all
phases of training. The PTO model has the advantage of being flexible. If an incident occurs in one
phase that relates to another phase—for example, a
PTO and trainee respond to a domestic violence situation involving home invasion and assault during
the Patrol Activities phase—the PTO may choose to
take advantage of the learning opportunity and use
the incident for a CTR that week on Criminal
Investigation (see Phased Training in Chapter 4 for
further explanation).

“

the PTO model
has the advantage
of being flexible

”

Problem-Based Learning Exercise (PBLE)
In addition to learning during daily patrol activities, a
second form of training will use the Problem-Based
Learning Exercises. Examples of Problem-Based
Learning Exercises are available in Chapters 4, 5, 7,
and 8. Agencies may choose to supplement the
exercises with their own PBLEs based on local
community problems.
There are four Problem-Based Learning Exercises
provided in this manual. They include one for each
phase of the program. For example, in Phase A, the
first problem calls for the trainee to work through a
wide range of possible outcomes when responding
to non-emergencies. The trainee proceeds through
the learning process by listing initial ideas, stating
known facts, identifying learning issues by asking
questions and gathering material, and suggesting
two possible action plans.

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chapter 2
For example, if the trainer presents a “youth selling
drugs in a park” problem to the trainee, the trainee
may consider contacting others such as local park
authorities, school administrators, drug squad officers, neighbors using the park,
and perhaps even the suspects. These individuals
become part of the cohort with
whom the trainee seeks input
and solutions. The PTO
encourages the trainee to listen
to their concerns, guidance,
and expertise. The PTO serves
as both mentor and guide to
the trainee as he or she moves
through this process.
Once presented with the
Problem-Based Learning Exercise, the trainee
follows these steps:
Ideas—Lists initial ideas for solving the problem
(i.e., close the park, arrest the sellers, etc.). The
trainee will later revisit these ideas to determine
their validity in light of the new information he or
she gains during the process.
Facts—Lists all of the known facts (i.e., the sales
are not during school hours, the sellers are from
out of the area, the buyers are from the area,
etc.).
Learning Issues—The trainee asks, “What do I
need to know to solve this problem?” For example, the questions may include, Who is responsible for the park? What is the municipal ordinance
regarding the park? What are the drug laws?
What vehicle or walking routes do the dealers
take to arrive at the park? Whom should I notify
at the school? After consulting the learning
cohort in the community and conducting
research, the trainee revisits his or her initial ideas
to determine which are still applicable.

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program structure
Action Plans—The trainee develops an action
plan based on his or her research (e.g., make
arrests, notify the drug squad, speak with park
officials to move benches and put in lights, set up
a neighborhood watch meeting, etc.).
Evaluation— At the end of each phase, the PTO
will assess the trainee’s mastery of the subject
material in that phase. The trainee and the trainer
evaluate both the product and the process using
the forms provided after the PBLEs in Chapters
4, 5, 7, and 8. The trainee presents his or her
response to the problem in a number of different
ways: verbally, in a written report, or as a formal
presentation to the PTO. Part of the evaluation
will focus on the trainee’s problem-solving and
community-learning process.
Through each stage of the process, the PTO plays
the vital role of counselor, facilitator, questioner and
resource person.

“

the PTO plays the vital role of

counselor, facilitator, questioner,
and resource person

”

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chapter 2
HOW DO NEW OFFICERS USE PBL ON THE STREET: AN EXAMPLE OF THE PROCESS
Having recently graduated from the PTO program, a new officer encounters the following
problem three days into his first solo shift:
In the last nine months, 16 minor motor vehicle accidents have occurred at the intersection
of A&B streets, a largely commercial area. The officer learns that section of the city has no
allocated budget for road improvement. Lighting is poor and on overcast days, sightlines
across both streets are limited. Students from the nearby high school have been involved as
either drivers or passengers in 11 of the 16 accidents.
The following process would occur during the next
several weeks:
IDEAS
Following the PBL method, the officer creates a list of
ideas for solving this problem that might include the
following:
• Apply to the city for better lighting regardless of the
city’s planning budget
• Create a safety awareness program at the school
• Involve city maintenance in a plan to clear the sightlines
• Involve the local business owners in a driver-awareness program for the benefit of
customers and employees
• Close one of the roads
KNOWN FACTS
The officer would then list the known facts, which would include the following:
• Sixteen minor accidents in nine months (no injuries)
• Poor visibility
• Limited sightlines
• Students involved
• Near an industrial/commercial area at intersection A/B

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program structure

LEARNING ISSUES
The officer considers what he or she needs to know and who comprises an effective cohort
group. Some issues to investigate and people to contact may include the following:
• Who or what is usually at fault in the accident? Look for patterns. Source – Traffic
Reports
• What time of day? Source – Reports
• Weather conditions? Source – Reports
• Speed at impact? Source – Reports
• Actions of driver? Sources – Local business owners and involved drivers, Reports
• What activities bring the students to the location? Sources – Interviews, Motor Vehicle
Reports
• What safety awareness programs are currently in place? Source – School
At this point, after the officer researches the relevant learning issues, he or she considers the
original list of ideas and eliminates those that are not appropriate for a resolution or reduction
in the number of accidents (e.g., close one road).
ACTION PLAN
The officer may, depending upon what he or she learned, wish to consider the following
actions:
• Employ Crime Prevention Through Environmental Design (CPTED) to create open
sightlines
• Seek approval for more lighting
• Develop an awareness program at the school
• Increase police patrol in the area
EVALUATION
After an appropriate period of time, the officer evaluates the impact of his or her action plan
and assesses the need for further action. The officer also evaluates his or her own learning
during this period.
CONCLUSION
The new officer’s training during the PTO program would foster this problem-solving
approach to dealing with the series of accidents in the area. As the officer gains experience,
he or she develops problem-solving skills. The PBL structure is a learning method that
encourages and develops the necessary tools for the effective police practitioner.

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chapter 2
Mid-Term Evaluation
Prior to the Mid-Term Evaluation, the PTO, the
Police Training Evaluator (PTE) and the trainee meet
to discuss the evaluation process. Then, as Phases
A and B of the learning experience are complete,
the trainee transfers to the PTE and participates in the Mid-Term Evaluation. The PTE
will use the learning matrix as an evaluation
tool to assess the trainee’s performance
during the course of that week’s activities.
If the trainee is experiencing difficulties and
LEARNING ACTIVITY PACKAGES (LAPS)
does not successfully complete the MidTerm Evaluation, he or she may need to
During the PTO training sessions, the
return to Phase B or enter a remedial training period. The BOE or PTO Staff may recommend LAPs, PBLEs, or any other training option to help overcome deficiencies.
Learning Activity Packages (LAPs)
If a PTO recognizes either a deficiency in a
trainee’s skills or knowledge, or sees an
opportunity to enhance learning, the trainer
should use a Learning Activity Package. These
learning tools will serve as a supplemental
resource for PTOs and trainees to support a
trainee’s progress through the program.
Agencies should identify consistent areas of
weakness shown by trainees and new officers
and prepare supplementary training material to
address the training needs. The material in
the LAP may include legal information, videos,
training primers, policies, procedures, information from community partners and other materials relevant to the topic.

“

trainers develop reference packages dealing
with a variety of topics. These topics
include information on drug investigations,
techniques for crime prevention through
environmental design, history and structure
of the police organization, governmental
structure, legal information, etc. The
police agency will add information to the
LAPs as necessary. This information will
provide an additional resource for trainees
during the program. All LAPs will include
information for searching topics on-line.

LAPs can be used to enhance
learning and remedy deficiencies

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”

program structure
Final Evaluation
Before the final evaluation, the PTO, the PTE and
the trainee meet again to discuss the evaluation
process. During the Final Evaluation, the trainee
transfers to the PTE. The PTE will use the learning
matrix as an evaluation tool to assess the trainee’s
performance during the course of the evaluation
period. If the trainee experiences difficulties and
does not successfully complete the final evaluation,
he or she may return to a remedial training phase.
Remedial training may be accomplished through reentering phase training, or performing LAPs, PBLEs,
and any other prescribed training that focuses on
the deficiencies.
If a trainee does not respond to training and is recommended for termination, the coordinator should
forward all material, including recommendations, to
the BOE. The BOE will conduct a review of the
trainee’s performance before providing a written
recommendation to the Program Coordinator.
Chapter 3 contains a more detailed look at duties
and responsibilities in the PTO Program.

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Chapter 3

duties and

responsibilities
Duties and Responsibilities
Essential Personnel
Program Manager
Program Coordinator
Police Training Supervisor (PTS)
Police Training Officer (PTO)
Police Training Evaluator (PTE)
The Board of Evaluators (BOE)

Trainee’s Responsibilities

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chapter 3

chapter contents
• Duties and Responsibilities
• Essential Personnel
–
–
–
–
–
–

Program Manager
Program Coordinator
Police Training Supervisor (PTS)
Police Training Officer (PTO)
Police Training Evaluator (PTE)
The Board of Evaluators (BOE)

• Trainee’s Responsibilities

TRAINEE
COMMUNITY
PTS
PTE
PTO

BOE

MANAGER

COORDINATOR

duties and responsibilities

T

his section describes the duties and
responsibilities of key personnel in the
program. Their tasks interrelate and are
essential to the success of the program. Agencies
must develop the necessary policies and procedures to support the leadership, administration and
management of this program. In some cases, minor
changes or additions to personnel to manage this
program may be necessary to address the unique
needs of some agencies.

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duties and responsibilities

essential personnel
Program Manager
The Program Manager is a command officer responsible
for the overall management of the PTO program. The
Program Manager works closely with the Program
Coordinator and Police Training Supervisors to ensure
that members of the agency follow the policies and procedures of the program.
Program Coordinator
The Program Coordinator is responsible for managing
and facilitating the program on a daily basis. This person
maintains all program records and reports, coordinates
regular PTO monthly meetings, and facilitates and schedules all training and evaluation phases.

“

agencies must

develop the
necessary policies and procedures
to support the leadership
of this program
Police Training Supervisor (PTS)
Police Training Supervisors (PTSs) are usually police
supervisors assigned to an agency’s Patrol Division. The
PTS will provide daily supervision and coaching to the
PTO/trainee team and ensure that the needs of that
learning team are met.

”

In the PTO program, the PTS will do the following:
• Participate in selecting and evaluating Police
Training Officers and Police Training Evaluators
• Provide training in PBL to the PTOs and trainees
• Administer the program according to local
regulations

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chapter 3

• Meet regularly (weekly is recommended) with the
PTO and trainee
• Keep the Program Manager and Coordinator
informed of any unusual problems or activities
related to the PTO/trainee team and the learning
experience
Police Training Officer (PTO)
The PTO is the individual primarily responsible for guiding
the trainee through the learning experience. The PTO
provides daily coaching and training to the trainee, documents training provided, and keeps the Police Training
Supervisors and Program Coordinator informed about
any pertinent issues associated with the trainee and the
learning experience.
During the training program, the PTO will do the
following:
• Provide a learning environment for the trainee
• Act as a role model for the trainee
• Complete Coaching and Training Reports on a
weekly basis
• Prepare material for the trainee, such as relevant
community problems, within which the trainee
frames his or her learning
• Assist the trainee with the NPE and PBLEs
• Advise and counsel the trainee through each of the
problems provided in the manual
• Record the teaching and coaching experiences with
the trainee and bring forward any persistent concerns to a Police Training Supervisor (PTS)
• Act in accordance with any organizational regulations regarding the training experience
• Maintain a training journal that documents the
trainee’s progress

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duties and responsibilities
Police Training Evaluator (PTE)
Police Training Evaluators are experienced PTOs who
have been selected as evaluators by individual agencies.
The PTE identifies, assigns, and records the daily performance of the trainee as it relates to the categories
identified for each period of evaluation. This program
offers two week-long evaluation periods: Mid-Term and
Final Evaluations. The PTE will evaluate the trainee during the Mid-Term Evaluation on training received during
Phases A and B. For the final phase of evaluation, the
PTE will evaluate the trainee comprehensively on training
received in Phases A through D.
The Board of Evaluators (BOE)
The Board of Evaluators should consist of managers,
supervisors, and trainers involved in the program. The
BOE will do the following:
• Review all trainee and PTO performance as directed
by the Program Manager or Program Coordinator
• Evaluate trainee and PTO performance (Evaluations
may include a review of Coaching and Training
Reports, PTE reports, or other written material relevant to the program. The BOE may also conduct
interviews of PTOs and trainees before making any
written recommendation to the Program Manager.)
• Provide a written recommendation to the Program
Coordinator and Manager on what action to consider regarding training, remedial training, or termination of a trainee or PTO from the training program
• Conduct an exit interview of each trainee to assess
the overall training experience
If needed, the PTO, PTE or any program supervisor can
request that the Board of Evaluators convene. This
board will be responsible for reviewing the trainee’s
progress in the program as well as the performance of
the PTO. Individual agencies should determine the
number of staff assigned to the BOE.

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chapter 3

“

trainees must

actively use the
PBL process in training

Trainee’s Responsibilities
Trainees entering a PTO program are responsible for the
following:

”

• Using the PBL Model—Trainees must actively use
the PBL processes in training. These include the
PBLEs, the NPE, CTRs, the learning matrix, and any
other activities determined by the agency.
• Learning—PTOs can teach and train but they can’t
make a trainee learn. Trainees must accept responsibility for their own learning as it applies to the job
of policing, and take initiative in the learning
process.
• Resourcefulness—Police trainees must learn how to
use the many resources available to them inside
and outside the agency.
• Self-Evaluation and Journal Work—Trainees will participate in self-evaluation and maintain a journal.
Honest self-evaluation will assist both the trainee
and the PTO during the training process. Self-evaluation will also ensure that learning transfers from
theory to practice. This process is vital to trainee
development.

Program managers and trainers
should understand that mistakes
will occur from time to time in
any training program. It is the
PTO’s responsibility to help the
trainee correct mistakes through
a process of failing forward.

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Chapter 4

phase A

weeks 2-4
Phased Training
Neighborhood
Portfolio Exercise
Phase A: Non-Emergency
Incident Response

A

Problem-Based
Learning Exercise #1:
Non-Emergency
Incident Response
Phase A: Weekly Coaching
and Training Reports

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chapter 4

chapter contents
•
•
•
•
•

Phased Training
Neighborhood Portfolio Exercise
Phase A: Non-Emergency Incident Response
Problem-Based Learning Exercise #1: Non-Emergency Incident Response
Phase A: Weekly Coaching and Training Reports

phased training

T

he training program includes four phases of instruction. Each phase corresponds to
a Substantive Topic area. The phases of training allow both trainee and trainer to spend
time working on Core Competencies associated with particular Substantive Topics. The
sequence of the phases matters less than the process through which the trainee learns the material. If a topic arises from one phase during the instruction of another—for example, a criminal
investigation arises during the Non-Emergency Response phase—the PTO has three options:

OPTION 3—Change the phase order so that
Criminal Investigation comes first.

Criminal
Investigation
Occurs

A

B

C

D

OPTION 1—Write journal entry on incident, return during appropriate phase.
OPTION 2—Add a
Criminal Investigation
PBLE to the learning.

• He or she can simply introduce the criminal investigation topic, and have the trainee document the main issues. The trainee can return to review the incident later during the appropriate phase in the training;
• Develop a new PBLE focusing on criminal investigation and follow the problem-based learning process; or,
• Enter the Criminal Investigation phase and move the Non-Emergency Response phase to
later in the program. This is an extraordinary measure that should happen very infrequently
when an unusual case offers a multitude of learning opportunities. The PTO and Program
Coordinator should make the decision to switch phases together, and should only consider
switching phases if the trainee and PTO are still very early in their current phase.

