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



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 #2001- 
CK-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 participatedparticularly those in the 
Reno Police Departmentfor 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. 



Community-Oriented Policing and Problem 
Solving (COPPS) is quickly becoming the 
philosophy and daily practice of progressive 
police1 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.

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



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 
officers 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. 


The second issue police executives recognized 
was liability protection. Traditional FTO programs 
exist largely for the purpose of limiting an 
agencys 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. 

A New Model 

Researchers 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 programs 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. 


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. 

TERMS REFERENCED IN THE TEXT 
BOE Board of Evaluators 
COPPS Community-Oriented Policing and Problem Solving 
CPTED Crime Prevention Through Environmental Design 
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 



Frequently Asked Questions about the pto model 

Why 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 trainees 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 



 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 



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 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 



assigned by the trainer. Those assigned problems, 
called Problem-Based Learning Exercises, train the 
recruit to think critically and develop partnerships 
within the community. 

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. 

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 trainees learning 
from the academy within the community environment 
through a series of real-life problemsolving 
activities 
 To foster a growing independence from the Police 
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 trainees skills, knowledge, application, 
and ability to problem solve effectively 



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 FTO models and the PTO model . . . 156 
appendix D: examples of matrix cells by core competency  . . . . . . . . 158 


Image of Program Structure flow chart


Evaluation Methods 

                        Coaching &                  Problem-Based                    Neighborhood 
                        Training Reports            Learning Exercises               Portfolio Exercise
                        (CTRs)                      (PBLEs)                             (NPE)
When 
completed:              At the end of each          Given on the first day           Given on the first day 
                        week of training.           of a phase for                   of training for 
                        12 total reports            completion on the                completion at the
                                                    last day of the phase.           end of training.
                                                    4 total exercises                1 total exercise

Description 
on:                     p. 29                       p. 11, 31                        p. 28 
                                                    Exercise #1 p. 53                Assignment p. 47 
                                                    Exercise #2 p. 73 
                                                    Exercise #3 p. 99 
                                                    Exercise #4 p. 119 

Form 
on:                    Phase A example p. 59        Exercise #1 p. 55                p. 141
                       Phase B example p. 79        Exercise #2 p. 75
                       Phase C example p. 105       Exercise #3 p. 101
                       Phase D example p. 125       Exercise #4 p. 121
 


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 


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
 
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 
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 
naming sources for that learning) and 
develops an action plan to solve the 
problem. Several evaluation methods 
follow the process to determine 
success or failure of the action plan.

Problem-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. 

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 
 


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: 
 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.
 
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 



 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 Non- 
Emergency 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 
trainees progress using the same weekly 
Coaching and Training Report.
 
Teaching Techniques in problem-based learning

In 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. 



PBL forces trainees to confront what they know as 
well as what they dont 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


Failing Forward 
Many 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 forward1. By 
using PBL, trainees discover not only 
positive solutions, but also what 
does not work. 

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 Exercise (PBLE) 

Problem-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.) 

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. 


Using Problem-Based Learning Exercises as a teaching method

As noted above, PTOs will use the Problem-Based Learning Exercises as the primary 
teaching method with trainees. While learning will occur during daily police activities, the 
PBLEs will develop the trainees 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. 



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.
 

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


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 

The 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. 
 


Substantive Topics 

The 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 

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. 



Core Competencies 

Core 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 Learning Matrix 

The 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. 



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 departments 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 
departments 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. 

CORE COMPETENCIES 
Police Vehicle Operations 
Conflict Resolution 
Use of Force 
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 
 Defensive driving 
 Proper vehicle stops, positioning of vehicles 
 Awareness of surroundings and conditions 
 Other issues that may apply



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 
Each 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. 

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.) 

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.


The Learning Matrix 
 
CORE COMPETENCIES                          PHASE A            PHASE B            PHASE C            PHASE D 
                                           Non-Emergency      Emergency          Patrol             Criminal 
                                           Incident Response  Incident Response  Activities         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                       A4                 B4                 C4                 D4 
Philosophies 
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/                            A15                B15                C15                D15 
Self-Regulation 
Learning Activities                        Introduction of    Use of Learning    Use of Learning    Use of Learning 
                                           Learning Matrix    Matrix             Matrix             Matrix 
                                           
                                           Daily Journal      Daily Journal      Daily Journal      Daily Journal 
                                           Entry              Entry              Entry              Entry 

                                           Introduction of    Introduction of    Introduction of    Introduction of 
                                           Neighborhood       Neighborhood       Neighborhood       Neighborhood 
                                           Portfolio Exercise Portfolio Exercise Portfolio Exercise Portfolio Exercise 

