The purpose of this analysis is to construct a program framework relating relevant factors of the law enforcement environment to a communication crisis training format. Such a design transcends simple reporting of existing programs by incorporating the as yet unrelated research of communicologists, psychologists, and sociologists into a unified approach. The underlying thrust of this study encourages the development of a broader base for police training. The need for that broader base, with full awareness of the interrelated nature of this program to the policeman's total responsibilities, seems apparent. The approach of this design seeks to be creatively utilization rather than traditionally value-laden.

Law enforcement professionals bear responsibility to maintain order, to prevent and solve crime, and to protect life and property. In performing such tasks, they possess a unique and significant burden, the authority to deprive others of their liberty and, in extreme cases, their lives. Preparation for such duties and responsibilities has evolved to include formalized training. A review of the literature revealed a perception that the academy curriculum is insufficient preparation for the realities of the field. As a result, the new graduates must learn the ropes while on the job. This study focused on how new investigators contended with discrepancies between what was formally prescribed and what was required of them in the field during their first year on the job. The types of sources and means of learning were explored along with the reasons for their selection or avoidance. Subjects for the study were the graduates of the 1991 Agents' Basic Training Class of the Naval Investigative Service who were assigned to the Washington D.C. area, and their field training agents. A series of in depth interviews of each subject was employed as the data collection vehicle and a grounded theory approach was taken as the framework for interpretation of the findings. A model was developed depicting the formal learning process in individual, interpersonal, and impersonal components, shadowed by a parallel informal process activated when discrepancies arose. The results provide an understanding of the processes by which the new agents compensated for discrepancies between formal training and the realities of the field, what sources they used, and why. Additionally, this study helps describe the current state of affairs relative to the informal learning that occurs immediately following a formal basic training course. Such information could also be useful in curriculum development for future basic classes and in-service courses in other law enforcement agencies. In addition, the findings add to the understanding of the contribution of learning mechanisms in the transmission of organizational procedures, norms, values, and culture. / Ed. D.

No description available.

It is imperative to have quality assurance processes in place in division training to provide quality training to enable members of the South African Police Service (SAPS) to provide quality services to communities within their area of jurisdiction. The aim of the study was to determine the presence of and the need for implementation of effective quality assurance processes in education and training in the South African Police Service (SAPS). The concepts quality and quality assurance were explained in the literature review. Questionnaires were completed by the trainers in the South African Police Service (SAPS) at various training centers in the Northern Cape Province. The researcher advocates to promote and enhance quality assurance in education and training programmes in the South African Police Service (SAPS). Therefore, it is recommended that quality assurance programmes be introduced based on total quality management system for continuous improvement which can provide any training programme with a set of “tools” to meet and exceed the present needs and expectations of the adult learners in the South African Police Service (SAPS) context. / Teacher Education / M. Ed. (Education Management)

It is imperative to have quality assurance processes in place in division training to provide quality training to enable members of the South African Police Service (SAPS) to provide quality services to communities within their area of jurisdiction. The aim of the study was to determine the presence of and the need for implementation of effective quality assurance processes in education and training in the South African Police Service (SAPS). The concepts quality and quality assurance were explained in the literature review. Questionnaires were completed by the trainers in the South African Police Service (SAPS) at various training centers in the Northern Cape Province. The researcher advocates to promote and enhance quality assurance in education and training programmes in the South African Police Service (SAPS). Therefore, it is recommended that quality assurance programmes be introduced based on total quality management system for continuous improvement which can provide any training programme with a set of “tools” to meet and exceed the present needs and expectations of the adult learners in the South African Police Service (SAPS) context. / Teacher Education / M. Ed. (Education Management)

This paper focused on many aspects of higher education, and how this complex topic is affeccting law enforcement today and will continue to affect it in the future. The role of police officers has changed over the preceding two hundred years from watchman to professional peacekeeper. Experts attribute this change to increases in societal awareness of crime, the implementation of civil service protection, and educational advances.

Criminology / M. Tech. (Policing)

The study aimed to identify factors that cause unprofessional conduct among trainers at the training establishments in the Northern Cape Province of the South African Police Service. The researcher focused on the status of trainers in the SAPS and aimed to determine whether In-Service Education and Training can assist in enhancing trainers’ professional status. The aim of this study was to identify how the levels of trainer professionalism within the South African Police Service could be improved. The objectives of the study were to:  identify the expected levels of trainer professionalism within the South African Police Service  describe the current levels of trainer professionalism within the South African Police Service and  make recommendations for improving the levels of professionalism within the South African Police Service. A literature review on adult learning, training and development, as well as SAPS professionalism, was conducted. The literature review subscribes to the premise that if effective facilitation methods are implemented in adult learning centres, the attempt to motivate adults to participate in learning programmes could be successful. The qualitative research methodology that was conducted involved both one-on-one and focus-group interviews with senior management, middle management and trainers. Three themes were identified from the research question and sub-questions of the study and are discussed in detail. After the empirical data were analysed, the results of the empirical evidence were interpreted. Findings revealed that there are trainers in the SAPS whose behaviour is severely lacking in professionalism. Trainers do not exhibit appropriate ethical conduct towards their adult learners and do not follow the code of conduct as prescribed for division training as is the norm. Finally, based on the research, both future studies and improved trainer professionalism programmes with specific reference to the SAPS are recommended. / Educational Leadership and Management / D. Ed. (Educational Management)

Criminology and Security Science / M. Tech. (Policing)