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phase A weeks 2-4
The sections of the learning matrix corresponding to each phase of training are included below,
as well as descriptions of suggested procedures, regulations, skills, and learning outcomes that
apply to each cell in the matrix. Both trainers and agencies should incorporate any additional
procedures, regulations or skills as needed.
Each phase contains an assigned Problem-Based Learning Exercise. If he or she wishes to do
so, the trainer may develop other PBLEs using local circumstances as a secondary assignment in
each phase. Immediately following the assigned PBLEs in this manual are evaluation forms for
completing and commenting on the Problem-Based Learning Exercises.

neighborhood portfolio exercise

T

he NPE extends for the entire length of the training period. The trainee receives
the NPE at the beginning of the first phase of training and, throughout the training,
develops a detailed geographical, social, and cultural sketch of the area he or she
polices. The trainee presents the portfolio information in the manner best suited to his or her
learning style (e.g., oral report, written report, formal presentation, etc.), at the completion of
the training period. The trainee should use journal entries, PBLEs, CTRs, and other activities
as support material for the NPE.

Neighborhood Portfolio Exercise Problem Assignment
You are a new officer, recently graduated from the academy and have just completed your
training with a Police Training Officer. You have been assigned to a new patrol area. You
know almost nothing about the neighborhood, demographics, culture, crime, or the types of
disorder that exist in this new patrol area. Your sergeant asks you to complete a comprehensive portfolio, including names and contact information for other officers in your new patrol
community.
Assigned NPE Problem
By speaking to members of the community and fellow officers you must generate a list of
problems facing the community that are relevant to both the community and the police. Your
sergeant has given you 15 weeks to gather the information and present your NPE. Your fellow officers and possibly some members of that community will be present for the briefing.
The sergeant and the members of the audience will evaluate the quality, depth, and accuracy
of the material you present. You may choose a method of presentation that best suits your
abilities.

When completing the NPE Assignment, see the Neighborhood Portfolio Exercise Assignment
Form in Appendix A.

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chapter 4

phase A: non-emergency incident response
This phase lasts three weeks and deals with incident responses for non-emergencies. An example of
the learning matrix content for this phase of policing is listed below. Learning outcomes for this phase
are found in Chapter 6.

Core Competency

Non-Emergency
Incident Response

Police Vehicle Operations

A1

Conflict Resolution

A2

Use of Force

A3

Local Procedures, Policies, Laws, Organizational Philosophies

A4

Report Writing

A5

Leadership

A6

Problem-Solving Skills

A7

Community-Specific Problems

A8

Cultural Diversity and Special Needs Groups

A9

Legal Authority

A10

Individual Rights

A11

Officer Safety

A12

Communication Skills

A13

Ethics

A14

Lifestyle Stressors/Self-Awareness/Self-Regulation

A15

Learning Activities
Daily Journal Entry
Using the Learning Matrix
Neighborhood Portfolio Exercise
Evaluation Activities
Problem-Based Learning Exercise
Coaching and Training Reports

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CELL A1
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Police Vehicle Operations

This cell may include the following:
• Defensive driving
• Proper vehicle stops, positioning of vehicles
• Awareness of surroundings and conditions
• Other issues that may apply

CELL A2
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Conflict Resolution

This cell may include the following:
• Conflict resolution tactics for non-emergency situations, neighbor disputes, local disorder problems
• Verbal judo
• Other issues that may apply

CELL A3
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Use of Force

This cell may include the following:
• Proxemics (body positioning, blading, environmental)
• Tactical approaches for non-emergency situations
• Other issues that may apply

CELL A4
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Local Procedures, Policies, Laws, Organizational Philosophies

This cell may include the following:
• Impounding cars, property seizures
• Municipal ordinances
• Responding to alarms
• Motor vehicle accident investigation
• Traffic violations
• Alcohol offenses
• Incidents regarding specific geographical concerns (e.g., urban versus rural policing)
• Procedures for responding to disorderly conduct
• Procedures for responding to alcohol related disorder
• Procedures for responding to trespassing
• Serving court documents
• Guarding prisoners
• Other issues that may apply

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chapter 4
CELL A5
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Report Writing

This cell may include the following:
• Following departmental reporting procedures
• Noting proper information on reports
• Writing clear, concise, accurate and legible reports
• Objectivity in reports
• Using appropriate language
• Other issues that may apply

CELL A6
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Leadership

This cell may include the following:
• Providing leadership through service
• Assisting others in solving problems
• Other issues that may apply

CELL A7
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Problem-Solving Skills

This cell may include the following:
• Organizational policy and procedure regarding problem-solving strategies
• Use of the PBLEs and NPE
• Other issues that may apply

CELL A8
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Community-Specific Problems

This cell may include the following:
• Using neighborhood advisory boards and committees
• Government services that support quality-of-life issues in the community
• Chaplain or religious services
• Other issues that may apply

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CELL A9
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Cultural Diversity and Special Needs Groups

This cell may include the following:
• Responding appropriately to social, economic, and linguistic differences
• Dealing with people with mental illness
• Other issues that may apply

CELL A10
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Legal Authority

This cell may include the following:
• Knowledge of non-criminal laws such as municipal ordinances, parking regulations, fire codes, etc.
• Other issues that may apply

CELL A11
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Individual Rights

This cell may include the following:
• Fair and equitable treatment based on constitutional protections
• Knowledge of individual rights of in-custody persons (e.g., duty of care may exist to provide or
summon medical assistance for subjects)
• Other issues that may apply

CELL A12
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Officer Safety

This cell may include the following:
• Reporting location during traffic stops
• Tactical awareness during routine activities
• Awareness of persons in vicinity, body positions, etc.
• Other issues that may apply

CELL A13
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Communication Skills

This cell may include the following:
• Professional and appropriate communication with the public and other police personnel
• Procedures for use of police radio and computer
• Other issues that may apply

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chapter 4
CELL A14
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Ethics

This cell may include the following:
• Responding ethically to bribes, corruption, abuse of power and position
• Privacy concerns with victims
• Other issues that may apply

CELL A15
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Lifestyle Stressors/Self-Awareness/Self-Regulation

This cell may include the following:
• Dealing with high workload
• Death notifications
• Discussing stressors with appropriate persons
• Appropriate time management
• Proper selection of conflict resolution tactics
• Use of interpersonal skills
• Other issues that may apply

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problem-based learning exercise #1
NON-EMERGENCY INCIDENT RESPONSE
Vehicle Stop
You and your partner stop a car on a busy street with a great deal of pedestrian and vehicular traffic. You
have stopped the car for speeding in a school zone. Upon stopping the vehicle you notice the passengers in the rear seats strapping on their seatbelts. As you approach the vehicle, you note the windows
are down and you hear agitated voices. All occupants of the vehicle are from the same minority ethnic
group. The passenger in the front seat complains loudly to the others about racial profiling. At this point
he has not yet seen you. Several passers-by have stopped to watch the event. Upon request, the driver
produces identification, but the passengers are argumentative and refuse to identify themselves.
You must present to your Police Training Officer two or more possible outcomes for this Problem-Based
Learning Exercise. In each instance you must include the following:
Ideas—Record initial responses to the problem. What are two separate possible ways you can deal with
this situation? Explain them to your PTO.
• What are your initial thoughts on solving this problem?
• What are the issues?
Facts—List all of the known facts about the problem. For example, you are in a school zone; the passengers in the vehicle will not provide identification.
• What do you know?
Learning Issues—Identify the relevant content from the learning matrix for each decision. For example,
what do you know about racial profiling and what conflict resolution skills are most appropriate in this circumstance?
•
•
•
•
•

What do you need to know to solve this problem?
Where can you find it?
Whom should you contact?
What resources are available to solve this problem?
What other information do you need?

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chapter 4
Action Plans—Create a precise and specific plan for either solving or reducing the problem. Your action
plan should arise from what you know about the problem and what your research has taught you. For
example, once you speak to a variety of individuals and carry out your research during the “learning
issues phase,” what plan can you now develop, using the new information you have, to help you deal
effectively with this problem?
•
•
•
•
•

What can you do to solve or reduce this problem?
Do you make arrests?
Describe the rationale for each decision.
Describe the possible consequences of each decision in your action plan.
Describe how you would behave given each set of circumstances.

Remember, this is an ill-structured problem, and your action plan does not have a simple solution.
You will present your findings to your PTO on ______________________________________________
The method of presentation will be _______________________________________________________
You will, in consultation with your PTO, determine the best method to present solutions to this problem.
These may include a verbal report, a written report, a formal presentation, demonstrations incorporating
examples from your patrol work with your PTO, or other methods that best suit your abilities.

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PROBLEM-BASED LEARNING EXERCISE #1
Non-Emergency Incident Response: Vehicle Stop

Trainee Name:

Date:

Using your matrix, answer the following questions for this problem:
1. What did you learn from this problem? Use specific examples and refer to the cells in the matrix.
Describe the Core Competencies that you developed during this exercise.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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chapter 4
2. Did you initially formulate assumptions (ideas) that you later realized would not work? Explain. Could
these assumptions be transferred to another problem? Where?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. Identify important information or skills that you acquired during this problem-solving exercise. Explain
why you chose these (i.e., identify laws, contacts or behaviors that you will use again).
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
4. Evaluate your own problem-solving process regarding the listing of known facts, finding answers to
questions and devising the action plan. (Did you list all the facts? Did you ask the right questions?
What questions would you ask now? Was your action plan realistic and achievable?)
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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chapter 4
5. What competencies, skills, community contacts, and knowledge do you need to improve or develop
more fully to deal with this type of problem in the future? Explain and indicate how you intend to
improve or develop these.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Follow-Up Comments for Question 5:

Date:

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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phase A weeks 2-4

phase A: non-emergency
incident response
COACHING AND TRAINING REPORT
Selected Incident
(Trainee and PTO select the incident for evaluation)

PTO/PTE: ___________________________
Trainee: _____________________________
Date: _______________________________
___ TRAINEE SELECTED INCIDENT
___ PTO/PTE SELECTED INCIDENT
Incident Case Number: _________________
Date of Incident: ______________________

Non-Emergency Incident Response
Briefly describe the incident chosen for evaluation:

Police Vehicle
Operations

A1 – When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell A1.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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chapter 4
Conflict
Resolution

A2 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell A2.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Use of Force

A3 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell A3.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Local
Procedures,
Policies, Laws,
Organizational
Philosophies

A4 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell A4.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Report Writing

A5 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell A5.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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chapter 4
Leadership

A6 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell A6.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Problem-Solving
Skills

A7 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell A7.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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CommunitySpecific
Problems

A8 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell A8.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Cultural Diversity
and Special
Needs Groups

A9 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell A9.
Trainee’s comments: “What did I learn? What do I need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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chapter 4
Legal Authority

A10 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell A10.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Individual Rights

A11 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell A11.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Officer Safety

A12 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell A12.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Communication
Skills

A13 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell A13.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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chapter 4
Ethics

A14 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell A14.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Lifestyle
Stressors/
Self-Awareness/
Self-Regulation

A15 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell A15.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Chapter 5

phase B

weeks 5-7
Phase B: Emergency Response
Problem-Based
Learning Exercise #2:
Emergency Response

B

Phase B: Weekly Coaching
and Training Report

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chapter 5

chapter contents
• Phase B: Emergency Response
• Problem-Based Learning Exercise #2: Emergency Response
• Phase B: Weekly Coaching and Training Report

phase B: emergency incident response

T

his phase lasts three weeks and deals with incident responses for emergencies. An
example of the learning matrix content for this phase of policing is listed below. Learning
outcomes for this phase are found in Chapter 6.

Core Competency

Emergency
Incident Response

Police Vehicle Operations

B1

Conflict Resolution

B2

Use of Force

B3

Local Procedures, Policies, Laws, Organizational Philosophies

B4

Report Writing

B5

Leadership

B6

Problem-Solving Skills

B7

Community-Specific Problems

B8

Cultural Diversity and Special Needs Groups

B9

Legal Authority

B10

Individual Rights

B11

Officer Safety

B12

Communication Skills

B13

Ethics

B14

Lifestyle Stressors/Self-Awareness/Self-Regulation

B15

Learning Activities
Daily Journal Entry
Using the Learning Matrix
Neighborhood Portfolio Exercise
Evaluation Activities
Problem-Based Learning Exercise
Coaching and Training Reports

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CELL B1
Substantive Topic:
Core Competency:

Emergency Incident Response
Police Vehicle Operations

This cell may include the following:
• High-speed police pursuits
• High-risk vehicle stops and interventions
• Awareness of location and conditions during emergency
• Emergency response such as using emergency lights, sirens, radio equipment, Code 1 responses,
Code 1 silent procedures
• Defensive responses during these types of operations
• Other issues that may apply

CELL B2
Substantive Topic:
Core Competency:

Emergency Incident Response
Conflict Resolution

This cell may include the following:
• Responding to and defusing calls involving violence
• Crisis intervention during domestic disputes
• Other issues that may apply

CELL B3
Substantive Topic:
Core Competency:

Emergency Incident Response
Use of Force

This cell may include the following:
• Applying the use-of-force matrix/continuum
• Use of lethal and non-lethal weapons
• Other issues that may apply

CELL B4
Substantive Topic:
Core Competency:

Emergency Incident Response
Local Procedures, Policies, Laws, Organizational Philosophies

This cell may include the following:
• Bomb threats
• Major emergencies and disasters
• Responding to high-risk crimes in progress
• Other issues that may apply

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CELL B5
Substantive Topic:
Core Competency:

Emergency Incident Response
Report Writing

This cell may include the following:
• Report forms for emergency incidents
• Departmental administrative reports for emergency incidents
• Other issues that may apply

CELL B6
Substantive Topic:
Core Competency:

Emergency Incident Response
Leadership

This cell may include the following:
• Providing leadership through service and values
• Influencing others to solve their own problems
• Other issues that may apply

CELL B7
Substantive Topic:
Core Competency:

Emergency Incident Response
Problem-Solving Skills

This cell may include the following:
• Awareness of high-risk/low-frequency crimes and community issues that affect area safety and
quality of life
• Designing and developing a problem-solving approach to emergency response
• Employing traditional and non-traditional resources to identified problems and developing solutions
• Other issues that may apply

CELL B8
Substantive Topic:
Core Competency:

Emergency Incident Response
Community-Specific Problems

This cell may include the following:
• Anticipating community-specific problems that may result in threats to community safety or emergency response incidents
• Identifying the interrelationships and influences that community problems and crime may have on
neighboring beats or communities
• Other issues that may apply

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CELL B9
Substantive Topic:
Core Competency:

Emergency Incident Response
Cultural Diversity and Special Needs Groups

This cell may include the following:
• Awareness of cultural or linguistic barriers during emergency situations
• Dealing with individuals who have a mental illness and are acting violent
• Other issues that may apply

CELL B10
Substantive Topic:
Core Competency:

Emergency Incident Response
Legal Authority

This cell may include the following:
• Knowledge and obligations of arrest authority
• Knowledge of high-liability issues (e.g., fleeing felon case law)
• Knowledge of detention and frisk parameters
• When to pursue, engage roadblocks, pursue across jurisdictions
• Other issues that may apply

CELL B11
Substantive Topic:
Core Competency:

Emergency Incident Response
Individual Rights

This cell may include the following:
• Awareness of constitutional rights during emergencies
• Rules of search and seizure
• Other issues that may apply

CELL B12
Substantive Topic:
Core Competency:

Emergency Incident Response
Officer Safety

This cell may include the following:
• Using equipment including firearms, handcuffs, non-lethal weapons
• Controlling the scene of an emergency
• Employing situational tactics such as tactical retreats
• Taking custody of violent or armed persons
• Cover vs. concealment
• Effective searches of persons and scenes during emergencies
• Positioning a vehicle during emergency situations
• Other issues that may apply

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CELL B13
Substantive Topic:
Core Competency:

Emergency Incident Response
Communication Skills

This cell may include the following:
• Using police radios
• Voice control and command
• Tactical communication
• Other issues that may apply

CELL B14
Substantive Topic:
Core Competency:

Emergency Incident Response
Ethics

This cell may include the following:
• Identifying inappropriate emergency responses
• Other issues that may apply

CELL B15
Substantive Topic:
Core Competency:

Emergency Incident Response
Lifestyle Stressors/Self-Awareness/Self-Regulation

This cell may include the following:
• Debriefing personnel effectively
• Ability to identify areas in need of improvement
• Assessing mental alertness and self-confidence
• Awareness of post traumatic stressors
• Remaining calm while under stress
• Other issues that may apply

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problem-based learning exercise #2
EMERGENCY INCIDENT RESPONSE
Disorderly at Bar Radio Call
You are on solo patrol at 1:00 A.M. You receive a radio call from a bar owner on the opposite side of
your patrol area. He reports that an extremely agitated person has destroyed property in the bar and
driven off without paying. The owner believes the driver also struck another vehicle in the parking lot as
he sped off. The bar owner reports the driver and one female passenger as occupants of the vehicle.
You respond to the call and, while en route to the bar, you observe that the suspect’s vehicle has struck
another car and is stalled in the middle of the road. Both driver and passenger are still in the vehicle.
Back-up officers are en route.
You must present to your PTO two or more possible outcomes for this Problem-Based Learning
Exercise. In each instance you must include the following:
Ideas—Record initial responses to the problem. What are two separate possible ways you can deal with
this situation? Explain them to your PTO.
• What are your initial thoughts on solving this problem?
• What are the issues?
Facts—List all of the known facts about the problem. For example, there has been at least one motor
vehicle accident; there has been a complaint about a bar fight and possible suspects are in the vehicle.
• What do you know?
Learning Issues—Identify the relevant content from the learning matrix for each decision. For example,
what laws do you need to know and what are the procedures for vehicle stops and impounding vehicles?
•
•
•
•
•

What do you need to know to solve this problem?
Where can you find it?
Whom should you contact?
What resources are available to solve this problem?
What other information do you need?