Evaluation Activities                      Weekly Coaching    Weekly Coaching    Weekly Coaching    Weekly Coaching 
                                           and Training       and Training       and Training       and Training 
                                           Reports            Reports            Reports            Reports 

                                           Problem-Based      Problem-Based      Problem-Based      Problem-Based 
                                           Learning Exercise  Learning Exercise  Learning Exercise  Learning Exercise 


Program Steps: orientation, integration, 
phases A and B, phases C and D 

The 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 programthe Mid-Term and 
Final Evaluationsare 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 programs 
steps and philosophies depend on each 
organizations 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. 

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. 


 
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 agencys 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 Problem- 
Based 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.



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 PTOs 
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.



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 officers career.
 

Daily Journal Entry 
Trainees will maintain journals to record 
relevant daily information on their learning 
process. This may include recording the various 
stages of the PBL processideas, 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



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. 

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. 



Coaching and Evaluation Process

The 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 trainees 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 



 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 officers observations and recommended 
plans of action 

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 trainees 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. 


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 
weeks 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 weeks 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 trainees 
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. 
 
EXAMPLE: USING THE MATRIX FOR PATROL ACTIVITIES 
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.



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 phasefor example, a 
PTO and trainee respond to a domestic violence situation 
involving home invasion and assault during 
the Patrol Activities phasethe 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). 

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. 



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: 

IdeasLists 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. 

FactsLists 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 IssuesThe 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.



Action PlansThe 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 trainees 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 trainees 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. 



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 
citys 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



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 officers 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.


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 trainees performance 
during the course of that weeks activities. 
If the trainee is experiencing difficulties and 
does not successfully complete the Mid- 
Term Evaluation, he or she may need to 
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 
trainees 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 
trainees 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. 

LEARNING ACTIVITY PACKAGES (LAPS) 
During the PTO training sessions, the 
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. 



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 trainees 
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 
trainees 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. 


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) 
Trainees Responsibilities



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) 
 Trainees Responsibilities 

Duties and Responsibilities 

This 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. 


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.
 
Police Training Supervisor (PTS) 
Police Training Supervisors (PTSs) are usually police 
supervisors assigned to an agencys 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 


 
 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 
trainees progress



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 trainees 
progress in the program as well as the performance of 
the PTO. Individual agencies should determine the 
number of staff assigned to the BOE. 



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

 Using the PBL ModelTrainees 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. 
 LearningPTOs can teach and train but they cant 
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. 
 ResourcefulnessPolice trainees must learn how to 
use the many resources available to them inside 
and outside the agency. 
 Self-Evaluation and Journal WorkTrainees 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 
PTOs responsibility to help the 
trainee correct mistakes through 
a process of failing forward.


Chapter 4 
Phase A 
Weeks 2-4 

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 A



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 
The 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 anotherfor example, a criminal 
investigation arises during the Non-Emergency Response phasethe PTO has three options: 

 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. 


 
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 

The 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. 

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

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. 



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. 

                                   Non-Emergency 
Core Competency                    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 



CELL A1 
Substantive Topic: Non-Emergency Incident Response 
Core Competency: 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: Non-Emergency Incident Response 
Core Competency: 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: Non-Emergency Incident Response 
Core Competency: 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: Non-Emergency Incident Response 
Core Competency: 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 A5 
Substantive Topic: Non-Emergency Incident Response 
Core Competency: 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: Non-Emergency Incident Response 
Core Competency: 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: Non-Emergency Incident Response 
Core Competency: 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: Non-Emergency Incident Response 
Core Competency: 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 A9 
Substantive Topic: Non-Emergency Incident Response 
Core Competency: 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: Non-Emergency Incident Response 
Core Competency: 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: Non-Emergency Incident Response 
Core Competency: 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: Non-Emergency Incident Response 
Core Competency: 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: Non-Emergency Incident Response 
Core Competency: 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 A14 
Substantive Topic: Non-Emergency Incident Response 
Core Competency: 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: Non-Emergency Incident Response 
Core Competency: 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 



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: 

IdeasRecord 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? 

FactsList 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 IssuesIdentify 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?


Action PlansCreate 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. 



