No description available.

No description available.

Thesis (M.A.)--Scarman Centre for the Study of Public Order, University of Leicester in association with School of Professional and Continuing Education, University of Hong Kong, 1998. / Includes bibliographical references (leaves 81-85) Also available in print.

This study examined the perception held by members of the NSW Police Service as to the effectiveness of changes made to education, training and development, post the recommendations made by the Wood Royal Commission in 1997. The Commission report highlighted a number of important education, training and development issues. The literature on policing indicated that police jurisdictions have a need to both anticipate and respond to changes and events occurring in the communities they serve. This study thus examined both the general and police literature covering change, culture, management and leadership, professionalisation and the main education, training and development topics that were included in the Commission report. An historical scan of developments within the NSW Police Service was also made. The study basically adopted an empirical, quantitative research methodology, supplemented by qualitative statements made by participants during discussion sessions. Two separate questionnaires were developed: one for respondents in the broader NSW Police Service (one city and one rural region), and the other for sworn officers and academic staff at the NSW Police Academy. The Service questionnaire addressed participant perception of the effectiveness or otherwise, of changes made in relevant aspects of individual, team and organisational learning. Opportunity was also taken to analyse responses to the Service questionnaire, based on a range of selected demographic characteristics. The Academy questionnaire addressed the perceptions held about the effectiveness or otherwise, of changes made in general learning issues, curriculum development, course delivery and the evaluation of training. An analysis of combined responses to like questions in both the Service and Academy questionnaires was also made. Both Pre and Post Royal Commission perceptions, as recorded on a five point Likert scale were collected. From the resulting mean difference scores potential change in the respondent's perception of the effectiveness of the changes made were determined. The findings indicated that respondents perceived some improvement in the effectiveness of education, training and development Post the Wood Royal Commission. There were some important findings related to: (a) perceived differences between the formal Academy recruit training and probationer practicum or field training; (b) the need for 'Professionalisation' Vs 'Craft' training; (c) leadership role models of learning and the creation of a learning culture and climate; (d) the role of knowledge management in intelligence-led and evidence-based policing; (e) the use of information technology and distance learning strategies; (f) the development of reflective practice and the gaining of lessons learnt from experience; (g) the provision of leadership development; (h) support for continuing professional development, as a part of fostering self-managed lifelong learning and, (i) the consistent Quality Assurance review of both the course curriculum and evaluation of training effectiveness at the Academy. The findings have possible implications for practice and further research in the NSW Police.

Thesis (M. P. A.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

No description available.

This study examined the perception held by members of the NSW Police Service as to the effectiveness of changes made to education, training and development, post the recommendations made by the Wood Royal Commission in 1997. The Commission report highlighted a number of important education, training and development issues. The literature on policing indicated that police jurisdictions have a need to both anticipate and respond to changes and events occurring in the communities they serve. This study thus examined both the general and police literature covering change, culture, management and leadership, professionalisation and the main education, training and development topics that were included in the Commission report. An historical scan of developments within the NSW Police Service was also made. The study basically adopted an empirical, quantitative research methodology, supplemented by qualitative statements made by participants during discussion sessions. Two separate questionnaires were developed: one for respondents in the broader NSW Police Service (one city and one rural region), and the other for sworn officers and academic staff at the NSW Police Academy. The Service questionnaire addressed participant perception of the effectiveness or otherwise, of changes made in relevant aspects of individual, team and organisational learning. Opportunity was also taken to analyse responses to the Service questionnaire, based on a range of selected demographic characteristics. The Academy questionnaire addressed the perceptions held about the effectiveness or otherwise, of changes made in general learning issues, curriculum development, course delivery and the evaluation of training. An analysis of combined responses to like questions in both the Service and Academy questionnaires was also made. Both Pre and Post Royal Commission perceptions, as recorded on a five point Likert scale were collected. From the resulting mean difference scores potential change in the respondent's perception of the effectiveness of the changes made were determined. The findings indicated that respondents perceived some improvement in the effectiveness of education, training and development Post the Wood Royal Commission. There were some important findings related to: (a) perceived differences between the formal Academy recruit training and probationer practicum or field training; (b) the need for 'Professionalisation' Vs 'Craft' training; (c) leadership role models of learning and the creation of a learning culture and climate; (d) the role of knowledge management in intelligence-led and evidence-based policing; (e) the use of information technology and distance learning strategies; (f) the development of reflective practice and the gaining of lessons learnt from experience; (g) the provision of leadership development; (h) support for continuing professional development, as a part of fostering self-managed lifelong learning and, (i) the consistent Quality Assurance review of both the course curriculum and evaluation of training effectiveness at the Academy. The findings have possible implications for practice and further research in the NSW Police.

In 1996 the Police Service of Western Australia embarked on a major and ongoing period of change regarding all aspects of local policing. Part of this program involved the adoption of a number of practices that included an undertaking to pay increased attention to issues such as a customer focus, problem solving, a commitment to developing and motivating personnel, a localised delivery of policing services and improved management practices. This research was conducted for the purpose of uncovering the factors that create the unique environment of the Police Service of Western Australia and exploring how these might impact upon the manner in which officers conduct their daily duties. More specifically the purpose was to determine if there existed any aspects of organizational culture or structure that have an influence on the ability and/or willingness of officers to carry out their duties according to the processes and procedures of either the problem solving or the problem-oriented policing philosophy. The research methodology was guided by the grounded theory approach. Twenty-eight interviews were conducted with constables, sergeants, inspectors and superintendents as it was considered that these ranks best represented the views of the members of the organization in terms of numbers and those most affected by day-to-day events. The data analysis revealed the existence of 13 factors that all exhibit negative aspects and collectively create a Basic Social Problem that has been termed “Feeling Vulnerable”. Although all of these factors have been well known for many years, the current research integrates these in a new way in order to produce a model of the organization that demonstrates how they combine to create an environment that is counter-productive to the implementation of a problem-solving or problem-oriented approach to policing by members of The Police Service of Western Australia at many levels. The Basic Social Process disclosed by the current research has been termed “Controlling By Avoidance”. It is based on four tactics used by officers to control their working environment. The employment of one or more of these tactics by officers is designed to give the impression of engaging with issues while simultaneously exerting control over events in order to prevent the occurrence of outcomes that experience tells them are likely to have undesirable personal consequences. The intention is to create an environment where they hope to be safe from the consequences of problems that will inevitably occur at some time. As well as providing an explanation for the conduct of officers under the problem solving model the analysis also provides an insight into why the organization has apparently avoided coming to grips with the implementation of the full Goldstein model of problem-oriented policing. This appears to be due to concerns on the part of senior management about the likelihood of a loss of control over subordinate ranks and the personal problems that this would generate for them. Recommendations are made about the need to adopt the Goldstein model and the steps required to successfully implement this approach are listed.

Thesis (M.Soc.Sc.)--University of Hong Kong, 2000. / Includes bibliographical references. Also available in print.

Thesis (M. P. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.