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Action Plans—Create a precise and specific plan for either solving or reducing the problem. Your action
plan should arise from what you know about the problem and what your research has taught you. For
example, once you speak to a variety of individuals and carry out your research during the “learning
issues phase,” what plan can you now develop, using the new information you have, to help you deal
effectively with this problem?
•
•
•
•
•

What can you do to solve or reduce this problem?
Do you make arrests?
Describe the rationale for each decision.
Describe the possible consequences of each decision in your action plan.
Describe how you would behave given each set of circumstances.

Remember, this is an ill-structured problem, and your action plan does not have a simple solution.
You will present your findings to your PTO on ______________________________________________
The method of presentation will be _______________________________________________________
You will, in consultation with your PTO, determine the best method to present solutions to this problem.
These may include a verbal report, a written report, a formal presentation, demonstrations incorporating
examples from your patrol work with your PTO, or other methods that best suit your abilities.

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PROBLEM-BASED LEARNING EXERCISE #2
Emergency Incident Response: Disorderly at Bar Call
Trainee Name:

Date:

Using your matrix, answer the following questions for this problem:
1. What did you learn from this problem? Use specific examples and refer to the cells in the matrix.
Describe the Core Competencies that you developed during this exercise.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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2. Did you initially formulate assumptions (ideas) that you later realized would not work? Explain. Could
these assumptions be transferred to another problem? Where?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. Identify important information or skills that you acquired during this problem-solving exercise. Explain
why you chose these (i.e., identify laws, contacts or behaviors that you will use again).
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
4. Evaluate your own problem-solving process regarding the listing of known facts, finding answers to
questions and devising the action plan. (Did you list all the facts? Did you ask the right questions?
What questions would you ask now? Was your action plan realistic and achievable?)
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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5. What competencies, skills, community contacts, and knowledge do you need to improve or develop
more fully to deal with this type of problem in the future? Explain and indicate how you intend to
improve or develop these.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Follow-Up Comments for Question 5:

Date:

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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phase B: emergency
incident response
COACHING AND TRAINING REPORT
Selected Incident
(Trainee and PTO select the incident for evaluation)

PTO/PTE: ___________________________
Trainee: _____________________________
Date: _______________________________
___ TRAINEE SELECTED INCIDENT
___ PTO/PTE SELECTED INCIDENT
Incident Case Number: _________________
Date of Incident: ______________________

Emergency Incident Response
Briefly describe the incident chosen for evaluation:

Police Vehicle
Operations

B1 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell B1.

Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Conflict
Resolution

B2 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell B2.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Use of Force

B3 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell B3.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Local
Procedures,
Policies, Laws,
Organizational
Philosophies

B4 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell B4.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Report Writing

B5 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell B5.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Leadership

B6 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell B6.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Problem-Solving
Skills

B7 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell B7.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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CommunitySpecific
Problems

B8 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell B8.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Cultural Diversity
and Special
Needs Groups

B9 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell B9.
Trainee’s comments: “What did I learn? What do I need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Legal Authority

B10 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell B10.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Individual Rights

B11 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell B11.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Officer Safety

B12 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell B12.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Communication
Skills

B13 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell B13.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Ethics

B14 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell B14.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Lifestyle
Stressors/
Self-Awareness/
Self-Regulation

B15 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell B15.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Chapter 6

mid-term

evaluation
week 8
Mid-Term Evaluation
Phases A and B:
Matrix Learning Outcomes

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chapter 6

chapter contents
• Mid-Term Evaluation
• Phases A and B: Matrix Learning Outcomes

mid-term evaluation

T

he Mid-Term Evaluation is the first formal independent evaluation of the trainee. The
trainee transfers from his or her PTO to a Police Training Evaluator (PTE) and participates in a
Mid-Term Evaluation to determine progress. This evaluation lasts one week.

The PTE will use the Matrix Learning Outcomes as a basis for the evaluation period.

MID-TERM
EVALUATION

PHASE A

PHASE B

PTE uses
mid-term
outcomes from
Phases A&B
to evaluate
the trainee

FINAL
EVALUATION

PHASE C

PHASE D

PTE uses
final term
outcomes from
Phases
A,B,C,&D
to evaluate
the trainee

Following a successful Mid-Term Evaluation, the trainee moves into Phase C (Patrol Activities) and
works with a different PTO than in Phases A and B. At this point, the Program Coordinator will ensure
that copies of all reports and evaluations regarding the trainee’s progress are available to the designated
Phases C and D training officer.
Trainees who do not successfully complete this evaluation phase will return to Phase A or B for remediation as prescribed by the BOE or PTO. The BOE may assign the original training officer or designate
another PTO to work with the trainee. The BOE may also take other actions as deemed necessary.

“

the matrix learning outcomes
form the basis for the mid-term

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”

mid-term evaluation week 8

phases A and B: matrix learning outcomes

P

olice Training Evaluators will use the following performance outcomes during the

Mid-Term and Final Evaluations. Note that, while these outcomes record three levels of performance by trainees, they are NOT to be used as a checklist by the evaluator. Instead, in the morning
of the first day of evaluation, evaluators should ask trainees to self-assess and write down their own
strengths and weaknesses based on the learning matrix Core Competencies. This self-assessment can
then be compared with the performance outcomes during the evaluation week.
During the Mid-Term Evaluation, the PTE will use the following learning outcomes:
Police Vehicle Operations
• The trainee is able to describe vehicle laws, standard operating procedures (SOPs) and policies
and explain how they relate to training in Phases A and B.
• The trainee is able to analyze and apply what vehicle laws, SOPs and regulations relate to a variety
of situations.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.
Conflict Resolution
• The trainee is able to describe various conflict resolution strategies, relevant SOPs and policies and
explain how they relate to training in Phases A and B.
• The trainee is able to analyze and apply what conflict resolution strategies, SOPs and regulations
apply in a variety of situations.
• The trainee is able to evaluate the effectiveness of his or her use of the conflict resolution resources
in the cells within this competency.
Use of Force
• The trainee is able to describe laws, SOPs and policies relating to use of force and explain how
they relate to training in Phases A and B.
• The trainee is able to analyze and apply what laws, SOPs and regulations relating to use of force
pertain to a variety of situations.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.
Local Procedures, Policies, Laws, Organizational Philosophies
• The trainee is able to describe local laws, SOPs, policies and philosophies and explain how they
relate to training in Phases A and B.
• The trainee is able to analyze and apply what local laws, SOPs, policies and philosophies relate to
a variety of situations.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.

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Report Writing
• The trainee is able to describe, explain, and identify the appropriate internal and external reports
and forms required for recording daily police activities in Phases A and B.
• The trainee is able to analyze situations and determine what reporting requirements he or she must
meet to fulfill agency, judicial, state and federal reporting mandates.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.
Leadership
• The trainee is able to describe leadership skills, applicable SOPs and policies, and explain how
they relate to training in Phases A and B.
• The trainee is able to analyze and apply what leadership skills, SOPs and leadership activities
relate to a variety of situations.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.
Problem-Solving Skills
• The trainee is able to describe problem-solving skills, problem-based learning, and COPPS practices and explain how they relate to training in Phases A and B.
• The trainee is able to analyze and apply problem-solving skills, problem-based learning, and
COPPS practices in a variety of situations.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.
Community-Specific Problems
• The trainee is able to describe community-specific problems and explain how they relate to training
in Phases A and B.
• The trainee is able to analyze and apply what laws, SOPs and regulations relate to community-specific problems.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.
Cultural Diversity and Special Needs Groups
• The trainee is able to describe relevant laws, SOPs and policies and explain how they relate to cultural diversity and special needs groups in the trainee’s policing area.
• The trainee is able to analyze and apply what laws, SOPs and regulations relate to cultural diversity
and special needs groups in the trainee’s policing area.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.

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Legal Authority
• The trainee is able to describe laws, SOPs and policies, and explain how they provide legal authority for his or her policing activities in Phases A and B.
• The trainee is able to analyze and apply what laws, SOPs and regulations relate to a variety of situations.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.
Individual Rights
• The trainee is able to describe relevant laws, SOPs and policies, and explain how they relate to
individual rights.
• The trainee is able to analyze and apply what laws, SOPs and regulations relate to individual rights
in a variety of situations.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.
Officer Safety
• The trainee is able to describe laws, SOPs and policies on officer safety and explain how they
relate to training in Phases A and B.
• The trainee is able to analyze and apply officer safety policies, SOPs and regulations in a variety of
situations.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.
Communication Skills
• The trainee is able to describe a variety of communication skills and practices and explain how they
relate to training in Phases A and B.
• The trainee is able to demonstrate comprehension of communication skills and practices in a variety of situations.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.
Ethics
• The trainee is able to describe laws, SOPs and policies relating to ethical policing and explain how
ethics relates to training in Phases A and B.
• The trainee is able to analyze and apply ethical practices, relevant SOPs and regulations that govern his or her policing behavior.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells in this
competency.

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Lifestyle Stressors/Self-Awareness/Self-Regulation
• The trainee is able to describe strategies to deal with stress, self-awareness, and self-governance.
The trainee is able to identify relevant SOPs and policies that address lifestyle stressors and those
that govern self-awareness and self-regulation in his or her policing duties in Phases A and B.
• The trainee is able to recognize stressful circumstances and events and apply appropriate strategies to deal with them.
• The trainee is able to identify personal strengths and weaknesses and describe how those
strengths and weaknesses affect his or her job performance.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells in this
competency.

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Chapter 7

phase C

weeks 9-11
Phase C: Patrol Activities
Problem-Based
Learning Exercise #3:
Patrol Activities

C

Phase C: Weekly Coaching
and Training Reports

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chapter 7

chapter contents
• Phase C: Patrol Activities
• Problem-Based Learning Exercise #3: Patrol Activities
• Phase C: Weekly Coaching and Training Reports

phase C: patrol activities

T

his phase lasts three weeks and deals with patrol activities. An example of the
learning matrix content for this phase of policing is listed below. Learning outcomes for this phase
are found in Chapter 9.

Core Competency

Patrol Activities

Police Vehicle Operations

C1

Conflict Resolution

C2

Use of Force

C3

Local Procedures, Policies, Laws, Organizational Philosophies

C4

Report Writing

C5

Leadership

C6

Problem-Solving Skills

C7

Community-Specific Problems

C8

Cultural Diversity and Special Needs Groups

C9

Legal Authority

C10

Individual Rights

C11

Officer Safety

C12

Communication Skills

C13

Ethics

C14

Lifestyle Stressors/Self-Awareness/Self-Regulation

C15

Learning Activities
Daily Journal Entry
Using the Learning Matrix
Neighborhood Portfolio Exercise
Evaluation Activities
Problem-Based Learning Exercise
Coaching and Training Reports

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CELL C1
Substantive Topic:
Core Competency:

Patrol Activities
Police Vehicle Operations

This cell may include the following:
• Inspecting police vehicles
• Understanding one- versus two-officer patrol responsibilities
• Checking properties for security
• Maintaining geographic location awareness
• Patrol visibility (directed patrol)
• Other issues that may apply

CELL C2
Substantive Topic:
Core Competency:

Patrol Activities
Conflict Resolution

This cell may include the following:
• Fostering collaboration among divergent groups
• Community meeting facilitation skills
• Developing interpersonal relationships
• Dealing with diverse conflict styles within the community
• Communicating and exchanging views with dissatisfied citizens
• Other issues that may apply

CELL C3
Substantive Topic:
Core Competency:

Patrol Activities
Use of Force

This cell may include the following:
• Maintaining and securing weapons and emergency equipment
• Communication and dialogue in use-of-force situations
• Other issues that may apply

CELL C4
Substantive Topic:
Core Competency:

Patrol Activities
Local Procedures, Policies, Laws, Organizational Philosophies

This cell may include the following:
• Understanding geographic responsibilities (e.g., area and beat responsibilities)
• Assisting other emergency services (e.g., fire department)
• Strategies and procedures for dealing with community support services (e.g., social services,
school district)
• Policies and regulations governing pre-patrol issues, preparing and reporting for duty
• Knowing local non-criminal statutes and regulations for minimizing community safety issues (e.g.,
fire codes, building codes)
• Other issues that may apply

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CELL C5
Substantive Topic:
Core Competency:

Patrol Activities
Report Writing

This cell may include the following:
• Maintaining accurate and legible journals or notebooks
• Maintaining and understanding criminal information bulletins
• Engaging in legal and related field interviews
• Other issues that may apply

CELL C6
Substantive Topic:
Core Competency:

Patrol Activities
Leadership

This cell may include the following:
• Providing leadership
• Influencing others to solve their own problems
• Other issues that may apply

CELL C7
Substantive Topic:
Core Competency:

Patrol Activities
Problem-Solving Skills

This cell may include the following:
• Using strategies to scan and analyze community problems, such as crime mapping, crime analysis,
CPTED, the SARA model, school safety audits, community surveys and Internet research
• Incorporating directed patrol and other strategies for responding to other community problems
• Mobilizing other governmental resources, community resources and community partnerships to
respond to community problems
• Understanding and implementing problem-oriented policing strategies to identify solutions to community problems
• Other issues that may apply

CELL C8
Substantive Topic:
Core Competency:

Patrol Activities
Community-Specific Problems

This cell may include the following:
• Urban versus rural area issues
• Special events
• Other issues that may apply

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CELL C9
Substantive Topic:
Core Competency:

Patrol Activities
Cultural Diversity and Special Needs Groups

This cell may include the following:
• Awareness of and participation in the local community customs and cultural events
• Responding to special needs populations
• Understanding language barriers and other cultural differences
• Developing contacts with different minority and cultural groups
• Other issues that may apply

CELL C10
Substantive Topic:
Core Competency:

Patrol Activities
Legal Authority

This cell may include the following:
• Legal vehicle stops
• Detaining and arresting individuals
• Landlord/tenant issues
• Vehicle safety inspections
• Legal authority for roadblocks
• Knowing non-criminal laws (e.g., fire codes, building codes, licensing)
• Departmental, state, and local laws regarding police misconduct
• Other issues that may apply