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. 
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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? 
___________________________________________________________________________________ 
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Police Training Officer comments: 
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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: 
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___________________________________________________________________________________ 
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?) 
___________________________________________________________________________________ 
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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. 
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Police Training Officer comments: 
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Follow-Up Comments for Question 5: Date: 
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Phase A: Non-Emergency Incident Response 

COACHING AND TRAINING REPORT 

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

Selected Incident 
(Trainee and PTO select the incident for evaluation) 
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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 


Conflict 
Resolution 
A2 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell A2. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 


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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 
 

Leadership
A6 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell A6. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 
 

Community- 
Specific 
Problems 
A8 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell A8. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 


Legal Authority
A10 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell A10. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 
 

Officer Safety 
A12 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell A12. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 


Ethics
A14 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell A14. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 
 

Chapter 5 
Phase B 
weeks 5-7 

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


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 

This 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.
 
                                             Emergency
Core Competency                              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 


CELL B1 
Substantive Topic: Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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 B5 
Substantive Topic: Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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 


CELL B9 
Substantive Topic: Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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 B13 
Substantive Topic: Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: Ethics 
This cell may include the following: 
 Identifying inappropriate emergency responses 
 Other issues that may apply 

CELL B15 
Substantive Topic: Emergency Incident Response 
Core Competency: 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 


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 suspects 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: 

IdeasRecord 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? 

FactsList 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 IssuesIdentify 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? 


Action PlansCreate 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. 


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. 
___________________________________________________________________________________ 
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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? 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
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Police Training Officer comments: 
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___________________________________________________________________________________ 
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___________________________________________________________________________________ 
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___________________________________________________________________________________ 
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___________________________________________________________________________________ 
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: 
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___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
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?) 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
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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: 
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Follow-Up Comments for Question 5: Date: 
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___________________________________________________________________________________ 
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___________________________________________________________________________________ 
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___________________________________________________________________________________ 
___________________________________________________________________________________ 


phase B: emergency 
incident response 
COACHING AND TRAINING REPORT 

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

Selected Incident 
(Trainee and PTO select the incident for evaluation) 
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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 
 

Conflict 
Resolution
B2 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell B2. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 


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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement.  
 

Leadership
B6 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell B6. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 
 

Community- 
Specific 
Problems
B8 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell B8. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 


Legal Authority 
B10 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell B10. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 
 

Officer Safety 
B12 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell B12. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 
 

Ethics 
B14 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell B14. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 


Chapter 6
Mid-term Evaluation 
Week 8 
 
Mid-Term Evaluation 
Phases A and B: 
Matrix Learning Outcomes



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

Mid-Term Evaluation
The 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. 

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 trainees 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.


 
Phases A and B: Matrix Learning Outcomes 
Police 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. 


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 trainees 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 trainees 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 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. 


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. 


Chapter 7  
Phase C 
Weeks 9-11 

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

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

Phase C: Patrol Activities 
This 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 


CELL C1 
Substantive Topic: Patrol Activities 
Core Competency: 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: Patrol Activities 
Core Competency: 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: Patrol Activities 
Core Competency: 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: Patrol Activities 
Core Competency: 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 C5 
Substantive Topic: Patrol Activities 
Core Competency: 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: Patrol Activities 
Core Competency: 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: Patrol Activities 
Core Competency: 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: Patrol Activities 
Core Competency: Community-Specific Problems 
This cell may include the following: 
 Urban versus rural area issues 
 Special events 
 Other issues that may apply 


CELL C9 
Substantive Topic: Patrol Activities 
Core Competency: 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: Patrol Activities 
Core Competency: 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: Patrol Activities 
Core Competency: 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: Patrol Activities 
Core Competency: 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 C13 
Substantive Topic: Patrol Activities 
Core Competency: 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: Patrol Activities 
Core Competency: 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: Patrol Activities 
Core Competency: 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 


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. 

IdeasRecord 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? 

FactsList 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 IssuesIdentify 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? 


Action PlansCreate 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. 


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. 
___________________________________________________________________________________ 
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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? 
___________________________________________________________________________________ 
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Police Training Officer comments: 
___________________________________________________________________________________ 
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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: 
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___________________________________________________________________________________ 
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?) 
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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. 
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Police Training Officer comments: 
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Follow-Up Comments for Question 5: Date: 
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phase C: patrol activities 
COACHING AND TRAINING REPORT

PTO/PTE: ___________________________ 
Trainee: _____________________________ 
Date: _______________________________ 
___ TRAINEE SELECTED INCIDENT 
___ PTO/PTE SELECTED INCIDENT 
Incident Case Number: _________________ 
Date of Incident: ______________________ 
 
Selected Incident 
(Trainee and PTO select the incident for evaluation) 
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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 


