ASSOCIATE Magazine FBINAA Q4-2023

CHANGING THE PARADIGM: THE IMPLICATIONS FOR LAW ENFORCEMENT TRAINING AND EDUCATION

FBINAA.ORG | Q4 2023

DR. ED GUTHRIE, NA Session 162

Since the Wickersham Report in the 1930s and the President’s Commission on Law Enforcement and Administration of Justice in 1967, the need for reform in law enforcement education and training has been identified as crucial for police reform. Specifically, in the “Task Force Report” (1967) the President’s Commission on Law Enforcement and Administration of Justice stated, “That the quality of police service would not significantly improve without higher educa tional standards. The Commission (1967) further cited a need to raise entry-level standards to a minimum of two years of college for persons serving in a law enforcement capacity.”

T he Wickersham Commission (1937) had also cited a need for educational standards recommending two alternatives. One was a “two-year police college” to include general educational subjects in conjunction with technical and specialized subject areas. The second alternative was a college or university. Later research reflected that “Higher education gives police personnel greater dignity, improves their image, enhances per formance and is important for advancement in the field of law enforcement.” While early studies showed the effects of a college degree on law enforcement conduct were limited, subsequent studies reflected that officers with the benefit of higher education had fewer complaints, and the number of complaints were re duced as the education and training levels of the officer increased. Education alone does not make one officer better then another; however, it can take a good officer and provide a founda tion to develop even more personally and professionally. A college education can increase the general knowledge and sensitivity of police officers and it can also improve communication skills and performance. According to the International Association of Chiefs of Police, 99.9 percent of reported police calls for service and thus conflict resolution are resolved through communications skills and without the use of force. Less than one-half of one percent of the calls for service nationwide, require or result in the use of force. Enhanced communications skills, understanding human behavior and diversity are not only crucial for law enforcement

personnel, but more importantly, for the communities they serve. Cultural competence is integral in building neighborhood coali tions and cohesion, which will only be accomplished through effective change in providing officers the skills they need. Requiring college degrees or credits can cause a challenge with entry-level recruitment. But with agency and government support -- such as employer-tuition support or reimbursement for officers who may not have a degree and a timeline to complete it-- can level the field and increase opportunity. Credit for military and work experi ence coupled with the higher education requirement can, over time, facilitate diversity in hiring and retention. In addition, POST or other state Training Certifications with tiered rigor and levels, in lieu of or supplementing a college requirement, can also enhance an officer’s skillset. Federal, state, and local governing bodies need to consider funding for training and education for law enforcement personnel. Without fiscal support, it will be challenging to effect change in providing officers with the training and education necessary. Training models traditionally emphasizing paramilitary protocols can conflict with community needs and the mindset of the modern officer of this century. Emphasis on communication, diversity and building community cohesion are crucial. This can also reinforce the understanding and need for intervention and defusing situations involving colleagues that may act outside the scope of their lawful duties.

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