CELL C11
Substantive Topic:
Core Competency:

Patrol Activities
Individual Rights

This cell may include the following:
• Departmental policy and legal issues regarding the use of race and ethnicity to make decisions
• Legal issues related to community notifications of sexual predators and other criminal groups
• Other issues that may apply

CELL C12
Substantive Topic:
Core Competency:

Patrol Activities
Officer Safety

This cell may include the following:
• Using seatbelts
• Using other safety equipment (e.g., flares, traffic vests, etc.)
• Transporting prisoners
• Transporting members of the public
• Developing community partnerships to enhance officer safety
• Other issues that may apply

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chapter 7
CELL C13
Substantive Topic:
Core Competency:

Patrol Activities
Communication Skills

This cell may include the following:
• Radio procedures
• Internal administrative reporting procedures
• Obtaining and sharing information with crime analysts
• Creating communication opportunities for fostering community cooperation, if applicable (e.g., web
pages, newsletters for community meetings)
• Other issues that may apply

CELL C14
Substantive Topic:
Core Competency:

Patrol Activities
Ethics

This cell may include the following:
• Appropriate professional behavior on and off duty
• Substance abuse
• Understanding the balance between individual rights and community and crime control needs
• Conflict of interest issues between law enforcement and the community
• Other issues that may apply

CELL C15
Substantive Topic:
Core Competency:

Patrol Activities
Lifestyle Stressors/Self-Awareness/Self-Regulation

This cell may include the following:
• Eating habits
• Dealing with shift work and fatigue
• Dealing with partners with different lifestyle habits
• Learning to establish open dialogue and communication
• Local employee assistance programs
• Awareness of public image
• Awareness of personal biases
• Realizing the impact of police actions on the community
• Creating initiatives to enhance community safety
• Other issues that may apply

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problem-based learning exercise #3
PATROL ACTIVITIES
Disorderly Youths in Park
You are patrolling in your area and a woman near a park stops you. She reports that in the past several
months, she and several other residents have been having trouble with disorderly youths hanging
around in the park. The park is surrounded on three sides by local residences with numerous walkway
exits to surrounding streets. The local high school is situated directly opposite the park.
A records check indicates that neighbors and school officials have called the police about the youths in
the park on numerous occasions. Police reports describing trespassing, burglaries, larceny, drug use
and disorderly conduct have been filed over the past six months. These events occurred during both
daytime and evening hours. Uniform and plainclothes police have responded in the past with little effect.
Discuss this with your PTO and suggest possible solutions to this problem.
Ideas—Record initial responses to the problem. What are two possible ways that you can deal with this
situation? Explain them to your PTO.
• What are your initial thoughts on solving this problem?
• What are the issues?
Facts—List all of the known facts about the problem. For example, previous police efforts have had little
consequences. There is a school opposite the park, etc.
• What do you know?
Learning Issues—Identify the relevant content from the learning matrix for each decision. For example,
what laws do you need to know and what are the procedures for dealing with local schools?
•
•
•
•
•

What do you need to know to solve this problem?
Where can you find it?
Whom should you contact?
What resources are available to solve this problem?
What other information do you need?

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Action Plans—Create a precise and specific plan for either solving or reducing the problem. Your action
plan should arise from what you know about the problem and what your research has taught you. For
example, once you speak to a variety of individuals and carry out your research during the “learning
issues phase,” what plan can you now develop, using the new information you have, to help you deal
effectively with this problem?
•
•
•
•
•

What can you do to solve or reduce this problem?
Do you make arrests?
Describe the rationale for each decision.
Describe the possible consequences of each decision in your action plan.
Describe how you would behave given each set of circumstances.

Remember, this is an ill-structured problem, and your action plan does not have a simple solution.
You will present your findings to your PTO on ______________________________________________
The method of presentation will be _______________________________________________________
You will, in consultation with your PTO, determine the best method to present solutions to this problem.
These may include a verbal report, a written report, a formal presentation, demonstrations incorporating
examples from your patrol work with your PTO, or other methods that best suit your abilities.

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PROBLEM-BASED LEARNING EXERCISE #3
Patrol Activities: Disorderly Youths in Park
Trainee Name:

Date:

Using your matrix, answer the following questions for this problem:
1. What did you learn from this problem? Use specific examples and refer to the cells in the matrix.
Describe the Core Competencies that you developed during this exercise.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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2. Did you initially formulate assumptions (ideas) that you later realized would not work? Explain. Could
these assumptions be transferred to another problem? Where?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. Identify important information or skills that you acquired during this problem-solving exercise. Explain
why you chose these (i.e., identify laws, contacts or behaviors that you will use again).
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
4. Evaluate your own problem-solving process regarding the listing of known facts, finding answers to
questions and devising the action plan. (Did you list all the facts? Did you ask the right questions?
What questions would you ask now? Was your action plan realistic and achievable?)
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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5. What competencies, skills, community contacts, and knowledge do you need to improve or develop
more fully to deal with this type of problem in the future? Explain and indicate how you intend to
improve or develop these.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Follow-Up Comments for Question 5:

Date:

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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phase C: patrol activities
COACHING AND TRAINING REPORT
Selected Incident
(Trainee and PTO select the incident for evaluation)

PTO/PTE: ___________________________
Trainee: _____________________________
Date: _______________________________
___ TRAINEE SELECTED INCIDENT
___ PTO/PTE SELECTED INCIDENT
Incident Case Number: _________________
Date of Incident: ______________________

Patrol Activities
Briefly describe the incident chosen for evaluation:

Police Vehicle
Operations

C1 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell C1.

Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Conflict
Resolution

C2 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell C2.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Use of Force

C3 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell C3.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Local
Procedures,
Policies, Laws,
Organizational
Philosophies

C4 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell C4.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Report Writing

C5 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell C5.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Leadership

C6 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell C6.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Problem-Solving
Skills

C7 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell C7.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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CommunitySpecific
Problems

C8 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell C8.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Cultural Diversity
and Special
Needs Groups

C9 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell C9.
Trainee’s comments: “What did I learn? What do I need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Legal Authority

C10 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell C10.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Individual Rights

C11 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell C11.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Officer Safety

C12 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell C12.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Communication
Skills

C13 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell C13.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Ethics

C14 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell C14.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Lifestyle
Stressors/
Self-Awareness/
Self-Regulation

C15 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell C15.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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phase D

weeks 12-14
Phase D: Criminal Investigation
Problem-Based
Learning Exercise #4:
Criminal Investigation
Phase D: Weekly Coaching
and Training Reports

D

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chapter contents
• Phase D: Criminal Investigation
• Problem-Based Learning Exercise #4: Criminal Investigation
• Phase D: Weekly Coaching and Training Reports

phase D: criminal investigation

T

his phase lasts three weeks and deals with criminal investigation. An example of the
learning matrix content for this phase of policing is listed below. Learning outcomes for this phase are
found in Chapter 9.

Core Competency

Criminal
Investigation

Police Vehicle Operations

D1

Conflict Resolution

D2

Use of Force

D3

Local Procedures, Policies, Laws, Organizational Philosophies

D4

Report Writing

D5

Leadership

D6

Problem-Solving Skills

D7

Community-Specific Problems

D8

Cultural Diversity and Special Needs Groups

D9

Legal Authority

D10

Individual Rights

D11

Officer Safety

D12

Communication Skills

D13

Ethics

D14

Lifestyle Stressors/Self-Awareness/Self-Regulation

D15

Learning Activities
Daily Journal Entry
Using the Learning Matrix
Neighborhood Portfolio Exercise
Evaluation Activities
Problem-Based Learning Exercise
Coaching and Training Reports

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CELL D1
Substantive Topic:
Core Competency:

Criminal Investigation
Police Vehicle Operations

This cell may include the following:
• Criminal investigation involving police vehicles
• Other issues that may apply

CELL D2
Substantive Topic:
Core Competency:

Criminal Investigation
Conflict Resolution

This cell may include the following:
• Dealing with hostile witnesses and citizens
• Handling interagency and intra-agency conflicts
• Other issues that may apply

CELL D3
Substantive Topic:
Core Competency:

Criminal Investigation
Use of Force

This cell may include the following:
• Inducements to statements
• Use-of-force continuum and policy
• Use-of-force reporting procedures
• Other issues that may apply

CELL D4
Substantive Topic:
Core Competency:

Criminal Investigation
Local Procedures, Policies, Laws, Organizational Philosophies

This cell may include the following:
• Regulations regarding enforcing and investigating legal codes such as drug offenses, criminal
offenses, crimes against person and property
• Using forensic and other investigative strategies effectively
• Other issues that may apply

CELL D5
Substantive Topic:
Core Competency:

Criminal Investigation
Report Writing

This cell may include the following:
• Departmental regulations regarding writing reports on criminal and court-related investigation
• Taking statements
• Preparing cases
• Other issues that may apply

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CELL D6
Substantive Topic:
Core Competency:

Criminal Investigation
Leadership

This cell may include the following:
• Providing leadership
• Influencing others to solve their own problems
• Other issues that may apply

CELL D7
Substantive Topic:
Core Competency:

Criminal Investigation
Problem-Solving Skills

This cell may include the following:
• Understanding the importance of providing thorough and competent initial investigative information
to investigators
• Employing traditional and non-traditional resources to identified problems and developing solutions
• Other issues that may apply

CELL D8
Substantive Topic:
Core Competency:

Criminal Investigation
Community-Specific Problems

This cell may include the following:
• Understanding the reality of community perceptions and influences on community crime and quality-of-life issues
• Using community members as a resource to build an effective collaboration when dealing with
issues
• Other issues that may apply

CELL D9
Substantive Topic:
Core Competency:

Criminal Investigation
Cultural Diversity and Special Needs Groups

This cell may include the following:
• Knowledge of cultural differences relevant to investigations (e.g., poor perceptions of police by
some groups from other countries)
• Knowledge of social diversity issues related to investigations (e.g., dealing with people with mental
illnesses)
• Other issues that may apply

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CELL D10
Substantive Topic:
Core Competency:

Criminal Investigation
Legal Authority

This cell may include the following:
• Understanding legal powers for criminal investigation
• Understanding court procedures and evidentiary rules
• Issues related to warrant, warrantless and improper searches
• Knowledge of high-liability issues and case law
• Procedures for handling property and evidence
• Procedures for securing scenes for court presentations
• Procedures for taking witness, victim, and accused-persons statements
• Other issues that may apply

CELL D11
Substantive Topic:
Core Competency:

Criminal Investigation
Individual Rights

This cell may include the following:
• Knowledge of constitutional individual rights in investigation
• Other issues that may apply

CELL D12
Substantive Topic:
Core Competency:

Criminal Investigation
Officer Safety

This cell may include the following:
• Safe handling of evidence such as weapons, body fluids, etc.
• Other issues that may apply

CELL D13
Substantive Topic:
Core Competency:

Criminal Investigation
Communication Skills

This cell may include the following:
• Effective writing and note taking
• Active listening
• Maintaining a professional demeanor in court
• Maintaining a professional demeanor when dealing with the public during an investigation
• Communicating with the media
• Procedures for taking witness, victim, and accused-persons statements
• Knowledge of high-liability issues and case law
• Other issues that may apply

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CELL D14
Substantive Topic:
Core Competency:

Criminal Investigation
Ethics

This cell may include the following:
• Reporting internal corruption, abuse of power, or excessive use of force (IAD process)
• Applying discretion in investigation in an equitable manner
• Other issues that may apply

CELL D15
Substantive Topic:
Core Competency:

Criminal Investigation
Lifestyle Stressors/Self-Awareness/Self-Regulation

This cell may include the following:
• Ability to self-assess professionalism, competency, and fairness during investigation
• Awareness of post-traumatic stress syndrome
• Effectively managing case load and calls-for-service
• Other issues that apply

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problem-based learning exercise #4
CRIMINAL INVESTIGATION
Domestic Dispute
You are working with your partner on the afternoon shift when you receive a call regarding noise from a
loud argument and crying children coming from an apartment in your patrol area. The neighbor who
called in the complaint lives above the apartment where the disturbance is occurring. The dispatcher
tells you that this is the fourth call of a similar nature in the past six weeks. No arrests were made at
those calls, but the husband and the wife have both been cautioned regarding the consequences of
domestic assault.
Upon arrival at the scene, you hear a child screaming inside and the sound of a struggle in progress.
The husband answers the door and you see that both he and his wife have facial cuts. He moves into
the kitchen and begins to yell at his wife. Each accuses the other of assault. Two children, ages five and
three, are in the living room and both are crying. The apartment is dirty and there is garbage strewn
throughout the apartment. As you are speaking to the wife, she advises you that she wants her husband arrested for assault. She also informs you that she would like him arrested for the marijuana he
has in his drawer in the bedroom. The husband denies he has any drugs in the house.
Discuss this with your PTO and suggest possible solutions to this problem.
Ideas—Record initial responses to the problem. What are two possible ways that you can deal with this
situation? Explain them to your PTO.
• What are your initial thoughts on solving this problem?
• What are the issues?
Facts—List all of the known facts about the problem. For example, there has been an assault; children
are on the scene; you have a report of drugs in the home.
• What do you know?
Learning Issues—Identify the relevant content from the learning matrix for each decision. For example,
what laws do you need to know and what are the procedures for seizing drugs? What do you do with
the children if both parents are arrested?
•
•
•
•
•

What do you need to know to solve this problem?
Where can you find it?
Whom should you contact?
What resources are available to solve this problem?
What other information do you need?

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Action Plans—Create a precise and specific plan for either solving or reducing the problem. Your action
plan should arise from what you know about the problem and what your research has taught you. For
example, once you speak to a variety of individuals and carry out your research during the “learning
issues phase,” what plan can you now develop, using the new information you have, to help you deal
effectively with this problem?
•
•
•
•
•

What can you do to solve or reduce this problem?
Do you make arrests?
Describe the rationale for each decision.
Describe the possible consequences of each decision in your action plan.
Describe how you would behave given each set of circumstances.

Remember, this is an ill-structured problem, and your action plan does not have a simple solution.
You will present your findings to your PTO on ______________________________________________
The method of presentation will be _______________________________________________________
You will, in consultation with your PTO, determine the best method to present solutions to this problem.
These may include a verbal report, a written report, a formal presentation, demonstrations incorporating
examples from your patrol work with your PTO, or other methods that best suit your abilities.

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PROBLEM-BASED LEARNING EXERCISE #4
Criminal Investigation: Domestic Dispute

Trainee Name:

Date:

Using your matrix, answer the following questions for this problem:
1. What did you learn from this problem? Use specific examples and refer to the cells in the matrix.
Describe the Core Competencies that you developed during this exercise.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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2. Did you initially formulate assumptions (ideas) that you later realized would not work? Explain. Could
these assumptions be transferred to another problem? Where?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. Identify important information or skills that you acquired during this problem-solving exercise. Explain
why you chose these (i.e., identify laws, contacts or behaviors that you will use again).
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
4. Evaluate your own problem-solving process regarding the listing of known facts, finding answers to
questions and devising the action plan. (Did you list all the facts? Did you ask the right questions?
What questions would you ask now? Was your action plan realistic and achievable?)
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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5. What competencies, skills, community contacts, and knowledge do you need to improve or develop
more fully to deal with this type of problem in the future? Explain and indicate how you intend to
improve or develop these.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Follow-Up Comments for Question 5:

Date:

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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phase D:
criminal investigation
COACHING AND TRAINING REPORT
Selected Incident
(Trainee and PTO select the incident for evaluation)

PTO/PTE: ___________________________
Trainee: _____________________________
Date: _______________________________
___ TRAINEE SELECTED INCIDENT
___ PTO/PTE SELECTED INCIDENT
Incident Case Number: _________________
Date of Incident: ______________________

Criminal Investigation
Briefly describe the incident chosen for evaluation:

Police Vehicle
Operations

D1 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell D1.

Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Conflict
Resolution

D2 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell D2.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Use of Force

D3 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell D3.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Local
Procedures,
Policies, Laws,
Organizational
Philosophies

D4 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell D4.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Report Writing

D5 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell D5.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Leadership

D6 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell D6.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Problem-Solving
Skills

D7 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell D7.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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phase D weeks 12-14
CommunitySpecific
Problems

D8 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell D8.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Cultural Diversity
and Special
Needs Groups

D9 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell D9.
Trainee’s comments: “What did I learn? What do I need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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chapter 8
Legal Authority

D10 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell D10.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Individual Rights

D11 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell D11.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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phase D weeks 12-14
Officer Safety

D12 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell D12.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Communication
Skills

D13 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell D13.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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chapter 8
Ethics

D14 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell D14.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

Lifestyle
Stressors/
Self-Awareness/
Self-Regulation

D15 - When completing this section of the CTR, the trainee will use specific
information and learning outcomes from matrix cell D15.
Trainee’s comments: “What did I learn? What do I still need to know?”

Trainer’s comments: Evaluate the trainee’s performance throughout the week.
Note areas needing improvement.

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Chapter 9

final evaluation
week 15
Final Evaluation
Phases A, B, C, and D:
Matrix Learning Outcomes

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chapter 9

chapter contents
• Final Evaluation
• Phases A, B, C, and D: Matrix Learning Outcomes

final evaluation

T

he trainee transfers from his or her PTO to a PTE and participates in the Final

Evaluation to determine his or her progress before assuming a police assignment. The learning
matrix will guide the evaluation process. The PTE will use the Matrix Learning Outcomes as a
basis for the evaluation. The duration of the Final Evaluation is one to two weeks, depending on the
agency.
If the trainee does not successfully complete the
final evaluation, he or she can be returned to a
PTO for remedial training as prescribed by the
BOE or PTO staff. The BOE may also choose
other remedies or actions as it sees fit.

“

the learning matrix
guides the evaluation

process

”

If the trainee successfully completes the Final
Evaluation, he or she will be required to participate in a program exit interview with the Board of
Evaluators. While not an evaluation component, this interview allows for a review of trainee progress,
PTO performance, and program effectiveness. The trainee presents the NPE before graduating.

phases A, B, C, and D: matrix learning outcomes

T

he following performance outcomes are for use by police training evaluators during

the Final Evaluation. Note that, while these outcomes record three levels of performance by
trainees, they are NOT to be used as a checklist by the evaluator. Instead, in the morning of the
first day of evaluation, evaluators should ask trainees to self-assess and write down their own strengths
and weaknesses based on the learning matrix Core Competencies. This self-assessment can then be
compared with the performance outcomes during the evaluation week.
During the Final Evaluation, the PTE will use the following learning outcomes:
Police Vehicle Operations
• The trainee is able to describe vehicle laws, standard operating procedures (SOPs) and policies
and explain how they relate to training in Phases A, B, C, and D.
• The trainee is able to analyze and apply what vehicle laws, SOPs and regulations relate to a variety
of situations.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.

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final evaluation week 15
Conflict Resolution
• The trainee is able to describe various conflict resolution strategies, relevant SOPs and policies and
explain how they relate to training in Phases A, B, C, and D.
• The trainee is able to analyze and apply what conflict resolution strategies, SOPs and regulations
relate to a variety of situations.
• The trainee is able to evaluate the effectiveness of his or her use of the conflict resolution resources
in the cells within this competency.
Use of Force
• The trainee is able to describe laws, SOPs and policies relating to use of force and explain how
they relate to training in Phases A, B, C, and D.
• The trainee is able to analyze and apply what laws, SOPs and regulations relating to use of force
pertain to a variety of situations.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.
Local Procedures, Policies, Laws, Organizational Philosophies
• The trainee is able to describe local laws, SOPs, policies and philosophies and explain how they
relate to training in Phases A, B, C, and D.
• The trainee is able to analyze and apply what local laws, SOPs, policies and philosophies relate to
a variety of situations.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.
Report Writing
• The trainee is able to describe, explain, and identify the appropriate internal and external reports
and forms required for recording daily police activities in Phases A, B, C, and D.
• The trainee is able to analyze situations and determine what reporting requirements he or she must
meet to fulfill agency, judicial, state and federal reporting mandates.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.
Leadership
• The trainee is able to describe leadership skills, applicable SOPs and policies, and explain how
they relate to training in Phases A, B, C, and D.
• The trainee is able to analyze and apply what leadership skills, SOPs and leadership activities
relate to a variety of situations.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.

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Problem-Solving Skills
• The trainee is able to describe problem-solving skills, problem-based learning, and COPPS practices and explain how they relate to training in Phases A, B, C, and D.
• The trainee is able to analyze and apply problem-solving skills, problem-based learning, and
COPPS practices in a variety of situations.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.
Community-Specific Problems
• The trainee is able to describe community-specific problems and explain how they relate to training
in Phases A, B, C, and D.
• The trainee is able to analyze and apply what laws, SOPs and regulations relate to community-specific problems.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.
Cultural Diversity and Special Needs Groups
• The trainee is able to describe relevant laws, SOPs and policies and explain how they relate to cultural diversity and special needs groups in the trainee’s policing area.
• The trainee is able to analyze and apply what laws, SOPs and regulations relate to cultural diversity
and special needs groups in the trainee’s policing area.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.
Legal Authority
• The trainee is able to describe laws, SOPs and policies, and explain how they provide legal
authority for his or her policing activities in Phases A, B, C, and D.
• The trainee is able to analyze and apply what laws, SOPs and regulations relate to a variety of
situations.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.
Individual Rights
• The trainee is able to describe relevant laws, SOPs and policies, and explain how they relate to
individual rights.
• The trainee is able to analyze and apply what laws, SOPs and regulations relate to individual rights
in a variety of situations.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.

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final evaluation week 15
Officer Safety
• The trainee is able to describe laws, SOPs and policies on officer safety and explain how they
relate to training in Phases A, B, C, and D.
• The trainee is able to analyze and apply officer safety policies, SOPs and regulations in a variety of
situations.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.
Communication Skills
• The trainee is able to describe a variety of communication skills and practices and explain how they
relate to training in Phases A, B, C, and D.
• The trainee is able to demonstrate comprehension of communication skills and practices in a variety of situations.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells within
this competency.
Ethics
• The trainee is able to describe laws, SOPs and policies relating to ethical policing and explain how
ethics relates to training in Phases A, B, C, and D.
• The trainee is able to analyze and apply ethical practices, relevant SOPs and regulations that govern his or her policing behavior.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells in this
competency.
Lifestyle Stressors/Self-Awareness/Self-Regulation
• The trainee is able to describe strategies to deal with stress, self-awareness, and self-governance.
• The trainee is able to identify relevant SOPs and policies that address lifestyle stressors and those
that govern self-awareness and self-regulation in his or her policing duties in Phases A, B, C, and D.
• The trainee is able to recognize stressful circumstances and events and apply appropriate strategies to deal with them.
• The trainee is able to identify personal strengths and weaknesses and describe how those
strengths and weaknesses affect his or her job performance.
• The trainee is able to evaluate the effectiveness of his or her use of the resources in the cells in this
competency.

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appendices

appendix A

neighborhood portfolio exercise form
This form is completed by the trainee and the PTO after the final presentation in week ___________.
Trainee Name:

Date:

1. What did you learn from this Neighborhood Portfolio? By using specific examples from your research
and referring to the cells in the matrix, describe the Core Competencies that you developed during
this exercise.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2. Did you initially formulate assumptions that you later realized would not work? Explain. Could these
assumptions be transferred to another problem? Where?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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appendix A
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. Identify important information or skills that you acquired during the development of this Neighborhood
Portfolio Exercise.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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neighborhood portfolio

exercise form

4. Evaluate your own efforts in developing this portfolio. How will a Neighborhood Portfolio assist your
delivery of police services in the future?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
5. What competencies, skills, community contacts, and knowledge did you acquire during the development of this portfolio? How might you share the information?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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appendix A
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
6. What additional competencies, skills, and knowledge do you need to develop in the next six-month
period to become a more effective police officer?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Police Training Officer comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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appendix B

learning activity packages (LAPs)
•
•
•
•
•

Problem-Based Learning
Problem-Oriented Policing
Field Interrogations
Custodial Interrogations
Community Policing

problem-based learning
Introduction
Educators often describe problem-based learning (PBL) as a
method of teaching and learning that focuses on solving a problem. The foundations of police problem-based learning include a respect for adult learning
styles, the need for relevance in what police officers are learning,
and the achievement of outcomes from that learning that deal
directly with significant issues in the police officer’s life.
The PBL Method: Instructors begin by presenting a problem to the
learner/trainee that has real-life significance. “Real life” means that
the problem is one that the trainee would normally encounter during the
course of his or her duties. These problems may vary from serious community disorders to an ongoing
series of minor disturbances in a parking lot. The problems are “ill-structured,” which means that they are
not easily solved and they have a number of inherent issues that the learner must address to either
solve or lessen the severity of the problem.
Once the trainee has spent some time looking over the problem, he or she presents a number of ideas
about possible solutions. These ideas, right or wrong, become an important part of the learning process,
so trainers and trainees should record them.
After speculating on possible solutions, the trainee then looks at the problem and considers all the
known facts of that problem. This becomes a valuable problem-solving skill for the trainee as he or she
learns to think critically and record all of the issues and facts before leaping to any conclusions.

“

instructors present a
problem the trainee

would normally encounter

while on duty

”

Gathering Information: After listing what
he or she knows, the trainee then considers
what learning issues he or she must
research. The trainer should help during this
part of the learning wherever possible, but
not by giving answers. Remember, they don’t
know what they don’t know! For example, if a
trainee is working on a drug problem in a
park, he or she may not have any knowledge
regarding the use of local ordinances gov-

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appendix B
erning park closing times or prohibited behaviors. Rather than giving them answers, the trainer simply
indicates that this is an area of the law that the trainee may need to consider as part of the problemsolving strategy.
Problem Solving: After the trainee lists what he or she doesn’t know and then goes about learning that
information, both the trainer and the trainee should look at the trainee’s original thoughts on how to solve
the problems. Often, they discover that their first impulse or first conclusion was inadequate, insufficient
or incorrect.
At this point, armed with new knowledge, the trainee sets out an action plan to solve or lessen the severity of the problem. Following the plan’s implementation and after a suitable time, both the trainee and
the trainer evaluate the effectiveness of the plan.
Outcomes
This Learning Activity Package discusses how police trainers and trainees use the PBL method during
training. After completing this LAP, the patrol officer will be able to perform the following:
•
•
•
•

Explain the benefits of problem-based learning
Describe the purpose of learning cohorts
Analyze ill-structured problems to determine if they are suitable for problem solving
Evaluate the need for Emotional Intelligence in working with learning cohorts and other members of
the community

Comprehensive Questions
• How can police trainers and trainees use PBL to work on small, medium or large community
projects?
• What problem-solving skills are essential elements of the PBL process?
• To what extent does the real life problem involve the “community”?
• What makes an ill-structured problem? Are the problems given to the trainees during training easy
to solve or do they require higher order thinking for resolution?
• How does problem-based learning accommodate a variety of learning styles and problem-solving
abilities?
• During the “community learning process,” what Emotional Intelligence skills will a trainee require for
successful team behavior?
Application
Pick a chronic community problem and apply the PBL process to help solve that problem. The stages of
recording the ideas, known facts, learning issues, action plan and evaluation should follow sequentially.
Discuss with your trainer how much time you estimate you need to complete each phase of the process
and discuss your performance during each phase of the problem solving. Reflect on whether your time
estimates were accurate at the end of the PBL process.

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learning activity packages (LAPs)
Resources and Additional Reading
University of Delaware Problem-Based Learning home page [Online] Available: www.udel.edu/pbl
Southern Illinois University School of Medicine/Department of Medical Education—Problem-Based
Learning Initiative page [Online] Available: www.pbli.org/pbl/pbl.htm
Problem Based Learning Faculty Institute. University of California, Irvine. “What is Problem-Based
Learning?” [Online] Available: www.pbl.uci.edu/whatispbl.html
Samford University Center for Problem-Based Learning home page [Online] Available:
www.samford.edu/pbl
Classroom of the Future Teacher Pages on Problem-Based Learning [Online] Available:
www.cotf.edu/ete/teacher/teacherout.html
National Teaching and Learning Forum home page [Online] Available: www.ntlf.com
Crux Consulting home page [Online] Available: www.cruxconsulting.org
Schools of California Online Resources for Education (SCORE) Internet Classroom—Problem-Based
Learning [Online] Available: score.rims.k12.ca.us/problearn.html
Illinois Mathematics and Science Academy Center for Problem-Based Learning home page [Online]
Available: www.imsa.edu/team/cpbl/cpbl.html

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appendix B

problem-oriented policing
Introduction
Problem-oriented policing (POP), developed by Herman Goldstein2, is a comprehensive
framework for improving law enforcement’s capacity to perform job functions. POP seeks
to shift from a reactive, incident-oriented stance to one that actively addresses problems that continually drain police resources. This framework encourages police
to think differently about their purpose, promoting problem resolution as the
true work of police. Its premise is that police should actively identify and
address the root causes of community problems that lead to repeat calls
for service.
A core concept of POP is comprehensive problem analysis. POP looks for
the deepest underlying conditions of a problem and targets those conditions
that are amenable to intervention. Problem analysis can include fully describing
the problem, describing multiple and conflicting interests, describing the nature
and costs of harm resulting from the problem, and taking inventory and critiquing current responses.
Thorough problem analysis enables police to begin the problem-solving process by determining the level
of police responsibility for addressing the problem, identifying and developing problem-solving strategies,
and evaluating their solution’s effectiveness.

core

“ problem
a

concept of POP
is

”

analysis

While there are many measures of problem-solving
success, the general objective of POP is to decrease
the harm caused by patterns of chronic offensive
behavior and to increase the range and effectiveness
of police responses to crime and disorder.
Comprehensive evaluations of problem-solving solutions are necessary to determine the value of the
police response.

Outcomes
This Learning Activity Package discusses the concept of POP and the role of law enforcement in problem-solving in the community. After completing this LAP, the officer will be able to perform the following:
• Discuss key concepts of POP
• Discuss the problem analysis and problem-solving processes
• Identify and thoroughly analyze a problem in the community, and develop a problem-oriented
policing strategy to address root causes of the problem
• Develop a plan to measure the success of the strategy
• Determine who should be involved in the problem-solving process

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2 Goldstein, Herman. 1979. Improving Policing: A Problem-Oriented Approach.
Crime and Delinquency (April):234-58.

learning activity packages (LAPs)
Comprehensive Questions
• What is POP? What are the goals of this policing concept?
• What is the SARA model?
• What are the goals of each of the problem-solving steps?
Application
Identify and analyze a chronic crime problem in your community, carefully addressing each element in
the analysis phase. Work through the problem-solving process and develop a strategy for addressing
the problem. How would you implement this strategy and measure its effectiveness? Who should you
involve in this process?

“

what is the SARA model?