Conflict 
Resolution
C2 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell C2. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 
 

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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 


Leadership 
C6 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell C6. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 


Community- 
Specific 
Problems 
C8 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell C8. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 
 

Legal Authority
C10 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell C10. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 
 

Officer Safety
C12 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell C12. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 


Ethics
C14 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell C14. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 
 

Chapter 8 
Phase D 
Weeks 12-14 

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



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

Phase D: Criminal Investigation 
This 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 

 
CELL D1 
Substantive Topic: Criminal Investigation 
Core Competency: Police Vehicle Operations 
This cell may include the following: 
 Criminal investigation involving police vehicles 
 Other issues that may apply 

CELL D2 
Substantive Topic: Criminal Investigation 
Core Competency: 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: Criminal Investigation 
Core Competency: 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: Criminal Investigation 
Core Competency: 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: Criminal Investigation 
Core Competency: 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 


CELL D6 
Substantive Topic: Criminal Investigation 
Core Competency: 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: Criminal Investigation 
Core Competency: 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: Criminal Investigation 
Core Competency: 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: Criminal Investigation 
Core Competency: 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 


 
CELL D10 
Substantive Topic: Criminal Investigation 
Core Competency: 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: Criminal Investigation 
Core Competency: Individual Rights 
This cell may include the following: 
 Knowledge of constitutional individual rights in investigation 
 Other issues that may apply 

CELL D12 
Substantive Topic: Criminal Investigation 
Core Competency: 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: Criminal Investigation 
Core Competency: 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

CELL D14 
Substantive Topic: Criminal Investigation 
Core Competency: 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: Criminal Investigation 
Core Competency: 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 


 
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. 

IdeasRecord 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? 

FactsList 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 IssuesIdentify 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? 


Action PlansCreate 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. 



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. 
___________________________________________________________________________________ 
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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? 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
___________________________________________________________________________________ 
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___________________________________________________________________________________ 
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___________________________________________________________________________________ 
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Police Training Officer comments: 
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___________________________________________________________________________________ 
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: 
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___________________________________________________________________________________ 
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?) 
___________________________________________________________________________________ 
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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. 
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Police Training Officer comments: 
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Follow-Up Comments for Question 5: Date: 
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Phase D: Criminal Investigation 

COACHING AND TRAINING REPORT 

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

Selected Incident 
(Trainee and PTO select the incident for evaluation) 
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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 


Conflict 
Resolution
D2 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell D2. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 


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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 
 

Leadership 
D6 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell D6. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 


Community- 
Specific 
Problems
D8 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell D8. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 


Legal Authority
D10 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell D10. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 


Officer Safety 
D12 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell D12. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 
 

Ethics
D14 - When completing this section of the CTR, the trainee will use specific 
information and learning outcomes from matrix cell D14. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees 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. 
Trainees comments: What did I learn? What do I still need to know? 
Trainers comments: Evaluate the trainees performance throughout the week. 
Note areas needing improvement. 
 

Chapter 9  
Final Evaluation 
Week 15 

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

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

Final Evaluation 
The 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. 

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 
The 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. 


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. 


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 trainees 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 trainees 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. 


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. 


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. 
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Police Training Officer comments: 
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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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Police Training Officer comments: 
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3. Identify important information or skills that you acquired during the development of this Neighborhood 
Portfolio Exercise. 
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Police Training Officer comments: 
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4. Evaluate your own efforts in developing this portfolio. How will a Neighborhood Portfolio assist your 
delivery of police services in the future? 
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Police Training Officer comments: 
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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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Police Training Officer comments: 
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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? 
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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 officers 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. 

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 dont 
know what they dont 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 governing


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 doesnt know and then goes about learning that 
information, both the trainer and the trainee should look at the trainees 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 plans 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. 




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 EducationProblem-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 ClassroomProblem-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 



Problem-Oriented Policing 

Introduction 
Problem-oriented policing (POP), developed by Herman Goldstein2, is a comprehensive 
framework for improving law enforcements 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 solutions effectiveness. 

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 

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

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.gov 

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 
what is the SARA model? 

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.gov and www.policeforum.org 



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 persons 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 
officers 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 suspects clothing during a frisk. 

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 Amendments protection against unreasonable search and 
seizure and an officers duty to ensure the safety of himself and others 

3 Terry v. 150pto manual Ohio, 392, U.S. 1 (1968)

 
 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 officers 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 policecitizen 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 suspects 
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 


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 environment4 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 suspects 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. 

