Thesis (M.S.)--California State University, Sacramento, 2006. / Includes bibliographical references (leaves 69-71]).

Orientador: Augusto Caccia Bava Junior / Banca: Paula Poncioni / Banca: Carla Gandini Giani Martelli / Resumo: A presente pesquisa teve como objetivo compreender as experiências de formação profissional de duas gerações de policiais da Polícia da República de Moçambique (PRM) tendo como base as épocas ou os contextos políticos sociais em que se inserem suas escolas de formação entre 1975 a 2011. A primeira geração ingressara por volta de 1974, durante a transição para a independência, entre guerrilheiros e militantes políticos sem muita escolaridade, mas com fortes convicções e espírito patriótico/revolucionário e a segunda com alguma escolaridade e opções políticas diversas que ingressara em 1999 através da Academia de Ciências Policiais dentro de um segundo quadro de reformas do Estado moçambicano e, em particular, da PRM. Para a materialização do objetivo proposto, metodologicamente, optou-se pela revisão da literatura, análise documental e trabalho de campo, no qual predominaram as entrevistas estruturadas individuais e, por questionários, enviados por e-mail. Nessas entrevistas consideramos como grupo de referência os oficiais de ambos os grupos vinculados as escolas de formação e as unidades e subunidades policiais como forma de captar os aspetos comuns e diferenciadores nas suas experiências de formação policial / Abstract: This research aimed to understand the formative experiences of two generations of police officers from the Republic of Mozambique based on the ages or social political contexts in which they operate their training schools between 1975 and 2011. The first generation had joined around 1974, during the transition to independence, between the guerrillas and political activists without much education, but with strong convictions and patriotic spirit - and the second with a revolutionary education and various policy options that joined in 1999 by the Academy of Police Science within a second frame of the Mozambican state reforms and, in particular, the PRM. To materialize the proposed objective, methodologically, we opted for the literature review, documentary analysis and fieldwork predominated structured individual interviews, and questionnaires sent by e-mail. Consider these interviews as a reference group of officials from both groups linked training schools and police units and subunits as a way to capture the common aspects and differentiators in their experiences of police training / Mestre

Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2017. / Communication in a multi campus organization has always proven to be difficult (Coiera, 2006: 95). The research problem emanates from bad use or non-existent communication strategies in one of the SAPS Academies. The objective of this research was to examine how the management and staff in the Police Academy can break the communication barriers created by hierarchy and bureaucracy; develop guidelines for the management and staff members on how they can create effective communication channels in the Academy, examine how poor communication impacts negatively on the operations at a police academy, highlight how proper and timely communication can improve operation in the Academy and to identify and make recommendations on the ways the management and staff at the SAPS Academy can improve communication. The research was conducted to, critically evaluating the existing communication strategies applied in the SAPS Basic Training Academy; determine strengths and weaknesses of these strategies; consider the alternative strategies that can be utilised to manage communication in the Academy; identify, highlight, assess and explain the importance of effective communication in a Police Academy and draw attention to how effective communication can be used to improve projects. The methods employed in this research include qualitative and quantitative research, where open ended questions were utilised in obtain information and closed ended questions to fill in the gaps on the information obtained from open ended questions. The study adopted the qualitative and quantitative research method to answer the research question and data interpretation was based on Microsoft Excel. This method was deemed to be the most effective for collection of the kind of data and numerical (quantifiable) data is considered objective. On Section B, a Likert-type questionnaire comprising closed-ended questions was the measurement instrument. Answer choices were graded from 1 to 5, being strongly agree, agree, indifferent, disagree and strongly disagree. Based on the different models that were studied, the researcher then suggested a tentative model that could be used. The population comprised of all the 147 employees of one of the SAPS Academies in the Western Cape, and questionnaires were distributed to all the 84 employees that were on duty on a particular day in this academy. The findings indicated that organisation communicate yields better results than those that do not communicate. The study highlighted the communication problems at the academy and came up with model/ solution to the current situation. The respondents used in the study gave a lot of suggestions that could be used in the academy. The frequency tables utilised will be useful as the reader could see the favourite suggestions or preferences by the people.

