Editor’s Note: In PoliceOne “First Person” essays, our Members and Columnists candidly share their own unique view of the world. This is a platform from which individual officers can share their own personal insights on issues confronting cops today, as well as opinions, observations, and advice on living life behind the thin blue line. This week’s feature is from William P. “Bill” Fogarty, who has been in law enforcement for the past 17 years. He achieved his Master’s degree in Public Administration from the University of San Francisco, is a part time instructor for the University of Phoenix, and the South Bay Regional Academy. He has served with the San Mateo County (Calif.) Sheriff’s Office for the past five years. He graduated from the POST Master Instructor program in 2011. Here Bill writes about what he says is proof positive that realistic training vastly outpaces required training in its value to officer safety. Do you want to share your own perspective with other P1 Members? Send us an e-mail with your story.
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By Deputy William Fogarty
San Mateo County (Calif.) Sheriff’s Office
The first shot rang out over my head as I ran to the back of my car. Then the second shot went over my head as I dove for the trunk of my patrol car. I reached the trunk and heard the bullet crackle by my right ear at Mach speed. The gunfight continued with me returning fire. After five long minutes, the battle was over. Three people were in custody and the fourth was apprehended shortly afterward. The training I had received prior to the gunfight saved my life. I think this is important to repeat: The training I received prior to the gunfight saved my life! I had been trained by two sergeants who believed in realistic training instead of required training.
We have entered an era in law enforcement in which state mandated training has established continuing education requirements for law enforcement. This requires certain core material needs to be included in each block of instruction. Unfortunately, this means many instructors stick to a teaching by a “checklist” rather than teaching what students need in their everyday careers on the street. Trainers need to make training realistic so officers and deputies understand they have to make quick decisions and react in a street savvy fashion when faced with dangerous situations.
Training has become what is required by state law instead of realistic instruction for the needs of law enforcement. I was always told, “practice the way you want to play.” We should be experiencing real life training to help us deal with real life issues instead of outmoded scenarios developed 10 to 20 years ago in a different era of law enforcement.
Realistic training should be mandatory to supplement required training. Training managers should seek out instructors who use critical thinking, technology, and active learning to enhance the training experience of academy students and in-service personnel. These concepts, advocated by many colleges prepare students to face the “real world.” We often forget to include adult learning concepts and instead focus on “the manual.” While it is not wrong to use “the manual,” we as trainers should not be using it as the only form of learning. The key concept in training is that people are more responsive and more involved when they believe they will be using the material presented in their future.
Critical Thinking from the Beginning
We all began our law enforcement careers at the basic police academy. It established the basic understanding of what is defined as required training. This concept starts with a core learning concept needed in law enforcement that will be evaluated. The instructor covers the required subject matter and closes with something similar to, “Here is what you will need to know for the test.” This was the framework for the past 30 years of training in Law Enforcement. Historically, the problem was that we only taught one topic at a time instead of showing the interconnectedness of all the topics needed in our line of work.
A real life scenario includes critical thinking order to be successful. This allows recruits and in-service personnel to participate a collaborative learning environment where critical thinking can be applied from the beginning to the end of each scenario. We should begin teaching the core topic while framing it within other key concepts of law enforcement.
An example of this realistic training at the academy level could be a scenario for vehicle stops in which a parolee is inside the vehicle. There is an odor of marijuana coming from within the car. The investigating recruit should search the person and vehicle in a safe manner and locate any contraband. The recruit would then complete a report which contained all the relevant important information about this scenario. Instructors could then add an additional level of critical thinking by having the recruit testify in court based upon the report of the incident. This process would require the students to start practicing critical thinking from the beginning of a call to the end logical end result of testifying in court.
Modern Technology
Modern technology can be applied to make training realistic. I recently attended a class in which I was taught out of an old manual and was told, “Well, we have to be on page thirty two, paragraph three, line four when the evaluator is in the room.” This does not ensure a dynamic, realistic, learning experience.
We have free technology such as maps, email, instant messaging, and other applications on our smart phones. We should use this technology to maximize training values. It would be very beneficial for new recruits to review maps of the beat they would be assigned to while listening to a radio scanner. They could practice the quickest route to the call just by looking at their phones.
The instructors of in-service training can include use of force into the training they provide, including classes like jail operations and temporary holding cells. In addition, instructors can develop staff writing skills by including a required “press release” created by members of learning teams. This develops the individual student’s writing, presentation, and critical thinking when a learning activity such as having the members of the audience quizzing a student Press Information Officer, who presents the press release to the class. If you include feedback from an audience that includes supervisors and press information officers, you creating a great a collaborative learning process with feedback from subject matter experts.
This is an era of instant communication and with countless opportunities to use free technology to facilitate a dynamic group learning experience. We need to incorporate this technology so we train realistically and provide a modern day twist which integrates everyday events into in-service training.
Active Learning
The third part of the change to realistic training is the use of active learning. Active learning can be defined as engaging the students to learn material themselves. This process is well suited for law enforcement and college education. Every day we practice this concept as we respond to vehicle stops, burglary calls, and even thefts. How many times have you learned a simple lesson by asking the right questions, writing reports, and even interviewing people with another law enforcement officer?
This is what we deal with on an every day basis in law enforcement. We can expand on this by developing realistic training involving role-playing and dissecting and debating over the best course of action after the training is over. I use active learning while teaching at University of Phoenix in an effort to further educate students using role-playing and critique. These two concepts combine for an involved classroom and one in which if people feel comfortable expressing their opinions. This, in turn, adds value to the educational process.
The idea of realistic training provides an opportunity not just for amazing learning experiences but also an ability to save lives. Compare the number of times you have learned something by “doing” rather than by sitting in the classroom listening to a lecture. Which experience caused deeper learning?
I am advocating we change the learning process to a more active learning experience for all people involved and develop in people the ability to use critical thinking rather than check the box for the report. This requires a facilitator who is a subject matter expert or at the very least someone with various real life experiences to fall back upon when challenged by students in the classroom.
Preparing for the Future
Current times require law enforcement personnel to train using critical thinking, technology, and adult learning concepts to promote realistic training. This trifecta enhances the learning process and fosters an environment in which law enforcement wants to learn instead of being “ordered” to attend training. The combination can result in a proactive, intelligent workforce capable of handling the different situations that occur in our neighborhoods and communities. Realistic training develops confidence for those ultimate tests that occur at a moment’s notice like, the San Bruno fire on September 10, 2010.
About the Author
This week’s feature is from William P. “Bill” Fogarty, who has been in law enforcement for the past 17 years. He achieved his Master’s degree in Public Administration from the University of San Francisco, is a part time instructor for the South Bay Regional Academy, and serves with the San Mateo County (Calif.) Sheriff’s Office. He graduated from the POST Master Instructor program in 2011.