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: 

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



 Describe the importance of Miranda warnings in maintaining the integrity of a suspects confession 
and ensuring a suspects 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 Courts 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/departments 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 




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. 

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. 


 
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 communitys 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 


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. Mid-manager reports to Patrol Division 
Others are excluded. head. Others are excluded. 
4. Highest Level of Participation Division Chief, Training Manager, Patrol Division head, Training Manager, 
Affirmative Action Officer, Department others as needed. 
Psychologist, others of importance. 
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 First week of program is the Integration 
is virtual ride along, 2nd is training & Phase, which prepares the trainee for 
feedback. No evaluation in Limbo. 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 Same 
FTO; call requiring 2 officers results in 
2nd unit dispatched. 
9. Shift Assignment Rotated for exposure to cross-section Suggests trainees remain on day shift and 
of service demands, citizens, and swing shift as problem-solving resources 
community. are more available, activity generally higher 
leading to more training opportunities. 
10. Holdover Policy (Extension of Stay in Yes, only if problem is correctable. Program is flexible and includes remedial 
Program) training as integral component. Failing forward 
concept is central to training philosophy. 
11. Compensation & Recognition 5% increase while trainee is in the Subject to local requirements. 
program. It ends at 14th week. 
12. Geographic Location for One Patrol District, continuous This model encourages geographic 
Patrol Area Assignment exposure to FTOs. accountability facilitated by patrol area 
assignment and Neighborhood Portfolio 
Exercises. 
13. Trainee Task List a.k.a.: Broken into week-by-week segments. Learning matrix in trainee manual, 
Weekly Training Guide, consisting of Core Competencies that 
Rookie Book allow for flexibility in learning 
opportunities. 
14. Periodic Objective Tests Weekly, on previous weeks material in Ongoing weekly Coaching and Training 
Task List (Training Guide). Reports, Problem-Based Learning 
Exercises, Mid-Term & Final 
Evaluations. 
15. Post-Academy Training In-house Academy following graduation Same, plus problem-based learning 
from regional training center. (PBL) orientation. 
16. The Validity Issue Demand answered by daily Training criteria is based on job task analysis 
performance evaluation (Daily and contemporary policing philosophy 
Observation Report or DOR). (COPPS, PBL). Training process evaluated 
by Board of Evaluators. 
156 6 Kaminsky, Glenn. 2001. The Field Training Concept in Criminal Justice Agencies. 
Upper Saddle River, N.J.: Prentice Hall.



17. The Reliability Issue Demand answered by daily Reliability enhanced by continuity of training 
performance evaluation (DOR). and evaluation, commitment of the PTO 
and adult learner, and independent 
evaluators. 
18. Accreditation Standards San Jose Model used as foundation Exceeds accreditation standards. 
for accreditation standard. 
19. Rotation Among FTOs FTO (14 week program) PTO (15 week program) 
1st 2nd 3rd 4th Int Phase A,B Mid-Eval Phase C,D Final 
(2)+2 4 4 2 1 6 1 6 1 
20. Evaluation Only Phase Lasts two weeks of the program. 1-week Mid-Term Evaluation and 
No training, but feedback follows 1-week Final Evaluation completed 
each assignment. by independent evaluator. Evaluation is 
primary purpose, but learning continues. 
21. Bi-Weekly Meetings 10-plan and team policing approach Same 
(Bi-Weekly Evaluation Sessions) allows for overlap shift and minimal 
overtime expense. 
22. Supervisory and Management Essential to ensure objectivity and Same, plus Board of Evaluators (BOE) 
Review of FTO Performance and standardization. Weekly supervisor meetings 
Trainee Progress Bi-weekly PTO meetings 
23. Multiple Levels and Methods of Daily Observation Report by FTO, Multiple levels and methods for 
Performance Evaluation Semi-Weekly Report by supervisor; application of training include daily 
Bi-weekly Report Form, end-of-phase journal entry, weekly Coaching and 
report; trainee task list; weekly tests, Training Reports, PBLEs, NPE, learning 
and FTO worksheet. matrix, evaluation phases, and BOE. 
24. Functional Termination Authority Vested in the FTOs and their Vested in PTO, PTE, Board of 
immediate supervisor. Evaluators, and Program Coordinator. 
25. Criteria and Method Used to Volunteers desired. Application, Oral Police Training Officers (PTOs) and 
Select FTOs Board Interview, supervisors Police Training Evaluators (PTEs) 
recommendation, experience as selected based upon community skills, 
teacher/supervisor, performance and problem-solving skills, commitment to 
discipline records reviewed, police COPPS, knowledge of resources, 
experience, positive role model, good interest in adult learning techniques, 
communications skills. prior training and operational experience. 
26. Training FTO Program Personnel 5-day course for FTOs and supervisors. 40-hour course emphasizing PBL, 
Emphasis on evaluation, documentation, COPPS, adult learning, program 
learning, feedback, behavior, motivation, structure application and evaluation, 
liability, supervision. liability, leadership, ethics. 
27. Supervisor and Command Staff Similar to that of FTO. Same as that of PTOs and PTEs. 
Training and Selection 
28. Evaluation of FTO By trainee at end of each rotation, by Conducted by PTO supervisor, BOE, 
supervisor at end of each cycle, and at and trainee. 
the End of Probation Board. 