Made available in DSpace on 2014-06-11T19:29:47Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-03-28Bitstream added on 2014-06-13T19:59:42Z : No. of bitstreams: 1 borges_ev_me_arafcl.pdf: 391061 bytes, checksum: b68dc5404ecf258a9d33049090dc33f3 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente pesquisa teve como objetivo compreender as experiências de formação profissional de duas gerações de policiais da Polícia da República de Moçambique (PRM) tendo como base as épocas ou os contextos políticos sociais em que se inserem suas escolas de formação entre 1975 a 2011. A primeira geração ingressara por volta de 1974, durante a transição para a independência, entre guerrilheiros e militantes políticos sem muita escolaridade, mas com fortes convicções e espírito patriótico/revolucionário e a segunda com alguma escolaridade e opções políticas diversas que ingressara em 1999 através da Academia de Ciências Policiais dentro de um segundo quadro de reformas do Estado moçambicano e, em particular, da PRM. Para a materialização do objetivo proposto, metodologicamente, optou-se pela revisão da literatura, análise documental e trabalho de campo, no qual predominaram as entrevistas estruturadas individuais e, por questionários, enviados por e-mail. Nessas entrevistas consideramos como grupo de referência os oficiais de ambos os grupos vinculados as escolas de formação e as unidades e subunidades policiais como forma de captar os aspetos comuns e diferenciadores nas suas experiências de formação policial / This research aimed to understand the formative experiences of two generations of police officers from the Republic of Mozambique based on the ages or social political contexts in which they operate their training schools between 1975 and 2011. The first generation had joined around 1974, during the transition to independence, between the guerrillas and political activists without much education, but with strong convictions and patriotic spirit - and the second with a revolutionary education and various policy options that joined in 1999 by the Academy of Police Science within a second frame of the Mozambican state reforms and, in particular, the PRM. To materialize the proposed objective, methodologically, we opted for the literature review, documentary analysis and fieldwork predominated structured individual interviews, and questionnaires sent by e-mail. Consider these interviews as a reference group of officials from both groups linked training schools and police units and subunits as a way to capture the common aspects and differentiators in their experiences of police training

No description available.

With the increased attention to police brutality against people of color in recent years, the credibility of police departments is being called into question. Prior research suggests that a police force can improve their trustworthiness in the eyes of the public through prioritizing procedural and outcome justice. However, less is known about how to achieve these goals. Can education requirements play a role in increasing levels of procedural and outcome justice in police departments? By using rates of use of force rates as a measure for procedural justice and clearance rates as a measure for outcome justice, I investigate whether increasing the education requirements of police departments is associated with greater procedural and outcome justice. Data for this comparative quantitative analysis of police departments are drawn from the Law Enforcement Management and Administrative Statistics survey (LEMAS), the Uniform Crime Reporting survey (UCR), and the US Census. Through multivariate analyses, I find that raising education requirements increases use of force and decreases clearance rates, and community policing training for police recruits increases clearance rates but also increases use of force. Community training was more likely to exist at departments with increased education requirements. These findings suggest that departments with evidence-based policing methods have higher clearance rates. Careerism from increased education requirements may cause use of force to increase, however, this situation may be improved by switching the department style from legalistic to service policing. I argue that police departments should implement higher education requirements while also altering the organizational goals of police departments to be service-oriented and requiring community policing training for all police recruits. / Master of Science / With the increased attention to police brutality against people of color in recent years, the credibility of police departments is being called into question. Prior research suggests that a police force can improve their trustworthiness in the eyes of the public through prioritizing respectful interactions with citizens and effectiveness in crime-solving. However, less is known about how to achieve these goals. Can education requirements play a role in increasing the fairness and effectiveness of a department? By using a department's amount of force used on citizens as a measure for fairness and the amount of crimes solved out of the number of crimes committed as a measure for effectiveness, I investigate whether increasing the education requirements of police departments is associated with greater police fairness and effectiveness. Data for this study are drawn from the Law Enforcement Management and Administrative Statistics survey (LEMAS), the Uniform Crime Reporting survey (UCR), and the US Census. Through my analyses, I find that raising education requirements increases use of force and decreases the amount of crimes solved, and community policing training for police recruits increases crimes solved but also increases use of force. Community training was more likely to exist at departments with increased education requirements. These findings suggest that departments that use scientific approaches in their policing policies can typically solve more crimes. College-educated officers are more likely to try and advance their career no matter what, so increased education requirements may cause use of force to increase. However, this situation may be improved by making the priorities of a department geared towards helping the community rather than making arrests. I argue that police departments should implement higher education requirements while also altering the goals of police departments to be geared towards public service and requiring community policing training for all police recruits.

Beginning in 1981, a job analysis was conducted of approximately 810 officers holding non-supervisory ranks within the uniformed field sector of the United States Capitol Police. Data was gathered through a Task Inventory Method and analyzed by use of Combined Occupational Data Analysis Program(s) (CODAP). The primary purpose for doing the analysis was to provide force management data about the work characteristics of the force having applicability to the evaluation and modification of existing training programs aimed at recruit and experienced officers. Included within this paper is an original system, developed by the author, for interpreting CODAP JOBDEC output which presents data from selected variables in a format organized to facilitate interpretation by readers having no prior experience or training in CODAP JOBDEC analysis. / M.S.

The purpose of the project was to develop a guidebook to help law enforcement trainers efficiently and effectively develop consistent, relevant, and interactive curriculum.

