In 2000, The United States Department of Justice (USDOJ), Community Oriented Policing Services (COPS) Office and the Police Executive Research Forum (PERF) collaborated to pilot an innovative post-police academy training strategy with the Reno, Nevada Police Department. This problem based learning strategy, titled the Police Training Officer (PTO) Program, institutionalized adult learning theory and problem solving tools into a process that encouraged new officers to think using a proactive mindset, enabling the identification of and solution to problems within their communities. This approach created a paradigm shift from reactive to proactive law enforcement. Application of the PTO model provided the developmental opportunity for officers to internalize the concepts involved in police work, apply and retain knowledge learned in the academy, test and discover local best practices and problem solving techniques, as well as implement tactical enforcement strategies. The shift involved moving from the traditional, historically innovative, post-academy field training experience, which measured the new officer’s skills against a set of performance guidelines, to a contemporary, problem based learning strategy. The traditional approach utilized a Skinnerian-based training and learning model and the application of a Likert Scale to a daily observation report measuring behaviors against a checklist of standardized guidelines (of which community policing and problem solving strategies were merely guidelines among many upon which the officer was graded).
It did not involve the community as a collaborative partner in determining solutions to local issues. 2015 fxst service manual. The PTO model is based upon problem solving learning and adult teaching strategies, utilizing the principles of community policing at the very foundation of the post-academy experience. This approach was conceptualized and developed by the USDOJ COPS Office in the effort to create a post-academy experience compatible with the principles of community policing and problem solving. It is based on Bloom’s Taxonomy of Learning Domains and places an emphasis on learning experiences that involve members of the community as partners in innovative problem solving.
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Additionally, these processes are easily tailored to the unique needs of police organizations and the communities they serve. (More information can be referenced at.) Following the completion of the PTO program design, the COPS Office successfully piloted the PTO model in six major police departments: Reno, Nevada; Charlotte-Mecklenburg, North Carolina; Savannah, Georgia; Colorado Springs, Colorado; Lowell, Massachusetts; and Richmond, California. The COPS Office determined that since the pilots in 2000, it was appropriate to benchmark the national utilization of the PTO program. To this end, in 2008, the COPS Office awarded a grant to the University of Illinois Center for Public Safety and Justice to conduct research to determine the level of understanding about, and utilization of, the Police Training Officer Program by law enforcement agencies across the country.
The project would also identify the obstacles that prohibit the utilization of problem based learning and the implementation of the PTO model within police organizations. As best practices are developed with PTO programs across the country, they too would be captured during data collection. Data Collection Strategies Several data collection strategies are being employed to make this contemporary assessment. Strong university-based partnerships were forged during the development and administration of this project. They are referenced within this article so that interested readers might utilize them as resources in the enhancement of existing PTO programs or to assist in making the determination of whether to implement the PTO policing strategy. A survey instrument was developed and is being administered at various national conferences (such as the Commission on Accreditation for Law Enforcement Agencies, the Federal Bureau of Investigation National Academy Association, National Association of Women Law Enforcement Executives, Problem Oriented Policing, and the International Association of Chiefs of Police conferences).
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This survey is also hosted on a variety of law enforcement-related websites, distributed electronically via email, as well as through the traditional postal service. Follow-up telephone calls were also made to numerous police administrators to obtain additional qualitative data, thus enhancing the understanding of survey information.
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