”

Online Resources and Additional Reading
Scott, M. S. (October 2000). Problem-Oriented Policing: Reflections on the First 20 Years.
Washington, DC: Office of Community-Oriented Policing Services. [Online] Available:
www.cops.usdoj.gov/default.asp?Item=311

Police Executive Research Forum. (2002). Excellence in Problem-Oriented Policing: The 2002 Herman
Goldstein Award Winners. [Online] Available: www.policeforum.org, see Document File “POP and COP.”
Office of Community-Oriented Policing Services. (April 1998). Problem-solving tips: A guide to reducing crime and disorder through problem-solving partnerships. COPS Tips. [Online] Available:
www.ncjrs.org
Office of Community-Oriented Policing Services. (2002). Problem-Oriented Guides for Police Series
(Guides No. 1-19). [Online] Available: www.cops.usdoj.gov/Default.asp?Item=248

Reading resources in these LAPs provide practical information and context, and can be easily accessed on-line with no cost.
Additional valuable texts on these LAP subjects are available at www.ncjrs.org and www.policeforum.org

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appendix B

field interrogations: stop and frisk
Introduction
Field interrogations are an important responsibility of the patrol officer, especially in high-crime areas.
These procedures (often referred to as “stop and frisk” or “Terry stops”) are one tool for evaluating suspicious circumstances or investigating situations where crime may be imminent. While stop and frisk is an
important policing tool, the use of these procedures must be balanced with citizens’ rights as afforded by
the Fourth Amendment. The Fourth Amendment states that individuals have the right to be protected
against unreasonable seizure (stop) and search (frisk).
In Terry v. Ohio (1968) the U.S. Supreme Court affirmed that patrol officers have a “duty to investigate
observed suspicious activity” 3 and an “absolute right to protect themselves” by frisking for weapons.
The Supreme Court upheld the constitutionality of stop and frisk under specific guidelines. In general,
these guidelines require two levels of suspicion for the officer: 1) to make a stop, and 2) to frisk the
suspect.
For a Stop: An officer may stop someone on the street when there is reasonable suspicion to believe
that the individual may be engaged in criminal activity. A stop requires the officer to 1) identify himself or
herself as a police officer, and 2) make a reasonable inquiry as to the person’s identity. A stop does
not automatically justify a frisk.
For a Frisk: If after stopping the suspect, 1) nothing in the initial stages of the encounter dispels the
officer’s reasonable fear for his or her own or others’ safety, and 2) the officer has reasonable suspicion
to believe the person is armed and presently dangerous, then the officer may conduct a search (frisk) for
weapons only over the outer clothing of the suspect. The officer can seize any weapons that are
detected.
Plain Feel Doctrine: In 1993, the U.S. Supreme Court expanded stop and frisk procedures to include
the “plain feel” doctrine, meaning police officers can seize items detected during a frisk for weapons, as
long as “plain feel” makes it “immediately apparent” that the item is contraband. Otherwise, objects other
than weapons may not be removed from a suspect’s clothing during a frisk.

“

the

officer can seize any
weapons that are detected

”

Outcomes
This Learning Activity Package will enable the officer to identify circumstances in which field interrogations or “stop and frisks” are appropriate and constitutionally permissible. After completing this LAP, the
officer will be able to perform the following:
• Discuss the balance between the Fourth Amendment’s protection against unreasonable search and
seizure and an officer’s duty to ensure the safety of himself and others

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3 Terry v. Ohio, 392, U.S. 1 (1968)

learning activity packages (LAPs)
• Cite the requirements for stop and frisk as outlined in Terry v. Ohio (1968) and provide examples of
circumstances that do and do not meet the requirements for a stop and frisk
• Explain the “plain feel” doctrine and guidelines for seizing contraband during a frisk, and provide
examples of situations in which items may or may not be seized from a suspect during a frisk
• Determine when a frisk becomes a search incident to arrest
Comprehensive Questions
• What level of suspicion is necessary for a field interrogation or stop? When should a stop be concluded?
• What level of suspicion is necessary for a frisk? How would you test the circumstances to ensure
the situation meets the correct level of suspicion?
• What did the U.S. Supreme Court determine permissible under the “plain feel” doctrine?
• When does a frisk become a search incident to arrest?
• Why is “stop and frisk” important to a police officer’s responsibility to ensure public safety?
• What rights does the Fourth Amendment guarantee and why is it important to ensure these rights?
• How does “stop and frisk” impact police–citizen relations?
Application
Create a scenario in which you would stop and frisk a suspect. Articulate the reasons for your stop,
what you would do during the stop, and what circumstances would require you to end the stop, and frisk
the suspect. According to the plain feel doctrine, what items may and may not be removed from the suspect’s clothing during the frisk?
Resources and Additional Reading
FindLaw: U.S. Constitution: Fourth Amendment. [Online] Available: caselaw.lp.findlaw.com/data/
constitution/amendment04/index.html
FindLaw: Cases and Codes: Terry v. Ohio. [Online] Available: caselaw.lp.findlaw.com/cgibin/getcase.pl?navby=case&court=us&vol=392&invol=1
Stop and Frisk. [Online] Available: members.tripod.com./~Methos_5000/stopfrisk.html

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appendix B

custodial interrogations: miranda warnings
Introduction
Custodial interrogations refer to the “questioning initiated by law
enforcement officers after a person has been taken into custody.”
Due to the “inherently coercive environment”4 of these interrogations, the U.S. legal system has continually promoted protections
to minimize coerced confessions. To preserve the integrity of
the justice system, citizens must be advised of their rights as guaranteed by the Fourth, Fifth, Sixth and Fourteenth Amendments.
In Miranda v. Arizona (1966), the U.S. Supreme Court set standards for ensuring suspects are aware of
these rights and that the rights are not violated during interrogation. The holding in Miranda v. Arizona
requires “prior to interrogation, the person must be warned that he has a right to remain silent, that any
statement he does make may be used as evidence against him, and that he has the right to an attorney,
either retained or appointed”.5
For a suspect’s confession to be admissible in court, the confession must be made knowingly, voluntarily
and intelligently. Initially, a suspect may waive these rights, but can choose to invoke them at any time
during interrogation to stop the questioning. Requiring police officers to read rights or “Miranda warnings” provides a procedural safeguard that tries to ensure that suspects are afforded every right guaranteed to them as citizens, and that the integrity of a confession made in a custodial interrogation can be
maintained during court proceedings.
Individual state or department policies may guide when and how Miranda warnings are issued. Most
often, Miranda warnings are issued after taking a suspect into custody and before formal questioning.
Signed waivers may be required once a suspect has chosen to relinquish these rights. As a general
rule, when questioning a suspect in custody about an incident that may result in inculpatory statements,
the police officer should inform the suspect of his or her rights.

“

state or department
policies may guide when and how
Miranda warnings are issued

individual

”

Outcomes
This Learning Activity Package reviews the history of Miranda v. Arizona and subsequent U.S. Supreme
Court case decisions relevant to custodial interrogations and confessions. After completing this LAP,
officers will be able to perform the following:

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4 Miranda v. Arizona, 384 U.S. 436 (1966)
5 Ibid.

learning activity packages (LAPs)
• Describe the importance of Miranda warnings in maintaining the integrity of a suspect’s confession
and ensuring a suspect’s rights are not violated
• Properly read Miranda warnings to a suspect
• Identify how and when Miranda warnings should be issued, as outlined by the U.S. Supreme Court
in Miranda v. Arizona and according to state statutes and/or department policy
• Know what to do if a suspect invokes his or her rights
• Be able to determine when statements should be obtained in writing and when a signed waiver of
rights should be obtained
Comprehensive Questions
• What was the U.S. Supreme Court’s decision in Miranda v. Arizona?
• What is the importance of reading a suspect his or her rights?
• Why is the Miranda decision important to you as a law enforcement officer? How does this affect
your carrying out your job responsibilities?
• What are your state/department guidelines regarding when Miranda warnings should be read?
• What should you do when a suspect invokes his or her rights? Waives his or her rights?
• When should you obtain a signed waiver of rights? Written statements or confessions?
Application
Obtain a copy of your state/department’s guidelines for when and how a suspect should be read their
rights and commit this to memory. Practice reading the Miranda warnings. Create a scenario in which
the suspect waives his or her rights. What should you do? Create a scenario in which the suspect
invokes his or her rights. What should you do?
Resources and Additional Reading
FindLaw: Cases and Codes: Miranda v. Arizona [Online] Available: caselaw.lp.findlaw.com/cgi-bin/getcase.pl?court=us&vol=384&invol=436
FindLaw: U.S. Constitution: Fifth Amendment: Annotations. [Online] Available:
supreme.lp.findlaw.com/constitution/amendment05/#annotations

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appendix B

community policing
Introduction
Community-oriented policing is a policing philosophy based on collaborative partnerships between police
and the community. While community-oriented policing strategies vary according to the needs and
responses of the community involved, there are certain basic principles common to all community policing efforts. These basic principles include both community partnerships and problem solving.
Community Partnerships: To develop the collaborative relationships necessary for community policing,
police must establish and maintain mutual trust with the community. The idea behind this principle is
that trust is built by increasing the positive daily interactions with community members. As patrol officers
provide the majority of service needs for their community and become familiar with the daily workings of
the community and its members, trusting relationships will develop and enable collaborative problemsolving efforts to more effectively address crime and disorder.

“

community policing includes

community partnerships and
problem solving

”

Problem Solving: Problem solving is a valid and important policing function in the community. As
police become familiar with community members, concerns, crime problems and available resources,
they will be more capable of identifying the root causes of community problems and applying effective
solutions. As trusting relationships are developed, the community will want to take an active role in helping the police identify the causes of crime problems, prioritize their concerns, and help develop solutions.
Community trust will also facilitate cooperation among community members to provide information necessary for crime solving in the area.
In general, community policing requires the active
participation of all facets of the community and
seeks to involve the community in sharing the
responsibility for preventing crime with the police.
Using problem-solving techniques, this approach
facilitates a process for identifying community concerns and developing potential solutions to improve
police effectiveness and community relationships.
Central to this philosophy is working with the community to identify and address their crime and disorder priorities, rather than the priorities of the department or jurisdiction at-large.

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learning activity packages (LAPs)
Outcomes
This Learning Activity Package discusses the community-oriented policing approach and how this
approach improves community relationships and police crime-solving ability. After completing this LAP,
the officer will be able to perform the following:
• Explain the philosophy of community-oriented policing and describe the core elements of this
approach
• Discuss the benefits of community policing and cite successful applications of the community policing approach
• Discuss how community-oriented policing activities build the relationships necessary to facilitate
effective problem solving
• Identify community crime and disorder issues in his or her community that may be reduced by
increasing community-policing activities
• Develop a plan to incorporate community-oriented policing activities into daily policing and patrol
routines
Comprehensive Questions
• Discuss the trends toward community policing over the past decade. Why was this approach necessary and why has this approach helped to reduce street crime?
• Discuss the philosophy of community-oriented policing. Specifically, why are community partnerships beneficial? What are the law enforcement benefits of participating in community-oriented
policing activities and developing these partnerships? What are the community’s benefits?
• How does community-oriented policing impact police crime solving and crime prevention efforts in
the community?
Application
Identify and list opportunities for community-oriented policing activities in your community. Include both
opportunities for relationship building and problem-solving activities. Develop a plan to use the opportunities to incorporate community-oriented policing activities in your daily policing/patrol activities.
Describe how you would identify key community concerns and initiate a problem-solving effort with your
community members during these activities and interactions.
Resources and Additional Reading
Bureau of Justice Assistance (BJA) (1994). Understanding Community Policing: A Framework for
Action. (NCJ No. 148457). [Online] Available: www.communitypolicing.org/chap1fw.html
Community Policing Consortium (CPC) (2001). About Community Policing [Online] Available:
www.communitypolicing.org/about2.html
National Institute of Justice (NIJ) (July 1996). Law enforcement in a time of community policing NIJ
Research in Brief. [Online] Available: www.ojp.usdoj.gov/nij/pubs-sum/184389.htm
U.S. Department of Justice, Office of Community Oriented Policing Services (COPS). [Online]
Available: www.cops.usdoj.gov

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appendix C

comparison of traditional fto models6 and
the pto model
STRUCTURE OF PROGRAM

TRADITIONAL FTO MODELS

PTO MODEL

1. Commitment from Chief Executive

Unqualified

Same

2. Location of Program Control

Patrol Division

Same

3. Responsibility for Program (Rank)

Lieutenant reports to Division Chief.
Others are excluded.

Mid-manager reports to Patrol Division
head. Others are excluded.

4. Highest Level of Participation

Division Chief, Training Manager,
Affirmative Action Officer, Department
Psychologist, others of importance.

Patrol Division head, Training Manager,
others as needed.

5. Program Duration

14 weeks training and evaluation

1 week integration
12 weeks training
2 weeks evaluation

6. Limbo Period(s)

First two weeks of program. 1st week
is virtual ride along, 2nd is training &
feedback. No evaluation in Limbo.

First week of program is the Integration
Phase, which prepares the trainee for
the program.

7. Rating Frequency

Daily, other than in Limbo period.

Weekly Coaching and Training Reports by
the trainee and the PTO, Mid-Term and
Final Evaluations, Problem-Based Learning
Exercises, Neighborhood Portfolio Exercise.

8. Deployment Status of Trainee

Never assigned beyond control of
FTO; call requiring 2 officers results in
2nd unit dispatched.

Same

9. Shift Assignment

Rotated for exposure to cross-section
of service demands, citizens, and
community.

Suggests trainees remain on day shift and
swing shift as problem-solving resources
are more available, activity generally higher
—leading to more training opportunities.

10. Holdover Policy (Extension of Stay in
Program)

Yes, only if problem is correctable.

Program is flexible and includes remedial
training as integral component. Failing forward
concept is central to training philosophy.

11. Compensation & Recognition

5% increase while trainee is in the
program. It ends at 14th week.

Subject to local requirements.

12. Geographic Location for
Patrol Area Assignment

One Patrol District, continuous
exposure to FTOs.

This model encourages geographic
accountability facilitated by patrol area
assignment and Neighborhood Portfolio
Exercises.

13. Trainee Task List a.k.a.:
Weekly Training Guide,
Rookie Book

Broken into week-by-week segments.

Learning matrix in trainee manual,
consisting of Core Competencies that
allow for flexibility in learning
opportunities.

14. Periodic Objective Tests

Weekly, on previous week’s material in
Task List (Training Guide).

Ongoing weekly Coaching and Training
Reports, Problem-Based Learning
Exercises, Mid-Term & Final
Evaluations.

15. Post-Academy Training

In-house Academy following graduation
from regional training center.

Same, plus problem-based learning
(PBL) orientation.

16. The Validity Issue

Demand answered by daily
performance evaluation (Daily
Observation Report or DOR).

Training criteria is based on job task analysis
and contemporary policing philosophy
(COPPS, PBL). Training process evaluated
by Board of Evaluators.

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6 Kaminsky, Glenn. 2001. The Field Training Concept in Criminal Justice Agencies.
Upper Saddle River, N.J.: Prentice Hall.

appendix C

17. The Reliability Issue

Demand answered by daily
performance evaluation (DOR).

Reliability enhanced by continuity of training
and evaluation, commitment of the PTO
and adult learner, and independent
evaluators.

18. Accreditation Standards

San Jose Model used as foundation
for accreditation standard.

Exceeds accreditation standards.

19. Rotation Among FTOs

FTO (14 week program)
1st
2nd
3rd
4th
(2)+2 4
4
2

PTO (15 week program)
Int Phase A,B Mid-Eval Phase C,D Final
1
6
1
6
1

20. “Evaluation Only” Phase

Lasts two weeks of the program.
No training, but feedback follows
each assignment.

1-week Mid-Term Evaluation and
1-week Final Evaluation completed
by independent evaluator. Evaluation is
primary purpose, but learning continues.

21. Bi-Weekly Meetings
(Bi-Weekly Evaluation Sessions)

10-plan and team policing approach
allows for overlap shift and minimal
overtime expense.

Same

22. Supervisory and Management
Review of FTO Performance and
Trainee Progress

Essential to ensure objectivity and
standardization.

Same, plus Board of Evaluators (BOE)
Weekly supervisor meetings
Bi-weekly PTO meetings

23. Multiple Levels and Methods of
Performance Evaluation

Daily Observation Report by FTO,
Semi-Weekly Report by supervisor;
Bi-weekly Report Form, end-of-phase
report; trainee task list; weekly tests,
and FTO worksheet.