Il existe peu d’études sur les facteurs qui expliquent les attitudes par rapport à l’éthique policière, et ce, particulièrement chez les futurs policiers. Effectivement, peu d’études ont été faites sur les candidats à la formation policière, étant donné la rareté des systèmes qui permettent l’étude des policiers avant qu’ils soient engagés par une organisation policière. Il existe donc peu d’études ayant testé un modèle multifactoriel pour identifier les facteurs associés à l’éthique policière chez cette catégorie de futurs policiers, et peu d’études en général qui ont reprises l’échelle d’éthique policière de (Hyams, 1990) et ses quatre sous-types identifiés par Alain (2011). Cette étude tente d’identifier les facteurs associés à l’éthique policière parmi le sexe, l’âge, le fait d’avoir un emploi dans le domaine, le fait d’avoir un membre de famille policier, l’intégrité, le respect des règles, la déviance organisationnelle au travail et la déviance interpersonnelle au travail chez les étudiants en troisième année du programme de Techniques policières. 293 étudiants ont été questionnés sur ces thèmes. Les résultats d’analyses obtenus à l’aide de modèles de régression linéaire multiple ayant pour but l’identification de facteurs associés à l’éthique policière générale et quatre sous-types de l’éthique policière révèlent des pistes de réflexion par rapport à l’utilisation de quatre types de données pour la sélection des candidats : des données qui informent sur les milieux dans lesquels les candidats évoluent à l’extérieur du programme de Techniques policières et des relations qu’ils entretiennent avec les gens qu’ils côtoient dans ces milieux, des données qui informent sur les caractéristiques sociodémographiques, des données qui informent sur les attitudes par rapport à l’intégrité générale et à l’éthique policière et des données qui informent sur les comportements déviants et criminels auto-rapportés des candidats. / Few studies have attempted to find associated factors to attitudes toward professional ethical behavior, especially among students of Police technology in Quebec colleges. Few studies have been done on applicants for police training, given the scarceness of systems that allow the study of police officers that have not yet been hired by a police organization. There are therefore few studies that have tested a multifactorial model to identify factors associated with attitudes toward professional ethical behavior within this particular population of future police officers, and few studies in general that have used Hyams’ scale of attitudes toward professional ethical behavior (1990) and its four subtypes identified by Alain (2011). This study identifies factors associated to attitudes toward professional ethical behavior among sex, age, having a job in security, having a family member in police, general integrity, general respect of rules, workplace organizational deviance and workplace interpersonal deviance among third year students in Police technology. 293 students were questioned on these themes. The results obtained with multiple linear regression models to identify the associated factors to attitudes toward general professional ethical behavior and four themes of attitudes toward professional ethical behavior reveal avenues for reflection in relation to the use of four data types for candidates selection: data that informs about the environments in which candidates evolve outside the Police technology program and the relationships they have with the people they come in contact with in these environments, candidate’s sociodemographic characteristics, attitudes towards general integrity and candidates’ self-reported deviant and criminal behavior.

Thesis (MPA)--Stellenbosch University, 2007. / ENGLISH ABSTRACT: The focus of this study is to determine the perception of entry-level constables, field training officers and supervisors with regard to the level of competencies in the condensed Police Basic Training Programme. The research was done in the Pretoria area, which consisted oftwenty-one stations and the Pretoria West Basic Training College. The entry-level constable should complete both the college phase and the field training phase to be declared competent. The entry-level constable completed a questionnaire after completion of the college training and completed a second questionnaire after completion of the field training. The sample group consisted of a convenience group based in the Pretoria area representing the majority of the stations in the area. The supervisors of the entry-level constables were also requested to complete a similar questionnaire. The researcher interviewed the field training officers and mentors by means of a semistructured questionnaire. The entry-level constables were questioned on thirty-seven competencies during both the college and field training. Some competencies included were basic, whilst the other were classified as complex competencies. The duration of the college training and the field training were each four months. The entry-level constables were taught on various subjects in academics that included Law, Elements of a crime, Specific crimes, Statutory and Common Law, Communication, Detention and Law of evidence. Other areas of training were Musketry, Drill and Physical training. / AFRIKAANSE OPSOMMING: Die fokus van hierdie studie is om die persepsie van intree-vlak konstabels, veldopleidingsbeamptes en toesighouers te bepaal aangaande die vlak van bevoegdhede in die gekondenseerde Polisie Basiese Opleidingsprogram. Hierdie navorsing is in die Pretoria-area voltooi, en sluit 21 stasies asook die Pretoria-Wes Basiese Opleidingskollege in. Die intree-vlak konstabel moes beide die kollege- en die veldopleidingsfase voltooi het om bevoegd verklaar te word. Die intree-vlak konstabel het 'n vraelys voltooi na die voltooiing van beide die fases van opleiding. Die proefgroep het uit 'n geskiktheidsgroep bestaan wat in die Pretoria-area gestasioneer is en verteenwoordig die oorgrote meerderheid van die stasies in die area. Die toesighouers oor die intree-vlak konstabels is ook versoek om 'n vraelys te voltooi. Die navorser het onderhoude gevoer met die veldopleidingsbeamptes en mentors met behulp van semigestruktureerde vraelyste. Die vraelys het 37 bevoegdhede van die intree-vlak konstabels getoets wat hulle tydens beide hul kollege- en veldopleiding aangeleer het. Sommige van hierdie bevoegdhede was basies terwyl ander as komplekse bevoegdhede geklassifiseer is. Die tydsduur van die kollege- en veldopleiding was vier maande elk. Die intree-vlak konstabels het opleiding in verskeie vakke ontvang insluitende Regte, Elemente van 'n oortreding, Spesifieke oortredings, Landswette en Gemene reg, Kommunikasie, Aanhouding en Regte van bewyse. Ander areas van opleiding sluit in skietkuns, driloefeninge en fisieke opleiding.