NCJ Number
207155
Journal
Law and Order Volume: 52 Issue: 7 Dated: July 2004 Pages: 36-38
Date Published
July 2004
Length
3 pages
Annotation
This article offers a model for effective simulation training that espouses a “teach and learn” philosophy.
Abstract
Simulation training is pervasive in law enforcement settings, however most of these trainings employ a “test and evaluation” model that does little to teach the trainee. Due to time and resource constraints, most law enforcement agencies do not routinely evaluate and change their established curriculum. However, by simply changing the mindset from a “test and evaluation” model to a “teach and learn” model, the primary goal of any training becomes learning rather than trainee testing. The three tenets of effective learning are reviewed and include clearly defined learning objectives, accurate performance feedback from instructors, and instructor feedback from a variety of sources. Post-incident training should focus on having trainees articulate why they took the actions they did during the training simulation. This allows the instructor to gauge whether the trainee may perform similarly in the field. The open-ended questioning method of articulation-training is described as a common and easy to employ technique. Finally, instructors are cautioned to design training scenarios that are challenging enough to require learned skills yet are able to be mastered by trainees who have mastered the necessary skills.