Multiple levels and methods for
application of training include daily
journal entry, weekly Coaching and
Training Reports, PBLEs, NPE, learning
matrix, evaluation phases, and BOE.

24. Functional Termination Authority

Vested in the FTOs and their
immediate supervisor.

Vested in PTO, PTE, Board of
Evaluators, and Program Coordinator.

25. Criteria and Method Used to
Select FTOs

Volunteers desired. Application, Oral
Board Interview, supervisor’s
recommendation, experience as
teacher/supervisor, performance and
discipline records reviewed, police
experience, positive role model, good
communications skills.

Police Training Officers (PTOs) and
Police Training Evaluators (PTEs)
selected based upon community skills,
problem-solving skills, commitment to
COPPS, knowledge of resources,
interest in adult learning techniques,
prior training and operational experience.

26. Training FTO Program Personnel

5-day course for FTOs and supervisors.
Emphasis on evaluation, documentation,
learning, feedback, behavior, motivation,
liability, supervision.

40-hour course emphasizing PBL,
COPPS, adult learning, program
structure application and evaluation,
liability, leadership, ethics.

27. Supervisor and Command Staff
Training and Selection

Similar to that of FTO.

Same as that of PTOs and PTEs.

28. Evaluation of FTO

By trainee at end of each rotation, by
supervisor at end of each cycle, and at
the “End of Probation Board.”

Conducted by PTO supervisor, BOE,
and trainee.

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appendix D

examples of matrix cells by core competency
police vehicle operations

Cells contain samples only. Cell contents will vary by agency.

CELL A1
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Police Vehicle Operations

This cell may include the following:
• Defensive driving
• Proper vehicle stops, positioning of vehicles
• Awareness of surroundings and conditions
• Other issues that may apply

CELL B1
Substantive Topic:
Core Competency:

Emergency Incident Response
Police Vehicle Operations

This cell may include the following:
• High-speed police pursuits
• High-risk vehicle stops and interventions
• Awareness of location and conditions during emergency
• Emergency response such as using emergency lights, sirens, radio equipment, Code 1
responses, Code 1 silent procedures
• Defensive responses during these types of operations
• Other issues that may apply

CELL C1
Substantive Topic:
Core Competency:

Patrol Activities
Police Vehicle Operations

This cell may include the following:
• Inspecting police vehicles
• Understanding one- versus two-officer patrol responsibilities
• Checking properties for security
• Maintaining geographic location awareness
• Patrol visibility (directed patrol)
• Other issues that may apply

CELL D1
Substantive Topic:
Core Competency:

Criminal Investigation
Police Vehicle Operations

This cell may include the following:
• Criminal investigation involving police vehicles
• Other issues that may apply

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appendix D

Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Conflict Resolution

This cell may include the following:
• Conflict resolution tactics for non-emergency situations, neighbor disputes, local disorder
problems
• Verbal judo
• Other issues that may apply

CELL B2
Substantive Topic:
Core Competency:

Emergency Incident Response
Conflict Resolution

conflict resolution

CELL A2

This cell may include the following:
• Responding to and defusing calls involving violence
• Crisis intervention during domestic disputes
• Other issues that may apply

CELL C2
Substantive Topic:
Core Competency:

Patrol Activities
Conflict Resolution

This cell may include the following:
• Fostering collaboration among divergent groups
• Community meeting facilitation skills
• Developing interpersonal relationships
• Dealing with diverse conflict styles within the community
• Communicating and exchanging views with dissatisfied citizens
• Other issues that may apply

CELL D2
Substantive Topic:
Core Competency:

Criminal Investigation
Conflict Resolution

This cell may include the following:
• Dealing with hostile witnesses and citizens
• Handling interagency and intra-agency conflicts
• Other issues that may apply

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use of force

appendix D

CELL A3
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Use of Force

This cell may include the following:
• Proxemics (body positioning, blading, environmental)
• Tactical approaches for non-emergency situations
• Other issues that may apply

CELL B3
Substantive Topic:
Core Competency:

Emergency Incident Response
Use of Force

This cell may include the following:
• Applying the use-of-force matrix/continuum
• Use of lethal and non-lethal weapons
• Other issues that may apply

CELL C3
Substantive Topic:
Core Competency:

Patrol Activities
Use of Force

This cell may include the following:
• Maintaining and securing weapons and emergency equipment
• Communication and dialogue in use-of-force situations
• Other issues that may apply

CELL D3
Substantive Topic:
Core Competency:

Criminal Investigation
Use of Force

This cell may include the following:
• Inducements to statements
• Use-of-force continuum and policy
• Use-of-force reporting procedures
• Other issues that may apply

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examples of matrix cells

by core compentency

Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Local Procedures, Policies, Laws, Organizational Philosophies

This cell may include the following:
• Impounding cars, property seizures
• Municipal ordinances
• Responding to alarms
• Motor vehicle accident investigation
• Traffic violations
• Alcohol offenses
• Incidents regarding specific geographical concerns (e.g., urban versus rural policing)
• Procedures for responding to disorderly conduct
• Procedures for responding to alcohol related disorder
• Procedures for responding to trespassing
• Serving court documents
• Guarding prisoners
• Other issues that may apply

CELL B4
Substantive Topic:
Core Competency:

Emergency Incident Response
Local Procedures, Policies, Laws, Organizational Philosophies

This cell may include the following:
• Bomb threats
• Major emergencies and disasters
• Responding to high-risk crimes in progress
• Other issues that may apply

CELL C4
Substantive Topic:
Core Competency:

Patrol Activities
Local Procedures, Policies, Laws, Organizational Philosophies

This cell may include the following:
• Understanding geographic responsibilities (e.g., area and beat responsibilities)
• Assisting other emergency services (e.g., fire department)
• Strategies and procedures for dealing with community support services (e.g., social services, school district)
• Policies and regulations governing pre-patrol issues, preparing and reporting for duty
• Knowing local non-criminal statutes and regulations for minimizing community safety issues
(e.g., fire codes, building codes)
• Other issues that may apply

CELL D4
Substantive Topic:
Core Competency:

Criminal Investigation
Local Procedures, Policies, Laws, Organizational Philosophies

local procedures, policies, laws, organizational philosophies

CELL A4

This cell may include the following:
• Regulations regarding enforcing and investigating legal codes such as drug offenses, criminal offenses, crimes against person and property
• Using forensic and other investigative strategies effectively
• Other issues that may apply

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report writing

appendix D

CELL A5
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Report Writing

This cell may include the following:
• Following departmental reporting procedures
• Noting proper information on reports
• Writing clear, concise, accurate and legible reports
• Objectivity in reports
• Using appropriate language
• Other issues that may apply

CELL B5
Substantive Topic:
Core Competency:

Emergency Incident Response
Report Writing

This cell may include the following:
• Report forms for emergency incidents
• Departmental administrative reports for emergency incidents
• Other issues that may apply

CELL C5
Substantive Topic:
Core Competency:

Patrol Activities
Report Writing

This cell may include the following:
• Maintaining accurate and legible journals or notebooks
• Maintaining and understanding criminal information bulletins
• Engaging in legal and related field interviews
• Other issues that may apply

CELL D5
Substantive Topic:
Core Competency:

Criminal Investigation
Report Writing

This cell may include the following:
• Departmental regulations regarding writing reports on criminal and court-related investigation
• Taking statements
• Preparing cases
• Other issues that may apply

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examples of matrix cells

by core compentency

Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Leadership

This cell may include the following:
• Providing leadership through service
• Assisting others in solving problems
• Other issues that may apply

leadership

CELL A6

CELL B6
Substantive Topic:
Core Competency:

Emergency Incident Response
Leadership

This cell may include the following:
• Providing leadership through service and values
• Influencing others to solve their own problems
• Other issues that may apply

CELL C6
Substantive Topic:
Core Competency:

Patrol Activities
Leadership

This cell may include the following:
• Providing leadership
• Influencing others to solve their own problems
• Other issues that may apply

CELL D6
Substantive Topic:
Core Competency:

Criminal Investigation
Leadership

This cell may include the following:
• Providing leadership
• Influencing others to solve their own problems
• Other issues that may apply

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problem-solving skills

appendix D

CELL A7
Substantive Topic:
Core Competency:

Non-Emergency Incidence Response
Problem-Solving Skills

This cell may include the following:
• Organizational policy and procedure regarding problem-solving strategies
• Use of the PBLEs and NPE
• Other issues that may apply

CELL B7
Substantive Topic:
Core Competency:

Emergency Incident Response
Problem-Solving Skills

This cell may include the following:
• Awareness of high-risk/low-frequency crimes and community issues that affect area safety
and quality of life
• Designing and developing a problem-solving approach to emergency response
• Employing traditional and non-traditional resources to identified problems and developing
solutions
• Other issues that may apply

CELL C7
Substantive Topic:
Core Competency:

Patrol Activities
Problem-Solving Skills

This cell may include the following:
• Using strategies to scan and analyze community problems, such as crime mapping, crime
analysis, CPTED, the SARA model, school safety audits, community surveys and Internet
research
• Incorporating directed patrol and other strategies for responding to other community problems
• Mobilizing other governmental resources, community resources and community partnerships to respond to community problems
• Understanding and implementing problem-oriented policing strategies to identify solutions
to community problems
• Other issues that may apply

CELL D7
Substantive Topic:
Core Competency:

Criminal Investigations
Problem-Solving Skills

This cell may include the following:
• Understanding the importance of providing thorough and competent initial investigative
information to investigators
• Employing traditional and non-traditional resources to identified problems and developing
solutions
• Other issues that may apply

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by core compentency

Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Community-Specific Problems

This cell may include the following:
• Using neighborhood advisory boards and committees
• Government services that support quality-of-life issues in the community
• Chaplain or religious services
• Other issues that may apply

CELL B8
Substantive Topic:
Core Competency:

Emergency Incident Response
Community-Specific Problems

This cell may include the following:
• Anticipating community-specific problems that may result in threats to community safety or
emergency response incidents
• Identifying the interrelationships and influences that community problems and crime may
have on neighboring beats or communities
• Other issues that may apply

community-specific problems

CELL A8

CELL C8
Substantive Topic:
Core Competency:

Patrol Activities
Community-Specific Problems

This cell may include the following:
• Urban versus rural area issues
• Special events
• Other issues that may apply

CELL D8
Substantive Topic:
Core Competency:

Criminal Investigation
Community-Specific Problems

This cell may include the following:
• Understanding the reality of community perceptions and influences on community crime
and quality-of-life issues
• Using community members as a resource to build an effective collaboration when dealing
with issues
• Other issues that may apply

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cultural diversity and special needs groups

appendix D

CELL A9
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Cultural Diversity and Special Needs Groups

This cell may include the following:
• Responding appropriately to social, economic, and linguistic differences
• Dealing with people with mental illness
• Other issues that may apply

CELL B9
Substantive Topic:
Core Competency:

Emergency Incident Response
Cultural Diversity and Special Needs Groups

This cell may include the following:
• Awareness of cultural or linguistic barriers during emergency situations
• Dealing with individuals who have a mental illness and are acting violent
• Other issues that may apply

CELL C9
Substantive Topic:
Core Competency:

Patrol Activities
Cultural Diversity and Special Needs Groups

This cell may include the following:
• Awareness of and participation in the local community customs and cultural events
• Responding to special needs populations
• Understanding language barriers and other cultural differences
• Developing contacts with different minority and cultural groups
• Other issues that may apply

CELL D9
Substantive Topic:
Core Competency:

Criminal Investigation
Cultural Diversity and Special Needs Groups

This cell may include the following:
• Knowledge of cultural differences relevant to investigations (e.g., poor perceptions of police
by some groups from other countries)
• Knowledge of social diversity issues related to investigations (e.g., dealing with people with
mental illnesses)
• Other issues that may apply

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by core compentency

Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Legal Authority

This cell may include the following:
• Knowledge of non-criminal laws such as municipal ordinances, parking regulations, fire
codes, etc.
• Other issues that may apply

CELL B10
Substantive Topic:
Core Competency:

legal authority

CELL A10

Emergency Incident Response
Legal Authority

This cell may include the following:
• Knowledge and obligations of arrest authority
• Knowledge of high-liability issues (e.g., fleeing felon case law)
• Knowledge of detention and frisk parameters
• When to pursue, engage roadblocks, pursue across jurisdictions
• Other issues that may apply

CELL C10
Substantive Topic:
Core Competency:

Patrol Activities
Legal Authority

This cell may include the following:
• Legal vehicle stops
• Detaining and arresting individuals
• Landlord/tenant issues
• Vehicle safety inspections
• Legal authority for roadblocks
• Knowing non-criminal laws (e.g., fire codes, building codes, licensing)
• Departmental, state, and local laws regarding police misconduct
• Other issues that may apply

CELL D10
Substantive Topic:
Core Competency:

Criminal Investigation
Legal Authority

This cell may include the following:
• Understanding legal powers for criminal investigation
• Understanding court procedures and evidentiary rules
• Issues related to warrant, warrantless and improper searches
• Knowledge of high-liability issues and case law
• Procedures for handling property and evidence
• Procedures for securing scenes for court presentations
• Procedures for taking witness, victim, and accused-persons statements
• Other issues that may apply

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individual rights

appendix D

CELL A11
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Individual Rights

This cell may include the following:
• Fair and equitable treatment based on constitutional protections
• Knowledge of individual rights of in-custody persons (e.g., duty of care may exist to provide
or summon medical assistance for subjects)
• Other issues that may apply

CELL B11
Substantive Topic:
Core Competency:

Emergency Incident Response
Individual Rights

This cell may include the following:
• Awareness of constitutional rights during emergencies
• Rules of search and seizure
• Other issues that may apply

CELL C11
Substantive Topic:
Core Competency:

Patrol Activities
Individual Rights

This cell may include the following:
• Departmental policy and legal issues regarding the use of race and ethnicity to make decisions
• Legal issues related to community notifications of sexual predators and other criminal
groups
• Other issues that may apply

CELL D11
Substantive Topic:
Core Competency:

Criminal Investigation
Individual Rights

This cell may include the following:
• Knowledge of constitutional individual rights in investigation
• Other issues that may apply

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examples of matrix cells

by core compentency

Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Officer Safety

This cell may include the following:
• Reporting location during traffic stops
• Tactical awareness during routine activities
• Awareness of persons in vicinity, body positions, etc.
• Other issues that may apply

officer safety

CELL A12

CELL B12
Substantive Topic:
Core Competency:

Emergency Incident Response
Officer Safety

This cell may include the following:
• Using equipment including firearms, handcuffs, non-lethal weapons
• Controlling the scene of an emergency
• Employing situational tactics such as tactical retreats
• Taking custody of violent or armed persons
• Cover vs. concealment
• Effective searches of persons and scenes during emergencies
• Positioning a vehicle during emergency situations
• Other issues that may apply

CELL C12
Substantive Topic:
Core Competency:

Patrol Activities
Officer Safety

This cell may include the following:
• Using seatbelts
• Using other safety equipment (e.g., flares, traffic vests, etc.)
• Transporting prisoners
• Transporting members of the public
• Developing community partnerships to enhance officer safety
• Other issues that may apply

CELL D12
Substantive Topic:
Core Competency:

Criminal Investigation
Officer Safety

This cell may include the following:
• Safe handling of evidence such as weapons, body fluids, etc.
• Other issues that may apply

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appendix D

CELL A13
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Communication Skills

This cell may include the following:
• Professional and appropriate communication with the public and other police personnel
• Procedures for use of police radio and computer
• Other issues that may apply

CELL B13
Substantive Topic:
Core Competency:

Emergency Incident Response
Communication Skills

This cell may include the following:
• Using police radios
• Voice control and command
• Tactical communication
• Other issues that may apply

CELL C13
Substantive Topic:
Core Competency:

Patrol Activities
Communication Skills

This cell may include the following:
• Radio procedures
• Internal administrative reporting procedures
• Obtaining and sharing information with crime analysts
• Creating communication opportunities for fostering community cooperation, if applicable (e.g., web
pages, newsletters for community meetings)
• Other issues that may apply