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: Non-Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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: Patrol Activities 
Core Competency: 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: Criminal Investigation 
Core Competency: Police Vehicle Operations 
This cell may include the following: 
 Criminal investigation involving police vehicles 
 Other issues that may apply 


Conflict Resolution

CELL A2 
Substantive Topic: Non-Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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 C2 
Substantive Topic: Patrol Activities 
Core Competency: 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: Criminal Investigation 
Core Competency: 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 


Use of Force

CELL A3 
Substantive Topic: Non-Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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: Patrol Activities 
Core Competency: 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: Criminal Investigation 
Core Competency: 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 


Local Procedures, Policies, Laws, Organizational Philosophies

CELL A4 
Substantive Topic: Non-Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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: Patrol Activities 
Core Competency: 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: Criminal Investigation 
Core Competency: 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 


Report Writing

CELL A5 
Substantive Topic: Non-Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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: Patrol Activities 
Core Competency: 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: Criminal Investigation 
Core Competency: 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 


Leadership 

CELL A6 
Substantive Topic: Non-Emergency Incident Response 
Core Competency: Leadership 
This cell may include the following: 
 Providing leadership through service 
 Assisting others in solving problems 
 Other issues that may apply 

CELL B6 
Substantive Topic: Emergency Incident Response 
Core Competency: 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: Patrol Activities 
Core Competency: 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: Criminal Investigation 
Core Competency: Leadership 
This cell may include the following: 
 Providing leadership 
 Influencing others to solve their own problems 
 Other issues that may apply 


Problem-Solving Skills

CELL A7 
Substantive Topic: Non-Emergency Incidence Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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: Patrol Activities 
Core Competency: 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: Criminal Investigations 
Core Competency: 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 


Community-Specific Problems

CELL A8 
Substantive Topic: Non-Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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 

CELL C8 
Substantive Topic: Patrol Activities 
Core Competency: 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: Criminal Investigation 
Core Competency: 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 


Cultural diversity and special needs groups

CELL A9 
Substantive Topic: Non-Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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: Patrol Activities 
Core Competency: 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: Criminal Investigation 
Core Competency: 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 


Legal authority

CELL A10 
Substantive Topic: Non-Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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: Patrol Activities 
Core Competency: 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: Criminal Investigation 
Core Competency: 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 


Individual Rights
 
CELL A11 
Substantive Topic: Non-Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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: Patrol Activities 
Core Competency: 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: Criminal Investigation 
Core Competency: Individual Rights 
This cell may include the following: 
 Knowledge of constitutional individual rights in investigation 
 Other issues that may apply 


Officer Safety

CELL A12 
Substantive Topic: Non-Emergency Incident Response 
Core Competency: 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 B12 
Substantive Topic: Emergency Incident Response 
Core Competency: 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: Patrol Activities 
Core Competency: 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: Criminal Investigation 
Core Competency: Officer Safety 
This cell may include the following: 
 Safe handling of evidence such as weapons, body fluids, etc. 
 Other issues that may apply 


Communication Skills

CELL A13 
Substantive Topic: Non-Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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: Patrol Activities 
Core Competency: 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: Criminal Investigation 
Core Competency: 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 


Ethics

CELL A14 
Substantive Topic: Non-Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: Ethics 
This cell may include the following: 
 Identifying inappropriate emergency responses 
 Other issues that may apply 

CELL C14 
Substantive Topic: Patrol Activities 
Core Competency: 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: Criminal Investigation 
Core Competency: 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 


Lifestyle stressors/self-awareness/self-regulation 

CELL A15 
Substantive Topic: Non-Emergency Incident Response 
Core Competency: 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: Emergency Incident Response 
Core Competency: 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: Patrol Activities 
Core Competency: 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: Criminal Investigation 
Core Competency: 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