A Critical Analysis of Learning Development and Knowledge Transfer in Police Training in England and Wales.

Abstract

This thesis presents a critical analysis of knowledge and skills transfer in police training over an extended period, examining the development and delivery of training, from its conception, through its organisational construction and eventual use within the Police Services of England and Wales. The way in which the police service has addressed some of its training and development needs is an interesting topic area. These developments have on occasions, been innovative and pioneering but frequently unrecognised other than inside the organisation.
The portfolio of projects is linked through taxonomies of adult learning initially devised by Bloom (1956) all of which contain an educational hierarchy.
The research strategy of the thesis is blended or amalgamated use of both inductive and deductive inquiry. The critical analysis, appraising the strengths as well as the limitations, is approached from a reflective standpoint in the first two projects. The critical analysis of the third area is based on the qualitative data gathered from current practitioners.
In examining these issues, the study reflects on the contributions made to learning and development. It examines the way in which these progressive innovations have been processed by the organisations who initiated the work on which they are based.
The rationale supporting this thesis involves the application of the three areas of research presentation; descriptive; critical analysis; comparative, these areas are presented in a complimentary manner.
The thesis argues that the innovations highlighted could have been adopted earlier than they were and that the progress and development available through the use of certain technologies should be capitalised on.
This is allied to the contention that interactive training delivered in a situation that has been ‘contextualised’ for the student, especially in vicarious learning environments, therefore enhances the experience and supports higher achievement in the taxonomies of Bloom (ibid).
Clear conclusions are drawn, and several recommendations made.