CELL D13
Substantive Topic:
Core Competency:

Criminal Investigation
Communication Skills

This cell may include the following:
• Effective writing and note taking
• Active listening
• Maintaining a professional demeanor in court
• Maintaining a professional demeanor when dealing with the public during an investigation
• Communicating with the media
• Procedures for taking witness, victim, and accused-persons statements
• Knowledge of high-liability issues and case law
• Other issues that may apply

170

pto manual

examples of matrix cells

by core compentency

Substantive Topic:
Core Competency:

ethics

CELL A14
Non-Emergency Incident Response
Ethics

This cell may include the following:
• Responding ethically to bribes, corruption, abuse of power and position
• Privacy concerns with victims
• Other issues that may apply

CELL B14
Substantive Topic:
Core Competency:

Emergency Incident Response
Ethics

This cell may include the following:
• Identifying inappropriate emergency responses
• Other issues that may apply

CELL C14
Substantive Topic:
Core Competency:

Patrol Activities
Ethics

This cell may include the following:
• Appropriate professional behavior on and off duty
• Substance abuse
• Understanding the balance between individual rights and community and crime control
needs
• Conflict of interest issues between law enforcement and the community
• Other issues that may apply

CELL D14
Substantive Topic:
Core Competency:

Criminal Investigation
Ethics

This cell may include the following:
• Reporting internal corruption, abuse of power, or excessive use of force (IAD process)
• Applying discretion in investigation in an equitable manner
• Other issues that may apply

171

pto manual

lifestyle stressors/self-awareness/self-regulation

appendix D

CELL A15
Substantive Topic:
Core Competency:

Non-Emergency Incident Response
Lifestyle Stressors/Self-Awareness/Self-Regulation

This cell may include the following:
• Dealing with high workload
• Death notifications
• Discussing stressors with appropriate persons
• Appropriate time management
• Proper selection of conflict resolution tactics
• Use of interpersonal skills
• Other issues that may apply

CELL B15
Substantive Topic:
Core Competency:

Emergency Incident Response
Lifestyle Stressors/Self-Awareness/Self-Regulation

This cell may include the following:
• Debriefing personnel effectively
• Ability to identify areas in need of improvement
• Assessing mental alertness and self-confidence
• Awareness of post traumatic stressors
• Remaining calm while under stress
• Other issues that may apply

CELL C15
Substantive Topic:
Core Competency:

Patrol Activities
Lifestyle Stressors/Self-Awareness/Self-Regulation

This cell may include the following:
• Eating habits
• Dealing with shift work and fatigue
• Dealing with partners with different lifestyle habits
• Learning to establish open dialogue and communication
• Local employee assistance programs
• Awareness of public image
• Awareness of personal biases
• Realizing the impact of police actions on the community
• Creating initiatives to enhance community safety
• Other issues that may apply

CELL D15
Substantive Topic:
Core Competency:

Criminal Investigation
Lifestyle Stressors/Self-Awareness/Self-Regulation

This cell may include the following:
• Ability to self-assess professionalism, competency, and fairness during investigation
• Awareness of post-traumatic stress syndrome
• Effectively managing case load and calls-for-service
• Other issues that apply

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pto manual

A Problem-Based Learning (PBL)
Manual for Training and
Evaluating Police Trainees

PTO Training Course

understanding PBL

 A Problem-Based Learning (PBL) Manual for Training and Evaluating Police Trainees

PTO Training Course

day 1

block 1 objectives

PTO Training Course 

course introduction

You should be able to complete the following:
• Describe the purpose of a new PBL course for police
trainees.
• Describe the format and schedule for the 5-day PTO
course for trainers.
• Explain adult learning techniques including journal
writing, PBL, cooperative learning, scenario-based
exercises, role playing, and lectures.
• Describe basic differences between this PTO program
and traditional FTO programs, such as the San Jose
model.

PTO Training Course 

course development problem
Over the next few weeks you will be expected to take a trainee to the
“street” and train him or her using the PTO training program. You will
need to know this program’s terminology, structure and operation,
including the learning matrix, journal writing, and how to use
Learning Activity Packages (LAPs).
You are also expected to be able to describe and complete the
evaluation methods in this program, including Problem-Based
Learning Exercises (PBLEs), Coaching and Training Reports
(CTRs), and the Neighborhood Portfolio Exercise (NPE).
You are responsible for learning how to use the program to train your
trainee and how to apply problem-based learning, multiple
intelligence (MI) and emotional intelligence (EI) in order to do this.

the mentoring process

PTO Training Course 

(Wachtel and McCold, 2000)

block 2 objectives

PTO Training Course 

what is PBL?

You should be able to complete the following:
• Describe PBL, the concept, history and the learning
process.
• Explain how PBL applies to post-academy police
training.
• Describe new education research as it applies to PBL,
including transference of learning and emotional
intelligence.
• Describe PBL as a teaching method.

PTO Training Course 

Dewey: 1959
“From the standpoint of the [learner], the
great waste ... comes from his inability
to utilise the experience he gets
outside….while on the other hand, he is
unable to apply in daily life what he is
learning....That is the isolation of the
[learning]…its isolation from life.”

PTO Training Course 

use problem-based learning

PTO Training Course 

Q: what is PBL?
A: PBL—a curriculum
development and
instructional approach to
encourage meaningful,
student-focused learning.

PTO Training Course 

Q: how does PBL work?
A: It places students in the active role of
problem solvers confronted with an
ill-structured problem that mirrors
real-life problems.

PTO Training Course 

key findings
Learners arrive with preconceptions of the
world. If initial understandings are not
engaged, they will not
learn the new material,
or they may learn it
just for the purposes
of the test.
(Bransford et al., 2000)

PTO Training Course 

transference of learning
Conclusions
• People must achieve a threshold of initial learning before
transference can occur.
• Learning with understanding is more likely to promote
transference of new skills than memorization.

PTO Training Course 

PBL in relation to other methods

PTO Training Course 

Knowles’ principles of adult learning
1. Adults must be partners in their own educational plans
and evaluations.
2. Adults learn experientially based on positive and
negative experiences.
3. The material must be relevant.
4. Problem-based learning is more effective than contentbased learning.

(Knowles, 1984)

PTO Training Course 

problem-based learning
history

Ideas
Known Facts
Learning Areas
Action Plans
Evaluate P & P
structure

PTO Training Course 

problem-based learning
• The learning takes place in the context of a problem:
domestics, traffic, school safety, etc.
• The problem has real-world significance
• Learners speculate, formulate
and deliberate during initial
stage (ideas)

PTO Training Course 

problem-based learning
• Learners discuss what they know and what they need
to know
• Setting the problem is the key to successful PBL
• Teacher facilitates and coaches
• Learners collaborate to set action plan in place.
Performance outcome!

PTO Training Course 

accounting for various types
of intelligences in police training
•
•
•
•
•
•
•

Verbal—Linguistic learners
Logical—Mathematical learners
Visual—Spatial learners
Body—Kinesthetic learners
Musical—Rhythmic learners
Interpersonal learners
Intrapersonal learners

(Armstrong, 1994)

PTO Training Course 

training for recruits must include

emotional intelligence
•
•
•
•
•

Self-Awareness
Self-Regulation
Self-Motivation
Empathy
Social Skills

(Goleman, 1995)

PTO Training Course 

EI in policing
• Whose needs come first?
• What are your policing strengths? Weaknesses? Habits?
• Trainers: Remind yourself that you teach policing the
way you learned policing! Others may learn differently.
• How willing are you to “let go” of the learning process?

PTO Training Course 

other strategies to support PBL
1.
2.
3.
4.
5.
6.
7.

Cooperative Learning
Socratic Lecturing
Individual/Partner Exercises
Group Learning
Scenario-Based Learning
Case Studies
“Cooler” Learning

block 3 objectives

PTO Training Course 

introduction to the program
You should be able to complete the following:
• Describe the Learning Matrix in the PTO model, and its
main components such as Core Competencies and
Substantive Topics.
• Explain the teaching and evaluation methods used in the
PTO model, including the Problem-Based Learning
Exercises (PBLEs), the Neighborhood Portfolio Exercise
(NPE), and Learning Activity Packages (LAPs).

block 4 objectives

PTO Training Course 

introduction to the PBLE
You should be able to complete the following:
• Describe the various PBLEs used in the PTO model.
• Apply the PBLE as a learning method for recruits during
post-academy training.

 A Problem-Based Learning (PBL) Manual for Training and Evaluating Police Trainees

PTO Training Course

day 2

block 5 objectives

PTO Training Course 

emotional intelligence and conflict resolution
You should be able to complete the following:
• Discuss the importance of EI and MI in recruit training
and why trainers need to incorporate these concepts into
training.
• Explain and apply conflict resolution in post-academy
recruit training.

PTO Training Course 

IQ vs. EI

PTO Training Course 

what is EI?
•
•
•
•
•
•
•
•

Biological impulse and fight or flight
Anger
Happiness
Surprise
Disgust
Fear
Love
Sadness

PTO Training Course 

How will
you use
MI and EI?

PTO Training Course 

know thyself:
• Strengths and weaknesses
• Performance limitations
• Prejudices and biases
• Values
• Teaching and learning styles

PTO Training Course 

communication
• What resolution/communication
style do you usually use on the
street?
• Your trainee will generally
respond in a fashion similar to
yours.
• Have you considered the
general tone and content of your
discussions with your trainee?

forcing
collaborating
avoiding
compromising
negotiating

(Schrock-Shenk, 2000)

PTO Training Course 

resolution skills
OK in a crisis

FORCING

COLLABORATION

Diminishes problem solving and
self-respect
Use this when the issues are
serious and the relationship is
important
Don’t use in a fire!

COMPROMISE

Use this when trying to find a
“middle ground”
Don’t use when 50% isn’t good
enough for those involved

PTO Training Course 

resolution skills
OK to use with trivial issues

AVOIDING

ACCOMMODATION

Diminishes problem solving—builds
frustration and leads to explosions

Use when the relationship is
important and you don’t care about
the issue
Don’t use to gain acceptance
Can cause resentment

block 6 objectives

PTO Training Course 

evaluation

You should be able to complete the following:
• Describe the methods of evaluation and how they are
used in the PTO model including
• the NPE;
• the weekly Coaching and Training Reports;
• the PBLE; and
• the Mid-Term and Final Evaluations.

block 7 objectives

PTO Training Course 

PBLE

You should be able to complete the following:
• Describe and know how to apply the PBLE in postacademy recruit training.
• Create a plan for implementing a PBLE within a phase of
training in the PTO model.

 A Problem-Based Learning (PBL) Manual for Training and Evaluating Police Trainees

PTO Training Course

day 3

block 8 objectives

PTO Training Course 

matrix familiarization

You should be able to complete the following:
• Describe the Learning Matrix and the different
components of the matrix cells.
• Explain the four Substantive Topics, their content and
length of training time.
• Develop some innovative ways to introduce the content
in each of the Substantive Topics to recruits.

block 9 objectives

PTO Training Course 

building the matrix

You should be able to complete the following:
• Produce a Learning Matrix binder for your organization
with relevant departmental operating procedures,
regulations, and other material included as necessary.

 A Problem-Based Learning (PBL) Manual for Training and Evaluating Police Trainees

PTO Training Course

day 4

block 10 objectives

PTO Training Course 

coaching and training reports (CTRs)
You should be able to complete the following:
• Describe to a recruit how to select an incident for
evaluation and how to fill out the CTR.
• Explain how the CTRs are used to evaluate recruits each
week.
• Prepare a plan to schedule completion of the CTRs on a
weekly basis.

block 11 objectives

PTO Training Course 

action planning

Part 1—Time Management
You should be able to:
• Create a time-management plan for implementing the
various components of the PTO program into one phase
of training.

block 11 objectives

PTO Training Course 

action planning

Part 2 – Supervisor Implementation Planning
You should be able to:
• Administer the various aspects of the PTO program,
including
• the Mid-Term and Final Evaluations;
• Board of Evaluators member selection;
• PTO and Trainee manuals, and Learning Matrix
in-progress work;
• PTO meetings, Sergeant/PTO training meetings; and
• Department policy

block 12 objectives

PTO Training Course 

mentoring

You should be able to complete the following:
• Describe the importance of a “mentoring” approach in
post-academy recruit training.
• Explain the role of ethics, failing forward, and character
in the PTO mentoring process.

the mentoring process

PTO Training Course 

(Wachtel and McCold, 2000)

PTO Training Course 

In a “post-information”
age, problem-solving skills,
knowledge discrimination
and human connectivity
become as significant as the
knowledge itself or the speed at
which that knowledge arrives.

PTO Training Course 

effective dialogue strategies
• Stand aside—leave an exit
• Breathe… always breathe
• “Bow”—learn to say sorry
• Try to say less than the person you are arguing with
(2 min.)
• Practice dealing with “the jerk”
• Be patient—solutions take time
• Einstein & Wittgenstein

mentoring for
effective communication

PTO Training Course 

• Identify your own feelings: label them, not the public.
• Take responsibility—you own your own emotions.
• The public doesn’t “drive anyone crazy.” We drive
ourselves crazy.
• Who’s in charge of your emotions?
• Do you feel respected, in control of events, and obeyed?

 A Problem-Based Learning (PBL) Manual for Training and Evaluating Police Trainees

PTO Training Course

day 5

block 13 objectives

PTO Training Course 

learning activity packages (LAPs)
You should be able to complete the following:
• Explain the role of LAPs in the PTO program and how
recruits can use them for remedial—or primary—
learning.
• Create, and be able to help a trainee create, a LAP with
all the required elements such as an index of resources,
Internet sites, case studies, and a set of questions for
prompting ideas.

block 14 objectives

PTO Training Course 

neighborhood portfolio exercise (NPE)
You should be able to complete the following:
• Describe the role of the NPE in the trainee’s learning
process and how it is evaluated.
• Describe how the NPE is conducted, how it can be
scheduled, and the kinds of information required in the
presentation.
• Explain the formats that can be used to present a NPE in
the final week, keeping in mind different learning styles
and multiple intelligences.

PTO Training Course 

the beach bar
The Beach Bar is a neighborhood bar that has caused
problems for many years. Underage service is a
continuing issue, along with bar fights, drunk driving, and
noise complaints from nearby residents.
Police have responded to incidents at the bar and have
made a number of arrests; however, the problem has not
been resolved. The bar owners are uncooperative with
police and have complained about police harassment.

block 15 objectives

PTO Training Course 

progress report

You should be able to complete the following:
• Use the PTO program to respond to the parking lot
problem.
• Compare Day 1 and Day 5 responses and evaluate the
benefits of PBL.

block 16

course evaluation

PTO Training Course 

PTO Training Course 

sources
Armstrong, Thomas. 1994. Multiple Intelligences in the Classroom. Alexandria, Va.: Association for
Supervision and Curriculum Development.
Bransford, John D., Ann L. Brown and Rodney R. Cocking, eds. 2000. How People Learn: Brain, Mind,
Experience, and School: Expanded Edition. Washington, D.C.: National Academy Press.
Dewey, John. 1959. School and Society. In Dewey on Education, edited by Martin Dworkin. New York,
N.Y.: Teachers College Press p. 76-78.
Goleman, Daniel. 1995. Emotional Intelligence. New York, N.Y.: Bantam Books.
Knowles, M. 1984. Andragogy in Action. San Francisco, Calif.: Jossey-Bass.
Schrock-Shenk, Carolyn. 2000. Mediation and Facilitation Training Manual 4th Edition. Akron, Pa:
Mennonite Conciliation Service.
Wachtel, Ted and P. McCold. 2000. Restorative Justice in Everyday Life. In Restorative Justice in Civil
Society, edited by J. Braithwaite and H. Strang. New York, N.Y.: Cambridge University Press.